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www.svhs.santacruz.k12.ca.us

Website:

[email protected]:

831-439-9555Phone:

Scotts Valley, California 95066-3262555 Glenwood Dr.Address:

Valerie BariteauPrincipal:

The District Governing Board approved this revision of the School Plan on:

Scotts Valley High SchoolScotts Valley Unified District

2012-13

Goals and Actions Start Date Completion Date Amount

English-Language Arts

9th grade students ELA

Writing Strategies 10/19/2012 10/19/2012 $4,272

11th grade students

Writing Strategies and Literary Response

10/19/2012 10/19/2012 $4,271

10th Grade ELA

Writing Strategies and Literary Response

10/19/2012 10/19/2012 $6,471

Mathematics

All Math Students

Math 10/19/2012 10/19/2012 $3,706

History/Social Science

10th and 11th Grade History Students

Humanities 10/19/2012 10/19/2012 $0

Science

All Science Students

Science 10/19/2012 10/19/2012 $1,666

Visual & Performing Arts

All VAPA courses

VAPA 10/19/2012 10/19/2012 $0

Physical Education

9th and 10th grade PE students

PE 10/19/2012 10/19/2012 $0

Foreign Language

All Foreign Language Students

Written Production 10/19/2012 10/19/2012 $0

School Climate

School Wide Cultural

School Wide Learner Outcomes (SLOs)

10/19/2012 10/19/2012 $0

Other

IB

IB coordination 8/29/2012 6/11/2014 $33,996

Total Annual Expenditures for Current Site Plan: $54,382.00

of 4011/9/2012 Powered by SchoolCity, Inc

Single Plan For Student Achievement ReportScotts Valley High 2012-13

Goals

Form A: Planned Improvements in Student Performance

Who are the focus students?

All 9th grade students with special emphasis on students with disabilities and English Language Learners and socio-economically disadvantaged students.

What process will you use to monitor and evaluate the data?

What data will be collected to measure student achievement?

- District benchmark assessments to be taken in November and March- Practice test data on target curricular/standard areas- Common Assessments at end of Fall semester- 2013 CST exams

What is the expected growth?

To raise the percentage by 5% of all 9th grade students performing at the proficiency level or above.

Goal Area : English-Language Arts

Goal Title : 9th grade students ELA

By the end of the 2012-13 school year, 9th grade students will raise CST scores in California State Standards in Writing Strategies to 89% by using skill based formative assessments.

English teachers will assess the Common Core Standards as they compare with State Standards to align the curriculum and scope and sequences to the Common Core Standards.

Essential Program Components

EPC# 1 2 3 4 5 6 7 8 9

Have

What data did you use to form this goal (findings from data analysis)?

The ELA 2012 CST.

How does this goal align to your Local Educational Agency Plan goals?

The LEA plan focuses on raising the band level for all students, with emphasis on socio-economically disadvantaged students

What did the analysis of the data reveal that led you to this goal?

Looking at cluster scores, 9th grade students scored lower in writing strategies.

Which stakeholders were involved in analyzing data and developing this goal?

All English teachers.

The school site council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet API and AYP growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards:



All 9th grade teachers will give the same assessments.Data will be entered in Data Director to provide individual student progress.Teachers will participate in Data Talks where results will be analyzed.Next steps will be determined. These steps may include reteaching of concepts, intervention focused on certain students and additional assessments.Data Talks will be held at the district level through the administrative leadership team.

People Assigned :

All 9th grade teachers

Measures :

- District Benchmarks- Classroom assessments-- CST assessments

Tasks :

-All 9th grade teachers will give the same assessments.- Data will be entered into Data Director- Participation in Data Talks with the focus on reteaching of concepts, focused intervention for each student and any individual assessment as needed.

Action Title: Writing Strategies

Start Date : 10/19/2012 Completion Date : 10/19/2012

Funding Resources Related Expenditures Estimated Cost

Economic Impact Aid: Limited English Proficiency (LEP)

Certificate hourly ELD support $3,716


purchas of benchmark exams $556

Means of Achievement: Alignment of instruction with content standards

Actions to improve achievement to exit program improvement (if applicable).




All 11th grade students with special emphasis on students with disabilities and English Language Learners


All 11th grade teachers will give the same benchmark assessments.Data will be entered in Data Director to provide individual student progress.Teachers will participate in Data Talks where results will be analyzed.Next steps will be determined. These steps may include reteaching of concepts, intervention focused on certain students and additional assessments.Data Talks will be held at the district level through the administrative leadership team.


- Data from District Benchmarks to be taken in November and March- Practice test data on target curricular/standard areas- 2013 CST exams


To raise all 11th grade students performing at proficiency level or above by at least 5%.


