El Capitan High School Home of the Vaqueros

Transcription

1 El Capitan High School Home of the Vaqueros Self-Study Report February 2013 Western Association of Schools and Colleges

2 Focus on Learning Self Study Table of Contents General Information... 2 Chapter 1: Student/Community Profile and Supporting Data and Findings Chapter 2: Student/Community Profile and Overall Summary from Analysis of Profile Data Chapter 3: Progress Report Chapter 4: Self Study Findings Chapter 5: School Wide Action Plan Appendix

3 Focus on Learning Self Study General Information 2

4 Focus on Learning Self Study WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES ACCREDITING COMMISSION FOR SCHOOLS VISITING COMMITTEE Dr. Jeanette Gehrke Chairperson Director, Career Programs (retired) Valle Vista Avenue Phelan, CA Ms. Cindy Aguilar Munoz Mrs. Christiana Kraus Teacher Assistant Principal 30 Cold Spring Avenue 241 Leucadia Road Beaumont, CA La Habra Heights, CA Mr. Greg Calvert Dr. Brett O Connor Assistant Principal Principal John Muir High School Claremont High School 1905 North Lincoln Avenue 1601 North Indian Hills Boulevard Pasadena, CA Claremont, CA Mr. Brian Elliott Mr. Mike Rhodes Department Chair Science Assistant Principal San Dimas High School Martin Luther King High School 800 West Covina Boulevard 9301 Wood Road San Dimas, CA Riverside, CA

5 Focus on Learning Self Study Grossmont Union High School District Governing Board Members Mr. Jim Kelly, President Mr. Dick Hoy, Vice President Mrs. Priscilla Schreiber, Clerk Mr. Robert Shield, Member Mr. Jim Stieringer, Member District Administration Mr. Ralf Swenson, Superintendent Mrs. Theresa Kemper, Assistant Superintendent Educational Services Mr. Scott Patterson, Deputy Superintendent Business Services Mr. Steve Sonnich, Associate Administrator Human Resources 4

6 Focus on Learning Self Study El Capitan High School Focus on Learning Accreditation Mrs. Laura Whitaker, Principal Mr. Danny Craig, WASC Self Study Accreditation Chair Focus Group Leaders Mrs. Kelly Logan Mrs. Kathy Dizney Mr. Jay Tweet Organization: Vision and Purpose, Governance, Leadership and Staff and Resources Mrs. Sandy Martinez Standards based Student Learning: Curriculum Mr. Jesse Huttenbrauck Mr. Dustin Millsap Standards based Student Learning: Instruction Mrs. Lisa Grimes Standards based Student Learning: Assessment and Accountability Mrs. Lisa Read Mr. Rob Stirling School Culture and Support for Student Personal and Academic Growth 5

7 Focus on Learning Self Study El Capitan High School Staff Roster SY ADMINISTRATION: Whitaker, Laura Principal Cota, Joe B. Assistant Principal Hedberg, Paul Assistant Principal Watkins, Dave Assistant Principal Storton, Michele MSF CERTIFICATED: Anders, Abby Social Science Anderson, John Industrial Tech Andrews, Gene PE/E2020 Barnett, Michelle AVID & English Blackman, Lindsay Special Ed. Boswell, Bonnie Math Calbow, Eric Special Ed Carroll, Christine Counselor Cooke, Andie World Language* Cota, Joe C. Industrial Technology* Coulsby, Jan Social Science Cox, Jesse Special Ed. Craig, Danny Social Science* Cranmore, Patti English Crooks, Susan Social Science Davis, Ben Special Ed. Dennison, Bob Science Dobbins, Christine Special Ed. Dorroh, Kim Special Ed. Dredge, Mary Psychologist Dreis, Denise English & Yearbook Dyer, Don Agriculture Ehrenfeld, Susan English Fillius, Kelly AVID & English Franz, Karl On site Sub Frazier, Tamara Performing Arts Furrow, Ross Social Science Galea Martinez, Sandy AVID/Science Gampel Qualin, Lindsay English/Drama Garcia, Deana Social Science/ASB Grabiel, Stephanie Special Ed Graham, Kevin Science* Grimes, Lisa Librarian Grossini Concha, Gina Visual Arts* Haughey, Miriam Visual Arts Hermsmeier, Ashley English Heth, Hilary Special Ed Holly, Kent Social Science Hostetler, Beth PE* Huttenbrauck, Jesse English, ELD Jacobs McKee, Judy Special Ed* Lieberknecht, Scott Math Logan, Kelly English & Journalism* Ludwig, Tyler PE Meade, Jesse Agriculture Mendoza, Monica Speech Therapist Miller, Elisa World Language Miller, Jane Special Ed., AVID Millsap, Dustin CTE Coordinator Ming Qu (Ellen) World Language Morrison, Tanya Social Science Nau, Hilary Science Nolan, Jane Special Ed Nowlin, Chris Phoenix O Meara, Chansamone Social Science Oliver, Jeannine Counselor Oslie, Linda Special Ed Palmer, Amy Math Palmer, Bryan Math Perez, April Agriculture* Read, Lisa Counselor, FRC Rhodehamel, Jivan English Ritts Williams, Barbara Special Ed Robbins, Joanna Performing Arts* Rodifer Karen 504Coordinator Rosenberger, Dena Science Russell, Mary PE Salazar, Heydy World Language Schuldies, Bob Social Science Shea, Erin Math Snider, Bob English Stanley, Melanie Agriculture Stirling, Robert Grant Coordinator Thalman, Kay Math* Trochta, Sherry Math Tronto Arneman, Eloise Special Ed* Tweet, Jay Social Science Unden, Joe Math Van Nostrand, Mic Science Vandervort, Susan English Vickery, Steve Math* Villegas, Carolee Counselor* Webb, Chris Visual Arts 6

8 Focus on Learning Self Study El Capitan High School Staff Roster SY (continued) CLASSIFIED: Abutin, Anthony SRO Arikian, Teresa Cafeteria Ball, Tanya Special Ed Aide Beach, Erin Special Ed Aide Belcher Katie Special Ed Aide Brandon, Kyle Special Ed Aide Cavazos, Jason PE Attendant Cervantes, Victor Custodian Christiansen, Candy Site Support Tech Crowder, Heidi Senior Secretary Crowle, Julie Recept/Senior Secretary Dasher, Cindy Family Resource Center Davis, Ray Special Ed Aide Dizney, Kathy Textbooks/Duplicating Epati, Dawn Cafeteria Farra, Katie Special Ed Aide Frick, Joshua Campus Supervisor Frizzell, Betty Custodian Guillen, Yolanda Utility Henderson, Parker Athletic Trainer Herman, Joe GIS Holland, Barbara Special Ed Aide Hopper, Susan Special Ed Aide Jesperson, Mallory Special Ed Aide Jimenez, Rosa Cafeteria Kennison, Glory Cafeteria Supervisor Kilander, Kim Administrative Secretary Leewaye, Mark Grounds Livingston, Jared Special Ed Aide Loza, David Special Ed Aide Luca, Alejandrina Custodian Moya, Kristina Finance Technician Ninteman, Shrisse Campus Supervisor Pradels, Matia LVN Quinones, Frank GIS Reid, Jenny Special Ed Aide Rhodehamel, Nancy Special Ed Aide Riese, Mary Jo Cafeteria Romero, Sharon Cafeteria Russell Erica Special Ed Aide Shaffer, Catherine Cafeteria Smith, Debbie Community Liaison Stutz, Sylvia Cafeteria Sutton, Ken Lead Campus Supervisor Veliz, Luis Special Ed Aide Villa, Roman Head Custodian Walters, Tammy GIS Wargo, Tim Campus Supervisor Whyte, Carey Special Ed Aide Will, Jevel Attendance Clerk Wright, Dave Technology Specialist 7

9 Focus on Learning Self Study El Capitan High School Organization Chart Laura Whitaker, Principal Accreditation Process Administrative Exceptions ASB Budget Review Assignment of Evaluators: Administrators MSF/Principal s Secretary Certificated evaluations as assigned Classified evaluations as assigned Behavior Code Budget Development CCR Career Development Community/Public Relations: Media Communications PTSA Stadium Association Department Liaison: Agriculture Publication/Journalism Disciplinary Appeals (local) District Goals Implementation District Agriculture Council District Social Science Council Joe Cota, Assistant Principal Discipline/Student Support A-F Athletics: Athletic League Rep Cheer Eligibility and Appeals Evaluations/Supervision of Coaches ASB Bell Schedule CPM/ESL/ELAC Department Liaison: AVID English Performing Arts Visual Arts World Language Field Trips Finance Tech Freshman Activities Graduation Nurse Senior Activities, Awards & Breakfast Testing: CST, CELDT ESL/Bilingual Program Faculty Handbook Faculty Meetings/In-services Foreign Exchange Students Human Relations Instructional minutes Open House (Back to School night) Principals Council Principal s Honor Roll School Governance Committee School Improvement Plan/SPSA School Site Council School Staffing Staff Appreciation Days Staff Development Student Handbook Student Teachers Substitute Teachers Teacher request for leave/absences Time sheets/certificated & classified Travel/Teachers and Long-distance student travel Volunteers WASC Dave Watkins, Assistant Principal Discipline/Student Support G-M Advanced Placement/GATE Community Liaison CTE//ROP Advisors Department Liaison: Counseling Library Physical Education Social Science Family Resource Center Grades Guidance/GIS Master Schedule Development Middle School Articulation PE Attendant Progress Reports/Semester Reports Registrar/Cum files Registration School Web Site Technology Testing: AP 8

10 Focus on Learning Self Study Paul Hedberg, Assistant Principal Discipline/Student Support N-Z 610 and Associates Attendance CAHSEE Intervention Programs Classified Employee Meetings (Monthly) Comp Time Department Liaison: Industrial Tech Math Science Special Ed Detention/403/Reflections Federal Lunch Program Food Service Independent Study Contracts Interquest Canine Detection SART/SARB Saturday School Secretaries/Office Assistants Special Ed Aides Summer School/GOAL Program Testing: CAHSEE Michele Storton, Facilities Manager Budget/Requisitions Classified Assignments Disaster Plan/Crisis Plan District Liaison: Maintenance & Operations Evaluators Facility Use Coordinator Fund-raising/vendors Hazardous Materials Coordinator Master Calendar Parking Permits Plant Operations: Custodians & Grounds Redbook/Safety Safe School Plan Safety Office Security Senior Breakfast Supervision/SRO Telephone Service Coordinator Transportation 9

11 Focus on Learning Self Study CHAPTER I Student/Community Profile and Supporting Data and Finding FOCUS ON LEARNING PROCESS 10

12 Chapter I: Student/Community Profile and Supporting Data and Findings Demographic Data Community El Capitan High School is part of the Grossmont Union High School District, which encompasses eleven comprehensive high school sites (including two charter schools), one continuation high school, and a number of specialized high school programs, spanning 475 square miles in the east county of San Diego. El Capitan is located in the northeastern portion of the Grossmont District and serves approximately 1,650 students in grades 9 through 12. Our campus reflects the cultural and socioeconomic makeup of the Lakeside community. The predominant native language is English, but El Capitan has seen an increase in the number of English language learners in the last several years. El Capitan strives to prepare its students for post secondary opportunities, both educational and vocational. Counselors meet with each student individually to discuss their post secondary plan and guide students through their academic decisions. This may include completing one of the three Career Technical Education (CTE) pathways offered here at El Capitan High School which are Arts, Media & Entertainment, Building Trades & Construction, and Agriculture & Natural Resources. The El Capitan faculty and staff believe that collaboration among all segments of the community is essential. Over the course of the past several years, El Capitan has engaged in the development of Professional Learning Communities. Time has been set aside on Monday mornings for collaboration among department members for the purpose of creating stronger, more cohesive curriculum, as well as the development of departmental policies. Additionally, the major decision making organizations on campus have representatives from all stakeholder groups and are therefore collaborative as well. School Site Council, Faculty Senate, Student Senate, and the Navigation Team meet on a monthly basis and represent teachers, students, classified staff, parents, and administrators. Most recently, these groups have been working to shape the school s mission and goals so that all stakeholders will have a shared vision and purpose for El Capitan High School. The administration of the California Healthy Kids Survey (CHKS) indicated that the climate of El Capitan is not ideal for optimal student achievement; therefore, the school was awarded the Safe and Supportive Schools (S3) Grant to support efforts in the area of improving school climate. Much work has been done this year to receive input from all stakeholders, and these groups have chosen to focus on pursuing EXCELLENCE for all (staff and students alike) through a strong sense of COMMUNITY, supporting one another to achieve excellence at the highest possible level. WASC Accreditation History for the School El Capitan High School participated in a full self study in March of We were granted a 6 year term with a 3 year revisit. From the March visit in 2006, the WASC visiting committee cited our strengths as follows: (1) the implementation of the Professional Learning Communities model, (2) the seven period day that allows for collaboration among staff as well as academic support opportunities for students, (3) AVID program, (4) library/media center that provides enriched learning extensions for 11

13 students in a user friendly format, (5) programs such as CTE courses, i.e. agriculture, culinary arts that connect classroom learning with real world experiences, i.e. Taylor guitar project, (6) community based support for El Capitan High School, i.e. parent volunteers, businesses, Lakeside Rodeo Association, and (7) extra and co curricular activities, i.e. athletics, visual/performing arts, peer mediation/tutoring. They cited recommendations as follows: (1) using data to identify areas that focus on improving student achievement, individually and collectively, (2) developing additional support programs such as AVID that provide a comprehensive model for addressing student academic needs, (3) focusing on professional development that continues to emphasize discussions, sharing, learning among all school stakeholders, including an emphasis on the use of data to improve student achievement, (4) continuing to expand the academic programs that provide an enriched and rigorous course of study for all students (a g courses), (5) identifying and implementing software for the collection and disaggregation of data that provides teachers with tools (data bank of content standards) that supports teachers in improving instruction, (6) revise/refine ESLRs to reflect a broader range of stakeholder input, and (7) revise the school action plan to include tying specific activities to the ESLRs. Moreover, the visiting committee identified four additional areas of need to be considered in order to adequately address the needs of all learners, which are the following: (1) revision and creation of additional ESLRs in order to guide and focus stakeholders in accomplishing the components of the action plan, (2) the identification, collection, and analysis of data to provide direction to stakeholders in the school improvement process, (3) a professional development plan that focuses on specific activities as defined in the action plan, and (4) the expansion of support services and opportunities to encourage more students involvement in a rigorous a g course of study. The 3 year revisit occurred in February of From that visit, the WASC committee cited our strengths as follows: (1) modernization of our campus through funds provided by Propositions H and U, (2) teachers participating in Professional Learning Communities and developing SMART goals for their teams, (3) changes in math and English curricula and the development of support classes in both subject areas to ensure higher levels of student success, and (4) the use of teacher web sites and posting grades online in an effort to improve communication with students and parents. They cited recommendations as follows: (1) the site WASC coordinator and designated administrator both complete WASC training in preparation for the next self study, (2) the site WASC coordinator and designated administrator use the most recent visiting committee s report to ensure the critical areas for follow up are being addressed and that these are incorporated into the school s goals and SPSA, (3) as the entire administration for El Capitan High School is new since the last visiting team, the review committee believes that the school is making steady progress in developing a new leadership team structure. Each year the administrative staff meets to review data and discuss critical areas of need for the school and develop goals to guide school wide activities, (4) the school is taking incremental steps in addressing student achievement through the continuation of Professional Learning Communities, the development of common assessments, the use of data to determine student need, and support programs such as foundation classes in mathematics and English language arts, and (5) the review committee believes that under the current leadership team, El Capitan High School will be diligent about annually reviewing the action plan and utilizing the information as part of its annual development of goals. El Capitan High School was due for a full self study visit in the spring of 2012, but due to a 50% changeover in administration, including a new principal, we requested a year s postponement, which we were awarded. 12

14 School Purpose and Expected School wide Learning Results The mission of El Capitan High School is to pursue EXCELLENCE through COMMUNITY. Our vision statement is: El Capitan challenges all students to discover their passions in order to achieve their academic and personal goals. Our community fosters academic excellence, developing engaged citizens who will make a difference in life. 1. We have three expected school wide learning results, or goals: 2. Promote Academic Excellence 3. Develop Positive School Climate 4. Stimulate Student Curiosity Our school s vision, mission, and goals are outlined on the following sheet, which can also be found in the Appendix: 13

15 School Status El Capitan High School is not a Title I school. We do not have any outside providers, external evaluators, formal corrective action plan, or state/federally imposed deadlines for improvement. For the last 2 years we have not met 100% our AYP goals. In the school year, we met 14 of 18 criteria for AYP. In the school year (last year), we met only 8 of 18 criteria for AYP. The main reasons for the drop in the number of AYP criteria met were our failures to meet our API growth target, our graduation rate target, and our proficiency rates for our subgroups in both ELA and math. The Grossmont Union High School District (our district) is a Year 3 Program Improvement district, primarily for not meeting subgroup proficiency rates in ELA. Enrollment In the school year, El Capitan High School enrolled 1,713 students. For the school year, we enrolled approximately 1,680 students, and as of November, 2012, we had 1,641 active students. As a district we are experiencing a state of declining enrollment, and our school has seen lower enrollment numbers accordingly. However, we have also done a better job as a school to clean up our enrollment numbers by making sure our data more accurately reflects the true number of students attending school. Grade Level/Gender Enrollment by grade level and gender is as follows: Female Male Totals: Grade Grade Grade Grade Totals: ,641 14

16 Ethnicity The racial/ethnic makeup of El Capitan High School is primarily white (non Hispanic), with the next largest ethnic group being Hispanic/Latino. These two groups combined constitute approximately 90% of our school s population. El Capitan High School Demographics (based upon 1,680 total students) Racial/Ethnic Category Percentage of Students Number of Students African American 1.72% 29 American Indian or Alaskan Native 3.57% 60 Asian 0.23% 4 Filipino 2.02% 34 Hispanic or Latino 20.41% 343 Pacific Islander 0.71% 12 White (non Hispanic) 70.83% 1,190 Multiple or No Response 1.30% 22 Primary languages other than English The vast majority of our students who speak a primary language other than English are Spanish speakers. In the school year, El Capitan High School had 106 English learner students enrolled. Of those 106 students, 100 of them spoke Spanish as their first language, which constitutes 94% of our EL population. Other primary languages include Arabic, Japanese, and Filipino/Tagalog. Title I El Capitan High School is not a Title I school; however, the number of students who qualify for free or reduced price lunch has increased dramatically over the last 5 years, 11% in just the last two years alone. Our school has also done a much better job of identifying these students who qualify, as the teachers have taken an active role in encouraging all students to fill out a free/reduced lunch form and help ensure these forms are turned in. School Year % of Students who Qualify for Free/Reduced Lunch % % % % % 15

17 Other Programs The following chart indicates the number of students enrolled in other programs at El Capitan High School, including honors and Advanced Placement, AVID, and special education: Honors AP AVID Special Ed (designated) Special Ed (in SDC class) # of students % of school enrollment 53.1% 46.7% 8.6% 13.7% 11.3% School enrollment calculations are based on 1,641 students. The number of students enrolled is a total of all classes and could include students taking multiple classes. For example, a student taking 4 AP classes would count 4 times in the enrollment total. Therefore, the percentages in these cases would be high. Language Proficiency The November, 2012, roster of English learner students at El Capitan High School includes 75 students who are designated EL, 17 students who are designated I FEP, and 81 students who are designated R FEP. Attendance Average Daily Rate of Attendance The average daily rate of attendance for El Capitan High School is approximately 94%, and it has been slightly increasing over the last two years. For the first month of school this year ( ), our attendance rate was 95.44%, and for the second month of school it was 94.51%, which is slightly lower but comparable when compared to month 1 and 2 rates for the last couple of years. Average Daily Attendance YTD Average % Month % Month % % Month % Month % % Month % Month % Truancy and Tardiness Rates Our truancy rates and tardiness rates are outlined in the chart below. The school year looks promising so far, as truancy rates are down by about.7% over the last couple of years. Tardiness rates have gone down over the last couple of years, with a good decline of about.5% from 2011 to This school year tardies are down, but the numbers for the first two months of school are similar to those in years past. Student tardies have traditionally increased in the final months of school, so we 16

18 will collect the rest of this year s data in May and June to determine if overall tardiness has continued to decline or not. We are hopeful that the numbers will show that tardies have decreased. Average truancy rate (all day truancies) Average tardiness rate SY 2.33% 1.08% SY 3.06% 1.35% SY 3.19% 1.84% Mobility/Transient Rates The following chart shows enrollment in the first month of school and enrollment for the last month of school over the last couple of years. Our overall school enrollment has declined (as it has districtwide), and we had a slight increase in our overall transiency rate from the last school year to the year before (increase of over 3%). Our enrollment has declined slightly this school year as well. Enrollment First Month Enrollment Final Month Difference % Difference SY (month 2) 17 (2 months) SY % SY % SY % Discipline Referrals, Suspension and Expulsion Rates Suspension and Expulsion Rates The number of suspensions and expulsions over the last several years has remained fairly consistent. The CDE website reports totals from the school year and years prior. We gathered the information for the school year internally, and the number of suspensions has declined, while the number of expulsions went up. So far in this school year ( ), through the month of December, the number of suspensions is 74, and expulsions are at 5. We are on track to continue the decline of suspensions, but expulsion numbers seem to be holding steady. # of Suspensions # of Expulsions SY (through Dec.) SY SY SY SY

19 Discipline Referrals We as a school have made a concerted effort to reduce the number of disciplinary referrals this school year. For the first month of school, our referrals were down by over 100 as compared to the previous school year. In the second month of school, referrals spiked back up again to what had been the average in previous years. We believe this was primarily due to our system of dealing with non suits in PE classes (231 that month). We worked as collaborative teams with PE, guidance, and administration to adjust our system during month 2, and now the data for the third month of school shows tremendous promise, as the number of referrals are down by almost 300 as compared to the previous school year. The chart on the following page shows our discipline referral data over the last several years and is available for reference in the Appendix: 18

20 Socioeconomic Status Free/Reduced Lunch The percentage of students at El Capitan High School who qualify for a free or reduced price lunch has increased by 25% over the last five years. School Year % of Students who Qualify for Free/Reduced Lunch % % % % % Parent Education Levels The following chart shows parent education levels for the last three years: Not a high school graduate 6% 11% 6% High school graduate 29% 28% 27% Some college 43% 43% 44% College graduate 13% 12% 15% Graduate school 9% 7% 8% Total Responses: 99% 94% 97% This data reflects the percentage of student answer documents with stated parent education levels on the STAR exam. The vast majority of our students parents are high school graduates and have had at least some college. These numbers have remained fairly consistent over the last three years. Safety Conditions, Cleanliness, Adequacy of School Facilities Safety Conditions Each classroom and office at El Capitan High School is equipped with emergency information, including evacuation maps, first aid kits, and safety procedures for earthquake, fire, secure campus, and lockdown. We have an administrative redbook that is updated on a yearly basis which includes emergency staging information, dates for disaster drills, and important telephone numbers. We also have a staff redbook that outlines all safety procedures, which is updated on a yearly basis as well. Our substitute folders also contain evacuation maps and safety procedures. Our school safety team meets approximately 4 times a year, and all staff members are given updates as needed. We have 5 campus supervisors including a lead supervisor, and one School Resource Officer who is a member of the Santee Sheriffs Department and is assigned to our school with an office located in the Assistant Principals office. 19

21 Cleanliness and Adequacy of School Facilities Proposition H was a $274 million bond measure passed in 2004 by voters within the Grossmont Union High School District to repair aging local high schools, improve student safety, qualify for statematching funds and construct a new school. Proposition U was a $417 million general obligation bond measure passed in November, Combined with an additional $50 million in state matching funds, it would substantially complete the modernization of all district schools, provide classrooms and equipment for Career Technical Education, and construct a new high school in the Alpine/Blossom Valley area. With the passage of Props H and U, all of the core academic subject areas at El Capitan High School are now housed in modernized classrooms. Our classrooms are now equipped with state of the art audiovisual resources that promote increased learning and illuminate lessons, making them more engaging and interesting and grounding them in easily understandable contexts. Our teachers make full use of these resources, combining a range of visual, audio and real world materials to stimulate the learning process. This variety appeals to all learning levels and all learning styles, allowing our teachers to tailor their lessons to the needs of students as individuals, and classes as a whole. In addition to our newly remodeled classrooms, we have a brand new science building, agriculture complex, and 5 computer labs. The final buildings left to be remodeled are administration and guidance, library and computer labs, performing arts (music, dance, theater), construction, and auto technology. The restrooms and concessions at the athletic stadium are in process of being updated, and the next new building will be physical education. We hope to break ground this summer (2013), with construction completed in 2014, and begin the following project of a multi purpose room (performing arts center) to follow shortly thereafter. Staff Certificated and Classified Staff El Capitan High School has 4 administrators, 1 school facilities manager (classified management), 83 certificated and 55 classified staff members, along with several volunteers. All staff members are NCLB compliant, as this is one of our district s requirements before hiring is allowed. Teachers are not permitted to teach a subject that is outside of their credentialed area, and none of our teachers have emergency permits. All teachers are CLAD certified, also per district policy, and all probationary teachers complete our own, district developed BTSA program so that their credentials are cleared by the time they obtain tenure. Many of our staff members are El Capitan High School alumni. 20

22 Gender of Staff Members The following chart outlines the gender of the staff at El Capitan High School: Totals Male Admin/Management 3 Female Admin/Management 3 TOTAL MANAGEMENT: 5 Male Certificated Staff 31 Female Certificated Staff 52 TOTAL CERTIFICATED: 83 Male Classified Staff 20 Female Classified Staff 35 TOTAL CLASSIFIED: 55 Staff Development (Content and Numbers Participating) The following charts show the involvement of El Capitan High School staff in professional development for : Achieve 3000 (Reading Program) Date Attended from 05 Sept. 29, Jan. 12, March 22, Sept. 24, Sept. 25, Administrative PLC Date Attended from 05 October 4, November 2, May 15, BTSA (Beginning Teacher Support Assessment) Topic Discussion Date Attending from 05 January 11, Colloquium Date Attending from 05 May 23, nd Year Orientation September 28, Differentiating Instruction for the Teenage Brain Date Attended from 05 October 27, Common Core (English Language Arts) Curriculum Mapping Date Attended from 05 August 16 17, Sept. 26, Nov. 30, Digital Natives are Restless Date Attended from 05 July 31, Effective Team Building with Students Date Attended from 05 February 16, Integrating Discovery Education: STREAMING! Date Attended from 05 October 6, Library Services Committee 1 Date Attended from 05 November 15, Making Common Assessments Meaningful Date Attending from 05 October 26,

23 Management Council Date Attended from 05 August 25, August 23, Mobile Madness Date Attended from 05 August 2, On Line Learning Committee Date Attending from 05 July 6 & 19, August 11, September 22, On Line Learning Orientation Date Attending from 05 October 6, On Line Learning Math Date Attending from 05 October 12, On Line Learning English Date Attending from 05 October 17, On Line Learning Science Date Attending from 05 October 18, On Line Learning Social Science Date Attending from 05 October 24, Outrageous Teaching Date Attending from 05 February 28, Process for EL/CST & Local Assessments Date Attending from 05 March 14, Professional Development for Teacher Librarians Date Attending from 05 January 20, RTI, Alt Ed & Camp LEAD/Sp Ed in Reg Classroom Date Attending from 05 November 30, Special Administrator PLC Workshop Date Attending from 05 January 27, STAR CMA Training Date Attending from 05 January 19, Summer Academic Reading Institute Date Attending from 05 July 19 22, Summer Admin PLC Date Attending from 05 June 28 & 29, Summer School/GOAL Date Attending from 05 April 20, Technology Trainings Date Attending from 05 August 9 & 20, Nov 16 & Dec 8, February 29, Unleash Google Apps in Your Classroom Date Attending from 05 August 22, Visual and Performing Arts PLC Date Attending from 05 Sept. 28, Nov. 14, Working with Challenging People Date Attending from 05 October 25, March 1,

24 Student Participation in Co Curricular and Extra Curricular Activities Increasing student participation in co and extra curricular activities is a priority for El Capitan High School. We also want to increase the number of students, staff, and community members who attend these events. The following is a list of sports and academic activities offered on campus, along with the most recent number of members for each group: Activity # of Students Academic League 14 JV Cheer 15 Varsity Cheer 25 JV Field Hockey 13 Varsity Field Hockey 15 JV Tennis 9 Varsity Tennis 10 JV Girls Tennis 7 Varsity Girls Tennis 13 JV Girls Water Polo 24 JV Boys Water Polo 17 Varsity Girls Water Polo 13 Varsity Boys Water Polo 12 JV Cross Country 11 Varsity Girls Cross Country 11 Varsity Boys Cross Country 10 Frosh Football 58 JV Football 35 Varsity Football 49 Girls Golf 8 Boys Golf 10 Frosh Volleyball 13 JV Volleyball 13 Varsity Volleyball 13 JV Boys Volleyball 14 Varsity Boys Volleyball 13 Frosh Baseball 14 JV Baseball 12 Varsity Baseball 20 Frosh Basketball 10 JV Basketball 9 Varsity Basketball 8 JV Girls Basketball 7 Varsity Girls Basketball 9 JV Gymnastics 14 JV Lacrosse 18 Varsity Lacrosse 15 23

25 Activity # of Students JV Soccer 24 Varsity Soccer 17 JV Girls Soccer 17 Varsity Girls Soccer 20 JV Softball 14 Varsity Softball 14 JV Boys Swim 6 Varsity Boys Swim 17 JV Girls Swim 13 Varsity Girls Swim 22 JV Track 32 Varsity Track 16 JV Girls Track 20 Varsity Girls Track 9 Varsity Wrestling 46 The following is a complete list of all active clubs on campus this year: Club Advisor Meeting time Description Academic League Jesse Cox See Mr. Cox Anime Club Eric Calbow lunch room 701 To learn in a group environment and compete against other teams. To allow students to have fun, relax and see popular and unpopular animated TV shows. Art Club (Space 1261) Miriam Haughey See Mrs. Haughey in room 1261 To raise money for the arts program and for a place for students to create art outside of class. ASB Deana Garcia Sign up for classes Avid Sandra Martinez Sign up for classes Band Tamara Frasier Sign up for classes To promote school spirit, create fun and engaging school activities, and to recognize students for their accomplishments. To ensure that all students are prepared for post-secondary education. Perform in Marching Field show in Fall and perform in winter and spring concerts.perform at community events throughout the year. Jazz Band, Marching Band, Guitar Ensemble, Orchestra, Percussion Ensemble Baseball Coach Abruzzo See Mr. Vickery in Room 1000 or svickery@guhsd.net To promote baseball at El Capitan High School. SPRING SPORT Basketball (boys) Jason Cavazos See Coach Cavazos in PE or jcavazos@guhsd.net To participate in a team sport. WINTER SPORT. Basketball (girls) Calculus Club Car club Ed LaSalle Scott Lieberknecht John Anderson See Mr. Vickery in Room 1000 or svickery@guhsd.net See Mr. Lieberknecht in room 1002 Sign up for classes or See Mr. Anderson in Room 1373 To participate in a team sport. WINTER SPORT. Organize AP Calculus students with a focus on higher level math. Promote safely inspections and testing of students cars. Cheer Kimberly Carlino kcarlino@guhsd.net JV and Varsity High school spirit and cheer Choir Tamara Frasier Sign up for classes Perform in winter and spring concerts. Perform at community events throughout the year. 24

