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HUNTINGTON BEACH HIGH SCHOOL HOME OF THE OILERS
WASC SELF-STUDY REPORT VISIT // MARCH 12-14, 2018
Huntington Beach Union High School District 5832 Bolsa Avenue Huntington Beach, CA 92649 (714) 903-7000
Accrediting Commission for Schools Western Association of Schools and Colleges
BOARD OF EDUCATION PRESIDENT // Dr. Michael Simons VICE PRESIDENT // Ms. Bonnie Castrey CLERK // Mrs. Kathleen Iverson ALTERNATE CLERK // Mrs. Susan Henry MEMBER // Dr. Duane Dishno SUPERINTENDENT
Dr. Clint Harwick
DEPUTY SUPERINTENDENT
Dr. Carolee Ogata
ASSISTANT SUPERINTENDENT OF EDUCATIONAL SERVICES
Owen Crosby
ASSISTANT SUPERINTENDENT, BUSINESS
Carrie Delgado
DIRECTOR, HUMAN RESOURCES/CLASSIFIED
Anil Muhammed
DIRECTOR, SPECIAL EDUCATION/SPECIAL PROGRAMS
Doug Siembieda
DIRECTOR, STUDENT SERVICES
Dr. Dan Bryan
EXECUTIVE DIRECTOR, CURRICULUM/CATEGORICAL PROGRAMS
Dr. Connie Mayhugh
DIRECTOR, FISCAL SERVICES
Kevin Smith
DIRECTOR, INFORMATION SYSTEMS
Gen Naydo
COORDINATOR, EVALUATION AND ASSESSMENT
Marlene Kline
Accrediting Commission for Schools Western Association of Schools and Colleges
Huntington Beach High School 1905 Main Street Huntington Beach, CA 92648 (714) 536-2514
Accrediting Commission for Schools Western Association of Schools and Colleges
ADMINISTRATION PRINCIPAL // Daniel Morris ASSISTANT PRINCIPAL, CURRICULUM // Tim Floyd ASSISTANT PRINCIPAL, GUIDANCE // Melissa Chan-Nauli ASSISTANT PRINCIPAL, SUPERVISION // Joseph Archival ASSISTANT PRINCIPAL, ACTIVITIES // Shawn McManus ASSISTANT PRINCIPAL, APA // Stacy Robinson
DEPARTMENT COORDINATORS
ACADEMY OF PERFORMING ARTS AVID, BUSINESS, CONSUMER FAMILY STUDIES ENGLISH INDUSTRIAL TECHNOLOGY MATHEMATICS PHYICAL EDUCATION SCIENCE SOCIAL SCIENCE SPECIAL EDUCATION VISUAL AND PERFORMING ARTS WORLD LANGUAGE
SUPPORT STAFF
SCHOOL COUNSELOR SCHOOL NURSE SCHOOL PSYCHOLOGIST SCHOOL PSYCHOLOGIST STUDENT SUPPORT SCHOOL PSYCHOLOGIST
Accrediting Commission for Schools Western Association of Schools and Colleges
Diane Makas Renee Pelkey Mark Kamei Nick Schwab Melissa Dahl Andy Verdone Izzy Roethel, Jason Ruth Brigette Eulberg, Brian Murray Rose Haunreiter Jamie Knight, Garrett Stryker Cindy Shields
Kathy Cadigan Erin Dorsey Tiffany Do Michael Olsen Michelle Pendergast
TABLE OF CONTENTS Preface
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Chapter 1: Progress Report
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Chapter 2: Student/Community Profile
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Chapter 3: Self-Study Findings
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Chapter 4: Summary from Analysis of
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Chapter 5: Schoolwide Action Plan
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and Supporting Data and Findings
FOCUS: Organization FOCUS: Curriculum FOCUS: Instruction FOCUS: Assessment FOCUS: Support
Identified Critical Student Learning Needs
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TABLE OF CONTENTS Appendices:
Combined SPCA + LCAP Student Surveys + Interviews Parent Surveys + Interviews CA Healthy Kids Survey Master Schedule AP Approved Course List A-G Approved Course List School Programs LCFF SARC CBEDS School Info Form Graduation Requirements School Budget Acronyms and Abbreviations
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PREFACE
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PREFACE GETTING STARTED At HBHS, collaborative meetings is a weekly event; Monday mornings are dedicated staff time. Whether we meet all-staff, department, or in small teams such as vertical or horizontal teams by subject matter, we do our best to meet in some capacity each week. The 7:30-8:25 AM time slot on Mondays was the ideal opportunity to begin our new WASC process as a staff. The administration team began contemplating WASC in early September 2016. Shortly after, admin made the WASC leadership position available and selected Misha Seeker and Ashley Patterson as the staff members to co-chair our WASC process over the next two school years. Misha, Ashley and Tim Floyd, AP of Curriculum, formed Team WASC, the leaders of the HBHS WASC review process. Admin informed staff of the selection at our first all-staff WASC meeting of the school year, and we dove directly into revising our school’s mission statement at that time as well.
DEVELOPING SCHOOL MISSION
TO EDUCATE, PREPARE, AND INSPIRE OUR STUDENTS TO CHANGE THE WORLD We began the process of developing a new school mission statement in September 2016. As a staff, we met and discussed the current mission and vision statements, the new district mission and vision statements, and started writing new ideas at our September 26 staff meeting.
THE VOTE Ultimately, we decided to focus our attention on developing a core mission statement only as many staff members felt two statements were unnecessary for our school. HBHS staff and parents voted on three statements. The winning statement, received nearly half of the overall votes, was the newly adopted mission statement of the Huntington Beach Union High School District (HBUHSD).
Mission Statement Vote To educate, prepare, and inspire our students to change the world.
21% 47% 32%
To motivate students to become innovators who excel in an ever changing and evolving society. To help students become critical thinkers and advocates for change in our society.
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PREFACE DEVELOPING NEW GOALS We started revising the school SLO’s at our November 7 staff meeting. We approached the revision process with the goals to, not only update, but streamline and shorten the previous SLOs. We began with a staff vote to narrow down the 21st century skills we believe are most vital for our graduates to acquire before they graduate.