Goal Title : 11th grade students

By the end of the 2012-13 school year all 11th grade students will raise CST scores in California State Standards in Writing Strategies and Literary Response and Analysis to 89% proficiency level by using skill based formative assessments.



EPC# 1 2 3 4 5 6 7 8 9

Have



2012 ELA CST




Cluster scores revealed that students needed more focus on Writing Strategies and Literary Response and Analysis.


All English teachers.



People Assigned :

All 11th grade ELA teachers

Measures :

- District Benchmarks- CST assessments- Department created assessments

Tasks :

All 11th grade teachers will give the same assessments.- Data will be entered into Data Director- Participation in Data Talks with the focus on reteaching of concepts, focused intervention for each student and any individual assessment as needed.

Action Title: Writing Strategies and Literary Response






purchase of benchmark exams $555





Goal Title : 10th Grade ELA

By the end of the 2012-13 school year, 10th grade students will raise CAHSEE and CST scores in California State Standards in Writing Strategies and Literary Response and Analysis to 89% proficiency level by using skill based formative assessments.



EPC# 1 2 3 4 5 6 7 8 9

Have


2012 CAHSEE2012 ELA CST




All 10th grade students with special emphasis on students with disabilities and English Language Learners


All 10th grade teachers will give the same benchmark assessments.Data will be entered in Data Director to provide individual student progress.Teachers will participate in Data Talks where results will be analyzed.Next steps will be determined. These steps may include reteaching of concepts, intervention focused on certain students and additional assessments.Data Talks will be held at the district level through the administrative leadership team.


- Data from District Benchmarks to be taken in November and March- CAHSEE scores from February exam- Practice test data on target curricular/standard areas- 2013 CST exams


To raise all 10th grade students performing at proficiency level or above by at least 5%.




Cluster scores revealed that students needed more focus on Writing Strategies and Literary Response and Analysis.


All English teachers



People Assigned :

All 10th grade ELA teachers- All department chairs with the exception of PE.

Measures :

- District Benchmarks-CST assessments- CAHSEE assessments- Department created assessments

Tasks :

All 10th grade teachers will give the same assessments.- Data will be entered into Data Director- Participation in Data Talks with the focus on reteaching of concepts, focused intervention for each student and any individual assessment as needed.- Glad training for vocabulary development

Action Title: Writing Strategies and Literary Response





NCLB: Title II, Part A, Teacher Quality Release for credentialed teachers $2,200


purchase of benchmark exams $555




Goal Area : Mathematics

Goal Title : All Math Students

The percentage of students who score proficient or advanced on the 2013 CST will increase to at least 89% proficient in General Math, Algebra 1, Algebra 2, Geometry, High School Summative math exams.

Math teachers will assess the Common Core Standards as they compare with State Standards to align the curriculum and scope and sequences to the Common Core Standards.


EPC# 1 2 3 4 5 6 7 8 9

Have


- 2012 CAHSEE exam- 2012 Math CSTs




English Language LearnersStudents with DisabilitiesSocio-Economically Disadvantaged Students



Each teacher will analyze assessments, individually and in course-alike groups to measure student achievement.Assessments will include:- District Benchmarks Assessments- Common Assessments given at end of grading periods- CAHSEE- All Math CSTs = Cluster Scores


At least to a 89% proficiency or advanced level




While test scores in each course improved from the student body as a whole, the scores for some of our sub-groups declined.


All Math Teachers



All math teachers in course-alikes will give the same assessments.Data will be entered in Data Director to provide individual student progress.Teachers will participate in Data Talks where results will be analyzed.Next steps will be determined. These steps may include reteaching of concepts, intervention focused on certain students and additional assessments.Data Talks will be held at the district level through the administrative leadership team.Math teachers of Algebra 1, Pre-Algebra and Algebra 1a will participate in SVMI training

People Assigned :

All math teachers

Measures :

Each teacher will analyze assessments, individually and in course-alike groups to measure student achievement.Assessments will include:- District Benchmarks Assessments- Common Assessments given at end of grading periods- CAHSEE- All Math CSTs = Cluster Scores

Tasks :

All Math teachers will give the same assessments.- Data will be entered into Data Director- Participation in Data Talks with the focus on reteaching of concepts, focused intervention for each student and any individual assessment as needed.- Teachers of Pre-Algebra, Algebra 1A and Algebra 1 will participate in SVMI training

Action Title: Math



NCLB: Title II, Part A, Teacher Quality Release for credentialed teachers $2,040


Purchase of benchmark exams $1,666





Goal Area : History/Social Science

Goal Title : 10th and 11th Grade History Students

There will be a combined 22% growth in the areas of proficient or advanced in 10th and 11th grade history on the 2013 CST exams.

