VALLEY OAK HIGH SCHOOL - Granicus
Transcript of VALLEY OAK HIGH SCHOOL - Granicus
VALLEY OAK HIGH SCHOOL
MID-CYCLE PROGRESS REPORT
1600 Myrtle Ave,
Napa, CA 94558
Napa Valley Unified School District
March 7 - March 8, 2016
Accrediting Commission for Schools
Western Association of Schools and Colleges
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Napa Valley Unified School District
Administration
Dr. Patrick J. Sweeney, Superintendent
Alejandro Hogan, Assistant Superintendent, Human Resources
Wade J. Roche, Assistant Superintendent, Business Services
Elena Toscano, Assistant Superintendent, Department of Instruction
Mark Morrison, Executive Director, Secondary Education
Ivan Chaidez, Executive Director of Achievement and Innovation
Board of Education
Robb Felder – President (Area 6)
Jose Hurtado – Vice President (Area 7)
Joe Schunk – Clerk (Area 4)
Helen Busby – Area 1
Carlos Hagedorn – Area 2
Thomas Kensok – Area 3
Frances Ortiz-Chavez – Area 5
Napa Valley Unified School District High Schools
American Canyon High School – Damon Wright, Principal
Napa High School – Annie Petrie, Principal
New Technology High School – Riley Johnson, Principal
Vintage High School – Mike Pearson, Principal
Napa Valley Independent Studies – Susan Hartman, Principal
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WASC Leadership Team
Sharla Seaman, Self-Study Coordinator
Administration
María L. Cisneros, Principal
Brian Marchus, Dean of Students
Amy Martenson, Counselor
District
Joseph Alvarez, Director of Alternative Programs and CWA - Learning Support
Partner (LSP)
Faculty
Gary Barraza – Social Studies
Mark Bourgeois – Social Studies/Math
Clark Bugbee – Physical Science
Evrim Cakir - Art and Digital Media
Stephen Federico – Social Studies
Nicholas Klima – Math
Julie Lovie - Life Science, Math, Leadership, APEX
John Mautner – English
Angie Markle – English
Sarah Saunders – PE, Intervention, Work Experience
Sharla Seaman – Resource Specialist, Math
Ryan Strole – English
Academic Specialist
JoAnn Clark
Classified Staff
Dianna White – Office Manager
Christina Bradley – Administrative Specialist
Andrea Cervantes – Community Liaison
Roberto Espinoza – Head Custodian
Marty Trout – Campus Supervisor
Maria Muñoz – Instructional Assistant
Shaun Keeler - Technician
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Western Association of Schools and Colleges
Visiting Committee
for
Valley Oak High School
28 662662830149
Committee Chair
Mr. Chuck Merritt
Principal
Committee Member
Mr. Mark Cameron
Vice-Principal
2016 Mid-Cycle Visit
March 7 & 8, 2015
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CONTENTS
I: Introduction and Basic Student/Community Profile Data 5
II: Significant School Changes and Developments 31
III: Follow-up and Progress Report Development Process 35
IV: Progress on the Critical Areas for Follow-up within the Action Plan 37
V: Schoolwide Action Plan 45
Action Plan Revision 47
Appendix 56
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I: Introduction and Basic Student/Community Profile Data
Include the following:
● A brief general description of the school, the schoolwide student goals, the student
demographics, and the faculty/staff demographics.
● A summary of the disaggregated and interpreted student achievement data since
the last full self-study, and how it may have impacted the entire school and
designated subgroups of students.
● The status of the school with respect to governing authority expectations,
e.g., program improvement school, year three; Academic Performance Index
(API); audit and resulting corrective action plan integrated into the single school
plan.
➔ Note: Utilize the current student/community profile and summary that has been
updated annually since the last full visit and other annual progress reports.
Valley Oak High School, formally known as Temescal High School, opened in 1975. In August
2002, the school moved to a new site and changed its name. Valley Oak High School (VOHS) is
the only comprehensive continuation high school for the Napa Valley Unified School District and
a former California Model Continuation High School. The school draws students from schools in
the town of Napa. American Canyon High School opened its own continuation school program in
2013 (Legacy High School) due to lack of transportation to VOHS.
The Napa Valley Unified School District (NVUSD) serves an area with a population of over
103,454. Over 18,610 students are enrolled in the districts 4 comprehensive high schools, 5
middle schools, an independent study high school, a continuation school and 24 elementary
schools. The district also operates a very successful adult school program, which will operated
under Napa Valley College in the near future.
The City of Napa currently has over 80,011 residents. The city is part of Napa County, which has
a population of 138,088 residents. The city demographics in which NVUSD resides is as follows:
Families below poverty level in Napa City is estimated at 11.7% compared to 10% in the
county
The Free and Reduced Price Meals increased from 44% in 2012-2013 to 46.8% in 2014-
2015. Currently, 82% of the students receive free or reduced lunch.
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Age Population Table
Ethnic Distribution in the city of Napa
(2014 Census Estimates)
Valley Oak High School serves a critical need within the NVUSD system. VOHS provides a small
nurturing educational environment where students are provided with opportunities to recover
credit while maintaining high expectations and rigor. The current enrollment is 154 students.
Through the “open-entry, and open-exit” system VOHS serves approximately 350 students per
year. Enrollment trends show demographic populations constant except for Hispanic students,
which continue to increase.
3-Year Enrollment Data
The current 2015-2016 breakdown is 27% Caucasian; 67% Hispanic, <1% African American, 3%
Native American, and <1% Filipino. The school day consists of 250 instructional minutes that are
administered via the block schedule. Classes are at a maximum of 20 students per teacher. Our
teachers know their students’ academic capabilities as well as their personal circumstances.
55.90%38.30%
5.93%
Community Ethnicity
White Hispanic Other
Age Category % of Population
(80,011) 2014 US
Census
Under 5 years 6.5%
5 to 9 years 6.4%
10 to 14 years 6.7%
15 to 19 years 6.9%
20 to 24 years 6.5%
25 to 34 years 14.1%
35 to 44 years 12.7%
45 to 54 years 14.0%
55 to 59 years 6.2%
60 to 64 years 6.2%
65 to 74 years 7.1%
75 to 84 years 4.4%
85+ years 2.4%
Year 2012 – 2013
School/CBEDS
2013-2014 2014-2015
White 44/187 (23%) 41/175
(23%)
29/160 (18%)
Hispanic 127/187 (68%) 122/175
(70%)
121/160
(76%)
African
American
4/187 (<1%) 2/175 (<1%) 2/160 (<1%)
Native
American
3/187 (<1%) 2/175 (<1%) 3/160 (<1%)
Other 9/187 (<1%) 8/175 (<1%) 5/160 (<1%)
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Students needing additional social/emotional support or students that have substance use issues,
are placed in counseling groups. Local community agencies and counselors hold groups on the
campus during school hours. Our small student population (maximum 220) gives the students an
opportunity to get to know each other, creating a sense of community and belonging, unique in the
public educational system. Students follow a block schedule with Monday being an anchor day.
Periods 1-4 meet every other day (alternative day) with 5th period meeting daily.
Three Year Enrollment Data by Grade (school actual vs CBEDS)
The actual enrollment numbers differ from CBEDS data collected due to the enrollment dates
and grade level of students that enroll after data collection. The numbers to the left are real
enrollment and numbers to the right are from mandated reporting in October.
Students are referred to Valley Oak from either Napa High, Vintage, New Tech or Napa Valley
Alternative High Schools. In addition, the Child Welfare and Attendance office places students
based on their credits. Students wanting or recommended to transfer meet with their school
counselor. Parents must sign the transfer agreement prior to being invited to orientation. Sites
are provided with the orientation dates & times, home school drop date and start date at Valley
Oak (appendix #1) . Orientations take place after every grading period (progress reports and end
of trimester). Parents must attend the orientation with students. Parents are provided with an
overview of school expectations, format, graduation requirements, credit makeup opportunities,
completed enrollment papers, counseling group permission forms, Valley Oak policies and
procedures. In addition, students are given an entrance math placement test to determine proper
math placement.
Graduation Requirements
Content Credits Required Content Credits
Required
English 40 Life Science (Env. 1) 10
US History 10 Physical Science (Env. 2) 10
Year 2012 – 2013
School/CBEDS
2013-2014 2014-2015
9th Grade 0/0 0/0 0/0
10th Grade 59 35 21
11th Grade 120 115 91
12th Grade 150 122 150
Total 329/187 272/175 262/160
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World History 10 *Math 30
Government 5 Art 10
Economics 5 PE 20
Electives 30 Total 180
*In 2008, the Board of Education changed its graduation requirements to align with the “a-g”
4-year entrance requirements. The class of 2016 is the first class that will have to meet all the
“a-g” graduation requirements that include 3-years of math. Students at VOHS have the same
requirements with the exception of the World Language, Senior Project and less elective credits.
We are very sensitive to the needs of all our incoming students. The first day for new students,
the principal and counselor provide an additional orientation to review expectations but most
importantly, review their transcript, breakdown the extra-credit process, review the bell schedule
and provide them with their class schedule. Students may concurrently take classes through Adult
Education for credit make recovery. Students in the district attending Adult Education classes for
the most part enrolled in the APEX On-Line learning system, while students at Valley Oak had
the option of a traditional class. Currently due to limited options for credit recovery in content
areas other than English, students must take APEX. Although Valley Oak students struggle with
completing the course work on-line, Adult Ed staff make an effort to place VOHS students with
the VOHS APEX teacher.
Building connections with students whether it’s in the classroom or on-line learning, the goal is
for students to feel a connection with the VOHS and start working towards meeting their goal of
graduation. Staff works with students in building their study habits, organizational skills,
perseverance, focus, and overall self-esteem. Teachers work every day to engage, empower and
help students discover their potential. We may not reach all, but those that take on the challenge
state that Valley Oak has changed their life (video by Mirna: Student Stories).
In order to address student academic needs, the staff developed its vision, mission and Student
Learning Outcomes (SLO), Theory of Action and Driving Questions to align with our belief in
inspiring on-going participation in the global community:
Vision:
Valley Oak High School inspires academic and personal growth while preparing students for
success in life.
Mission:
Valley Oak High School creates and maintains a safe and accommodating environment for every
student to pursue and achieve personal, academic and career goals. We provide opportunities
for students to become emotionally and physically healthy. We inspire environmental and social
awareness. We value the individual, embrace diversity, and celebrate creativity while
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developing personal responsibility.
Theory of Action:
If we as a staff have a structured opportunity to clarify and deeply understand the Learning
Outcomes and inquiry based instructional approaches, then students can apply their knowledge
and be prepared to meet the demands of college or career preparedness.
Every day our teachers plan instruction around this driving question: How do we use a growth
mindset to continually improve our use of instructional strategies to increase student
engagement in 21st Century technology infused instruction?
The SLO’s are aligned to the three district goals: Career and College Readiness, Closing the
Achievement Gap, 21st Century Learning. In addition, at the site, we have added Developing
School Culture.
Student Learning Outcomes (SLO’s) are:
Students will…
Be effective communicators and collaborators through writing, speaking, listening,
performing, demonstrating, modeling, and analyzing
Be critical thinkers and problems solvers as measured through their application of
knowledge.
Be active and compassionate participants within the school community be meeting the
school’s academic and behavioral expectations
Work to develop self-determination and a sense of empowerment through creative and
real-world application projects, as evidenced through exhibition, performance, and
written expression
Become eco-literate citizens; environmental & social awareness will be evidenced
through their class work and actions
The SLO’s are measured through the 4C’s (Collaboration, Communication, Content/Critical
Thinking, Creativity) and Work Ethic. Teachers use the ECHO (Collaborative Learning)
platform to give feedback and grades in each category. Content teams agreed on the grading
scale for each of the areas (see ECHO demo for sample). Teachers work tirelessly to provide
content that is relevant and rigorous. Students continually question the connection between their
learning and world application. One student asked how is Algebra going to help them in the
future; the response was that our goal is to teach students critical thinking skills using Algebra as
the vehicle. Helping students make connections is an important part of the “why” of learning.
The benefits of using the ECHO platform in our classrooms is that students know their grades at
any given time. They are able to see their assignments and their overall grades. In addition,
students are able to see how they are performing under each of the 21st Century Skills (4C’s).
Parents are provided with a user name and password if they are interested in staying up to date
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with their child’s progress. The traditional progress reports and reports cards go out every 5 to 6
weeks. Under the trimester system, students are able to earn up to 5 credits per class plus an
additional 2.5 extra-credits with additional work (see table below)
Grading Breakdown
Percentage Grade Progress Report Credit and
Trimester *+Extra-Credit
Trimester Credit
90% and above A 2.5 5
70% - 89% B, C 2.0 4
60% - 69% D+ 1.5 3
55% - 59% D 1.0 2
50% - 54%% D- .5 1
Extra-Credit Guidelines Students must request extra-credit work in a timely fashion (recommended after progress
report and/or transcript review)
*Students must be passing class with a C- or better in order to request extra-credit
+The extra-credit will be awarded if final grade is a C- or above
Students can earn up to ½ of the full credit eared at Trimester
All extra-credit work is due two weeks prior to end of grading period for grading and any
edits that may be needed
Gender and Ethnicity:
The demographic data below reflects the VOHS enrollment percentages for the past three years.
The gender population favors more males to females-very common in alternative programs. The
Hispanic population continues to grow, while, white student population decreases.
Enrollment by Ethnicity
YEAR White Hispanic
African
American
Native
American Filipino Asian
2012-13 25% 66% <1% <1% <1% <1%
2013-14 25% 67% <1% <1% <1% <1%
2014-15 23% 71% <1% <1% <1% <1%
District Enrollment by Ethnicity (Hispanic and White)
YEAR White Hispanic
2012-
13 31% 52%
2013-
14 31% 52%
2014-
15 30% 53%
The African American population has been steady at 2% and the Filipino population at 6%
during these three year.