Staff Top 3 Vote CRITICAL THINKERS/PROBLEM SOLVERS SELF ADVOCATES/PERSONAL RESPONSIBILITY INNOVATORS/INNOVATIVE THINKERS ACTIVE/CONTRIBUTING MEMBERS OF SOCIETY CREATIVE/PASSIONATE MINDFUL/THOUGHTFUL/REFLECTIVE LEADERS/SET AN EXAMPLE EFFECTIVE COMMUNICATORS CONFIDENCE/OPTIMISM/PERSONAL HEALTH GRIT/RESILIENCE/ENDURANCE LIFE-LONG LEARNERS/GROWTH MINDSET INTRINSICALLY MOTIVATED/DRIVE/DETERMINATION TEAMWORK/COOPERATION
50
5 2
7
17
9
0
19
12
8
56
16 12 10
21
20
30
40
50
Staff Top 3 Vote
After the vote, we met as a whole staff to discuss the results. Staff determined that some of our initial categories could be combined by the greater concepts that drive the goal. Through the collaboration process, the staff developed three main SLO categories: (1) LEARN: the academic self (2) THRIVE: the personal self and (3) GIVE: the community self. Within each category, we established four specific goals, which we revised and rewrote multiple times over the course of spring semester eventually narrowing them down to three main goals per category.
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PREFACE SCHOOLWIDE SLO CAMPAIGN In addition to the written school goals, staff determined three prominently recognized images by which to represent each category: (1) Learn, represented by our school bell tower (2) Thrive, represented by an oil derrick and (3) Give, represented by the HB pier. The team that developed this SLO concept believed that the SLOs would be more memorable if we associated them with a memorable image. We aimed to include students in this development process, so we created a design contest for students to design the three SLO images. The winning design was the centerpiece for a school campaign to disseminate the new SLOs campus-wide beginning in fall 2017.
Student Design Contest Intro Video
Student Design Contest Flyer
The new SLO design spread throughout campus on posters and light pole flags, staff and student t-shirts, on the cover of our academic planners, and the school website. Additionally, we coordinated with campus media organizations, such as online journalism, digital journalism, ASB, and Campus Update, to help us spread the message of the new SLOs to all students and parents. We wanted the new SLOs to become part of the HBHS campus culture.
Insert Design Contest Image Winner Here
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PREFACE COLLABORATION AND TEAMWORK Work in focus groups and home groups Inclusion of all staff, parents, and students Focus groups with only parents and students Student and parent interviews/feedback (on ASB and Jodi as well)
Focus Group Rosters
Home Group Rosters
Evidence
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PREFACE ANALYZING THE DATA Data produced for us through DO by Marlene Kline and Chris Long We discuss and review data as whole staff and in teams We verbally reflect and produce written reflections of data in teams
Evidence
Evidence
Evidence
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PREFACE ASSESSING HBHS The assessment of the entire school program and its impact on student learning in relation to the school-wide learner outcomes, academic standards, and ACS WASC/CDE criteria
Evidence
Evidence
Evidence
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PREFACE ALIGNING OUR PLANS The alignment of a long-range action plan to the school’s areas of need; the capacity to implement and monitor the accomplishment of the plan.
Evidence
Evidence
Evidence
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CHAPTER 1: Progress Report
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CHAPTER 1 SIGNIFICANT DEVELOPMENTS: New Admin Team
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Increased Intervention + Student Support Team
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Becoming a Chrome Campus
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Digital Journalism + Yearbook
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Introduction of SBAC + CCSS
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Academic Signing Days
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Athletic Signing Days
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CRITICAL AREAS FOR FOLLOW-UP: SIX-YEAR REVIEW
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ONGOING FOLLOW-UP PROCESS: SPAC + LCAP
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REFLECTION OF GOALS: PROGRESS, EVIDENCE, AND IMPACTS
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CRITICAL AREAS FOR FOLLOW-UP: ABSENT FROM CURRENT ACTION PLAN
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CHAPTER 1 SIGNIFICANT DEVELOPMENT: NEW ADMIN TEAM Since our last WASC visit, HBHS’s administration team has completely changed. Our principal, Danny Morris, joined us at the start of the 20152016 year. Immediately, Principal Morris made his goal for HBHS clear: Together we win. Team atmosphere and community building sat at the heart of his school philosophy and integrated seamlessly with the established family prided by HBHS staff members. Shawn McManus, AP of Activities, began as a teacher in the English department here at HBHS. When he decided to make the move to administration, we were lucky to have a spot available for him on our team. Mr. McManus knew the staff; he understood our culture. This made for an easy transition. Tim Floyd, AP of Curriculum and Instruction, joined us for the 2015-2016 school year coming to us from another school in our district. Mr. Floyd was an asset in the branding of HBHS; he introduced a new school logo and increased our presence on social media sites such as Twitter. His innovative mindset complemented that of the staff nicely from the start.
Welcome Back Slides 2015-2016
Welcome Back Slides 2016-2017
HBHS Twitter Page
Joe Archival, AP of Supervision, began his administrative career with us at the beginning of the 2016-2017 school year. Mr. Archival approached his new role in Supervision with care, bringing a “student first” approach to his position. He aimed to end the stigma that Supervision exists only to provide consequences. Melissa Chan-Nauli, AP of Guidance, joined us in November 2016 after an extensive interview process at the start of the school year. Coming from nearby Westminster High School, Mrs. Chan-Nauli has years of experience in guidance and counseling and has complemented the team at HBHS nicely. Stacy Robinson, AP of Academy of Performing Arts, was the last member to join the team in December 2016, coming from ROP (Regional Occupational Program). Stacy's knowledge of post-high school career options, and her passion for the arts, made her the ideal candidate to lead APA.
Admin Team Profiles @hboilers
Administrative Duties
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CHAPTER 1 SIGNIFICANT DEVELOPMENT: INCREASED INTERVENTION + STUDENT SUPPORT TEAM MTSS intervention development Increased communication with staff
Tutoring Forms for Students
iPad sign-in for students
Tutoring Help Sign-Up Form
Request for Intervention
iPad Sign-In Form for Students
Wellness Referral Form
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CHAPTER 1 SIGNIFICANT DEVELOPMENT: BECOMING A CHROME CAMPUS One of the goals here at HBHS over the past few years was to increase the access our students have to technology as well as increase the use within our classrooms. The Chromebook, identified across the country as one of the best devices for education purposes, utilizes ChromeOS. Because of this, we made the conversion from traditional desktops in many of our computer labs to Chromebooks and slowly transitioned to become a Chrome-friendly school. At the start of ninth grade, all HBHS freshmen acquired a school-issued Google account.