26 Class of 2013 Tanya Morrison See Mrs. Morrison in room 923 Hilary Nau & Lindsay See Mrs. Nau in Room 1707 or Class of 2014 Gampel-Qualin Mrs. Gampel-Qualin in room 702 Class of 2015 Deana Garcia See Mrs. Garcia in room 1152 Class of 2016 Deana Garcia See Mrs. Garcia in room 1152 To engage class of 2013 with school wide activities and raise money for prom. To engage class of 2014 with school wide activities and raise money for prom. To engage class of 2015 with school wide activities and raise money for prom. To engage class of 2016 with school wide activities and raise money for prom. Club Mudd Chris Webb See Mr. Webb in room 1260 To promote student participation in 3D Design Create an environment that reaches out to the community Club SPED Jesse Cox See Mr. Cox and El Capitan Campus Color Guard Tamara Frasier Sign up for classes Perform in the Marching Band show and winter Color Guard Programs. Cross Country (Boys) Tyler Ludwig Participate in a team sport. FALL SPORT Cross Country (Girls) Jeff Hines tludwig@guhsd.net Participate in a team sport. FALL SPORT CSF Dena Rosenberger See Mrs. Rosenberger or drosenberger@guhsd.net To promote academic success and provide scholarships Dance Joanna Robbins Sign up for classes Exposure and education in dance. Drama club Lindsay Gampel Sign up for classes To promote students in the participation in Theatre Arts activities and events. Eye Candy Printing (screen printing) Gina Grossini See Mrs. Grossini in room 1262 Students will be printing shirts and merchandise for other clubs and businesses. Fellowship of Christian Athletes Steve Vickery Every other Monday at lunch Room 1700 To promote positive Relations on campus. FFA April Perez Sign up for classes Build leadership skills, learn responsibility and pride in a job well done. Field Hockey (Boys) Sandra Martinez See Mrs. Martinez in Room 1701 or smartinez@guhsd.net Show respect, dignity and pride for the school and the team.winter SPORT. Field Hockey (Girls) Sandra Martinez See Mrs. Martinez in Room 1701 or smartinez@guhsd.net Show respect, dignity and pride for the school and the team. FALL SPORT Fishing Club Jesse Huttenbrauck See Mr. Huttenbrauck To go fishing and educate people about fishing. Football Ron Burner coach burner rburner@guhsd.net To teach team work, sportsmanship, school pride and winning with honor. FALLSPORT Friday Night Live/ Camp LEAD Lisa read lunch in career center Gay Straight Alliance Lisa Read Tuesday at lunch room 1251 Golf (Boys) Kent Holly See Mr. Holly in Room 604 or kholly@guhsd.net Promote sober activities and being positive leaders on campus. To provide a safe space for LGBT students to meet and promote tolerance. To allow athletes to compete in golf matches. Golf (Girls) Guitar Club Kent Holly Jay Tweet See Mr. Holly in Room 604 or kholly@guhsd.net Tues & Thurs at lunch room R26 To allow athletes to compete in golf matches. FALL SPORT To promote the growth of learning to play guitar in a fun environment. Guitar Ensemble Tamara Frasier Sign up for classes Learn to play well and be good at performing. To allow athletes to compete in gymnastics competitions. Gymnastics See Mr. Vickery in Room 1000 SPRING SPORT Higher Ground Carolee Villegas See Mrs. Villegas in counseling office To provide a place for Christians to talk about Jesus and fellowship International Club Andrea Cooke/ Abby Anders Thursdays at lunch room R18 or R17 Lacrosse TBD See Mrs. Barnett in room 839 To promote appreciation and knowledge about world-wide cultures. To compete in Grossmont Conference and San Diego CIF Boys Lacrosse 25

27 Military Club Christi Cochran Tuesdays at lunch in Career Center Music in Motion (Mimoso) Tamara Frasier Sign up for classes NERDS Sandra Martinez Tuesday at lunch room 1701 Photo Club Gina Grossini See Mrs. Grossini in room 1262 To educate students of every military branch Organize fundraisers, concerts, and activities for the music department. To create opportunities for students interested in engineering design or research. Go around San Diego and take pictures as a club Positive Movement Gini Grossini Mondays at lunch Room 1262 Spread random acts of kindness to all on EC campus. Press club Kelly Logan Sign up for classes To encourage students to pursue higher education and careers in journalism. Roots N' Shoots Dena Rosenberger / Sherry Trochta Thursday at lunch Room 1009 To collect the recycling and promote awareness on environmental issues. Sewing for Soldiers Kathy Dizney See Mrs. Dizney in the book room Learn to sew and make quilts for veterans SMART team Soccer (Boys) Sandra Martinez Robert Stirling Saturdays 8:00-12:00 in Room 1704 See Mr. Stirling in room 927 or rstirling@guhsd.net To help students develop teamwork as they delve into the molecular world. To play and learn soccer. WINTER SPORT. Soccer (Girls) Paolo Landini See Mr. Vickery in Room 1000 To compete in soccer. WINTER SPORT. Softball (Girls) Joe Cota See Mr. Cota in room or jccota@guhsd.net Participate in softball in the Grossmont Valley League. SPRING SPORT. Surf Club Ben Davis See Mr. Davis in room 606 Get El Capitan students to the beach Swim & Dive (Boys Mike Smith See Mr. Vickery in Room 1000 Participate in El Capitan Swim and compete in meets. SPRING SPORT. Swim & Dive (Girls) Mike Smith See Mr. Vickery in Room 1000 Tennis (Boys) Douglas Goodall See Mr. Vickery in Room 1000 Tennis (Girls) Douglas Goodall See Mr. Vickery in Room 1000 Participate in El Capitan Swim and compete in meets. SPRING SPORT. To play tennis and improve tennis skills while competing against other teams. SPRING SPORT. To play tennis and improve tennis skills while competing against other teams. FALL SPORT. Track & Field (Boys) Jeff Hines tludwig@guhsd.net Participate in a team sport. SPRING SPORT. Track & Field (Girls) Tyler Ludwig tludwig@guhsd.net Participate in a team sport. SPRING SPORT. Unplugged Sandra Martinez lunch room 1701 V-Crew Volleyball (Boys) Rob Stirling/ Hilary Nau Jason Cavazos Applications out in May for following year coach Cavazos at jcavazos@guhsd.net To get students away from technology and back to reality once in a while. Plan and implement freshman orientation and continue building a relationship between freshman and upper classmen all year long SPRING SPORT Volleyball (Girls) Mary Beiler See Mr. Vickery in Room 1000 FALL SPORT Water Polo (Boys) Robin Sanchez See Mr. Vickery in Room 1000 To promote water polo and aquatics. FALL SPORT. Water Polo (girls) Robin Sanchez See Mr. Vickery in Room 1000 To promote water polo and aquatics. WINTER SPORT. Woodchuck Club Joe Cota Sign up for classes or See Mr. Cota in room or jccota@guhsd.net To have a place to meet and talk about wood. Wrestling Henry Blackwood See Mr. Vickery in Room 1000 To support the school team and work to establish goals for the wrestling program. WINTER SPORT Yearbook Denise Dreis Sign up for classes To create a yearbook for the EC school year. 26

28 School Financial Support Funding Sources In addition to our site allotment, El Capitan High School also receives the following monies: El Capitan High School Categorical Funding The following state and federal categorical funds were allocated to El Capitan High School. amounts are listed below for the upcoming year. Approximate Agricultural Education Grant Funds (Program 802) $23,959 Purpose: Funding for Agricultural programs on campus such as Animal Science, Agricultural Biology, California Agriculture, Plant & Soil Maintenance, and Farm Shop, as well as extracurricular Agricultural related activities. AVID (Program 092) $ 7,522 Purpose: To purchase supplies and additional books necessary for AVID classes. CAHSEE Funds (Program 756) $ 13,420 Purpose: Funding for intervention with students who are at risk of not passing and/or upperclassmen that have not yet passed the High School Exit Exam. EIA Compensatory Education Funds (Program 833) $ 3,996 Purpose: To assist site programs involving students who are at or below poverty level; includes costs relevant to site program management (including benefits and health & welfare), program supplies, equipment, training, etc. EIA LEP Funds (Program 832) $ 13,008 Purpose: To assist site programs involving students who speak English as a second language; includes costs relevant to site program management (including benefits and health & welfare), program supplies, equipment, training, etc. GATE (Program 805) $ 2,395 Purpose: To fund honors program for augmented curriculum and instruction. Library Materials Grant $ 1,693 Purpose: To encourage improvement through a continuing process aimed at improving instruction, school environment and organization at the school site. Lottery (Program 502) $ 32,995 Purpose: To be used to provide ongoing improvements in instructional program. This fund has been allocated to purchase standards aligned textbooks. MAA Funds (Program 308) $ 8,559 Purpose: The Medical Administrative Activities program provides help with health and wellness services and Medicare to students and community. Professional Development $ 7,000 Purpose: For teachers to work in teams (not solo) to create common curriculum or assessments after the regular contract day or to cover for subs. 27

29 Safe School Funds (Program 628) $ 6,500 Purpose: To institute those programs and changes to ensure a safe campus. Plan to be developed and overseen by the Safe School Plan Committee. Safe and Supportive Schools Grant (Program 333) $150,000 Purpose: To create and support safe and drug free learning environments and to increase academic success for students in these high risk schools. School Improvement Program (Program 812) $ 13,100 Purpose: To provide supplemental educational improvements such as instructional materials and supplies, textbooks, staff development, computers, education technology, enrichment activities and tutoring. TUPE Funds (Program 809) $ 2,800 Purpose: The Tobacco Use Prevention Education program provides help with tobacco education to students and community. TOTAL AMOUNT of state and federal categorical funds allocated to El Capitan: $ 286,947 28

30 Student Performance Data API El Capitan High School has an API of 736. Of the nine schools in our district, our school s score is ranked 7 th. Three schools in our district have a score of 800 or higher. In 2010 our state rank was 6; in 2011 it was 5, and currently (2012) it is still 5. Our state rank has remained in the middle (5 6) and virtually unchanged over the last couple of years. We would like to break out of this pattern and begin to show more improvement. In 2010 our similar schools rank was 2; in 2011 it was 1, and currently (2012) it is 3. We are pleased to have moved out of the bottom two deciles for our similar schools rank, and we would obviously like to see a continued upward movement. The following chart shows our API data over the last five years. School wide Base API Score El Capitan API Data API Base Data API Growth Data School wide Growth API Score Growth Target Actual Growth from previous year Hispanic or Latino Base API Score Hispanic or Latino Growth API Score Growth Target Actual Growth from previous year White (non Hispanic) Base API Score White (non Hispanic) Growth API Score Growth Target Actual Growth from previous year Students w/disabilities Base API Score Students w/disabilities Growth API Score Growth Target Actual Growth from previous year Socioeconomically Disadvantaged Base API Score Socioeconomically Disadvantaged Growth API Score Growth Target Actual Growth from previous year

31 CSTs Our CST scores are summarized in the following chart. 9 th grade English has remained relatively flat, while 10 th grade English has declined 6% over the last four years, and 11 th grade English has had a steady increase. Our algebra scores have declined after a spike in 2010, and we are currently showing only 20% advanced and proficient. Geometry scores were showing steady improvement until this year, where we have declined to 25% advanced and proficient. 10 th grade world history has declined over the last two years, and 11 th grade U.S. history has remained relatively unchanged. Biology and life science have shown steady gains over the last four years, while chemistry and physics showed a slight decline. EL CAPITAN CST SUMMARY Grade/Test Year Total Students Tested % Adv or Prof 1 Year Change Below or Far Below Ba 1 Year Change % 5% 17% 9 th Grade English/ % 1% 17% 0% Language Arts % -6% 23% 6% % 5% 19% -4% % 3% 20% 10 th Grade English/ % -6% 26% 6% Language Arts % 10% 19% -7% % -10% 26% 7% % 8% 21% 11 th Grade English/ % 4% 28% 7% Language Arts % 0% 29% -1% % 2% 25% 4% % 0% 47% Algebra I % 9% 41% 6% % -8% 52% -11% % -4% 55% -4% % 8% 54% Geometry % 8% 40% 14% % 6% 35% 5% % -7% 44% -9% % 8% 54% Algebra II % 8% 40% 14% % -6% 54% -14% % 1% 52% 2% % -5% 22% High School Math % 10% 26% -4% % 15% 9% 17% % -17% 19% -10% % 3% 27% 10 th Grade % 5% 24% 3% World History % -13% 33% -9% % 2% 25% 8% % 22% 32% 11 th Grade % 2% 24% 6% U.S. History % -2% 23% 1% % 2% 18% 5% % -8% 25% Biology % 3% 20% 5% % 4% 23% -3% % 4% 18% 5% 30

32 % 21% 17% Chemistry % -14% 26% -9% % 6% 12% 14% % 0% 22% -10% % 1% 32% 10 th Grade % 2% 33% -1% Life Sciences % 3% 27% 6% % 7% 22% 5% % 19% 26% Physics % -5% 31% -5% % 13% 19% 12% % -12% 27% -12% CAHSEE Our current (2012) CAHSEE pass rates are 85% for ELA and 83% for math. We have been in the 80%+ range over the last five years, with the exception of a 91% pass rate in math in Unfortunately the math passing rates started a steady decline since then, and English passing rates have leveled out to the mid 80s. Scores for all subgroups have shown a series of improvements and declines during this time period as well. The following table illustrates our CAHSEE passing rates for the March administration over the last five years. EL CAPITAN CAHSEE PASS RATE DATA ENGLISH LANGUAGE ARTS MATHEMATICS # Tested % Passed # Tested % Passed March 2007 School wide % % English Learner 29 28% 29 63% Special Education 54 43% 52 48% Socioeconomically Disadvantaged % % March 2008 School wide % % English Learner 27 44% 27 56% Special Education 55 56% 55 67% Socioeconomically Disadvantaged % % March 2009 School wide % % English Learner 36 44% 36 61% Special Education 53 45% 52 50% Socioeconomically Disadvantaged % % March 2010 School wide % % English Learner 34 35% 34 44% Special Education 60 44% 61 58% Socioeconomically Disadvantaged % % 31

33 March 2011 School wide % % English Learner 32 63% 31 61% Special Education 47 32% 42 61% Socioeconomically Disadvantaged % % March 2012 School wide % % English Learner 24 58% 23 48% Special Education 50 46% 46 50% Socioeconomically Disadvantaged % % AYP The following chart shows overall AYP over the last five years: Met AYP (All Criteria)? SY No (8 of 18 criteria met) SY No (14 of 18 criteria met) SY No (15 of 20 criteria met) SY No (16 of 18 criteria met) SY Yes (all 18 criteria met) El Capitan High School has not met 100% of its AYP criteria since the school year. For the last three years, we have not met our proficiency rates across all of our subgroups, and last year in particular, we did not meet our proficiency rates school wide. In addition, last year we did not meet our API growth target, although we did meet this target the two consecutive years prior. We also did not meet our graduation rate target last year. The following chart illustrates the last three years of AYP criteria met and not met, along with subgroup information: 32

34 El Capitan AYP Data Criteria English Language Arts Mathematics School Participation Rate Yes Yes Yes Yes Yes Yes School Percent Proficient No Yes No Yes Yes No Subgroups (participation/proficient) White Yes/No Yes/Yes Yes/No Yes/Yes Yes/Yes Yes/No Hispanic or Latino Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No SED Yes/Yes Yes/No Yes/No Yes/Yes Yes/No Yes/No Criteria API Additional Indicator Yes Yes No Graduation Rate No Yes No Program Improvement Status Not in PI Not in PI Not in PI CELDT The following chart shows a 5 year summary of how many students at El Capitan High School took the CELDT test, along with the numbers of students who scored in the ranges of each category. We experienced a gain in the total number of EL students at the beginning of the school year, and the trend over the last five years has shown the bulk of our students to score in the early intermediate to intermediate range. Beginning Early Intermediate Early Advanced Totals: Intermediate Advanced SY SY SY SY SY SAT and ACT Results The following chart illustrates student SAT scores over the last 3 years: # of SAT Test Takers # of Seniors % Tested Critical Reading Avg. Math Avg. Writing Avg % % % The next chart shows student ACT scores over the last 3 years: # of ACT Test Takers # of Seniors % Tested Average Score % % % Our scores have been relatively steady over the last three years, with our lowest SAT averages being in the writing category of the exam. However, we had a sharp improvement of almost 6% of our seniors at least attempt the exam last year. El Capitan High School is a test site for the ACT exam, and despite 33

35 our steadily declining percentages of seniors taking the ACT, we are trying to focus efforts on encouraging students to take both the SAT and ACT exams, particularly in the AVID classes. Of last year s junior class who took the EAP, 113 (34%) students were ready for CSU college level English, and 55 (56%) students were ready for CSU college level math. AP Results The chart on the following page shows AP results and growth of the AP program for El Capitan High School from 2009 through 2012: 34

36 El Capitan Advanced Placement Growth 2009 to 2012 Enrollment Exams Taken Exams Passed / / / Art English Literature English Language Spanish Language Spanish Literature Calculus AB Statistics Environmental Science Biology Art History European History US History Economics Macro Economics Micro Psychology Human Geography German Language US Government Totals Change from 2011 to

37 A G Requirements All courses at El Capitan High School are offered at either the college prep or honors/ap level. With the exception of certain special education classes, we do not offer any courses at the applied arts or remedial levels. The following chart shows the percent of graduates over the last 5 years who have successfully completed the A G requirements for entrance into the UC system: Grad Year % A G Eligible % % % % % Our numbers have remained consistent over this period of time. For the class of 2012, 64% of students completed the A (social science) requirement, 45% completed B (English), 61% completed C (math), 58% completed D (science), 53% completed E (foreign language), and 84% completed F (arts). In comparison to the other schools in our district, we are in a 3 way tie for the lowest percentage of graduates completing the A G requirements for the class of The next closest school in our district is at 34%, and the school with the highest rate is at 47%. The district rate is 39%. Report Card Analysis D & F Rates For the school year, the D and F rate at El Capitan High School was down 1.62% to 23.93%. The following table illustrates the D and F rates by department last year, and indicates the change in percentage from the previous school year: Department D & F Rate Change from Previous Year Agriculture 21.90% 4.93% increase Art 23.25% 5.09% decrease English 29.94% 0.37% decrease Foreign Language 15.51% 1.86% decrease Industrial Arts 21.68% 7.58% increase Mathematics 35.44% 0.36% decrease Non Departmental 4.52% 2.76% decrease Performance Arts 7.04% 1.32% decrease Physical Education 22.88% 4.38% decrease ROP 9.16% 2.75% decrease Science 23.31% 0.37% decrease Social Science 28.06% 0.48% decrease 36

38 Completion Rates Graduation Rates The following chart contains graduation rates for the last 4 years. There was significant fluctuation in graduation rates from one year to the next during this time period. Our overall school enrollment has steadily declined over the last few years, so our graduating class sizes have been proportionally smaller over this time period. It is possible that the numbers are inconsistent because of the way these rates are reported at the state level, which do not include students who either graduate early or graduate after four years. This information serves as a reminder for us to keep our commitment to academic excellence, which includes ensuring that all students achieve at their highest possible levels and graduate on time. El Capitan Graduation Rate Based on NCES Definition Class 12 th Grade Enrollment Number of Graduates Graduation Rate % % % % Dropout Rates Our dropout rates have decreased over the last three years, as have the number of student dropouts. We are also trying to do a better job of making sure our student data is clean, which includes making sure drops are documented correctly and in a timely manner Number of Dropouts (ECHS) Annual Adjusted Dropout Rate (ECHS) 4.8% 2.8% 2.1% Annual Adjusted Dropout Rate (District) 3.6% 3.4% 2.1% Annual Adjusted Dropout Rate (State) 5.7% 4.6% 4.2% Number of entering freshmen compared to exiting seniors The following chart shows numbers for both the freshman and senior classes by school year, including total enrollment, over the last five years: School Year # of Freshmen # of Seniors Total Enrollment , , , , ,901 37

39 California Healthy Kids Survey The entire CHKS is attached as an appendix to this report, but as a Safe and Supportive Schools (S3) Grant school site, we are required to track several identified domains and sub domains from the CHKS in order to chart growth. The following are the areas that were identified in this process: Domain: Supports and Engagement Subdomain 1: High Expectations and Caring Relationships Subdomain 2: School Connectedness Domain: Violence, Victimization & Substance Use Subdomain 1: Physical and Emotional Violence Victimization Subdomain 2: Substance Use at School Our school climate report card for the spring of 2012 showed positive growth. The following chart shows information regarding this growth on the School Climate Index (SCI): Change +/ SCI Score SCI State Percentile SCI Similar Schools Percentile D1S1: High Expect./Caring Relationships D1S2: School Connectedness D2S1: Physical/Emotional Violence (low) D2S2: Substance Use at School (low) The following table lists our school s data for the S3 grant, which includes our identified domains and subdomains for the student, staff, and parent elements of the CHKS, which can also be found in the Appendix: 38

40 Focus on Learning Self Study CHAPTER II Student/Community Profile Overall Summary from Analysis of Profile Data FOCUS ON LEARNING PROCESS 39

41 Chapter II: Student/Community Profile Overall Summary from Analysis of Profile Data Implications of Data/Overall Summary of Analysis The data for El Capitan High School shows some exciting, positive trends. We are extremely proud of our Advanced Placement (AP) data. In addition to adding several new AP courses in the last two years, we have seen considerable growth in the number of students enrolled in AP classes, the number of students attempting AP exams, and the number of students passing these exams. Since 2009 we have increased the number of AP exams passed by almost 80, and the number increase for last year alone was 34. We are also very pleased with our discipline data and the downward trend in the number of referrals we ve seen this school year so far. With the implementation of our Safe and Supportive Schools (S3) Grant, we have been able to begin building a true system of intervention that will help students struggling academically and socially. Overall our attendance rates are up slightly, and our tardy and truancy rates have declined. Our school climate index (SCI) score increased, and we hope to see an increase next year as well, as this is one of the indicators for the S3 Grant accountability. Preliminary results from the California Healthy Kids Survey (CHKS) look promising as well. As a whole school effort, we have focused much of our energy on improving our climate and building positive relationships. We hope to see an increase in participation in school events and continue this positive trend. In the area of high stakes testing (API, AYP, and CAHSEE), our scores have either remained the same or declined. We want to see improved test scores and begin to reverse this trend. We also want to increase our graduation rate and our A G completion rates. On a positive note, our most recent API indicated large gains in certain subgroups, with a 52 point gain for special education students and a 70 point gain for English learner students. Our CELDT scores are showing gains as well. We are disappointed in our declining enrollment, and unfortunately this decline is currently a trend across our district. We will continue to look for ways to promote our school and make every effort to bring new students in to El Capitan. Important Questions The most important question El Capitan High School has attempted to answer in the last year and a half is, what is important to us as a school, and what is our shared mission? Due to the frequent turnover in school administration since the last full self study, we found that teachers and staff did not have a shared set of goals for the school. In the fall of 2011 we decided to ask the staff what was important to them over the course of several staff meetings. Their answers were recorded, and we found that the data we collected fell into two categories: items regarding academics, and items regarding school climate. We named these two categories excellence and community. From this information, we developed our current school mission, excellence through community. 40

42 In the spring of 2012 we held meetings with several stakeholder groups to develop our school goals, which would fall under our new mission of excellence through community. These stakeholder groups included School Site Council (which is made up of staff, students, and parents), Safe and Supportive Schools Grant Intervention Team (also made up of staff, students, and parents), and the newly formed Navigation Team (which is made up of administration and all school program coordinators). After much discussion with these three groups, we developed the following school goals, which all fall under the mission of excellence through community: 1. Promote Academic Excellence 2. Develop Positive School Climate 3. Stimulate Student Curiosity We asked every department chair and program coordinator to meet with their staff members to discuss their group s goals as they fall under our school wide goals and mission of excellence through community. The following document is a compilation of the work they did to collect their departments goals: 41

43 EL CAPITAN HIGH SCHOOL GOALS SCHOOL WIDE GOALS The mission of ECHS is Excellence through Community Goal #1: Promote Academic Excellence Objectives: Increase student participation in AP/honors classes Increase graduation rates, A G completion rates, and CTE participation Improve CAHSEE pass rate by 2% in ELA and math, and meet or exceed our growth targets for CST scores Provide opportunities for professional development to all staff Utilize technology and other resources to support all academic needs Goal #2: Develop Positive School Climate Objectives: Increase school wide attendance and participation in extra curricular events Expand and promote Excellence through Community and Black and Gold culture Promote collaboration and communication between staff, students, and community Goal #3: Stimulate Student Curiosity Objectives: Increase visual and intellectual inquiry to develop curiosity Increase technology for all students Increase community collaboration 42

44 DEPARTMENT GOALS ADVANCED PLACEMENT PROGRAM Increase number of students enrolled in honors/ap courses Monitor and improve academic success of students in honors/ap courses Increase number of students taking/passing AP exams Provide ongoing professional development for honors/ap teachers (begin vertical teaming efforts) AGRICULTURE Involve all agriculture students in the Supervised Agricultural Experience Program Involve all agriculture students in leadership development, including taking part in FFA chapter meetings, competing in events, and participating in activities outside the classroom Offer all agriculture students a high quality program ART ASB AVID AME Pathway Increase AP in drawing and 2 D design More art shows on campus Get more students to join school activities Increase school appreciation (facilities) Instruct and/or review A G requirements in AVID classes and have students evaluate their own transcripts for A G compliance and create four year plans Enforce academic probation policy per AVID contract Increase awareness of student achievement by 70% of AVID students receiving passing grades of C or better on the previous formal grading report card in each of their core academic courses Provide opportunity for staff development and curriculum ideas Increase tutorial opportunities via AVID students placed in groups following 6 week grading periods with 1 or more D/F 43

45 CAREER/TECHNICAL EDUCATION Increase student enrollment in ECHS CTE program Implement the Linked Learning Model of CTE by integrating core academic subjects with CTE pathway courses Provide professional development for core academic teachers, counselors, administrators, and CTE teachers Increase the number of internship programs available for CTE pathway students ENGLISH Increase postsecondary options for all students through the implementation of curriculum and instructional strategies that support the common core standards and ECAP alignment Encourage student participation in programs and pathways that will lead to postsecondary success (such as AP and CTE) Continue to prepare students for the CAHSEE and CST (or similar high stakes test) exams in ELA Create common core/ecap curriculum through teacher collaboration ENGLISH LEARNER PROGRAM Integrate Edge software into EL program Increase ELAC attendance ELAC representative on School Site Council ELAC representative to DELAC Purchase laptops, cart with wireless router, and headphones FAMILY RESOURCE CENTER Provide life skills training and counseling to foster readiness for classroom learning Provide supportive environment for students to express emotional needs and access necessary resources Provide Insight classes and support groups related to topics identified by student need and CHKS GUIDANCE Assess and reorganize the CSAT, SST, 504 processes to make it more relevant to students and teachers Work with members of the S3 Grant committees to help in changing the school climate in a positive direction 44

46 INDUSTRIAL ARTS Continue reading and writing as a large part of the curriculum Create a positive climate in the shop Stimulate student curiosity with hands on projects, such as building a guitar LIBRARY Provide current and relevant research materials for the students and teachers in order to support the standards and class goals Provide high interest reading material for students and staff in order to foster a lifelong love of reading MATH Develop honors algebra course Develop integrated algebra course Attend school events as a department PERFORMING ARTS Streamline classes so that triple threat students can take all and perform with all classes at their level Have appropriate performance space and time Showcase ensembles and groups in community events and organizations Grow ensembles with recruitment at middle (client) schools Participate in district and local festivals and events PHYSICAL EDUCATION Increase moderate vigorous physical activity Implement standards based lessons SAFE AND SUPPORTIVE SCHOOLS (S3 GRANT) Work with teachers, classified staff, and students to improve school climate Look at the school climate between the students, staff, and their peers (through CHKS data) SCIENCE Promote Black and Gold culture in our classrooms Increase the number of students taking three or more science classes at El Capitan Increase the students use of LabQuest technology to do scientific labs 45

47 SOCIAL SCIENCE Encourage global citizenship through improved critical thinking skills Monitor CST outcomes and AP test results, along with number of students who enroll in AP courses and challenge AP exams Develop department wide bank of logical fallacies that will be incorporated into each grade level curriculum, and create accompanying assessment/monitor assessment results Encourage students to participate in ASB related governance Provide opportunities in class to register qualified (18 year old) students to vote SPECIAL EDUCATION By June, 2013, the number of students participating in general education classes 80% of their day will increase by 10% as measured by enrollment data collected from special education administration By June, 2013, teachers in the special education department will increase their participation in their content area PLCs by 50% as measured by record of meetings attended TECHNOLOGY Bring new and updated technology to El Capitan in order to support our students and staff Collaborate with teachers and other staff to provide current and incoming students with resources that will help them reach their full potential WORLD LANGUAGES Elicit anonymous student assessment of language class Gather statistic of test scores Use portfolios of student work Provide AP training for all Spanish teachers Continue volunteer teacher involvement in International Club Increase students communicative proficiency through vertical alignment of lessons and teacher collaboration Increase AP enrollment Eliminate and/or decrease D/F student grades in language classes Encourage students to improve attendance Decrease behavioral referrals Increase number of phone calls made to students parents/guardians re: low academic grades 46

48 In the spring of 2012 all department chairs and program coordinators presented their goals to School Site Council, and then it was the work of SSC to incorporate all goals within our Single Plan for Student Achievement (SPSA). All of these goals and our SPSA are included in Chapter 5 of this WASC report. During the course of the last year as Focus Groups met, they reviewed our school wide data in order to answer all of the prompts for each category. From this work, each group identified areas of strength and areas of growth for their respective group. All of this information was shared at a staff meeting, and then all participants voted on school wide areas of strength and growth, which are listed below. School wide Areas of Strength As a result of data analysis by all stakeholders and reviewing the work of the Focus Groups, we have identified areas of strength that correlate with each of our three school goals, as follows: Positive School Climate o Increased efforts to improve community involvement, increased participation in events, decreased number of student discipline referrals o Personal, social, and emotional menu of interventions (i.e. PBIS, Insight, peer mediation, Camp LEAD, Ready to Learn, LINK Crew, peer tutoring) o Development of collaborative relationship between admin team and school staff in order to establish shared leadership to move the school forward Academic Excellence o Growth in AP program (increased number of courses offered, students enrolled in AP, number of tests taken, number of tests passed) o Growth in academic achievement for English learner students (70 point gain on API) o Growth in academic achievement for special education students (52 point gain on API) Student Curiosity o Programs to support students and connect them to school (i.e. SOS for freshmen, CTE exploratory wheel, How to Succeed in High School course) o Innovative teaching partnerships and strategies to improve student connectedness (co teaching with special education, team building in classes, development of class norms) o State of the art Agriculture program (new facility, one of the largest FFA Chapters in the region, increased amount of scholarship monies earned by students) 47

49 School wide Areas of Growth Likewise we have identified areas of growth that correlate with each of our three school goals, as follows: Positive School Climate o Increase staff involvement in school wide committees and activities o Improve sense of school pride (i.e. less trash left on campus, less use of inappropriate language, best efforts on high stakes testing, etc.) o Maintain continuity of administration and school leadership Academic Excellence o Develop better identification of at risk students via the use of on line, datadriven systems such as Illuminate o Continue to build a systematic approach to interventions (Response to Intervention), so that students will be successful o Improve the community s academic perception of our school Student Curiosity o Expand the use of critical thinking strategies that encourage depth of thinking (i.e. Bloom s Revised Taxonomy, Webb s Depth of Knowledge) o Provide more professional development opportunities that are site and/or teacher driven o Expand our menu of program options to attract a wide variety of students 48

