Cesar Chavez High School

Cesar Chavez High School WASC Self-Study Report

2929 Windflower Lane

Stockton California 95212

April 24-26, 2017

Chavez High School WASC Self-Study Report 2017

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Visiting Committee

Chair

Dr. Ralph V. Giannini

Social Studies Department Chair

Silver Creek High School

3434 Silver Creek Road

San Jose Ca 95121

Members

Ms. Deanna Young Mr. Sean Priest

Pajaro Valley High School Sequoia High School 500

Hawkins Slough Road 1201Brewster Avenue

Watsonville Ca, 95076 Redwood City, Ca 94062

Mr. Juan Gonzalez Mrs. Jessica Goode

Assistant Principal Principal

Del Mar High School Emery Secondary School

1224 Del Mar Avenue 1100 47th St

San Jose Ca95128 Emeryville Ca 94608

Mrs. Teresa Marquez Ms. Nicki Hill

Director of Professional Development Mathematics Teacher

East Side Union High School District Laguna Creek High School

830 North Capitol Avenue 9050 Vicino Drive

San Jose Ca 95133 Elk Grove Ca 95758


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General Information

School

Cesar Chavez High School

2929 Windflower Lane

Stockton, CA 95212

Website

http://cchs-susd-ca.schoolloop.com/

Phone Number

(209) 915-0618

Fax Number

(209) 475-9097

Accreditation History Earned full accreditation until June 30, 2017

with one day follow up visit Spring of 2015

School Information

Established August 2005

Grade Levels Served 9-12

Current Enrollment: 2,139

School Administration

William Nelson, Principal

Martha Ruley, Assistant Principal

Shelley Spessard, Assistant Principal

Aaron Mata, Assistant Principal

Eric Cobb, Assistant Principal

District

Stockton Unified School District

701 North Madison Street

Stockton CA, 95203

SUSD Board of Trustees Mrs. Cecilia Mendez, Area 1

Dr. Andrea L. Burrise, Area 2

Mrs. Kathy Garcia, Area 3

Board President

Mrs. Lang Luntao, Area 4

Ms. Maria Mendez, Area 5

Board President

Mrs. Angela Phillips, Area 6

Board Vice President

Mr. Steve Smith, Area 7

District Administration

Eliseo Davalos Ph.D.

Superintendent of Schools

Thom Anderson,

Assistant Superintendent of Student Services

Teresa Oden,

Area 6 Student Services Director

K-8 Elementary Feeder Schools

Adams Elementary School

August Elementary School

Bush Elementary School

Cleveland Elementary School

Fillmore Elementary School

Grunsky Elementary School

Harrison Elementary School

Hong Kingston Elementary School

Kennedy Elementary School

Peyton Elementary School

Pulliam Elementary School

Rio Calaveras Elementary School

Teresa Oden, Area 6 Student Services Director


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SUSD Comprehensive High Schools

Edison High School

Franklin High School (7-12 IB program/school)

Stagg High School

SUSD Charter High Schools

Health Career Academy

Stockton Early College Academy

Pacific Law Academy

SUSD Specialty High Schools

Merlo Institute of Environmental Studies

Weber Institute for Applied Science and Technology

SUSD Alternative High Schools

Jane Fredrick High School

Stockton High School

CCHS stakeholders worked together to develop our WASC update plan. Below is a list of the

main participants who help to gather information and feedback to create the report.

WASC Coordinator

Ferfina Garcia, Math Teacher, CT SLC team member & ELD Coordinator

CCHS Parents

Raquel Ledesma

Christy Morgan

Patricia Clark

Beatriz Cortez

Glenneta Johnson


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5


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TABLE OF CONTENTS

Preface ……………………………………………………………………………………10 • Next step for CCHS…………………………...........................................................................................12

• Home and Focus Group………………………………………………………………………………….12

• Teacher Leadership Team ……………………………………………………………………………….13

• Student Leadership Team………………………………………………………………………………...13

Chapter I: Student/Community Profile and Supporting Data and Findings………………15 ❖ School/Community Profile

❖ Demographic Data

o Enrolment Data………………………………………………………………………………..17

▪ By grade level

▪ By ethnicity

▪ Free and reduced lunch

o CCHS Staffing……………………………………………………………………………….. 19

o Attendance…………………………………………………………………………………….19

o School Mission and Vision……………………………………………………………………20

o Student Learning Outcome……………………………………………………………………21

o CCHS School Structure……………….………………………………………………………22

▪ 4 x 4 Student Schedule Example

▪ 4 x 4 Intervention Student Schedule Example

▪ HS Academic Core Sequence and A-G College Program Requirement

▪ Small Learning Communities, College and Career Pathways

▪ Professional Learning Communities

o Academic and Extra Curricular Programs…………………………………………………….29

o School Safety………………………………………………………………………………….31

❖ Academic Performance Data…………………………………………………………………………….31

o Previous Accountability Measures……………………………………………………………32

▪ API by student group……………………………………………………………….32

▪ ELA/Math AYP by student group………………………………………………….33

▪ Accountability Progress Report…………………………………………………….36

▪ CaHSEE…………………………………………………………………………….36

o California Accountability Model and School Dash Board……………………………………37

▪ CAASPP……………………………………………………………………………37

▪ Graduation and Dropout Rate………………………………………………………41

▪ Suspension and Expulsion Rate…………………………………………………….44

▪ Language Proficiency………………………………………………………………46

• English Learners by grade level…………………………………………46

• Fluent English Proficient………………………………………………..47

• RFEP ……………………………………………………………………47

• CELDT………………………………………………………………….48

▪ San Joaquin Delta College Data…………………………………………………...50

• Dual Enrolment

• Test Results

▪ AP Data…………………………………………………………………………….53

▪ SAT Data…………………………………………………………………………..58

▪ ACT Data…………………………………………………………………………..59

▪ CTE Carl Perking Core Indicator Report…………………………………………..60

▪ Internship and Job Shadowing--60

o District Assessment

▪ MAP Data………………………………………………………………………….61

Chapter II: Progress Report ..............................................................................................63 • Significant School Changes and Development

o School Vision……………………………………………………………63


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o Academic Conference Process………………………………………….64

o Collaboration Process…………………………………………………..66

o Homeroom………………………………………………………………66

o College Courses…………………………………………………………67

o Rigor in instruction………………………………………………………67

o Parent Involvement………………………………………………………67

o Classroom Observation………………………………………………….68

• Ongoing School Improvement

o Progress on the Critical Areas for Follow up within the Action Plan (one day visit)….69

o Progress on the Recommendations identified by the WASC visiting Committee (March

10-11, 2014)……………………………………………………………..75

Chapter III: Student/Community Profile — Overall Summary from Analysis of

Profile Data and Progress.................................................................................................104

Chapter IV: Self-Study Findings-----106

A: Organization: Vision and Purpose, Governance, Leadership and Staff,

and Resources ................................................................................................106

B: Standards-based Student Learning: Curriculum ............................................122

C: Standards-based Student Learning: Instruction .............................................132

D: Standards-based Student Learning: Assessment and Accountability ...........140

E: School Culture and Support for Student Personal and

Academic Growth .........................................................................................147

Chapter V: School Wide Action Plan ………………………………………………….163 School Vision and Mission ......................................................................................................................................................... 166

School Profile ............................................................................................................................................................................. 166

Comprehensive Needs Assessment Components ........................................................................................................................ 167

Data Analysis ........................................................................................................................................................................

Surveys ..................................................................................................................................................................................

Classroom Observations ........................................................................................................................................................

Analysis of Current Instructional Program ............................................................................................................................

Description of Barriers and Related School Goals ...................................................................................................................... 175

School and Student Performance Data........................................................................................................................................ 176

CAASPP Results (All Students) ...................................................................................................................................... 176

CELDT (Annual Assessment) Results............................................................................................................................. 178

CELDT (All Assessment) Results ................................................................................................................................... 178

Reclassification Rates ...................................................................................................................................................... 180

Title III Accountability (School Data) ............................................................................................................................. 180

Title III Accountability (District Data) ............................................................................................................................ 181

MAP Assessment Data (Reading) ................................................................................................................................... 182

MAP Assessment Data (Mathematics) ............................................................................................................................ 183

Graduation and Dropout Rate (Four Year Cohort Rate) .................................................................................................. 184

AP Scores ........................................................................................................................................................................ 184

SAT Scores ...................................................................................................................................................................... 185


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ACT Scores ..................................................................................................................................................................... 186

Planned Improvements in Student Performance ......................................................................................................................... 188

School Goal #1 ................................................................................................................................................................ 188

School Goal #2 ................................................................................................................................................................ 208

School Goal #3 ................................................................................................................................................................ 226

School Goal #4 ................................................................................................................................................................ 234

School Goal #5 ................................................................................................................................................................ 238

School Goal #6 ................................................................................................................................................................ 242

School Goal #7 ................................................................................................................................................................ 260

Centralized Services for Planned Improvements in Student Performance .................................................................................. 226

Centralized Service Goal #1 ............................................................................................................................................ 226






Centralized Service Goal #7 ..................................................................................................................................................

Summary of Expenditures in this Plan ........................................................................................................................................ 279

Total Allocations and Expenditures by Funding Source .................................................................................................. 279

Total Expenditures by Object Type ................................................................................................................................. 279

Total Expenditures by Object Type and Funding Source ................................................................................................ 280

Total Expenditures by Goal ............................................................................................................................................. 280

School Site Council Membership ............................................................................................................................................... 280

Recommendations and Assurances ............................................................................................................................................. 282

Budget by Expenditures………………………………………………………………………………………………………….284

School Accountability Report Card 2015-2016……………………………………………293

Title 1 Parental Involvement Policy.....................................................................….............309

Appendices………………………………………………………………………………....315 A. Timeline of Self-study process---315

B. Result of Student questionnaire/interview (Comprehensive Needs Assessment)…………………………………..316

C. Result of Parent/Community questionnaire/interview (Comprehensive Needs Assessment)……………………....319

D. Result of Non Instructional Staff questionnaire/interview (Comprehensive Needs Assessment)…………………..322

E. Result of Teacher questionnaire/interview (Comprehensive Needs Assessment)…………………………….…….325

F. Master Schedule……………………………………………………………………………………………..…….. 329

G. Graduation Requirement………………………………………………………………………………………./... 332

H. Early College Units while in High School………………………………………………………………..……… 333

I. Glossary……………………………………………………………………………………………………..……. 334


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Preface After meeting with the WASC team on April

17, 2015, Principal Nelson set up a meeting

with the leadership team to start working on

the WASC report. The team came up with

plans and suggestions on how to address the

recommendations sited by the team. The

following are the inputs made by the

leadership as an initial action plan to address

the recommendations:

The staff and administration will continue

to implement and refine an intervention program to support all low performing subgroups

to improve student achievement.

The staff and administration will continue with the collaboration process in every department

and SLC meetings. The collaboration process has become a culture of Chavez High School and

needs to be polished, assessed and perfected for better results. Collaboration process’ main

objective is student achievement and once a week teachers discuss ways, strategies,

interventions, plans and the like to achieve our goal. We will continue to prioritize writing and

basic skills in Math especially with the low performing subgroups. We will continue to establish

relationship, rigor and relevance in our classroom to avoid failures, referrals and interventions.

We will enhance the SAP and SST process to be more effective and efficient.

Due to the 4x4 setup by the school, students have more chances to make up credits after taking

the intervention classes to help them get on track. Counselors are hands on when it comes to

getting students on track and be ready for college. We have Advance Path Credit Recovery,

APEX Credit Recovery, PLUS program and Restorative Justice-peer led programs and after

school tutoring on site.

We have existing programs that support all performing subgroups and improve student

achievement. We will continue in implementing the programs that work and plan for more

programs that will support our students through our collaboration process.

The administration and staff need to embrace the WASC process, including WASC

training for all staff, collaboration to produce Annual Progress Reports and continued

work on the Action Plan by all stakeholders, to ensure student achievement of the school

wide learner 0ocomes.

The last part of the report made mention about the next step for CCHS and this is the

plan of the administration to embrace the WASC process by making each staff a member of the

WASC team, school level.

We will create specialized self-study groups by SLC or by Departments, or by building

and include students and parents in this process of self-study. Small group of teachers (one

representative per SLC) will disseminate WASC into manageable chunks for SLC’s and

department to work on.


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Group meetings will take place during minimum day PD and make WASC part of our PD

meetings on a regular basis. We plan on getting training from Karen Anderson and send a team

of teachers to do a WASC visit. Team can be selected teachers from the leadership and/or

volunteers to the WASC committee process. The leadership teams assume WASC self-study task

for 2015-2016.

Staff will keep updating the WASC binders and teacher evidence boxes. Students will be

informed / taught about the WASC process in Homeroom.

WASC related topics will be discussed at both Department

and SLC meetings. Every staff member will have access to

the WASC report and will be made available promptly via

e-mail. Collaboration process will continuously be used to

guide instruction in the classrooms to improve student

achievement

The administration and staff utilize the Professional

Learning Communities to develop various formative and

summative assessments to collect, analyze, and interpret

data needed to implement rigorous curriculum,

powerful teaching, staff development, and program

effectiveness; thereby increasing student achievement of

the Common Core Standards.

Creating formative assessments, analyzing data and assessment is part of the weekly

collaboration process. We will not only continue doing this process but find ways to improve to

get better results. We will define rigor per Data Team, pre-arrange action walks to

showcase/observe powerful teaching, continue with the action walk, collect, analyze and

interpret data that will direct instructions and create formative and summative. Continue to use

MAP, illuminate data to direct instructions and plan accordingly, and create/develop rubric that

will subjectively and objectively gauge students’ academic performance

The Academic Conference was revised not only to cater and target the recommendations made

by the last visit but to continue progressing and improving in every aspect. The administration

team analyzed data, discussed the data with the leadership team and staff and came up with a

common goal where everyone is mutually accountable and interdependent. The collaboration

process with emphasis on proficient and exemplary level was discussed using teacher’s data.

Weaknesses, strengths and reasons behind the data/results were identified. Teachers realized that

collaboration process makes more sense now that everyone is doing his/her part in the process as

a member of a team. It is not just a routine done for compliance but result oriented /driven.

Results will identify how the process was implemented. The emphases of the Academic

Conference were Rigor, Relevance and Relationships (3 Rs) and our vision of producing College

Ready, Career Bound, Highly Skilled, and successful Citizens (CCHS) which can be achieved

when titans work as a team and not as a group.


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Next Steps for CCHS

As we draw closer to our next WASC accreditation full visit the Spring of 2017, our leadership

team has already started preliminary planning for our Self Study. Our focus is to make WASC

self-study process part of what we do every day to support student achievement. Below is an

overview of our Self Study plan.

Self-Study Tasks Person(s) Responsible Date

Identify WASC Self Study groups

Chair and Vice Chair from site

Leaderships

• WASC Coordinator

• CCHS Leadership Team

September 2015

Identify students & parents to

participate on WASC Self Study groups (i.e. Organization, Curriculum,

Instruction, Assessment & Accountability,

and School Culture)



• CCHS Administration

October 2015

Organize CCHS staff into WASC Self

Study groups Chair and Co-Chairs from

site Leaderships(i.e. Organization,

Curriculum, Instruction, Assessment &

Accountability, and School Culture)




October 2015

Hold First WASC Study Group

meeting via Min-day Professional

Development



• WASC Group Chairs

November 2015

Start Monthly WASC group meetings

to gather and analyze student data to

write sections of WASC Progress Report



December 2015

to November

2016

Finalize WASC Self Study sections of

WASC Progress Report • WASC Coordinator


February 2017

Finalize WASC Self Study • WASC Coordinator March 2017

After some long deliberation, WASC Focus groups were identified. SLC Lead teachers

reviewed teachers’ choices and everyone received one of their top four choices (no one received

their last choice). Here are your SLC Focus Group Assignments.

WASC Home Group SLC WASC Focus Group

English Health Organization - Health SLC

Mathematics Law Curriculum – Law SLC

Science CAPA Instruction – CAPA SLC

Social sciences BASE Assessment & Accountability - BASE

Electives CT

Student Culture and Support for Student

Personal and Academic Growth


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CCHS Teacher Leadership Team

Name Department Team SLC Team

Michael Stratford English Department Chair Creative & Performing Arts

Lisa Reece English Law & Order

Kim Hughes English Health

Claudia Solis English Communication Technology

Shane Gruno English Communication Technology

CO-Lead Teacher

Martha Mangahas English Creative & Performing Arts

Co-Lead Teacher

Eric Tackitt Math Department Chair Engineering & Environmental

Studies

Mollie Verstl Math Communication Technology

CO-Lead Teacher

George Maria Social Science Department Chair Law & Order

Jerry Cox Social Science Law & Order SLC Lead Teacher

Brian Roberts Special Ed Department Chair Health

Genelita Tubal Science Department Chair Building Applied Science and

Engineering Lead Teacher

Yamilet Fox World Language Department Chair Law & Order

Art Coleman Music Department Chair Creative & Performing Arts

David Wilson Industrial Arts Department Chair Communication Technology

Ligia Ciotau Art Department Chair Communication Technology

Mike Areida Activities Director Creative & Performing Arts

Guy Goedhart Athletic Director Health

John Ward PE Department chair Engineering & Environmental

Student Leadership Teams

SLC Leadership Team ASB Leadership Team

Aguilar, Diana V Ahmed, Abbas B.

Alcaraz, Jorge Alvarez Hernandez, Fernando A.

Avalos, Jocelin Itzel C Amaral, Hannah M.

Ayo, Ferline C. Bongcaron, Jan Nicole G.

Bailey, Zavien Carranza Santana, Michelle

Banuelos, Jaclyne V. Chan, Hannah Isabel P.


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Bongcaron, Janmarie G. Coleman Stevenson, Torrence B. Jr

Chan, Christopher N. Diaz Aguilar, Liliana

Clemente Licea, Oscar D. Estrada, Janelle A.

Diaz, Maria A. Frisbie, Evan R.

Gonzalez Alexis Gonzalez, Giovanny A.

Hernandez, Belinda M. Gonzalez, Nathalia V.

Johnson Jeremiah Hooker Felder, Breshon E.

Lampitok, Jennalisa C. Hrenko, Alexis M.

Lauder, Desiree A. Hrenko, Cassandra L.

Lee, Malina Huerta Muro, Jennifer

Lewis, Alex K. Jackson, Iyonna S.

Munoz, Janette Jimenez, Ariana

Nelson Sabrina Kurnfuli, Amira

Osorio, Nathalie Mahgoub minatallah

Osorio, Nathan Pedregosa, Darienne C.

Ramirez, Gabriel Z. Rivera, Yesenia Monique D.

Samuels, Erykah J. Ross Tori

Singh, Sanjesh R. Saenz, Joshua A.

Taylor, Hailey A. Sam, Alyicia L.

Torres, Jacob I. Sam, Lonnie Jr

Torres, Michelle A. Sanchez, Elizabeth L.

Valencia Lopez, Erika A. Serrano Alvarez, Marcos A.

Vasquez Del Mercado, Brianna Settergen, Mya R.

Villalobos, Daysi J. Singh, Charisma R.

Xiong, Glenn J. Soth, Alexcia T.

Stamper, Ajani A.

Tilley, Katelee M.

Villalobos Jimenez, Diana

Xec Gramajo, Liliana I.


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Chapter I

Student/Community Profile

School/Community Profile

Stockton Unified School District (SUSD), the 19th largest school district in the State and the

largest in San Joaquin County (SJC), is located in California’s Central Valley, 40 miles South of

Sacramento. The district serves approximately 39,000 students. Our school is located in the

North East section of the city of Stockton. Cesar Chavez High School is surrounded by acres of

land filled with orchards and there were plans to build more than 1,000 homes near the school;

however, with the economic downturn, this plan has been placed on indefinite hold. The

orchards continue to be harvested, while the unemployment rate in the city has risen. Values of

homes across the community had fallen and the foreclosure rate increased consistently until

2013. The housing market has since stabilized.

Chavez High School opened in the fall of 2005. As an educational community, we strive to assist

each of our students in their quest to achieve excellence that is clearly defined and expectations

for academic and social aspects. Our school provides all students a unique learning experience to

ensure that they are successful while in high school and college and career ready.

The dedication and hard work of the students

and staff are evident in our many

accomplishments at Chavez such as the

Bronze Medal (2016) from U.S. News &

Report 4X4 block schedule, five Small

Learning Communities (SLCs) which are

Health, Creative and Performing Arts

(CAPA), Communication Technology (CT),

Law and Order (L&O), and Building

Applied Science and Engineering (BASE).

We also have a highly certified

Advancement Via Individual Determination

(AVID) program, Music and Performing

Arts Magnet, dual enrollment and early

college program (student can take college courses and earn college credit while in high school)

and over 60 clubs that include MESA, National Honor Society, MEChA and BSU. Each of our


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Small Learning Communities contain a Career

Pathway based on the SLC theme. Our Health and

Communication Technology program are both

certified National Academy Foundation (NAF)

programs.

Our 4X4 block schedule (which started the 2006-

2007 school year) allows all students the

opportunity to take eight classes and earn 80

credits each year. Students attend four classes in

the Fall Term and another four classes in the

Spring Term. The 4X4 schedule provides the

school with 40 minimum days. 30 of the minimum days allow our Professional Learning

Communities (which are based on our Departments and Small Learning Communities) teachers

to meet and utilize this time for weekly professional development and data analysis to improve

instruction and student learning. We alternate Department, Faculty, and SLC minimum days with

Teacher-Driven Collaboration days. The Teacher-Driven Collaboration days are new this year

and as a result we are in the process of gathering data and evidence for their effectiveness. In

2012, we started a Homeroom that meets at least once a month to provide additional support for

our students. Homeroom helps our students with college and career planning, teaches them

AVID strategies such as Cornell Notes, and teaches them about the various career and college

opportunities based on their Small Learning Community career pathway.

Cesar Chavez High School is Stockton Unified School District Music and Performing Arts

Magnet School. We have various ensembles including Marching band, Concert Band, Beginning

Band, Jazz Band, Mariachi, Beginning Mariachi, Beginning Choir, Show Choir, Performance

Dance, Tahitian Dance club, Beginning Drama, and Drama Production. These ensembles involve

over 400 of our students each school year in a rigorous performing arts performance and

competition based program. Students in the Choir, Band, and Mariachi ensembles participate in

various competitions throughout the west coast.

Over the last nine years, Cesar Chavez High school has had the highest graduation rate, lowest

dropout rate, and best attendance rate as compared to the other comprehensive high schools in

Stockton Unified School District.

Our graduation rate and Drop

Out rate has outpaced the County

rate every year and the State

average seven out of nine years.

Our nine graduating classes have

earned over $9 million in grants

and scholarships, students

completed their Small Learning

Community (SLC) career paths

participating including some

having the opportunity to

participate in various internships,


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and as of the 2013-2014 school year, students are now graduating with college credit by

completing college courses while they are in high school during their four-year high school

career. These are just some of the exemplary programs that are here at Cesar Chavez High

School.

Demographic Data

Cesar Chavez Enrolment Data

Cesar Chavez Enrolment Data by Grade Level

Data Analysis

Enrolment from year to year remain unstable due to various reason including financial/economic

issues of our community (Stockton as one of the foreclosure capitals of the country), parents

finding new jobs, the four Charter schools within our school boundary (four built within the last

eight years), open enrollment policies by our district, and state allowance for students to transfer

to new schools because we were a Program Improvement School the last four years.

0

200

400

600

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

Chavez Enrolment by Grade Level

Grade 9 Grade 10 Grade 11 Grade 12


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Cesar Chavez Enrolment Data by Ethnicity

Data Analysis

Through the years, Hispanic and Latino make up about 50% of our school population. Asian and

African American make up about 38%. The rest of the student population are from various ethnic

groups including White, Filipino, Native American, and our mixed racial group is growing.

Cesar Chavez Enrolment on Free and Reduced-Price Meals

Data Analysis

A 10% drop from 2015-16 to 2016-17 means that more parents have jobs, Stockton is

economically and financially improving over the last two years. Most if not all of our special

population do not have free and reduced lunch and most parents do not turn in forms which

could also be factors for the drop. The drop may mean positively in terms of economics for the

city of Stockton; however, may be effect the school negatively in terms of school funds from

Title 1 and LCAP.

0

500

1000

1500

2011-12 20112-13 2013-14 2014-15 2015-16 2016-17

Enrollment by Ethnicity

Hispanic or Latino American Indian or Native Asian

Pacific Islander Filipino African American

White Two or More Races Not Reported

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

1538

1640

1698

1766

1650

1486

FREE AND REDUCED -PRICE MEALS

Free and Reduced -Price Meals


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Cesar Chavez High School Staff

Cesar Chavez High School has been able to provide some stabilization to our staffing by

utilizing our categorical budgets to increase staffing as well as support our 4X4 school design

and SLC career pathways. In addition to the SLC model, Homeroom has been established to

provide college and career support for students all four years via the student SLC career

pathway.

Classes

2011-2012 2012-2013 2013-2014 2014-2015 Number

of

Classes

Number of

Compliant

Percent

Compliant

Number

of

Classes

Number of

Compliant

Percent

Compliant

Number

of

Classes

Number of

Compliant

Percent

Compliant

Number

of

Classes

Number of

Compliant

Percent

Compliant

Special

Education

0

0

NA

0

0

NA

9

8

88.89%

12

12

100%

English 46 45 97.83% 75 74 98.67% 44

43 97.73%

40

40

100%

Math 45 44 97.78% 74 73 98.65% 40 40 100%

43

43

100%

Science 32 32 100% 40 39 97.5% 29 28 96.55%

32

32

100%

Art,

Dance,

Drama,

Music

30

30

100%

35

35

100%

22

22

100%

26

26

100%

Foreign

Language 19 19 100% 17 17 100% 17 17 100%

18

18

100%

Social

Science 28 28 100% 49 9 100% 23 23 100%

27

27

100%

Other

Classes 0 0 NA 0 0 NA 0 0 NA

0

0

100%

Data Analysis

Chavez has increased its fully credentialed instructors from 90% in 2010-2011 to 97%. in 2014

with a five-year teaching experience average. Chavez staff also boasts a rich diversity; however,

staffing diversity does not match student population diversity.

Attendance

CCHS attendance average averages close to 93% a year. Our school goal is to have an end of

year average of 95%. Various programs (attendance checks, SST, BSP, and Renaissance)

consistently are modified to support students to ensure that they are attending school regularly.

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

94.04% 93.83% 93.86%

92.51%

94.99%

AVERAGE DAILY ATTENDANCE

Average Daily Attendance


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Cesar Chavez High School Mission, Vision, and Student Learning Outcomes

Cesar Chavez High School (CCHS) appreciated the feedback from the WASC team and has been

working diligently this year to help our school continue along the path of success. We have

utilized the recommendations from last year to guide our school to ensure student success. In

addition, we continue to proactively address the instructional needs of our students to ensure that

we meet our school mission, vision and Student Learners Outcome (SLO) statements.

Our school Mission statement remains focused on our students and establishes why we exist as

an educational institution.

CCHS Mission states:

Cesar Chavez High School is a community of

learners who are dedicated in developing a school

atmosphere that builds Relationships among

stakeholders (students, parents, community

members, teachers and staff) providing our students

with Rigorous and Relevant curriculum that connects

learning to their best possible future.

Cesar Chavez High School is committed to provide

an excellent education to all of its students. Our

school is a richly diverse community of learners that

value ALL its stakeholders and is dedicated to

providing a safe and productive learning environment in which students will think Critically,

will be Ambitious to pursue long term and short term goals, will be Responsible to

themselves and others and will be Educationally Competent to confront and solve any

challenge presented to them.

CCHS School Vision

Our students, parents and teachers came together during the 2013-2014 school year to revise our

school vision to help us focus our efforts school wide. After a long deliberation (to provide time

for stakeholders to provide input), we finalized our new school vision statement to ensure that it

helped us focus our actions on preparing all of our students for the 21st century. In addition, we

wanted to create a vision that everyone could remember as we continue to move forward to

improve and support student learning. It was decided that our new vision statement should be

based on our school acronym of CCHS (Cesar Chavez High School). Thus, our Vision is to

ensure that ALL CCHS students are

College ready, Career bound, Highly skilled, Successful citizens


21

Student Learning Outcomes

CCHS Stakeholders (parents, students, and staff) came back together this winter to develop and

better define our Vision via Student Learning Outcomes. Stakeholders were tasked with better

defining what it is to be College ready, Career bound, Highly skilled, Successful citizens. Our

stakeholder group came up with a statement for each element of our vision. We then identified

the data indicators (some of which will need to be developed) to use to analyze to ensure that all

CCHS graduates are prepared for the 21st-Century.

CCHS

Vision

Element

Student Learner

Outcome Measurement

(how we know it’s happening)

College

ready

Students will

understand college

entry requirements

and be well

prepared for post-

secondary schooling

by taking rigorous

courses while

working through

adversity.

✓ Homeroom Activities

✓ High School Graduation

✓ A-G Completion

✓ UC and CSU College applications

✓ College Acceptance letters

✓ Financial Aid workshops

✓ SBAC & Delta College Placement Tests

✓ ACT & SAT scores

✓ Advanced Placement (scores and participation)

✓ Early College/Dual Enrollment course completion

✓ Career Technical Education (CTE) via SLC Career

Pathway completion

✓ Career Cruising

✓ College focus field trips and events

Career

bound

Students will be

exposed to different

SLC classes to

develop problem,

solving and

collaborative skills

for future work

opportunities

✓ Homeroom

✓ Career Cruising

✓ ASVAB

✓ Work Experience, Job Shadowing, Internships, &

Workability for Special Education Students

✓ CTE/SLC Pathway course completion

✓ Internships & Job Shadowing

✓ Career focused Field Trips & Events

✓ Vocational Education programs (i.e. Titan Café)

Highly

skilled

Students will use a

variety of analytical

skills to creatively

interpret data, solve

problems, and

effectively

communicate their

result.

✓ Student Transcripts

✓ Student Classwork/Projects/Experiments

✓ SBAC, ACT, SAT, AP scores

✓ Early College/Dual Enrollment completion and

student grades

✓ NAF Next

✓ MESA, ACADEC, SkillsUSA, and Speech &

Debate

✓ CTE/SLC Pathway Courses completion

Successful

citizens

Students will

establish a proactive

✓ Community Service both on and off campus

✓ Clubs and participants in clubs


22

outlook on

community service,

extra-curricular

activities, and self-

improvement

✓ Club activities participation (Asparagus Festival,

Pennies for Patients, Canned Food Drive, Clothing

Drive, Operation Titan, Blood Drive, etc.) Athletics

participation (not just team members)

✓ Creative and Performing Arts participation (not just

performers)

Cesar Chavez High School Structure

CCHS is the only school in Stockton Unified School District founded solely on the Small

Learning Community (SLC) model to support and improve student academic achievement

around Career pathways. Each SLC has a specific Career pathway in which all students at the

school participate in during their high school career. The career pathways serve as survey

courses to allow students learn about possible college and career aspirations after high school.

By completing their SLC career pathway, students can then make the decision to pursue a career

within the pathway or select a different career. Our SLC career pathway structure provides the

opportunity for students to save time and money after high school by providing them exposure to

career fields needed in our city, county, and state.

Our SLC 4X4 model provides all students (regardless of their academic need) access to career

pathways. Our CCHS teachers have maintained our 4X4 block schedule via contractual waiver

for the last nine years. In the 4X4 schedule, the school is broken down into 2 Terms. Students

take four classes in Term I and four classes in Term II. Each term is divided into two semesters

(see Figures A and B).

Figure A 4X4 9th Grade advanced Student Schedule Example

TERM 1 TERM 2

PERIOD 1 English Honors World History

PERIOD 2 Science Math

PERIOD 3 SLC Elective World Language

PERIOD 4 PE Art

Figure B 4X4 9th Grade Intervention Student Schedule Example

TERM 1 TERM 2

PERIOD 1 English Intervention English (core)

PERIOD 2 Math Support Math (core)

PERIOD 3 World History Science

PERIOD 4 PE SLC pathway Elective or A-G course


23

The 4X4 schedule was developed to provide the academic support and guidance to help our

students complete high school requirements, A-G UC/CSU college requirements, participate in

early college courses available on campus, receive academic support and intervention as needed

and explore possible career pathways via our Small Learning Communities (see Figure C). Chavez

High School five Small Learning Communities are:

1. CAPA: Creative and Performing Arts (Science, Technology, Engineering, Arts, & Math

pathway or STEAM pathway)

2. CT: Communication Technology (National Academy Foundation or NAF career pathway)

3. Law: Law and Order

4. BASE: Building Applied Science and Engineering (Project Lead The Way STEM program)

5. Health (National Academy Foundation or NAF STEM career pathway)

Two of our SLC career pathways (Health and Communication Technology) are certified by the

National Academy Foundation (NAF). Four of the five SLC’s pathways have a STEM focus, and

our CAPA pathway is evolving into a STEAM pathway via its Stagecraft course sequence that

started in 2015-2016. The Health pathway and CT pathway capstone courses include Dual

Enrollment/Early College courses from San Joaquin Delta College. These courses are offered on

our school site for students for free. It should also be noted that four of the five SLC career

pathways have integrated CTE courses. The Law pathway is the only exception for CTE;

however, the school is exploring how to ensure CTE into all five pathways for the 2017-2018

school year.

Figure C

CCHS 4x4 High School Academic Course Sequence and A-G College Prep Courses

Requirement Freshmen Sophomore Junior Senior

1 English 1

or

English 1-2 Honors

English 2 Honors

or

English AP

English 3

or

Early College Course

English 79

English 4

or


English 1A

2 Algebra

or

Geometry 1-2

Geometry

or

Algebra 3-4 Honors

Algebra 2

or

Pre-Calculus

Pre-Calculus, Calculus

or

Early College Statistics

Course

3

Intro Physical Science

or

Biology 1-2 or Biology

Honors

Biology 1-2, or Biology

Honors or AP

or

Chemistry 1-2 or

Chemistry Honors

Chemistry 1-2 or

Chemistry Honors or

Physics

Physics AP

or

Anatomy & Physiology

or


4

ELD or ELA Support

or

Art

World History

or

World History Honors or

AP

US History

or

US History Honors or AP

Or


American Government &

Economics

or

American Government &

Economics Honors or AP


24

5

Music

Or

Drama 1

Or

Algebra Support

Art or Music or Drama

Or

ELA or ELD Support

Art or Music or Drama

Or

Math Support


Or

Math Support

6

PE 1-2

Or

Dance 1-2

PE 3-4 or Dance 3-4

Or

Weight Training

Or

Algebra Support


Or

Math Support


Or

Math Support

7

Foreign Language

or


Foreign Language

or



Or

A-G Course


Or

A-G Course

8 SLC Career Pathway

Course

SLC Career Pathway

Course

SLC Career Pathway

Course

SLC Career Pathway

Course

Small Learning Communities, College and Career Pathways

Introduction

Course Concentrator Course

Concentrator

Course Capstone Course

CAPA

STEAM

Humanities for the

Creative and

Performing Arts

Stagecraft 1 Stagecraft 2 Stagecraft 3

CT

NAF

Multimedia I or

Beginning Video

Multimedia II or Advance

Video Production

Graphic Art and

Illustration or

Advanced Video

Mass

Communication

Delta College Course

BASE

STEM

PTLW

Intro to Engineering

Design Principals of Engineering

Civil Engineering &

Architecture

Engineering Design

& Development

HEALTH

NAF &

STEM

Foundations of

Health Science Nutrition and Fitness

Health Careers

Delta College

Course

Medical Terminology

Delta College Course

LAW Introduction to Law Criminal Behavior Constitutional Law Mock Trail/Speech &

Debate

CCHS Music Magnet AP Pathway and Advancement Via Individual Determination (AVID)

AVID AVID 9 AVID 10 AVID 11 AVID 12

MUSIC

AP Guitar

Jazz

Band/Orchestra/Marching

Band

Basic Music Theory AP Music Theory

As we continue the transition to the Common Core and preparing all student for college and

career, we acknowledge and know that there will be polishing done every step of the way. New

strategies and insights will be adopted. Consistent follow up and support for our students and

teachers helps keep everyone on the same page and identification of best practices in all aspects

of the school via our Professional Learning Communities. This has and will continue to help us


25

ensure every students success. As we move along this journey, we will continue to use our

Professional Learning Communities (PLCs) structure to utilize data to identify our schools

strength and weaknesses in order to ensure student success.

Professional Learning Communities

CCHS SLC and 4X4 structured provided the initial

opportunity (starting the 2006-2007 school year) for the

teaching staff to come together and collaborate around

the DuFour four essential questions of 1) what we want

our students to know, 2) how do we know that they have

learned, 3) what do we do if they do not learn, and 4)

what do we do if they do learn it. This process (via the

school 30 minimum days) provided the structure for the

teaching staff to focus on student formative and

summative data, modify instruction, and support each

other instruction via our Action Walk process. However,

as our data demonstrated, we needed to go deeper and

refocus PLC structure to ensure collaborative

discussions around student data.

During the 2012-2013 school year, the district required

all schools to implement a PLC model at their school.

The goal was set at the district level; however, the

method to drive implementation to ensure sustainability was not clear as PLC support (even

though it was a district endeavor and priority). During the 2014-2015 school year, the District

trained a group of principals (which included CCHS principal) in the Leadership and Learning

process of Data Teams to help improve the PLC structure of the District. Once our Principal was

trained, he met with our school teacher leadership team and developed a Data Team/PLC rubric,

roles and responsibilities teachers are to utilize during their PLC discussions to ensure success

(see rubric below). The Leadership team also developed a training scheduled and provided onsite

training to all teachers in the school over the next two years. Core Department have now

consistently utilized this process as their PLC structure. However, newly adopted teacher

contractual language regarding “collaboration” (which does not follow the DuFour PLC or Data

Team research model) has caused CCHS to modify its Data Team/PLC structure and

opportunities via the school 30 minimum days. Only 15 of the 30 days are the teachers organized

in Data Team/PLCs.


26

Cesar Chavez High School PLC Data Team/PLC Rubric

Steps &

Component Proficient

Exemplary

(Includes All

Proficient Criteria)

Step 1:

Collect &

Chart Data

& Results

✓ Everyone on the PLC team is prepared, and this

step is completed in 2-3 minutes

✓ Data is displayed in a form that makes it clear

what the levels of student proficiency are for each

standard/objective

✓ Students are individual listed and organized based

on consistent, pre-established guidelines

✓ Teacher PLC discussion includes translating the

numbers of each student performance level into

percentages that will help the team establish one

or more SMART goals in step 3

❖ Examine the

numbers and names

of students who have

performed in the

various established

levels and

disaggregate the

data about the

school’s most

pressing student

learning needs or

subgroups

Step 2:

Analyze

strengths &

Obstacles

✓ Everyone on the PLC team is prepared to discuss

their analysis of their student performance and

this step takes no more than 15 minutes

✓ Teacher PLC discussion is focused on student

needs that are directly in the control of the teacher

✓ Teacher PLC discussion focuses on the root cause

of the correct and incorrect responses in their data

✓ Teacher PLC discussions include common

samples of student work samples (which are pre-

determined) to ID how to improve their academic

performance

✓ Teacher PLC discussion prioritize student needs

based on the assessment data and pre-established

levels of performance (i.e. common rubric or

common scoring guide)

✓ Teacher PLC discussion inferences regarding

student achievement is based on data, samples of

student work, and effectiveness of common

WICOR strategies via Action Walk feedback

❖ Teacher PLC

discussion includes

prioritizing students’

learning needs in

order to reflect

areas that not only

impact the standard

or topic they

covered as a team

but have large

impact across

content areas

❖ Teacher PLC

discussion prioritize

the needs for the

student group that

needs intensive

intervention to

identify strategies to

assist those students.

The PLC focus on

Acceleration, not

remediation

❖ Teacher PLC

discussion includes

the analysis of

Action Walks

feedback to each

other to help them

ID if they


27

implemented their

identified common

WICOR strategies

appropriately and its

impact on student

learning

Step 3:

SMART

Goals

✓ Everyone on the PLC team is participating, and

this step is completed in 2-3 minutes

✓ The teacher PLC team discussion focus on

making goal/s to increase student achievement

that are Specific, Measurable, Achievable,

Relevant and Timely (i.e. SMART)

✓ Teacher PLC team collaboratively set/establish,

review/revise SMART goals to monitor by the

next collaboration meeting

✓ SMART goal/s guide teacher PLC team

instructional planning and Action Walks

✓

❖ SMART goals target

student instructional

improvement across

the curriculum

❖ Teacher PLC team

creates separate

SMART goals for

students who need

intensive

intervention support

and monitoring

Step 4:

Select

Common

Instructional

WICOR

Strategies




✓ Teacher PLC discussion and selection of

strategies help the team meet their SMART goal/s

✓ Teacher PLC discussion and planning include all

elements of Direct Interactive Instruction (I do,

We do, You do)

✓ The PLC team identified at least two common

WICOR strategies that they will utilize

throughout the unit of study to meet their teams

SMART goal

✓ Teacher PLC discussion analyze each WICOR

strategy to identify the best strategy to improve

student learning & help their students meet their

SMART goal/s

✓ Teacher PLC team only selects the WICOR

strategies that they will be held accountable both

by the PLC team and by the school leadership

✓ PLC discussion describes teacher and student

behaviors that will be seen when the WICOR

strategy is implemented in their classroom (i.e.

teacher actions and students actions)

✓


selects strategies

that have broad

impact across

subjects and grade

levels

❖ The teacher PLC

team identifies the

specific date and

period to provide

feedback to each

other regarding

their common

utilizes Action Walks

forms to provide

feedback to each

other using the

common strategies

and to ensure the

strategy is

implemented

appropriately

❖

Step 5:

Determine

Results

Indicators





identifies the specific

date and period they

plan to provide each


28

✓ Teacher PLC team describes the change in student

performance to be expected when the WICOR

strategy is implemented in their classroom

✓ Teacher PLC team discusses and identifies the

specific common student work outcome from

utilizing the identified WICOR strategies in step 4

to meet their SMART goal/s

✓

other feedback (i.e.

Action Walk) of their

common WICOR

instructional

strategies

Monitor &

Evaluate

Results

✓ PLC teachers follow their assigned roles &

responsibilities

✓ PLC team does not waste time. Data Team

process is no longer than 45 minutes

✓ PLC team completes their Data Team minutes,

emails it to everyone in the department/SLC and

saves a copy on the server to keep the team on the

same page

✓ PLC Rubric is followed and utilize in each of the

PLC meetings

✓ Teacher PLC team evaluates their PLC

discussions, Data Team minutes and Action

Walks to help improve their PLC effectiveness to

meet their SMART goal/s

✓ Teacher PLC team follow their Norms and help

correct each other when norms are not being

followed

✓ Teacher PLC team completes all agreed upon

activities


can self-monitor

without

administrative

correction or

directive

❖

Collaboration/

Member

Participation

✓ Bring student evidence and other required

resources to meeting

✓ Share ideas, successes, and challenges

✓ Clarify instructional practices in discussion

✓ Reflect on instructional practices in discussion

✓ Personal Responsibility for your assigned roles

❖ Members apply

learned practices to

classrooms

❖ Members serve as

models for other

team members

❖ Members actively

solicit ideas,

successes, and

challenges from

each other

Norms

✓ PLC team operates by clearly defined and

collaboratively developed collective commitments

to ensure collaborative discussion help meet the

instructional needs of students

✓

❖ Agreed upon norms

are internalized

(requiring no

reminders or

references).

❖

Rubric contains direct excerpts from “The Data Teams Experience: A Guide for Effective

Meetings” written by Angela Peery, Ed. D


29

CCHS Data Team/PLC Roles & Responsibilities

Data Technician

• Gathers data from all team members

• Creates tables/charts/graphs that represent assessment results

• Communicates results to appropriate stakeholders

Data Wall Curator

• Posts incremental assessment data

• Manages the creation of a narrative (cause information) that

accompanies the numbers (effect)

Recorder/Reporter

• Takes minutes of the meeting using standard templates

• Distributes minutes to team members and appropriate stakeholders

• Review norms

• Read previous minutes

Time

Keeper/Focus

Monitor

• Makes sure team follows pre-determined time frames

• Keeps team members informed of available time per step

• Keeps dialogue focused on step in the process

• Reminds team of purpose when necessary

Academic & Extra-Curricular Programs

Cesar Chavez High School has developed a comprehensive

academic and extracurricular program that has already proven

to be highly successful engaging students beyond the

classroom and building the school culture as a 12 year-old

high school program and first comprehensive high school

opened in our school district in over 50 years.

Students participate in various school clubs throughout the

school year providing them opportunities to join into the

CCHS school culture. In addition, the school has maintain an

comprehensive athletic program that include Freshman teams

within each area of sport.

School Club 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

ACADEC * 35 52 42 25

Adventure Club * 21 * 21 *

Anime Resurrection 18 * * 41 19

AP Art Club 26 * 28 * *

AP English Club * * * 18 *

AVID 19 37 * * *

Black Student Union 14 8 63 109 76

Ballet Folklorico * 9 * 8 *

Cast Club 9 55 7 7 *

Circle of Friends 81 113 * * 25

Class Officers 17 * * 42 *

Clean and Sober Teens * * * 12 7


30

Chemical Reactors * 22 * * 25

CSF 34 23 * * 24

CT Cool Titans 14 22 87 51 109

Dance Club 23 34 * * 4

Drama Club 35 37 * * 4

Filipino Club 43 45 * * 4

French Honor Society 3 13 * * 4

Friday Night Live 27 26 * * 24

Green Club 23 21 22 41 22

GSA Club 13 * 24 14 20

Health Club 19 * 31 27 32

Hmong Club 21 17 54 48 *

Interact Club 17 15 * 16 9

Jazz Band 26 * 32 * *

Jazz Choir * * 54 53 27

Justice Club * * 13 16 17

Key Club 47 56 50 54 24

Korean Club * 21 * 18 14

Law and Order 11 * 32 * *

Marching Band 123 128 * 8 *

Mariachi Club 21 24 * 26 *

MECHA 61 81 33 33 20

MESA 101 53 * 25

National Honor Society 19 * 37 41 37

Orchestra 41 46 10 * *

Physics Society 27 39 65 71 74

Piano and Composer 8 * * 43 *

Polynesian Club 56 40 * 7 *

Singing Titans/Show

Choir 62 43 32 53 19

Speech and Debate 5 7 * 8 *

Student Government 34 38 117 120 130

Student Leadership 39 30 16 15 *

Teacher Apprentice

Program * * 111 152 161

The Muse 20 24 94 70 97

The Myth 32 47 * * 36

Titans for Christ 24 * 31 32 16

Titan Rockers * 12 33 30 35

Titan Video Club 29 37 * * 20

Winter Drumline 17 * 36 35 19

Winter Guard 29 * 26 * *

Yearbook Editions 11 * 68 46 38

*club did not have an advisor that school year


31

School Safety

Cesar Chavez High School promotes academics in a safe and secure learning environment. The

purpose of our security team, including Administrators, Campus Security Monitors, SUSD

Police, and a Site Safety Committee, is to keep CCHS staff, students, and all stakeholders safe

from threats of any physical and/or psychological harm. The dynamics of our student population

requires administration and site safety personnel to consistently reflect, revisit, and improve

safety policies and procedures.

Among the policies and procedures CCHS incorporates into a comprehensive plan consists of the

following:

• Students are required to wear identification cards at all times while on campus. This

protects the campus from outside influences during school hours as well as CCHS after

school programs.

• Six Campus Security Monitors are available on a normal school day. These monitors

assist in securing the campus and investigating against aggressive acts, graffiti, referrals,

and participate in random room searches, tardy sweeps, perimeter checks, and student

escort.

Students are released to the restroom only after the first 30 minutes of class and prior to 30

minutes before class ends or school dismissal. Students are required to wear a vest along with

their ID cards to be released to the restroom. During testing, students are escorted to the restroom

one at a time from testing rooms. This policy encourages students to stay in class as well as

protect against random acts of violence caused when larger groups tend to gather and are free to

leave the classroom unattended.

CCHS performs a minimum of four tardy sweeps and two random room searches each week.

Chavez also participates with random k-9 searches. The list of contraband that Administration

has confiscated includes “Sharpie” pens, cigarette lighters and cigarettes, and illegal drugs and

weapons. As a result of an aggressive and proactive approach, we have been able to keep our

campus safe and maintain the integrity of a drug-free zone.

The Site Safety Committee is made up of an Administrator and six teachers, each representing a

Small Learning Community. This committee is responsible for reviewing the site emergency

response plan, creating and revising a site phone tree, and planning table-top exercises to train

their respective SLCs. The committee also brings staff concerns to the table for discussion and

resolution.

Cesar Chavez High School believes that security and safety at our school site directly

corresponds with improving students’ attitudes, attendance, and academic achievement. The

intervention and preventive measures taken by site administration, staff, and safety

representatives result in a fair and equitable academic climate where parents trust that their

children will receive the education they deserve.

Academic Performance Data

Concern for Chavez’s API deficiencies is foremost in our endeavors to meet growth

expectations. We have reduced our deficiencies over the last three years. Chavez ranks similar to

schools throughout the state two years running. Disaggregation, backwards mapping, Direct


32

Interactive Instruction and AVID strategies are at the forefront of our efforts to address our CST

Scores and transition to the SBAC and Common Core Standardized Testing and Reporting

Program/California Measures of Academic Performance and Progress (also known as the

STAR/CalMAPP). Meeting API subgroup growth target continues to be a critical need. Chavez

has not consistently been able to meet subgroup growth targets. The struggle to implement

strategies to address the CST’s and API and now STAR/CalMAPP will continue to take time as

the high school accountability system continues to be modified for the 2015 SBAC testing dates.

Each year, assessment results are disaggregated and adjustments are made. The teaching staff is

strengthening a system that is ever changing. The foundations of our efforts stay the same; it’s

the small tasks that change annually. Consistent successes are the results we are looking for so

we can apply these models to other areas of need. Communication and collaboration are the keys

to our successful results. Leadership does a wonderful job of encouraging staff when our tasks

seem arduous, by publishing monthly the school’s successes to all stakeholders through email

and school website.

