Table of Contents - Santa Ana Unified School District

Introduction 

Segerstrom High School 

Santa Ana Unified School District 

Est. 2005

Table of Contents 

Santa Ana Board of Education……………………………………………….……….………ii 

Santa Ana Unified School District Administration………………………………….….……iii 

Segerstrom High School Administration…………………………………….…….…...……iv 

Members of the Visiting Committee………………………………………….……...….…...v 

Focus on Learning Leadership Team…………………………………………..……....……vi 

Academic Council…………………………………………………………..……........……vii 

Classified Staff…………………………………………………………………..………….viii 

Chapter 1: Student/Community Profile……………………………….…….…..……..…….1 

Chapter 2: Summary of Analysis……………………………………………..……..……...52 

Chapter 3: Progress Report……………………………………………….………...………55 

Chapter 4: Self-Study Findings 

Organization…………………………………………………………………………59 

Standards-Based Student Learning: Curriculum…………………..……..…………74 

Standards-Based Student Learning: Instruction…………………..…….….……….85 

Standards-Based Student Learning: Assessment…………………..……….………95 

School Culture and Support……………………………………….…………….…106 

Chapter 5: Schoolwide Action Plan………………………………………………….……118 

Appendix 

Common Acronyms 

Master Schedule 

SARC 

Graduation Requirements 

Graduation Flowchart 

SPSA 

CAHSEE Plan 

Guided Study 

Schoolwide Writing Program 

Fundamental Structures 

AP Contract 

Fundamental Compact 

Tutoring Schedule 

Houses


Santa Ana Board of Education 

1601 East Chestnut Avenue 

Santa Ana, CA 92701-6322 

Mission Statement 

The Santa Ana Unified School District is dedicated to high academic achievement, 

in a scholarly and supportive environment, ensuring that all students are prepared 

to accomplish their goals in life. 

Board of Education 

Jose Alfredo Hernandez 

President 

Rob Richardson 

Vice President 

Audrey Yamagata-Noji, Ph.D 

Clerk 

John Palacio 

Member 

Roman Reyna 

Member 

ii


District Administration 

Jane A. Russo 

Superintendent 

Cathie A. Olsky, Ed.D 

Deputy Superintendent 

Ronald Murrey 

Associate Superintendent, Business Services 

Juan M. Lopez 

Associate Superintendent, Human Resources 

Herman Mendez 

Assistant Superintendent, Elementary Education 

Alex Ayala 

Assistant Superintendent, Secondary Education 

Doreen Lohnes 

Assistant Superintendent, Support Services 

Joe Dixon 

Assistant Superintendent, Facilities/Governmental Relations 

Angela Burrell 

Public Information Officer 

iii



Administration 

Amy Avina, Ed.D 

Principal 

David Casper 

Assistant Principal, Curriculum and Instruction 

Katrina Callaway 

Assistant Principal, Student Activities 

Bill Mocnik 

Assistant Principal, Guidance 

Jonathan Swanson 

Assistant Principal, Student Services 

iv


Members of the Visiting Committee 

Mr. William Christelman 

WASC Chair 

Assistant Principal 

Mr. Vernon R. Barlogio 

Member 

Principal 

Ms. Lori Eshilian 

Member 

Principal 

Mr. Torray Jonte Johnson 

Member 

Teacher 

Mr. Eric Daniel Lopez 

Member 


Mr. Oscar Macias 

Member 


Mr. Michael R. Mooko 

Member 

Teacher 

v



Focus on Learning Leadership Team 

Self-Study Coordinators 

Laurie Dugan 

Bill Mocnik 

Mathematics Department Chair Assistant Principal, Guidance 

Organization: Vision and Purpose, Governance, Leadership and Staff, and 

Resources 

Yvonne Alonzo 

Physical Education Teacher 

Stephanie Stotelmeyer 

Special Education Department Chair 

Standards-Based Learning: Curriculum 

Sean Decker 

Social Studies Teacher 

Mark Henson 

Music Teacher 

Standards-Based Learning: Instruction 

Sara Jordan 


Neeta Joshi 

Mathematics Teacher 

Standards-Based Learning: Assessment 

Chris Bradshaw 


Christy Hargrave 

English Teacher 

School Culture and Support for Student Personal and Academic Growth 

Frank Alvarado 

Athletic Director 

Adriana Huezo 

Higher Education Coordinator 

Student/Community Profile Committee 

Terri Verhaegen, Title I Coordinator 

Jerry Wheeler, Lead Counselor 

Martin Jespersen, Teacher 

Andrea Rojas, Athletic Secretary/ASB 

vi



Academic Council 


Principal 

Dave Casper 

Assistant Principal, Curriculum and 

Instuction 


Assistant Principal, Student Activities 

Bill Mocnik 

Assistant Principal, Guidance 




Athletic Director 

Terri Verhaegen 

Title I Coordinator 

Jerry Wheeler 

Guidance 

Maria Lara 

ELD 

Kate Harkins 

English 

Laurie Dugan 

Mathematics 

Lorraine Gerard 

Social Studies 

Maureen Angle and Jane Siesel 

Science 

Rosalia Escutia and Jeanette Martin 

Foreign Language 

Raul Garcia 

Visual and Performing Arts 

Jeff Watts 

Physical Education 


Special Education 

Stephanie Wotring 

Librarian 

vii



Classified Staff 

Stevie Johnsonbaugh 

Office Manager 

Irasema Perez 

Registrar 

Cristina Arambul 

Jose Flores 

Erika Islas 

Office Staff 

Maria Herrera-Diaz 

Elizabeth Leon 

Jose Pena 

Instructional Assistants 

Fred Sutton 

Stage Manager/Technology 

Nick Boonmag 

Jaime Gonzalez 

Oscar Hernandez 

District Safety Officers 

Veronica Plascencia 

Athletic Equipment 

Mario Alvarado 

Robert Alvarez 

Concepcion Cruz 

Margarito Torres 

Jose Velasquez 

Custodial Night Staff 

Jim Hunt 

Senior Grounds Keeper 

Cathy Pimental 

Library Media Tech 

Sandy Hollinger 

Cafeteria Manager 

Andrea Rojas 

Athletic Secretary/ASB 

Tanya Khurgel 

Music Accompanist 

German Ruvalcaba 

Cecelia Rios 

Custodial Day Staff 

Maureen Joyce 

Athletic Trainer 

viii

Chapter 1: 

Student/ 

Community 

Profile 



Est. 2005


Chapter 1: School/Community Profile 

THE COMMUNITY: 

Segerstrom High School is one of six comprehensive high schools within the Santa Ana Unified 

School District (SAUSD). Serving a vibrant and diverse community, the school is located within 

the city of Santa Ana in Southern California's Orange County. The city is bordered by Costa 

Mesa, Garden Grove, Tustin, Irvine, Stanton, Westminster, Anaheim, and the city of Orange. 

With a population of over 349,123 (2000 census), the city of Santa Ana is 76.1% Hispanic, 

12.4% White, 9% Asian, 1.3% African American, and 1.3% other. Santa Ana has separate and 

unique sections within the city offering a multitude of diverse benefits and incentives to its 

businesses and residents. 

Through redevelopment, tremendous strides have been made throughout the city in creating new 

business opportunities. Computer and learning centers are located throughout the city to provide 

access to the Internet. There are seven community colleges within the area, two California State 

Universities (Long Beach and Fullerton) and the University of California, Irvine in the 

neighboring city of Irvine. In addition, there are several private universities and colleges within 

a short commute such as Vanguard, Concordia, Chapman, Art Institute, and FIDM. 

The City of Santa Ana has a long and proud history and works with community leaders from 

neighborhoods, community based organizations and service clubs to improve the quality of life 

for residents. The city is home to the Bowers Museum, Discovery Science Center, and Santa 

Ana Zoo. The Orange County Performing Arts Center and the Santora Building of the Arts are 

also nearby. 

THE DISTRICT: 

The mission for the SAUSD directly states: "The Santa Ana Unified School District is dedicated 

to high academic achievement, in a scholarly and supportive environment, ensuring that all 

students are prepared to accomplish their goals in life.” 

As the seventh largest district in California, Santa Ana Unified covers a 24 square mile area 

served by 63 schools serving 54,369 students. This K-12 district employs over 6,680 full and 

part time employees serving 6 comprehensive high schools, 2 continuation high schools, a 

middle college high school, 36 elementary schools, 9 intermediate schools and 8 charter schools. 

The Rockefeller Institute of Government lists Santa Ana as number one in "Urban Hardship" and 

placed the city on the "Nation's Toughest Places to Live." Serving a large urban community 

presents many challenges for schools. Recognizing these challenges, the Board of Education set 

goals for the district as part of a strategic plan for reaching their vision. 

• Academic Achievement- Equip students to achieve their highest academic potential. 

• Prepared Students- Assure that students are prepared to succeed in higher education and 

to accomplish their life goals. 

• Quality Academic Programs- Offer rigorous and outstanding learning opportunities and 

will be aligned with state standards and federal guidelines. 

• Strategic Allocation of Resources- Be accountable for using resources wisely, efficiently, 

1


and strategically to support District goals. 

• Clear Communication- Communicate clearly, consistently, responsively, and proactively 

in a timely manner with all stakeholders. 

• Parent and Community Relationships-Promote and develop positive relationships with all 

segments of the community in order to foster open communication, accessibility, and 

pride in schools. 

• Outstanding Employees- Recruit, select and retain caring, competent, and qualified staff. 

• Exemplary Facilities- Assure that all facilities are safe, effective, well-maintained 

learning environments. 

• Success Focus- Cultivate, recognize, and celebrate success. 

These guidelines represent the district philosophy and fundamental belief that all students should 

have access to a quality education, and that given the opportunity, all students can be successful. 

The district values diversity among cultures as well as genders and languages. Student learning 

is a top priority. These guidelines and beliefs are widely held among staff at all levels. For the 

last 8 years the district has aggressively moved forward building new schools and modernizing 

existing sites. 

All schools throughout the district returned to a traditional school year in 2006, with a threeweek 

winter break to accommodate traveling families. The district recently revised the strategic 

plan, first adopted in September of 2005, to include the ninth goal. Under state and federal 

guidelines (NCLB), all schools must reach high performance status by 2013-2014. Challenges 

schools will face in the next three years include projections of declining K-12 enrollment trend, 

budget reductions of over $25 million for the upcoming year, as well as continued, economic 

uncertainty in the state economy and an increase in the number of families leaving Orange 

County due to housing costs. 

Despite efforts to meet the new NCLB requirements for adequate yearly progress (AYP) for all 

students, SAUSD was designated a Program Improvement District (PI) in 2004-05. The district 

has submitted a plan to California Department of Education for a District Assistance and 

Intervention Team (DAIT) and is currently implementing that team’s recommendations, under 

the guidance of the Orange County Department of Education. 

THE SCHOOL: 

Segerstrom High School opened in September, 2005 with 1200 ninth and tenth graders and has 

continued to expand by one grade each year, with the first class graduating in 2008. The first 

WASC self-study and visit was conducted in May of 2006. To establish a common purpose 

from inception, teachers were brought together to collaboratively develop the Mission, Vision, 

and ESLRs during the spring prior to the school opening. Staff members wanted to have 

statements of belief that were easily remembered by all community members and could, in fact, 

act as the guide for everything related to the school. From that meeting, the following Mission, 

Vision, and Expected Schoolwide Learning Results were established, and revisited in initial selfstudy 

meetings in the winter of 2007: 

2


VISION 

To create a community where all students do their best 

learning and all staff do their best teaching. 

MISSION 

To provide a supportive and challenging environment where 

all students excel. 

Reflective 

Communicators 

• Think, read, write, 

listen, speak well 

• Use multi-media as 

tools for 

communication 

• Develop creative 

and artistic abilities 

“Read! Write! Learn!” 

Resourceful Learners 

• Set goals 

• Take 

responsibility for 

learning 

• Think critically 

• Solve problems 

• Manage time 

wisely 

• Study effectively 

Responsible Citizens 

• Practice American 

patriotism 

• Demonstrate the 

elements of character 

• Live a healthy 

lifestyle 

3


Segerstrom High School is a “fundamental school” of choice which is defined by both 

philosophy and expectations. Since the campus was originally built to alleviate overcrowding at 

the other comprehensive high schools in the district, the district office made the decision before 

opening to have the school draw students from the surrounding neighborhoods as well as from 

throughout the district as a “fundamental school.” Thus as both a “school of choice” and a 

neighborhood school, some Segerstrom students must apply through a lottery system. The 

fundamental high school is an alternative educational approach for students in grades nine 

through twelve. Primary emphasis is placed on a highly structured program of basic academic 

literacy skills and enrichment. Emphasis is also placed on the establishment of strong study and 

organizational skills. The school seeks to instill within each student a sense of responsibility, 

patriotism, positive self image, and pride in accomplishment. The characteristics of a 

fundamental education include: 

• A program designed to emphasize basic academic literacy skills and subject matter. 

• Structured classroom in which learning is teacher initiated, directed, and supervised, with 

an emphasis on dynamic, innovative, and creative teaching. 

• High standards of student conduct and attendance to enhance quality instruction. 

• Insistence on strong study habits, self discipline, and responsibility. 

• Reinforcement of the traditional values of patriotism, citizenship, respect, courtesy, and 

pride in accomplishment. 

• High standards of dress as expressed in the Dress Code. 

• Parent commitment, communication, and involvement throughout the student’s 

education. 

Students at Segerstrom High School are expected to be reflective communicators, resourceful 

learners and responsible citizens. All staff has made a commitment to create a college-bound 

culture where academic excellence meets student accountability. Everyone is dedicated to 

ensuring that every student meet or exceed four-year university entrance requirements. 

Underlying this commitment is extensive assistance through multiple interventions and support 

systems throughout the school. 

Located within walking distance of the South Coast Plaza Shopping Center and Metro District, 

the campus consists of 5 uniquely designed buildings. The $55.7 million design consists of five 

buildings, each with a unique design that relates to the subject discipline that will be taught. The 

main part of the plan is a large crescent shaped building (Building A), which overlooks the sports 

stadium and houses the gymnasium, administration offices, library, and the English department. 

The school library, which houses 2 computer labs and a conference room, overlooks the plaza. 

This large outdoor plaza connects the outer ring of the crescent with the rest of the school. At 

one end of the plaza, the performing arts building (Building B) includes separate band, choir and 

drama rooms along with a 430 seat theater. The humanities building (Building C) houses social 

studies, foreign language, and art classes. It includes two of six computer labs that are located 

throughout the campus, including an animation production facility established through a 

partnership with the Regional Occupation Program. A three story science building (Building D) 

includes subterranean parking along with 14 fully equipped science laboratories with adjoining 

preparation space. A two story mathematics building (Building E) includes connecting interior 

corridors which are used for teacher work areas and collaboration space. The indoor gymnasium 

4


has a seating capacity of over 1000 and is equipped with basketball, volleyball and badminton 

courts, a wrestling room, training room, weight room, and dance studio as well as locker areas. 

SCHOOL STATUS 

• Title I school – since opening in 2005. 

• Met Adequate Yearly Progress (AYP) in 2007 and 2008. Did not meet AYP in 2006 due 

to graduation rate factor. The opening year graduation rate was based on the overall 

district graduation rate, which did not meet AYP criteria. 

• No external evaluation programs are in place at Segerstrom even though SAUSD is in PI. 

ENROLLMENT 

Segerstrom High School has seen an increase in population the last three years due to adding one 

additional grade level each year after opening with ninth and tenth grades. While the first senior 

class was small, our annual enrollment has reached approximately 2400 and has remained steady 

at that level. 

The ethnic mix of Segerstrom students has remained relatively constant since the opening of the 

school, and reflects the surrounding South Coast Metro community. Overall, SAUSD is 94.4% 

Hispanic, 3.3% Asian, 1.89% White, 0.7% African American, 0.1% Native American and 0.4% 

Other. 

Enrollment by Grade 

Academic Year 

Grade 2008- 

09 

2007- 

08 

2006- 

07 

2005- 

06 

9 622 621 661 753 

10 610 632 693 345 

11 617 643 322 n/a 

12 603 310 n/a n/a 

Enrollment by Gender 

Academic Year 

Gender 2008- 

09 

2007- 

08 

2006- 

07 

2005- 

06 

Male 1190 1196 816 568 

Female 1262 1253 901 614 

2008 Ethnicity Number of Students Percent of Student Body 

American Indian 3


LANGUAGE PROFICIENCY 

While the primary language spoken at home by Segerstrom students is Spanish, there are over 20 

languages spoken by Segerstrom students. Parents agree, as part of the fundamental school 

compact, that instruction is in English only and are aware that bilingual and/or ELD programs 

are available at the other high schools in the district. However, all core teachers are certified 

SDAIE or CLAD and utilize these instructional strategies in their classrooms. District-wide, 

54.4% of students are English Learners (EL), while only 10.5% are classified as EL at 

Segerstrom. 

2007-2008 Language Proficiency 

Primary Language 

CBEDS 

EL 

FEP 

Code 9th 10th 11th 12th 9th 10th 11th 12th 

Total 

Arabic 11 - - - - 1 - 2 - 3 

Burmese 13 - - - - - 1 0 - 1 

Cantonese 3 1 2 - - - 4 3 3 13 

Farsi 16 - - - - 1 - 2 - 3 

Filipino (Tagalog or Pilipino) 5 2 1 1 - 2 1 1 4 12 

French 17 - - - - 1 - - 1 2 

German 18 - - 1 - - - - - 1 

Greek 19 - - - - - - 1 - 1 

Hmong 23 - - - - 1 - 2 1 4 

Ilocano 25 - - - - - - - 1 1 

Indonesian 26 - - - - 1 - - - 1 

Japanese 8 - - - - - 1 2 1 4 

Khmer (Cambodian) 9 - 2 - - - 2 2 5 11 

Lao 10 - - - - 2 2 2 2 8 

Mandarian (Putonghua) 7 - - - - 2 1 - 1 4 

Other 99 - - - - 2 1 2 - 5 

Russian 29 1 - - - - - - - 1 

Samoan 30 - - - - - - - 1 1 

Spanish 1 82 71 70 15 324 359 340 401 1662 

Urdu 35 - - - - 3 2 2 1 8 

Vietnamese 2 6 6 3 1 37 32 30 51 166 

TOTAL per grade 92 82 75 16 377 406 391 473 1912 

Redesignation rates and Annual Measurable Achievement Objectives 

Of the 1765 students who are classified as Fully English Proficient (FEP), 449 were Initially 

Fluent English. Of the 1316 remaining FEP students, 96 were redesignated during the 2005- 

2006 school year, 81 during the 2006-2007 school year, and 85 during the 2007-2008. Current 

CELDT data will be used to redesignate students during the spring of 2009. 

6


AMAO 1 

Percent of ELs 

Making Annual 

Progress in 

Learning English: 

AMAO 2 

Percent of ELs 

Attaining English 

Proficiency on 

CELDT 

75.8% 

(Target = 

50.1%) 

58.6% 

(Target = 

28.9%) 

AMAO 1 calculates the percentage of ELs making annual progress on the CELDT. There are 

three general ways for English learners to meet the annual growth target on CELDT depending 

upon what level they were at on the previous CELDT. Those at the Beginning, Early 

Intermediate, and Intermediate levels are expected to gain one proficiency level. Those at the 

Early Advanced or Advanced level who are not yet English proficient are expected to achieve the 

English proficient level on CELDT. Those at the English proficient level are expected to maintain 

that level. 

AMAO 2 calculates the percentage of ELs attaining English proficiency on the CELDT. For the 

AMAO 2 it was necessary to define the cohort of students who could reasonably be expected to 

reach the English proficient level on CELDT at the time of the annual assessment. Four groups of 

students are combined into the cohort for AMAO 2: 

• All ELs who were at the Intermediate level the prior year 

• ELs at the Early Advanced or Advanced level who were not English proficient the prior year 

• ELs at the Beginning or Early Intermediate levels in the prior year who have been in U.S. 

schools since spring 2000 

• ELs at the Beginning or Early Intermediate levels in the prior year, who entered U.S. schools 

after spring 2000, and who met the English proficient level in the current year 

CELDT Data Year 2007 

Number of Annual CELDT Takers 253 

Number of CELDT Takers Last Year 300 

AMAO 1 calculates the percentage of ELs making annual progress on the CELDT. 

Number of Student(s) with Valid CELDT Score for AMAO #1 236 

Number of Student(s) Meet AMAO #1 179 

Target Percentage 50.1 

Percent Meeting AMAO #1 75.8 

Met Target AMAO #1 

yes 

AMAO 2 calculates the percentage of ELs attaining English proficiency on the CELDT. 

Number of Student(s) With Valid CELDT Score for AMAO #2 111 

Number of Student(s) Meet AMAO #2 65 

Target Percentage 28.9 

Percent Meeting AMAO #2 58.6 

Met Target AMAO #2 

yes 

SPECIAL NEEDS AND AFFILIATIONS 

Segerstrom’s special education students are served through a collaborative, full-inclusion model, 

with additional assistance provided in the resource room before and after school and during 

lunch. Three full-time special education teachers and three paraprofessionals work with 

classroom teachers and students during class periods, as well as provide support outside the 

school day to all students in need of assistance. Student Individualized Education Programs 

(IEPs) reflect this collaboration, along with identifying goals and objectives to meet the needs of 

each individual student. Student Success Team (SST) meetings with students, staff, and parents 

are held regularly to identify the individual needs of students who have been referred by teachers 

or other staff members for academic support and placement in the appropriate intervention 

programs. 

Migrant and homeless student support is primarily coordinated through the district office, 

although a counselor acts as the designated site liaison for both programs. Through the support 

and monitoring of identified students, those considered migrant and/or homeless have equitable 

access to all services comparable to those offered to other students. Homeless and migrant 

students are not segregated or stigmatized, as the classifications are kept confidential by the site 

coordinator. 

7


Under NCLB regulatory mandates, the population of students meeting these criteria, particularly 

the “homeless” criteria, has grown substantially in the past year. Based on McKinney-Vento, the 

legal definition of homeless now includes anyone who lacks a regular, fixed, and adequate 

nighttime residence (substandard housing), sharing of housing due to economic struggles 

(doubled-up), among other criteria. These two additions to the definition encompass many more 

students than in the past, reflected in numbers in the chart below. In the last year, Segerstrom 

has seen a substantial jump in the number of students who have submitted an affidavit of 

residence, claiming to have moved into the “neighborhood” boundaries, thus assuring 

registration at the school. 

The instructional strategies associated with both AVID (Advancement via Individual 

Determination) and GATE are used schoolwide. AVID’s Socratic Seminar and student-led 

tutorials, along with GATE’s elements of Depth and Complexity are just a few of the strategies 

implemented within all levels of coursework. There are currently 8 sections of AVID, serving 

251 students, while there are 10 honors and 18 Advanced Placement (AP) courses offered during 

the 2008-09 school year. There were 1232 AP exams administered in May 2008 to 668 

sophomores, juniors, and seniors. 

Many AVID students enroll in honors level courses and are required to take at least one AP class 

before they graduate. The AVID program focuses on the middle-of-the-road student who usually 

is first generation ‘college going’ to provide support throughout their school experience. This 

includes college field trips outside of the local area to such campuses as UC Santa Barbara and 

UC San Diego. In addition, parents are assisted with involvement strategies for their student’s 

current educational successes as well as receiving college information. Segerstrom graduated 

their first group of AVID seniors in 2008, with one student receiving a scholarship from the 

AVID program itself. 

The district GATE office has been supportive in providing staff development opportunities for 

many staff members throughout the year along with assistance in identifying potential GATE 

students. Some GATE program components unique to Segerstrom include a mentor/mentee 

program (pairing junior/senior GATE students with freshman/sophomore mentees), a GATE 

website (which includes information, surveys, and a calendar of events) and the quarterly 

newsletters (highlighting GATE teachers, student awards and college information). The GATE 

site plan is updated annually and submitted to the district office. This plan documents actions 

and components specific to Segerstrom as well as GATE teacher training and sample GATE 

lesson plans. 

2008- 

09 

2007- 

08 

Enrollment in special programs by year 

Special Ed Migrant Ed Homeless 

2006- 2005- 2008- 2007- 2006- 2005- 2008- 2007- 

07 06 09 08 07 06 09 08 

2006- 

07 

2.9% 2.7% 2.8% 4.6% 0.8% 0.8% 0.6% 0.7% 2.5% 2.3% 1.8% 1.8% 

2005- 

06 

GATE AVID EL 

2008- 

09 

2007- 

08 

2006- 

07 

2005- 

06 

2008- 

09 

2007- 

08 

2006- 

07 

2005- 

06 

2008- 

09 

2007- 

08 

2006- 

07 

2005- 

06 

24.4% 23.7% 21.6% 17.6% 10.2% 13.7% 10.1% 12.7% 10.5% 11.6% 12.1% 19.0% 

8


ATTENDANCE 

Segerstrom has the highest attendance rate of all of the comprehensive high schools in the 

district. Average attendance rates throughout Santa Ana Unified high schools in 2007-2008 was 

94.6%, while at Segerstrom the average rate for 2007-08 was 96.9%. Monthly attendance for 

2007-2008 at Segerstrom is shown in the table below. 

Average daily rate of attendance - % 

Sep Oct Nov Dec Jan Feb Mar Apr May Jun Avg 

97.9 97.2 96.7 96.3 96.3 96.6 96.9 97.0 97.5 96.8 97.0 

Teachers are very diligent about tardies, with a schoolwide policy of consequences for any 

student not in their seat, ready to work, when the bell rings. As a result, Segerstrom has a very 

low rate of student tardies. 

In comparison to district, county and state data, Segerstrom’s truancy rate of 9.2% is remarkably 

low due to consistent follow through by all staff members. 

Number of 

Students 

with 

Unexcused 

Absence 

or Tardy 

on 3 or 

More Days 

(truants) 

Truancy 

Rate 

School Enrollment 

Segerstrom 

High 1,717 158 9.20% 

Santa Ana 

Unified District 57,286 12,078 21.08% 

County 503,170 97,541 19.39% 

California 5,552,811 1,572,061 28.31% 

Segerstrom’s mobility or transient rate of 98% indicates the percentage of students who were 

counted as part of the school's enrollment on the October 2006 CBEDS data collection and who 

have been continuously enrolled since that date. While the volatility of the housing market in 

Orange County has impacted many families, most students remain at Segerstrom throughout 

their high school years. As a result of not meeting the criteria in the fundamental agreement 

signed by parents and students, each year some students are placed on “probation” and, if 

behavior does not improve, become “non-invites” at the end of the school year. These students 

are then returned either to their home school or to another comprehensive high school within the 

district. The number of students who were actual “non-invites” has averaged less than 2% 

annually. 

Number of non-invites 

2005-2006 2006-2007 2007-2008 

24 31 27 

9


Suspension and Expulsion Rates (disaggregated) and Crime Statistics 

Most recent expulsion and suspension data breakdown (from 2006-2007) show that the majority 

of suspensions are for disruption of school activities or willful defiance. The fundamental 

structures of the school require consistent enforcement of consequences, and students understand 

that requirement. Throughout the 6 comprehensive high schools in Santa Ana Unified, there 

were 2162 suspensions and 40 expulsions in 2007-2008. 

2007-2008 data Sep Oct Nov Dec Jan Feb Mar Apr May Jun total 

Suspensions - 10 4 12 12 0 21 30 12 31 133 

Expulsions 0 0 1 0 0 0 0 0 0 1 1 

2006-2007 Expulsion, suspension, and truancy detail report 

Ed Codes Ed Code Text # of Expulsions # of Suspensions 

48900(a)(1) Related to physical injury to another person 15 

48900(b) Related to firearms, knives, explosive devices, etc. 1 1 

48900(c) 

Related to possession or sale of controlled substances, 

alcohol, or intoxicants. 

3 

48900(f) 

Caused or attempted to cause damage to school 

property or private property 

1 

48900(g) 

Stole or attempted to steal school property or private 

property 

4 

48900(i) 

Committed an obscene act or engaged in habitual 

profanity or vulgarity 

11 

48900(j) Related to possession or sale of drug paraphernalia 1 

48900(k) 

Related to disruption of school activities or willful 

defiance 

27 

48900(m) Possessed an imitation firearm 1 

48900.2 Related to sexual harassment 14 

48900.3 PDS-Related to hate violence 2 

48900.4 Related to harassment, threats, or intimidation 1 

SOCIOECONOMIC STATUS 

Segerstrom has qualified as a school-wide Title I program since its inception, surpassing the 

district criteria of 50% of the population qualifying for free or reduced lunch each year. Students 

are encouraged to apply for the Free/Reduced meal program, not only for the nutritional benefits, 

but also because qualified students may receive fee waivers for AP tests as well as other highereducation 

related fees. Each year, lunch applications are sent out to every family in an effort to 

find as many qualified students as possible. 

Free/reduced lunch status 

2005-2006 2006-2007 2007-2008 2008-2009 

54.5% 53.9% 55% 65% 

10


An average parent education level of 2.36 details the disadvantaged community from which our 

students come. 

Parent Education Level (STAR) 

Percentage with a response* 98% 

Of those with a response 

Not a high school graduate 28% 

High school graduate 27% 

Some college 29% 

College graduate 11% 

Graduate school 5% 

SAFETY CONDITIONS, CLEANLINESS, AND ADEQUACY OF SCHOOL FACILITIES 

All students and staff members are provided a safe teaching and learning environment. 

