Sacramento Charter High School Third-year Progress Report Western Association of Schools and Colleges (WASC) and CDE Accreditation Self-Study Paul Schwinn, Principal Jim Scheible, Superintendent, St. HOPE Public Schools Prepared May 2014
2 Table of Contents School/Community Profile... 3 Significant School Changes and Developments... 12 Schoolwide Action Plan and Follow-up and Progress Report Development Process... 14 Progress on the Critical Areas for Follow-up with the Action Plan... 30 Appendix Latest updated schoolwide action plan (2013-14 Single Plan for Student Achievement)... 33 Sacramento Charter High School WASC Three-year Progress Report 2014-15
3 Include the following: School/Community Profile A brief general description of the school, the schoolwide student goals, the student demographics, and the faculty/staff demographics A summary of the disaggregated and interpreted student achievement data since the last full self-study, and how it may have impacted the entire school and designated subgroups of students The status of the school with respect to governing authority expectations, e.g., program improvement school, year three; Academic Performance Index (API); audit and resulting corrective action plan integrated into the single school plan. The School Community Sacramento Charter High School (SCHS/Sac High) is a college-prep independent charter school serving approximately 925 students in grades 9-12. The Sacramento City Unified School District (SCUSD) approved the school s charter in 2003 and the charter was renewed for a five year term in 2012. Sac High is the only independent charter high school in the district. Sac High is managed by St. HOPE Public Schools which also operates St. HOPE Public Schools 7 (PS7), a k-8 th grade elementary school, Oak Park Preparatory Academy (OPPA), a standalone middle school, and Triumph Center for Early Childhood Education, a state-funded preschool. The Sac High campus is located in the Oak Park neighborhood of Sacramento. An inner-city, urban area, Oak Park is characterized by high poverty levels and racial/ethnic minority families. The school is centrally located in Sacramento, easily accessible by major freeways, and within 5 miles of downtown Sacramento and the state capital. In addition to being within 10 miles of California State University, Sacramento, Sac High is close to a variety of community colleges and trade schools. The 6 th -8 th graders from PS7 and OPPA are located on the Sac High campus. The k-5 th grade PS7 students and Triumph are located within 3 miles of the Sac High campus and each serves similar populations. Sac High s college-going culture is designed to give all students the opportunity to be accepted to and complete college. Under this model, Sac High is divided into four themed small schools, each adhering to the same college-focused principles. The small schools afford students the opportunity to pursue individual career interests through specialized internships and classes. The small schools are: Law & Public Service, Math, Engineering & Health Sciences, School of the Arts, and Business & Communications. The school has partnerships with local entities such as UC Davis Medical Center and McGeorge Law School (University of the Pacific) to offer our students programs and courses such as biophotonics, street law and mock trial. School Purpose and ESLRs Vision, Mission and 5 Pillars St. HOPE s mission for all its schools is to graduate self-motivated, industrious, critically thinking student leaders who are prepared to earn a degree from a four-year college, committed to serving others and passionate about lifelong learning. The vision is to create one of the finest urban high schools in America. Underlying the vision and mission are the principles guiding the day-to-day instruction at Sac High, referred to as the 5 Pillars: High Expectations, Choice and Commitment, More Time, Focus on Results, and Power to Lead. Sac High has high expectations for academic Sacramento Charter High School WASC Three-year Progress Report 2014-15
4 achievement and conduct that are clearly defined, measurable, and make no excuses based on the background of students. Students, parents, teachers, and staff create and reinforce a culture of achievement and support through a range of formal and informal rewards and consequences for academic performance and behavior. Sac High is a college preparatory school; college is the ultimate expectation for all students. Students, their parents, and the staff of Sac High choose to participate in the program. No one is assigned or forced to attend. As such, everyone must make and uphold a commitment to the school and to each other to put in the time and effort required to achieve success. Sac High also recognizes that there are no shortcuts when it comes to success in academics and life. With an extended school day, students have more time in the classroom to acquire the academic knowledge and skills that prepare them for competitive colleges, as well as more opportunities to engage in diverse extra- and co-curricular experiences. Students are expected to achieve a level of academic performance that will enable them to succeed in the nation's best colleges and the world beyond. Sac High also strongly believes the measure of a person's success is in what he or she gives to others. Through a community service requirement (40 hours per year all four years), students develop a strong sense of civic responsibility and establish the foundation for a lifetime of meaningful community involvement. Students also deepen and demonstrate their learning, are empowered to become leaders, and benefit the community in which they live. Student Goals Expected Schoolwide Learning Results (ESLRs) 1. Students will be industrious, critical thinkers demonstrated by their academic success in all content areas. 2. Students will be lifelong learners who are prepared to attend and be successful at a 4 year college. 3. Students will be knowledgeable and effective citizens who demonstrate leadership and interpersonal skills in diverse settings and are committed to serving others. Enrollment Sac High s enrollment decreased from 2003-04 (first year as charter school) through 2011-12; however, enrollment is expected to continue to increase through 2014-15. CBEDs Enrollment 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 Total Enrollment 1011 960 901 837 871 926 African American 55.8% 52.7% 55.0% 57.8% 58.6% 62.1% Am Indian Alaska Nat 1.3% 0.6% 0.4% 0.5% 0.5% 0.4% Asian 5.7% 6.6% 4.2% 3.2% 3.3% 1.6% Filipino 0.3% 0.2% 0.2% 0.0% 0.0% 0.0% Hispanic/Latino 24.1% 28.2% 28.6% 27.0% 27.9% 25.3% Pacific Islander 0.8% 1.1% 1.2% 0.8% 0.2% 0.3% White 4.9% 3.8% 2.6% 2.7% 2.2% 2.2% Multiple/No Response 7.0% 6.8% 7.7% 8.1% 7.5% 8.1% Special Education 6% 9% 8% 8.5% 8.8% 10.9% English Learners (EL) 8.9% 11.0% 10.4% 8.5% 6.7% 6.4% SES Disadv na na 71.4% 74.2% 74.5% 73.8% Sacramento Charter High School WASC Three-year Progress Report 2014-15
5 Attendance Sac High s mobility rate (the percent of students continuously enrolled from census date to STAR testing) has increased from its first year (see table below, Attendance Rates). Average daily attendance has also increased since 2003-2004 and has been above the school s Big Goal of 95% attendance for three years. The truancy rate for Sac High has fluctuated across the last 5 years. Truancy is defined as any pupil subject to compulsory full-time education or compulsory continuation education who is absent from school without a valid excuse three full days or tardy or absent more than any 30-minute period during the school day without a valid excuse on three occasions in one school year, or any combination thereof, is a truant (CDE). 2013-14 data is not available at this time. Attendance Rates 2008-09 2009-10 2010-11 2011-12 2012-13 Mobility/Transient Rate 96.0% 94.0% 99.0% 91% 98% ADA 93.1% 94.6% 95.5% 95.1% 95.9% Truancy Rate 60.6% 66.3% 24.5% 35% 28% Suspension and Expulsion Rates The number of expulsions has not varied much from year to year. Few, if any, expulsions occur each year. The number of suspensions varies widely from year to year. Suspensions due to disruption/defiance account for the majority of the total suspensions each year. Suspensions 2008-09 2009-10 2010-11 2011-12 2012-13 Total 314 252 343 259 159 Suspension Rate (divided by total enrollment) 31.1% 26.3% 38.1% 30.3% 18.3% Academic Performance Index (API) With the understanding that it is difficult to compare API across years because of yearly adjustments to the calculation (i.e., factor weights), the graph below shows that Sac High s API has increased overall since 2003-04. The school had the largest increase in its history from 2006-07 to 2007-08 (83 points) and this increase was the largest in the state of California that year (for schools with >300 students). Sac High s API has decreased slightly the past two years. Sacramento Charter High School WASC Three-year Progress Report 2014-15
6 The table below shows the school s significant subgroups (subgroups that have remained significant for the past 3 years). API 2008-09 2009-10 2010-11 2011-12 2012-13 API 731 778 786 785 780 Growth 12 47 8-1 -5 State Rank 6 6 7 7 7 Similar Schools Rank 10 10 10 10 10 African American 723 765 779 782 769 Hispanic/Latino 719 783 797 783 798 SES Disadvantaged 723 773 780 780 772 * Non-significant subgroups (last three years): Pacific Islander, White, Filipino, Asian, American Indian/Alaska Native, Disabilities, English Language Learners Sac High has a state rank of 7 and a similar schools rank of 10 (out of 10). California Standards Test (CSTs) Overall, CST scores have increased in all content areas over the past six years. Over the past three years, ELA and math scores have increased, whereas social science and science have decreased slightly. Sacramento Charter High School WASC Three-year Progress Report 2014-15
7 California High School Exit Exam (CAHSEE) 10 th grade The pass rates and proficiency rates for both ELA and Math dipped slightly from 2011-12 to 2012-13 with the exception of ELA proficiency which rose 1%. Sacramento Charter High School WASC Three-year Progress Report 2014-15
8 Adequate Yearly Progress (AYP) Sac High is did not make AYP for 2013 and is continuing in Program Improvement Year 5. AYP 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 Overall ELA Math Made AYP N N N Y N N # of Criteria Met 17 of 18 17 of 18 17 of 18 18 of 18 16 of 18 12 of 18 PI Status Y1 cont. Y2 Y3 Y4 Y5 Y5 API 636 719 778 786 785 780 Grad Rate* 84.9 83.9 87.3 85.78 92.27 92.13 Part. Rate 100% 98% 97% 99% 96% 96% Target 33.4% 44.5% 55.60% 66.7% 77.8% 88.9% Prof. Rate 35.4% 44.4% ~ 47.4%~ 55.2%~ 56.3% 56.0% Af Amer 36.6% 43.9%~ 47.6%~ 55.6%~ 60.2%~ 50.4% His/Latino 31.3% 33.3% ~ 45.2%~ 54.2%~ 45.1% 66.0% SES Dis 31.3 ^ 41.4~ 45.7%~ 53.5%~ 55.6%~ 51.3% Part. Rate 100% 98% 100 100 97 100% Target 32.3% 43.5% 54.80% 66.10% 77.40% 88.7% Prof. Rate 42.6% 46.0% 49.3%~ 57.7%~ 68.0%~ 59.9% Af Amer 38.2% 44.2% 48.1%~ 55.9%~ 69.4%~ 55.9% His/Latino 45.3% 39.3% 44.4% 56.3%~ 65.4% 68.6% SES Dis 39.8% 48.1% 46.9% 52.9%~ 66.7%~ 58.3% Non-significant subgroups (last 3 years): Pacific Islander, White, Filipino, Asian, Amer. Indian/Alaska Native, Disabilities, English Lang. Learners ~ met through safe harbor ^met through alternate method *The graduation rate calculation changed in 2011-12 Notes: Significant subgroups have at least 50 valid scores; Areas in green did not meet target/annual Measurable Objective (AMO) SAT/ACT The number of students taking the SAT and ACT has increased every year. Beginning in 2007-08, all juniors and seniors were encouraged to take the ACT exam, whereas in the past, typically only seniors did. The school currently assists students in obtaining waivers for both tests when applicable. Both SAT and ACT mean scores increased until 2013. The school implemented specific ACT prep programs through advisory as well as integrated into regular classroom curriculum to try to help students succeed on these exams. Class of Class of Class of Class of Class of Mean ACT/SAT 2009 2010 2011 2012 2013 ACT 16.8 16.5 16.9 17.5 17.3 SAT - Critical Reading 404 410 409 418 407 SAT - Math 403 410 404 421 402 SAT - Writing 407 412 408 416 401 Sacramento Charter High School WASC Three-year Progress Report 2014-15
9 Early Assessment Program (EAP) Sac High students have not had success with the EAP, although in 2012-13 the percent of students who scored conditional or exempt on the math EAP increased. One should take into consideration that fewer students took the test in 2012-13 than in past year. Historically, the vast majority of 11 th graders participate in the English EAP (five year range: 93-97%), and most students take at least one math section. EAP English Total Math 2010-11 2011-12 2012-13 SCHS State SCHS State SCHS State # taking exam 201 383060 200 383562 NA* pending total 11th graders 202 473091 212 470349 % of total 11th graders taking exam 100% 81% 94% 82% # eligible for test (CST eligible) 201 446860 200 440116 participation (of eligible) 100% 86% 100% 87% total exempt 23 85732 22 86939 % exempt of participating 11.4% 22.4% 11.0% 22.7% % exempt of total 11th graders 11.4% 18.1% 10.4% 18.5% conditional exempt 36 58468 % conditional exempt of participating 18.0% 15.2% % cond exempt of total 11th graders 17.0% 12.4% # taking exam 132 190946 136 203906 82 total 11th graders 202 473091 212 470349 178 % of total 11th graders taking exam 65% 40% 64% 43% 46% # eligible for test (CST eligible) 138 239950 139 246277 122 participation (of eligible) 96% 80% 98% 83% 67% total exempt 14 29526 18 30426 9 % exempt of participating 10.6% 15.5% 13.2% 14.9% 11.0% % exempt of total 11th graders 6.9% 6.2% 8.5% 6.5% 5.1% conditional exempt 54 81856 63 92831 52 % conditional exempt of participating 40.9% 42.9% 46.3% 45.5% 63.4% % cond exempt of total 11th graders 26.7% 17.3% 29.7% 19.7% 29.2% * SCHS students did not participate in the ELA EAP in 2012-13. Advanced Placement (AP) 14% of the class of 2013 passed at least one AP exam (in 10 th, 11 th, and/or 12 th grade; passed = scored 3+ on exam). Several AP teachers attended special training over the 2012 summer to help identify areas to strengthen in the AP program at Sac High; despite this, the percent of students who pass the AP exams has declined since 2010-11. Sacramento Charter High School WASC Three-year Progress Report 2014-15
10 AP Pass Rate 2010-11 2011-12 2012-13 Biology 56% 0% na Calculus AB 0% 3% 7% Comp. Studio Art na 100% na Eng. 11 (Language) 25% 15% 16% Eng. 12 (Lit & Comp) 5% 31% 11% Government 16% 10% 17% Spanish 57% na na U.S. History 65% 30% 33% World History 46% 45% 15% Total 35% 23% 17% na - Not all AP courses are offered each year A-G Requirements The percent of students who are A-G eligible (students who have completed the coursework required to make them eligible for admittance to the UC and CSU systems) has almost doubled at Sac High since 2004. In 2008-09, the A-G requirements became the school s graduation requirements. Since then, only students who are in special education or are foster youth are not required to meet the A-G requirements to graduate. Because of this, Sac High students graduate A-G eligible at significantly higher rates than SCUSD, Sacramento county, and the state. UC/CSU A-G Requirements 07-08 08-09 09-10 10-11 11-12 12-13 SCHS Total Grads State Total Grads Total Grads 193 153 181 166 177 186 # of Grads UC/CSU req. course 124 135 164 155 164 173 % of Grads UC/CSU req. courses 64.2% 88.2% 90.6% 93.4% 92.7% 93.0% Total Grads 376393 383631 405087 418491 408861 422177 # of Grads UC/CSU req. course 127594 135379 147071 160131 164598 166521 % of Grads UC/CSU req. courses 33.9% 35.3% 36.3% 38.3% 40.3% 39.4% Sacramento Charter High School WASC Three-year Progress Report 2014-15
11 Completion Rates Graduation Rate In 2011, the calculation for graduation rate was changed to the 4-year Cohort Graduation Rate. Because of this, historical data is not provided below. The current Sac High graduation rate is above SCUSD, county and state rates. Cohort Grad Rate 2010-11 2011-12 2012-13 SCHS 92.3 92.1 90.1 SCUSD 73.8 79.8 85.4 County 72.1 76.7 79.4 State 76.3 78.5 80.2 Post Sacramento Charter High School Sac High s class of 2013 had the highest 4-year college acceptance rate (90%) as well as the highest percent of students who enrolled at a two- or four-year college the fall after graduation (81%) in the school s history. The chart below shows how college acceptances have continued to rise since 2004 (4-year College Acceptance). In 2011-12, Sac High contracted with the National Student Clearinghouse to track actual college enrollment and completion (rather than use self-reported data). Actual college enrollment has increased over the years, dipped slightly for the class of 2012, and was the highest in school history for the class of 2013. Sacramento Charter High School WASC Three-year Progress Report 2014-15
12 Include the following: Significant School Changes and Developments Include a description of any significant changes and/or developments, i.e., program additions since the last full visit, changes in student enrollment, staffing changes. Describe the impact these changes and/or developments have had on the school and/or specific curricular programs. Since the 2010-11 WASC full visit, the school has implemented some significant changes in programming, staffing and its education model. Some of these changes are related to the six goals and the critical areas for follow-up (as detailed in the next two sections of this report). 1. Sac High transitioned to a full inclusion special education (SPED) model in 2012-13. This model of instruction has increased access to general education curriculum for our special education students and has contributed to increased number of college acceptances for our SPED students as well as increased standardized test results. 2. During the 2012-13 school year Sac implemented the 21sts Century High School After School Safety and Enrichment for Teens (ASSETs) program in conjunction with Sacramento City Unified School District (aka, Dragon Academy). Students have gained access to increased afterschool tutoring during Dragon Academy s homework hour and during Back on Track a program which requires our students failing 2 or more core academic classes to attend homework hour. Additionally, the number of afterschool clubs has increased. The school has been able to bring back some old clubs including Dance club, Band Dancing, Drum Line, as well as a host of other afterschool activities. 3. During the 2013-14 school year Sac High added two full-time instructional coaches one focused solely on English and the other covering Science and Math. These coaches have provided additional support to our teachers in the form of more frequent observations and feedback, assistance in creating and frequent review of lesson plans, assistance and review in creating assessments, as well as more targeted and subject specific professional development. Overall, the instructional coaches have dramatically increased the quality of both instructional planning and execution at Sac High. 4. Since the 2011-2012 school year, Sac High has made extra efforts to onboard freshmen both academically and behaviorally. Academically, the school has instituted a program called 9 th Grade Summer Bridge which is a three week program in which 40 of the lowest achieving freshmen get additional support in both Math and ELA to help them prepare for college preparatory 9 th grade classes. Additionally, freshmen are separated into their own wing of the building to help onboard them to Sac High. Freshmen spend the first week of school focused on culture and the school s values. Also, all freshmen have advisory which concentrates on character education. 5. During the 2012-13 school year Sac High instituted intersession at the end of each term as an intermediate step between the school year and summer school. Students who have a grade of 60 69 percent in any core content class are given the chance to receive additional support from their teacher for three days to increase their knowledge and skills. Over the course of those three days students are also assigned a large amount of work and are allowed to retake tests to pass the class and increase their GPA and put them on track to meet A-G requirements. Sacramento Charter High School WASC Three-year Progress Report 2014-15