Previous Accountability Measures

Academic Performance Index (API) by Student Group

PROFICIENCY

LEVEL

ALL STUDENTS WHITE

2011-2012 2012-2013 2013-2014 2011-2012 2012-2013 2013-2014

Number Included 1499 1411 1431 104 106 109

Growth API 667 662 662 668 654 662

Base API 668 662 667 653

Target 7 7 7 7

Growth -6 0 -13 9

PROFICIENCY

LEVEL

HISPANIC ENGLISH LEARNERS

2011-2012 2012-2013 2013-2014 2011-2012 2012-2013 2013-2014

Number Included 651 629 634 429 410 441

Growth API 654 637 652 598 595 619

Base API 655 637 597 595

Target 7 8 10 10

Growth -18 15 -2 24

No Yes No Yes

PROFICIENCY

LEVEL

SOCIOECONOMICALLY

DISADVANTAGED STUDENTS WITH DISSABILITIES

2011-2012 2012-2013 2013-2014 2011-2012 2012-2013 2013-2014

Number Included 1131 1118 1106 122 150 140


33

Growth API 658 653 658 379 447 453

Base API 658 653 382 449

Target 7 7 21 18

Growth -5 5 65 4

No No Yes No

Conclusions based on this data:

1. The 2013 data demonstrates that the CCHS API stagnated; however, the overall all API score

did not decrease. Hispanic, White, and English Learner subgroups exceeded their growth

targets; however, African Americans, Asian, Socioeconomically Disadvantaged, Students

with Disabilities did not meet their growth targets.

2. API was not provided to any school in California for the 2013-2014 school year as part of the

transition to the Common Core and is no longer part of the California accountability system.

English Language Arts Adequate Yearly Progress (AYP) by Student Group

AYP

PROFICIENCY

LEVEL

ALL STUDENTS WHITE

2011-12 2012-13 2013-14 2014-15 2015-16 2011-12 2012-13 2013-14 2014-15 2015-16

Participation Rate 96 98 98 98 93 90 95 98 95 94

Number At or

Above Proficient 268 228 168 248 174 24 20 21 20 11

Percent At or

Above Proficient 52.1 48.1 37.8 48.1 36.7 61.5 58.8 52.5 58.8 39.3

AYP Target:

ES/MS 78.4 89.2 100 78.4 89.2 100

AYP Target: HS 66.7 77.8 88.9 100 66.7 77.8 88.9 100

Meet AYP

Criteria Yes No No Yes

AYP

PROFICIENCY

LEVEL

AFRICAN AMERICAN ASIAN

2011-12 2012-13 2013-14 2014-15 2015-16 2011-12 2012-13 2013-14 2014-15 2015-16


Number At or


Percent At or

Above Proficient 55.9 50.8 31.1 38.5 26.7 52.9 46.2 32.6 56.6 55

AYP Target:

ES/MS 66.7 78.4 89.2 100 66.7 78.4 89.2 100

AYP Target: HS 77.8 88.9 100 77.8 88.9 100

Meet AYP

Criteria --- Yes Yes No No Yes


34

AYP

PROFICIENCY

LEVEL

HISPANIC ENGLISH LEARNERS

2011-12 2012-13 2013-14 2014-15 2015-16 2011-12 2012-13 2013-14 2014-15 2015-16


Number At or


Percent At or


AYP Target:

ES/MS 78.4 89.2 100 78.4 89.2 100

AYP Target: HS 66.7 77.8 88.9 100 66.7 77.8 88.9 100

Meet AYP

Criteria Yes N0 N0 Yes Yes No No No

AYP

PROFICIENCY

LEVEL

SOCIOECONOMICALLY DISADVANTAGED STUDENTS WITH DISABILITIES

2011-12 2012-13 2013-14 2014-15 2015-16 2011-12 2012-13 2013-14 2014-15 2015-16


Number At or


Percent At or

Above Proficient 53.5 43.8 37.7 43.4 34.2 22.4 22.4 14 27.1 12.5

AYP Target:

ES/MS 78.4 89.2 100 78.4 89.2 100

AYP Target: HS 66.7 77.8 88.9 100 66.7 77.8 88.9 100

Meet AYP

Criteria Yes No No Yes


1. CCHS has met all but one AYP growth indicator last school year. English Learners did not

meet their growth target.

2. English learners utilized the School District ELD program of Edge instead of taking the

Kaplan CAHSEE course. The data suggest that the Edge curriculum did not meet the needs

of our EL students for CAHSEE; however, this test is no longer part of the California

Accountability system.

Mathematics Adequate Yearly Progress (AYP) by Student Group

AYP

PROFICIENCY

LEVEL

ALL STUDENTS WHITE

2011-12 2012-13 2013-14 2014-15 2015-16 2011-12 2012-13 2013-14 2014-15 2015-16


Number At or



35

Percent At or

Above Proficient 50 50.7 44.9 57 15.4 48.7 58.1 55 48.6 18.5

AYP Target:

ES/MS 66.1 79 89.5 100 66.1 79 89.5 100

AYP Target: HS 77.4 88.7 100 77.4 88.7 100

Meet AYP

Criteria No No No Yes

AYP

PROFICIENCY

LEVEL

AFRICAN AMERICAN ASIAN

2011-12 2012-13 2013-14 2014-15 2015-16 2011-12 2012-13 2013-14 2014-15 2015-16


Number At or


Percent At or

Above Proficient 45.8 39.1 37.1 42.7 8.4 56.3 62.6 43 71.1 26

AYP Target:

ES/MS 79 89.5 100 79 89.5 100

AYP Target: HS 66.1 77.4 88.7 100 66.1 77.4 88.7 100

Meet AYP

Criteria --- Yes No Yes No Yes

AYP

PROFICIENCY

LEVEL

SOCIOECONOMICALLY DISADVANTAGED STUDENTS WITH DISSABILITIES

2011-12 2012-13 2013-14 2014-15 2015-16 2011-12 2012-13 2013-14 2014-15 2015-16


Number At or


Percent At or


AYP Target:

ES/MS 79 89.5 100 79 89.5 100

AYP Target: HS 66.1 77.4 88.7 100 66.1 77.4 88.7 100

Meet AYP

Criteria Yes No N0 Yes ----


1. All CCHS student sub groups met their AYP growth target.

2. All subgroups utilized the Kaplan math CAHSEE materials and course. However this test is

no longer applicable to California accountability system.


36

Cesar Chavez Accountability Progress Reporting (APR) Summary

School Year

Mathematics English Language Arts Graduation Rate

Participation

Rate

Annual

Measurable

Objective

Participation Rate

Annual

Measurable

Objective

School

Wide

Grad

Rate

Student

Group

Grad

Rate

Over

all

Grad

Rate Target Met Target Met Target Met Target Met

2011-2012 95 yes 77.4 no 95 yes 77.8 no yes No No

2012-2013 95 yes 88.7 no 95 yes 88.9 no yes Yes Yes

2013-2014 95 yes 100 yes 95 yes 100 no yes Yes Yes

2014-2015 95 yes 95 Yes

2015-2016 95 yes 95 no

California High School Exit Exam

Cesar Chavez continues to establish a culture of high academic expectations and high student

achievement by producing the highest CASHEE passing rate in the district and a 96% participation

rate. Since our last WASC visit, CASHEE scores continue to average 78% passage rate which

outpaces most schools of the comprehensive schools in the district. However, our Math and ELA

summaries demonstrate some inconsistencies specifically last year due to ongoing staffing and

CAHSEE course intervention support materials.

Cesar Chavez CAHSEE Result Summary

School Year Mathematics English Language Arts

Tested Passing Tested Passing

2011-2012 497 402 (81%) 496 402 (81%)

2012-2013 470 352 (76%) 467 355 (76%)

2013-2014 526 447 (85%) 520 407 (78%)

2014-2015 76.1 74.2%

California Department of Education CAHSEE 10th Grade Summary

Category 2012-2013 %

Passed

2012-2013 %

Not Passed

2012-13 %

Proficient and

Above

2013-2014 %

Passed

2013-2014 %

Not Passed

2013-14 %

Proficient and

Above

Asian 78% 22% 31% 84% 16% 56%

Hispanic or

Latino 75% 25% 37% 77% 23% 41%

African

American 66% 34% 30% 70% 30% 36%

White 77% 23% 49% 81% 19% 63%

English Only

Students

70%

30%

37%

76%

24%

46%

Initially Fluent

English

Proficient (IFEP)

86%

14%

49%

98%

2%

67%

Reclassified 92% 8% 45% 87% 13% 53%


37

Fluent English

Proficient

(RFEP)

English Learner

Students 46% 54% 11% 42% 58% 2%

Gains made in 2011-2012 were due to common curriculum, instructional/in-classroom support and

training via the Kaplan materials. These gains supported the purpose of minimum day staff

development and collaboration with teachers. If CAHSEE data is reviewed prior to the termination

of Kaplan materials and support by SUSD in 2011-2012, CCHS had ongoing positive growth until

2012-2013.

Another factor of the growth in 2011-2012, CCHS had no major staffing changes with ELA and

math teaching position. The final contributing factor to the rise results, we have implemented a

CaHSEE prep “boot camp” for the 15 days leading up to CaHSEE testing starting in January 2014

for all 10th graders. We anticipate this policy will continue for the 2014-2015 school year.

CAHSEE results for school year 2013-2014 increased by 8% for Math and 1% for English. This

is a product of collaboration among teachers during PD. A plan was made on how to incorporate

review in the lessons. The implementation of a CaHSEE prep “boot camp” for the 15 days

leading up to CaHSEE testing starting in January 2014 for all 10th graders was a major factor of

success.

California Accountability Model and School Dash Board

CAASPP Results 2016

English Language Arts/Literacy

OVERALL ACHIEVEMENT

GRADE

LEVEL

# OF

STUDENTS

ENROLLED

# OF

STUDENTS

TESTED

% 0F

ENROLLED

STUDENTS

TESTED

# OF

STUDENTS

WITH

SCORES

MEAN

SCALE

SCORE

% STANDARD

EXCEEDED

% STANDARD

MET

%

STANDARD

NEARLY

MET

%

STANDARD

NOT MET

GRADE

11

474

451

93.3%

448

2535.8

10

26

27

38

ALL

GRADES

475

452

93.4%

449

10

26

27

38

GRAD

E

LEVE

L

READING

WRITING

LISTENING

RESEARCH/INQUIRY

Demonstrating understanding

of literary & non-fictional texts

Producing clear

and purposeful writing

Demonstrating effective

communication skills

Investigating, analyzing, and

Grade presenting information

%

ABOVE

STANDA

RD

% AT OR

NEAR

STANDA

RD

% BELOW

STANDAR

D

%

ABOV

E

STAND

ARD

% AT OR

NEAR

STANDA

RD

%

BELOW

STANDA

RD

%

ABOVE

STANDA

RD

% AT OR

NEAR

STANDAR

D

%

BELO

W

STAN

DARD

%

ABOV

E

STAND

A

RD

% AT OR

NEAR

STANDA

RD

%

BELOW

STAND

ARD

GRAD

E 11

12

50

38

17

45

38

10

55

35

16

57

27

ALL

GRAD

ES

12

50

38

17

45

39

10

55

35

16

57

27


1. 36% of students met or exceeded standards on the ELA CAASPP.


38

2. An average of 14% of the 36% demonstrated above standard in Reading, Writing, Listening and

Research Inquiry.

3. At least half of CCHS 11th grade students are at or near the standard except Writing. However,

Writing has the highest percentage of students "Above Standard."

4. Both the Reading and Research/Inquiry claims had the highest percentages of students Above

Standard (18%), while the Reading claim had the highest percentage Below Standard (34%).

Mathematics

OVERALL ACHIEVEMENT

GRADE

LEVEL

# OF

STUDENTS

ENROLLED

# OF

STUDENTS

TESTED

% 0F

ENROLLED

STUDENTS

TESTED

# OF

STUDENTS

WITH

SCORES

MEAN

SCALE

SCORE

% SANDARD

EXCEEDED

%

STANDARD

MET

%

STANDARD

NEARLY

MET

%

STANDARD

NOT MET

GRADE

11

473

450

93.8%

448

2498.9

2

8

23

67

ALL

GRADES

481

451

93.8%

449

2

8

23

67

GRADE

LEVEL

CONCEPTS &

PROCEDURES

PROBLEM SOLVING &

MODELING/DATA ANALYSIS

COMMUNICATING

REASONING

Applying mathematical concepts and

procedures

Using appropriate tools and strategies

to

solve real world and mathematical

problems

Demonstrating ability to support

Grade Level mathematical conclusions

% ABOVE

STANDARD

% AT OR

NEAR

STANDARD

% BELOW

STANDARD

% ABOVE

STANDARD

% AT OR

NEAR

STANDARD

% BELOW

STANDARD

% ABOVE

STANDARD

% AT OR

NEAR

STANDARD

% BELOW

STANDARD

GRADE 11

6

22

72

4

43

53

2

53

44

ALL

GRADES

6

22

72

4

43

53

2

53

44


1. 10% of 11th grade students met or exceeded mastery of the standards on the Mathematics

CAASPP.

2. 90% of 11th grade students nearly met or did not meet mastery of the standards on the

Mathematics CAASPP.

3. Approximately 42% of students were below standards in Problem Solving & Modeling/Data

Analysis and Communicating Areas and 67% were below standards in Concepts & Procedures for

CAASPP.

4. 72% of our students are below standards on concepts and procedures and teachers spent most

of their time teaching on concepts and procedures. DOK level of 3 and 4 which is application of

mathematical concepts and procedures should be part of the lesson planning.


39

CAASPP Results 2015


OVERALL ACHIEVEMENT

GRADE LEVEL

# OF

STUDENTS

ENROLLED

# OF

STUDENTS

TESTED

% 0F

ENROLLED

STUDENTS

TESTED

# OF

STUDENTS

WITH

SCORES

MEAN

SCALE

SCORE

%

STANDARD

EXCEEDED

%

STANDARD

MET

%

STANDARD

NEARLY

MET

%

STANDARD

NOT MET

GRADE 11

572

537

93.8%

526

2542.6

10

25

31

34

ALL GRADES

572

537

93.8%

526

2542.6

10

25

31

34

GRADE

LEVEL

READING

WRITING

LISTENING

RESEARCH/INQUIRY

Demonstrating understanding

of literary & non-fictional texts

Producing clear

and purposeful writing

Demonstrating effective


Investigating, analyzing, and

Grade presenting information

%

ABOVE

STANDA

RD

% AT OR

NEAR

STANDA

RD

%

BELOW

STANDA

RD

%

ABOVE

STANDA

RD

% AT OR

NEAR

STANDA

RD

%

BELOW

STANDA

RD

%

ABOVE

STANDA

RD

% AT OR

NEAR

STANDA

RD

%

BELOW

STANDA

RD

%

ABOVE

STANDA

RD

% AT OR

NEAR

STANDA

RD

%

BELO

W

STAND

ARD

GRADE

11 18 48 34 17 50 33 9 55 37 18 55 26

ALL

GRADES 18 48 34 17 50 33 9 55 37 18 55 26

Mathematics

OVERALL ACHIEVEMENT

GRADE LEVEL

# OF

STUDENTS

ENROLLED

# OF

STUDENTS

TESTED

% 0F

ENROLLED

STUDENTS

TESTED

# OF

STUDENTS

WITH

SCORES

MEAN

SCALE

SCORE

%

SANDARD

EXCEEDED

%

STANDARD

MET

%

STANDARD

NEARLY

MET

%

STANDARD

NOT MET

GRADE 11

572 524 91.6 516 2510.4 2 12 26 63

ALL GRADES

572 524 91.6 516 2510.4 2 12 26 63

GRADE

LEVEL

CONCEPTS &

PROCEDURES

PROBLEM SOLVING &

MODELING/DATA ANALYSIS

COMMUNICATING

REASONING

Applying mathematical concepts and

procedures


to

solve real world and mathematical

problems

Demonstrating ability to support

Grade Level mathematical conclusions

% ABOVE

STANDARD

% AT OR

NEAR

STANDARD

% BELOW

STANDARD

% ABOVE

STANDARD

% AT OR

NEAR

STANDARD

% BELOW

STANDARD

% ABOVE

STANDARD

% AT OR

NEAR

STANDARD

% BELOW

STANDARD

GRADE 11 6 25 69 5 51 44 7 51 42

ALL

GRADES

6 25 69 5 51 44 7 51 42

CAASPP Results for All Students - Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced

(meeting or exceeding the state standards)

Scienc

e

ELA Math

13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16

% 33 32 21 35 35 15 10


40

2015-16 CAASPP Results by Student

Group

Science (grades 5, 8, and 10) Number of Students Percent of

Students Group Enrolled with Valid

Scores w/ Valid

Scores Proficient or

Advanced All Students 548 521 95.1 20.7 Male 284 267 94.0 22.5

Female 264 254 96.2 18.9

Black or African American 100 92 92.0 13.0

American Indian or Alaska Native 14 14 100.0 21.4 Asian 111 108 97.3 22.2

Filipino 35 35 100.0 40.0

Hispanic or Latino 258 243 94.2 17.3

White 20 19 95.0 36.8 Socioeconomically Disadvantaged 299 278 93.0 16.9

English Learners 71 66 93.0 6.1

School Year 2015-16 CAASPP Assessment Results -

English Language Arts (ELA) Disaggregated by

Student Groups, Grades Three through Eight and

Eleven Student

Group

Grade

Number of Students Percent of Students

Enrolled

Tested

Tested Standard Met

or Exceeded

All Students 11 480 457 95.2 34.8

Male 11 246 236 95.9 24.9

Female 11 234 221 94.4 45.3

Black or African

American 11 59 51 86.4 23.5

American Indian or

Alaska Native 11 14 13 92.9 33.3

Asian 11 85 78 91.8 48.0

Filipino 11 34 34 100.0 47.1

Hispanic or Latino 11 254 251 98.8 30.8

White 11 25 22 88.0 40.9

Socioeconomically

Disadvantaged 11 229 213 93.0 32.1

English Learners 11 70 66 94.3 1.5

School Year 2015-16 CAASPP Assessment

Results - Mathematics Disaggregated by Student

Groups, Grades Three through Eight and Eleven

Student

Group

Grade


Enrolled

Tested

Tested Standard Met

or

Exceeded


41

All Students 11 479 456 95.2 9.9

Male 11 246 236 95.9 8.1

Female 11 233 220 94.4 11.8

Black or African

American 11 59 52 88.1

American Indian or

Alaska Native 11 14 13 92.9 7.7

Asian 11 85 78 91.8 16.9

Filipino 11 34 34 100.0 17.6


White 11 25 22 88.0 22.7

Socioeconomically

Disadvantaged 11 228 211 92.5 6.6


Graduation and Drop Rate

Indicator School District State

2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Dropout

Rate 5.7 13.5 7.2 9.9 17.9 11.8 11.4 11.5 10.7

Graduation

Rate 89.65 83.89 90.1 83.09 76.4 82.6 80.44 80.95 82.27

Conclusion:

1. A 5.76% drop in graduation rate from the 2012-2013 to 2013-2014 school year and an

increase of 7.8% in the dropout rate from 2012-2013 to 2013-2014.

2. Dropout rate decreased from the 2013-2014 school year by 6.3%

3. CCHS graduation outpaced the District average by 14.37% in 2011-2012, 6.56% for 2012-

2013, 7.49% for the 2013-2014, and 7.5% for the 2014-2015 school year. In addition,

CCHS dropout rate is lower than the District average by 10.5% for 2011-2012, 4.2% for

2012-2013, 4.4% for the 2013-2014, and 4.6% for the 2014-2015 school year.

4. CCHS graduation outpaced the State average by 6.56% in 2011-2012, 9.21% for 2012-

2013, and 2.94% for the 2013-2014 school year. In addition, CCHS dropout rate for the

2011-2012 and 2012-2013 school years was lower than the State average. 2013-2014 drop

out data for CCHS was 2% higher than the state average


42

Graduates by Ethnicity

CCHS graduation rate continues to improve and lead our school district and are starting to match

or exceed county and state graduation averages.

Ethnicity School Year

2011-2012

School Year

2012-2013

School Year

2013-2014

School Year

2014-2015

Hispanic or Latino 208 199 236 236

American Indian

or Native 22 15 16 14

Asian 118 110 106 92

Pacific Islander 5 4 4 3

Filipino 31 42 38 26

African American 70 70 60 73

White 30 32 30 33

Two or More

Races 1 0 1 2

Not Reported 1 0 0 0

TOTAL 486

472 491 479


1. A 5.76% drop in graduation rate from the 2012-2013 to 2013-2014 school year and an

increase of 7.8% in the dropout rate from 2012-2013 to 2013-2014.

PROGRAM NAME

Cohort Students Cohort Graduates Cohort Graduation Rate

2011

-20

12

2012

-20

13

2013

-20

14

2014

-20

15

2015

-20

16

2011

-20

12

2012

-20

13

2013

-20

14

2014

-20

15

2015

-20

16

2011

-20

12

2012

-20

13

2013

-20

14

2014

-20

15

2015

-20

16

English Learners

97

92

67

100

104

76

58

54

67

90

78.4

63

80.6

67

86.5

Migrant Education

27

22

11

11

20

19

11

74.1

86.4

90.9

60

100

Special Education

41

53

46

51

53

18

29

20

29

36

43.9

54.7

43.5

56.9

67.9

Socioeconomically

Disadvantaged

427

483

446

502

481

351

411

402

424

433

82.2

85.1

90.1

84.5

90

All Students

553

564

512

571

514

462

482

459

479

463

83.5

85.5

89.7

83.9

90.1


43

2. CCHS graduation outpaced the District average by 14.37% in 2011-2012, 6.56% for 2012-

2013, and 7.49% for the 2013-2014 school year. In addition, CCHS dropout rate is lower

than the district average by 10.5% for 2011-2012, 4.2% for 2012-2013, and 4.4% for the

2013-2014 school year

3. CCHS graduation outpaced the State average by 6.56%% in 2011-2012, 9.21% for 2012-

2013, and 2.94% for the 2013-2014 school year. In addition, CCHS dropout rate for the

2011-2012 and 2012-2013 school years was lower than the State average.

4. 2013-2014 drop out data for CCHS was 2% higher than the state average.


44

Suspension and Expulsion Rate

Suspension rate has declined significantly over the last two academic years. The decline in

suspension has been attributed to CCHS various intervention programs and ongoing involvement

of the student body in assisting to solve student concerns and problems prior to them disrupting

campus activities. These programs include:

• Restorative Circle: as part of the extended-school program (YMCA), a possible

intervention to student discipline includes Youth Court where student peers will hear

minor cases and assign consequences in lieu of suspension. Students then discuss positive

replacement behavior for the action assigned.

• PLUS Program (Peer Leadership Uniting Students): Students lead their peers through

self-reflection of school climate and discuss ways to increase the positive influence on

student culture.

• Safe School Ambassadors: Students are trained in conflict mediation and anti-bullying

programs.

However, student discipline data continues to demonstrate that the majority of suspensions and

discipline behaviors continue to affect our African American and Latino males with “Defiance

and Disruption” being the highest referral incident.

Chavez has been the only comprehensive high school in the district to offer Opportunity Class,

the Titan Academy. This class has been set up as a small learning environment that caters to

students who are not able to be successful in mainstream classes. It also gives these students

another option instead of separating them from the school. There have been issues with time

allocation and budget that have caused the OC program to be out of consideration as an option

for the current school year. Chavez also has a fulltime student advocate who addresses the


45

student’s needs and works as a mediator. Various programs such as Peace-Keepers and Point

Break address appropriate social behavior and anger management. The higher suspension rate of

African-American and Latino males necessitates a review of the school’s discipline policy and

considering pro-active ways of helping students demonstrate positive behavior.

Cesar Chavez Suspension, Expulsion, Truancy Rate Data Summary

School Year Enrolment Students

Suspended

Suspension

Rate

Students

Expelled

Expulsion

Rate

Truant

Students

Truancy

Rate

2011-2012 2150 231 9.9 14 0.6 1438 59.6

2012-2013 2109 333 14.2 0 0 1298 55.38

2013-2014 2139 310 13.1 0 0 1137 47.89

2014-2015 2157 210 8.7 6 0.2 1437 59.21

Conclusion:

1. Less and less students are being suspended each year from 2012 to present.

2. Expulsion rate for 2 consecutive year is 0%.

3. Truancy rate increased from2014 to 2015.


46

Language Proficiency

English language mastery is the major focus of our ELL program. ELL students can receive

support in their primary language and equal access to the core curriculum through the help of a

bilingual outreach liaison. Support is provided to our parents to learn how to provide academic

support for their children at home through our classroom teachers.

Due to the overwhelming amount of English learners at Chavez and throughout the district, all

high school teachers are required to hold a B-Clad certification since the 2007-2008 school

years.

Cesar Chavez English Learner Students by Grade

0

50

100

150

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

English Learners by Grade Level

Grade 9 Grade 10 Grade 11 Grade 12


47

Data Analysis

Our English language learners constitute 15 % of our population, most of which are 9th graders.

Most of our English language learners are long term English language learners and one big factor

that keeps them in the program is the MAP requirement piece.

Cesar Chavez Fluent English Proficient (FEP) Students by Grade

Data Analysis

An average of 38 % of our students are fluent English proficient. 9th graders have a low

percentage through the years.

Cesar Chavez Re-Designated Fluent English Proficient (RFEP) Students

RFEP School Year

2011-2012

School Year

2012-2013

School Year

2013-2014

School Year

2014-2015

School Year

2015-2016

School Year

2016-2017

TOTAL 35 18 20 7 27 72

PERCENTAGE 15.8% 8.5% 9.2% 2.8% 8.2% 21%

STOCKTON UNIFIED

SCHOOL

DISTRICT

10.4% 9.5% 9.3% 8.5% 10.6%

CALIFORNIA 16.3% 12.2% 12% 11% 11.2%


1. Over the past three years, there has been a decrease of 5.7% in reclassification rates.

Concurrently, there has been decreases in both district and state rates as well.

2. The general decrease in percentage rate reclassified was due to the replacement of CST score

to MAP scores as a criterion for reclassification.

3. CCHS will have to continue to improve SDAIE instruction in all classrooms and work with

the district to stabilize the ELD curriculum to meet the reclassification requirements

4. MAP data continues to be utilized by the school site to properly place and teach EL students.

0

50

100

150

200

250

School year 2011-2012





Cesar Chavez Fluent English Proficient (FEP) Students by Grade Level

9 10 11 12


48

5. There is a 6% increase on our RFEP from 2015 to 2016 due to proper placement of our ELD

students based on their level and hard work of ELD teachers in meeting their specific needs.

6. There is a 61% increase of our RFEP from 2016 to 2017 due to proper placement and hard

work of the ELD teachers who worked as a team to meet of the goal of reclassifying as many

English Learners as possible.

CELDT

California English Language Development Test is given to all students who have been identified

as “English Learners” as indicated by the Home Language Survey (HLS)

There are two time periods the CELDT is administered.

1. At the beginning of the school year, students who have been identified as English Learners.

(Annual CELDT)

2. For all new English Learners entering the school district, school site has 30 days from the

time of enrolment to administer the “Initial CEDLT” and notify the parents.

Although the numbers of our students being reclassified are increasing, we are not satisfied. One

problem is the lack of information, this is due to the fact that only 7-10%of the parents attends

the ELPIC meetings or participates in activities. Many efforts have been made to entice parents

but with minimal results. We did summer school for our English Learners, Rosetta Stone and 3D

English Program after school and placement for our English Learners based on needs is well

planned and implemented. Cum folders are updated frequently and after-school tutoring is

offered to all students, especially those who are struggling. We concentrate on EL students with

Fs and Ds and find ways to assist them. During ELPIC meetings, we educate parents on the

whole EL process from Home Language Survey to the Reclassification Process. Our main goal

is to reclassify as many EL students as possible. This endeavor will take a concerted effort to

develop stronger lines of communication and get parents involved.

In 2013-2014, 26 % of our English Language Learners passed the CELDT, last year (2014-

2015), 43% passed the CELDT and need to meet the MAP test scores requirement to be

reclassified. It is the MAP test that limits our RFEP numbers and an effort on the part of our

English Language teachers and other concerned areas is being done to address this.

CELDT Annual Assessment Results

Level

2011-2012 2012-2013 2013-2014

9 10 11 12 % 9 10 11 12 % 9 10 11 12 %

Advance 0 3 2 1 2% 1 2 6 5 6% 4 0 2 5 5%

Early Advance 15 16 21 19 28% 19 18 15 19 32% 12 9 15 18 23%

Intermediate 34 23 23 23 41% 21 24 16 12 33% 35 28 28 23 48%

Early

Intermediate 13 11 12 6 17% 6 11 5 8 14% 17 6 8 3 14%

Beginning 10 9 7 6 13% 8 4 10 8 14% 10 6 4 6 11%

Number Tested 72 62 65 55 254 55 59 52 52 218 78 49 57 55 239


49

Level

2014-2015 2015-2016

9 10 11 12 % 9 10 11 12 %

Advance 5 7 3 7 8% 9 3 7 9 9%

Early Advance 28 25 21 26 36% 30 29 30 26 35%

Intermediate 27 26 25 19 35% 41 27 24 23 35%

Early Intermediate 14 7 2 4 10% 9 9 3 0 6%

Beginning 10 10 5 5 11% 24 7 8 8 14%

Number Tested 84 75 56 61 276 113 75 72 66 326


1. 44% of EL Students scored Level 4 or 5 (eligible for reclassification) in 2014-15, a

significant increase compared to 28% in 2013- 14. There was a decrease in students scoring

Intermediate (Level 3) in 2014-15 (35%) compared to 48% in 2013-14. 21% of students

scored CELDT Level 1 or 2 in 2014-15 compared to 25% in 2013-14.

2. There are 27 more EL students in 2014-2015 as compared to 2013-2014. However, 219 or

79% of the 2014-2015 EL students are CELDT levels 3, 4, or 5 as compared to 73% of the

2013-2014 CELD students who are at CELDT levels 3, 4, and 5.

3. 21% of the 2015-2016 EL students score at the CEDLT level of 1 or 2. This is an

improvement from the 2014-2015 data in which 25% of the EL students CELDT level was 1

or 2.


50

San Joaquin Delta College Dual Enrolment Data

Criminal Justice

School Year 2014-2015

Term 1

2015-2016

Term 1

2015-2016

Term 2

2016-2017

Term 1

2016-2017

Term 2

9 1 2

10 1 3 1 2

11 14 8 12 4 16

12 5 22 15 12 16

Total

Enrolment 19 32 30 35 36

A 12 3 8 In progress

B 12 10 9 In progress

C 2 5 5 8 In progress

D 11 1 5 4 In progress

F 6 2 7 5

Withdraw 1

INTRODUCTION TO MASS COMMUNICATION

School Year 2014-2015 Term 2 2016-2017 Term 2

9 1

10 4 1

11 12 17

12 4 18

Total Enrolment 21 36

A 9 In progress

B 4 In progress

C 1 In progress

D 0 In progress

F 7


51

PREPARATORY ENGLISH


Term 1

2015-2016

Term 1

2015-2016

Term 2

2016-2017

Term 1

2016-2017

Term 2

9 1 1

10 1 3 2 3

11 12 3 6 14 5

12 10 8 5 10 9

Total

Enrolment 22 12 14 27 18

A 7 2 2 6 In progress

B 10 5 3 6 In progress


D 3 4 5 4 In progress

F 2 1

Drop 2

Withdraw 3

READING AND COMPOSITION

School Year 2014-2015 Term 2 2015-2016 Term 1 2016-2017 Term 1 2016-2017 Term 2

9 1 1

10 1 1 2

11 15 7 8 12

12 17 27 18 12 15

Total Enrolment 32 27 26 22 30

A 10 4 4 In

progress

In

progress

B 9 12 9 In

progress

In

progress

C 6 7 3 In

progress

In

progress

D 3 3 8 In

progress

In

progress

F 4 1 0

Withdraw 2

Medical Terminology and Speech


Term 2

2015-2016

Term 1

2015-2016

Term 2

2016-2017

Term 1

2016-2017

Term 2

9 2

10 8 2 3 3 5

11 9 11 3 10 4

12 11 20 15 18 18

Total

Enrolment 28 33 21 31 29

A 6 13 11 4 In progress


52

B 15 10 7 13 In progress


D 2 2 3 In progress

F 1 2 1 0

Drop 1

Withdraw 6

Introduction to Psychology

School Year 2014-2015 Term 1 2015-2016 Term 2 2016-2017 Term 1 2016-2017 Term 2

9 1

10 1 4 4

11 9 24 6 19

12 18 15 19 12

Total Enrolment 28 43 25 38

A 7 18 15 In progress

B 9 15 5 In progress

C 7 7 2 In progress

D 2 1 3 In progress

F 3 2

Introduction to Probability and Statistics

School Year 2016-2017 Term 2

9

10

11 8

12 7

Total Enrolment 15

A In progress

B In progress

C In progress

D In progress

F In progress

Drop

Withdraw


1. Currently, Chavez offers 7 college courses having Statistics being added just this term

2 of 2016-17 school year.

2. More and more students are taking advantage of taking advanced college courses.

3. Students from grades 9 to 12 are motivated to take college courses.


53

San Joaquin Delta College Math, Writing and Reading Test Scores

Math Score Class of 2020

Freshmen

Class of 2019

Sophomore

Class of 2018

Juniors

Class of 2017

Seniors

Class of 2016

Alumni

Class of 2015

Alumni

1 3 13 36 42 86 54

2 2 14 52 83 103 80

3 5 20 78 74 76 60

4 3 3 22 37 40 17

5 1 1 9 16 13 9

6 11 11 9 2

Writing Score 2019-2020 2018-2019 2017-2018 2016-2017 2015-2016 2014-2015

1 4 25 108 120 166 118

2 8 13 47 67 85 63

3 2 13 57 96 76 41

Reading Score 2019-2020 2018-2019 2017-2018 2016-2017 2015-2016 2014-2015

1 2 18 86 98 141 111

2 12 25 89 120 147 91

3 8 33 45 39 20

TOTAL 14 51 208 263 327 222

The San Joaquin Delta College Placement Assessment continues to demonstrate a rigor gap with

our Honors and AP courses. In 2012-2013 (the first year we were allowed to offer college

courses on campus) 112 seniors were targeted and tested (87% of the students GPA is 3.0 or

higher) and only 30% scored high enough on either the Reading or Writing section of the

placement data with a sore of two or better to allow them to participate in College Freshman

English courses while in high school.

This year, participation in the dual enrollment/early college program has dramatically increased

with more students participating and at least 50% of the students scoring 2 or higher. However,

the Math data demonstrates another need to improve academic rigor. Students who want to

participate in a freshman college level course (such as Statistics) will need to have a score or 4 or

better. Only 17.5% of our students tested in Math qualified for a freshman level college math

course.

Advance Placement (AP) Data

Student interest to attend college after high school is at an all-time high and more students are

participating in Honors, Advance Placement and dual enrollment/early college courses offered

on campus. Advance placement participation and scores continue to rise; however, there is an

ongoing challenge with students and parents/guardians to put in the extra time to prepare for the

AP exams beyond the classroom preparation. CCHS continues to work with parents and

students to get them to understand the importance of the AP test and to go beyond having the AP

course on their transcripts to pump up their GPA.


54

AP

Exam

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

Score 1 51 69 114 101 196

Score 2 52 68 49 80 81

Score 3 14 24 20 45 41

Score 4 5 14 10 21 34

Score 5 3 6 2 15 15

Total 125 181 195 262 367


1. 9.2% decline from 2012 -2013 to 2013 - 2014 of students scoring 3 or higher on an AP exam.

2. CCHS AP scores of 3 or higher during the 2012-2013 school year matched the district average.

However, in 2013-2014 CCHS did not match the district average and both year lag behind the

state average.

3. 5 more students took at least one AP test in 2013-2014 as compared to 2012-2013.

4. There was a 27% increase from 2014-2015 of students scoring 3 or higher on an AP exam.

5. There is a 40% increase of students taking AP exam from 2014-2015 to 2015-2016.

AP Data cont.

AP Course 2011-2012

Score 1 Score 2 Score 3 Score 4 Score 5

AP Calculus 10

AP English Literature 11 40 12

AP Physics 9 7 1 1

AP Spanish 1 3 3

AP US History 21 5 5

Total 51 52 14 9 3

Percentage 40% 40% 11% 7% 2%

AP Course 2012-2013


AP Music 5 5 1 1

AP Calculus 16

AP English Literature 8 40 9 1

AP Physics 12 6 2 1

AP Spanish 1 3 7 6 9

AP US History 27 14 5 2

Total 69 68 24 11 9

Percentage 38% 38% 13% 6% 5%

AP Course 2013-2014


AP Art Studio 2D 1 2 1


55

AP Art Studio 3D 1

AP Art Studio Draw 4 1 1

AP Music 6 3 1 1

AP Calculus 33 1

AP Chemistry 11 1


AP Physics 9 2

AP Spanish 4 5 6 1

AP US Government 9 2 1

AP US History 31 8

Total 114 49 20 10 1

Percentage 59% 25% 10% 5% 1%

AP Course 2014-2015


AP Art Studio 2D 1 1 2 4

AP Art Studio Draw 2 3 2 2

AP Music 3 2 1

AP Calculus AB 15 1 2 1


AP Biology 2 3

AP Physics 10 6 4

AP Spanish 1 15 9 10 13

AP US Government 11 3

AP US History 27 21 11 1

Total 103 86 46 21 15

Percentage 38% 32% 17% 8% 6%

AP Course 2015-2016


AP Art Studio 2D 1 2 4 1

AP Art Studio Draw 1 1 3 1

AP Music 2 2 1 2

AP Calculus AB 31 1

AP Calculus BC 6 1 1 1

AP Chemistry 7 9 1

AP English Literature 30 46 18 7 1

AP US Government 53 14 7 2

AP US History 33 4 1

AP World History 26 1

Total 186 79 31 18 6

Percentage 58% 25% 10% 6% 2%



56

1. More and more students are taking the AP exams yearly.

2. From 2012 to 2013, there is a 28% increase on students taking the exam, 7% in 2014, 28% in 2015

and 7% in 2016.

College and University Receiving Students’ AP scores

2012 Cesar Chavez High School

Total AP Students in School: 106

UC

CSU

Private Institutuion

Junior/Community College



UC

CSU





UC

CSU





UC

CSU




57


1. This report lists which colleges and

universities received students’ AP scores.

That students’ goal is to go to college and

finish a course.

2. Yearly, the number of students taking

AP test and affirming their goal increases.

3. Through the years, students prefer

CSU than any other college/institution type.

12th Grade Graduates Completing all

Courses Required for U.C. and/or C.S.U.

Entrance

Ethnicity 2013 2014* 2015

African American 13 0 14

American Indian 3 0 5

Asian American 40 0 39

Filipino 13 0 12

Mexican American 39 0 56

Other Latino 0 0 0

Pacific Islander 0 0 0

White 3 0 10

Two or More Races 0 1 0

Unknown 0 0 0

Non-Resident Alien 0 0 0

Total 111 1 137

*A-G data was not correctly report by School District to CDE



UC

CSU




58

College Admission Data

Type of Institution 2012-2013 2013-2014 2014-2015 2015-2016

California Community College

(CCC) 16 23 229 69

California State University (CSU) 18 202 115 127

University of California (UC) 17 33 31 58

Independent Private College and

Universities 10 15 14 11


1. CCHS student’s application and acceptance to four year universities continue to grow

over the last four years.

2. UC acceptance has continued to increase and grow in which the 2016 graduating class

had 41 more students apply and be accepted to a UC as compared to the class of 2013.

3. The 2017 graduating class data is not included as it is ongoing.

SAT Data

SAT Year Grade 12

Enrolment

Number

Tested

Percent

Tested

Critical

Reading

Average

Math

Average

Writing

Average

Total ≥

1500

Number

Total ≥

1500

Percent

2011-2012 555 212 38.20 430 443 429 36 17.0

2012-2013 529 190 35.92 414 427 413 25 13.2

2013-2014 560 209 37.32% 422 419 422 31 14.83

2014-2015 525 148 28.19% 413 410 417 18 12.16

2015-2016 590 263 45% 482 469 482 58 22.05

SAT Year Grade 11

Enrolment

Number

Tested

Percent

Tested

2012-2013 523 73 14%

2013-2014 500 26 5%

2014-2015 565 98 17%

2015-2016 513 80 16%


1. 40% of the 2015-20163 senior class took the SAT. 37.32% of the total school population

took the SAT during the 2013-2014 school year.

2. CCHS SAT average score in reading, Math and Writing is lower than the district and

county SAT average scores.


59

3. Since 2009-10 CCHS SAT and ACT results have grown, albeit in minimal increments.

However, we still lag behind county and state averages. The data demonstrates that there

is an ongoing need to improve the academic rigor in our grade level and Honors courses.

ACT Data


1. 36 fewer students completed an ACT for the 2014-2015 school year.

ACT Year 2012-2013 Grade 12

Enrolment

Number

Tested

Percent

Tested

Average

Score

Number

of Scores

>=21

Percent

of Scores

>=21

School 539 67 12.667 18 17 25.37

District 2,421 310 13.22 18.95 106 34.04

County 10,845 1,481 13.66 20.9 747 50.44

ACT Year 2013-2014 Grade 9-

12

Enrolment

Number

Tested

Average

Score:

Reading

Average

Score:

English

Average

Score:

Math

Average

Score:

Science

Number

of

Scores

>=21

Percent

of

Scores

>=21

School 2,139 86 19 17 19 18 17 19.77

District 10,050 364 19 17 20 18 108 29.67

County 43,131 1,640 21 20 21 20 783 47.74

ACT Year 2014-2015

Grade 9-

12

Enrolment

Number

Tested

Average

Score:

Reading

Average

Score:

English

Average

Score:

Math

Average

Score:

Science

Number

of

Scores

>=21

Percent

of

Scores

>=21

School 525 50 18 16 17 18 9 18

District 2,450 437 19 18 20 19 152 34.78

County 10,984 1,824 21 21 22 21 960 52.63

ACT Year 2015-2016 Grade 12

Enrolment

Number

Tested

Average

Score:

Reading

Average

Score:

English

Average

Score:

Math

Average

Score:

Science

Number

of

Scores

>=21

Percent

of

Scores

>=21

School 590 44 20 20 20 20 20 45.45

District 2,476 492 19 17 19 19 152 30.89

County 11,408 1,953 21 20 21 21 969 49.62


60

2. CCHS students average score in Reading, English, Math and Science lagged behind the

District and County scores by 1 to 3 points.

3. Science ACT scores have stayed the same since 2013-2014.ever, Average score lagged

behind the County and students scoring at or above a score of 21 is 9.9% lower the

District average and 27.97% lower than the County average.

Career Technical Education (CTE)


1. Dramatic increase in the number of students who completed their CTE program and

graduated from high school between the 2012-2014 school years and the 2015-2016.

2. 45% more students participated in articulated courses between the school years of 2014-2015

and 2015-2016.

Internship and Job Shadowing Participation

Small Learning

Community 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

CT 7 3 5 15 12

CAPA 1 8 2 15 14

BASE 3 5 1 10 8

Health 71 32 15 12 16

Law and Order 16 13 10 10 11


1. Health SLC career pathway typically each year has the most internships and job

shadowing opportunities most years except for the 2015-2016 school year.

2. BASE SLC career pathway continues to struggle to have more than 10 internships and

job shadowing opportunities for their students.

Career Technical Education Participation

Measure 2012-13 2013-14 2014-15 2015-16

Number of pupils

participating in CTE 605 605 644 379

% of pupils completing a

CTE program and earning a

high school diploma 66% 66% 100% 89%

% of CTE courses sequenced

or articulated between the

school and institutions of

postsecondary education

30% 30% 30% 75%


61

SUSD District Assessment

MAP Data:

Reading

MAP scores

14-15 % Met

Growth

15-16 Target %

to Meet Growth

15-16 % Met

Growth

16-17 Target %

to Meet Growth

Overall 56% 58% 47.4% 50%

Grade 9 56% 58% 47.4% 50.1%

Grade 10 56% 58% 47.3% 49.9%

American

Indian or

Alaska Native

64% 66% 40% 43%

Asian 57% 59% 48.7% 51.2%

Black or

African

American

53% 55% 41.3% 44.2%

Filipino 57% 59% 47.2% 49.9%

Hispanic 57% 59% 49.2% 51.7%

Native

Hawaiian or

Other Pacific

Islander

50% 53% 71.4% 72.9%

White 48% 50% 37.1% 40.3%

English Learner 59% 62% 52.3% 54.7%

Sp Ed 63% 65% 26.4% 30.1%

SED 55% 57% 48.6% 51.1%


1. Significant sub-groups are African American/Black, Asian, Filipino, Hispanic, White, Native

Hawaiian/Pacific Islander, English Learner, Special Education and SED in reading on the

MAP assessment.

2. Special Education and American Indian/Alaska Native sub groups are the only ones scoring

above 60% on the reading MAP assessment.

3. The White sub group is the lowest performing in which 48% met their 2014-2015 growth

targets. The English Learner sub group score of 59% in which they outperformed SED, White,

Hispanic, Filipino, Asian African American and Native Hawaiian/Pacific Islander on the

reading MAP assessment.

Mathematics

MAP score

14-15 % Met

Growth

15-16 Target %

to Meet Growth

15-16 % Met

Growth

16-17 Target %

to Meet Growth

Overall 51% 54% 42.6% 45.5%

Grade 9 54% 56% 40.9% 43.8%

Grade 10 48% 51% 44.4% 47.2%


62

American

Indian or

Alaska Native

64% 66% 40% 43%

Asian 57% 59% 48.9% 51.5%

Black or

African

American

51% 54% 41.9% 44.8%

Filipino 49% 51% 56.3% 58.5%

Hispanic 49% 52% 38.7% 41.8%

Native

Hawaiian or

Other Pacific

Islander

29% 32% 57.1% 59.3%

White 60% 62% 40% 43%

English Learner 53% 55% 38% 41.1%

Sp Ed 51% 54% 31.6% 35%

SED 52% 54% 42.4% 45.3%


1. Student subgroups meeting their growth targets increased for the 2016-2017 school year as

compared to 2015-2016

2. Only the Asian and Filipino subgroups had over 50% of the students meet their growth targets

for 2016-2017

3. The 2016-2017 9th grade and 10th grade "Met Growth" percentage is higher than the previous

year; however, it still lags behind the 2014-2015 school year


63

Chapter II: Progress Report ❖ School Vision

Two years ago, over 60 of our students, parents and staff came together to revise and improve our

school vision. Our vision was modified and based on our Cesar Chavez High School acronym

(CCHS) to ensure that all stakeholders can cite it and that it provides guidance to the school

programs and activities we do every day to ensure our students are prepared for college and career

after high school. Cesar Chavez High School (CCHS) is committed to produce College Ready,

Career Bound, Highly Skilled and Successful Citizens. All stakeholders participated and

contributed to the School Vision and everyone agreed with the CCHS acronym that perfectly

matches the school’s vision and commitment.

C – COLLEGE READY

C – CAREER BOUND

H – HIGHLY SKILLED

S – SUCCESSFUL CITIZENS

School focuses on 3R’s as stated in every email sent to teachers

Rigor: All Students demonstrate their classroom content and skill mastery at high levels of

Bloom’s (Application and higher) and Webb’s Depth of Knowledge (levels 2 through 4).

Relevance: All Students can demonstrate in each of their classes (via their coursework) the

connection of class content/skills to our SLC Career Pathways to prepare them for College and

Career after high school (i.e. real world application).

Relationships: All students receive consistent academic and behavior support both in and out of

the classroom to ensure they are successful at CCHS every day.

Stakeholders met together to define what college ready, career bound, highly skilled successful

citizen look like. The collaboration was so powerful that our student leadership came up with

statements to specifically define and elaborate the school’s vision.

College Ready – Students will understand and entry requirements having the determination to

take rigorous courses while working through adversity.

Career Bound – Students will be exposed to different SLC classes to develop problem solving

and collaborative skills for future work opportunities.

Highly Skilled - Students will use a variety of analytical skills to creatively interpret data, solve

problems and effectively communicate their results.

Successful citizens – Students will establish a proactive outlook on the community and self-

improvement.


64

❖ Academic Conference Process

➢ As the school continues to improve and develop, the Academic Conference process

continues to improve its process to better serve its purpose. Three years ago, the academic

conference consist of; the teacher, principal, department head, coach, assistant principal.

Last year, it was by content area and this year, it was by department. Better results through

collaboration were achieved. More ideas and strategies were shared and a better way to

analyze and interpret data was realized. We saw development and improvement that

yielded better results as the process changed.


65

➢ Rick Smith observed the collaboration process last January 29, 2015. Mr. Smith was

“very impressed” and gave all teachers very high commendations for their work. He

focused on the core departments (English, Math, Science, and Social Studies) and stated

we are on the right path. Here are some of his positive statements:

• Impressed with the professionalism of staff and working as a PLC

• Impressed that we have a system in place to analyze data. In a side bar with me he

stated “people do not understand how hard it is to build systems in high schools and

I know because I work with them all over the country.”

• Loved hearing the teachers talk about instructional solutions when their data

demonstrated students still needed support

• Everyone were collegial and willing to support and help each other

• Commended us for making ongoing progress in the development of our PLCs

Mr. Smith recommendation to our school leadership was to:

• Continue to ensure we include our instructional “Best Practices” into our Data Team

collaboration process. This he called “what we should see in Every Classroom.” The

example he shared with the Leadership team was:

1. Lesson Objective—do students know what they are learning?


66

2. Engagement—Active: Engaged with content with others

Passive: Engaged with content within themselves

3. Checking for Understanding—do we know if they are learning and making

adjustments to our teaching?