Segerstrom has a “Safe Schools’ Plan of Action” in compliance with Senate Bill 187, including a 

crisis plan and substance abuse and violence prevention education. Segerstrom consistently 

follows established discipline policies. These policies include effective preventive strategies to 

address the needs of high risk students. Segerstrom involves students in addressing school safety 

issues and sets a standard for adults and students to interact with each other in a caring, 

supportive manner. 

Segerstrom encourages visible staff and parental presence to maintain a safe environment. There 

are strategies in place on how to respond when students feel threatened or in need of assistance. 

The safety committee has surveyed the school site and immediate surrounding community area 

to identify student safety issues and works with parents and community members to create a 

crime-free and safe community. The ongoing goal is for students to be safe and secure while at 

school, when traveling to and from school, and when traveling to and from school related 

activities. Segerstrom provides effective leadership to address the challenges of gang crime and 

violence on or around the school grounds. 

STAFF 

Segerstrom’s staff has grown each of the last three years, as additional grade levels and class 

offerings have been added. While many of the original teachers were quite experienced, many of 

the new hires have been first year teachers. These beginning teachers receive significant support 

through not only departmental mentors and instructional leaders on campus, but also our district 

sponsored BTSA program. 

In the spring of 2007, SAUSD was forced to send out 573 Reduction in Forces (RIF) notices to 

teachers as it faced cutting an additional $19 million after already cutting $95 million over the 

past 5 years. While many of these reductions district-wide will be at the elementary level, 27 

Segerstrom staff members received initial notices, more than one-third of the staff. While most 

teachers had their notices rescinded, uncertainty prevailed throughout the staff in the spring. 

Many budget cuts were focused on the classified level. Over 40 classified positions were 

eliminated or hours reduced in the last year at Segerstrom. Support staff members are asked to 

do much more than they have done in the past. 

11


2007-2008 Segerstrom Staff Data 

Number of certificated staff 90 

Number of classified staff 67 

Number of qualified personnel for counseling 6 

Number of administrators/non-teaching staff 6 

Percent of teachers who have met the highly qualified 

100% 

teachers’ requirements of NCLB 

Number of National Board Certified Teachers 0 

Number of ROP teachers 4 

Percent of teachers instructing outside credentialed areas 2.2% 

Number of teachers with emergency permits(4 teachers are 

0 

working under an emergency CLAD, but are otherwise fully 

credentialed) 

Average number of years of educational service within 

Certificated – 9.2 years 

the district 

Average total number of years in education. 

Certificated – 10.1 years 

Number with advanced degrees 47 

Number with CLAD 67 

Number with other authorization for EL students 

12 

(emergency CLAD, SDAIE, other CTC authorizations) 

Number in BTSA 24 

Teacher Gender 

Gender 

Academic Year 

2008-09 2007-08 2006-07 2005-06 

Male 43 (45.7%) 34 (45.3%) 30 (44.1%) 18 (45.0%) 

Female 51 (54.3%) 41 (54.7%) 38 (55.9%) 22 (55.0%) 

Teacher Ethnicity 

Ethnicity 

Academic Year 

2008-09 2007-08 2006-07 2005-06 

Amer Indian/Alaskan 1 (1.1%) 0 (0.0%) 0 (0.0%) 

Asian 8 (8.9%) 7 (10.3%) 4 (10.0%) 

Pac Islander 1 (1.1%) 1 (1.5%) 0 (0.0%) 

Filipino 0 (0.0%) 0 (0.0%) 0 (0.0%) 

Hispanic 28 (31.1%) 18 (26.5%) 9 (22.5%) 

African Amer 1 (1.1%) 1 (1.5%) 1 (2.5%) 

White 50 (55.6%) 41 (60.3%) 26 (65.0%) 

Multiple/No response 0 (0.0%) 0 (0.0%) 0 (0.0%) 

Number and assignment of paraprofessionals 

2007-2008 

who have met or will meet the requirements of Special Education Instructional Assistant 3 

NCLB by 2006 Bilingual Instructional Assistant 1 

12


Staff development and numbers participating (e.g., programs, activities and numbers) 

A collaborative, schoolwide, targeted professional development plan is developed and supported 

based upon identified needs, data, and the instructional focus statement. The goal of this 

professional development is to ensure a “community where all students do their best learning and 

all staff do their best teaching.” Segerstrom’s professional development plan is collaboratively 

developed, supported by all staff, and is viewed as a positive part of the overall school culture. 

Professional Learning Communities (PLCs) drive the learning experiences throughout the year, 

and these PLCs take on many forms: departmental, house, course-alike, and vertical teams to 

name a few. Three times a year departments have day-long “course alike” collaboration days 

which allows for data analysis, common planning and assessment development, as well as 

vertical teaming where appropriate. Ninth grade house groups are expected to meet for 

collaboration at least once a week during common prep periods, and those houses without 

common prep time are given the opportunity to request one release day per semester to facilitate 

planning and data analysis. Other PLCs, such as the AVID teachers, senior English teachers, or 

the AP World History teachers, request release days for intensive planning and collaboration. 

Much of this collaboration utilizes the expertise on site, as well as inviting district office staff to 

help with data analysis, technology, or assessment development depending on the needs of the 

group. 

In addition to on-site professional development there are limited staff development funds, both 

from the site and the district, which are used for conference attendance. A sample of those 

opportunities for 2007-08 includes: 

2007-08 Conference Attendance 

Name of Conference/Workshop 

# of Participants 

Academic Literacy Institute 8 

AP Institute (various subjects- one day and summer week long) 21 

AP Reading/Scoring (World History & Spanish) 2 

Autism and Adolescence: Hope for the Future 2 

AVID Conference (4 days throughout the year) 7 

AVID Summer Institute 7 

CA School Library Association Conference 2 

CADA Conference 2 

CAHPERD Conference 1 

California Language Teachers Association 8 

California Science Education Conference 1 

California State Athletic Directors Association Conference 1 

College Board Counselor Workshop 1 

CSU Counselor Conference 7 

Data Director User Conference 3 

Economics in Education 1 

Ed Fund Financial Aid Workshop 5 

ITQ Literacy in the Classroom 2 

Supporting the Asperger students (series of workshops) 5 

SWATA Annual Meeting & Clinical Symposium 1 

The History Summit 1 

UC Counselor Conference 7 

UCI History Project 1 

UCI Pathways Workshops 5 

WASC/CDE Focus on Learning & Visiting team members 12 

13


DISTRICT POLICIES/SCHOOL FINANCIAL SUPPORT 

Santa Ana Unified has faced declining enrollment and multi-million dollars in cutbacks over the 

past several years. As of the SAUSD Board enrollment update, dated 9/9/2008, SAUSD has 

seen a modification to its projected enrollment. Total district enrollment was projected to be 

54,518 but grew by 185 for a total of 54,703. Due to state and district financial difficulties, the 

projected 2008-09 budget reductions will be $29.5 million. In December 2007, the Budget 

Review Committee, made up of community members, employees and administrators, presented 

possible reductions for the Board’s consideration, with the Board approving budget reductions at 

that time totaling $16.2 million. The latest cuts of $13.3 million have been made as follows: 

2007-08 Budget Reductions 

Centralized support services 


School Site Base Allocations 

Reduction of class size program encroachment 

$2.2 million 

$1.3 million 

$3.8 million 

$6.0 million 

The General Fund (Unrestricted and Restricted) includes total revenue of $482.00 million and 

total expenditures of $487.00 million, with a shortfall of $5.0 million. This leaves an ending 

fund balance of $14.0 million or 2.9% reserve, much less than is recommended. The Board has 

made tough decisions to maintain vital student programs and services, including class size 

reductions in K-3 and ninth grade, which were saved. Over 500 teachers were reinstated from 

layoffs. However, the reduced funding has resulted in staff and administration reductions of 

work days, hours per day, and elimination of jobs. While the school’s general fund faces 

cutbacks, the categorical funds remain steady for this year. Santa Ana Unified distributes 

categorical funds based on fall CBEDS reports which will continue to grow for the coming year. 

District Average Expenditures per pupil for 2007-2008: $8,138.00 

Expenditures from Categorical Funding Sources at Segerstrom High School 

2005-2006 2006-2007 2007-2008 2008-09 

(projected) 

Federal: Title One $133,000.00 $247,532.00 $267,805.20 $337,483.00 

Federal: Title Three $51,870.00 -- -- -- 

State: EIA-LEP $60,000.00 $50,612.00 $4023.90 $44,878.00 

State: EIA-CompEd -- -- -- $155,037.00 

State: School Improvement Program -- $1,560.00 $4,023.90 $25,175.00 

State: Pupil Retention Block Grant -- $7,861.00 $15,572.24 $9,632.00 

State: Discretionary Grant (one time funds) -- -- $93,482.75 0 

14


STUDENT PERFORMANCE DATA 

ACADEMIC PERFORMANCE INDEX (API) 

2006 Base API 2007 Growth API 

Growth in the API 

from 2006 to 2007 

2008 Growth API Growth from 2007- 

2008 

772 797 25 786 -11 

Met Growth API Targets 

2007-2008 2006-07 

Schoolwide No Yes 

Comparable Improvement No Yes 

Both No Yes 

15



Students included 

in the 2008 Growth 

API 2008 

Growth 

2007 Base 

API 

2007-08 

Growth 

Target 

Met Growth Target 

2007-08 

Growth Schoolwide All Subgroups 

Both Schoolwide 

and Subgroups 

1211 786 797 3 -11 No No No 


Students included 

in the 2007 Growth 

API 

2007 

Growth 

2006 Base 

API 

2006-07 

Growth 

Target 

2006-07 

Growth Schoolwide 

Met Growth Target 

Comparable 

Improvement 

(CI) 

Both 

Schoolwide and 

CI 

1641 797 772 5 25 Yes Yes Yes 

Subgroups Subgroup API 


Students 

Included in 2007 

API 

Numerically 

Significant in 

Both Years 

2007 

Growth 

2006 

Base 

2006-07 

Growth 

Target 

2006-07 

Growth 

Met Subgroup 

Growth Target 

African American (not of Hispanic origin) 35 No 

American Indian or Alaska Native 2 No 

Asian 162 Yes 884 871 A 13 Yes 

Filipino 11 No 

Hispanic or Latino 1326 Yes 782 752 5 30 Yes 

Pacific Islander 6 No 

White (not of Hispanic origin) 99 No 

Socioeconomically Disadvantaged 1036 Yes 788 759 5 29 Yes 

English Learners 734 Yes 743 724 5 19 Yes 

Students with Disabilities 46 No 

Subgroups Subgroup API 


Students 

Included in 

2008 API 

Numerically 

Significant in 

Both Years 

2008 

Growth 

2007 

Base 

2007-08 

Growth 

Target 

2007-08 

Growth 

Met 

Subgroup 

Growth 

Target 

African American (not of Hispanic origin) 26 No 

American Indian or Alaska Native 1 No 

Asian 117 Yes 882 884 A -2 Yes 

Filipino 8 No 

Hispanic or Latino 986 Yes 771 782 5 -11 No 

Pacific Islander 5 No 

White (not of Hispanic origin) 68 No 

Socioeconomically Disadvantaged 812 Yes 781 788 5 -7 No 

English Learners 448 No 743 

Students with Disabilities 32 No 

16


Estimated API by class across time 

2005-2006 2006-2007 2007-2008 2008-2009 

Class of 2008 735 842 729 n/a 

Class of 2009 737 759 831 

Class of 2010 -- 770 789 

Class of 2011 -- -- 756 834 

Class of 2012 -- -- -- 

(source: Data Director 

ADEQUATE YEARLY PROGRESS (AYP) 

Made AYP: 

Met 14 of 14 AYP Criteria 

Yes 

Met AYP Criteria: 

English-Language Arts Mathematics 

Participation Rate 

Yes 

Yes 

Percent Proficient Yes Yes 

Academic Performance Index (API)- 

Additional Indicator for AYP 

Yes 

Graduation Rate 

Yes 

Met 2008 AYP Criteria 

Participation Rate Percent Proficient 

English- 

English-Language 

GROUPS 

Language Arts Mathematics 

Arts 

Mathematics 

Schoolwide Yes Yes Yes Yes 

African American or Black (not of Hispanic 

origin) 

-- -- -- -- 

American Indian or Alaska Native -- -- -- -- 

Asian -- -- -- -- 

Filipino -- -- -- -- 

Hispanic or Latino Yes Yes Yes Yes 

Pacific Islander -- -- -- -- 

White (not of Hispanic origin) -- -- -- -- 

Socioeconomically Disadvantaged Yes Yes Yes Yes 

English Learners -- -- -- -- 

Students with Disabilities -- -- -- -- 

CALIFORNIA STANDARDS TEST (CSTS) 

Segerstrom students show mixed results in meeting advanced or proficient on the California 

Standards Tests (CSTs). With only three years of data, trends are difficult to determine. State 

and County averages provides a basis for comparison within those cohorts. 

The data that follows is through May of 2008, analyzing trends of the 2007-2008 student body. 

A summary of trend and comparison data of proficient and advanced students guides the analysis 

of findings. Following each subject area trend analysis is a complete chart of student proficiency 

level data, disaggregated by subgroups. 

17


English CST Findings 

English Language Arts 

• Student performance has increased in most sub-groups among ninth and tenth 

graders. 

• Student performance is consistently above state and district results. 

• Challenge is to continue growth in all areas while preventing the eleventh grade 

slump. 

%Proficient and Advanced 

Overall 

English 

Learners 

Hispanic 

White 

Asian 

Economic 

Disadv. 

Special 

Education 

Not SpEd 

GATE 

Male 

Female 

2008 State 

9 th 49 9 34 68 73 33 11 

10 th 41 6 27 57 64 26 7 

11 th 37 4 22 53 58 22 6 

2008 Orange County 

9 th 59 12 36 76 83 37 15 62 96 54 62 

10 th 51 7 29 65 74 60 9 54 91 47 55 

11 th 47 5 25 59 69 26 7 50 88 43 50 

2008 Santa Ana Unified 

9 th 32 4 31 72 34 28 3 44 90 30 34 

10 th 26 2 24 59 63 29 1 27 83 24 27 

11 th 23 1 20 58 52 51 1 24 80 21 23 

Trend Data for Segerstrom High School 

9 th 2006 51 13 46 75 49 47 10 54 93 48 54 

2007 64 27 61 77 94 61 33 65 97 60 68 

2008 60 15 54 96 91 55 20 61 93 57 62 

3-yr change +9 +2 +8 +21 +12 +8 +10 +7 0 +9 +8 

10 th 2006 48 8 41 62 76 41 -- 48 76 47 48 

2007 51 9 45 77 76 46 0 52 93 48 52 

2008 54 10 50 60 85 52 27 54 88 52 55 

3-yr change +6 +2 +9 -2 +9 +11 +27 +6 +12 +5 +7 

11 th 2006 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a 

2007 51 14 47 63 69 49 -- 51 86 54 47 

2008 44 0 37 75 74 40 0 45 86 44 44 

2-yr change -7 -14 -10 +12 +5 -9 0 -6 0 -10 -3 

18


Math CST Findings 

Algebra 1 

• Student performance in Algebra I shows consistent improvement at the tenth 

grade level, while the ninth grade level shows mixed results. 

• Student performance in Geometry shows consistent decline in achievement. 

• Student performance in Algebra shows improvement within significant 

subgroups. 

• Hispanic and economically disadvantaged students show significantly higher 

pass rates than state and county averages in Algebra 1, and slightly higher in 

Geometry and Algebra II. 

• Challenge is to improve EL performance while also reaching county averages 

in all math areas. 


Overall 

English 

Learners 

Hispanic 

White 

Asian 

Economic 

Disadv. 

Special 

Education 

Not SpEd 

GATE 

Male 

Female 

2008 State 

9 th 18 7 12 28 39 12 5 

10 th 9 4 6 12 19 6 2 

11 th 5 3 4 8 13 4 1 


9 th 28 9 16 41 52 16 8 29 70 28 29 

10 th 14 8 10 17 33 10 5 15 29 15 13 

11 th 8 6 6 8 23 8 2 9 24 8 8 


9 th 11 3 10 36 22 10 1 12 58 11 12 

10 th 3 1 3 --- --- 3 0 4 62 4 3 

11 th 4 0 4 --- --- 3 4 4 58 3 6 


9 th 2006 14 4 13 29 35 --- 3 15 58 16 13 

2007 22 13 20 35 --- --- 8 23 62 25 20 

2008 21 2 20 36 --- --- 0 21 58 14 27 

3-yr change +7 -2 +7 +7 --- --- -3 +6 0 -2 +14 

10 th 2006 12 5 12 --- --- --- --- 13 -- 22 6 

2007 7 0 7 --- --- --- 0 7 -- 7 7 

2008 5 0 3 --- --- --- --- 5 -- 11 0 

3-yr change -7 -5 -9 --- --- --- --- -8 -- -11 -6 


2007 0 --- --- --- --- --- --- 0 -- -- -- 

2008 --- --- --- --- --- --- --- -- -- -- -- 

2-yr change 0 --- --- --- --- --- --- 0 -- -- 

19


Geometry 


Overall 

English 

Learners 

Hispanic 

White 

Asian 

Economic 

Disadv. 

Special 

Education 

Not SpEd 

GATE 

Male 

Female 

2008 State 

9 th 43 19 24 55 64 25 25 

10 th 12 5 7 20 28 7 5 

11 th 6 3 3 9 11 3 2 


9 th 61 42 33 69 76 35 45 61 79 64 57 

10 th 23 9 10 31 41 9 12 23 46 26 21 

11 th 9 6 5 13 17 6 3 9 20 11 8 


9 th 29 8 26 47 58 27 1 29 52 33 25 

10 th 2 1 2 0 13 2 0 2 15 3 1 

11 th 1 2 1 0 12 1 0 1 0 1 1 


9 th 2006 48 24 40 67 70 42 --- 48 77 53 44 

2007 41 18 34 72 68 36 --- 41 71 46 37 

2008 36 0 29 58 65 35 --- 37 60 43 30 

3-yr change -12 -24 -11 -9 -5 -7 --- -11 -17 -10 -14 

10 th 2006 16 4 14 --- 35 15 --- 17 55 21 13 

2007 7 2 7 6 18 5 0 8 31 8 7 

2008 4 5 4 0 --- 4 --- 4 20 6 2 

3-yr change -12 +1 -10 -6 -17 -11 --- -13 -35 -15 -11 


2007 22 0 4 --- --- 6 --- 3 --- 6 0 

2008 0 --- 0 --- --- 0 --- 0 --- 0 0 

2-yr change -22 --- -4 --- --- -6 --- -3 --- -6 0 

20


Algebra II 


Overall 

English 

Learners 

Hispanic 

White 

Asian 

Economic 

Disadv. 

Special 

Education 

Not SpEd 

GATE 

Male 

Female 

2008 State 

9 th 66 49 36 70 85 45 54 

10 th 36 22 22 42 56 25 23 

11 th 11 9 8 14 23 9 7 


9 th 84 88 63 43 89 72 69 84 90 85 83 

10 th 55 47 32 58 70 36 50 45 70 59 52 

11 th 19 18 12 21 31 14 9 20 33 22 18 


9 th 47 --- 43 --- --- 50 --- 47 --- --- -- 

10 th 21 14 18 43 40 19 0 21 37 23 18 

11 th 3 1 2 3 13 2 0 3 17 4 2 


10 th 2006 36 --- 34 --- 56 35 --- 37 56 47 27 

2007 42 8 36 58 61 35 --- 43 62 48 38 

2008 28 --- 22 41 58 28 --- 28 50 30 27 

3-yr change -8 --- -9 -19 +2 -7 --- -9 -6 -17 0 


2007 11 5 12 --- 6 11 --- 12 --- 15 8 

2008 5 9 5 0 20 4 --- 5 12 4 6 

2-yr change -6 +4 -7 --- +14 -7 --- -7 +12 -9 -2 

21


Summative High School Mathematics 


Overall 

English 

Learners 

Hispanic 

White 

Asian 

Economic 

Disadv. 

Special 

Education 

Not SpEd 

GATE 

Male 

Female 

2008 State 

9 th 79 41 50 77 90 66 66 

10 th 68 56 38 71 81 48 55 

11 th 43 31 22 47 63 28 33 


9 th 84 --- --- --- 100 --- --- 81 94 89 --- 

10 th 80 57 59 80 85 70 --- 80 87 84 77 

11 th 59 48 31 59 73 38 47 59 73 64 54 


9 th --- --- --- --- --- --- --- --- --- --- --- 

10 th 50 --- 43 --- --- 50 --- 50 --- 61 --- 

11 th 20 5 16 25 45 17 --- 20 41 24 16 



2007 35 --- 30 --- 46 31 --- 35 44 38 31 

2008 28 --- 21 21 48 24 --- 28 45 33 22 

2-yr change -7 --- -9 --- +2 -7 --- -6 +1 -5 -9 

22


Science CST Summary 

• Student performance shows improvement overall in all areas and subgroups, 

except for EL students in Biology. 

• EL students are not represented in Chemistry in significant numbers to result in 

valid data. EL scores declined in Biology but improved in Earth Science. 

• The challenge is to improve EL performance and representation while also 

reaching county averages. 

Earth Science 


Overall 

English 

Learners 

Hispanic 

White 

Asian 

Economic 

Disadv. 

Special 

Education 

Not SpEd 

GATE 

Male 

Female 

2008 State 

9 th 31 7 20 48 43 19 11 

10 th 23 6 15 38 28 14 9 

11 th 28 7 18 43 39 18 10 


9 th 33 7 19 53 49 18 14 35 74 39 27 

10 th 29 9 18 42 40 17 15 33 66 35 21 

11 th 44 10 20 54 43 10 11 38 74 38 30 


9 th 11 3 11 29 12 11 2 12 53 16 6 

10 th 9 12 10 --- --- 29 --- 9 --- 15 0 

11 th 11 2 10 --- --- 34 --- 11 --- 16 6 


9 th 2006 16 9 14 50 33 17 17 --- 23 8 

2007 31 14 29 48 --- 31 --- 31 72 40 21 

2008 20 13 19 --- --- 19 7 21 41 27 12 

3-yr change +4 +4 +5 -2 --- +2 --- +4 -29 +4 +4 

23


Biology/Life Sciences 


Overall 

English 

Learners 

Hispanic 

White 

Asian 

Economic 

Disadv. 

Special 

Education 

Not SpEd 

GATE 

Male 

Female 

2008 State 

9 th 52 11 33 70 78 34 15 

10 th 35 7 23 52 53 23 11 

11 th 39 7 24 55 65 25 10 


9 th 69 25 47 80 84 50 21 71 91 61 68 

10 th 44 11 26 59 69 25 16 46 82 47 43 

11 th 49 10 26 63 77 27 10 52 89 47 51 


9 th 53 11 51 85 83 51 --- 53 75 60 48 

10 th 14 3 14 38 35 14 3 15 67 18 11 

11 th 16 1 14 32 53 14 2 17 65 14 17 


9 th 2006 51 19 45 70 61 43 --- 51 76 54 48 

2007 58 17 53 84 79 52 --- 59 84 71 49 

2008 62 --- 55 88 85 58 --- 62 76 70 55 

3-yr change +11 -2 +10 +18 +24 +15 --- +11 0 +16 +7 

10 th 2006 15 8 11 18 50 15 --- 15 42 18 11 

2007 19 6 18 44 29 21 8 28 --- 26 13 

2008 28 5 26 35 --- 26 --- 28 56 33 24 

3-yr change +13 -3 +15 +17 -21 +11 --- +13 +14 +15 +13 


2007 27 8 26 45 27 27 --- 53 27 28 26 

2008 38 --- 32 53 76 36 --- 74 39 46 33 

2 h 

+11 --- +6 +8 +49 +9 --- +11 +12 +19 +7 

24


Chemistry 


Overall 

English 

Learners 

Hispanic 

White 

Asian 

Economic 

Disadv. 

Special 

Education 

Not SpEd 

GATE 

Male 

Female 

2008 State 

9 th 44 11 20 56 66 19 9 

10 th 41 10 20 53 60 22 19 

11 th 25 5 12 36 43 14 10 


9 th 59 46 42 56 78 43 --- 59 84 59 60 

10 th 61 25 36 67 60 41 44 61 76 67 55 

11 th 38 14 19 44 55 22 33 38 65 43 31 


9 th --- --- --- --- --- --- --- --- --- --- 

10 th 31 4 27 59 59 28 --- 31 51 38 25 

11 th 13 3 12 32 35 13 23 13 53 17 9 


10 th 2006 28 --- 22 --- 41 29 8 28 43 40 17 

2007 46 --- 39 57 64 39 --- 46 70 52 41 

2008 37 --- 30 65 68 35 --- 37 57 46 30 

3-yr change +9 --- +8 +22 +27 +6 --- +9 +14 +6 +23 


2007 27 0 16 38 63 23 --- 27 75 35 18 

2008 16 --- 11 --- 53 16 --- 17 65 22 11 

2-yr change -11 --- -5 --- -10 -7 --- -10 -10 -23 -7 

25


CST Science-Grade 10 Life Science 


Overall 

English 

Learner 

s 

Hispanic 

White 

Asian 

Econom 

ic 

Disadv. 

Special 

Educati 

on 

Not 

SpEd 

GATE 

Male 

Female 

2008 State 

10 th 40 8 25 56 64 25 10 


10 th 50 10 29 64 74 30 13 54 89 52 49 


10 th 26 5 24 58 64 24 3 28 77 29 22 


10 th 2006 38 8 31 71 63 36 --- 38 71 48 29 

2007 39 9 33 62 74 36 13 41 78 45 34 

2008 52 15 48 58 83 52 --- 52 82 59 46 

3-yr change +14 +7 +17 -13 +20 +16 --- +14 +11 +11 +17 

Physics 


Overall 

English 

Learners 

Hispanic 

White 

Asian 

Economic 

Disadv. 

Special 

Education 

Not SpEd 

GATE 

Male 

Female 

2008 State 

9 th 30 6 16 42 52 17 11 

10 th 36 7 16 49 66 18 12 

11 th 47 13 25 61 64 26 16 


10 th 66 25 32 68 85 32 --- 67 91 63 59 

11 th 66 34 42 73 75 46 25 68 80 72 60 


11 th 42 --- 37 72 71 37 --- 42 92 48 79 

Data for Segerstrom High School (first offered in 2007-08 school year) 

11 th 2008 80 --- 77 --- 81 80 80 61 82 39 

26


History CST Summary 

World History 

• Student performance showed slight decline or no change overall in all 

subgroups. 

• Student performance is significantly higher than state and county averages in all 

subgroups, and significantly higher overall than state average for World 

History. 

• Challenge is to improve student performance in all subgroups. 


Overall 

English 

Learners 

Hispanic 

White 

Asian 

Economic 

Disadv. 

Special 

Education 

Not SpEd 

GATE 

Male 

Female 

2008 State 

9 th 36 5 16 53 74 18 10 

10 th 33 6 21 49 55 20 11 

11 th 9 4 7 14 16 7 4 


9 th 54 12 26 65 76 41 15 56 89 57 51 

10 th 46 11 25 59 69 25 14 48 83 50 41 

11 th 12 7 9 16 22 10 8 12 20 14 10 


9 th --- 0 0 --- --- --- --- 0 --- 0 0 

10 th 20 3 19 51 51 17 4 21 63 24 16 

11 th 6 3 6 --- --- 3 --- 5 --- 6 5 


10 th 2006 45 20 41 57 61 43 --- 45 73 56 35 

2007 43 20 38 61 69 39 21 44 70 50 36 

2008 47 15 44 58 73 45 --- 47 79 56 39 

3-yr change +2 -5 +3 +1 +12 +2 --- +2 +6 0 +4 

27


U. S. History %Proficient and Advanced 

Overall 

English 

Learners 

Hispanic 

White 

Asian 

Economic 

Disadv. 

Special 

Education 

Not SpEd 

GATE 

Male 

Female 

2008 State 

11 th 38 7 25 51 58 24 10 


11 th 50 11 30 61 72 33 13 53 75 53 49 


11 th 26 2 24 58 61 25 4 28 70 29 24 



2007 47 22 42 54 69 48 --- 48 81 55 40 

2008 58 17 53 78 78 55 13 59 85 60 56 

2-yr change +11 -5 +11 +24 +9 +7 --- +11 +4 +5 +16 

CST Proficiency Levels 

The following tables provide information for all subject areas of the CSTs. These charts display 

all proficiency levels for three years of available data: 2006, 2007 and 2008. 