13 6. During the 2014-15 school year Sac High will add additional staff to its counseling department to increase services for students. Next, year, four full-time counselors will provide both academic counseling along with social-emotional support for the neediest students. Additionally, the school added a PBIS Coordinator who is in charge of adding positive behavior systems to the school as well as helping add social-emotional learning into the advisory curriculum. 7. In 2012-13, Sac High partnered with Teach for America and has hired over 10 Teach for America teachers in the two years of the partnership. Teach for America is a nationally recognized program focused on closing the achievement gap through recruiting top college graduates to teach in low-income schools. The number of teachers who have graduated from highly selective colleges as well as teachers who are aligned to Sac High s mission and vision has increased through this partnership. 8. Over the course of the 2013-14 school year, the school s discipline office increased the amount of data used to take a more preventative approach to culture and discipline. The number of student referrals by teacher is tracked to provide targeted teachers more support and professional development. Additionally, the number of referrals by student is tracked to provide individual supports from our counselors and deans. Finally, the school has also tightened its referral process to be able to accurately know how many referrals are sent to the deans each day. 9. Over the past two years, Sac High has added 5 Google Chromebook carts to increase student access to technology as well as prepare our school for computerized testing. Since adding the carts, teachers have frequently accessed these carts for their classes. In particular, the 11 th grade English and U.S. History teachers have collaborated to assign a 10-page research project that may be accomplished partly through the use of these carts. As the school adds more technology and increases access to it, it is expected that more teachers will create research opportunities and assign projects which involve technology. Sacramento Charter High School WASC Three-year Progress Report 2014-15
14 Include the following: Schoolwide Action Plan: Schoolwide Action Plan and Follow-up and Progress Report Development Process Comment on the refinements made to the schoolwide action plan since the last full self-study visit to reflect schoolwide progress and/or newly identified issues. Include a description of the school s procedures for the implementation and monitoring of the single schoolwide action plan. Comment on the integration of plans into one single schoolwide action plan. Include a copy of the school s latest updated schoolwide action plan. Follow-up and Progress Report Development Process Briefly comment on the school s follow-up process. Include a description of the committee that has been responsible for overseeing the progress of the school s action plan and the preparation for the visit. Describe the process to prepare the progress report. Include to what extent stakeholders were involved in the preparation of the report. Describe the process to present the progress report to the governing board. Process for Review and Revision In 2010, as part of the WASC accreditation process, the school analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index and adequate yearly progress growth targets. As a result, it adopted the following school goals and related actions to raise the academic performance of students (the current schoolwide plan, as the Single Plan for Student Achievement, is available in the Appendix). The goals have been adjusted as noted. Each year, the school and relevant groups review the plan for revisions in the form of the Single Plan for Student Achievement (SPSA). The general process and timeline for review and revisions each year is as follows: May August: Yearly review of data with COO and principal and administrative team (instructional coaches, assistant principals, other lead teachers) as necessary to revise goals and SPSA for next year August/September: School Site Council review of SPSA September/October: Final Board of Director review and approval of SPSA Year round: Administrative team continually reviews relevant school data to impact immediate changes to day to day operations, as well as long term planning. The school as a whole has built in data days in which they gather to evaluate current data for the same reasons. In addition to the yearly review process outlined above, in consideration of the three-year progress report, the School Site Council was given an overview of the Progress Report during the May School Site Council Meeting by the school s principal. The report has been posted to the school s website. In addition, the St. HOPE Public Schools Board of Directors will review and approve the Progress Report at its summer meeting to be held in July 2013 (the next regularly scheduled board meeting). Sacramento Charter High School WASC Three-year Progress Report 2014-15
15 Goal #1: Create systems to track and report college preparedness and college success through appropriate indicators to affect school programs and student outcomes. Progress and revisions to Goal #1. The school has continued its focus on ACT preparedness through advisory and work within regular courses; however, the school has not seen an increase in test scores for this indicator of college preparedness. Similarly, AP pass rates and EAP exemptions have not increased since the last full self-study when this plan was implemented. Despite this, college acceptances have increased to 90% of graduates accepted to a 4-year college. In 2011, Sac High contracted with National Student Clearinghouse to be able to track college enrollment and completion. The school has not been able to create an alumni network and survey alumni regarding their post-high school activities due to lack of resources to accomplish this task. However, two programs are slated to begin in 2014-15 to impact this goal. First, the school is bringing the College Track program on campus to work with 60 incoming 9 th grade students. The program provides support to these students from 9 th grade through college. With the goal of increasing college graduation rates, the program stays with the students through actual college graduations. In addition to College Track, the school plans to add a College Completion Counselor to its current college counseling staff. This counselor will be responsible for tracking and supporting Sac High alumni through college as originally described in this goal. See also pages 19-20. Goal #2: The school will identify and implement system-wide study skills in order for students to demonstrate independent learning in high school and college. Progress and revisions to Goal #2. In 2011-12, Sac High created a study skills template for homework that was used in all grades and all core courses. The template allowed student to evaluate what they studied that day at school. This included identifying the objective of their lessons in class, developing follow-up questions about the objective/work, clarifying the objectives using specific language, summarizing the actual content, and making predictions about the objective. In the current year, the school has implemented programs and curriculum tied to study skills, but on a broader range of affecting student behavior in college. For example, students in 9 th grade review 7 Habits of Highly Effective Teens that is part of a larger character development curriculum. In addition, as part of its 21 st Century High School After School Safety and Enrichment (ASSETs) program, Sac High has a study hall and a program that requires students with failing grades to attend to better their study habits. Finally, the school implemented schoolwide annotation expectations (also described below in Critical Area for Follow-up, item #3). All courses and content areas are focused on increased reading and the use of annotations as part of reading comprehension. See also pages 21-22. Goal #3: All students will improve content standards mastery as measured by improved scale scores on all core content CSTs. Far Below and Below Basic Students will improve by at least 15% annually and all other students will improve by at least 10% annually. Progress and revisions to Goal #3. The school has made progress since the self-study in this area and overall in CST performance, but has not yet reached the goals of 45% of students who scored Far Below Basic (FBB) and Below Basic (BB) increasing their scale score by 15%, nor 45% of students who scored Basic or above increasing their scale score by 10%. In 2013, 18% Sacramento Charter High School WASC Three-year Progress Report 2014-15
16 and 26% of students who scored FBB or BB in 2012 increased their scale scores by 15% in ELA and math, respectively. Forty-five percent of this same group, however, increased their performance level by one level. Nine percent and 14% of students who scored Basic or above in 2012 increased their scale scores by 10% in 2013. Fourteen percent and 16% increased one performance level in that same time frame. Overall, when looking at both CST scores of the past three years, the school can attribute the increasing scores to its commitment to intervention classes, intersession offerings for failing students, summer school and the implementation of after school programing through the 21 st Century High School After School Safety and Enrichment for Teens (ASSETs) grant received in 2012-13. Increases in specialized staff on campus have also contributed to growth. The special education department continues to grow to provide more services to qualified students and the school has two instructional coaches focused on curriculum, instruction, and professional development in math and English. Due to the changing face of California standards assessment, this goal is currently under review and will likely be replaced by a similar growth goal for students on the new assessments. See also pages 23-24. Goal #4: All students will have an educational plan (ed plan) in which students, teachers and parents target academic growth indicators as well as learning processes. Progress and revisions to Goal #4. As of 2013-14, all students at Sac High have an ed plan in place that involves weekly check-ins on grades and attendance, as well as student-led parent conferences that are held at least annually for 9-11 th grades. While the school does not have 100% parent participation in the conferences, students participate in a simulated conference with their advisory teacher to present their academic data based on their education plans if a parent cannot attend. Current parent participation is below 50% at all grade levels. The latest parent survey no longer includes the questions regarding student personalized support. The original goal included the target that 90% of parents who took the survey would indicate that their child(ren) receive individualized support through the school. The following survey questions are relevant in this area: Survey Question (parents spring 2014) Sac High s culture is focused on students and their academic success Sac High provides a safe environment for students to learn. I would recommend that my friends/colleagues enroll their child at Sac High % of parents who agree or strongly agree with the statement 88.6% 88.1% 88.1% Overall, I am satisfied with Sac High 87.7% Another outcome from steps implemented towards achieving this goal is that retention has increased dramatically at the school from 72% in 2011-12 to 82% in 2013-14. Retention is Sacramento Charter High School WASC Three-year Progress Report 2014-15
17 measured as the percent of students who are enrolled on census day of the previous school year and return to attend school the first day of school of the current year. See also pages 25-26. Goal #5: Evaluate current school discipline procedures and policies for potential revision. Progress and revisions to Goal #5. Sac High has invested a significant amount of time in its culture and discipline program. Starting in 2011-12, the school started a program focused on onboarding 9 th graders culturally (and academically as outlined above). Ninth grade classes are now located in one wing of the school to allow for separation of the classes and a more intense focus on culture. In addition, the first week of classes for the freshmen class focuses heavily on culture and school values, in addition to learning how to navigate through high school. In addition to a focus on 9 th grade culture, the school has increased its counseling team in an effort to prevent discipline issues by addressing students social and emotional needs. As part of this, the school also has a positive behavior specialist who is in charge of adding positive behavior systems to the school as well as helping add social-emotional learning into our school s advisory curriculum. The school has increased its use of in-school suspensions to keep students in school for some infractions. Finally, the school has increased its focus on making data driven decisions regarding discipline and culture, in addition to the academic side of the school. By more closely tracking referrals, the school has been able to provide teacher support as well as target individual students. While the school has not yet evaluated the success of program changes on the number of referrals, the school has seen a marked decrease in regular suspensions since 2010-11. The school s suspension rate has decrease from 38% 18% for 12-13 See also pages 27-28. Goal #6: Examine and revise (as necessary) the schoolwide technology plan to specifically include strategies for improving instruction and learning to better prepare students for college and the technology they will be exposed to in their higher education learning experiences. Progress and revisions to Goal #6. Sac High has increased the number of computers available for student use dramatically since the last full WASC visit. This goal was born out of the visiting committee s critical areas for follow-up which was quickly acted upon. Over 100 Google Chromebooks on mobile carts have been purchased for classroom use as well as for testing purposes (both state mandated and internal benchmark testing). Many courses now require students to do comprehensive research projects which can now be accomplished using the new computers. The school will also have access to a permanent computer lab next year that will be monitored by a designated staff member. This will allow students to use computers outside of regular class time as well. See also pages 29-30. PI Year 5 Restructuring Plan In addition to the six goals, as the school continued in PI Year 5 in 2013-14, the school has implemented the Restructuring Plan outlined below to address specific requirements of PI Year 5. 1. Notify all parents of PI Year 5 status through multiple means (letter home, internet) 2. Offer Public School Choice to all students Sacramento Charter High School WASC Three-year Progress Report 2014-15
18 3. Offer Supplemental Education Services (SES) 4. Set aside funds from Title I allocation as designated: a. 20% for SES (choice is not applicable for independent charter schools) b. 10% for high quality professional development for all staff (to implement Instructional Coaches for core subject areas) 5. Implement the following alternative governance options: a. Replace staff, including the principal 6. Institute additional programs and services tied directly to student achievement: a. Instituted 21 st Century ASSETS program including afterschool tutoring, homework help (mandatory), and other academic programs b. Continuing English Language Development class for English Language Learners who need additional support c. Continuing intersession (extended learning time) program for lowest-achieving students d. Continuing support classes in ELA and math (students regular course and support class at the same time) e. Continuing algebra I and English 9 summer program for incoming 9 th graders who were determined to need additional assistance prior to entering 9 th grade. Sacramento Charter High School WASC Three-year Progress Report 2014-15
19 Goal #1: Create systems to track and report college preparedness and college success through appropriate indicators to affect school programs and student outcomes. Rationale Supporting Data Sac High students are not performing well on the college-going tests across the board and this was raised as a critical academic need to address as Sac High is a college prep high school; however, these results are just one type of indicator of preparedness for college and eventual college success. There is a need to identify indicators of college success and use them to measure student progress towards college success. The school currently does not track college success (only systematically tracking acceptance and selfreported college-going to either 2 or 4-year college). Average ACT/SAT scores Mean ACT/SAT Class of 2009 Class of 2010 Class of 2011 Class of 2012 Class of 2013 ACT 16.8 16.5 16.9 18.1 17.3 SAT - Critical Reading 404 410 409 418 407 SAT - Math 403 410 404 421 402 SAT - Writing 407 412 408 416 401 College remediation rate (EAP) EAP 2009-10 2010-11 2011-12 2012-13 English Total Math % exempt of participating 13.6% 11.4% 11.0% 0 % exempt of total 11th graders 13.6% 11.4% 10.4% % conditional exempt of participating na na 18.0% % cond exempt of total 11th graders na na 17.0% % exempt of participating 6.0% 10.6% 13.2% 11.0% % exempt of total 11th graders 4.1% 6.9% 8.5% 5.1% % conditional exempt of participating 22.8% 40.9% 46.3% 63.4% % cond exempt of total 11th graders 15.5% 26.7% 29.7% 29.2% Advanced Placement (AP) pass rate: AP Pass Rate 2009-10 2010-11 2011-12 2012-13 Total (all tests) 18% 35% 23% 17% Sacramento Charter High School WASC Three-year Progress Report 2014-15