• Continue to focus on increasing rigor with our students by moving from what he called

“concrete to complex” within Webb’s Depth of Knowledge

• Continue to include relevance into our curriculum to make it meaningful for our students

❖ Professional Learning Communities (PLC) Conference in Las Vegas

With 90% of the CCHS stakeholders attending the PLC conference in Vegas for the past 2

years, CCHS is committed to create a PLC culture that will be embraced by 100% of its

stakeholders. We are committed to utilize every insight learned from the conference to achieve

students’ success.

❖ Collaboration Process

The staff and administration will continue

with the collaboration process every

department and SLC meetings. The

collaboration process has become a culture of

Chavez High School and needs to be polished

and perfected for better results. Collaboration

process’ main objective is student

achievement and once a week teachers discuss

ways, strategies, interventions, plans and the

like to achieve our goal. We will continue to

prioritize writing and basic skills in Math

especially with the low performing subgroups.

We will continue to establish relationship, rigor and relevance in our classroom to avoid

failures, referrals and interventions.

❖ Homeroom

Starting in the Fall of 2014-15 school year, we utilized Survey Monkey with our students to

ensure that we are attaining our goals for Homeroom. A random sampling of 500 student’s

grades 9 through 12 the survey during the Fall semester and a different random sample of

500 students took the Winter semester survey (See figures 7.1 and 7.2). A final homeroom

survey will be given to students in the Spring semester at the end of the school year as we

continue to ensure that Homeroom is meeting the needs of our students.

Homeroom survey data is reviewed and analyzed by our student SLC Leadership class and our

CCHS SLC teacher leadership to evaluate the effectiveness of Homeroom and to plan any

changes/modifications necessary so that we continue to reach our school vision and CCSS goals

of College and Career preparation. The survey data indicates that a majority of students have at

least a basic understanding of A-G, high school requirements, our SLC career pathways and the

purpose of Homeroom. However, there is still a need to clarify these areas with our students as

an average of 20% of our students still do not have a basic understanding of all of the aspects of


67

Homeroom as an academic support for them to be successful in high school. Continue work in

these areas will be needed as we continue as we move throughout this school year and next.

Student written feedback from the survey and our SLC and ASB Leadership students (as they

have participated in various meetings and events with our school leadership team) have

suggested that homeroom should include different kinds of information specialized to specific

grade level support to ensure their academic success. Based on their feedback and survey

results, we will include more academic support specifically directed toward each grade level.

Freshmen will need to receive more transitional supports as they start high school to ensure

success to increase organizational skills, and awareness of our Dual Enrolment/Early College

program (admission and placement test). Sophomore Homeroom will need to include more

CAHSEE, PSAT awareness and support. Junior homeroom will need more emphasis on the

importance of college and career application process, EAP, ASVAB, SAT and ACT

testing/preparation. Senior homeroom needs to include resume writing, interview skills, how to

write or improve personal statements for college or financial aid applications, and how to find

and apply to specific work, college and financial aid opportunities after high school. These

aspects will become part of our 2015-2016 Homeroom plans.

❖ College Courses (San Joaquin Delta College)

Starting 2012-13 school year, more and more students are taking the Delta placement test and

more college courses are being offered yearly. Many of our students from all grade level take the

advantage of taking advance college courses in high school thus making them college ready and

career bound. Currently, we are offering 7 courses and an average of 250 students takes the Delta

entrance test.

❖ Rigor In Instructions (DOK Level 3, 4 and 5) Administrations is pushing teachers to do DOK level 3, 4 and 5 in daily instructions to prepare

students to be globally competent and competitive, meeting the skills needed in the 21st century

economy. Observations, trainings, collaborations, academic conferences, action walks,

support/coaching and the like are part of the CCHS culture to develop teachers’ skills and be

more efficient and effective instrument of students’ growth and success.

❖ Parent Involvement

Parent Survey was conducted to identify strategies for them to become

more involved at the school, support their student's academic

achievement and prepare their student for college and career after high

school. The survey is conducted twice a year and utilized by the school

stakeholders to improve the instructional and parent programs offered

at the school.

To support and assist our parents, CCHS has established the following:

✓ Ensure all phone communication goes out in both Spanish and

English

✓ Maintain our school website to help keep parents informed and engaged at school

✓ Utilize social media outlets such as Twitter to keep parents informed of various school

activities and programs


68

✓ Teachers utilize the Synergy gradebook to help keep parents informed about their student

achievement and academic achievement

✓ Teachers maintain consistent contact with parents throughout the term via phone and

email

✓ Continue the 8th grade pre-registration SLC Career Pathway fair to help parents learn

about CCHS programs and activities.

✓ Continue Freshman Orientation/Round Up and 8th grade student school visitation to help

ease the transition to high school

✓ More access to their child counselor to support their academic achievement

✓ More College and Career information and options for their students during their high

school career

✓ FAFSA and financial aid workshops

✓ Ongoing Financial Aid workshops for college and trade schools

✓ Parent Center to allow for parent meetings, parent trainings, and meeting with staff to

support their student.

❖ Classroom Action Walks

Core departments conduct Action Walks at least once a month and the data is utilized to identify

department and school wide professional development to support and improve instruction.

Based on the Action Walk data, student grades, and test scores; the following school wide

professional development activities have been identified:

1) Increase student engagement in classroom activities in which they utilize academic

language with each other, with the teacher, and within their classwork/assessments.

2) Consistently ensuring all student work and assessments

meets high levels of rigor as defined by Bloom’s Taxonomy and

Webb’s Depth of Knowledge

3) Properly utilize and implement AVID WICOR strategies

such as Cornell Notes to scaffold student’s skills and abilities to

meet high levels of rigor to ensure student success on classwork

and assessments.

4) Increase the relevance of curriculum to our Small Learning

Community career paths to demonstrate to students how core

area content applies to real world applications.

5) Ongoing professional support for the transition to the

Common Core Standards and integration of the Common Core Literacy Standards in all

departments.

Follow-up and Progress Report Development Process The follow up and progress development process can well be presented through an

organizational chart. The report was received and reviewed by the Principal, then discussed it

with the assistant principals, then meet with the leadership team for inputs, then present it to the

school site council, then present it again to the leadership team with selected students and finally

present it to the staff. The WASC coordinator is part of every process and considers every input

given by every stake holder of the school.


69

Progress on the Critical Areas for Follow-up within the Action Plan

Recommendations Identified from the 1-day visit

❖ Increase the rigor of instruction and develop a culture of high expectations for all

students that is promoted by all teachers, practiced through exemplary instructional

practices, and guided by academic pathways that prepare students for college and

career readiness.

All teachers have been trained in DII model. In an effort

to follow up with the implementation of DII in the

classroom, we have created a CCHS DII Action Walk

Template. This template is used as a guide to incorporate

DII philosophies, Webb’s Depth of knowledge Levels

(Blooms taxonomy), teaching modalities with student

engagement activities, WICOR strategies and AVID

teaching strategies. A professional development was

planned and executed to introduce this template to all core

teachers and the template has been modified and updated

multiple times according to the teachers’ needs and wants.

Action Walks are done twice a month to identify teaching

practices that worked and did not work. Lead teachers and

department chairs evaluate common strengths and

weaknesses trending in Action Walks to determine needs

in professional development. Evaluations/assessment of

teachers’ instructional practices identified through students’ progress are discussed during

academic conference and weekly professional development meeting and collaboration.

In all professional development; leadership, small learning community, and departments data is

analyzed to enhance instruction. We compare MAP scores, district assessments, and grades to

Mr. William Nelson

(Principal)

Mr. Aaron Mata

Assistasnt PrincipalMr. Martha Ruley

Assistant Principal

LEADERSHIP TEAM (DEPARTMENT CHAIRS/SLC LEADS)

SCHOOL SITE COUNCIL

LEADERSHIP TEAM (DEPARTMENT CHAIRS/SLC LEADS) AND PARENTS AND SELECTED STUDENTS

STAFF

WASC COORDINATOR

(FINAL DRAFT)

Mr. Eric Cobb

Assistant Principal

Dr. Shelly Spessard

Assistant Principal


70

look for discrepancies in instruction. From this we have identified our strengths in instruction

and areas of need in professional development.

In addition to DII instructional practices being implemented, instructional norms are well

established and part of the culture at Cesar Chavez High School. These norms were created by

the leadership team at Chavez and Posters outlining the norms are in every classroom. These

norms are what Chavez teachers have agreed is important that ALL CCHS students know and

use in the classroom. The norms created by the Chavez staff are also part of the focus of the

action walks.

SLC courses have been streamlined to

fall in line with the CA CTE Framework

and standards. Pathways have been

developed to build upon skills. We have

also consulted the post-secondary

institutions in the area regarding the

courses and pathways aligning with the

college offerings. These discussions

lead to the collapsing of the Business

SLC and creating an entertainment

management pathway in the Creative

and Performing Arts. Capstone courses

have been identified and SLC Senior

portfolios are being developed and

implemented as a part of the Honor

Cord system for graduation. Each senior that completes their pathways courses and the Senior

Portfolio will receive their Honor Cord for graduation. This was completely executed for the

Class of 2014 and will continue to become a Chavez culture.

School year 2014-2015 is the first year of the implementation of the Common Core State

Standards. Preparation for the change in the standards started 2 years ago for Chavez’ teaching

force. Information and an overview of RCD, units of studies were discussed during minimum

day collaboration.

In 2013-2014, common lessons were created during department meetings by grade level.

Selected teachers met over the summer to plan and create common lessons, assessments and

pacing for the common core. This was done to help make the transition to common core

standards as smooth as possible for both teachers and students.

Some Chavez’ teachers were part of the Rigorous Curriculum Design done last school year and

over the summer. They meet twice a month during school days to design the curriculum in

preparation for its implementation this year. Some more teachers were selected by the district to

be a part of the RCD review team to go over the work completed by the RCD team and give

feedback for lessons being created or needed. Firsthand information was shared during

department and SLC meetings on minimum day collaboration from people that were directly

working on the new lessons that would be implemented Fall 2014.


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As the new school year has opened up the district has wanted to ensure the success of

implementation of common core by sending two people from the district curriculum office to

Chavez every Monday from 8 am to 11 am to discuss any units of study/RCD, answer/clarify

questions, listen to suggestions and identify weaknesses of the lessons or Common Core State

Standards. This is the first year of implementation and more polishing may need to be done. Mr.

Nelson emphasized the importance of team work through unity, support and collaboration for a

successful transition and implementation and has held ½ day professional development session

working directly with the curriculum office covering the RCD lessons being taught.

More college courses are being offered at the site while we rapidly increase the number of

students who take the Delta Entrance Test. More than 2/3 of our current seniors took test by

August 2014. We have also begun testing juniors, sophomores, and some freshman. More and

more students are aware of the A-G requirement because of our new homeroom meetings.

Students are being exposed to their transcripts and now realizing what is needed to qualify A-G.

❖ More differentiation of instruction and application of varied instructional techniques in

all classes, especially to target the needs of English Language Learners.

All teachers handling ELD classes are CLAD credentialed and were trained in SDAIE strategies.

Action Walks are done to identify teaching practices that work and don’t work. Lead teachers

and department chairs evaluate common strengths and weaknesses trending in Action Walks to

determine needs in professional development. Evaluations/assessment of teachers’ instructional

practices identified through students’ progress are discussed during academic conference and

weekly professional development meeting and collaboration.

Chavez lesson planning template includes all the

elements of DII instruction along with

Webb’s/Blooms taxonomy, AVID/WICOR

strategies, and teaching modalities for teachers to

implement in their daily practices. Struggling

students are identified in professional

development and re-teaching methods are

created through collaboration to assist these

students. In the SLC, we all share the same

students or have had contact with the students in

the past. It creates a small school within our very

large school. Through data analysis, action

walks, and collaboration we plan accordingly

based on the identified needs of our students (intervention, motivation, or enrichment). We

discuss possible intervention strategies that have been attempted or used in the past and/or brain

storm ideas for a particular student’s needs. We also keep records of interventions to pass on to

the Counseling Department. The counselor will then track and follow up with any students as

needed.

Starting with the English department in 2013 and moving to the rest of the teaching staff in

Summer/Fall of 2014 all teachers have been trained in the “Academic Paragraph Process” and

have also received refresher training and assistance with any obstacles. Each teacher on campus

has had their students write at least two academic paragraphs through the first month of school as


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well as many more to be written at least one a month. Results from the academic paragraph will

be utilized during collaboration minimum day meetings for the data team process. All students

will do at least 4 academic paragraphs in a month to develop their skills in both reading and

writing.

❖ English Learners should receive separate instruction in English Language Development

until reclassified.

English Language Learners are placed appropriately using MAP and CELDT data and the

number of years in the program to receive special instruction based on their needs. All students

are placed in classes with highly qualified teachers that have been trained in SDAIE teaching

strategies and multicultural awareness. Teachers handling EDGE and ELD intervention classes

received instructional support and professional development training to help ELL be reclassified.

Teachers monitor students’ progress to identify the needed intervention. Academic catch up/

support plan is completed for proper monitoring and follow up.

Teachers attend an ongoing professional development on ELD/SDAIE teaching strategies. In

professional development time, instructional strategies are discussed for our struggling English

Language students. In smaller groups, individual student needs and strategies that apply are

identified by teachers.

A program by the district designed to provide additional instructional support to increase English

Language proficiency through accessing software called Rosetta Stone started at Chavez in

spring of 2013-2014 with 10 students. Yearly, 15 to 20 students expressed their interest in the

program. It is an after school computer based program that caters to the needs of English

Language Learners who are at levels 1 and 2 and have been in the program for more than 5

years. It is supervised by a teacher and runs 3

hours a week.

❖ Maximize students’ post-secondary

opportunities by ensuring that all students

are exposed to greater rigor in all classes, so

that more student access AP classes, and that

SLCs and academic pathways guide more

students to meet UC/CSU requirements.

Currently, there are six articulated courses that

could be taught on campus by current teaching

staff. There are six AP courses available in the

master schedule as well. Post-secondary

courses are being taught on campus after the school day. The SLC pathways are A-G approved

to enrich the overall SLC experience.

Counselors, teachers, students and registrar review students’ transcript students’ transcripts for

proper placement, monitoring and guidance.

Homeroom is a great avenue in motivating students to qualify for dual enrolment/early college.

Chavez offers great opportunities for students because of the 4 x 4 block schedule. By the time a

student reached his/her junior year, he/she is almost done with all his credits. The remaining year

can be used for dual enrolment/early college courses, make up for “D” and “F” grades to qualify


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for colleges and universities and to take AP classes. Making students aware of this great

opportunity gives them a better prospective and a goal to succeed.

Dual Enrolment/Early college courses are being offered and planned to add more courses based

on student need, teacher credentialing and availability. Students took the early college

examinations and more that 50 freshmen participated.

Students in elective classes are encouraged to take a minimum of 1 AP/Dual credit course.

❖ Increase community partnerships to create more opportunities for internships.

In order to engage our seniors in the later part of the spring term, we have increased the number

of industry professionals that speak on our campus. Over 45 professionals presented. These

business people are being contacted by the SLC Lead teachers to keep them involved with our

students in some fashion. They have been asked

to host students for internships or job shadows

and if they would be willing to serve on an

advisory committee to review curriculum. The

goal is to have over 60 industry professionals on

campus speaking and mentoring our students

this year and an increase in nine week

internships.

Law and Order SLC established new programs

with the City Attorney, Public defender, District

Attorney Offices.

Back to school night held twice a year, parent center, SLC events and pre-registration are great

opportunities to increase/establish community partnerships.

❖ Improve the alignment of SPSA goals and WASC Focus on Learning Action Plan.

WASC Focus on Learning drives communication for the setting of goals for each school year

and the activities to achieve those goals. The SPSA is written from these activities and the

budgeting required in executing these activities. All staff and PLCs review the goals and SPSA

before being reviewed and approved by School Site Council.

The school goal for 2013-2014 CaHSEE is an increase of 7% in all subgroups and core classes

(English and Math)(SPSA p1, 14), percentage of graduating students will increase by 5% in all

subgroups. This can be achieved through: Action Walks, Professional development /training,

Implementation of DII, Data analysis, Academic conferences, Bi-weekly

meetings/collaborations, 4 year Academic Plan, Intervention Core Instruction and Integration of

common core standards.

❖ Ensure that all stakeholders understand planning document goals (Single Plan, WASC

Action Plan, and LEA Plan) and how their implementation is carried out in the

classroom.

Leadership team analyzed the SUSD Blueprint for student achievement, WASC Action Plan, and

the Single Plan for Student Achievement along with the goals from the last school year. From

this, the new goals for this school year were drafted. This draft was presented to all staff before

school started. In smaller PLCs, the goals were discussed and some changes and additions were


74

made. These goals were then reviewed in opening session professional development of all staff

members and parents in the first parent forum. As the school year continues, we consistently

review and add action items as needed to achieve these goals. Leadership team created and

analyzed school goals prior to the new school year.

School goals and visions of students’ success are being discussed during a school site council

meeting (held once a month) and all stakeholders are represented.

Back to school Night is held once a year to establish a relationship among teacher and parents. A

second night is considered as part of our waiver for 2014-2015 school year for parents to be

informed about school goals and students’ progress.

The school has created a website for parents and students to be updated with school activities and

students’ academic performance.

❖ Use Action Walks to measure the degree of implementation of the ESLRs and rigor of

curricular programs and instruction.

Action Walks are done monthly by SLC and Department. Lead teachers and Department chairs

evaluate common strengths and weaknesses trending in Action Walks to determine needs in

professional development. Teachers analyze the instructional methods being used by their

colleagues to assimilate those methods that are working well into their own instruction. This

term a post-secondary course is being offered on campus for our seniors. Community College

placement test is being given on campus for all levels. During professional development time of

SLCs and Departments, grade data is being analyzed and compared to MAP and district

assessments. Academic conferences are done four times a year. Emphasis on rigor and use of

Webb’s Depth of Knowledge Level are the focused of the weekly teacher collaboration, action

walks, leadership trainings/meetings and academic conferences.

❖ Adopt and implement a school wide writing program that clarifies strategies to improve

student writing, and set clear timelines for implementation of identified strategies

within the English department as well as across the curriculum.

All English and Social Studies teachers were trained in the Six Traits of Writing (SPSA). The

English Department created a template and rubric for writing assignments in all content areas.

All ELA teachers will have their students complete a minimum of four process writing and four

on-demand writing assignments each term (SPSA). MLA format has been adopted by all SLC

elective teachers while core teachers will teach and require APA format. Follow up on the

implementation is being determined by Action Walks and senior portfolio projects in the SLCs.

All teachers were trained on the “Academic Paragraph Process” and are required to implement it

at least once a month. Results from the academic paragraph will be utilized during collaboration

minimum day’s meeting for the data team process. All students will do 4 academic paragraphs in

a month to develop their skills in reading and writing.

All teachers were trained and required to implement the Cornell notes format to develop students

writing skills.


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❖ Increase parent involvement in the school through more outreach.

Parents that have continued to

support the school have been

recognized and rewarded for their

commitment and time. The staff has

identified a way to track parent

involvement on and off campus.

Phone logs, Parent Link, school

website/Parent Vue and visitations

are some ways to communicate with

parents. Back to school Night is held

once a year to establish a relationship

among teacher and parents. A second

night is being considered as part of

our waiver for 2014-2015 school year

establish a relationship among

teacher and parents. CCHS will

maintain a parent center in which parents receive support and information about the school and

their students (SPSA). Parent involvement has increased through events like pre-registration,

magnet fair, workability program, sports, renaissance/recognitions and grade visits.

PROGRESS ON THE RECOMMNEDATIONS IDENTIFIED BY THE WASC VISITING

COMMMITTEE LAST March 10-11, 2014

WASC Recommendation 1: By June of 2014, Data Team should complete the Data Team

Plan for Focus Training. The entire instructional staff should receive training before the

beginning of school in September 2014, and implementing the cycle of planning,

implementing, monitoring, revising for mastery should begin in September, 2014 and

continue.

The Data Team Process was developed by the Leadership and Learning Center to help schools

improve their Professional Learning Community (PLC) conversations. The Data Team process

(we have re-named it CCHS Collaboration process) within our PLC’s has allowed our teachers to

follow a specific process to guide their discussions around student work and assessment data to

support and improve instruction and student learning.

By rethinking the Richard DuFour four essential questions that drive our PLC work, the Data

Team process provided our school the structure we needed to meet the diverse needs of our

students. DuFour PLC question of “what is it we want our students to learn?” This now

integrated into the collecting and charting data (step one). “How will we know if each student

has learned it?” This question is integrated into the analyzing of the data (step two). The last two

DuFour questions (“how will we respond when some students do not learn and how do we

respond when they demonstrate proficiency?”) are integrated into the analyzing of the data and

prioritizing needs, setting SMART goals and selecting common instructional strategies (steps

two, three, and four).

The Data Team Process


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Our school principal received training and became certified by Leadership and Learning Center.

The principal then trained our schools assistant principals and then our schools leadership team.

As part of the Leadership team training, the

leadership teachers developed a training plan for

our staff. This included creating our own CCHS

Data Team Rubrics to ensure consistency and to

measure success, a common meeting minutes

template (sent out at the end of each collaboration

session to ensure consistency as teachers return to

the classroom), and Roles and Responsibilities to

ensure everyone is engaged in the discussion and

training all staff by June of 2014 (see Figure 1.2).

Once training was completed, the Data Team

process was expected to start immediately during

our minimum day Department PLC time.

Collect and Chart Data

Analyze Data and Prioritize

Needs

Set, Review and Revise

Smart Goals

Select Common

Intructional Strategies

Determine Results

Indicators Ongoing Monitoring and Evaluating the Collaboration

Process by PLC Team Members


77

By April, 2014, implementation of the data process started during our annual minimum day PLC

meetings. CCHS Leadership team developed a rubric of the CCHS Collaboration process to

ensure consistency of implementation (see CCHS Data Team/PLC rubric in Chapter 1). The

rubric ensures that the discussion stays focused and helps the PLC teams improve practice as

they receive feedback from administration and each other. This process is completed during our

minimum day teacher professional development. CCHS has been able to maintain (via our

school teacher union contract waiver for our 4X4 schedule) 30 minimum school days for

teachers to meet together and collaborate with each other to improve our instructional

effectiveness and to support student achievement.

The Data Team process started in our core departments and now we are starting to look at data

with more purpose. Minutes of the Data team PLC meeting are taken, shared, and stored so that

the teaching team can remain on the same page and remain focused on their agreed upon goals.

Department PLC teams are working together to create common lessons, common assessments,

common projects, and utilize common strategies via AVID methodologies of WICOR (Writing,

Inquiry, Collaboration, Organization and Reading).

All teachers receive ongoing AVID WICOR strategy support, SDAIE Methodology support and

our Science and Social Studies department have received additional Literacy instructional

training with Catapult Learning. From these trainings and our PLC collaboration, teachers now

have started to create common lessons which are placed on the school server. Math and English

lessons are built around the California Common Core State Standards (CCSS), science is

Principal Nelson

Data Team Certified Training

November 2013

Vice Principals

Training to Support PLC Data Teams

December 2013

CCHS Leadership Team

Development of CCHS Staff Data Team Training Plan

January 2014

Training for CCHS Teachers

February-July 2014

Implementation after training

CCHS PLC teams Review and Improve PLC Data Team Collaboration Process

January--September 2015


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focusing on the Next Generation Science Standards and all other department utilize the current

California State standards and they are attempting to integrate the CCSS Literacy Standards for

History/Social Studies, Science, and Technical Subjects.

We are also continuing to improving how we monitor and provide support to our teachers in the

classroom by focusing our Action Walks around our PLC Data Team discussions (see Action

Walk template example Figure 1.5). Each month, teachers within each PLC Data team visits one

another’s classroom to provide instructional feedback and support to help improve student

achievement. The information from the Action Walk form is utilized by the PLC Data Team to

help identify best practices and provide instructional feedback to their PLC colleagues.

However, utilizing the Action Walk document as a data point is an ongoing challenge as teachers

are not always available to complete the Action Walk with one another due to scheduling issues

and substitute coverage. In addition, our elective departments due to their size (some department

only have one individual) are working with one another or other core departments so that they

are involved in the PLC Data Team discussions.

During our January Academic conferences (review of our Term 1 student grades and assessment

data), core department teachers analyzed their PLC data team discussions, minutes and Action

Walks to ID how they can improve. The “Data Teams Experience” book written by Dr. Angela

Perry from the Leadership and Learning Center was utilized to help teachers ID how they can

continue to improve their PLC Data Team collaboration time together and support one another

(instructionally) in the classroom.

Figure1.5 CCHS Action Walk Template


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Our Small Learning Communities have begun

their data collaboration process by utilizing their

student’s transcripts and identifying if their

Homeroom students are on track for graduation

and A-G completion. Since SLCs are focused on

Career Pathways and Homeroom, we are

attempting to identify and implement cross-

curricular lesson based on our career pathways

that will support in improving literacy across the

curriculum. Recently we created SLC themed

writing assignments that would tie students

closer into their SLC career pathway which will

allow SLC teachers formative data to analyze to address the literacy needs of our students.

These types of common lessons and assessments will enable our SLCs to have deeper data

conversations to provide additional support to students.

As we have re-organized our PLC conversations, we have seen a direct correlation between

instructional success and student achievement in the classroom. Teachers now have a specific

method to review and analyze data which is starting to produce positive results (see school data

collected from California Department of Education Figures 1.6—1.9 and SUSD MAP data

Figures 2.1—2.2). However, a data is also demonstrating that we need to improve our academic

support for our English Learner population as they continue to struggle in various literacy based

courses (Social Studies, Science, and English). Thus, there is still room for growth and

improvement and we need to continue to fine monitor ourselves, support each other both in and

out of the classroom and fine tune our collaboration process so that we can sustain and build

success both in our PLC discussions and classroom activities.

WASC Recommendation 2: By September 2014, the school should have examined and begin

administering MAP assessments with appropriate support from the district office for using

summative and formative assessment data to inform instruction and advance academic rigor in

the content areas.

This year our district implemented MAP assessments for high school students for grades 9

through 11 and 12th grade EL and Special Education students. The assessment is taken online

and students will take the MAP assessment three times a year. The data has helped teachers

measure their student’s academic skill progress in the areas of English (reading) and Math. As

they collaborate in their PLC Data teams, they utilize the MAP data to target WICOR

instructional strategies to meet their students’ academic needs. In addition, as we continue the

transition to the Common Core assessment system (CAASP), MAP data was utilized this year

with CEDLT data for EL course placement and re-designation.

All teaching staff received professional development on how to access and interpret their

students’ individual students MAP data. School wide MAP data (see figure 2.1 and 2.2) is

analyzed by school leadership to ID our student’s instructional needs, professional development

for teachers and proper course placement for students. Fall and Winter Map data demonstrates a

need to continue with writing across the curriculum, differentiated instruction as well as utilize


80

higher level engagement strategies. This included the need to continue to increase grade level

academic reading, writing and vocabulary use across the curriculum. Math MAP data also

demonstrates a need to apply (not just teach) math concepts to continue to increase student math

skills.

Figure 2.1 2014-2015 Reading MAP Data

Grade

# of

Students

Tested

Average

Fall 2014-15

Reading RIT

Score

Average

Winter 2014-15

Reading RIT

Average of

Fall‐Winter

Actual Reading

Growth

Average of

Fall‐Winter

Read Growth

Target

9 390 215 215 0 2

10 312 214 216 2 2

11 204 221 221 0 No District Target

12 34 206 205 -1 No District Target

School

wide 940 216 216 1 2

Figure 2.2 2014-2015 Math MAP Data

Grade

# of

Students

Tested

Average

Fall 2014-15

Reading RIT

Score

Average

Winter 2014-15

Reading RIT

Average of

Fall‐Winter

Actual Reading

Growth

Average of

Fall‐Winter

Read Growth

Target

9 358 222 224 2 2




School

wide 966 225 228 2 2

Amongst all stakeholders it has been apparent that the MAP testing has had a profound effect on

common lessons and common assessments. These results are discussed between administration

and teaching staff through multiple academic conferences a year. Students themselves have also

voiced their approval as they see teachers trying different strategies to meet their instructional

needs.

Our English and Math departments have utilized pre and post summative assessment data from

our District developed Rigorous Course Design (RCD) Common Core Units of Study (see Figure

3.1). The Units of Study (UOS) have become part of the PLC Data Teams collaboration

discussions and our students complete the assessments as the start and end each unit of study. In

addition, the UOS provide teacher with a unit framework to build their daily lessons and identify


81

the appropriate instructional strategies to utilize within their lessons. Beyond the pre-assessment

and post-assessment, our district RCD UOS does not contain any additional Formative

assessments. CCHS math and English teachers are working together to develop common

formative assessments within each UOS as they collaborate together in our PLC Data Teams.

Currently our district does not

provide summative or formative

assessments for the content areas

outside of English and Math.

However, our Social Science,

Math, PE, and World Language

departments have created site

based common quarterly and

semester summative assessments.

In addition, they are all attempting

to develop formative assessments

to utilize to monitor student

achievement, to improve

instruction and rigor. However,

with the state adoption of the Next

Generation Science standards, the

Science department is continuing to reshape their assessments (and instruction) to match the new

Science standards. In addition, all of the departments are attempting to reshape their assessments

(both formative and summative) to match the rigor of the California Assessment of Student

Progress (CAASP).

Formative and Summative assessment development has been difficult to complete and

implement as CCHS teachers need more training and time to create Common Core rigorous

formative and summative assessments. The State Department of Education has released samples

of computer based assessments via the SBAC; however, rigorous summative and formative

assessments development to ID individual student instructional needs based on the upcoming

CAASP (or SBAC) state testing has become an ongoing challenge that we will continue to work

on as the Common Core is integrated into all content areas.

WASC Recommendation 3: Staff should administer school-based, course level formative

assessments based on common lessons in content areas by the beginning of the second term in

2014-15. These formative assessments should be based on current state standards and be used to

scaffold instruction to achieve core content mastery.

The creation of common lesson plans began last year in our core departments. In addition, at the

start of this year, we implemented our RCD UOS in our Math and English departments. These

common lessons are created during department PLC meetings after the Data Teams collaboration

process occurs. This allows for a future action walk to be administered and a future collaboration

process to occur.


82

Our district selected teachers from the

English and Math

backgrounds/departments from all

grade levels (k-12) to meet over the

summer to plan and create common

lessons, common assessments and

common pacing for more rigorous

common core, making sure there would

be a smooth transition that will benefit

our students and that expected results

would be achieved. The district also

utilized teacher created common lessons

and assessments to create Rigorous

Common Core units that surrounded the

common assessments and lessons (see

Figure 3.1).

Six of our Chavez teachers were part of the Rigorous Curriculum Design Team during the 2012-

2013 and 2013-14 school years, in which their tasks included working together over the summer

with other teachers in the district to develop Common Core Units of Study and pre and post

summative assessments. The team met twice a month during school days to design the

curriculum in preparation for its implementation of the common core this school year. Chavez

was lucky to have teachers who were part of the process; firsthand information was shared

during department and SLC meetings during our minimum day collaboration.

Figure 3.1SUSD Rigorous Curriculum Design Unit of Study

Subject(s) English

Grade/Course Tenth

Unit of Study Unit 3: Finding The Facts

Unit Type(s) X Topical X Skills-based ❑ Thematic

Pacing First half Quarter 2

Priority Common Core State Standards Supporting Standards

“Priority” Standards: RI9-10.5 (incl. 5a), L9-10.4c, L9-10.6, W9-10.8

“Scaffolding” Support Standards: RI9-10.1, RI9-10.2, RI9-10.3, RI9-10.7, W9-10.9 (incl. b)

“Instructional” Support Standards: RI9-10.9, SL9-10.1, SL9-10.1b, SL9-10.4, SL9-10.5, SL9-

10.2

9-10.RI.1 Cite strong and thorough textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text. 9-10.RI.5 Analyze in detail how an author’s ideas or claims are developed and refined by

particular sentences, paragraphs, or larger portions of a text with emphasis on:

5a: Analyze the use of text features (e.g., graphics, headers, captions) in functional

workplace documents. (CA addition.)

W9-10.8 Gather relevant information from multiple authoritative print and digital


83

sources, using advanced searches effectively; assess the usefulness of each source in

answering the research question; integrate information into the text selectively to

maintain the flow of ideas, avoiding plagiarism and following a standard format for

citation including footnotes and endnotes. (CA)

9-10.L.6 & 9-10.L.4.c naturally go hand-in-hand:

9-10.L.4.c Consult general and specialized reference materials, both print and digital, to

find the pronunciation of a word, or determine or clarify its precise meaning, its part of

speech, or its etymology.

9-10.L.6 Acquire and use accurately general academic and domain-specific words and

phrases, sufficient for reading, writing, speaking, and listening at the college and career

readiness level; demonstrate independence in gathering vocabulary knowledge when

considering a word or phrase important to comprehension or expression. Support Standards relevant for Instructional Strategies/Curriculum:

9-10.RI.9 (US documents)

9-10.SL.1 (collaborative discussion & brainstorming )

9-10.SL.1b (collaborative group decisions)

9-10.SL.2 (evaluate credibility of presented statements/visuals)

9-10.SL.4 (make clear presentations)

9-10.SL.5 (use digital media to present)

“Unwrapped” Skills

(students need to be able

to do)

“Unwrapped” Concepts

(students need to know)

Bloom’s

Taxonomy

Levels

RI.9-10.5 ANALYZE

Use of text features (e.g., graphics, headers,

captions) in functional workplace documents.

4, 5

W.9-10.8 GATHER

W.9-10.8 USING

W.9-10.8 ASSESS

W.9-10.8 INTEGRATE

W.9-10.8 AVOIDING

W.9-10.8 FOLLOWING

relevant information from multiple authoritative

print and digital sources

advanced searches effectively

the usefulness of each source in answering the

research question

information into the text selectively to maintain

the flow of ideas

plagiarism

Standard format for citation including footnotes

and endnotes. (CA)

4, 5

3

5

4, 6

5, 6

4, 5, 6

L.9-10.4c CONSULT

L.9-10.4c FIND

General and specialized reference materials

(print/digital)

Pronunciation of a word

3

1


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L.9-10.4c DETERMINE

L.9-10-4c CLARIFY

Precise meaning, parts of speech, or its

etymology

Precise meaning, parts of speech, or its

etymology

4

3

9-10.L.6 ACQUIRE & USE

(independently GATHER)

(accurately) general academic and domain-

specific words and phrases

vocabulary knowledge

1, 2, 3, 4

1, 2, 3, 4

Essential Questions Corresponding Big Ideas

Note: The EQs need be clearly “answered by”

the corresponding Big Idea, but their wording

can be customized.

Each EQ can use formal/ academic language,

or casual/ student-friendly language, or

anywhere in between! If in doubt, feel free to

use the EQs here word-for-word -- but

teachers aren’t limited to this.

Students should be able to “answer” the EQs

(by the end of the unit) in ways that

approximate or paraphrase the Big Ideas

presented here.

Understanding (not rote memorization) is the

goal here.

How do words end up meaning what they

mean? What role do reference materials

(like dictionaries / glossaries) play in this?

How can you tell whether someone on TV

or the internet can be trusted, or is just

making things up?

What is plagiarism? How can it be

avoided?

What does it mean to “integrate” a

quotation? How can this be better than

using quotations alone, and even better

than only using our own words?

Words have specific meaning based on how

they have generally been used and understood

(whether in the past, or currently).

Reference materials are a “mirror” reflecting

people’s real-world usage; they keep track of

what people usually mean by a word. This

helps us to anticipate how our audience will

understand our word choices, and to choose

appropriate words accordingly.

Verify their sources! Everyone gets their

information from somewhere. Safeguards and

requirements exist online, for example, to tell

us where info is coming from. This allows us

to check the source of the info.

Plagiarism means using someone else’s words

as if they are our own words. This can be

avoided either by citing them (giving credit,

showing where you got it), or by paraphrasing

the idea without using their words.

Integrating a quotation means using part of

the quotation word-for-word (“verbatim”),


85

while paraphrasing the rest. Quotation marks

are used to show which part was taken from

the source verbatim.

This can be better than only quoting the

source, as it shows we ourselves understand

it. However, it can also be better than only

paraphrasing, as it becomes clear we are not

misquoting or mishandling the original text,

but using it as the author intended.

ENGAGING LEARNING EXPERIENCES

Engaging Scenario

YOU HAVE BEEN CHOSEN.

Specifically, you’ve been chosen as a country’s ambassador to the U.N.

You have the task of requesting aid from the U.N. to help deal with the devastating impact of

historical and/or current problems people have faced in one specific country. Your

presentation to the U.N. needs to cover three general topics, regarding your country:

● historical/cultural information about your country (create a general source of pride);

● statistical information about the geography, climate, economics, population, etc;

● the struggles and hardships for which you are requesting aid.

You will rely on quoting evaluated, credible/reliable sources, and use informed terms

pertaining to each of the 3 topics covered.

Performance Task Synopses

Task 1: Locate and evaluate (the credibility of) 10 sources (e.g. web pages) that are somehow

related to your country. Include at least 5 more-reliable sources and at least 3 less-reliable

sources. List the sources, rate their credibility, and give at least one reason to justify your

rating.

Task 2: Create a glossary (including the pronunciation and definition) of at least 12 terms

found in the more-reliable sources you identified for Task #1. Specifically, you need to choose

4 terms within each topic (3 topics * 4 terms = 12).

Task 3: Create notes/notecards providing 9-12 quotations (3-4 per topic) from your more-

reliable sources providing information appropriate to each topic.

Task 4: Create a PowerPoint slideshow (or other visual presentation) using multiple sources to

convince the U.N. that the country you speak for (1) is important (it has a heritage worth

remembering); (2) is a very real place (measurable by real statistics and facts); and (3) has


86

genuine, serious needs requiring financial assistance. You will need to support this information

using evaluated, credible/reliable sources, and also using accurate terms pertaining to each of

the 3 topics covered.

Performance Task # 1

In Detail

Student Directions: Find and evaluate at least 10 print and/or electronic resources to find

information related to the country you are assigned.

Each of the 3 topics will need to make use of at least one source, so make sure each of your

topics is somehow addressed in at least one source!

List the sources and their URLs. Evaluate each source based on its credibility, and give at least

one reason justifying your rating of that source. (These 10 must include at least 5 more

credible/reliable sources and also at least 3 less credible/reliable sources.)

Performance Task # 1 Scoring Guide

4 3 - Goal 2 1

All “Goal” criteria

plus: ❏ student justifies

each rating with 2

valid reasons (or 1

accompanied by

commentary)

❏ has 10/+ relevant

sources

❏ all sources are

rated for credibility

❏ at least one valid

reason given for

each rating

❏ 5/+ are credible

❏ 3/+ are less

credible

❏ Meets 3-4 of the

“Goal” criteria

❏ Meets fewer than 3

of the “Goal”

criteria

❏ Task to be repeated

after re-teaching

❏ Comments:


In Detail

Student Directions:

○ Identify 12 terms relevant to your topics (at least 4 for each of the 3 topics)

○ Use a dictionary to list the following for each word:

■ Definition

■ Proper Spelling

■ Common Pronunciation

■ if you want to reach beyond the goal (for a “4” score): also include each word’s Etymology

(where the word’s meaning comes from)

○ Select a minimum of 9 of these words (3 per topic) that you will actually USE later in the final

task!


4 3 - Goal 2 1

All “Goal” criteria,

plus:

❏ a valid etymology

is given for every

❏ 12/+ words

identified

All words:

❏ are topic-related

❏ spelled correctly

❏ Meets 3-4 of the

“Goal” criteria

❏ Meets fewer than

3 of the “Goal”

criteria

❏ Task to be

repeated after re-


87

word

❏ include

definition

❏ incl.

pronunciation

teaching

❏ Comments:


In Detail

Student Directions: Using only the “more reliable/credible” sources from Task #1, collect

support/evidence/reasons from at least 3 of those sources about how to live a healthy lifestyle

and what the results are. Specifically:

● Address all 3 assigned topics.

● List 3-4 quotes to support/cover each topic. From your sources, locate 3-4 exact quotations that

help to illustrate. On notecards (or an equivalent), record each quotation, making sure that it

obviously adds relevant detail for its topic!

● Cite each quotation. Include an appropriate citation for each quotation. This means you are to show

which source you got each quotation from, so your audience (the U.N.) knows you aren’t just

making it up!


4 3-Goal 2 1

● All “Goal”

criteria plus:

Each of the 3 topics

is supported by 3

quotations; and, each

quotation from a

different source

❏ addresses all 3

assigned topics

❏ each topic has 3/+

exact quotations

adding detail for it

❏ all quotations are

cited correctly

❏ 3/+ credible

sources are used

❏ Meets any 3 of the

“Goal” criteria

❏ Meets less than

half of the “Goal”

criteria

❏ Task to be

repeated after re-

teaching

❏ Comments:


In Detail

Student Directions: As you prepare your final product, use the checklist below to guide you:

● Display each of your 3 topics in a visually-separated way that distinguishes them (this could mean

using a separate PowerPoint slide for each, 3 quadrants of a poster, etc.)

● Visually connect the 3-4 quotations per topic in a way that shows which topic each quotation is

supporting (e.g. bubble/spider web diagram with the topic in the center, or quotations are in a

bulleted list on the same slide as the topic they illustrate, etc.)

● Cite each quotation you use

● Use (correctly) at least 9 of the topic-related terms (out of the original 12 you found): this amounts

to 3 per topic

● Also define those 9/+ terms

● include a “Works Cited” (Sources Used) section listing all the sources you cited to support your

topics

● Note: the 9/+ terms from your accumulated vocabulary need to be actually used, NOT ONLY

listed with their definitions. For example, they can be used in your general topic descriptions, or to


88

explain the quotations. Highlight (or otherwise make it obvious) where they are used!

At the end, your teacher may have you evaluate the visual presentations of other presenters.

Which country would get your vote to receive aid?


4 3-Goal 2 1

All “Goal”

criteria plus:

Visual

compelling for its

purpose:

Demonstrating

well-supported

confidence in

one’s own claims!

❏ 3 assigned topics addressed

❏ each topic is elaborated on

by 3/+ relevant quotations

❏ ...which are all cited

correctly

❏ topic-relevant terms (3/+ per

topic) clearly used correctly

❏ all 9/+ terms are also defined

❏ 3/+ sources listed using

assigned format

❏ Meets any 4-

5 of the

“Goal”

criteria

❏ Less than half of

the “Goal”

criteria

❏ Task to be

repeated after re-

teaching

❏ Comments:

Research-Based Effective

Teaching Strategies

TBD Site/Department/Teacher

21st Century Learning Skills

TBD Site/Department/Teacher

● Check all those that apply to the unit:

❑ Identifying Similarities and Differences

❑ Summarizing and Note Taking

❑ Reinforcing Effort, Providing Recognition

❑ Homework and Practice

❑ Nonlinguistic Representations

❑ Cooperative Learning

❑ Setting Objectives, Providing Feedback

❑ Generating and Testing Hypotheses

❑ Cues, Questions, and Advance Organizers

❑ Interdisciplinary Non-Fiction Writing

● Check all those that apply to the unit:

❑ Teamwork and Collaboration

❑ Initiative and Leadership

❑ Curiosity and Imagination

❑ Innovation and Creativity

❑ Critical thinking and Problem Solving

❑ Flexibility and Adaptability

❑ Effective Oral and Written

Communication

❑ Accessing and Analyzing Information

❑ Other

Enrichment and

Extension

Intervention

Strategies

(Tiers 1, 2, 3)

Specially Designed

Instruction for

Special Education

Students

Strategies for

English Language

Learners

● Cubing (Q Matrix)

● Orbital Studies

● Problem Based

Learning

● Web quest

(see resources and

materials)

● Additional Time

● Repetition

● Collaborative Work

● Modification of

Requirements

● Refer to IEP or 504

plan

● Scaffold

● Additional Time

● Large Print

● Study Buddy

● Seating Chart

● Visuals

● Additional Time

● Speak Slowly

● Limit Use of

Idioms

● Graphic

Organizers


89

● Refocus Strategies

● Color Overlays

● Secret Signal

● Proximity

● Reward over

Punishment

● Facial Expressions

● TPR

● Lots of Reading

Instructional Resources and Materials

Dictionaries/Thesauruses (digital or

print)

www.mnun.org

Holt Literature and Language Arts

(Fourth Course) * Before you read Informational

Materials p. 632-633

* The War Escalates p. 634-636

* Dear Folks p. 637-638

* from Declaration of Independence

from the War in Vietnam p. 639-643

* Typhoid Fever p. 193-205

Holt Literature and Language Arts

Interactive Reader (Fourth Course) *Who Wrote Shakespeare? p. 351-361

Google search ideas: Cubing (Q Matrix):

differentiationworkshop.pbworks.com/f/Differenti

ation+Strategies.doc

Orbital

Studies:http://schools.fwps.org/lakota/files/2012/0

2/DI-Orbital-Studies.pdf

Problem Based Learning:

http://www.edutopia.org/project-based-learning

Web quest:

http://webquest.org/

Link to graphic organizers:

http://freeology.com/graphicorgs

Websites: https://www.cia.gov/library/publications/the-

world-factbook/

Purdue OWL:

MLA Formatting and Style Guide:

http://owl.english.purdue.edu/owl/resource/747/01

/

MLA In-text citations:

http://owl.english.purdue.edu/owl/resource/747/02

/

Unit Vocabulary

Terms Interdisciplinary Connections

Academic (tier 2) Domain-specific

(tier 3)

evaluate

clarify

cite

source

explicitly

integrate

*distinguish

*determine

*establish

relevant

etymology

World History (this is intended as the primary

possible connection)

Biology / Health (because of “regional

problems & needs” topical focus in the unit)

Government / Economics (because of the

nature of the engaging scenario)

Computer Ed / Business Skills (using online

http://schools.fwps.org/lakota/files/2012/02/DI-Orbital-Studies.pdf

http://schools.fwps.org/lakota/files/2012/02/DI-Orbital-Studies.pdf

http://www.edutopia.org/project-based-learning

http://webquest.org/

http://freeology.com/graphicorgs

http://owl.english.purdue.edu/owl/resource/747/01/





90

*The resources listed are of a high quality and thus suggested for use. The list is not all inclusive.

Teachers may use additional resources that help meet the unit standards and are of a high quality.

Please forward additional resource suggestions to the Curriculum Department so that they can be

shared with other teachers to build a high quality resource list. Resources on the list are not

necessarily provided by the district. Suggestions should also consider availability, cost, ease of

access (electronic, paper) and copyright and fair use guidelines.

As we move through the first year of full implementation of the Common Core assessments,

more polishing needs to be done. To ensure the success of the implementation of common core

through understanding the essence of it, two District curriculum specialist came to Chavez at

least once a month to assist with the implementation of the Common Core RCD lessons and

assessments. They were available to meet with teachers to provide support for the UOS,

answer/clarify questions regarding the CCSS, listen to teacher suggestions and identify

weaknesses of the RCD units. In addition, CCHS leadership and administration emphasized the

importance of team work via our PLC collaboration time. This included providing opportunities

for teacher peer support, feedback and collaboration for a successful transition and

implementation of the common core.

Action walks have become an integral

piece in the common lesson and

common formative assessment

process. When teachers meet and

collaborate over their data, they

modify or create common lessons and

assessments that will be used to meet

an agreed upon SMART goals targeted

during their analysis of student

instructional data. The common

instructional strategies (based on

AVID WICOR strategies) and result

indicators are then identified. Teacher

also target the specific dates and

periods for Action Walks to provide

each other feedback on the effectiveness of their instruction. Action Walks are then used as data

points in the collaboration process and lead to more collaboration, lesson planning, and SMART

goal creating.

All of our Action Walks, common lessons, and PLC collaboration opportunities are used to

create common formative assessments. CCHS teachers continue to work together to create

rigorous common assessments that meet the rigor of the CCSS to monitor the effectiveness of

their teaching and student academic achievement. Teachers then utilize their PLC Data Team

valid

credible

reliable

reference materials, evaluating websites)


91

process to review their common assessment data to ID what to reteach to support student

academic achievement.

WASC Recommendation 4: Continue and expand scope of articulation with elementary feeder

schools, beginning in the fall of 2014.

a. Focus on level of content standard mastery of entering eighth grade students.

b. Develop protocols for Chavez counselors and teachers to meet with feeder

elementary school counselors and teachers to plan for students’ academic transition

to ninth grade standards expectations.

With the incorporation of the

MAP data district wide, CCHS

teachers and primary elementary

K-8 feeder schools can now

collaborate to ensure proper

placement of students, proper

instructional support, and develop

common strategies at both the

elementary and High school

levels. Our discussions have

increased the effectiveness of

student placement and our teachers

have started to work together to

incorporate common instructional

strategies and programs to increase

student success in high school.

Our English department held a writing workshop during the Fall in which five of our nine K-8

primary feeder elementary schools participated. The workshop was intended to help increase the

rigor of writing at both the elementary and high school levels. Follow up workshop will take

place in the Spring as we continue to develop common rubrics and writing expectations to ensure

rigor from elementary to high school.

Our Highly Certified AVID program continues to work directly with our feeder schools. During

the summer of 2014, CCHS was able to provide six of our primary feeder schools funding to

participate and start their AVID programs. This year, our AVID site team has visited all of our

primary feeder elementary feeder schools to start their AVID courses in addition to providing

them training in WICOR strategies such as Cornell Notes and AVID Tutorial. CCHS AVID

seniors also work directly with our primary feeder schools as tutors in their AVID classes and

after school programs. CCHS teachers will continue to work with elementary feeders this

summer during the AVID summer institute.

This past November, CCHS and our primary K-8 feeder elementary schools participated in a

workshop together with Solution Tree to improve our PLC process. The purpose of the training

was to support PLC development District wide and to assist and support our K-8 feeder

elementary schools who do not have PLCs established at their school site. This articulation will


92

continue this summer as CCHS and three of our primary K-8 feeder schools participate together

in the Professional Learning Community conference by Solution Tree.