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CHAPTER 1 CANVAS In addition to Google, HBHS began utilizing a learning management system called Canvas in 2014(?) Since its adoption in the district, the popularity of Canvas spread across the HB staff…
English Department Common Start Units
SMART START UNITS At the start of the 2014-2015 school year, the English department developed a common start unit, which included technology training in the classroom. Over the last few years, the common start units implemented in the ninth, tenth, and eleventh grade curriculums evolved to include Google Drive, Gmail, and Canvas training for students. As a campus, we made the decision to take this concept a step further and create common start units across the curriculum. We coined these units “Smart Start.”
Smart Start Committee Plans
The Smart Start committee formed during fall 2014(?) The committee members are representative of all academic subject areas on campus. (?) The goals of Smart Start…
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CHAPTER 1 DISTRICT UPGRADES Over the summer of 2016, the Information Systems department at the district office initialized a plan to upgrade and localize all schools on centralized servers. Part of the plan included upgrading the teacher computer stations to the latest Windows 10 operating system, which is more secure than past versions of Windows and was necessary to communicate with the new servers. In December 2016, we also upgraded the bandwidth connection for the six comprehensive high schools in the district from 1GB connection to 5Gb connection. In addition, the district connection to the county was upgraded from 3Gb to 10Gb. The district completed this in anticipation of the Chromebook initiative and for future proofing broadband availability for the schools.
Design 39 School Visit + Observations
1:1 FUTURE PLANS As of the 2016-2017 school year, HBUHSD began talks of becoming a 1:1 Chromebook district, meaning every student would have his/her own Chromebook. In anticipation of this district-wide 1:1 initiative, the IS department applied for additional E-rate funding to increase capacity at the schools from 5Gb to 10Gb in addition to the (WAP) Wireless Access Points that will be necessary for a 1:1 initiative. Currently we have 84 WAPs on campus at HBHS, 82 internal and 2 external. We will need approximately 45 more on campus to support a 1:1 transition.
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CHAPTER 1 SIGNIFICANT DEVELOPMENT: DIGITAL JOURNALISM + YEARBOOK INTEGRATION
Course Descriptions
Insert program description here
Oil Slick Publications
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CHAPTER 1 SIGNIFICANT DEVELOPMENT: THE INTRODUCTION OF SBAC + CCSS CAHSEE and STAR elimination SBAC and CCSS introduction
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CHAPTER 1 SIGNIFICANT DEVELOPMENT: ACADEMIC SIGNING DAYS
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CHAPTER 1 SIGNIFICANT DEVELOPMENT: ATHELTIC SIGNING DAYS Recognized across the country, Athletic Signing Day, also known as National Letter of Intent (NLI), is an important milestone in the lives of studentathletes. In the past, HBHS celebrated athletic signing days in small ceremonies with student-athletes and their family members. After taking over the Athletic Director position at HBHS, Melissa Vandenbosch decided to create larger celebrations dedicated to highlighting the commitment of our student-athletes’ continuing careers in education. As a school, we now celebrate the February 1st and April 12th nationally recognized signing days with a large celebration in our own gym during the school day. By hosting the event during our tutorial period, teammates, classmates, school staff, teachers, and family members were able to attend the celebration. In addition, family members attended a breakfast before the event began. During the signing day celebration, Ms. Vandenbosch announced student-athletes by sport in addition to recognizing the college of choice. Since the start of this event during the 2013-2014 school year, our signing numbers continued to grow. In 2013-2014, we totaled 29 student-athletes, in 2014-2015 30 students, in 2015-2016 we grew to 40 students, and the 2016-2017 featured 34 students signing in February and an additional 14 at April event. As noted in an article published in the OC Register, we led the county in student-athlete signs during the 2016-2017 school year.
Insert pic here
2016 OC Register Article
2017 OC Register Article
2017 LA Times Article
It is our belief that our signing days encourage the younger student-athletes to strive for their own signing day senior year. The last two years, we have been fortunate to have press coverage from OC Register, LA Times, HBUHSD, and The Press Telegram. The student-athletes take pride in seeing their picture and announcement in the local media. Well known around the press community, our February event continues to attract attention. At HBHS, we take pride in the programs we offer our students. Many of our student-athletes bleed orange and black on the field and court, in the pool and ocean, on the ice and on the track. We want them to know that their dedication is important and never goes unnoticed.
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CHAPTER 1 CRITICAL AREAS FOR FOLLOW-UP: SIX-YEAR REVIEW The six following areas were suggestions provided to us by our visiting WASC team during the six-year follow-up in February 2012.
Six-Year WASC Feedback
AREA #1: Continue and increase the sharing of best practices and data analysis Since our last WASC visit, we implemented an instructional rounds program on campus. Two years ago, we rebranded our instructional rounds program and named it Open Doors. We created Open Doors based in the original intention of instructional rounds: teachers observing teachers in order to share best practices. However, we wanted to the experience of instructional rounds embedded into HB culture and feel like an organic process for our staff. We held Open Doors multiple times throughout the 2016-2017 and 2017-2018 school years.
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CHAPTER 1 AREA #2: Continue to increase the percentage of graduates who complete UC/CSU requirements With
Six-Year WASC Feedback
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CHAPTER 1 AREA #3: Develop a comprehensive professional development plan based on in depth analysis of student performance
AREA #4: Continue to refine benchmarks and common assessments
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CHAPTER 1 AREA #5: Continue to look at the D and F rate and develop interventions/solutions
AREA #6: Increase support programs and academic rigor for English Learners and Students with Disabilities
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CHAPTER 1 ONGOING FOLLOW-UP PROCESS: SPAC + LCAP The HBHS family reviewed and discussed The Single Plan for Student Achievement and previous WASC reports at staff meetings, department meetings, School Site Council meetings, ELAC meetings, and PTSA meetings. The continual monitoring of progress and reflection helped HBHS stay focused on our goals, allowed all stakeholders to have a voice in the conversation, and contributed to the success of achieving our goals. Throughout the first semester of the 2016-2017 school year, HBHS focused on rewriting and updating the SPAC in order to align it with the LCAP…
Comment on how the student/community profile and the annual progress reports, including the ACS WASC mid-cycle (third year) report, have been reviewed and discussed annually by all stakeholders as part of the ongoing school improvement focusing on student learning.