20 College success for alumni o 12% 6-year college completion rate for class of 2004 o 15% 6-year college completion rate for class of 2005 o 13% 6-year college completion rate for class of 2006 Growth Targets 2013-14 1-3 point increase on composite ACT (2013-14 seniors compared against 2012-13 seniors) Increase 4-year college acceptance rate by 2-4% over previous year See Goal #4 (Ed Plans) 15% increase on AP pass rate ESLRs Addressed Impact on student learning of academic standards and ESLRs #2 - Students will be lifelong learners who are prepared to attend and be successful at a 4 year college. #3 - Students will be knowledgeable and effective citizens who demonstrate leadership and interpersonal skills in diverse settings and are committed to serving others. Pillars: High Expectations Focus on Results Big Goals: 100% of students graduate having fulfilled the California College and University A-G requirements This goal has a direct impact on preparedness to take college-going assessments (ACT) and generalization to additional assessments in this area. This goal has an indirect impact on student preparedness through better analysis of the necessary steps for students to take in order to be ready for college. Monitoring Progress (tools): ACT /SAT Results # of students taking the exams EAP Exempt and Non-Exempt Naviance as a tracking tool College Applications Completed College Acceptance Matriculation through Senior Exit Survey Utilizing Computer Lab Resources/Workshops/Onsite College Presentations tracked and sent to advisors Tracking students attending off campus college visits with rosters % of students A-G eligible AP results National Student Clearinghouse alumni data (college going and college completion) Reporting Progress (modes and methods): End of year reports/comparison to prior years (Admin and Counseling) Monthly status reporting to advisors based on grade level relevance School Profile (yearly) Board presentation during September meeting (yearly) Sacramento Charter High School WASC Three-year Progress Report 2014-15
21 Goal #2: The school will identify and implement system-wide study skills in order for students to demonstrate independent learning in high school and college. Rationale Supporting Data The number of NCRs, low average GPAs and benchmark scores, and classwork/homework grades that do not reflect success on standards based benchmarks necessitate examination of study practices. Stronger study skills may address the gap in student academic competency. Also given our current focus on college readiness, in addition to college acceptance, we recognize the need to give students the skills necessary to be prepared for the rigor of a 4-year university. This also addresses the critical academic need for student to improve their success on college readiness indicators. Number of students with NCRs (% of all students with at least one NCR): T2 08-09 T2 09-10 T2 10-11 T2 11-12 T2 12-13 Students with at least 1 NCR 42% 46% na 44% 38% Average GPA 2010 T2 11-12 T2 12-13 grade 9 2.04 2.48 2.53 grade 10 2.29 2.34 2.57 grade 11 2.47 2.21 2.41 grade 12 2.43 2.69 2.62 Average ACT/SAT scores **See Goal #1 High college remediation rate as indicated in EAP results **See Goal #1 Growth Targets 2013-14: NCRs will drop by 10% Average GPA will increase (undetermined amount) Benchmark scores will increase by 10% in all core content areas Sacramento Charter High School WASC Three-year Progress Report 2014-15
22 ESLRs Addressed #1 - Students will be industrious, critical thinkers demonstrated by their academic success in all content areas. #2 - Students will be lifelong learners who are prepared to attend and be successful at a 4 year college. #3 - Students will be knowledgeable and effective citizens who demonstrate leadership and interpersonal skills in diverse settings and are committed to serving others. Pillars: High Expectations Choice and commitment More Time Focus on Results Big Goals: 100% of students master 80 % of the course content (B grade in all classes) 100% of students advance one performance level on grade level CSTs Impact on student learning of academic standards and ESLRs This goal has a direct impact on student learning, academic standards and ESLRS as students learn to apply study skills to make academic progress. Monitoring Progress (tools): Grades: Lower number of NCRs Grades: Higher average GPAs EAP results ACT/SAT results Alumni college success and retention vs. dropout (see Goal #1) Reporting Progress (modes and methods): PD attendance Log: Weekly Lesson plan feedback: Weekly Classroom observation Assessments: Yearly as reported from overseeing body Sacramento Charter High School WASC Three-year Progress Report 2014-15
23 Goal #3: All students will improve content standards mastery as measured by improved scale scores on all core content CSTs. Far Below and Below Basic Students will improve by at least 15% annually and all other students will improve by at least 10% annually. Rationale Supporting Data A yearly tangible measure of student academic achievement is content standards testing. For every college graduate, there is a corresponding 9 th, 10 th and 11 th grade CST score. Providing students with a yardstick for measuring progress towards college success allows teachers to individually tailor instruction, and students to be appropriately scheduled into classes that maximize successful outcomes. A cohort focus has not been a demonstrable way to support student success. We believe that an individualized growth target provides students with a tangible measure of improvement that potentially correlates with college ready SAT/ACT scores and college readiness/success. The school has not systematically looked at CST data in this manner in the past. Although this applies to all students, the school will especially focus on ELL students as they continue to struggle on standardized tests. See CST data for all content areas and subgroups (including non-significant subgroups i.e., English Language Learners) If a student at Basic (300) improves by 10% (30 points) each year, he/she will be proficient within two years. If a student is Far Below Basic (250) improves by 15% in year one, 15% in year two, and 10% in year three, he/she will be proficient within three years. Total # of students with scores 2011-12 & 2012-13* Students scoring FBB or BB on the 2011-2012 CST # FBB/BB 2011-12 % increasing SS by 15% % increasing one level Students scoring B, P, A on the 2011-2012 CST # B/P/A 2011-12 % increasing SS by 10% % increasing one level English 327 40 18% 45% 287 9% 14% Math 318 91 26% 42% 227 14% 16% Growth Targets 2013-14 45% of students who scored FBB or BB on the 2011-12CST will increase their scale score by 15% on all core content CSTs 45% of students who scored B, P or A on the 2011-12 CST will increase their scale score by 10% on all core content CSTs Sacramento Charter High School WASC Three-year Progress Report 2014-15
24 ESLRs Addressed #1 - Students will be industrious, critical thinkers demonstrated by their academic success in all content areas. #2 - Students will be lifelong learners who are prepared to attend and be successful at a 4 year college. Pillars: High Expectations Focus on Results Big Goals: 100% of students advance one performance level on grade level CSTs Impact on student learning of academic standards and ESLRs Monitoring Progress (tools): CST scores Benchmark scores PSAT scores ACT/SAT scores CAHSEE scores EAP exemptions This goal has a direct impact on student learning, academic standards and ESLRS as students are placed appropriately in support/intervention classes and teachers tailor instruction to meet student needs. Reporting Progress (modes and methods): Students/parents: yearly (see also Goal #4 regarding Education Plans) BOD: yearly (annual meeting in September of each year) Internal: ongoing as necessary schoolwide as well as within departments Sacramento Charter High School WASC Three-year Progress Report 2014-15
25 Goal #4: All students will have an educational plan (ed plan) in which students, teachers and parents target academic growth indicators as well as learning processes over the course of four years. Rationale Supporting Data We are currently not meeting the individual needs of students as evidenced by our number of NCR s, low average GPA, disenrollment numbers, and students who are not meeting A-G requirements. The existing ILPs that we complete through advisory do not contain information that truly identifies student growth. ILPs simply measure credits and grades. We believe that a more individualized plan that focuses on personal growth and a long term plan will be more authentic for our students, allowing them to take greater accountability for their learning and plan accordingly for college. Additionally, there is a disconnection between student, parent and teacher communication upon student enrollment at Sacramento Charter High School; therefore, we need to put common practices into place that will facilitate communication throughout the year. Number of students with NCRs (% of all students with at least one NCR): NCRs Students with at least 1 NCR T2 08-09 T2 09-10 T2 10-11 T2 11-12 T2 12-13 42% 46% na 44% 38% Average GPA 2010 T2 11-12 T2 12-13 grade 9 2.04 2.48 2.53 grade 10 2.29 2.34 2.57 grade 11 2.47 2.21 2.41 grade 12 2.43 2.69 2.62 Retention o CBEDS enrollment decreased by 42% from 2003-04 to 2009-2010 o 25% of total enrollment transferred out in 2010-11 o 26% of total enrollment transferred out in 2011-12 o 19% of total enrollment transferred out in 2012-13 Parent survey o 26% of parents (2009-10 survey) felt that their student was not receiving personalized support o 14.4% (9 th grade parent survey T2 2011-12) felt that their student was not receiving personalized support o 8.4% (9 th and 10 th grade parents survey T2 2012-13) felt that their student was not receiving personalized support 127 out of 449 (28%) parents completed a survey during the T2 conferences. Sacramento Charter High School WASC Three-year Progress Report 2014-15
26 Growth Targets ESLRs Addressed 2013-14 (9 th, 10 th, and 11 th grade implementation) 100% of all students will have worked with their advisory teacher to create their Education Plan 100% of 9, 10 and 11 th graders will lead at least one student-led parent-teacher conference. At least 90% of 9 th and 10 th grade parents will feel that their student receives personalized support #1 - Students will be industrious, critical thinkers demonstrated by their academic success in all content areas. #2 - Students will be lifelong learners who are prepared to attend and be successful at a 4 year college. #3 - Students will be knowledgeable and effective citizens who demonstrate leadership and interpersonal skills in diverse settings and are committed to serving others. Pillars: High Expectations Choice and commitment Focus on Results Power to Lead Big Goals: 100% of students master 80 % of the course content (B grade in all classes) 100% of students advance one performance level on grade level CSTs 95% attendance 100% of students graduate having fulfilled the California College and University A-G requirements 100% of students complete 40 hours of community service (10 per semester) and attend 20 school pride events every year Impact on student learning of academic standards and ESLRs This goal has an indirect impact on student learning, academic standards and ESLRS as students are held more accountable for their own learning and parents are more involved in their student s progress throughout high school. Monitoring Progress (tools): Track NCR s, GPA, reduced number of withdrawals Parent survey Student led conferences(percent completed) Reporting Progress (modes and methods): Yearly comparisons will be posted on the website and newsletter Yearly board reporting End of term advisory reports Sacramento Charter High School WASC Three-year Progress Report 2014-15
27 Goal #5: Evaluate current school discipline procedures and policies for potential revision. Rationale Supporting Data The school does not currently have data to evaluate the relations between current discipline structures and 1) individual grades (NCRs), 2) assessment results (CST, CAHSEE), and 3) school enrollment (particularly exits prior to graduation/transfers). The data that is available raised numerous questions during the initial data analysis (spring 2010) regarding consistency of discipline practices, our suspension rates and practices, and how discipline practices are directly affecting students transferring out of the school. School suspension rate Suspension Rate 07-08 08-09 09-10 10-11 11-12 12-13 22.7% 31.1% 26.3% 38.1% 30.3% 18.3% Number of students with NCRs (% of all students with at least one NCR): NCRs Students with at least 1 NCR T2 08-09 T2 09-10 T2 10-11 T2 11-12 T2 12-13 42% 46% na 44% 38% Average GPA 2010 T2 11-12 T2 12-13 grade 9 2.04 2.48 2.53 grade 10 2.29 2.34 2.57 grade 11 2.47 2.21 2.41 grade 12 2.43 2.69 2.62 Retention o CBEDS enrollment decreased by 42% from 2003-04 to 2009-2010 o 25% of total enrollment transferred out in 2010-11 o 26% of total enrollment transferred out in 2011-12 o 19% of total enrollment transferred out in 2012-13 Sacramento Charter High School WASC Three-year Progress Report 2014-15
28 Growth Targets 2013-14 Continue to decrease suspension rate as feasible by utilizing alternative discipline means (in-school suspensions, behavior contracts, response to intervention) Identify source of student referrals (grade level, period, teacher) to provide additional supports and decrease referrals Increase classroom management skills/tools of teachers Continue to implement a positive system to rewarding positive student behaviors ESLRs Addressed #1 - Students will be industrious, critical thinkers demonstrated by their academic success in all content areas. #2 - Students will be lifelong learners who are prepared to attend and be successful at a 4 year college. #3 - Students will be knowledgeable and effective citizens who demonstrate leadership and interpersonal skills in diverse settings and are committed to serving others. Pillars: High Expectations Choice and Commitment Focus on Results Power to Lead More Time Big Goals: 100% of students master 80 % of the course content (B grade in all classes) 100% of students advance one performance level on grade level CSTs 95% attendance 100% of students graduate having fulfilled the California College and University A-G requirements 100% of students complete 40 hours of community service (10 per semester) and attend 20 school pride events every year Impact on student learning of academic standards and ESLRs This goal has a direct impact on student learning, academic standards and ESLRS Monitoring Progress (tools): Number/%/type of suspensions JAG/referrals Attendance GPA # of NCRs Enrollment/exits (prior to graduation) Reporting Progress (modes and methods): Yearly SPSA updates through SSC BOD reports (annual) Sacramento Charter High School WASC Three-year Progress Report 2014-15
29 Goal #6: Examine and revise (as necessary) the schoolwide technology plan to specifically include strategies for improving instruction and learning to better prepare students for college and the technology they will be exposed to in their higher education learning experiences. Rationale Supporting Data To truly be a college prep high school, Sac High needs to prepare its students to not only be academically successful, but to also have the knowledge and skills to successfully navigate a new educational system including the technology they will be expected to master and utilize. This goal will help the school better integrate technology into learning in the classroom as well as build skills for technology use in its students. The school does not currently (2010-11 school year) offer a basic computing skills/introduction to technology course. Few teachers currently require students to utilize technology in preparation of homework assignments, submission of work, or regular communication regarding the class. Growth Targets None specified ESLRs Addressed #1 - Students will be industrious, critical thinkers demonstrated by their academic success in all content areas #2 - Students will be lifelong learners who are prepared to attend and be successful at a 4 year college. Pillars: High Expectations Focus on Results Big Goals: na Impact on student learning of academic standards and ESLRs This goal has a direct impact on college preparedness as students will engage in learning through technology and learn skills to better utilize technology in their education and future careers Monitoring Progress (tools): Identified objectives for technology use (teachers and students) Technology audit Evaluation of necessary resources to meet objectives Establish growth targets/benchmarks for identified objectives Reporting Progress (modes and methods): Ongoing as necessary to address stated objectives Sacramento Charter High School WASC Three-year Progress Report 2014-15