History teachers will increase an awareness of the Common Core Standards as they compare with State Standards to align the curriculum and scope and sequences to the Common Core Standards.


EPC# 1 2 3 4 5 6 7 8 9

Have


Cluster Scores from the 2012 CST exams in World History and US History.




English Language LearnersStudents with DisabilitiesSocioeconomically disadvantaged studentsOther students who also fell in the Basic or below categories


- Humanities teachers will meet and collaborate with Special Education teachers to review student progress.- Humanities teachers will meet and collaborate with ELL teacher to provide support as needed.- SED student information released to individual teachers to provide additional support as needed.- Assessment data will be entered in DATA Director to facilitate data analysis.- Data will be discussed at scheduled Data Talks with plans made to support students not achieving proficiency.


- Formative Assessments- Fall Semester Common Assessments given in each course= Final Exams- Vocabulary quizzes= identify academic vocabulary in each unit of study- Results of individual student scores from test-released questions= using released questions in formative and summative assessments to familarize students with type of questions to be used on CST exams- 2013 CST exams


At least a 22% growth of students performing at proficient or above.


Our goal will bring our number of students at proficient or above to the level stated in the Local Educational Agency Plan.


67% of our students are scoring proficient or above. A disproportionate amount of students in our targeted subgroups are still scoring in Basic or below.


Teachers in Humanities, Special Education, and Arts Departments.



People Assigned :

All 10th and 11th History teachers

Measures :

- CST assessments- Department created assessments

Tasks :

- Humanities teachers will meet and collaborate with Special Education teachers to review student progress.- Humanities teachers will meet and collaborate with ELL teacher to provide support as needed.- SED student information released to individual teachers to provide additional support as needed.- Assessment data will be entered in DATA Director to facilitate data analysis.- Data will be discussed at scheduled Data Talks with plans made to support students not achieving proficiency.

Action Title: Humanities





Goal Area : Science

Goal Title : All Science Students

Science CST scores for students selected from the district-wide significant subgroups will increase by at least 10% from 2012 to 2013.All students' CST scores in focus CST clusters will increase by 10% from 2012-2013.

Science teachers will increase an awareness of the Common Core Standards as they compare with State Standards to align the curriculum and scope and sequences to the Common Core Standards.


EPC# 1 2 3 4 5 6 7 8 9

Have


Science teachers analyzed 2012 CST scores for all students and students in specific sub groups.CST scores were compared with teacher grades earned by students in science classes.




- Students from identified subgroups, especially ELL and Socio-Economic.- All students enrolled in a science class.


Science teachers from each course will chose two focus clusters. Curriculum for those clusters will be revised to align closely with the State Standards. More activities focused on these standards will be introduced and periodically revisited throughout the year.10% of students will participate in extra credit, such as the County Science Fair, or pre IB activities. These activities will be offered each month.


In class grades and test results will be compared to grades and test results from the previous year.Scores on the department-generated benchmarks will be compared to previous year's scores.2013 CST scores


All students' scores are to improve by 10%


To raise student achievement for all students, with special focus on students in subgroups- students with disabilities, socioeconomically disadvantaged students and English Language Learners.


Progress was made toward this goal from 2011 to 2012. Overall CST scores showed improvement, but not all scores improved as much as planned. There was improvement in most of identified subgroups' scores, but not by the 10% desired. Some identified subgroups showed no improvement.


All the teachers in the Science department



People Assigned :

All Science teachers

Measures :

- CST assessments- Department created assessments

Tasks :

Science teachers from each course will chose two focus clusters. Curriculum for those clusters will be revised to align closely with the State Standards. More activities focused on these standards will be introduced and periodically revisited throughout the year.10% of students will participate in extra credit, such as the County Science Fair, or pre IB activities. These activities will be offered each month.

Action Title: Science




purchase of benchmark exams $1,666





All VAPA students with special emphasis on students with disabilities, English Language Learners and socio-economically disadvantaged students.


Review of IB internal and external assessments with targeted IB students


Internal and external IB assessments.


89% proficient on department created assessments100 % passing rate on the art IB exams.

Goal Area : Visual & Performing Arts

Goal Title : All VAPA courses

By June 2013 89% of all VAPA students will be proficient in the ability to use subject specific terminology to assess their own performance piece for performing arts or artwork for fine arts as well as peer work. Students will be measured by a common point based rubric of proficiency adapted to each individual arts area.


EPC# 1 2 3 4 5 6 7 8 9

Have



VAPA teachers reviewed 2012 student performance on the IB exams and teacher generated assessments.