California Standardized Testing and Reporting (STAR) 


All Students 

2006 2007 2008 

9 10 11 EOC 9 10 11 EOC 9 10 11 EOC 

Reported Enrollment 

753 345 661 693 322 610 629 625 

CST English-Language Arts 

Students Tested 753.0 345.0 661.0 691.0 322.0 609.0 628.0 620.0 

% of Enrollment 100% 100% 100% 100% 100% 100% 100% 99% 

Students with Scores 661.0 691.0 322.0 609.0 627.0 619.0 

Mean Scale Score 349.8 345.6 364.9 351.1 349.7 363.1 356.6 341.6 

% Advanced 21% 17% 28% 19% 18% 26% 24% 16% 

% Proficient 30% 31% 36% 32% 33% 34% 30% 28% 

% Basic 30% 36% 28% 35% 33% 31% 33% 34% 

% Below Basic 14% 12% 6% 12% 11% 8% 10% 16% 

% Far Below Basic 5% 5% 2% 3% 6% 1% 3% 6% 

28




All Students 

2006 2007 2008 

9 10 11 EOC 9 10 11 EOC 9 10 11 EOC 


753 345 661 693 322 610 629 625 

CST Algebra I 

Students Tested 414.0 58.0 472.0 373.0 118.0 11.0 502.0 354.0 63.0 7.0 424.0 


Students with Scores 373.0 118.0 11.0 502.0 354.0 63.0 7.0 424.0 

Mean Scale Score 302.7 299.9 302.3 319.4 297.3 288.1 313.5 318.3 291.4 * 313.6 

% Advanced 2% 2% 2% 0% 0% 0% 0% 1% 0% * 0% 

% Proficient 12% 10% 12% 22% 7% 0% 18% 20% 5% * 17% 

% Basic 31% 31% 31% 43% 38% 27% 42% 46% 30% * 43% 

% Below Basic 42% 40% 41% 30% 43% 55% 34% 28% 57% * 33% 

% Far Below Basic 13% 17% 13% 4% 12% 18% 6% 6% 8% * 6% 

CST Geometry 




Mean Scale Score 354.9 296.5 336.0 347.0 285.9 277.6 312.6 339.9 281.2 259.8 301.7 

% Advanced 15% 1% 11% 12% 0% 0% 6% 12% 0% 0% 5% 

% Proficient 33% 15% 27% 29% 7% 3% 17% 24% 4% 0% 12% 

% Basic 34% 28% 32% 38% 22% 19% 29% 35% 24% 11% 26% 

% Below Basic 17% 41% 25% 19% 56% 66% 41% 27% 60% 56% 46% 

% Far Below Basic 1% 15% 5% 2% 14% 13% 8% 1% 13% 32% 11% 

CST Algebra II 

Students Tested 3.0 126.0 129.0 283.0 133.0 416.0 1.0 273.0 255.0 529.0 

% of Enrollment 0% 37% 41% 41% 0% 43% 41% 

Students with Scores 283.0 133.0 416.0 1.0 273.0 255.0 529.0 

Mean Scale Score * 335.0 335.8 343.9 291.8 327.2 * 329.3 273.1 302.2 

% Advanced * 7% 8% 8% 0% 6% * 7% 0% 4% 

% Proficient * 29% 29% 34% 11% 27% * 21% 5% 13% 

% Basic * 34% 34% 40% 30% 37% * 43% 19% 32% 

% Below Basic * 23% 22% 15% 40% 23% * 23% 38% 30% 

% Far Below Basic * 6% 6% 2% 19% 7% * 6% 38% 21% 

CST Summative High School Mathematics (Grades 9-11) 

Students Tested 3.0 113.0 116.0 257.0 257.0 

% of Enrollment 0% 35% 41% 

Students with Scores 3.0 113.0 116.0 257.0 257.0 

Mean Scale Score * 337.0 337.2 323.5 323.5 

% Advanced * 9% 9% 5% 5% 

% Proficient * 26% 27% 23% 23% 

% Basic * 41% 40% 35% 35% 

% Below Basic * 24% 24% 34% 34% 

% Far Below Basic * 1% 1% 3% 3% 

29




All Students 

2006 2007 2008 

9 10 11 EOC 9 10 11 EOC 9 10 11 EOC 


753 345 661 693 322 610 629 625 

CST World History 

Students Tested 345.0 13.0 690.0 2.0 705.0 8.0 614.0 12.0 634.0 

% of Enrollment 100% 2% 100% 1% 1% 98% 2% 


Mean Scale Score 346.5 157.0 345.2 * 344.6 * 351.4 252.7 350.2 

% Advanced 19% 0% 14% * 14% * 18% 0% 18% 

% Proficient 26% 0% 29% * 28% * 29% 0% 28% 

% Basic 37% 0% 38% * 38% * 34% 0% 34% 

% Below Basic 11% 0% 13% * 13% * 11% 17% 11% 

% Far Below Basic 8% 100% 6% * 6% * 8% 83% 9% 

CST U.S. History 

Students Tested 322.0 606.0 

% of Enrollment 100% 97% 

Students with Scores 322.0 605.0 

Mean Scale Score 349.9 359.7 

% Advanced 16% 25% 

% Proficient 31% 33% 

% Basic 36% 25% 

% Below Basic 12% 11% 

% Far Below Basic 5% 6% 

CST Science (Grade 5, Grade 8, and Grade 10 Life Science) 

Students Tested 345.0 690.0 610.0 



Mean Scale Score 333.9 337.4 353.4 

% Advanced 9% 9% 18% 

% Proficient 29% 30% 34% 

% Basic 40% 39% 31% 

% Below Basic 17% 15% 11% 

% Far Below Basic 6% 6% 6% 

CST Biology/Life Sciences 




Mean Scale Score 350.4 318.1 337.6 361.3 322.2 329.9 337.8 362.1 329.9 338.8 342.9 

% Advanced 12% 3% 8% 19% 2% 3% 8% 18% 4% 12% 11% 

% Proficient 39% 12% 28% 39% 17% 24% 27% 44% 24% 26% 31% 

% Basic 40% 56% 47% 37% 57% 51% 49% 35% 55% 40% 44% 

% Below Basic 7% 24% 14% 4% 18% 14% 12% 3% 12% 13% 9% 

% Far Below Basic 1% 5% 3% 0% 5% 9% 4% 0% 5% 8% 5% 

30




All Students 

2006 2007 2008 

9 10 11 EOC 9 10 11 EOC 9 10 11 EOC 


753 345 661 693 322 610 629 625 

CST Chemistry 

Students Tested 121.0 121.0 312.0 168.0 480.0 284.0 222.0 506.0 

% of Enrollment 35% 45% 52% 45% 36% 

Students with Scores 312.0 168.0 480.0 284.0 222.0 506.0 

Mean Scale Score 334.9 334.9 346.2 324.4 338.6 339.4 306.6 325.0 

% Advanced 6% 6% 9% 7% 8% 12% 6% 9% 

% Proficient 22% 22% 37% 20% 31% 25% 10% 19% 

% Basic 59% 59% 46% 40% 44% 49% 33% 42% 

% Below Basic 7% 7% 6% 23% 12% 7% 22% 14% 

% Far Below Basic 7% 7% 2% 10% 5% 7% 29% 17% 

CST Earth Science 

Students Tested 411.0 411.0 358.0 358.0 321.0 321.0 


Students with Scores 358.0 358.0 321.0 321.0 

Mean Scale Score 317.5 317.5 332.8 332.8 323.0 323.0 

% Advanced 2% 2% 3% 3% 2% 2% 

% Proficient 14% 14% 28% 28% 18% 18% 

% Basic 56% 56% 54% 54% 55% 55% 

% Below Basic 21% 21% 11% 11% 17% 17% 

% Far Below Basic 8% 8% 4% 4% 7% 7% 

CST Physics 

Students Tested 97.0 97.0 

% of Enrollment 16% 


Mean Scale Score 379.8 379.8 

% Advanced 34% 34% 

% Proficient 46% 46% 

% Basic 16% 16% 

% Below Basic 3% 3% 

% Far Below Basic 0% 0% 

31


CALIFORNIA HIGH SCHOOL EXIT EXAM (CAHSEE) 

Segerstrom’s CAHSEE passing rate exceeds those of the state, county, and district. The firsttime 

pass rate for tenth graders at Segerstrom is 96% for math and 97% for English Language 

Arts, higher than the majority of high schools in Orange County. 

2008 CAHSEE results 

100 

96 

97 

86 

85 

78 

79 

80 

72 

69 

60 

40 

20 

Segerstrom 

SAUSD 

Orange County 

CA 

0 

Math 

ELA 

As of July 2008, ALL seniors in the class of 2008 passed the CAHSEE. As of January 2009 

ALL seniors in the class of 2009 and all but 19 (out of 627) of the class of 2010 have passed the 

CAHSEE. The students who have yet to pass are receiving interventions, including before 

school classes and other individualized interventions. Segerstrom’s plan for CAHSEE 

preparation and intervention was recently recognized by the state of California as a model of 

success during a visit from Jack O’Connell, California Superintendent of Schools, on September 

24, 2008. The plan is being replicated throughout Santa Ana Unified in order to improve scores 

district wide. 

Subgroup 

All 

Hispanic 

SocioEcon 

Disadv 

EL's 

Special Ed 

Grade 

Level 

SFHS CAHSEE Results – ELA 

2007-2008 2006-07 2005-06 

# Tested % Passed # Tested % Passed # Tested % Passed 

10 631 97.1% 696 94% 350 94% 

11 30 70.0% 28 79% -- -- 

12 4 75%% -- -- -- -- 

10 508 97.0% 558 94% 268 94% 

11 25 68.0% 19 74% -- -- 

12 3 66.6% -- -- -- -- 

10 327 97.2% 441 93% 219 93% 

11 18 77.8% 23 74% -- -- 

12 2 100% -- -- -- -- 

10 85 90.6% 111 77% 53 75% 

11 19 63.2% 14 64% -- -- 

12 3 66.6% -- -- -- -- 

10 11 84.6% 25 64% 8 -- 

11 6 33.3% 8 -- -- -- 

12 1 0% -- -- -- -- 

32


Subgroup 

All 

Hispanic 

SocioEcon 

Disadv 

EL's 

Special Ed 

SFHS CAHSEE Results – Math 

Grade 2007-2008 2006-07 2005-06 

Level 

# Tested % Passed # Tested % Passed # Tested % Passed 

10 629 95.5% 695 92% 350 91% 

11 42 69.0% 43 60% -- -- 

12 4 25.0% -- -- -- -- 

10 506 95.1% 557 91% 268 90% 

11 37 64.9% 31 58% -- -- 

12 3 33.3% -- -- -- -- 

10 326 95.4% 440 92% 219 90% 

11 24 54.2% 36 58% -- -- 

12 1 100% -- -- -- -- 

10 84 83.3% 110 73% 53 75% 

11 20 65.0% 15 60% -- -- 

12 1 0% -- -- -- -- 

10 13 84.6% 25 64% 8 -- 

11 5 60.0% 4 -- -- -- 

12 1 0% -- -- -- -- 

California English Language Development Test (CELDT) 

Assessment results number and percent of students at each proficiency level show the 

range of EL students at Segerstrom. All EL students currently are at the intermediate, 

early advanced, or advanced levels. Students receive ELD support within the regular 

program, through extensive use of SDAIE/CLAD strategies in the classroom and tutorial 

support beyond the class. 

2007-08 Number and Percent of Students at Each Overall Performance Level 

Grade 9 10 11 12 Total 

Advanced 

6 8 18 10 42 

9% 11% 22% 36% 17% 

Early Advanced 

40 39 49 17 145 

57% 54% 60% 61% 58% 

Intermediate 

24 25 14 1 64 

34% 35% 17% 4% 25% 

Early Intermediate 

0 0 0 0 0 

0% 0% 0% 0% 0% 

Beginning 

0 0 0 0 0 

0% 0% 0% 0% 0% 

Number Tested 70 72 81 28 251 

100% 100% 100% 100% 100% 

33


LOCAL ASSESSMENTS: DISTRICT WRITING ASSESSMENT 

Each year, SAUSD administers a writing assessment to all intermediate and high school 

students. The writing tasks are based on state standards, rotating between expository, 

persuasive, and response to literature prompts. Segerstrom students take schoolwide 

writing assessments every quarter. Substantial practice in various writing domains allows 

Segerstrom students to consistently outperform other students throughout the district on 

this writing assessment. Last year, data was not accurately collected by the district and, 

therefore, is unavailable for analysis. 

Grade 

Level 

9 

10 

11 

12 

Grade 

Level 

9 

10 

11 

12 

Year 

District Writing Assessment 


Performance Level 

Far Below 

Basic Below Basic Basic Proficient Advanced 

# Tested # % # % # % # % # % 

2006 

-07 3,435 133 4% 343 10% 1,369 40% 1,504 44% 86 3% 

2005 

-06 3,583 74 2% 502 14% 1,320 37% 1,580 44% 107 3% 

2006 

-07 3,188 155 5% 300 9% 1,107 35% 1,429 45% 197 6% 

2005 

-06 3,207 61 2% 534 17% 1,071 33% 1,415 44% 126 4% 

2006 

-07 2,555 122 5% 214 8% 795 31% 1,254 49% 170 7% 

2005 

-06 2,535 31 1% 209 8% 780 31% 1,406 55% 109 4% 

2006 

-07 968 10 1% 122 13% 284 29% 498 51% 54 6% 

2005 

-06 1,001 7 1% 76 8% 219 22% 642 64% 57 6% 

Segerstrom High 

Performance Level 

Far Below 

Basic Below Basic Basic Proficient Advanced 

Year # Tested # % # % # % # % # % 

2006 

-07 595 0 0% 7 1% 149 25% 413 69% 26 4% 

2005 

-06 760 0 0% 43 6% 265 35% 431 57% 21 3% 

2006 

-07 596 1 0% 3 1% 140 23% 416 70% 36 6% 

2005 

-06 357 0 0% 17 5% 102 29% 228 64% 10 3% 

2006 

-07 295 0 0% 1 0% 48 16% 215 73% 31 11% 

2005 

-06 -- -- -- -- -- -- -- -- -- -- -- 

2006 

-07 -- -- -- -- -- -- -- -- -- -- -- 

2005 

-06 -- -- -- -- -- -- -- -- -- -- -- 

34


COLLEGE SAT AND/OR ACT RESULTS 

All Segerstrom students have been introduced to various college entrance exams and 

surveys. Our ninth grade students take the ACT Plan!, tenth grade students take the ACT 

Explore!, and eleventh grade students take the PSAT in October. This provides vital 

information about each student while also promoting the college-bound culture. 

Number of Test Takers 

Academic Year PSAT SAT SAT Subject ACT 

2005 - 2006 1155* - 52 

2006 - 2007 1019** 

2007 - 2008 1268 36 

*PSAT offered through The Princeton Review as a Practice test (not official test) 

**College Board Integrated Summary demonstrates lower # of test takers. Some students may have indicated wrong 

grade level (i.e. ninth) 

PSAT Average Scores 

Administration Class of…. Reading Math Writing Index 

October, 2006 2010 (630) 37.9 39.6 37.4 114.9 

2009 (636) 40.1 42.2 38.8 121 

October, 2005 - - - 

2009 (695) 38.1 40.3 37.6 116 

2008 (311) 41.2 42.7 40.5 124.4 

2007 -2008 SAT/ACT Average Scores 

# students taking SAT 194 Average SAT score 

# students taking ACT 73 Average ACT score 

Critical Reading 454 

Mathematics 471 

Writing 454 

English 19.5 

Mathematics 21.6 

Reading 20.8 

Science 19.6 

Composite 20.5 

CSU EARLY ASSESSMENT PROGRAM 

All Segerstrom 11 th grade students take the California State Early Assessment as part of 

the CSTs given each May. 

2008 EAP results 

% EXEMPT from English Placement test (Demonstrating College Readiness) 16% 

% EXEMPT from Entry Level Mathematics exam (Demonstrating College Readiness) 4% 

% CONDITIONAL EXEMPTION in Math(Demonstrating College Rediness Conditional) 48% 

ADVANCED PLACEMENT TEST RESULTS 

Segerstrom’s AP courses are open access enabling any student willing to accept the 

challenge of advanced courses to enroll. All students registering in an AP course must 

35


sign a contract, which includes the commitment to remain in the class for the entire year 

and take the exam in May. Additional AP courses have been added each year that 

Segerstrom has been open. The school launched the AP program with World History and 

Spanish Language in 2005-06, subsequently adding English Language & Composition 

and United States History the next year. In 2007-08 Biology, Calculus AB, Economics, 

English Literature & Composition, Environmental Science, French Language, 

Psychology, Spanish Literature, and United States Government & Politics were 

introduced. Additional AP courses in 2008-09 include Studio Art, Music Theory, 

Physics, and Statistics. Thus, there are 18 AP courses available to students with 39 

sections throughout the day. There will be 920 exams administered this May to 734 

students. To put this in context, in 2008, according to the College Board, the average 

number of exams administered per school was 161 and the average number of students 

per school was 93. 

Advanced Placement Course Offerings 

Biology 

Calculus AB 

Chemistry 

Economics 

English 

Language 

English 

Literature 

Environment 

al Science 

French 

Language 

Academic 

Year 

2005 - 2006 - - - - - - - - - - - - 5 0 - - - 75 

# sections - - - - - - - - - - - - * - - - - 3 

2006 - 2007 - - 30 - 126 - - - - - - - 54 0 - - 117 232 

# sections - - 1 - 4 - - - - - - 2 - - - 4 6 

2007 - 2008 64 47 23 33 220 92 55 13 27 - 161 - 156 30 - - 80 180 

# sections 2 2 1 1 6 3 2 1 1 - 4 - 4 1 - - 3 6 

2008-2009 45 35 21 65 213 91 111 21 69 25 44 71 123 45 49 13 61 135 

# sections 2 2 1 2 6 4 3 1 2 1 1 2 3 1 2 * 2 4 

*students are within another section/class 

Advancement Placement Course Results 

Government 

Music 

Theory 

Psychology 

Physics 

Spanish 

Language 

Spanish 

Literature 

39.5% of the graduating class scored a 3 or higher on at least one AP exam while at 

Segerstrom. In 2008, 8.3% of sophomores, 23.8% of juniors, and 23.6% of seniors scored 

a 3 or higher on at least one test they took. Again, to put this number in context, 19.7% 

of the California public high school class of 2007 earned a 3 or higher on one or more AP 

Exams during high school, with only 15.2% for the nation (source: AP Report to the Nation). 

Statistics 

Studio Art 

U.S. History 

World 

History 

Course Year # of 

Exams 

Score 

of 1 

Score 


Score 


Score 


Score 


Biology 2007-08 64 50 6 4 1 3 

78% 9% 6% 2% 5% 

Calculus AB 2007-08 44 12 9 9 8 6 

27% 20.5% 20.5% 18% 14% 

Chemistry 

2006-07 30 13 5 5 6 1 

43% 17% 17% 20% 3% 

2007-08 23 12 3 6 1 1 

53% 13% 26% 4% 4% 

Economics – Macro 2007-08 60 39 14 4 3 0 

65% 23% 7% 5% % 

36


Course Year # of 

Exams 

Score 


Score 


Score 


Score 


Score 


English Language & 

2006-07 126 24 63 34 5 0 

Composition 

19% 50% 27% 4% 0% 

2007-08 218 49 118 38 10 3 

22% 54% 18% 5% 1% 

English Literature & 

2007-08 92 16 49 22 5 0 

Composition 

17% 53% 25% 5% 0% 

Environmental Science 2007-08 55 40 10 3 1 1 

73% 18% 7% 1% 1% 

French Language 2007-08 13 2 3 7 1 0 

15% 23% 54% 8% % 

Government & Politics: U. S. 2007-08 60 31 21 7 1 0 

52% 35% 11% 2% 0% 

Psychology 2007-08 154 74 31 20 22 7 

48% 20% 13% 14% 5% 

Spanish Language 

2005-06 5 0 0 1 0 4 

0% 0% 20% 0% 80% 

2006-07 58 5 9 18 17 9 

9% 16% 31% 29% 16% 

2007-08 160 10 19 33 50 48 

6% 12% 21% 31% 30% 

Spanish Literature 2007-08 29 13 4 7 5 0 

45% 14% 24% 17% 0% 

U. S. History 

2006-07 116 43 47 17 9 0 

37% 41% 15% 8% 0% 

2007-08 80 19 29 23 7 2 

24% 36% 29% 8% 3% 

World History 

2005-06 74 27 19 21 5 2 

36% 26% 28% 7% 3% 

2006-07 232 113 73 33 10 3 

49% 31% 14% 4% 1% 

2007-08 179 53 82 26 16 2 

30% 46% 14% 9% 1% 

2008 Ethnicity of AP Students 


Students Percent of Advanced Placement Students 

Asian or Asian American 129 19.0% 

Black or African American 12 1.8% 

Filipino or Filipino American 7 1% 

Hispanic or Latino 481 70.8% 

Pacific Islander 1 0.1% 

White 49 7.2% 

37


Advancement Placement Awards 

The AP Program offers several AP Scholar Awards to recognize high school students 

who have demonstrated college-level achievement through AP courses and exams. 

Although there is no monetary award in addition to receiving an award certificate, this 

achievement is acknowledged on any grade report that is sent to colleges the following 

fall. Segerstrom students received a total of 57 of these recognitions in 2008, or 2.6% of 

the overall population. 

Award title Requirements Number 

Received 

AP Scholar Granted to students who receive grades of 3 or higher on 45 

three or more AP Exams. 

AP Scholar with 

Honor 

Granted to students who receive an average grade of at 

least 3.25 on all AP Exams taken, and grades of 3 or higher 

6 

AP Scholar with 

Distinction 

National AP 

Scholar 

on four or more of these exams 

Granted to students who receive an average grade of at 

least 3.5 on all AP Exams taken, and grades of 3 or higher 

on five or more of these exams. 

Granted to students in the United States who receive an 

average grade of at least 4 on all AP Exams taken, and 

grades of 4 or higher on eight or more of these exams. 

NUMBER OF STUDENTS MEETING UNIVERSITY OF CALIFORNIA A-G 

REQUIREMENTS 

5 

1 (also 

included in AP 

Scholar with 

Distinction) 

Student transcript analysis in 2007 revealed that approximately 30% of eleventh grade 

students were not meeting CSU benchmarks at that time, including required course 

selection and grade point average. While graduation requirements in Santa Ana Unified 

mirror the a-g requirements, some students are not successful in meeting that benchmark. 

In June 2008, Santa Ana GEAR UP surveyed those students who graduated from 

Segerstrom High School in order to find out their post-high school status and plans. Out 

of a possible 310 graduates, Santa Ana GEAR UP received information on 286 students 

or 92% of the senior class. Those results showed that 92% of the senior class planned to 

continue their education in college, either 2-year or 4-year. A total of 116 students or 

41% applied to at least one CSU, with a total of 90 students or 31%, accepted to at least 

one CSU. A total of 68 students or 24% applied to at least one UC. A total of 60 students 

or 21% were accepted to at least one UC. 

38


Percentage of your 9th graders Meeting minimum GPA Requirements 

CSU (2.0 GPA 

75% 

UC (3.0 GPA) 

38% 

Shows the percentage of your 9th graders who earned the minimum GPA 

indicated in the "a-g" course they had completed by the date submitted. 

9th grade benchmarks 

9th graders are making adequate progress toward fulfilling the "a-g" requirements in high 

school, if they take an approved English class, and Algebra 1 or higher math class, and 

one other "a-g" during the 9th grade. Students who do not meet these benchmarks still 

have time to complete the necessary coursework in grades 10 through 12. 

14 

24 

62 

Meeting CSU 

benchmarks 

Close to meeting 

CSU benchmarks 

not meeting CSU 

benchmarks 

39


Percentage of Your 10th-Graders Meeting minimum GPA Requirements 

CSU (2.0 GPA) 

67% 

UC (3.0 GPA) 

25% 



10th grade Benchmarks 

10th graders are making adequate progress toward fulfilling the "a-g" requirements in high 

school, if they take an approved English class, an Algebra 1 or higher math class, and one 

other "a-g" during the 10th grade. Students who do not meet these benchmarks still have 

time to complete the necessary coursework in grades 11 through 12. 

33 

49 

Meeting CSU 

benchmarks 

Close to CSU 

benchmarks 

Not meeting CSU 

benchmarks 

18 

40


Percentage of Your 11th-Graders Meeting minimum GPA Requirements 

CSU (2.0 GPA) 

68% 

UC (3.0 GPA) 

25% 



11th Grade Benchmarks 

11th graders are meeting grade-level benchmarks if they complete 11 out of the 15 "ag" 

courses by the end of the 11th grade and successfully complete these courses 

with a C or better grade. 

30 

41 

Meeting CSU 

benchmarks 

close to CSU 

benchmarks 

Not meeting CSU 

benchmarks 

29 

41


REPORT CARD ANALYSES OF D’S AND F’S 

Most content areas showed consistency in grading over the past four semesters. Variations in 

College and Career planning grades may be attributed to a change in the curriculum. 

Grade 

Distribution 

Fall 

2007 

Spring 

2007 

Fall 

2008 

Spring 

2008 

Change 

over 

time 

% of 

Students 


Students 


Students 


Students 

Business/Technology 

A 41.2 36.1 30.0 26.2 -15.0 

B 29.4 25 19.1 15 -14.4 

C 14.7 16.7 24.5 18.7 4.0 

D 5.9 13.2 17.2 19.6 13.7 

F 8.8 8.3 9.1 20.6 11.8 

College & Career Planning 

A 22.6 58.3 17.2 42.9 20.3 

B 39.1 29.1 41.8 42.9 3.8 

C 25.6 9.4 24.6 12.9 -12.7 

D 11.8 2.7 14.2 1.4 -10.4 

F 0.8 0.4 2.2 0 -0.8 


A 27.7 22.4 23.7 22.7 -5.0 

B 39.5 29.2 33.7 31.1 -8.4 

C 26.7 29.3 27.4 27 0.3 

D 13.6 12.9 10.8 13.9 0.3 

F 2.1 6.5 4.4 5.3 3.2 

English Language Arts 

A 14.9 21.6 12.8 19.4 4.5 

B 31.4 30.6 33.6 33.8 2.4 

C 34.8 29.9 34.4 30.9 -3.9 

D 14.8 14 14.8 13 -1.8 

F 4.1 5.8 4.2 2.9 -1.2 

Mathematics 

A 13.7 12.7 14.5 15.1 1.4 

B 28 26.5 29.3 29.4 1.4 

C 32.1 33 30.4 30.8 -1.3 

D 10 11.8 12.8 12.7 2.7 

F 16.2 5.9 12.9 12.1 -4.1 


A 72.2 68.3 76 68.4 -3.8 

B 17.6 20.1 16.8 15.6 -2.0 

C 8.2 8.8 5.7 11.6 3.4 

D 2 2 1.1 4.1 2.1 

F 0 0.8 0.4 0.2 0.2 

42


COMPLETION RATES 

Science 

A 16 17.2 11.6 16.7 0.7 

B 29.4 30.6 31.2 31.4 2.0 

C 33 31.3 33.6 29.7 -3.3 

D 15.9 14.9 17.1 16.7 0.8 

F 5.7 6 6.4 5.5 -0.2 

Social Science 

A 13.4 10.9 16.9 15.4 2.0 

B 31.6 31.1 30.6 32.7 1.1 

C 33.2 37.4 31.5 30.2 -3.0 

D 14.2 13.8 15.7 16.2 2.0 

F 7.7 6.8 5.2 5.5 -2.2 


A 55.5 52 53.9 59.3 3.8 

B 26.6 30.6 23.3 22.5 -4.1 

C 12.7 11.6 16 11.5 -1.2 

D 4.4 4.3 5.7 4.5 0.1 

F 0.8 14.7 1.1 2.1 1.3 

ROP 

A 45.7 64.4 39 38.8 -6.9 

B 17.4 13.3 27.1 21.4 4.0 

C 23.9 8.9 15.3 17.5 -6.4 

D 4.3 2.2 11.9 13.6 9.3 

F 8.7 11.1 6.8 8.7 0.0 

a. Graduation rates (See AYP or CBEDs data) 

Rate for 2007 Rate for 2008 

Average 2-Year Met 2008 Graduation Rate Alternative 

Class of 2005-06 Class of 2006-07 Change Change 

Criteria 

Method 

100.0 99.8 -0.2 N/A Yes PX 

Rate for 2006 Rate for 2007 

Average 2-Year Met 2007 Graduation Rate Alternative 

Class of 2004-05 Class of 2005-06 Change Change 

Criteria 

Method 

81.0 100.0 19.0 N/A Yes PX 

PX = Proxy graduation rate: For traditional comprehensive high schools with no graduation rates, a proxy 

graduation rate was calculated based on the school's available CBEDS dropout and enrollment data for grades 9-11. 

b. Number of entering freshmen compared to exiting seniors (Note: Comment on 

irregular patterns or anomalies.) 

Segerstrom opened with 401 sophomores the first day of the 2005-06 school year. 

During the inaugural year, 17.7% (71 students) decided to return to their previous high 

schools or moved. In comparison, the freshman class began with 799 students and 748 

completed the year, producing the combined retention rate of 91.17% during 05-06. The 

first year proved to be an adjustment year for students and parents with regard to the 

expectations and rigor at Segerstrom. Retention rates have improved considerably since 

the inaugural year. Currently, the class of 2009 had 799 students entered as freshmen and 

605 are classified as seniors as of September. During the last 3 years, 82 students 

43


received letters of “non-invite,” primarily for frequent and continued violations of 

fundamental policies. 