30 Progress on the Critical Areas for Follow-up within the Action Plan Include: List the critical areas for follow-up and reference the schoolwide action plan sections where each critical area for follow-up has been addressed. If any critical areas for follow-up were not included in the school s action plan, indicate what actions have been taken to address this issue. Note: The school s action plan should have incorporated all the critical areas of follow-up or major recommendations that were stated in the last full visiting committee report. Comment on the progress made to date for each critical area for follow-up and cite evidence and examples of the impact on student learning. In addition to implementing the five original goals set by the school (Goals #1-5 above), the visiting committee recommended that the school focus on four additional critical areas: 1. Examine, revise (as necessary) and continue implementation of the technology plan per previous WASC Visiting Committee recommendations. The technology plan needs to include specific targeted strategies for improving instruction and learning in order to better prepare students for college. Action proposed by school in the Revised Action Plan. Add a separate goal to the Schoolwide Action Plan (SAP) originally submitted as part of the WASC Self-study process. This will include a revision to the current Technology Plan as necessary. Update on progress and how the recommendation was incorporated. The school added a sixth goal as proposed in the Revised Action Plan and has updated the technology plan as necessary. This goal is still part of the school s Single Plan for Student Achievement which outlines Title I monies allocated for this purpose. In the past three years, the school has focused on increasing student access to technology by increasing hardware access and specialized course offerings. The school has purchased more than 100 Google Chromebooks on mobile carts for integration into regular curriculum and instruction as well as for testing purposes. The school is currently planning to add an additional computer lab for 2014-15 with a staff member dedicated to maintaining all hardware and computing needs. Students will have access to this lab outside of class time to do independent research and/or other homework as necessary. In addition, a number of staff and teachers have been outfitted with new hardware, including ipads and more laptops for mobile use. Relevant courses offered to students include: a Communications Capstone course, Computer Applications, Visual Communications and Graphics, Computer Graphics, Advanced Media Productions. One particular area that has been impacted by this recommendation and the subsequent goal that was identified, is that teachers now have the resources necessary to assign and require higher level assignments. For example, the 11 th grade English and social studies classes have collaborated and assigned a comprehensive research assignment that requires students to start working at a level akin to college, mimicking college expectations for research and writing. 2. Provide professional development to train and empower staff to implement a schoolwide discipline policy that is consistently used by all stakeholders. Sacramento Charter High School WASC Three-year Progress Report 2014-15
31 Action proposed by school in the Revised Action Plan. Revise Goal #5 (as part of the original SAP) to include ongoing training in implementing the revised discipline procedures to ensure that teachers are more empowered to handle discipline within the classroom without outside assistance. Update on progress and how the recommendation was incorporated. As proposed in the Revised Action Plan, the school revised Goal #5. One significant aspect of the revised discipline policy was for the school to rely less on out of school suspensions. The school s suspension rate has decreased dramatically over the past three years and about 1/3 of all suspendable offenses are now assigned to in-school suspension (ISS) to keep students in school while serving their consequence. This was only possible with an increased focus on setting and enforcing expectations early for our 9 th graders, more social and emotional counseling and positive behavior supports throughout the school, and better tracking of the school s referral system (also described above). Teachers also have a reset desk in their classes to allow students to refocus in the classroom before a problem escalates that requires outside intervention from administration. This reset within the classroom has come with targeted support to teachers that have high rates of referrals for their classes. The result is that more students are in school and in class, rather than suspended off site or sitting in the discipline office. 3. Provide a balance between teacher-driven instruction and student-centered learning through the use of additional professional development strategies. Action proposed by school in the Revised Action Plan. The focus of professional development has been three-fold for the 2010-11 school year: developing objectives, checking for understanding, and structured student interactions. To address the VC s recommendation, the school will continue professional development in these three areas into the 2011-12 school year (and beyond if necessary) with a stronger emphasis on structured student interactions within classroom lessons. An increase in student production of academic language will be demanded of all teachers through the use of strategies like Instructional Conversation, the use of sentence frames and sentence starters, and the expectation that students will have explicitly directed partner conversations. Teachers will further be directed away from traditional teacher centric note taking process where teachers tell students what to write and toward teacher facilitation of student access of content, and the appropriate skill building note-taking strategies like Cornell Notes. Teachers will continue to be evaluated, formally and informally by administration and the Instructional Leadership Team (department heads) with an emphasis on the three foci, including structured student interaction as part of the St HOPE Public Schools Professional Teaching Standards Rubric. Update on progress and how the recommendation was incorporated. The school incorporated the above changes. Of particular note, the school has minimized lecture in class and placed greater emphasis on reading and writing to prepare for college expectations and work. Both are fostering more independent practice in class and independent learning. 4. Continue strategic planning that provides for long-range fiscal sustainability, academic program stability, and the efficient use of current facilities and human resources that all stakeholders can support. Sacramento Charter High School WASC Three-year Progress Report 2014-15
32 Action proposed by school in the Revised Action Plan. Sac High, under its managing organization St. HOPE Public Schools (SHPS), is already in the process of developing a strategic plan to address these specific issues. The school and SHPS will continue to develop and implement this plan. Update on progress and how the recommendation was incorporated. This particular critical area for follow-up has not been addressed in the schools Single Plan for Student Achievement as this lies at a higher level within St. HOPE Public Schools. SHPS completed its strategic planning which included areas for growth of the organization. SHPS increased resources in the administration/business office to continue to lessen the burden of many of the tasks handled at the district office level in a traditional school district on all SHPS schools. SHPS centralized its facilities management and added a plant manager to better manage school buildings. The special education department has grown and includes centralized staff to oversee and coordinate all special education needs. Similarly, SHPS added a student services department in 2013-14 that includes a parent liaison and a staff member that focuses on specific populations within our schools that traditionally need additional resources, including: English language learners, foster youth, students with mental health issues, and students with 504 plans. In an effort to maintain fiscal stability and grow resources for the schools, SHPS also added a development specialist in 2014. The school believes that a greater focus on special education across the organization has led to increased test scores at Sac High (changes to the program are outlined in the Significant School Changes and Developments section above). From 2011 to 2013, the percent of special education students proficient on the CST or CMA increased from 0% and 7% in math and ELA, respectively, to 12% and 24%. In 2011, 27% and 23% of special education students passed the CAHSEE in math and ELA; in 2013, 25% and 44% passed the CAHSEE. Proficiency on the CAHSEE went from 5% and 0% (math and ELA, respectively) to 8% and 11%. API for students with disabilities has risen from 474 in 2011 to 534 in 2013. The school hopes to see similar increases in some of the other targeted populations after its first year of having a position that focuses on these groups. Also, by centralizing more roles and tasks in the administration/business office that are not directly affecting students, school site leadership is able to focus more attention on students achievement through professional development, instruction, and curriculum. Sacramento Charter High School WASC Three-year Progress Report 2014-15
33 Appendix No Child Left Behind Act of 2001 SINGLE SCHOOL DISTRICT PLAN To meet the requirements of the Local Educational Agency Plan and Single Plan for Student Achievement Mail original* and two copies to: California Department of Education School and District Accountability Division 1430 N Street, Suite 6208 Sacramento, California 95814-5901 (*subsequent amendments are approved by local board and kept on file; do not submit to CDE) SSD Plan Information: Name of Local Educational Agency (LEA): Sacramento Charter High School County/District Code: 34-67439-0102038 Dates of Plan Duration (should be five-year plan): 2009-2014 (2013-14 Annual Review) Date of Local Governing Board Approval: September 27, 2013 District Superintendent: Jim Scheible Address: 2315 34 th Street City: Sacramento, CA Zip code: 95817 Phone: (916) 277-6200 Fax: Signatures (Signatures must be original. Please use blue ink.) The superintendent and governing board of the LEA submitting the application sign on behalf of all participants included in the preparation of the plan. Jim Scheible Printed or typed name of Superintendent Date Signature of Superintendent Enoch Woodhouse Printed or typed name of Board President Date Signature of Board President
34 School/Community Profile The School Community Sacramento Charter High School (SCHS/Sac High) is a college-prep independent charter school serving approximately 900 students in grades 9-12. The Sacramento City Unified School District (SCUSD) approved the school s charter in 2003 and the charter was renewed in 2012 (five year renewal). Approximately 65% of students enrolled at Sac High live within SCUSD district boundaries. SCUSD has 14 high schools including Sac High, 2 of which are dependent charter schools. Sac High is the only independent charter high school in the district. Sac High is managed by St. HOPE Public Schools which also operates St. HOPE Public Schools 7 (PS7), a k-8 th grade elementary school, Oak Park Preparatory Academy, a stand along middle school opening in August 2012, and Triumph Center for Early Childhood Education, a state-funded preschool program. The Sac High campus is located in the Oak Park neighborhood of Sacramento. An inner-city, urban area, Oak Park is characterized by its high poverty levels and racial/ethnic minority families. The school is centrally located in Sacramento, easily accessible by major freeways, and within 5 miles of downtown Sacramento and the state capital. In addition to being within 10 miles of California State University, Sacramento, Sac High is close to a variety of community colleges and trade schools. The 6 th -8 th graders from PS7 are located on the Sac High campus. The k-5 th grade students and Triumph are located within 3 miles of the Sac High campus and each serves similar populations. Sac High s college-going culture is designed to give all students the opportunity to be accepted to and attend college. Under this model, Sac High is divided into four themed small schools, each adhering to the same college-focused principles. The small schools afford students the opportunity to pursue individual career interests through specialized internships and classes. The small schools are: Law & Public Service, Math, Engineering & Health Sciences, School of the Arts, and Business & Communications. The school has partnerships with local entities such as UC Davis Medical Center and McGeorge Law School (University of the Pacific) to offer our students programs and courses such as biophotonics, street law and mock trial. School Purpose and ESLRs Vision, Mission and 5 Pillars St. HOPE s mission for all its schools is to graduate self-motivated, industrious, critically thinking student leaders who are prepared to earn a degree from a four-year college, committed to serving others and passionate about lifelong learning. The vision is to create one of the finest urban high schools in America. Underlying the vision and mission are the principles guiding the day-to-day instruction at Sac High, referred to as the 5 Pillars: High Expectations, Choice and Commitment, More Time, Focus on Results, and Power to Lead. Sac High has high expectations for academic achievement and conduct that are clearly defined, measurable, and make no excuses based on the background of students. Students, parents, teachers, and staff create and reinforce a culture of achievement and support through a range of formal and informal rewards and consequences for academic performance and behavior. Sac High is a college preparatory school; college is the ultimate expectation for all students. Students, their parents, and the staff of Sac High choose to participate in the program. No one is assigned or forced to attend. As such, everyone must
35 make and uphold a commitment to the school and to each other to put in the time and effort required to achieve success. Sac High also recognizes that there are no shortcuts when it comes to success in academics and life. With an extended school day, students have more time in the classroom to acquire the academic knowledge and skills that prepare them for competitive colleges, as well as more opportunities to engage in diverse extra- and co-curricular experiences. Sac High focuses relentlessly on high student performance through standardized tests and other objective measures. Just as there are no shortcuts, there are no exceptions. Students are expected to achieve a level of academic performance that will enable them to succeed in the nation's best colleges and the world beyond. Sac High also strongly believes the measure of a person's success is in what he or she gives to others. Through a community service requirement (40 hours per year all four years), students develop a strong sense of civic responsibility and establish the foundation for a lifetime of meaningful community involvement. Students also deepen and demonstrate their learning, are empowered to become leaders, and benefit the community in which they live. Student Goals Expected Schoolwide Learning Results (ESLRs) 4. Students will be industrious, critical thinkers demonstrated by their academic success in all content areas. Measured through Big Goals: 100% of students master 80 % of the course content (B grade in all classes) o Holding students accountable reinforces and rewards organization, responsibility, self-advocacy and academic skills 100% of students advance one performance level on grade level CSTs o Provides an outside check that our local instruction and assessment reflect grade level proficiency and standards 95% attendance o Supports responsibility, prioritization, and other life skills o Daily attendance maximizes academic achievement Exemplifies Pillars: High Expectations Students are expected to perform at a high level in their courses and on state tests with the understanding that high attendance rates can greatly affect those outcomes Focus on Results Students are being held to standards that are quantifiable and measurable More Time Students understand that more time in the classroom and out will help them reach these goals 5. Students will be lifelong learners who are prepared to attend and be successful at a 4 year college. Measured through Big Goals: 100% of students graduate having fulfilled the California College and University A-G requirements o Students learn about the A-G requirements starting in 9 th grade, fostering planning and critically thinking skills as they move towards applying for admissions to college Exemplifies Pillars:
36 High Expectations The expectations are higher than other local high schools as all students are required to take more higher level, college prep classes Focus on Results Students have a tangible goal to reach by fulfilling the set expectations required to get into a CSU or CU. Choice and Commitment Students who attend Sac High know that the A-G requirements are the graduation requirements and choose to attend the school and fulfill those requirements 6. Students will be knowledgeable and effective citizens who demonstrate leadership and interpersonal skills in diverse settings and are committed to serving others. Measured through Big Goals: 100% of students complete 40 hours of community service (10 per semester) and attend 20 school pride events every year Exemplifies Pillars: Power to Lead Students will be given mulitple opportunties to practice and demonstrate their leadership abilities on campus through clubs, sports and other activities. Choice and Commitment Students who attend Sac High do so knowing the requirements and choose to attend the school and fulfill those requirements. More Time Although it may take more of their time to complete these requirements during the time, students are committed to putting in the time necessary to build themselves as students and citizens. Exemplifies school motto Service for Others
37 Needs Assessment Data Enrollment Since transforming to a charter school in 2003-04, Sac High s enrollment has continued to decrease; however, enrollment is expected to continue to increase through 2013-14. CBEDs Enrollment 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-13 Total Enrollment 1020 1011 960 901 837 871 African American 50.4% 55.8% 52.7% 55.0% 57.8% 58.6% Am Indian Alaska Nat 1.0% 1.3% 0.6% 0.4% 0.5% 0.5% Asian 7.6% 5.7% 6.6% 4.2% 3.2% 3.3% Filipino 0.8% 0.3% 0.2% 0.2% 0.0% 0.0% Hispanic/Latino 24.3% 24.1% 28.2% 28.6% 27.0% 27.9% Pacific Islander 0.7% 0.8% 1.1% 1.2% 0.8% 0.2% White 6.2% 4.9% 3.8% 2.6% 2.7% 2.2% Multiple/No Response 9.0% 7.0% 6.8% 7.7% 8.1% 7.5% Special Education 5% 6% 9% 8% 8.5% 8.8% English Learners (EL) 10.0% 8.9% 11.0% 10.4% 8.5% 6.7% SES Disadv na na na 71.4% 74.2% 74.5% Attendance Sac High s mobility rate (the percent of students continuously enrolled from census date to STAR testing) has increased from its first year (see table below, Attendance Rates). Average daily attendance has also increased since 2003-2004 and is now above the school s Big Goal of 95% attendance. The truancy rate for Sac High has fluctuated across the last 5 years. Truancy is defined as any pupil subject to compulsory full-time education or compulsory continuation education who is absent from school without a valid excuse three full days or tardy or absent more than any 30-minute period during the school day without a valid excuse on three occasions in one school year, or any combination thereof, is a truant (CDE). Attendance Rates 07-08 08-09 09-10 10-11 11-12 12-13 Mobility/Transient Rate 100.0% 96.0% 94.0% 99.0% 91% na ADA 93.0% 93.1% 94.6% 95.5% 95.1% 95.9% Truancy Rate 61.8% 60.6% 66.3% 24.5% 35% na Suspension and Expulsion Rates and Crime Statistics The number of expulsions has not varied much from year to year. Few, if any, expulsions occur each year. The number of suspensions varies widely from year to year. Suspensions due to disruption/defiance account for the majority of the total suspensions each year.