50 Focus on Learning Self Study CHAPTER III Progress Report FOCUS ON LEARNING PROCESS 49

51 Chapter III: Progress Report Previous Self Study Processes El Capitan s last Focus on Learning full self study was completed in the school year Three years later, in school year , a WASC committee visited El Cap for a three year revisit and recommended extending the accreditation term another three years. At that time, El Capitan performed a three year reflective check up to determine progress on action plan areas identified during the previous full self study. Reflecting on the previous 20 years and given that no principal had remained at El Capitan High School for even two consecutive WASC visits let alone more, the Focus on Learning self study process had, regrettably, devolved into an event that occurs the year of the visitation; a stressful scramble of focus group meetings, home group meetings, writing, revision and preparation by a staff that essentially did not and for good reason believe in the process. Essentially, once the WASC report was completed, the visiting WASC team departed and, in due time, a new principal appointed, the WASC ball was dropped and forgotten. Cognizant of this reality, for the current self study, our entire school community went about ensuring that time was set aside for data analysis, process analysis, creation of a meaningful school vision and mission, identifying measureable school improvement targets, review of the actions we were taking as a school to improve, ensuring that communication across the school was in place so that all stakeholders were aware of the actions taken by each department, program, or team. The sincere hope is that, this time, protocols will be put in place that extend through and beyond the six year accreditation process, that there will be continuity in El Cap s leadership team and that a true, ongoing process of reflective, school wide self improvement will be established that is reflected in future WASC visits. That is the over arching goal of this report. Laying the Groundwork: First Steps In our principal of three years retired. As stated above, this term of service was par for the course at El Cap. In fact the previous three principals had all served 3 year terms before moving on for various reasons. The staff recognized that if El Capitan were to become the school we all hoped for, we would need a principal that was not a mere apparatchik but instead an excellent leader and that we, the staff, should be involved in the selection process. The rationale for including the teachers of El Capitan High School in the principal selection process was a simple one: legitimacy. Rather than have an administrator appointed as might a king or queen be, the idea that legitimacy arises from the consent of the governed (as we teach our students in United States history and United States government classes) was expressed to District Superintendent Swenson at a faculty meeting arranged by the teachers of El Capitan. At that meeting teachers asked the superintendent if it was agreeable to him to have a couple of teacher representatives participate in the selection process. Superintendent Swenson was agreeable. El Cap s teachers opened up nominations for two positions on the interview team. Teachers then voted and the two teachers with the most votes were selected to participate. This was a first in our school s history as well as our district s. Superintendent Swenson is to be commended for his openness to this more democratic hiring process. The end result is that a principal was selected who had buy in, i.e. legitimacy, from the staff. The next important step was to ensure that the new principal had a strong, administrative team to help her going forward. An excellent assistant principal was brought over from a sister school in the district. Those two, plus our two remaining assistant principals, our 50

52 manager of school facilities, and a staff motivated by its inclusion in the selection process created the positive social ground swell from which this self study emanates. Laying the Groundwork: Step 2 Principal Whitaker created a leadership team comprised of teachers that headed important functions on campus along with her administrative team. This group was named the Navigation Team. It is currently comprised of the following members: Laura Whitaker, Principal Dale Sheehan, Asst. Principal Mike Fowler, Asst. Principal Paul Hedberg, Asst. Principal Danny Craig, WASC Coordinator Dustin Millsap, CTE Coordinator Jay Tweet, Co AP Coordinator Kelly Logan, Co AP Coordinator Lisa Grimes, Tech Coordinator Lisa Read, FRC Coordinator Jesse Huttenbrauck, EL Coordinator Kathleen Dizney, SSC Chairperson Robert Stirling, S3 Grant Coordinator Sandra Galea Martinez, AVID Coordinator Historically, leadership teams at El Capitan had been comprised of administration and department chairpersons. This strategy brought together a group that represented a diversity of experience and perspective that had not existed in any prior leadership team. It was from this group that the entire WASC self study process came into being. Laying the Groundwork: Step 3 The final piece of the puzzle that provided the underpinning for the transformation that is occurring at El Cap is the management style of the new administration. Rather than come in and provide direction top down, this administrative team has collaboratively worked with staff to create bottom up identifications of areas of need and bottom up strategies to address those areas of need. This has solidified teacher buy in and is largely responsible for the excitement and energy among the staff here at El Capitan. To summarize, the combination of bringing an effective administrative team to El Capitan plus the creation of an effective, motivated group of staff members to work as equals has created a synergy that this school has not seen in at least the last 20 years. With the district putting into place a capable administrative team with an intelligent management style and the assembling of an effective staff leadership team, the pieces were put in place to move El Capitan into being the school it was intended to be. 51

53 Recommendations from the Follow Up Team in 2009 The recommendations, verbatim, are listed herewith: 1. The Self Study Coordinator and designated Administrators complete WASC training in preparation for the next self study; and 2. That the Self Study Coordinator and Administration utilize the last visiting team report to ensure that all areas identified for critical follow up and the Action Plan previously developed have been addressed and integrated with the school's SPSA and annual goals. 3. As the entire administration for El Capitan High School is new since the last visiting team, the review committee believes that the school is making steady progress in developing a new leadership team structure. Each year the administrative staff meets to review data and discuss critical areas of need for the school and develop goals to guide school wide activities. 4. The school is taking incremental steps in addressing student achievement through the continuation of Professional Learning Communities, the development of common assessments, the use of data to determine student need, and support programs such as foundation classes in Mathematics and English Language Arts. 5. The review committee believes that under the current leadership team, El Capitan High School will be diligent about annually reviewing the Action Plan and utilizing the information as part of its annual development of goals. Structure of the Current Self Study As an immediate response to the first recommendation, the WASC Coordinator and site administration completed all three parts of the training for the self study process (WASC Rec. 1). The training sessions attended were as follows: Session 1 on November 17, 2011; Session 2 on March 22, 2012; Session 3 on September 12, All sessions were held at the Mission Valley campus of Point Loma Nazarene University in San Diego. In addition to regular analysis and reflection that is built into our existing structure, El Capitan has dedicated some specific meetings to Focus on Learning tasks for this year s self study. Last year, we met as a faculty to review the self study process, evaluate ways in which we had self study tasks built in to our existing plans for professional learning and collaboration, identify work to be done in home groups and interdisciplinary focus groups, and identify focus group leaders (WASC Rec. 3). Each faculty member chose which focus group they wanted to work in. The data analysis that forms the basis of chapter one, along with the conclusions that are in chapter two, was performed in a variety of venues and synthesized. The School Site Council, in updating the Single Plan for Student Achievement, analyzed CST data, CAHSEE results, suspension and expulsion rates, CELDT data, attendance statistics, and demographic information (WASC Rec. 2). They identified notable findings and asked critical questions of the data. Department and subject area teams examined CAHSEE and CST data, and department chairs brought that information to the Faculty Senate (comprised of all department chairpersons, administrators and 52

54 program coordinators), where findings and questions were synthesized with the work performed by the School Site Council. In school year , the entire faculty reviewed major academic assessment indicators CST and CAHSEE as well as social emotional assessment indicators the California Healthy Kids Survey, and those findings were included (WASC Rec. 4). All staff, as well as parent and student representatives, were engaged in the process of reviewing critical data about El Capitan and discussing the implications (WASC Rec. 4). From this session, we moved into interdisciplinary groups, with parents, students, and classified staff, to discuss areas for growth; the data review provided a foundation for our later discussions. Chapter Three represents a culmination and synthesis of the previous annual report, Single Plan for Student Achievement, the work produced by department chairs, and discussions occurring in Focus Group meetings and Navigation Team meetings (WASC Rec. 3). Their discussion was primarily focused on the contents of Chapter Four of this report. Focus Group leaders used different protocols to accomplish their tasks at each meeting, but most groups used similar processes (whole group discussion, small group work/writing, and then whole group sharing). These groups compared progress at El Capitan to the WASC criteria described in the appropriate rubric and discussed evidence for their observations. These meetings served as a communication medium for letting people know how each department was working to meet school wide goals, and the rubric helped each group identify areas for future growth and areas of strength. After some of the initial meetings of the Focus Groups, their work was reviewed by the WASC Coordinator and themes emerging in all groups were identified: communication, improved school climate, professional learning communities, professional development, use of data, use of data to make decisions, and various student supports (WASC Rec. 4). Focus Group leaders then pulled the writing from their groups together into Chapter Four drafts and forwarded these drafts to the WASC Coordinator. Meanwhile a school wide staff meeting produced a list of strengths and areas of need. The Faculty Senate and Navigation Team took that list, organized and condensed it (WASC Rec. 3). These became the areas for action plan areas. In October of 2012, following a school wide meeting to discuss and identify areas of growth, the Navigation Team met to discuss the areas deemed most critical. The areas of growth and strength identified by the staff became goals and critical questions to frame each action plan. Focus Group leaders felt it was critical that all stakeholders participate meaningfully in the development of the action plan, since this action plan will guide our work for the next several years. Now that the action plan has been developed and reviewed by these groups, it will go to the School Site Council for formal approval in its place in the Single Plan for Student Achievement (WASC Rec. 5). The action plan is already shaping discussions at El Capitan; both the Navigation Team and Faculty Senate have discussed the need to define and clarify roles in order to facilitate communication. In addition to the on going curricular and instructional discussions that occur during department meetings to be held during the spring semester, El Capitan teachers will, as usual, devote a staff meeting to a Year in Review to review data, reflect on the year, and set priorities for (WASC Rec. 4). In this way, El Capitan continues the Focus on Learning work, constant self reflection toward more effective instructional strategies and infrastructure that will support ever better student performance. Site Facility Update: Proposition H and U Proposition H was a $274 million bond measure passed in 2004 by voters within the Grossmont Union High School District to repair aging local high schools, improve student safety, qualify for 53

55 state matching funds and construct a new school. Proposition U was a $417 million general obligation bond measure passed in November, Combined with an additional $50 million in state matching funds, it would substantially complete the modernization of all district schools, provide classrooms and equipment for Career Technical Education, and construct a new high school in the Alpine/Blossom Valley area. With the passage of Props H and U, all of the core academic subject areas at El Capitan High School are now housed in modernized classrooms. Our classrooms are now equipped with state of theart audio visual resources that promote increased learning and illuminate lessons, making them more engaging and interesting and grounding them in easily understandable contexts. Our teachers make full use of these resources, combining a range of visual, audio and real world materials to stimulate the learning process. This variety appeals to all learning levels and all learning styles, allowing our teachers to tailor their lessons to the needs of students as individuals, and classes as a whole. Creating a System of Intervention Beginning in school year , in an effort to remediate students that have traditionally fallen through the cracks and to improve the school wide climate both inside the classroom and outside, El Capitan has begun to implement a Response to Intervention (RTI) system. RTI is a general education framework that involves research based instruction and interventions, regular monitoring of student progress, and the subsequent use of these data over time to make educational decisions (WASC Rec. 4). Key to the RTI process is the application of scientifically based interventions that have been demonstrated to work in randomized controlled trials. A goal of the RTI process is to apply accountability to educational programs by focusing on intervention strategies that have been rigorously tested and found to work rather than intervention strategies that simply look, sound, or feel good. RTI follows a number of core assumptions: 1. The educational system can effectively teach all children 2. Early intervention is critical to preventing problems from getting out of control 3. The implementation of a multi tiered service delivery model is necessary 4. A problem solving model should be used to make decisions between tiers 5. Research based interventions should be implemented to the extent possible 6. Progress monitoring must be implemented to inform instruction In the RTI process, service delivery is divided into three levels (tiers) of support, with the intensity of interventions increasing with each level. Tier 1 is focused specifically within the core curriculum, with instruction and interventions targeting all students. Approximately 80% to 85% of the general student body should be able to meet grade level norms without additional assistance beyond the first tier. Students who consistently do not perform within the expected level of performance through Tier 1 instruction are then provided with additional supplementary interventions at Tier 2, which typically involves small group instruction. Approximately 3% to 6% of students will continue to have difficulties after Tier 2 interventions; these students will then receive Tier 3 intervention services, which is the most intense level of intervention (often one onone) provided in the regular education environment. 54

56 RTI can also be implemented to support positive behavioral functioning through positive behavior interventions and support (PBIS) systems. PBIS is a framework that is used for assisting school personnel (e.g. principals, teachers) in implementing and organizing evidence based behavioral interventions that enhances students social behavior (WASC Rec. 4). PBIS utilizes the same principles that are characterized in RTI procedures: universal screening, progress monitoring, databased decision making, and implementation of evidence based interventions. Within each principle, students are taught effective strategies that are essential for supporting teaching and learning. The following documents are examples of what El Capitan High School has created as a result of RTI and PBIS work done on campus recently: Pyramid of Interventions EC = R3 Student Contract Counselor Referral Form 55

57 Pyramid of Interventions El Capitan High School Response to Intervention (RTI) and Positive Behavior Supports Academic S t Behavioral Systems Tier 3 Voluntary transfer to Alt Ed Adult School Special Education referral/testing Tier 2 Referral to counseling Change of schedule SST/CSAT/504 E2020 Tier 3 Intensive Tier 2 Targeted Interventions Tier 3 CSAT- SPED FRC ISA SARB Suspension (ATS, STEP, PATH) Discipline Referral (AP Conf.) Involuntary transfer to Alt Ed. Drop from class Tier 2 Request for Counselor Assessment (Counselor Conf.) EC=R 3 Contract Student sent to room #403 Tier 1 Quality in-class instruction Peer Tutors After School Tutorials V-Crew Mentors Freshman Norms Grade/Credit monitoring Tier 1 All Students Get Core Instruction Tier 1 Individual classroom norms V-Crew connections Student personal reflection sheets Positive reinforcements 56

58 I agree EC=r3 contract for ID To Improve My Grades Meet weekly with a peer tutor Meet weekly with my V crew mentor Add a study skills class to my schedule Add a reading class to my schedule Add an algebra support class to my schedule Attend a tutorial two (2) times a week during in room. To Join in an Activity at School Join at least one of the following club(s): Academic League Anime Club Art Club AVID Band Black & Gold Dance Crew Black & Gold Production Club Car Club Cheer Choir Color Guard Costume Club Creative Writing Club Dance Drama Club El Cap TV Fellowship of Christian Athletes FFA Friday Night Live Camp LEAD Gay Straight Alliance Guitar Club Humanities Club International Club Library Club Military Club NERDS Positive Movement Press Club Roots N Shoots SMART Team Unplugged Wishing for Wells Woodchuck Club Yearbook Young Americans Club Or join a sport: FALL WINTER SPRING Cross Country Basketball Boys Baseball Field Hockey Basketball Girls Gymnastics Football Soccer Boys Golf Boys Golf Girls Soccer Girls Lacrosse Boys Tennis Girls Water Polo Girls Softball Volleyball Girls Wrestling Swim Boys & Girls Water Polo Boys Tennis Boys Track & Field Boys & Girls Volleyball Boys 57

59 To Improve My Behavior Join a behavior support activity o Insight o Sober Support o Personal Counseling o Camp LEAD o Check in and check out o Meet with Peer Mentor once a week I agree to participate in the activities listed. Signed Date: ACTION TAKEN: Information to referring teacher: Parent contact date: Follow up date: 58

60 Counselor Assessment (Confidential) please bring this to the counselor or give to VP secretaries Teacher Referring: Student Name: Student ID: Why are you referring this student for assessment? Student status in your class?(grade, participation, homework etc.) Parent/Guardian contacts made? If so, when and what was discussed? Previous interventions attempted: Suggestions for further interventions: Counselor follow up date: Counselor will send you an regarding interventions & follow up date* TO: Carolee Villegas A F Jeannine Oliver G M Christine Carroll N Z Please deliver to the counseling office or give to VP secretaries 59

61 School wide Climate and the Development of Classroom Norms In response to school wide concern regarding the number of disciplinary referrals written over the last 3 years for classroom disruptions, the El Capitan faculty underwent a discussion on how best to improve the academic atmosphere in our classrooms (WASC Rec. 4). The idea that emerged was to incorporate in critical thinking strategies into classroom management as opposed to the more traditional, tried and true method of laying down the classroom rules for the students and apprising them of the negative consequences should they fail to heed our rules. If critical thinking is understood to mean reflecting on our thinking in order to make our thinking better, then the idea was to include students in the creation of classroom norms of behavior. This strategy also incorporated human being s natural inclination to control or have a say in the organization of their environments, i.e. human beings innate need for intellectual autonomy. Irrespective of the sphere of thought, "a well cultivated critical thinker": raises important questions and problems, formulating them clearly and precisely gathers and assesses relevant information, using abstract ideas to interpret it effectively comes to well reasoned conclusions and solutions, testing them against relevant criteria and standards thinks open mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences communicates effectively with others in figuring out solutions to complex problems, without being unduly influenced by others' thinking on the topic Rather than reacting from extrinsic motivation, the hope was that students would have better buy in from rules that they themselves had helped craft. Thus, rather than be motivated by rewards or punishments, the goal was for students to be motivated intrinsically by what is right and respectful. This year our teaching staff devoted professional development time to sharing ideas about creating and using class norms (WASC Rec. 4). All teachers were encouraged to develop norms with each class during the first week of school. They were also asked to submit copies of their course syllabus and class norms to the principal s office (WASC Rec. 3). By establishing these norms in classrooms, teachers and students could agree upon their procedures for operating class so that student learning could be maximized. If a student breaks a norm, the teacher is then compelled to react to that situation. In the past, the common practice was to let students know that the following discipline policy would be enforced: 1 st infraction = verbal warning 2 nd infraction = parent contact and referral 3 rd infraction = referral and in school suspension 4 th infraction = drop from class 60

62 The last three years worth of academic and discipline data did not indicate that this behavioral system was having a positive effect on student achievement (WASC Rec. 4). By implementing class norms, we also wanted to abandon this old discipline policy. In addition to the new system of norms, we wanted to provide the teachers and staff with more tools for their tool belts in dealing with student disciplinary issues, rather than just writing referrals and dropping students from class. Teachers and staff members now employ strategies to get students to reflect upon their inappropriate behavior and make a plan to be more successful at the next opportunity. Classroom teachers may ask a student to step outside and complete a reflection sheet before being admitted back into the classroom. If a student needs to be sent out of the room for an extended period of time, he/she goes to room 403 and completes a reflection sheet there. This sheet is reviewed with a staff member who makes sure that the conversation is authentic and meaningful before allowing the student to return to class. We track data on students who have made visits to room 403, and we follow up with student issues during weekly support team meetings, which consist of an assistant principal, a guidance counselor, and a guidance information specialist. Early on this year the results of these change in teacher management style has yielded very promising outcomes: School Month of September School Month of September School Month of September Avg. reduction in number of referrals written Referrals fewer referrals 61

63 Following are samples of student reflection sheets: EC = R3 Reflection Name: ID #: Grade: Period: Date: EXCELLENCE THROUGH COMMUNITY = RESPECT FOR SELF, RESPECT FOR OTHERS, AND RESPECT YOUR COMMUNITY (EC = R3) Respect for Self Make positive choices that improve your life; both short term and long term Respect for others Treat others as you would like to be treated Respect your community Be involved in helping our school reach its full potential 1. What did you do to be sent to 403? 2. How did this action violate EC = R3? 3. What is the purpose of EC = R3? 4. What will you do differently to not violate EC = R3? 5. What steps will you take to make sure that the new positive behavior will happen? Student Signature: Notes: Staff Signature: 62

64 El Capitan Dress Code At El Capitan High School we ask that students dress in a manner which reflects their desire to be a successful student. Clothing should not detract from the learning environment, and must be in good repair. Footwear must be worn at all times. Clothing, jewelry, and personal items (backpacks, purses, gym bags, water bottles, etc.) must be free of any inappropriate writing, pictures or insignia (including, but not limited to: profanity, sexually suggestive references, drug/alcohol/tobacco references, or prejudice against racial, ethnic, or religious differences). Unacceptable attire includes, but is not limited to: baggy or saggy pants clothing with underwear and/or undergarments showing spaghetti straps (straps must completely cover the undergarment) ribbed white tank tops backless shirts (including halter tops) bare midriff may not be exposed strapless/tube tops off shoulder or single strap tops (clothing must cover undergarments) excessively low cut tops see through tops apparel advertising death and violence micro mini skirts, dresses, and shorts images of males or females that violate the dress code logos of racist groups or juvenile gangs vulgar language or gestures racist, ethnic, or sexual slurs of hate, prejudice, intolerance, or discrimination clothing, jewelry, belts, or belt buckles with the symbol of the Iron Cross or other similar symbols advertisements for alcohol, tobacco, drugs (including mushrooms, seedless, 4:20, marijuana leaves), or look alikes double entendre logos spike jewelry of any sort/length of spike overalls that act as the straps of the shirt athletic spirit phrases with a double entendre (teams are required to get administration s approval prior to making spirit shirts) clothing or jewelry with suggestive silhouettes slippers, pajamas and blankets wallet or waist chains all headgear (hats, caps, bandanas, beanies, hairnets, sweatbands, etc.) may not be worn on campus 63

65 Please do not wear these items to school. Penalties may include: a phone call home to request parents bring a change of clothing for the student, a change of clothing provided by the school, possible detention/isa, possible suspension, and/or placement on a behavior contract. Dress Code Reflection Name: Student #: Date: Period: Grade: Circle one: First Offense Second Offense Third Offense (Sent to VP) Are you aware of the El Capitan High School Dress Code? What were you wearing that was a violation of the dress code? (Circle one of the above.) Why did you wear the above mentioned clothing that violated the dress code? I am aware of the dress code at El Capitan High School and will follow it accordingly. I understand that further violations of the dress code will result in more severe consequences. Student Signature: Supervisor Signature: 64

66 Adoption of new grade book software and student data and assessment software Online Grades Teachers at El Capitan have overwhelmingly made the transition to Engrade, which is an online grade book that allows students, counselors, administrators, parents and guardians to check on student grades at any time through the Internet (WASC Rec. 4). Additionally, the district has purchased Illuminate, which is an online student and assessment software system that provides administrators and educators with a single web based point of access to student demographics, attendance, schedules, discipline, grades, assessment history, state reporting mandates, and more. Now teachers at El Capitan can use this data assessment software to analyze what in their lesson plans worked and what needs to be retaught. Also included is a parent portal element that offers quick and easy access to student information. As simple to use as Google or Yahoo, it allows parents to view students grades, attendance, assignments, assessment data, and more from a graphical, user friendly dashboard. California Healthy Kids Survey The California Healthy Kids Survey (CHKS) is a tool used by El Capitan High School to help accurately identify areas of concern and address these needs. It provides a comprehensive, data driven, decision making process to guide efforts to improve school climate, learning supports, and engagement, as well as identify and increase the quality of health, prevention, and youth development programs (WASC Rec. 4). At the heart of the CHKS is a broad range of key learning and health related indicators that are used to collect student data on attitudes, behaviors, and experiences related to school and learning. School connectedness, developmental supports and opportunities, safety, violence and harassment, substance use, and physical and mental health are some of the key areas assessed by the survey. The research based assessment of factors that promote resilience and positive youth development is one of the survey s many unique benefits. The survey includes a general, core set of questions, plus a series of supplementary modules covering specific topics. Schools can add questions of their own choosing or creation on other topics of local interest via a search feature that identifies questions previously used by other schools. The customizability of the CHKS allows schools and districts to receive relevant, useful knowledge tailored to their needs. Major Survey Features: Allows schools and districts to monitor whether they are providing the critical developmental supports and opportunities that promote healthy growth and learning. Assesses health risks, specifically relating to alcohol, tobacco, and other drug (ATOD) use; school violence; physical health; resilience and youth development; and school climate. Offers add on modules that expand on topics covered in the core module, including supplementary school climate and resilience/social emotional health assessments; as well as address issues of sex education, healthy community environment, military students and families, gang involvement, school equity, cultural responsiveness, and other issues related to the achievement gap. Allows schools to customize their surveys and focus on special topics by choosing from many existing items or creating new items of their own. 65

67 Works hand in hand with the California School Climate Survey and the California School Parent Survey to enable the comparison of student, teacher, and parent data. The results of the CHKS for El Capitan High School is included in the Appendix of this report. Safe and Supportive School (S3) Grant The administration of the California Healthy Kids Survey (CHKS) indicated that the climate of El Capitan was not ideal for optimal student achievement; therefore, the school was awarded the Safe and Supportive Schools (S3) Grant to support efforts in the area of improving school climate. The purpose of the S3 Grant is to create and support a safe and drug free learning environment and to increase academic success for students at El Capitan High School. Funds are being used to develop measurement systems to assess conditions for learning at El Capitan, including school safety, and to make this information publicly available. Using this data, El Capitan will work in collaboration with participating local educational agencies to improve the learning environment (WASC Rec. 4). The grant program is managed by the CDE s Office of Safe and Drug Free Schools in conjunction with other federal agencies, which supports efforts to create safe schools, ensure the health and well being of students, teach students good citizenship and character, respond to crisis, and prevent drug and alcohol abuse. Conducting the CHKS and receiving the official reports summarizing the results are just the first steps in the data driven decision making process to improve program, school, and community efforts to better support and meet the needs of El Capitan s students (WASC Rec. 4). As we began to implement the S3 Grant on campus, the S3 Intervention Team (S3IT) identified two domains (with two sub domains each) from the data provided by the CHKS that indicated the areas of greatest need for El Capitan. The following are these areas of concern: Domain: Supports and Engagement Subdomain 1: High Expectations and Caring Relationships Subdomain 2: School Connectedness Domain: Violence, Victimization & Substance Use Subdomain 1: Physical and Emotional Violence Victimization Subdomain 2: Substance Use at School The S3IT has created goals around each domain and subdomain as part of the evaluation process for the S3 Grant (WASC Rec. 5). We are currently working with our district and state representatives to monitor progress towards meeting our goals. The entire S3 Action Plan is included in the Appendix of this report. 66

68 Changes in Master Schedule For the school year, we have made several changes in the master schedule of course offerings to include multiple supports for struggling students (WASC Rec. 4). We have increased our AVID sections from 2 (in the school year) to 5 (in both the and school years). We offer 3 sections of study skills in math to assist students who have not been successful in algebra. These sections are open to both general education and special education students, and they are taught in our computer learning lab, using Apex algebra (an online math course). We have 3 sections of reading support, also available to general education as well as special education students, which are taught in the computer lab and use Achieve 3000 (an online reading program). This year over the summer, we identified incoming 10 th grade students who were at risk on not passing the California High School Exit Exam (CAHSEE) in either English or math. For the English students, we placed them together into 2 sections of college prep 10 th grade English. The teacher of these 2 sections completes extra CAHSEE prep exercises with these students as a part of the regular college prep sophomore English course, and the entire 10 th grade English team will do a 6 week CAHSEE course with their students in the computer lab using Apex (an online curriculum) leading up to the exit exam in March. For the math students, we have enrolled many of them into a new math course adopted by our district this year, integrated algebra. This course is a college prep course that combines algebra concepts, CAHSEE prep, and an introduction to geometry. Students who pass this course will be able to retrieve algebra credits and go on to college prep geometry the following year. In addition, the integrated algebra teachers use Apex (an online curriculum) in the computer lab with their students after school for extra CAHSEE preparation. We have also implemented 2 sections of Link Crew, which we call V Crew, for juniors and seniors who learn about leadership skills and mentor freshman students. Each V Crew leader has a group of freshmen assigned to them for the school year. They met these 9 th graders at freshman orientation, which was held the Friday before school started last fall. The V Crew leaders keep in touch with their freshmen throughout the year, as well as meet with them once a month during Sights on Success, or SOS. SOS is held the second Wednesday of each month during lunch, and all freshmen meet with their V Crew leaders and SOS mentors, who are volunteer staff members. Discussion topics and handouts are provided each month for all SOS mentors so that students can receive important information on a consistent basis. Topics include information about sports and clubs, grade review activities, support groups available, tutoring services, and school programs such as Associated Student Body (ASB) and Advanced Placement (AP). Another class we have added for 9 th grade students is the Career Technical Education (CTE) wheel. In this class, students are exposed to each of our three CTE pathways for a 6 week period. Our pathways include Agriculture and Natural Resources, Building Trades and Construction, and Arts Media and Entertainment. Our slogan for the wheel class is, Design It, Build It, Grow It, and students get the opportunity to try out each pathway for a brief period of time before rotating to the next subject. For sophomore year, students are encouraged to select one pathway to complete. Our special education teachers have been instrumental in several other new course offerings designed to help support student achievement. Several members of the special education department are team teaching with a general education teacher. Both teachers work together to plan lessons, and although the general education teacher is the teacher of record, both teachers deliver lessons and work with students equally. In addition, we currently offer 5 sections of peer 67

69 tutors, which are classes designed to help students learn how to tutor other students. These tutors are then sent out to classes who need them so that they can put their skills into practice. We also have 5 sections of tutorial ( Succeeding in High School ), which are classes that offer students extra support in their studies, much like an AVID class. Students are placed into tutorial classes based on counselor referral for poor academic performance in core subject areas. All of these classes are taught by special education teachers, but they are open for both general education and special education students. If students are not successful in tutorial, they could possibly be referred for an Insight class, which is a 6 week Ready to Learn program accompanied by a 3 week follow up. 68

70

71 A 1: To what extent a) does the school have a clearly stated vision or purpose based on its student needs, current educational research, and the belief that all students can achieve high levels and b) is the school s purpose supported by the governing board and the central administration and further defined by expected school wide learning results and the academic standards? Findings/Narrative El Capitan High School s stated vision was developed by the school s faculty, staff, and administrative team following another administrative transition that brought a new principal and assistant principal to the site. The decision to pursue excellence through community was the result of a series of staff and leadership team meetings about the challenges El Capitan faced at the outset of the school year. We looked at the data from all the major academic measures available, as well as California Healthy Kids Survey results; most measures indicated that our work as a school needed to address both the academic and personal/social issues facing students. Evidence/Data CAHSEE data CST data AP data CHKS results The school s stated vision to pursue excellence through community is furthered by commitment to three goals: 1) Promote Academic Excellence, 2) Develop a Positive School Climate, and 3) Stimulate Student Curiosity. The belief that all students can achieve high levels is supported by ongoing Professional Learning Community (PLC) collaboration efforts, both during and outside of the dedicated weekly meeting time (7:30 AM 8:10 AM on Mondays). PLC groups operate in a variety of ways: grade level course alike teams, department teams, vertically aligned teams, and teams working on special projects (interdisciplinary efforts, professional dialogue in book club, etc.). Our Advanced Placement program also supports our vision and the belief that all students can achieve high levels of academic success. Our AP program has added new courses every year for three consecutive years, and we continue to encourage and increase enrollment for all interested students. To support student success in these challenging courses, we have dedicated resources to compensate teachers who offer course specific AP tutorials; in , we allocated 120 hours to this effort, in , we expanded this number to 218 hours. Teachers believe that students can succeed with the additional assistance PLC common formative assessments Common Department lessons/requirements CAHSEE data CST data AP data AP enrollment AP course offerings AP test result data AP Equity and Excellence 70

72 they are willing to provide. The school s stated vision and purpose are supported by all the school s stakeholders, as well as the governing board and central administration. The vision was developed by the school community and the site leadership committees and organizations: Faculty Senate (all department chairs, administrative, classified, and PTA representatives), School Site Council (admin, certificated, classified, student, and parent representatives), and Navigation Team (coordinators of all major programs on campus and administrative team). The school s vision and goals are central to the site s Single Plan for Student Achievement (SPSA); this document is approved each year by the district s governing board. The site s vision and goals are revisited regularly, and revised to meet the needs of students based on current data, expected schoolwide learning results, academic standards, and educational research. SPSA document 71

73 A 2: To what extent does the governing board a) have policies and bylaws that are aligned with the school s purpose and support the achievement of the expected schoolwide learning results and academic standards based on data driven instructional decisions for the school; b) delegate implementation of these policies to the professional staff; and c) regularly monitor results and approve the single school wide action plan and its relationship to the Local Educational Association (LEA) plan? Findings/Narrative Each member of the 5 member governing board is elected to serve a 4 year term; there are no elected seats as each member serves the entire district. There are approximately 200,000 voters within the boundaries of the Grossmont Union High School District. The GUHSD governing board meets once per month; the times, dates, and locations of governing board meetings are available on the GUHSD website and are publicized at each school site. Governing Board policies, meeting agendas and minutes, presentations and plans can be accessed easily through the GUHSD district website. Evidence/Data GUHSD website GAMUT online GUHSD website (Governing Board) GUHSD website (Superintendent) Each board meeting begins with a closed session and may end with a closed session if extended discussion on pertinent issues is necessary. The open session of each meeting allows for a period of public comment on scheduled agenda items; the period of discussion of agenda items is limited to 30 minutes. Interested community members submit a speaker card to the Secretary of the Governing Board at the start of the meeting to secure their time for public comment; each speaker is given 3 minutes. Discussion of any issue is limited to 20 minutes. If community members wish to add an item to the board meeting agenda, the request is arranged at least one week in advance with the Superintendent s Office. The Governing Board supports the Superintendent s Strategic Plan for the Grossmont Union High School District. The Strategic Plan includes five goals: 1) Provide every student with rigorous and meaningful learning experiences that promote the development of skills and knowledge needed for success beyond high school. 2) Develop a plan for additional learning options that support the unique needs and interests of our community. GUHSD website (Superintendent, Single Plan for Student Achievement) 72

