Eisenhower High School and Base

Eisenhower High School, located in the suburban expanse of Los Angeles, California, serves a diverse and economically challenged student body of approximately 2,100 students in grades 9-12. The school has a student-teacher ratio of 23 to 1 and a minority enrollment of about 98%, with 86% of the students being economically disadvantaged. As part of the Rialto Unified School District, Eisenhower High School identified a pressing need for a robust program to support its students, especially in the aftermath of the COVID-19 pandemic. This need led to the adoption of Base, a web-based curriculum designed to offer flexible, self-paced learning modules. This case study explores the implementation, challenges, successes, and impact of the Base program at Eisenhower High School.

Established in 1959, Eisenhower is the flagship high school of the Rialto Unified School District and has served several generations of the community’s members and prides itself on its outstanding programs.

The planning for the Base implementation at Eisenhower High School began in July 2023, with the program to roll out to all students at the start of the school year. Mr. Shon Hampton, the school’s Wellness Coordinator, spearheaded the initiative, drawing on his extensive experience in educational counseling and guidance. His team aimed to address the needs of students who had been significantly affected by the isolation and disruptions caused by the pandemic.

The decision to adopt Base was influenced by several key features of the program. Firstly, its web-based nature allowed students to access the modules anytime and anywhere, providing flexibility that was particularly beneficial for the diverse needs of the student body. Approximately one-third of the students at Eisenhower High School receive special education services or English language support, making the self-paced nature of Base an ideal solution.

Additionally, the Base program’s comprehensive range of modules—covering topics such as anxiety, healthy relationships, and stress management—ensured that the school’s varied needs could be met. The program also included a unique “firewords” feature, which alerted counselors to students’ concerns or troubling phrases in real-time, allowing for prompt intervention.

The Base program was integrated into Eisenhower High School’s existing Positive Behavioral Interventions and Supports (PBIS) framework. It was utilized in two primary ways: as a Tier 1 universal intervention for all students and as a Tier 2 targeted intervention for students with specific needs.

For Tier 1, Base modules were delivered during a 15-minute breakfast session at the end of the first period on Tuesdays and Thursdays. The PBIS team, including Mr. Hampton, reviewed data from various sources, such as student visits to the Wellness Center and school-wide behavior metrics, to select appropriate modules for each month.

For Tier 2 interventions, Base was used to support students with attendance issues or those caught vaping on campus. These students were assigned to lunch or after-school sessions where they could complete the relevant modules. This targeted approach allowed for personalized support and helped address specific behavioral issues.

The implementation of Base was not without challenges. Technical difficulties with the IT department delayed the program’s start until mid-year, disrupting established routines. Additionally, there was resistance from some teachers who were uncomfortable with the new system or found the modules too lengthy. To address these issues, the PBIS team set a goal of achieving 80% active participation from both teachers and students.

The school also had to navigate the limitations of students’ schedules, such as those in physical education classes who lacked access to devices during Base sessions. Creative solutions are being explored to ensure these students can also benefit from the program.

Despite the challenges, the Base program has yielded significant successes. One of the most notable achievements is the system developed for managing the “firewords” alerts, which enabled counselors to promptly address students’ needs. This system involved assigning specific days for each counselor to review alerts, ensuring timely and effective interventions.

The data collected from Base has been instrumental in guiding Tier 2 and Tier 3 support strategies. For example, there has been a noticeable improvement in students’ self-reported anxiety levels, and the school has seen a slight increase in attendance rates, although this cannot be solely attributed to Base.

Teacher feedback has been generally positive. Many educators appreciate the opportunity for students to learn about coping skills and psychological concepts, even if the length of some modules has been a point of contention. The ability to connect with students who might otherwise fall through the cracks has been a significant benefit of the program.

Eisenhower High School’s adoption of the Base program highlights the potential of focused programs to support student well-being in a comprehensive and flexible manner. While the implementation faced several hurdles, the program has provided valuable insights and tools to enhance the school’s support systems. As the school continues to refine its approach and expand the use of Base, it is poised to foster a more resilient and emotionally healthy student body.