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Language Proficiency
English Language Learners are administered the California English Language Development Test
(CELDT) annually in listening/speaking, reading and writing. Approximately 57% of ELL
students scored at the Beginning, Early Intermediate, and Intermediate levels on the 2014-2015
CELDT test using overall scores. These students will not be re-designated as Fluent English
Proficient until they perform at the Early Advanced or Advanced levels. Approximately 43% of
ELL students scored at the Early Advanced and Advanced and of those 13.6% (3 studs) were
reclassified as Re-designated Fluent English Proficient (RFEP), approx. 2% higher than district
and state average.
Students score at the same levels across each of the tested strands as demonstrated in graph below.
Students tend to score a bit higher in the Listening and Speaking strand.
English is the primary language for Valley Oak High School, although for the majority of students
Spanish was their first spoken language. The 3-year comparison data for Title III indicate that
students met the same Annual Growth at 57% for AMA01 in 2013/13 and 2014/15. The growth
in both years is higher than the district’s average of 53%. No annual growth data was provided
for 2013/14 and percent attaining English Proficiency under AMA02>5 years. In the AMA02 <5
years, there was a 20% decline of students meeting English proficiency. Although there was a
decline, VOHS percent of students meeting English proficiency was within 9% of the district’s
average of 39% (NVUSD) to 30% (VOHS). The data for English learners in 2015 demonstrate
0%
20%
40%
60%
ADVANCED EARLY ADVANCED
INTERMEDIATE EARLY INTERMEDIATE
BEGINNING
1%
49%40%
1% 0.50%0%
40% 44%
12%1%1%
39% 43%
11%1%
CELDT 3-Year Comparison
2012-13 2013-14 2014-15
500
550
600
650
LISTENING SPEAKING READING WRITING
626
578 571 558
596574 574 570
602573 565 573
3-Year CELDT Strands Scale Scores
2012-13 2013-14 2014-15
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that of the 28 students in the cohort, there was an annual growth of 57% in the AMA01 and 30%
(9/30) of the students have taken longer than 5 years to attain English Proficiency level.
Overall, the percentage of English Learners in the district has remained relatively constant at an
average of 21% for the last three years (22% for 2014-2015). This rate mirrors the statewide
average (22.3% in the same year). Currently students are placed in the Exit Exam English or math
class. Instructional materials such as English 3D by Dr. Kate Kinsella have been purchased and
used as supplementary instructional materials. The focus of the program is to “ensure proficiency
in the language of school – the academic vocabulary, speaking, listening and writing vital to
success in school and life”. Both teacher and students are provided with a workbook and textbook
that focus on age appropriate, relevant and engaging topics where students get to discuss, debate,
summarize, and synthesize ideas in writing by using the respond, restate compare process. A high
level use of sentence frames are essential for students to engage in the writing.
Number and Percent of Second Language Learners
Enrollment 2012-2013 2013-2014 2014-2015
Total Enrollment 329 272 262
ELL 55 17% 41 15% 47 18%
Fluent 13 4% 12 4% 8 3%
Redesignated 115 35% 100 37% 67 26%
Students transferring to VOHS have functional verbal English skills and are academically behind
2 or more years. Staff development provided by the district academic specialist has been provided
to all teachers on effective teaching strategies for EL’s. Scaffolding instruction was the major
focus of the training. Teachers then refined lessons to integrate higher levels of scaffolding. As
mentioned above, English 3D has also been implemented in the Exit Exam classes to better support
EL’s and other students behind in their learning. EL’s in the Migrant Education program receive
additional academic support and guidance. A representative from the District’s Migrant Education
monitors progress and manages the Cyberhigh program. The online program is challenging and
we find that students are not very successful in completing the course even with support. VOHS
has seen an increase of 4.3% of migrant students over the last year.
0
10
20
30
40
COHORT # AMA01 AMA01 % COHORT # AMA02 <5 YRS
AMA02 <5 %
35
57%
34
50%
23 25
0%
28
57%
30
30%
3-Year Comparison of Title III Accountability Data
2012-2013 2013-2014 2014-2015
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The table below shows a 3-year enrollment and percentages of Migrant Ed students
2013-2013 2013-2014 2014-2015
Total Enrollment 329 272 262
Migrant Ed
Enrollment
50/15% 44/16% 51/20%
Socioeconomic Status
Napa is one of the world’s top destinations but many of our students come from families below
the poverty level. Currently, at VOHS, 82% of the students participate in the National School
Lunch Program (NSLP). Districts with 51% or higher receive additional supplemental funding to
provide additional resources for students. Over the last three years, the district has made a
tremendous effort in enrolling families in the program. At the site, application are included in
every orientation packet and provided throughout the first months of school in the cafeteria.
Number and Percent of NSLP Students in the last 3 years compared to NVUSD
2012-2013 2013-2014 2014-2015 2015-2016
Total Enrollment 329 272 173 154 (1/20/16)
NLSP Enrollment 187 55% 175 64% 118 45% 126 82%
NVUSD %age 8,024 44% 8,388 45% 8,365 45% NA
Completion and Exit Rates
Many students come to Valley Oak to “catch up” on credits and complete their graduation
requirements. Students leave VOHS as graduates, transfer students to Adult Education (age 18)
or transfer to county programs. Valley Oak High School awards its own diploma. Students
interested in taking additional courses are encouraged to enroll through the special admissions
process at Napa Valley College. A community college representative is available each week in
the spring semester to meet with students, focusing on the 12th grade students
Analysis of 12th grade class outcomes indicate that for the last three years, on an average, 42% of
non-graduating students transfer to continue their education at either Adult Ed, county programs,
probation or as a super senior at Valley Oak the following year. While 39% of the students on an
average have graduated the last three years (see graph below). Graduation rates vary year by
year with 2013-2104 having the lowest graduation rate at 31%. This is a big concern for staff
and will continues to address. Students that leave without graduating receive information on the
CHSPE, GED, and Adult Ed, community college and Conservation Corp and the world of work.
Graduation Rate
Graduation Rates 2014-15 2013-14 2012-13
VOHS 31% 46% 40%
District NA 85% 87%
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0000State NA 80% 78%
12th Grade Class Outcome Data Breakdown
REASON FOR DROP 2014-15 2013-14 2012-13
Transferred to non-NVUSD Public
School 7 3 6
Transferred to NVUSD Public School 2 7 2
Transfer to NCOE 8 6 6
Transfer to Adult Ed 15 8 41
Run away 1 1 0
Legal age 14 9 14
Detained-Juvenile Hall 5 5 1
Standard High School Diploma 47 56 60
CHSPE 1 0 0
Cert of Completion 2 0 1
Diploma/Exemption 2 0 5
Super Seniors (Continuing to 2015-
16) 28 9 13
Non Graduates at end of 12th grade yr 18 15 0
Transferred to CYA or Probation 0 2 0
Total 12 Gr Enrollment 150 121 149
The counselor meets with each 12th grade student to review their graduation plan and reviews it
throughout the year. Students know that they can graduate at after every grading period if they
have completed the required credits. Although every effort is made to counsel students to work
towards graduation, not all students graduate. The table below illustrates the number of 12th
grade students who exited VOHS without a diploma during the last three academic years.
3-Year 12th Grade Dropout Data
Year
#
Dropouts Percentage
2012-13 14 9.4%
2013-14 9 7.4%
2014-15 14 9.3%
Over 90% of the students that transfer to VOHS are below proficient, therefor, at VOHS the
primary focus is on remediation and building a connection to the school. The smaller class sizes
and highly trained staff provide a level of support not possible at the district’s comprehensive
high schools. Our accreditation provides the opportunity for qualified students to apply for state
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financial aid through the FAFSA process. The option for students to further their education lies
with the local community college, trade schools or the military. In order for students to connect
their learning to higher education and programs offered, Napa Valley College (NVC) is offering
an entry level college counseling class on the Valley Oak campus in the Spring 2015 for college
credit. The class is design to instruct students how to navigate ins and outs of higher education.
In the fall of 2014, 36.2% (21/58) of the class of 2014 is enrolled at Napa Valley College. Valley
Oak enrollment is 1.6% higher than NVC’s service area, i.e., St. Helena, Vallejo, and Calistoga.
The NVC counselor works with graduating juniors and seniors on a regular basis in the Spring
semester. Students are provided individual counseling to help them complete their college
admissions application, financial aid (FAFSA) and placement exams. The placement exams are
administered on the VOHS campus in the Spring semester. NVC staff assists in removing
barriers that may otherwise inhibit VOHS student from pursuing enrollment in higher education
in general. In the class of 2015, 35 students took the NVC placement exams. The data on how
many enrolled fall 2015 is not available at this time.
Instruction and credits:
The adoption of the Career and College Readiness for all adopted by the school board in 2010
continues to drive our instruction. Since the last visit, the district has maintain the same focus on
1) Career and College Readiness
2) Close the Achievement Gap
3) 21st Century Learning: 4C’s (Collaboration, communication, critical thinking and creativity)
NVUSD vision is to graduate students ready for the world of work and higher education by
providing access to 21st Century classrooms, highly qualified teachers and instruction focused on
inquiry, reading and writing. VOHS continues the above three goals to address instruction,
interventions and transferable skills. VOHS also offers Project Based Learning in its 12th grade
classes. The teams are: English and Government: Social Justice; Physical Science and
Economics: Ecological Economics. Although, most of the PBL units take place in the team
taught classes, other content areas are encouraged to collaborate. For example, in a resent unit in
science, Digital Art teamed up with Environmental Science to collaborate and design individual
projects e.g., green homes. Regardless of the subject, there is a strong focus on collaboration and
instilling strong work ethic habits that will help students achieve the critical thinking/creative
skills necessary regardless of future career or educational opportunities. Teachers work with
individual students and encourage them to do the best they can.
One student, Mirna H. has mentioned that Valley Oak has “saved her life”. She is more
confident because of the 1:1 support she has received from all of her teachers. She has not been
allowed to “fail” rather she has learned how to succeed. Mirna H. feels empowered by each and
every one of her teachers. Whether in traditional or project based classes, teachers know the
daily challenges their students face and work with them to build their individual success stories.
Students are provided timely opportunities after each grading period to review their transcript
and set goals as to what they need to accomplish before the next grading period. Students
develop an academic plan including extra-credit opportunities if required to complete academic
credits in specific classes.
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Attendance is critical for students to succeed in their goal of graduation. To earn credit students
must earn a 70% or better in their class (grading chart page 10). The change in transfer is part of
the master calendar change. In the Fall of 2013, the staff opted to change our quarter grading
system to trimester system. The changes happen to provide additional time for students to
complete their projects. The quarter system was too short for projects to be completed prior to
grades. This allows students to complete projects by the end of the grading period. In addition,
this new trimester system, allows for students to earn additional credit if they choose to do extra-
credit in their classes. This was a key element in the change because the 90% challenge exams
were no longer available for students to challenge. The exams are not aligned to the new
Common Core standards. Teachers opted to remove that option and provide the extra-credit
option connected to their current class. In addition, the students earning 90% or higher receive an
additional 1.0 credit in the content area, resulting in the opportunity to earn 5.0 credits in that
class. Students earn the right to request additional work if they maintain a C- or better in their
class. The Diamond of Success had a major revamp in the Spring of 2015; with the changes
implemented in Fall of 2015. The goal behind the change was to provide a clear understanding
for students using concrete data and easy to understand math based measurements for 3
categories: (attendance, referrals and GPA) (see major changes). At each grading period,
teachers review individual student data newly labeled: The Pyramid of Success. The new format
replacing the Diamond of Success with the Pyramid of Success provides an easy to understand
measurement(s) for determining student academic success. Students are provided measurements
in 3 areas: attendance percentage, gpa and number of behavioral infractions i.e., (referrals).
Students then, use their “How Loud can I get” log to monitor their progress (appendix 2). The
process is more concrete for students and families and it provides them the specific area(s) they
need to work on in order to be academically successful.
As mentioned above, the staff meets after each grading period to review each student’s progress
and to discuss individual student challenges i.e., (a student’s decline on the Pyramid). In
response to concerns outside of the Pyramid e.g., (emotional, economic, social and health) we
are developing a Wellness Team that will review data and teacher concerns to determine the type
and level of intervention needed. Teachers continue to provide individual and group
interventions during class (as determined by student needs), during our new Tutorial
[intervention] that are scheduled 4-times each grading period (2-weeks prior to the end of
grading period) and also the newly implemented [intervention] After School Academic Prep
(ASAP) (appendix 3). Teachers work tirelessly to design lessons that are creative and engaging
in order to promote student participation. The strength and success of our students lies in our
faculty and staff. We are knowledgeable, optimistic and energetic in our resolve to achieve
educational excellence. The staff is as adaptable, resilient and as dynamic as those we serve.
(If these Walls Could Talk Student Video link)
Student Support:
Students are provided with social-emotional and academic interventions to assist them in
integrating within the school learning environment. Site based interventions include tutorials,
counseling groups, instructional assistant support, after school (ASAP) referrals, Napa Valley
College Counseling 100 class. Valley Oak has a strong community network with local agencies
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that provide a variety of counseling services to students on campus. In addition to support
services, students participate in campus clubs that are overseen by the newly implemented
ASB/Leadership class.
Students that are struggling academically are provided with individual instruction during regular
class time. In addition, content areas are regularly assigned a “tutorial priority date” in which,
the teacher can select students needing additional instruction in order to meet a specific standard.