74 3) Improve student literacy in all content areas, with a focus on how students will effectively access and respond to curriculum. 4) Provide a well defined curriculum for all English learner students with effective support for student success. 5) Provide a well defined curriculum for all Special Education students with effective support for student success. El Capitan High School supports the goals of the Superintendent s Strategic Plan, creating our Single Plan for Student Achievement (SPSA) to enable academic success with programs and services that are specific to the needs of the El Capitan student body. Each year, the GUHSD governing board, in concert with the district Superintendent, reviews and approves the El Capitan SPSA; the leadership organizations and committees on campus review and revise the SPSA document each year, based on new data and in the interest of refining or expanding our stated vision and goals. SSC minutes Navigation Team minutes Faculty Senate minutes California State Content Standards Common Core standards (in progress) Education Code GUHSD Board Policy Teachers are responsible for addressing the state content standards (and, increasingly, the Common Core standards) in each subject area. Teachers provide input on the school s vision and goals through staff meetings and participation in leadership committees and organizations (Faculty Senate, SSC, Navigation Team). Additionally, teachers are trained in and aware of the aspects of board policy, state Education Code, and state and federal law that govern professional behavior and practice. Staff members are clear about the role of the governing board as it applies to evaluation of student performance, school operations, and fiscal health of the school site. The governing board reviews El Capitan s proposed budget expenditures as part of the SPSA, along with all site specific student assessment and survey data (CAHSEE, CST, AP, CHKS, etc.). In addition, district personnel evaluate the site s student performance, school operations, and fiscal practices, performing audits and reviews of site practices as necessary. Staff members are provided with information about the district s uniform complaint procedures at the beginning of each new school year. Further information about such policies and procedures are available through the GUHSD website within the Staff section. The uniform complaint form is used for board level issues and is submitted to the Human Resources SPSA document GUHSD Governing Board meeting minutes GUHSD website (Staff, Related Policies) Site complaint procedure GEA/CSEA policies 73

75 department. At the site level, complaints that originate with a student or parent are directed first to the teacher or staff member; when the need for additional discussion arises, the involved parties may meet with an administrative representative, district personnel, or a union representative if necessary. A 3: To what extent based on student achievement data, does the school leadership and staff make decisions and initiate activities that focus on all students achieving the expected school wide learning results and academic standards? To what extent does the school leadership and staff annually monitor and refine the single school wide action plan based on analysis of data to ensure alignment with student needs? Findings/Narrative School Site Council has developed the Single Plan for Student Achievement (SPSA) through collaboration with all departments and programs at El Capitan High School. During the school year, all departments and programs presented their individual goals to School Site Council. School Site Council worked, through meetings and discussions, to combine the goals into the SPSA. The preliminary SPSA was submitted to the School Board for approval at the May 2012 board meeting. The SPSA is presented to the governing board each school year (usually in October); after analysis and discussion, the governing board approves the SPSA document. Evidence/Data SPSA document SSC meeting minutes Faculty Senate minutes Navigation Team minutes Staff Meeting minutes The El Capitan SPSA document addresses all levels of student need and achievement. El Capitan has three School Improvement Goals: to promote academic excellence, develop a positive school climate, and stimulate student curiosity. These goals, and their related action items, are targeted to include all programs. For each goal and action item, student achievement is monitored to ensure resources are utilized to support those specific goals. School Site Council monitors the action items through periodic updates from each group or program so progress can be documented throughout the school year. Through this process, updates can be made as needs and funding changes. SPSA document CAHSEE data CST data AP data CELDT data CHKS results 74

76 The SPSA action items associated with each individual goal state the group responsible for implementation, the funding source and amount allocated, and the process for annual evaluation. All of these are used to ensure the correlation between all items is maintained and can be monitored using the data source for each one. All categorical budgets are cited in the plan with the proposed utilization of each budget. SPSA document The process of preparing the SPSA through a collaborative effort has made all the stakeholders more connected to the process and aware of the goals and actions necessary to achieve our school goals. 75

77 A 4: To what extent does a qualified staff facilitate achievement of the academic standards and the expected school wide learning results through a system of preparation, induction, and ongoing professional development? Findings/Narrative Employment policies for certificated staff are governed by contractual obligations and credentialing requirements. All teachers at El Capitan are highly qualified under No Child Left Behind (NCLB) guidelines based on education and training. Teachers who are assigned to specialized courses (Advanced Placement, GATE, EL, etc) are provided with training to prepare them for new skills and requirements. Evidence/Data Credentialing information SPSA document (professional development plans) Administrators, department chairs, and teachers collaborate to determine teacher assignments. Certificated staff members are assigned to classes based on past teaching experience and specialized training, seniority, and desire to teach a subject/grade level. In , El Capitan introduced several co teaching partnerships between general education, special education, and specialized curriculum teachers. These teaching partnerships, designed to support special education students in a general education environment, exist in the Math, Social Science, English, and Foreign Language departments. Classified staff must meet certain qualifiers outlined as requirements of the job posting and application process. A variety of administrator and faculty written documents define the practices, policies, and responsibilities of classified, certificated, and administrative staff members. At the start of each school year, all staff members receive a Back to School folder that includes policies and documents particular to the site s organization and operation. The Administrative Organizational Chart details the responsibilities of each administrative staff member (principal, three vice principals) as well as each member of the Counseling department and Family Resource Center. The folder also includes updated emergency plans (the staff Red Book ), Family Resource Center (FRC) or counseling referral forms, district policies (Williams Settlement, Uniform Complaint), and scheduled collaboration and staff meeting dates. In all pertinent informational, procedural, and legal forms will be housed online in the Google Drive of each staff member; the folder entitled What Every Master Schedule EdJoin job postings Job descriptions What Every Vaquero Needs to Know (online) Admin Organizational Chart Staff Red Book Back to School folder 76

78 Vaquero Needs to Know will be expanded throughout the year and updated as necessary. Internal communication is accomplished via , notices in physical mailboxes, the online What Every Vaquero Needs to Know folder, and PLC, Faculty Senate, School Site Council, and Navigation Team meetings. Communication is effective to the degree that individual staff members read and respond to the issue or inquiry. Staff planning is accomplished during three staff development days in August (prior to the start of each school year). Administrators plan training and informational sessions, and staff develop the school s annual plans and goals in cooperation with the site administration. Professional Learning Community (PLC) teams meet during scheduled collaboration time on Monday mornings, and on scheduled minimum days throughout the school year. Some PLC teams request additional release days to complete projects; compensation is available from the district Instructional Resources office, either as substitute pay (on weekdays) or at a curriculum writing rate of $25/hr (during summer break). Differences are typically resolved in a way that respects the responsibilities of each staff member. Individual teachers may first approach a department chair with an issue. The issue would then be discussed at a Faculty Senate or Navigation Team meeting, and if resolution could not be achieved, an administrator (perhaps in conjunction with a GEA or CSEA representative) would address it. In the case of more serious issues, administrators may work with district officials to reach an agreement. What Every Vaquero Needs to Know (online) PLC meeting minutes Faculty Senate meeting minutes Navigation Team meeting minutes SSC meeting minutes GEA/CSEA contract Staff is involved in the shared responsibility of student learning primarily through the continued practice of PLC collaboration. Departmental dialogue about curricular and instructional strategies drives the planning process in most departments. Focus has largely been on implementation of strategies or innovations within an interested group of teachers or within a department. Through PLC collaboration, teachers have been encouraged to adopt an effective online grading system to better communicate with students and parents (EngradePro), create class websites (Google Sites), experiment with heterogeneous groupings of students on a permanent basis or as part of a special project, develop class norms for behavior, 77

79 and take part in co teaching partnerships. There remains a need for a larger variety of teachers and staff members to participate in organizations and committees on and off campus, and for a more formalized method for supporting colleagues in implementing innovation and best practices. The school leadership groups regularly review existing processes to focus on improving student learning. Faculty Senate meets once per month to discuss site issues and provide feedback to the administrative team. The School Site Council meets once per month to review and revise the SPSA and ensure that spending practices are in line with the plan to support student learning. The Navigation Team was created in and meets twice monthly to align the goals of all the leadership groups with the plan to improve student learning and academic success. Faculty Senate meeting minutes SSC meeting minutes Navigation Team meeting minutes A 5: To what extent are leadership and staff involved in ongoing research or data based correlated professional development that focuses on identified student learning needs? Findings/Narrative Each specialized program has professional development plans and goals that are part of the SPSA document (GATE/AP, AVID, CTE, individual and departmental PLC s). However, there is not an approved site specific plan for professional development because the district office has overseen, planned, and driven these goals for all GUHSD sites since the implementation of PLC s approximately eight years ago. Partly, this is the result of decreased state funding which has caused less funding for Categorical Programs (like GATE/AP, AVID) to make its way to the site level. The district supports professional development that aligns with the Superintendent s Strategic Plan; currently, professional development is focused on implementation of the Common Core and best practices for the inclusion of Special Education students. Evidence/Data SPSA document Superintendent s Strategic Plan Despite the statewide and district fiscal realities, the site makes decisions that support professional development based on research and data. Some discretionary funds are available on a proposal basis. Training has been provided by grant based funds (Safe and Supportive Schools or S3 grant). The S3 grant requires that data from the California Healthy Kids Survey be S3 Grant RTI (pyramid of intervention) SPSA document 78

80 used for the implementation of research proven models. El Capitan chose to create the V Crew classes (based on Link Crew principles) and Response to Intervention (RTI) model. In order to adhere to the goals and action steps of the SPSA, the site supports training in specialized courses. In , seven teachers attended a week long AP by the Sea conference in San Diego; the teachers were either new to the AP subject they were slated to teach in or needed to attend training because the AP test in their subject underwent revision. Teachers were also sent to the AVID Institute, and the district paid for curriculum writing hours for a variety of teachers (10 th grade English PLC, SOS program, RTI, etc.). The site administrator approves of and oversees professional development of teachers; the evaluation of such training is accomplished through meetings and the submission of documents related to training. The administrative team and staff use data to evaluate the effectiveness of district supported and site driven professional development. The data reflected in the SPSA is used to refine professional development goals and practices each school year. El Capitan s commitment to the Advanced Placement program and the ongoing professional development of AP teachers has led to an increase in AP enrollment, the number of AP tests taken, and the number of AP tests passed during each of the past three years. The recent adoption of the RTI model for student support has led to a reduction in the number of disciplinary referrals as measured in September 2012 (as compared to September 2011). SPSA document AP data RTI (pyramid of intervention) 79

81 A 6: To what extent are the human, material, physical, and financial resources sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards and the expected school wide learning results? Findings/Narrative In the past, the School Site Council functioned as a committee to approve and oversee individual proposals for funding. Each proposal had to address district goals outlined by the School Improvement Program (SIP). Often, the funding was allocated to a proposal or project, and the goal was applied to the spending after the fact. Since , major revision of the SPSA has taken place as a collaborative effort between all the leadership groups and staff members on campus. The SPSA dictates the funding that each program, department, or organization will receive based on the school s vision and goals. The staff is highly involved in making the decisions about the content, goals, and action steps of the SPSA. One difficulty remains in the number and variety of staff members involved in site and district organizations and committees. GUHSD district staff members oversee the spending of all sites. Many measures curb spending by requiring approval or justification of proposed purchases before an expenditure can take place. Site principals now have the ability to provide preliminary approval for most expenditures. Site controls of spending begin with the elected Department Chair and the Principal. GUHSD Fiscal Services personnel ensure that mismanagement of funds does not take place. Personnel perform annual audits through the site Finance Office. Facilities have been modernized through two voter approved bond measures, Proposition H and Proposition U. State of the art facilities have been completed in the Agriculture, Science, and Art departments. Almost all classrooms have been modernized, along with a shared staff lounge. Technology common to all modernized classrooms includes: Elmo document cameras, mounted projectors, and projection screens. New computer labs enable teachers to use technology on a more frequent basis than before. Plans to modernize remaining classrooms, the gym, and student library are still in Evidence/Data SSC meeting minutes SSC meeting minutes SPSA document GUHSD Fiscal Services Proposition H and U modernization plans (El Capitan) 80

82 progress, as are plans for a Performing Arts facility. In the older areas of campus, building date back to 1959; GUHSD deferred maintenance projects mean that these areas are not always well maintained. Safety has also been enhanced with Proposition H and Proposition U bonds: building numbers are painted atop each building, functional bells, clocks, and address systems are installed in each room, and ramps make the school wheelchair accessible. The district approves and oversees the purchase of instructional materials and equipment. The ordering of textbooks and supplemental materials are efficient and timely following the approval process. Support technology is provided to individual teachers through the GUHSD Flexible Instructional Technology Tool (FITT) program. Teachers can obtain laptop computers through this program. State and district budget realities have made the hiring and nurturing of a well qualified staff difficult. Often, motivated and talented teachers are hired, only to be laid off at the end of the school year. Sometimes, a teacher is able to be re hired at El Capitan, but many times they are lost to other sites or districts. This is not a problem unique to El Capitan, but it can make staff cohesion and morale more difficult. When teachers are assigned to El Capitan, they benefit from BTSA induction as a new teacher. Also, in , a new teacher PLC was created at El Capitan to support teachers who are new to the school, but not necessarily the profession. Since the site s organization of the SPSA document is new as of the school year, we do not possess a long range plan for past years. The plan to follow the goals of this SPSA will enable us to track a three year snapshot of the planning and progress of each department and program on campus. As it stands, we rely on the district to provide funding for curriculum writing, PLC projects, and professional development through the Instructional Resources department. We use these resources to help ensure student achievement of the expected school wide learning results and academic standards. Some long range efforts are dependent on temporary grant funding; this will require proactive planning to ensure that we continue to serve students needs even after the funds are exhausted. The GUHSD Curriculum and Instructional Resources departments continue to support GUHSD driven professional development and to allocate resources to such efforts GUHSD Curriculum Department FITT program requirements BTSA program outline New Teacher meeting minutes SPSA document 81

83 accordingly. A: Areas of Strength A: Areas of Growth Renewed commitment to positive school Overcoming challenge of declining climate (particularly through support of S3 enrollment, increase efforts to draw new Grant), multiple opportunities for staff students into the school and student input, feedback, and Improved internal communications, keeping involvement emergency information current Modernized facilities, including greater Develop system by which teachers can access to technology observe each other (i.e. peer visits, Promotion of academic excellence Instructional Rounds) in order to promote (improvement in AP program, scholarship shared responsibility to support student awards) learning Improved culture of community and Encourage more staff involvement in connectedness leadership opportunities on campus Professional Learning Communities Improve A G completion rates and Strong Career Technical Education (CTE) graduation rates program Improve standardized test scores (i.e. CSTs, CAHSEE) Refinement of RTI and Pyramid of Intervention 82

84

85 El Capitan High School provides a challenging, rigorous and relevant curriculum for each student that fulfills the school s goals of excellence through academics, community, and curiosity. The result is student achievement through successful completion of a variety of course offerings. The professional staff uses many research based sources of information to revise, design and implement a variety of learning experiences that actively engage students at a rigorous level consistent with the school s goals/norms for students. Educational staff and students use assessments frequently in the learning process to monitor progress. The results are utilized by both to drive rigor in the classroom, in addition to guiding curricular choices and providing an ongoing focus on relevance. B 1: To what extent do all students participate in a rigorous, relevant, and coherent standardsbased curriculum that supports the achievement of the academic standards and the expected school wide learning results? How are these accomplished through standards based learning (what is taught and how it is taught)? Findings/Narrative Our site utilizes a variety of programs to maintain viable and meaningful instruction for students. These include Holt mathematics adoption and training; core standards meetings to review and revise drafts, review of state and nationally generated data and research, APEX adoption and training, AP by the Sea Institute staff development, and AVID Institute staff development. For the past 7 years El Capitan has implemented PLC (Professional Learning Communities). Every Monday is a late start day for students. This allows subject alike teachers to collaborate on curriculum for each course. As part of district training in , English and math teachers attended four days of California Common Core Standards (CCCS) training, assessment development, and curriculum alignment work. The goal is to develop and implement during the school year, common formative assessments in both English Language Arts and Algebra I, Geometry, and Algebra II using the CCCS, with a district common pacing guide, including scope and sequence points, for each course and/or grade level. El Capitan will use these products in implementing curriculum and monitoring student learning. In the past three years we have increased the number of AP course offerings. We have added Art, Spanish Literature, Statistics, European History, Economics (Macro), and Psychology to our AP offerings. We currently have 13 AP teachers, the majority of which have attended AP by the Sea during the past three years. Evidence/Data Summer Academic Reading Institute (SARI) California Partnership for Achieving Student Success (CalPASS) Professional Learning Communities AVID Critical Reading Grant AVID summer training Literacy Training Based on Research AVID Critical Reading Grant 84

86 Throughout the past three years all of the teachers in the English department have attended the Summer Academic Reading Institute (SARI). This is in collaboration with the California Partnership for Achieving Student Success (CalPASS). Also the District received an AVID Critical Reading Grant. This grant is for training teachers to work with students on more rigorous college level reading and to teach both APA and MLA writing formats. In addition, 32% of our teachers have attended AVID summer training. In fact, last summer 14 teachers attended (3 were new to AVID training). Throughout the past 3 years we have also trained staff and implemented SARI English Reading Institute, utilized AVID Critical Reading Grant for development of student reading strategies to increase rigor, district supported literacy training based on research, PLC (Professional Learning Communities), use of College Boards materials and CalPASS. We utilize defined academic standards school wide in specified academic areas. In mathematics the district wide math assessments, California and national standards are in place. We are examining the new drafts of the common core standards, site and district D/F rates, AP test scores, master schedule, course offerings/catalogue, national standard core curriculum, PLC agendas, and California State Standards, in an effort to develop a more rigorous and relevant academic experience. One example is the master schedule has allowed students with IEPs greater access to general education classes. Team teaching in academic courses is currently part of our curriculum by the following staff members in a variety of curricular areas. These include special education/general education collaboration in , Ben Davis/Danny Craig in psychology, Eric Calbow/Steve Vickery in algebra 1, Eloise Tronto/Chris Webb in art, Judy Jacobs McKee/Chance O Meara and Dustin Millsap in geography, Jane Miller/Joe Cota in construction tech, Barbara Ritts Williams/Susan Vandervort in English and Barbara Ritts Williams/Dave Storm in PE. District wide math assessments California and national standards Enrollment documents Master Schedule 85

87 B2: To what extent do all students have equal access to the school s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal and school to career goals? Findings/Narrative Evidence/Data Career Cruising is a program all students are encouraged to register with and guides students to career choices. This allows them to explore different paths. We also have expanded options in our curriculum for student athletes (NCAA). In 2012 we implemented a course, Freshman Wheel, which exposes 9 th grade students to a variety of courses they would normally not have access to until the 11 th or 12 th grade year. This allows students to make better choices in developing a career path. Our site provides the AVID program that promotes student A G alignment and career choices in preparation for post secondary education. CTE/Career Paths Freshman Wheel Individual student progress is examined 4 times a year, including CAHSEE completion and progress towards goals on students with IEPs. Transition plans are examined at the time of the annual IEP. Through the SST process, some 504s are developed for students and evaluated regularly. A copy of the student 4 year plan for each individual developed in 9 th grade year is revisited during the scheduling in 10 th and 12 th grade for formal evaluation, and in the 11 th grade by appointment. Staff also discusses scheduling with students, and departments recruit and discuss options informally. Student IEPs 4 year plans CAHSEE rates Students with IEPs have an Individual Transition Plan (ITP) developed by age 16, linking their high school program with post high school plans. Students with IEPs have the opportunity to tour Grossmont Community College (funded by a grant from Target Corp). Students in several classes receive instruction and presentations from speakers in relation to jobs after high school. The Special Education Career Center provides speakers and industry tours. One example of real world applications of an educational interest is the El Capitan Student Store run by the ASB that Student IEPs and ITPs Meeting notes Class lectures and activities ASB Student Store records 86

88 provides both students and staff members with classroom supplies and school logoed clothing items. The store has a new location in the front of the school, a few doors down from the front of the main entrance to the administration building, where most students and all staff pass by. A survey was taken of period four students and all teaching staff by the ASB to determine what items are needed and desired in the inventory of products to be sold. The ASB advisor purchased a large supply of classroom items for students including pencils, pens, glue, markers, colored pencils, spiral binders, college ruled paper, note cards, white out, binders, back packs and the like. These items are sold at cost in order to provide students easy access to basic classroom necessities that some students can obtain more easily at school with a similar or lesser price point than what the local merchant offers. In addition, the store also manages to supply items that teaching staff have requested for their students including composition booklets, graph paper, poster boards and other similar items. The store also sells spirit items for a small profit including shorts, long and short sleeve t shirts, hoodies, ball caps, beanies, even sport socks, all with school logos and colors in a variety of styles. Included in the spirit items are collared school staff shirts also in a variety of styles. Water and snacks are sold as well. The store is simple yet well designed for the best display of school supplies and spirit items. The glass case displays some of the most common basic items, and a multiple cube shelf displays some of the clothing items. The walls are where shirts and hats have room to stretch so consumers can easily see the logos on pull over clothing. The store is open one hour before school, during lunch and one hour after school. The Student Store is a student run store whose workers all donate their time as part of their responsibility as an ASB member. One ASB member opens the store in the morning with a cash register and a ledger to record all sales throughout each day. The last period is manned by a crew of two students who are responsible for doing an inventory, counting money, recording the week s total gross sales, making deposits to the school finance office, and making the student work schedule all skills needed to manage or to run a small business. Thus the students who run the store at the beginning and the end of the day are in the store periods one and seven respectively and receive business elective credit 87

89 for their work. The store grosses average sales of $ per week, and grossed double this amount in each of the first two weeks of the school year. The sales of the Students Store are exponentially higher in the new location than in previous years. B3: Upon completion of the high school program, to what extent have students met all the requirements of graduation? Findings/Narrative At El Capitan High School, teachers collaborate, plan, and monitor students with the understanding that all students must be offered a rigorous curriculum that is relevant to their lives both inside and outside of school. In addition, campus administrators, teachers and counselors spend a significant amount of time analyzing individual student data to ensure proper placement in the various academic programs available at El Capitan High School. Once students are placed, ongoing collaboration between administration, teachers, counselors and students provide a safety net to guarantee student success. All students are encouraged to take ownership of their learning. Evidence/Data Collaboration meeting minutes Student achievement data 4 year plans Guidance records Guidance schedule of presentations Career Cruising Counselors and Academic Advisors look at student transcripts several times a year to ensure students are enrolled in appropriate classes. They also meet with students at least once a year to review progress and plan classes for the following school year. The guidance office does several different classroom presentations each year with topics ranging from how to read a transcript and high school graduation requirements to college applications and post secondary options. All students have a 4 year plan that guides them through their courses at El Capitan High School. The guidance office uses Career Cruising so students can assess their interests and match up these interests with their future choices. While students are enrolled at El Capitan High School, we make every effort to provide an engaging academic experience that creates relevancy and prepares students for post secondary options. Our CTE wheel exploration and pathway courses provide hands on experiences for students that are both 88 Career Technical Wheel, Photo, Construction, Agriculture, Camp Lead, V Crew, Auto, Forensics Class,

90 challenging and engaging. We have a few other stand alone courses that are highly engaging, such as forensics, photography, construction, and farm shop. We train and encourage our junior and senior students to teach our freshmen how to be a Vaquero, which contributes to the feeling of relevance and student ownership of learning. Our V Crew leaders check in with their freshmen on a regular basis to ask them about their academic progress and encourage them to get involved in school activities and programs. Our Advanced Placement (AP) data is very encouraging. Over the last several years, we have increased the number of AP sections offered as well as the menu of courses; we have increased the number of students enrolled in AP courses, and we have increased the number of students who have passed AP exams. Teachers have been a tremendous support for students so that they have been able to experience success at this highly rigorous academic level. and CTE Wheel AP data Master schedule Peer Tutor Curriculum CAHSEE prep courses CAHSEE results In previous years we provided support classes to math and English, these included algebra fundamentals, reading and CAHSEE prep courses. The 2012 school year has implemented peer tutoring classes to assist students. Peer tutors are provided with training to assist students in classrooms. All students who receive a diploma have passed the CAHSEE. B: Areas of Strength B: Areas of Growth Increase in AP course enrollment and Movement towards Common Core students taking AP exams standards Increase of inclusive education and More cross curricular articulation, more articulation, and increase of academic integration of reading, writing, and critical support systems, including more options thinking strategies across disciplines to recover credits Development/refinement of student Use of technology support classes, especially support for atrisk students (focus on 9 th and 10 th grade) Professional Learning Communities 4 year plan for all students through Guidance Department 89

91

92 El Capitan High School provides students with challenging and diversified learning experiences that enable them to achieve the academic success that enable them to engage in a variety of post secondary opportunities. C 1: To what extent do students achieve the academic standards and the expected school wide learning results? To what extent are all students involved in challenging learning experiences? Findings/Narrative At El Capitan High School, teachers collaborate, plan, and monitor students with the understanding that all students must be offered a rigorous curriculum that is relevant to their lives both inside and outside of school. Teachers accomplish this by using a variety of Grossmont Union High School District approved textbooks and educational programs. In addition, campus administrators, teachers and counselors spend a significant amount of time analyzing individual student data to ensure proper placement in the various academic programs available at El Capitan High School. Once students are placed, ongoing collaboration between administration, teachers, counselors and students provide a safety net to guarantee student success. All students are encouraged to take ownership of their learning. For instance, when walking into a classroom at El Capitan an observer may see students working in a variety of ways. Examples of students working include oral presentations, debates, individual and group work, partner discussion, Socratic Seminars, lecture, investigations and experiments, performances, using technology, woodworking and building trades, peer tutoring and mentoring, automotive technology, farming and animal science, and community partnerships such as Cups and Cones, as well as campus recycling projects. Student work is assessed in the following ways at El Capitan High School. Generally, teachers use essays, reports, multiple choice and short response tests, projects, interactive notebooks/journals, portfolios and online portfolios, to assess student knowledge. For multiple answer and short response tests, some teachers use data management systems such as Edusoft and Illuminate to better understand assessment results, especially common formative and summative assessments that were produced using our Professional Learning Community (PLC) time built into the regular school day. Teachers use this data to determine best practices within their departments, to modify and adapt curriculum, to plan re teaching lessons, and to ensure mastery of skills before moving on to the next lesson or concept to be taught. This method of data assessment Evidence/Data California Standards Courses of study El Capitan Literacy Plan Understanding by Design curriculum plans for subject areas Designed based lessons Oral presentations Cooperative group work Weekly class discussions Small group discussions Drafts, peer editing, and revisions Research projects Written assessments Teacher made exams Quizzes Projects Benchmark assessment data Student power point presentations Excel Spreadsheets Online Assessments Digital Tours Research papers and projects Modified webquest Read 180 data 91

93 applies to all student subgroups and includes an in depth connection to California State Teaching Standards. Thanks to a supportive administration, data assessment professional development opportunities are an area of focus this year as the district changes from the Edusoft System to the Illuminate data management tool. Students with diverse backgrounds and skills are offered programs to best suit their abilities. These programs include AVID, APEX and Education2020 online courses, ESL/ELD, special education programs, Career Technical Education pathways, Agriculture and Natural Resources, Building Trades and Construction, Arts Media and Entertainment, and automotive technology. All programs follow California State Teaching Standards and promote the Expected School Wide Learning Result of Academic Excellence through Community. Administrators, counselors and teachers work closely together to communicate standards and expected performance levels to all students for each area of study. The three main areas of focus for understanding performance levels include: testing, grading and building a positive school climate. Expected performance levels on tests such as the California Standards Testing, California High School Exit Exam, California English Language Development Test, and the California Modified Assessment are explicitly communicated to students by administrators, teachers and counselors. For example, in preparation for the CST, students are provided with district generated Why Try? brochures that provide them with past assessment data and a goal of reaching proficient or above for each subject area on the upcoming CST test. Also, administrators visit core subject classrooms prior to the CST to communicate the importance of the exam directly to students. Our Associated Student Body offers incentives for students who make the biggest gains from the previous year. These incentives are donated by local businesses in the community and include cell phones, gift cards and prizes. Why Try Brochures Administrator Classroom Visits Got Plans? College Seminar CAHSEE Diagnostic CELDT Redesignation Brochures for EL students CMA Course syllabi Learning goals Black and Gold Code Classroom Norms and Expectations Grading Rubrics Posted Objectives Daily Agendas Parent correspondence Student CAHSEE data is assessed during the freshman year using a CAHSEE diagnostic test. Administrators, counselors, and English/math teachers examine the test results closely and determine if students need remediation and support prior to taking the test for the first time during their sophomore year. Results of this data are analyzed by teachers and counselors to provide students with support through APEX online CAHSEE prep courses 92

94 available outside of the regular school day. Also, administration, in collaboration with teachers, offer presentations to each 10 th grade student to explain the expected performance level on CAHSEE. Furthermore, students are informed that although 350 is a passing score, 380 and above is what determines proficiency on the test, and therefore, this is the performance goal expected of all students who take the CAHSEE. For CELDT, English language learners are provided with an extensive amount of information in a district generated brochure that includes data and information from previous results of CELDT as well as future expected performance levels. The English Language Learner Coordinator meets individually with each student to explain the information to ensure that students understand the expected performance level and also how that expected performance level relates to their re designation as Fluent English Proficient (R FEP). Grading: In the classroom, some teachers work closely with students to develop learning goals that focus on both academics and classroom culture. Academically, some teachers post learning objectives and agendas daily and review these with students at the beginning of each period. Moreover, at the beginning of the year, every teacher provides each student with a detailed syllabus that expresses expected performance levels for their content area. Also, most teachers provide students with grading rubrics and examples of quality student work for large assignments such as essays, presentations and projects. Most teachers also maintain an online presence through teacher created websites and use the online grading program Engrade to provide a real time snapshot of student progress. In addition, every core class at El Capitan High School has state approved textbooks that present lessons based on the California content standards. In compliance with Williams legislation, every student has access to a standards based textbook from their core classes. Building Positive School Climate: As a consequence of the 2010 California Healthy Kids Survey results, administrators and teachers worked in collaboration to develop a protocol for creating and sustaining a more positive school climate. The results from the 2010 survey suggested that the relationship between staff and students was an area of concern. In order to improve in this area, teachers and students designed classroom norms and behavior expectations. These norms and expectations are posted in most classrooms. These behavior expectations are thoroughly communicated to students to create a positive learning community for all students within each 93

95 classroom. Assets Program: This is a program in which EL students read to students in the mod/severe program. Both groups benefit from this collaboration both academically and socially. Differentiated instruction is occurring in some classrooms on a regular basis. Examples of differentiated instruction at El Capitan High School include: Some teachers conduct their classes in small, heterogeneous groups to make content accessible for all students and include a variety of different SDAIE strategies to scaffold the curriculum for all students. Team teaching is taking place with mainstream and special education teachers in some subject areas. Teachers plan their lessons and curriculum with different learning styles in mind. Some teachers organize their lessons around different learning modalities: auditory, visual, and kinesthetic. All teachers are CLAD certified to address the needs of an increasingly diverse student population. In math, there are many different ways of looking at problems for all students. These include graphical analysis, tables, and algebraic methods. Some teachers also provide manipulatives to aid in the understanding of mathematics. Some math teachers also utilize heterogeneous small grouping to ensure that there are students with strong math skills mixed with students with below average skills. In the world languages department, there are different levels of language classes so that more advanced (or less advanced) students can find their appropriate level. Also, they utilize many different learning modalities so that students can access the information in a way that is more helpful to them, i.e. singing, drawing, listening, speaking, moving around the room, acting out words or concepts, writing, and reading. There are also a variety of ways that students practice the information so that students can find a way of making sense of the material, i.e. worksheets, bookwork, power points, songs, flashcards, jigsaw activities and total physical response activities. In regard to reading, the world languages department has a large variety of books for the students to read so that the more advanced students are challenged and the less advanced students can still find books that they Think Pair Share Graphic Organizers Read Aloud Concept Maps Total Physical Response Group projects Models, posters, videos, supplemental texts Oral reports Writers notebook Higher level and Critical questions/thinking Peer editing Analyzing, synthesizing, evaluating Culturally Relevant Materials Peer Tutors and Bilingual Peer Tutors Modified Assignments Graph analysis Tables Fishbowl Discussions Socratic Seminar Inside/Outside Circles Line Ups Chalk Talk Four Corners Cornell Notes Dialectical Journals Learning Logs District Approved Textbooks with supplemental differentiated materials Edge ESL/ELD Curriculum with Technology Component Geography Technology 94