Students need to focus on self assessment and peer evaluation. Students are using subject specific terminology and are becoming effective communicators by learning styles of critique that is constructive and allows for feedback. While students have shown improvement it is evident that focus should continue in this area to allow student mastery.


All VAPA teachers, including teachers of art, drama, music and graphics courses.



People Assigned :

All VAPA teachers

Measures :

- Internal and External IB assessments

Tasks :

All VAPA students will be proficient in the ability to use subject specific terminology to assess their own performance piece for performing arts or artwork for fine arts as well as peer work. Students will be measured by a common point based rubric of proficiency adapted to each individual arts area.

Action Title: VAPA






All 9th grade students


Goal Area : Physical Education

Goal Title : 9th and 10th grade PE students

89% of 9th grade PE students will reach healthy fitness zones as measured by the annual Fitness Gram assessment in 2013.


EPC# 1 2 3 4 5 6 7 8 9

Have


2012 Physical Fitness Test



13 sophomores and 12 freshmen who had a mile time of 12 minutes or more.


All PE teachers




On a quarterly basis teachers will assess the mile run and monitor student progress as entered in student's log.


- Students will participate in cardiovascular activities on a weekly basis, including running the mile. Students will log their progress in individual log diaries.

To raise the number of 9th grade students achieving a mile run to less than 8 minutes from 83% to 89% To raise the number of 10th grade students achieving a mile run to less than 8 minutes from 77% to 89%

People Assigned :

All PE teachers

Measures :

-On a quarterly basis teachers will assess the mile run and monitor student progress as entered in student logs.- Physical Fitness test for 9th graders

Tasks :

Students will participate in cardiovascular activities on a weekly basis, including running the mile.

Action Title: PE







The focus group will include all World Language students, regardless of their intentions to study Honors/IB language or not. These skills are necessary for all language learners and support their success in the other content areas as well.


All world language teachers will teach text type identification and how to produce specific text types. This includes a specific focus on conventions and register.Benchmark assessments will be given 3 times a year to measure growth and determine next steps if students have still not mastered concepts.


Department created benchmark assessments will be collected to measure student achievement.Feedback from the IB moderators in the 2013 IB exams will confirm improvement.


Since this goal is based on written feedback from the IB moderators rather than standardized test scores, it is not possible to estimate growth as we have no clear starting point. The expectation is for students to identify text types with 100% accuracy and for 80% of students to produce the text types with 100% accuracy.

Goal Area : Foreign Language

Goal Title : All Foreign Language Students

All World Language students will be able to identify 3 text types (postcard, letter, email) using standard text-type conventions with 100% accuracy by the end of the 2012-13 school year, as measured by benchmark assessments.In addition, 80% of World Language students will be able to produce one text type per grade level using standard text type conventions with 100% accuracy by the end of the 2012-13 school year, as measured by a written project/assignment.


EPC# 1 2 3 4 5 6 7 8 9

Have



2012 IB examination scores for written production as well as written feedback from IB moderators showed that an area of growth for World Language students was identifying and producing text types.


To support writing across the curriculum.


The analysis showed that world language students had stronger speaking skills than writing skills, particularly in the production of text types.


All World Language Teachers in Spanish and French.



People Assigned :

All Foreign Language teachers

Measures :

- Department created benchmark assessments 3 times a year- Internal and External IB assessments

Tasks :

All world language teachers will teach text type (postcard, letter and email) identification and how to produce specific text types. This includes a specific focus on conventions and register.

Action Title: Written Production






All students- 9th through 12th grades


Student and parent surveysAnnual analysis of attendance and disciplinary records


1. Attendance records2. Disciplinary records 3. Reduced number of requests for inter-district transfers.


1. Increase attendance rate to 95% per day.2. Reduce number of students receiving disciplinary actions including suspensions by 5%.3. Decrease number of students who cite bullying as reason for transferring out of SVHS by 5%.

Goal Area : School Climate

Goal Title : School Wide Cultural

Seek ways to more fully integrate and assess the school's School-wide Learner Outcomes (SLOs) into the daily lives of SVHS students.SLOs=Dedicated LearnersEffective CommunicatorsGlobal Citizens


EPC# 1 2 3 4 5 6 7 8 9

Have



1.2011-12 Surveys from students, staff and parents.2.Evidence assessment forms of student work as it relates to demonstration and documentation of the SLOs.3.Data derived from Peer Advocacy Team work, 4.Attendance, expulsions/suspensions and other disciplinary data



1. We learned that we were not integrating regularly and fully the SLOs.2. Evidence revealed that students did not have a clear and safe pathway to seek support in personal and social issues. Issues may include things like bullying, self harm, anger management, etc.