Students not assigned to priority areas are then assigned to their other content teachers. Teachers
can provide targeted interventions in small groups or allow students to make up or improve on
their work. Students needing extended support beyond the tutorials and regular class are referred
to the After School Academic Prep (ASAP) and receive individual support from teachers
overseeing program. Additionally, high achieving students are rewarded for their academic
achievement (Level 4 on the Pyramid of Success).
The CAHSEE classes were offered to support students needing to pass the exam. Due to recent
changes in legislation we have adjusted our courses to better reflect current needs. We continue
to use the CAHSEE English class to support students that have not passed the exit exam due to
their continued need for remedial support. The CAHSEE math class was changed to Intro to
Math I. The district has adopted the new math curriculum and Intro to Math I provides the
proper intervention needed for students struggling with math (see new programs/updates).
Students are provided with after school tutorials once per week. Four content teachers in the
areas of math, science, English and social studies are available to work with students. Students
are recommended by teachers to attend the after school tutorial by completing the ASAP referral
A blackboard connect call is sent home advising families that their student was recommended for
tutorials (ASAP evidence).
Students with IEP’s are provided additional services by the resource specialist and instructional
assistant. They work together to push in services so that resource students can stay in the
classroom and benefit from traditional classroom instruction. Services are provided through the
collaborative model; small group instruction within the classroom or special small groups pulled
from the classroom (special direct instructional groups). In the Fall of 2014; a new Resource
specialist was hired. Fortunately, the new RS teacher was not new to Valley Oak. Ms. Seaman
decided to return to her special education roots and take over the RS position. Recently the
instructional aid was given a full time job as the Community Liaison. This created a void for the
fall semester. With no IA available, Ms. Seaman currently has to schedule herself in classrooms
in order to support students. She provided the accommodation information to teachers and work
with them to insure that they are followed. Hiring a new IA is top priority for VOHS to meet the
continuing needs of our students. Ms. Seaman’s time is currently divided between the two
periods of math I and as the school’s Resource Specialist. She regularly monitors individual
student progress or assists in individual classrooms supporting special ed students.
Valley Oak High School’s counseling services recognize the dignity and worth of each individual
and respect the differences that exist among all students. Students are encouraged to talk to a
trusted adult on campus when they have a problem or are in need of assistance.
Mid-cycle Progress Report
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The counselor leads all students through career exploration activities using the online program,
Naviance, with specific lessons happening at each grade level. These activities include goal
setting, career assessments, a resume, and a senior exit survey.
We aim to keep the focus on learning by helping to ensure a safe and positive learning environment
through our Positive Behavior Intervention and Support (PBIS) system. Our PBIS program
involves teaching (and re-teaching) our schoolwide behavioral expectations and reinforcing them
with “sprouting acorns,” which are tickets that can be turned in for entry into our raffles. Students
are also reminded of these expectations through character education messages read by students
and staff every Monday morning, using the Project Wisdom curriculum. In addition, last year, we
started the Safe School Ambassador program, a research-based bullying and violence prevention
program, which trains student-leaders to intervene when they see mistreatment on campus.
The Positive Behavior Intervention and Support (PBIS) team, made up of the counselor, principal,
dean, parent liaison, two teachers, and a student, meets after every grading period to review
behavioral data generated from SWIS to develop additional targeted schoolwide (Tier 1)
prevention efforts (i.e. re-teaching of expectations) to address specific behaviors of concern.
In addition, the school is in the process of developing a wellness team, made up of the counselor,
principal, parent liaison, school social worker, and school psychologist, to use multiple gating to
identify students in need of research-based Tier 2 behavioral supports. In October, multiple gating
begins with each teacher nominating up to six students of concern (three with internalizing
behaviors and three with externalizing behaviors), followed by teacher behavioral evaluations on
these students. The wellness team then looks at data on the referred students (from both SWIS
and ARIES) to finalize the Tier 2 students (up to thirty students). The same process is done in the
spring to identify students for the following year.
Our Tier 2 supports includes a 5th period intervention class through which students get social-
emotional learning (Life Skills Training), mindfulness lessons, self-monitor using point charts,
teacher mentoring, and time to catch-up on work they have fallen behind on in other subjects. Pull-
out skill-based educational support groups are also offered as a Tier 2 intervention. Currently,
community providers (Wolfe Center, Napa County Office of Education, and Planned Parenthood)
are offering groups focusing on substance abuse prevention (currently 5 students), Latina
empowerment (6 students), and non-violent communication (5 students), respectively. SSTs will
be offered to students not responding to these Tier 2 interventions and in need of an individualized
plan (Tier 3), which may include a Behavior Support Plan (up to ten students). We have a District
therapist on campus who is also available to provide weekly therapy to these Tier 3 students;
currently seven students are receiving weekly therapy on campus.
Attendance:
Attendance is very important at Valley Oak High School and it receives a great deal of attention.
All of the students (100%) currently enrolled at VOHS have been behind in credits primarily
because of poor attendance or non-attendance at their previous traditional high schools. The goal
Mid-cycle Progress Report
19
of VOHS is to provide a safe learning environment where students want to attend and learn and
move towards meeting graduation requirements. As a result students transferring to VOHS mid-
year find it difficult to adjust and engage in a new culture that provides a level of support that they
are not accustomed to. In the past, there were many schoolwide culture building activities but as
the staff focused more and more on standards based instruction using district approved textbooks,
the time has become more valuable. Student attendance overall hold at a steady 89% for all
students and 89% for students enrolled 90 days or more. In 2014-2015 the overall attendance rate
was 88.61% compared to 87.9% in 2011-2012, slight increase. Students enrolled for 90 days or
more; the change has been minimal – 2014-2015 89% from 90% in 2011-2012. Over the last three
years, the average attendance has been 88%; while the 90+ day enrolled averaged 89%. (see chart
below).
3-Year Attendance Rate Summary
Attendance rates All
Enrolled 90+
Days Percent of 90+ enrolled
2012-2013 89% 89% 170/263 = 65%
2013-2014 88% 88% 168/255 = 66%
2014-2015 88% 89% 170/263 = 65%
Average 88% 89% 65%
Parents receive a phone call the day of the student’s absence. Both the attendance clerk and
Community Liaison call the families.
Facilities and Technology
Valley Oak High School is scheduled to undergo major facilities upgrades summer 2016. The
site has not received major repairs or painting since it’s opened its doors in 2002. Custodian staff
maintains the campus cleanliness and a safe learning environment. All classrooms have wireless
access and students are able to use their personal laptop or use a school laptop. VOHS is
fortunate to have a part time computer technician. His role is critical in maintaining our
technology up and keeping it up and running. He was able to come in during the summer and
organize our technology infrastructure. He works directly with the principal on key technology
initiatives.
Currently, the site has 148 Chromebooks that were purchased by the district, site funds and
donations. Teachers are able to reserve Chromebooks throughout the week. A checkout system
was created to facilitate sharing of devices. Two programs have their specific computers,
Digital Media and PBL. The use of technology on a daily basis is critical for every classroom.
The majority of the site budget is used to purchase new Chromebooks or upgrade them. With the
move to the digital platform for grading, daily agendas and instructional materials, it is
imperative that all students have access to a computer. We are currently working on a better
system where all teachers have access to a minimum number of Chromebooks throughout the
day. A well maintained physical plan contributes to a positive school; a culture that includes
respect, compassion, responsibility and safety.
Mid-cycle Progress Report
20
Staff
Valley Oak High School staff is a dynamic and collaborative group. Since the last school visit,
we have 8-new staff members; 2 English, 1 PE, 1 Social Studies, 1 math teacher, administrative
assistant, community liaison, Special Education instructional aide, 20% Academic Specialists, part
time social worker, part time computer technician, part time psychologist, part time nurse and
Resource Specialist. Among our ranks we have the 2015-2016 Napa County Teacher of the Year.
Six of the 11 teachers have been teaching at Valley Oak 5 or more years. Administratively the
staff has remained with a full time principal and 80% Dean of Students. In addition to a full time
counselors, one Resource Teacher, one RS instructional aide, 11.2 teachers, one campus
supervisor, one custodian, one part-time social worker, one cafeteria staff, an on-call nurse, a part-
time school psychologist, an Office Manager, and 60% Administrative Assistant & Community
Liaison and an on-call Resource Officer. Ten of the 11 teachers are teaching within their credential
area. We started the year without a math teacher due to a hire that was waiting to be released from
his contract in another district. Unfortunately, that district did not release him and we hired the
long term sub as an intern. Demographically, the staff is 77% non-Hispanic and 23% Hispanic.
54% of the staff, classified and certificated are female.
Staff participates in professional development aligned to the Districts 3-Goals for student
achievement (below). Site goals are bulleted below the NVUSD goals. Site teams have been
created to create action plans for each of the goals. The district has been focused on systems
alignment and expects school sites to develop the same process. The work of the focus groups
will help align best practices schoolwide. The goals are adjusted on a yearly basis. Bottom line is
that these goals address student needs regardless of the year in which they are entering.
District Goal 1: College and Career Ready
Scaffolds used during instruction to support ELL’s and all students
Critical Reading/Thinking of text in content areas
Implement writing-to-learn strategies
Visible daily driving question in content areas that drives instruction (on board)
District Goal 2: Equitable Access to Close the Achievement Gap Improve SRI Reading and SMI Math Scores
Regular review of Pyramid of Success and SWIS Data
Developing a successful student growth mindset
District Goal 3: 21st Century Skills Students will have understanding of grading in schoolwide learning outcomes (4C’s and
Work Ethic)
Students using PBL learning to promote the 4C’s and Work Ethic
Students develop research skills through inquiry
VOHS Goal 4: Developing School Culture Regular review of Pyramid of Success and SWIS Data
Developing a successful student growth mindset
Mid-cycle Progress Report
21
Student led conferences
Implement breakfast with Principal once per Trimester for EL parents
Redesign Open House with family centered activities in collaboration with Leadership
class
Teachers are strongly encouraged to attend conferences, workshops, and seminars to improve
instruction within their disciplines and share insights and research with colleagues. The district
offers a wealth of opportunities through the LeadIn PD series. Many of the trainings have focused
on engaging the reluctant learner, scaffolding, Common core and EL. The teaching staff prefers
PD to take place at the site and we have been able to bring in district level academic specialist to
present PD in the following areas:
Site Based (partial list)
Common Core Training (series)
o ELA and EL
o Common Core in the content areas
Teach Like a Champion – Led by Academic Specialist
School City (student data bank)
Google trainings
ECHO trainings
State Assessments
Rubric development
Reading Strategies
Learning Walks (site and off-site)
PBIS (Positive Behavior Intervention Strategies)
Influencers Conference Series
o Transforming School Culture
o Formative Assessments and Standards Based Grading
o Simplifying Response to Intervention
Additionally some staff members participate in districtwide committees through (partial list):
Fullan – System Alignment work
Data.Com
Benchmarking (math team)
Writing Leads Cohort
Instructional Leads Committee
Academic Specialist training of Effective Coaching
APEX – online learning (Adult Education)
PBIS (Positive Behavior Intervention Strategies)
The Napa County Office of Education continues to offer various Dinner Series opportunities from
technology integration, parent education, assessments and Career Technical Education. The
training increases teacher ability to be creative and innovative within the classroom and
Mid-cycle Progress Report
22
schoolwide.
Our ability to create meaningful professional relationships with our students achieves an
atmosphere of success and hope. “Significant adult relationships are the number one resiliency
factor for all teens” (National Research Institute). The philosophy is to provide the strength of a
comprehensive school in an alternative setting, which is defined by providing academic support
and a family atmosphere.
School Discipline and Safety
Valley Oak High School is committed to provide a safe campus that supports student learning and
teaching. At the start of the school year and at every orientation students are introduced to our
four guiding principles: respect, responsibility, safety and compassion. Students, parents, and staff
agree that Valley Oak is a safe environment for students to learn. Like most continuation high
schools, many students struggle with a positive connection to school, therefore many students
exhibit at-risk behaviors. To further improve students’ connection to school and to reduce (at risk
behavior [where possible] we have implemented the Safe School Ambassadors Program (see
Support Services).
In 2009-2010 Napa Valley Unified School district implemented a research based program called
Best Practices (Positive Behavior Intervention and Support-PBIS), developed by Jeff Sprague
PhEd. The goal is to implement restorative practices at all school sites. The district discipline
policy was re-written to reflect the need for schools to address discipline from a restorative format.
The district’s suspensions and expulsion rates were insurmountable and the costs astronomical. In
an effort to keep students in the unified, schools were directed to develop a program using BEST
practices; where students are taught the expectations in each school area.
Valley Oak is advancing in its schoolwide implementation. The basic expectations are our guiding
principles – to be: safe, responsible, respectful and VOHS added compassionate. Staff created a
matrix describing each expectation in specific areas campus wide, i.e. cafeteria, bathrooms, office
and classrooms (appendix #4). The matrix is revisited by the BEST/PBIS team and refined as
needed. The team meets once a month to review discipline data, Pyramid of Success (previously
called the Diamond for Success) data and the 5th period intervention class data. In addition the
team participates in district PD facilitated by NVUSD behavior specialist. Each school site is
expected to evaluate itself every semester using the BEST/PBIS Implementation Rubric. The
school sites have also been provided with a student management program for discipline (outside
of the big 5 offenses) called SWIS to track the referrals sent to the office. The goal is to identify
the time, location and reason for referrals so that the staff can address any particular issues. In the
past, the data showed that most issues happen at the start of class or the last 10 minutes of class.
The data is now showing that most classroom disruptions are happening in the middle of a
period/block whether it is an electronic device, defiance, disruption or lack of productivity
infraction.