SPAC + LCAP Document
Three-Year WASC Feedback
The results of our mid-cycle, three-year visit All-Staff Meeting Presentation
REFLECTION OF GOALS: PROGRESS, EVIDENCE, AND IMPACTS On January 30, 2017, we met together as a whole staff to reflect, evaluate, and discuss the progress made in relation to our three critical areas of focus. Team WASC designed a presentation to lead the staff through our reflection goals. In small teams, the staff reviewed each critical need, data that reflected the first two needs, discussed as a team, and typed their findings on a Google Doc provided by Team WASC.
Staff Reflection Assignment
Small Group Reflection Results
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CHAPTER 1 Critical Academic Need #1: Improve academic achievement in core content areas, particularly
mathematics and English, for the following subgroups: English Learners, students with disabilities and low-income students.
How was the goal determined? This goal formed as a direct result of data analysis about HBHS’s subgroups.
What impact has the goal had on student learning? This goal…
To what extent have the action plan growth targets been met over the past years?
This goal…
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CHAPTER 1 click images to enlarge
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CHAPTER 1 Critical Academic Need #2: Increase number of students who have met the A-G UC/CSU requirements and who are college and career ready.
How was the goal determined? This goal formed as a direct result of data analysis about HBHS’s subgroups.
What impact has the goal had on student learning? This goal…
To what extent have the action plan growth targets been met over the past years?
This goal…
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CHAPTER 1
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CHAPTER 1
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CHAPTER 1 Critical Academic Need #3: Increase collaboration within and between departments that will
result in more systemic use of varied assessment strategies; including, common formative assessments, ongoing frequent analysis of student performance levels, data driven modifications to instructional programs, and more efficient use of all school resources. How was the goal determined? This goal formed as a direct result of data analysis about HBHS’s subgroups.
What impact has the goal had on student learning? This goal…
To what extent have the action plan growth targets been met over the past years?
This goal…
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CHAPTER 1 CRITICAL AREAS FOR FOLLOW-UP: ABSENT FROM CURRENT ACTION PLAN MTSS TOSA development and intervention expansion Cite the increase in stress and check-ins at health center via psychs Use psych data as evidence
2015-2016 School Year
2015-2016 School Year
2015-2016 School Year
Number of students hospitalized for depression and/or suicidal thoughts
Number of Child Protective Services reports filed by school psychologists
Number of student iPad sign-up requests to speak with a school psychologist
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10
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CHAPTER 3:
Self-Study Findings
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CHAPTER 31 A. ORGANIZATION: Vision + Purpose, Governance, Leadership, Staff, + Resources Team Roster Team Findings Summary
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B. CURRICULUM: Standards-Based Learning Team Roster Team Findings Summary
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C. INSTRUCTION: Standards-Based Learning Team Roster Team Findings Summary
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D. ASSESSMENT: And Accountability Standards-Based Learning Team Roster Team Findings Summary
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E. SUPPORT: School Culture + Support for Student Personal + Academic Growth Team Roster Team Findings Summary
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PRIORITIZED AREAS OF GROWTH: Needs from Categories A - E
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TEAM ORGANIZATION
TEAM CO-LEADER // April Lloyd TEAM CO-LEADER // Gianine Ruziecki
ADMIN STUDENTS PARENTS CLASSIFIED SUPPORT + GUIDANCE APA AVID + CONSUMER STUDIES ENGLISH FOREIGN LANGUAGE HEALTH + PE MATH SCIENCE SOCIAL STUDIES SPED
MEETING LOCATION: ROOM D10 TEAM MEMBERS: 42 TOTAL
Danny Morris Emily Izmirian // Isabella Mancini // Rially Pozzebon Hermine Rule // Roberta Long Alba Adamo // Devin Aquino // Dave Brimmer // Estella Galindo Karen Greenberg // Thomas Lim // Rusty Riley // Enrique Ruiz Maria Vega // Troy Visser // Joyce Walder Michelle Pendergast // Roxanna Jimenez // Yesenia Salcido Marie Hoffman // Andrea Taylor Renee Pelkey Jeremiah Casteel // Claire Davis // Kimberly McGlaughlin // Gina Ritter Cindy Shields // Claudia Valerio-Giese Eric Lo Liz Hoffman // Angie Tran-Bloom Alexander Mitchell // Izzy Roethel // Lisa Taylor Melany Aiken Brundage // Shaun Haney // Billy Thompson Jennifer Amstone // Christina Storey
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ORGANIZATION A1: VISION AND PURPOSE CRITERION The school has a clearly stated vision and mission (purpose) based on its student needs, current educational research, current educational research, the district LCAP, and the belief that all students can achieve at high academic levels. Supported by the governing board and the district LCAP, the school’s purpose is defined further by schoolwide learner outcomes and the academic standards.
Vision – Mission – SLOs – Profile
Video Evidence
A1.1. Indicator: The school has established a clear, coherent vision and mission (purpose) of what students should know and demonstrate; it is based upon high-quality standards and is congruent with research, practices, the student/community profile data, and a belief that all students can learn and be college and career ready. Paragraph of text Paragraph of text Paragraph of text Paragraph of text
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ORGANIZATION Development/Refinement of Vision, Mission, SLOs A1.2. Indicator: There are effective processes in place to ensure involvement of all stakeholders in the development and periodic refinement of the vision, mission, and schoolwide learner outcomes.