All stakeholders including parents, students and staff.



People Assigned :

All certificated and classified staff

Measures :

- Data derived from surveys- Data derived from attendance and disciplinary records-- Reduced number of requests for interdistrict transfers

Tasks :

-Students, parents and staff complete annual surveys - Integrate SLOs (Schoolwide Learner Outcomes) across the curriculum

Action Title: School Wide Learner Outcomes (SLOs)






IB English and Social Studies students


- Librarian will present and discuss incorporating academic journals and proper citation methods in research papers in TOK and IB English and IB History.- In 2012-13 students in IB English and History will research one paper that incorporates academic journal citations


- Department created research essays- IB English and Social Studies internal research papers


It will take two years to realize growth and this year's juniors will see results in the summer of 2014 when their IB Extended Essay results are announced.

Goal Area : Other

Goal Title : IB

By 2012-13 IB English and Social Studies students will incorporate academic research into at least one research paper.


EPC# 1 2 3 4 5 6 7 8 9

Have



2012 IB internal and external assessments



Extended Essay process revealed that students are not as strong in using academic research in their papers.


All IB English and Social Studies teachers



People Assigned :

IB coordinatorPrincipalIB Teachers

Measures :

- Internal and External Assessments, especially IB Extended Essay

Tasks :

- IB teachers will participate in IB training in Arts, TOK, Biology and HOTA, administrative training for Principal and IB Coordinator.- IB Coordinator facilitates data analysis of student IB assessments across core content areas to guide instruction and mentor IB teachers. Librarian will present and discuss incorporating academic journals and proper citation methods in research papers in TOK and IB English and IB History.- In 2012-13 students in IB English and History will research one paper that incorporates academic journal citations

Action Title: IB coordination



NCLB: Title II, Part A, Teacher Quality IB coordinator salary $24,432

NCLB: Title II, Part A, Teacher Quality IB professional development for certificated staff $9,564




Total Site Plan Budget :

Total Annual Expenditures for Current School Plan:

$54,383

$54,380

Funding Resource Code Funding Resource Description Funding

AllocationBudgeted Allocation

Balance Available

4035 NCLB: Title II, Part A, Teacher Quality $38,236 $38,236 $0

IB coordination $33,996

Math $2,040

Writing Strategies and Literary Response $2,200

7091 Economic Impact Aid: Limited English Proficiency (LEP) $16,147 $16,144 $3

Math $1,666

Science $1,666

Writing Strategies $4,271

Writing Strategies and Literary Response $8,541

Total amount of categorical funds allocated to this school: $54,383 $54,380 $3

Funding Programs Included in this PlanEach state and federal categorical program in which the school participates.



School Site Council Membership

Education Code Section 64001(g) requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated to the School through the Consolidated Application, by the school site council. The current make-up of the school site council is as follows:

Name Represents Contact Info Reviewed Plan Date

Valerie Bariteau Principal 831-439-9555 8/17/2012

Daniel Denton Other School Staff 831-439-9555 8/17/2012

Mike Hanson Classroom Teacher 831-439-9555 10/30/2012

Dave Crawford Classroom Teacher 831-439-9555 10/30/2012

Beth Hollenbeck Classroom Teacher 831-439-9555 10/30/2012

John Postovit Classroom Teacher 831-439-9555 10/30/2012

Scott Freeman Parent or Community Member 831-566-4399 10/30/2012

Sandra Jensen Parent or Community Member 408-398-2780 10/30/2012

Beth Raymond Parent or Community Member 408-332-2228 10/30/2012

Monique Pacurariu Parent or Community Member 831-325-1511 10/30/2012

Jillian Koopman Secondary Student 831-438-4048 10/30/2012

Ben Roumimper Secondary Student 831-713-7507 10/30/2012

Principal ClassRoom Teacher

Other School Staff

Parent or Community

Member

Secondary Student

Number of Members of each Category 1 4 1 4 2

Total Number of Committee Members



DateSignature of SSC chairpersonTyped name of SSC chairperson

DateSignature of school principalTyped name of school principal

Valerie Bariteau

Recommendations and Assurances

The school site council recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following:

Approval Date

1. School Site Council Members

2. Plan Review Due Date:

3. The school site council is correctly constituted and was formed in accordance with district governing board policy and state law.

4. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval.

5. The school site council sought and considered all recommendations from the following groups or committees before adopting this plan

English Learner Advisory Committee

State Compensatory Education Advisory Committee

Special Education Advisory Committee

Gifted and Talented Education Advisory Committee

6. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement and believes all such content requirements have been met, including those found in district governing board policies and in the LEA Plan.