38 Suspensions Related to: 07-08 08-09 09-10 10-11 11-12 12-13 Aiding/abetting physical injury 0 0 0 1 Attempt to cause damage 9 6 12 3 Attempt to commit robbery/extortion 0 0 0 1 Brandishing knife 1 Bullying and bullying through elect means 0 0 0 10 3 Disruptions/defiance 119 127 84 104 54 Firearms, knives, etc. 0 1 2 2 1 Hate violence 0 0 0 0 Hazing or attempt to engage in 0 0 1 0 Knowingly recd stolen prop. 0 0 1 0 Obscene act/profanity 27 27 18 16 14 PDS-Assault/battery 0 0 0 0 PDS-possess/sell/furnish firearm 0 0 0 0 PDS-Robbery or extortion 0 0 0 0 Physical injury to other (cause) 5 Physical injury to other (attempt/threat) 39 67 54 57 75 Possess controlled sub 20 Possess dangerous object of no use 3 0 0 0 2 Possessed imitation firearm 1 0 0 0 Possession/sale drug para. 1 1 3 1 1 Possession/sale of substance 9 4 16 58 37 Possession/use tobacco 0 2 2 0 2 Property damage 3 Property theft 16 Related to Sexual assualt 0 0 1 0 sale of conrolled substance 3 Sexual harassment 1 3 4 6 8 Stole or attempted to steal 10 13 17 24 Terroristic threats 2 0 0 0 Threats, harassment 7 48 7 1 14 Unlawful possess of controlled subs 4 15 0 0 Use of force/violence 0 0 30 59 Overall Total 232 314 252 343 259 Suspension Rate (divided by total enrollment) 22.7% 31.1% 26.3% 38.1% 16.0% pending public release Professional Development
39 Sac High believes in growing its teachers and providing them with the necessary support to be successful in the classroom. To achieve this, Research and Development during the first 5 years was held every other week on Wednesdays from 8:00-9:30 AM. During this time staff would come together briefly to get pertinent schoolwide information and then break out into various content areas to work together on curriculum planning. In 2008-2009, Sac High implemented a Research and Development Day every Wednesday and students were released from school early to allow for these sessions. This has continued through 2012-13 and all teachers are expected to participate in these weekly professional development (PD) sessions. Topics include: instructional strategies, content specific topics (i.e., state standards), test preparation (i.e., CAHSEE), and school culture. In addition to schoolwide PD, core subject areas share common prep periods to allow for further discussion of curriculum, content and instructional strategies. Content leads head discussions and develop specific areas to address in weekly meetings. Content areas are also granted time to explore these areas in out of district trainings or extended meeting times; the school provides substitute teachers for teams to step out of the classroom and become students themselves. Content leads and administrators also provide formal and informal classroom observations as part of professional development. A rubric has been created to assess classroom objectives, but observations also allow for individualized feedback for teacher development. Finally, teachers begin the school year by attending a two (or three for new teachers) week-long PD program on campus. Academic Performance Index (API) Student Performance Data With the understanding that it is difficult to compare API across years because of yearly adjustments to the calculation (i.e., factor weights), the graph below shows that Sac High s API has increased overall since 2003-04. The school had the largest increase in its history from 2006-07 to 2007-08 (83 points) and this increase was the largest in the state of California that year (for schools with >300 students). Sac High s API has decreased slightly the past two years.
40 The table below shows that the school s significant subgroups (subgroups that have remained significant for the past 3 years) are closing the achievement gap. API 07-08 08-09 09-10 10-11 11-12 12-13 API 719 731 778 786 785 780 Growth 83 12 47 8-1 -5 State Rank 3 6 6 7 7 7 Similar Schools Rank 8 10 10 10 10 10 African American 707 723 765 779 782 769 Hispanic/Latino 712 719 783 797 783 798 SES Disadvantaged 712 723 773 780 780 772 * Non-significant subgroups (last three years): Pacific Islander, White, Filipino, Asian, American Indian/Alaska Native, Disabilities, English Language Learners Sac High has a state rank of 7 and a similar schools rank of 10 (out of 10). California Standards Test (CSTs) Overall, CST scores continue to increase in all content areas.
41 California High School Exit Exam (CAHSEE) 10 th grade The pass rates and proficiency rates for both ELA and Math dipped slightly from 2011-12 to 2012-13 with the exception of ELA proficiency which rose 1%.
42 Adequate Yearly Progress (AYP) Sac High is did not make AYP for 2013 and is continuing in Program Improvement Year 5. AYP 07-08 08-09 09-10 10-11 11-12 12-13 Overall ELA Math Made AYP N N N Y N N # of Criteria Met 17 of 18 17 of 18 17 of 18 18 of 18 16 of 18 12 of 18 PI Status Y1 cont. Y2 Y3 Y4 Y5 Y5 API 636 719 778 786 785 780 Grad Rate* 84.9 83.9 87.3 85.78 92.27 92.13 Part. Rate 100% 98% 97% 99% 96% 96% Target 33.4% 44.5% 55.60% 66.7% 77.8% 88.9% Prof. Rate 35.4% 44.4% ~ 47.4%~ 55.2%~ 56.3% 56.0% Af Amer 36.6% 43.9%~ 47.6%~ 55.6%~ 60.2%~ 50.4% His/Latino 31.3% 33.3% ~ 45.2%~ 54.2%~ 45.1% 66.0% SES Dis 31.3 ^ 41.4~ 45.7%~ 53.5%~ 55.6%~ 51.3% Part. Rate 100% 98% 100 100 97 100% Target 32.3% 43.5% 54.80% 66.10% 77.40% 88.7% Prof. Rate 42.6% 46.0% 49.3%~ 57.7%~ 68.0%~ 59.9% Af Amer 38.2% 44.2% 48.1%~ 55.9%~ 69.4%~ 55.9% His/Latino 45.3% 39.3% 44.4% 56.3%~ 65.4% 68.6% SES Dis 39.8% 48.1% 46.9% 52.9%~ 66.7%~ 58.3% Non-significant subgroups (last 3 years): Pacific Islander, White, Filipino, Asian, Amer. Indian/Alaska Native, Disabilities, English Lang. Learners ~ met through safe harbor ^met through alternate method *The graduation rate calculation changed in 2011-12 Notes: Significant subgroups have at least 50 valid scores; Areas in green did not meet target/annual Measurable Objective (AMO) SAT/ACT The number of students taking the SAT and ACT every year has increased. Beginning in 2007-08, all juniors and seniors were encouraged to take the ACT exam, whereas in the past, typically only seniors did. The school currently assists students in obtaining waivers for both tests when applicable. Both SAT and ACT mean scores increased until 2013. The school implemented specific ACT prep programs through advisory as well as integrated into regular classroom curriculum to try to help students succeed on these exams. Mean ACT/SAT Class of 2009 Class of 2010 Class of 2011 Class of 2012 Class of 2013 ACT 16.8 16.5 16.9 17.5 17.3 SAT - Critical Reading 404 410 409 418 Pending SAT - Math 403 410 404 421 Pending SAT - Writing 407 412 408 416 Pending Early Assessment Program (EAP) Sac High students have not had success with the EAP, although in 2012-13 the percent of students who took the math EAP scored conditional or exempt increased. One should take into
43 consideration that fewer students took the test in 2012-13 than in past year. Historically, the vast majority of 11 th graders participate in the English EAP (five year range: 93-97%), and most students take at least one math section. 2010-11 2011-12 2012-13 EAP SCHS State SCHS State SCHS State # taking exam 201 383060 200 383562 NA* pending total 11th graders 202 473091 212 470349 % of total 11th graders taking exam 100% 81% 94% 82% # eligible for test (CST eligible) 201 446860 200 440116 participation (of eligible) 100% 86% 100% 87% total exempt 23 85732 22 86939 % exempt of participating 11.4% 22.4% 11.0% 22.7% % exempt of total 11th graders 11.4% 18.1% 10.4% 18.5% conditional exempt 36 58468 % conditional exempt of participating 18.0% 15.2% % cond exempt of total 11th graders 17.0% 12.4% # taking exam 132 190946 136 203906 82 total 11th graders 202 473091 212 470349 178 % of total 11th graders taking exam 65% 40% 64% 43% 46% # eligible for test (CST eligible) 138 239950 139 246277 122 participation (of eligible) 96% 80% 98% 83% 67% total exempt 14 29526 18 30426 9 % exempt of participating 10.6% 15.5% 13.2% 14.9% 11.0% % exempt of total 11th graders 6.9% 6.2% 8.5% 6.5% 5.1% conditional exempt 54 81856 63 92831 52 % conditional exempt of participating 40.9% 42.9% 46.3% 45.5% 63.4% % cond exempt of total 11th graders 26.7% 17.3% 29.7% 19.7% 29.2% * SCHS students did not participate in the ELA EAP in 2012-13. English Total Math
44 Advanced Placement (AP) 14% of the class of 2013 passed at least one AP exam (in 10 th, 11 th, and/or 12 th grade; passed = scored 3+ on exam). Several AP teachers attended special training over the 2012 summer to help identify areas to strengthen in the AP program at Sac High; despite this, the percent of students who pass the AP exams has declined since 2010-11. AP Pass Rate 2010-11 2011-12 2012-13 Biology 56% 0% na Calculus AB 0% 3% 7% Comp. Studio Art na 100% na Eng. 11 (Language) 25% 15% 16% Eng. 12 (Lit & Comp) 5% 31% 11% Government 16% 10% 17% Spanish 57% na na U.S. History 65% 30% 33% World History 46% 45% 15% Total 35% 23% 17% na - Not all AP courses are offered each year A-G Requirements The percent of students who are A-G eligible (students who have completed the coursework required to make them eligible for admittance to the UC and CSU systems) has almost doubled at Sac High since 2004. In 2008-09, the A-G requirements became the school s graduation requirements. Since then, only students who are in special education or are foster youth do not need to meet the A-G requirements to graduate. Because of this, Sac High students graduate A-G eligible at significantly higher rates than SCUSD, Sacramento county, and the state. (2012-13 graduation data will not be available until spring 2014). A-G eligibility rates are not public as of August 2013. UC/CSU A-G Requirements 07-08 08-09 09-10 10-11 11-12 12-13 Total Grads 193 153 181 166 177 pending SCHS Total # of Grads UC/CSU req. course 124 135 164 155 164 Grads % of Grads UC/CSU req. courses 64.2% 88.2% 90.6% 93.4% 92.7% SCUSD Total Grads County Total Grads State Total Grads Total Grads 2360 2538 2400 2763 2763 # of Grads UC/CSU req. course 996 1151 697 1252 800 % of Grads UC/CSU req. courses 42.2% 45.4% 29.0% 45.3% 29.0% Total Grads 14307 14906 15575 15846 15750 # of Grads UC/CSU req. course 4512 4378 5053 5974 5330 % of Grads UC/CSU req. courses 31.5% 29.4% 32.4% 37.7% 33.8% Total Grads 376393 383631 405087 418491 408861 # of Grads UC/CSU req. course 127594 135379 147071 160131 164598 % of Grads UC/CSU req. courses 33.9% 35.3% 36.3% 38.3% 40.3%
45 Completion Rates Graduation Rate In 2011, the calculation for graduation rate was changed to the 4-year Cohort Graduation Rate. Because of this, historical data is not provided below. The current Sac High graduation rate is above SCUSD, county and state rates. (2012-13 graduation data will not be available until spring 2014). Cohort Grad Rate 10-11 11-12 12-13 SCHS 92.3 92.1 na SCUSD 73.8 79.8 County 72.1 76.7 State 76.3 78.5 Post Sacramento Charter High School Sac High s class of 2013 had the highest 4-year college acceptance rate in the school s history (90%). The chart below shows how college acceptances have continued to rise since 2004 (4- year College Acceptance). In 2011-12, Sac High contracted with the National Student Clearinghouse to track actual college enrollment and completion (rather than use self-reported data). Actual college enrollment has increased over the years, but dipped slightly for the class of 2012. (Class of 2013 information will be available spring 2014).