2005-2009 Enrollment Chart – Segerstrom High School 

2005-2006 

1 st day 10/1/200511/1/200512/1/20052/1/20063/1/20064/1/20065/1/2006 6/15/2006 

9th 799 787 781 776 761 760 758 756 748 (93.62%) 

10th 401 396 388 383 367 359 346 345 346 (82.28%) 

Total 1200 1183 1169 1159 1128 1119 1104 1101 1094 (91.17%) 

2006-2007 

1 st day 10/1/200611/1/200612/1/20062/1/20073/1/20074/2/20075/1/2007 last day 

9th 799 787 781 776 761 760 758 756 748 (93.62%) 

10th 401 396 388 383 367 359 346 345 346 (82.28%) 

11th 331 324 324 321 323 326 325 322 315 (95.17%) 

Total 1724 1717 1712 1705 1702 1693 1690 1679 1665 (96.58%) 

2007-2008 

1 st day 

projected/actual 10/1/200711/1/200712/3/20072/1/20083/1/20084/1/20085/1/2008 6/18/2008 

9 th 600/629 623 622 621 617 610 609 610 610 (96.98%) 

10 th 645/644 644 639 634 629 628 629 629 629 (97.67%) 

11 th 660/662 658 655 641 639 632 628 627 627 (94.71%) 

12 th 310/310 310 311 310 309 309 309 308 308 (99.35%) 

Grads 7/08: 306 our of 308 

TOTAL 2215/2245 2235 2227 2206 2194 2179 2175 2174 2174 (96.84%) 

2008-2009 

1 st day 

projected/actual 10/1/200811/1/200812/1/20082/1/20093/1/20094/1/20095/1/2009 

6/15/2009 

projected 

9 th 620/615 621 623 623 582 (96.98%) 

10 th 597/604 (99.02%) 612 616 615 590 (97.67%) 

11 th 602/662 (97.14%) 616 619 617 579 (94.72%) 

12 th 617/605 (96.49%) 602 602 600 601 (99.35%) 

Grads 6/17/09 

TOTAL 2436/2435 2451 2460 2455 

c. Dropout rates 

As our school is becoming larger, we are actually seeing a higher retention rate from the 

opening year of 05-06. The retention rate for that year was 91.17% and last year’s 07-08 

year was 96.84%. The highlight last year was a senior class retention rate of 99.35% and 

a total of 304 students who met the graduation requirements by June for a rate of 98.06%. 

Three additional students have since met graduation requirements for a total rate of 

99.70%. 

44


SUPPLEMENTAL DATA 

EXTRACURRICULAR ACTIVITIES: 

Many Segerstrom students find ways to participate in their high school experience outside of the 

classroom as well. As a new school, it has been important to offer clubs based on student 

requests and interests. There are a wide variety of clubs available to students, with new clubs 

formed each year. 

CLUB NAME 

Founded in 

AMERICAN CANCER SOCIETY 2007-2008 

ANIME-MANGA 2005-2006 

AP STUDENTS 2007-2008 

ARTS & CRAFTS 2006-2007 

AVID 2005-2006 

BALLET FOLKLORICO 2007-2008 

CSF 2005-2006 

CUISINE/ CULINARY ARTS 2007-2008 

DRAMA 2005-2006 

EARTH RESOURCE 2006-2007 

EURO 2005-2006 

FOREIGN LANG. ENRICHMENT 2006-2007 

FUNDAMENTALS BIKE & CAR CLUB 2007-2008 

GAY STRAIGHT ALLIANCE 2006-2007 

GUITAR 2005-2006 

HACKY SACK 2006-2007 

HUMANITIES 2007-2008 

INTERACT 2005-2006 

INVISIBLE CHILDREN 2007-2008 

KEY 2005-2006 

K.I.W.I.N.S. 2006-2007 

L.U.L.A.C. 2006-2007 

LA CROSSE 2006-2007 

M.E.S.A. 2005-2006 

MOCK TRIAL 2006-2007 

NATIONAL HONOR SOCIETY 2006-2007 

OCAD 2005-2006 

QUIZ BOWL 2005-2006 

RED CROSS/PRE-MED 2006-2007 

REFUGE 2006-2007 

RIPTUBE 2006-2007 

SCIENCE 2007-2008 

SURF 2005-2006 

VIETNEMESE STUDENT ASSOC. 2006-2007 

45


In addition, during the 2006-2007 school year (most recent year for data), over 750 students 

participated in sports. 

Sports 

Total 


Students 

Sex 

Grade Level 

Boys Girls 9 th 10 th 11 th 12 th 

Cross Country 101 49 52 33 49 19 0 

Football 153 153 0 74 53 26 0 

Volleyball 64 26 38 17 19 28 0 

Tennis 97 42 55 42 44 18 0 

Basketball 98 53 45 49 38 10 0 

Soccer 109 63 46 37 44 28 0 

Wrestling 62 58 4 19 30 13 0 

Softball 30 0 30 11 13 6 0 

Baseball 43 43 0 14 19 10 0 

TOTALS 757 487 270 296 309 158 0 

PROCESS AND PERCEPTION DATA 

Student Survey (2006-07) 

Numbers and Percentages by Individual Question Number of Surveys: 1228 

Counts 

Percentages 

Strongly 

Agree 

Agree 

Neutral 

Disagree 

Strongly 

Disagree 

Total 

Strongly 

Agree + 

Agree 

Neutral 

Disagree + 

Strongly 

Disagree 

1 I feel safe at school. 268 538 259 36 36 1137 70.9% 22.8% 6.3% 

2 I feel supported by my teachers. 247 514 301 54 22 1138 66.9% 26.4% 6.7% 

I feel that the school staff is caring and respectful toward 

3 me. 

204 435 357 100 37 1133 56.4% 31.5% 12.1% 

I feel that students at my school are treated fairly and with 

4 respect. 

152 394 399 130 51 1126 48.5% 35.4% 16.1% 

5 School rules are enforced fairly at my school. 256 386 261 134 97 1134 56.6% 23.0% 20.4% 

Counts 

Percentages 

Yes 

No 

Total 

Yes 

No 

In general, I know how my teachers grade me (on tests, 

6 assignments, and for my report card). 

1000 131 1131 88.4% 11.6% 

7 For the most part, I am satisfied with my school. 927 201 1128 82.2% 17.8% 

8 I know how to get help if I am having problems. 1024 107 1131 90.5% 9.5% 

9 I can get help when I am having problems. 980 147 1127 87.0% 13.0% 

At least one of my teachers has reviewed my state (STAR) 

10 test results with me. 

468 652 1120 41.8% 58.2% 

At least one of my teachers has discussed the California 

Standards (what I am expected to know and do at my 

927 193 1120 82.8% 17.2% 

11 grade level). 

At least one of my teachers has talked to me about 

12 attending college. 

1023 99 1122 91.2% 8.8% 

13 I know what the high school graduation requirements are. 1053 56 1109 95.0% 5.0% 

46


14 

15 

Has anyone from your school or GEARUP ever spoken to 

you about college entrance requirements or the courses 

you need to take in high school in order to prepare for 

college? 

Has anyone from your school or GEARUP ever spoken 

with you about the availability of financial aid to help you 

pay for college? 

908 204 1112 81.7% 18.3% 

765 337 1102 69.4% 30.6% 

Counts 

Percentages 

Once 

Weekly 

Monthly 

Each 

Period 

Haven't 

Met 

Total 

Once 

Weekly 

Monthly 

Each 

Period 

Haven't 

Met 

6 

In general, my teachers meet with me to discuss my 

progress. 

128 

87 

123 

333 

Counts 

451 

1122 

11.4% 

7.8% 

11.0% 

29.7% 

Percentages 

Definitely 

Probably 

Not sure 

Probably 

Not 

Definitely 

Not 

40.2% 

Total 

Definitely 

Probably 

Not sure 

Definitely 

Not 

17 

Do you think you can afford to attend a public 4-year 

college using financial aid, scholarships, and your family's 

resources? 

306 

502 

245 

51 

Counts 

20 

1124 

27.2% 

44.7% 

21.8% 

Percentages 

1.8% 

HS or 

less 

Some 

college 

College 

Grad + 

Total 

HS or 

less 

Some 

college 

College 

Grad + 

18 

What is the highest level of education you think you will 

achieve? 

40 

182 

Counts 

902 

1124 

3.6% 

16.2% 

Percentages 

All 

Part 

None 

Total 

All 

Part 

None 

80.2% 

19 

How much of the materials that you needed to learn did 

you receive by the first day of school this year? 

314 

732 

85 

1131 

27.8% 

64.7% 

7.5% 

20 

21 

How much of the materials that you needed to learn did 

you receive within the first month of school? 

How do your teachers provide you with feedback or comments on what you have 

been taught and the progress you are making? 

535 

547 

37 

Count 

1119 

47.8% 

48.9% 

3.3% 

As % of the Total # of 

Respondents 

-1 Teachers meet with me individually or in a small group. 252 20.5% 

-2 Teachers tell the entire class how we performed. 778 63.4% 

-3 Teachers create a visual (e.g. charts) showing me how I or how we performed. 284 23.1% 

-4 Teachers provide me feedback on my assignments. 547 44.5% 

-5 Teachers do not provide feedback to me. 110 9.0% 

47


GEAR UP SURVEY (JUNE, 2008) 

Some of the data from those surveys is shown above. Additional survey results are listed here: 

Demographics 

Q1. Did either of your parents attend college in the U.S. or outside of the U.S.? 

Q2. If yes, did either of your parents receive a college degree? 

Q3. What is your residency status? 

Response Count % of respondents 

U.S. Citizen 265 93% 

Permanent resident/Green card 7 2% 

Other 13 5% 

Plans after High School 

Q4. Did you apply to a Cal State University (CSU) or a University of California (UC)? 


Yes 128 45% 

No 155 54% 

Q5. Did you apply to a private university or college this year? (Example: USC, Chapman, etc.) 


Yes 38 13% 

No 241 84% 

Q7. Please list the reasons for not applying to a university or choosing to attend a community college right 

after high school (Includes multiple responses). 

48


College Entrance Exams 

Q8. Did you take any of the following college entrance exams? (Includes multiple responses) 


SAT reasoning 172 60% 

SAT Subject 119 42% 

ACT 83 29% 

Higher Education Center (HEC) 

Disagree Agree Does Not 

Apply 

Q11. I feel that the college application Late Nights were 

3% 57% 40% 

helpful in completing my college applications 

Q12. It is easy to find the HEC my school 2% 97% 1% 

Q13. I feel supported by the resources at the HEC 2% 92% 6% 

Q14. My parent(s) know where the HEC is at my school 45% 47% 8% 

Q15. I feel confident about my submitted college applications 10% 61% 29% 

Financial Aid 

No Yes 

Q16. Did you submit the FAFSA by the March 2nd deadline? 26% 74% 

Q17. Did you submit a Cal Grant form? 39% 61% 

Q18. If yes, were you awarded a Cal Grant? 65% 35% 

49


Scholarships Received 

A total of 23 students (8%) responded receiving at least one scholarship. Of these students, 7 

students (30%) responded to receiving two scholarships. A total of 20 different scholarships 

were awarded. A total sum of $205,400 in private scholarships was awarded to the senior class 

of Segerstrom High School. This report does not include State/Federal aid or university 

sponsored scholarships. 

Number 

of 

Students 

Scholarship 

Amount of 

each 

award 

Total 

Amount 

Awarded 

7 ACE Scholarship 1,000 7,000 

1 Assistance League/ROP Scholarship 1,200 1,200 

1 AVID Standout Scholarship 1,000 1,000 

1 Bank of America Scholarship 500 500 

1 Bank of the West Scholarship 1,000 1,000 

1 Cancer for College 16,000 16,000 

2 CJ Segerstrom 1,000 2,000 

8 Change a Life Foundation/Santa Ana: Education 

Foundation Scholarship 

5,000 40,000 

1 College Access 5,000 5,000 

1 COSMOS Scholarship 2,000 2,000 

2 Gear Up Scholarship 2,000 4,000 

1 Gear Up Scholarship 3,000 3,000 

1 Hazel Cubbon Greenleaf Scholarship 11,000 11,000 

3 Hispanic Education Endowment Fund Scholarship 1,000 3,000 

1 Jaguar Football Senior Scholarship 4,000 4,000 

2 Know How to Go Scholarship 500 1,000 

1 UC Berkely Leadership 1,500 1,500 

1 PTSO Scholarship 500 500 

1 Key Club Scholarship 1,000 1,000 

1 Raytheon Scholarship 3,000 3,000 

` Robert C. Byrd Scholarship (renewable 4 yrs) 1,500 6,000 

2 Ronald M. Simon Scholarship 16,000 32,000 

1 Ronald McDonald House of Charities 1,000 1,000 

1 Santa Ana Chamber of Commerce 500 500 

2 Santa Ana Chamber of Commerce 1,000 2,000 

1 Santa Ana Chamber of Commerce(50% scholarship) 44,000 44,000 

3 Santa Ana College Scholarship 1,000 3,000 

1 Santa Ana Police Association 1,000 1,000 

2 Seymour Scholarship 1,500 3,000 

1 SFHS Cheer Senior Scholarship 200 200 

2 Union-Food Scholarship 2,500 5,000 

GRAND TOTAL $205,400 

50


College Plans: Application and Acceptance Rates 

I. California State Universities (CSU) 

A total of 116 students or 41% applied to at least one CSU. A total of 90 students or 31% were 

accepted to at least one CSU. 

CSU Applications 

CSU Campus # Applied % Applied # Accepted % Accepted 

CSU Bakersfield 2 1% 2 1% 

CSU Channel Island 7 2% 5 2% 

CSU Chico 1 0% 2 1% 

CSU Domínguez Hills 15 5% 4 1% 

CSU East Bay 3 1% 2 1% 

CSU Fresno 9 3% 7 2% 

CSU Fullerton 85 30% 57 20% 

Humboldt State University 11 4% 9 3% 

CSU Los Ángeles 14 5% 8 3% 

CSU Long Beach 77 27% 32 11% 

CSU Monterey Bay 8 3% 2 1% 

CSU Northridge 8 3% 4 1% 

Cal Poly Pomona 37 13% 18 6% 

CSU Sacramento 7 2% 4 1% 

CSU San Bernardino 3 1% 1 0% 

San Francisco State 28 10% 19 7% 

San Diego State 38 13% 12 4% 

San Jose State University 1 0% 0 0% 

Cal Poly San Luis Obispo 17 6% 4 1% 

CSU San Marcos 7 2% 2 1% 

Sonoma State University 3 1% 1 0% 

CSU Stanislaus 3 1% 0 0% 

California Maritime Academy 1 0% 0 0% 

51

Chapter 2: 

Summary of 

Analysis 



Est. 2005


Chapter 2: Implications of Data with Respect to 

Student Performance 

As a relatively new school, Segerstrom High School has limited data to work with. With only 

two to three years of data to base our conclusions on, it has been difficult to distinguish valid 

trends. However, the trends that are beginning to emerge are encouraging, and we have been 

able to identify two key areas of growth. 

Segerstrom High School has had an Academic Performance Index (API) Score higher than both 

the district and state averages for the past two years. There was API growth from 2006 to 2007 

(+25), but there was a decline from 2007 to 2008 (-11). In particular, there was a decline in 

specific subgroups: Asian (-2, met target), Latino (-11, did not meet target), and 

socioeconomically disadvantaged (-7, did not meet target). 

The rate of students scoring proficient or advanced on the California Standards Test (CST) has 

varied over the past three years. Student performance in English Language Arts (ELA) has 

consistently stayed above both district and state averages. CST scores increased in most 

subgroups at the ninth and tenth grade level; however, eleventh grade scores declined, 

particularly in the English language learner (EL) subgroup. 

Student performance in mathematics has also consistently stayed above both district and state 

averages. CST scores in ninth grade Algebra I have increased, with the exception of a slight 

decline for EL students and students with special needs. CST scores in Geometry and Algebra II 

have consistently declined in all subgroups, with geometry scores showing the highest rate of 

decline. 

Student performance in science has shown consistent improvement in all areas for all subgroups, 

with the exception of our EL population in all areas, the tenth grade Asian subgroup in Biology, 

and eleventh grade Chemistry. Although the EL subgroup declined in Biology, there was an 

increase for ELs in Earth Science. In addition, student performance in science has consistently 

been above district averages and near state averages. 

Student performance in social studies has consistently stayed above both district and state 

averages. Scores have shown consistent improvement in all areas for most subgroups, with the 

exception of the EL subgroup. 

California High School Exit Exam (CAHSEE) results in both English Language Arts and 

mathematics have increased every year since the school opened. In the 2007-2008 school year, 

tenth grade students had a pass rate of 97.1% in English Language Arts and a pass rate of 95.5% 

in mathematics. 

52


Critical Academic Needs 

After reviewing the data, Segerstrom High School’s Academic Council agreed upon two critical 

academic needs: 

1. Increase the number of students scoring proficient and advanced on the California 

Standards Tests. 

Although our CST scores are above district and state averages in all areas, we would like 

to increase the number of students scoring proficient and advanced on core area CSTs. 

There is a noticeable gap between the number of students scoring passing or proficient on 

the CAHSEE and the number of students with equivalent scores (proficient or advanced) 

on the ELA and math sections of the CST. There is a concern that students may not be 

taking the CSTs as seriously as the CAHSEE and Advanced Placement (AP) exams, 

which occur shortly after the CSTs. 

The school will continue to align pacing guidelines with California state standards, vary 

teaching strategies, use district-wide and department-wide benchmarks, analyze data to 

adjust classroom instruction, and provide tutoring and exam retake opportunities 

throughout the school day in order to help meet this goal. As they work toward meeting 

our Expected Schoolwide Learning Results (ESLRs) by becoming Resourceful Learners 

and Responsible Citizens, students are encouraged to take advantage of these tutoring and 

exam retake opportunities. In addition, departments will develop course-specific plans 

that place an emphasis on review and practice for standardized testing, which has been a 

key part of our students’ success on the CAHSEE. In a coordinated effort to better 

support and motivate students, the Segerstrom staff will work together to make the CSTs 

a major focal point for the entire student body. 

2. Provide support to English language learners and students with special needs to 

increase academic performance. 

The common thread throughout the data available to us is the need to move our EL 

population and students with special needs forward. Segerstrom’s academic focus on 

literacy, “Read! Write! Learn!,” incorporates a schoolwide writing program designed to 

improve writing skills for all students, including students in these subgroups. In addition, 

the Cornell Note taking format is utilized in all academic areas. Teachers use a variety of 

GLAD and SDAIE strategies to assist English language learners such as graphic 

organizers, word walls, connecting prior knowledge, comprehension focus, and word 

dissection. Students with special needs are fully included into the general education 

population; however, special education staff members work closely with teachers and 

students to provide appropriate assistance and monitoring for identified students. As we 

continue to use all of these strategies and programs, we need to utilize SAUSD’s ELD 

and special education departments to provide staff development introducing additional 

instructional strategies that will allow all of our students to progress further in their 

academic development. 

53


Questions Raised by the Data 

1. How do teachers and administrators use data to improve student success in the classroom 

and on the CSTs, and how can we incorporate this into our schoolwide efforts to raise the 

number of students scoring proficient and advanced on the CSTs? 

2. How do we continue to achieve high proficiency rates on the CAHSEE, and which of 

these strategies can we use to help improve proficiency rates on the CSTs? 

3. What type of professional development is needed and available to help us improve 

academic performance for English language learners and students with special needs? 

54

Chapter 3: 

Progress 

Report 



Est. 2005


Chapter 3: Critical Areas for Follow Up 

Upon review of the self-study and Visiting Committee Report in 2005, the following growth 

areas/critical areas for follow-up were identified: 

1. Continue to develop standards-based benchmark assessments in each 

department. 

2. Continue to expand and develop a campus-wide activities program. 

3. Continue to expand ROP offerings and other means for students to become 

familiar with post-high school opportunities. 

1. Continue to develop standards-based benchmark assessments in each department. 

Each department is given approximately three collaboration days per year to complete 

data analysis, review pacing guidelines, develop benchmark assessments, and decide 

upon common course-alike instructional strategies and activities. Additional course-alike 

collaboration days are available on an as-needed basis. Most core departments have 

created “data walls,” which display results of standardized tests, course-alike benchmark 

assessments, and final exams, as well as analysis of these results. 

Teachers in English Language Arts, mathematics, science, and social studies have all 

developed department-wide benchmark assessments by course-alike teams on site and are 

in different stages of implementation. As mentioned above, collaboration time is used to 

create these benchmarks and to analyze benchmark data with a focus on successes, 

challenges, and implications for instructional strategies and pacing. This discussion leads 

to modification of curriculum and instruction to increase student success. 

SAUSD has developed district-wide benchmarks for English Language Arts and 

mathematics. The district is now including teachers in the development of benchmark 

assessments, which has had a positive impact on the implementation of the district-wide 

assessment plan. District-wide benchmark results are posted on Data Director for staff 

use. 

Foreign language teachers have developed course-alike final exams. New textbooks were 

recently adopted, so pacing guidelines have been developed and benchmark assessments 

are now in the process of being developed. In addition to traditional benchmark 

assessments, students are assigned similar course-alike projects. 

VAPA teachers are in the process of finding commonalities among courses. 

Special education teachers follow the pacing guidelines and benchmarks offered in each 

of the separate departments. Since students are fully included, special education teachers 

work collaboratively with general education teachers. Because students with special 

needs must improve test taking skills as well as study skills, general and special 

education teachers place an emphasis on organizational skills, memorization, and time 

55


management. Special education students are encouraged to make use of instructional 

aids and strategies such as flashcards, study guides, highlighters, Cornell Notes, study 

groups, and graphic organizers. 

Physical education teachers give pre-tests and post-tests on the “Fitness Gram” (a 

California state physical education test). In addition, the physical education program 

provides instruction and assessment focused on nutrition and fitness that incorporates 

district standards and technology. 

2. Continue to expand and develop a campus-wide activities program. 

Over the past four years, our campus-wide activities program has continued to expand 

through various avenues. There has been an increase in the number and quality of 

student assemblies, student activities, student recognition, school spirit activities, senior 

activities, and visual/performing arts shows. Student Seminar has grown to include more 

classroom and schoolwide activities that promote team building. Finally, community 

service is an integral part of the student activity program. Students are required to 

volunteer a minimum of sixteen hours per year throughout their high school education. 

Each year, we now have assemblies which include freshmen orientation, sophomore 

CAHSEE kick-off, junior and senior motivation, college/career fairs, AVID, 

Renaissance, and competitive athletics. The purpose of these assemblies is to celebrate 

student success while emphasizing a college-going culture. 

A wide variety of clubs are available to students. The number of clubs presently offered, 

34, has almost tripled from the opening year, when we only had 12 clubs in place. 

Interclub council meetings are held monthly to promote communication and interaction 

between clubs and to disseminate information. 

Segerstrom High School offers an extensive athletic program for both boys and girls. In 

2007, over 700 students participated in the sports program, which includes cross country, 

football, volleyball, tennis, basketball, soccer, wrestling, softball, and baseball. 

In addition to an increase of student participation in sports and clubs, more students are 

becoming involved in the visual/performing arts department, which has produced a 

variety of shows. These include dramatic plays, classic musicals, talent shows, choir 

shows, and instrumental performances. There has been improvement in student, parent, 

and community attendance at all events. 

We also now have a strong student recognition plan in place. The following programs 

have become tradition at Segerstrom High School: Students of the Six Weeks, Most 

Improved Students, Night of the Scholars, Letter Ceremony, Pride of the Jaguar, Senior 

Awards, and CAHSEE Success Celebrations. In addition, staff members are recognized 

through the Jaguar Jewel of the Month Award. 

56


An increase of student participation in ASB over the past four years has had a positive 

effect on school spirit and pride, especially with the exciting addition of our new mascot 

last year. All students are offered opportunities to participate in regular lunchtime 

activities, class spirit competitions, spirit weeks, Club Rush week, and four annual dances 

(Homecoming, Winter Formal, Sadie Hawkins, and Junior/Senior Prom). 

Last year was the first year with a senior class, and over the last two years, senior 

activities have grown to include College Night, Late Nights in the counseling center to 

work on college applications, Senior Sunrise, Senior Top 100, and Senior Boy and Girl of 

the Month. Seniors also have their own lunch line and lunch area. End of the year senior 

activities include Senior Awards, Senior Breakfast, Senior Celebration, and Grad Night. 

3. Continue to expand ROP offerings and other means for students to become familiar 

with post-high school opportunities. 

Segerstrom High School is in the process of developing and offering more ROP classes 

that meet the a-g requirements. This year, we offer two periods of Sports Medicine (UC 

“g” category) during the day and three courses after school: Art of Animation (UC “f” 

category), Criminal Justice, and Health Careers. 

As the number of juniors and seniors at Segerstrom increases, we have more students 

interested in career exploration and work preparation programs. Our concern as a school 

is providing an effective on-site support structure to meet student needs. The counseling 

and administrative staff is working hard to fill the void, but finding the challenge 

increasingly more difficult on top of their regular duties. Segerstrom is in the process of 

hiring a full-time ROP career guidance technician to support the operation of the Higher 

Education Center and assist students enrolled in ROP. This position has not been filled 

due to the most recent hiring freeze. 

Segerstrom High School expressed interest in having a Transition Planning Program 

(TTP) class on campus, which would be offered to students with special needs in order to 

connect them with the Department of Rehabilitation. At this time, we do not have 

enough students to develop the class, since it is designed for seniors only. Seniors with 

special needs may take an online transition class through Santa Ana College, which 

exposes them to Blackboard, offers lessons designed to help students become more selfaware 

of their disability, helps students become better advocates for themselves, and 

teaches students about the resources available at community colleges and how to access 

them. The class is taught by a special education teacher at Segerstrom during spring 

semester and offers the students a chance to earn one college credit. Students with 

special needs also have an opportunity to attend the Senior Transition Resource Day at 

Santa Ana College in February. This is a day where special education students learn 

about transition planning, resources, and programs available to them after high school. 

WorkAbility provides seniors with special needs opportunities to attend seminars and 

workshops geared toward career awareness, such as a medical forum and career 

workshop sponsored by Vital Link. 

57


The AVID program has increased from two sections to eight sections in the past three 

years. Teachers attend training sessions each summer to prepare for the AVID program. 

In addition to promoting student success, the AVID program includes a focus on posthigh 

school education. 

The Higher Education Center (HEC) provides College Nights, Career Days, and College 

Application Nights to encourage and assist students in the pursuit of post-high school 

opportunities. In addition, the HEC provides assistance to students applying for financial 

aid and scholarships. 

58

Chapter 4: 

Self-Study 

Findings 



Est. 2005


Focus Group A 

Vision and Purpose, Governance, Leadership and 

Staff, and Resources 

Focus Chairs 

Yvonne Alonzo 


Administrator 


Counselor 

Frankie Gonzalez 

English 

Linda Miller 

Mike Seals 

Lillian Sotolongo 


Moises De La Mora 

Neil Stevenson 

Mathematics 

Louie Muniz 

Trang Nguyen 


Jeanette Kerkhof-Martin 


Kristin Lugbill 


Regina Wagner 

Science 

Tom Pfeifer 

Classified 

Stevie Johnsonbaugh 

Maureen Joyce 

Jose Pena 

Cecilia Rios 

Parent 

Caroline Raush 

Students 

Fermin Bello 

Mia Bui 

Frankie Partida 

59


CATEGORY A: ORGANIZATION: VISION AND PURPOSE, GOVERNANCE, 

LEADERSHIP AND STAFF, AND RESOURCES 

A1. To what extent does the school have a clearly stated vision or purpose based on its 

student needs, current educational research, and the belief that all students can 

achieve at high levels? To what extent is the school’s purpose supported by the 

governing board and the central administration and further defined by Expected 

Schoolwide Learning Results and the academic standards? 

Segerstrom High School’s mission: To provide a supportive and challenging environment 

where all students excel. 

The vision, Expected Schoolwide Learning Results (ESLRs), and mission were developed by 

community members and Segerstrom staff the year before the school opened. The principal 

called for an assembly to bring these groups together in April 2005. The purpose of the meeting 

was to develop a guiding vision that would best serve the needs of the students who would attend 

Segerstrom. 

The vision and ESLRs are displayed in every classroom, are in the student handbook, and have 

been revisited by Academic Council and each department to ensure that they are current and 

relevant. In addition, they are reviewed at the beginning of each year with new and current staff 

so that all staff members begin the school year with a clear and common focus. 

The effectiveness of Segerstrom’s vision and ESLRs is evident through California High School 

Exit Exam (CAHSEE), California Standards Test (CST), and California English Language 

Development Test (CELDT) results, which are posted on Data Director. All staff members can 

access test results on Data Director to determine student achievement and how the data reflects 

student progress toward the vision and ESLRs. The faculty at Segerstrom is committed to the 

vision and ESLRs, reflected in lessons and units that guide students toward achieving 

proficiency on the content standards and ESLRs. As a culminating project, seniors compile 

work samples from their high school career in a Senior Exit Portfolio and reflect upon how their 

learning corresponds to the ESLRs, a project that is rewarding for students and staff alike. 

Segerstrom High School’s purpose and ESLRs are reviewed regularly by each department during 

department meetings, course-alike meetings, and pull out days and by the school as a whole 

during staff development. In these discussions, student data is shared and discussed, and 

curricular plans are adjusted to better meet student needs. 