Valley Oak has a comprehensive school safety plan, Standardized Emergency
Management/National Incident Management System (SEMS/NIMS), which is monitored and
modified by the School Site Council. A confidential emergency phone tree is distributed to each
Mid-cycle Progress Report
23
teacher. As a part of the opening of school, the staff reviews emergency responsibilities,
evacuation routes, and lock down procedures. The Dean of Students meets as needed with
members of the Crisis Management Team to share updates based on feedback and re-teaching
proper procedures for drills. (EB–Admin)
Creating a safe and nurturing environment in our school is the responsibility of all members of the
staff and community. Parents appreciate how clearly and visibly the expectations are provided to
students. Students strongly agree that Valley Oak is a safe place to learn. Many of them refer to
it as their “Valley Oak family”. Rules, regulations, and procedures are designed, posted, and
implemented to ensure a safe learning environment. Staff developed the Behavior Intervention
Steps System to better address classroom behaviors and the referral process (Appendix 5). Each
tier provides specific steps for teachers before students are removed from class. More often than
not, we are able to address a behavior issue before it escalates. Our small school allows us to
address any behavior needs in an efficient and timely way.
Valley Oak High School is a safe place for students. The primary responsibility for school safety
is assigned to the Dean of Students, the Principal’s designee. Students who commit serious
offenses such as repeated campus disruption, sale of controlled substances, etc., can be suspended
up to two days with counseling. Students who commit violent offenses or threaten the safety of
others can be recommended for expulsion and possibly expelled, per NVUSD Board Policy. A
school resource officer is available to Valley Oak on an on-call basis.
Listed below are suspension and expulsion rates for the last three years site vs CDE:DataQuest
reports
2012-2013 2013-2014 2014-2015
Enrollment #s site vs CDE 329 (267) 272 (253) 262 (245)
Suspension #s/ CDE stds 106 (54 stds) 74 (44 stds) 56 (30 stds)
Total Days of Suspension 159 168.95 75.42
Suspension rate/ CDE 32.2% (20%) 27.2% (17%) 21.3% (12%)
Expulsion #s 0 0 0
We have historically calculated our suspension rate by dividing the number of suspensions by the
total number of students we have had enrolled in a school year. This year we added a row
(please see table above) showing the total number of days suspended for the last three year
suspension data. Prior to last year, students were suspended for 3 – 5 days. Last year, as part of
our restorative practices, we decreased the number of suspension days for each infraction to 1 -2
days. Students are counseled and provided with a contract outlining expectations when they
return to class. As a result, the number of suspensions and the total days of suspensions are
decreasing. District suspension calculations are higher than state reported data for VOHS.
Mid-cycle Progress Report
24
In the last three years expulsions have been decreased to zero. Approximately four years ago the
Napa Valley Unified School District’s expulsion language was placed in our Formal Reprimand
contracts. Therefore, if a student violates their Formal Reprimand contract they will be
transferred to the Napa County Office of Education (NCOE). The formal reprimand process
benefits students by not having an expulsion on their record.
VOHS receives a number of students on contract from their previous schools. Although they are
on contract, students are provided with the support necessary to succeed and get off contract.
We strive to help students connect with school, through intervention services and strategies to
assist them in overcoming challenges.
During the WASC visit three years ago we reported that “Detentions increased due to an effort to
address tardies, the school implemented a tardy policy where students that arrived tardy had to
serve detention during lunch. At the beginning this was a little helpful but students started not
serving detention at lunch, then it turned into a detention after school; then they did not serve that
detention then it turned into defiance which ended in suspension. The policy was eliminated this
year due to the lack of effectiveness.” Starting in the 2014-2015 school year we re-implemented
the tardy policy where students serve time during lunch. Currently if students that do not serve
their lunch time detention it is recorded as a behavior infraction in lieu of an after school
detention. The behavior infraction affects their level on the Pyramid of Success. The new policy
has reduced tardiness from an average of 35 a day to 15 or less per day. As a result our
suspension rate has decreased significantly. Parents continue to receive electronic (EdConnect)
phone calls and emails, along with personal calls from Community Liaison indicating that their
son/daughter arrived tardy or is absent from school.
The district has hired Community Liaison’s and social workers to work to support sites in
increasing attendance rates. VOHS Community Liaison (Andrea) is bilingual and is able to
communicate with all families. Families are grateful for that extra support and have come to trust
Andrea and feel a stronger connection to school. The staff continues to look for ways to encourage,
motivate and find connections to better support students. Students transferring to Valley Oak have
not responded to traditional, large school settings. Valley Oak offers a small learning environment,
low student to teacher ratio (1:20). As mentioned previously the small setting allows teachers to
provide targeted instruction based on individual needs.
Student Assessment and Performance
Valley Oak students are assessed in various ways from in class formative and summative, district
level assessments, bench-mark assessments and state level assessments. District and state level
assessments are now available to teachers through School City in addition to Aeries. Staff has
been provided with training on the use of these online tools (appendix #6 SRI Analysis form).
Teachers are very aware of academic needs of the students including those with IEP’s and 504
plans. Accommodations are taken into consideration when assessing students. As mentioned
Mid-cycle Progress Report
25
previously, students enter and exit Valley Oak at different times, therefore, the data is not reflective
of students’ on-going progress. The CST and CAASPP data reflects one grade level; of which
none of those students take the test the following year. In addition, some students are enrolled less
than 6 months prior to taking the state tests.
In the last administration of the CST’s, Valley Oak improved by 39 points. The growth target was
16 (2012 Base of API 489 to 2013 API @ 528) while, NVUSD’s API declined by 10 (2012 Base
of 786 to 2013 Base of 776). In 2013-2014 students took the practice test for the new state test –
the CAASPP. Results were not provided to sites since the state used those scores to set the
proficiency targets. Due to changes in testing, the 2014-2015 CAASPP results have become the
school’s baseline for future years.
The table below shows the CST results by significant subgroups along with the CST 10th grade
science for 2014. All subgroups improved from the previous year by 25 points or more; the
Hispanic subgroup had the largest increase.
2012-2013 — Significant Subgroups 2014 CST – 10th Grade Science
Results
Mean score 306.1
% Advanced 5%
% Proficient 14%
% Basic 29%
% Below Basic 33%
% Far Below Basic 19%
No CST 10th grade Science 2015 results due to low 10th
grade enrollment
The following graphs reflect the 2015 CAASPP results for all students including significant
subgroups. The results continues to show that students at VOHS have high levels of academic
gaps. Tracking schoolwide growth using standardized testing is very difficult. Teachers must
use classroom based assessments and grades to determine student progress. The results are used
in a general way – identify general gaps, examine individual growth, implement additional
instructional strategies to better support student and provide them with opportunities to practice
the testing format.
Student Groups
# of students included
Sub Group
API
Hispanic (29 stds) 529 (+64)
White (19 stds) 556 (+40)
Socio-economically
Disadvantaged (29 stds)
536 (+60)
English Learners (16
stds)
493 (+25)
Base API* (52 stds) 528 (+39)
Mid-cycle Progress Report
26
Students continue to demonstrate academic gaps in both math and English. In addition, students
taking state assessments do not see the importance of the test since it is not connected to their
credits. Changing student’s mindset around testing continues to be a challenge. The chart below
shows the gaps within the student subgroups. English learners had more students at “standard
nearly met” than any other subgroup. 8% of SED students scored at “standard met”.
0%
10%
20%
30%
40%
50%
60%
MET STANDAD
NEARLY MET
BELOW
9%
23%
60%
2015 CAASPP English Overall
0%
20%
40%
60%
80%
100%
MET STANDAD
NEARLY MET BELOW
0% 4%
84%
2015 CAASP Math Overall
0%
10%
20%
30%
40%
50%
60%
70%
9% 8%0%
8%
23% 21%27%
21%
60% 58%67%
63%
2015 CAASPP English Results
Met Standad Nearly Met Below
0%
50%
100%
0% 0% 0% 0%4% 4% 0% 3%
84% 83%73%
84%
2015 CAASPP Math Results
Met Standad Nearly Met Below
Mid-cycle Progress Report
27
In the achievement charts above, many more students were at standard nearly met in ELA in the
areas of reading, listening and research and inquiry. In math, solving/analysis and reasoning had
more students at standard nearly met.
The charts below breakdown the data by ethnicity and gender; Hispanic students and females
have higher scores in English but they mirror in math.
0%10%20%30%40%50%60%70%
9%3% 1% 3% 1%
23%
51%
30%
51%45%
60%
47%
68%
47%53%
All Students Achievement in Each Area - English
Met Standad Nearly Met Below
0%
20%
40%
60%
80%
100%
0% 0% 0% 0%4% 4%
23%30%
84%96%
77%70%
All Students Achievement in each area - Math
Met Standad Nearly Met Below
0%
20%
40%
60%
80%
100%
MET STANDARD
NEARLY MET BELOW
0% 3%
82%
9% 9%
73%
Math CAASPP Results by Ethinicity
Latino White
0%
20%
40%
60%
80%
MET STANDAD NEARLY MET BELOW
8%
25%
57%
9% 9%
73%
English CAASPP Results by Ethinicy
Latino White
Mid-cycle Progress Report
28
The overall analysis of the Smarter Balance: CAASPP is that our students continue to be behind
and require additional targeted support. Students enter Valley Oak with everything stacked
against them. Fortunately, once students start classes and their educational plan is provided, they
begin to be optimistic about graduating. Often the challenge is to fight the instinct that lead them
to failure in the past and replace it with a Growth Mindset (Carol Dweck, Ph.D) for success. The
staff tries very hard every day to encourage students understand and develop A Growth Mindset
while supporting students at all academic levels.
Literacy is the number one area where all students that have transferred to VOHS struggle with.
In 2014-2015, VOHS adopted the Scholastic Reading Inventory (SRI) to gauge students’ reading
levels and monitor their progress. The opportunity for additional resources came from the newly
implemented Data.Com. Data.Com is an opportunity for school sites to share their goals for the
year and to focus on one critical goal that they want specific feedback on. Through that process,
we were able to access additional resources, such as the SRI licenses to administer the test.
VOHS data showed that our students were low readers but had no formal way of assessing it
with a data proven test. The SRI was administered two different times in 2014-2015 and once so
far in 2015 – 2016. In the first administration of the 2015-2016 school year, student’s average
raw score is at 940 compared to the final raw score of 864 last year; an increase of 76 points.
The tables below provide an overview of the results.
0%
20%
40%
60%
80%
MET STANDAD
NEARLY MET BELOW
3%
26%
62%
13%20%
59%
CAASPP English Results by Gender
Female Male
0%
50%
100%
MET STANDAD
NEARLY MET
BELOW
0% 0%
85%
0% 7%
82%
CAASPP Math Results by Gender
Female Male
820840860880900920940
864
940
VOHS SRI Average Raw Scores
0%
20%
40%
60%
80%
2014-2105 2015-2106
64%58%
24% 27%
9%15%
3% 1%
VOHS SRI 2014-2015 & Fall 2015
BB Basic Proficient Advanced
Mid-cycle Progress Report
29
In the 2015-2016 school year, the SRI will be administered 3-times (October, January & May).
The staff reviews results after each administration and in their content teams discuss what
supports are needed to address the gaps (appendix #6: Data Analysis Form). At each
administration students are provided with their last Lexile score and level (appendix #7). They
are to keep track of their scores and set a goal for next administration.
In addition to the SRI, fall of 2015, students enrolled in math took the Scholastic Math Inventory
(SMI). The raw score of the first administration was 668. The SMI will be administered in three
times per year: October, January and May. In addition to the SMI, the math department
administers the districtwide benchmarks in Math I and II. Last year, the Math I students scored
an average of 34% proficient. The district average was 51%. Valley Oak students performed
better than two of the comprehensive high schools. In Math II, students did even better. 31% of
the students scored proficient and above compared to the district’s average of 38%. VOHS
students outperformed two of the comprehensive high schools by 4% & 8% respectfully. In the
Fall 2015 – 23% of the students scored at proficient or above with 17% at Basic, 44% at BB and
17% FBB. The districts proficiency is at 23%. The math department PLC bi-weekly to review
testing results, pacing calendar and student placement. They have implemented a quick
assessment for all new students to take prior to starting at Valley Oak. The math team scores the
test and makes placement recommendations to counseling.
District Writing Assessment
Prior to this academic year, the students took the District Writing Assessment every February. A
passing score is a 7 out of 12. Each paper is holistically read two times using the DWA Writing
Rubric. The DWA changed 2014-2015 to reflect the CAASPP ELA testing. Students are
provided with an article or two and they must answers the prompt and site evidence. In 2012-
2013 & 2013-2014, students were provided only with the prompt. The results are as follows:
The percentage of scores decreased overall not just at VOHS but districtwide. In 13-14 NVUSD
had 66% of the students score at proficient and in 14-15 that dropped to 30%. The change of the
DWA format resulted in lower scores, students’ schoolwide need to be better prepared for this
type of assessment. In 2015-2016, the DWA will not be administered in the district. District
level writing committee cohorts are working on developing a new local assessment for all
students. Stay tuned!
0%
20%
40%
60%
80%
OVERALL GRADE 10 GRADE 11 GRADE 12
17%
67%
8%19%
13%0% 3%
18%
2-Year Comparisong for DWA Proficient %age
2013-2014 2014-2015
0%5%
10%15%20%25%30%
3%
9%14%
29% 29%
3%
9% 11%
19%14%
Percent Proficient by Subgroup
2013-2014 2014-2015
Mid-cycle Progress Report
30
Reading and writing gaps continue to be a focus at VOHS. The Career and College Readiness
PLC charge with developing a system-wide writing and reading plan while the Closing the
Achievement Gap PLC is in charge of developing the action plan to address intervention services
needed to support students in meeting school wide goals. The Leadership PLC oversees progress
and implementation of goals.