For the sixth year in a row, CCHS and our elementary K-8 feeder schools have continued to

provide our eighth grade students (CCHS future freshmen class) tours and classroom visit

opportunities throughout the year. Students from the elementary schools follow CCHS Junior

SLC leadership students to regular classes in action during the school day, attend lunch and tour

the campus. The eighth grade students then participate in the class so that they can learn about

high school expectations, CCHS SLC career pathways, get to know staff and students (that’s

why Juniors escort them so that they can see faces next year that they recognize) and become

familiar with the campus (which tends to be two to three times the size of their elementary

school) to help ease the transition to high school.

The CCHS counselor team has

expanded the basic expectations of our

district when working with our K-8

feeder elementary. Traditional district

protocol for high school counselors

was to meet with eighth grade students

when they were registering for their

ninth grade classes and did not meet

with them again until the start of their

Freshman year. Starting in 2010,

CCHS established our SLC/Pre-

registration fair to allow eighth grade

students and parents to come to the

campus and learn about our SLCs,

SLC career pathways, school programs

(Music Performing Arts magnet,

AVID, school Leadership, Athletics, and school clubs) and pre-register for their classes. CCHS

counselors then go out to each K-8 feeder school and meet with the students individually to

finalize their Freshman schedule and help them select their SLC career pathway. In addition, our

CCHS counseling team has taken on our Peer Leaders United for Success (PLUS) program

providing leadership training to our elementary school students to solve conflicts and school

wide issues on their campuses themselves. In addition, our counseling team leads our Friday

Night Live club that provides ongoing mentoring and guidance for elementary school students.

Programs like these allow our counselors and future CCHS students to get to know each other

and eases the transition to high school.

WASC Recommendation 5: Define and implement intervention strategies that address the

disproportionate number of referrals and suspensions among African American and Latino

males and the lack of student achievement among this group of students.


93

Discipline data among our African

American and Latino students continue to be

a major concern when looking at the data of

our subgroups (See figure 5.1). African

American and Latino students continue to

receive referrals and be suspended at a high

rate than all other subgroups in the school.

These concerns are analyzed thoroughly by

our school leadership so that we become

more pro-active in how we address these

issues.

Based on our school data, our In School

Suspension (ISS) class was dissolved to

enable intervention support (not just punishment) for students who needed direction for

inappropriate behavior on campus or in class. Prior to this school year, the ISS room was

primarily a holding tank for students and provided them limited support beyond punishment to

help them learn how to correct their behavior. At the start of this school year, School Site

Council approved funding to utilize State categorical Local Control Funding Formula funds to

pay for additional counseling services. We were then able to hire two additional counselors

bringing our total from four to six. One counselor is designated for the Intervention Center

(formally ISS) and the other five provide behavioral and academic support to the rest of the

student population. The additional counselors provided lower caseloads for them to build

relationships with students so that they can be pro-active to keep them on track for graduation

and college and career. The Intervention Center counselor provides intervention support (small

group sessions, anger management, social/emotional guidance) to students who need behavior

support. Each CCHS counselor spends one period a day in the Intervention Center to provide

additional counseling support for our students and to help identify students who may need

additional counseling or supportive services.

Figure 5.1 CCHS 2013—2015 Suspensions

Student Suspensions

Ethnicity 2013-14

Suspensions

13-14 Students with

more than 1

suspension

2014-15

Suspensions

14-15 Students

with more than 1

suspension

African American 68 13 59 9

Asian 28 8 11 2

Hispanic 101 14 82 15

White 15 1 11 1


94

To also address our suspension rate, we had to illicit the feedback from our students via various

intervention meetings and WASC planning sessions. Students stated that some of our teachers

needed more classroom management training to help them know how to work with disruptive

students. In addition, they stated that some of their classes or classroom lessons were not

consistently engaging or relevant to their interest. These factors (they stated) contributed to

negative behavior by students both in and out of class. As we work with our teaching staff via our

PLC structure to address our suspension rate and

referrals, we have started to ensure that our

unit/lesson plans are engaging (students actively

participating in the lesson, not just being

compliant), build relevance to each lesson activity

to the real world (i.e. to our SLC career pathways

as much as possible) and are rigorous to prepare

students for career and college. In addition,

teachers who struggle with classroom management

are provided ongoing feedback and support from

their department, SLC, counselors and

administrative teams. Counselors and

administrators also utilize the Pre-Referral

Intervention Manual Third Edition book by Stephen McCartney et al. to provide teacher’s

classroom strategies that can help improve student behavior prior to issuing the student a referral.

In addition to our on campus interventions, CCHS administration maintain contact and work

directly with our City of Stockton Peace Keeper organization which helps monitor and support

our At-Risk Latino, African American and Asian students. Our principal has been a member of

the City of Stockton Operation Cease Fire for the last two years to help address the ongoing gang

and crime violence in the city. Operation Cease Fire is an alliance between community

organizations, employment agencies, government agencies and law enforcement agencies who all

work together to provide community interventions and supports to African American, Latino and

Asian youth involved in gangs and other violent offenses in the community. As one of the most

violent cities in the United states (2012 Forbes Magazine article) maintaining good working

relationships with City law enforcement and intervention services helps keep community issues

from spilling over into the school.

It is important to note that each student requires a different intervention and with the

implementation of our new Intervention Center, we are able to provide intensive intervention

depending on the need of each of the student’s referred to the Intervention Center. Students are

identified based on their behavior on campus or in school and provided additional support beyond

their traditional school counseling and parent-school meetings (see Figure 5.2). Teachers are kept

informed and provided strategies to help support the student when they are in class.

Figure 5.2 2014-15 Intervention Center Student Interventions

Intervention Center Group & Individual Student

Interventions

African

American Latino Asian White


95

Anger management Meeting groups within school to

discuss strategies on how to deal with personal anger in

a healthy way

20 5 0 1

Attendance/Tardy groups: Meeting with individual

students to discuss the importance of attending school

daily, their grades and career and college goals

35 26 2 1

One on one Counseling with Intervention Counselor:

We discuss different barriers and family issues that

may be a distraction from learning

23 10 6 5

Ripple Effects: A online program that student utilize to

provide and to learn new ways to socialize 2 3 0 0

Restorative Circle: Is a Intervention when student

illicit negative behavior in which this intervention

provides structure and a process to talk about the

negative behavior and how to correct it

5 2 0 0

Conflict Mediation: Small group sessions to mediate

disputes between students 15 5 5 0

As CCHS students participate in various activities (such as WASC and the development of our

school vision) to improve our school, they have voiced their concern over the consistency of

discipline in general regardless of a students’ background. They recognized that a few students

on campus are disrupting classes and the learning environment at school. To address these

concerns, we were one of the first schools in SUSD to establish the Peer Leaders United for

Success (or PLUS) program last year which helps our school improve student behavior and help

our students learn how to solve their own behavior issues and conflicts by working together with

their classmates. Students who run the PLUS intervention sessions and the student PLUS leaders

are specially trained to help their peers improve their behavior and our school atmosphere.

Students who participate in the PLUS interventions are selected by the counseling team to

participate as an intervention to help curb suspensions, referrals and to help students learn how to

monitor their own behavior. Our PLUS program continues to grow and CCHS started this year

helping our K-8 elementary feeder schools start a PLUS program on their campuses this year.


96

Improving academic success is

another opportunity to address the

needs of our African American

and Latino students. When

reviewing our academic data,

CCHS staff reviews each subgroup

thoroughly identify the student

instructional needs so that they are

successful in class which has a

direct correlation to behavior. As

an example, when the African

American and Latino sub groups

started to fall behind academically

or did not qualify for college as

demonstrated in our academic

data, we began looking for reasons

why (see Figures 5.3—5.7). We found that many of our African American and Latino students

needed consistent adult guidance and support that went beyond counseling and their classroom

teachers. Our students (including other sub-groups) needed an adult that they could build a

relationship with over their high school career and turn to for assistance and support. Homeroom

was the first step in addressing this issue.

Through Homeroom, we could reach smaller groups of students in a more positive way to help

provide them academic and behavior support. In Homeroom students learn how to review their

transcripts, A-G requirements, Graduation requirements, and our Renaissance program which

awards students for their academic growth and achievement. By keeping a teacher with a student

all four years of high school, students are starting to realize that they now have that one teacher

could go to for support. If they needed advice on a problem or help with homework, they had a

teacher that was with them all through high school. Homeroom is slowly creating a

connectedness for students at the school helping all of our students including our African

American and Latino populations.

During our 2012-2013 school year, we re-initiated our Renaissance program to keep students

engaged and motivated in class which directly impacts student behavior both in and out of the

classroom. Students qualify for Renaissance by Increases in GPA by .5 or higher, attendance,

Honor roll placement, Proficient on CAHSEE or by scoring 3 or higher on the Advance

Placement exam. Certificates are provided to all students who qualify, special rallies and events

throughout the year are held for Renaissance students only, and for every category a student’s

qualifies to be in, their name is placed in various raffles to win prizes and gift cards. This

program has not only been beneficial for African American and Latino students, it has support

academic and improved behavior growth with all students.

At the end of Term 1 Semester 2 of last school year and this school year, over half of our

students qualified in at least one category of Renaissance. The biggest gain was students

improving their GPA by .5 or higher. Data for Renaissance (see Figure 5.3) demonstrates

ongoing improvement across the school in behavior as students focus more on their academics.

However, we will need to continue to work with the district to help us utilize our student

information system (Synergy) and Data System (Illuminate) to identify and disaggregate the


97

Renaissance data by CCHS sub-groups. Currently CCHS staff and students identify who is on

Renaissance by going through students individual transcripts because there is no query in our

data or student information systems that makes this data easily accessible. Figure 5.3 Number of Renaissance Students

School Year Term & Semester

Number of

students qualified

for Renaissance in

At least one

Category

Highest Renaissance

Category

2013-2014 Term 1 Semester 1 560 Honor Roll

2013-2014 Term 1 Semester 2 1062 GPA Improvement




2014-2015 Term 1 Semester 2 1087 Honor Roll

The focus on academics has helped keep our African American and Latino students engaged in

school. As demonstrated in the dramatic improvement in our graduation data, 2014

Accountability Progress reporting summary, AYP proficiency, and CAHSEE rates for our

African American and Latino students are making strives to close the achievement gap.

Figure 5.4 California Department of Education Graduation Data

CCHS Significant

Sub-Groups

2013 Cohort

Graduation

Rate (class

of 2011-12)

2014 Cohort

Graduation

Rate (class

of 2012-13)

2014 Target

Graduation Rate

2014

Graduation Rate

Criteria Met

School wide 85.46 89.65 82.68 Yes

Black or African

American 78.89 91.43 77.50 Yes

Asian 89.92 92.44 89.94 Yes

Hispanic or Latino 84.49 90.19 81.84 Yes

Socioeconomically

Disadvantaged 85.09 90.13 84.68 Yes

English Learners 63.04 80.60 67.54 Yes

http://www.cde.ca.gov/ta/ac/ay/glossary14k.asp#gk29














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Figure 5.6 California Department of Education AYP Proficiency Summary

CCHS Significant Sub-Groups

ELA Percent At

or Above

Proficient

ELA Met 2014

Criteria

Math Percent At

or Above

Proficient

Math Met 2014

AYP Criteria

School wide 48.1 Yes 57.0 Yes

Black or African American 38.5 Yes 42.7 Yes

Asian 56.6 Yes 71.1 Yes

Hispanic or Latino 41.8 Yes 54.9 Yes

Socioeconomically Disadvantaged 43.4 Yes 54.4 Yes

English Learners 26.6 No 45.0 Yes

Figure 5.7 California Department of Education CAHSEE 10th Grade Summary

Category 2012-2013 %

Passed

2012-2013 %

Not Passed

2012-13 %

Proficient &

Above

2013-14 Percent

Passed

2013-14 %

Not Passed

2013-14 %

Proficient &

Above

Asian 78% 22% 31% 84% 16% 56%

Hispanic or Latino 75% 25% 37% 77% 23% 41%

African American 66% 34% 30% 70% 30% 36%

White 77% 23% 49% 81% 19% 63%

English Only

Students 70% 30% 37% 76% 24% 46%

Initially Fluent

English Proficient

(IFEP)

86% 14% 49% 98% 2% 67%

Reclassified Fluent

English Proficient

(RFEP)

92% 8% 45% 87% 13% 53%

English Learner

Students 46% 54% 11% 42% 58% 2%

WASC Recommendation 6: Explore, identify, plan and implement new strategies for

outreach for parent empowerment. Especially seek successful strategies for welcoming and

involving English Learner parents, including

communication in primary languages by end of

first term of 2014-15.

Ongoing parent communication by staff is part of

our school goals to maintain and establish

relationships between school and home. These

connections are kept by teachers in parent contact

logs and in our classroom Synergy student

information system. Back to school night is

another option for staff to communicate with

parents and once again this year over 500 families

came to our yearly event. CCHS staff has recognized the importance or building good












99

relationships with our parents and

community and we have started the

planning to begin home visitations as part

of our outreach to our parents. Our plan is

start a round of home visits starting next

Fall of the 2015-2016 school year.

Having parents consistently available on

campus during the school day continues to

be an ongoing challenge as many of our

parents work and commute to work outside

of our city. Even though the housing

foreclosure rate in Stockton was very high

during the Great Recession (we were one of

the Foreclosure Capitals in the United States), many families from the Bay area and Sacramento

area still moved to Stockton because housing was more affordable than they were in those cities.

As a result, we did not see a dramatic student population decline over the last five years;

however, many of these families continue to commute back to the Bay area or Sacramento area

to work. This makes their involvement in the school limited as they are on the road throughout

the day commuting back and forth to work. To address this issue, the school continuously keep

our website updated and publishes monthly school newspaper (both hard copies and online) and

various clubs and school organizations have created several Twitter accounts (including one by

the principal) over the last few years to help keep parents up to date on school events and

activities (see Figure 6.1). We continue to utilize our phone message system (Parent Link) to our

parents both in English and Spanish. At least twice a month a phone message is sent to parents

telling them about school information and events.

This year we have re-initiated our parent center by providing several workshops for parents to

stay informed about their child academics and attendance. Working with our SUSD district

parent coordinator, we held a Synergy ParentVue training to teach our parents how to utilize our

student information system to access and monitor their students’ attendance and grades. As

teachers upload grades and attendance into their classroom Synergy, parents can access the

information instantly. In addition to parent workshops, the CCHS counselor team has provided

ongoing workshops on graduation requirements, A-G requirements and college and financial aid

workshops.

CCHS Teachers continue to contact parents throughout each Term. They welcome and involve

parents in the education process through allowing them access to Synergy gradebook, private

telephone or email conferences and parent/teacher individual meetings. Teachers accommodate

non-English speaking parents with the assistance of teachers and staff who speak their language

allowing for the free flow of information between school and home. All parent communication

from the school is translated into English and Spanish.

Our school continues holds monthly School Site Council (SSC) and English Language Parent

Involvement Committee (ELPIC) parent meeting with interpreters present and a successful

parent participation rate. Numerous parents attend the ELPIC meetings for the purpose of


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collaboration and involvement with the school. Another area of parent involvement is via our

Band and Athletic boosters. Parents involved in these programs assist and support the school by

fundraising, helping attain uniforms, working events (such as football games) and outreach to the

community.

Figure 6.1 CCHS Twitter Accounts

CCHS Twitter Accounts School Program/Activity

@CCHS_Nelson CCHS students and staff events/activities by Principal Nelson

@titan_fever CCHS Whaaat! School Spirit club

@chavezathletics CCHS Athletics by Athletic Director Goedhart

@CCHS_health CCHS Health SLC By Lead Teacher Whitford

@CCHSTitansHoops CCHS Basketball

@coachjhward CCHS Football by Coach Ward

@TitanBand_ CCHS Marching Band

@TitanWrestlers CCHS Wrestling

WASC Recommendation 7: Develop measures to evaluate the effectiveness of Homeroom.

Administer evaluations of Homeroom’s effectiveness to accomplish its stated outcomes by

June of 2014, and regularly each term thereafter.

Homeroom was developed during the 2012-13 school

year as part of our Safe and Support Schools grant (S3)

awarded to CCHS by the California Department of

Education. The S3 grant was designed to provide

academic and behavior support to students to increase

the positive relationships on the school campus. One

strategy CCHS utilized with the S3 grant was to

establish a supportive academic structure in which every

students had a teaching staff member to provide them

guidance and support. Our Homeroom activities support

student’s knowledge of graduation requirements, A-G

completion requirements, financial aid and career

exploration via our Small Learning Community

Pathways.

During the 2012-13 school year, we initiated Homeroom

which was held eight times over the school year. Starting in 2013-14 we incorporated

Homeroom into our schedule and held a Homeroom event at least once a month. This school

year, we have held Homeroom once every two to three school weeks. As our academic

performance data indicates (see Figures 5.3—5.7) our Homeroom supported the increases in

student academic achievement by helping students understand what they need to know for

graduation, college and career. As we have made the transition to the Common Core and its

focus on helping all students become College and Career Ready (which is also part of our school

vision), Homeroom will continue to be a vital aspect of student academic support.


101

CCHS teaching staff are our homeroom advisors and they lead our homeroom lessons. They

also provide another layer of academic support for all of our CCHS students. The Homeroom

teacher stays with their Homeroom group all four years so that they develop a positive

relationship with their students and students see their Homeroom teacher as another asset they

can access to help them be successful academically during their high school career. During

Homeroom, students analyze their transcripts making sure that they are placed in the correct

classes, understand how to calculate their GPA (both CSU/UC and Cumulative), ID which

courses and grades qualify for A-G and which courses in their SLC Career Pathway they have

completed or still need to take (see figure 7.3). During registration, the Homeroom teacher

provides additional guidance to ensure students sign up for the correct courses to ensure that they

can reach their College and Career goals.

Figure 7.1 2014-2015 Fall Student Homeroom Survey Results

Homeroom Survey Question % Not At

All

%

Somewhat

%

Understand

Do you know the Difference between HS Graduation

Requirements and A-G College Requirements? 21% 33% 46%

Do you know your SLC Career Pathway courses? 18% 41% 41%

Do you know your SLC Career Pathway option after

high school? 21% 40% 39%

Do you understand the difference between high school

graduation requirements & A-G college requirements? 18% 43% 39%

Do you know how to calculate your overall GPA,

CSU/UC GPA and Unweight GPA? 19% 45% 36%

Do you understand the purpose of Homeroom? 21% 40% 37%

Figure 7.2 2014-2015 Winter Student Homeroom Survey Results

Homeroom Survey Question % Not At

All

%

Somewhat

%

Understan

d

Do you know the Difference between HS

Graduation Requirements and A-G College

Requirements?

18% 35% 47%

Do you know your SLC Career Pathway courses? 17% 34% 48%

Do you know your SLC Career Pathway option after

high school? 18% 38% 44%

Do you understand the difference between high

school graduation requirements & A-G college

requirements?

15% 41% 43%

Do you know how to calculate your overall GPA,

CSU/UC GPA and Unweight GPA? 21% 43% 36%

Do you understand the purpose of Homeroom? 25% 37% 38%

Starting in the Fall of 2014-15 school year, we utilized Survey Monkey with our students to

ensure that we are attaining our goals for Homeroom. A random sampling of 500 student’s

grades 9 through 12 the survey during the Fall semester and a different random sample of

500 students took the Winter semester survey (See figures 7.1 and 7.2). A final homeroom


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survey will be given to students in the Spring semester at the end of the school year as we

continue to ensure that Homeroom is meeting the needs of our students.

Homeroom survey data is reviewed and analyzed by our student SLC Leadership class and our

CCHS SLC teacher leadership to evaluate the effectiveness of Homeroom and to plan any

changes/modifications necessary so that we continue to reach our school vision and CCSS goals

of College and Career preparation. The survey data indicates that a majority of students have at

least a basic understanding of A-G, high school requirements, our SLC career pathways and the

purpose of Homeroom. However, there is still a need to clarify these areas with our students as

an average of 20% of our students still do not have a basic understanding of all of the aspects of

Homeroom as an academic support for them to be successful in high school. Continue work in

these areas will be needed as we continue as we move throughout this school year and next.

Student written feedback from the survey and our SLC and ASB Leadership students (as they

have participated in various meetings and events with our school leadership team) have

suggested that homeroom should include different kinds of information specialized to specific

grade level support to ensure their academic success. Based on their feedback and survey results,

we will include more academic support specifically directed toward each grade level. Freshmen

will need to receive more transitional supports as they start high school to ensure success to

increase organizational skills, and awareness of our Dual Enrolment/Early College program

(admission and placement test). Sophomore Homeroom will need to include more CAHSEE,

PSAT awareness and support. Junior homeroom will need more emphasis on the importance of

college and career application

process, EAP, ASVAB, SAT and

ACT testing/preparation. Senior

homeroom needs to include

resume writing, interview skills,

how to write or improve personal

statements for college or

financial aid applications, and

how to find and apply to specific

work, college and financial aid

opportunities after high school.

These aspects will become part

of our 2015-2016 Homeroom

plans.


103

Chapter III: Student/Community Profile — Overall

Summary from Analysis of Profile Data and Progress

After the WASC full visit in 2014 and a one day visit in 2015, the CCHS team made a collective

effort to address all the recommendations that yielded to a desirable result and achieving the set

goals for student achievement.

• Data team process has become part of the Chavez culture

• Common formatives were created based on students’ data.

• MAP data has been utilized to direct instructions

• Expansion scope of articulation with elementary feeder schools continues

• Implementation of intervention strategies that addresses the number of referrals and

suspensions among student group

• Implementation of strategies for outreach for parent empowerment and involvement

• Development of measures to evaluate homeroom effectiveness

• Implementation of intervention program to support all low performing sub groups to

improve student achievement

• WASC process as a part of Chavez culture

• Utilization of the PLC process in developing common formative and summative

assessments.

Though the recommendations have been addressed, a continuous and collective effort to

achieve excellence is the school’s primary goal. Excellence characterized by strength and

growth is a continuous effort and struggle. We want to achieve excellence in the

following areas:

• Utilize the PLC process to the fullest by creating common lessons, formative and

summative based on common core essential standards, students’ data and action

walks.

With almost 100% of the CCHS staff attended the PLC conference, we want

to adopt the PLC process and make it part of the school culture. We want

every team member to embrace the process and continuously utilize, assess

and develop it

• Close the achievement gap between our sub-groups

Our English Language Learners….

• All students will be college ready, career bound, highly successful citizens.

All graduates meet the A-G requirement and be holistically successful after high school.

Questions:

▪ How will we utilize the PLC process to the fullest to come up with common

formative and summative assessment based on students’ data, action walks and

common core essential standards?


104

▪ How do we close the achievement gap of our English Language Learners? What

strategies/intervention will we utilize to make our English Learners be reclassified

and excel in all areas?

▪ What other programs, strategies, interventions needed for our students to meet the

A-G requirement and achieve 95-100% graduation rate?

▪ How can we achieve 100% of our school’s vision of College Ready, Career

Bound, Highly Skilled, Successful citizens to all our students? Our goal is to

prepare our students during their stay at CCHS for them to be well prepared for

college and life after high school thus making them an asset of the 21st century.


106

Chapter IV: Self-Study Findings

Indicators with Prompts

Vision – Mission – School wide Learner Outcomes – Profile

A1.1. Indicator: The school has established a clear, coherent vision and mission (purpose) of what students should

know and demonstrate; it is based upon high-quality standards and is congruent with research, practices, the

student/community profile data, and a belief that all students can learn and be college and career ready.

A1.1. Prompt: Evaluate the degree to which the development of the school’s statements has been impacted by

pertinent student/community profile data, the district LCAP, identified future global competencies, current

educational research and an overall belief that all students can learn and be college and career ready.

Findings Supporting Evidences

• The school vision statement is integrated into all elements

of the school to keep students focused on their college

and career goals.

• SPSA has specific college and career goals based on our

school Mission, Vision, and Student Learning Outcomes.

• Small Learning Community structure provides five career

pathways (four of the five are CTE pathways) to allow

for students to explore possible careers after high school.

• Six to nine Early College courses are provided on campus

for students to earn college credit (saving them time and

money after graduation) each of the last five school years.

• Career Cruising web based program provides

opportunities for all students career exploration,

scholarship searching, job searching, college/Trade

school exploration, and building of a student resume.

• School 4X4 schedule allows all students (regardless of

their academic ability) to participate in career pathways,

early college, and meet A-G requirements

• Homeroom Activities

• SLC college and career trips

• Career Cruising Website

• School website

• School Announcements and posters in offices and

classroom stating our school Vision

• Met with a cross-section of all stakeholders to

create the Vision, Mission, and Student Learner

Outcomes

• School Site Council

• San Joaquin Delta College placement test and

student participation in Early College courses


107

Development/Refinement of Vision, Mission, School wide Learner Outcomes

A1.2. Indicator: There are effective processes in place to ensure involvement of all stakeholders in the development

and periodic refinement of the vision, mission, and school wide learner outcomes.

A1.2. Prompt: Evaluate the effectiveness of the processes that engage representatives from the entire school, the

district board, business, and the community in the development and periodic refinement of the vision, mission, and

school wide learner outcomes.


• Stakeholders made a collective effort to come up with the

school’s mission, vision, and Student Learner Outcomes

based on SUSD LCAP, students’ achievement data and

future global competencies. The process started after the

full WASC visit in 2014. The mission and vision was

revised and voted by the stakeholders keeping in mind

the requirements for a school mission and vision and the

goal for students’ achievement


• SLC college and career trips

• School website

• School Announcements and posters in offices

and classroom stating our school Vision

• Stakeholder meetings including SSC, ELPC,

and Leadership (parent, student, and staff)

Understanding of Vision, Mission, and School wide Learner Outcomes, District LCAP

A1.3. Indicator: Students, parents, and other members of the school and business community demonstrate

understanding of and commitment to the vision, mission, the school wide learner outcomes, and the district LCAP.

A1.3. Prompt: Evaluate the degree to which the school ensures that students, parents, and other members of the

school’s community understand and are committed to the school’s vision, mission, and school wide learner

outcomes.


• These goals were then reviewed in professional development

with all staff members and parents in the first parent forum.

• School goals and visions of students’ success are being

discussed during a school site council meeting (held at least

once a month) where all stakeholders are represented.

• Back to school night in the fall and spring SLC Fair in the

spring are held to inform parents about school goals and

students’ progress.

• The school has created a website for parents and students to

be updated with school activities.

• Parent Vue is created for parents to have access to their

student’s academic performance.

• Re-establishment of Parent Center utilize as a parent

resource both during the school day and after school.

• Meeting agendas

• SPSA

• School Website

• Phone Message System recordings

• Back to School Night and Term 2 Open

House


108

A2. Governance

The governing board (a) has policies and bylaws that are aligned with the school’s purpose and support the

achievement of the school wide learner outcomes and academic, college, and career standards based on data-driven

instructional decisions for the school; (b) delegates implementation of these policies to the professional staff; and

(c) monitors results regularly and approves the single school wide action plan and its relationship to the Local

Control and Accountability Plan.


Governing Board and District Administration

A2.1. Indicator: The district policies and procedures are clear regarding the specific duties and roles of the

governing board and district administration in their relationship to the school and staff.

A2.1. Prompt: Determine the clarity of board policies and procedures regarding the roles of the board and district

administration, including supporting the school’s vision, mission, and school wide learner outcomes, monitoring

student progress, engaging parent and community participation in site governance, implementing complaint

procedures, and reviewing program effectiveness in alignment with the district LCAP requirements.


• Correlation evident between school wide learning outcomes

and the district core beliefs and commitments.

• Multiple reviews of the Single Plan for Student Achievement

annually and examination of student performance data by

staff and administration.

• SUSD Blueprint for academic achievement was the

model for developing school wide goals for this

academic year.

• Data is reviewed by department and teacher

collaboration day bi-monthly and SLC occasionally

in response to testing and in preparation for district

assessments.

• The Single Plan was edited and reviewed by SLC,

Department and School Site Council.

• Students are reviewing transcripts in homeroom to

analyze their own performance.

• EL Coordinator reviewed and made suggestions to

improve the Single Plan


109

Understanding the Role of the Governing Board

A2.2. Indicator: There is clear understanding about the role and responsibilities of the governing board and the professional

staff.

A2.2. Prompt: Determine the extent to which there is clear, sustainable understanding regarding the relationship between the

governing board and the professional staff.


• Action Walks help support DII implementation and AVID

WICOR support

• Lead teachers and Department chairs evaluate common

teaching practices in areas of improvement resulting from

Action Walk data to determine needs in professional

development.

• Academic Conferences are held three times a year to review

student academic data to identify the instructional needs of

our students and teaching strategies.

• Weekly minimum day Professional/Staff development

• Integration of common core standards

• Explore ways to enhance Staff Development based in

instructional norms and other instructional strategies.

• Action Walk documents

• Department Data Team/PLC Collaboration

• Contractual Collaboration

Governing Board and Stakeholder Involvement A2.3. Indicator: Parents, community members, staff and students are engaged in the governance of the school.

A2.3. Prompt: Evaluate the ways the school community and parents are a) informed as to how they can participate in the

school’s governance and b) engaged in the governance of the school through their participation on the School Site Council,

ELAC, district LCAP committees and other advisory or shared decision-making groups that provide guidance or direction to

the school.


• Communicate leadership’s vision of expectations for

students and instructional practices to all stakeholders

• Ongoing parent meetings on campus throughout the year,

school events, and athletic activities

• Back to school night and Term 2 Open House provides

opportunity for parents to learn about their child classes and

the school vision and mission

• School Site Council meets every month in which parents are

members

• ELPC meets eight times a year to gather input from ELD

parents

• Back to school night in the fall. Term 2 Open House, and

SLC Fair in the spring are held to inform parents about

school goals and students’ progress.

• School website

• SSC monthly meetings

• ELPC meetings

• Parent coffee and meetings

• SST meetings

• Teacher/Parent meetings

• Counselor/Parent meetings


110

• The school has created a website for parents and students to

be updated with school activities and students’ academic

performance.

• CCHS will maintain a center for parents

• Phone message calls are sent out to staff, parents, and

students to inform them of school progress and major

events.

Board’s Evaluation/Monitoring Procedures

A2.4. Indicator: There is clarity of the evaluation and monitoring directed by the governing board and carried out

by the district administration. A2.4. Prompt: Determine the degree to which there are evaluation and monitoring procedures conducted by the district

administration and reported to the governing board, including the annual LCAP assessment of district goals and the Eight

State Priorities, the review of student performance toward career and college readiness, assessment of overall school

programs and operations, and the fiscal health of the school.


• Staff development is designed to address student needs

based on achievement data analysis and perceived

weaknesses

• Thursday professional development time is utilized to

discuss results of District and Department common

assessments. It is also a time to collaborate on the upcoming

teaching of standards covered in future assessments. This

time is also used to collaborate on strategies for re-teaching

prior to the next assessment window.

• Teachers were given the opportunity to take the practice test

on the Common Core State Standards and discuss the

similarities and differences of the outgoing and incoming

assessments.

• Department Data Teams/PLCs minutes


Complaint and Conflict Resolution Procedures

A2.5. Indicator: The established governing board/school’s complaint and conflict resolution procedures as they

apply to the school’s stakeholders are effective.

A2.5. Prompt: Evaluate the effectiveness of the established governing board/school’s complaint and conflict

resolution procedures, including the ways the complaint procedures are communicated to parents.


111


• The Compliance Services Department administers Uniform

Complaint Procedures, Williams Uniform Complaints and

the District’s complaint resolution process. Complaints may

be submitted at any school, district office or by mail.

• Complaint forms available for all

stakeholders in the main office, school

District website, and District Office.

• School Principal or District Office personnel

complete any investigation and responds

accordingly to the stakeholder

A.3 Leadership Continuing Planning and Monitoring Criterion

Based on student achievement data, the school leadership, parent/community, and staff make decisions and initiate

activities that focus on all students achieving the school wide learner outcomes and academic, college, and career

standards. The school leadership and staff annually monitor and refine the single school wide action plan and make

recommendations to modify the LCAP based on analysis of data to ensure alignment with student needs.

Broad-Based and Collaborative A3.1. Indicator: The school’s broad-based, collaborative planning process is a continuous improvement cycle that a)

assesses data to determine student needs, b) collaboratively determines and implements strategies and actions and c)

monitors results.


• Data team process is completed by core department 15 times

throughout the year. The process includes the analysis of

student formative or summative data, development of

SMART goals, Identification of common strategies, and

result indicators.

• Department utilize (via Data Team Process) common

Semester and Final Summative assessments

• Grade data is utilized to identify if students are meeting A-G

as well as improving master of standards

• Formative assessments (for the PLC process) or designed

and developed throughout the school year

• Multiple reviews of the Single Plan for Student

Achievement annually and examination of student

performance data by staff and administration.

• Department Data Team/PLC process minutes 15

times a year

• Data is reviewed by department and SLC bi-

monthly in response to testing and in preparation

for district assessments.

• The Single Plan was edited and reviewed by

SLC, Department and School Site Council.

• Students are reviewing transcripts in homeroom

to analyze their own performance.

• EL Coordinator reviewed and made suggestions

to improve the Single Plan


112

Single School Plan for Student Achievement Correlated to Student Learning

A3.2. Indicator: The school’s Single Plan for Student Achievement (SPSA) is directly correlated to and driven by

the analysis of student achievement data.

A3.2. Prompt: How do staff ensure that the analysis of student achievement of the critical learner and college- and

career-readiness needs, school wide learner outcomes, and academic and career-readiness standards are incorporated

into the SPSA and impact the development, implementation, and monitoring of the SPSA and the LCAP?


• Small Learning Community structure provides five career

pathways (four of the five are CTE pathways) to allow for

students to explore possible careers after high school.

• Six to nine Early College courses are provided on campus

for students to earn college credit (saving them time and

money after graduation) each of the last five school years.

• Career Cruising web based program provides opportunities

for all student’s career exploration, scholarship searching,

job searching, college/Trade school exploration, and

building of a student resume.

• SPSA is developed and monitored by SSC.

• ELPIC provides counsel and guidance to the SSC to

ensure support for ELD learners

• Small Learning Communities provide for student

college and career and behavior support via career

pathways and Homeroom activities


• Department PLC Collaboration minutes


• Participation in Early College Courses

• Participation in career pathways

• Participation in Honors and AP courses

• AP, SAT, ACT, and CTE data

• Staff supports 4x4 schedule and professional

development time allocated by the schedule. The

4x4 schedule is designed to achieve our CCHS

mission of college ready, career bound, highly

skilled successful citizens.

Staff Actions/Accountability to Support Learning

A3.3. Indicator: The school leadership and staff demonstrate shared decision-making, responsibility, and self-reflection on

actions and accountability for implementing practices and programs that support student learning.

A3.3. Prompt: Determine the effectiveness of the processes and procedures for involving staff in shared decision-making,

responsibility, and self-reflection on actions and accountability to support student learning throughout all programs.


113


• Staff development is designed to address student needs based on

achievement data analysis and perceived weaknesses.

• School Leadership team meets annually (once a quarter) to review

student achievement data and to identify additional instructional

support or professional development for staff.

• Department Data Teams/PLC have established norms, rolls, and

responsibilities to keep everyone on task and focused on student

achievement.

• Thursday professional development time is utilized to discuss

results of District and Department common assessments. It is also a

time to collaborate on the upcoming teaching of standards covered

in future assessments. This time is also used to collaborate on

strategies for re-teaching prior to the next assessment window.

• Teachers were given the opportunity to take the practice test on the

Common Core State Standards and discuss the similarities and

differences of the outgoing and incoming assessments.

• CCHS Department Data Team/PLC rubric

and minutes


• Leadership Meeting agendas

• Department meeting agendas

Internal Communication and Planning

A3.4. Indicator: The school has effective existing structures for internal communication, planning, and resolving

differences.

A3.4. Prompt: Evaluate the effectiveness of the existing structures for internal communication, planning, and

resolving differences among the staff or administration?


• Comprehensive Needs Assessment survey completed

provides avenue for staff (both certificated and classified)

feedback to site and district administration

• Professional Learning Communities rubric provide support

and feedback among collaboration with staff

• Staff can communicate directly or via email with

administration staff concerns

• Comprehensive Needs Assessment Survey for

Certificated Personnel

• Comprehensive Needs Assessment Survey for

Non-Instructional personal (classified)

• PLC rubric for Data Team Collaboration


114

A4. Staff: Qualified and Professional Development Criterion

A qualified staff facilitates achievement of the student academic standards and the school wide learner outcomes through a

system of preparation, induction, and ongoing professional development. There is a systematic approach to continuous

improvement through professional development based on student performance data, student needs, and research.

Qualifications and Preparation of Staff

A4.1. Indicator: The school has procedures to ensure that staff members are qualified based on staff background,

training, and preparation.

A4.2. Prompt: Evaluate the procedures to ensure all staff members in all programs, including online instruction,

are qualified for their responsibilities based on employment policies and practices, staff background, training, and

preparation.


• Alignment of staff development to content standards,

assessed student performance, and professional needs.

• Ongoing staff development via minimum day activities

(PLC collaboration), academic conferences, instructional

coaching and professional development activities during the

instructional day.

• Stockton Unified School District provides ongoing

Professional Development during the school day and after

school/work hours for all levels of teachers.

• SUSD Hiring Process which include the

internal transfer process for both certificated

and classified staff.

• Master Schedule

• Academic Conferences

• Coaching support

• Professional development opportunities for

teachers on the following:

✓ Common Core State Standards

✓ Data Team process

✓ Formative Assessment

✓ Lesson Planning

✓ Classroom Management

✓ AVID methodologies

✓ AVID Summer institute

✓ MAP and Illuminate (use of instructional

data)

✓ English Learner Program and

methodologies

✓ Technology Integration (GOORU, Google

Applications for Education)


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Staff Assignment and Preparation

A4.2. Indicator: The school has a process to assign staff members and provide appropriate orientation for all

assignments, including online instruction and focused programs, to maximize the expertise of the staff members in

relation to impact on quality student learning.

A4.2. Prompt: Evaluate the process to assign staff members and provide an appropriate orientation process,

including online instruction and focused programs, to maximize the expertise of all staff members in relation to

impact on quality student learning.


• Sufficiency of credentialed teachers and teacher professional

development (e.g., access to instructional materials training.

• Adopted instructional materials used in appropriate courses

are assigned to the teachers

• Ongoing staff development for new teachers via instructional

coaching and pull-out professional development

• Master Schedule

• Staff Credentialing & Certification

• New Teacher Professional Development

• Instructional Coaching Support



• Professional development opportunities for

teachers on the following:

✓ Common Core State Standards



✓ Lesson Planning



✓ AVID Summer institute

✓ MAP and Illuminate (use of instructional

data)

✓ English Learner Program and methodologies

✓ Technology Integration (GOORU, Google

Applications for Education)

Defining and Understanding Practices/Relationships

A4.3. Indicator: The school implements a clear system to communicate administrator and faculty written policies,

charts, and handbooks that define responsibilities, operational practices, decision-making processes, and

relationships of leadership and staff.

A4.3. Prompt: Evaluate the system used to communicate administrator and faculty written policies, charts, pacing

guides and handbooks that define responsibilities, operational practices, decision-making processes, and

relationships of leadership and staff. Determine the degree of clarity and understanding of these by administration

and faculty.


• Ongoing instructional assistance and support for teachers

(e.g., use of content experts and instructional coaches)

• Coaches/consultants starting in 2012-13 through now have

worked to align curriculum and instruction to the Common

Core.

• SPSA

• CCHS Staff handbook

• Weekly School Updates

• CCHS Teacher Leadership Team

• SUSD Curriculum Office


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• State Standards. Additionally, the Rigorous Curriculum

Design (RCD) coaches will receive more in depth training

so that they are able to better support schools in this

transition.

o Instructional Coaches

o Program Specialists

o Principal, Assistant Principal

o SUSD Curriculum Department

o Language Development Office (LDO)

o Research and Accountability Department

Support of Professional Development/Learning and Measurable Effect on Student Learning

A4.4. Indicator: The school effectively supports professional development/learning with time, personnel, material,

and fiscal resources to facilitate all students achieving the academic, college- and career-readiness standards, and

the school wide learner outcomes.

A4.4. Prompt: Determine the effectiveness of the professional development support, time and resources to meet the needs.

To what measurable effect have the professional development/ learning activities, including coaching and mentoring, had on

student learning?

Supervision and Evaluation

A4.5. Indicator: The school implements effective supervision and evaluation procedures in order to promote professional

growth of staff.


• Core departments conduct Action Walks at least once a

month and the data is utilized to identify department and

school wide professional development to support and

improve instruction. Based on the Action Walk data, student

grades, and test scores; the following school wide

professional development activities have been identified.

• Increase student engagement in classroom activities in which

they utilize academic language with each other, with the

teacher, and within their classwork/assessments.

• Consistently ensuring all student work and assessments

meets high levels of rigor as defined by Bloom’s Taxonomy

and Webb’s

• Properly utilize and implement AVID WICOR strategies

such as Cornell Notes to scaffold student’s skills and abilities

to meet high levels of rigor to ensure student success on

classwork and assessments.

• Increase the relevance of curriculum to our Small Learning

Community career paths to demonstrate to students how core

area content applies to real world applications.

• Ongoing professional support for the transition to the

Common Core Standards and integration of the Common

Core Literacy Standards in all departments

• Department Action Walk Forms

• Department Data Team/PLC Collaboration

Minutes


• SPSA


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A4.5. Prompt: How effective are the school’s supervision and evaluation procedures?


• Evaluation follow each certificated and classified

contractual process.

• Evaluation for teachers and counselors are completed every

year if they are temporary and probationary status.

• Evaluations are completed every other year for all tenured

teachers and counselors.

• Evaluations are completed every year for all classified

personnel regardless of their status.

• Evaluation are completed every year for all administrative

staff regardless of their status.

• Beginning of the year Staff/faculty meeting

teachers, admin, and counselors are notified if

they are being evaluated

• Contractual evaluation forms and process

• Plans of Improvement (which can include

professional development) provided to both

classified and certificated personnel pending their

evaluation results

A4.5. Additional Online Instruction Prompt: How effective is the school’s supervision and evaluation procedures

in order to promote professional growth of online instructional staff, including their technological competencies and

use of technology within the curriculum, and their fulfilling requirements for quality student-teacher interaction?


• N/A

A5. Resource Criterion

The human, material, physical, and financial resources are sufficient and utilized effectively and appropriately in

accordance with the legal intent of the program(s) and LCAP to support students in accomplishing the academic

standards, the college- and career-readiness standards, and the school wide learner outcomes.

Allocation Decisions and Their Impact

A5.1. Indicator: There is a relationship between the decisions about resource allocations, the school’s vision,

mission, the school wide learner outcomes, the critical learner needs, the district’s LCAP and the Single Plan for

Student Achievement (SPSA), the academic standards, and the college- and career-readiness standards. The

school leadership and staff are involved in the resource allocation decisions.

A5.1. Prompt: Evaluate the extent to which the resources are allocated to meet the school’s vision, mission, the school wide

learner outcomes, the critical learner needs, the student needs identified in the district LCAP and the SPSA, the academic

standards, and the college- and career-readiness standards. Determine the extent to which leadership and staff are involved in

the resource allocation decisions. What impact has the process for the allocation of resources made on student learning?


• School site council is composed of teachers, students,

parents/community members, classified staff, and the school

principal. All review and develop the SPSA throughout the

school year.

• Modifications to the SPSA is based on staff, parent, and

student feedback, student achievement data, and District

• College and Career Data (SAT, ACT, AP, A-G

completion)

• Graduation rate and Drop out Data (grade reports)

• CTE participation

• Dual Enrollment/Early College participation

(including San Joaquin Delta College Placement

test)


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directives. All modifications to the SPSA is approved by the

SSC.

• Title 1 and LCAP priorities are established within the SPSA

by both the school site stakeholders and District. They are

based on student achievement data from the SBAAC, ACT,

SAT, AP, MAP, CEDLT, A-G completion, Graduation rate,

and Drop Out Rate. CTE and Dual Enrollment/Early College

is not currently part of the SPSA; however, is reviewed at the

site level to identify how the SPSA can support these college

and career elements.

• ELPIC provides counsel and guidance to the SSC to ensure

support for ELD learners.

• Common Core units of study and focus on Webb’s Depth of

Knowledge levels 3 and 4 allow resources to be allocated to

increase rigor and preparation for college and career

• Due to the 4X4 bell schedule, all students are provided

opportunities to explore a possible career interest after high

school via the CCHS five career pathways connect to each of

the Small Learning Communities

• SBAAC scores

• Career Pathway Completion

• Common Core Units of Study Performance Tasks

in English and Math

• School Site Council meetings

• ELPC meetings

• School Leadership meetings

Practices

A5.2. Indicator: There are processes operating in relationship to district practices for developing an annual budget,

conducting an annual audit, and at all times conducting quality business and accounting practices.

A5.2. Prompt: Evaluate the effectiveness of the school’s processes in relationship to district practices for

developing an annual budget, conducting an annual audit, and at all times conducting quality business and

accounting practices, including protections against mishandling of institutional funds. (Note: Some of this may be

more district-based than school-based.)


• District establish all funding sources for the school via

LCFF, Title 1, Title III, and Perkins.

• Title III and Perkins funding is controlled by the district in

which priorities are established at that level with input

from the school site administration.

• Funding priorities for all are primarily based on student

achievement data including SBAAC, CEDLT, MAP,

Graduation and Dropout data as demonstrated in the

SPSA.

• Budget carryover funding priorities (LCFF or Title I)

when distributed to the school site are identified by the

school stakeholders, included into the SPSA and budget,

and approved by SSC.

• SPSA

• SBAAC data

• CEDLT data

• Graduation and Dropout Data

• Map Data

• CTE participation and completion (Perkins

funding only)


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Facilities

A5.3. Indicator: The school’s facilities are adequate to meet the students’ learning needs, support the educational

program (i.e., accomplish the vision, mission, and the school wide learner outcomes) and are safe, functional, and

well-maintained.

A5.3. Prompt: Determine the extent to which the facilities enable the school to maintain a learning environment

to meet the educational health and safety needs of students.


• School maintenance provides the technical expertise and

manual skill in inspection, servicing, and repair of the

buildings, grounds, equipment, and furnishings and provides

preventive services to minimize property damage, loss, and

liability exposure.

• The maintenance technician ensures equipment continues to

run smoothly, building systems operate efficiently, and the

physical condition of the facilities does not deteriorate.

• Work with administrator(s) to maintain security of keys

issued to employees, upholding procedures, and ensuring that

assigned buildings and job sites are secured. Anticipate and

prepare for fire, health, and safety inspections monitoring

safety equipment and maintaining clear routes for emergency

egress. Take precautions to ensure safety, watching for

conduct/situations that may indicate a problem and work with

staff and students to eliminate risk factors.

• Assist school principal and director of

maintenance/custodians to communicate building needs and

custodial staff duties. Develop and maintain rapport and

effective relationships with children and adults contacted in

the course of work by using courtesy, diplomacy,

collaboration, cooperation, support, and professional conduct.

• School maintenance plan

Instructional Materials and Equipment

A5.4. Indicator: The policies and procedures for acquiring and maintaining adequate instructional materials and

equipment, such as textbooks, other printed materials, audio-visual, support technology, manipulatives, and

laboratory materials are effective.

A5.4. Prompt: Evaluate the effectiveness of the policies and procedures for acquiring and maintaining adequate

instructional materials and equipment, such as technology tools and software, the support systems for technology,

software, and textbooks, other printed materials, library media resources, manipulatives, and laboratory materials

for instruction including online.


• Students are provided with all the needed materials to support

their learning via the school textbook room or online.

• Classroom are equipped with technology tools (document

cameras and projectors) and manipulatives (Math

department) needed to meet daily instructional objective/s.

• Chrome books

• Computer labs in buildings A, E and F

• Text book room

• Learning Center Chrome Book Carts

• World Language Chrome Book Carts


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• 35 Chrome Book carts are available for use to support

curricular materials as needed for the course of study.

• Three computer labs are available (upon request from a

teacher) to be used to support curricular materials as needed

for the course of study.

• Special Education Learning Center has a dedicated Chrome

Book cart to support student learning and curriculum.

• All ELD classrooms have dedicated Chrome Book cart to

support ELD curriculum and instruction.

• All World Language classrooms have a dedicated Chrome

Book cart to support the World Language Curriculum.

• ELD Chrome Book Carts

Well-Qualified Staff

A5.5. Indicator: Resources are available to enable the hiring, nurturing, and ongoing professional development of

a well-qualified staff for all programs such as online instruction and college and career.

A5.5. Prompt: Determine if the resources are available to hire, nurture, and provide ongoing professional

development for a well-qualified staff. Include specifics if online, IB, and/or college and career preparation

programs are in place.


• Hiring practices are completed by the school district and

follow the contractual process for both certificated and

classified staff.

• District Human Resources department participates in various

job fairs throughout Northern California and invites site

administration to participate in the process to fill their school

site vacancies.

• Teaching assignment alignment of staff development to

content standards, assessed student performance, and

professional needs.

• Ongoing staff development via minimum day activities (PLC

collaboration), academic conferences, instructional coaching

and professional development activities during the

instructional day.

• Stockton Unified School District provides ongoing

Professional Development during the school day and after

school/work hours for all levels of teachers.

• SUSD Hiring Process which include the

internal transfer process for both

certificated and classified staff.

• Master Schedule teaching assignments



• Professional development opportunities

for teachers on the following: ✓ Common Core State Standards



✓ Lesson Planning



✓ AVID Summer institute ✓ MAP and Illuminate (use of instructional

data)

✓ English Learner Program and

methodologies

✓ Technology Integration (GOORU,

Google Applications for Education)

Long-Range Planning

A5.6. Indicator: The district and school’s processes for regularly and effectively aligning the Local Control

Accountability Plan (LCAP) with site resource decisions ensures the continual availability and coordination of appropriate


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funds to support students’ achievement of the critical learner needs, the academic standards, college- and career-readiness

standards, and the school wide learner outcomes.