The ESLRs are supported across the campus in many ways. The faculty is required to teach 

using standards-based curriculum, which ensures that our students will become Reflective 

Communicators. Responsible Citizens are developed through participation in clubs and athletic 

teams, community service requirements and opportunities, Visual and Performing Arts (VAPA) 

performances, Character Committee activities (which emphasize monthly character traits), daily 

recitation of the Pledge of Allegiance, use of the County Registrar’s voting machines for 

Associated Student Body (ASB) elections, campus use as a polling center, and implementation 

of the district’s nutritional standards. Because many of our students lack the home resources to 

60


become Resourceful Learners, we aid our students in achieving this goal through our SMARTe 

goals and fundamental instructional focus, regular use of technology (document cameras, 

SMART Boards, LCD projectors connected to laptop computers that are equipped with 

Microsoft PowerPoint, student computers, virtual announcements, video production, web design 

class), writing assessments and benchmarks, tutoring, Guided Study (GS) use of student agendas, 

Academic Decathlon, and the school’s fundamental card policy (tardy cards, missed assignment 

cards and dress code cards help students monitor their daily work habits). 

The school’s purpose is supported by the district through allocation of categorical funds for 

Regional Occupation Program (ROP), CAHSEE preparation, Advancement Via Individual 

Determination (AVID), the Higher Education Center (HEC), outreach staff from local colleges, 

Class Size Reduction (CSR) in freshman math and Language Arts classes, and other programs. 

The district also supports Segerstrom’s purpose through provision of district-wide benchmarks, 

district curriculum specialists, and district graduation requirements (240 credits that meet 

University of California (UC) and California State University (CSU) entry requirements). 

Evidence 

• ESLRs and Vision (printed in student agendas and on posters in each classroom) 

• Academic Council Minutes 

• Department Meeting Minutes 

• Data Director Reports 

• Data Walls 

• Classrooms 

• Senior Exit Portfolios 

• Staff Development 

• Course-Alike Meeting Minutes 

• Delayed Start Meeting Agendas 

• Professional Learning Community (PLC)/Freshman House/Small Learning Community 

(SLC) Meeting Minutes 

• Clubs 

• VAPA 

• Community Service Requirements and Opportunities 

• ASB Election Materials 

• Technology 

• Tutoring Schedule 

• Character Committee 

• Academic Decathlon 

• ROP 

• Class Size Reduction 

• District Graduation Requirements 

• College and Career Planning (CCP) Course Syllabus 

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A2. To what extent does the governing board have policies and bylaws that are aligned 

with the school’s purpose and support the achievement of the expected schoolwide 

learning results and academic standards based on data-driven instructional 

decisions for the school? To what extent does the governing board have delegate 

implementation of these policies to the professional staff? To what extent does the 

governing board regularly monitor results and approve the single schoolwide action 

plan and its relationship to the Local Educational Agency (LEA) plan? 

Santa Ana Unified School District’s Mission: The Santa Ana Unified School District is 

dedicated to high academic achievement, in a scholarly and supportive environment, 

ensuring that all students are prepared to accomplish their goals in life. 

Santa Ana Unified School District’s Vision and Goals: 

1. Academic Achievement: We will equip students to achieve their highest academic 

potential. 

2. Prepared Students: We will assure that students are prepared to succeed in higher 

education and to accomplish their life goals. 

3. Quality Academic Programs: We will offer rigorous and outstanding learning 

opportunities, aligned with state standards and federal guidelines. 

4. Strategic Allocation of Resources: We will be accountable for using resources wisely, 

efficiently, and strategically to support District goals. 

5. Clear Communication: We will communicate clearly, consistently, responsibly, and 

proactively in a timely manner with all stakeholders. 

6. Parent and Community Relationships: We will promote and develop positive 

relationships with all segments of the community, in order to foster open communication, 

accessibility, and pride in our schools. 

7. Outstanding Employees: We will recruit, select, and retain caring, competent, and 

qualified staff. 

8. Exemplary Facilities: We will assure that all facilities are safe, effective, well-maintained 

learning environments. 

9. Success Focus: We will cultivate, recognize, and celebrate success. 

Santa Ana Unified School District Plan: 

In order to achieve the goal that “Failure is unacceptable! Success is the standard…It’s up to us 

all!,” the district has implemented a plan focusing on English Language Development. 

Beginning at the elementary level, all students are expected to read by third grade and 

demonstrate proficiency in English by fourth or fifth grade, all students are expected to take 

Algebra at the intermediate level, and all students are expected to pass the CAHSEE in high 

school. 

The school board designated Segerstrom High School as a fundamental high school in 

November 2004. Fundamental schools in the Santa Ana Unified School District (SAUSD) differ 

from other schools in that there are clear expectations, consistent policies, uniform 

consequences, and strategies for success for all students. The fundamental structures are 

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designed to improve student performance, instill strong study habits in all learners, increase the 

graduation rate as compared to the district average, and increase the number of four-year 

college-eligible graduates as compared to the district average. All stakeholders are required to 

sign and abide by the school compact. Students who fail to adhere to the fundamental policies 

are subject to probation, which may result in dismissal from the school (referred to as non-invite 

status). 

The school board reviewed and approved the vision and mission (reprinted in Section A1 above) 

that was created by all stakeholders before Segerstrom opened its doors in August 2005. Parents 

are involved in the staff hiring interview process, and they helped develop procedures and 

protocol for the school from its inception. 

The professional staff knows that the school board makes the policies implemented on campus, 

and they respect the board’s power and decisions. The board meets on two Tuesdays each 

month and schedules other meetings as needed. The staff knows that they can attend board 

meetings (dates and times are on the SAUSD website and are available for viewing on public 

access television) and voice their opinions. The Santa Ana Educators’ Association (SAEA), the 

local teachers’ union, which helps keep the board’s policies in compliance with the contract, also 

represents the professional staff. 

The board monitors and evaluates student performance, overall school operations, and the fiscal 

health of the school in various ways, including regular review of the updated school budget 

(overseen by School Site Council), California Standards Test (CST) scores, and graduation 

requirements and rates as well as approval of field trips, special events, and student activities. 

Evidence 

• School Board Meeting Minutes (posted on the district website) 

• Televised Board Meetings 

• School Board Policies 

• District Graduation Requirements (240 credits aligned with California State 

University (CSU) and University of California (UC) requirements) 

• School Compact 

• Fundamental Card System 

• Segerstrom High School and SAUSD Graduation Rates 

• Segerstrom High School and SAUSD College Admission Rates 

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A3. To what extent based on student achievement data, does the school leadership and 

staff make decisions and initiate activities that focus on all students achieving the 

expected schoolwide learning results and academic standards? To what extent does 

the school leadership and staff annually monitor and refine the single schoolwide 

action plan based on analysis of data to ensure alignment with student needs? 

Segerstrom evaluates the effectiveness of the school’s policies and procedures in various ways to 

aid in long-range planning. In particular, this is done through the review and revision of the 

Single Plan for Student Achievement (SPSA). In addition, at the end of the year the staff is 

asked to review the year and complete a “Good, Bad, and Ugly” online survey. The information 

is compiled and brought to Academic Council for review. The information is then disseminated 

to the staff for discussion, at which point modifications are made to address schoolwide 

concerns. 

Segerstrom High School’s planning process is broad-based and collaborative. Parents, students, 

and staff collaborate on an ongoing basis through Academic Council, faculty meetings, School 

Site Council, and Professional Learning Communities (PLCs). 

The types of data that are gathered and analyzed at these meetings include California Standards 

Test (CST) scores, six-week grades, department and district benchmark results, California High 

School Exit Exam (CAHSEE) scores, ninth grade pre-CAHSEE scores, schoolwide and districtwide 

writing benchmark results, classroom assessment scores, Individualized Education Plans 

(IEPs), California English Language Development Test (CELDT) scores, Gifted and Talented 

Education (GATE), and Advanced Placement (AP) test scores. The analysis of data at 

Segerstrom drives the instructional programs that are offered to our students. 

The schoolwide instructional focus—“Read, Write, Learn”—was developed so that the entire 

Segerstrom community would focus on these vital skills for post-secondary education. All 

disciplines integrate writing into their curricular areas. The staff has been in-serviced on how to 

implement the writing process and each department is partnered with and coached by members 

of the English department as classroom teachers in each content area develop writing prompts. 

Four modalities of writing are taught and assessed each year: narrative, persuasive, expository, 

and response to literature (analysis of a text). In addition to classroom writing assessments and 

one district-wide writing assessment, students take four schoolwide writing assessments 

annually, and the faculty participates collaboratively in the grading process. The results are used 

to guide instruction, particularly in English. 

In order to respond proactively to our students’ needs in preparation for the CAHSEE, which is 

administered in the tenth grade, the Segerstrom staff created a CAHSEE Success Plan. Data 

from the ninth grade pre-CAHSEE exam and CSTs is used to identify students who are in need 

of additional support and interventions. These interventions are customized according to areas 

of weakness and include schoolwide CAHSEE preparation as well as “Boot Camp” classes and 

tutorials for at risk sophomores (those who scored basic or below on the CSTs or did not pass the 

pre-CAHSEE exam) and any juniors and seniors who did not pass the CAHSEE on their first 

attempt. This model has proved so successful that the district has adapted it for use at all high 

schools. 

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Six-week grades are analyzed and discussed within departments to promote greater consistency 

within similar courses and to encourage teachers to share successful strategies. In addition, the 

Title I coordinator uses these grades to place students with two or more “F’s” in any given 

grading period into Guided Study (GS). This program provides mandatory tutoring in a smallclass 

setting where students can receive individual academic assistance from a teacher who 

closely monitors their academic performance. 

The Advancement Via Individual Determination (AVID) program consists of eight elective 

tutorial classes within the school day—two classes are designated for each grade level and 

students are distributed evenly among the eight sections. Many of the strategies and 

methodologies used in AVID, such as Socratic Seminar, Cornell Notes, and peer tutorials, are 

embedded in non-AVID classes throughout the school to better help all students achieve success. 

All teachers volunteer their time to provide tutoring on a daily basis before school, after school, 

and during lunch. In addition to receiving help with homework, students who fail unit tests use 

the tutoring system in accordance with the schoolwide exam-retake policy: students are allowed 

to retake tests (for a maximum score set by each department) provided that they attend at least 

two tutoring sessions. 

The staff also monitors student achievement through the use of department and district 

benchmark assessment analysis. Currently, the district has developed math and English 

benchmarks that are given four times per year. The results of the benchmarks are available on 

Data Director for teachers to use as they plan and modify their instruction to meet student needs. 

Other departments are currently in various stages of benchmark development; however, as 

benchmarks are developed, analysis proceeds in a similar fashion. 

Our counseling staff is extensively involved in the monitoring of student progress. The 

counseling staff participates in ninth grade registration, which involves visits to the intermediate 

schools, where they work with students, teachers, and counselors to properly place incoming 

freshmen in the appropriate classes (based on grades, CST scores and teacher recommendations). 

In our Tenth Grade Counseling Program, the counselors meet with nearly every sophomore 

student and his/her parents during the second semester of the year to review progress toward 

graduation requirements and map out the remainder of the student’s high school career. The 

counselors then meet with students as seniors to follow up on graduation status. Students at risk 

of failing classes or being assigned non-invite status at all grade levels are assigned agenda 

checks, grade checks, homework contracts, and tutoring contracts by counseling staff, who then 

follow up with students and teachers to ensure that students are making improvements in their 

academic progress and work habits. As a result of these programs, all students are seen by 

counselors on an individual basis throughout their four years in high school as a built-in 

procedure. 

Our teachers and administrators are becoming more proficient in using data to drive instruction. 

The faculty knows how to access Data Director to review student information and test scores, 

but more training is needed in this area so that all staff feels comfortable using all features of the 

program and creating and sharing reports. 

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Students with special needs at Segerstrom are fully included into the general education 

population and the special education staff monitors their progress closely. Students are provided 

appropriate accommodations within the general education classrooms by the classroom teachers 

with the support of the special education staff (made up of teachers and Student Support 

Paraprofessionals (SSPs), formerly known as instructional assistants). When accommodations 

cannot be provided within the classroom, students are provided with their accommodations in the 

resource room or in a separate location on campus with special education staff. Individualized 

Education Plan (IEP) goals and objectives are monitored by the special education department 

and communicated to teachers through e-mail, individual conferences, and IEP meetings. 

Teachers know to go to the resource room to access information regarding students with special 

needs, and all teachers are given a period-by-period list of students with special needs in their 

classes within the first two weeks of school. The general education teachers are asked regularly 

to complete Work and Attitude Reports for students with special needs that are used to guide IEP 

meetings. Special education staff members keep in close contact with students with special 

needs and their parents or guardians and also facilitate communication between these families 

and the general education teachers. 

Evidence 

• Writing Assessments and Scores 

• Academic Council Meeting Minutes 

• School Site Council Meeting Minutes 

• PLC Meeting Agendas and Minutes 

• Department and Course-Alike Meeting Agendas and Minutes 

• Ninth Grade House Meeting Agendas and Minutes 

• GS Logs and Contracts 

• Tenth Grade Counseling 


• CAHSEE Prep Sign-in Sheets 

• Teacher Lesson Plans and Materials 

• Department and District-Wide Benchmark Assessments and Scores 

• School-wide Tutoring Schedule 

• IEPs, Individual Transition Plans (ITPs), 504 Plans, Student Success Teams (SSTs) 

• “The Good, Bad, and Ugly” Results 

• Work and Attitude Reports 

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A4. To what extent does a qualified staff facilitate achievement of the academic 

standards and the expected schoolwide learning results through a system of 

preparation, induction, and ongoing professional development? 

The employment policies and practices of Segerstrom High School follow state and federal 

requirements. All teachers at Segerstrom are No Child Left Behind (NCLB) compliant; they are 

highly qualified and are Crosscultural, Language, and Academic Development (CLAD) or 

Specially Designed Academic Instruction in English (SDAIE) certified. Segerstrom High School 

requires commitment to professional development from each staff member: the staff has agreed 

to work additional minutes in order to provide for delayed start days used for Professional 

Learning Communities (PLCs) and professional development. District required buy back days 

consist of professional development as well. The dates of the buy back days are voted on by the 

staff at the end of the school year for the following school year. During the interview process at 

Segerstrom High School, all potential staff members must sign a compact agreeing to uphold the 

school’s fundamental policies and structures. At the beginning of each school year, new staff 

members are assigned “buddies” (veteran teachers) to help them navigate through Segerstrom’s 

procedures and policies and to help them feel like a welcome member of the Jaguar staff. 

The staff at Segerstrom shares in the responsibility to support student learning through PLCs, the 

schoolwide tutoring program, and participation in Guided Study (GS). In addition, all English 

and math teachers participate in California High School Exit Exam (CAHSEE)-specific tutoring 

sessions, which are offered during the two months prior to the test to all sophomore students, 

particularly those who have been identified as at risk of not passing. Furthermore, sophomores 

who did not pass the ninth grade pre-CAHSEE or scored basic or below on the mathematics or 

English Language Arts section of the ninth grade California Standards Test (CST) are required to 

attend CAHSEE Boot Camp several days before the test. This is an intensive tutorial program 

that emphasizes test taking strategies and review of basic concepts. Many of these activities are 

voluntary, demonstrating a high level of commitment to student success and achievement. 

In addition to schoolwide tutoring programs and PLCs, there are a number of other ways that the 

staff facilitates student achievement both during and outside of school. Most staff members are 

involved in a wide array of committees, including Renaissance, Student Recognition, Character, 

Senior Awards, Student Seminar, Technology, and Freshman Mentoring. These committees 

work to either devise ways to improve student learning and academic success or recognize and 

reward students for their successes. The administration at Segerstrom takes on small groups of 

freshmen each year to mentor and push toward academic improvement and success through 

monthly meetings. Gifted and Talented Education (GATE), Advancement Via Individual 

Determination (AVID), and special education teaching strategies are shared in faculty meetings 

by colleagues. The Segerstrom staff also receives regular presentations on levels of student 

engagement and differentiating instruction. 

The Segerstrom High School counseling staff provides a phenomenal tenth grade counseling 

service to ensure that students at the end of their sophomore year are on track for graduation. 

The counseling staff also provides agenda and grade checks as well as mandatory tutoring for 

students who are at risk of failing. The Higher Education Center (HEC) offers extended hours 

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for assistance with college applications during October and November and again in January for 

assistance with completing financial aid forms (e.g., FAFSA). 

As part of our ongoing professional development, the Segerstrom faculty regularly shares lessons 

and teaching strategies within and outside of departments in order to improve student success by 

using successful strategies. New teachers are partnered with mentor teachers in addition to the 

district’s well-organized Beginning Teacher Support and Assessment (BTSA) program. In 

addition, many veteran teachers on site have volunteered to become BTSA support providers to 

assist our teachers participating in BTSA. 

Ongoing evaluation is one of many tools that the administration uses to ensure excellence in the 

classroom and provide ongoing professional development to all teachers. Segerstrom High 

School administrators employ the use of a cognitive coaching model which evaluates teacher 

performance while also providing concrete, practical strategies for improved instruction. In 

addition to the formal evaluation process, the administrative team also visits classrooms 

frequently on an informal basis (referred to as “Prowl Abouts”). Segerstrom has implemented a 

new practice in the 2008-2009 school year called Jaguar Safaris, which enables colleagues to 

visit one another within and across departments to observe student engagement and successful 

teaching practices. 

Evidence 

• Faculty Credentials 

• Bell Schedule 

• Fundamental Compact 

• New Hire Interview Questions 

• PLC Meeting Minutes 

• Committee Meeting Minutes 

• Tutoring Logs and Schedules 

• CAHSEE Scores 

• CAHSEE Plan 

• Staff Meeting Agendas, Minutes, and Professional Development Handouts 

• Programs from Student Recognition Ceremonies and Assemblies (e.g., Renaissance) 

• “Prowl About” Forms 

• Teacher Evaluation Forms 

• BTSA 

• Jaguar Safari Observation Forms 

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A5. To what extent are leadership and staff involved in ongoing professional 

development that focuses on identified student learning needs? 

The staff at Segerstrom participates in professional development through meetings on delayed 

start days, buy back days, and in-services. This professional development is often run by 

Segerstrom staff members and usually focuses on a wide variety of instructional strategies, 

including those related to Gifted and Talented Education (GATE), Advancement Via Individual 

Determination (AVID), technology, and differentiated instruction. In addition, the staff receives 

professional development four times a year to successfully implement the schoolwide writing 

program. This professional development covers the characteristics of different writing 

modalities, ways to incorporate writing across the curriculum, and scoring student writing using 

the district rubric. Other professional development opportunities promote more effective use of 

tools used to address student learning needs such as TeleParent, Data Director, and the Student 

Success Team (SST) process. While Segerstrom staff members provide many of these 

professional development opportunities, they are also supplemented by district-level in-services 

and out-of-district trainings such as Advanced Placement (AP) Summer Institutes and the UCI 

Pathways Program. 

The measurable effects of these professional development opportunities are evident from student 

performance on the California Standards Test (CST), California English Language Development 

Test (CELDT), Fitnessgram, California High School Exit Exam (CAHSEE) and AP tests as well 

as schoolwide writing assessments. Recognizing these effects is another focus of professional 

development. 

Teachers in the math department are trained in course-specific teaching strategies through the 

University of California, Irvine (UCI) Focus program to increase test scores and student 

engagement. New teachers participate in the Beginning Teacher Support and Assessment 

(BTSA) program offered through the district, which provides professional development in 

differentiating instruction and student engagement for both participating and supporting teachers. 

The supervision and evaluation procedures at Segerstrom promote the professional growth of 

staff through consistency and organization. Administrators conduct regular walk-throughs of 

classrooms in order to informally assess levels of student engagement. Regular formal 

observations comply with Santa Ana Educators’ Association (SAEA), the local teachers’ union, 

rules and district guidelines. Administrators discuss formal and informal observations with 

teachers in order to improve teaching practices, providing thorough and constructive feedback. 

In addition, each of Segerstrom’s administrators is responsible for a different department and 

attends department meetings and other events as needed. All Segerstrom administrators have an 

open-door policy, a fact that is known and utilized by all staff members on a regular basis, 

creating an environment where teachers are eager to continue learning and improving their 

practice. 

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Evidence 

• Delayed Start Meeting Agendas 

• Buy-Back Day Agendas 

• Teacher Evaluation Forms 

• “Prowl About” Forms 

• Department Meeting Agendas and Minutes 

• Data Director 

• BTSA 

• School-Wide Writing Training Materials, Assessments, Rubrics, and Scores 

• Staff Meeting Agendas 

• UCI Pathways/Focus 

• AP Summer Institutes 

• HOT (Humanities Out There) Tutors 

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A6. To what extent are the human, material, physical, and financial resources sufficient 

and utilized effectively and appropriately in accordance with the legal intent of the 

program(s) to support students in accomplishing the academic standards and the 

expected schoolwide learning results? 

Segerstrom’s budget is aligned with the Single Plan for Student Achievement (SPSA). 

Resources from state and federal funding are allocated according solely to student need. The 

bulk of Segerstrom’s general funds go toward instructional materials—each department has its 

own budget for purchasing the appropriate materials. The bulk of categorical funds go into 

student support and staff development. The largest categorical expenditure is the school’s 

Advancement Via Individual Determination (AVID) program, which receives approximately 

$190,000 each year to fund AVID sections and provide a program budget. Staff development is 

allocated approximately $53,000. To assist at-risk students, approximately $35,000 is allocated 

to fund the following interventions: Saturday School, Saturday Work program, Guided Study 

(GS) and TeleParent. 

Santa Ana Unified School District (SAUSD) audits Segerstrom’s Associated Student Body 

(ASB) and attendance each year. Although Segerstrom is responsible for setting and following 

its own budget, the district monitors the site’s budget and gives the site’s administrators monthly 

budget reports. 

As with most school districts in California, SAUSD has been forced to make significant cuts to 

the general fund. The majority of these cuts have affected the number of classified personnel 

allocated to each site and forced reductions in site supply budgets. Although the number of 

custodians allocated to Segerstrom has been reduced, Segerstrom’s facilities are safe, functional 

and well maintained. The school has two daytime custodians, one night lead custodian who 

supervises four additional custodians, and one groundskeeper. In an effort to upgrade the quality 

of the school’s webpage, the school designated a webmaster who has been granted an additional 

release period to maintain and upgrade the website. Our full-time computer technician position 

has been reduced to a part-time position; however, this gap has been filled with the help of our 

full-time stage manager, who has been tending to computer-related maintenance and 

troubleshooting issues. 

Until this year, Segerstrom employed two athletic equipment managers. This year, however, due 

to budget cuts, the school has only been able to retain one full-time equipment manager and one 

part-time equipment manager, with the coaching staff assuming some of the remaining 

responsibilities. The elimination of the district’s health clerks and data entry clerks also affected 

our classified staffing, as our site clerk is now responsible for maintaining the health office and 

assisting our registrar. Our site has also combined two previously full-time positions into one: 

we now employ an athletic secretary/school account clerk who is assisted by a part-time finance 

clerk. Additionally, Segerstrom’s full-time library media technician position has been reduced 

to part-time status, as have our three special education Student Support Paraprofessionals 

(SSPs). 

Although every effort is made to maintain the safety, cleanliness, and efficiency of our campus, 

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the staff is concerned about the recent reductions in classified staff and the additional duties 

which have been transferred to others. In particular, our special education department is 

concerned about maintaining an effective full-inclusion program with part-time 

paraprofessionals. Our athletic director and coaching staff are concerned about the additional 

liability incurred with the reduction of supervision in the locker room area, especially during 

athletic practices. Our staff is also concerned about further cuts which could come in early 2009 

and have a significant impact on our school. 

Despite these setbacks, Segerstrom has been able to increase the amount of money allocated to 

each department for instructional supplies in order to serve our growing student body. Title I 

funding has made it possible to continuing hiring substitutes for department collaboration days, 

held four times a year in each department. Title I continues to fund our AVID program by 

paying for 1.6 Full-Time Equivalents (FTEs) in order to allow for eight sections of AVID 

schoolwide. Special attention is paid during the master scheduling process to give teachers who 

share a ninth grade house a common planning period. The staff also agreed to an extended bell 

schedule (approximately five additional minutes per day) in order to “bank” these minutes, 

allowing for 10-12 delayed start schedules. These delayed start meetings give our staff valuable 

collaboration time, which directly benefits student achievement. 

In order to provide the most rigorous and up-to-date programs available, Segerstrom uses 

categorical funds to pay for Advanced Placement (AP) teachers to attend College Board 

institutes during the summer. Segerstrom also encourages teachers to take advantage of 

professional development opportunities in a variety of areas (special education, UCI Focus, 

GATE, AVID, AP, classroom management, data management, instructional technology) through 

in-services at the district level as well as through external opportunities. 

Segerstrom partners with Santa Ana College (SAC) to offer Bridge classes. These are courses 

offered through SAC and taught on our campus by Segerstrom teachers. These allow students 

additional opportunities to meet graduation requirements by taking courses that otherwise could 

not be offered. 

Segerstrom also has a site technology plan where a committee meets monthly to review the site’s 

use of technology and determine any areas of need. The Segerstrom technology committee 

offers trainings to all interested staff. These trainings include how to use webmail, instructional 

technology, and online educational resources. 

Evidence 

• Textbooks 

• Department Budgets 

• AVID Classes 

• Single Plan for Student Achievement (SPSA) 


• Saturday School 

• Saturday Work Program 

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• Guided Study Records 

• TeleParent Records 

• Bridge Classes through SAC 

• School Site Council Minutes 

• Budget Reports 

• Webmaster Release Period 

• Professional Development Conference Attendance 

• Data Director Reports and Test Scores 

• Site Technology Plan 

Areas of Strength 

1. Our students are academically well-prepared to graduate with a diploma and earn a postsecondary 

education. 

2. Our data-driven CAHSEE plan has been adopted by the district to be used district-wide in 

order to increase first-time pass rates. 

3. Segerstrom’s fundamental structures (tardy, dress code, and missed assignment cards) 

help the student body stay focused on academics. 

4. The counseling staff and administration at Segerstrom provide consistent and 

unparalleled support to the students. 

5. Ongoing professional development is built into the school schedule and facilitated by 

Segerstrom’s instructional leaders. 

Areas for Growth 

1. More technology training is needed, particularly with Data Director, so that teachers feel 

more comfortable utilizing data to modify and guide instruction. 

2. Due to recent budget reductions, Segerstrom needs to redefine its priorities so that our 

limited funds are being used appropriately to support ongoing student achievement. 

3. The staff needs to be better informed as to the decisions of the governing board and 

School Site Council, as some staff members are unaware of many of the decisions that 

are made. 

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Focus Group B 

Standards-Based Student Learning: Curriculum 

Focus Chairs 

Sean Decker 

Mark Henson 

Administrator 


Librarian 

Stephanie Wotring 

English 

Billy Castanha 

Andy Martinez 

Pam Won 


Redonda Contreras 

Lorraine Gerard 

Amy Mateo 

Mathematics 

Herb Kimmons 

Kim Nguyen 


Angel Leon 

Alessandra Mangiorotti 


Luis Lopez 

Science 

Jane Siesel 

Ken Stokesberry 

Classified 

Jaime Gonzalez 

Jim Hunt 

Erika Islas 

Cecilia Peralta 

Parent 

Rana Mohiuddin 

Students 

Andrea Herrera 

Janet Rodriguez 

Cyrus Sitigata 


Roger Gordon 

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CATEGORY B: STANDARDS-BASED STUDENT LEARNING: CURRICULUM 

B1. To what extent do all students participate in a rigorous, relevant, and coherent 

standards-based curriculum that supports the achievement of the academic 

standards and the Expected Schoolwide Learning Results? To what extent are the 

expected schoolwide learning results accomplished through standards-based 

learning (i.e., what is taught and how it is taught)? 

Segerstrom High School promotes a college-going environment through a rigorous standardsbased 

curriculum for all students. Students are required to complete 240 credits in order to 

graduate from any high school in the Santa Ana Unified School District (SAUSD). Since 

Segerstrom does not offer vocational education, English Language Development (ELD), or 

special education classes, our students build their schedules with elective courses in science, 

mathematics, foreign language, and visual and performing arts (VAPA). 

Within each classroom, teachers discuss and explain the California content standards that are 

pertinent to each day’s lesson. These standards are the driving force in instruction, as all relevant 

standardized tests that students take in the spring are designed to assess these standards. Beyond 

these standards, students enhance their understanding of the school Expected Schoolwide 

Learning Results (ESLRs). The ESLRs articulate the vision of the school by emphasizing lifelong 

skills that help students to become Reflective Communicators, Resourceful Learners, and 

Responsible Citizens. The focus on standards and ESLRs culminates in Senior Exit Portfolios, 

which demonstrate students’ growth and progress during their four years at Segerstrom. 

There are a number of schoolwide programs that have been implemented at Segerstrom to help 

increase student achievement. Examples of these programs include our writing program (writing 

across the curriculum), the use of Gifted and Talented Education (GATE) strategies (Depth and 

Complexity), Advancement Via Individual Determination (AVID) instructional techniques, 

common course assessments, and the use of Cornell Notes. In addition, all teachers adhere to 

our schoolwide homework policy, established by the fundamental accountability system. 