California High School Exit Exam (CAHSEE)
In the 2015-2016 school year the CAHSEE was cancelled state wide. Students will no longer
need to take the assessment to meet graduation requirements. VOHS experience a 15% decrease
in passing scores in math and 7% in English from 2012-2013 to 2014-2015. Students were
provided with targeted classes both in English and Math and after school tutorials. RFEPs had
higher passing rates in the ELA part than any other subgroup. The socioeconomically
disadvantage subgroups passed the test at higher rates than all other subgroups.
Regardless of the CAHSEE administration, this year VOHS continues to provide after school
support through our ASAP program (#AfterSchooAcademicPrep). The intervention is staffed
with four teachers; each representing a core content area (math, English, Social Studies and
Science). Students are referred by teachers, using the referral form or students can self-elect to
attend. As VOHS moves forward and going deeper with Common Core assessments, teachers
will be asked to utilize the materials offered through the CAASPP website. VOHS will continue
to refine its assessments practices to better monitor student progress throughout the year.
0%
20%
40%
60%
TOTAL % PASSED
SPEC ED EL RFEP SED NOT SED
33%
0%17%
43%29%
0%
34%
5% 10%20% 24%
6%
26%10% 15%
38%24% 26%
3-Year CAHSEE ELA Summary
2012-13 2013-14 2014-15
0%
20%
40%
TOTAL % PASSED
SPEC ED EL RFEP SED NOT SED
36%
0% 3%
26% 31% 27%32%
4% 0%10%
21% 18%21%7%
18% 18%28%
12%
2-Year CASHEE Math Summary
2012-13 2013-14 2014-15
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II: Significant School Changes and Developments ● Include a description of any significant changes and/or developments, i.e., program
additions since the last full visit, changes in student enrollment, staffing changes.
● Describe the impact these changes and/or developments have had on the school
and/or specific curricular programs.
Valley Oak High School continues to evolve in order to meet the ever-changing academic and
social-emotional growth needs of students while maintaining high expectations. In partnership
with Napa Valley Unified School District, administrators and teachers are continuing to
participate in a three-year district-wide development plan supported by quarterly professional
trainings facilitated by Michael Fullan’s Transformational Leadership Systems. The Fullan
training consists of collaboration between five participating local districts that provides educators
with the opportunity to create and evaluate learning and intervention strategies that support
student achievement. Valley Oak has incorporated these methods to create targeted plans which
address student learning goals identified through the WASC process. Data collected continues to
inform ongoing instruction and assessment. Valley Oak growth targets have additionally been
supported through a range of foundational changes, including an onsite Academic Coach,
Learning Walk Evaluations, and Influencer Leadership trainings.
As a continuation school, Valley Oak High School values positive interventions that support
students in a three-tiered Response to Intervention. A variety of school-wide changes have been
established to encourage student engagement and academic progress. In order to provide
students with extended time for in-depth inquiry and project development, a trimester calendar
replaced the previous quarterly system. In addition, data-driven tutorials were instituted during
the school day in order for students to receive targeted re-teaching or individual support in
academic areas of need. After school educational support is provided by the newly formed
ASAP (After School Academic Prep) program, which gives students an opportunity to receive
individualized instructional support as needed for assignment and project completion. Informal
assistance is also available through teacher support during lunch and after school that supports
students in obtaining additional scaffolding needed for successful learning.
Evaluation of the previous Diamond of Success, now the Pyramid of Success, informed
significant design changes. Student levels continue to be achieved through data averages of
three areas of success: Grade Point Average, Attendance, and Citizenship. A self-monitoring
piece was added to the model in order to provide a concrete structure that supports utilization and
increased meaning for students. Levels are reviewed twice per trimester, allowing students
repeated opportunities to evaluate their progress, set new goals, and attain a higher level on the
Pyramid. Positive reinforcement of student growth occurs through increasing incentives at each
level. Those students who demonstrate an increased need for support are provided with the
additional opportunity of participating in an on-site intervention class that addresses academic
access, organization and study skills, and social/emotional growth.
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Through collaboration between the district coordinators of Positive Behavior Intervention
Strategies (PBIS/BEST) and Valley Oak’s PBIS/BEST professional learning community,
restorative practices have continued to be a focus of behavioral intervention and support. All
students are taught schoolwide shared values and expectations regularly throughout the school
year, in addition to opportunities to participate in ongoing advisory lessons directed at creating
culture and building connection. Collected data through the School-Wide Information System
(SWIS) allows administrators and teachers to identify targeted behaviors that require additional
re-teaching and modeling for students who require increased levels of support. Additionally, a
Wellness Team was established to provide further assistance for students requiring tier two and
tier three interventions. The continuing provision of on-site counseling services is an essential
component to support students who are at-risk, as well as those who face emotional crisis and
trauma.
Student attendance concerns are being addressed through new and ongoing programs. Tardiness
to classes is restored by attending lunchtime detentions that include short, focused lessons on a
variety of topics. Saturday school was recently implemented to provide additional ways for
students to connect and explore their learning and community, as well as restore their attendance
percentages.
School culture is always a strong focus at Valley Oak, creating community and a sense of
belonging for students. New additions include the leadership class and lunchtime
clubs. Sprouting Acorn slips replaced Valley Oak Bucks, which are given to students who
demonstrate our shared schoolwide values of being safe, respectful, responsible, and
compassionate. Sprouting Acorn recognitions are added into a weekly drawing to reinforce
positive behaviors. The Safe School Ambassadors program was established to provide
leadership training for students who then use the skills they learn to become role models and
mentors for peers on campus.
The Napa County Office of Education recognized Valley Oak teacher, Julie Lovie, as Teacher of
the Year. Ms. Lovie epitomizes the very definition of excellence in teaching, and has been a
strong leader in the area of school culture. She demonstrates best practices in her delivery of
instruction, in addition to offering a variety of extracurricular opportunities that provide students
with a sense of belonging. In a collaborative effort, Ms. Lovie and the site principal, Maria
Cisneros, are responsible for the creation of the Valley Oak leadership class, where at-risk
students are able to build leadership skills, coordinate school-wide events, and demonstrate
model behavior for peers. Ms. Lovie is the coordinator of the Valley Oak Chapter of Friday
Night Live, which is a weekly after-school event that incorporates student awareness of the
impact of healthy choices, the consequences of substance abuse, and the benefit of community
involvement, supplemented by off-site conferences and training opportunities. Additionally, she
has coordinated a lunch club program, where Valley Oak teachers and leaders serve as sponsors
of high interest student gatherings to enhance a sense of schoolwide community. She is a teacher
who expresses great concern and care for students, and demonstrates this by helping to create a
positive school culture. Ms. Lovie is the public recognition of both her personal efforts, and the
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collaborative results of an entire staff that is fully dedicated to student learning, and can only be
accomplished through the support of a strong leadership that maintains clear vision.
A variety of courses, curriculum and strategic practices have been added to support student
learning. New courses include CTE Digital Media, Counseling 100 (offered onsite through Napa
Valley College), Chicano Studies, Horticulture, APEX online for credit recovery, English 3D,
and Work Experience. Elective classes that closed include television/media production and One
World percussion due to low enrollments in the elective program and retirement of One World
percussion teacher. All teachers and students are using the online ECHO grading program to
access projects and monitor grades. Beginning with the class of 2016, graduates must meet the
“a-g” requirements which includes three years of math. District adoption of textbooks, as well as
extensive professional development training, supports the addition of extended math
requirements. IXL is an online program which is also used to support acquisition of math and
skills by students. Valley Oak faculty continues to refine the reading and writing plan, in
coordination with the district, to meet student literacy needs.
Assessment to inform instruction is critical to the success of students. The district has
incorporated the use of School City STARS to provide tools for assessment and access to
extensive data for planning. The Scholastic Reading Inventory (SRI) and the Scholastic Math
Inventory (SMI) are administered each trimester to identify student growth and inform
schoolwide literacy and math interventions. District benchmarks and end of course assessments
are used in all math courses, and have been updated to include Smarter Balance models. To
address the twenty-first century skills of college and career preparedness, Naviance online is
used by students to assess interests, identify education requirements, build job skills, and provide
next steps in future planning.
District and on-site professional development has been extensive. Principal, Maria Cisneros, has
supported teachers by providing professional development trainings for common core, new
strategies, and curriculum needs, in addition to continually obtaining teacher input to ensure that
ongoing professional education and training needs are met. Provision of collaborative planning
time between teachers has been ensured by the leadership to support teachers in planning
curriculum and delivery, and to evaluate student work to inform ongoing
instruction. Wednesday early release days were restructured to provide efficiency and time
management for professional development and planning time. Additionally, an increasing
number of teachers are participating in district led professional learning communities and
trainings, and content leads regularly attend the district’s writing cohort and math team
meetings. To further develop and direct ongoing focus toward achieving school-wide learning
goals, professional learning communities were created, termed Goal Groups, which meet
regularly to address the identified essential goal areas: College and Career Readiness, Closing
the Achievement Gap, Twenty-First Century Learning, and School-Wide Culture Building.
These groups are led by site academic specialists.
Staffing additions and changes include new teachers Evrim Cakir, Stephen Federico, Nick
Klima, Sarah Saunders, and Ryan Strole. Teachers who transferred or retired include John
Hannaford, Joel Mellinger, Keith Sedgley, and Kelli Watkins. Lisa Miller served as Valley
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Oak’s on-site academic coach, and was replaced in the current school year by Joann Clark. New
support staff consist of Cristina Bradley (office administrator) and Andrea Cervantes (on-site
position change from resource instructional assistant to Community Liaison). Danielle Swafford
(social worker), and Corinne Gomez (school psychologist) joined Valley Oak part-time to
support students in the area of wellness. Shaun Keeler is on-site two times a week to support the
maintenance and operations of technology, which has had a dramatic impact on students being
able to consistently access technology for classroom learning.
New facilities, equipment, and services that support students in the learning environment include
the addition of Chromebooks with charging carts, with a nearly one-to-one ratio for student use
in all classes. School-wide wireless was installed to support twenty-first century skills and
learning through technology. Cafeteria meal options that meet nutritional standards and appeal
to students have changed significantly after ongoing communication between Valley Oak
faculty, students, and food services, along with the support of the new district director. Physical
structures were improved with the addition of new gutters, and the school site is scheduled to be
entirely painted. Earthquake reinforcement with design elements are also scheduled to take
place.
Valley Oak is constantly changing in an effort to provide all students with opportunities that
support learning, growth, and achievement. The strong leadership at Valley Oak, along with the
deep dedication of all staff members, serves to implement best practices in all areas of academic
and social-emotional growth, enabling seamless transitions that guide ongoing positive change
toward ever-expanding improvement. Every addition or change is carefully considered in an
effort to answer the question of impact on student life-long learning and achievement goals. In
the words of our principal, Maria Cisneros, “It’s all about the students,” to which the faculty
replies in unison with an enthusiastic, “Everything is connected!” The level of commitment to
student development is demonstrated through a shared belief that all students are capable of high
levels of achievement, attainable through collaborative efforts of staff members, students, and
families.
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III: Follow-up and Progress Report Development Process
● Briefly comment on the school’s follow-up process. Include a description of the
committee that has been responsible for overseeing the progress of the school’s
action plan and the preparation for the visit.
● Describe the process to prepare the progress report. Include to what extent
stakeholders were involved in the preparation of the report.
● Describe the process to present the progress report to the governing board.
The current WASC review process began in the Fall Semester of 2013. Following the initial
WASC visitation, which resulted in Valley Oak’s six year accreditation, the faculty studied the
schoolwide critical areas of follow-up recommended by the visiting team, and began determining
ways in which they could be implemented. Facilitation of content and gathering of WASC-
related materials to support ongoing inquiry were prepared by the school principal, office
manager and teacher chairperson. Weekly staff meetings consisted of examining ways to
continue to practice and effective instructional strategies, integrate common core standards,
apply best practices through Positive Behavior Intervention Strategies, support student literacy,
and expand parameters of tracking student enrollment and post-graduation transition. Data and
work that was representative of instruction and student learning was also shared to support
ongoing decision-making by participants.
The Valley Oak High School community values input from all stakeholders when implementing
schoolwide goals for student learning and growth. In addition to collaborative efforts of the
entire staff, parent and student online surveys were created to specifically target identified
areas. Results of feedback were used in determining changes being implemented, as well as
refinement of current practices. Community meetings that focused on gathering further
information on Valley Oak’s areas of strength and recommended areas for growth were attended
by school staff, parents, and students. This global participation in creating our school vision,
critical areas of follow-up, student learning outcomes, and action plan was essential, in order for
full ownership and meaningful implementation to occur.
In addition to student demonstration of learning through projects and classwork, concrete data
was used throughout the process, consisting of standardized test results such as the
CST’s/CAASPP, CAHSEE, CELDT, District Writing Assessment, Scholastic Reading
Inventory, and the Scholastic Math Inventory. School-compiled response to intervention data
unique to our population, identified through the Pyramid of Success, was also an important
indicator of student’s needs. Results from these areas drove decision making, and continue to be
shared on a regular basis with all stakeholders. Along with tangible data, the idea that all goals
should be measurable encouraged groups to think in creative and meaningful ways, while
ensuring that accountability remained ever-present.