A5.6. Prompt: Evaluate the effectiveness of these processes.


• District provides parent, staff, and community meetings and

survey throughout the year to review LCAP categories and

current funding priorities

• Funding priorities are identified at the District level and are

based on stakeholder input

• Title 1 and LCAP priorities are established within the SPSA

by both the school site stakeholders and District. They are

based on student achievement data from the SBAAC, ACT,

SAT, AP, MAP, CEDLT, A-G completion, Graduation rate,

and Drop out Rate. CTE and Dual Enrollment/Early College

is not currently part of the SPSA; however, is reviewed at the

site level to identify how the SPSA can support these college

and career elements.

• Modifications to the SPSA based on LCFF funding changes

are approved by the SSC.

• SUSD District Website

• SPSA

• Graduation rate and Drop out Data (grade reports)

• CTE participation

• Dual Enrollment/Early College participation

(including San Joaquin Delta College Placement

test)

• SBAAC scores

• Career Pathway Completion

• Common Core Units of Study Performance Tasks

in English and Math

• School Site Council meetings

• ELPC meetings

• School Leadership meetings


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Category B: Standards-based Student Learning: Curriculum

B1. Rigorous and Relevant Standards-Based Curriculum Criterion

All students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the

achievement of the academic standards, the college- and career-readiness standards, and the school wide learner

outcomes. Through standards-based learning (what is taught and how it is taught), these are accomplished.


Current Educational Research and Thinking

B1.1. Indicator: The school uses current educational research related to maintain a viable, meaningful

instructional program that prepares students for college, career, and life.

B1.1. Prompt: Evaluate how effective the school uses current educational research related to the curricular areas

to maintain a viable, meaningful instructional program for students.


• Teachers use a variety of instructional strategies based on

curriculum, current research in pedagogy, administrator

recommendation or guidance, new classroom technology and

“best practices” developed through staff development,

Professional Learning Communities (PLC) and departmental

standards.

• Teachers are now able to access student test scores via our

Illuminate Database.

• Staff members are also using information regarding

Advanced Placement (AP) placement and AP test results to

attempt to reduce the achievement gap between our various

students and ensure equal access to a challenging curriculum

for all students. Teachers are taking this information and

through collaboration time and PLC’s, they are developing

improved instructional strategies, common rubrics and

consistent presentations to better target areas of growth.

• SUSD recognizes that we have to improve articulation

between our elementary and high schools to ensure that as

students matriculate from one site to the next there is a

consistency in standards, expectations and curriculum that

builds on that of the previous year.

• Emails from Instructional coach

• Materials/Attendance from conference

• Meeting minutes · AVID .org

• Video of new teachers presenting Vatterott

• AVID Conference

• AVID Professional Development

• Professional Learning Communities Conference

• PLC Readings

• NAF Conference

• Coaching News

• Collaboration Meetings based on student/teacher

needs

• Rethinking Grading by: Cathy Vatterott

• Project based learning

• Instructional strategies/effect size/impact on

learning/achievement - Marzano, Hatti

• AVID

• Professional Learning Communities (PLCs)

• Tutoring (Peer, Mentors, Additional

Before/Afterschool)

• Content and Assessment Programs (i.e. APEX,

MAP, etc.)

• Write off notes · AP Training/Documents

• SLC Career Pathways

• RCD Units of Study

• Career Cruising

• Renaissance

• CLTA Conference

• CHP Explorer


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Academic and College- and Career-Readiness Standards for Each Area B1.2. Indicator: The school has defined academic standards and college- and career-readiness standards for each

subject area, course, and/or program.

B1.2. Prompt: Determine the extent to which there are defined academic standards and college- and career-

readiness standards for each subject area, course, and/or program that meet state or national/international

standards and, where applicable, expectations within courses that meet the UC “a-g” requirements. (This includes

examination of the annual submission of course syllabus approval to UC for all AP courses. Verify that the facility

requirements for "wet labs" are met for all lab science courses.)


• CCSS are implemented in all Math and ELA courses.

• CCSS Literacy Standards are utilize by all content areas to

build reading and writing skills across the curriculum.

• Common Core State Standards are implemented via the

CCSS Unit of Study for grade levels nine through eleven.

✓ Math: Algebra I, Algebra II, and Geometry

✓ English: English I, English II, and English III

• Next Generation Science Standards are being developed into

Units of Study has started to be developed. This includes the

development of a new SUSD District Science pathway for all

students to follow starting in 2017-2018 school year.

• New Social Studies Framework recently passed by the State

of California is under review as of January of 2017 to

develop (at the District level) Units of study.

• Two Career pathways are part of NAF (Health and CT) and

another two are STEM or STEAM (Engineering and CAPA)

that all provide CTE opportunities for students

• SPSA

• English and Math Units of Study student work

• Contractual Collaboration meetings

• AVID Workshops and Conference

• Video of new teachers presenting Vatterott

• DII Training

• Common Core Training

• NGSS Training- Dept. Chair/Mr. Tubal

• ELD Conference- CLTA (Fox, Wong)

• Social Science- Solution Tree Training

• ASVAB · DII Training

• Common Core Training

• NGSS Workshops and Training

• ELD Workshops and Conferences

• Social Science- Solution Tree Training

• World Language Curriculum

• Yearbook Curriculum and Design Software

• Google Classroom · Google accounts/drive

• Khan Academy · Digital Citizenship

• Career Cruising

• CyberCollege.com

• NAF Curriculum

• How the market works

• Student work

• Teacher Lessons

• Internship classes

• Student-focused groups

• Homeroom activities

• AVID training sessions in Cornell, APA, and

MLA

• Work experience · Delta classes

• AP test score results SBAC results


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B1.2. Additional Online Instruction Prompts: Evaluate the extent to which the online curriculum/courses

consistently meet state academic standards. Determine if there is effective integration of outsourced curriculum

into the program.


• APEX online program is design to provide students the

opportunity to meet A-G college requirements or High

School Graduation Requirements.

• All APEX courses are meet both high school requirements

and A-G criteria (with the exception of lab sciences).

• APEX courses are provided both during the school day as a

course or after school via Independent Study.

• Students who attend APEX have failed the course in which

they need to recover the credits to graduate on time or

received a C- to D- grade making them ineligible to meet A-

G college requirements (for College Board approved courses

only).

• Graduation rate

• A-G completion rate

• Grade Data

Congruence B1.3. Indicator: There is congruence between the actual concepts and skills taught, the academic standards, the

college- and career-readiness standards, and the school wide learner outcomes.

B1.3. Prompt: Evaluate the extent to which there is congruence or consistency between the actual concepts and

skills taught, the academic standards, the college- and career-readiness standards, and the school wide learner

outcomes.


• Use the existing structure of the assessment analysis and the

Action Walks to evaluate the effectiveness of the current

curricular programs for rigor and degree of implementation

of the SLOs.

• Action Walks are being implemented by SLC and

Department.


strengths and weaknesses trending in Action Walks to

determine needs in professional development.

• A post-secondary course is being offered on campus for our

seniors.

• Community College placement test is being given on campus

for all levels.

• In professional development time of SLCs and Departments,

grade data is being analyzed and compared to CST and

district assessments.

• Academic conferences are held three times a year to support

core teachers.

• CCSS RCD Units of Study- English/Math

• Action Walk forms

• Student work (i.e. level of DOK)

• A-G Completion Rates

• SAT/ACT Scores

• ASVAB Scores

• AP test results

• San Joaquin Delta placement test and course

completion


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Integration among Disciplines B1.4. Indicator: There is integration and alignment among academic and career technical disciplines at the school

and where applicable, integration of outsourced curriculum into the program so that curricular integrity, reliability,

and security are maintained.

B1.4. Prompt: Evaluate to what extent is there integration among disciplines and where applicable, integration of

outsourced curriculum into the program so that curricular integrity, reliability, and security are maintained.


• CTE courses are established in four of the five career

pathways. These courses provide the integration of both CTE

and CCSS Literacy skills and concepts.

• Internship opportunities for students who complete their

pathway and can build a community connection to receive

real world experience.

• STEM Projects are integrated into the Engineering pathway

via the Project Lead The Way curriculum and MESA

activities

• The establishment of the CAPA Stage Craft CTE pathway

during the 2015-2016 school year provided the students a

STEAM pathway in which CTE, Math, and CCSS Literacy

skills and concepts are integrated into the curriculum

• STEM

• Collaboration of Science and Math teachers

• Lesson Plans

• Classroom Visits

• Text books aligned with State Standards/CCSS

• Career Pathways (SLC)

• Transcripts

Articulation and Follow-up Studies B1.5. Indicator: The school articulates regularly with feeder schools, local colleges and universities, and

technical schools. The school uses follow-up studies of graduates and others to learn about the effectiveness of the

curricular program. B1.5. Prompt: Determine the extent to which the school articulates curricular programs and expectations with its feeder

schools, local colleges and universities, and technical schools. Explain how the school uses follow-up studies of graduates

and others to learn about the effectiveness of the curricular program.


• San Joaquin Delta College courses are available on campus

since 2012-2013 school year in which all students/grade

levels have access to attend for free if they qualify.

• All San Joaquin Delta College courses on campus are

transferable to four-year institutions in California and most

outside of California. The courses are targeted to meet the

students undergraduate General Education course

requirements

• 8th grade students visit the campus, tour and participate in

classes throughout the school year to help with the transition

to high school.

• The AVID program visits elementary schools and presents

to students about the AVID program.

• San Joaquin Delta College courses

• 8th Grade Visitation

• Parade For Literacy

• Delta College Courses Taught

• College Presentations

• Field Trips to Colleges

• Career Center Student Tracking

• Pre-registration (SLC Presentation)

• Military/First Responders


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2. Access to Curriculum Criterion

All students have equal access to the school’s entire program and are provided assistance with a personal learning plan to

meet the requirements of graduation and are prepared for the pursuit of their academic, personal, and career goals.

Variety of Programs — Full Range of Choices

B2.1. Indicator: All students are able to make appropriate choices and pursue a full range of realistic college and career

and/or other educational options. The school provides for career exploration, preparation for postsecondary education, and

pre-technical training for all students.

B2.1. Prompt: Evaluate the effectiveness of the processes to allow all students to make appropriate choices and pursue a full

range of realistic college and career and/or other educational options. Discuss how the school ensures effective opportunities

for career exploration, preparation for postsecondary education, and pre-technical training for all students

Findings Supportive Evidence

• Chavez provides students with Homeroom (Advisory) in order to ensure that

all students have a specific teacher they can connect with. This teacher

remains the student’s homeroom teacher throughout the student’s high

school career.

• Homeroom program students are exposed to multiple opportunities to

explore secondary, postsecondary academic, and career opportunities.

Students track their academic progress bi-quarterly and participate in a web

based program (Career Cruising) which provides scholarship lists and

applications along with and career research and application options. In the

bi-quarterly academic progress review, students track their A-G progress,

GPA growth or regression, and pre-registration services for the next

term/school year. We are currently working with our district Information

Services department to create a college and career tracking survey that will

garner various indicators that are currently not all housed in one place.

• Chavez provides every student with access to Career Cruising

(https://goo.gl/SQCkqU) as a tool to assist them in planning for

postsecondary and career opportunities. Students can research colleges,

scholarships, and careers through this web portal. This tool provides multiple

• SPSA

• Homeroom Curriculum

• Career Cruising

• AVID Curriculum

• Career Center Tracking

• Use data to determine to reteach,

for enrichment and for

intervention

• College tutor timesheet

• AVID certification evidence

• Work Study and Internship

participants

• Illuminate Survey for Seniors

(being developed)

• The Career Center works with various local universities,

colleges, Trade Schools, and Military branches of service to

schedule visits and have presenters come here to the school

to give information on their programs. In addition, Delta

Community College conducts courses on our campus.

• The Career Center is currently collecting information from

students regarding where they have applied to go to post-

secondary school and their acceptance letters.

• The District IS program is currently assisting the school in

creating a Senior Survey that each senior will take in May,

in their homeroom class that will streamline the post-high

school information that we would like to collect.

• CCHS provide parent nights, trainings and pre-registration

nights where parents and students or other community

members can come and get more information on specific

topics, or more general information on Chavez.

https://goo.gl/SQCkqU


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surveys and other tools which help the student narrow relevant scholarships

and career opportunities based on their skills and personal histories.

• The AVID program allows students grades 9-12 opportunity to explore

career options and gives individualized support with college readiness.

Students in the AVID program are provided opportunities to go on college

tours, explore careers through class projects, and understand the essential

elements of student success through AVID programs such as college tutors

leading tutorials, binder and grade checks.

• The Career Center has been assisting students with career exploration by

organizing presentations from colleges where the students learn about the

requirements that they need to get admitted into various higher learning

institutions. They provide workshops to assist students and parents with their

college applications, FAFSA process and application and information for CA

Dreamers. The career center also organizes field trips to college and

university campuses to give students an authentic overview of college life

and to assist them in their selection.

• Cesar Chavez High School offers students the ability to get a work permit

with the county with the assistance of a work study teacher who monitors

grades and work hours. In addition, we offer an internship program that

allows students to learn about various jobs. One of the issues the school is

facing with this program is the kids having the transportation to get back and

forth to the internship site.

• Cesar Chavez High School offers students a wide range of career exploration

opportunities through our Smaller Learning Communities or SLC’s. As a

freshman students will be presented with five different career pathways that

they can choose with four of them being Career Technical Education

certified. This makes us the only school in San Joaquin County to offer so

many CTE pathways.

• Students who complete their pathway are also encouraged to participate in

job shadowing and internships within their SLC career field. Several Delta

College classes are now being offered on the Cesar Chavez High School

campus to accompany the SLC/CTE pathways for further student

development in the subject areas such as Administration of Justice and

Health.

Accessibility of All Students to Curriculum

B2.2. Indicator: A rigorous, relevant, and coherent curriculum that includes real world applications is accessible

to all students through all courses/programs offered.

B2.2. Prompt: Evaluate students’ access to a rigorous, relevant, and coherent curriculum across all programs that

includes real world applications. To what extent do the instructional practices of teachers and other activities

facilitate access and success for all students?


• CCHS 4X4 schedule allows all students to meet high school

graduation requirements, A-G college qualifications, and

participate in a career pathway.

• Student Schedules

• CCHS 4 Year Plan

• Master Schedule

• Department Data Team/PLC minutes

• UOS for English and Math


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• Core subject teachers participate in Academic Conferences

with the Principal and Instructional Coach to determine best

practices, evaluate student work, and to hold each other

accountable on what is going on in individual classrooms.

• STEM Classes, SLC Classes, UOS in English and Math

curriculum includes real world applications accessible to all

student. DOK level 3 and 4 are the emphases of action

walks, collaboration and academic conference.

• Our CCHS Instructional Coach works with new teachers

and other interested teachers in classroom management and

instructional strategies. Coaching cycles are done with

teachers as needed. New teachers have participated in at

least two coaching cycles while others have done more

based on need. Coach meets with the teacher, sets a goal,

observes the teacher in the classroom, and then debriefs with

the teacher. New goals are set as needed.

• Early College Courses are offered for all students via our

partnership with our local community college, San Joaquin

Delta college.

• Professional Development Training is offered to new

teachers as well as other teachers as needed. Training is

done by administration, instructional coach, or district

office. In addition to trainings offered at Chavez, the

curriculum department holds various trainings throughout

the year that teachers can go to.

• UOS in English and Math have been created by the district

and have been evaluated by West Ed. A core group of

English and Math teachers have been working with district

leadership to modify these units.

• Each of the Units of Study in English target the common

core standards while providing teachers with an engaging

scenario example that allows students and teachers to

connect the lessons to a real world application.

• Also, students have the option to take honors, AP and even

Delta College classes related to careers such as medical

terminology and psychology.

• SUSD Course Catalog

• Instructional Coach notes

• Contractual Collaboration notes

• Master Schedule

• SLC agendas/Homeroom preparation

• Homeroom Activities with students for pre-

registration

• SLC/8th grade pre-registration fair

B2.2. Additional Online Instruction Prompt: Evaluate the procedures to ensure that students have access to

courses that meet the UC “a-g” requirements, including lab courses.


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• APEX online program is design to provide students the

opportunity to meet A-G college requirements

• All APEX courses are meet both high school requirements

and A-G criteria with the exception of lab sciences.

• APEX courses are provided both during the school day as a

course or after school via Independent Study.

• Students who attend APEX have failed the course in which

they need to recover the credits to graduate on time or

received a C- to D- grade making them ineligible to meet A-

G college requirements (for College Board approved

courses only).

• Graduation rate

• A-G completion rate

• Grade Data


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Student-Parent-Staff Collaboration

B2.3. Indicator: Parents, students, and staff collaborate in developing and monitoring a student’s personal learning

plan and their college and career and/or other educational goals. (This includes the evaluation of whether online

instruction matches the student’s learning style.)

B2.3. Prompt: Evaluate to what extent parents, students, and staff collaborate in developing, monitoring, and

revising a student’s personal learning plan and their college and career and/or other educational goals.


• Adoption of a standard, district supported, web-

based grade and information system accessible by

students and parents. Teachers are encouraged to

use this system so that students are able to review

their grades, work, and attendance. The

information on logging into the account is

reviewed in Homeroom and posted on the school

website.

• Parent Vue

• Student Vue

• Teacher Records

Post High School Transitions

B2.4. Indicator: The school implements strategies and programs to facilitate transitions to college, career, and

other postsecondary high school options and regularly evaluates their effectiveness.

B2.4. Prompt: Evaluate the effectiveness of the strategies and programs to facilitate transitions to college, career,

and other postsecondary high school options.


• Career Cruising program provides college (both two and

four year), Trade School, and career exploration. Surveys

within the program (which is assessable from home for all

students) identify possible careers and the necessary

academic training both in and after High school for students

to explore.

• Career Cruising provides an online database that can

identify or find directly scholarship information (dates,

applications, deadlines, etc.) for students. A personal survey

is used by the program to ID scholarships the students can

apply to during and after high school graduation.

• San Joaquin Delta College courses offered on campus has

increased over the last five years with at least 150 students

from various grade levels participating. Students have the

opportunity to save time and money by participating in this

program

• Homeroom lessons

• Career Cruising

• San Joaquin Delta College Courses

• APEX Enrolment Data

• Students’’ Log from the Counselors

• AVID program and coordinator keeps contact with

transferring students from CCHS


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• Increase A-G completion rate through Homeroom and

AVID Schoolwide strategies.

• Homeroom advisory was implemented to assist with the

guidance and mentorship of all students.

• Reviewing and encouraging all students to complete their A-

G courses and/or SLC pathways courses is consistently in

the homeroom lesson plan.

• Counselors and teachers work with students’ transcripts to

monitor and support all students ensuring that they meet the

A-G requirement.

• CCHS continues to offer APEX and credit recovery options.

• Tutorial center is offered after school by teachers on

campus.

• The 4x4 block schedule facilitates student completion of A-

G and Graduation requirements.

• There is a need to identify and improve how students are

tracked after transferring from our high school. A senior

survey is being developed that all senior students will

complete that gives very specific information on plans after

high school. It will be administered in Homeroom in early

May.


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Category C: Standards-based Student Learning: Instruction

To achieve the academic standards, the college- and career-readiness standards, and the school wide learner

outcomes, all students are involved in challenging and relevant learning experiences.

Challenging and Relevant Learning Experience

Results of Student Observations and Examining Work

C1.1. Indicator: The students are involved in challenging and relevant work as evidenced by observations of

students working and the examination of student work.

C1.1. Prompt: Evaluate the degree to which all students are involved in challenging and relevant learning to

achieve the academic standards, the college- and career-readiness standards, and the school wide learner

outcomes. Include how observing students working and examining student work have informed this

understanding. Provide evidence on how the school has evaluated the degree of involvement of students with

diverse backgrounds and/or abilities and how the school has modified instruction based on these findings.


• Improve instructional practices designed to teach critical

thinking skills needed for advanced courses

• All core department teachers have been trained in DII model

• Thematic instruction continues to be a consistent topic in

SLC professional development. If adopted into every SLC

classroom this will improve rigor and engagement

• Action Walks are done monthly by core Departments

members to provide instructional feedback on student

engagement (passive or active), level of DOK, Learning

Objective, and elements of DII



determine needs in professional development

• Academic Conferences with core teachers are held three

times a year to review student academic data to identify the

instructional needs of our students

• Advanced Placement, AVID, and Instructional Improvement

Conferences and Workshops are given to train teachers and

staff to provide Advanced Placement courses in which

students can earn college credit while in high school and to

improve instructions through researched based strategies

• Department Data Team/PLC minutes

• Department Action Walks

• Academic Conference


• Students’ work

C1.1. Additional Online Instruction Prompt: Evaluate the effectiveness of timelines and pacing guides for

completing coursework for asynchronous online instruction.


• APEX program does not contain a specific pacing guide;

however, a semester course is designed to be completed by a

“typical” students within four to six weeks.

• APEX semester course completion


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Student Understanding of Learning Expectations

C1.2. Indicator: The students understand the standards/expected performance levels for each area of study.

C1.2. Prompt: Examine and evaluate the extent to which students understand the standards/expected performance

levels that they must achieve to demonstrate proficiency.

Evidence Supporting Evidence

• All core teachers have been trained in DII model in

which Learning Objectives are measurable and stated to

the student throughout the lesson.

• Essay’s and projects utilize Rubrics and scoring guides

by the Social Studies, English, and Science

departments.

• English department utilizes San Joaquin Delta College

English 1A and English 79 writing rubric in their

essays.

• Social Studies department focus writing/research papers

using APA format.

• Classroom Rubrics

• Student work

• Writing Placement test for San Joaquin Delta College

• Social Studies and English essays/research papers

Differential Instruction

C1.3. Indicator: The school’s instructional staff members differentiate instruction, including integrating

multimedia and technology, and evaluate its impact on student learning.

C1.3. Prompt: Determine how effectively instructional staff members differentiate instruction, such as integrating

multimedia and technology, to address student needs. Evaluate the impact of this on student learning.

Findings Supporting Evidence

• Teachers utilize technology to allow students to search

and identify information to help them meet the

learning objective for the lesson. This is completed

only as needed and depending on the course or

activity.

• English and Social Studies departments utilize Chrome

books to allow students to write their essays and

research assignments in MLA or APA format.

• World Language department has specific curriculum

tied to the use of technology in which students utilize

throughout the course during the lesson as needed for

differentiation.

• ELD courses utilize technology via Rosetta Stone

program to improve their English proficiency. Rosetta

Stone program is provided to students after school and

is at the pace of the individual student

• Social Studies and English MLA and APA research

assignments

• Student work via Google Docs

• Student work in the CT and Engineering pathways

• MAP and SBAAC assessments

• Student transcripts for courses allowing them to

utilize technology to demonstrate their learning

• Rosetta Stone student sign list

C2. Student Engagement Criterion


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All teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the

classroom that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels.

C2.1. Indicator: Teachers are current in the instructional content taught and research-based instructional

methodology, including the integrated use of multimedia and technology. C2.1. Prompt: Evaluate the extent to which teachers effectively use a variety of strategies including multimedia and other

technology in the delivery of the curriculum.


• Teachers utilize technology for video use, PowerPoint,

and student activities using Google Docs to

demonstrate their learning.

• Communication Technology and Engineering

pathways both utilize technology with their programs

(PTLW and Adobe).

• English and Social Studies departments utilize Chrome

books to allow students to write their essays and

research assignments.

• World Language department has specific curriculum

tied to the use of technology in which students utilize

throughout the course.

• ELD courses utilize technology via Rosetta Stone

program to improve their English proficiency. Rosetta

Stone program is provided to students after school.

• Chrome books are utilized for MA, SBAAC, and

department (when applicable) testing/assessments.

• Social Studies and English MLA and APA research

assignments


• Student work in the CT and Engineering pathways

• MAP and SBAAC assessments

• Student transcripts for courses allowing them to

utilize technology to demonstrate their learning

C2.1. Additional Online Instruction Prompt: Evaluate how teacher technology competencies are assessed

during online instruction.


• Teaching staff who runs the APEX online course is trained

by the SUSD District office on how to access, monitor, and

guide students through the credit/A-G recovery program.

Teachers who do not receive this training are not allowed

access to the APEX program.

• APEX classes

Teachers as Coaches

C2.2. Indicator: Teachers facilitate learning as coaches to engage all students.

C2.2. Prompt: Evaluate and comment on the extent to which teachers use coaching strategies to facilitate learning

for all students. Provide examples such as equitable questioning strategies, guided and independent practice,

project-based learning, and other non-didactic techniques to engage students in their own learning.


• Instructional coach works with all teachers on a voluntary

basis. 22 new teachers (first and second year to Chavez)

• Coach has a file on each teacher where notes are

housed.


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are all on a coaching cycle at least one time per

month. Coach meets with teacher for a pre-conference

where issues or concerns are discussed, classroom

observation is set up, and debrief meeting is

scheduled. Teachers meet with coach after their

observation to hear feedback on specific skills they asked to

be monitored and to set goals and intentions for the next

visit. In addition, help with lesson planning is done as

needed. This year the coaching focus has been on

classroom management, instructional strategies, WEBB's

Depth of Knowledge, and direct interactive instruction.

• Instructional coach is also responsible for setting up

professional development trainings with the principal and

administration team. Our focus has been and continues to

be on proper lesson planning for student centered work and

re-evaluating grading to assure students are mastering their

subjects.

• Instructional coach sends out weekly "Coaching News"

email to all staff. This is a chance to send out articles,

videos, or other information on topics of interest to the

school. It is also an opportunity to send reminders of

norms that we have agreed to as teachers. Teachers now

send the coach ideas for articles that are sometimes used in

future issues.

• Outlook Calendar also shows dates of meetings.

• District required reporting system where all work

is logged is also available.

• Professional Development Agendas are sent to

staff via email.

• Coaching News emails are kept online and in a

binder in the coach's office

Examination of Student Work

C2.3. Indicator: Students demonstrate that they can apply acquired knowledge and skills at higher cognitive

levels to extend learning opportunities.

C2.3. Prompt: Evaluate the extent to which students demonstrate a) that they are able to organize, access and

apply knowledge they already have acquired; b) that they have the academic tools to gather and create knowledge

and c) that they have opportunities to use these tools to research, inquire, discover, and invent knowledge on their

own and communicate this.


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• Teachers are provided ongoing instructional support and staff development

based on Webb’s DOK. This allows them to evaluate (with their students)

the rigor level of the student work products.

• Teachers continue to utilize traditional written work for student

demonstration of learning. However, with the addition of Chrome Books

over the last couple of years, student work is now being demonstrated via

Google Docs.

• The CCSS RCD Units of Study for the content areas of Math and English

provide assessments and Performance Tasks that are DOK levels 2-4.

• English, Science Social Studies departments have utilized Chrome Books

to help students locate and identify information for their lessons, research

papers, and essays.

• Teachers examine student work via their Department Data Team/PLC and

Contractual Collaboration time to provide instructional support for

students to improve Rubrics and Scoring Guides.

• Student Work analysis via

Department Data Team/PLC

opportunities

• Math and English RCD units of

study

• Social Studies APA research papers

• English MLA research papers and

essays

• Academic Conference review of

student work

C2.3. Additional Online Instruction Prompt: Evaluate and comment on the effectiveness of reviewing student

work online and online communications to determine the degree to which students are analyzing, comprehending,

and conducting effective research.


• The Math and English CCSS RCD Units of Study provide

opportunities for students to complete work online via Google

Docs. This is monitored by their teacher and varies depending

on the activity.

• English, Math, Science, and SLC career pathway courses

provide students’ opportunities to utilize technology to gather,

interpret and disseminate information for their various

projects, essays, and research papers.

• Various teachers have integrated programs such as “Remind”

to communicate to students and families lesson activities, due

dates, and student expectations for their classes. However, the

use of this program is limited to less than 25% of the staff.

• Student Work analysis via Department Data

Team/PLC opportunities

• Math and English RCD units of study

• Social Studies APA research papers

• English MLA research papers and essays

• Academic Conference review of student work


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C2.4. Indicator: Students demonstrate higher level thinking and problem solving skills within a variety of

instructional settings.

C2.4. Prompt: Evaluate and provide evidence on how well the representative samples of student work

demonstrate that students are able to think, reason, and problem solve in group and individual activities, projects,

discussions and debates, and inquiries related to investigation.


• Ongoing review of student work via Department Data

Team/PLC process

• Improve instructional practices designed to teach critical

thinking skills needed for advanced courses (AP and Honors).

Use of DOK level 3 and 4 for regular courses.



determine needs in professional development.

• Academic Conferences with core teachers are held three times

a year to review student academic data to identify the

instructional needs of our students.

• Thematic and integrated instruction is a consistent topic in

college and career readiness and teacher professional

development. Integration of core content areas beyond writing

and reading across the curriculum (such as Math and Science)

is still limited beyond the SLC career pathway courses.

• SLC Career pathway courses

• Department and SLC meetings and

professional development

• Action Walk Forms

• Student Work

• Academic Conference Form

• Collaboration Minutes/Logs

C2.5. Indicator: Students use technology to support their learning.

C2.5. Prompt: Evaluate the extent to which representative samples of student work demonstrate that students use

technology to assist them in achieving the academic standards and the school wide learner outcomes.


• Teachers utilize technology to allow students to search and

identify information to help them meet the learning objective

for the lesson. This is completed only as needed and

depending on the course or activity.

• English and Social Studies departments utilize Chrome books

to allow students to write their essays and research

assignments in MLA or APA format.

• World Language department has specific curriculum tied to

the use of technology in which students utilize throughout the

course during the lesson as needed for differentiation.

• Social Studies and English MLA and APA

research assignments


• Student work in the CT and Engineering

pathways

• Student transcripts for courses allowing

them to utilize technology to demonstrate

their learning

• SLC Career pathway courses

• Department and SLC meetings and

professional development





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• ELD courses utilize technology via Rosetta Stone program to

improve their English proficiency. Rosetta Stone program is

provided to students after school and is at the pace of the

individual student

• Communication Technology, Health, and Engineering pathway

courses utilizes technology consistently to demonstrate their

learning via the NAF and PTLW curriculum.

• Teachers continue to utilize traditional written work for student

demonstration of learning. However, with the addition of

Chrome Books over the last couple of years, student work is

now being demonstrated via Google Docs.

C2.6. Indicator: Students use a variety of materials and resources beyond the textbook.

C2.6. Prompt: Evaluate the extent to which representative samples of student work demonstrate student use of

materials and resources beyond the textbook; availability of and opportunities to access data-based, original

source documents and computer information networks; and experiences, activities and resources which link

students to the real world.


• Students do not have access to specific data base, nor is one provided by the

school site or District. Data bases are identified by the teachers and utilized in the

classroom. These data bases include Google Scholar and ERIC.

• English and Social Studies departments utilize Chrome books to allow students

to write their essays and research assignments in MLA or APA format.

• World Language department has specific curriculum tied to the use of

technology in which students utilize throughout the course during the lesson as

needed for differentiation.

• ELD courses utilize technology via Rosetta Stone program to improve their

English proficiency. Rosetta Stone program is provided to students after school

and is at the pace of the individual student.

• Science department utilizes technology to help students access online material

and information for projects and labs.

• Communication Technology, Health, and Engineering pathway courses utilizes

technology consistently to demonstrate their learning via the NAF and PTLW

curriculum.

• Social Studies and English

MLA and APA research

assignments

• Student work via Google

Docs

• Student work in the CT and

Engineering pathways

• Student transcripts for

courses allowing them to

utilize technology to

demonstrate their learning

• SLC Career pathway

courses

• Department and SLC

meetings and professional

development




Real World Experiences

C2.7. Indicator: All students have access to and are engaged in career preparation activities.

C2.7. Prompt: Evaluate the degree of and the effectiveness of student access to career awareness, exploration and

preparation that may include such activities such as job shadowing, internships, apprenticeship programs, regional

occupational programs, career academy programs, on-the-job training programs, community projects and other real world

experiences that have postsecondary implications.


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• Four of the five SLC career pathways are CTE. This provides opportunity for the

development of internships and job shadowing activities for the SLC’s of CAPA,

CT, Health, and Engineering.

• CT and the Health SLC’s are NAF certified programs. In addition, the Engineering

program is part of the Project Lead The Way (PTLW) program and is STEM

based. The CAPA stagecraft program is STEAM based.

• 4X4 schedule provides opportunity for students to participate in a job shadowing

and internships the students’ junior and senior year.

• District has not provided consistently internships or job shadowing opportunities

for the school site. Internships and job shadowing opportunities are identified by

teachers or individual students who have completed their career pathway.

• Homeroom has included Career Cruising activities to provide student information

for college and career preparation both in high school and after.

• The Career Cruising online program (provided to all students in SUSD grades 3-

12) provide career interest surveys and career exploration information to help

students plan for the high school career and post high school planning. It also

includes college/university (both two and four year) information, Trade school

information, resume builder, national scholarship locator (via a personality

survey), and national job locator.

• Ongoing field trips throughout the school year are provided to students (via our

career center) to visit local business to explore their career. Trips have included

visits by CT SLC pathway students to Version and Google. Health SLC pathway

students to the Dual Vocational Institute and Prison Facility and Decision

Medicine. CAPA pathway students visit various local Theaters and Video

production companies such as Telemundo, Stockton Arena, and Sacramento

Convention Center.

• Homeroom activities

• Career Cruising online

program

• Internships and Job

shadowing developed by

student and teacher

• College and Career Field

Trips to Google, Version,

local universities, and

colleges

• Music and performing arts

and school activities for the

Stagecraft and CT video

production students

C2.7. Additional Online Instruction Prompt: Evaluate the effectiveness of opportunities within online

instruction for real world experiences and applications for the students.


• The APEX program is a credit recovery or A-G recovery (assistance with students

who need to improve their grade to be UC/CSU eligible) and is designed by the

company that has some real-world applications depending on the lesson.

• APEX program activities


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Category D: Standards-based Student Learning: Assessment and Accountability

D1. Using Assessment to Analyze Monitoring and Report Student Progress Criterion

The school staff uses a professionally acceptable assessment process to collect, disaggregate, analyze, and report student

performance data to the school staff, students, parents, and other stakeholders.


Professionally Acceptable Assessment Process

D1.1. Indicator: The school uses effective assessment processes to collect, disaggregate, and analyze student performance

data.

D1.1. Prompt: Evaluate the effectiveness of the school’s assessment processes. This would include the collection of data

from state, national and local sources; the disaggregation of data for ethnic groups, socioeconomic status, and students with

disabilities; and the analysis of performance that provides feedback as to how students are meeting the expectations of the

academic standards (including Common Core) and the school wide learner outcomes.

Findings Supportive Evidence

• CCHS reviews student grades and progress reports from synergy to identify

instructional support and student placement. However, the grade data is not

disaggregated beyond the course and teacher who assigned the grade. As of 2012-

2013 school year, the District has not provided the school site disaggregated

demographic or student status (i.e. if they are ELD or Special Education) data for

grade data analysis. To compensate, disaggregation happens via the Teacher

Academic Conferences three times a year. However, the accuracy of this type of

disaggregation is not always correct.

• CCHS teachers has access to SBAAC, CEDLT, and MAP data via Illuminate

system. This data points are utilized in instructional planning, professional

development and both the Department Data Team/PLC meetings and Contractual

Collaboration.

• College Board information (SAT, PSAT, and AP) are gathered directly from the

College Board website by school leadership. This data points are utilized in

instructional planning, professional development and both the Department Data

Team/PLC meetings and Contractual Collaboration.

• CTE completion data is provided by the school district via the Perkins

Grant/funding. However, it is not disaggregated by student sub groups.

• Department Data

Team/PLC minutes


• Illuminate data base for

SBAAC and MAP

• Action walk forms

• Common formatives

• Academic conference

form

• AP, ACT, SAT, PSAT

scores

• San Joaquin Delta

College Placement Scores

Monitoring and Reporting Student Progress

D1.2. Indicator: The school informs and creates understanding through effective processes in order to keep

district, board, parents, and the business and industry community informed about student progress toward

achieving the academic standards, the college- and career-readiness standards, and the school wide learner

outcomes.

D1.2. Prompt: Evaluate the effectiveness of the processes that inform and create understanding of the appropriate

stakeholders (governing board members, teachers, students, parents, business/industry community) about student

achievement of the academic standards, the college- and career-readiness standards, and the school wide learner

outcomes.


• SPSA contains a few College and Career indicators (SAT, ACT, SBAC, and AP)

and the plan is reviewed, monitored and approved by the SSC which consist of

• SPSA and SARC

• Homeroom Activities for

Transcript review


141

students, parents/community members, teaching staff, classified staff member, and

the school Principal.

• Course grades are determined by the teacher or department; however, criteria for

the grade may not reflect CCSS or college and career readiness standards mastery.

Both students and parents can access semester grades via ParentVue or StudentVue

Synergy SIS system.

• Starting in 2012-2013 parents gained access to ParentVue program that has allowed

them to monitor their students’ grades, attendance, and class assignments within the

Synergy system. Adoption of a standard, district supported, web-based grade and

information system accessible by students and parents.

• ParentVue and StudentVue allows both students and parents the ability to check

their child semester grades, unofficial transcript, and daily attendance. Class

assignments and homework is accessible via the teachers grading program if the

teacher chooses not to utilize Synergy as their everyday grade book. However, all

daily attendance and final/semester grades have to be uploaded using Synergy

• Back to school night is held at the beginning of the school year and an Open House

is provided during Term 2. These events provide opportunities for parents to visit

the school and collaborate with the teachers regarding student achievement.

• School learner outcomes utilizes college and career indicators including Graduation

rate, AP scores, SAT scores, ACT scores, Dual Enrolment/Early College placement

and completion, Career Cruising, SBAC, and Career pathway completion.

• Counselors meet with students throughout their four years to review with them and

their parents their college and career goals. These meetings include review of

transcripts for high school graduation, A-G college requirements, and SLC career

pathway completion.

• Homeroom activities for students include transcript review that includes students

tracking their progress toward high school graduation, college and career goals

(which includes A-G completion), and SLC career pathway completion. Students

are then tasked with demonstrating to parents what they know about their transcript.

Parents are called via our school phone message system to inform parents that

students reviewed their transcripts in school and should be able to explain it to them

once they get home. If they cannot, then they are to contact the student counselor.

• The SARC (School Accountability Report Cart) demonstrates to the community

CCHS current academic progress with college and career indicators including

SBAC, A-G completion, CTE completion, Graduation and drop out data. The

SARC is available online from the District and School websites.

• School and District

Website

• Phone message to parents

• Back to school night &

Term 2 Open House

• ParentVue and Student

Vue

• ACT scores

• SAT scores

• AP scores

• A-G completion Grade

data

• Career Cruising student

use

Monitoring of Student Growth

D1.3. Indicator: The school has an effective system to determine and monitor all students’ growth and progress

toward meeting the academic standards, the college- and career-readiness standards, and the school wide learner

outcomes, including a sound basis upon which students’ grades are determined and monitored.

D1.3. Prompt: Evaluate the effectiveness of the system used to determine and monitor the growth and progress of

all students toward meeting the academic standards, the college- and career-readiness standards, and the school


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wide learner outcomes, including the basis for which students’ grades, their growth, and performance levels are

determined.


• Department Data Team/PLC provide teachers the ability to monitor student

progress and implement instructional modifications or supports as needed.

• Counselors review student’s college and career indicators every quarter (or

semester for our 4X4). This include A-G completion, SAT/ACT assessments, AP

assessments, and SLC Career pathway completion. Counselors utilizes this data for

course placement and college and career support for the students on their caseload.

• Teachers use MAP data and Illuminate Data to evaluate students’ progress and to

drive instruction.

• Core department teachers (Math, English, Science, and History) utilize their

Academic Conference to monitor mastery of CCSS and to modify instruction or

student support as needed.

• Homeroom time has been utilized to teach students about their college and career

planning and monitoring (such as review and understanding their transcripts and A-

G requirements). Other college and career indicators such as ACT, SAT, CTE

completion via their SLC pathway began this year.

• Renaissance program provide incentives for students to for continuous

improvement throughout the high school academic career. Students meet the

program by making Honor Roll, receiving all A’s and B’s at the semester,

improving their GPA by .05, scoring 3 or higher on the AP exam, and perfect

attendance. On average, over 1000 students qualify for Renaissance (via one of the

categories) throughout the school year.

• Students and parents can view/monitor their attendance or semester grades at any

time through via ParentVue and StudentVue. However, daily lesson monitoring

various from teacher to teacher due to teachers using various types of grading

programs.

• Department Data

Team/PLC minutes &

Collaboration Rubric


• Renaissance participation

• Graduation Data

• Duel Enrollment and Early

College participation

• Transcript review

• ACT, SAT, and San

Joaquin Delta College

placement data

• AP data

• SLC Career pathway

monitoring

D1.3. Additional Online Instruction Prompts: Evaluate the effectiveness for determining if a student is

prepared to advance to the next unit, course, or grade level. Evaluate how course mastery is determined and

evaluate the “steps” or “gates” that are in place to prevent students from proceeding to the next unit if mastery has

not been demonstrated.

Evaluate the effectiveness of the procedures for grading student work whether it is done electronically or

individually by the teachers.

Evaluate how teachers ensure academic integrity and determine students are doing their own work in the online

environment. Comment on the degree to which the results for state-mandated assessments and the high school exit

exam are used in decisions about student achievement and advancement and improving the instructional program.


143


• CAHSEE assessment is no longer offered by the State of California and is no longer

utilized in the District instructional program or student placement.

• The CAASP/SBAC online assessment is only completed by students in the 11th

grade per California Department of Education. The data from this assessment is used

to identify student academic proficiency for the 11th grade. However, Course

placement or student course support is not based on their performance on the SBAC

as they only take it one time in high school.

• MAP is an annual (three times a year) online assessment for grades 3 through 10.

Data from the MAP is utilized throughout the school year to help teachers identify

appropriate instructional strategies and supports in the classroom. Since 2014-2015

school year, grade 11 has been added to the MAP test.

• ELD program uses the MAP assessment to help identify English proficiency. If an

ELD student scores Advance on the CEDLT and meet their MAP growth target, they

are exited from the ELD program.

• 8th grade MAP scores, student grades in ELA or Math, and CAASP/SBAC is used to

identify student course support for Algebra and English for their 9th grade school

year. Criteria for placement is established by the school district. No other

support/intervention courses are offered for grades 10-12 for the high school by our

District.

• The San Joaquin Delta placement test is an online test used to establish student

college readiness for the College courses offered on campus. The test can be re-taken

if needed to help a student qualify for a higher level course. The first time students

take this assessment, it is on our campus. All re-takes are completed on the San

Joaquin Delta College campus.

• The San Joaquin Delta College online assessment scales identify which college

courses students can attend (i.e. student placement). Students are tested in Math (on a

six-point scale), Reading, and Writing (both on a three-point scale). A score of five

or six in Math allows students to take Statistics (only college math course offered on

campus at this time. A score of three in Reading and Writing allows students to take

a college level course such as English 1A. Score of two in Reading or Writing allows

students to take such as Psychology, Medical Terminology, or an English 79

(remediation college course). A score of one in reading and writing only allows a

student to take Criminal Justice; however, our school is exploring a college prep

writing course to support students who score two or one in reading and writing.

Students can re-take this online assessment

• Teachers monitor online student work via Google shared documents.

• Teachers utilize specific websites (that they review first) for students to gather

information.

• Social Studies and English department utilize MLA and APA format for written

projects. Students are taught how to paraphrase and appropriately cite information in

MLA and APA format in these courses to ensure integrity.

• SBAC/CAASP data

• MAP Data

• English MLA essays

• Social Studies APA

essays

• Master Schedule and

student placement

• CEDLT data


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D2. Using Assessment to Monitor and Modify Learning in the Classroom Criterion

Teachers employ a variety of appropriate formative and summative assessment strategies to evaluate student

learning. Students and teachers use these findings to modify the learning/teaching practices to improve student

learning.

Appropriate Assessment Strategies

D2.1. Indicator: Teachers consistently use appropriate formative and summative strategies to measure student

progress and guide classroom instruction.

D2.1. Prompt: Evaluate the effectiveness, the appropriateness and the frequency of the assessment strategies,

especially student work, based on the programmatic goals and standards to determine student achievement.


• During weekly professional development and collaboration time, teachers identify

students that are in need of intervention and rigor and discuss a plan of action and

strategies for each student via Department Data Team/PLC process and

Contractual Collaboration.

• Core Department Teacher Academic Conference is an analysis of student data

(grades, MAP, formative and summative data) to target classroom instructional

support and intervention as needed.

• English and Math department CCSS RCD Units of study contain common

summative assessments. These assessments (which include a pre-test to measure

growth) include one to three various types of Performance Tasks.

• Departments continue to create common formative assessments and utilize them

via their Department Data Team/PLC process to monitor student growth and to

identify instructional support.

• Core Department Academic

Conference documentation

and Action Plans

• Department Data

Team/PLC minutes


D2.1. Additional Online Instruction Prompts: Evaluate the use of student work and other online assessments

(formative and summative) that demonstrate student achievement of academic standards and the school wide

learner outcomes.


• The CAASP/SBAC online assessment is only completed by students in the 11th

grade per California Department of Education. The data from this assessment is

used to identify student academic proficiency for the 11th grade. However, Course

placement or student course support is not based on their performance on the SBAC

as they only take it one time in high school.

• MAP is an annual (three times a year) online assessment for grades 3 through 10.

Data from the MAP is utilized throughout the school year to help teachers identify

appropriate instructional strategies and supports in the classroom. Since 2014-2015

school year, grade 11 has been added to the MAP test.

• ELD program uses the MAP assessment to help identify English proficiency. If an

ELD student scores Advance on the CEDLT and meet their MAP growth target,

they are exited from the ELD program.

• 8th grade MAP scores, student grades in ELA or Math, and CAASP/SBAC is used

to identify student course support for Algebra and English for their 9th grade school

• SBAC/CAASP data

• MAP Data

• English MLA essays

• Social Studies APA essays

• Master Schedule and

student placement

• CEDLT data


145

year. Criteria for placement is established by the school district. No other

support/intervention courses are offered for grades 10-12 for the high school by our

District.

Demonstration of Student Achievement

D2.2. Indicator: Teachers use the analysis of assessments to guide, modify and adjust curricular and instructional

approaches.

D2.2. Prompt: Examine the effectiveness of the processes used by professional staff to use formative and

summative assessments to guide, modify and adjust curricular and instructional approaches. This includes how

professional learning communities and subject matter teams collaborate to collect, analyze, and use assessment

data for the basis of curricular and instructional decisions.


• The 4x4 minimum day is provided by contractual waiver with the Teachers

Union. Passage allows for 30 days of PLC and Collaboration activities.

• Data Teams process (by leadership and Learning Center and Dr. Angela Perry)

was integrated into the Department PLC process during the 2013-2014 school

year. This six step process includes teaching using common Formative

(sometimes summative) assessments that address grade level standard master to

identify instructional supports or modifications based on student achievement.

Steps five steps of this process are:

1) Collect and chart data

2) Analyze strengths and Obstacles based on the data

3) Establish or modify SMART goal/s

4) Identify Common Instructional Strategies

5) Determine Results Indicators

• The Department Data Team/PLC process includes a rubric, norms and group

rolls for the teaching to utilize to ensure success of the analysis of student data

(which also include the review of student work)

• Action Walks are based on Department Data Team/PLC common strategies

(Step four in the process) and is used to provide teacher to teacher feedback on

instructional effectiveness and student engagement.

• Academic Conferences with core teachers are held three times a year to review

student academic data (formative and summative data) to identify instructional

supports or modifications as needed.

• Department Data Team/PLC

process

• Action Walks




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Student Feedback

D2.3. Indicator: Student feedback is an important part of monitoring student and classroom progress over

time based on the academic standards, the college- and career-readiness standards, and the school wide

learner outcomes. Interviews and dialogue with representative students inform the degree to which learning

experiences are understood and relevant in preparing students for college, career, and life.

D2.3. Prompt: Using interviews and dialogue with students, evaluate the extent to which students understand

the expected level of performance based on the standards and the school wide learner outcomes in relation to

preparation for college, career, and life. Evaluate the effectiveness of the student-teacher interaction and

monitoring of student progress based on student feedback.


• Advisory Homeroom was implemented to assist and help student guide their own

academic progress based on their possible college and career goals. Ideally,

students are supported in Homeroom with the same teacher all four years to provide

them additional support, academic guidance, and academic advocacy.

• Student academic monitoring in Homeroom includes using transcripts to identify if

they are on track to graduate, A-G completion, and SLC career pathway

completion.

• Homeroom activities are grade specific, relevant and appropriate to the specific

grade level course and student learning outcomes per CCHS four year course plan.

• Students are encouraged (all four years at CCHS) to participate in Dual

Enrollment/Early College courses offered on campus for free to save them time and

money after graduation. Courses offered on campus either cover most four year

Universities (including all UC/CSU) General Education requirements or are

directly connected to the student SLC Career pathway.

• Counselors and Homeroom teachers work with students throughout their high

school career to ensure that the student is meeting their college and career goals.

This includes reviewing with them their transcripts, college information, Trade

school information, and scholarships.

• APEX online program provides students additional opportunities to meet A-G

requirements by allowing them to complete most A-G high school courses online

(exception is lab sciences). Students utilize this opportunity as they progress

through high school and receive a grade of C- or lower that does not qualify them

for UC/CSU.

• This school year, CCHS Tutorial Center was revamped and based on teacher

referral. The referral specifically targets the students’ academic need for the course

to ensure that they have the additional instructional support as needed. Students

also can participate in the Tutorial Center on their own as needed.

• Study Hall was established this year to allow for a place for students to complete

homework or class assignments after school. In addition, Study Hall provides

access to computers for research, Google Docs, and Microsoft Office Suit.