One indication of the college-going culture is reflected in the ninth grade “houses.” These are 

made up of an English, social science and science teacher who work together to ensure academic 

success for their students. Teachers in the same house share a common body of students who 

rotate through these three classes together, allowing the teachers extra opportunities to address 

these students’ needs. Ninth grade house teachers use a common planning time to design, 

enhance, and assess student engagement and learning of both content standards and Segerstrom 

ESLRs. Through this collaboration, at-risk students are identified and differentiated instructional 

strategies are developed to meet their needs. 

Each department on campus is partnered with several English teachers who assist them in 

carrying out writing instruction in all content areas. For example, the writing coach for the social 

science department works with teachers to develop subject-appropriate writing prompts for 

social science courses in preparation for schoolwide writing assessments. As writing 

assessments are evaluated and scored by the faculty, English teachers provide leadership and 

clarification with the assessment and scoring process. 

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The entire teaching staff meets before school on delayed start days to work as a collaborative 

teaching and learning community. In this Professional Learning Community (PLC), teachers are 

in-serviced on schoolwide instructional practices such as our writing program or the use of 

AVID or GATE strategies in all classrooms. Instances of this type of staff development include 

AVID instructors demonstrating the use of the Socratic Seminar discussion technique or the 

usefulness of Cornell Notes across the curriculum and GATE teachers sharing strategies for 

differentiated instruction and the use of Depth and Complexity concepts. 

At Segerstrom High School, homework is an extremely important tool used by all teachers to 

support the standards-based curriculum. All teachers adhere to the progressive steps of the 

fundamental card system. This system provides common expectations for students and the entire 

staff, ensuring that students complete their homework in all classes. 

Teachers at Segerstrom work with colleagues in their departments to revise and plan content 

instruction. At the department level, teachers also collaborate to ensure student success by 

creating benchmark exams and analyzing student data. In addition, course-alike teachers 

collaborate to set common expectations and create and reflect on common assessments including 

pacing guidelines, coordinated final exams, and grade distribution reports. 

Evidence 

• State Content Standards for Each Subject Area 

• Teacher Lesson Plans 

• Segerstrom ESLR Posters 

• Classroom Displays of Student Work 

• Depth and Complexity Icons 

• Ninth Grade House Meeting Minutes 

• School-wide Writing Assessments and Scores 

• Staff Development PowerPoint Presentations 

• AVID Data 

• Homework Cards 

• Benchmark Exams by Subject Area 

• Common Assessments by Department 

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B2. To what extent do 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? 

Segerstrom High School has an open access enrollment policy in the full range of courses 

offered to our students. Any student may elect to enroll in a variety of academic courses, 

including Advanced Placement (AP) courses. The following AP courses are offered: Studio 

Art, English Language and Composition, English Literature and Composition, Spanish 

Language, Spanish Literature, French Language, World History, U.S. History, Macroeconomics, 

Government and Politics, Psychology, Calculus AB, Statistics, Environmental Science, Biology, 

Chemistry, Physics B, and Music Theory. In addition, students may select from a variety of 

elective classes including courses in Visual and Performing Arts (VAPA), the social sciences, 

athletics, Navy Junior Reserve Officers Training Corps (NJROTC), and various Regional 

Occupational Program (ROP) courses. It should also be noted that students with special needs 

are fully included in all general education classes and enjoy the same open access as their peers. 

Incoming eighth graders meet with their counselors in the spring to review the district’s 

graduation requirements and to select their courses for the fall semester. Counselors use 

students’ California Standards Test (CST) scores and input from teachers and family to 

determine initial academic placement. 

In the spring, all counselors meet with their students in small groups to review and plan their 

schedules for the following year. At this time, counselors remind students of graduation and 

University of California (UC)/California State University (CSU) requirements. Following the 

small-group discussion, there is individual counseling with each student to plan his or her 

individualized course of study. An assembly is held with the Higher Education Coordinator and 

the Assistant Principal of Curriculum for all students who are exploring the option of AP 

courses. During Registration, Orientation, Activation, and Review (R.O.A.R.), students again 

meet with their counselors to confirm their class selections and to make any needed changes to 

their schedules. 

Ninth grade students take a semester-long College and Career-Planning (CCP) course during 

which they explore personal interests, career possibilities, and higher education options. 

Students learn valuable life and career skills, including how and where to look for work, how to 

write a resume, and job interview techniques. The Higher Education Coordinator visits all ninth 

grade classrooms to discuss the pathways to each college option (UC, CSU, community college, 

private school). Each ninth grade house develops activities that promote college and career 

options. For example, one house led by a social studies teacher works with students to develop 

professional resumes and an activity which culminates in a mock job interview with an 

administrator. 

Tenth grade students and parents meet with their assigned guidance counselors to make sure they 

are on track for graduation and to allow the counselors to assist students with setting and meeting 

post-high school educational goals. These counseling meetings take place outside of the school 

day. All tenth grade students attend a California High School Exit Exam (CAHSEE) preparation 

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assembly in February. The focus of this assembly is not solely test preparation, but also on 

contextualizing the CAHSEE as part of students’ four-year plan. Another component of the 

tenth grade personal learning plan is the CAHSEE success plan. Sophomores are required, based 

on their ninth grade proficiency test (pre-CAHSEE), to receive an appropriate intervention 

tailored to their personal needs. 

Eleventh grade students take the PSAT exam in preparation for the SAT. In English, students 

begin an early draft of their personal statements for college applications. Students who did not 

pass either portion of the CAHSEE are required to attend CAHSEE preparation classes and 

mandatory “Boot Camp” before the next test administration. Student progress continues to be 

monitored in Student Seminar classes towards the completion of community service 

requirements and the Senior Exit Portfolio. 

Twelfth grade students are required to complete an Exit Interview process. The goal of the 

portfolio/interview process is to prepare students to represent themselves professionally in an 

interview setting as well as to provide them with an opportunity to collect and reflect on their 

accomplishments while attending Segerstrom. Seniors are interviewed by staff and members of 

the local community and asked to reflect on their high school career and discuss their plans for 

life after high school. 

Segerstrom students are required to compile a Senior Exit Portfolio before they participate in the 

Exit Interview. The portfolio contains items which reflect the students’ experiences throughout 

their high school years. Required items include a log of community service hours, work samples 

from each content area, a job application, resume, cover letter, awards and recognitions, evidence 

of technology proficiency, evidence of extracurricular activities, and other items the students 

may wish to include. Students present the portfolio for a grade in their senior English classes 

and bring the portfolio with them to the Exit Interview with staff and community leaders two 

weeks prior to graduation. 

All seniors are invited to attend any of the ten college Late Nights held in the Higher Education 

Center (HEC) during November and December. These nights are designed to help students 

complete their college applications with assistance from counselors, English teachers, and 

college representatives. 

Segerstrom High School maintains a policy of contact between students, parents and school staff. 

Much of the communication between school and home is facilitated by the school’s fundamental 

structures. These structures include parent notices, home phone calls by teachers and office 

staff, and frequent academic progress reports for individual students. Additional lines of 

communication between school and home include e-mail correspondence, letters, and district 

forms. Segerstrom High School uses the automated notification system TeleParent, which sends 

automated messages home in the student’s home language, as one tool to help notify parents of 

student progress, an upcoming assignment, improvements, or citizenship concerns. 

Guided Study (GS) targets students who are receiving two or more F’s in a grading period. The 

student is required to complete a contract for tutoring and/or mentoring in order to improve the 

failing grades. Staff members have agreed to provide tutoring opportunities before school, at 

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lunch, and after school, ensuring that tutoring is available every day at a wide variety of times so 

that all students can take advantage of the opportunity. 

A student with an Individualized Education Plan (IEP) can be sure that the Segerstrom staff is 

regularly updated with any changes, accommodations, or parent concerns. The special education 

staff informs all parties involved and ensures buy-in from the entire staff. IEP meetings are wellattended 

by teachers from both the special education and general education programs. 

Data Director is an Internet-based resource used regularly by Segerstrom staff. Teachers may 

examine each student’s prior history with regard to a variety of assessments and use this data to 

adjust instruction accordingly. 

For at-risk students, a Student Study Team (SST) may be convened to allow Segerstrom 

students, staff, and parents to communicate openly regarding progress toward academic goals, 

behavior issues, and expectations. An individualized action plan is created that is agreed upon 

by all participants. 

Segerstrom High School is committed to providing a college-going culture for its students. From 

the beginning of their high school experience, students are well aware through their College and 

Career Planning (CCP) or AVID course of entrance requirements for the CSU, UC, private, and 

community colleges, as well as financial aid and scholarship programs available for each. 

All incoming freshmen are enrolled in either CCP or AVID. Both courses provide an 

introduction to the world of higher education. Staff members also promote a college-going 

school culture by wearing college attire every Wednesday, which we call “College Day.” Our 

ninth grade houses have all adopted the name of a college that they feel best represents them, 

contributing to this culture as well. 

The HEC is located in the center of the Segerstrom campus and is available to all students as 

they seek information pertaining to colleges, entrance requirements, financial aid, scholarships, 

and other information about post-secondary opportunities. The Higher Education Coordinator is 

tireless in her efforts to ensure that students are aware of scholarship opportunities, application 

deadlines, college visits, and testing deadlines. Materials from numerous colleges and 

universities are on display at all times. Through the HEC, students complete the Free 

Application for Federal Student Aid (FAFSA) and participate in a career fair to build awareness 

of numerous opportunities available to them after high school. 

Our special education students have access to programs such as Workability, Individual 

Transition Plans (ITPs), a Santa Ana College online transition class offered in the spring, and 

Senior Transition Day at Santa Ana College. 

The Segerstrom AVID program presents a college fair for students to get extensive information 

and materials from many colleges and universities. This information is disseminated to parents 

and students during Open House in the spring. 

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Segerstrom students are required to log 64 hours of community service throughout their four 

years at the school, averaging sixteen hours per year. The goal is to provide students with the 

opportunity to experience the rewards of a community-minded attitude and lifestyle. The 

Community Service Committee, made up of faculty members from a variety of departments, 

makes students aware of many opportunities throughout the year to earn community service 

hours and also encourages students to seek out opportunities on their own. 

The Student Seminar program at Segerstrom is an avenue for students to prepare for the PSAT 

and SAT tests as well as the Senior Exit Portfolio. Throughout the year, students explore sample 

test questions, examination strategies, and the goals of the tests. This decreases test-taking 

anxiety for many students and allows them to approach the tests with confidence. In addition, 

students participate in a number of activities designed to prepare them for success in higher 

education or in the career world such as generic college applications, employment applications, 

and college readiness assessments (PSAT, SAT, ACT Explore, ASVAB). 

Several times each year, representatives from a variety of colleges and universities visit the 

Segerstrom campus. Students are able to make appointments with these representatives to get 

information and to ask any questions they may have about college regarding acceptance, 

available courses, social aspects, and academic requirements. Colleges and universities that 

regularly visit the Segerstrom campus include University of California, Irvine, California State 

University, Fullerton, Orange Coast College, and Chapman University. 

Evidence 

• Segerstrom Course Offerings 

• AP Course Descriptions 

• ROP Course Offerings 

• Motivational Assembly PowerPoint 

• CCP Course Syllabus 

• Tenth Grade Counseling Information 

• Senior Exit Interview Forms 

• Senior Portfolio Forms 

• Student Samples of Senior Exit Portfolio 


• Grade Check Forms 

• Parent/Teacher Correspondence 

• Teacher/District Progress Reports 

• Parent Letters 


• GS Schedule 

• Agenda Check Forms 


• IEP Meeting Minutes 


• Department and Course-Alike Assessments 

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• Student Study Team (SST) Records 

• Exemplary Counseling Staff 

• College Fair Fliers 

• Academic Clubs 

• Student-Interest Clubs 

• Higher Education Center 

• Career Fair 

• Financial Aid Workshops 

• Senior Portfolio/Exit Interview 

• AVID Materials 

• Community Service Requirements 

• SAT/PSAT Preparation Materials 

• Student Seminar Calendar 

• College Fair Fliers 

• Master Calendar 

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B3. To what extent are students able to meet all the requirements of graduation upon 

completion of the high school program? 

The Santa Ana Unified School District (SAUSD) course requirements for graduation exceed 

those of the state of California and are closely aligned with the University of California (UC) and 

California State University (CSU) “a-g” entrance requirements. SAUSD students are required to 

complete four years of English (the state requirement is three), three years of math (the state 

requirement is two), and three years of science (the state requirement is two). 

Segerstrom students and parents are well aware of high school graduation requirements thanks to 

a schoolwide effort consisting of annual motivational assemblies, the Counseling Center fouryear 

plan, individual student/parent counseling appointments, Higher Education Center (HEC) 

workshops and classroom visitations, and a comprehensive overview in Advancement Via 

Individual Determination (AVID) or College and Career Planning (CCP) of credit and course 

requirements. Students regularly take advantage of the many intervention and assistance 

programs offered to help meet their goal of graduation. Segerstrom’s counselors hold meetings 

with parents and students where graduation requirements and the students’ progress toward 

meeting them are reviewed. In addition, special education teachers hold similar meetings to 

ensure that our students with special needs are aware of and on track toward meeting graduation 

requirements. 

Segerstrom’s exemplary pass rate on the California High School Exit Exam (CAHSEE) reflects 

the hard work of the students and staff in preparation for this important test. The CAHSEE 

“Boot Camp” requires all students who did not pass the ninth grade practice CAHSEE or who 

scored basic or below on the ninth grade CSTs to attend intensive tutorials preparing them for 

success as they take the test. Other strategies of the Segerstrom “CAHSEE Machine” include 

after school and weekend tutoring, parent letters informing families of the importance of the 

CAHSEE as well as practice and study opportunities available, and the ninth grade practice 

CAHSEE. 

Students who may be lacking credits or who have failed a course may attend night school or 

summer school to make up credits, putting them back on track for graduation. The Bridge 

program offered through Santa Ana College (SAC) allows students to attend classes at a local 

college campus or during first period at Segerstrom to make up coursework. 

Students who may be struggling to pass a course may take advantage of the Guided Study (GS) 

program, AVID, or tutoring opportunities before school, after school, or at lunchtime. In 

addition, Segerstrom’s test retake policy is available to all students. If a student wants to retake 

an assessment that he or she did not pass for a department set maximum score, they may do so 

after attending two required tutoring sessions in that subject area. 

Beyond the classroom, Segerstrom High School provides an environment for students to relate 

their curricular and co-curricular experiences to applications in the outside world. Many oncampus 

clubs, such as MESA, Key Club, KIWINS, Refuge, etc., allow students to connect with 

community members and students from other high schools. The ROP and NJROTC programs 

familiarize students with a variety of career and study opportunities available to them in the 

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business world or in the military. Seniors may elect to participate in the Registrar of Voters’ 

Student Poll-Worker Program which provides an opportunity to work at the polls on Election 

Day. 

The HEC provides a wealth of information regarding job opportunities, community service 

activities, and college and university information. In conjunction with the HEC, the AVID 

program coordinates college visitations for Segerstrom students. Regularly scheduled college 

and career fairs provide Segerstrom students with information as they make choices to enter the 

work world and/or pursue a college education. In addition, various groups on the campus offer 

field trip experiences to connect the classroom with the real world. 

Segerstrom graduated its first class of seniors in June 2008. Of the 310 seniors that started the 

school year in 2007, 308 of these students graduated in June. All but one of the remaining 

seniors graduated by August, giving Segerstrom an official graduation rate of 99.7%. To put this 

into perspective, the district’s high school graduation rate was 82.4%. 

Evidence 

• Academic Clubs 

• AVID 

• ROP 

• NJROTC 

• Higher Education Center 

• College Visitations 

• College/Career Fair 

• Field Trip Opportunities 

• Counselor/Parent Meetings 

• Special Education Teacher/Parent meetings 

• CAHSEE Results 

• Summer School/Night School 

• Tutoring Programs 

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1. Staff support for schoolwide initiatives such as writing across the curriculum and the use 

of AVID and GATE methodologies in the classroom. 

2. Segerstrom has a very successful preparation program in place to ensure that all students 

can be successful on the CAHSEE. 

3. Segerstrom staff analyzes and uses data to revise and update programs on campus that 

serve student needs. 

4. Professional Learning Communities on campus provide many opportunities for teachers 

to collaborate and improve instructional practices. 

5. The Higher Education Center on campus provides a full range of services to all our 

students in planning for life after high school. 


1. The Guided Study program needs to be revisited and revised to better meet the needs of 

students who are struggling academically. 

2. The Segerstrom master schedule should provide more co-curricular elective choices for 

students. Students should be able to change their courses if the need arises. 

3. The freshman “house” concept should be revised to include more teachers than just the 

core curriculum instructors. 

4. Staff development should include both introductions to schoolwide programs for new 

teachers and review for veteran teachers. This will ensure a more even implementation 

of strategies and instructional methods in every classroom. 

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Focus Group C 

Standards-Based Student Learning: Instruction 

Focus Chairs 

Sara Jordan 

Neeta Joshi 

Administrator 

David Casper 

Counselor 

Antonio Espinosa 

English 

Amber Lund 

Becky Tsai 

Joe Wilson 

Maia Zinger 


Ivan Miranda 

Laura Mitchell 

Joseph Tagaloa 

Mathematics 

Dylan Christensen 

Claudia Ochoa 

Nidia Pena-Munoz 

Amy Scruton 


Jeff Watts 

Science 

David Koeler 

Lan Vu 

Adam Woods 

Classified 

Dan Alvarez 

Oscar Hernandez 

Parent 

Sheila Glover 

Students 

Vicente Gonzalez 

Kenneth Montes 

Armando Ramirez 


Rosalia Escutia 

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CATEGORY C: STANDARDS-BASED STUDENT LEARNING: INSTRUCTION 

C1. To what extent are all students involved in challenging learning 

experiences to achieve the academic standards and the expected 

schoolwide learning results? 

All teachers at Segerstrom send home a course-alike syllabus and/or parent letter at the 

beginning of the year to all families. Included in this communication is a breakdown of 

percentages for the course grade, including tests, quizzes, homework, classwork, and other 

course-specific categories. Students must take the syllabus and parent letter home and parents 

must sign it to acknowledge understanding of the class and teacher expectations. Similar 

information is shared with parents at Back to School Night as well. As a result of this early 

communication at the beginning of the year, students and parents are well aware of course 

expectations. According to a 2006-2007 Student Survey, 88.4% of students surveyed knew how 

teachers graded them on their report card (Process and Perception Data: Question 6). 

At the start of the school year, parent meetings are held to inform parents of schoolwide 

expectations for their students and parent involvement. The day before school begins freshmen 

are strongly encouraged to attend an orientation where they learn the fundamental card system 

and the behavior standards at Segerstrom. Registration, Orientation, Activation, and Review 

(R.O.A.R) is required for all students before school begins. In this program, students meet with 

a counselor to review their schedule for the upcoming year and discuss their progress toward 

completing summer assignments. On the first day of school, all students meet with their Student 

Seminar teachers, who remind them to review the handbook on the school’s website. Included 

in the handbook are the school dress code, expected student behaviors, and ESLRs. This 

information is also included in student agendas. 

California state content standards are discussed by teachers in each department and course at the 

beginning of the year and throughout the semester. Most departments have common curricular 

posters indicating the standard being covered. Teachers have standards posted in their 

classrooms, lessons are standards-based, and the standards are clearly communicated to students. 

As a result, in the 2006-2007 Student Survey, 82.8% of students said that at least one teacher has 

discussed with them the California content standards and what they are expected to know and do 

in order to be demonstrate proficiency on that standard (Process and Perception Data: Question 

8). In addition to posting the content standards, all teachers have a poster in their classroom that 

describes and reinforces the Expected Schoolwide Learning Results (ESLRs) for our students. 

Just as teachers communicate to students the standard of the day, they also communicate the 

day’s ESLR (Reflective Communicator, Resourceful Learner, or Responsible Citizen), which 

helps students to see how specific learning experiences are directly related to schoolwide 

expectations and goals. Teachers require students to bring their agenda, which is distributed 

schoolwide at the beginning of the year, and record their daily assignments each period. The 

common use of agendas, regular communication of standards and ESLRs, and schoolwide 

posters (ESLRs, Cornell Notes format, Citizenship Points System, and Mission/Vision 

Statement) help all students to see the consistency of schoolwide expectations. 

In the spring, prior to registration, teachers review with their students their options for courses in 

the next year, including the topics and standards addressed. English teachers distribute 

department generated summer reading assignments for students to complete by the first day of 

the new school year. Advanced Placement (AP) presentations are given to students in May to 

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provide them with an understanding of the requirements and expectations of the AP courses 

offered at Segerstrom. Students who elect to take an AP course must sign a contract indicating 

that they will remain in the course for the entire year and that they will take the AP exam in 

May. Once students have registered for classes, most AP teachers require completion of a 

summer assignment in order to prepare students for the rigor of these courses. 

Teachers collaborate within departments and course-alike groups to develop pacing guides 

(aligned with district pacing guides), common assignments, and assessments to ensure that all 

grade-level standards are taught and key standards are reviewed before the California Standards 

Tests (CSTs). This collaboration ensures that course-alike teachers have common expectations 

for students and consistency in their teaching, pacing, and grading. The administration further 

reinforces these common expectations by requiring all students to attend a Motivational 

Assembly at the beginning of the year through their English courses. During the assembly, 

school expectations (including the ESLRs) and student standards for behavior are reviewed, 

especially the progressive fundamental discipline plan, which includes the fundamental card 

system (tardy, missed assignment, and dress code cards). The fundamental card system is a 

progressive schoolwide discipline plan that focuses on reducing numbers of missed assignments, 

tardies, and dress code infractions. Each card requires student acknowledgment of infractions 

with a student signature, and each step has a corresponding consequence. For example, for a 

student’s first missed homework assignment, the student receives a warning. On the second and 

third missing homework assignment, students receive a teacher consequence and the teacher 

contacts the student’s parents. Consequences for further missing assignments are handled by the 

administration and the final step on each card require a parent conference with the principal and 

may result in the student being classified as a non-invite. The card system provides consistency 

and accountability for students, teachers, parents, and administrators (see appendix). 

The Tenth Grade Counseling Program provides another opportunity for staff members to ensure 

that students understand the graduation requirements. Sophomore students and their parents 

meet with counseling staff during the spring to discuss student progress toward completing 

necessary coursework for graduation. According to the 2006-2007 Student Survey, 95% of 

students understood the high school graduation requirements (Process and Perception Data: 

Question 13). 

As mentioned above, teachers work together to set high, common expectations for student 

academic achievement; however, teachers also rely on a variety of strategies to ensure that all 

students are able to meet these expectations. Teachers use Data Director to identify the language 

proficiency (measured by the California English Language Development Test, or CELDT), CST 

scores, and Gifted and Talented Education (GATE) status of the students in their classroom. 

Using this information, teachers are able to provide a variety of instructional strategies to best 

address the learning needs of their students. 

Students with special needs have a designated resource room where they can go for 

individualized tutoring before and after school as well as during lunch. They may also use the 

resource room for testing accommodations. If a class period has a large number of special needs 

students (usually more than three students), a Student Support Paraprofessional (SSP) will assist 

the general education teacher two to three times per week by providing individual attention to 

these students within the classroom. Special education support is provided within the general 

education classroom based on the services and accommodations identified in the student’s 

Individualized Education Plan (IEP). In addition, SSPs and special education teachers provide 

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support and services outside of the school day in the form of tutoring, parent contact, and 

meetings. 

Throughout the school day, teachers use research-based strategies to meet the needs of all 

students. Examples of strategies that teachers regularly use include graphic organizers, labs, 

study guides, and the Cornell Note format to engage and support students of all achievement 

levels. Many Guided Language Acquisition Design (GLAD) and Specially Designed Academic 

Instruction in English (SDAIE) strategies are used to target EL achievement such as word walls, 

sentence starters, word sorts, and observation charts. Depth and Complexity, a GATE strategy 

that engages students in higher level thinking, are also used in many classrooms. 

Evidence shows that differentiated instruction inside the classroom has had a positive impact on 

our students’ learning and achievement. We have seen the results of our teachers’ efforts at 

school, district, and state levels through CST scores, district-wide benchmark assessments, and 

California High School Exit Exam (CAHSEE) scores. Our schoolwide and district-wide writing 

benchmark scores have continued to increase each year. Our CST scores remain significantly 

higher than the other comprehensive high schools in our district. The CAHSEE pass rate for our 

school has risen each year, maintaining an impressive standard. 

Evidence 

• Course Syllabi and Parent Letters 


• Posted Agendas, Standards, and ESLRs 

• Schoolwide Classroom Posters 

• Course Pacing Guides 

• AP PowerPoint Presentation 

• Summer Reading and AP Assignments 

• Motivational Assembly PowerPoint Presentation 

• Tenth Grade Counseling Program 

• Fundamental Structures 

• Parent Orientation Meeting Agenda 

• Freshman Orientation Materials 

• Registration, Orientation, Activation and Review (R.O.A.R.) 


• Classroom Grouping (by achievement level, CST scores, reading level, CELDT 

designation) 

• Special Education Programs (individualized tutoring, SSPs, resource room) 

• Classroom Strategies (graphic organizers, labs, study guides, Cornell Notes, GLAD and 

SDAIE strategies) 

• Test Scores (writing benchmarks, CST scores, CAHSEE scores, AP test scores) 

• AP Course Offerings and Enrollment Rates 

• Student Survey 

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C2. To what extent do all teachers use a variety of strategies and resources, including 

technology and experiences beyond the textbook and the classroom, that actively 

engage students, emphasize higher order thinking skills, and help them succeed at 

high levels? 

Teachers at Segerstrom High School use a variety of strategies and resources, including 

technology, to facilitate and enhance student learning. Teachers develop and learn these 

strategies by attending a variety of professional and staff development trainings. Many of our 

teachers participate in district trainings such as Guided Language Acquisition Design (GLAD), 

Gifted and Talented Education (GATE), Beginning Teacher Support and Assessment (BTSA), 

and technology in-services. Teachers also participate in out-of-district trainings such as 

Advancement Via Individual Determination (AVID), University of California, Irvine’s (UCI) 

Humanities Out There (H.O.T.) program, UCI’s Pathways program, and College Board 

Advanced Placement (AP) Summer Institutes and one-day conferences. On campus, our teachers 

are active in Professional Learning Communities (PLCs). PLCs are the gateway through which 

teachers provide year long support for each other by sharing best practices, new strategies, and 

resources from various trainings. Collaboration is done through course-alike pull-out days that 

provide time for department collaboration and curriculum norming. During these sessions, 

teachers also collaborate on common assessments and develop standards-based curriculum 

through the process of backwards planning. 

Technology is used in most classrooms to help deliver instruction. Teachers use laptop 

computers equipped with Microsoft Office and LCD projectors for student and teacher classroom 

presentations. Document cameras (ELMOs) are used in many classrooms to demonstrate proper 

note taking skills such as highlighting key vocabulary and setting up Cornell Notes. English 

teachers use document cameras to demonstrate the steps of the writing process, including 

prewriting, editing, and revising. SMART Boards enable students to interact with the curriculum 

through the use of technology. Students and teachers use computer labs regularly for a variety 

of research projects, student presentations, and online assessments. Science teachers use Vernier 

Software and Probeware to engage students in virtual experiments. Graphing calculators and 

associated software are used in higher level math courses. 

Teachers at Segerstrom are committed to using common instructional strategies to provide 

continuity for students, thus reinforcing skills across the curriculum and improving student 

achievement at all levels. All teachers have been trained to use AVID strategies such as the 

Cornell Notes format and Socratic Seminars and GATE strategies such as Depth and 

Complexity. Many teachers actively engage students in higher level thinking by differentiating 

instruction through the use of Depth and Complexity. GATE teachers from all curricular areas 

demonstrate model lessons using Depth and Complexity at staff meetings to provide ongoing 

staff development. Another way our teachers provide continuity is by creating department-wide 

writing prompts that align to the quarterly schoolwide writing focus: narrative, expository, 

persuasive, and response to literature. Teachers in all departments assign essays within the 

current writing focus so that students have multiple opportunities to practice each form of writing 

and understand that writing is not a skill restricted to their English classes. Then on a preassigned 

day, all students write an essay responding to a prompt addressing that quarter’s focus 

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area through their Student Seminar classes. All teachers are normed to the prompt, then discuss 

and grade the essays together during a delayed start day. The purpose of the schoolwide writing 

program is to prepare students for the California High School Exit Exam (CAHSEE) and to 

improve writing skills of all of our students. 

While Cornell Notes, graphic organizers, and Depth and Complexity are examples of the 

common strategies used schoolwide, there are also common strategies used within departments at 

each grade level. In social studies, teachers use daily vocabulary development. English teachers 

use turnitin.com to check essays for plagiarism, word dissection, and common test taking 

strategies. Math teachers use white board interaction, common pacing charts and assessments, 

and math review games. Science teachers use common labs, note taking strategies, assessments, 

and pacing charts. Foreign language teachers use various vocabulary strategies, flashcards, and 

grammar activities that reinforce writing skills. Physical education teachers use daily stretching 

warm-ups, classroom activities and physical fitness testing. 

Segerstrom teachers also take care to stay current in research-based instructional strategies. All 

teachers are No Child Left Behind (NCLB) compliant and are credentialed to teach EL students 

with one or more of the following certifications: Crosscultural Language and Academic 

Development (CLAD), Bilingual Crosscultural Language and Academic Development 

(BCLAD), or Specially Designed Academic Instruction in English (SDAIE). Starting in 2008- 

2009, all Segerstrom teachers are encouraged to go on at least two “Jaguar Safaris.” These 

Safaris allow teachers to observe colleagues within and outside their departments to take note of 

successful practices their colleagues are using. 