96 understand enough to feel successful. In the ESL/ELD program, all instruction is differentiated for students in a variety of ways. First, students are placed into one of two two hour blocks based on their CELDT scores, CST scores, grades, and reading lexile level. There is a beginning/early intermediate block for two hours of intensive English instruction as well as a high intermediate/advanced block for two hours of intensive English instruction. A variety of SDAIE strategies are used in the classroom including: Pre Teaching Academic Vocabulary, Total Physical Response, Chalk Talk, Inside/Outside Circles, Line Ups, Pictorial Representations, Graphic Organizers, Charts, Diagrams, Brainstorming Clusters, Venn Diagrams, Webs, Collaborative Learning, Creating Skits and All EL students use Hampton Brown s EDGE curriculum. The beginning EL students use the Fundamentals textbook. The early intermediate EL students use the Level A textbook. The high intermediate EL students use the Level B textbook, and the advanced EL students use the Level C textbook. Therefore, two textbooks are taught in each twohour block to differentiate instruction for all English Language Learners. This curriculum is aligned to all California state English and ESL/ELD standards. Specific lessons within the curriculum are also differentiated within each book to provide our English language learners with the scaffolds that they need to access the variety of different fiction and non fiction multicultural texts within the books. This allows the students to access a variety of text, and also to learn the skills associated with California State Teaching Standards. Students are also using technology on a daily basis, specifically, EDGE Online Coach, a system designed to improve reading fluency, intonation, expression, and phrasing when reading aloud. There are also multiple levels of Bloom s taxonomy questions embedded within the Online Coach reading program. Student outcomes are recorded, and the program prompts the students with correct pronunciations of a word when the student cannot pronounce or mispronounces a word. As a result of the rigorous and relevant ESL/ELD curriculum, the English language learner subgroup increased more than 70 points in the school year, the largest increase for any group or subgroup in the Grossmont Union High School District. Tiered Instruction 95

97 C 2: To what extent do all teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels? Findings/Narrative Overall, teachers are educated on current instructional content taught and research based methodology through professional development, SDAIE training, ongoing PLC curriculum development time, literacy training, critical thinking training and co teaching seminars. On the whole, ongoing training and reflection on best research based practices ensures that all students receive a quality education. At El Capitan High School, teachers attend professional development that promotes teaching strategies that actively engage students in their own learning process. The role of teachers as facilitators has been highly stressed in ongoing professional development opportunities. When entering any given classroom at El Capitan, an observer will witness different student desk configurations that are conducive to teachers working as coaches. For instance, there are heterogeneous groups, horseshoe configurations, as well as pair and quad grouping. Some teachers vary their classroom setup daily based on the objectives and lessons presented to achieve student mastery. In some subjects that use heterogeneous grouping, students are assigned roles to play within their groups such as the recorder, predictor, analyzer, and speaker that allow the teacher to serve as a coach. A curriculum infused by student engagement in the content, is paramount to the promotion of student success. The integration of challenging academics is a vital component of education at El Capitan High School. Teachers throughout the school articulate the importance of life learning and skills in order to make curriculum relevant and engaging. Most teachers incorporate their own personal life experiences as part of instruction to make content relevant, rigorous, and engaging to all students. Building positive relationships is a vital component of achieving our school mission of Excellence through Community. With support from Grossmont Union High School District s CTE Program, the foundation of realworld, hands on applications to learning are embedded in career Evidence/Data California Standards Courses of study El Capitan Literacy Plan Understanding by Design curriculum plans for subject areas Career academies: MERA, TPA, DMA, MBA, AV MERA Symposia, Forum, and Seminar SDAIE trainings Professional Development ongoing in all content areas AVID Training AP by the Sea ESL/ELD Symposiums Ongoing District Sponsored Technology Seminars Co Teaching Seminars Horizon student periodical Yearbook publication ASB student government East County Fair Rodeo Association Animal stuff Taylor Guitar Partnership 96

98 technical education (CTE). One of the strengths of El Capitan is the application of curriculum that applies to real world experiences and the CTE pathway for students of all backgrounds. Career Technical Education and El Capitan both demand real world experience to help students gain an advantage in high school, postsecondary education, and careers. For instance, our three CTE pathways at El Capitan, Agricultural/Natural Resources, Building Trades and Construction, and Arts, Media and Entertainment, have developed positive partnerships with the San Diego business community. Our Agriculture and Natural Resources Pathway is a recent recipient of a multi million dollar facility improvement that will solidify agricultural education as a postsecondary option for students in East San Diego County in the district for the future. A four year program designed to connect academic and technical skills in order to be college and career ready in this burgeoning field of study is available to all students at El Capitan High School. Currently, the school is working toward adding more community partnerships with local businesses within the community through our CTE pathways, general education classes and student clubs. Qualcomm Drag Racing Automotive Technology Athletics ESL/ELD reading partnership with Winter Gardens/Riverview Agricultural Partnerships Del Mar Fair exhibitions Roots and Shoots Mandarin Course Offerings in partnership with LUSD Immersion Program Cups and Cones is community oriented program that works with local businesses and community organizations that partner up with us to help teach El Capitan students real world job skills. We work (or have worked and will probably again in the future) with: Cups & Cones Fire & Ice Lakeside Water District Silverwood Wildlife Sanctuary Vons The Joan Embry Institute for Wild Life Conservation Vaquero Catering Company Our program works primarily with students with IEPs (although students without IEPs may participate as well). Projects include the following: Cups & Cones: paid jobs where students learned to work in a cafe, and support with fund raising. Fire & Ice: paid jobs where students learn office work and support with fund raising 97

99 Lakeside Water District paid permanent employment. Silverwood Wildlife Sanctuary helped track local animals by collecting data on wildlife that walked over a brushed pathway, sprouted and planted oak trees, and learned about local plants, the 2003 fire, and much more. Vons: paid permanent employment. The Joan Embry Institute for Wildlife Conservation: care and maintain a state and federally certified wildlife ranch, learn wild animal handling, animal care by a veterinarian, learn horse care and training, ranch maintenance, and building a nursery. Vaquero Catering Company: an entrepreneurial endeavor where we learn cost, margin and profit, food preparation, all students have passed their food handlers card, catering and set up. We also sit on a committee with the sheriffs and the Lakeside Chamber of Commerce and local businesses to set a graffiti removal program. C: Areas of Strength C: Areas of Growth Teachers creating relevant instructional More professional development experiences opportunities to support learning how Professional Learning Communities and to use technology effectively subject area collaboration More professional development Career Technical Education Pathways opportunities to support the use of Use of technology and resources effective instructional strategies, such as questioning techniques, student engagement and critical thinking 98

100

101 D1 & D2: To what extent does the school use a professionally acceptable assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community? To what extent do teachers employ a variety of assessment strategies to evaluate student learning? How do students and teachers use these findings to modify the teaching/learning process for the enhancement of the educational progress of every student? Findings/Narrative Professionally Acceptable Assessment Process: El Capitan High School uses and analyzes state and district data to report student performance to parents and other shareholders. State and district mandated tests, including the CAHSEE, CSTs, and CELDT are utilized, along with other information that is made available during parent conferences and IEP meetings. The Grossmont Union High School District s (GUHSD) assessment office provides teachers detailed reports based on student achievement. One example of this is the Student Readiness Report for 10 th Graders (SRR). This report specifies the student s GPA, dates that the CAHSEE will be administered, previous core academic grades and where the student is likely to score on the CAHSEE given previous testing data. This sheet also provides pie charts for both the math and English portions so that the students know what to expect. Parents receive copies of the SRR, CST performance data, and CAHSEE reports, either from the school, the district, or state offices. Shareholders such as the GUHSD Board, Barona Indian Reservation, Lakeside Business Owners, and residents, receive information via the school and/or district website, as well as California Department of Education published API scores. Shareholders and parents are invited to attend regularly scheduled board meetings, events at the school, and they are also invited to attend School Site Council meetings (SSC). Teachers use Professional Learning Communities (PLCs) to discuss student data, expected and unexpected outcomes, and ways to improve student performance. These PLC groups can be grouped by core subject and/or grade level taught. All of these resources provide accountability and support for each student. Basis for Determination of Performance Levels: Students are given standard assessments in their core subjects to gauge their performance and ability. Teachers look at CST and CAHSEE scores to Evidence/Data CAHSEE CSTs CMAs CELDT API AP Testing STAR Reading (Renaissance Learning) Edge Achieve 3000 CAHSEE Prep E2020 Student Readiness Report for 10th Graders (SRR) Grade Goal Setting Worksheet APEX Website (school and district) School Site Council meetings (SSC) Performance Profile Engrade Pro Professional Learning Communities (PLCs) Performance Profile Illuminate School Marquis Back To School Night CST CAHSEE Achieve 3000 STAR Reading D/F Reports ELL/CELDT 100

102 ascertain a student s level of understanding in a given subject or subset. CELDT scores, AP scores, and D/F reports are also used to determine proper placement. Students who fall into the higher range on all such tests will be considered for honors, AP, and AVID placement. The STAR reading test is administered to calculate student comprehension and reading level range. Students who fall into basic or below basic reading levels can then be placed into a specialized elective, such as Achieve 3000, that will help them increase their comprehension ability, thus improving their grades. Appropriate Assessment Strategies: Our teachers not only use state and district assessments, but also take into account student performance in the classroom. Oral questions, comprehensive AVID binders, Cornell notes, essays, short answer questions, open ended response questions, tests/quizzes, group projects, Ag Fair results, and projects produced as part of the AME Pathways are just a few examples of the varied methods used to ascertain a student s level of understanding. Students who participate in AME Pathways and receive a grade of A or B in their class will also receive college credit for elective units. AME teachers insure that their students are receiving rigorous and relevant information by articulating with Cuyamaca College and require that students take a pre requisite course before entering the pathway system. Demonstration of Student Achievement: Many teachers give preassessments to their students at the beginning of the school year to determine their baseline knowledge level. This helps specialize the instruction. A post assessment is then given to show the growth of each student and lets the teacher know if re teaching is necessary. A drop in CAHSEE scores from the sophomore class prompted an intervention group to be created during the school year. In addition, we have also instituted a Peer Tutoring class that disperses peer tutors into the classrooms to help students in need of individual assistance. Many of our inclusion classrooms have been dispersed into mainstream classrooms where a general education teacher and a special education teacher team teach. Curriculum Embedded Assessments: Due to budget cuts, district wide assessments in Language arts were discontinued; however, El Capitan teachers and administration have since created rigorous and relevant assessments. Math has continued to give a district math assessment. One of our CTE wheels has joined with Gibson Guitars. Students make Algebra Readiness Test (9th Grade) Student work samples Agricultural projects and fair winners: Cal Ag, Large Animal, Farm Shop, and Floral Design Go El Cap! Section on the school website Projects Speeches AME Pathways (Arts, Media, & Entertainment) CAHSEE Prep ESL Scores on API +70 Referrals written Achieve 3000 APEX Peer Tutor Class STAR reading lexiles Fitnessgram results District Math Assessment CTE wheel courses 101

103 their guitar from scratch, following a very rigorous plan. Some English classes also require independent reading that is assessed through our Accelerated Reading program (AR). Students take a STAR reading test that determines their current reading level. The classes then check out library books relevant to their level. Once the student has completed a book, they take an AR test which will assess their level of understanding and give them a grade from 0% to 100%. Students are also expected to meet physical fitness standards as part of the graduation requirement. Student Feedback: The California Healthy Kids Survey is given to El Capitan students every year. Based on very low overall scores during the school year, El Capitan was awarded the Safe and Supportive Schools (S3) Grant to improve school climate. Research says that there is a direct correlation between a positive school climate and increased API scores. Student feedback played a vital role in our campus moving in a positive direction starting in the school year. Modification of the Teaching/Learning Process: At the beginning of the school year, we rolled out We are EC to reflect pride in our school and to introduce our new mission of Excellence through Community. Students also participated in creating their own classroom norms. This has greatly enhanced our school climate because the students feel as if their voice is being heard. Behavioral reflection sheets have also been instituted, instead of an automatic referral. This allows students to process and understand their mistake, in addition to being able to respectfully voice their opinion on the matter. This has drastically reduced our number of referrals and incidences of campus violence. In September 10 there were 294 referrals, September 11 there were 281 referrals, and in September 12 there were only 181. The El Capitan ELL department realized a need for specialized instruction to meet student needs and instituted a new block class which has separated low level students and higher, more proficient students into two separate blocks in order to provide rigorous and relevant content to each group, where all student needs are met. In addition, computers were purchased to enhance the ELL classroom District Math Assessment Department English Assessment Accelerated Reading AR books in the library STAR Reading Test Cabinet and Guitar Construction PE Standards Based Learning and Fit Gram Black and Gold (Science Dept. Initiative) EC Excellence through Community (school wide) Reduced Referrals Behavioral Reflection Sheets Admin/Counseling Meetings to discuss students needs Classroom Norms API Scores for SED, Hispanic/Latino, Special Ed. and ELL subgroups EDGE New technology Movement into English AP and Honors classes Movement in Math classes during the 1st 102

104 with technology, and The EDGE (by Hampton Brown), a core reading/language arts program designed for students reading below grade level, is being used with fidelity in all two hour blocks for ELL students. quarter Co Teaching Co teaching is now occurring in each core subject, which includes a special education teacher who is able to modify content or assignments to allow all students access to curriculum in a full immersion environment. Monitoring of Student Growth: Assessments are given in every English and reading class, and recommendations are made for student movement into and out of our AP and Honors courses. These decisions are based on current student performance, ability, and individual test scores. The same relevant assessments are done in our math classes to ensure that each student is receiving appropriate instruction. D/F Reports Engrade Pro Performance Profile Illuminate Counselor Teacher communication A G Requirements Students progress is monitored closely by students, parents, teachers, and counseling. With the district use of Engrade Pro, parents now have up to date access to student grades. D/F reports come out after 3 weeks to show potential flags, but only 32% of our staff participated in the 1 st quarter, giving incomplete information to the parents and guidance staff. Illuminate was purchased by the district and gives instant feedback to students and teachers. This instant information creates an opportunity for timely re teaching and growth while the information is still fresh in the student s mind. Special education teachers and other selected staff such as AVID teachers receive printouts summarizing student progress reports grades. These are essentially written as grade goal sheets and contracts where the students identify what areas they will improve on to bring up their grades. Additional Findings: Our staff would like to have more training options with departments at other schools in our district. This will allow broad communication opportunities and open doors for shared lessons and unification in the classrooms. Our staff would also like more communication in regards to D/F reporting. Many teachers did not know that round one was mandatory. Several suggested that we ask the district to change the mandatory reporting be moved from the 1st to the 2nd reporting 103

105 period. This will allow for more accurate reporting. Currently the 1st reporting period (which is mandatory) is at the 3rd week of school. 104

106 D3 & D4: To what extent does the school with the support of the district and community have an assessment and monitoring system to determine student progress toward achievement of the academic standards and the expected school wide learning results? Findings/Narrative Assessment and Monitoring Process: Our assessment and monitoring process contains, but is not limited to, CST data, CAHSEE diagnostic data, D/F Reports, Engrade Pro, Performance Profile, STAR Reading reports, Why Try reports, and ELL Monitoring. Parents receive multiple opportunities to follow how their students are doing academically. Currently though, only 12% of our parents have logged into Engrade Pro, and only 32% of our teachers are providing data for the D/F reports. This is an area in which we need to make improvements. Engrade Pro is an effective vehicle to get parents involved, but the manpower needed to roll this out to the parents has been greatly diminished. In order to help increase parent involvement, we will be sending out letters to inform parents that teachers will be sending home parent log in information in the next couple of days. This will alert parents to check with their students to insure the information is not forgotten or lost. Evidence/Data CST s D/F Reports Why Try Engrade Pro STAR Reading Performance Profile ELL Monitoring CAHSEE Common Core English Assessments SPSA The district and board involvement regarding monitoring is slightly different. They oversee and approve our Single Plan for Student Achievement (SPSA). This document lays out El Capitan s vision and goals for students and is created by our School Site Council which is comprised of administration, teachers, parents, community members, and students. Reporting Student Progress: The process to keep parents and shareholders involved varies in its effectiveness. There are different levels of interest and commitment from parents and shareholders. Some seek out information, check school and district websites, and follow up with teachers and administration when they receive a letter with student or school assessment results. Our concern lies with the other subset that needs to be equally involved, yet takes little action. The board, sistrict, and El Capitan High School make available as many resources as we can afford to keep our parents and shareholders involved, but that is greatly dependent on the pro activity of the people receiving the information. The special education department also sends out progress reports for students with IEPs four times a year. Modifications Based on Assessment Results: Our overall API is down 4 points, and even though several areas made large gains, School Online Report Card D/F Report Engrade Pro E2020 Parent Portal Attendance Reports Freshman PLC IEP Goal Progress Reports STAR Reading D/F Reports 105

107 there is a great deal to be done. The CTE wheel class with the slogan, Make it, Build it, Grow it! has been created to give 9 th graders a chance to explore our pathways offered at El Capitan, which include agriculture, photography, and woodshop. This opportunity will allow students to explore new areas and possibly find career paths of which they were previously unaware. We have put together a Cyber Café/Learning Lab for our struggling students where they feel important and their educational needs are being reinforced with Achieve Our special education department is moving towards more of a full inclusion, team teaching model that has created a more understanding and welcoming environment among our general population. Teachers that are team teaching are building lasting relationships that in turn influence our students in positive ways. There is also a CAHSEE prep class that is offered after 7 th period to help our upperclassmen pass the CAHSEE this fall. Reallocation of Special Ed resources Peer Tutoring Achieve 3000 We Are EC Reduced Referrals Make It, Build it, Grow it! CAHSEE Prep Class Assessment Office Reports APEX EDGE Each Vice Principal is now meeting as a group with a Guidance Counselor and an Academic Advisor to review behavioral forms and referrals along with other important student information so that students don t fall through the cracks. Peer tutoring is being used in more effective ways. APEX has been purchased to help with credit recovery and summer school. The assessment office is supplying teachers with customized reports as often as they are being requested, and a huge early indicator that the campus is shifting in a very positive manner is the drastic reduction in referrals, detentions and suspensions compared to this same time last school year. There is also a huge jump in school wide spirit and participation; for example, last year 151 students voted for Homecoming Court, and this year over 400 students voted. Additional Findings: Our school has voiced a need to have consistent administration; however, more changes took place in November where we were given two out of three new Assistant Principals. There has also been much discussion regarding a possible change to our 7 period day format. Conversations are taking place that may lead to a school wide discussion and vote on a new structure to our day. One focus point would be incorporating a tutorial time into the instructional day so that students who need extra help would receive it. 106

108 D: Areas of Strength D: Areas of Growth Access to student achievement data and a More professional development system by which data can be opportunities to learn how to use data disaggregated to inform instruction (i.e. Development of timely interventions for Illuminate) students who are not learning Professional Learning Communities and Development of system by which teachers the development of common assessments can observe best practices (i.e. peer visits or Data driven master schedule of courses Instructional Rounds) offered Calendar of data analysis and reflection Positive gains in Advanced Placement upon data for school leadership teams (i.e. (number of students taking AP courses and Navigation Team) number of students passing AP exams) Support for the analysis of various types of data, including attendance and student involvement 107

109

110 E1: To what extent does the school leadership employ a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process? Findings/Narrative School leadership is actively looking to encourage parent and community involvement with El Capitan High School. They have developed many different types of informational services for parents to help them learn about programs and become involved in them. Examples of these are back to school nights, college nights, and Freshman BBQ. Each of these events provides information promoting active involvement at school. We host presentations for non English speaking parents. The Community Liaison works with our parents and provides parent volunteers for many school activities. The community has also become involved in the teaching and learning aspect of our school through guest speaking opportunities, such as the AVID speakers, and hosting informational sessions, such as the college presenters. Parents also play a large role in our Safe and Supportive Schools Grant as part of our decision making S3 Intervention Team (S3IT) that meets monthly to discuss our school climate and ways to improve it. Evidence/Data School Calendar Sign in sheets Meeting minutes The area of most emphasis has been providing more student supports and a systematic approach to intervention, so that students can meet high expectations. Through our partnerships with parents and the local community, our efforts are focused on identifying additional student supports in order to help students achieve. We constantly endeavor to inform our students of their academic options and help them to make informed decisions. Community Liaison recruits parent volunteers to work in various activities such as: the school registration process, book room, finance office, Freshman BBQ, mailings, Senior Awards Night, parent boosters, first day of school activities, agriculture, East County Junior Fair, athletics, performing arts, WASC, School Site Council, chaperones on field trips, graduation, Senior Calendar of events Sign in sheets Phone logs Database of s Parent volunteer slips 109

111 Breakfast, dances, Senior Dinner, proctoring tests, and Grad Night. Since 2008 we have had 1,000 parent volunteers. EL Parent Meetings We offer parent meetings for English Learner parents called ELAC Meetings. Parent phone calls and mailings are used to invite parents. Non English speaking parents are invited to meet once every other month at El Capitan. Topics discussed include graduation requirements, how to help your student succeed, services offered by El Capitan, and how to get involved in the school. Calendar of events Sign in sheets Flyers, mailings School website Back to School Night Parents are invited to attend the classrooms of their child for Back to School Night. They walk through the campus to each class and dialogue with the teachers. They get passwords for Engrade and Parent Portal. An invitational postcard, all call, and information posted on the website are used to promote the activity. 410 parents attended in 2011, and 512 attended in September, Parent Nights Parents are invited to view a PowerPoint presentation and have a discussion of scheduling prior to programming students. There were four nights with 56 parents attending. Incoming freshman students are invited to El Capitan through presentations to the students at the middle school, parent night presentations, a mailer, all call and the website. They attend a BBQ, view an elective showcase, attend breakout sessions and meet current V Crew leaders and ASB students. They can pre register for clubs and sports at this time. We had 294 parents and students attended dinner plus additional parents who attended the elective showcase and breakout sessions. 80 attended Achieving Success in High School, 80 attended Challenging AP Honors Classes, 10 attended Focus on Career Technical Education, 90 attended Athletics Programs, 10 attended Academic Support, and 10 attended Advanced Mathematics in Parent Nights for Insight and Survivor Parents/students are invited to attend a meeting to learn about the curriculum and participate in activities. 50 attended for the Survivor Class held in 110

112 the summer of College Night for Juniors A speaker from Princeton Review visits El Capitan to educate parents and students about the college application process and standardized testing. 50 attended in the school year Financial Aid Night Parents of seniors and the students are invited to a workshop to learn about financial aid from a representative from the community college. 75 attended in the school year Community College Representatives The Grossmont Cuyamaca Community College District sends out an ambassador once a month to assist students with the application process and gives them information regarding programs and financial aid. Students complete an online application process in the spring. Cuyamaca College ambassadors come to El Capitan once a month to talk to seniors about community college and the application process. Calendar of events Sign in sheets Flyers, mailings School website Guidance sign ups Class enrollment Work permit records College Representatives In an effort to encourage our students to attend college, we have college representatives visit our campus. Our college guidance counselor goes out to all senior English classes to promote the speakers and get students to sign up. The meetings are announced over the campus sound system, and reminders are sent out to teachers, and it is also promoted on our website. We have 10 college speakers per year that come to speak to students in our Career Center. Work Experience Class was offered up until the budget cuts of this year. We still process work permits in order for student to be out in the community working. 16 students were enrolled the class in also work in the community with a current work permit. Agriculture Department Over 400 students are involved in the Agriculture Department/Future Farmers of America. The FFA FFA records Course enrollment 111

113 uses many different community resources to help with The Eastern San Diego County Junior Fair and the Agriculture Department's farm program. Parents assist with the fair event, and judges are community partners. These community resources provide service, information, support, equipment, animals, and farming supplies. ESDCJF records Start Smart Start Smart involves the parents and community by inviting the whole family to be part of their child s safe driving experience. It is mandatory for parents and students to attend in order to be able to park on campus. This educational experience includes dialogue with California Highway Patrol. Spanish and Arabic speaking Start Smart education is offered at other venues but promoted by El Capitan. 923 students have attended as of 9/26/2012. Parents must attend with their student, bringing the total to 1,846 attending. El Capitan has partnered with the California Highway Patrol to offer Start Smart Teen Driving Safety Classes ten times a year. 25 classes have been held since February, Calendar of events Sign in sheets Flyers, mailings School website Parking permit records CHP records Every 15 Minutes 39 students, 20 staff, 30 community volunteers, and 78 parents participated in this program that seeks to eliminate drinking and driving. Scholarships The Lakeside community supports our students with numerous scholarships. For example: Lakeside Firefighters, El Capitan Community, El Capitan Stadium Association, Melissa Sajtar Spirit, Lakeside Optimist, La Mesa Beautiful, and Paul Schadler Memorial. Our scholarship monies earned in total for the class of 2011 was $1,695,655. Our scholarship total for the class of 2012 was $2,580,921. Calendar of events Finance office records Scholarship records Socrates Scholarship The El Capitan High School social science department organizes an annual staff/seniors basketball game and an all school dodgeball tournament. Team entry fees and admissions fees are collected. These funds are then awarded to the senior student who has exemplified Socrates habits of critical inquiry, curiosity and passion for learning. 112

114 Family Resource Center El Capitan High School through the oncampus Lakeside Family Resource Center partners with San Diego Youth Services East County Behavioral Health Clinic and San Diego State University s School of Social Work to provide mental health counseling services for students and families. FRC records Referrals SMART Team For five years The El Capitan SMART Team (Students Modeling A Research Topic) has partnered with The Scripps Research Institute, The University of California at San Diego, and The San Diego Supercomputer Center to provide a science internship program for El Capitan students. El Capitan is the first school in San Diego to participate in this program. On average, 12 to 13 sophomores, juniors, or seniors complete a research project and present their findings to The San Diego Science Festival, The Hi Tech Fair, The American Society for Biochemistry and Molecular Biology, and to El Capitan staff at an all staff meeting. Senior Breakfast An annual event for all graduating students. Current and former staff complete the set up and clean up, and prepare and serve the food which is donated by community organizations such as Hilliker s Egg Ranch, Specialty Produce, and Barona Restaurant. SMART Team roster Calendar of events Staff meeting minutes Calendar of events 113

115 Community Partnerships El Capitan partners with multiple community organizations such as El Capitan Stadium Association, Lions Club, Elks Lodge, Veterans of Foreign Wars (VFW), Rotary Club, Optimist Club, California Highway Patrol Start Smart, California Highway Patrol Every 15 Minutes, San Diego Youth Services, San Diego State University, Taylor Guitars, Cups and Cones, and Barona Band of Mission Indians. Finance office records Sign in sheets Meeting minutes Calendar of events El Capitan Stadium Association The El Capitan Stadium Association has been supporting El Capitan since 1966 with facilities use and financial support. Profits raised during the annual Lakeside Rodeo are donated back to various youth programs throughout the Lakeside community. The Stadium Association donates approximately $200,000 per year, and The El Capitan High School share of this generosity averages between $60,000 and $80,000 per year. Any team, club, or campus organization can make a presentation to the association during its monthly meetings to ask for financial assistance. Business partnerships through Agriculture Kniffing Nursery, Van Ommerings Dairy Farm, Carter s Hay and Grain, and Priest Development Corporation. El Capitan High School Partnerships We partner with the California Highway Patrol to offer Every 15 Minutes every other year in an effort to educate students and families on the dangers of driving under the influence and making the right choices. The Lakeside Fire Department, San Diego County Sheriff, San Diego County Superior Court, Scripps Mercy Hospital, Featheringill Mortuary, R & S Towing, Gold Medallion Awards, El Capitan Stadium Association, and the Barona Band of Mission Indians are also community partners for the Every 15 Minutes Program. This program would cost $60,000 if not for the community generously donating their time and services. Donation of Taylor Guitars Taylor Guitars donates guitar making kits for the two sections of CTE Cabinetmaking classes, serving approximately 60 students a year who will build their own Taylor 114

116 acoustic guitar. Taylor Guitar also provided a classroom set of guitars for the beginning and advanced guitar classes where students learn to play guitar. Donation of Tee Times The Barona Band of Mission Indians donates weekly tee times and their practice facilities for El Capitan s boys and girls golf teams. Voluntary donations $7,757 was donated by the community for clubs, scholarships and sports. Every 15 Minutes donation for 2012 was $13,000. Note: this does not include any donation under $500. Transition Program The El Capitan Adult Transition Program has made long term relationships with local businesses and non profit organizations that help to develop the independence of young adults with and without developmental disabilities in work and community settings. We have partnered with The San Diego Audubon Society, the Silverwood Wildlife Sanctuary, Cups & Cones, Fire & Ice, Lakeside Water District, and the Embry Institute for Wildlife Conservation. These organizations and businesses help to employ and teach employable skill sets to our students. Cups & Cones, a Lakeside coffee, juice, and frozen yogurt business, partners with our Special Education Transition Program to provide job experience hours for our 18 to 22 year old students that have completed four years of attendance but are still enrolled in El Capitan High School. Students take staff orders and funds, visit the store to pick up the items, and deliver the items. Master schedule Class records Classroom Guest Speakers Guest speakers in the classroom organized by teachers include: Joyce Marquis from the GUHSD Special Education Career Center, lawyers, I Love a Clean San Diego, Jessica Curiel from San Diego Dance Theater, The Arts Institute, Cuyamaca College, photographers, Terry Cook Industries, Bureau of Automotive Repair, Universal Technical Institution of Automotive Education, County Supervisor Dianne Jacobs, Kathy Kassel, President of the Lakeside Chamber of Commerce, Robin Rierdan CEO of the Lakeside Conservancy, Visitor sign in records Calendar of events Classroom records Teacher calendars 115

117 Deputy John Turtzer of the Lakeside Sheriff Department, Ryan Flickinger, Director of Youth Programming for the Lakeside Teen Center, Job Corps, drug recovery counselors, a mixed martial arts fighter, a USA Olympic track and field athlete, a film director, Daryl Priest, owner of Priest Construction, Farmers Sam Walker and Jeff Suttles, professional scientific illustrators, Grossmont College Acting Troupe, an actor and director from The Old Globe Theater, an environmental engineer, a representative from the US Navy s nuclear program, Dr. Brad Ahrens DVM, and Fashion Institute of Design and Merchandising (FIDM). AVID Guest Speakers AVID has a variety of guest speakers to talk to students about careers and college. Some of the AVID speakers include: I Love a Clean San Diego, Art Institute of San Diego, University of California at San Diego Center for Neuroscience, University of San Diego Campus Admission representative, AVID Alumni Occidental College graduate professional working at Sapphire Energy, AVID Alumni college sophomore attending Northern Arizona University, Scientist from San Diego State University BioTech Institute, AVID Alumni Sempra Energy executive, Christian Heritage College Representative, Chula Vista Police Department Detective, Abraham Lincoln Impersonator, AVID Alumni San Diego State University Graduate, AVID Alumni University of California at Santa Barbara Graduate, San Diego County Medical Examiner s Office, Criminal Justice Major from San Diego State University. Got Plans El Capitan is involved in the district wide College Fair known as Got Plans. It involves hundreds of colleges and trade schools doing presentations and workshops on topics such as financial aid, how to apply to college, how to succeed in school, and NCAA. Event photos Program from event Sign in sheets IEPs With regard to our special education students, Individualized Education Plan (IEP) meetings are held on a regular basis in order to address academic and behavioral standards. Goals are set based on the standards and then reviewed and IEP meeting procedures Notification of IEP on student portal Records at district office 116