Throughout the review process, Valley Oak’s ongoing goal development organically aligned
with the objectives established by the Napa Valley Unified School District to guide student
learning. Twenty-first century skills that support college and career readiness are the
overarching goals that support student achievement through application of acquired
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skills. Valley Oak has addressed its combined WASC and district focus by creating Professional
Learning Communities (PLC’s) in which each staff member participates, covering dedicated
areas of significance that impact students and families. The PLC’s are comprised of four
separate groups which focus on College and Career Readiness, Closing the Achievement Gap,
Twenty-First Century Skills/Technology, and School Culture. The addition of these PLC’s
support, enhance, and facilitate movement toward schoolwide improvement by sharing and
incorporating best practices, in alignment with identified research-based practices.
The WASC review process has provided an opportunity for all stakeholders connected with the
Valley Oak High School community to reflect on the many strengths that provide a foundation
for student achievement, as well as explore ways in which continued expansion and application
of new methods and strategies guarantee equitable access to the curriculum for all
students. Valley Oak High School maintains high expectations for all students within a
community of inclusiveness, promoting a sense of belonging and safety that ensures that social
emotional, as well as academics, are addressed for every individual. Promoting a strong sense of
independence and lifelong learning goals for each student is the empowering force that dictates
changes which benefit students and enable them to achieve their full potential.
In an alliance with WASC representatives and Napa Valley Unified School District, Valley Oak
High School continues to identify and improve on schoolwide learning objectives that support
students and families. The action plan included in this document generates new directions for
growth, representing a concerted and thoughtful effort by all members who are part of a unique
learning experience. Valley Oak High School is an extraordinarily unique and inspiring
environment which values input from all individuals which it serves, and promotes engaging and
meaningful educational opportunities for all students.
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IV: Progress on the Critical Areas for Follow-up within the
Action Plan
● List the critical areas for follow-up and reference the schoolwide action plan
sections where each critical area for follow-up has been addressed. If any critical
areas for follow-up were not included in the school’s action plan, indicate what
actions have been taken to address this issue.
➔ Note: The school’s action plan should have incorporated all the critical areas of
followup or major recommendations that were stated in the last full visiting
committee report.
● Comment on the progress made to date for each critical area for follow-up and cite
evidence and examples of the impact on student learning.
Following the celebration of Valley Oak High School’s identified strengths, stakeholders turned
their attention to the Schoolwide Critical Areas for Follow-up and Ongoing School Improvement
recommendations of the visiting team. Each area was studied, welcoming input from all
stakeholders in order to guide next steps in the self-evaluation process. Planning and
implementation of professional development opportunities and professional learning
communities to address these new goals directed achievement in each area, in addition to
informing ongoing development of practices.
Schoolwide Critical Area for Follow-up and Ongoing School Improvement #1
Continue and expand effective instructional strategies, specifically making sure that each
lesson has a clear goal or objective tied to the subject matter content. These goals should be
communicated to the learner for the lesson and reinforced during projects that span a length of
time.
Action Plan Section: Goals 1 & 2
Student engagement strategies, collaborative learning opportunities, and explicit instruction of
organizational skills were identified as areas that would increase effective instruction and
increasingly support student learning. There was an interest by stakeholders to continue to
expand schoolwide practices, ensuring that learning objectives were defined, posted, and
understood by students. Engagement of students in daily curriculum and projects was a
significant focus, and common practices were put into place to ensure that all students are able to
continually access the learning environment.
CATEGORIES and EXAMPLES:
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Engagement Strategies Teach Like a Champion Strategies
o Opening and Closing Activities
o Beginning Warm-ups
o Exit tickets
o White boards
o Frontloading Vocabulary; Word Walls
o Think-Pair-Share
Inquiry Based Learning and Checking for Understanding
Academic Vocabulary
Partners in Learning Log
Collaborative Learning Collaborative Group Structures and Facilitation
Use of Google Docs for shared projects
Partner in learning log (students complete every day)
Explicit Instruction of Organizational Skills Use of Graphic Organizers
ECHO Online Grading Program
o submission of assignments
o student review/monitoring of progress
Work ethic rubric worked on by entire staff
Schoolwide Critical Area for Follow-up and Ongoing School Improvement #2
Integrate identified current successful practices with the common Common Core State
Standards (CCSS) as the training for CCSS begins.
Action Plan Section: Goals 1 & 2; Goal 3 for Math
Valley Oak High School faculty have easily embraced the common core state standards, which
support in-depth examination of content. The 4 C’s focus (critical thinking, collaboration,
communication, and creativity) established by the district and implemented at the school site
align with common core standards, and have guided lesson design and assessment practices.
Student learning experiences reflect the opportunity to apply these skills in all content areas,
creating twenty-first century learners who are lifelong learners who are able to achieve their
goals of graduation and well beyond.
CATEGORIES and EXAMPLES:
Professional Development On-Site
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o Weekly early release on Wednesdays incorporates professional development
o Goal Groups established to address school wide learning
o Anchor Reading Standards used to create smart goals and evaluate student work
District Wide
o Teacher leads to district to identify common practices
o Michael Fullan — three year plan
o District Student Engagement Strategy Workshop
o Influencers Training
Instructional Strategies Assessment informs instruction
o Reteaching for skill proficiency
Scaffolded learning
Learning objective posted on board daily-Students required to write it as part of their
warm up
School-Wide Close Read Strategies and Highlighting
Math quizzes for check in-Review for re-teach and retake if students struggle
Academic vocabulary posted/Lessons start with academic vocabulary
School wide close read focused on analysis and summary
District common core aligned with Math curriculum (incorporates PBL)
Identification of “Big 6” schoolwide essential reading/writing standards
Opportunities for student to correct or redo assessments following reteaching; extension
activities available
Frontloading Vocabulary; Word Walls; Vocabulary paired with visuals
Maker classes established
Science Labs supporting curriculum
Guest Speakers
Increased opportunities for academic discussion
o Critical Friends
o Socratic Seminar
o Student Learning Walks
Use of Cornell Notes
Lesson Design Written steps/instructions accompanying visuals
California Environmental Initiative is common core aligned
Chicano Lit/ CAHSEE English classes using standards-based grading
Scaffolding to support expository writing citing evidence including concrete details
Use of technology to support student learning
Multi-modal delivery of instruction
ECHO online program for project/assignments, daily agendas, rubrics, and objectives
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Schoolwide Critical Area for Follow-up and Ongoing School Improvement #3
Use PBIS strategies to improve classroom management practices (i.e. seating charts, classroom
, etc.) to support student academic engagement.
(Goal 4)
Action Plan Section: Goal 4
Based on recommendations and district/site Best Team support, Valley Oak stakeholders have
continued to address ongoing improvement in the areas of restorative discipline and classroom
management. Establishing schoolwide and classroom based shared values are at the core of
shared learning with students. Building on shared values resulted in practical application of a
variety of approaches that support positive student reinforcement, tangible reward systems, club
and leadership opportunities, and classroom management practices. Resulting data continues to
direct interventions and management strategies that influence academic and social/emotional
growth for students.
CATEGORIES and EXAMPLES:
Schoolwide Practices School wide and classroom shared values and behavioral expectations taught in advisory
classes, clearly posted, and positively reinforced
o Schoolwide Behavioral Expectations
o Universal Guidelines for All Settings
o PBIS Lesson Plans
School and classroom environments structured intentionally to support student behavior
o Sprouting Acorns given out and posted in Advisory Classes
o Raffles (Sprouting Acorns) helds weekly or at end of each grading periods
o Seating Charts
o Classroom routines (Daily warm up; Learning objective & agenda clearly posted)
Schoolwide and classroom culture and community building activities are planned and
executed
o Monday morning Words of Wisdom messages
o Academic Award assemblies
o Lesson plans of circle sharing activities in classrooms
o Positive interactions between students & staff can be observed
o Safe School Ambassador Program (list of participants; attendance roster)
o Sign up sheets for lunchtime & after-school clubs (ie: GSA, FNL, Coloring, Film)
o Master schedule reflects Leadership Class
o School wide activities:
Food days
Peace Day
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Halloween activities
Film Festival
Red Ribbon Week
Anti Bully Day
Distracted Driving Awareness
Casey’s Pledge
Every 15 Minutes
Restorative Discipline practices
o Staff meeting agenda reflecting staff provided with “Continuum of Corrective
Consequences” and have agreed upon three things before sending a student to the
office.
o Reflection forms
o Apology letters
o Tardy students — Lunch time detentions
o “Character Development” hour
Data Collection and Review Provide targeted, data driven behavioral interventions for Tier 1 and Tier 2 students,
using SWIS, Pyramid Review Data and staff recommendations.
o SWIS Data
o Pyramid Review Data
o Pyramid of Behavioral Expectations
o PBIS and staff meeting agendas
o Master Schedule reflects 5th Period Intervention
o Counseling services and Counseling Groups calendar
o Notes from parent conferences, 504 review meetings, and SST meetings
Schoolwide Critical Area for Follow-up and Ongoing School Improvement #4
Continue to strengthen the schoolwide Writing Plan and develop a schoolwide Reading Plan to
support student literacy.
Action Plan Section: Goals 1 & 2
Closing the achievement gap for reading, written language, and communication was initially
identified as a Critical Area of Need, and continues to be an area of focus. The combination of
ongoing improvements in instructional strategies, intervention, and assessment through data
analysis strengthens and supports student literacy. Classroom teachers have had extensive
professional development to support instructional delivery of content which enhances student
access to learning and materials. Intervention strategies were evaluated and revised, as well as
new programs created to assist students in knowledge acquisition and project completion.
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Additionally, student self-monitoring practices were put in place to enable students to track
progress and create personal learning goals.
CATEGORIES and EXAMPLES:
Instructional Strategies Assessment informs instruction
o Reteaching for skill proficiency
Scaffolded learning
Learning objective posted on board daily-Students required to write it as part of their
warm up
School-Wide Close Read Strategies and Highlighting
Math quizzes for check in-Review for re-teach and retake if students struggle
Academic vocabulary posted/Lessons start with academic vocabulary
School wide close read focused on analysis and summary
District common core aligned with Math curriculum (incorporates PBL)
Identification of “Big 6” schoolwide essential reading/writing standards
Opportunities for student to correct or redo assessments following reteaching; extension
activities available
Frontloading Vocabulary; Word Walls; Vocabulary paired with visuals
Maker classes established
Science Labs supporting curriculum
Guest Speakers
Increased opportunities for academic discussion
o Critical Friends
o Socratic Seminar
o Student Learning Walks
Use of Cornell Not
Technology infused instruction
Citing of text and concrete details to support writing
Inquiring and Checking for Understanding
Use of Graphic Organizers
Use of rubrics
Growth Mindset and Resiliency Training (staff and students)
Intervention Strategies Tutorials based on
o grade data
o priority lists
o sign up lists
Afterschool Academic Prep Support (ASAP)
o Attendance rosters (% attendance)
Lunchtime learning support in classrooms
Implementation of Student Self-Monitoring Charts and Practices
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Schoolwide Assessment Data Scholastic Reading Inventory (SRI) each trimester
Scholastic Math Inventory (SMI) each trimester
Data.com
Smarter Balance Assessment
Classroom formative and summative assessments
District Benchmarks
Schoolwide Critical Area for Follow-up and Ongoing School Improvement #5
Monitor graduation rates of Valley Oak students as well as students that transfer to Adult
Education in order to measure the effect of changes to the graduation requirements.
Action Plan Section: Goal 4
All staff members of Valley Oak High School strive to support success in student
achievement. Tracking student progress throughout their enrollment onsite is essential in order
to support student goals of learning and achievement. There is a significant connection, care,
and concern shown toward students at Valley Oak, and tracking of adult school and post-
graduation status remains essential to supporting transition. Graduation rates, adult school
transfers, and college enrollment are areas that will continue to require ongoing tracking and
open communication between agencies.
CATEGORIES and EXAMPLES:
Monitor graduation rates and students that transfer graduation rates Identify number of credits obtained prior to enrolling at Valley Oak
Graduation Rates
Graduation rates for students that have transferred from Valley Oak to Adult Education
Senior Outcomes Exit data provided for 12th grade enrollment (number of grads, non-grads, transfers, etc.)
Onsite class offered through Napa Valley College to support transition
Schoolwide Critical Area for Follow-up and Ongoing School Improvement #6
Develop articulation with the comprehensive high schools to establish more timely and
appropriate placement of students at Valley Oak.
Action Plan Section: Goal 4
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Supporting all student learning requires an environment that is structured and
predictable. Valley Oak stakeholders had an interest in being a school that represents student
achievement through maintaining high expectations. Acquisition of knowledge and skills that
will support students in their transitions to college and career require attention to routine grading
periods and an environment that reflects a sense of stability. Specific referral and orientation
schedules allow new students to enroll at Valley Oak during the closing of grading periods,
allowing continuing students to experience long-term dedicated time toward learning with
predictable entry periods of new students into the classroom dynamic. Benefits to new students
of coordinated entry dates, which have increased, allow incoming enrollees to participate in the
new project lessons that begin at grading periods, thereby reducing the impact of transferring that
would otherwise disrupt learning. Ongoing communication between agencies is essential to
ensure that referrals and enrollments continue to support the learning environment of all students.
CATEGORIES and EXAMPLES:
Communication District level counselor meetings
Orientation Calendar provided to comprehensive high schools
Community Liaison 80% provides orientation dates/time to parents of incoming students
Referral Process Changed transfer request form
Simplified Referral Process
Dean of Students serves as placement coordinator
Placements opportunities increased to 6 orientations per year
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V: Schoolwide Action Plan
● Comment on the refinements made to the schoolwide action plan since the last full
selfstudy visit to reflect schoolwide progress and/or newly identified issues.
● Include a description of the school’s procedures for the implementation and
monitoring of the single schoolwide action plan.
● Comment on the integration of plans into one single schoolwide action plan.
● Include a copy of the school’s latest updated schoolwide action plan.