• CCHS Four Year

Course Plan

• Dual Enrolment/Early

College placement

• CCHS Tutoring

Center Teacher

referrals (Term 2

only)

• CCHS Study Hall

Sign in sheets

• Rosetta Stone access

sign in sheets


147

• ELD program provides after school support for students via Rosetta Stone program.

This program provides additional support to build student English proficiency.

Students are referred to the program by the ELD instructional team and is

monitored by the ELD Coordinator.

Category E: School Culture and Support for Student Personal and Academic Growth

E1. Parent and Community Engagement Criterion

The school leadership employs a wide range of strategies to encourage family, business, industry, and community

involvement, especially with the learning/teaching process.

Regular Parent Involvement

E1.1. Indicator: The school implements strategies and processes for the regular involvement of all stakeholder

support groups in the learning and teaching process, including parents of non-English speaking, special needs and

online students.

E1.1. Prompt: Evaluate the strategies and processes for the regular involvement of the family, business, industry,

and the community, including being active partners in the learning/teaching process. Comment on the

effectiveness of involving parents of non-English speaking, special needs and online students.


• CCHS has re-established the school parent center in which parents receive

support and information about the school and their students. Parent Center

was created by parents and ran by parents.

• Parent involvement through events like pre-registration, magnet fair, workability

program, sports, renaissance/recognitions and grade visits. AVID parent

workshops are held twice a year.

• Starting this year, parents have been included to work with directly with

student and teacher leadership to develop the Student Learning Outcomes,

build on college and career awareness, and the SUSD Comprehensive

Needs Assessment

• School Site Council includes parents being stakeholders of the school.

• ELPIC is held quarterly where parents of our English Learners meet, learn,

eat and fellowship with one another. ELPIC meetings are held once per

month, parents are invited.

• CCHS send out all phone communication in both English and Spanish. Phone

messages keep parents and community informed.

• Parent communication and connections to school. Parent Vue was set up through

Synergy (our school wide information system) to allow parent to see attendance,

discipline and grades.

• Band Boosters meet monthly to support in which they fundraise for travel,

equipment, uniforms and supplies needed. (Fireworks, crab feeds, etc.)

• SSC membership, meeting

agendas

• ELPIC membership,

meetings and agendas

• CCHS Website

• CCHS Twitter Accounts

• CCHS 9th Grade SLC/Pre-

Registration fair

• Comprehensive Needs

Assessment focus group

interviews

• Parent/Teacher/Student

leadership meetings


148

• Back to school Night is held once a year to establish a relationship among teacher

and parents. During Term 2, additional opportunity is utilized with parents via

Open House format was re-established during the 2015-2016 school year.

• Various clubs interact and utilize local business for support and school

involvement. Community support includes Walmart and California Highway

Patrol (MECHA annual Christmas toy drive), local feeder elementary schools

(Walk for Literacy events), and the Arnold Rue Community Center (Special

Education support and volunteer service).

• All SLC’s come together once per year to display the CTE Pathways, student work

and recruitment information for parents and incoming 9th graders.

• SUSD has a yearly Parent Volunteer Ceremony that recognizes parents who have

supported the school.

• CCHS Website and various school Twitter accounts provides up to date

information regarding school information, events, staff information, etc.

Use of Community Resources

E1.2. Indicator: The school uses community resources to support student learning. E1.2. Prompt: Evaluate to what extent the school solicits and employs business and community resources to support and

extend learning. Determine how effectively community members’ expertise and services, such as professional services,

business partnerships, guest speakers, job fairs, field trips to local employers, and evaluation of student projects and

classroom presentations, provide real world applications of the learning standards and school wide learning outcomes.


• CCHS has increased the number of industry professionals that speak on our

campus throughout the year connected to our SLC career pathways and include

local doctors, police offices, engineers, government workers, entertainers, and

media industry (print, TV, and internet).

• Staff CTE instructors will work with the San Joaquin County Office of Education

to strengthen ties to business and industry partners and remain current on demands

and changes of workplace expectations.

• From 2011 to 2015, we have brought in representatives from continuing education

providers and business to interact with juniors and seniors during sophomore and

freshman CAHSEE testing. This event is now held completed by SUSD and

includes local universities and colleges since the CAHSEE was eliminated.

• Coordinating with the BEA, local colleges, military and training programs, a two-

day workshop is presented to junior and seniors to increase their awareness of

college and career options.

• Due to inconsistent District support, students and school site SLC career pathway

teachers are responsible for obtaining their own internship opportunity with side

admin guidance and support. This has caused a decrease level of internships and

job shadowing opportunities over the last seven years.

• Field trips are arranged to promote an SLC specific career pathway or identify a

skill set that may be required as students advance in their careers or education.

• Classroom lessons

connected to industry

professionals

• San Joaquin County

annual Industry Partners

event

• In the Business Skills

course students are

prepared through real


149

Students via the SLC pathway are invited to participate on these trips to learn more

about their possible career interest after high school. Annual business connected

field trips include visits to Google, Verizon, Stockton Arena, Dual Vocational

Institute prison, and Sacramento Convention Center.

• During the 2015-2016 school year, SkillsUSA was established on school site to

help establish more links with local business, SLC Career Pathways. This program

also allows for regional, State, and National competitions in the areas of STEM.

This year, 11 CCHS SkillsUSA members have qualified for the State Tournament.

• At this time, there is not a District plan to bring industry professional onto the site

to evaluate or provide feedback to students career pathway courses. The school site

has started to do this by building relationships with the Stockton Business

Education Alliance (BEA) this school year to implement for the 2017-2018 school

year in at least one SLC career pathway course sequence.

world activities to find an

internship.

• The following are some of

the field trips and

community events:

✓ Coordinating with county

music honors band concert

at Delta College

✓ Video Production and

Stage Craft video

✓ Honor band concert

✓ Fremont Elementary Turn

Around Arts Program

✓ Skills USA Regional,

State and Nation

Competitions

✓ Stockton Arena crew

members for yearly

graduation ceremony

✓ AVID, MEChA

community service

✓ Increased community

partnerships to support job

shadowing and internships

✓ CTE field trips to Google,

Verizon Innovations and

Creative Museum

E2. School Environment Criterion

The school is a) a safe, clean, and orderly place that nurtures learning and b) has a culture that is characterized by trust,

professionalism, high expectations for all students, and a focus on continuous school improvement.

Findings

Supporting

Evidences

• Renaissance program design as a incentive to motivate students to improve academically.

Each semester (four times a year in the 4X4 schedule) students can qualify to participate in

the program and receive rewards and certificates by improving their GPA by .05, making the

Honor Roll, Having all A’s and B’s on their semester report card, scoring proficient or

advance on the CAASP/SBAC, and scoring three or high on the AP exam.

• Students who complete their SLC career pathway with grades of C or better in each course

receives a SLC Pathway Completion Chord to wear at their graduation.

• School clubs have an academic focus to motivate college and career preparation an

community service. All students have access to clubs.

• Circle of Friends program is designed to link up SDC Special Education students with

general education students. This program focus is to ensure the inclusion in all aspects of the

school Special Education students. Since the program inception during the 2009-2010 school

year, 100 general education students participate on average.

• Renaissance Data

• Circle of Friends

program

• SLC completion

• SAP Process

• SST Process

• PLUS Program

• Cyber Crime

Safety Digital

Citizenship

• Every 15 minutes


150

Safe, Clean, and Orderly Environment

E2.1. Indicator: The school has existing policies and regulations and uses its resources to ensure a safe, clean,

and orderly place that nurtures learning, including internet safety. E2.1. Prompt: Determine the extent to which the school has implemented policies and committed resources to ensure a safe,

clean, and orderly environment that nurtures learning. Evaluate the effectiveness of the school’s practices and procedures for

all aspects of student safety including: effective operating procedures for internet safety, bullying, drug and alcohol abuse

education and intervention, conflict intervention, use of derogatory or hateful language especially in the context of race or

gender, disaster preparedness and other safety topics of local concern that may interfere with learning.

• SAP (Student Assistance Program) - A progressive referral process for struggling students in

academics and discipline. Starts with the teacher, goes to the counselor and involves

administrators and parents.

• SST (Student Support Team) Process - an instruction used in the SAP process to develop a

plan moving forward for student success. Counselor, teacher, administrators, student and

parent are involved in the process.

• PLUS Peer Leaders Uniting Students is a youth facilitated program that utilizes social

leadership qualities to connect all students on a campus. A diverse cross section of student

leaders facilitate a series of activities that create communication, connections, care and

community amongst a student body. Utilizing best practice strategies, the PLUS Team

student leaders serve as the liaison between the student body and the adults on a campus.

SUSD has been implementing the PLUS Program to further their efforts to build a safe

school environment for all students since Winter 2012. PLUS Program is a handpicked group

of students from a variety of backgrounds who work together as a team to incorporate youth

development strategies into activities on campus.

• Digital Citizenship is a concept which helps teachers and technology leaders understand what

students should know to use technology appropriately. But Digital Citizenship is more than

just a teaching tool; it is a way to prepare students for a society full of technology. Too often

we are seeing students as well as adults misusing and abusing technology. The issue is more

than what the users do not know but instead what is considered appropriate technology

usage.

• Components include: Digital Etiquette -Digital Communication - Digital Literacy - Digital

Access - full electronic participation in society 5. Digital Commerce - Digital Law - Digital

Rights & Responsibilities - Digital Health & Wellness - Digital Security (self-protection)

• Expectations of School: GAFE student accounts will be managed based on requirements for

use in classes. Internet safety and digital citizenship education will be included in student

curriculum. In school, teacher supervision and school content filters are used to prevent

access to inappropriate content and to ensure that student use of digital technology follows

the school AUP. Student accounts can be accessed by domain administrators at any time. It is

expected that ALL 9-12 grade students in all classrooms will be utilizing some GAFE

resources.

• The Every 15 Minutes program is a two-day program focusing on high school juniors and

seniors, which challenges them to think about drinking, driving, personal safety, the

responsibility of making mature decisions and the impact their decisions have on family,

friends, their community, and many others.


151



leadership qualities to connect all students on a campus. A diverse cross section of

student leaders facilitate a series of activities that create communication, connections,

care and community amongst a student body. Utilizing best practice strategies, the

PLUS Team student leaders serve as the liaison between the student body and the

adults on a campus. SUSD has been implementing the PLUS Program to further

their efforts to build a safe school environment for all students since Winter 2012.

PLUS Program is a handpicked group of students from a variety of backgrounds who

work together as a team to incorporate youth development strategies into activities on

campus.

• Comprehensive athletic program, Visual and Music Performing Arts program and

Student Activities program (consisting of over 80 various types of clubs) provide

opportunities for students to be involved in school events and activities beyond the

classroom.

• CSTP California Standards for Teaching Profession is an element of teaching

evaluation ensuring safe, clean and orderly environment.

• Titan Expectation in every classroom to remind students of their proper behavior in

school.

• The CHKS California Healthy Kids Survey has led to a better understanding of the

relationship between students; health behaviors and academic performance, and is

frequently cited by state policymakers and the media as a critical component of school

improvement effort.

• The SAP and SST process ensure the students will be given the necessary support and

protection and the right to support and due process.


general education students. This program focus is to ensure the inclusion in all aspects

of the school Special Education students in addition to helping the Special Education

students verbal and social skills. Since the program inception during the 2009-2010

school year, 100 general education students participate on average.

• Digital Citizenship is a concept which helps teachers and technology leaders

understand what students should know to use technology appropriately. But Digital

Citizenship is more than just a teaching tool; it is a way to prepare students for a

society full of technology. Too often we are seeing students as well as adults misusing

and abusing technology. The issue is more than what the users do not know but

instead what is considered appropriate technology usage.

• Expectations of School: GAFE student accounts will be managed based on

requirements for use in classes. Internet safety and digital citizenship education will

be included in student curriculum. In school, teacher supervision and school content

filters are used to prevent access to inappropriate content and to ensure that student

use of digital technology follows the school AUP. Student accounts can be accessed

by domain administrators at any time. It is expected that ALL 9-12 grade students in

all classrooms will be utilizing some GAFE resources.

• Intervention Center

Sign In Sheet


• PLUS forums

• Google Apps

• SST

• SAP

• Healthy Kids Survey

• CSTP


152

High Expectations/Concern for Students

E2.2. Indicator: The school demonstrates caring, concern, and high expectations for students in an environment

that honors individual differences and is conducive to learning. E2.2. Prompt: Evaluate to what extent the school has created and supported an atmosphere of caring, concern, and high

expectations for students in an environment that honors individual differences. Determine how effectively school policies,

programs and procedures support student learning by examining information such as: proportionality of discipline data, use

of positive behavior strategies by staff, restorative justice practices, celebrations of students’ heritage and ethnicity and other

information or practices that support a caring, learning environment.

Atmosphere of Trust, Respect, and Professionalism

E2.3. Indicator: The school has an atmosphere of trust, respect, and professionalism.

E2.3. Prompt: Evaluate the degree to which there is evidence of an atmosphere of trust, respect, and professionalism.

Examine the quality and consistency of communication and collaboration between and among the school’s leadership, staff

and stakeholders; this includes the degree to which stakeholders are involved in the review of the Single Plan for Student

Achievement and District’s Local Control Accountability Plan and to what extent they are included in decision-making.


• During the 2013-2014 school year, CCHS eliminated its In School Suspension program

and started an Intervention Center. Student are referred to the center for behavior

incident and counselors work directly with them via one on one or small group support.


leadership qualities to connect all students on a campus. A diverse cross section of

student leaders facilitate a series of activities that create communication, connections,

care and community amongst a student body. Utilizing best practice strategies, the

PLUS Team student leaders serve as the liaison between the student body and the

adults on a campus. SUSD has been implementing the PLUS Program to further

their efforts to build a safe school environment for all students since Winter 2012.

PLUS Program is a handpicked group of students from a variety of backgrounds who

work together as a team to incorporate youth development strategies into activities on

campus.

• Circle of Friends is a school inclusion program for students with disabilities of all ages

that establishes an understanding and acceptance of differences on school campus. And

in the community life, decreasing bullying and erasing the lines between disabled and

non-disabled.

• Renaissance program design as a incentive to motivate students to improve

academically. Each semester (four times a year in the 4X4 schedule) students can

qualify to participate in the program and receive rewards and certificates by improving

their GPA by .05, making the Honor Roll, Having all A’s and B’s on their semester

report card, scoring proficient or advance on the CAASP/SBAC, and scoring three or

high on the AP exam.

• Teaching staff is attempting to increase active student engagement (DOK activities of

level three and four), differentiation of instruction, and application of varied

instructional techniques in all classes, especially to target the needs of low skill

students and English Language Learners to keep them focused and involved in class.



Activities and Sign In

Sheet

• Renaissance program

• Plus Program


153


• Leadership team created and analyzed school goals prior to the new school year.

Information is then disseminated to all staff via collaboration activities, Principal

Weekly updates, and on site Professional development activities.

• Department Data Team/PLC grade level teams have established norms to follow to

their meeting to illicit professionalism and interaction among all team members. Norms

are developed by each team at the start of the school year. Norms are reviewed and

updated (if needed) by the team at the start of Term 2.

• Multiple surveys are provided to the staff to illicit feedback via the District PLC goal,

Comprehensive Needs Assessment (CNA), and LCAP. The information from these

surveys is shared with school leadership to help provide support and direction to staff

to increase student learning.

• LCAP feedback to the District from staff is provided via online surveys. Surveys are

completed usually in the Spring.

• A multi-leveled stakeholder leadership group was established to address the needs of

the school and students. The group consists of parents (from SSC and ELPIC),

classified employees, student leadership, and teacher leadership. The team created

CCHS Student Learner Outcomes and disseminated that information to all

Stakeholders.

• Titan Voices Committee is a group of students (two from each second period class)

that comes together with ASB student leadership to participate in the decision-making

process of school events and activities. This group then takes the information back to

the class and present it to their fellow students. They also take feedback from the

students back to the ASB leadership as needed to improve school activities and

programs.

• Each week, staff is provided updates about school programs, activities, achievement,

and processes by the school principal. Updates include “Proud to Be a Titan” element

(which is included in all CCHS meetings) to honor stakeholder achievements both

academic and extra-curricular. Information in the “Weekly Updates” is provided to the

Principal by CCHS staff and District Office. Some information is kept on the updates

to ensure compliance and/or availability of information for staff to refer to throughout

the school year.

• Titan Voices

Committee agendas

• SSC and ELPIC

agendas

• Principal Weekly

Updates

• Department Data

Team/PLC norms and

Rubric

• CNA stakeholder

survey data

• School Leadership

meeting agendas

• Stakeholder

Leadership meeting

agendas

E3. Personal and Academic Support Criterion

All students receive appropriate academic support and intervention to help ensure school, college, and career success.

Students with special talents and/or needs have access to a system of personal support services, activities, and opportunities

at the school. These are enhanced by business, industry, and the community.

Adequate Personalized Support

E3.1. Indicator: The school has available and adequate services to support student’s personal needs.

E3.1. Prompt: Evaluate the availability and effectiveness of academic and personal support services, including referral

services, to support students in such areas as physical and mental health, and career, academic and personal counseling,

including an individualized learning plan.


154


• Homeroom advisory was implemented to assist with the guidance and mentorship of all

students to help them meet their college and career goals. Homeroom teacher refer

student’s counselors for the academic and college and career planning if they do not know

how to assist/support their Homeroom student.

• Counselors meet with students individually to review their college and career goals. This

includes creating a four-year academic plan for the student, monitoring of their transcripts,

and working with their parents/guardians.

• Career Cruising web based program provides opportunities for all student’s career

exploration, scholarship searching, job searching, college/Trade school exploration, and

building of a student resume. Students have access to this program at home and in school;

however, they receive support via Homeroom activities and counseling support.

• Mental health services are provided on and off campus from Valley Community Center (a

San Joaquin County program) to students who are referred by a Counselor, administrator,

or Health Office staff.

• Anger management and Smoking Sensation (which includes the use of both tobacco

products and marijuana products) is provided on campus from Point Break (a city non-

profit organization contracted with our District). Students can be referred to this program

based on teacher, counselor, administrator, or Health Office staff.

• Gang intervention and anger management is also completed via Point Break. Referrals are

provided for this element via the assistant Principal who is in charge of school intervention.

• Students who have behavior or family intervention/support that go beyond school site

resources. Students and families who meet this criteria are referred to Child Abuse

Prevention Counsel (a city non-profit contracted with our District) via our SST process and

SB65 counselor (Drop out Prevention Counselor).

• School Psychologist is on site twice a week and works directly with CCHS Special

Education Services. However, the School Psychologist can assist with General Education

students as needed.

• After School

Tutoring

• Homeroom reviews

student’s transcripts

once a semester

• APEX SPED

• Health Care

Assistant, Nurse and

School Psychologist

• IEP

• Intervention

room/counselor

• There are 5 SLC’s

on campus. They

include CT, CAPA,

Health, Engineering

and Law and Order

• Teachers can refer

students to the

Tutorial Center

E3.1. Additional Online Instruction Prompts: Comment on the availability and adequacy of the academic

counseling, college preparation support, personal counseling, and health services provided for the students

involved in online instruction.


• APEX credit recovery and for A-G requirements program that is part of the

regular academic program of the school. All supports are the same as the rest of

the school program.

• APEX courses during

school day

Support and Intervention Strategies Used for Student Growth/Development

E3.2. Indicator: Strategies are used by the school leadership and staff to develop and implement personalized approaches to

learning and alternative instructional options.


155

E3.2 Prompt: Evaluate the effectiveness of the types of strategies used by the school leadership and staff to

develop and implement personalized approaches to learning and alternative instructional options which allow

access to and progress in the rigorous standards-based curriculum. This includes strategies such as personalized

learning, the use of small learning communities and the implementation of alternative learning options.


• CCHS is divided into five Small Learning Communities (SLC). All students are

assigned to their SLC when they register to the school during their 8th grade year or

when they transfer into the school. The focus of the SLC is to provide additional

support to students via sharing common teachers and similar career interest. SLC

teachers meet throughout the year to provide both academic and behavior support for

students in their SLC.

• Homeroom class is designed around each of CCHS five Small Learning Communities.

Students Homeroom teacher is also one of the teachers in their SLC. Each SLC

contains a specific career pathways based on local industry sectors that are in need in

the San Joaquin Valley. Four of the five pathways have integrated CTE courses, one

has two Dual Enrollment/Early College courses (Health SLC), two are part of the

National Academy Foundation (CT and Health), one is SLC is STEM based

(Engineering), and another is STEAM based (CAPA).

• Students are encouraged to find Internships and job shadowing opportunities (with

SLC Lead Teacher Guidance) once they completed their career pathway. This is to

provide them more insight on the possible career they may want or not want to pursue

after high school saving them time and money. However, our School District has not

consistently provided support of direction for the development of internships or job

shadowing opportunities for our school site which has caused this element of our

career pathways to have limited success.

• The 4X4 schedule allows for all students (regardless of the academic level or

instructional need) the opportunity to participate in the SLC pathway so that they can

explore a possible career interest prior to graduating from high school to know what

they may want or not want to pursue after high school.

• Students are encouraged (all four years at CCHS) to participate in Dual

Enrollment/Early College courses offered on campus for free to save them time and

money after graduation. Courses offered on campus either cover most four-year

Universities (including all UC/CSU) General Education requirements or are directly

connected to the student SLC Career pathway.

• Small Learning Communities and counselors ensure that students will meet high

school requirements, complete SLC pathways and meet A-G requirement. Each student

learning experience at CCHS is designed around our Four-Year Course Plan.

• CCHS continues to offer APEX online program to provide students opportunities to

meet A-G requirements or recover credits to stay on track for graduation. This program

is offered during the school day and after school as part of our Extended Day program

for students who do not have the schedule flexibility to attend the APEX course during

the school day.

• This school year, CCHS Tutorial Center was revamped and based on teacher referral.

The referral specifically targets the student’s academic need for the course to ensure

• SLC Meeting Agendas


• SLC Career Pathways

• Dual Enrollment/Early

College courses

• Job Shadowing and

Internships

• APEX program/credit

and A-G recovery

• Tutorial Center sign in

sheets

• Study Hall sign in

sheets


156

that they have the additional instructional support as needed. Students also can

participate in the Tutorial Center on their own as needed.


homework or class assignments after school. In addition, Study Hall provides access to

computers for research, Google Docs, and Microsoft Office Suit.

E3.2. Additional Online Instruction Prompt: Provide evidence that the processes and strategies are effective for incoming

students with regard to orientation or induction and the ongoing monitoring and support of the students to ensure all have a

full opportunity for academic success.


• 8th grade students from our nine K-8 elementary feeder schools visit the campus at

least twice a year. The visit is to help ease the transition to high school and to help

students identify their SLC pathway, and explore other course offerings including

Dual Enrollment/Early College, Student Leadership, AVID, school clubs, Athletics,

and our Visual and Performing Arts program.

• For the last nine years, CCHS has held an SLC/9th grade pre-registration fair for the

8th grade students and parents who are currently attending our K-8 elementary feeder

schools, as well as for 8th grade students and parents who do not live in our attendance

zone. The SLC fair allows for student and their parents to learn about the five SLC

career pathways, AVID program, Athletics, School Leadership, and Visual and

Performing Arts Program. Students also have the opportunity at the event to meet with

counselors in small groups to register for classes for their Freshman year at CCHS.

Students and Parents who participate in this event are given priority registration as an

incentive to attend. 200 to 300 incoming Freshman students (current 8th grade

students) participate every year.

• Prior to the start of each school year, CCHS holds its annual Round Up/Orientation.

This event is open to all students to receive their class schedule, sign up for Dual

Enrollment/Early College courses with San Joaquin Delta College, complete the San

Joaquin Delta College placement test, receive their school ID, sign up for school

activities and athletics, receive a tour of the school (for new students), turn in all

registration documents sent home over the Summer by the School District, and have

access to the Student Store to pay for yearbooks, Prom, Grand Night, or purchase PE

clothes.

• The Freshman Round Up/Orientation includes a presentation by students and the

Principal that include an overview of the school vision, school goals, SLC pathways,

4X4 schedule, and school resources (StudentVue, ParentVue, School Website, Twitter

accounts, etc.) for students and parents to access as they start their new school

program.

• New students who enter into the school after it school year starts meet directly with

the counselor after the Registration process is complete. The counselor reviews the

school SLC career pathway structure, 4X4 schedule, Dual Enrollment/Early College

opportunities, high school requirements, and A-G requirements. and school programs.

Students are then assigned to an SLC, courses to attend for that Term (based on their

grade level, graduation requirements, and college and career goals) and provided a

tour of the school to help them become familiar with the school site.

• 8th Grade Visits

Schedule

• Round Up/Orientation

Schedule

• SLC Fair or Pre-

registration

• Freshman Round

Up/Orientation

• Round Up for 10th – 12

grades

• New student

registration process


157

Support Services – Interventions and Student Learning

E3.3. Indicator: The school leadership and staff ensure that the support services and related activities have a direct

relationship to student involvement in learning based on the academic standards and the school wide learner outcomes,

within and outside the classroom, for all students, including the EL, GATE, special education, and other programs.

E3.3. Prompt: Evaluate the extent to which student learning needs are accurately identified in a timely manner and the

appropriate support and intervention services are provided. Examine how the school monitors the effectiveness and

appropriateness of intervention for each student within and outside the classroom. Evaluate the processes that are used to

identify under-performing or struggling students and the interventions to address these identified student learning needs.

Comment on how interventions support and coordinate with regular classroom learning for all students, including those with

special needs receiving services from ELL, GATE, Title I and special education.


• During the 2013-2014 school year, CCHS eliminated its In School Suspension

program and started an Intervention Center. Student are referred to the center for

behavior incident and counselors work directly with them via one on one or small

group support.

• PLUS Peer Leaders Uniting Students is a youth facilitated program that utilizes

social leadership qualities to connect all students on a campus. A diverse cross

section of student leaders facilitate a series of activities that create communication,

connections, care and community amongst a student body. Utilizing best practice

strategies, the PLUS Team student leaders serve as the liaison between the student

body and the adults on a campus. SUSD has been implementing the PLUS Program

to further their efforts to build a safe school environment for all students since

Winter 2012. PLUS Program is a handpicked group of students from a variety of

backgrounds who work together as a team to incorporate youth development

strategies into activities on campus.

• Intervention courses are targeted to be completed during first Term. Then attend the

grade level course Term 2 to ensure their success and access to grade level

curriculum/standards. Example would be a student attending their English

intervention Term 1 and then their grade level English course Term 2. The

exception is ELD, in which students attend an ELD course both Terms unless they

are redesignated based on their CEDLT and MAP scores.

• As of the 2015-2016 school year, the only intervention courses provided to the high

school are for the 9th grade, ELD, and Special Education students. This has created a

challenge for non ELD and Special Education students in grades 10th – 12th in the

content areas of English as well as all 10th -12th grade students in the content area of

Math.

• Special Education students have access to all CCHS course offerings and

interventions. However, these interventions are specific to the student IEP. In

addition, both SDC and RSP students have access to the school Learning Center

which is designed to provide instructional support to students who are mainstreamed

into a general education course or need additional support from their RSP or SDC

course.

• RSP Special Education students have the opportunity (based on their IEP) to

participate in the “Study Skills” course which is designed to help support their

learning in their General Education courses as well as provide them organization,

note-taking, study strategies.

• Master Schedule &

Intervention courses

including ELD

• 9th grade English and

Math intervention

• ELD Placement


Data

• RSP Study Skills course

• Learning Center for

Special Education

Students

• AP, CAASP/SBAC,

ACT, SAT, CEDLT,

MAP, and San Joaquin

Delta placement data

points


counseling/intervention

activities

• PLUS activities


158

• This school year, CCHS Tutorial Center was revamped and based on teacher

referral. The referral specifically targets the student’s academic need for the course

to ensure that they have the additional instructional support as needed. Students also

can participate in the Tutorial Center on their own as needed.


homework or class assignments after school. In addition, Study Hall provides access

to computers for research, Google Docs, and Microsoft Office Suit.

• CCHS teachers review their student grades and progress reports from synergy to

identify instructional support and student placement. However, the grade data is not

disaggregated beyond the course and teacher who assigned the grade. As of 2012-

2013 school year, the District has not provided the school site disaggregated

demographic or student status (i.e. if they are ELD or Special Education) data for

grade data analysis. To compensate, disaggregation happens via the Teacher

Academic Conferences three times a year. However, the accuracy of this type of

disaggregation is not always correct.

• CCHS teachers has access to CAASP/SBAC, CEDLT, and MAP data via Illuminate

system. This data points are utilized in instructional planning, professional

development and both the Department Data Team/PLC meetings and Contractual

Collaboration. This data is also utilized to ensure appropriate placement of ELD

students and 9th grade intervention courses for English and Math support.

• College Board information (SAT, PSAT, and AP) are gathered directly from the

College Board website by school leadership. This data points are utilized in

instructional planning, professional development and both the Department Data

Team/PLC meetings and Contractual Collaboration. Students are provided support

via Tutorial Center or Study Hall to ensure their success in Honors or AP courses.

E3.3. Additional Online Instruction Prompt: Evaluate the extent to which the support services and related

activities have a direct relationship to student involvement in learning with respect to equity of access, availability

of computers and internet.


• Over the last two years, the CCHS has increased the number of Chrome Books on

campus to a total of 35. This now places the student to CPU ratio just below 2 to 1.

• Some Chrome Book Carts are assigned to specific classes (World Language, Health

SLC pathway courses, AVID, and ELD) because they are part of the curriculum.

However, all CCHS teachers can easily request for a chrome book chart as needed

from administration. However, all teachers must participate in training on the use of

the carts in their classroom to ensure they are properly being integrated into the

course and students are handling the devices correctly.

• During the 2011-2012 school year, the District established a school wide wireless

network that provides access to the internet from any wireless device. Students and

staff can access the network while on campus utilizing their ID number and

password. Guest to the site are provided limited access to the internet via the school

wide wireless system.

• Chrome Book Cart

• School wireless system

• School Staff and

student Server

• PC Labs


159

• A total of seven PC based computer labs are on campus. Five of the PC labs are

dedicated to specific programs such as AP Music Theory, Engineering, APEX, and

Communication Technology. The other two labs are assessable to teachers upon

request and completion of training on use of the labs. Since the increase of Chrome

Books on the campus over the last two years, the open PC labs have been limit used

by teaching staff.

• School retains a 25-terabyte server for students and staff to access from campus (it is

not accessible outside of the district). The server is in to parts. One for student access

that allows them to place or receive assignments via their electronic device and the

other is for the staff. The staff server includes department, SLC, and school resources

including common lessons, PLC minutes, Professional development resources, and

videos for classroom use.

• Students are allowed to utilize their personal devices (cell phones) for classroom

activities as directed by the teacher and for academic purposes only. Personal

devices are not to be used for social or non-school related activities.

• All devices connected to the CCHS wireless system are monitored by the District.

Violations to the use of the wireless system or inappropriate use of the internet or

server is immediately reported to school admin who investigates and follow up with

the student or staff member.

Equitable Academic Support to Enable All Students Access to a Rigorous Curriculum

E3.4. Indicator: Through the use of equitable support all students have access to a challenging, relevant, and coherent

curriculum.

E3.4. Prompt: Evaluate the school’s effectiveness in a) regularly examining for disproportionality in the

demographic distribution of students throughout the class offerings (e.g., master class schedule and class

enrollments) and b) providing additional and available support to provide equitable access to challenging, rigorous

courses for all students ( i.e., extra class time, tutoring, or types of alternative schedules available for repeat or

accelerated classes, summer classes, class periods beyond the traditional school day).


• Due to the 4X4 schedule, all students have access to Honors, AP, and Dual

Enrollment/Early College courses throughout the high school career at CCHS regardless

of their academic level. Students who receive grades of B or A in regular general

education courses are guided (i.e. pushed) to take the next course as an Honors, AP

course, or Dual Enrollment Course/Early College.

• Master schedule is developed based on student course requests to meet their college and

career goals. School counselors review the course request and provide guidance and

support to the student to ensure that they are meeting their college and career goals and

graduation requirements.

• Counselors monitor courses demographic balance and tries to balance the courses based

on student college and career goals. This has been challenging as some career pathways

student enter on based on their personal interest, not demographic balance. This has

caused the counselor team to inform and recruit new students for their SLC pathway to

try to achieve the highest level of balance as possible without interfering with student

college and career goals.

• Master Schedule

• CCHS Four Year

Course Plan

• SLC Pathways

• AP

• Honors class

• San Joaquin Delta

College Courses

• Core Department

Academic

Conference

• SLC meeting agenda


160

• After Term 2 Semester 1 is completed, CCHS SLC teachers come together and identify

their Homeroom students who are receiving A’s and B’s in general education regular

general education courses to refer them (and motive them) to attend Honors, AP, or

Dual Enrollment/Early College courses. Homeroom teacher recommendations are

provided to the SLC counselor who follows up with the student and parent to ensure

their course schedule for the following school year is rigorous and meets their college

and career goals.

• AP and Dual Enrollment/Early College courses are not just designed to increase rigor,

they are also a means for students to save time and money after high school as they

enter into a two or four year university/college program.

• SUSD recognizes that we have to improve articulation between our elementary and high

schools to ensure that as students matriculate from one site to the next there is a

consistency in standards, expectations and curriculum that builds on that of the previous

year.

Co-Curricular Activities

E3.5. Indicator: The school ensures that there is a high level of student involvement in curricular and co-curricular

activities that link to the academic standards, the college- and career-readiness standards, and the school wide learner

outcomes.

E3.5. Prompt: Evaluate the availability to and involvement of students in curricular and co-curricular activities.

Determine the effectiveness of the extent to which co-curricular activities link to the academic standards and

school wide learner outcomes. Examine the process that the school utilizes to evaluate the level of involvement

for all students in a variety of activities.


• Cesar Chavez High School has developed a comprehensive academic and

extracurricular program that has already proven to be highly successful outpacing

performance levels compared to the districts other comprehensive high schools. These

areas include 93% average daily attendance has sustained itself since the last six

academic years. Currently, CCHS attendance rate is 94.3%.

• Two student leadership classes are provided during the school year to increase the

number of student leaders on campus, support our SLC pathways, and complete ASB

activities. One leadership class is specifically design to support the SLC’s while the

second runs all ASB activities. Both classes work together for school wide events and

activities.

• Titan Voices Committee is a group of students (two from each second period class)

that comes together with ASB student leadership to participate in the decision-making

process of school events and activities. This group then takes the information back to

the class and present it to their fellow students. They also take feedback from the

students back to the ASB leadership as needed to improve school activities and

programs.

• CCHS has over 80 clubs in which 30 to 40 are consistently active each school year

(due to the club being able to find a certificate advisor). All clubs are to have an

academic and community focus and participate in college visits, community service,

and other school and community events.

• Clubs

• ASB activities

• Visual and

Performing Arts

activities

• Athletic Activities

• Renaissance


161

• Renaissance program provide incentives for students to for continuous improvement

throughout the high school academic career. Students meet the program by making

Honor Roll, receiving all A’s and B’s at the semester, improving their GPA by .05,

scoring 3 or higher on the AP exam, and perfect attendance. On average, over 1000

students qualify for Renaissance (via one of the categories) throughout the school year.

• CCHS has a award winning and State recognized Visual and Performing Arts program.

Our diverse ensembles involve over 400 CCHS students each year either during the

school day as a course or after school. These ensembles include Marching Band,

Concert Band, Jazz Bands, Beginning Band, Beginning Choir, Show Choir, Orchestra,

Mariachi, Beginning Guitar, Drama, Drama Production, Performance Dance, and

Portfolio Art (which is also an AP course).

• The 4X4 schedule allows students to participate in our Visual and Performing Arts

program or Student Leadership and still have access to their SLC career pathway, AP,

Honors, and Dual Enrollment/Early College opportunities on campus.

• Comprehensive Men’s and Women’s athletic program that includes division I varsity

level athletic teams that compete in various areas such as football, baseball, basketball,

volleyball, soccer, golf, wrestling, cross-country, track and field, softball, tennis,

badminton, cheer and swimming. Multiple teams have participated in the playoffs or

won their league. CCHS students have received various recognitions (including a

Wrestling National Champion) and various Athletic Scholarships since the school first

year of varsity competition in 2006-2007.

• CCHS Athletic program continues to participate in the NCAA Clearinghouse program,

assures student athletes are eligible to participate in college athletics by completing 16

core classes with a minimum of 2.3 GPA. Approximately 50 students have applied

each year since the 2010-2011 school year.

E3.5. Additional Online Instruction Prompt: Evaluate the school’s processes to address the needs of socialization for the

students and involvement in the school. Provide evidence about the effectiveness of the students’ involvement in school and

community activities, such as clubs, yearbook, newsletter, newspaper, field trips, volunteer work, service projects, college

courses, etc.


• Annual MECHA toy drive partnered with California Highway patrol and Walmart. This

event collects hundreds of new toys for disadvantage families in the community for the

last five year. CCHS students involved in the MECHA club and Music and Performing

Arts Mariachi, Drum Line, Drama, and Choir all participate in this community event.

• Operation Titan program was developed by CCHS staff to honor and support CCHS

alumni who are serving in the Military. Students, staff, parents, and alumni prepare care

packages that are sent off to the various Military branches of service our alums now

serve each school year.

• CCHS has a award winning and State recognized Visual and Performing Arts program

that performs in competitions and throughout Northern California in various community

events. Our diverse ensembles involve over 400 CCHS students each year either during

the school day as a course or after school. These ensembles include Marching Band,

Concert Band, Jazz Bands, Beginning Band, Beginning Choir, Show Choir, Orchestra,

• Club names, members,

and activities

• CCHS Yearbook

• CCHS

Newspaper/Journalism

program


program

• Career Center Activities

• Operation Titan


162

Mariachi, Beginning Guitar, Drama, Drama Production, Performance Dance, and

Portfolio Art (which is also an AP course).

• CCHS has over 80 clubs in which 30 to 40 are consistently active each school year (due

to the club being able to find a certificate advisor). All clubs are to have an academic

and community focus and participate in college visits, community service, and other

school and community events.

• CCHS Yearbook program was established in 2005-2006 school year when the school

opened. Since its inception, the year book has been awarded several recognitions and

has been published every school year. This year, a new yearbook advisor/teacher has

taken over as the original Yearbook advisor retired at the end of the 2016-2017 school

year.

• CCHS has maintained a Journalism program that has produced a school newspaper at

least four times a year. This year, a new Newspaper advisor/teacher has taken over and

moved all of the news stories online via SnapChat and publish the newspaper now at

least once a month via the SNO.


general education students. This program focus is to ensure the inclusion in all aspects

of the school Special Education students and help these students improve their verbal

and interpersonal skills per their IEP. General Education students who volunteer for this

program also receive a letter of recognition for their volunteer service to our Special

Needs students.

• SDC program has integrated a social interaction and verbal skill element of their

program (for the students who need to improve these skills) by volunteering at a local

community center (The Arnold Rue center). SDC students work directly with retired

senior citizens on everything from grocery shopping, friendship, and food serving skills

(the students serve lunch to the senior citizens at the center). The teachers and Special

Education students who have participated in this program have received various

recognitions and awards form the City of Stockton for their volunteer service.

• The Career Center has been assisting students with career exploration by organizing

presentations from colleges where the students learn about the requirements that they

need to get admitted into various higher learning institutions. They provide workshops

to assist students and parents with their college applications, FAFSA process and

application and information for CA Dreamers. The career center also organizes field

trips to college and university campuses to give students an authentic overview of

college life and to assist them in their selection.


163

The Single Plan for Student

Achievement

School: Cesar Chavez High

CDS Code: 0108159

District: Stockton Unified School District

Principal: William Nelson

Revision Date: 12/15/2016

The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all

students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary

Education Act (ESEA) require each school to consolidate all school plans for programs funded through the

ConApp and ESEA Program Improvement into the SPSA.

For additional information on school programs and how you may become involved locally, please contact the following

person:

Contact Person: William

Nelson Position: Principal

Phone Number: 209-933-7480

Address: 2929 Windflower

Lane Stockton, CA

95212

E-mail Address: [email protected]

The District Governing Board approved this revision of the SPSA on

04/11/2017.

X Please Check Once Single Plan for Student Achievement has been completed.

mailto:[email protected]


164

Table of

Contents

School Vision and Mission ................................................................................................................................. 166

School Profile...................................................................................................................................................... 166

Comprehensive Needs Assessment Components ............................................................................................... 167

Data Analysis ....................................................................................................................................................

Surveys .............................................................................................................................................................

Classroom Observations ...................................................................................................................................

Analysis of Current Instructional Program .......................................................................................................

Description of Barriers and Related School Goals ............................................................................................. 175

School and Student Performance Data ............................................................................................................... 176

CAASPP Results (All Students) ................................................................................................................. 176

CELDT (Annual Assessment) Results ....................................................................................................... 178

CELDT (All Assessment) Results .............................................................................................................. 178

Reclassification Rates ................................................................................................................................. 180

Title III Accountability (School Data) ........................................................................................................ 180

Title III Accountability (District Data) ....................................................................................................... 181

MAP Assessment Data (Reading) .............................................................................................................. 182

MAP Assessment Data (Mathematics) ....................................................................................................... 183

Graduation and Dropout Rate (Four Year Cohort Rate) ............................................................................ 184

AP Scores ................................................................................................................................................... 184

SAT Scores ................................................................................................................................................. 185

ACT Scores ................................................................................................................................................ 186

Planned Improvements in Student Performance ................................................................................................. 188

School Goal #1 ........................................................................................................................................... 188

School Goal #2 ........................................................................................................................................... 208

School Goal #3 ........................................................................................................................................... 226

School Goal #4 ........................................................................................................................................... 234

School Goal #5 ........................................................................................................................................... 238

School Goal #6 ........................................................................................................................................... 242

School Goal #7 ........................................................................................................................................... 260

Centralized Services for Planned Improvements in Student Performance ......................................................... 226

Centralized Service Goal #1 ....................................................................................................................... 226





165



Centralized Service Goal #7 .............................................................................................................................

Summary of Expenditures in this Plan ................................................................................................................ 279

Total Allocations and Expenditures by Funding Source ............................................................................ 279

Total Expenditures by Object Type ............................................................................................................ 279

Total Expenditures by Object Type and Funding Source........................................................................... 280

Total Expenditures by Goal ........................................................................................................................ 280

School Site Council Membership ....................................................................................................................... 280

Recommendations and Assurances ..................................................................................................................... 282

Budget by

Expenditures…………………………………………………………………………………………………….284


166

School Vision and Mission

Cesar Chavez High’s Vision and Mission Statements

Cesar Chavez High School Mission:

• Cesar Chavez High School is a community of learners who are dedicated to developing a school atmosphere that builds

relationships among stakeholders (students, parents, community members, teachers and staff to provide our students with

Rigorous and Relevant (RRR) curriculum that connects learning to their best possible future.

• Cesar Chavez High School is committed to providing an excellent education for all of its students. Our school is a richly diverse

community of learners that value ALL its stakeholders and is dedicated to provide a safe and productive learning environment in

which students will think Critically, will be Ambitious to pursue long term and short term goals, will be Responsible to

themselves and others and will be Educationally Competent to confront and solve any challenge presented to them, (CARE).

Cesar Chavez High School Vision:

Our vision is to prepare ALL students to be College ready, Career bound, Highly skilled, and Successful citizens (CCHS).

School Profile

Chavez High School opened in the fall of 2005. As an educational community, we strive to assist each of our students in

their quest to achieve excellence that is clearly defined and expectations for academic and social aspects. Our school

provides all students a unique learning experience to ensure that they are successful while in high school and college and

career ready.

The dedication and hard work of the students and staff are evident in our many accomplishments at Chavez such as the 4X4

block schedule, five Small Learning Communities (Health, Creative and Performing Arts, Communication Technology,

Law, and Engineering and Environmental Studies), highly certified Advancement Via Individual Determination (AVID)

program, Music and Performing Arts Magnet, dual enrollment and early college program (student can take college courses

and earn college credit while in high school) and over 80 various clubs such as MESA, National Honor Society, MEChA

and BSU. Each of our Small Learning Communities contain a Career Pathway based on the SLC theme. Our Health and

Communication Technology program are both certified National Academy Foundation (NAF) programs.

Our 4X4 block schedule allows all students the opportunity to take eight classes and earn 80 credits each year. Students

attend four classes in the Fall Term and another four classes in the Spring Term. The 4X4 schedule provides the school with

40 minimum days. 31 of the minimum days allow our Professional Learning Communities (which are based on our

Departments and Small Learning Communities) teachers to meet and utilize this time for weekly professional development

and data analysis to improve instruction and student learning. In 2012, we started a Homeroom that meets at least once a

month to provide additional support for our students. Homeroom helps our students with college and career planning,

teaches them AVID strategies such as Cornell Notes, and teaches them about the various career and college opportunities

based on their Small Learning Community career pathway.

Cesar Chavez High School is Stockton Unified School District Music and Performing Arts Magnet School. We have various

ensembles (Marching band, Jazz Band, Mariachi, Show Choir, Performance Dance, and Drama Production) that involve

our students in a rigorous performing arts program. Students in the Choir, Band, and Mariachi ensembles participate in

various competitions throughout the nation. Over the last seven years, Cesar Chavez High school has had the highest

graduation rate, lowest dropout rate, and best attendance rate as compared to the other comprehensive high schools in

Stockton Unified School District. Our first six graduating classes have earned over $5 million in grants and scholarships,

over 220 students have participated in Internships via their Small Learning Community career paths, and students have

started to take College courses while they are in high school during their senior year. These are just some of the exemplary

programs that are here at Cesar Chavez High School.


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Comprehensive Needs Assessment Components

Data Analysis Please refer to the School and Student Performance Data section where an analysis is provided.

Surveys This section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary

of results from the survey(s).

Parent Survey was conducted to identify strategies for them to become more involved at the school, support their student's

academic achievement and prepare their student for college and career after high school. The survey is conducted twice a

year and utilized by the school stakeholders to improve the instructional and parent programs offered at the school.


• Ensure all phone communication goes out in both Spanish and English

• Maintain our school website to help keep parents informed and engaged at school

• Utilize social media outlets such as Twitter to keep parents informed of various school activities and programs

• Teachers utilize the Synergy gradebook to help keep parents informed about their student achievement and academic

achievement

• Teachers maintain consistent contact with parents throughout the term via phone and email

• Continue the 8th grade pre-registration SLC Career Pathway fair to help parents learn about CCHS programs and activities.

• Continue Freshman Orientation/Round Up and 8th grade student school visitation to help ease the transition to high school

• More access to their child counselor to support their academic achievement

• More College and Career information and options for their students during their high school career

• FAFSA workshops

• Ongoing Financial Aid workshops for college and trade schools

• Parent Center to allow for parent meetings, parent trainings, and meeting with staff to support their student

Classroom Observations This section provides a description of types and frequency of classroom observations conducted during the school-year

and a summary of findings.

Core departments conduct Action Walks at least once a month and the data is utilized to identify department and school

wide professional development to support and improve instruction. Based on the Action Walk data, student grades, and test

scores; the following school wide professional development activities have been identified:

1) Increase student engagement in classroom activities in which they utilize academic language with each other, with the teacher, and

within their classwork/assessments.

2) Consistently ensuring all student work and assessments meets high levels of rigor as defined by Bloom’s Taxonomy and Webb’s

Depth of Knowledge

3) Properly utilize and implement AVID WICOR strategies such as Cornell Notes to scaffold student’s skills and abilities to meet high

levels of rigor to ensure student success on classwork and assessments.

4) Increase the relevance of curriculum to our Small Learning Community career paths to demonstrate to students how core area

content applies to real world applications.

5) Ongoing professional support for the transition to the Common Core Standards and integration of the Common Core Literacy

Standards in all departments


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Analysis of Current Instructional Program

The following statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential

Program Components (EPCs). In conjunction with the needs assessments, these categories may be used to discuss and

develop critical findings that characterize current instructional practice for numerically significant subgroups as well as

individual students who are:

• Not meeting performance goals

• Meeting performance goals

• Exceeding performance goals

Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague

or general descriptions. Each successive school plan should examine the status of these findings and note progress made.

Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing

monitoring of categorical programs.

Standards, Assessment, and Accountability

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

Over the past few years, during CST testing, our district has taken strides toward becoming a “datadriven” and “results-

oriented” school. The district and leadership within the school has promoted this endeavor by supporting the acquisition

of technology to advance the collection of data, has increased the scope of data accessible to the shareholders, has

defined expectations of the assessment process within departments and courses and has developed processes to guide

all shareholders in creating goals, assessments and in collecting and analyzing data. (i.e. Specific Measurable Attainable

Resultsoriented Time- based (SMART) goals, common assessments, support class). These processes allow all

shareholders in the school, district and the community to access and disseminate student performance data and to use

this data to modify instruction to better meet the needs of the students. Now, as we transition to Smarter Balance testing

system under Common Core, these means of accessing student performance data are changing. As our school makes

this transition, we realize the ongoing need to create common assessments within our school to measure and monitor

student learning.

• MAP, STMath, Compass Learning

• CELDT, ELL Assessments

• Common Core State Standards (CCSS) Units of Study

• Grade Level/SLC/Academy/Area collaboration

• CSTs Science Grades 5, 8, and Grade 10 Life Science

• Teacher conferences with Principal/Coaches (quarterly)

• Formative assessments


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

Time is taken at the at the beginning of the school year through department, staff and school site council meetings to

review the data that has been identified as the major factors in affecting the school’s progress. Sources of data are listed

below. As the year progresses, data is updated and the information is shared with the staff and community members

through the Principal’s message via the school’s website, school site council, or parent meetings.

Communication of student performance data has remained a top priority at our schools. Results are shared with the

following shareholders: parents, students and staff. Communication is supported through school and teacher websites,

online grade books, principal newsletters, parent conferences and staff meetings and site council meetings with relevant

stakeholders. In addition, our schools have streamlined communication with these shareholders with the addition of

ParentLink, a web based portal that links principals, teachers, parents, students and community in communication.