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ORGANIZATION Understanding of Vision, Mission, and SLOs, District LCAP A1.3. Indicator: Students, parents, and other members of the school and business community demonstrate understanding of and commitment to the vision, mission, the schoolwide learner outcomes, and the district LCAP. Paragraph of text Paragraph of text Paragraph of text Paragraph of text Paragraph of text Paragraph of text Paragraph of text
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ORGANIZATION A2: GOVERNANCE CRITERION The governing board (a) has policies and bylaws that are aligned with the school’s purpose and support the achievement of the schoolwide learner outcomes and academic, college, and career standards based on data-driven instructional decisions for the school; (b) delegates implementation of these policies to the professional staff; and (c) monitors results regularly and approves the single schoolwide action plan and its relationship to the Local Control and Accountability Plan.
Governing Board and District Administration
A2.1. Indicator: The district policies and procedures are clear regarding the specific duties and roles of the governing board and district administration in their relationship to the school and staff. Paragraph of text Paragraph of text Paragraph of text Paragraph of text
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ORGANIZATION Understanding the Role of the Governing Board
A2.2. Indicator: There is clear understanding about the role and responsibilities of the governing board and the professional staff.
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ORGANIZATION Governing Board and Stakeholder Involvement
A2.3. Indicator: Parents, community members, staff and students are engaged in the governance of the school.
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ORGANIZATION Board’s Evaluation/Monitoring Procedures
A2.4. Indicator: There is clarity of the evaluation and monitoring directed by the governing board and carried out by the district administration.
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ORGANIZATION Complaint and Conflict Resolution Procedures
A2.5. Indicator: The established governing board/school’s complaint and conflict resolution procedures as they apply to the school’s stakeholders are effective.
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ORGANIZATION A3: LEADERSHIP: EMPOWERMENT & CONTINUOUS PLANNING & MONITORING CRITERION Based on student achievement data, the school leadership, parent/community, and staff make decisions and initiate activities that focus on all students achieving the schoolwide learner outcomes and academic, college, and career standards. The school leadership and staff annually monitor and refine the single schoolwide action plan and make recommendations to modify the LCAP based on analysis of data to ensure alignment with student needs.
Broad-Based and Collaborative
A3.1. Indicator: The school’s broad-based, collaborative planning process is a continuous improvement cycle that a) assesses data to determine student needs, b) collaboratively determines and implements strategies and actions and c) monitors results.
Doc Evidence
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ORGANIZATION Single School Plan for Student Achievement Correlated to Student Learning
A3.2. Indicator: The school’s Single Plan for Student Achievement (SPSA) is
Video Evidence
directly correlated to and driven by the analysis of student achievement data. Paragraph of text Paragraph of text Paragraph of text Paragraph of text
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ORGANIZATION Staff Actions/Accountability to Support Learning
A3.3. Indicator: The school leadership and staff demonstrate shared decisionmaking, responsibility, and self-reflection on actions and accountability for implementing practices and programs that support student learning. Paragraph of text Paragraph of text Paragraph of text Paragraph of text
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ORGANIZATION Internal Communication and Planning
A3.4. Indicator: The school has effective existing structures for internal communication, planning, and resolving differences. Paragraph of text Paragraph of text Paragraph of text Paragraph of text
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ORGANIZATION A4: STAFF: QUALIFIED AND PROFESSIONAL DEVELOPMENT CRITERION A qualified staff facilitates achievement of the student academic standards and the schoolwide learner outcomes through a system of preparation, induction, and ongoing professional development. There is a systematic approach to continuous improvement through professional development based on student performance data, student needs, and research.
Qualifications and Preparation of Staff
A4.1. Indicator: The school has procedures to ensure that staff members are qualified based on staff background, training, and preparation.
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ORGANIZATION Staff Assignment and Preparation
A4.2. Indicator: The school has a process to assign staff members and provide appropriate orientation for all assignments, including online instruction and focused programs, to maximize the expertise of the staff members in relation to impact on quality student learning.
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ORGANIZATION Defining and Understanding Practices/Relationships
A4.3. Indicator: The school implements a clear system to communicate administrator and faculty written policies, charts, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff.
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ORGANIZATION Support of Professional Development/Learning and Measurable Effect on Student Learning A4.4. Indicator: The school effectively supports professional
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development/learning with time, personnel, material, and fiscal resources to facilitate all students achieving the academic, college- and career-readiness standards, and the schoolwide learner outcomes. Paragraph of text Paragraph of text Paragraph of text Paragraph of text
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ORGANIZATION Supervision and Evaluation
A4.5. Indicator: The school implements effective supervision and evaluation procedures in order to promote professional growth of staff.
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ORGANIZATION A5: RESOURCES CRITERION The human, material, physical, and financial resources are sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) and LCAP to support students in accomplishing the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes.
Allocation Decisions and Their Impact
A5.1. Indicator: There is a relationship between the decisions about resource allocations, the school’s vision, mission, the schoolwide learner outcomes, the critical student learning needs, the district’s LCAP and the Single Plan for Student Achievement (SPSA), the academic standards, and the college- and career-readiness standards. The school leadership and staff are involved in the resource allocation decisions. Paragraph of text Paragraph of text Paragraph of text Paragraph of text
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ORGANIZATION Practices
A5.2. Indicator: There are processes operating in relationship to district practices for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices.
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ORGANIZATION Facilities
A5.3. Indicator: The school’s facilities are adequate to meet the students’ learning needs, support the educational program (i.e., accomplish the vision, mission, and the schoolwide learner outcomes) and are safe, functional, and well-maintained.
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ORGANIZATION Instructional Materials and Equipment
A5.4. Indicator: The policies and procedures for acquiring and maintaining adequate instructional materials and equipment, such as textbooks, other printed materials, audio-visual, support technology, manipulatives, and laboratory materials are effective.
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ORGANIZATION Well-Qualified Staff
A5.5. Indicator: Resources are available to enable the hiring, nurturing, and ongoing professional development of a well-qualified staff for all programs such as online instruction and college and career.