118 shared with parents and general education teachers. If there is a language barrier, an interpreter is also present. El Capitan s special education department had approximately 336 IEP meetings this year, excluding 61 incoming ninth graders IEPs that were completed off site, and the PLUS Program had 43 IEPs. Parent participation was at 86% overall for these meetings. All meetings include a district administrator, special education advocate, general education teacher, student, and parent. Other participants from the site and community may also be invited depending on the meeting s purpose such as site administration, social services such as Fred Finch Rap Around, San Diego Youth Services (SDYS) counselors and County Mental Health, and Regional Center, Probation Dept. Communities Against Substance Abuse (CASA), psychotherapists, advocates, and tutors hired by the parents. Achievement, transition from high school, progress on goals, behavior, and placement are discussed. and school office Engrade Engrade is used by over 90% of teachers on campus. Engrade allows parents and students to access grades at any time. Teachers can post academic calendars as well as behavior comments. Assignments related to curriculum standards are posted for parents and students to view. School Technology Coordinator has all teachers log ins Freshman BBQ In early spring El Capitan hosts an incoming Freshman BBQ where parents can attend breakout sessions on a variety of topics, including achieving success in high school, academic standards, challenging AP/Honors classes, co curricular programs, and academic supports. 144 students and 150 parents attended the Freshman BBQ in All incoming freshmen are provided with free dinner during this event. Presentations by The El Capitan Band, Cheerleaders, and Dance Department are a part of the program. Teacher Websites Some teachers post their syllabi and expectations on their class websites. Links to the teacher websites are then attached to the main El Capitan webpage so parents can easily access them. Engrade supplements teacher websites with real time grade information. The El Capitan website School website Parent sign in Photos Programs from BBQ Links to teacher websites from school website 117

119 contains up to date information about graduation requirements and other academic expectations. Safe and Supportive Schools (S3) Grant This is a grant that was awarded to the school last year. This grant provides El Capitan with the funding and manpower to examine ways to improve our school climate through policy changes, activities, and new programs. The S3 team is made up of teachers, classified staff, administration, students, and parents who work together to make decisions dealing with the grant. Sign in sheets Minutes of meetings 118

120 E2: To what extent is the school a safe, clean, and orderly place that nurtures learning? To what extent is the culture of the school characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement? Findings/Narrative Many programs have been created to promote high expectations and a safe environment for all of our students. There are clubs being created such as Friday Night Live and Positive movement that give students a safe place to express themselves and meet others with similar interests. The school s V Crew is also an example of how the school is working to focus on school improvement and high expectations, by having juniors and seniors paired with freshmen, who are an at risk group on our campus, to let them know what high school is like and the expectations our school has of them. The new Response to Intervention program has resulted in reduced referral rates, and according to survey results derived from the S3 Grant, the school has felt safer in the last year than it did the year before. Teachers are also working with students to create classroom norms as a way to have the students set high expectations for themselves in class that they will then hold each other to. Evidence/Data List of clubs School website Staff development Meeting minutes Master calendar A step that has been taken to ensure that students have a safe school is the implementation of Response to Intervention. This has helped us to have a clear procedure when dealing with students who need disciplinary action. RTI has helped us identify students earlier than before who may need more attention than others. We also have programs like Camp LEAD that help students realize their potential by making a positive impact on their campus. Working with V Crew and/or freshman orientation is an effort to inform the freshmen of the high expectations on campus before school starts and working with them in small groups all year to meet those expectations. RTI (Response to Intervention) is a process that schools can use to help children who are struggling academically or behaviorally. It involves screening children within the general curriculum, tiered instruction of increasing intensity, evidence based instruction, close monitoring of student progress, and informed ECHS Pyramid document 119

121 decision making regarding next steps for individual students. School Resource Officer In order to demonstrate caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning, El Capitan High School has a full time School Resource Officer (SRO) from the San Diego County Sheriff s Department. Our SRO s office is located on campus in the administration building, and he regularly interacts with our students on a daily basis. They can speak with him if they have questions or concerns, and he collaborates closely with school staff, especially administration and campus supervision. He has the authority to arrest students who have committed crimes, and he is a direct line to community resources to help students who need immediate, intensive assistance, such as 5150 psych observation. School policies and procedures Staff and admin redbooks Safety procedures Admin calendars Nurse records Discipline records ID Cards All students and staff have picture ID cards. Dress code No hats or hooded clothing are allowed. Routine Safety Drills Conducted throughout the school year on procedures such as: Lockdown Secure Campus Fire Earthquake Red Handbook is the school s emergency preparedness book. Every classroom has a copy. Orange Bucket in every classroom that contains essential emergency supplies. Emergency Notification System Staff and parents are notified through an automatic telephone system of emergency situations on campus. AED (Automated Electronic Defibrillator) in the nurse s office and the gym for cardiac emergencies. Interquest Drug sniffing dogs come to school to check for illegal substances. During a random search of a classroom, students exit 120

122 the classroom and a dog is brought in to search. In approximately 5 minutes, the handler/dog team is finished, and the students return to the classroom. Students do not know when Interquest will be at school. Family Resource Center The FRC is a school based social service agency serving the needs of El Capitan students and families. It is staffed by a full time licensed clinical social worker, office manager, interns, and therapists. The FRC provides crisis intervention, counseling, community resource information and referral, and support groups. FRC records Referrals Community contracts and partnerships San Diego Youth Services (SDYS) Diversion Program Students in this program have a six month contract between SDYS and the Sheriff s Department. Students are responsible to write a 600 word essay on what they have learned from their mistake; they must not be involved in any negative behavior, and they must maintain a 2.0 GPA and volunteer for community service. Once this contract is complete the arrest is dissolved. Transition Program Transition is a program to help students with disabilities continue towards a regular high school diploma or a certificate of completion while teaching employable skills, giving real community and life experience. Its mission is to expand the participation and contribution of all students with disabilities in all aspects of life by raising expectations and providing handson learning experiences through our local partners. The Transition Program School Beautification Program provides a recycling program to teach students the importance of maintaining an environmentally clean and friendly campus. Students earn money for the recyclables. This money is used to sponsor families in need during the holiday season, provide clothing and extra rewards for students. Master schedule Special ed records Class records and logs Positive Learning Utilizing Success (P.L.U.S.) Program The PLUS Program was designed for special education students needing a self contained day program. Students have a behavior support plan. The program provides constant supervision with behavioral support through a point and level behavior management system as well as counseling. The goal is to provide positive behavioral 121

123 supports, transition planning, social skills, and academic instruction to help students develop their interpersonal life and academic skills. Excellence Cards ( Positive Report Postcards) sent home from teachers and staff to highlight the exceptional efforts of individual students. All staff received reproducible postcards at the beginning of the school year and were encouraged to select a student on a weekly/monthly basis to send a positive note home to parents about their students. Mailing records Staff s S3 Grant action plan Classroom Norms Teachers work with the students at the beginning of the year to discuss and establish classroom norms. These norms will be agreed upon by the class as a whole and followed for the year. This allows the students to be a part of creating the class rules and creates a sense of community in the classroom. V Crew (Link Crew) Link Crew is a nationally known program developed by the Boomerang Project and designed to make connections between freshmen and upperclassmen. El Capitan s version of Link Crew is called V Crew. Last June we chose 90 juniors and seniors (self referred as well as staff recommended), and in August those leaders completed a 10 hour training. They learned activities to run with their group of ten freshmen students that would be assigned to them for Freshman Orientation. Freshman Orientation was held the Friday before school started and consisted of ten freshmen and two V Crew leaders per group. All the students completed activities during the orientation specifically designed to foster a connection between the V Crew leaders and the freshmen. Staff development calendar of events and PowerPoint presentations Master schedule Teacher norms Link Crew training dates Achieve 3000 training dates Apex training dates Tutorial schedule Co teaching training dates V Crew Course 50 of those V Crew leaders are now enrolled in our Teen Mentor Class. There are two sections currently offered, and in those classes we are teaching leadership skills, planning social follow ups for the freshmen, running SOS groups, and helping the V Crew leaders maintain focus on their job to stay connected with the freshman class. Our goal is to have the personal connections between freshmen and the upperclassman 122

124 assist with improving school climate. The freshmen now have a mentor and many role models who will help them make better choices both academically and personally. Reading Classes/Support Classes Classes that are targeted toward students who need more help with their reading or algebra. These classes give the students the support needed in areas in which they struggle. Peer Tutors A semester program where the student acts as a tutor to other students needing special help. The student is given in service training in methodology, curriculum, materials, and equipment used in the classroom. The tutor works with small groups of students in the classroom and is responsible for preparing the presentation of the assigned lesson, directing the exercises for the lesson, and assisting in evaluation. The tutor/student interaction provides the individual attention necessary to improve motivation and performance, as well as the personal environment that encourages social growth. Tutorials El Capitan has tutorials for students in multiple subjects. Students have options of attending before or after school. Co Teaching El Capitan has implemented co teaching (an equal partnership between two teachers a general educator and a special educator) in an effort to offer differentiated instruction, assignments, and assessments, and to meet all individual learners' needs. Some of the benefits of co teaching include more smallgroup and one on one time with teachers, greater exposure to a variety of teaching techniques and styles, increased opportunities to learn collaboratively with peers of diverse learning styles, increased opportunities for students to learn in the Least Restrictive Environment with non disabled peers, and to gain confidence that comes with success in a general education classroom. Camp LEAD a free three day and two night leadership and human relations development program. It is an engaging and interactive learning environment that allows participants to gain Camp LEAD calendar and attendance records Positive Movement Club 123

125 heightened interpersonal and personal awareness skills that are essential to improving relations with others. After attending Camp LEAD many students are inspired to live their lives in a more positive fashion, and strive to influence others in this way. 200 El Capitan students have been part of the district wide Camp LEAD program. Additionally, students volunteer for further leadership training to become Lead Crew at future camps where they facilitate activities and interact with first time attendees. charter and records SOS training, meetings, and schedule Calendar of events ASB calendar Student Senate meeting schedule and minutes Positive Movement there are students that attend this club weekly to discuss new events or just talk about ideas to create a safer high school environment. Last year students made positive "stay rad" t shirts, created random acts of kindness goodie bags for El Capitan students, and went to The San Diego Food Bank monthly to participate in their "backpack food" program which involves packing lunches for at risk/in need families. Sights on Success (S.O.S.) This program supports freshman students by providing a staff mentor that they meet with once a month. This creates meaningful connections and provides personal and academic support to our new students. Some of the topics discussed at the monthly meetings include: 1. Academics and Graduation: Course selection, A G offerings, make ups, honors and AP when appropriate, GPA and rigor, 6 week progress, communication with parents, teachers, coaches after school tutorial when necessary, upcoming tests (PSAT/PLAN, SAT/ACT, etc.). 2. Offer Organizational Skills: backpack and binder checks for organization and neatness, planner use 3. Provide Academic Education: articles and statistics (relevant to high school and college), post secondary options, colleges, trade schools, military, internships 4. Enhance Academic Skills: AVID skills, Cornell note taking, critical reading/content literary strategies 5. Acclimate Students to Campus Culture: athletics, clubs, and extra curricular information, getting to know peer leaders and VIP s on campus 124

126 Yellow Ribbon Week For the past six years El Capitan has sponsored Yellow Ribbon Week, a depression and suicide awareness week. Students and staff are involved in various activities throughout the week to provide support and education. They learn how to identify depression and suicidal ideation, how to ask for help and reach out to others. Some years we have had guest speakers from the Light for Life Foundation and the National Alliance on Mental Illness. Students are given yellow bracelets, yellow ribbons, and Be A Link Save A Life cards that have information on how to get help and how to help others. Friday Night Live is a sober activities club that builds partnerships for positive and healthy youth development that engages youth as active leaders and resources in their communities. It meets weekly and participates in events such as Red Ribbon Week, smoking cessation activities, campus clean up days, and visiting residents in local nursing facilities. Multicultural Week El Capitan Associated Student Body (ASB) hosts an annual Multi Cultural Week. Students and staff are involved in various activities throughout the week that celebrate diversity. We have guests from agencies such as Native American Dancers from the Barona Band of Mission Indians and The Confucius Institute at San Diego State University. Flags from around the world are displayed around campus all week. Clubs El Capitan has over 70 clubs and sports students can participate in. Student Senate Student Senate consists of one permanent and one alternate representative elected or selected from the period that has the most students enrolled. It also consists of a representative from each major school organization funded by A.S.B. It serves to bring matters of student concern to the A.S.B. student government class and to act as a liaison between the classroom constituents and the student government class thus giving students a voice. CST Scores provided to teachers and available to all staff online to help identify strengths and weaknesses. CST scores and data ASB meeting minutes 125

127 CST Incentive Drawings due to a school wide decrease in scores from the California Standards Test during the school year, ASB created an incentive drawing to encourage students to do better on their CST test during the school year. Students were given points based on the following criteria: students were given a point for each level they increased in all tests between the and school year, and students were given a point if they scored advanced on any tests. These criteria were sent into the district assessment department. The director created a report to fit the criteria we asked for. Student names were put into a drawing for each point they received. The week before testing began, ASB students did presentations in 4th period classes on the importance of trying your best on the CST s, and they drew a winning name from every 4th period class. Students in the classes chose from a list of prizes. Remaining names were put into a school wide drawing. The school wide drawing was held at lunch the Friday prior to testing. Students were reminded constantly throughout the drawing as to why and how students names were in the drawing. Staff Norms Staff norms were developed for productive and respectful conduct of staff meeting and other functions. The staff worked together to come up with faculty behavioral norms: 1. Attend 2. Start and end on time 3. Come prepared/bring completed homework 4. Have an agenda and stick to it 5. Turn cell phones off 6. Don t grade papers or do other work during meeting time 7. Stick to the point no bird walking or off topic conversations 8. One person should not dominate conversation/take turns to speak 9. Pay attention/no side conversations 10. Have a positive attitude no put downs, griping, complaining, or laying blame 11. Be professional 12. Be respectful of each other s time and opinions 13. Be engaged Calendar of events ASB calendar Budget Purchase records Point report from district assessment office Staff norms document Meeting minutes Classroom norms Department norms Google docs Professional development calendar and meeting minutes PLC meeting minutes Teacher evaluations 126

128 14. Come expecting to get something accomplished Teachers were asked to develop norms with each class that established guidelines for student/teacher expectations and consequences. Many staff members share documents on Google docs. This resource helps with communication and support between PLC groups, departments, and between admin and staff. Professional development activities Professional development is provided at staff meetings and offered as an opportunity for growth. Collaboration meetings are scheduled each Monday so that departments collaborate for increased collegial growth. Collaboration groups include department meetings, same subject meetings, and cross curricular meetings. There are also district collaboration meetings held once a month. Teacher Evaluations The process of teacher evaluation is done in a manner that is professional and respects individual strengths. It provides an atmosphere of constructive feedback in areas that need improvement. School Site Council The school site council is a group of teachers, parents, classified employees, and students who work with the principal to develop, review and evaluate school improvement programs and school budgets. They are responsible for creating the Single Plan for Student Achievement (SPSA) which is updated on a yearly basis and submitted to the school board for approval. Staff Versus Student Sports Last year the staff participated in student staff basketball and dodgeball games as well as a staff soccer game. The games raised money for a student scholarship. This was a great opportunity for staff to get to know each other better. SSC by laws SSC meeting schedule and minutes SPSA document Calendar of events Scholarship records ASB Buddy System ASB started a buddy system for nearly every staff member. The designated buddy is the alliance ASB buddy list 127

129 between the staff member and ASB for school communication and cohesiveness. 128

130 E3&4: To what extent do all students receive appropriate support along with an individualized learning plan to help ensure academic success? To what extent do students have access to a system of personal support services, activities and opportunities at the school and within the community? Findings/Narrative The school does a good job of creating individualized learning plans and providing students with support, but one critical area of need is the identification of at risk students. There are steps in place to identify students who are at risk, but they need to be improved. The Response to Intervention program is working to get a systematic approach to identifying students. Looking at this section it is evident that we need to improve in this area and find students before they need to enroll in classes for credit recovery. Evidence/Data RTI Pyramid Master schedule Special ed records Attendance records Student transcripts This is an area that we have been working to improve upon over last year. We have put in place more support classes for reading and algebra, created a peer tutor class for all students, and created V Crew, all of which give students more individualized support if they are struggling. Older programs are still in place to help individualize a student s learning plan. These include, but are not limited to, IEPs, 504, SART/SARBs, special education advocates, and Career Cruising through the counseling department. We offer various options for credit recovery to help as many students graduate on time as possible. Ready To Learn For the past 7 years the school has been involved in San Diego County Office of Education s Ready to Learn Comprehensive Student Assistance Program. Over that time El Capitan has become the model/lab school for the program and hosts county wide student and staff trainings. We currently have 11 full time staff and 11 senior Peer Leader students fully trained and certified. Peer Leaders Each year approximately 15 juniors are selected to attend the Peer Leader camp. This three day camp is an intensive training that introduces the students to the researchbased curriculum, theories, and skills that they will need to work with their peers. After attending camp, the students continue to RTL schedule of meetings and trainings Sign in sheets Event calendar Peer Leader training dates Insight class schedule CSAT team meetings 4 year plans Guidance records Career Cruising schedule and records Course Planner data 504 meetings/notes 129

131 meet on Mondays during teacher collaboration to finish the curriculum and improve their skills. They must then pass a written and a performance test in which they complete a mock 1 on 1 peer listening session. Once they have passed these two exams they are now Peer Leaders and work with their at risk peers in many ways, including 1 on 1 peer listening, peer mentoring, peer mediation/conflict resolution, co facilitating Insight classes and support groups, staffing crisis rooms, and new student hosts/tours. SART/SARB documentation Insight Class In the past 4 years El Capitan has completed 21 cycles of the Insight class and has serviced approximately 300 students. To follow their progress and see if they are using the skills they learned, these students are monitored in the areas of academics, behavior, and attendance at approximately 6 week intervals. Insight is a class designed to teach students about resiliency through lessons that offer skills to succeed in school and in life. Some of the lessons include: Diversity Triune Brain Theory True Colors Biological Addiction Communication Styles: Transactional Analysis, and Rational Emotive Theory Insight is a held in a small group setting where participants get to know their peers and learn other students on campus might be dealing with similar issues and/or situations. The goal of Insight is to give students the tools to be successful. Insight classes are taught by two adult facilitators and two Peer Leaders trained through the Ready to Learn program developed through the San Diego County Office of Education. The rule of confidentiality is observed in this class. Very simply, the rule is, What s said in here, stays in here. The students are free to discuss information about themselves or the day s lesson, but not someone else s story or experience. 130

132 Each cycle of Insight meets for 12 sessions, and classes are held weekly after school. Insight is a voluntary program and requires parental permission. Upon completing a cycle of Insight, these same students will meet once a week for Group to utilize lessons taught and learned. Multi disciplinary Team El Capitan has a multi disciplinary team called the Comprehensive Student Assessment Team that meets twice a month to problem solve how to help students with multiple identified issues such as academic failure, discipline and personal/social problems. Team members include the entire guidance department staff, social work intern, all assistant principals, school psychologist, speech therapist, school nurse, and three teachers including the department chairs of the special education department. Students Meeting with Counseling Every year every student meets with their counselor or academic advisor to make a plan for graduation and college/career/military service. We counsel students on the A G requirements to make sure they are on track to be eligible to apply to the California State and University of California schools. We facilitate classroom presentations on A G requirements, ACT/SAT testing and Career Cruising. Career Cruising is a guidance system used to help students explore careers, financial aid, schools, and build their own portfolio to keep track of their career exploration activities. The Course Planner module helps students plan courses that reflect their career aspirations and graduation requirements. It brings together critical information including credit history, course descriptions, diploma tracking, pre requisite requirements and suggested courses. 504 Purpose of 504: Based on a documented disability the school will give reasonable accommodations in order to give the student an opportunity to become a successful and productive student and member of society in the regular 131

133 classroom. Special Education Advocates Students who have been categorized as special ed. are assigned an advocate who works to make sure that the student receives all necessary accommodations. School Attendance Review Team and School Attendance Review Board (SART/SARB) Truancy is a troubling problem that can lead to dropping out of high school, unemployment, criminal behavior, drug and alcohol abuse, and other problems. The schools cannot solve the truancy problem alone, and law enforcement cannot do it alone either; the entire community must address this problem. When students are not in school they are cutting themselves off from education, from socialization, and support. The earlier we intervene, the earlier we can deal with the issues and hopefully turn around the path that the truant student is on. A high percentage of our adult convicts have had a truancy problem in their background. In an effort to lessen this problem El Capitan implements the SART program. In 2011 and 2012 one of our El Capitan Academic Advisors held 144 pre SART meetings with 9th graders who were at risk for non attending. 43 9th graders were referred to a SART meeting in an attempt to stop their truancies. Of those 9th graders, 25 were referred to the SARB process. SART meetings are held at the school level, while SARB meetings are held at the district level. SART meetings involve the student, parent, teachers, assistant principals, guidance staff, school nurse, school resource officer, and school psychologist and speech therapist if they are involved with the student. SARB meetings include an assistant principal, the district s Dropout Prevention Specialist, Juvenile Detective from the San Diego County Sheriff s Department, Child Welfare Services, sometimes the judge from San Diego County Superior Juvenile Court, and the district s Director of Student Support Services. 132

134 The SART/SARB legal process helps support parents who struggle with getting their children to school. Parents can no longer excuse their child s absences. Only the school nurse or doctor can excuse sickness. The child is on the SART or SARB contract until they are 18 or graduate from high school. Alternative education placement and options are discussed at the SART/SARB meetings. Professional Learning Communities (PLC) These are groups that collaborate to determine the most appropriate standards to cover throughout each course. Each Monday time is set aside (7:30 8:11) for departments to collaborate in their PLC groups. The various departments use this time in a variety of ways. Some collaborate by grade level while others work on common assessments by class. Some example meeting schedules include the following: PLC meeting minutes Bell schedule The guidance department uses their time to develop a procedure book and to meet with other departments as requested. The physical education department meets every Monday morning and discusses the week s activities, teacher s cardio days, and upcoming units with the assessments that will be given. They are updated at that time on any current changes from the county, especially the Fitness Gram. They reflect on the past unit and make any suggestions for improvement. As industrial arts is part of CTE and their schedules vary, they meet when it s convenient for all, or just 2 of the 3 might meet. The special education department normally meets twice a month during the school year. The 11 teachers in the department usually attend along with our psychologist, speech pathologist, and frequently the 2 PLUS teachers also attend. The content varies but usually revolves around special ed. issues, scheduling, laws needing to be addressed, the IEP, Progress to Goals, training, California High School Exit Exam, CMA, and CST. The art PLC meets on Mondays during collaboration time. Discussion topics vary in this group. The geography/technology PLC meets every other Monday during collaboration time. The PLC discusses curriculum alignment and Google Apps implementation in addition to collaborating with other geo/tech teachers in the district to 133

135 maintaining rigorous and relevant technology and geography curriculum. Family Resource Center The FRC is a school based social service agency serving the needs of El Capitan students and families. It is staffed by a full time licensed clinical social worker, part time office manager, interns, and therapists. The FRC provides crisis intervention, counseling, community resource information and referral, and support groups. There were 250 referrals to the FRC in FRC staff records and meeting schedule Referrals The Family Resource Center social worker, community mental health agencies, and San Diego State University provide mental health services to students and families. The FRC provides referral services for mental health and Alcohol and Other Drug counseling through our community partners for students regardless of their insurance needs. In the past year we made approximately 60 referrals to these agencies. The FRC also refers students to Neighborhood Healthcare for their physical health and for assistance in applying for Medi Cal insurance and CalFresh (food stamps). The FRC provides support groups to assist students to be successful in the classroom and social environment. Students struggling academically are provided information on tutorial times and places and are strongly encouraged to attend. The FRC sponsors a holiday Adopt a Family program every December. Families in need are identified and anonymously adopted by various clubs, departments, or classrooms on campus who are given family wish lists and go shopping for them. In December the FRC also coordinates a food drive. Each family in the Adopt a Family Program receives a box of food. The rest of the food is given to the Lakeside Food Bank so that the donations are given to Lakeside families. The FRC has set up an emergency fund for students. Staff members donate money that is used to purchase items for students such as backpacks and other school supplies, prescription co pays, bus fare, food, and clothing. The FRC social worker provides case management for all foster, homeless, and 134

136 pregnant and parenting students. Foster students are provided with supportive counseling, and their foster parents and social worker can use the FRC social worker as their contact person for any school related issues. Homeless students are encouraged to enroll in the district s homeless program provided through the McKinney Vento Act. These students and families are provided with extra support and resources, such as city bus passes, to assist students with being successful in school. Pregnant and parenting students are encouraged to enroll in the district s Cal Safe program, which provides support, pregnancy and parenting education, community resource linkage, and childcare. The FRC social worker works closely with social workers from Child Welfare Services (CWS) to provide services to families involved with CWS. El Capitan is fortunate to be in the East San Diego Region of CWS, which has a nationally recognized program called Neighborhood for Kids that assists students with staying in their home school even if they are removed from their homes and placed in foster care. The FRC staff has worked diligently for years to develop and maintain relationships with CWS staff in order to assist students with being successful in school and remaining at El Capitan with the goal of continual credit completion. The FRC social worker is the Co Chair of the Lakeside Community Collaborative. Both the social worker and office manager of the FRC attend the monthly Collaborative meetings. The Lakeside Community Collaborative represents and promotes coordinated health, education, social, and recreation services to improve the well being of the people of Lakeside, thereby contributing to a healthy, thriving community in which all are valued and nurtured. The FRC also offers numerous support groups for students affected by grief and loss, parents who are divorced or separated, students who are a part of our LGBT community, as well as general support groups for boys and girls. CTE El Capitan provides numerous CTE classes. These classes are all sequenced pathways, and students must complete two classes to finish the pathway. The three pathways offered at El Capitan High School are as follows: Master schedule CTE brochures AP enrollment AP testing data Summer school enrollment 135

137 Agriculture and Natural Resources Pathway California Agriculture Animal Science Plant and Soil Science Floral Design Large Animal Vet. Science Agriculture Business Agricultural Biology Farm Shop Arts, Media, and Entertainment Photography (Beginning and Advanced) Screen Printing Building Trades and Construction General Construction Cabinetmaking/Guitar making This year we added a Career Pathway Exploration class (CTE wheel), which exposes our incoming freshmen to the three different pathways here at El Capitan. Students rotate to the next pathway every six weeks. The graduating class of 2012 is seeking further education at ten different trade schools. In the school year, 135 students completed CTE program classes and earned a high school diploma. AP and Honors Courses El Capitan has an open door policy for all AP/Honors level courses. The counselors and academic advisors speak with each student during the course selection process and advise them to take a more rigorous course if it is appropriate. Students are encouraged to take more AP/Honors courses. 2010: 11 courses; 11 exams 2011: 11 courses; 13 exams (added Microeconomics, Studio Art) 2012: 10 courses; 14 exams (lost Statistics; some took exams, but not courses, added Human Geography & Psychology) 2013: 12 courses; 14 exams (added United States Government) AP Biology and AP Environmental alternate and are offered every 136

138 other year. In 2010, 269 tests were challenged In 2011, 321 were challenged In 2012, 387 were challenged AP Pass Rates: (district wide) We are ranked 7/9 schools based on the percentage of students enrolled in one or more AP courses per year (highest enrollment is at Valhalla=53%. El Capitan=38%, Grossmont=36%, Santana=35%). The percentage of El Capitan graduates who completed one or more AP courses peaked in 2011 with 38%. This was a 4% increase over last school year. Since 2005, we have seen a 12% increase in the percentage of El Capitan graduates who completed one or more AP courses. The percentage of El Capitan students who are enrolled in one or more AP courses in a school year increased to 16% in This was an increase of 4% over 2010, and marks an increase of 8% since Survivor Summer School Class Two counselors have been teaching a summer school class to at risk incoming 9th grade students since Former class participants and Peer Leaders help facilitate. Any incoming 9th grader who shows potential leadership abilities is also invited. The class is designed to teach skills for success based on the Why Try and Ready to Learn curriculum. School Nurse Our school is a Licensed Vocational Nurse (LVN) and is on campus full time. For the school year our nurse has seen 1,390 students in her office. The student population includes sixteen students diagnosed with diabetes and eighteen with a history of seizures. There are three students who are administered medications daily and thirty eight students with as needed medications. There is one student who is assisted with toileting and a g tube (abdominal) feeding daily. There are two students who require their as needed medications to be administered through the g tube. By having a full time LVN Nurse records Special ed. records Attendance records 137

139 on campus we help minimize instructional time lost due to illness. Those who are contagious are sent home and those who are not are sent back to class. Hearing and Vision Screening In relation to IEPs, ninety six students have had vision and hearing evaluations completed by the district nurse. In addition the entire sophomore class had their hearing checked in March of Share The Care Dental Our school nurse can make direct referrals to this program which offers emergency dental care to students experiencing dental pain. It offers urgent care so that students can return to school in a timely manner. 138

140 Got Plans Got Plans is Grossmont Union High School District s College and Career Fair. We have over 100 colleges attend. There are usually about 20 different workshops on topics about scholarships, college entrance and hot careers. Over 6,000 parents and students attended the event last year. Each school has a site representative who attends committee meetings and then gets all the information out to their respective school. College Night for Juniors Every spring, the El Capitan Guidance Department hosts a College Night for Juniors. All parents of junior year students are invited to this free event where speakers from places such as Princeton Review discuss the entire process of how to get into college. Some of the topics discussed are standardized testing, how to select the best college for your student, the college admission process, and financial aid. Calendar of events Sign in sheets School website Guidance records AVID training and meeting minutes Master schedule of courses BBQ sign in sheets Military club attendance College Guest Speakers Each fall, approximately college admission counselors visit El Capitan. The college representatives facilitate informational sessions in our Career Center, and all students are encouraged to attend. AVID We offer Advancement Via Individual Determination (AVID) elective classes for students on campus. This class teaches study skills and strategies for success in high school and college. Students listen to guest speakers, meet with college tutors and attend college field trips to prepare them to attend a four year college. Five sections are offered. Our subject area is based on a WICR (writing, inquiry, collaboration, and reading) standards based curriculum. We focus on reading and writing skills necessary to develop strong study skills. There are 125 students enrolled in the program, which averages to 25 per section. In the Class of 2012 eleven seniors were all accepted to four year colleges with eight deciding to attend them. Seven of those students received full tuition coverage from scholarships and grants. 125 AVID students were enrolled in A G classes. Freshman BBQ Every year we host a BBQ for next year s incoming freshmen in order to educate them on all that El 139

141 Capitan offers, to welcome them to our school, and to help encourage them to become involved in programs such as GATE, Advanced Placement, Yearbook, Journalism, clubs, sports, and Associated Student Body. This year we had 144 8th graders attend, and 150 parents attend. After the BBQ dinner students and families attend break out sessions to learn about their points of interest. In 2012 the break out session attendance was as follows: *Achieving Success in High School 80 *Challenging AP/Honors Classes 80 *Focus on Career Technical Education 10 *Athletics Program 90 *Academic Support, AVID & SOS 10 *Advanced Mathematics 10 Military Club The Military Club meets weekly. Every week a representative from a different branch of the military attends and educates the students about the opportunities and options related to choosing a military career. Credit Recovery El Capitan offers alternative programs that act as credit recovery and supplemental support in math and reading. El Capitan offers Achieve 3000 (reading support), E2020 (Credit Recovery) and APEX. Support Classes EL Capitan offers new courses to promote retention and redirection. New courses include How to Succeed in High School, and Survivor for at risk incoming freshmen. There is also an English foundations/reading class and algebra support class for struggling students. Insight is a class that teaches students about resiliency through lessons that offer skills to succeed in school and in life. Master schedule Guidance records Tutorial sign in sheets Student portfolios Bell schedule Apex grade records Student grade records Athletic tutorial schedule Tutorial We offer AP tutorial and tutorial for all other classes. Tutorials are offered after school in either the library or the classroom of the teacher who is hosting the tutorial. These sessions allow the students to receive more individual support from the teachers for concepts that they may be struggling with. EL Block EL students have their EL class in a two period block, 140

142 which complies with recommendations (minimum 90 minutes of instruction per day) for students learning English as a second language. This also gives the students a chance to have more time with their instructor and get the time needed to master the skills being taught. EL classes use The Edge curriculum from Hampton Brown, and they are furnished with laptop computers and headphones. English Portfolios All students keep portfolios in English classes, which they maintain throughout their four years. These portfolios address the state standards for English and will soon be adapted to the national Common Core standards. These portfolios show year to year retention and growth, building from 9th grade through 12 th grade, and focus on paragraph writing, various essays genres, and eventually application through resumes in the 12th grade. Seven Period Schedule Our school is set up with a 7 period school day. Students usually attend for 6 periods a day either 1 6 or 2 7. Teachers start their work day either first or second period. The benefits of this schedule are that a student has the ability to make up missing credits if needed or enroll in more courses than is needed to graduate if they desire. Apex This is an online course that students take while monitored by a certified teacher. This allows students to make up missing credits and also get ahead in credits if needed. For example if an AP course is not offered at our school it may be available in Apex, and the student can take the course while still enrolled at El Capitan. Athletic Grade Reports students are required to have a GPA of 2.0 or above and cannot have two Fs, two Us, or an F and a U in order to be eligible to play any sport. Coaches often have students bring grade checks to each of their teachers to ensure eligibility, and many coaches offer an academic tutorial before practice. Project Towards No Drug Abuse The 9th grade physical PE curriculum units 141