7. This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

8. Public Notice Due Date:

9. District Governing Board Annual Review Due Date:

10. This School Plan was adopted by the School Site Council at a public meeting on:

11. Attested by School Principal:

12. Attested by School Site Council Chairperson:

Analysis of Current Educational Practice

• Staff annually reviews the STAR test results during the pre-service staff development days as well as periodically throughout the year. Staff analysis includes lists of target students identified for interventions.

• Staff annually reviews the results from the International Baccalaureate exams to better support students and improve the individual program.

• The District continues to provide training for all teachers in the use of Data Director software as a tool to better analyze student assessment/achievement data.

1. Use of state and local assessments to modify instruction and improve student achievement (ESEA):



• Results from District-based standards-aligned benchmark assessments in English and math are analyzed to determine next steps with students who require additional teaching and support as well as how to proceed for students who already know the material.

• All departments give classroom standards-based assessments which are analyzed together with other teachers who have the same level courses.

• Response to Intervention continues to guide teachers to provide in class support and utilize appropriate strategies to help all students be successful before referring students to other programs.

Staff annually reviews the results from the International Baccalaureate exams tobetter support students and improve the individual program.

Benchmark assessments are an integral part of the report card data. Teachers use their individual class data to inform and modify their instruction to increase student achievement. Grade level teachers use the grade level performance data to collaborate and share instructional strategies, resources, and best practices designed to improve individual and grade level performance. The principal, along with grade level teacher leaders, facilitates the analysis of student achievement data using both state and local assessments. Staff and the School Site Council use the information to set goals and direct resources for improved student achievement. The results drive our intervention programs. District has purchased a data management program provide longitudinal tracking and reporting of student assessment data, student demographic data, and program/event attendance, as well as professional development activities, paraprofessional activities, student grades and teacher data. Every teacher has been trained to use Data Director. District Benchmark Assessments are given 2 times yearly.

2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC):

Requirements for No Child Left Behind (NCLB) Teacher Compliance: Teachers of core academic subjects must have: a bachelor’s degree; hold an appropriate credential or intern certificate (must be currently enrolled in an approved California Commission on Teacher Credentialing [CCTC] intern program); and demonstrate subject matter competence.All teachers of core academic subjects have demonstrated ESEA teacher quality compliance by being appropriately credentialed and demonstrating subject matter competency. They have a deep understanding of the content they teach, and have been trained in a variety of instructional strategies. In addition, all teachers have CLAD certification.

3. Status of meeting requirements for highly qualified staff (ESEA):

Principal cleared her administrative credential via a state accredited college. Vice- principal cleared credential via the AB 75 training at the County office of Education. Both have been trained on State Board of Education adopted instructional materials

4.Principals' Assembly Bill (AB) 75 training on State Board of Education (SBE) adopted instructional materials (EPC):

All teachers of core academic subjects have demonstrated ESEA teacher quality compliance by being appropriately credentialed and demonstrating subject matter competency. They have a deep understanding of the content they teach, and have been trained in a variety of instructional strategies. In addition, all teachers have CLAD certification.

5.Sufficiency of credentialed teachers and teacher professional development (e.g. access to AB 466 training on SBE-adopted instructional materials) (EPC):

• Certificated staff attends workshops and conferences to strengthen content understanding, refine instructional strategies, and improve student learning. Teachers attend Santa Cruz County Office of Education workshops.

• Teachers have 1 ½ hours of weekly staff development through a regularly scheduled early release day. Teachers assess and identify advanced and struggling students, discuss teaching strategies, analyze data and plan instruction accordingly.

• Annually staff development is focused on the continued cycle of improving student achievement by using data analysis to guide instruction. Emphasis is placed on identifying and supporting students with special needs.

• District-wide staff implementation and use of Data Director is used to track and analyze student achievement data.

- Professional Development time is focused on training and support for teachers who teach classes in the International Baccalaureat (IB) program. IB teachers meet monthly to collaborate on program needs, individual student progress, internal and external assessments. Every two years IB teachers attend IB trainings sponsored by the IB organization.

- Professional Development time is dedicated to completing the WASC Self Study to meet the needs of accreditation. Time is spent analyzing achievement data, curriculum, assessments, school culture and school policies. From this study, school wide goals are determined and monitored throughout the WASC process and timelines.

- Professional Development also focuses on Common Core Standards and the transition from State Standards.