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ORGANIZATION Long-Range Planning
A5.6. Indicator: The district and school’s processes for regularly and effectively aligning the Local Control Accountability Plan (LCAP) with site resource decisions ensures the continual availability and coordination of appropriate funds to support students’ achievement of the critical student learning needs, the academic standards, college- and career-readiness standards, and the schoolwide learner outcomes. Paragraph of text Paragraph of text Paragraph of text Paragraph of text
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ORGANIZATION SUMMARY
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TEAM CURRICULUM
TEAM CO-LEADER // Heather Han TEAM CO-LEADER // Leah McCauley
ADMIN STUDENTS PARENTS CLASSIFIED SUPPORT + GUIDANCE APA ENGLISH FOREIGN LANGUAGE
Paula Tanasescu // Anh Lam // Allison Stauffer Courtney Riddle // Nolann Blokdyk Cynthia CJ Jacobs // Karin Atinizian // Kathi Navarrete // Joe Batte Ellen Chang // Olga Hernandez // James Joseph // Tonie Proctor Justin Martin // Mai Nguyen Carolyn Bolden // Kathy Cadigan // Erin Stowell Jamie Knight Joshua Anderson // Mark Kamei Lorena Adame Moreno // Luis Arroyo Brett Brown
INDUSTRIAL TECHNOLOGY
Nick Schwab
SCIENCE SOCIAL STUDIES SPED VISUAL ARTS
TEAM MEMBERS: 43 TOTAL
Melissa Chan-Nauli // Stacy Robinson
HEALTH + PE
MATH
MEETING LOCATION: ROOM A38
Penny Kim // Dan Talberg // Mimi Woods John Johnston // Ken Ostrowski // Denise Yokoe Tiffany Blake // Nancy Carter // Jenna Harkey Erika Mackin // David McGrath Matt Harward
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CURRICULUM B1: RIGOROUS AND RELEVANT STANDARDS-BASED CURRICULUM CRITERION All students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. Through standards-based learning (what is taught and how it is taught), these are accomplished.
Current Educational Research and Thinking
B1.1. Indicator: The school uses current educational research related to
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CURRICULUM Academic and College- and Career-Readiness Standards for Each Area
B1.2. Indicator: The school has defined academic standards and college- and career-readiness standards for each subject area, course, and/or program.
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CURRICULUM Congruence
B1.3. Indicator: There is congruence between the actual concepts and skills taught, the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes.
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CURRICULUM Integration Among Disciplines
B1.4. Indicator: There is integration and alignment among academic and career technical disciplines at the school and where applicable, integration of outsourced curriculum into the program so that curricular integrity, reliability, and security are maintained.
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CURRICULUM Articulation and Follow-up Studies
B1.5. Indicator: The school articulates regularly with feeder schools, local colleges and universities, and technical schools. The school uses follow-up studies of graduates and others to learn about the effectiveness of the curricular program.
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CURRICULUM B2: ACCESS TO CURRICULUM CRITERION All students have equal access to the school’s entire program and are provided assistance with a personal learning plan to meet the requirements of graduation and are prepared for the pursuit of their academic, personal, and career goals.
Variety of Programs — Full Range of Choices
B2.1. Indicator: All students are able to make appropriate choices and pursue
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a full range of realistic college and career and/or other educational options. The school provides for career exploration, preparation for postsecondary education, and pre-technical training for all students. Paragraph of text Paragraph of text Paragraph of text Paragraph of text
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CURRICULUM Accessibility of All Students to Curriculum, including Real World Experiences
B2.2. Indicator: A rigorous, relevant, and coherent curriculum that includes
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real world applications is accessible to all students through all courses/programs offered. Paragraph of text Paragraph of text Paragraph of text Paragraph of text
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CURRICULUM Student-Parent-Staff Collaboration
B2.3. Indicator: Parents, students, and staff collaborate in developing and monitoring a student’s personal learning plan and their college and career and/or other educational goals. (This includes the evaluation of whether online instruction matches the student’s learning style.)
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CURRICULUM Post High School Transitions
B2.4. Indicator: The school implements strategies and programs to facilitate transitions to college, career, and other postsecondary high school options and regularly evaluates their effectiveness.
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CURRICULUM SUMMARY
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TEAM INSTRUCTION
MEETING LOCATION: ROOM A2
TEAM CO-LEADER // Jeremy Cope TEAM CO-LEADER // Liz Rehberger
ADMIN STUDENTS PARENTS CLASSIFIED SUPPORT + GUIDANCE APA AVID + CONSUMER STUDIES ENGLISH FOREIGN LANGUAGE HEALTH + PE MATH SCIENCE SOCIAL STUDIES SPED
TEAM MEMBERS: 42 TOTAL
Tim Floyd Kyle Petersen // Danielle Rommerdahl // Megan Peters Terri Yost // Judy Schulte Lucia Albert // Art Long // Susan West // Devonne Aguilar Gina Batte // Richard Jauregui // Erick Thomas // Tracy Dev Tague Coday // Quan Hoang // Andrew Wildhauber Maureen Anzivino // Michael Olsen Christina Hernandez // Robert Rotenberry Maria Georgakopoulos Scott McLaughlin // Geneva Trelease // Bethany Treskes Brande Dunn // Isabelle Garet // Jennifer Malone Andy Verdone Melissa Dahl // Trent DeLazzer // Minh Huynh // Benji Medure Bryan DeWilde // Carissa Rice // Lisa Tai Greg Goran // Ashleigh Hampton // Brian Murray Lisa Keefer
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INSTRUCTION C1: CHALLENGING AND RELEVANT LEARNING EXPERIENCES CRITERION To achieve the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes, all students are involved in challenging and relevant learning experiences.
Results of Student Observations and Examining Work
C1.1. Indicator: The students are involved in challenging and relevant work as evidenced by observations of students working and the examination of student work.
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INSTRUCTION Student Understanding of Learning Expectations
C1.2. Indicator: The students understand the standards/expected performance levels for each area of study.
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INSTRUCTION Differentiation of Instruction
C1.3. Indicator: The school’s instructional staff members differentiate instruction, including integrating multimedia and technology, and evaluate its impact on student learning.
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INSTRUCTION C2: STUDENT ENGAGEMENT CRITERION 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.
Current Knowledge
C2.1. Indicator: Teachers are current in the instructional content taught and research-based instructional methodology, including the integrated use of multimedia and technology.
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INSTRUCTION Teachers as Coaches
C2.2. Indicator: Teachers facilitate learning as coaches to engage all students. Paragraph of text Paragraph of text Paragraph of text Paragraph of text
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INSTRUCTION Examination of Student Work
C2.3. Indicator: Students demonstrate that they can apply acquired knowledge and skills at higher cognitive levels to extend learning opportunities.