Although in its beginning stages of implementation, this program allows access to student data as well as communication

through email, phone and text messaging and printed letters. Communication and conscious data collection will ultimately

lead to improved student achievement at our school. These paths have led to changes in the way that we run our school

using professional learning communities with the purpose of improving instructional practices and student achievement.

Although common assessments are required, the consistency of this practice is not met at the same levels in all

departments.. While most departments/schools create common assessments, not all are thoroughly analyzed and the

outcomes are varied.

• CCSS Units of Study- Grade Level/SLC/Academy/Area Collaboration

• Teacher conferences with Principal/Coaches (quarterly)

• Development of Common Formative Assessments (CFAs)

• Use data to determine to reteach, for enrichment and for intervention

• Student identification for SAP/SST referral

• Multiple measures (i.e. graded projects, tasks, assignments, assessments etc.) for grade reporting to students and parents

• Skills Assessments (i.e. fluency, etc.)

Staffing and Professional Development

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

Not all teachers within the district meet the No Child Left Behind definition of highly qualified but all are in required

course work or taking tests to comply with the requirements.

• HR Hiring Policies/Practices

• HR Recruiting

• HR Internships

4. Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-

adopted instructional materials) (EPC)


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All teachers are credentialed and all teachers and students have sufficient access to approved instructional materials.

• Common Core State Standard (CCSS)

• Site and program specific PD (PYP/IB, AVID, PBL)

• National Grade-level Science Standards (NGSS)

• English Language Development (ELD) PD

• Technology Integration PD

• CCSS Units of Study PD

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

Stockton Unified School District places great value on Professional Development. Professional Development takes on

many forms at our schools.

Teacher Collaboration Meetings: Once a week, for one hour each, all teachers participate in a collaboration meetings after

school. The aim is always to improve teaching. Typically, one meeting is used to deepen the staff's understand of Common

Core standards and appropriate instructional methods. The other meeting will often focus on student work and

assessments. Regardless of the content of the meeting, teachers collaborate and with within departments and cross

departmentally to share their collective learning and knowledge.

Department/Staff Meetings: Twice a month, for one hour each, to ensure that all staff are aware of variety of

administrative requirements and plan and prepare for future trainings, schedule various programs, etc.

Common Core State Standard Training: All teachers will attend trainings provided by the district to increase their

knowledge and implementation of the CCSS. Focus will primarily be on the Units of Study as the district fully implements

their newly adopted curriculum.

We recognize that our greatest resource in Stockton is our outstanding teaching force. We are committed to investing in

our students’ success by investing in the growth of their teachers.

• Common Core State Standards

• Site specific PD

• MAP and APEX computer programs


• English Learner Program PD

• Technology Integration (GOORU, Google Applications for Education (GAFE))

• PBIS, Peer Plus, and Restorative Justice

• AVID Summer institute

• 4X4 31 minimum day professional development/collaboration opportunities

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


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Coaches/consultants starting in 2012-13 through now have worked to align curriculum and instruction to the Common

Core State Standards. Additionally, the Rigorous Curriculum Design (RCD) coaches will receive more in depth training

so that they are able to better support schools in this transition.

• Content Coaches (Literacy/Numeracy)

• Program Specialists

• Counselor

• Principal, Assistant Principal

• Curriculum Department

• Language Development Office (LDO)

• Research and Accountability Department

7. Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve) (EPC)

In addition to collaboration that may take place during a staff meeting, staff also have additional time for one hour per

week. Teachers have the freedom to find their own opportunities for growth during this time, as they may choose to

collaborate with peers in their department or even with teachers from other departments/schools.

• Required monthly faculty/grade level/content meetings

• Release time, paid time

• Grade level/Content Collaboration (vertical/horizontal)

• Optional PD (Accelerated Reader, GOORU, etc.)

• Area Collaboration

Teaching and Learning

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

All students continue to be engaged in a rigorous, relevant and coherent curriculum that supports the achievement of the

expected school-wide learning results and state content standards. Courses are planned so that knowledge and concepts

are built upon each other. Students can move from introductory courses through AP level courses.

• Curriculum Mapping, Year at a Glance

• Blue Print for Student Achievement

• CCSS Units of Study

• Rigorous Curriculum Design (RCD) Process

• High Quality First Instruction

9. Adherence to recommended instructional minutes for reading/language arts and mathematics (K–8) (EPC)


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• CORE Instruction Time

• Strategic Support Time

• ELD Instructional Time

• Physical Education Time

• Interventions (as needed)

10. Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses (EPC)

• Master Schedule, Response to Intervention (RTI)

• CORE Instruction

• Strategic Support

• CCSS Units of Study Pacing

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

The school supplies and materials are available to meet the needs of all students and are supported by appropriate funds.

Every classroom has sufficient and up-to-date core textbooks and supplemental materials. The school leadership is

actively working to keep library up-to-date in both materials and technology.

• Common Core State Standards-Units of Study

• Site Specific (i.e. IB Units of Inquiry, Project Based Learning, Technical Course, etc.)

12. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students,

access to standards-aligned core courses (EPC)

• Aligned current resources to CCSS Units of Study

• Secondary Units of Study – in progress

• ELD Units of Study – in progress (K-2 and 7-8, 9-12)

Opportunity and Equal Educational Access

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

• 1:1 Support, Small groups, Platooning

• After School Intervention

• Life Level Articulation

• School/Community Partnerships

• Response to Intervention (RTI)


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14. Research-based educational practices to raise student achievement

Teachers use a variety of instructional strategies based on curriculum, current research in pedagogy, administrator

recommendation or guidance, new classroom technology and “best practices” developed through staff development,

Professional Learning Communities (PLC) and departmental standards. Teachers are now able to access student test

scores via our Illuminate Database. Staff members are also using information regarding Advanced Placement (AP)

placement and AP test results to attempt to reduce the achievement gap between our various students and ensure equal

access to a challenging curriculum for all students. Teachers are taking this information and through collaboration time

and PLC’s, they are developing improved instructional strategies, common rubrics and consistent presentations to better

target areas of growth. SUSD recognizes that we have to improve articulation between our elementary and high schools

to ensure that as students matriculate from one site to the next there is a consistency in standards, expectations and

curriculum that builds on that of the previous year.

• Project based learning

• Instructional strategies/effect size/impact on learning/achievement - Marzano, Hattie

• AVID


• Tutoring (Peer, Mentors, Additional Before/Afterschool)

• Content and Assessment Programs (i.e. APEX, MAP, etc.)

Parental Involvement

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

Through analysis of district and state assessment data, a number of sub-groups have been identified as being in a need of

additional support. Our Socioeconomic Disadvantaged and English Learners (EL) are two groups that have historically

shown an achievement gap in the test scores. After identifying these groups, staff members have developed a number of

strategies to reduce this achievement gap

SUSD services English Learners by providing English Language Development classes for all ELs.

Underperforming special education students are served through special day classes and the learning resource model

where available.

Students determined to be at risk for failing 9th grade English have dual enrollment in a freshman English course and in

an English support class. Similarly, the Math Department instituted support classes for at risk students in Algebra support.

These students are identified through analysis of Measures of Academic Progress (MAP) data as they matriculate to High

School.

In addition, SUSD has a number of students who are in need of recovering lost credit. To assist these students high schools

are using an online credit recovery program through APEX. This program gives students the opportunity to recover credits

that have been lost due to failing classes. The program is provided on campus and is supervised by trained staff.


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• Parent Academies/Workshops

• Parent Teacher Associations (PTA)

• Academic Conferences/Parent Teacher Teams (APTT)

• Supplemental Educational Services (SES)

• STEP-Up Afterschool Program

16. Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary schools,

in the planning, implementation, and evaluation of ConApp programs (5 California Code of Regulations 3932)

SUSD greatly values the input of parents during the development and implementation of programs. A number of parent

committees have become essential to the functioning of our schools.

• Leadership Team

• School Site Council

• ELAC

Funding

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

• Intervention Teachers

• Teacher Tutors

• SES providers

• Summer School

• Migrant, English Learner, Extended Day

• Professional Development for Teachers

• Collaboration-PLC-Data Teams

• AVID

• STEM

• Science Blast

• Technology/Software/Site Support

• Nurses

• Counselors

• Parent/Community Liaisons

• Library Media Clerks

• Instructional Assists

• Bilingual Assists

• Computer Instructional Assists

• Instructional Coaches (Numeracy, Literacy)

• Assistant Principals

• Program Specialists


175

18. Fiscal support (EPC)

District provides centralized services to provide guidance on allowable expenses for categorical

funded personnel/services/programs.

Description of Barriers and Related School Goals

School Barriers:

• State accountability system is still being developed, and school and district resources will need to be modified once the new

accountability system is in place

• Ongoing professional development to transition to the Common Core in the content areas of Math, English, and Science

• Curriculum and assessments (both formative and summative) need to be built and match the rigor of the Common Core (DOK

levels 3 and 4) in all content areas

• Curriculum support for the teaching of the Common Core and Common Core Literacy Standards

• Consistent district support and curriculum for the English Learners' ELD courses

• Consistent district support for college and career preparation which includes internships, job shadowing, early college

opportunities, AVID and dual enrollment

• Consistent district support for interventions for our truant ninth grade students

• Development of intervention support for grades 10-12 in the content areas of Algebra, Geometry, and English

• Intervention support from outside agencies to address social-emotional issues for students

• Reestablishment of the after-school program

School and Student Performance Data

CAASPP Results (All Students)


Overall Achievement

Grade Level

# of Students

Enrolled

# of

Student

s Tested

% of

Enrolle

d

Student

s Tested

# of

Students

With

Scores

Mean

Scale

Score

%

Standard

Exceeded

%

Standa

rd Met

%

Standard

Nearly

Met

%

Standard

Not Met

Grade 11 474 451 93.3 448 2535.8 10 26 27 38

All Grades 475 452 93.4 449 10 26 27 38

Grad

READIN

G WRITIN

G LISTENI

NG RESEARCH/INQUIRY

Demonstrating

understanding of literary &

non-fictional texts

Producing clear

and purposeful

writing

Demonstrating

effective


Investigating, analyzing,

and presenting

information


176

e

Level

%

Above

Standar

d

% At or

Near

Standar

d

%

Below

Standar

d

%

Above

Standar

d

% At or

Near

Standar

d

%

Below

Standar

d

%

Above

Standar

d

% At or

Near

Standar

d

%

Below

Standar

d

%

Above

Standar

d

% At or

Near

Standar

d

%

Below

Standar

d Grade 8 * * * * * * * * * * * *

Grade 11 12 50 38 17 45 38 10 55 35 16 57 27

All Grades 12 50 38 17 45 39 10 55 35 16 57 27


1. At least half of CCHS 11th grade students are at or near the standard except Writing. However, Writing has the highest

percentage of students "Above Standard."

2. Both the Reading and Research/Inquiry claims had the highest percentages of students Above Standard, while the Reading claim

had the highest percentage Below Standard (38%).

3. 36% of students met or exceeded standards on the ELA CAASPP.


CAASPP Results (All

Students)

Mathematics

Overall Achievement

Grade Level

# of Students

Enrolled

# of

Student

s Tested

% of

Enrolle

d

Student

s Tested

# of

Students

With

Scores

Mean

Scale

Score

%

Standard

Exceeded

%

Standa

rd Met

%

Standard

Nearly

Met

%

Standard

Not Met

Grade 11 473 450 93.8 448 2498.9 2 8 23 67

All Grades 474 451 93.8 449 2 8 23 67

Grade Level

CONCEPTS

&

PROCEDU

RES

PROBLEM SOLVING

& MODELING/DATA

ANALYSIS

COMMUNICATI

NG

REASONING

Applying mathematical concepts

and procedures


to solve real world and mathematical

problems

Demonstrating ability to

support mathematical

conclusions %

Above

Standar

d

% At or

Near

Standard

%

Below

Standar

d

%

Above

Standar

d

% At or

Near

Standard

%

Below

Standar

d

%

Above

Standar

d

% At or

Near

Standard

%

Below

Standar

d Grade 8 * * * * * * * * *

Grade 11 6 22 72 4 43 53 2 53 44

All Grades 6 22 72 4 43 53 2 53 45


1. 10% of 11th grade students met or exceeded mastery of the standards on the Mathematics CAASPP

2. 90% of 11th grade students nearly met or did not meet mastery of the standards on the Mathematics CAASPP


177

3. Approximately 53% of students were below standards in Problem Solving & Modeling/Data Analysis, 44% in

Communicating Reasoning, and 72% were below standards in Concepts & Procedures for CAASPP.


178


CELDT (Annual Assessment)

Results

Grade

2014-15 CELDT (Annual Assessment) Results

Advanced Early Advanced Intermediate Early

Intermediate Beginning Number

Tested # % # % # % # % # % #

9 5 6 28 33 27 32 14 17 10 12 84

10 7 9 25 33 26 35 7 9 10 13 75

11 3 5 21 38 25 45 2 4 5 9 56

12 7 11 26 43 19 31 4 7 5 8 61

Total 22 8 100 36 97 35 27 10 30 11 276

Grade

2015-16 CELDT (Annual Assessment) Results



Tested # % # % # % # % # % #

9 8 8 30 31 39 40 8 8 13 13 98

10 3 4 28 39 25 35 8 11 7 10 71

11 7 10 30 43 22 32 3 4 7 10 69

12 9 14 25 38 23 35 8 12 65

Total 27 9 113 37 109 36 19 6 35 12 303


1. 46% of the students scored Early Advance or Advance for the 2015-2016 CEDLT as compared to 44% for the 2014-2015

school year. A 2% increase from the previous year

2. 54% of the students scored in the Intermediate, Early Intermediate, and Beginning level for the 2015-2016 and 56% 2014-2015

CEDLT

3. The 2015-2016 CEDLT Early Intermediate experience the most significant change from the 2014-2015 CEDLT. The

Intermediate level increase from 32% by 8% from 2014-2015 to 2015-2016 to 40%


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CELDT (All Assessment)

Results

Grade

2014-15 CELDT (All Assessment) Results



Tested # % # % # % # % # % #

9 5 6 29 33 28 32 14 16 12 14 88

10 7 9 26 34 26 34 8 10 10 13 77

11 4 7 21 35 25 42 3 5 7 12 60

12 7 11 27 44 19 31 4 6 5 8 62

Total 23 8 103 36 98 34 29 10 34 12 287

Grade

2015-16 CELDT (All Assessment) Results



Tested # % # % # % # % # % #

9 9 8 30 27 41 36 9 8 24 21 113

10 3 4 29 39 27 36 9 12 7 9 75

11 7 10 30 42 24 33 3 4 8 11 72

12 9 14 26 39 23 35 8 12 66

Total 28 9 115 35 115 35 21 6 47 14 326


1. 39 more ELD students attended CCHS and were tested for the 2015-2016 school year

2. Advance and Early Advance levels stayed the same from the 2014-2015 (44%) and 2015-2016 (44%) school years

3. The 2014-2015 Intermediate, Early intermediate, and beginning percentage was 56%. The 2015-2016 Intermediate, Early

intermediate, and beginning declined slightly to 55%.


180


Reclassification Rates

2013-14 2014-15 2015-16

Percentage

(Rate)

Reclassified

Percentage

(Rate)

Reclassified

Percentage

(Rate)

Reclassified Cesar Chavez High 9.2 % 2.8 % 4.9 %

Stockton Unified School District 9.3% 8.5% 10.6 %

California 12.0% 11.0% 11.2%


1. The reclassification rate has increased by 2.1% from the 2015-2016 school year

2. CCHS reclassification rate in 2014-2015 and in 2015-2016 is lower than SUSD reclassification rate

3. CCHS reclassification for the last three school years is lower than the State average


Title III Accountability (School Data)

AMAO

1

Annual Growth

2013-14 2014-15 2015-16

Number of Annual Testers 239 276 303

Percent with Prior Year Data 97.1% 99.3% 100.0%

Number in Cohort 232 274 303

Number Met 80 157 161

Percent Met 34.5% 57.3% 53.1%

NCLB Target 59.0 60.5 62.0%

Met Target No No No

AMAO

2

Attaining English

Proficiency 2013-14 2014-15 2015-16

Years of EL instruction Years of EL instruction Years of EL instruction

Less Than

5 5 Or More Less Than


5 5 Or

More Number in Cohort 38 208 42 239 47 271


181

Number Met 6 51 9 102 8 125

Percent Met 15.8% 24.5% 21.4% 42.7% 17.0% 46.1%

NCLB Target 22.8 49.0 24.2 50.9 25.4% 52.8%

Met Target No No No No No No

AMAO

3

Adequate Yearly Progress for English Learner Subgroup

2013-14 2014-15 2015-16

English-Language Arts

Met Participation Rate Yes --

Met Percent Proficient or Above No --

Mathematics

Met Participation Rate Yes --

Met Percent Proficient or Above Yes --


1. AMAO 1: CCHS has not met our NCLB school wide growth targets for the last three school years

2. AMAO 2: CCHS has not met our NCLB school wide growth targets for the last three school years

3. AMAO 3: CCHS met the Proficient or Above for math, Participation rate for both math and English for the 2013-2014 school year.

However, CCHS has not met the 2013-2014 Proficient or Above rate in ELA


Title III Accountability (District Data)

AMAO

1

Annual Growth

2013-14 2014-15 2015-16

Number of Annual Testers 9096 9361 9,085

Percent with Prior Year Data 99.2 99.5 99.8

Number in Cohort 9020 9316 9,063

Number Met 4536 5111 4,910

Percent Met 50.3 54.9 54.2

NCLB Target 59.0 60.5 60.5

Met Target No No N/A

Attaining English

Proficiency 2013-14 2014-15 2015-16


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AMAO

2

Years of EL instruction Years of EL instruction Years of EL instruction

Less Than

5 Less Than

5 Less Than


5 5 Or

More Number in Cohort 6649 6339 6,122 3880 6,122 4,330

Number Met 1026 1053 1,175 1334 1,175 1,750

Percent Met 15.4 16.6 19.2 34.4 19.2 40.4

NCLB Target 22.8 24.2 24.2 49.0 24.2 50.9

Met Target No No N/A No N/A N/A

AMAO

3

Adequate Yearly Progress for English Learner Subgroup at the LEA Level

2013-14 2014-15 2015-16

English-Language Arts

Met Participation Rate Yes 99

Met Percent Proficient or Above No N/A

Mathematics

Met Participation Rate Yes 99

Met Percent Proficient or Above No N/A

Met Target for AMAO 3 No N/A


1) AMAO 1: Both the School (53.1%) and the District (54.2%) have increased the percentage of students meeting this target but

still are below the state target (60.5%)

District data is below the performance of CCHS students

2) AMAO 2: District and School have increased proficiency for both groups but have failed to meet growth target. CCHS is

slightly higher for those students Less than 5 years (21.4%) compared to district (16.6%)

ELD curriculum will have to stay consistent and all curriculum materials

3) AMAO 3: The District has met participation but not proficiency. The state has not released AMAO for districts yet.

ELD and SDAIE training and support will need to continue to ensure teachers are utilizing appropriate instructional

strategies with EL students based on their instructional needs


MAP Assessment Data (Reading)

Reading

14-15 % Met

Growth

15-16 Target % to

Meet Growth

15-16 % Met

Growth

16-17 Target % to

Meet Growth

Overall 56% 58 47.4% 50.0%

Grade 9 56% 58 47.4% 50.1%

Grade 10 56% 58 47.3% 49.9%

American Indian

or Alaska Native

64%

66

40.0%

43.0%


183

Asian 57% 59 48.7% 51.2%

Black or

African

American

53%

55

41.3%

44.2%

Filipino 57% 59 47.2% 49.9%

Hispanic 57% 59 49.2% 51.7%

Native Hawaiian or

Other Pacific

Islander

50%

53

71.4%

72.9%

White 48% 50 37.1% 40.3%

English Learner 59% 62 52.3% 54.7%

Sp Ed 63% 65 26.4% 30.1%

SED 55% 57 48.6% 51.1%


For the 2016-2017 Growth targets, all subgroups increased from the previous year of 2015-2016

Special Education, White, Filipino, African American, American Indian/Alaska Native, and 10th grade sub groups

have less than 50% of the students meeting their reading MAP growth targets

9th grade, Asian, Hispanic, Native Hawaiian or Other Pacific Islander, and English Learner sub groups had at

least 50% of the students meet their reading MAP growth targets in 2016-2017


MAP Assessment Data (Mathematics)

Mathematics

14-15 % Met

Growth

15-16 Target % to

Meet Growth

15-16 % Met

Growth

16-17 Target % to

Meet Growth

Overall 51% 54 42.6% 45.5%

Grade 9 54% 56 40.9% 43.8%

Grade 10 48% 51 44.4% 47.2%

American Indian

or Alaska Native

64%

66

40.0%

43.0%

Asian 57% 59 48.9% 51.5%

Black or

African

American

51%

54

41.9%

44.8%

Filipino 49% 51 56.3% 58.5%

Hispanic 49% 52 38.7% 41.8%

Native Hawaiian or

Other Pacific

Islander

29%

32

57.1%

59.3%

White 60% 62 40.0% 43.0%

English Learner 53% 55 38.0% 41.1%

Sp Ed 51% 54 31.6% 35.0%

SED 52% 54 42.4% 45.3%


184


2.9% growth from 2015-2016 to 2016-2017 by in which students met their Math Growth Targets

Only the Asian and Filipino subgroups had over 50% of the students meet their growth targets for 2016-2017

The 2016-2017 9th grade and 10th grade "Met Growth" percentage is higher than the previous year; however, it still

lags behind the 2014-2015 school year


Graduation and Dropout Rate (Four Year Cohort Rate)

Indicator

School Distric

t State

2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Dropout Rate 5.7 13.50 7.2 9.9 17.90 11.8 11.4 11.50

Graduation Rate 89.65 83.89 90.1 83.09 76.40 82.6 80.44 80.95


Dropout rate decreased by 6.3% from 2013-2014 to 2014-2015

CCHS Graduation rate outpaced the District and State averages for all three school years

CCHS Dropout rate is lower than the District average all three years, and is lower than the 2012-2014 State average


AP Scores Scores are from CDE Dataquest

2012-13

Grade

12

Enroll-

ment

Grade

s 11 +

12

Enroll

-

ment

Numbe

r

Tested

AP

Score=1

AP

Score=2

AP

Score=3

AP

Score=4

AP

Score=5

Total

Score

d

Total #

Scored

3 or

More

%

Passed

with 3 or

Higher School 529 1,052 147 69 68 24 14 6 181 44 24.3

District 2484 4748 715 440 375 171 66 24 1,076 261 24.3

County 10,845 21,373 3,965 1651 1867 1585 984 575 6,662 3,144 47.2


185

2013-14

Enroll

-

ment

9-12

Numbe

r

Tested

AP

Score=1

AP

Score=2

AP

Score=3

AP

Score=4

AP

Score=5

Total

Score

d

Total #

Scored

3 or

More

%

Passed

with 3 or

Higher School 2,139 141 112 46 16 10 2 186 28 15.1

Distric

t 9,245 758 596 361 187 71 17 1,232 275 22.3

County 43,131 4,086 1,630 1,977 1,748 1,061 589 7,005 3,398 48.5

2014-15

Enroll

-

ment

9-12

Numbe

r

Tested

AP

Score=1

AP

Score=2

AP

Score=3

AP

Score=4

AP

Score=5

Total

Score

d

Total #

Scored

3 or

More

%

Passed

with 3 or

Higher School 1603 171 101 80 45 21 15 262 81

District 7,423 744 523 383 205 76 30 1,217 311

County 32,654 4,365 1,900 2,149 1,898 1,069 585 7,601 3,552


30 more students completed an AP test in 2014-2015 than the previous year

53 more students scored "3 or more" on the AP exam in 2014-2015 as compared to the previous year

24 more students scored "3" or "4" on the AP exam during the 2014-2015 administration as compared to 2013-2014


SAT Scores Scores are from CDE Dataquest

2012-13

Grade 12

Enrollmen

t

Numbe

r

Tested

Percent

Tested

Average Score # of Scores

≥ 1500 % of

Scores

≥ 1500 Reading Math Writing

School 529 190 35.92 414 427 413 25 13.2

District 2421 825 34.81 423 440 424 174 20.09

County 10,845 3,461 31.91 466 482 463 1,237 35.74

2013-14

Enrollmen

t 9-12

Number Tested

Average

Score # of Scores

≥

1500

% of Scores

≥

1500 Readin

g Math Writing

School 2,139 221 422 422 423 35 15.84

District 9,576 939 442 450 439 274 25.8

County 43,131 4,765 478 488 471 1,864 39.12


186

2014-15

Enrollmen

t 9-12

Number Tested Average

Score # of Scores

≥

1500

% of Scores

≥

1500 Reading Math Writing

District


31 more students in 2013-2015 took the SAT as compared to 2012-2013

2.64% increase in 2013-2014 SAT score of 1500 or better as compared to the 2012-2013 school year

CCHS SAT average scores for both the 2012-2013 and 2013-2014 school years in reading, Math and Writing is lower

than the district and county SAT average scores


ACT Scores Scores are from CDE Dataquest

2012-13 Grade 12

Enrollmen

t

Number

Tested Percent Tested Average

Score # of Scores ≥

21 % of Scores ≥

21 School 529 67 12.67 18 17 25.37

District 2,421 310 13.22 18.95 106 34.04

County 10,845 1,481 13.66 20.9 747 50.44

2013-14

Enrollmen

t 9-12

Number Tested

Average

Score # of Scores

≥

21

% of Scores

≥

21 Readin

g English Math Science

School 2,139 86 19 17 19 18 17 19.77

District 10,050 364 19 17 20 18 108 29.67

County 43,131 1,640 21 20 21 20 783 47.74

2014-15

Enrollmen

t 9-12

Number Tested

Average

Score # of Scores

≥

21

% of Scores

≥

21 Readin

g English Math Science

School 525 50 18 16 17 18 9 18

District 2,450 437 19 18 20 19 152 34.78

County 10,984 1,824 21 21 22 21 960 52.63


187


36 fewer students completed an ACT for the 2014-2015 school year

CCHS Students average score in Reading, English, Math, and Science lagged behind the District and County scores by

1 to 3 points The 2014-2015 ACT scores have decreased between 1 to 2 points from 2013-2014


188

Planned Improvements in Student Performance

School Goal #1

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional

program for students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following

school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:

SUBJECT: English Language Arts

LEA GOAL:

By July 2017, the percentage of all students (grade 11) meeting their expected English Language Arts growth on the Smarter Balanced Assessment Consortium (SBAC)

also referred to as CAASPP will increase by 10 percentage points of the percentage of students and shall have no less than 20 percent proficient in ELA.

By July 2017, the percentage of all students (grades 9-11) meeting their expected READING growth on the Measures of Academic Progress (MAP) will increase by 10

percentage points of the percentage of students and shall have no less than 20 percent proficient in ELA.

SCHOOL GOAL #1:

By July 2017, the percentage of all students (grade 11) meeting their expected English Language Arts growth on the Smarter Balanced Assessment Consortium (SBAC)

also referred to as CAASPP will increase by 10 percentage points of the percentage of students and shall have no less than 20 percent proficient in ELA.

By July 2017, the percentage of all students (grades 9-11) meeting their expected READING growth on the Measures of Academic Progress (MAP) will increase by 10

percentage points of the percentage of students and shall have no less than 20 percent proficient in ELA.

Data Used to Form this Goal:

Grade level common formative and Summative assessments

Action Walks

CCHS Collaboration/Data Teams

MAP assessment scores (Fall, Winter and Spring)

Academic Conferences/Lesson Planning Review--Utilization of Webb's Depth of Knowledge (levels two--four) and Bloom's Taxonomy (level of Application or higher) to

ensure grade level rigor

Progress Reports and Report Cards

CAASPP datas findings


189

Findings from the Analysis of this Data:


190

34% of students met or exceeded standards on the ELA CAASPP

Both the Reading and Research/Inquiry claims had the highest percentages of students Above Standard (18%), while the Reading claim had the highest percentage Below

Standard (34%)

14% of 11th-grade students met or exceeded mastery of the standards on the Mathematics CAASPP

85% of 11th-grade students nearly met or did not meet mastery of the standards on the Mathematics CAASPP

54% of the students scored in the Intermediate, Early Intermediate, and Beginning level for the 2015-2016 and 56% 2014-2015 CEDLT

46% of the students scored Early Advance or Advance for the 2015-2016 CEDLT as compared to 44% for the 2014-2015 school year. A 2% increase from the previous year

The 2015-2016 CEDLT Early Intermediate experience the most significant change from the 2014-2015 CEDLT. The Intermediate level increase from 32% by 8% from 2014-2015

to 2015-2016 to 40%

39 more ELD students attended CCHS and were tested for the 2015-2016 school year

Advance and Early Advance levels stayed the same from the 2014-2015 (44%) and 2015-2016 (44%) school

years 39 more ELD students attended CCHS and were tested for the 2015-2016 school year

Advance and Early Advance levels stayed the same from the 2014-2015 (44%) and 2015-2016 (44%) school years

The 2014-2015 Intermediate, Early intermediate, and Beginning percentage was 56%. The 2015-2016 Intermediate, Early intermediate, and beginning declined slightly to 56%

The reclassification rate has increased by 2.1% from the 2014-2015 school year

CCHS reclassification rate in 2014-2015 and in 2015-2016 is lower than SUSD reclassification

rate CCHS reclassification for the last three school years is lower than State average

AMAO 1: CCHS has not met our NCLB school-wide growth targets for the last three school

years AMAO 2: CCHS has not met our NCLB school-wide growth targets for the last three

school years

AMAO 1: Both the School (53.1%) and the District (54.2%) have increased the percentage of students meeting this target but still are below the state target (60.5%) District

data is below the performance of CCHS students

AMAO 2: District and School have increased proficiency for both groups but have failed to meet growth target. CCHS is slightly higher for those students Less than 5

years (21.4%) compared to district (16.6%)


AMAO 3: The District has met participation but not proficiency. The state has not released AMAO for districts yet.


191


192

How the School will Evaluate the Progress of this Goal:

CAAS

P

MAP

CELD

T

Common Formative and Summative Assessments

Action Walks

Data teams/CCHS Collaboration

minutes Student Grades

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed

Expenditure(s) Description Type Funding Source Amount

08/13/2016– William Nelson ELA

Intervention/support

Teachers

ELA Instructional

Intervention Teachers

1000-1999:

Certificated

Personnel Salaries

1000-1999:

Certificated

Personnel Salaries

LCFF

Supplemental SCE

Title I Instructional

30103.00

79934.0

ELA Intervention teacher/s to teach 06/01/2018 AVID, ELD and intervention courses in English for students.

ELA Program Manager 08/13/2016 – William Nelson Assistant Principal 1000-1999:

Certificated

Personnel Salaries

LCFF

Supplemental SCE 75733

Provide educational leadership by 06/01/2018 assisting and supporting the ELA program with staff development, evaluation, master schedule, discipline, parent/community relations, counseling, co-curricular activities, SLC support, and instructional support as measured by student achievement via their grades, A-G completion, STAR/CalMAPP, MAP, district assessments, and WASC requirements.


193

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Data Analysis and Master Schedule

Counselors, Administrators, ELA

Department Chair, and SLC lead

teachers will analyze student grades,

08/13/2016 –

06/01/2018 Martha Ruley,

William

Nelson

Master Schedule--

Complete Pre-

Registration Form

CELDT, Advance Placement scores, MAP, A-G completion and District

assessment results to ensure the

proper placement of students in ELA

courses in the schools 4X4 master

Pre-Registration form is

completed and contains

all ELA courses needed

for students each Term.

schedule. This will be measured by the student's class schedule and

academic needs from his/her

transcript.

Master Schedule—

SLC Purity:

Ensure that students are

assigned ELA courses

within their SLC to enable cross-curricular support and academic growth.

Data Analysis 08/13/2016 – Martha Ruley, Identify Students Who 1000-1999:

Need Additional Support Certificated

- Add Comp: Personnel Salaries

Based on student data

(Transcripts, CELDT,

MAP, and District

Assessments) students

are identified who will

need to participate in an

EDGE, or English

Support intervention

courses in Term 1 prior

to their grade level

course in Term 2.

Instructional Coach 1000-1999:

Certificated

Personnel Salaries


Title I

Professional

Development

5000

37706

Counselors, Administrators, SLC lead 06/01/2018 William Nelson teachers, and department chairs identify students who need additional academic support by analyzing student grades, CELDT, Advance Placement, CAASPP, MAP, and District assessment results.


194

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed



Certificated

Personnel Salaries

Title I Instructional 12569

4X4 Master Schedule 08/13/2016 – Martha Ruley, Counselors

Pre-registration for

Grades 9-11 (10-12 next

year)

Counselors will meet

with 9th-11th grade

students to place them

into an ELA course

based on their previous,

prior year English

course grades,

assessment results from

district, and MAP

assessments.


Grades 8 (incoming 9th)


with 8th grade students

to place them into an

EDGE support course

based on their

assessment results from

district and ELA MAP

assessments.

1000-1999:

Certificated

Personnel Salaries

LCFF

Supplemental LEP 24939

School 4X4 schedule ensures that all 06/01/2018 William Nelson students are assigned English course(s) based on student data from grades, CELDT, MAP, and District assessments. Students are assigned to an intervention class during Term 1 and their grade level course in Term 2 (preferably with the same teacher from their SLC) to meet their academic need, meet SUSD graduation requirements, A-G requirements and ensure that they have at least one English course both terms.


195

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Data Analysis

Counselors, administration, SLC

lead teachers, and department chairs

08/13/2016 –


William

Nelson

Identify Students Who

Need Additional Support

identify students who need additional academic support by

analyzing student grades,

CELDT, Advance Placement,

MAP, and District assessments

results.


(Transcripts, CELDT,

MAP, and District

Assessments), students


need to participate in a Math support, EDGE or English support course Term 1 prior to their grade level Math course Term 2.

4X4 Master Schedule

School 4X4 schedule ensures that all

students are assigned English

course(s) based on student data from

08/13/2016 –

06/01/2018 William Nelson Pre-registration for

Grades 8 (incoming 9th

grade)

grades, CELDT, STAR/CalMapp, SBAC, MAP, and District assessments.

Students are assigned one

intervention class during Term 1 and

English course or English course with

support Term 2(preferably with the

same teacher from their SLC) to meet

their academic need, meet SUSD

graduation requirements, A-G

requirements and ensure that they


with 8th grade students

to place them into an

ELA Foundation of

Literature support

course based on their

score on assessment

results from district and

ELA MAP assessments.

have an at least one English course both terms.


196

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed




year)


with 9th-11th grade

students to place them

into an ELA support

course based on their

prior English course

grades, and assessment


MAP assessments.

4X4 Min-Day Professional

Development/Collaboration

ELA teachers will meet at least once

every two weeks for 75 to 90 minutes

per contractual modification via 4X4

Minimum Day professional

development/Collaboration time to

monitor and support district-adopted

core ELA instructional program,

CCSS/Rigorous Curriculum Design

instructional units, WASC

recommendations, Direct Instruction,

SDAIE, student work, common

department assessments, SBAC

scores, MAP and classroom grades.

Division of the specified time shall

allow allotted time for data analysis,

with remaining time for PLC

collaboration.

08/13/2016 –


William

Nelson

Minumum Day Staff

Development

Calendar/Activities

ELA teachers utilize

the minimum days as

opportunities for data

analysis and

collaboration between

teachers in their

department and across

the curriculum via their

department and SLC to

meet all district and

WASC

goals/expectations.


197

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Department and SLC Data Analysis

Ongoing utilization of 4X4 minimum

day meetings for professional

development, Academic Conferences,

08/13/2016 –


William

Nelson

Complete all SUSD

CCSS/RCD Units

and Assessments

and teacher-to-teacher collaboration to meet WASC requirements.

All ELA teachers will

administer SUSD

CCSS/ Chavez faculty will use the PLC Data

Team Collaborative Rubric in

identifying students who need

additional academic support. This

model employs data analysis of

common formative and summative

assessments, disaggregating said data

to discover the most pressing

academic needs of school subgroups.

Rigorous Curriculum Design units of students

per the district pacing

guide for 4X4 schools.

Assessments and

Performance Tasks will

be scanned into

Illuminate for data

analysis.

It further prioritizes student learning needs that have impact throughout the PLC’s unit content, identifying

WICOR and DII strategies to assist

students with intensive instructional

needs. Additional faculty support

comes from group collaboration,

studying Action Walk feedback,

creating SMART goals that focus

instruction and Results Indicators to

identify time and place for the

employment of the above strategies.

Grade Data Review

ELA teachers,

administration, and

Counselors will

review student grades

(via

minimum day meetings

and Academic

Conferencing) each

quarter of the Term to

identify the instructional

need of students and to implement interventions.


198

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Assessment Data

Review ELA teachers,

administrators, and

Counselors will review

student assessment

results (via minimum

day meetings and

Academic Conferencing)

each quarter of the Term

to identify the

instructional need of

students and to

implement interventions.

ELA

Academic

Conferences

ELA teachers will meet

at least once a semester

together with their

Department Chair, grade

level department team,

and Administration to

review student

academic data to identify

the instructional needs of

our students.


199

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Action Walk Staff Development & 08/13/2014 – Martha Ruley, Action Walks Calendar


participate in Action

Walks at least once a

month to provide

feedback to their

department or SLC team

members and receive

feedback to improve

their classroom

instructional success.

This data is utilized

through the PLC

Collaboration process

described above.

Action Walks

- substitutes

1000-1999:

Certificated

Personnel Salaries

1000-1999:

Certificated

Personnel Salaries


Title I

Professional

Development

32423 Data Analysis 06/01/2018 William Nelson Ongoing Action Walks by English teachers, SLC Lead Teachers,and Administration are utilized to support instruction by providing opportunities for teachers to see school site instructional practices, assist with implementation of instructional focuses (Direct Instruction and SDAIE) and receive feedback on the effectiveness of their instruction.

This data is utilized through the PLC

Collaboration process described above.


200

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Instructional Support and Staff

Development

All ELA teachers will utilize

RCD/Common Core lessons with

their students. All lessons will include

Direct Instruction and SDAIE

methodologies to increase student

achievement.

08/13/2016 –


William

Nelson

Direct Instruction

Training

All ELA teachers

will receive Direct

Instruction training

(both on site and via

SUSD Curriculum

Department) and be

5000-5999: Services Title I

Professional And Other Operating

Development

Expenditures

37961

Teacher strategies, SMART goals

and Results indicators created in the

PLC collaboration model shall reflect

expected to implement these in every classroom

lesson.

these lessons. This training will include

teacher proficiency in the PLC Data Collaboration model.

SDAIE Instructional

Training All ELA teachers will receive SDAIE training (both on site and via SUSD Curriculum Department) and be expected to implement these in every classroom lesson.

This training will include



201

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


ELA Common

Core Training


participate in ELA site

and district training and

collaborate (via

Department and SLC

PLC’s) to integrate the

RCD/Common Core

lessons into our lesson

planning, instructional

model (Direct

Instruction), and

classroom/department/

district assessments.

This training will

include teacher

proficiency in the PLC

Data Collaboration

model.


202

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Grade Level Writing In All

ELA Courses

All ELA teachers will implement

various grade level writing

assignments each Term to improve

student proficiency with writing.

*Each writing assignment will

include process writing, quick writes

and be based on the four genres of

writing (Narrative, Expository,

Response to Literature, and

Persuasive). ELA teachers will utilize

a common rubric to help with data

analysis and collaboration during

weekly minimum days to improve

student writing skills and meet all

WASC recommendations.

08/13/2016 –


William

Nelson

Analysis of

Student Writing


utilize a common

writing rubric to help

with data analysis and

collaboration during

weekly minimum days

to improve student

writing skills. *This

analysis will include

scaffolding steps to

increase rigor and

complexity in writing

assignments, and

provide, every semester,

examples of student

The department rubric for process

essays and on-demand work is the 5

Point Scoring Guide developed by

Writing instructors.

work in the Persuasive, Expository and

Narrative essay modes.

A research project will

be included each term to

assess and maintain high scores in Research/Inquiry and Reading.

The department rubric

for process essays and on-demand work is the 5 Point Scoring Guide developed by Writing instructors.

Site Technology/Program Support 08/13/2016 – Martha Ruley, Equipment

AVID PD Online License

4000-4999: Books

And Supplies LCFF


Administrators, teachers, and 06/01/2018 William Nelson students will have access to a variety of technical assistance programs,


203

student information systems and


204

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


software to supplement CCSS CORE

instruction, inform data decisions and

communicate with students and

parents. Such programs include but

are not limited to: Illuminate,

Synergy, MAP, APEX, Moodle,

Schoolloop, ParentVue, StudentVue,

Parent Link, school website and other

web-based programs as determined by

site.

Student Technology

Students will have access to

supplemental technology that will

assist sites in monitoring student

achievement on the Common Core

State Standards and prepare them for

SBAC assessments.

08/13/2016 –

06/01/2018 William Nelson Computers & Equipment 5000-5999: Services Title I Instructional 33464

And Other Operating

Expenditures

Bilingual Paraprofessional

Provides Primary Language

Support in the CORE subject areas.`

08/13/2016 –

06/01/2018 William Nelson Bilingual Assist 2000-2999: Classified LCFF Supplemental 18669

Personnel Salaries LEP


205

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


After-School Tutoring

Teachers identify students tutoring

needs and fill out a form that is sent

08/13/2016 –

06/01/2018 Aaron Mata, Maria

Pacheco-Renteria,

Laura Pearl, Silvia

Ballardo, Cristina

Students receive

tutoring in Math and

English

1000-1999:

Certificated

Personnel Salaries


to the Counselor. The Counselor then schedules the students' tutoring

time after-school.

Avila, Tammy Earnest

Students are identified

by their Math or English

teacher if they are in

need of after-school tutoring. After the form is filled out by the teacher, the student gets parent permission and begins receiving after-school tutoring once a week.

APEX online program for Credit

Recovery, A-G completion and

GPA

08/13/2016 –

06/01/2018 Martha Ruley, Eric

Cobb, Aaron Mata, Additional comp

improvement William Nelson, EL Students and 11th and 12th grade Mollie Verstl students who fail English class can be assigned to this lab as an additional English support course.

Instructional Materials

School wide distribution of ELA

Holt core instructional materials

(textbooks, workbooks, and CD-

ROMs) to teachers and students

including online resources for a

wealth of materials from

differentiated lesson planning for

English Language learners to

advanced, remedial and special

08/13/2016 –

06/01/2018 William Nelson Student Enrollment In

ELA courses

Use most accurate

student enrollment

count (from Synergy)

per term to project

accurate number of

textbooks and materials

for student population.

needs learners, class support technology, and varied forms of assessments.


206

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Textbook Distribution

All ELA teachers’

classes receive their

Textbooks and any

support material by the

third instructional day of

each Term.

*Collaborative Scaffolding

The English Write-Off workshop

developed by the collaborative

members of the ELA write-off group

will expand to the entire department,

with intention to create a school- wide

write-off within two years.

Prompts will be created and circulated

specifically to scaffold on previous

material, to increase rigor and

complexity of the assigned essay, and

to build skill specifically in the area

of on-demand essays such as those

encountered on AP, SAT and ACT

testing.

1/3/2017-

06/01/2019 Members of

English Write-Off

Group, Department

Chair and members

of ELA Department

of Chavez

Materials TBD


207

*Video-based Instructional Support

and Staff Development

Teachers will videotape, through the

auspices of Mr. Wilson's technical

department, pertinent lessons that

include examples of Direct

Instruction, SDAIE methodologies

and selected teacher strategies,

including those most useful for EL

classes.

These videos will be utilized to

educate new instructors and refresh

experienced ones with an eye to

preserving "what teaching looks like"

when a teacher uses methodologies to

increase student achievement and

his/her own effectiveness.

1/3/2017-

06/01/2019 David Wilson,

Members of the

ELA Department

of Chavez

Materials TBD


208

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed



School Goal #2




SUBJECT: Mathematics

LEA GOAL:

By July of 2017, the percentage of all students (grade 11) meeting their expected MATH growth on the Smarter Balanced Assessment Consortium (SBAC) also referred to as

CAASPP will increase by 10 percentage points of the percent of students and shall have no less than 20 percent proficient in Math.

By July 2017, the percentage of all students (grades 9-11) meeting their expected MATH growth on the Measures of Academic Progress (MAP) will increase by 10 percentage

points of the percentage of students and shall have no less than 20 percent proficient in Math.

SCHOOL GOAL #2:

By July of 2017, the percentage of all students (grade 11) meeting their expected MATH growth on the Smarter Balanced Assessment Consortium (SBAC) also referred to as

CAASPP will increase by 10 percentage points of the percent of students and shall have no less than 20 percent proficient in Math.

By July 2017, the percentage of all students (grades 9-11) meeting their expected MATH growth on the Measures of Academic Progress (MAP) will increase by 10 percentage

points of the percentage of students and shall have no less than 20 percent proficient in Math.



209

CAASPP (SBAC) Data

RCD Unit of Study Unit

Assessments MAP Assessment Data

Common Formative Assessments

Action Walks

Data Team/Collaboration process



Approximately 53% of students were below standards in Problem Solving & Modeling/Data Analysis, 44% in Communicating Reasoning, and 72% were below standards

in Concepts & Procedures for CAASPP


AMAO 1: CCHS has not met our NCLB school-wide growth targets for the last three school years


AMAO 3: CCHS met the Proficient or Above for math, participation rate for both math and English for the 2013-2014 school year.

AMAO 1: Both the School (53.1%) and the District (54.2%) have increased the percentage of students meeting this target but still are below the state target (60.5%) District data is

below the performance of CCHS students

2.9% growth from 2015-2016 to 2016-2017 in which students met their Math Growth Targets


The 2016-2017 9th grade and 10th grade "Met Growth" percentage is higher than the previous year; however, it still lags behind the 2014-2015 school year

All incoming Freshman students who need Algebra support will be placed into the Algebra Support course Term 1

All math courses will incorporate Direct Instruction and AVID WICOR strategies to help scaffold students to grade level work

Academic conferences were utilized with Webb's Depth of Knowledge and Bloom's Taxonomy to identify the level of rigor for math courses

During CCHS Collaboration/Data Teams, data was disaggregated and utilized in order to inform instruction


210


Grade level common formative and Summative assessments

Action Walks

CCHS Collaboration/Data Teams

MAP assessment scores (Fall, Winter and Spring)

Academic Conferences/Lesson Planning Review--Utilization of Webb's Depth of Knowledge (levels two--four) and Bloom's Taxonomy (level of Application or higher) to

ensure grade level rigor

Progress Reports and Report Cards

CAASPP data

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Math AVID and math intervention 08/13/2016 – William Nelson Intervention teachers

Math Intervention

Teachers

1000-1999:

Certificated

Personnel Salaries

1000-1999:

Certificated

Personnel Salaries

LCFF

Supplemental SCE


30104.00

79935.00

teachers to provide instructional 06/04/2017 support to students.

Data Analysis and Master Schedule

Counselors, Administrators, SLC

lead teachers, and Department

Chairs

08/13/2016 –

06/04/2017 Aaron Mata,

William

Nelson, Mollie

Verstl

Master Schedule—

Complete Pre-

Registration Form

analyze student grades on CELDT, CAL/MAPP, SBAC, Advance

Placement, MAP, and district

assessment results. This is to ensure

the proper placement of students in

Pre-Registration form is

completed and contains

all Math courses needed

for students each Term

Math courses in the school's 4X4 master schedule and meet all WASC

recommendations. This will be

Master Schedule—

SLC Purity

measured by the student class schedule and academic needs from

student's transcript.

Ensures that students

are assigned Math

courses within their

SLC to enable cross- curricular support and


211

academic growth.


212

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Data Analysis 08/13/2016 – Martha Ruley, Eric Identify Students Who 1000-1999:


- Add Comp Personnel Salaries


(Transcripts, CAASPP,

CELDT, MAP, common

formative assessments

and District

Assessments), students


need to participate in an

Algebra Support course

Term 1 prior to their

grade level Math course

Term 2.


Certificated

Personnel Salaries


Certificated

Personnel Salaries


Title I

Professional

Development


30000

37705

12568

06/04/2017 Cobb, Kraig Counselors, Administrators, SLC Lead Jorgenson, Aaron Teachers, and Department Chairs Mata, William identify students who need Nelson, Mollie additional academic support by Verstl analyzing student grades, CELDT, Advance Placement, MAP, STAR/CalMAPP, RCD Units of study and District assessment results.

Chavez faculty will use the PLC Data

Team Collaborative Rubric in identifying students who need additional academic support. This model employs data analysis of common formative and summative assessments, disaggregating said data to discover the most pressing academic needs of school subgroups. It further prioritizes student learning needs that have impact throughout the PLC’s unit content, identifying WICOR and DII strategies to assist students with intensive instructional needs. Additional faculty support comes from group collaboration studying Action Walk feedback, creating SMART goals that focus instruction and Results Indicators to identify time and place for the employment of the above strategies.


213

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


4X4 Master Schedule

The school's 4X4 schedule ensures

that all students are assigned Math

08/13/2016 –


Eric Cobb, Kraig

Jorgenson, Aaron

Mata, William



grade)

course(s) based on student data from grades, CELDT, MAP, common

formatives, and District assessments.

Students are assigned Algebra

Support during Term 1 and their

grade level course Term 2 (preferably

with the same teacher from their

SLC) to meet their academic needs,

SUSD graduation requirements, A-G

requirements, WASC

recommendations. This ensures that

they have at least one Math course

Nelson, Mollie Verstl

Counselors will place

students in Algebra

Support Term 1 if they

are three or more years

behind grade level and

Algebra 1 Term 2. Their


MAP assessments and

8th grade math grades

will be used for

placement.

both terms. Pre-registration for

Grades 9-11 (10-12 next year)


students into an Algebra support course based on their prior year Math course grades, District assessments, and MAP.