46
47 Needs Assessment Data Analysis Growth Areas Support and intervention need to be more widely employed/offered to help students meet the High Expectations Analysis of grading in terms of benchmarks versus coursework. (Is there alignment if a student does not pass benchmarks, but ultimately passes the course?) Communication with middle schools and/or access to student data to better assess 9 th graders Alumni tracking to evaluate efficacy of program in preparing students for college and/or career More tools to create a greater sense of personal responsibility in the classroom Increased intervention and support classes to work with students at different levels Increased use of technology in the classroom The school needs more effective ways to disseminate data to a wide variety of stakeholders, including potential students and funders, and to be able to share best practices tied to data Although the school consistently utilizes benchmarks schoolwide, benchmark design (timing, cumulative assessment of state standards at a certain point in term regardless of lesson plans) needs review and revision The school could more regularly collect student feedback on some programs Utilize parents and community members directly in the classroom learning process through parents-as-tutors, in-class assistance, and teaching parents how to help their students study/complete homework Involvement of subgroups, particularly ELLs, in school in a wide variety of areas (governance, planning, support) Continue to explore support services for students in and out of school hours such as more targeted intervention classes and tutoring. Although the school has done a good job of growing many of the support areas (i.e., counseling), academic supports continue to be a struggle due to lack of resources Increased outreach to parents and students regarding available services Early identification of students struggling in culture and behavior expectations and other areas in addition to academics Additional support for ELLs both in and outside of the classroom
48 Planned Improvements in Student Performance In 2010, as part of the WASC accreditation process, the school analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index and adequate yearly progress growth targets. As a result, it adopted the following school goals and related actions to raise the academic performance of students. Each year, the school and relevant groups review the plan for revisions as the Single Plan for Student Achievement. In addition, as the school is continuing in PI Year 5 in 2013-14, the school has implemented the Restructuring Plan below to address specific requirements of PI Year 5. Goal #1: Create systems to track and report college preparedness and college success through appropriate indicators to affect school programs and student outcomes. Goal #2: The school will identify and implement system-wide study skills in order for students to demonstrate independent learning in high school and college. Goal #3: All students will improve content standards mastery as measured by improved scale scores on all core content CSTs. Far Below and Below Basic Students will improve by at least 15% annually and all other students will improve by at least 10% annually. Goal #4: All students will have an educational plan (ed plan) in which students, teachers and parents target academic growth indicators as well as learning processes. Goal #5: Evaluate current school discipline procedures and policies for potential revision. Goal #6: Examine and revise (as necessary) the schoolwide technology plan to specifically include strategies for improving instruction and learning to better prepare students for college and the technology they will be exposed to in their higher education learning experiences. PI Year 5 Restructuring Plan: 7. Notify all parents of PI Year 5 status through multiple means (letter home, internet) 8. Offer Public School Choice to all students 9. Offer Supplemental Education Services (SES) 10. Set aside funds from Title I allocation as designated: a. 20% for SES (choice is not applicable for independent charter schools) b. 10% for high quality professional development for all staff (to implement Instructional Coaches for core subject areas) 11. Implement the following alternative governance options: a. Replace staff, including the principal 12. Institute additional programs and services tied directly to student achievement: a. Instituted 21 st Century ASSETS program including afterschool tutoring, homework help (mandatory), and other academic programs b. Continuing English Language Development class for English Language Learners who need additional support c. Continuing intersession (extended learning time) program for lowest-achieving students d. Continuing support classes in ELA and math (students regular course and support class at the same time)
e. Continuing algebra I and English 9 summer program for incoming 9 th graders who were determined to need additional assistance prior to entering 9 th grade. 49
50 Goal #1: Create systems to track and report college preparedness and college success through appropriate indicators to affect school programs and student outcomes. Rationale Sac High students are not performing well on the college-going tests across the board and this was raised as a critical academic need to address as Sac High is a college prep high school; however, these results are just one type of indicator of preparedness for college and eventual college success. There is a need to identify indicators of college success and use them to measure student progress towards college success. The school currently does not track college success (only systematically tracking acceptance and self-reported college-going to either 2 or 4-year college). Supporting Data Average ACT/SAT scores Mean ACT/SAT Class of 2009 Class of 2010 Class of 2011 Class of 2012 Class of 2013 ACT 16.8 16.5 16.9 18.1 NA SAT - Critical Reading 404 410 409 418 SAT - Math 403 410 404 421 SAT - Writing 407 412 408 416 College remediation rate (EAP) EAP 2009-10 2010-11 2011-12 2012-13 English Total Math Advanced Placement (AP) pass rate: % exempt of participating 13.6% 11.4% 11.0% 0 % exempt of total 11th graders 13.6% 11.4% 10.4% % conditional exempt of participating na na 18.0% % cond exempt of total 11th graders na na 17.0% % exempt of participating 6.0% 10.6% 13.2% 11.0% % exempt of total 11th graders 4.1% 6.9% 8.5% 5.1% % conditional exempt of participating 22.8% 40.9% 46.3% 63.4% % cond exempt of total 11th graders 15.5% 26.7% 29.7% 29.2% AP Pass Rate 2009-10 2010-11 2011-12 2012-13 Total (all tests) 18% 35% 23% 17% College success for alumni o 12% 6-year college completion rate for class of 2004 o 15% 6-year college completion rate for class of 2005 o 13% 6-year college completion rate for class of 2006
51 Growth Targets 2013-14 1-3 point increase on composite ACT (2013-14 seniors compared against 2012-13 seniors) Increase 4-year college acceptance rate by 2-4% over previous year See Goal #4 (Ed Plans) 15% increase on AP pass rate ESLRs Addressed #2 - Students will be lifelong learners who are prepared to attend and be successful at a 4 year college. #3 - Students will be knowledgeable and effective citizens who demonstrate leadership and interpersonal skills in diverse settings and are committed to serving others. Pillars: High Expectations Focus on Results Big Goals: 100% of students graduate having fulfilled the California College and University A-G requirements Impact on student learning of academic standards and ESLRs Monitoring Progress (tools): ACT /SAT Results # of students taking the exams This goal has a direct impact on preparedness to take college-going assessments (ACT) and generalization to additional assessments in this area. This goal has an indirect impact on student preparedness through better analysis of the necessary steps for students to take in order to be ready for college. EAP Exempt and Non-Exempt Naviance as a tracking tool College Applications Completed College Acceptance Matriculation through Senior Exit Survey Utilizing Computer Lab Resources/Workshops/Onsite College Presentations tracked and sent to advisors Tracking students attending off campus college visits with rosters % of students A-G eligible AP results National Student Clearinghouse alumni data (college going and college completion) Reporting Progress (modes and methods): End of year reports/comparison to prior years (Admin and Counseling) Monthly status reporting to advisors based on grade level relevance School Profile (yearly) Board presentation during September meeting (yearly)
52 Description of specific actions to improve College Preparedness and Success: 1. Alignment of instruction with content standards: See goals 3 below. 2. Use of standards-aligned instructional materials and strategies: See goals 3 below. 3. Extended learning time: See goals 3 below. 4. Increased access to technology: The school is updating its college lab with new computers in 2013-14. Students access college information and applications online through Naviance. 5. Staff development and professional collaboration aligned with standards-based instructional materials: See goals 3 below. Persons Involved Related Expenditures Estimated Cost Funding Source Counselors Software and hardware General fund 6. Involvement of staff, parents, and community including: Back to school night and college going seminars for parents to learn about the college prep school and information on how to navigate the college going process. Principal Assist. Principals Counselors personnel materials, supplies, etc. $500 Title I General fund 7. Auxiliary services for students and parents (including transition from preschool, elementary, or middle school): See goals 3 below. 8. Monitoring Title I program effectiveness: See goals 3 below. 9. Targeting services and programs to lowest-performing student groups: See goals 3 below. Targeting students to bring them to grade level and then to college preparedness. Principal Assist. Principals Counselors Personnel See goals 3-4 below. Title I 10. Any additional services tied to student academic needs: ACT and SAT preparation in advisory classes. Data driven instruction and planning. Principal; Assist. Principals; Counselors; Other staff Materials Personnel Natl Student Clearinghouse General Fund
53 Goal #2: The school will identify and implement system-wide study skills in order for students to demonstrate independent learning in high school and college. Rationale The number of NCRs, low average GPAs and benchmark scores, and classwork/homework grades that do not reflect success on standards based benchmarks necessitate examination of study practices. Stronger study skills may address the gap in student academic competency. Also given our current focus on college readiness, in addition to college acceptance, we recognize the need to give students the skills necessary to be prepared for the rigor of a 4-year university. This also addresses the critical academic need for student to improve their success on college readiness indicators. Supporting Data Number of students with NCRs (% of all students with at least one NCR): T2 08-09 T2 09-10 T2 10-11 T2 11-12 T2 12-13 Students with at least 1 NCR 42% 46% na 44% 38% Average GPA 2010 T2 11-12 T2 12-13 grade 9 2.04 2.48 2.53 grade 10 2.29 2.34 2.57 grade 11 2.47 2.21 2.41 grade 12 2.43 2.69 2.62 Average ACT/SAT scores **See Goal #1 High college remediation rate as indicated in EAP results **See Goal #1 Growth Targets 2013-14: NCRs will drop by 10% Average GPA will increase (undetermined amount) Benchmark scores will increase by 10% in all core content areas ESLRs Addressed #1 - Students will be industrious, critical thinkers demonstrated by their academic success in all content areas. #2 - Students will be lifelong learners who are prepared to attend and be successful at a 4 year college. #3 - Students will be knowledgeable and effective citizens who demonstrate leadership and interpersonal skills in diverse settings and are committed to serving others.