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INSTRUCTION C2.4. Indicator: Students demonstrate higher-level thinking and problem solving skills within a variety of instructional settings. Paragraph of text Paragraph of text Paragraph of text Paragraph of text
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INSTRUCTION C2.5. Indicator: Students use technology to support their learning. Paragraph of text Paragraph of text Paragraph of text Paragraph of text
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INSTRUCTION C2.6. Indicator: Students use a variety of materials and resources beyond the textbook. Paragraph of text Paragraph of text Paragraph of text Paragraph of text
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INSTRUCTION Real World Experiences
C2.7. Indicator: All students have access to and are engaged in career preparation activities.
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INSTRUCTION SUMMARY
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TEAM ASSESSMENT
TEAM CO-LEADER // Ryan Kimes TEAM CO-LEADER // Rosie Harshman
ADMIN STUDENTS PARENTS CLASSIFIED SUPPORT + GUIDANCE APA ENGLISH FOREIGN LANGUAGE HEALTH + PE INDUSTRIAL TECHNOLOGY MATH SCIENCE SOCIAL STUDIES SPED
MEETING LOCATION: ROOM A3 TEAM MEMBERS: 43 TOTAL
Shawn McManus Ethan Tweitmann // Melissa Alvarez // Annalise Fox Lisa Kemmerer // Rochelle Alves Courtney Eargle // Mary Garlington // Jennifer Jackson // Jana Hinrichs Maureen McDonald // Alma Escobedo // Emmi Seminara // Yesika Parra Greg Bomolick // Shannon McCormack // Robert Perez Erin Dorsey // Martha Wait-Hubner // Rhonda Watkins Diane Makas // Tim Nelson Michael Feliciani // Beth Lammers // Kareen Shackleford Stacy Kenworthy-Kruger // Heather Oberly // Tim Stewart Erin Rands Kevin Crossett Leanne Lasnier // Chris Soch David Renfrew // Jayson Ruth // Aubrey Stills Bridgette Eulberg // Mike Fritchoff // Bill Harmicar Amy Hager // Kelly Keating
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ASSESSMENT D1: USING ASSESSMENT TO ANALYZE & REPORT STUDENT PROGRESS CRITERION The school staff uses a professionally acceptable assessment process to collect, disaggregate, analyze, and report student performance data to the school staff, students, parents, and other stakeholders.
Professionally Acceptable Assessment Process
D1.1. Indicator: The school uses effective assessment processes to collect, disaggregate, and analyze student performance data.
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ASSESSMENT Monitoring and Reporting Student Progress
D1.2. Indicator: The school informs and creates understanding through effective processes in order to keep district, board, parents, and the business and industry community informed about student progress toward achieving the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. Paragraph of text Paragraph of text Paragraph of text Paragraph of text
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ASSESSMENT Monitoring of Student Growth
D1.3. Indicator: The school has an effective system to determine and monitor all students’ growth and progress toward meeting the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes, including a sound basis upon which students’ grades are determined and monitored. Paragraph of text Paragraph of text Paragraph of text Paragraph of text
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ASSESSMENT D2: USING ASSESSMENT TO MONITOR & MODIFY LEARNING IN THE CLASSROOM CRITERION Teachers employ a variety of appropriate formative and summative assessment strategies to evaluate student learning. Students and teachers use these findings to modify the learning/teaching practices to improve student learning.
Appropriate Assessment Strategies
D2.1. Indicator: Teachers consistently use appropriate formative and
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summative strategies to measure student progress and guide classroom instruction. Paragraph of text Paragraph of text Paragraph of text Paragraph of text
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ASSESSMENT Demonstration of Student Achievement
D2.2. Indicator: Teachers use the analysis of assessments to guide, modify and adjust curricular and instructional approaches.
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ASSESSMENT Student Feedback
D2.3. Indicator: Student feedback is an important part of monitoring student and classroom progress over time based on the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. Interviews and dialogue with representative students inform the degree to which learning experiences are understood and relevant in preparing students for college, career, and life. Paragraph of text Paragraph of text Paragraph of text Paragraph of text
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ASSESSMENT D3: USING ASSESSMENT TO MONITOR & MODIFY THE PROGRAM SCHOOLWIDE CRITERION The school, with the support of the district and community, has an assessment and monitoring system to determine student progress toward achievement of the academic standards, the collegeand career-readiness standards, and the schoolwide learner outcomes. The system drives the school’s program to continually improve and to allocate resources to effectively meet student needs.
Schoolwide Assessment and Monitoring Process D3.1. Indicator: The following stakeholders are involved in the assessment and monitoring process of student progress: district, board, staff, students, parents, and the business and industry community. Paragraph of text Paragraph of text Paragraph of text Paragraph of text
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ASSESSMENT Curriculum-Embedded Assessments D3.2. Indicator: The school regularly examines and analyzes standards-based curriculum-embedded and standardized assessments for English language and mathematics in all subject areas.
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ASSESSMENT Schoolwide Modifications Based on Assessment Results D3.3. Indicator: The school uses assessment results to make changes in the school program, professional development activities, and resource allocations demonstrating a results-driven continuous process.
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ASSESSMENT D3.4. Indicator: The school periodically assesses its curriculum and instruction review and evaluation processes. Paragraph of text Paragraph of text Paragraph of text Paragraph of text
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ASSESSMENT D3.5. Indicator: The school employs security systems that maintain the integrity of the assessment process. Paragraph of text Paragraph of text Paragraph of text Paragraph of text
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ASSESSMENT SUMMARY
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TEAM SUPPORT TEAM CO-LEADER // Jillian Jontig TEAM CO-LEADER // Gina Broesamle
ADMIN STUDENTS PARENTS CLASSIFIED SUPPORT + GUIDANCE APA ENGLISH FOREIGN LANGUAGE HEALTH + PE MATH
Brenda Muxi // Amber Hoaglin // Carson Taylor // Chyna Gudgel Robin Slome Sandy Abeles // Diane Altice // Teri Moore // Terry Thomas Christina Biardi // Rosalene Villarreal // Stuart Strothers // Janine Temple Matt White // Marcela Rivas // Jerry Tune Tiffany Do // Rose Haunreiter // Jodi Young Gregg Gilboe // Mike Simmons Amy Harbour // Monica Weed Lorena Acuna // Kristina Flowers // Cody Moran Adam Springston Jessica Pinto // Jeff Ruziecki // Kelley Thom Ian Dominelli // Craig Pazanti // Rachelle Vidrio
SOCIAL STUDIES
Mike Groscost // Fabian Luna // Ethan Stickney
VISUAL ARTS
TEAM MEMBERS: 42 TOTAL
Jo Archival // Melissa Vandenbosch
SCIENCE
SPED
MEETING LOCATION: ROOM B20
Alex Spiegel Garrett Stryker
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SUPPORT E1: PARENT AND COMMUNITY ENGAGEMENT CRITERION The school leadership employs a wide range of strategies to encourage family, business, industry, and community involvement, especially with the learning/teaching process.