The action plan is reviewed annually as part of the Single Site Plan for Student Achievement
(SSPSA). The SSPSA must clearly identify action plan goals that are align to district goals and
address how we are meeting student needs with funding provided to the site. The new funding
structure under the LCAP requires specific tasks connected to either Base or supplemental
funding. Staff, school site council and parents provide feedback. Stakeholders review initial
plan and again reviews the results in order to develop goals for following year. That feedback is
incorporated into the plan accordingly and approved by the School Board.
In August of 2014-2015 we revised our schoolwide action plan to align with the goals of our
district. Therefore, the format of our site goals from initial self-study has changed to include
four separate categories that reflect each of the goals. The goals are driven by site PLC’s, where
teachers assume ownership and monitor progress of each goal. The refinements that have been
made are aligned to the 3-goals for our district that focus on graduating students well prepared
for college and career. Our goals are revised year by year to reflect the current academic and
social needs of our student population.
District Goal 1: College and Career Ready
● ELD scaffolds used during instruction to support ELL’s and all students
● Critical Reading/Thinking of text in content areas
● Implement writing-to-learn strategies
● Visible daily driving question in content areas that drives instruction (on board)
District Goal 2: Equitable Access to Close the Achievement Gap
● Improve SRI Reading and SMI Math Scores
● Regular review of Pyramid of Success and SWIS Data
● Developing a successful student growth mindset
District Goal 3: 21st Century Skills
● Students will have understanding of grading in schoolwide learning outcomes
(4C’s and Work Ethic)
● Students using PBL learning to promote the 4C’s and Work Ethic
● Students develop research skills through inquiry
Mid-cycle Progress Report
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VOHS Goal 4: Developing School Culture
● Regular review of Pyramid of Success and SWIS Data
● Developing a successful student growth mindset
● Student led conferences
● Implement breakfast with Principal once per Trimester for EL parents
● Redesign Open House with family centered activities in collaboration with
Leadership class
Mid-cycle Progress Report
47
Action Plan Revision (2015-2016)
Goal 1: College and Career Ready
● ELD scaffolds used during instruction to support ELL’s and all students
● Critical Reading/Thinking of text in content areas—extend Close Reading
protocol
● Implement timeline of Writing-to-Learn strategies aligned with Common Core
● Daily learning objective (language objective) or essential question posted on
board or ECHO Agenda, in all content areas that drives instruction.
Rationale: Data continues demonstrate the high level of need of reading and writing remediation
for all students including all subgroups. The three site level goals reflect the professional
learning needs of current staff.
Baseline Data (2015):
● CAASPP English
○ 9% Met Standard (MS)
○ 23% Nearly Met Standard (NMS)
○ 60% Not Met Standard (NMS)
● DWA (district has discontinued assessment)
○ 11th Grade: 3% met proficiency
○ 12th Grade: 18% met proficiency
● SRI
○ 12% of students are at Proficient or above(Lexile
Raw Score 940)
● CELDT
○ 52% at Early Advanced or Advanced
Growth Targets: Increase CAASPP results by 5% from MS, NMS, NMS
Increase SRI Lexile score by 5% across all levels (BB, B, P & Advanced)
Increase CELT scores from Intermediate to EA/Advance by 5%
Progress Monitoring Tools; SRI in October, January & May, CASSPP results, common
Assessments
Report Progress: Site Council, PLC’s, Students, Content Teams, SSPSA
Tasks Individuals
Responsible
Professional
Development
& Resources
Improveme
nt
Assessment
s
Timeline Reporting
1. PD on ELD
scaffolding for
Close Read and
collaborative
discussions
District ELD
Coach & Site
Academic
Specialist
ELD Presentation
(Oct. 12, 2015),
Read/Retell
Relate graphic
organizer,
Academic
Observed
teachers using
Read/Retell
Relate strategy
during Teacher
Learning
Initial PD on
10/12/15,
ongoing use of
Read/Retell
Relate &
collaborative
Student work
samples
SRI data
CELDT data
Mid-cycle Progress Report
48
Language Scripts
Walks on Oct.
15, 2015
discussions
CASSP results
2. PD on
Critical
Thinking in
Reading
District Writing
Cohort Site
Lead, Academic
Specialist,
District
ELA/ELD
coaches
District and Site
Lead create PD
Looking at
student work
during PLC
meetings.
PD to be
provided in
February, 2016
Student work
samples,
CASSP results,
SRI data
3. Develop
Writing to
Learn strategies
aligned to
Common Core
District Writing
Cohort lead,
ELD District
coaches,
Academic
Specialist
Create timeline of
roll out of
common core and
then create PD
Looking at
student work
Timeline will be
created by
February, 2016
PD calendar
Implementation
4. Daily
learning and
language
objective
communicated
to students to
drive instruction
Site Leadership
team
Academic
Specialist
PD on how to
write a learning
objective,
language
objective, and
how to use
ECHO Agenda
Students will
understand
objective for
the day,
participation
and work ethic
increases.
District Training
on new ECHO
format on April
4-5.
Teacher samples
of ECHO
agendas.
Student written
reflections on
impact of
having learning
and language
objective.
5. Students will
practice resume
writing,
interview skills,
personal
statement
writing and
career
exploration
Admin
Counselor
Students
English
Teachers
Guest Speaker
Community
members
College/Career
Curriculum
Interest Inventory
assessments
Funding for Field
trips
Resume,
Rubrics
assessing
employable
skills,
Assessment
results, job
research
documents
Fall 2015
On-going
Student exit
survey;
identifying area
of moving on to
college or career
Goal 2: Equitable Access to Close the Achievement Gap
● Improve SRI Reading and SMI Math scores
● Regular review of Pyramid of Success and SWIS Data
● Developing a successful student growth mindset
Rationale: Closing the achievement gap in reading and math continues to be critical area of
need. Ongoing professional development on research based instructional practices, interventions
and assessment will lead to an increase in student literacy and engagement. Professional learning
on the California Common Core standards will enable teachers to provide rigorous instruction.
Baseline Data:
CAASPP Math
o 0% Met Standard (MS)
Mid-cycle Progress Report
49
o 4% Nearly Met Standard (NMS)
o 84% Not Met Standard (NMS)
SRI
o 12% of students are at Proficient or above(Lexile Raw Score 940)
SMI
o 5% scored at Basic
o 95% scored at BB
NVUSD Benchmark 1
o 34% Proficient in Math 1
o 31% Proficient in Math II
Pyramid of Success
o 17% @ Level 4
o 44% @ Level 3
o 23% @ Level 2
o 15% @ Level 1
SWIS Office Referrals
o 0-1 office Referrals 45%
o 2-5 Office Referrals 33%
o 6+ office Referrals 12%
Growth Targets:
● Increase CAASPP results by 5% from MS, NMS, NMS
● Increase SRI Lexile score by 5% across all levels (BB, B, P & Advanced)
● Increase SMI score by 5% across all levels (BB, B, P & Adv.)
● Pyramid Review @ Trimester Increase Level 3 & 4 by 10%
● Increase % meeting proficiency in district Math Benchmarks by 5%
● Decrease office referrals by 10% in each level (0-1; 2-5; 6+)
Progress Monitoring Tools: SRI, SMI, CASSP, Common Assessments, Pyramid Review,
SWIS data
Report Progress: Site Council, PLC’s, Students, Content Teams, SSPSA
Tasks Individuals
Responsible
Professional
Development
& Resources
Improvement
Assessments
Timeline Reporting
1. PD on
ELD
scaffolding
for Close
Read and
District ELD
Coach & Site
Academic
Specialist
ELD
Presentation
(Oct. 12,
2015),
Read/Retell
Observed
teachers
using
Read/Retell
Relate
Initial PD on
10/12/15,
ongoing use
of
Read/Retell
Student work
samples
SRI data
Mid-cycle Progress Report
50
collaborative
discussions
Relate
graphic
organizer,
Academic
Language
Scripts
strategy
during
Teacher
Learning
Walks
Relate &
collaborative
discussions
CELDT data
Annual
Growth &
proficiency
CASSP
results
2. PD on
Critical
Thinking in
Reading
Site
Academic
Specialist
District and
Site Lead
create PD on
Critical
Thinking
Looking at
student work
during PLC
meetings.
PD on
Critical
Thinking in
Reading to be
provided in
February
Spring 2016
Student work
samples,
CASSP
results, SRI
data
3. Students
will review
their
Individual
Growth
Report prior
to taking SRI
in January to
target area of
growth
needed to be
proficient.
Admin Review
Growth
reports with
teachers, so
they
understand
how to
present to
students.
SRI results,
student
monitoring of
progress
Students
review
Growth
Reports
January, May
2016 and
ongoing
SRI results
4. Create
timeline for
Common
Core
implementati
on in all
content areas.
Admin
Academic
Specialist
Teachers
District
Academic
Specialists
Copy of
CCSS
Training
calendar
(ELD/ELA
Site Lead
meetings,
Writing
Cohort
meetings)
Teacher
collaboration
SRI/SMI
scores
School
Rubrics
aligned with
CCSS
Practice
CASSPP
tests
Spring 2016
through Fall
2016-17
school year
Timeline for
implementati
on
CASSP
common
assessment
data
SRI/SMI data
Lesson plans
in all content
areas
Learning
Mid-cycle Progress Report
51
and PD
Curriculum
alignment
Instructional
materials for
reading and
writing
Walks
5. Administer
SRI 3x year
Admin
Teachers
Students
Scholastic
Inventory
access
Technology
access for
students
Testing
schedule
Students
review and
monitor
individual
growth
reports
SRI scores
2015-16
ongoing
Review
student
results
Meet with
students
regarding
progress
6. Students
demonstrate
skills learned
through
common
assessments
and
participate in
benchmarks
in Math.
Administer
SMI 3x year
Admin
Math
Teachers
Admin
District Math
Coach
SMI
assessments
Department
collaboration
Assessment
calendar
Student
access to
technology
Data Review
Increase # of
students
passing at
70%
Fall 2015-16 Student result
comparison
Earned
credit/grades
Goal 3: 21st Century Skills
● Students will have understanding of grading in schoolwide learning outcomes
(4C’s; Collaboration, Communication, Creativity, Critical Thinking)
Mid-cycle Progress Report
52
● Project Based Learning (PBL) environment where students actively explore real-
world problems and challenges and acquire a deeper knowledge of content.
● Tech-infused classrooms; Students utilize 1;1 computer technology, Use of
Google Apps, use technology to as learning tool (research & collaboration)
Rationale: Technology infused classrooms promote development of 21st century skills, by
preparing our students for success once they graduate from Valley Oak.
Baseline Data:
● ECHO gradebook analysis (Average grades)
○ Collaboration 63%
○ Agency (Work Ethic) 82%
○ Written Communication 63%
○ Critical thinking/Creativity 66%
Progress Monitoring Tools; ECHO gradebook, student reflections
Report Progress: Site Council, PLC’s, Students, Content Teams, SSPSA
Tasks Individuals
Responsible
Professional
Development
& Resources
Improvement
Assessments
Timeline Reporting
1. Calibrate
4C’s rubrics
and Work
Ethic Rubric.
Academic
Specialist
Goal Group
leader
staff
Review
current
rubrics,
CASSP
rubric to
correlate
Staff will be
aligned with
grading
outcomes-
consistent
schoolwide
February;
goal group
leads
discussion
work ethic
and written
communicati
on rubric
Student work
samples
Student
reflection on
learning
outcomes
2. Staff
“needs
assessment”
on PBL
implementati
on.
Academic
Specialist
will draft
staff survey
Survey
identify PD
needs.
Resources are
LeadIn Napa,
NTN
Coaches, and
Academic
Specialist.
Staff will
implement
PBL projects
in all content
areas.
Survey will
be completed
by March,
2016.
PD will be
determined
for May and
June, NTN
trainings.
Survey
results, PD
agendas,
observations
from teacher
learning
walks
3. Staff
survey to
Academic
Specialist
District Tech
Dept
Consistent
use
Survey will
be given in
Survey
results
Mid-cycle Progress Report
53
determine
level of
comfort using
Google Apps
(docs,
presentations
) and other
technology
applications
will create
and facilitate
survey.
provides after
school 45
minute
workshops on
Google apps,
they can help
deliver PD on
site as well
schoolwide
of Google
docs for
student
assignments
in ECHO and
student
collaboration
April 2016.
PD needs
will be
addressed in
May.
4. Students
will
incorporate
the 4C’s in
presenting
research to a
community
panel, in all
content areas
Teachers 4 C’s rubrics
and staff PD
as needed on
research and
inquiry
Review of
SWLO’s in
ECHO
gradebook,
Pyramid
Review
Projects
designed to
incorporate
the 4C’s, and
identify
community
partnerships
Staff will
implement
2016-17
Learning
Walks, PLC
meetings;
Reviewing
student work
5. Provide
opportunities
for students
to practice 4
C’s in Math
and PrBL
projects
Math
Teachers
Admin
Academic
Specialist
District Math
Coach
PrBL
curriculum
and lesson
design
Teacher
collaboration
on project
design,
department
meetings
4 C’s Rubric
Student
completion
and
presentation
of work
ECHO
grades,
student
reflection
Spring 2016,
on-going
2016-17
Student
understandin
g of PrBL,
CCSS
Student work
Learning
Walks
VOHS Goal 4: Developing School Culture
● Regular review of Pyramid of Success and SWIS Data
● Developing a successful student growth mindset, based on the work of Carol
Dweck.
● Redesign Open House with family centered activities in collaboration with
Leadership class, student led conferences
Mid-cycle Progress Report
54
Rationale: Our school will have a safe, welcoming and inclusive environment for all
students and families. Successful students feel connected to their school and teachers.