54 Pillars: High Expectations Choice and commitment More Time Focus on Results Big Goals: 100% of students master 80 % of the course content (B grade in all classes) 100% of students advance one performance level on grade level CSTs Impact on student learning of academic standards and ESLRs This goal has a direct impact on student learning, academic standards and ESLRS as students learn to apply study skills to make academic progress. Monitoring Progress (tools): Grades: Lower number of NCRs Grades: Higher average GPAs EAP results ACT/SAT results Alumni college success and retention vs. dropout (see Goal #1) Reporting Progress (modes and methods): PD attendance Log: Weekly Lesson plan feedback: Weekly Classroom observation Assessments: Yearly as reported from overseeing body
55 Description of specific actions to improve Study Skills: Persons Involved Related Expenditures Estimated Cost Funding Source 1. Alignment of instruction with content standards: See goals 3 below. 2. Use of standards-aligned instructional materials and strategies: See goals 3 below. 3. Extended learning time: See goals 3 below. 4. Increased access to technology: The school is updating its college lab with new computers in 2013-14. Students access college information and applications online through Naviance. 5. Staff development and professional collaboration aligned with standards-based instructional materials: See goals 3 below. 6. Involvement of staff, parents, and community including: Student-parent handbook/planners provided for all students All SCHS staff/teachers/admin; students and parents Handbook General Fund 7. Auxiliary services for students and parents (including transition from preschool, elementary, or middle school): See goals 3 below. 8. Monitoring Title I program effectiveness: See goals 3 below. 9. Targeting services and programs to lowest-performing student groups: See goals 3below. Targeting students to bring them to grade level and then to college preparedness. Co-Principals Instructional coaches Teachers Personnel See goals 3-4 below. Title I 10. Any additional services tied to student academic needs: Study skills through Advisory class and regular classes includes: time management (including using handbook), test taking strategies note taking, active reading (annotations), problem solving skills (math) Co-Principals Instructional coaches Teachers Materials Personnel General Fund
56 Goal #3: All students will improve content standards mastery as measured by improved scale scores on all core content CSTs. Far Below and Below Basic Students will improve by at least 15% annually and all other students will improve by at least 10% annually. Rationale A yearly tangible measure of student academic achievement is content standards testing. For every college graduate, there is a corresponding 9 th, 10 th and 11 th grade CST score. Providing students with a yardstick for measuring progress towards college success allows teachers to individually tailor instruction, and students to be appropriately scheduled into classes that maximize successful outcomes. A cohort focus has not been a demonstrable way to support student success. We believe that an individualized growth target provides students with a tangible measure of improvement that potentially correlates with college ready SAT/ACT scores and college readiness/success. The school has not systematically looked at CST data in this manner in the past. Although this applies to all students, the school will especially focus on ELL students as they continue to struggle on standardized tests. Supporting Data See CST data for all content areas and subgroups (including non-significant subgroups i.e., English Language Learners) If a student at Basic (300) improves by 10% (30 points) each year, he/she will be proficient within two years. If a student is Far Below Basic (250) improves by 15% in year one, 15% in year two, and 10% in year three, he/she will be proficient within three years. Total # of students with scores 2011-12 & 2012-13* Students scoring FBB or BB on the 2011-2012 CST # FBB/BB 2011-12 % increasing SS by 15% % increasing one level Students scoring B, P, A on the 2011-2012 CST # B/P/A 2011-12 % increasing SS by 10% % increasing one level English 327 40 18% 45% 287 9% 14% Math 318 91 26% 42% 227 14% 16% Growth Targets 2013-14 45% of students who scored FBB or BB on the 2011-12CST will increase their scale score by 15% on all core content CSTs 45% of students who scored B, P or A on the 2011-12 CST will increase their scale score by 10% on all core content CSTs ESLRs Addressed #1 - Students will be industrious, critical thinkers demonstrated by their academic success in all content areas. #2 - Students will be lifelong learners who are prepared to attend and be successful at a 4 year college. Pillars: High Expectations Focus on Results Big Goals: 100% of students advance one performance level on grade level CSTs Impact on student learning This goal has a direct impact on student learning, academic standards and ESLRS as students are placed appropriately in support/intervention
57 of academic standards and ESLRs Monitoring Progress (tools): CST scores Benchmark scores PSAT scores ACT/SAT scores CAHSEE scores EAP exemptions classes and teachers tailor instruction to meet student needs. Reporting Progress (modes and methods): Students/parents: yearly (see also Goal #4 regarding Education Plans) BOD: yearly (annual meeting in September of each year) Internal: ongoing as necessary schoolwide as well as within departments
58 Description of specific actions to improve Content Standards Mastery: 1. Alignment of instruction with content standards: 1) research-proven curricula suitable for students with varying learning needs will be used in tandem with internally developed curricula that is aligned with the California Standards (in selecting curricula, we have identified programs that can be easily adapted for students with special needs or identified as English language learners, align with and/or exceed California Standards, have strong internal assessments, and come with rigorous professional development); 2) when research-proven curricula do not fully or adequately align to California Standards or fully prepare students for the demands of rigorous college-preparatory high schools, Sac High supplements these curricula with internally developed curricula; 3) movement towards Common Core and supplemental materials as necessary 2. Use of standards-aligned instructional materials and strategies: Sac High is implementing an online reading assessment tool for all students in 2013-14 (purchased 2012-13). 3. Extended learning time: Sac High offers multiple avenues for extended learning time (beyond the regular daily schedule) including: Dragon Academy, Intersession, and Summer School 4. Increased access to technology: The school is in the process of increasing access to technology for all students through laptops (and classroom carts). Persons Involved Related Expenditures Estimated Cost Funding Source Principal Assist. Principals Teachers Principal Assist. Principals Instructional Coaches Teachers Principal Assist. Principals Instructional Coaches Teachers supplemental materials aligned with common core TBD General Fund Special funding for Common Core transition Software Title I (2012-13 funding) see #9 below IT Hardware $7,024 Title I 21 st Century High School ASSETS Title I General Fund 5. Staff development and professional collaboration aligned with standards-based instructional materials: Sac High has hired instructional coaches in math and ELA to target instructional practices in the classroom (10% setaside towards professional development from PI year 5). In addition, funding is available for staff to attend conferences, seminars, trainings as necessary (state, federal, local) Instructional Coaches Personnel Training opportunities $21,726 $5,965 Title I Title II A
59 6. Involvement of staff, parents, and community including: To increase involvement, SHPS has hired a Community and Parent Coordinator. Additional funds from Title I and the General Fund (as necessary) are available to help foster parent involvement (limited by Title I restrictions as monitored by the SHPS Title I Coordinator). 7. Auxiliary services for students and parents (including transition from preschool, elementary, or middle school): Sac High offers multiple avenues for transition programs to 9 th grade including orientations and Summer Academy 8. Monitoring Title I program effectiveness: Administration of Title I program for compliance (including administration for target populations such as foster youth, homeless youth, English language learners; general administration) 9. Targeting services and programs to lowest-performing student groups: Lowest-performing students have access to additional services through summer school, intersession and Supplemental Education Services (SES; 20% setaside to fulfill Program Improvement Year 5 requirements) 10. Any additional services tied to student academic needs: Services and assistance for homeless youth. Parent Liaison School staff Principal Assist. Principals Counselors Teachers SHPS Principal Assist. Principals Teachers Co-Principals SHPS staff personnel materials, supplies, etc. Personnel Materials Title I Monitoring Indirect costs $55,449 see also Goal 1 above) See #9 below (summer school) $32,589 (includes taxes and benefits) $6,518 indirect costs Title I Title I General fund Title I General Fund Personnel $93,451 Title I General Fund Homeless youth assistance $500 Title I
60 Goal #4: All students will have an educational plan (ed plan) in which students, teachers and parents target academic growth indicators as well as learning processes over the course of four years. Rationale We are currently not meeting the individual needs of students as evidenced by our number of NCR s, low average GPA, disenrollment numbers, and students who are not meeting A-G requirements. The existing ILPs that we complete through advisory do not contain information that truly identifies student growth. ILPs simply measure credits and grades. We believe that a more individualized plan that focuses on personal growth and a long term plan will be more authentic for our students, allowing them to take greater accountability for their learning and plan accordingly for college. Additionally, there is a disconnection between student, parent and teacher communication upon student enrollment at Sacramento Charter High School; therefore, we need to put common practices into place that will facilitate communication throughout the year. Supporting Data Number of students with NCRs (% of all students with at least one NCR): NCRs Students with at least 1 NCR T2 08-09 T2 09-10 T2 10-11 T2 11-12 T2 12-13 42% 46% na 44% 38% Average GPA 2010 T2 11-12 T2 12-13 grade 9 2.04 2.48 2.53 grade 10 2.29 2.34 2.57 grade 11 2.47 2.21 2.41 grade 12 2.43 2.69 2.62 Retention o CBEDS enrollment decreased by 42% from 2003-04 to 2009-2010 o 25% of total enrollment transferred out in 2010-11 o 26% of total enrollment transferred out in 2011-12 o 19% of total enrollment transferred out in 2012-13 Parent survey o 26% of parents (2009-10 survey) felt that their student was not receiving personalized support o 14.4% (9 th grade parent survey T2 2011-12) felt that their student was not receiving personalized support o 8.4% (9 th and 10 th grade parents survey T2 2012-13) felt that their student was not receiving personalized support 127 out of 449 (28%) parents completed a survey during the T2 conferences. Growth Targets 2013-14 (9 th, 10 th, and 11 th grade implementation) 100% of all students will have worked with their advisory teacher to create their Education Plan
61 100% of 9, 10 and 11 th graders will lead at least one student-led parent-teacher conference. At least 90% of 9 th and 10 th grade parents will feel that their student receives personalized support ESLRs Addressed #1 - Students will be industrious, critical thinkers demonstrated by their academic success in all content areas. #2 - Students will be lifelong learners who are prepared to attend and be successful at a 4 year college. #3 - Students will be knowledgeable and effective citizens who demonstrate leadership and interpersonal skills in diverse settings and are committed to serving others. Impact on student learning of academic standards and ESLRs Monitoring Progress (tools): Parent survey Pillars: High Expectations Choice and commitment Focus on Results Power to Lead Big Goals: 100% of students master 80 % of the course content (B grade in all classes) 100% of students advance one performance level on grade level CSTs 95% attendance 100% of students graduate having fulfilled the California College and University A-G requirements 100% of students complete 40 hours of community service (10 per semester) and attend 20 school pride events every year This goal has an indirect impact on student learning, academic standards and ESLRS as students are held more accountable for their own learning and parents are more involved in their student s progress throughout high school. Track NCR s, GPA, reduced number of withdrawals Student led conferences(percent completed) Reporting Progress (modes and methods): Yearly comparisons will be posted on the website and newsletter Yearly board reporting End of term advisory reports
62 Description of specific actions for Creating Education Plans: Persons Involved Related Expenditures Estimated Cost Funding Source 1. Alignment of instruction with content standards: See goal 3 above. 2. Use of standards-aligned instructional materials and strategies: See goal 3 above. 3. Extended learning time: See goal 3 above. 4. Increased access to technology: See goal 3 above. 5. Staff development and professional collaboration aligned with standards-based instructional materials: See goal 3 above. 6. Involvement of staff, parents, and community including: Student-parent handbook/planners provided for all students; student-led parent teacher conferences for 9 th -11 th graders All SCHS staff/teachers/admin; students and parents Handbook General Fund 7. Auxiliary services for students and parents (including transition from preschool, elementary, or middle school): See goal 3 above. 8. Monitoring Title I program effectiveness: v 9. Targeting services and programs to lowest-performing student groups: See goal 3 above. 10. Any additional services tied to student academic needs: See goal 3 above.
63 Goal #5: Evaluate current school discipline procedures and policies for potential revision. Rationale The school does not currently have data to evaluate the relations between current discipline structures and 1) individual grades (NCRs), 2) assessment results (CST, CAHSEE), and 3) school enrollment (particularly exits prior to graduation/transfers). The data that is available raised numerous questions during the initial data analysis (spring 2010) regarding consistency of discipline practices, our suspension rates and practices, and how discipline practices are directly affecting students transferring out of the school. Supporting Data School suspension rate 07-08 08-09 09-10 10-11 11-12 12-13 Suspension Rate 22.7% 31.1% 26.3% 38.1% 16.0% pending Number of students with NCRs (% of all students with at least one NCR): NCRs Students with at least 1 NCR T2 08-09 T2 09-10 T2 10-11 T2 11-12 T2 12-13 42% 46% na 44% 38% Average GPA Growth Targets 2013-14 2010 T2 11-12 T2 12-13 grade 9 2.04 2.48 2.53 grade 10 2.29 2.34 2.57 grade 11 2.47 2.21 2.41 grade 12 2.43 2.69 2.62 Retention o CBEDS enrollment decreased by 42% from 2003-04 to 2009-2010 o 25% of total enrollment transferred out in 2010-11 o 26% of total enrollment transferred out in 2011-12 o 19% of total enrollment transferred out in 2012-13 Continue to decrease suspension rate as feasible by utilizing alternative discipline means (in-school suspensions, behavior contracts, response to intervention) Identify source of student referrals (grade level, period, teacher) to provide additional supports and decrease referrals Increase classroom management skills/tools of teachers Continue to implement a positive system to rewarding positive student behaviors
64 ESLRs Addressed #1 - Students will be industrious, critical thinkers demonstrated by their academic success in all content areas. #2 - Students will be lifelong learners who are prepared to attend and be successful at a 4 year college. #3 - Students will be knowledgeable and effective citizens who demonstrate leadership and interpersonal skills in diverse settings and are committed to serving others. Impact on student learning of academic standards and ESLRs Monitoring Progress (tools): Number/%/type of suspensions JAG/referrals Attendance GPA # of NCRs Enrollment/exits (prior to graduation) Pillars: High Expectations Choice and Commitment Focus on Results Power to Lead More Time Big Goals: 100% of students master 80 % of the course content (B grade in all classes) 100% of students advance one performance level on grade level CSTs 95% attendance 100% of students graduate having fulfilled the California College and University A-G requirements 100% of students complete 40 hours of community service (10 per semester) and attend 20 school pride events every year This goal has a direct impact on student learning, academic standards and ESLRS Reporting Progress (modes and methods): To be determined
65 Description of specific actions for Evaluating Discipline System: Persons Involved Related Expenditures Estimated Cost Funding Source 1. Alignment of instruction with content standards: See goal 3 above. 2. Use of standards-aligned instructional materials and strategies: See goal 3 above. 3. Extended learning time: See goal 3 above. 4. Increased access to technology: See goal 3 above. 5. Staff development and professional collaboration aligned with standards-based instructional materials: See goal 3 above. 6. Involvement of staff, parents, and community including: See goal 3 above. 7. Auxiliary services for students and parents (including transition from preschool, elementary, or middle school): See goal 3 above. 8. Monitoring Title I program effectiveness: See goal 3 above. 9. Targeting services and programs to lowest-performing student groups: See goal 3 above. 10. Any additional services tied to student academic needs: Principal, Assist. Principals, Deans, staff, teachers General Fund