Regular Parent Involvement
E1.1. Indicator: The school implements strategies and processes for the regular involvement of all stakeholder support groups in the learning and teaching process, including parents of non-English speaking, special needs and online students. Paragraph of text Paragraph of text Paragraph of text Paragraph of text
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SUPPORT Use of Community Resources
E1.2. Indicator: The school uses community resources to support student learning.
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SUPPORT E2: SCHOOL ENVIRONMENT CRITERION The school is a) a safe, clean, and orderly place that nurtures learning and b) has a culture that is characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement.
High Expectations/Concern for Students
E2.2. Indicator: The school demonstrates caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning.
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SUPPORT Atmosphere of Trust, Respect, and Professionalism
E2.3. Indicator: The school has an atmosphere of trust, respect, and professionalism.
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SUPPORT E3: PERSONAL AND ACADEMIC STUDENT SUPPORT CRITERION All students receive appropriate academic support and intervention to help ensure school, college, and career success. Students with special talents and/or needs have access to a system of personal support services, activities, and opportunities at the school. These are enhanced by business, industry, and the community.
Adequate Personalized Support
E3.1. Indicator: The school has available and adequate services to support
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SUPPORT Support and Intervention Strategies Used for Student Growth/Development
E3.2. Indicator: Strategies are used by the school leadership and staff to
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develop and implement personalized approaches to learning and alternative instructional options. Paragraph of text Paragraph of text Paragraph of text Paragraph of text
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SUPPORT Support Services – Interventions and Student Learning
E3.3. Indicator: The school leadership and staff ensure that the support services and related activities have a direct relationship to student involvement in learning based on the academic standards and the schoolwide learner outcomes, e.g., within and outside the classroom, for all students, including the EL, GATE, special education, and other programs. Paragraph of text Paragraph of text Paragraph of text Paragraph of text
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SUPPORT Equitable Academic Support to Enable All Students Access to a Rigorous Curriculum
E3.4. Indicator: Through the use of equitable support all students have access
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SUPPORT Co-Curricular Activities
E3.5. Indicator: The school ensures that there is a high level of student involvement in curricular and co-curricular activities that link to the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes.
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SUPPORT SUMMARY
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AREAS OF STRENGTH
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AREAS OF NEED
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ACRONYMS + abbreviations HBHS Administration Team Advanced Placement
Admin AP
Academy for the Performing Arts
APA
Adaptive Physical Education
APE
Advanced Placement Environmental Science
APES
Associated Student Body
ASB
American Sign Language
ASL
Advancement Via Individual Determination
AVID
Beginning Teacher Support and Assessment
BTSA
California Science Test
CAST
Coffee, Cocoa, Cookies, and Cram
CCCC
Common Core State Standards
CCSS
California Department of Education California English Language Development Test Cross-Cultural Language Academic Development Cognitive Ability Test College Preparatory
CDE CELDT CLAD COGAT CP
Career Technical Education
CTE
District Educators Association
DEA
Deaf and Hard of Hearing
DHH
Early Assessment Program
EAP
English Language Arts
ELA
ACRONYMS + abbreviations [cont.] English Language Development
ELD
English Learners
EL
English Only
EO
English Second Language
ESL
Fluent English Proficient
FEP
Gifted and Talented Education (academic) Grade Point Average Huntington Beach High School Huntington Beach Union High School District Individual with Disabilities Education Act Individualized Education Plan Information Systems
GATE GPA HBHS HBUHSD IDEA IEP IS
Local Control and Accountability Plan
LCAP
Local Educational Agency Plan
LEAP
Limited English Proficient Learning Handicapped Literature and Modern Media (course) Music Media Entertainment and Technology
LEP LH LMM MMET
Multi-Tier Systems of Support
MTSS
Model United Nations
MUN
National Honor Society
NHS
Orange County Department of Education
OCDE
ACRONYMS + abbreviations [cont.] Orange County Science, Technology, Engineering & Mathematics Program for English Language Learners
OCSTEM PELL
Parent Latino Initiative
PLI
Program Quality Review
PQR
Prep for SAT 11th grade
PSAT
School Psychologists
Psychs
Parent Teacher Student Association
PTSA
Relationship by Objective
RBO
Re-designated Fluent English Proficient
RFEP
Regional Occupational Programs
ROP
Resource Specialist Program
RSP
Response to Intervention
RTI
Student Attendance Review Board
SARB
School Accountability Report Card
SARC
Scholastic Achievement Test Smarter Balanced Assessment Consortium Specially Designed Academic Instruction in English
SAT SBAC SDAIE
Socially Economically Disadvantage
SED
Special Education Information System
SEIS
Services for English Language Learners
SELL
Special Education Local Plan Area Severely Handicapped
SELPA SH
ACRONYMS + abbreviations [cont.] Student Learning Objectives
SLO
Student Orientation Assessment and Registration
SOAR
Single Plan for Student Achievement
SPAC
School Site Council
SSC
Student Support Specialist
SSS
Student Study Team
SST
(Awards) Specialized Training/Talent Achievement Recognition
STAR
Students with Disabilities
SWD
Visual Performing Arts Western Association of Schools and Colleges
VPA WASC
SELF-STUDY REPORT SPRING 2018
PDF Copy of Report
Report on Google Drive
Published Copy of Report
Co-Authors Misha Seeker and Ashley Patterson