143 education classes complete a unit called Project Towards No Drug Abuse (Project TND). This program was implemented as part of The Tobacco Use Prevention Education Grant (TUPE). Project TND is an effective, interactive, classroom based substance abuse prevention program that is based on more than two decades of successful research at the University of Southern California. Project TND focuses on three factors that predict tobacco, alcohol, and other drug use, violence related behaviors, and other problem behaviors among youth, including: Motivation factors (i.e., students' attitudes, beliefs, expectations, and desires regarding drug use) Skills (social, self control, and coping skills) Decision making (i.e., how to make decisions that lead to health promoting behaviors) Project TND targets high school youth, ages 14 to 19. The program has proved successful when implemented in regular as well as alternative (continuation) high schools, with students from diverse ethnic and socioeconomic backgrounds. The project includes 12 classroom based sessions, each of which is 40 to 50 minutes in length. Student grades in PE Discipline records FRC referrals At the completion of this program, students will be able to: Stop or reduce the use of cigarettes, alcohol, marijuana, and hard drugs (i.e., cocaine, hallucinogens, depressants, amphetamines, etc.). Stop or reduce weapon carrying. State accurate information about the consequences of drug use and abuse, including environmental, social, physiological, and emotional consequences. Demonstrate behavioral and cognitive coping skills. Make a personal commitment regarding drug use. Student Senate Student Senate consists of one permanent and one alternate representative elected or selected from the period that has the most students enrolled. It also consists of a representative from each major school organization funded by A.S.B. It serves to bring matters of student concern to the A.S.B. ASB meeting minutes Student Senate attendance Fishbowl minutes S3 Grant Action Plan 142

144 student government class and to act as a liaison between the classroom constituents and the Student Government class, thus giving students a voice. Student Fishbowl We had a student fishbowl with a cross section of students to determine areas of need for the school. Using the students responses we formed action teams that have been working to address areas. E: Areas of Strength E: Areas of Growth High level of community involvement, Better identification of at risk students and including community and business refinement of systematic approach to partnerships interventions Competitive athletic programs Better communication and connection with Large offering of extra curricular programs parents, especially non English speaking Personal, social, and emotional menu of parents interventions, including multiple supports Additional support for students beyond 9 th for 9 th grade transition grade Professional culture of trust and commitment 143

145 Focus on Learning Self Study CHAPTER V School Wide Action Plan FOCUS ON LEARNING PROCESS 144

146 Chapter V: School Wide Action Plan Follow Up Process for Ongoing Improvement To review, El Capitan High School participated in a full self study in March of We were granted a 6 year term with a 3 year revisit. The 3 year revisit occurred in February of From that visit, the WASC committee cited five recommendations, as follows: 1. The Self Study Coordinator and designated Administrators complete WASC training in preparation for the next self study; and 2. That the Self Study Coordinator and Administration utilize the last visiting team report to ensure that all areas identified for critical follow up and the Action Plan previously developed have been addressed and integrated with the school's SPSA and annual goals. 3. As the entire administration for El Capitan High School is new since the last visiting team, the review committee believes that the school is making steady progress in developing a new leadership team structure. Each year the administrative staff meets to review data and discuss critical areas of need for the school and develop goals to guide school wide activities. 4. The school is taking incremental steps in addressing student achievement through the continuation of Professional Learning Communities, the development of common assessments, the use of data to determine student need, and support programs such as foundation classes in Mathematics and English Language Arts. 5. The review committee believes that under the current leadership team, El Capitan High School will be diligent about annually reviewing the Action Plan and utilizing the information as part of its annual development of goals. In past school years, our School Site Council (SSC) was merged with our School Improvement Program (SIP) budgetary approval committee. The primary job of SSC/SIP was to hear expenditure requests and then approve or deny these expenditures. After 2007 when the state began to give SIP monies directly to the district for distribution at each school site, there was no longer a need for this site level SIP approval committee, yet it continued to meet. SSC/SIP had never been responsible for writing the Single Plan for Student Achievement (SPSA), and there had been no discussions in this council regarding WASC recommendations for follow up or any monitoring of progress towards meeting school goals. In 2011 the School Site Council was re structured so that its primary job was to gather data and information from each department and school program in order to write the SPSA. During the school year every department chair and site level coordinator presented their group s goals to the SSC. They were asked to share their goals and demonstrate how their goals supported El Capitan High School s mission, vision, and goals. They were also asked to submit action items to show how they would meet their goals and make requests for financial support if it was needed. Once the SSC collected all of this information, they began the work of crafting the SPSA. The plan for subsequent school years is to have the same process of presentations (reflections on goals and progress) by department chairs and coordinators in SSC, and then continue to work as a team to modify the SPSA each year. ngle Plan for Student Achievement As follows: 145

147 EL CAPITAN HIGH SCHOOL CDS Code July 1, 2012 through June 30, 2013 The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students to the level of performance goals established under the California Academic Performance Index. California Education Code sections 41507, 41572, and and the federal No Child Left Behind Act (NCLB) require each school to consolidate all school plans for programs funded through the School and Library Improvement Block Grant, the Pupil Retention Block Grant, the Consolidated Application, and NCLB Program Improvement into the Single Plan for Student Achievement. For additional information on school programs and how you may become involved locally, please contact the following person: Laura Whitaker, Principal El Capitan High School Grossmont Union High School District lwhitaker@guhsd.net The District Governing Board approved this revision of the School Plan on: 146

148 El Capitan High School Narrative Description The mission for El Capitan High School is to pursue EXCELLENCE through COMMUNITY El Capitan High School is part of the Grossmont Union High School District, which encompasses eleven comprehensive high school sites, one continuation high school, and a number of specialized high school programs, spanning 475 square miles in the east county of San Diego. El Capitan is located in the northeastern portion of the Grossmont Union High School District and serves approximately 1,700 students in grades nine through twelve. Our campus reflects the cultural and socioeconomic makeup of the Lakeside community. The predominant native language is English, but El Capitan has seen an increase in the number of English language learners in the last several years. El Capitan strives to prepare its students for post secondary opportunities, both educational and vocational. Counselors meet with each student individually to discuss their post secondary plan and guide students through their academic decisions. This may include completing one of the three Career Technical Education (CTE) pathways offered here at El Capitan High School which are Arts, Media, & Entertainment, Building Trades & Construction, and Agriculture & Natural Resources. The administration of the California Healthy Kids Survey (CHKS) indicated that the climate of El Capitan is not ideal for optimal student achievement; therefore, the school was awarded the Safe and Supportive Schools (S3) Grant to support efforts in the area of improving school climate. Much work has been done this year to receive input from all stakeholders and these groups have chosen to focus on pursuing EXCELLENCE for all (staff and students alike) through a strong sense of COMMUNITY, supporting one another to achieve excellence at the highest possible level. The El Capitan faculty and staff believe that collaboration among all segments of the community is essential. Over the course of the past several years, El Capitan has engaged in the development of professional learning communities. Time has been set aside on Monday mornings for collaboration among department members for the purpose of creating stronger, more cohesive curriculum, as well as the development of departmental policies. Additionally, the major decision making organizations on campus have representatives from all stakeholder groups and are therefore collaborative as well. School Site Council, Faculty Senate, Student Senate and Navigation Team meet on a monthly basis and represent teachers, students, classified staff, parents and administrators. Most recently, these groups have been working to shape the school s mission and goals so that all stakeholders will have a shared vision and purpose for El Capitan High School.. 147

149 El Capitan High School Needs Assessment In creating this Single Plan for Student Achievement, much data relevant to El Capitan High School was reviewed. The Needs Assessment portion of the plan focuses solely on data that is directly related to the school improvement goals outlined within this document and they are: 1. Promote Academic Excellence 2. Develop Positive School Climate 3. Stimulate Student Curiosity El Capitan High School Demographics (based upon 1,680 total students) Racial/Ethnic Category Percentage of Students Number of Students African American 1.72% 29 American Indian or Alaskan Native 3.57% 60 Asian 0.23% 4 Filipino 2.02% 34 Hispanic or Latino 20.41% 343 Pacific Islander 0.71% 12 White (non Hispanic) 70.83% 1,190 Multiple or No Response 1.30% 22 El Capitan API Data API Base Data 148 API Growth Data School wide Base API Score School wide Growth API Score Growth Target Actual Growth from previous year Hispanic or Latino Hispanic or Latino Base API Score Growth API Score Growth Target Actual Growth from previous year White (non White (non Hispanic) Hispanic) Base API Score Growth API Score Growth Target Actual Growth from previous year Students w/disabilities Base API Score Students w/disabilities Growth API Score Growth Target Actual Growth from previous year

150 Socioeconomically Disadvantaged Base API Score Socioeconomically Disadvantaged Growth API Score Growth Target Actual Growth from previous year EL CAPITAN CST SUMMARY Grade/Test Year Total Students Tested % Adv or Prof 1 Year Change % Below or Far Below Basic 1 Year Change % 5% 17% 9 th Grade English/ % 1% 17% 0% Language Arts % -6% 23% 6% % 5% 19% -4% % 3% 20% 10 th Grade English/ % -6% 26% 6% Language Arts % 10% 19% -7% % -10% 26% 7% % 8% 21% 11 th Grade English/ % 4% 28% 7% Language Arts % 0% 29% -1% % 2% 25% 4% % 0% 47% Algebra I % 9% 41% 6% % -8% 52% -11% % -4% 55% -4% % 8% 54% Geometry % 8% 40% 14% % 6% 35% 5% % -7% 44% -9% % 8% 54% Algebra II % 8% 40% 14% % -6% 54% -14% % 1% 52% 2% % -5% 22% High School Math % 10% 26% -4% % 15% 9% 17% % -17% 19% -10% % 3% 27% 10 th Grade % 5% 24% 3% World History % -13% 33% -9% % 2% 25% 8% % 22% 32% 11 th Grade % 2% 24% 6% U.S. History % -2% 23% 1% % 2% 18% 5% % -8% 25% Biology % 3% 20% 5% % 4% 23% -3% % 4% 18% 5% 149

151 % 21% 17% Chemistry % -14% 26% -9% % 6% 12% 14% % 0% 22% -10% % 1% 32% 10 th Grade % 2% 33% -1% Life Sciences % 3% 27% 6% % 7% 22% 5% % 19% 26% Physics % -5% 31% -5% % 13% 19% 12% % -12% 27% -12% EL CAPITAN CAHSEE PASS RATE DATA ENGLISH LANGUAGE ARTS 150 # Tested % Passed MATHEMATICS # Tested % Passed March 2007 School wide % % English Learner 29 28% 29 63% Special Education 54 43% 52 48% Socioeconomically Disadvantaged % % March 2008 School wide % % English Learner 27 44% 27 56% Special Education 55 56% 55 67% Socioeconomically Disadvantaged % % March 2009 School wide % % English Learner 36 44% 36 61% Special Education 53 45% 52 50% Socioeconomically Disadvantaged % % March 2010 School wide % % English Learner 34 35% 34 44% Special Education 60 44% 61 58% Socioeconomically Disadvantaged % % March 2011 School wide % % English Learner 32 63% 31 61% Special Education 47 32% 42 61% Socioeconomically Disadvantaged % % March 2012 School wide % % English Learner 24 58% 23 48% Special Education 50 46% 46 50% Socioeconomically Disadvantaged % %

152 El Capitan Graduation Rate Based on NCES Definition Class 12 th Grade Enrollment Number of Graduates Graduation Rate % % % % 151

153 El Capitan Advanced Placement Growth to 2012 Enrollment Exams Taken Exams Passed / / /- Art English Literature English Language Spanish Language Spanish Literature Calculus AB Statistics Environmental Science Biology Art History European History US History Economics Macro Economics Micro Psychology Human Geography German Language US Government Totals Change from 2011 to

154 California Healthy Kids Survey Data for Safe and Supportive Schools (S3) Grant El Capitan High School Domain: Supports and Engagement Subdomain: High Expectations and Caring Relationships Student Staff Parent Survey Question 9th 10th 11th 12th 9 th 10th 11th 12th Survey Question Survey Question At my school there is an adult who really cares about me. (Table A3.11) At my school there is an adult who tells me when I do a good job. (Table A3.11) At my school there is an adult who notices when I'm not there. (Table A3.11) At my school there is an adult who always wants me to do my best. (Table A3.11) At my school there is an adult who listens to me when I have something to say. (Table A3.11) At my school there is an adult who believes that I will be a success. (Table A3.11) 56% 57% 68% 67% 61% 68% 65% 79% 64% 72% 73% 67% 72% 70% 71% 79% 54% 60% 65% 60% 59% 60% 63% 77% 72% 71% 76% 72% 81% 79% 81% 84% Adults at this school really care about every student. (Table 3.1) Adults at this school acknowledge and pay attention to students. (Table 3.2) Adults at this school want all students to do their best. (Table 3.4) 59% 64% 71% 72% 68% 68% 73% 80% Adults at this school listen to what students have to say. (Table 3.3) 59% 65% 68% 67% 71% 70% 74% 80% Adults at this school believe that every student can be a success. (Table 3.5) 79% 75% 83% 82% 80% 80% 68% 67% 57% 61% 153

155 Domain: Supports and Engagement Subdomain: School Connectedness Student Staff Parent Survey Question 9th 10th 11th 12th 9 th 10th 11th 12th Survey Question Survey Question I feel close to people in this school. (Table A3.10) I am happy to be at this school. (Table A3.10) I feel like I am a part of this school. (Table A3.10) 63% 63% 59% 58% 61% 55% 59% 63% 60% 52% 55% 52% 62% 49% 53% 61% 48% 50% 48% 48% 51% 43% 49% 50% The teachers at this school treat students fairly. (Table A3.10) 48% 45% 53% 50% 56% 49% 55% 62% Adults at this school treat all students fairly. (Table 4.3) 65% 70% This school enforces school rules equally for my child and all students. (Table 2.13) 63% Domain: Violence, Victimization & Substance Use Subdomain: Physical and Emotional Violence Victimization Student Staff Parent Survey Question 9th 10th 11th 12th 9 th 10th 11th 12th Survey Question Survey Question I have been pushed, shoved, slapped, hit at school. (Table 36% 28% 24% 20% 33% 22% 21% 13% A6.2) I have been afraid of being beaten up at school. (Table 27% 24% 12% 13% 22% 19% 15% 10% A6.2) I have had mean rumors or lies spread about me at 26% 15% 12% 14% 38% 39% 38% 30% school. (Table A6.1) I have had sexual jokes, comments, or gestures made 55% 52% 45% 46% 48% 44% 47% 35% to me at school. (Table A6.1) I have been made fun of because of my looks/the way that I talk at school. (Table A6.1) 48% 39% 32% 34% 37% 40% 32% 25% 154

156 I have had my property stolen or deliberately damaged at school. (Table A6.3) 34% 37% 21% 26% 31% 27% 24% 15% Theft is a problem at this school. (Table 6.4) 47% 44% Domain: Violence, Victimization & Substance Use Subdomain: Substance Use at School Student Staff Parent Survey Question 9th 10th 11th 12th 9 th 10th 11th 12th Survey Question Survey Question I have smoked cigarettes within the last 30 days on school property. (Table A5.4) 9% 8% 5% 6% 5% 5% 3% 3% Student tobacco use is a problem at this school. (Table 6.8) 63% 60% I have had at least one drink of alcohol within the last 30 days on school property. (Table A4.12) 11% 10% 7% 7% 7% 7% 3% 3% Student alcohol and drug use is a problem at this school. (Table 6.7) 77% 64% At this school student alcohol and drug use is a problem. (Table 4.1) 63% I have smoked marijuana within the last 30 days on school property. (Table A4.12) 10% 11% 8% 8% 6% 7% 4% 4% I have used any other illegal drug within the last 30 days on school property. (Table A4.12) 12% 10% 8% 6% 6% 6% 6% 6% 155

157 El Capitan High School Discipline Summary, as of October 4, 2012 Total Referrals by Year by Grade Level School Year: Sep 09 Oct 09 Nov 09 Dec 09 Jan 10 Feb 10 Mar 10 Apr 10 May 10 Jun 10 Totals: 9th Grade th Grade th Grade th Grade Totals: School Year: Sep 10 Oct 10 Nov 10 Dec 10 Jan 11 Feb 11 Mar 11 Apr 11 May 11 Jun 11 Totals: 9th Grade th Grade th Grade th Grade Totals: School Year: Sep 11 Oct 11 Nov 11 Dec 11 Jan 12 Feb 12 Mar 12 Apr 12 May 12 Jun 12 Totals: 9th Grade th Grade th Grade th Grade Totals: School Year: Sep 12 Oct 12 Nov 12 Dec 12 Jan 13 Feb 13 Mar 13 Apr 13 May 13 Jun 13 Totals: 9th Grade th Grade th Grade th Grade Totals:

158 El Capitan High School Professional Development for February 16, Achieve 3000 (Reading Program) Date Attended from 05 Sept. 29, Jan. 12, March 22, Sept. 24, Sept. 25, Administrative PLC Date Attended from 05 October 4, November 2, May 15, BTSA (Beginning Teacher Support Assessment) Topic Discussion Date Attending from 05 January 11, Colloquium Date Attending from 05 May 23, nd Year Orientation September 28, Differentiating Instruction for the Teenage Brain Date Attended from 05 October 27, Common Core (English Language Arts) Curriculum Mapping Date Attended from 05 August 16-17, Sept. 26, Nov. 30, Digital Natives are Restless Date Attended from 05 July 31, Effective Team Building with Students Date Attended from Integrating Discovery Education: STREAMING! Date Attended from 05 October 6, Library Services Committee 1 Date Attended from 05 November 15, Making Common Assessments Meaningful Date Attending from 05 October 26, Management Council Date Attended from 05 August 25, August 23, Mobile Madness Date Attended from 05 August 2, On-Line Learning Committee Date Attending from 05 July 6 & 19, August 11, September 22, On-Line Learning Orientation Date Attending from 05 October 6, On-Line Learning Math Date Attending from 05 October 12, On-Line Learning English Date Attending from 05 October 17, On-Line Learning Science Date Attending from 05 October 18, On-Line Learning Social Science

159 Date Attending from 05 October 24, February 29, Outrageous Teaching Date Attending from 05 February 28, Process for EL/CST & Local Assessments Date Attending from 05 March 14, Professional Development for Teacher Librarians Date Attending from 05 January 20, RTI, Alt Ed & Camp LEAD/Sp Ed in Reg Classroom Date Attending from 05 November 30, Unleash Google Apps in Your Classroom Date Attending from 05 August 22, Visual and Performing Arts PLC Date Attending from 05 Sept. 28, Nov. 14, Working with Challenging People Date Attending from 05 October 25, March 1, Special Administrator PLC Workshop Date Attending from 05 January 27, STAR CMA Training Date Attending from 05 January 19, Summer Academic Reading Institute Date Attending from 05 July 19-22, Summer Admin PLC Date Attending from 05 June 28 & 29, Summer School/GOAL Date Attending from 05 April 20, Technology Trainings Date Attending from 05 August 9 & 20, Nov 16 & Dec 8, 1 158

160 School Improvement Goal 1: Promote Academic Excellence Target Objectives: 1. Increase student participation in AP/Honors courses (WASC Rec. #2, 4) 2. Increase student graduation rates, A G completion rates and CTE participation (WASC Rec. #2, 4) 3. Improve CAHSEE pass rate by 2% in ELA and math, and to meet or exceed our growth targets for CST scores (WASC Rec. #2, 4) 4. Provide opportunities for Professional Development to all staff (WASC Rec. #1, 2) 5. Utilize technology and other resources to support all academic needs (WASC Rec. #2, 5) Step 1a 1b 1c 1d Strategic Actions to Implement Goal Increase the number of AP tests taken to 450 Increase the number of unique students taking the AP tests to 200 Increase the number of AP tests passed with a 3 or better to 265 Increase the percentage of the graduating class having passed an AP test with a three or better to 20% Strategic Actions to Implement Goal Increase the number of AP tests taken to 480 Increase the number of unique students taking the AP tests to 215 Increase the number of AP tests passed with a 3 or better to 285 Increase the percentage of the graduating class having passed an AP test with a three or better to 22% Strategic Actions to Implement Goal Increase the number of AP tests taken to 500 Increase the number of unique students taking the AP tests to 225 Increase the number of AP tests passed with a 3 or better to 300 Increase the percentage of the graduating class having passed an AP test with a three or better to 24% Group Responsible GATE Coordinator, AP Teachers, Administration GATE Coordinator, AP Teachers, Administration GATE Coordinator, AP Teachers, Administration Gate Coordinator, AP Teachers, Administration 1e Increase AP and honors offerings Maintain classes offered Maintain classes offered GATE Coordinator, AP Teachers, Administration Funding Source Amount GATE GATE GATE GATE GATE Process for Evaluation Number of AP tests sold from year to year Number of students taking AP tests Improved AP pass rates Number of seniors taking AP exams Number of new honors/ap classes and/or sections offered each year 159

161 2a Increase student awareness of A G requirements and their progress to meet those requirements Monitor student awareness of A G requirements and their progress to meet those requirements Monitor student awareness of A G requirements and their progress to meet those requirements AVID Teachers, Guidance Staff AVID Students graduation rates; acceptance into college 2b Increase number of students taking three or more years of math and science classes Develop 4 year plans and encourage students to take more math and science Develop 4 year plans and encourage students to take more math and science Guidance Staff Site Funds Enrollment in math and science classes 2c Increase student enrollment in CTE program and promote CTE pathways at middle schools and in pathway prerequisite courses. The addition of the CTE Exploratory Wheel this school year has helped to attract students to our CTE pathways. Increase student enrollment in our CTE program Increase student enrollment in our CTE program CTE Coordinator CTE Funds, Site Funds Enrollment in CTE classes 2d Link core academic teachers with a CTE teacher for, at minimum, one unit of study. Currently, looking to connect our Agricultural Program courses with core academic (Math, English, Social Science, and Science) for the school year. Identify core academic teachers interested in working with CTE courses for implementation of the Linked Learning model of Career Technical Education Identify and expand core academic teachers interested in working with CTE courses for implementation of the Linked Learning model of Career Technical Education CTE Coordinator, Core Academic Teachers CTE Funds, Site Funds Enrollment in linked courses 3a Assist students with strategies to improve CST scores in all content areas Assist students with strategies to improve CST scores; begin implementation of Common Core curriculum and common assessment Implement Common Core curriculum and common assessments for new state exam Administration, Core Curriculum Departments Site Funds, SIP, EIA Increased CST scores 160

162 3b Prepare students for CAHSEE in English Language Arts and Math classes Prepare students for ELA and math portion of the CAHSEE; begin implementation of Common Core curriculum and common assessment for pilot test (new state exam) Prepare students for ELA and math portion of the CAHSEE; implement Common Core curriculum and common assessments for new state exam Administration, Math and English Departments CAHSEE Funds Increased CAHSEE pass rate 3c 3d 3e 3f Offer Integrated Algebra and math support classes Develop a system for identifying, supporting and monitoring students at risk of not graduating Develop a system for identifying, supporting and monitoring students at risk of not passing CASHEE Continue an incentive for students to do well on CST and CAHSEE Offer Integrated Algebra and math support classes Implement elements of student identification system and address the needs of at risk students Implement elements of identification system for students at risk of not passing CAHSEE Obtain funds for incentive drawing. Expand committee and survey students about what incentives they would like to see Offer Integrated Algebra and math support classes Implement and expand elements of student identification system and address the needs of at risk students Implement and expand elements of identification system for students at risk of not passing CAHSEE Obtain funds for incentive drawing. Expand committee and survey students about what incentives they would like to see Math Department and Special Education Guidance and Administration Guidance Staff, English and math Administration, ASB Site Funds Site Funds CAHSEE Funds ASB Increased CAHSEE pass rate Transcript reviews, IGP, PSP 4 year plans Diagnostic assessments and tutorials Increased CST and CAHSEE scores 3g Provide targeted tutorial opportunities to students to increase academic performance AVID, GATE, Special Ed Provide and expand targeted tutorial opportunities to students to increase academic performance AVID, GATE, Special Ed Provide and expand targeted tutorial opportunities to students to increase academic performance AVID, GATE, Special Ed AP teachers, AVID teachers, academic tutorials Site Funds, AVID, EIA D/F rates 161

163 3h 3i 4a 4b 5a 5b 5c Establish a system of intervention for identified students struggling with success Provide 1.5 hours of English instruction to EL students daily Provide professional development for core academic teachers, counselors, administrators and CTE teachers Create Common Core/ECAP curriculum through teacher collaboration Provide standards aligned textbooks in all core academic classes for all students Integrate EDGE Software into EL Program Increase student use of smart technology in science classes Implement elements of intervention and monitor correlation of attendance and behavior with academic achievement Provide 1.5 hours of English instruction to EL students daily Provide professional development for core academic teachers, counselors, administrators and CTE teachers Create and implement Common Core curriculum and common assessments through teacher collaboration Provide standards aligned textbooks in all core academic classes for all students Use EDGE Software in EL Program Support the use of "smart" technology in science classes Implement elements of intervention and monitor correlation of attendance and behavior with academic achievement Provide 1.5 hours of English instruction to EL students daily Provide professional development for core academic teachers, counselors, administrators and CTE teachers Review, revise, and refine Common Core curriculum and common assessments through teacher collaboration Provide standards aligned textbooks in all core academic classes for all students Use EDGE Software in EL Program Support the use of "smart" technology in science classes Guidance Department and Administration EL Coordinator, Administration Gate Coordinator, AVID Coordinator Administration English Department Department Chairs, Administration EL Coordinator, Tech Coordinator Science Department and Technology Coordinator Site Funds, AVID, EIA EL Funds AVID Funds, GATE, SIP District and ECAP Funds Lottery Funds Microsoft Voucher Funds, A/V Budget, SIP Funds, Grants Microsoft Voucher Funds, A/V Budget, SIP Funds, Grants System will include evaluating D/F rates, CAHSEE pass rate, attendance and discipline Master Schedule AP by the Sea, AVID Summer Institute Curriculum maps, release days Textbook inventory Software inventory, EL curriculum Technology inventory, science inventory 162

164 5d 5e Update computer labs and create an additional computer lab Support incoming 9th at risk students with an on line learning model Support and maintain computer labs on campus Adopt school wide reading program (like Achieve 3000) for skill development and assessment Support and maintain computer labs on campus Refine adopted school wide reading program Tech Coordinator, Administration, Dept Chairs Tech Coordinator, Administration, Dept Chairs Microsoft Voucher Funds, A/V Budget, SIP Funds, Grants Site Funds, EIA Technology Inventory Technology Inventory D/F rates 5f Staff support for management of supplemental materials for efficiency of classroom instruction Staff support for management of supplemental materials for efficiency of classroom instruction Staff support for management of supplemental materials for efficiency of classroom instruction Administration.75 FTE SIP Management of textbooks and other supplemental materials 163

165 School Improvement Goal 2: Develop Positive School Climate Target Objectives: 1. Increase school wide attendance and participation in curricular extracurricular events (WASC Rec. #2, 3) 2. Expand and promote Excellence through Community and Black and Gold culture (WASC Rec. #2, 3) 3. Promote collaboration and communication between staff, students and community (WASC Rec. #2, 3) Step 1a 1b 1c Strategic Actions to Implement Goal Develop SOS Mentors and Link Crew classes Provide support for and monitoring for SART/SARB students Encourage students and staff to attend El Capitan extracurricular events Strategic Actions to Implement Goal Develop SOS Mentor program and staff involvement. Improve the Link Crew Classes and increase student participation in Link Crew Provide support and monitoring of SART/SARB students Encourage students and staff to attend El Capitan extracurricular events Strategic Actions to Implement Goal Implement SOS Mentor program and monitor staff involvement. Improve the Link Crew Classes and increase student participation in Link Crew Provide support for and monitoring of SART/SARB students Encourage students and staff to attend El Capitan extracurricular events Group Responsible Link Crew Staff, S3 Coordinator Guidance, Administration S3 Team, ASB, Administration Funding Source Amount S3 Grant EIA S3 Grant Process for Evaluation Number of students in Link Crew classes Improved attendance Attendance at events 1d 2a Support extracurricular productions in all performing arts Encourage successful transition from middle school to 9th grade with events such as freshman BBQ Support extracurricular productions in all performing arts Promote successful transition from middle school to 9th grade with events such as freshman BBQ Support extracurricular productions in all performing arts Promote successful transition from middle school to 9th grade with events such as freshman BBQ Administration Arts & Music Grant Increased participation in performing arts programs Guidance SIP, EIA Enrollment data 164

166 2b Encourage students to participate in ASB related governance Send reminders to students prior to student senate meetings. Publicize opportunities for student governance on campus Send reminders to students prior to student senate meetings. Publicize opportunities for student governance on campus All departments Site Funds, ASB Participation in ASB 2c Provide opportunities in senior social science classes to register qualified (18 year old) students to vote The library will have current voter registration cards available for all eligible students. Deadlines for registration will be posted The library will have current voter registration cards available for all eligible students. Deadlines for registration will be posted Social Science, Librarian Site Funds Number of students registering to vote 2d Connect students to school through our Ag programs, National Convention FFA Proficiency Scoring, State FFA Leadership Final Connect students to school through our Ag program, National Convention FFA Proficiency Scoring, State FFA Leadership Final Connect students to school through our Ag program, National Convention FFA Proficiency Scoring, State FFA Leadership Final Agriculture Department Ag Incentive Grant Data on participation, and success in our Ag programs 2e Provide welcoming places on campus for students to come during lunch, where they can feel safe and productive Provide welcoming places on campus for students to come during lunch, where they can feel safe and productive Provide welcoming places on campus for students to come during lunch, where they can feel safe and productive Librarian, ASB, Administration, S3 Grant Coordinator S3 Grant, Site Funds, ASB Check survey data 2f Upgrade the student store to make it more consumer friendly so students will be aware of school merchandise Expand the store that was opened in Sept Get student feedback on ways to improve store Support the store that was opened in Sept Get student feedback on ways to improve store ASB ASB Student store sales amounts 165

167 2g Create an incentive program to keep the campus clean Work with administration and Friday Night Live on this project. Admin will pass out coupons created by ASB to students to use at the student store and cafeteria Work with administration and Friday Night Live on this project. Admin will pass out coupons created by ASB to students to use at the student store and cafeteria ASB ASB Cleaner campus 2h Promote and expand "Black and Gold" culture in our classrooms Promote and expand "Black and Gold" Promote and expand "Black and Gold" All Faculty and Staff S3 Grant Students sign up, wear wristbands, and earn and wear t shirts 2i Create a bulletin board in the front of the school with activities listed so students are informed of events Maintain bulletin board that was purchased during the school year Maintain bulletin board that was purchased during the school year ASB/Facilities manager SIP, ASB Bulletin board in the front of the school 2j Read bulletin in 4th period classes once a week Read bulletin in 4th period classes once a week Read bulletin in 4th period classes once a week ASB ASB Improved communication 2k Create a school wide team to create school behavior expectations Meet with the school wide team to create new, and improve, existing school wide behavior expectations Meet with the school wide team to create new, and improve, existing schoolwide behavior expectations Grant Coordinator and S3 action team S3 Grant CHKS 2l Improve customer service among Classified Staff Improve customer service among Classified Staff Improve customer service among Classified Staff Classified Staff Site Funds Better understanding of processes and monitor number of compliments and complaints 3a Provide Social Worker and support staff for Family Resource Center (FRC) Provide Social Worker and support staff for Family Resource Center (FRC) Provide Social Worker and support staff for Family Resource Center (FRC) FRC, Administration SIP, S3 Grant Staffing for FRC 166