66 Goal #6: Examine and revise (as necessary) the schoolwide technology plan to specifically include strategies for improving instruction and learning to better prepare students for college and the technology they will be exposed to in their higher education learning experiences. Rationale To truly be a college prep high school, Sac High needs to prepare its students to not only be academically successful, but to also have the knowledge and skills to successfully navigate a new educational system including the technology they will be expected to master and utilize. This goal will help the school better integrate technology into learning in the classroom as well as build skills for technology use in its students. Supporting Data The school does not currently (2010-11 school year) offer a basic computing skills/introduction to technology course. Few teachers currently require students to utilize technology in preparation of homework assignments, submission of work, or regular communication regarding the class. Growth Targets None specified ESLRs Addressed #1 - Students will be industrious, critical thinkers demonstrated by their academic success in all content areas #2 - Students will be lifelong learners who are prepared to attend and be successful at a 4 year college. Impact on student learning of academic standards and ESLRs Monitoring Progress (tools): Technology audit Pillars: High Expectations Focus on Results Big Goals: na This goal has a direct impact on college preparedness as students will engage in learning through technology and learn skills to better utilize technology in their education and future careers Identified objectives for technology use (teachers and students) Evaluation of necessary resources to meet objectives Establish growth targets/benchmarks for identified objectives Reporting Progress (modes and methods): Ongoing as necessary to address stated objectives
67 Description of specific actions for Evaluating Discipline System: Persons Involved Related Expenditures Estimated Cost Funding Source 1. Alignment of instruction with content standards: See goal 3 above. 2. Use of standards-aligned instructional materials and strategies: See goal 3 above. 3. Extended learning time: See goal 3 above. 4. Increased access to technology: The school is in the process of increasing access to technology for all students through laptops (and classroom carts). See goal 3 above. 5. Staff development and professional collaboration aligned with standards-based instructional materials: See goal 3 above. 6. Involvement of staff, parents, and community including: See goal 3 above. 7. Auxiliary services for students and parents (including transition from preschool, elementary, or middle school): See goal 3 above. 9. Monitoring Title I program effectiveness: See goal 3 above. 11. Targeting services and programs to lowest-performing student groups: See goal 3 above. 12. Any additional services tied to student academic needs: See goals 3 and 5 above IT Hardware $7,024 (see goal 3 above) Title I
68 Programs Included in this Plan The School Site Council intends for this school to participate in the following programs: (Check the box for each state and federal categorical program in which the school participates and, if applicable, enter amounts allocated. The plan must describe the activities to be conducted at the school for each of the state and federal categorical program in which the school participates. If the school receives funding, then the plan must include the proposed expenditures.) State Programs California School Age Families Education Purpose: Assist expectant and parenting students to succeed in school Economic Impact Aid/State Compensatory Education Purpose: Help educationally disadvantaged students succeed in the regular program Economic Impact Aid/English Learner Program Purpose: Develop fluency in English and academic proficiency of English learners Peer Assistance and Review Purpose: Assist teachers through coaching and mentoring Professional Development Block Grant Purpose: Attract, train, and retain classroom personnel to improve student performance in core curriculum areas Pupil Retention Block Grant Purpose: Prevent students from dropping out of school Quality Education Investment Act Purpose: Funds are available for use in performing various specified measures to improve academic instruction and pupil academic achievement School and Library Improvement Program Block Grant Purpose: Improve library and other school programs School Safety and Violence Prevention Act Purpose: Increase school safety Tobacco-Use Prevention Education Purpose: Eliminate tobacco use among students List and Describe Other State or Local Funds (e.g., Gifted and Talented Education) Allocation $ $ $ $ $ $ $ $ $ $ $ Total amount of state categorical funds allocated to this school $0.00 Guide to the Single Plan for Student Achievement California Department of Education, September 2010
69 Federal Programs under the Elementary Secondary Education Act Title I, Part A: Neglected Purpose: Supplement instruction for abandoned, abused, or neglected children who have been placed in an institution Title I, Part D: Delinquent Purpose: Supplement instruction for delinquent youth Title I, Part A: Schoolwide Program Purpose: Upgrade the entire educational program of eligible schools in high poverty areas Title I, Part A: Targeted Assistance Program Purpose: Help educationally disadvantaged students in eligible schools achieve grade level proficiency Title I, Part A: Program Improvement Purpose: Assist Title I schools that have failed to meet ESEA Adequate Yearly Progress targets for one or more identified student groups Title II, Part A: Teacher and Principal Training and Recruiting Purpose: Improve and increase the number of highly qualified teachers and principals Title II, Part D: Enhancing Education Through Technology Purpose: Support professional development and the use of technology Title III, Part A: Language Instruction for Limited-English-Proficient (LEP) Students Purpose: Supplement language instruction to help LEP students attain English proficiency and meet academic performance standards Title IV, Part A: Safe and Drug-Free Schools and Communities Purpose: Support learning environments that promote academic achievement (NO LONGER FUNDED BEGINNING WITH THE 2010-11 SCHOOL YEAR) Title VI, Part B: Rural Education Achievement Program Purpose: Provide flexibility in the use of ESEA funds to eligible local educational agencies Allocation $ $ $ 217,257 $ $ $ 5,965 $ $ $ $ Other federal funds (list and describe) 1 $ Total amount of federal categorical funds allocated to this school $ Total amount of state and federal categorical funds allocated to this school $223,222 17 For example, special education funds used in a School-Based Coordinated Program to serve students not identified as individuals with exceptional needs. Guide to the Single Plan for Student Achievement California Department of Education, 2010
70 School Site Council Membership California Education Code Section 64001(g) requires that the Single Plan for Student Achievement be reviewed and updated at least annually, including proposed expenditures of funds allocated through the ConApp, by the school site council (SSC). The current make-up of the SSC is as follows: 2 Names of Members Principal Classroom Teacher Other School Staff Parent or Community Member Secondary Student 2013-14 Paul Schwinn x Pending x Pending x Pending x Pending x Chris Baker x Kenya Lewis x Margie Mitchell x Michelle Brown x Toby Yi x Kingsley Melton x Asha Canady x Kaleesha Washington x Alex Young x Francelly Ortiz x Sherry Darden x Numbers of members in each category 1 4 3 5 4 2 At elementary schools, the SSC must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools, there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group. Guide to the Single Plan for Student Achievement California Department of Education, 2010
71 Recommendations and Assurances The school site council (SSC) recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following: 1. The SSC is correctly constituted and was formed in accordance with district governing board policy and state law. 2. The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the Single Plan for Student Achievement (SPSA) requiring board approval. 3. The SSC sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply): State Compensatory Education Advisory Committee Signature X English Learner Advisory Committee (same as SSC) Signature Special Education Advisory Committee Gifted and Talented Education Advisory Committee District/School Liaison Team for schools in Program Improvement Compensatory Education Advisory Committee Departmental Advisory Committee (secondary) Other committees established by the school or district (list) Signature Signature Signature Signature Signature Signature 4. The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan. 5. This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. 6. This SPSA was adopted by the SSC at a public meeting on: September 10, 2013 Attested: Paul Schwinn Typed name of School Principal Signature of School Principal Date Name of SSC Chairperson Signature of SSC Chairperson Date Guide to the Single Plan for Student Achievement California Department of Education, 2010
School & Library Improvement BG Pupil Retention Block Grant School Safety Block Grant Title III, English Learners Title II, Improving Teacher Quality Quality Education Investment Act Title I, Program Improvement Title I, Schoolwide Title I, Targeted Assistance EIA, State Compensatory Education EIA, English Learners 72 APPENDIX A: Chart of Requirements for the Single Plan for Student Achievement REQUIREMENTS LEGAL CITATION I. Involvement Involve parents and community in planning and implementing the school plan EC 52055.750(b) EC 35294.1(b)(2)(C) 5CCR 3932 X X X X X X 20 USC 7115(a)(1)(E) X 20 USC 6315(c)(1)(G) X 20 USC 6314(b)(1), (2)(A) X Advisory committee review and recommendations EC 64001(a) X X X X X X EC 52055.755 Written notice of program improvement status 20 USC 6316(b)(3) X II. Governance and Administration Single, comprehensive plan EC 64001(a), (d) X X X X X X X X X EC 52853 X X X X X EC 41572 EC 41507 EC 35294.1(a) 20 USC 6315(c)(1)(B) X 20 USC 6314(b)(2)(A) X School Site Council (SSC) constituted per former EC 64001(g) EC 52012 X X X X X X X X X SSC developed SPSA and expenditures EC 64001(a) EC 41572 X X X X X X X X X X EC 41507 X EC 35294.1(b)(1) X SSC annually updates the SPSA EC 64001(g) X X X X X X X X X EC 35294.2(e) X Governing board approves SPSA EC 64001(h) X X X X X X X X X X X EC 52055.750(a)(5) X Policies to ensure all groups succeed (specify role 20 USC 6316(b)(3) X X X X X X X Guide to the Single Plan for Student Achievement California Department of Education, 2010
School & Library Improvement BG Pupil Retention Block Grant School Safety Block Grant Title III, English Learners Title II, Improving Teacher Quality Quality Education Investment Act Title I, Program Improvement Title I, Schoolwide Title I, Targeted Assistance EIA, State Compensatory Education EIA, English Learners 73 REQUIREMENTS LEGAL CITATION of school, LEA, and SEA; and coordination with other organizations) 20 USC 6316(b)(3) X III. Funding Plan includes proposed expenditures to improve academic performance Describe centralized services expenditures 5 CCR 3947(b) X X EC 64001(g) X X X X X X X EC 52853 X X X X X 20 USC 6316(b)(3) X 20 USC 6315(c) X 20 USC 6314(b)(2)(A) X IV. Standards, Assessment, and Accountability Comprehensive assessment and analysis of data EC 64001(f) X X X X X X X EC 52055.740(a)(1)(D)(5) X 20 USC 6314(b)(1), (2)(A) X Evaluation of improvement strategies EC 64001(f) X X X X X X X EC 52853 X X X X X EC 35294.2(e) EC 32228.5(b) Assessment results available to EC 35294.2(e) parents 20 USC 6314(b)(2)(A) X V. Staffing and Professional Development Provide staff development EC 52853 X X X X X EC 52055.750I X EC 32228(b)(2) 20 USC 6316(b)(3) X 20 USC 6315I(1)(F) X 20 USC 6314(b)(1), (2)(A) X Budget 10 percent of Title I for staff development 20 USC 6316(b)(3) X Provide highly qualified staff EC 52055.740(a)(1)(D)(3) X 20 USC 6315I(1)(E) X 20 USC 6314(b)(1), (2)(A) X Distribute experienced teachers EC 52055.750(a)(10) X VI. Opportunity and Learning Describe instruction for at-risk students EC 52853 X X X X X Describe the help for students to meet state EC 64001(f) X X X X X X X standards 20 USC 6314(b)(1), (2)(A) X 20 USC 6315(c) X X X X X Guide to the Single Plan for Student Achievement California Department of Education, 2010
School & Library Improvement BG Pupil Retention Block Grant School Safety Block Grant Title III, English Learners Title II, Improving Teacher Quality Quality Education Investment Act Title I, Program Improvement Title I, Schoolwide Title I, Targeted Assistance EIA, State Compensatory Education EIA, English Learners School & Library Improvement BG Pupil Retention Block Grant School Safety Block Grant** Title III, English Learners Title II, Improving Teacher Quality Quality Education Investment Act Title I, Program Improvement Title I, Schoolwide Title I Targeted Assistance EIA, State Compensatory Education Economic Impact Aid (EIA) English Learners 74 REQUIREMENTS LEGAL CITATION Describe auxiliary services for at-risk students EC 52853 X X X X X 20 USC 6315(c) X 20 USC 6314(b)(1), (2)(A) X Avoid isolation or segregation 5CCR 3934 X X X X X REQUIREMENTS LEGAL CITATION VII. Teaching and Learning Goals based on performance EC 64001(f) X X X X X X X Define objectives 20 USC 6316(b)(3) X Steps to intended outcomes 5CCR 3930 X X X X X Account for all services 5CCR 3930 X X X X X Provide strategies responsive to student needs 5CCR 3931 X X X X X X 20 USC 6315(c) X 20 USC 6314(b)(2)(A) X Describe reform strategies that: 20 USC 6314(b)(1), (2)(A) X -Allow all to meet/exceed standards 20 USC 6315(c) X X -Are effective, research-based 20 USC 6316(b)(3) X X 20 USC 6315(c)(1)(c) X 20 USC 6314(b)(1)(B) X -Strengthen core academics EC 52054 X -Address under-served populations EC 52054 X Guide to the Single Plan for Student Achievement California Department of Education, 2010
School & Library Improvement BG Pupil Retention Block Grant School Safety Block Grant** Title III, English Learners Title II, Improving Teacher Quality Quality Education Investment Act Title I, Program Improvement Title I, Schoolwide Title I Targeted Assistance EIA, State Compensatory Education Economic Impact Aid (EIA) English Learners School & Library Improvement BG Pupil Retention Block Grant School Safety Block Grant** Title III, English Learners Title II, Improving Teacher Quality Quality Education Investment Act Title I, Program Improvement Title I, Schoolwide Title I Targeted Assistance EIA, State Compensatory Education Economic Impact Aid (EIA) English Learners 75 REQUIREMENTS LEGAL CITATION -Provide effective, timely assistance 20 USC 6314(b)(1)(I), (2)(A) X -Increase learning time 20 USC 6316(b)(3); X 20 USC 6314(b)(1)(B),(2) X -Meet needs of low-performing students 20 USC 6315(c)(A); X 20 USC 6314(b)(1)(B),(2) X -Involve teachers in academic 20 USC 6314(b)(1)(H), (2) X Assessments -Coordinate state and federal programs 20 USC 6315(c)(1)(H) X -Transition from preschool 20 USC 6314(b)(1)(J), (2)(A) X 20 USC 6315(c)(1)(D) X 20 USC 6314(b)(1)(G), (2)(A) X REQUIREMENTS LEGAL CITATION Enable continuous progress 5CCR 3931 X X X X X X Acquire basic skills, literacy 5CCR 3937 X X X X X Align curriculum, strategies, and EC 52853 X X X X X materials with state standards or law Provide high school career preparation 5CCR 4403 X Guide to the Single Plan for Student Achievement California Department of Education, 2010
76 Title I Program Improvement School Plan for Student Achievement Requirements Reference Guide Elements required in ESEA Title I, Part A, Section 1116 for PI Required PI Plan Elements Scientifically-based research Strategies based on scientifically-based research that will strengthen the core academic subjects in a school and address the specific academic issues that caused a school to be identified for PI Successful Policies and Practices Adoption of policies and practices concerning a school s core academic subjects that have the greatest likelihood of ensuring that all students (and student subgroups) enrolled in a school become proficient Page(s) in SPSA Goals 2 and 3 pp. 22-24 Professional Development (PD) pp. 22-24 A minimum of ten percent of Title I funds will be used each year that the school is in PI for the purpose of providing high-quality professional development of teachers and principal PD meets requirements of ESEA Section 1119 (qualifications for teachers and paraprofessionals) PD affords increased opportunity for participation PD directly addresses the academic achievement problem that caused a school to be identified for PI How funds (ten percent) reserved for PD will be used to remove the school from PI status Description of Specific Annual Measurable Objectives Developed for each of the student subgroups and in accordance with pp. 22-24 state s measure of adequate yearly progress Parent Notification Description of how the school will provide written notice about the identification of the school for PI in understandable language and format Shared Responsibility for Improvement Specify the responsibilities of the school, the LEA, the state education agency, and a description of the technical assistance and fiscal responsibilities to be provided pp. 22-24 Parent Involvement Strategies to promote effective parental involvement pp 16-18, 22-24, 25-27 Extended Learning As appropriate, activities before school, after school, during the summer, and during any extension of the school year Incorporation of a Teacher Mentoring Program See ESEA Title IX, Part A, 9101(42) for definition of Teacher Mentoring Program NA pp. 22-24 and BTSA Guide to the Single Plan for Student Achievement California Department of Education, 2010
77 SPSA Title I Schoolwide Requirements Elements required in ESEA Title I, Part A, Section 1114 for PI Required Elements of the ESEA Location (by Page) in SPSA Comprehensive needs assessment of all children enrolled in the school, including migratory children, which includes the analysis of student performance data in relation to the state academic content standards Schoolwide reform strategies that: Provide opportunities for all students to meet the academic standards at the proficient and advanced levels Use instructional strategies that are based on scientifically-based research that strengthen the core academic program that: Increase the amount and quality of learning time such as through an extended school year, before- and- after school, and summer school programs and help provide an enriched and accelerated curriculum Include strategies for meeting the educational needs of historically underserved populations Include strategies to address the needs of all children in the school, and in particular, the needs of low-achieving students and those at-risk of not meeting the state content standards Description of a process for evaluating whether the needs of students have been met Are consistent with the LEA Plan Instruction by highly-qualified teachers Provisions for high quality and ongoing professional development for teachers, principals, and paraprofessionals and other staff to enable all children to meet the state s academic achievement standards Strategies to attract high quality highly-qualified teachers to high-need schools pp. 5-15 pp. 16-32 recruitment pp. 22-24 Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services pp 16-18, 22-24, 25-27 Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early na Reading First, or a state-run preschool program to local elementary school programs Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on and to improve student achievement and the overall instructional program Strategies for timely and effective assistance to students that need additional help pp 16-18, Coordination and integration of federal, state, and local services and programs NA p. 22-24, 25-27 22-24, 25-27 pp. 16-32 (all 6 goals) Guide to the Single Plan for Student Achievement California Department of Education, 2010