Baseline Data:
● Pyramid of Success
○ Pyramid of Success
■ 17% @ Level 4
■ 44% @ Level 3
■ 23% @ Level 2
■ 15% @ Level 1
● SWIS Office Referrals
■ 0-1 office Referrals 45%
■ 2-5 Office Referrals 33%
■ 6+ office Referrals 12%
● Positive Behavior Intervention Supports (PBIS)
○ Level 4 on Implementation Level 4 – Green
● Healthy Kids survey October 2015
Progress Monitoring Tools; Pyramid of Success, SWIS, PBIS data, HKS,
Student/Teacher/Parent Surveys
Report Progress: Site Council, PLC’s, Students, Content Teams, SSPSA
Tasks Individuals
Responsible
Professional
Development
& Resources
Improvement
Assessments
Timeline Reporting
1. Pyramid/
SWIS data
review
Counselor,
Admin,
teachers
Pyramid/SWI
S data reports
needed
# of students
at level 4 will
increase,
identify
interventions
for tier 2 and
3 students.
Review
occurs twice
every
trimester;
after progress
reports and
report card
grades.
Pyramid data,
student
grades
2.Students
will learn
about the
growth
Mindset and
connect that
Teachers;
Whole Staff
Work Ethic
Rubric, staff
meeting time
to discuss.
Calibration of
Work Ethic
Schoolwide
common
grading
practices/exp
ectations of
work ethic.
Review work
ethic rubric
in February
2016.
Review
ECHO
gradebook on
Work Ethic
grades
Mid-cycle Progress Report
55
with our Work
Ethic Rubric
Rubric.
direct instruct
on growth
mindset
3. Redesign
Open House
April 7th.
Goal Group
4 &
Leadership
Goal Group
and
leadership
class need
time to meet,
develop
success
indicators.
Parent/
student
survey at end
Open House
to determine
success
indicators.
Goal Group
will meet in
February,
then review
plan with
Leadership
class
Survey
results
Event
pictures
agenda
4.
Communicate
student
progress to
parents
Teachers
Admin
Counselor
Teachers will
communicate
regularly
with parents
via email and
phone calls
ECHO
gradebook
and login
Progress
reports/transc
ripts
Increased
communicati
on with
parents
Parent
understandin
g of student
progress
towards
graduation
2015-16 and
on-going
Teacher
feedback and
discussion at
staff
meetings,
SST meeting
reports
Pyramid
Review and
student
discussion
5. Increase the
number of
students who
report feeling
safe at school.
Counselor
Admin
Teachers
BEST Team
Wellness
Team
Community
Partnerships
-LGBTQ
Connection
-Aldea
Safer School
Ambassador
Program
launched in
December
2015
Schoolwide
LGBTQ
lesson
Launched
GSA club
Student exit
survey
Healthy Kids
survey given
each year in
October
October
2015-
ongoing
HKS results
Site survey
results
Discipline
data
Mid-cycle Progress Report
56
Appendix:
1. Orientation Dates for Sites 2015-2016 57
2. Pyramid of Success Student Progress Check “How Loud Can You Get” 58
3. ASAP – After School Intervention 59
4. Behavior Expectations Matrix 60
5. Behavior Intervention Steps 62
6. Staff SRI Analysis Form 63
7. Student SRI Progress Check 65
Mid-cycle Progress Report
57
Napa Valley Unified School District
Valley Oak High School
Orientation Dates for the
2015-2016 Academic School Year
Dear High School Counselors:
First of all thank you for supporting and providing alternative options for your students. They are very
fortunate to have you as their advocate. We hope the additional orientation dates will better serve you
and students.
Here are the orientation dates for 2015-2016 school year. We hope this will provide a timely transition
for all. Please note that we have changed our schedule to a trimester schedule. The change better serves
PBL implementation and it provides students the opportunity to earn 5 credits per class per trimester.
Please click here for earned credit breakdown.
Please send the referrals as soon as you have completed parent/student meeting and at least 3 weeks
prior to orientation dates. We will keep a list of referrals by arrival date. This process will assist VOHS
in calling parents on a timely basis for orientations. VOHS will continue to make these phone calls. All
orientation times will be at 2:00 PM. A parent or guardian mus accompany student.
Tremester Orientation Date *Home School
Drop Date
Start Date at VOHS
August 6 & 11 , 2015 August 19, 2016
1st Progress Report October 7, 2015 October 8, 2015 October 9, 2015
1st Trimester November 18, 2015 November 19, 2015 November 20, 2015
2nd Progress Report January 27, 2016 January 28, 2016 January 29, 2016
2nd Trimester March 2, 2016 March 3, 2016 March 4, 2016
3rd Progress Report
April 20, 2016
April 21, 2016
April 22, 2016
2016-2017 May 26th – English
*Students are to turn in all their books and/or pay fees owed
Mid-cycle Progress Report
58
Pyramid of Success Student Progress Check
VOHS ACORN - HOW LOUD CAN YOU GET?????
Name: _____________________ Date: ____________________
Shade your scores for each category starting with the line below #1 up to the line above your
score based on your Pyramid of Success levels.
Average
Level Progress
Report 1
Trimester
1
Progress
Report 2
Trimester
2
Progress
Report 3
4
3
2
1
Honoring Our Past… Connecting to the Future… What does your horizon look like?
Please note:
Master copy in evidence box. Actual document could not be attached
___ Progress Report #1
___ Trimester #1
___ Progress Report #2
___ Trimester #2
___ Progress Report #3
Mid-cycle Progress Report
59
ASAP – After School Academic Prep (intervention)
VALLEY OAK HIGH SCHOOL AFTER SCHOOL ACADEMIC PREP
(ASAP)
DATE:
STUDENT NAME:
REFERRING TEACHER: SUBJECT:
DESCRIPTION OF ASSIGNMENT (ATTACH WORK:
ASAP TEACHER COMMENT:
ASAP TEACHER SIGNATURE:
AREA BE SAFE BE RESPECTFUL BE RESPONSIBLE BE COMPASSIONATE
School-
wide
- During emergency evacuations, stay calm
- Listen and follow instructions of school
personnel at all times
-Be drug, alcohol & tobacco-free
-Resolve conflicts peacefully or ask for
help to resolve them
-Be kind in your words and actions
-Non-offensive clothing must be worn at
school
-Keep your hands and feet to yourself
-Inform staff of unsafe area/spill
-Stay in the cafeteria, the quad, and on
the basketball courts during break and
lunch
-Be sober and free of drug paraphernalia
-Electronic devices will be turned off and
put away during instructional time
-Actively listen to designated speaker
-Use appropriate voice and words
-Non-offensive clothing must be worn at
school
-Keep your hands and feet to yourself
-Only use your possessions and ask
permission to use others’
-Only spit in trash cans
-Clean up after yourself
- Students will attend school
regularly and on time
-Students will clear absences and
take care of other office business
outside of class time
- Listen and follow instructions of
school personnel at all times
-Secure electronic devices and
other personal possessions at all
times
-Follow the school dress code at all
times and at all school events
-If you find any personal property
on campus, please turn it into the
main office
-Place trash and recyclables in
proper containers.
-If you are called to the office,
please return to class in a timely
manner
-Be kind to others
-Compliment others
-Help others
-Welcome visitors, new
students and students that
share our campus
-Respect diversity
-If you witness
bullying/harassment, speak up
in a non-confrontational way
and/or get an adult to help.
-If you notice somebody is hurt
physically or emotionally
encourage peer to get help
from a trusted adult
Multi-
Use/Eating
Areas
-Enter and exit buildings in orderly manner
-Line up in a single-file and wait your turn
to be served
-Keep walkways/doorways clear
-Only sit on benches and keep feet on
ground
-Place trash and recyclables in
proper containers.
-Only eat food that belongs to you
-Show appreciation towards
cafeteria staff
Restrooms -Wash your hands after restroom use
-Use student restrooms for intended
purpose only
-Put paper towels in trash bins
-Give others privacy and respect
-Keep your restrooms clean and free of
graffiti
-Inform adults of messes,
vandalism or other illicit activities
-Use restroom during break &
lunch
Mid-cycle Progress Report
61
Office
Areas
-If in the office stay in designated area -State your purpose politely
-Say “thank you” when helped
-Use a quiet voice
-Obtain permission to use any phone
-Take responsibility for your
actions/be honest
-Show appreciation towards
office staff by using kind words
and actions
Front of
School
-Look both ways when crossing street
-Follow speed limit laws
-Watch for pedestrians and other cars
-Carry skateboards at all times
-Walk cautiously through the parking lot
-Stay on sidewalk while waiting for a ride
-Walk quickly when crossing street -Hang out in the cafeteria, quad, or
on basketball courts during break
and lunch.
-Lock bikes on bike rack
-Be aware of your neighbors
Students will “Be Safe,” “Be Respectful,” “Be Responsible,” and “Be Compassionate.”
Remember that your actions are a reflection of everyone at Valley Oak High School/Horizons Community Day School.
Behavior Expectations Matrix
ACORN Behavior Intervention Steps
Driving question: How do we work together to provide a classroom environment that promotes continual academic and personal growth in meeting 21st Century Skills?
Step I (Classroom Level) ● Clearly define, post and teach expectations unique to your classroom and consistently enforce.
● Strengthen classroom routines and structures.
● Reward positive behaviors, and strive for a 4:1 ratio of positive to negative interactions with students.
● Consider using class contingencies to further incentivize positive behavior (ex: every
completes=community building activity).
● Do what you can do in class to correct misbehavior. (Refer to Continuum of Corrective Consequences.
Commit to trying three before sending a student to the office for a minor behavior.)
Step II (Student Reflection/Restorative Discipline) ● After either three minor behaviors or one major behavior, refer student to the office
● Send student to office using the behavior referral form in either an electronic or hard copy. (If emailing
form, please include both Admin and Counselor on email.)
o work must be provided if student is to stay for rest of period.
● Teacher makes phone call or sends email home and forwards date, time and content of discussion.
● Administration meets with student to review incident.
● Student completes behavior reflection form.
● Administration or Counselor debriefs reflection form with student, reviews/re-teaches expectations, and
(on second and third incident) works with student and referring staff member (when possible) to come to
a restorative consequence.
● Administration or Counselor writes what Administrative decision was taken on referral form and puts
copy in teacher box. Data is collected in SWIS.
Step III (Parent/Teacher Conference) - Dean ● If behavior continues, after three office referrals, Dean calls home and sets up Parent/Teacher
Conference - meeting request form
● Teacher provides content on parent communication from STEP II referral form.
● Meeting consists of strengths, concerns, and action plan, using Parent Conference Form.
● Team reviews the plan 3 weeks later with teacher and student.
STEP IV (Student Contract)
● If behavior continues, after one more office referral, office schedules meeting with parent to place
student on a Productivity/Behavior Contract.
STEP V (Child Welfare and Attendance Contract)
● Formal Reprimand – Placement at NCOE (or Adult Education).
STEP VI: (Alternative Placement) ● NCOE or Adult Education
Mid-cycle Progress Report
63
VOHS SRI Data Analysis for Teacher
Date:
Course:
Period:
1. _____% of our students scored at the 8th grade level or better. _____% of our students scored at grade
level or better. Make a prediction:
a. What % of your students scored at the 8th grade level or better?
b. What % of your students scored at grade level or better?
c. Who do you think were your top 3 scorers?
d. Who do you think were your lowest 3 scorers?
2. Look at the data:
a. Highlight only the students that are currently enrolled in your class:
i. Advanced - blue
ii. Proficient - green
iii. Basic - yellow
iv. Below Basic - pink
b. Calculate:
i. % of students basic or better:
ii. % of students proficient or better:
c. Organize: It may be helpful to go into School City here and sort. If you were going to organize
your students into groups and differentiate the reading levels, how many groups would you have,
who would go in each group, and what would the target reading level be for each group? Look at
the lowest and highest scores in each category to establish the bands for each group.
d. What are the supports that you need to address the gaps?
Advanced/Proficient Basic Below Basic
Mid-cycle Progress Report
64
3. Reflection:
a. What are the implications as you plan instruction to insure that all students (EL’s, RS),
have the ability to access the content? How can you extend activities to include writing,
speaking and listening? - quick write
b. Talk in your content team ways that you are scaffolding content. - Leads take notes
c. What do we need to get good at?
Sample:
Advanced/Proficient
1190-1390
Basic
988-1145
Below Basic
553-976
Mid-cycle Progress Report
65
Valley Oak High School
Scholastic Reading Inventory (SRI)
Student Self-Monitor Form
2015-2016
All students will be taking the Scholastic Reading Inventory Test. The test measures your level of reading by providing
you with a Lexile score. The goal for you to do your best and get a Proficient score. That means for 11th & 12th grade a
Lexile score of 1185-1385 or above; 1080-1335 and above for 10th grade students by the end of the school year. Those of
you that have already hit this mark, your goal is to be at the Advanced levels at 10th grade: higher than 1340; 11th & 12th
grade: higher than 1390. Lexile score of 1185 (Proficient) or above by the end of the year. Below is your last test score
so you are aware of your start place.
Lexile Level Grade 11 & 12 Targets Grade 10th Targets
Advanced 1390 & Above 1340 & Above
Proficient 1185-1385 1080 – 1335
Basic 985 – 1180 890 - 1075
Below Basic 0 – 980 0 - 885
Below is your last test score:
Student Name: Grade Lexile Score:
Chart your current score; then at the end of the test, write down your new score and chart it too.
Current Score January Score May Score
Advanced
Proficient
Basic
Below Basic
Using the Reading Lexile level table above find your Lexile score and shade the appropriate box. Turn in your completed
form to your Advisory teacher to place in your green folder.
You are a MIGHTY Acorn!!!