Teachers regularly encourage students to attend tutoring in order to receive guidance or 

assistance in subject areas where they are struggling. All teachers participate as tutors, 

volunteering for one or more tutoring sessions per week. As a result, students have daily 

opportunities for tutoring in each curricular area before school, at lunch, and after school. The 

schoolwide tutoring schedule is sent to parents, posted in the office, and accessible on the school 

website for students and parents to view. In these sessions, teachers provide one-on-one help or 

work with a small group of students. These tutoring sessions also provide the opportunity for 

students to quietly complete homework assignments or participate in enrichment activities. In 

addition to the official schoolwide tutoring schedule, most teachers make themselves available to 

their own students on multiple days before and after school. As a result of the wide availability 

of tutoring available on campus, 90.5% of students responding to the 2006-2007 Student Survey 

said they know how to get help if they are having problems (Process and Perception Data: 

Question 7). 

Advanced Placement (AP) students also participate in study sessions throughout the school year, 

especially in the weeks and months preceding the AP exams in May. AVID students participate 

in weekly study groups during their AVID elective class, facilitated by the AVID elective 

instructor and college tutors. This student centered model allows for students to collaborate as 

they discuss particular student driven questions. Special education students also receive 

additional support as stipulated in their Individualized Education Plans (IEPs). The special 

education teachers provide support to all special education students in class, before and after 

school, and during lunch. 

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Student Seminar teachers also provide on-going coaching and mentoring during a daily twentyminute 

class. Student Seminar teachers have an opportunity to coach students by reviewing test 

taking strategies, proctoring testing, and disseminating and discussing test results for the PSAT, 

ACT Explore, California High School Exit Exam (CAHSEE), and Armed Services Vocational 

Aptitude Battery (ASVAB). Seminar teachers also disseminate information on schoolwide 

programs as well as college applications and scholarship opportunities, often helping students to 

complete these forms. In order to prepare students to meet the “Responsible Citizens” ESLR, 

student seminar teachers lead students in the Pledge of Allegiance each day and promote the 

development of a variety of character traits by mediating monthly discussions and activities. 

Some examples include student generated posters, videos, and character profile worksheets with 

discussion questions. Students are also strongly encouraged to complete 64 hours of community 

service by their senior year, and Student Seminar teachers track students’ progress toward 

meeting that goal as well as share community service opportunities with students. All Student 

Seminar teachers also support the Senior Exit Portfolio process by distributing materials to help 

prepare students for the project. In particular, Student Seminar teachers are responsible for 

encouraging students to bring in work samples from each grade level and content area and 

helping them complete cover sheets that require them to reflect on the work samples. Because 

students remain with the same Student Seminar teacher and class for their four years at 

Segerstrom, this is a unique opportunity for teachers to connect with students and become 

familiar with their individual needs and progress. 

Counselors at Segerstrom work as coaches as well when they meet with students to discuss 

missed assignment, tardy, and dress code infractions. Counselors also provide counseling 

sessions with students and parents during the Tenth Grade Counseling Program to ensure 

students are on track with graduation requirements and passing the CAHSEE. 

Guided Study (GS) is a required program for students receiving two or more “F’s” in a grading 

period. The students meet with their Guided Study Supervisor, who provides support, direct 

supervision, and parent contacts to ensure that students’ grades improve. The Guided Study 

Supervisor is a teacher at the school who is assigned to the student to provide constant interaction 

and motivation for academic success. 

In addition to Segerstrom’s rigorous academic program, we also offer a wide variety of cocurricular 

opportunities that go beyond the classroom to introduce students to college and career 

opportunities. Many of our students serve as office and teacher aides, providing them with 

opportunities to learn about the educational profession, while other students participate in a 

variety of summer internship programs through local businesses that teach them about the 

opportunities that await them in the workforce. There are also a variety of opportunities for 

apprenticeship available to students. Students can take Regional Occupational Program (ROP) 

courses, which provide job training skills in such careers as computer animation, nursing, sports 

medicine, criminal justice, fashion, and retail while still allowing them to earn high school 

credits. Students also participate in Project Self, which provides apprenticeships with local 

businesses. California State Summer School for Mathematics and Science (COSMOS) is a 

summer residential science program offered at four University of California campuses where 

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many of our students have been accepted and very successful. The Architecture, Construction, 

and Engineering (ACE) Mentor Program is another program that allows students to learn about 

architecture, construction and engineering by shadowing local professionals as they work on 

projects. The University of California’s Early Academic Outreach Program (EAOP) provides 

students with opportunities to live on the UCI campus during the summer to experience oncampus 

college life and to build their study skills. 

Students have many opportunities to obtain real world experiences in a variety of areas both 

inside and outside the classroom. Students learn real world skills starting in their ninth grade 

College and Career Planning (CCP) course, which teaches skills such as binder organization, 

note taking, writing business letters and resumes, exploring careers and colleges, and 

participating in interviews. AVID also teaches real world skills by continuing to develop notetaking 

skills as well as collaboration, leadership, and public speaking skills. Mathematics 

Engineering Science Achievement (MESA) and ACE are clubs that teach real world skills in the 

fields of architecture, engineering and science. Students create hands-on models and participate 

in a variety of competitions and off campus events. Orange County Academic Decathlon 

(OCAD) is an academic organization focused on team learning. The students work together to 

develop study skills in preparation for an annual competition, develop their public speaking skills 

through the competition’s speech portion, and learn to present themselves professionally through 

the competition’s interview portion. In addition to the ROP courses mentioned earlier, courses in 

the regular curriculum such as Associated Student Body (ASB), yearbook, journalism, and video 

production also provide students with exposure to future job opportunities and real world skills. 

The ASVAB test is given in eleventh and twelfth grade. It requires students to respond to a 

variety of questions about their personal interests and skills. The results provide students with a 

list of careers and areas of study that match their individual interests and abilities. In their senior 

year, students assemble a portfolio that represents their high school experience. The portfolio 

requirements include work samples (with reflections) from each content area, a cover letter, 

resume, and job application, and evidence of community service, technology proficiency, awards 

and merits, and extracurricular activities. Seniors are interviewed by a panel made up of teachers 

and community members. Not only does the project provide them with an opportunity to reflect 

on their growth over four years in high school, but it helps them to develop skills, such as 

interviewing and writing a resume, that they will need in the workforce. The Higher Education 

Center (HEC) provides additional career and college exploration through presentations by 

university representatives who provide information on college entrance requirements and the 

college application process. The HEC provides significant support to seniors during the fall as 

they complete college and scholarship applications. 

Evidence 

• District Professional Development Opportunities (GLAD training, GATE training, BTSA, 

technology training) 

• AVID Site Teams 

• PLC Meeting Agendas 

• Best Practices Handouts from Staff Meetings 

• Common Assessments 

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• Backwards Lesson Plan Format 

• Cornell Notes 

• Schoolwide Writing Program 

• Depth and Complexity Icons and Sample Lesson Plans 


• Teacher Observations 

• NCLB Compliance Records 

• Jaguar Safaris 

• Schoolwide Tutoring Schedule 

• AP Study Sessions 

• AVID Tutorials 




• Technology Resources (document cameras, computer labs, SMART Boards, LCD 

projectors, laptops, graphing calculators, Vernier Software and Probeware 

• Guided Study Program Logs 

• List of Clubs and Advisors 

• Office and Teacher Aide Requirements 

• Apprenticeship Programs (ROP, Project Self, COSMOS, EAOP) 

• Community Service Requirements, Opportunities, and Logs 

• College and Career Planning Course Syllabus 

• AVID Course Syllabus 

• MESA and ACE Materials 

• OCAD Materials 

• ASVAB Test Results 

• Senior Exit Portfolio Requirements and Samples 

• Higher Education Center Materials 

• Elective Course Offerings 

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1. Standards-based instruction has helped establish high expectations in all subject areas 

throughout the school. There are common expectations for both teachers and students, 

which are upheld consistently. 

2. There is ample opportunity for all students to take higher level courses with the variety of 

AP courses offered to students. Students at Segerstrom have “open access” to enroll in 

these courses, which means that any student can choose to enroll in an AP class, 

regardless of previous grades, test scores, and courses taken. 

3. Students write regularly through our schoolwide writing program that involves all staff 

members. Four writing assessments, representing four different types of writing, are 

given each year. 

4. Delayed start days provide meeting time for teachers to receive professional development 

and collaborate within Professional Learning Communities. 

5. The Higher Education Center is an outstanding resource for all students. Those students 

planning to pursue higher education are able to meet with college representatives and 

given assistance with college applications and financial aid. All students receive 

information about post-secondary options, whether they plan to attend college or not, and 

receive information to help them prepare for the SAT and ACT. 

6. Counselors are actively involved in monitoring student progress. In addition to meeting 

with all students to ensure progress towards graduation requirements, they also help 

enforce common schoolwide standards and expectations. 


1. Segerstrom needs to increase the opportunity for instructors to attend curriculum 

trainings both on and off campus. 

2. Segerstrom needs to develop more accessible avenues for parents and students to obtain 

CST results as well as training in interpreting CST results and using that information to 

set and reach appropriate goals. 

3. Guided Study (GS) needs to be re-evaluated and improved. More teacher involvement is 

necessary as well as more student involvement and accountability. 

4. Students need additional support and accountability to ensure completion of the 64-hour 

community service requirement. 

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Focus Group D 

Standards-Based Student Learning: Assessment 

Focus Chairs 

Chris Bradshaw 

Christy Hargrave 

Lead Counselor 

Jerry Wheeler 

Counselor 

Maria Lara 

English 

John Bennett 

Stephanie Handley 

Kate Harkins 


Mike Altamirano 

Nick Canzone 

Mathematics 

Nancy Beach 

Anh Do 

Mark Quinanola 

Sunny Tamaoki 


Maria Johnson 


Karen Olzak 

Shelby Stoewsand 


Flor Lopez 

Science 

Maureen Angle 

Alex Ruper 

Michael Wolfe 

Psychologist 

Vivien Phan 

Classified 

Cristina Arambul 

Nick Boonmag 

Veronica Plascencia 

Parent 

Elizabeth Bausman 

Students 

Lydia Julian 

David Prieto 

Stacey Wong 

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CATEGORY D: STANDARDS-BASED LEARNING: ASSESSMENT AND 

ACCOUNTABILITY 

D1. To what extent does the school use a professionally acceptable assessment process to 

collect, disaggregate, analyze and report student performance data to the parents 

and other shareholders of the community? 

Segerstrom High School routinely collects, disaggregates, analyzes, and reports student 

performance data to the parents and other shareholders in the community in a variety of ways, 

such as parent meetings that include the Parent Teacher Student Organization (PTSO), English 

Learner Advisory Committee (ELAC), and School Site Council (SSC), faculty meetings, and 

newsletters. 

The Santa Ana Unified School District (SAUSD) Research and Evaluation Department provides 

disaggregated assessment reports to teachers and administrators via Data Director. This 

assessment data is shared with members of the staff, PTSO, ELAC, and SSC. Based on these 

reports and other schoolwide data, campus data analysis includes results of the California 

Standards Test (CST), schoolwide and district-wide writing assessments, and course-alike 

benchmark assessments as well as schoolwide attendance and six-week grades. 

The results of two annual assessments are reported publicly to the Santa Ana community: the 

CSTs and the California High School Exit Exam (CAHSEE). These two reports provide a 

breakdown of student achievement in math and Language Arts, and the CST reports also provide 

information on student achievement in social science and science. The school’s Academic 

Performance Index (API) is based upon both the CAHSEE and CST results and these results are 

published for public review. Individual student results are sent to the school and parents. 

Segerstrom also administers the California English Language Development Test (CELDT). The 

results of this test are shared with students, their parents, the district, and faculty members, and 

help provide our English Learners (EL) with additional support. 

At the conclusion of each six-week grading period, every teacher receives a comparative analysis 

of grades within the department, particularly within common courses. This data, along with a 

series of reflective questions, allows department members to focus on effective course-alike 

teaching methodologies in an effort to refine the curriculum and create consistency in grading 

practices and results department-wide. This focus might include key vocabulary, successful 

practices, pacing alignment, and creation or revision of benchmark assessments. 

Segerstrom uses various forms of communication to report grades and test scores to parents. 

Parents and students have access to teacher websites, on which many teachers publish grading 

policies and some teachers post updated grades. Teachers use programs such as TeleParent and 

Easy Grade Pro to report student performance in class. Additionally, progress reports are mailed 

home to all students every six weeks so parents can monitor their children’s performance. Many 

teachers also send home individual progress reports on a regular basis. T he Advancement Via 

Individual Determination (AVID) program requires six-week grade checks to be reviewed by 

both AVID teachers and parents. Parents of at-risk students are also encouraged to use a weekly 

grade check form to more closely monitor their students’ individual progress. 

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When possible, most Advanced Placement (AP) courses are taught by more than one teacher. 

These teachers analyze AP test results and alter instruction appropriately. The AP coordinator 

distributes disaggregated data provided by the College Board to all AP teachers. These teachers 

then analyze their students’ strengths and weaknesses and modify their curriculum to better meet 

their students’ needs. 

Evidence 

• PTSO, ELAC, and SSC Minutes 

• Faculty Meeting Minutes 


• Segerstrom Website 

• Department and Course-Alike Meeting Minutes 

• Six-Week Grade Reports 

• Teacher Progress Reports 


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D2. To what extent do teachers employ a variety of strategies to evaluate student 

learning? To what extent do students and teachers use assessment results to 

enhance the educational progress of every student? 

All Segerstrom staff members participate in regular and comprehensive professional development 

through buy back days, staff meetings, and course-alike meetings that help them to design, 

implement, and analyze various assessments as part of Professional Learning Communities (PLCs). 

These assessments are used to analyze and evaluate student learning and make adjustments to 

instruction and programs based on the data. This wide range of assessments ensures that all students 

are given various opportunities to demonstrate learning in a variety of ways. 

Segerstrom has developed a number of organizational strategies to facilitate staff collaboration to 

improve the curricular program, develop assessment, and analyze assessment data. Teachers meet in 

Small Learning Communities (SLCs) and course-alike PLCs on a regular basis to modify instruction 

based on this data. Differentiated instruction for EL students and accommodations for special 

education students are major components of all PLC planning. 

One goal of all departments is to close the achievement gap and improve student learning by using 

data to guide instruction and monitor student progress. Student growth and performance are 

evaluated by a variety of assessments that include group and individual projects, schoolwide writing 

assessments, and department benchmark assessments. Teachers complete item analyses to evaluate 

student performance by question on multiple-choice exams as well as to determine strengths and 

weaknesses of course curriculum for reteaching purposes. Some departments use GradeCams and 

All-In-One Printer/Scanners to record and disaggregate student performance on multiple choice 

exams. For formal writing assignments, including schoolwide writing benchmarks, rubrics are used 

to evaluate student progress. 

A standards-based approach is used to guide instruction, which begins with curriculum mapping to 

ensure that all standards are covered over the course of the year. It then progresses to backwards 

planning, in which assessments are created and units are sequenced to prepare students for the 

planned assessment. The process culminates in individual daily lesson plans with differentiated 

strategies to ensure that all students are making expected progress toward meeting the learning 

objectives. Common courses within departments work together to create common unit and lesson 

plans, which provide consistency in the expectations for student learning. In addition, standardsbased 

common benchmark assessments and common finals are given within most departments. 

As a proactive measure, students are assessed at the ninth grade level in both English and Math with 

a pre-CAHSEE to identify their proficiency on the standards tested on the tenth grade CAHSEE. 

Students are then placed in the appropriate intervention programs during their sophomore year based 

on the results of this assessment. 

Released Advanced Placement (AP) questions are used by AP teachers to measure students’ 

progress toward mastering the concepts that will be tested on the national AP exams in May and 

to guide instruction toward meeting those objectives. 

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In the spring semester of their senior year, students complete Senior Exit Portfolios, which 

include student selected work samples that either demonstrates a student’s greatest 

accomplishments or growth over his or her four years in high school. Students also participate in 

Exit Interviews as a part of this process, which provide an opportunity for them to reflect on their 

own accomplishment and growth in all disciplines across the curriculum. Teachers participate in 

both the evaluation of the portfolios as well as the interviews. During the interview process, 

students sit before a panel of interviewers comprised of both faculty and community members 

and students’ responses are scored according to a common rubric. Students, faculty, and 

community members all find the portfolio and interview process to be highly rewarding. 

At the beginning of each semester, the Gifted and Talented Education (GATE) Coordinator 

evaluates each GATE student’s participation in honors and AP classes. The GATE Coordinator 

monitors GATE student CST scores in math and English and requests interventions and progress 

reports from math and English teachers who have GATE students scoring below proficient on 

the CST. 

Evidence 

• Course-Alike Meeting Minutes 

• Delayed Start Meeting Agendas and Handouts 

• GATE Meeting Minutes 

• AVID Meeting Minutes 

• IEPs 


• Benchmark Assessments and Results 


• Department Meeting Minutes 

• Pre-CAHSEE Results 

• CAHSEE Success Plan 

• Senior Exit Portfolios and Interviews 

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D3. To what extent does the school with the support of the district and community have 

an assessment and monitoring system to determine student progress toward 

achievement of the academic standards and the expected schoolwide learning 

results? 

Segerstrom uses the following to review student progress: standards-based testing, department 

and district benchmark assessments, writing assessments, classroom progress reports, and 

Individualized Education Plan (IEP) monitoring. Teachers continuously work on the 

development of benchmark assessments for all core classes to drive instruction and reteaching. 

Baseline California Standards Test (CST) data and California English Language Development 

Test (CELDT) data reported by the district’s Research & Evaluation office via Data Director are 

used as a starting point from which to measure student progress. Individual progress reports are 

sent home to inform students and parents of students’ grades and progress every six weeks. 

Many teachers post grades in their classrooms for students to monitor their own academic 

progress. In addition, some teachers also post their grades online for both students and parents to 

review. Several programs, including Associated Student Body (ASB), Advancement Via 

Individual Determination (AVID), Guided Study (GS), and athletics, require students to monitor 

their grades, so many students have weekly progress reports that are signed by each teacher and 

their parents. 

Segerstrom teachers use the TeleParent phone system to inform parents of their children’s 

progress in school. The telephone calls, which are delivered in the students’ home languages, are 

used to inform parents of student improvement or weaknesses in academic areas and citizenship, 

to notify parents of disciplinary problems, and to disseminate schoolwide information. 

As an integral part of Segerstrom’s fundamental structures, all teachers incorporate the use of 

missed assignment cards, tardy cards, and dress code cards to ensure student success. In 

addition, students are required to maintain a minimum grade point average (GPA) of 2.0 in order 

to participate in athletics. 

The Segerstrom High School counseling staff has a four year plan for meeting with students and 

parents to monitor students’ progress toward meeting graduation requirements. Students are first 

introduced to graduation requirements during their ninth grade year through their College and 

Career Planning (CCP) course. Students review the Graduation Flowchart and Educational 

Options, which guides students along the University of California (UC), California State 

University (CSU), or community college path. During their sophomore year, all students 

individually meet with their parents and their counselor to review their progress toward meeting 

graduation requirements and achieving their individual goals. In this meeting, they review a 

checklist of items that includes credits earned, grades, California High School Exit Exam 

(CAHSEE) scores, and behavior, to determine what interventions, if any, are needed to ensure 

that students make adequate progress toward their chosen goals. In the eleventh and twelfth 

grade years, students who are still at risk of not graduating have the opportunity through the 

Graduate Success Program through Santa Ana College for credit recovery. The counselors have 

developed a coded system by which student interventions are documented and monitored. 

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Segerstrom High School also offers Bridge classes in addition to our regular courses. These 

courses enable students to retake classes required for graduation, thus recovering credits for 

courses they have failed. These classes are funded by Santa Ana College (SAC) and are offered 

before school, after school, and during the day on site. They are taught by our own staff to 

ensure both adherence to the established curriculum and continuity of the instructional program. 

Regional Occupation Program (ROP) classes are now offered to ninth through twelfth graders 

during the day, before and after school. 

All students are required to attend specialized tutoring sessions in preparation for the CAHSEE. 

These sessions are offered before and after school and on Saturdays, and parents are notified by 

letter of the opportunities offered by the school to help prepare students for the CAHSEE. 

Students who do not pass the CAHSEE in tenth grade are required to attend additional CAHSEE 

tutoring and an intensive CAHSEE Boot Camp in the two days prior to the test. Students with 

special needs receive an additional twenty hours of intensive review from their special education 

teachers. 

All Advanced Placement (AP) courses have a College Board approved syllabus that has been 

verified through the AP audit system, ensuring that all AP students receive instruction that meets 

the rigorous College Board standards and prepares them to pass AP exams in the spring. 

Segerstrom has an on-site Gifted and Talented Education (GATE) coordinator who works with 

honors and AP teachers to develop a GATE site plan. Differentiation in all classrooms, 

particularly honors and AP classrooms, is encouraged through the use of the Depth and 

Complexity strategies. Staff development is provided during faculty meetings by teachers who 

provide examples of GATE lessons and the use of the Depth and Complexity, thus ensuring that 

all teachers are comfortable incorporating these strategies into their regular classroom 

instruction. 

The Advancement Via Individual Determination (AVID) coordinator monitors the quality and 

instructional rigor of the AVID courses as well as student participation in each course. In 

addition, and with the support of the AVID Counselor, the AVID coordinator monitors the equity 

and access of rigorous course offerings, particularly honors and AP courses, to AVID students. 

Individualized Education Plans (IEPs) for our special education students are addressed annually. 

General education teachers, special education teachers, administrators, parents, the school 

psychologist, and the school nurse are present at the tri-annual IEP meetings where this takes 

place. Teachers report student progress in their classrooms both orally and through the 

completion of a Work & Attitude form, which is placed in the student’s file. In addition, staff 

members work together to set academic and behavioral goals for the student and to make 

revisions to the IEP as necessary. All students with special needs participate in a full-inclusion 

model where students are mainstreamed in all of their general education classes. General 

education teachers, special education teachers, and students work together to achieve success in 

the general education classroom. 

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The school psychologist is on campus four days a week to talk to students receiving Designated 

Instructional Service (DIS) counseling. In addition, the psychologist attends IEP meetings and 

provides resources and support to families. The speech and language specialist provides speech 

therapy to students who need it, helps write goals for these students, monitors student progress, 

and also attends IEP meetings. 

Evidence 

• District Pacing Guides 

• Data Director Records 

• Research and Evaluation 

• District-wide Benchmark Assessments and Results 

• Grades Posted in Classrooms 

• GS Program 

• Individual Student Progress Reports 


• Department and Course-Alike Common Assessments 


• TeleParent and Home Contact Records 

• Minimum GPA Requirement for Athletic Participation 

• CST Results 


• AP Scores 

• District/School Website 

• Class Websites and Blogs 

• CELDT Scores 

• GATE Coordinator 

• AVID Coordinator 

• Special Education Teachers 

• IEPs 

• School Psychologist 

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D4. To what extent does the assessment of student achievement in relation to the 

academic standards and the expected schoolwide learning results drive the school’s 

program, its regular evaluation and improvement and usage of resources? 

Segerstrom uses baseline California Standards Test (CST) data and grade analysis to determine 

the school programs and resource allocation as specified in the school site plan. 

Title I funds are used for Professional Learning Community (PLC) meetings. Curricular changes 

are driven by the use of student achievement data. During both department pull out days and 

course-alike days, teachers analyze the effectiveness of assessments and discuss necessary 

modifications in curriculum and instructional strategies. Backwards planning methods, with 

emphasis on academic standards and Expected Schoolwide Learning Results (ESLRs), are 

revisited and refined when necessary. 

For common course assessments, teachers complete an item analysis to evaluate student 

performance by question on multiple choice exams, to evaluate the test questions, and to make 

revisions to future lesson plans and the assessment itself based on student performance. 

Department data walls are under construction and reflect the results of common course 

assessments, department grade distributions, and California Standards Test (CST) and California 

High School Exit Exam (CAHSEE) results. 

Segerstrom High School has a schoolwide exam retake policy. In order to retake a failed exam, 

students must attend two tutoring sessions with a content area teacher and can earn no higher 

than a department-determined maximum score. 

Departments are beginning to use Looking at Student Work (LASW) on a unit-by-unit or 

standard-by-standard basis to drive their instruction. LASW provides teachers with the 

opportunity to identify what students are doing well, what they are on the verge of being able to 

do, and the next steps that need to be put in place to improve student learning. 

In order to provide open access to all students, Segerstrom has an open enrollment policy for 

honors and Advanced Placement (AP) classes. The policy removes traditional barriers and 

allows all students to challenge themselves in rigorous courses aligned with College Board 

standards. As a result, the number of students enrolled in AP classes has increased, as has the 

number of teachers attending AP institutes and conferences. During registration each year, 

counselors, administrators, and teachers explain course offerings available to students so that 

students can make informed decisions for themselves about enrolling in these classes. 

Advancement Via Individual Determination (AVID) is a program that prepares students in the 

academic middle for four-year college eligibility. It teaches study skills, literacy, leadership 

skills, and Cornell Note format, while exposing students to local universities and providing 

tutorial support for mandatory college prerequisite classes. AVID has a proven track record in 

bringing out the best in students, and in closing the achievement gap. AVID elective teachers, 

content area teachers, and administrators attend AVID’s Summer Institute. AVID methodologies 

are routinely presented at faculty meetings. This way, AVID students are supported in content 

area classrooms as well as in the AVID elective, and all Segerstrom students can benefit from 

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AVID. To ensure the success of the program schoolwide, Segerstrom undergoes a yearly 

certification evaluation to monitor its implementation of the AVID essentials. Student 

achievement data is collected and analyzed, resulting in the improvement and usage of program 

resources. 

Data Director is a web-based program used to collect, disaggregate, analyze, and report student 

achievement data to teachers, parents, and the community. Data Director provides teachers with 

the information needed to analyze and assess student achievement to determine if students have 

mastered academic standards. Teachers use this information to enhance the quality of their 

curriculum and instruction. Furthermore, this data drives the creation of subsequent district and 

school benchmark testing. 

The schoolwide writing program is geared to prepare students for the CAHSEE. There are four 

genres of writing in which students are assessed each year: expository, response to literature, 

persuasive, and narrative. Introduction to all types of writing are done within English classes, 

then students continue to practice each genre in all of their courses. In addition to reinforcing the 

characteristics of each style of writing in their classes, the entire staff participates in the 

evaluation of these schoolwide writing assessments. English teachers provide leadership and 

clarification with the assessment and scoring process, and they compile these assessments into 

student writing portfolios. Additionally, English teachers routinely share the results of these 

writing assessments with their students for the purposes of reflection on their achievement and 

goal setting. 

Evidence 


• Department and District Benchmark Assessments and Results 

• PLCs 

• Growth of AP Program and AP Summer Institute Attendance 

• AVID Meetings & AVID Data 

• Department Collaboration Days 

• Data Walls 

• Teacher Participation in IEP Meetings 

• Evaluation of Teacher Grade Distributions 

• Specialized and Mandatory Tutoring 



• Schoolwide Exam Retake Policy 

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1. Students learn, practice, and produce samples of narrative, persuasive, expository, and 

response to literature writing in all classes across the curriculum, and all teachers 

participate in scoring benchmark assessments. 

2. In order to support student success, Segerstrom provides accommodations for special 

education students, demonstrates a strong awareness of test scores among 

staff members, and utilizes assessment data as a diagnostic tool in order to 

improve the academic progress of all students. 

3. Ninth grade pre-CAHSEE data is used by teachers and staff members to plan CAHSEE 

intervention strategies in the tenth grade year including CAHSEE Boot Camp, strandspecific 

tutoring, and focused regular instruction, resulting in high first-time tenth grade 

pass rates. 

4. Each semester, a schoolwide tutoring schedule is created and provided to students so that 

all students have easy access to tutoring in all subjects before school, at lunch, and after 

school in order to increase student achievement. 

5. All teachers incorporate the use of missed assignment, tardy, and dress code cards, which 

follow a system of progressive consequences, in order to ensure student success and 

encourage all students to become Responsible Citizens and Resourceful Learners. 


1. Even though teachers consistently analyze standardized test data, benchmark 

assessments, and schoolwide writing samples, there is still a need for more analysis of 

non-traditional and formal assessments. 

2. While the school’s website is growing and more teachers are publishing individual web 

pages, there is still a need for increased use of websites to publish classroom and grade 

information for parents and students to access. 

3. Even with one of the school’s strengths being the wide availability of tutoring and testing 

retake opportunities, there is still a need for increased participation by students. 

4. Although most teachers are able to access basic student data on Data Director, there is 

still a need for more advanced training for teachers. 

5. While all teachers consistently analyze data and most departments are in the process of 

creating data walls, there is still a need for increased consistency in the quality of data 

walls throughout the school. 