6.Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA):



Decisions regarding staff and professional development needs are based on student performance and achievement data from the state and local assessments, teacher input, the goals of our school improvement plan, and the state adoption cycle of standards-based instructional materials. The major provision for professional staff development is a weekly district-wide restructured day (Wednesday) in which students leave school mid-day and teachers collaborate in Professional Learning Communities. This year identified professional development needs being addressed are as follows: • Training of teachers in research-based SDAIE and GLAD strategies to increase learning for our English Learner students. • Math professional development through the Silicon Valley Math Intiative (focus on problem solving). • Continued development of common formative and summative assessments and benchmark levels of performance with an emphasis on writing rubrics. • Identification and implementation of highly effective instructional strategies through regular grade level analysis of student work around the standards identified in the school improvement goals for reading, writing, and math. • Technology training in Data Director (program designed to provide timely analysis of student performance on assessments). The district was granted a grant by local educational foundation to support further with professional development for the 2012-2013 school year. A 50% GLAD coach was funded to support with training and coaching within the classroom. Each teacher that is fully GLAD trained in the 2012-2013 school year will have a min. of 8 hours of one on one coaching within the classroom.

7.Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC):

Teachers collaborate at department levels to target the needs of underperformingstudents and analyze student work to plan for instruction to meet the needs of allstudents. Weekly professional development time provides opportunity to meetwithin the departments as well as meet with other grade level teachers in othercontent areas.Teachers have 1 ½ hours of weekly staff development through a regularly scheduled early release day. Teachers assess and identify advanced and struggling students, discuss teaching strategies, analyze data and plan instruction accordingly.

8.Teacher collaboration by grade level (K-8) and department (9-12) (EPC):

• Instructional materials are aligned with State Standards

• Curriculum, instruction and materials undergo regular examination and refinement based on student assessment results.

• Following the state’s textbook funded adopted cycle, materials/textbooks are aligned with California State Standards

• Teachers utilize standards-aligned District benchmark assessments two times annually and STAR data to ensure that all standards are being addressed and learned.

• Teacher goals, classroom observations and instructional practices are aligned with the California Standards for the Teaching Profession (CSTPs)

9.Alignment of curriculum, instruction, and materials to content and performance standards (ESEA):

10.Adherence to recommended instructional minutes for reading/language arts and mathematics (K-8) (EPC):

- Directed Studies classes are offered to support students with disabilities. Teachers and support staff provide tutoring and lessons to supplement core class instruction.- The EL teacher pulls out EL students to assist in setting individual goals, monitor progress, and supplement lessons. The EL teacher also pushes in to English classrooms to provide additional support within the classroom. - Classroom teachers collaborate regularly with the EL and Special Education teachers and support staff.

11.Lesson pacing schedule (K-8) and master schedule flexibility for sufficient numbers of intervention courses (EPC):

• Currently utilized textbooks and materials are state-approved and standards-aligned and are purchased regularly to enhance instruction, fill in textbook content gaps and reinforce learning.

12.Availability of standards-based instructional materials appropriate to all student groups (ESEA):

- All course textbooks and supplemental materials have been adopted and are aligned to state standards.- Teachers review annually curriculum and scope and sequences to confirm that they are aligned to state standards. - CAHSEE intervention materials have been adopted and utilized in CAHSEE Tutorials to further support students who have not yet passed the English and/or Math exams.

13.Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC):

• A Directed Studies program, staffed with special education teachers and aides, is provided to assist students with disabilities.

14.Services provided by the regular program that enable underperforming students to meet standards (ESEA):



• Special Education teachers and aides provide both push in and pull out support for students in all classes to assist in studying, homework, preparing for and taking tests in alternative environments.

• All our teachers are CLAD or SDAIE trained and utilize these strategies across the curriculum.

• Specific instruction classes in math and English, CAHSEE Tutorials, have been created to address those students who have not passed the California High School Exit Exam (CAHSEE).

• Teachers collaborate at department levels to target the needs of underperforming students and analyze student work to plan for instruction to meet the needs of all students. Weekly professional development time provides opportunity to meet within the departments as well as meet with other grade level teachers in other content areas.

• A school counselor monitors students and oversee SSTs, 504s and other intervention programs. A weekly after school peer tutoring program is utilized by students who are identified by staff, parents or self identify as needing help with homework. Daily lunch tutoring is available to students taking all levels of courses in English, Math, Science and Social Science.

• A Youth Services counselor meets with at risk students who have been identified as needing support in areas of alcohol, drug and tobacco abuse, social and personal issues and anger management.

