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Foothill
High School opened in the fall
of 1999 to alleviate overcrowding
in surrounding Henderson schools.
In conjunction with a distinctive
architectural design, the Foothill
staff formulated philosophies
and programs exclusive to our
new educational institution.
During the initial two years
of operation, Foothill strode
to establish a role in the emergent
Henderson community. As students
entered the doors, it was evident
that the assessment of their
specific learning needs was imperative
which consequently inspired the
faculty to make a commitment
to school improvement.
A
data-driven and research-based
framework was established for
the advancement of instructional
reform. The plan was tailored
to meet the unique learning
needs of the students served
by our school. A team of individuals
was selected to guide the process
with representatives from the
school, students, parents,
and community members.
The
four parts of the study included:
1) Development
of the profile.
2) Definition
of mission and beliefs.
3) Identification
of desired results for student
learning
4) Analysis
of instructional and organizational
effectiveness.
The plan defined the students and community served, identified the value structure
of the school, ascertained a shared vision of student learning, and analyzed
the effectiveness of current instructional practices. These four elements were
combined to develop an action plan for school improvement. Stakeholder collaboration
was emphasized throughout the process as members of the steering committee
worked cooperatively to formulate succinct information that was shared with
all individuals involved. Feedback was analyzed, changes were made, and consensus
was reached at each stage of the process.
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