168 3b 3c 3d 3e 3f 3g Offer Insight classes to address behavior issues Provide social and emotional support of students, parents and community members Provide life skills training and counseling to foster readiness for classroom learning Offer full complement of Ready to Learn components Provide Unity Days, Camp Lead, Peer Mediations and Peer Listening Provide Grant Coordinator for S3 Grant Offer Insight classes to address behavior issues Provide social and emotional support of students, parents and community members Provide life skills training and counseling to foster readiness for classroom learning Offer full complement of Ready to Learn components Provide and support Unity Days, Camp Lead, Peer Mediations and Peer Listening Provide Grant Coordinator for S3 Grant Offer Insight classes to address behavior issues Provide social and emotional support of students, parents and community members Provide life skills training and counseling to foster readiness for classroom learning Offer full complement of Ready to Learn components Provide and support Unity Days, Camp Lead, Peer Mediations and Peer Listening Provide Grant Coordinator for S3 Grant Guidance, FRC Staff, S3 Grant Coordinator FRC Staff, Social Worker, Office Assistant, Therapists and Interns FRC Staff, Social Worker, Office Assistant, Therapists and Interns Guidance, FRC Staff, S3 Grant Coordinator Guidance, FRC Staff, S3 Grant Coordinator S3 Grant, EIA MAA Funds, TUPE Grant, Safe Schools Funds EIA and Site Funds S3 Grant S3 Grant Pre and post data collection on student attendance, grades and discipline Pre and post data collection on student attendance, grades and discipline Pre and post data collection on student attendance, grades and discipline Pre and post data collection on student attendance, grades and discipline Pre and post data collection on student attendance, grades and discipline Administration S3 Grant Monitor and facilitate S3 Grant 167

169 3i Provide and support teacher collaboration during weekly PLC time and on release days to create common curriculum and assessments Provide and support teacher collaboration during weekly PLC time and on release days to create common curriculum and assessments Provide and support teacher collaboration during weekly PLC time and on release days to create common curriculum and assessments Departments and Administration Site Funds, District PLC Funds Common curriculum, department assessments 3j Increase Special Education teacher participation in subject area Professional Learning Communities Increase Special Education teacher participation in subject area Professional Learning Communities Increase Special Education teacher participation in subject area Professional Learning Communities Special Education and Gen Ed teachers Site Funds, District PLC Funds Collaboration meetings 3k Advise and/or assist general education teachers with accommodations and modifications Advise and/or assist general education teachers with accommodations and modifications Advise and/or assist general education teachers with accommodations and modifications Special Education and Gen Ed teachers Site Funds, District PLC Funds Implementation of accommodations and modifications 3l Create a system to collaborate and share lessons plans, common assessments, course sequences, and statistics on exam results Create a system to collaborate and share lessons plans, common assessments, course sequences, and statistics on exam results Implement system to share lesson plans, common assessments, course sequences, and statistics on exam results Departments, Administration Site Funds, District PLC Funds Implementation of system 3m Create a system for teachers to observe each other in order to better provide support and feedback Create a system for teachers to observe each other in order to better provide support and feedback Implement system for teachers to observe each other in order to provide better support and feedback Departments, Administration PLC Funds, Professional Development Days System for teacher observation 3n Increase ELAC attendance, develop ELAC representative for SSC and DELAC Increase ELAC attendance, develop ELAC representative for SSC and DELAC Increase ELAC attendance, develop ELAC representative for SSC and DELAC EL Coordinator EIA ELAC participation 3o Provide support for EL Coordinator Provide support for EL Coordinator Provide support for EL Coordinator Administration EIA Monitor and facilitate English language learner programs 168

170 3p 3r 3s Develop Parent Education Program to support student achievement and provide Community Liaison Create cell phone survey to find out what students are interested in Update website weekly with current information including pictures and school events Develop and implement Parent Education Program to support student achievement and provide Community Liaison Look into programs that would allow ASB to create phone surveys. Advertise and begin using this technology Develop website as an up to date communication tool 3t Develop a social media plan Use ASB facebook and twitter to get information out on campus Implement and monitor Parent Education Program to support student achievement and provide Community Liaison Expand advertisement and use of this technology Develop website as an up todate communication tool Use ASB facebook and twitter to get information out on campus Guidance Staff, EL Coordinator, Community Liaison EIA, SIP.5 FTE Tracking on parent involvement programs ASB ASB Survey results Tech Coordinator, Administration Tech Coordinator, Administration Site Funds Site Funds, ASB Improved communication Evolution of social media tools 169

171 School Improvement Goal 3: Stimulate Student Curiosity Target Objectives: 1. Increase visual and intellectual inquiry to develop curiosity (WASC Rec. #2, 5) 2. Increase technology for all students (WASC Rec. #2, 5) 3. Increase community collaboration (WASC Rec. #2, 3) Step 1a 1b Strategic Actions to Implement Goal Provide Insight classes and support groups Increase performing arts class offerings Strategic Actions to Implement Goal Provide Insight classes and support groups Support performing arts classes Strategic Actions to Implement Goal Provide Insight classes and support groups Support performing arts classes Group Responsible FRC Staff: Social Worker, Office Manager, Therapists, Interns Funding Source/Amount S3 Grant, Site Funds Process for Evaluation Pre & post data collection on student attendance, grades and discipline Administration Site Funds Increase enrollment, larger performing arts department. 1c Alternate our book display in the library to increase student interest Money from fund raising and the Library Block Grant will be used to keep our reading materials updated by purchasing books from Barnes & Noble and other vendors. Students will continue to be able to request titles and authors Students will be able to click a link on the library website to submit book requests. Fund raising and grants will continue to afford the librarian to keep series books and new literature refreshed and up to date. Our most popular books will also be replaced when they are too worn for circulation Librarian Library Block Grant and fund raising Pictures to show new book displays throughout the year 170

172 1d Design curriculum to promote critical reading and writing skills Create and implement Common Core curriculum and critical reading and writing strategies Create and implement Common Core curriculum and critical reading and writing strategies English and Social Science District (Instructional and Staff Development) and ECAP program Monitor results from assessments and evaluate/implement strategies in an effort to improve student outcomes 2a Purchase laptops and cart with wireless router and headphones Support use of laptops and cart with wireless router and headphones Support use of laptops and cart with wireless router and headphones EL Coordinator Tech Specialist EIA, SIP Students use Hampton Brown Edge Software to learn 21st century tech skills 2b Use LabQuest technology to do inquiry labs in science Support the use of LabQuest technology to do inquiry labs in science Support the use of LabQuest technology to do inquiry labs in science Science Dept SIP Keep data on number of students completing labs using LabQuest 3a 3b Catalogue the variety of classes available including community college offerings Post and promote scholarships with college picture boards and banner display Update course planner annually Post and promote scholarships with college picture boards and banner display Update course planner annually Post and promote scholarships with college picture boards and banner display Guidance Teams Site Funds Students accessing programs Guidance Teams SIP, Site Funds Number of students enrolled and amount of scholarships received 3c Identify quality business internship programs for students Identify and develop quality business internship programs for students Identify and develop quality business internship programs for students CTE coordinator Site Funds, CTE Funds Creation of approved business internships/partnerships for El Capitan High School CTE pathways 171

173 El Capitan High School Categorical Funding The following state and federal categorical funds were allocated to El Capitan High School. Approximate amounts are listed below for the upcoming year. Agricultural Education Grant Funds (Program 802) $ 23,959 Purpose: Funding for Agricultural programs on campus such as Animal Science, Agricultural Biology, California Agriculture, Plant & Soil Maintenance, and Farm Shop, as well as extracurricular Agricultural related activities. AVID (Program 092) $ 7,522 Purpose: To purchase supplies and additional books necessary for AVID classes. CAHSEE Funds (Program 756) $ 13,420 Purpose: Funding for intervention with students who are at risk of not passing and/or upperclassmen that have not yet passed the High School Exit Exam. EIA Compensatory Education Funds (Program 833) $ 3,996 Purpose: To assist site programs involving students who are at or below poverty level; includes costs relevant to site program management (including benefits and health & welfare), program supplies, equipment, training, etc. EIA LEP Funds (Program 832) $ 13,008 Purpose: To assist site programs involving students who speak English as a second language; includes costs relevant to site program management (including benefits and health & welfare), program supplies, equipment, training, etc. GATE (Program 805) $ 2,395 Purpose: To fund honors program for augmented curriculum and instruction. Library Materials Grant $ 1,693 Purpose: To encourage improvement through a continuing process aimed at improving instruction, school environment and organization at the school site. Lottery (Program 502) $ 32,995 Purpose: To be used to provide ongoing improvements in instructional program. This fund has been allocated to purchase standards aligned textbooks. 172

174 MAA Funds (Program 308) $ 8,559 Purpose: The Medical Administrative Activities program provides help with health and wellness services and Medicare to students and community. Professional Development $ 7,000 Purpose: For teachers to work in teams (not solo) to create common curriculum or assessments after the regular contract day or to cover for subs. Safe School Funds (Program 628) $ 6,500 Purpose: To institute those programs and changes to ensure a safe campus. Plan to be developed and overseen by the Safe School Plan Committee. Safe and Supportive Schools Grant (Program 333) $150,000 Purpose: To create and support safe and drug free learning environments and to increase academic success for students in these high risk schools. School Improvement Program (Program 812) $ 13,100 Purpose: To provide supplemental educational improvements such as instructional materials and supplies, textbooks, staff development, computers, education technology, enrichment activities and tutoring. TUPE Funds (Program 809) $ 2,800 Purpose: The Tobacco Use Prevention Education program provides help with tobacco education to students and community. TOTAL AMOUNT of state and federal categorical funds allocated to El Capitan: $ 286,

175 DATE August 29, 30, 31, 2012 (staff development dates) El Capitan High School Staff Development and Release Days PURPOSE Topics to include: Data Analysis, Policies & Procedures Training, Professional Learning Communities, Standards Review, School Climate, and Positive Behavior Support System COLLABORATION DATES FOR : Topics to include: PLC Curriculum, Departmental Policies Development, WASC Preparation, and School Climate September 10, 2012 September 17, 2012 September 24, 2012 October 1, 2012 October 8, 2012 October 15, 2012 October 22, 2012 October 29, 2012 November 5, 2012 November 12, 2012 November 26, 2012 December 3, 2012 December 10, 2012 December 17, 2012 January 7, 2013 January 14, 2013 January 28, 2013 February 4, 2013 February 25, 2013 March 4, 2013 March 11, 2013 March 18, 2013 April 9, 2013 April 1, 2013 April 8, 2013 April 15, 2013 April 22, 2013 April 29, 2013 May 13, 2013 May 20, 2013 June 3, 2013 June 10, 2013 June 17, 2013 Seven period day schedule Instructional Minutes for : 135 Regular Days 54,000 minutes 5 Minimum Days 1,405 minutes 34 Collaboration Days 10,982 minutes 6 Finals Days 1,728 minutes Total 68,115 minutes California requires a minimum of 64,800 minutes. We have 3,315 extra minutes. 174

176 El Capitan High School School Site Council At El Capitan High School, the School Site Council is the representative body responsible for ratification of the school plan and related expenditures. The current make up of the council is as follows: NAMES OF MEMBERS PRINCIPAL CLASSROOM TEACHER OTHER SCHOOL STAFF PARENT OR COMMUNITY MEMBER SECONDARY STUDENT Kathy Dizney, Chairman Classified NON VOTING MEMBER Laura Whitaker Principal CERTIFICATED STAFF Lindsey Blackman Special Education Jesse Huttenbrauck English/EL Lisa Grimes Library Hilary Nau Science Jivan Rhodehamel English Eloise Tronto Special Education Jay Tweet Social Science CLASSIFIED STAFF Katie Belcher Classified Debbie Smith Classified PARENTS Robin Acampora Parent Cindy Cagle Parent Lynette Hulsey Parent Stephanie Zamora Parent Tanya Curo Parent STUDENTS Vacant Student Reoh Darwell Student Sarah Gregor Student Kiley Wingler Student Darbi Davidson Student 175

177 El Capitan High School School Site Council Recommendation The School Site Council recommends this school plan and its related expenditures to the district governing board for approval, and assures the board of the following: 1. The School Site Council is correctly constituted, and was formed in accordance with district board policy and state law. 2. The School Site Council reviewed its responsibilities under state law and district board policy before developing or amending the school plan. 3. The School Site Council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply): X X X ECHS Faculty Senate ECHS PTSA ELAC 4. This school plan is based upon a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated student performance targets. 5. This school plan was adopted by the School Site Council on: May 24, 2012 Attested: Laura Whitaker Principal Signature Date Kathy Dizney SSC Chairperson Signature Date 176

178 Appendix Focus on Learning Self Study

179

180

181

182

183

184

185

186 California Healthy Kids Survey Data for Safe and Supportive Schools (S3) Grant El Capitan High School Domain: Supports and Engagement Subdomain: High Expectations and Caring Relationships Student Staff Parent Survey Question 9th 10th 11th 12th 9th 10th 11th 12th Survey Question Survey Question At my school there is an adult who really cares about me. (Table A3.11) 56% 57% 68% 67% 61% 68% 65% 79% Adults at this school really care about every student. (Table 3.1) 79% 75% At my school there is an adult who tells me when I do a good job. (Table A3.11) 64% 72% 73% 67% 72% 70% 71% 79% At my school there is an adult who notices when I'm not there. (Table A3.11) 54% 60% 65% 60% 59% 60% 63% 77% Adults at this school acknowledge and pay attention to students. (Table 3.2) 83% 82% At my school there is an adult who always wants me to do my best. (Table A3.11) 72% 71% 76% 72% 81% 79% 81% 84% Adults at this school want all students to do their best. (Table 3.4) 80% 80%

187 At my school there is an adult who listens to me when I have something to say. (Table A3.11) 59% 64% 71% 72% 68% 68% 73% 80% Adults at this school listen to what students have to say. (Table 3.3) 68% 67% At my school there is an adult who believes that I will be a success. (Table A3.11) 59% 65% 68% 67% 71% 70% 74% 80% Adults at this school believe that every student can be a success. (Table 3.5) 57% 61%

188 Domain: Supports and Engagement Subdomain: School Connectedness Student Staff Parent Survey Question 9th 10th 11th 12th 9th 10th 11th 12th Survey Question I feel close to people in this school. (Table A3.10) I am happy to be at this school. (Table A3.10) I feel like I am a part of this school. (Table A3.10) The teachers at this school treat students fairly. (Table A3.10) 63% 63% 59% 58% 61% 55% 59% 63% 60% 52% 55% 52% 62% 49% 53% 61% 48% 50% 48% 48% 51% 43% 49% 50% 48% 45% 53% 50% 56% 49% 55% 62% Adults at this school treat all students fairly. (Table 4.3) % 70% Survey Question This school enforces school rules equally for my child and all students. (Table 2.13) %

189 Domain: Violence, Victimization & Substance Use Subdomain: Physical and Emotional Violence Victimization Student Staff Parent Survey Question 9th 10th 11th 12th 9th 10th 11th 12th Survey Question I have been pushed, shoved, slapped, hit at school. (Table A6.2) I have been afraid of being beaten up at school. (Table A6.2) I have had mean rumors or lies spread about me at school. (Table A6.1) I have had sexual jokes, comments, or gestures made to me at school. (Table A6.1) 36% 28% 24% 20% 33% 22% 21% 13% 27% 24% 12% 13% 22% 19% 15% 10% 26% 15% 12% 14% 38% 39% 38% 30% 55% 52% 45% 46% 48% 44% 47% 35% Survey Question

190 I have been made fun of because of my looks/the way that I talk at school. (Table A6.1) I have had my property stolen or deliberately damaged at school. (Table A6.3) 48% 39% 32% 34% 37% 40% 32% 25% 34% 37% 21% 26% 31% 27% 24% 15% Theft is a problem at this school. (Table 6.4) 47% 44%

191 Domain: Violence, Victimization & Substance Use Subdomain: Substance Use at School Student Staff Parent Survey Question 9th 10th 11th 12th 9th 10th 11th 12th Survey Question I have smoked cigarettes within the last 30 days on school property. (Table A5.4) I have had at least one drink of alcohol within the last 30 days on school property. (Table A4.12) I have smoked marijuana within the last 30 days on school property. (Table A4.12) I have used any other illegal drug within the last 30 days on school property. (Table A4.12) 9% 8% 5% 6% 5% 5% 3% 3% 11% 10% 7% 7% 7% 7% 3% 3% 10% 11% 8% 8% 6% 7% 4% 4% 12% 10% 8% 6% 6% 6% 6% 6% Student tobacco use is a problem at this school. (Table 6.8) Student alcohol and drug use is a problem at this school. (Table 6.7) % 60% 77% 64% Survey Question At this school student alcohol and drug use is a problem. (Table 4.1) %

192 El capitan High School SEMESTER 1 MASTER SCHEDULE ALPHA LISTING Teacher Period 1 7:10-8:02 Anders, Abby DB41 Period 2 8:08-9:00 Period 3 9:06-9:58 Period 4 10:04-10:56 Period 5 11:32-12:24 Int/Geo Tech 1C S Period 6 12:30-1:22 AP Human Geograph y 1 S047 Period 7 1:28-2:20 AP Human Geograph y 1 S047 Anderson, John R766 Auto Tech 3 K013 Auto Tech 1 K008 Auto Tech 1 K008 Auto Tech 1 K008 Prep Andrews, Gene Q th Grade PE P th Grade PE P109 Prep Weight Training P475 E2020 Various E2020 Various Barnett, Michelle Q896 Gym Prep Gym English 3C E024 English 1H E016 Gym Lab 516 English 3C E024 Lab 516 English 3C E024 English 3C E024 Blackman, Lindsey FX70 Boswell, Bonnie R484 Pl&S Geo 1C-1 M420 MH/SH Spc Std/Englis h E Pl&S Geo 1C-1 M MH/SH Spc Std/Math M Pl&S Geo 1C-1 M MH/SH Spc Std/Soc Sci S Pl&S Geo 1C-1 M420 Prep Prep MH/SH Social Skills Y AP Stats M MH/SH Communit y Ed 1 Y Calbow, Eric DF50 Prep Team Teach Int Alg (Palmer) SAI Alg 1C-1 M SAI Alg 1C-1 M Alg Support Y SAI Int Math 1C/Int Alg M

193 Teacher Period 1 7:10-8:02 *Cooke, Andie DU81 *Cota, Joe C. S710.6 CTE Coulsby, Jan F343 Cox, Jesse DY74 AP Span Lang 1, Span Lit 1 G291, Pathway Gen Const T AP Art History 1 B Period 2 8:08-9:00 AP Span Lang 1 G Pathway Gen Const T AP Euro History S Communit y Ed 1 Y285 Period 3 9:06-9:58 Spanish 5H G Constructi on Tech 1 K AP Euro History S Communit y Ed 1 Y285 Period 4 10:04-10:56 Spanish 5H G284 Prep 1705 AP Euro History S Communit y Ed 1 Y285 Period 5 11:32-12:24 Spanish 5H G Career Path Ex12/CTE Wheel Y World Hist/Geo 1C S Communit y Ed 1 Y285 Period 6 12:30-1:22 Pathway Cab Making T130 Prep 1371 Communit y Ed 1 Y285 Period 7 1:28-2:20 Prep *Craig, Danny T990 Prep 10 AP Psych 1 S AP Psych 1 S AP Psych 1 S860 WASC Release 10 Dept Chair Release 10 Cranmore, Patti DC81 Crooks, Susan S785 English 5C E English 5C E World Hist/Geo 1C S243 Prep Prep English 5C E World Hist/Geo 1C S243 English 1C E AP US Govt S English Foundatio ns 1C E World Hist/Geo 1C S243 World Hist/Geo 1C S243 Davis, Ben DV77 Std Skills/ Succeed In High School Y Std Skills/ Succeed In High School Y Prep 923 SAI US Govt/Econ S Team Teach Econ 1C (Schuldies ) Beginning Video Production 1 Y

194 Teacher Period 1 7:10-8:02 Dennison, Bob T607 Physics 1C R341 Period 2 8:08-9:00 Physics 1C R341 Period 3 9:06-9:58 Earth Science 1C R110 Period 4 10:04-10:56 Earth Science 1C R110 Period 5 11:32-12:24 Physics 1C R341 Period 6 12:30-1:22 Prep Period 7 1:28-2:20 Dobbins, Christine DN81 Dorroh, Kim EE Spc Std/Englis h E PLUS Program 1706 Spc Std/Math M PLUS Program 1706 Spc Std/Soc Sci S PLUS Program PE P PLUS Program Social Skills Y PLUS Program Prep Dreis, Denise DG40 English 1C E014 English 1C E014 R3 R3 Short Story 1C E481 R3 Publicatio ns 1, 3 E100, 102 R3 Short Story 1C E481 Prep R3 Dyer, Don X558 V-12 CT E Ehrenfeld, Susan Y482 Fillius, Kelly FF Agri Bus T Agri Bus T Animal Science 1 T AP English Language 1 E Animal Science 1 T AP English Language 1 E English 3C E Career Path Ex12/CTE Wheel T English 7C E042 AVID Y Prep English 7C E042 English 3H E Prep English 3H E

195 Teacher Period 1 7:10-8:02 Frazier, Tamara EQ19 Furrow, Ross B425 AP US History 1 S086 Period 2 8:08-9:00 Beg Guitar CL 1, Beg Guitar CL 2 L240, AP US History 1 S086 Period 3 9:06-9:58 Choir 1 L Period 4 10:04-10:56 Beg Guitar CL 1, Beg Guitar CL 2 L240, Period 5 11:32-12:24 Perc En/Beg Orch 1, Color Grd 1 L110, Period 6 12:30-1:22 Prep Period 7 1:28-2:20 Stage Band/Sym Band 1 L *Galea- Martinez, Sandy D829 Gampel- Qualin, Lindsay DV09 *Garcia, Deana DS56 AVID Y World Hist/Geo 1C S243 AVID Y485 English 5C E World Hist/Geo 1C S243 Prep English 5C E World Hist/Geo 1C S243 Int Forensic Science 1 R Theater 1 L Student Governme nt Biology 1C R191 Prep ASB Release 1701 Biology 1C R Theater 1, 2, 3 L290, 291, Prep Ad Theater/Pr od Wkshp L Grabiel, Stephanie DY46 *Graham, Kevin Y Study Skills/Alg Support Y SAI Cons Math, Study Skills M132, Y Dept Chair Release Prep Physics 1C R St Skills/Alg Support, Math 1 Y455, M Physics 1C R341 Team Teach Int/Geo Tech 1C (Anders) 922 Physics 1H R351 Peer Tutor Y341 Physics 1H R Prep Grimes, Lisa DX80 Librarian 1703 Librarian 1703 Librarian 1703 Librarian 1703 Librarian Library Library Library Library Library

196 Teacher Period 1 7:10-8:02 *Grossini- Concha, Gina DC83.6 CTE Haughey, Miriam DS35 Pathway Photo 1 T260 Art 1 B Period 2 8:08-9:00 Pathway Photo 3 B220 Art 1 B Period 3 9:06-9:58 Photo 1, Adv Photo 1H, Photo 3 B210, 212, Art 1 B010 Period 4 10:04-10:56 Screen Printing 1 T Period 5 11:32-12:24 Career Path Ex12/CTE Wheel Y Prep Art 1 B010 Period 6 12:30-1:22 Prep Adv Art 3, 5 B020, 030 Period 7 1:28-2:20 Hermsmei r, Ashley DT89 English 7C E English 7C E English 7C E English 7C E042 Prep Heth, Hillary EE Prep PLUS Program 703 PLUS Program PLUS Program PLUS Program PLUS Program Holly, Kent P163 US Hist/Geo 1C S073 US Hist/Geo 1C S073 R2 US Hist/Geo 1C S073 Prep R2 R2 US Hist/Geo 1C S073 R2 US Hist/Geo 1C S073 R2 *Hostetler, Beth R873 Huttenbrauck, Jesse ED56 *Jacobs- Mckee, Judy E SAI Us Hist/Geo 1R S Aerobic Dance P350 Gym ESL Beg 1 E660 Flex th Grade PE P109 Gym ELD Beg 1 E Std Skills/ Succeed In High School Y Prep Prep Prep th Grade PE P109 Gym ESL Adv 1 E Am Govt 1C S th Grade PE P109 Gym ELD Adv 1 E Am Govt 1C S Weight Training P475 English 3C E024 Gym 605

197 Teacher Period 1 7:10-8:02 Lieberknecht, Scott K013 *Logan, Kelly DB97 Ludwig, Tyler EK35 College Prep Statistics 1 M PE P141 Period 2 8:08-9:00 College Prep Statistics 1 M565 Prep Prep 1003 Period 3 9:06-9:58 Prep AP English Lit 1 E th Grade PE P109 Period 4 10:04-10:56 Integrated Math 1C/Int Alg M AP English Lit 1 E th Grade PE P109 Period 5 11:32-12:24 Pre-Calc 1H M Journalism 1,3, Print Media 1C E090, 092, PE P141 Period 6 12:30-1:22 Pre-Calc 1H M AP English Lit 1 E PE P141 Period 7 1:28-2:20 Dept Chair Release Meade, Jesse GC62 Gym Ag Bio 1 A250 Ag Bio 1 A250 Gym Farm Shop 1 A100 Gym Gym Gym Miller, Elisa V Prep Spanish 1C G271 Spanish 1C G271 Spanish 1C G271 Spanish 1C G271 Spanish 1C G271 Miller, Jane DX75 Morrison, Tanya DV07 Peer Tutor Y341 Int/Geo Tech 1C S Team Teach World Hist/Geo 1C (Garcia) 1152 Int/Geo Tech 1C S880 AVID Y485 Prep Peer Tutor Y AP US History 1 S086 Flex Int/Geo Tech 1C S Prep Int/Geo Tech 1C S Muniozguren, Miguel A Spanish 3C G Spanish 3C G273 Spanish 3C G273 Prep Spanish 1C G Spanish 1C

198 Teacher Period 1 7:10-8:02 Nau, Hilary DD21 Nolan, Jane C386 SAI English 5,7 E005, 007 Period 2 8:08-9:00 V-Crew/ Teen Mentor 1 Y SAI English 5,7 E005, 007 Period 3 9:06-9:58 Prep Prep Period 4 10:04-10:56 AVID Y Period 5 11:32-12:24 Biology 1H R Period 6 12:30-1:22 Biology 1H R Period 7 1:28-2:20 Biology 1H R Nowlin, Chris P Phoenix Phoenix Phoenix Phoenix Phoenix Phoenix O Meara, Chans DJ59 Oslie, Linda M216 Palmer, Amy V862 Palmer, Bryan V677 SAIEnglis h 1, 3 E001, 003 R12 Integrated Math 1C/Int Alg M R9 Int/Geo Tech 1C S Reading 1 E111 R12 Integrated Math 1C/Int Alg M Alg 1C-1 M400 R9 Int/Geo Tech 1C S Reading 1 E111 Prep R12 Alg IC-1 M400 R9 US Hist/Geo 1C S Std Skills/ Succeed In High School Y495 R12 Pl & S Geo 1H-1 M430 Prep R Prep Alg 2C-1 M440 R9 Int/Geo Tech 1C S Prep Reading 1 E111 Pl & S Geo 1H-1 M430 R12 Pl & S Geo 1H-1 M Alg 2C-1 M440 R9 Int/Geo Tech 1C S Alg 1C-1 M400 *Perez, April DT41.8 CTE Prep Plant & Soil Science 1 T Plant & Soil Science 1 T Large Animal Vet Science 1 T Floral Art Design 1 T Ag Release

199 Teacher Period 1 7:10-8:02 Rhodehamel, Jivan DF17 Ritts- Williams, Barbara L928 English 3C E Period 2 8:08-9:00 English 3C E024 Prep 602 Period 3 9:06-9:58 E2020 Various Lab 516 SAI English 5, 7 E005, Period 4 10:04-10:56 English 3H E English Found 1 E Period 5 11:32-12:24 English 3H E English Found 1 E Period 6 12:30-1:22 Prep Team Teach English 1C (Cranmore ) Period 7 1:28-2:20 *Robbins, Joanna DF16 Rosenberger, Dena T317 Russell, Mary U462 Advanced Dance L338, P Chemistry 1H R Weight Training P475 Advanced Dance/Jr Company L338, P Chemistry 1H R PE P141 Beginning Dance L334, P330 Prep PE P141 Beginning Dance L334, P Chemistry 1C R281 Prep Intermedia te Dance L336, P Chemistry 1C R th Grade PE P109 Prep Chemistry 1C R th Grade PE P109 Salazar, Heydy FG90 Spanish 1C G271 Spanish 1C G271 Gym Prep Gym Spanish 3C G273 Gym Spanish 3C G273 Gym Spanish 3C G273 Gym Schuldies, Bob DA Econ 1C S Econ 1C S220 Prep 841 Econ 1C S Am Govt 1C S Am Govt 1C S

200 Teacher Period 1 7:10-8:02 Shea, Erin DA47 Alg 2C-1 M440 Period 2 8:08-9:00 Alg 2C-1 M440 Period 3 9:06-9:58 Period 4 10:04-10:56 Prep Alg 1C-1 M400 Period 5 11:32-12:24 Alg 1C-1 M400 Period 6 12:30-1:22 Alg 1C-1 M400 Period 7 1:28-2:20 Snider, Robert DF English 1C E014 English 1C E English 1C E014 Prep English 5C E034 English 5C E034 Stanley, Melanie FM13 CTE Stirling, Robert DY86 *Thalman, Kay R775 V-Crew/ Teen Mentor 1 Y Calif Ag 1 T870 Prep Dept Chair Release Calif Ag 1 T S3 Release Alg 2C-1 M Prep Calif Ag 1 T870 E2020 Various Lab 516 Alg 2C-1 M E2020 Various 834 Calif Ag 1 T S3 Release Lab 516 Prep Alg 1H-1 M Calif Ag 1 T Alg 1H-1 M410 Trochta, Sherry W787 Prep 1002 AP Calc AB 1H-1 M Pl&S Geo 1C-1 M420 Pl&S Geo 1C-1 M Pl&S Geo 1C-1 M Pl&S Geo 1C-1 M420 *Tronto, Eloise Q624 Tweet, Jay DU93 Flex AP Macro Economic s S215 SAI Biology 1R R AP Macro Economic s S Peer Tutor Y AP Macro Economic s S215 Prep Prep Peer Tutor Y US Hist/Geo 1C S Std Skills/ Succeed In High School Y US Hist/Geo 1C S Unden, Joe P Alg 1C-1 M Alg 1C-1 M Alg 1C-1 M400 Alg 2H-1 M Prep Alg 2H-1 M

201 Teacher Period 1 7:10-8:02 Van Nostrand, Mic W824 *Vandervort, Susan R730 Biology 1C R Period 2 8:08-9:00 Biology 1C R English 1H E016 Period 3 9:06-9:58 Biology 1C R English 1H E016 Period 4 10:04-10:56 Biology 1C R English 1C E014 Period 5 11:32-12:24 Period 6 12:30-1:22 Prep AP Bio 1 R231 Prep English 1C E Period 7 1:28-2:20 English 1H E016 *Vickery, Steve B838 Webb, Chris Y480 Consumer Math 1 M Consumer Math 1 M Mandarin Chinese 1C G Consumer Math 1 M Mandarin Chinese 1C G Alg 1C-1, 2 (Online) M400, Design 3D 1, 3, 5 B100, 110, AD Release Prep Prep Art 1 B Art 1 B *Denotes Department Chair/Athletic Director/ASB Advisor Revised 9/17/12

202

203

204

205

206

207

208

209

210

211

212

213

214

215

216

217

218

219

220

221

222

223

224

225

226

227

228

229

230

231

232

233

234

235

236

237

238

239

240

241

242

243

244

245

246

247

248

249

250

251

252

253

254

255

256

257

258

259

260

261

262

263

264

265

266

267

268

269

270

271

272

273

274

275

276

277

278

279

280

281

282

283

284

285

286

287

288

289

290

291

292

293

294

295

296

297

298

299

300

301

302

303

304

305

306

307

308

309

310

311

312

313

314

315

316

317

318

319

320

321

322

323

324

325

326

327

328

329

330

331

332

333

334

335

336

337

338

339

340

341

342

343

344

345

346

347

348

349

350

351

352

353

354

355

356

357

358

359

360

361

362