•

• A Directed Studies program, staffed with special education teachers and aides, is provided to assist students with disabilities. • Special Education teachers and aides provide both push in and pull out support for students in all classes to assist in studying, homework, preparing for and taking tests in alternative environments. • All our teachers are CLAD or SDAIE trained and utilize these strategies across the curriculum. • Specific instruction classes in math and English, CAHSEE Tutorials, have been created to address those students who have not passed the California High School Exit Exam (CAHSEE). • Teachers collaborate at department levels to target the needs of underperforming students and analyze student work to plan for instruction to meet the needs of all students. Weekly professional development time provides opportunity to meet within the departments as well as meet with other grade level teachers in other content areas. • A school counselor monitors students and oversee SSTs, 504s and other intervention programs. A weekly after school peer tutoring program is utilized by students who are identified by staff, parents or self identify as needing help with homework. Daily lunch tutoring is available to students taking all levels of courses in English, Math, Science and Social Science. • A Youth Services counselor meets with at risk students who have been identified as needing support in areas of alcohol, drug and tobacco abuse, social and personal issues and anger management.

15.Research-based educational practices to raise student achievement at this school (ESEA):

• The DELAC committee meets regularly to provide support for parents who are non-English speakers.

• Teachers offer assistance for students before school, at lunch and after school. Peer tutors are available during the weekly professional development when students are out early from school to support students in all subject areas. Peer tutors are available daily at lunch to provide support for students in English, Math, Science and Social Science at all levels.

• The County Regional Occupational Program (ROP) provides students with career tech courses that promote the Career Tech Education (CTE) for students who wish to explore career pathways. Courses are available on campus, at other high school campuses or through county government programs.

• Students may take courses through accredited online programs to remediate failed classes or accelerate to more advanced levels. A partnership with a local tutoring program provides additional student support and proctors for the required end of course exams.

• The local community college allows students to be concurrently enrolled for students who wish to accelerate their learning or take advanced courses not provided by our high school.

• Power School, a web based student information system, allows parents to check grades daily, learn about future assignments and tests in all classes and to monitor daily attendance. Staff mail home written progress reports 2 times per each semester, along with the end of semester report card, to inform parents of adequate progress. Parents are encouraged to contact teachers via phone, email or meetings to discuss student needs and concerns.

16.Resources available from family, school, district, and community to assist under-achieving students (ESEA):

17.Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary schools, in the planning, implementation, and evaluation of consolidated application programs. (5 CCR 3932):

• EIA funds help provide support services of a district certificated teacher for English Language Learners.

• CAHSEE English and math instruction are embedded within the instructional day.

• Categorical funds are used for after-school tutoring in CAHSEE support.

18.Services provided by categorical funds that enable underperforming students to meet standards (ESEA) :



• Grant funding provide for a Youth Services counselor to provide services 10 hours per week. The local Rotary Club provides funds to support an 8 week long afterschool intervention program to support students who have been caught (by school officials, parents or the police) using or possessing alcohol, drugs and tobacco products.

• Title II professional development provides inservice for teachers to attend workshops presented by our County Office of Education. Through these workshops teachers learn strategies to provide support for our struggling and underperforming students.

The school/district’s general and categorical funds are coordinated, prioritized, and allocated to align with the full implementation of the EPCs in RLA/ELD, mathematics, and the Single Plan for Student Achievement (SPSA).

19.Fiscal support (EPC):

Nine Essential Program Components

1. Use of standards-based State Board of Education (SBE)-adopted (kindergarten through grade eight) or standards-aligned (grade nine through twelve) English/reading/language arts and mathematics instructional materials, including intensive interventions and * English Language Development materials.

2. Implementation of instructional minutes for basic core Reading/Language Arts and mathematics programs, intensive intervention and strategic support courses as well as additional instructional time for structured English Language Development at all grade levels.

3. Use of an annual district instructional/assessment pacing guide for grades K-8 and high school.

4. Implementation of School Administrator Instructional Leadership Training Program- Instructional materials based professional development and ongoing targeted professional development and support for instructional leaders to ensure the full implementation of the district adopted program and the EPCs.

5. Fully credentialed, highly qualified teachers, per the requirements of the Elementary and Secondary Education Act (ESEA) and professional development on SBE-adopted instructional materials.

6. Implementation of ongoing instructional assistance and support for R/LA, ELD and mathematics teachers through the use of content experts, specialists, and instructional coaches.

7. For all grade levels, implementation of a student achievement monitoring system that provides timely data from common formative and curriculum-embedded and summative assessments for teachers and principals to use to monitor ongoing student progress, identify student needs, inform instruction and determine effectiveness of instructional practices and implementation of the adopted programs.

8. Implementation of monthly structured teacher collaboration for all RLA/ELD and mathematics teachers by grade level (K-8) and common course and department levels (9-12) facilitated by the principal.

9. Implementation of Fiscal Support aligned to full implementation of EPCs.



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