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Focus Group E 

School Culture and Support for Student Personal and 

Academic Growth 

Focus Chairs 


Adriana Huezo 

Administrator 


Counselor 

Gabrielle Griset 

English 

Kysa Cohen 

Allyson Merville 

Judy Trevour 


Rosie Dobbs 

Mark Hollenback 

Mike Maceranka 

Mathematics 

Crystal Kirch 

Tim Werdel 


Bertha Benavides 

Jaimeson Sonne-Diddi 


Adrian Gomez 

Science 

Jaynne Lindauer 

John Nguyen 

David Stankey 

Classified 

Jose Flores 

German Rubalcalva 

Fred Sutton 

Parent 

Tracey Dodge 

Students 

Minerva Mendez 

Frania Mendoza 

Lidia Rivas 


Raul Garcia 

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CATEGORY E: SCHOOL CULTURE AND SUPPORT FOR STUDENT PERSONAL 

AND ACADEMIC GROWTH 

E1. To what extent does the school leadership employ a wide range of strategies to 

encourage parental and community involvement, especially with the 

teaching/learning process? 

In the Santa Ana Unified School District (SAUSD), parental involvement is considered crucial to 

student learning. At Segerstrom High School, we require parent, community, student, and 

teacher communication and participation. Parents are encouraged to communicate with faculty 

and staff and to visit the campus during Back to School Night, Open House, and a wide variety 

of extracurricular events. 

During the spring prior to enrollment, orientation meetings for prospective incoming freshmen 

and their parents are held at the high school to provide information about Segerstrom High 

School and its fundamental structures and expectations. Parents, students, and staff agree to 

abide by the school expectations as explained in the Fundamental Compact. Before starting at 

Segerstrom, all students, parents, and staff members must submit a signed compact. 

Segerstrom has developed Expected Schoolwide Learning Results (ESLRs) that outline the 

school’s academic and social expectations. These ESLRs state that by the time students graduate 

from Segerstrom High School, they will be Reflective Communicators, Resourceful Learners, 

and Responsible Citizens. Parents are informed prior to their student’s enrollment at Segerstrom 

about the fundamental card system for missed assignments, tardies and dress code infractions 

and of the consequences that students will be subject to if they fail to follow this system or 

otherwise meet the expectations of Segerstrom High School. These rules are used positively in 

meeting the expectations of the fundamental structures delineated in the SFHS Fundamental 

Compact. It is important for students and families to understand the fundamental structures so 

that each student has a positive educational experience. 

Segerstrom High School works to make its diverse community feel welcome through the use of 

different languages in our orientations, newsletters, and professional academic meetings with 

both students and parents. For example, the Segerstrom Scoop and High School Years 

newsletters are distributed to families in English and Spanish. The TeleParent system allows 

teachers to send messages to parents in their home language about student progress through both 

positive feedback and teacher concerns. 

Segerstrom also has a number of bilingual staff members on the campus who can assist with 

translating for teacher/parent contacts. In addition, five out of six Segerstrom counselors are 

bilingual in English and Spanish and are able to communicate effectively with parents regarding 

the teaching and learning process. Because of this, counselors often help facilitate teacher/parent 

conferences. 

Throughout the year, informational meetings are held in English and Spanish to inform parents 

about our schoolwide progress and programs. The Parent Teacher Student Organization (PTSO), 

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athletic booster clubs, and our English Language Advisory Committee (ELAC) host these 

meetings. 

Segerstrom High School has close ties with various community institutions and organizations, all 

of which provide economic and educational support to our school. The surrounding educational 

community is tightly knitted to our school and assists students in achieving their goals as 

educated professionals. As a result of our involvement with the Santa Ana YMCA and the 

Orange County Children and Families Commission, they have included in their master 

construction plan an aquatic center for Segerstrom High School which will be located adjacent to 

our campus. We also have a strong partnership with local colleges and universities. The Santa 

Ana Partnership, a consortium of SAUSD, California State University (CSU), Fullerton, Santa 

Ana College, and University of California (UC), Irvine, frequently holds informational meetings 

on our site regarding their schools and programs, and the importance of early planning for a 

college education. 

Business partners have been included in the planning and celebration of student success at 

Segerstrom. Rubio’s helps recognize our Most Improved students with a luncheon at their 

restaurant. Carl’s Jr. provides meals during our annual CAHSEE celebration. Wells Fargo has 

provided financial support to our football program. The Doubletree Hotel, Chipotle, and Chick- 

Fil-A make frequent donations of food for our staff meetings and academic student recognitions. 

The Student Recognition Committee is responsible for acknowledging student achievement. 

There are different aspects of student achievement that are regularly recognized, such as 

academic achievement, exemplary citizenship, perfect attendance, and academic and behavioral 

improvement. Students are honored through Night of the Scholars, Pride of the Jaguar, Senior 

Awards, and Student of the Six Weeks Awards. 

Our Senior Exit Portfolio program allows business partners and community members to be 

involved in an academically enriching personal growth experience. Members of the community 

evaluate a collection of student work samples that demonstrate the completion of all graduation 

requirements, student growth and reflection, and preparedness for the workforce. The 

corresponding exit interviews provide an opportunity for students to reflect upon their high 

school experience and share with others what they have gained through the process. Through 

this program, community members are able to assess students’ interview skills and encourage 

students to talk about their high school years and future educational and career goals. This 

experience has been rewarding for students, staff members, and community members alike. 

Evidence 

• District English Learners Advisory Committee (DELAC) and English Learners Advisory 

Committee (ELAC) Meeting Minutes 



• Parent Information Meeting Handouts 

• Orientation Meetings in English and Spanish 

• Availability of Bilingual Counselors 

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• Records of Parental Involvement 

• Business Partnerships 

• UCI and Chapman University Tutors 

• Annual College and Career Fairs 

• Regional Occupational Program (ROP) 

• Outreach Programs through UCI, CSUF, SAC, and Orange Coast College (OCC) 

• Santa Ana College Bridge Program 

• Student Seminar 

• Required Parent Contact by Teachers 


• Parent, Business, and Community Involved in the Senior Exit Program 

• Simon Scholars, Architecture, Construction, and Engineering (ACE) Mentor Program, 

and CJ Segerstrom Scholarship Programs 

• Segerstrom Football Scholarship 

• Parent Teacher Student Organization (PTSO) College Night Materials 

• PTSO Scholarship 

• Student of the Six Weeks Award 

• Outstanding Citizenship Award 

• Academic Honor Roll 

• Night of the Jaguar 

• Higher Education Center Classroom Presentations 

• Most Improved Student Luncheon 

• Staff Directory Available on the School Website 

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E2. To what extent is the school a safe, clean and orderly place that nurtures learning? 

To what extent is the culture of the school characterized by trust, professionalism, 

high expectations for all students, and a focus on continuous school improvement? 

Teachers, staff, administration, and parents take pride in establishing and maintaining a safe, 

clean, and productive environment for students. There has been a conscious effort on the part of 

all staff to establish and maintain a professional and fundamental environment at Segerstrom 

High School. From the earliest planning stages through the staff hiring process and the 

development of Expected Schoolwide Learning Results (ESLRs), staff development and 

participation have been a focus at Segerstrom High School. 

In order to provide a safe, clean, and orderly environment, Segerstrom staff and students rely on 

a variety of methods. All staff members are committed to maintaining a safe and healthy 

environment and the custodial and grounds personnel do so very effectively. Maintenance 

problems that arise are addressed in a timely manner. 

The school provides a secure campus through the provision of three District Safety Officers 

(DSOs) as well as a district School Resource Officer (SRO). Additionally, all staff members are 

involved in the security and maintenance of the campus. Faculty and staff are responsible for 

enforcing the dress code policy and ensuring that students are not chewing gum. All students 

must have a student ID and agenda in their possession at all times. Spot checks for IDs, agendas, 

and dress code adherence are held throughout the year, and students not in compliance with these 

policies are assigned consistent consequences. 

A school safety committee comprised of administration, teachers, and classified staff meets on a 

regular basis to review and address health and welfare issues on campus. The schoolwide 

emergency disaster preparedness plan is reviewed and revised annually and distributed to all 

staff members. Emergency drills are held throughout the school year to further ensure that all 

students and staff members are prepared for an emergency situation. 

The Segerstrom staff provides high expectations and concern for all students through wellmaintained 

rooms and a variety of supportive structures. ESLRs, daily content standards, 

schoolwide vision and mission statements, the Cornell Note format, and Citizenship Points charts 

are posted in each room. Furthermore, the school provides access to various academic and 

enrichment clubs and organizations that encourage students to become lifelong learners and 

responsible community members. Students are encouraged to enroll in Advanced Placement 

(AP) and honors courses. All staff members are encouraged to use Advancement Via Individual 

Determination (AVID) and Gifted and Talented Education (GATE) learning strategies, such as 

Cornell Notes, Socratic Seminars, and Depth and Complexity. 

Segerstrom High School provides an atmosphere of trust, respect, and professionalism by 

adhering to a dress code for students and faculty alike. Not only are students expected to dress 

for success, but the faculty also has a dress code to effectively model appropriate workplace 

attire. Also, staff members attend meetings and professional development in-services on a 

regular basis. Staff members have the opportunity to collaborate with their colleagues through 

ninth grade houses, course-alike sessions, and Professional Learning Communities (PLCs). 

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Consistent schoolwide implementation of the fundamental structures, with a fixed series of 

progressive consequences helps to build respect and trust between students and staff members. 

At the end of the year, faculty and staff evaluate and review the previous year’s practices and 

policies. “The Good, Bad, and Ugly” evaluation document along with the multitude of student 

assessment data assist us in making the necessary changes in order to improve student 

achievement. 

Evidence 

• Custodial and Grounds Staff Take Pride in Maintaining an Attractive Campus 

• Saturday Work Program 

• School Safety Committee 

• Fundamental Structures (Card System) 

• Immediate Graffiti Removal 

• School Resource Officer and our District Safety Officers are Highly Visible 

• Saturday School, Central, and Classroom Detentions 

• Professional Development Agendas and Handouts 

• Jaguar Jump Start Binder 

• Club Involvement by Staff and Students 

• Dress Code Tickets 

• “The Good, Bad, and Ugly” Document 

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E3. To what extent do all students receive appropriate support along with an 

individualized learning plan to ensure academic success? 

Segerstrom High School is a fundamental school and our mission is to provide a supportive and 

challenging environment where all students excel. The staff at Segerstrom has created a variety 

of academic and social support programs to promote academic success. These programs include 

multiple tutoring programs, California High School Exit Exam (CAHSEE) preparation programs 

[fine tuning and in-depth], school orientation programs, and academic classes. Segerstrom 

implements support classes for “strategic” students. Learning strategies for students who are 

identified as below proficient are incorporated into the academic system. 

The Counseling Department is designed to support students in their academic pursuits and 

personal growth. One of the strengths of the program is that students may go to any counselor 

for guidance. The success of the Counseling Department hinges on fluid communication and 

recognizing the strengths of each individual counselor. Counselors meet with at-risk students to 

monitor graduation status and provide students with educational options, both inside and outside 

the district. 

Annually, all students attend presentations in group settings to review their Academic Guidance 

Reports and graduation flow charts with counselors. The focus of these presentations is an 

animated PowerPoint presentation reviewing all elements required for graduation in SAUSD. 

The success of these support structures is reflected in Segerstrom High School’s first graduating 

class, the Class of 2008, as out of the 310 seniors who began the year, 308 were still in 

attendance on the last day of instruction, and 304 met all graduation requirements and were 

eligible to participate in all senior activities. Of the four who were ineligible to graduate in June, 

three have successfully completed the program thanks to continued support from the Segerstrom 

High School counseling team. The remaining student is still receiving support from the 

counseling team, with the goal of meeting the graduation requirements. Of the two who did not 

complete the school year at Segerstrom, one graduated from an alternative high school after a 

referral by the counseling team, and the other is taking courses at Santa Ana College (SAC). 

Counselors are a key component of the fundamental system. Their specific task in the 

schoolwide system is to intervene prior to the students losing their focus on academic success. 

On the fourth and fifth missed assignment, tardy, or dress code violation, counselors meet 

individually with students to provide an immediate and pre-determined consequence for student 

behaviors and, more importantly, to provide support in helping the students to correct the 

negative work habits. Many times students are assisted in refocusing and choosing more 

successful behaviors, thus eliminating the need to move on to an administrator for further action 

in the fundamental system. The result of this intervention is a low number of students who are 

designated as non-invites at the end of the year. Students in need of credit recovery are referred 

to programs outside of the traditional school day such as ROP, the Centennial Education Center, 

Graduate Success Program (GSP), summer school, or one of the alternative high schools. Those 

students selecting alternative high schools are offered the opportunity to return to Segerstrom if 

they are on target to graduate. 

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In collaboration with the Counseling Center, the Higher Education Center Coordinator works 

with students individually and in groups to make post-secondary options a reality. The Higher 

Education Center (HEC) is designed to be both a student and parent centered one-stop 

information and service center, with the purpose of increasing the number of students who 

pursue post-secondary education. This one-stop center serves as a resource for counselors, 

teachers, parents, students, and higher education partners. The Higher Education Coordinator 

provides information on financial aid, the college application process, and test preparation. 

Counseling staff from higher education institutions provide on site support by designating lead 

counselors to work as a liaison with the Higher Education Coordinator. College and HEC staff 

meet with students individually and in groups to develop their four year plan, provide 

information workshops and answer questions. 

A particularly strong partner of the Higher Education Center is the Santa Ana Partnership and its 

“Achieving College Network,” an inter-segmental coalition of key administrators and faculty 

from SAUSD, California State University (CSU), Fullerton, Santa Ana College (SAC), and 

University of California (UC), Irvine. With the help of this partnership, the HEC is able to host 

various student and parent meetings throughout the year, where partner institutions deliver 

presentations about the college application and financial aid processes. These partner institutions 

also assist with college application and Free Application for Federal Student Aid (FAFSA) Late 

Nights during October, November, January, and February. During these Late Nights, the HEC is 

open until 8:00 p.m. to assist students and their parents with applications. In addition to our 

partner institutions, Segerstrom staff and counselors actively participate in these Late Nights. 

Segerstrom High School offers resources inside and outside the school in order to ensure 

academic success for all students. In addition to the partnerships with various local universities 

that focus on the college application process, Segerstrom has partnerships with local universities 

and businesses that have led to the creation and growth of student clubs and organizations like 

the Mathematics, Engineering, Science Association (MESA) and Early Academic Outreach 

Program (EAOP) that have become successful within the student body. Each program’s purpose 

is to promote the value of higher education. Carter & Burgess, a professional architectural firm, 

provides mentorship and field trip opportunities to students interested in pursuing careers in 

architecture, construction, and engineering through the Architecture, Construction, and 

Engineering (ACE) Mentor Program. 

Students are also aided in achieving academic success through support from their instructors. 

All teachers provide subject-specific tutoring at least one day a week, either before school, 

during lunch, or after school. Students who take advantage of this tutoring program have the 

opportunity to retake previously failed tests for a passing grade. Athletic tutorial programs are in 

place to support our student-athletes and our seriously at risk students are placed in the Guided 

Study (GS) program. 

A full-inclusion program for special education students is implemented with the support of three 

full-time special education teachers, the school psychologist, and three part-time Student Support 

Paraprofessionals (SSPs). Prior to the 2008-2009 school year our students were supported with 

four full-time SSPs. 

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Evidence 


• Student Agendas 


• Individual Student Progress Reports 

• 95% of all Second Semester 07-08 Grades were Passing Marks (A-D), Earning Credits 

Toward Graduation 

• 30% of 2008 Graduating Seniors were Accepted to a Four Year University 

• Higher Education Center Activities 

• Financial Aid and College Application Assistance 

• Professional Learning Community (PLC) Meeting Minutes 

• ROP 

• AVID & MESA Programs 

• Santa Ana Partnership 

• ACE 

• Santa Ana College Outreach 

• Santa Ana College Bridge Classes 

• Guided Study (GS) Program 

• Exam Re-Take Policy 

• Athletic Tutorial Programs 


• CAHSEE Boot Camp 

• Study Skills Class 

• Student Success Team 

• Freshman Orientation 

• Individualized Education Plans (IEPs) 


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E4. To what extent do students have access to a system of personal support services, 

activities and opportunities at the school and within the community? 

Segerstrom High School implements a fundamental school model. As such, all families entering 

Segerstrom are expected to be involved and partner with the school to ensure student success. 

Students and parents are informed of student progress at regular intervals and parents participate 

in recognizing student success through award presentations and assemblies. 

Segerstrom High School offers support to a wide variety of students in the form of personalized 

programs. Each academic department offers tutoring before school, during lunch, and after 

school for those students in need. Tenth grade students who did not pass the ninth grade pre- 

California High School Exit Exam (CAHSEE) or who scored Basic or Below Basic on their 

ninth grade California Standards Test (CST) are required to attend CAHSEE Boot Camp in 

preparation for the test in March of their sophomore year. Seniors needing additional CAHSEE 

preparation are referred to the Graduate Success Program, a unique collaboration between Santa 

Ana Unified School District (SAUSD) and Santa Ana College (SAC), to specifically address 

their academic needs in passing one or both parts of the CAHSEE. 

Segerstrom High School also offers an extensive Advancement Via Individual Determination 

(AVID) program that provides academic resources and support to potential first-generation 

college-bound students. As freshmen, students are placed into AVID houses based on the 

recommendation of the AVID Coordinator. In the ensuing years they are enrolled in an AVID 

elective course that provides academic enrichment. Additionally, the counselors and Higher 

Education Coordinator provide assistance with personal goal setting and college planning 

through the College and Career Planning (CCP) course, which is mandatory for all ninth grade 

students not enrolled in AVID. The Santa Ana Unified School District (SAUSD) College Night 

and annual Segerstrom college and career fairs offer students the opportunity to meet with 

college representatives and obtain information from various colleges throughout the nation. 

Students in the ninth grade are grouped into houses according to their English, history, and 

science classes so that their progress can be monitored and supported by a common group of 

teachers. These teachers have house meetings to discuss grades, identify at-risk students, and 

design interdisciplinary activities for their students. The houses also allow for students to bond 

with their peers in order to accelerate their acclimation to the high school campus. 

Student Seminar classes serve as a resource for students. Teachers follow a calendar of activities 

to assist students in meeting academic and personal goals. Through seminar class, students 

receive information about course requirements, ROP offerings, volunteer opportunities, as well 

as have the opportunity to interact with an adult who will monitor their progress all four years of 

high school. 

Students can participate in a number of extracurricular activities. Club offerings have expanded 

from 12 in 2005-2006 to 34 in the current school year. Segerstrom is proud to have varsity, 

junior varsity, and freshman-sophomore teams in seven girls’ sports and eight boys’ sports 

throughout the year. There are currently 705 students enrolled and participating in competitive 

115


athletics. Our Associated Student Body (ASB) organizes a number of student assemblies as well 

as activities before school, during lunch, and after school throughout the year. 

Students have electives to select from in the Visual and Performing Arts (VAPA) and core 

academic departments. Additional courses are also available through the Regional Occupation 

Program (ROP). Students’ interests have prompted the school to look into developing other 

elective courses. 

Evidence 

• Signed School Compact 

• Classroom ESLR Posters 

• CAHSEE Success Plan 

• AVID Classroom/Teams 

• House Matrix/Minutes 

• College and Career Planning (CCP) Course Syllabus 

• College Night Program 




• List of Club Offerings and Advisors 

• Competitive Athletics Program 

• ASB Calendar 

• ROP Class Schedule 

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1. Fundamental Structures allow teachers to maintain an academic and college-going culture 

in every classroom. 

2. The Counseling Department is one of the best in the district because they communicate 

and work collaboratively to ensure that all students at Segerstrom are academically and 

socially successful. 

3. The Higher Education Center is a student-friendly center that stays open late for students 

to work on homework and college and financial aid applications. HEC staff and teachers 

volunteer their time to ensure that students meet their post-secondary goals. 

4. In light of recent budget cuts and loss of positions our classified staff continues to 

provide outstanding service to our students, parents, and teachers. 


1. As a result of severe budget cutbacks, our Student Support Paraprofessional (SSP) 

positions have been reduced considerably. This has impacted classroom instruction and 

support for our special education students. 

2. There is a need to provide families whose home language is not English or Spanish with 

information translated into their native languages. 

3. There is a need for a wider range of electives outside of the core academic areas and a 

need to continue to expand ROP offerings and assistance for students to become familiar 

with post-high school opportunities. 

117

Chapter 5: 

Schoolwide 

Action Plan 



Est. 2005


Goal 1: Provide the appropriate support to all English language learners and students with special needs in order to increase 

their academic success. 

Rationale: 

• Analysis of student data show that our English language learners and students with special needs are not performing as well as 

the general school population. 

Growth Targets: 

• Increase annually by 5% the number of English language learner students who improve their CELDT level by one level on the 

fall CELDT administration. 

• Increase annually by 5% the number of English language learners who improve their CST scores in ELA and math by one 

proficiency level. 

• Increase annually by 20% the number of students with special needs who improve their CST scores in ELA and math by at 

least 10 points on each exam. 

ESLRs Addressed: 

• Reflective Communicators 

• Responsible Citizens 

• Resourceful Learners 

Resources: 

• Title I Funds 

• EIA/LEP 


• District General Fund 

• Department Collaboration Time 


118


Action Steps Person(s) Responsible Timeline Assessment/Reporting 

Methods 

Provide staff development to teachers 

of English language learners and 

Administrative Team 

District Staff 

Fall 2009 and Ongoing • Faculty Meeting 

Agendas/Minutes 

students with special needs to 

improve effective classroom 

All Teachers 

Special Education Staff 

• Department Meeting 


instruction. 

• PLC Agendas/Minutes 

Professional Learning Communities 

will continue to meet to examine 

student data and make adjustments to 

the curriculum based on the data, 

particularly in regard to English 

Learners and students with special 

needs. 

Teachers will continue to utilize 

common SDAIE instructional 

strategies in all classrooms to enable 

students to connect existing 

knowledge, construct meaning, 

modify their own learning and be 

successful in a challenging, standardsbased 

curriculum. These instructional 

strategies may include English 

Language Development opportunities 

within the specific content areas. 

Tutorial support by various content 

area teachers will continue to be 

provided for any student not meeting 

ELD expectations. This support may 

be in the form of teacher tutorials, 

peer tutorials, or other opportunities 

as designed by the staff to meet the 

specific needs of each student. 

The Special Education Department 

will continue to provide tutorial 

support to students with special needs 

both in the classroom and outside the 

regular school day. 

All Teachers Ongoing • PLC Agendas/Minutes 


• CST/CAHSEE Data 

• CELDT Scores 

• District/Schoolwide 

Benchmarks 

All Teachers Ongoing • Administrative Classroom 

Observations 

• Teacher Classroom Safaris 

All Teachers Ongoing • Tutorial Sign-in Sheets 

• Schoolwide Tutorial 

Schedule 

• Student Tutorial Records 

Special Education Teachers 

Instructional Assistants 

Ongoing • Tutorial Sign-in Sheets 

• Schoolwide Tutorial 

Schedule 


119



Methods 

A variety of instructional strategies, All Teachers Ongoing • Technology Plan 

including integration of technology, 

will continue to be utilized by all 

• Technology Committee 

Minutes 

teachers to actively engage English 

• Faculty Agendas/Minutes 

Learner students and students with 

• Department 

special needs in the learning process. 


Continue our schoolwide writing 

program aimed at making all students 

proficient. 

English Language Arts Teachers 

All Teachers 

Ongoing • Faculty Agenda/Minutes 

• Delayed Start Grading 

• ELA Liaisons for 

Schoolwide Writing 

• Writing Benchmark Score 

Analysis 

120


Goal 2: Increase the number of students performing proficient and advanced on the California Standards Tests and increase 

the number of students who improve at least one proficiency level. 

Rationale: 

• In general, while our CST scores have shown modest improvement over the last three years there is a need to move more 

students up from the basic, below basic, and far below basic proficiency levels. 


• Increase annually by 3% the number of students who score proficient/advanced on all CST exams. 

• Increase annually by 5% the number of students who increase at least one proficiency level on the English CST exam. 

• Increase annually by 5% the number of students who increase at least one proficiency level on the mathematics CST exam. 

• Increase annually by 5% the number of students who increase at least one proficiency level on the science CST exam. 

• Increase annually by 5% the number of students who increase at least one proficiency level on the social science CST exam. 





Resources: 


• EIA/LEP 





121



Methods 

Since all students are expected to read All Teachers Ongoing • Administrative Observations 

and understand grade-level appropriate 

materials in all content areas, common 

reading comprehension strategies will 

continue to be utilized in all 

classrooms. 



Department-wide pacing charts and 

alignment to standards have been 

established and will continue to be 

adjusted based upon student data. 

Department-wide benchmark 

assessments will be administered at 

least two times each semester. 

Common instructional strategies, such 

as Cornell note taking and vocabulary 

building will continue to be utilized 

schoolwide. 


will meet to examine student data and 

make adjustments to the curriculum 

based on the data. 

Tutorials and/or reading support 

classes will continue to be conducted 

for those students who are not meeting 

reading expectations. 

All Teachers Ongoing • Department Agendas/Minutes 

• Pacing Charts 

All Teachers Fall 2009 and Ongoing • Benchmark Analysis 


• Department Minutes 

All Teachers Ongoing • Staff Development 


• Department Agendas/Minutes 

All Teachers Ongoing • PLC Minutes 

Reading Instructor 

ELA Department 

Ongoing • Master Schedule 

• Tutorial Sign-in Sheets 

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Methods 

All students are expected to write All Teachers Ongoing • Faculty Meeting 

clear, coherent, and focused essays ELA Liaisons 


that convey a well-defined perspective 

• Delayed Start Agendas 

and tightly reasoned argument. 

Common writing strategies will be 

utilized in all classrooms. 

• Department Agendas/Minutes 

Schoolwide benchmark writing 

assessments will be administered every 

quarter throughout the school. All 

teachers will be responsible for 

assessing student writing. 

Tutorial support by various content 

area teachers will continue to be 

provided for any student not meeting 

expectations. This support may be in 

the form of teacher tutorials, peer 

tutorials, or other opportunities as 

designed by the staff to meet the 

specific needs of each student. 

In order to motivate students to 

perform better on CST exams, 

Segerstrom will institute schoolwide 

incentives for students performing 

proficient and advanced or improving 

a proficiency level. 

Staff development will be provided to 

teachers in the areas of test taking 

strategies, Data Director training, and 

the implementation of effective 

instructional strategies. In addition, 

the staff will be provided with ongoing 

professional development on how to 

effectively use fundamental structures 

to ensure student success. 

All Teachers Ongoing • Faculty Meeting 




• Department Minutes 

• Title I Coordinator 

All Teachers Ongoing • Tutorial Master Calendar 

Title I Coordinator 

• Tutorial Sign-in Sheets 


• GS Attendance Records 

Administrative Team Spring 2009 and Ongoing • Department Agendas/Minutes 

Student Recognition Committee 

• Motivational Assemblies 

All Teachers • Student Awards/Recognition 

• Renaissance Assemblies 

Administrative Team Fall 2009 and Ongoing • Faculty Meeting 

District Staff 


Teachers 


• PLC Minutes 

123



Methods 

Continue to revisit and revise Guided Title I Coordinator Ongoing • Title I Coordinator 

Study to assist students who are 

struggling academically. 

Teachers • GS Teachers 

124


Goal 3: Use data effectively so that all students will reach their highest academic potential through instruction in a rigorous 

standards-based curriculum. 

Rationale: While data is beginning to be used by most staff schoolwide, there needs to be improvement in the analysis and use of the 

results in order to enhance student performance. 


• 100% of teachers will become trained in the use of Data Director, data analysis, and the effective use of data to drive 

instruction by June 2012. 

• Increase annually by 3% the number of students who score proficient/advanced on all CST exams. 

• Increase annually by 5% the number of students who increase at least one proficiency level on the English CST exam. 

• Increase annually by 5% the number of students who increase at least one proficiency level on the mathematics CST exam. 

• Increase annually by 5% the number of students who increase at least one proficiency level on the science CST exam. 

• Increase annually by 5% the number of students who increase at least one proficiency level on the social studies CST exam. 





Resources: 


• EIA/LEP 





• District Research and Evaluation Department 

125



Methods 


Fall 2009 and Ongoing • Department minutes 

All Teachers 


All departments create and administer 

benchmark assessments throughout 

the year, analyzing the data gathered 

from those assessments, and adjusting 

instruction based on the data. 


(team, course-alike, department) meet 

to analyze and evaluate student 

learning and make adjustments based 

on the data. 

All staff will be expected to use a 

common protocol format to examine 

student data. 

Through PLC meetings, staff 

members will continue to meet and 

discuss student data and make 

decisions based on the data examined. 

There will be schoolwide staff 

development in the use of Data 

Director to support effective student 

instruction. 

Develop methods of sharing data 

with all stakeholders (i.e.—Data 

Walls, newsletters, etc.). 

Segerstrom will continue to provide 

departmental release days to allow 

time for effective data analysis. 

All Teachers Ongoing • PLC minutes 

• Department minutes 

All Teachers Fall 2009 and Ongoing • PLC minutes 


All Teachers Ongoing • PLC minutes 



District Personnel 


All Teachers 

Fall 2009 and Ongoing • Delayed start minutes 

• Faculty agenda/minutes 

• Professional Development 

days 

Fall 2009 and Ongoing • Department minutes 

• Faculty agenda/minutes 

Administrative Team Ongoing • Master Calendar 

Title I Coordinator • PLC minutes 

126

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