Math Engineering Science 08/13/2016 – William Nelson

Achievement (MESA) 06/04/2017 Genelita Tubal

Provides quality academic

enrichment for selected students along with collaboration and professional development involving teachers from all participating schools.


214

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Data Analysis 08/13/2016 – Martha Ruley, Eric Identify Students Who 1000-1999:


Personnel Salaries


(Transcripts, CAASPP,

CELDT, MAP, and

District Assessments),

students are identified

who will need to

participate in an Algebra

Support course Term 1

prior to their Algebra

course Term 2.

Title I

Professional

Development

1717 06/04/2017 Cobb, Kraig Counselors, Administration, SLC lead Jorgenson, Aaron teachers, and Department Chair Mata, William analyze and SBAC, student grades, Nelson, Mollie CELDT, Advance Placement, MAP, Verstl and District assessment results to identify students who need academic support.


Team Collaborative Rubric in identifying students who need additional academic support. This model employs data analysis of common formative and summative assessments, disaggregating said data to discover the most pressing academic needs of school subgroups. It further prioritizes student learning needs that have impact throughout the PLC’s unit content, identifying WICOR and DII strategies to assist students with intensive instructional needs. Additional faculty support comes from group collaboration studying Action Walk feedback, creating SMART goals that focus instruction and Results Indicators to identify time and place for the employment of the above strategies.


215

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


4X4 Master Schedule

The school's 4X4 schedule ensures

that all students are assigned Math

08/13/2016 –


Eric Cobb, Kraig

Jorgenson, Aaron

Mata, William



grade)

course(s) based on student data from grades, CELDT, SBAC, MAP,

common formatives and District

assessment results. Students are

assigned an Algebra Support class

during Term 1 and and Algebra 1

courses Term 2 (preferably with the

same teacher from their SLC) to

meet their academic needs, SUSD

graduation



students into a Math

support course if they

received a D or lower

grade in Algebra, and

based on their results

from district and Math

MAP assessments.

requirements, and A-G requirements and ensure that they have at least

one Math course both terms.



year)


students into a Math support course if they received a D or F in Algebra, and based on their results from district and MAP assessments.

APEX online program for Credit 08/13/2016 – Martha Ruley, Eric

Recovery, A-G completion and GPA 06/04/2017 Cobb, Aaron Mata, improvement William Nelson, EL Students and 11th and 12th grade Mollie Verstl students who fail Algebra class can be assigned to this lab as an additional math support course.


216

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


4X4 Min-Day Professional

Development/Collaboration

Ongoing utilization of 4X4

Minimum

Day meetings to monitor and support

08/13/2016 –


Eric Cobb, Kraig

Jorgenson, Aaron

Mata, William

Minimum Day

Staff Development

Calendar/Activities

district-adopted Math instructional program, Direct Instruction,

SDAIE, and CCHS Instructional

Norms as measured by student

performance on Department

Formative assessments, MAP,

Advance Placement, and classroom

grades.


Ensure that Math

teachers utilize the

minimum day as

opportunities for data

analysis, CCSS

common lesson

planning, and

collaboration between


allow allotted time for data analysis,

with remaining time for PLC

collaboration. This data is utilized

through the PLC Collaboration

teachers in their department and across

the curriculum via their

SLC to meet district and

WASC goals.

process described above. This paradigm will include training for teacher proficiency in the PLC Data Collaboration model.

After-School Tutoring

Teachers identify students tutoring

needs and fill out a form that is sent

08/13/2016 –

06/04/2017 Aaron Mata, Maria

Pacheco-Renteria,

Laura Pearl, Silvia

Ballardo, Cristina

Students receive

tutoring in Math and

English

1000-1999:

Certificated

Personnel Salaries

LCFF


to the Counselor. The Counselor then schedules the students' tutoring

time after-school.

Avila, Tammy Earnest

Students are identified

by their Math or English

teacher if they are in

need of after-school tutoring. After the form is filled out by the teacher, the student gets parent permission and begins receiving after-school tutoring once a week.


217

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Department and SLC Data Analysis

Ongoing utilization of 4X4

minimum day meetings for

professional

08/13/2016 –


Eric Cobb, Kraig

Jorgenson, Aaron

Complete SUSD

Math District

Assessments development, Academic Conferences and teacher to teacher collaboration

to review instructional data (student

work and formative assessments) to

improve instruction and increase

student proficiency rates in Math as

measured by student work and

district formative assessments.

Mata, William Nelson,

Mollie Verstl

All Math teachers will

administer SUSD

district assessments per

the district pacing guide

for 4X4 schools.

Assessments will be

scanned into Illuminate

within three work days.






common formative and summative




It further prioritizes student learning

needs that have impact throughout the

PLC’s unit content, identifying



Grade Data Review

Math teachers,

administrators, and


student grades (via min

day meetings and

Academic

Conferencing) each

quarter of the Term to

identify the instructional

needs of students and to

implement

interventions.

needs. Additional faculty support comes from group collaboration studying Action Walk feedback, creating SMART goals that focus instruction and Results Indicators to identify time and place for the employment of the above strategies.


allow allotted time for data analysis, with remaining time for PLC collaboration. This data is utilized through the PLC Collaboration process described above. This


218

process will include teacher


219

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed



Data Collaboration model.

MAP and

Assessment Data

Review Math teachers, administrators, and Counselors will review student classroom assessment results (via minimum day meetings and Academic Conferencing) each quarter of the Term to identify the instructional need of students and to implement interventions.

Academic Conferences

Math teachers will meet at least once a semester with their Department Chair, their grade level team, and with administration to review student academic data to identify the instructional needs of students.


220

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Action Walk Staff Development

& Data Analysis

Ongoing Action Walks by Math

teachers, SLC Lead Teachers,and

Administrators are utilized to support

instruction by providing teachers with

opportunities to see school site

instructional practices, assist with

implementation of instructional

focuses (Direct Interactive

Instruction, AVID strategies, and

SDAIE) and receive feedback on the

effectiveness of their instruction.

08/13/2016 –

06/04/2017 Aaron Mata,

William

Nelson, Mollie

Verstl

Action Walks Calendar 1000-1999:

All Math teachers will Certificated

participate in Action Personnel Salaries

Walks at least once a

month to provide

feedback to their

department or SLC team

members and receive

feedback to improve

their classroom

instructional practices

for greater student

success.





Development

All Math teachers will utilize Direct

Instruction, and SDAIE

methodologies in every lesson.

Teacher strategies, SMART goals and

Results Indicators created in the PLC

collaboration model shall reflect these

lessons. This process will include

teacher proficiency in the PLC Data

Collaboration model.

08/13/2016 –


Eric Cobb, Ferfina

Garcia, Kraig

Jorgenson, Aaron

Mata, William

Nelson, Claudia

Solis-Orduna,

Mollie Verstl

Direct Interactive 1000-1999:

Instruction Training Certificated

All Math teachers have Personnel Salaries

received and/or will

receive Direct

Interactive Instruction

training (both on site

and via SUSD

Curriculum Department)

and be expected to

implement this in every

classroom lesson.

Title I

Professional

Development

This training will include



221

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


AVID WICOR and SDAIE

Instructional Training


receive SDAIE training

(both on site and via

SUSD Curriculum

Department) and be

expected to implement

this in every classroom

lesson.

This training will

include teacher


Data Collaboration

model.

Math Common Core and

RCD Training


participate in Math site

and district training and

collaboration (via

Department and SLC

PLCs) to integrate the

Common Core standards

into our lesson planning,

instructional model

(Direct Instruction), and

department/district

assessments.

This training will

include teacher


Data Collaboration

model.


222

Site Technology/Program Support

Administrators, teachers, and

students will have access to a variety

of technical assistance programs,

08/13/2016 –

06/04/2017 Kraig Jorgensen Computers & Equipment 6000-6999: Capital Title I Instructional 25000

Outlay


223

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


student information systems and

software to supplement CORE

instruction, inform data decisions and

communicate with students and

parents. Such programs include but

are not limited to: Illuminate,

Synergy, MAP, APEX, Moodle,

Schoolloop, libraries, school

messenger and other web-based

programs as determined by site.

Equipment 4000-4999: Books

And Supplies LCFF


Compliance District Adopted

Core Materials

Teachers and students are provided

08/13/2016 –

06/04/2017 Aaron Mata Student Enrollment In

Math courses

with Pearson/Prentice Hall textbooks, resource materials including online

access to Moodle (individual teacher

account) for materials for

differentiated lesson planning for

English Language learners. Also, to

advance remedial and special needs

learners.

Use accurate student

enrollment count (from

Synergy) per term to

project accurate number

of textbooks and

materials for student

population.

Students are provided textbooks, Textbook Distribution

workbooks, access to online and in- class calculators, and online tutorials

both to re-enforce concepts taught in

class and to assess understanding.

All Math teachers’

classes receive their

Textbooks and any

support material by the

Teachers and students are provided

with Rigorous Curriculum Design

third instructional day of each Term.

(RCD) Units of Study which include end of Unit Summative Assessments. In addition, common formative assessments are given

Math Program Manager 08/13/2016 – Will Nelson Assistant Principal 1000-1999: LCFF 75733 Provide educational leadership by 06/04/2017


224

assisting and supporting the Math Certificated

Personnel Salaries Supplemental SCE


225

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


program with staff development,

evaluation, master schedule,

discipline, parent/community

relations, counseling, co-curricular

activities, SLC support, and

instructional support as measured by

student achievement via their grades,

A-G completion, CAASPP, MAP,

district assessments, and WASC

requirements.


226


School Goal #3




SUBJECT: English Learner Outcomes

LEA GOAL:

By July 2017, the percentage of EL students meeting/exceeding ELA and Math standards will grow by no less than 10 percent over the prior year.

By July 2017, the percentage of LTELs (AMAO 2, more than 5 years) will decrease by 10 percent over the prior year.

By July 2017, the percentage of reclassified (RFEP) students will increase by 2 percent.

SCHOOL GOAL #3:

By July 2017, the percentage of EL students meeting/exceeding ELA and Math standards will grow by no less than 10 percent over the prior year.

By July 2017, the percentage of LTELs (AMAO 2, more than 5 years) will decrease by 10 percent over the prior year.

By July 2017, the percentage of reclassified (RFEP) students will increase by 2 percent.


CELDT Data

MAP Assessment

Data Students' Grades


227


54% of the students scored in the Intermediate, Early Intermediate, and Beginning level for the 2015-2016 and 56% 2014-2015 CEDLT

46% of the students scored Early Advance or Advance for the 2015-2016 CEDLT as compared to 44% for the 2014-2015 school year. A 2% increase from the previous year

The 2015-2016 CEDLT Early Intermediate experience the most significant change from the 2014-2015 CEDLT. The Intermediate level increase from 32% by 8% from 2014-2015

to 2015-2016 to 40%

39 more ELD students attended CCHS and were tested for the 2015-2016 school year

Advance and Early Advance levels stayed the same from the 2014-2015 (44%) and 2015-2016 (44%) school years

The 2014-2015 Intermediate, Early intermediate, and beginning percentage was 56%. The 2015-2016 Intermediate, Early intermediate, and beginning declined slightly to 56%

The reclassification rate has increased by 2.1% from the 2015-2016 school year

CCHS reclassification rate in 2014-2015 and in 2015-2016 is lower than SUSD reclassification

rate CCHS reclassification for the last three school years is lower than the State average

AMAO 1: CCHS has not met our NCLB school-wide growth targets for the last three school

years AMAO 2: CCHS has not met our NCLB school-wide growth targets for the last three

school years

AMAO 2: District and School have increased proficiency for both groups but have failed to meet growth target. CCHS is slightly higher for those students Less than 5

years (21.4%) compared to district (16.6%)


AMAO 3: CCHS met the Proficient or Above for math, Participation rate for both math and English for the 2013-2014 school year. However, CCHS has not met the 2013-

2014 Proficient or Above rate in ELA

AMAO 3: The District has met participation but not proficiency. The state has not released AMAO for districts yet. ELD and SDAIE training and support will need to continue to

ensure teachers are utilizing appropriate instructional strategies with EL students based on their instructional needs


228


CEDLT

ELD RCD Units of Study Unit


Common Formative Assessments

Action Walks

Data Team/Collaboration process

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Master Schedule Placement of EL 08/13/2014 – Martha Ruley,

students 06/01/2018 Ferfina Garcia, School administration and counselors William Nelson, ensure that all EL students are Claudia Solis- assigned to SDAIE and/or ELD Orduna intervention courses (VISION) each term in the 4X4 schedule based on the students academic need. Available data from CELDT, MAP and

other data available in Synergy, Illuminate and students’ cumulative folder will ensure proper placement in appropriate classes as set by LDO.

Instructional Support 08/13/2014 – Martha Ruley,

Principal, Assistant Principals, and 06/01/2018 Ferfina Garcia,

Kraig ELA and Math Department chairs will Jorgenson, Aaron visit all ELD classrooms on a regular Mata, William basis to ensure that the adopted core Nelson, Claudia curriculum are present and Solis-Orduna, instructional strategies that support Mollie Verstl all ELD levels are utilized. Professional development will be provided as needed.

Daily ELD Instruction Using SBE

Core 08/13/2014 – Martha Ruley, ELD Instruction 1000-1999:

Certificated

Personnel Salaries

LCFF

Supplemental LEP 34000.00

Materials 06/01/2018 Ferfina Garcia, All ELD teachers will receive William Nelson,


229

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


materials/supplies needed to support

the delivery of the core, intervention

and strategic curriculums.

Claudia

Solis-

Orduna

Professional Development 08/13/2014 – Martha Ruley,

Professional development training 06/01/2018 Ferfina Garcia,

Kraig will be provided for assigned ELD Jorgenson, Aaron teachers to ensure the use of district- Mata, William identified ELD instructional strategies Nelson, Claudia with all ELL students. Solis-Orduna, Mollie Verstl This training will include teacher proficiency in the PLC Data Collaboration model.

Data Analysis 08/13/2014 – Martha Ruley, Substitutes 1000-1999:

Certificated

Personnel Salaries

LCFF

Supplemental LEP 1206

All ELD teachers will regularly engage

06/01/2018 Ferfina Garcia, in action walks and data-based William Nelson, collaboration for the purpose of Claudia Solis- improving the teaching-learning Orduna process in ELD and content areas.

Chavez ELD faculty will use the PLC

Data Team Collaborative Rubric in identifying students who need additional academic support. This model employs data analysis of common formative and summative assessments, disaggregating said data to discover the most pressing academic needs of school subgroups. It further prioritizes student learning needs that have impact throughout the PLC’s unit content, identifying WICOR and DII strategies to assist students with intensive instructional needs. Additional faculty support


230

comes from group collaboration


231

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed







Weekly Minimum Day PD and 08/13/2014 – Martha Ruley,

Release Time 06/01/2018 Ferfina Garcia, ELD teachers will utilize weekly William Nelson, minimum days and release time (as Claudia Solis- funding allows) to meet and Orduna collaborate at grade level over formative, STAR/CalMAPP, SBAC, CELDT and MAP data on a regular basis. In addition, ELD teachers will analyze students’ academic data to provide needed enrichment, interventions and support (after school tutoring, SST process, parent conference, and peer teaching).


allow allotted time for data analysis, with remaining time for PLC collaboration.

ELAC Parent Involvement 08/13/2014 – Martha Ruley,

Ensure that EL parents will be 06/01/2018 Ferfina Garcia, informed and involved with the ELAC William Nelson, Parent Meeting and activities that Claudia Solis- will incease EL proficiency level and Orduna CELDT scores for reclassification purpose. ELAC parents will present their students needs to School Site


232

Council to ensure school funds,


233

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


resources, WASC, and SPSA

address EL student population.

After School Programs 08/13/2014 – Martha Ruley,

EL Coordinators will identify English 06/01/2018 Ferfina Garcia, Language Learners who need to William Nelson, attend an after school program to Claudia Solis- develop their speaking, writing, Orduna reading and listening skills: Rosetta Stone computer based skill program for levels 1 and 2 and 3D English Language based program for levels 3 and 4.

After-School Tutoring 08/13/2014 – Aaron Mata, Maria

06/01/2018 Pacheco-Renteria, Teachers identify students tutoring Laura Pearl, Silvia needs and fill out a form that is sent Ballardo, Cristina to the Counselor. The Counselor Avila, Tammy then schedules the students' tutoring Earnest time after-school.


234


School Goal #4




SUBJECT: School Climate and Safety

LEA GOAL:

By July 2017, school climate and safety of all stakeholders will be improved by providing a welcoming and safe environment.

By July 2017, attendance rates will grow by 2 percent.

By July 2017, suspension rates will continue to decrease.

By July 2017, disproportionate student suspension rates of all significant subgroups will continue to decrease.

By July 2017, expulsion rates will continue to decrease.

By July 2017, disproportionate student expulsion rates of all significant subgroups will continue to decrease.

SCHOOL GOAL #4:

By July 2017, school climate and safety of all stakeholders will be improved by providing a welcoming and safe environment.

By July 2017, attendance rates will grow by 2 percent.

By July 2017, suspension rates will continue to decrease.

By July 2017, disproportionate student suspension rates of all significant subgroups will continue to decrease.

By July 2017, expulsion rates will continue to decrease.

By July 2017, disproportionate student expulsion rates of all significant subgroups will continue to decrease.


235


Suspension and expulsion data

Truancy/attendance data

Student Grades

Intervention Center data


Based on the data provided by the California Department of Education Data Quest website:

310 students were suspended in 2013-2014

210 students were suspended in 2014-2015

Hispanic/Latino and African American are the largest subgroups suspended during the 2013-2014 and 2014-2015 school year.

Hispanic suspensions are down from 152 in 2013-2014 to 89 in 2014-2015.

African American suspensions are down from 86 in 2013-2014 to 66 in 2014-2015.

Asian suspensions are down from 26 in 2013-2014 to 22 in 2014-2015.

White suspensions are down from 22 in 2013-2014 to 13 in 2014-2015.

Native American/Alaska Native from 16 in 2013-2014 to 11 in 2014-2015.

Violent incidences have decreased by among smaller sub-groups such as American Indian and Asian; however, both Hispanic and African American violent incidences have

declined by 15 incidences between the 2013-2014 and 2014-2015 school years.

Based on counseling and administration classroom referrals, Defiance continues to be the number one issue for a student to be placed out of the classroom.


Develop Intervention Center to address student behavior issues via individual and small group interventions

Action Walks--Student Engagement

Ongoing analysis of student of Data:

• Suspension and expulsion data

• Truancy/attendance data

• Student Grades

• Intervention Center data

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Maintain Intervention Center to 08/13/2016 – Marcus Green,

support student support and 06/04/2017 Martha Ruley intervention via individual and small group intervention

Continue the development of CCHS 08/13/2016 – Tammy Ernest

Response To Intervention model to 06/04/2017


236

identify and utilize with students to


237

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


meet their behavior needs

Identify classroom management and 08/13/2016 – William Nelson

student engagement activities for 06/01/2018 teachers to connect student learning to SLC career pathways (i.e.real world applications)

Increase use of ParentVue program

by staff (via synergy) and parent to

help them monitor students

attendance and classroom grades

08/13/2016 –

06/01/2018 Tammy Ernest,

William

Nelson, Martha

Ruley, Aaron Mata

Staff

Development/Building

Leadership Team

Building Leadership

teachers (Department Chairs and SLC Lead Teachers) will meet weekly to ID site professional development needs based on student performance data, Action Walks, and Academic Conferences.

Ongoing staff development for 08/13/2016 – Tammy Ernest,

counselors and teaching staff (via 4X4 06/01/2018 William minimum day) for anger Nelson, Martha management, bullying, social media, Ruley, Aaron Mata and making appropriate decisions


238


School Goal #5




SUBJECT: Parent and Community Involvement

LEA GOAL:

Will promote the involvement of parents and community members in the education of their children, using parent outreach strategies so that parents in the district are active

participants in the education of their children.

SCHOOL GOAL #5:

Will promote the involvement of parents and community members in the education of their children, using parent outreach strategies so that parents in the district are active

participants in the education of their children.


Parent Participation in Back To School

Night Parent Survey

Parent input via Parent center and to staff


239


Parent Survey is conducted annually during our Summer Round Up/Orientation activities and again via online or phone message system in the Spring. Data is analyzed by school

leadership and used to identify parent and community involvement areas of improvement.


1. Ensure all phone communication goes out in both Spanish and English

2. Maintain our school website to help keep parents informed and engaged at school

3. Utilize social media outlets such as Twitter to keep parents informed of various school activities and programs

4. Teachers utilize the Synergy gradebook to help keep parents informed about their student achievement and academic achievement

5. Teachers maintain consistent contact with parents throughout the term via phone and email

6. Continue the 8th grade pre-registration SLC Career Pathway fair to help parents learn about CCHS programs and activities.

7. Continue Freshman Orientation/Round Up and 8th grade student school visitation to help ease the transition to high school

8. More access to their child counselor to support their academic achievement

9. More College and Career information and options for their students during their high school career

10. FAFSA workshops

11. Ongoing Financial Aid workshops for college and trade schools

12. Parent Center to allow for parent meetings, parent trainings, and meeting with staff to support their student

Monthly Workshops are identified and implemented as needed to help parents support their students will need to be identified to ensure parents receive the support they need


Parent Participation in Workshops

Parent Participation with ParentVue program

Parent participation in Parent Center

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


College financial aid and college or 08/13/2016 – Martha Ruley

career preparation meetings: 06/04/2018

At least once a Term in the school

Career center, CCHS staff will hold parent meetings to assist parents with College financial Aid, understanding A-G compliance, College application process, and career preparation. AVID Site-Team will assist in these meetings as


240

needed.


241

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Study Hall Center 08/13/2016 – Aaron Mata

06/04/2018 Parents assist with helping students have a place to study and complete homework after school.

Advisory Groups: 08/13/2016 – William Nelson

Parents participate in various 06/04/2017 advisory groups (ELAC, SLCs, Athletics, Parent Center, etc) to assist the school with Career and College preparation.

Comprehensive Needs Assessment 01/06/2017 - William Nelson

program to receive information back 06/04/2018 from parents to help better serve them and their student academic goals.

AVID Workshops: 08/13/2016 – Lisa Reece, Kim

At least once a term in the school 06/04/2017 Hughes, Aaron Career center, CCHS AVID Site Team Mata, William will host parent workshops to Nelson educate parents on topics related to college and career readiness. AVID students will assist in the workshops.

Solicit input from parents on their 1% 08/13/2014 – William Nelson Parent Meeting

Expenses

Parent Conferences

4000-4999: Books

And Supplies

5000-5999: Services

And Other Operating

Expenditures

Title I Parent

Involvement

Title I Parent

Involvement

3208

7725

Parent Involvement Funds - through 06/04/2017 surveys, meetings. Prioritize expenditures based on available resources and costs.


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School Goal #6




SUBJECT: College and Career Readiness

LEA GOAL:

By June 2017, increase the percentage of students graduating high school.

By June 2017, decrease the percentage of students who drop out of high school.

By June 2017, increase the percentage of students that have completed courses that satisfy UC or CSU entrance requirements, or programs of student that align with state board

approved career technical educational standards and framework by 10 percentage points from prior year.

By June 2017, increase the overall percentage of students who have passed at least one advanced placement (AP) examination with a score of 3 or higher by 5 percentage point

from prior year.

By June 2017, increase the percentage of students (grade 11) who will demonstrate complete preparedness in ELA and Mathematics pursuant to SBAC's Early Assessment

Program assessment by 5 percentage points from prior year.

By June 2017, increase the percentage of students (grade 9) meeting grade level proficiency in Algebra concepts from prior year.

SCHOOL GOAL #6:


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By June 2017, increase the percentage of students graduating high school.

By June 2017, decrease the percentage of students who drop out of high school.

By June 2017, increase the percentage of students that have completed courses that satisfy UC or CSU entrance requirements, or programs of student that align with state board

approved career technical educational standards and framework by 10 percentage points from prior year.

By June 2017, increase the overall percentage of students who have passed at least one advanced placement (AP) examination with a score of 3 or higher by 5 percentage point

from prior year.

By June 2017, increase the percentage of students (grade 11) who will demonstrate complete preparedness in ELA and Mathematics pursuant to SBAC's Early Assessment

Program assessment by 5 percentage points from prior year.

By June 2017, increase the percentage of students (grade 9) meeting grade level proficiency in Algebra concepts from prior year.


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Graduation and Dropout data

Grade Data

AP Scores

ACT

Scores

SAT

Scores Findings from the Analysis of this Data:



CCHS Dropout rate is lower than the District average all three years, and is lower than the 2012-2014 State average



24 more students scored "3" or "4" on the AP exam during the 2014-2015 administration as compared to 2013-2014

31 more students in 2013-2015 took the SAT as compared to 2012-2013


CCHS SAT average scores for both the 2012-2013 and 2013-2014 school years in reading, Math and Writing is lower than the district and county SAT average

scores 36 fewer students completed an ACT for the 2014-2015 school year

CCHS Students average score in Reading, English, Math, and Science on the ACT lagged behind the District and County scores by 1 to 3

points The 2014-2015 ACT scores have decreased between 1 to 2 points from 2013-2014


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SAT

Scores

ACT

Scores AP

Scores

Ongoing review of Grade Data and student transcripts (A-G)

Career Pathway Completion for CTE

Dual Enrolment/Early College Participation and

Completion Action Walks

Data teams/CCHS Collaboration minutes

SLC career pathway completion (includes CTE completion)

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Tutorial Center

All students will have access to

tutoring services after school. The

tutorials will utilize student data

(grades, student work and

assessments) to provide targeted

tutoring to improve student

classroom grades and levels of

mastery of the content standards.

08/13/2016–

06/04/2017 Aaron Mata Identify Students Who

Need Tutoring

Students will be

assigned by their core

teacher. The teacher will

do this via referral to

identify the specific

Common Core State

Standard(s)/State

Standard(s) the student needs additional support to be successful in class.

Peer Tutoring

Utilize AVID tutorial training/model and have 11th and 12th grade students tutor 9th and 10th grade students in the core content areas of ELA, Math, History and Science.


246

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Counselors 08/13/2016 – William Nelson 4 Year Academic Plan


students transcripts each

semester to ensure that

they are meeting

graduation requirements,

A-G requirements and

completing their SLC

pathway courses and to

implement intervention

plans as needed.

EL and SDAIE

support and guidance

1000-1999:

Certificated

Personnel Salaries

1000-1999:

Certificated

Personnel Salaries

LCFF

Supplemental SCE

LCFF

Supplemental SCE

79806

19951

Counselors will support all students 06/04/2017 to ensure they meet High School requirements, complete SLC pathways, meet A-G requirements, identify support courses (if they are two or more years behind), receive assistance for college or workplace entry, and guidance.

Lead Teachers

Funds will pay 8 to 10 site teachers to

receive an additional preparation

period to work with teachers in core

08/13/2016 –


Eric Cobb, Kraig

Jorgenson, Aaron

Mata, William

Staff

Development/Building

Leadership Team

content areas and their Small Learning Communities as an

instructional coach and support, assist

and guide teacher collaboration

during weekly minimum days. These

teachers will also lead and assist in

implementation of RCD less,

transition to the Common Core in

core and non-core classes, project

based/thematic instructional lessons

of study, and support student

achievement to enable below

Nelson Building Leadership

teachers (Department

Chairs and SLC Lead

Teachers) will meet

weekly to ID site

professional

development needs

based on student

performance data,

Action Walks, and

Academic Conferences.

proficient students to proficient on the SBAC.

Teacher Collaboration via 4X4 Waiver 08/13/2016 – William Nelson,

30 min-day opportunities (45 hours) 06/04/2017 Mollie Verstl are provided for site teachers to improve their instructional practice


247

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


by collaborating with each other in

their departments and SLC (which are

cross-curricular PLCs) to increase

student academic performance to

prepare students for Career and

College. In addition, teachers are

provided opportunities during the

instructional day and past contractual

work time as needed to support

student achievement. All site teachers

collaborate to bring below proficient

students to proficient in core content

areas including English and Math.






common formative and cummative





needs that have impact throughout the

PLC’s unit content, identifying











248

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Small Learning Communities

Master Schedule

The Master Schedule ensures that all

CCHS students participate in a SLC.

Each SLC has a specific sequence of

courses to prepare students for Career

and College. Each student will attend

at least one SLC course either Term 1

or Term 2 based on their academic

need as measured by student

schedules, transcripts, class grades,

and student participation in

internships and job shadowing

opportunities in their SLC.

08/13/2016 –


Eric Cobb, Shelly

Spessard, Aaron

Mata, William

Nelson

Career Pathway Courses

Ensure that all career

pathways courses for

each Small Learning

Community include an

intro course,

concentrator course,

capstone course

(preferably an early

college course) and

Includes opportunities to

participate in internships

and Job Shadowing.

Early College Entry/Dual

Enrollment Each SLC will articulate capstone courses from their academic pathway to allow students to attend post high school institutions while attending CCHS to increase the number of students accepted to UC and CSU and expedite completion of their certificate/degree

Career Interest Survey

All new students and incoming 8th grade students participate in a career survey to help them target which career pathway and SLC they join.


249

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Music and Performing

Arts Program/Magnet

All Magnet students will be placed

into one Music or Performing Arts

course per year. This will be

measured by student schedules and

transcripts.

08/13/2016 –

06/01/2017 Eric Cobb,

William Nelson AP Music Pathway

Identify 20 to 40 music

magnet students who are

selecting to major in

Music or Performing

Arts and ensure that

they are attending at

least one Music Theory Pathway course per year.

SLC Instructional Support and Staff 08/13/2016 - Martha Ruley, Eric

Development 06/01/2017 Cobb, Kraig All Small Learning Community Jorgenson, Aaron teachers will participate in staff Mata, William development for Common core, RCD Nelson lessons/units of study, Direct Instruction, CCHS Instructional Norms, Six Traits of Writing, Academic Vocabulary, and SDAIE strategies. In addition, these teachers will reinforce the Core Curriculum via SLC theme-based lesson activities and assessments to improve student proficiency as measured by student grades, passage of the CAHSEE exam, and CST results.

This process will include teacher

proficiency in the PLC Data Collaboration model.

National Academy Foundation 08/13/2016 - Martha Ruley, Eric

Conferences/Workshops 06/01/2017 Cobb, Kraig Allow teachers in the SLCs to Jorgensen, Aaron maintain the career and college Mata, William pathways established in their career Nelson pathways. This includes conferences, curriculum support and assistance


250

with making the career pathway


251

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


courses A-G compliant.

Advanced Placement Conference and 08/13/2016 - Aaron Mata,

Workshop 06/01/2017 William Nelson Train teachers and staff to provide Advanced Placement courses in which students can earn college credit while in high school (by passing the AP exam) and increasing their chances of being accepted to a four year university after high school. In addition, this training provides the teaching staff the skills to improve college preparation for students and instructional strategies for use in classes to prepare our underperforming populations for college and university course rigor to bring below proficient students in the core content areas English, Math, Social Science, and Science to proficient.

AVID Conferences and Workshops 08/13/2016 - Martha Ruley, Eric Conference & workshop

costs 5800:

Professional/Consulti

ng Services And

Operating

Expenditures

Title I Instructional 10,000 Conference focus is to train teachers 06/01/2017 Cobb, Shelly and staff with researched based Spessard, Aaron instructional strategies to improve Mata, William under-performing populations up Nelson from below proficient in English and Math to proficient. In addition, the AVID training includes strategies teachers will utilize to produce a college-going atmosphere on campus with traditional under-performing populations who have not or do not attend college after high school.


252

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


PLC Conferences and Workshops 08/13/2016 - Martha Ruley, Eric Conference cost 5800:

Professional/Consulti

ng Services And

Operating

Expenditures

Title I Instructional 45000 Workshops and conferences will 06/01/2017 Cobb, Shelly improve CCHS minimum day Spessard, Aaron collaboration opportunities by Mata, William providing teachers, staff, counselors, Nelson and administrators the collaboration structures, tools, procedures, communication techniques, and collective ownership to improve student achievement.

Career and College Prep and K-12 08/13/2016 - William Nelson

Articulation 06/01/2017 Allow for articulation opportunities between CCHS and its feeder schools to improve the transition to high school. Provide opportunities for students to visit and learn about Northern California colleges, universities and trade school career opportunities, A-G requirements, entrance requirements, and financial aid. In addition to providing students real world experience via Internships and Job Shadowing, classes are connected to their Small Learning Communities to prepare students for career and college after high school and increase engagement.

Dual Enrollment and Early College

course participation and completion.

All CCHS students will be provided

the opportunity to participate in either

College articulate courses via their

SLC career pathway or San Joaquin

Delta College courses offered on

campus during the instructional

08/13/2016 -


Eric Cobb, Shelly

Spessard, Aaron

Mata, William

Nelson

Register for Delta

College

Students Participating in

SJDC courses will need

to register to the school

prior to taking

placement test.

day. San Joaquin Delta College


253

courses will connect to SLC pathways


254

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


and General Education Requirements

for most four year B.A. or B.S.

degrees from California public

universities. Participation in these

courses will be based on students

academic schedule, participation in

SLC career pathways, registering

with San Joaquin Delta College and

passing their placement exam with

scores of 2 or better.

San Joaquin Delta

College

All students

participating in SJDC

courses will need to take

the placement test and

recieve the needed score

to be able to take the

course.

After School Resource and

Credit Recovery Teachers

Teachers will provide supplemental

support to core courses, focus on

08/13/2016 -

06/04/2017 William Nelson Identify Intervention

Courses and Staffing

Needs

1000-1999:

Certificated

Personnel Salaries

LCFF

Supplemental SCE

students who are credit deficient, and Basic level on the MAP and

SUSD Formative Assessment data.

Identify what courses

are needed for

intervention to

determine either the need to create a teaching position or to pay teachers to teach during the preparation period in the content areas of Math or English.

Intervention Program Manager

Provide educational leadership by

assisting and supporting the core

instructional program with staff

08/13/2016 -

06/04/2017 William Nelson Assistant Principal -

RTI and school wide

intervention

1000-1999:

Certificated

Personnel Salaries

LCFF


development, evaluation, master schedule, discipline, parent/community relations, counseling, co-curricular activities, SLC support, and instructional support as measured by student achievement via their grades, MAP and district assessments.


255

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Homeroom Class Support 08/13/2016 - Martha Ruley, Eric

All students will participate in a 06/04/2017 Cobb,Shelly Homeroom class at least once a Spessard, Aaron month to support their academic Mata, William success in all core classes, meet Nelson, Mollie graduation and A-G college Verstl requirements, complete their SLC career pathway, and prepare for Career and College after high school. Students will keep the same Homeroom Teacher for three years – giving them the opportunity to build relationships that will lead to increased knowledgeable about the students goals, dreams, strengths and weaknesses. Students will feel a connection to a caring adult on campus who will be able to help guide them through the various situations they may face throughout high school.

Before and After School

Credit Recovery

Provide access to credit recovery

classes through APEX online

program and Independent Study.

08/13/2016 -


Eric Cobb,Shelly

Spessard, Aaron

Mata, William

Nelson

Identify students for

Credit Recovery

Determine the number

of students who will be

assigned credit recovery

either during the instructional day, in APEX or Independent Study.

Identify students for

GPA Improvement


256

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Identify students who

passed an A-G courses

with a D grade;

however, they did not

meet A-G requirements.

These students will be

assigned to APEX after

school to allow them the

opportunity to meet A-G

requirements by passing

the class with a C grade

or higher.

Cal SAFE

Provide access to the California

School Age Families Education (Cal

SAFE): drop out prevention/recovery

for pregnant and parenting teens.

08/13/2016 -

06/04/2017 William Nelson SB 65 Drop Out

Prevention Plan

SB 65 utilizes

Genesis and

Illuminate to monitor

student attendance, grades, and behavior/discipline data to develop CCHS Drop Out Prevention plan

Attendance Monitoring

SB 65 utilizes Synergy weekly to identify students with more than 24 unexcused period absences (or 6 school days), 5 accumulated suspension days for the instructional year, or students with 10 or more tardies over a one week period.


257

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Grade Data Analysis

SB 65 utilizes

Synergy and

Illuminate each

semester to identify

students who have

failed a high school

required course or are

credit deficient for their

grade level.

Parent Contact & Home

Visits

SB 65 has ongoing

weekly contact with

parents of the students

who are in danger of not

graduating on time, with

attendance problems, or

behavior problems.

Drop Out Prevention

Staff Development

SB 65 provides staff

development for school

personnel, parents and

volunteers regarding

dropout prevention

plans and successful

programs or strategies

that meet the needs of

at-risk students.


258

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


SLC Support

SB 65 supports the SLC

design by assisting the

school staff with

curriculum support,

strategies and vocational

training relevant to

career opportunities (via

the students SLC) and

subsequent transition to

life-sustaining

employment.

Student Support

SB 65 works

with

students individually or

in small groups in areas

related to attendance

problems, behavior

problems, or in danger

of not graduating on

time (credit deficient)

SAP Referrals

SB 65 Counselor will

meet with the SAP team

twice a month to review

SAP referrals and

provide interventions

for students, their

family, and CCHS staff.


259

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


School Site Parent and

Community Center

CCHS will maintain a

center in which parents

can receive support for

their students, referrals

to community

organizations, volunteer

to help the school, or

receive parenting

training.

Parenting Partners

At least once a Term,

CCHS parent

volunteers will hold a

parenting workshop to

help parents work with

their teenage child.


260


School Goal #7




SUBJECT: Professional Development

LEA GOAL:

By July of 2016, 60% of graduating seniors will demonstrate college and career readiness by having all courses in the University of California A-G Course list completed with

a grade of C or better.

SCHOOL GOAL #7:

By June 2016, all CCHS teachers will receive ongoing training, feedback and support to utilize our advisory process to help increase student academic achievement and

understanding of the A-G requirements. Professional development will also include ongoing training, feedback and support to identify how to increase rigor (DOK levels 2, 3 and

4), AVID WICOR strategies, Direct Interactive Instruction, and writing across the curriculum.


CAAS

P

CEDL

T

ELD RCD Units of Study Unit


ACT

Scores

SAT

Scores AP

Scores

CTE Completion

Dual Enrollment/Early College participation and completion


261



262



CCHS Dropout rate is lower than the District average all three years and is lower than the 2012-2014 State average



24 more students scored "3" or "4" on the AP exam during the 2014-2015 administration as compared to 2013-2014 31

more students in 2013-2015 took the SAT as compared to 2012-2013


CCHS SAT average scores for both the 2012-2013 and 2013-2014 school years in reading, Math and Writing is lower than the district and county SAT average scores

36 fewer students completed an ACT for the 2014-2015 school year

CCHS Students average score in Reading, English, Math, and Science lagged behind the District and County scores by 1 to 3 points

The 2014-2015 ACT scores have decreased between 1 to 2 points from 2013-2014


Approximately 53% of students were below standards in Problem Solving & Modeling/Data Analysis, 44% in Communicating Reasoning and 72% were below standards in

Concepts & Procedures for CAASPP




AMAO 3: CCHS met the Proficient or Above for math, Participation rate for both math and English for the 2013-2014 school year.

AMAO 1: Both the School (57.3%) and the District (54.9%) have increased the percentage of students meeting this target but still are below the state target (60.5%). District

data is below the performance of CCHS students

2.9% growth from 2015-2016 to 2016-2017 in which students met their Math Growth Targets



263


MAP Data

CELDT

Data

Common Formative and Summative Assessments

PLC Action Walks

PLC Data teams/CCHS Collaboration

minutes Student Grades and Transcripts

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


AVID conference focus is to train

teachers and staff with researched

based instructional strategies to

08/13/2016 –

06/04/2017 William Nelson,

Aaron Mata,

CCHS site AVID

AVID Workshops

& Conferences District Funded

improve under-performing Coordinator populations to bring them up from below proficient in English and Math to proficient. In addition, the AVID training includes strategies teachers will utilize to produce a college-going atmosphere on campus with traditional under-performing populations who have not or do not attend college after high school.

Professional Learning

Communities (PLC) conference

focus is to train

08/13/2014 –

06/04/2016 William Nelson PLC Conference

teachers and staff with researched based instructional strategies to improve teacher colloboration to ensure that under-performing populations are brought up from below proficient in English and Math to proficient.

Advance Placement workshops and

conference focus on training teachers

and staff with researched based

instructional strategies to improve

08/13/2016 –

06/04/2017 William

Nelson,Aaron Mata Advance Placement

Conference and

Workshops

under-performing populations to


264

prepare them for four year university


265

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


rigor. Students who score 3 on the

AP exam receive University elective

credit, and students who score 4 or

high receive University credit for that

course.

National Academy Foundation

workshops and conferences allow

teachers in the SLCs to maintain the

career and college pathways

established in their career pathways.

This includes conferences, curriculum

support and assistance with making

the career pathway courses A-G

complaint.

08/13/2016 –

06/04/2017 William

Nelson, Aaron

Mata

Next Generation Science Standards

Symposium Allow teachers in the

SLCs to maintain the career and

college pathways established in their

career pathways. This includes

conferences, curriculum support and

assistance with making the career

pathway courses A-G complaint.

08/13/2016 –

06/04/2017 William Nelson,

Science

Department Chair

Transcript Review

At the end of each semester, teachers

will review transcripts with their

advisory students so the students

assess their own progress in the A-G

courses. They will establish SMART

goals to determine how they will

complete their courses and these

goals will be reviewed and updated in

the advisory class. Teachers will

review with their SLC team and find

common goals or needs to address

with the students.

08/13/2016 –

06/04/2017 William

Nelson,

Homeroom

Coordinator,

Counselors

APEX online program for Credit

Recovery, A-G completion and

GPA improvement

08/13/2016 –

06/04/2017 Martha Ruley, Eric

Cobb, Aaron Mata,

William Nelson,


266

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


EL Students and 11th and 12th grade

students who fail Algebra class can be

assigned to this lab as an additional

math support course.

Shelly Spessard

Centralized Services for Planned Improvements in Student Performance

The following actions and related expenditures support this site program goal and will be performed as a centralized service. Note: the total amount for each

categorical program in this section must be aligned with the Consolidated Application.

Centralized Service Goal

#1

SUBJECT: Centralized Services for Planned Improvements in Student Performance in Migrant Education Program (MEP) Services

SCHOOL GOAL #1:

The Migrant Education Program (MEP) in SUSD provides supplemental academic support, health services and parental involvement opportunities to all qualifying migrant

families in the district.

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Migrant Extended Day Program 08/09/2016 - Adrienne Machado ELA/Math Teacher 1000-1999: Migrant Funds 21,600 Students need additional 06/01/2017 Salaries Certificated opportunities for enrichment and Personnel Salaries remediation of concepts and Benefits 3000-3999: Employee Migrant Funds 3,888 standards in ELA. Classroom teacher

Benefits will support students academically


267

through Reading Comprehension and Student Supplies/Snacks 4000-4999: Books Migrant Funds 2,000 And Supplies Academic Vocabulary activities.

ELA/ELD Curriculum training: Prepare

teachers to successfully strengthen migrant students’ reading, writing, and oral language development skills and math skills.

Migrant College Orientation Tour - 08/09/2016 - Manuel Nunez College Excursion: 5000-5999: Services Migrant Funds 3,005 Migrant students continue to 06/01/2017 (SJCOE) Contract/Transportation And Other Operating disproportionately enroll in non A-G Expenditures classes or met A-G requirements Student Supplies and 4000-4999: Books Migrant Funds 2,300 when compared to non-migrant

Snacks And Supplies students in the district. This service is intended to expose migrant students to surrounding colleges and universities located with-in a 100 mile radius of Stockton, CA.


268

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Migrant STEM Residential Summer 08/01/2016 - Manuel Nunez CSU Fresno

Consultant Agreement

(30 Gr 9-12 students

$1500 each)

Transportation to CSU

STEM Program

Materials and Supplies

5000-5999: Services

And Other Operating

Expenditures

5000-5999: Services

And Other Operating

Expenditures

4000-4999: Books

And Supplies

Migrant Funds

Migrant Funds

Migrant Funds

45000

2000

123

Programs 06/30/2017 (SJCOE)

Gr 9-12 The personnel will provide

intensive learning instruction and activities in mathematics while incorporating college awareness and preparation activities. For science, students will engage in hands-on science and technology activities aligned with common core standards according to grade level. Increase the migrant student’s knowledge and self-efficacy which increase successful transition from high school to college. Students will have the opportunity to earn 5 elective PASS credits in science.

MEP Parent Advisory Council (PAC) 09/01/2016 - Manuel Nunez

Program Manager will train the 05/31/2017 (SJCOE) regional RPAC to have a better understanding of how the school districts function, how to develop parent skills, and how to prepare their children for higher education.

MEP Parent Advisory Council (PAC) 01/04/2016 -

Program Manager will train the 06/06/2017 regional RPAC to have a better understanding of how the school districts function, how to develop parent skills, and how to prepare their children for higher education.


269



#2

SUBJECT: Centralized Services for Planned Improvements in Student Performance in Attracting Teachers

SCHOOL GOAL #2:

Develop strategies to attract high quality teachers to high-need schools.

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Recruitment Events

District focuses on events that will 08/01/2013 -

06/30/2017 Dianna Tavares Recruitment Expenses Title II 10,000

attract teachers in the shortage areas. These events are held at local universities, colleges, and county office of education..

SUSD BTSA Induction Program 08/01/2013 - Robert Sahli BTSA Coordinator 0.6 1000-1999: Title I: Part A: 81,320

FTE Certificated Allocations

Personnel Salaries The Curriculum department 06/30/2017 administers its 01/04/2016 - 06/06/2017own new teacher induction program. Teachers are assigned a support provider during their time in the program. This program has been instrumental in retaining new teachers in Stockton.


270



#3

SUBJECT: Centralized Services for Planned Improvements in Student Performance in Site Technology/Program Support

SCHOOL GOAL #3:

Administrators, teachers, and students will have access to a variety of technical assistance programs, student information systems and software to supplement CORE instruction,

inform data decisions and communicate with students and parents.

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Illuminate 07/01/2014 - Research Illuminate 5000-5999: Services Title I: Part A: 325,000

And Other Operating Allocations

Expenditures Provides all district and school site 06/30/2016 Department staff with a single, web-based point of access to student demographics, attendance, scheduling, discipline, grades, assessment history, state reporting mandates, report cards, parent portal, student portal, gradebook, reporting, and more.

Synergy

The SIS is the data workhorse of our 07/01/2014 -

06/30/2016 Information

Services District Funded

school district, that provides Department comprehensive functionality to the school staff it serves. The system’s configurability and usability ensures that data is not only managed effectively, but streamlines processes, saves time, promotes communication, and informs decisions.


271

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Measures of Academic Progress

(MAP)

Creates a personalized assessment

experience by adapting to each

student’s learning level. Assessment

data for teachers—and essential

information about what each student

knows and is ready to learn within 24

hours.

07/01/2014 -

06/30/2016 Research

Department MAP 5000-5999: Services Title I: Part A: 370,439


Expenditures

stMath

ST Math is game-based instructional

software for K-12 and is designed to

boost math comprehension and

proficiency through visual learning.

Integrating with classroom

instruction, ST Math incorporates the

latest research in learning and the

brain and promotes mastery-based

learning and mathematical

understanding.

07/01/2014 -

06/30/2016 Robert Sahli

Compass Learning

Provides personalized digital learning

solutions for intervention, blended

learning, credit recovery, and project-

based learning. Our approach

combines rigorous, research-based

instruction with fun, engaging digital

content and real-time, actionable data

to produce greater student progress

faster.

07/01/2014 -

06/30/2016 Curriculum

Department Compass Learning 5000-5999: Services Title I: Part A: 112,600

Software And Other Operating Allocations

Expenditures

Moodle

The world's free learning platform

that helps you create effective online

teaching and learning experiences in

a collaborative, private environment.

07/01/2014 -


Department District Funded


272

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Schoolloop

Is a learning management system for 07/01/2014 -


Department District Funded

professional learning communities.

Parent Communication System 07/01/2014 - Information School Messenger 5000-5999: Services Title I: Part A: 49,125


Expenditures Is the leading provider of 06/30/2016 Services communication solutions for the Department education market. The company is counted on by thousands of school districts, colleges, private schools and other institutions to keep parents, staff and students informed in both emergency and non-emergency situations.

Imagine Learning 07/01/2014 - Curriculum Imagine Learning 5000-5999: Services Title I: Part A: 1,236,000


Expenditures Provides personalized digital learning 06/30/2016 Department solutions for intervention, blended learning, credit recovery, and project- based learning. Our approach combines rigorous, research-based instruction with fun, engaging digital content and real-time, actionable data to produce greater student progress faster.


273



#4

SUBJECT: Centralized Services for Planned Improvements in Student Performance in Advancement Via Individual Determination (AVID)

SCHOOL GOAL #4:

To close the achievement gap by preparing all students for college readiness and success in a global society. Students will be provided with opportunities to be successful

learners that are aligned to the Common Core State Standards expectations for Career and College Readiness.

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Membership Fees 07/01/2014 - Jeff Keller, Kyle Dei Membership Fees Title I: Part

A:

Allocations

88,330 Access to the AVID website that 06/30/2017 Rossi, Justin provides CCSS instructional Moeckli strategies, lesson plans, professional development on-demand modules and is required for certification. Program manager support is additional provided through membership services to ensure that the services are fully iimplemented at the district level and complete walk- thrus at the school level as directed by the AVID Coordinator/Director.

Evidence of website use during

training, walk thru observations will be identify areas of improvement.where the website can provide resources to increase student achievement. Certification requirements through the website.


274

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Summer Institute

Professional development for school

site leadership team members. 3 day

program that goes over the latest in

AVID methodologies and strategies

to successfully implement AVID in

their schools. List of attendees will be

observed. Evidence of AVID

strategies will be collected from the

classrooms and tutorials walk thru

observations.

07/01/2016 Jeff Keller Summer Institute

Training Title I: Part

A:

Allocations

190,865

College Tutors

Tutors are a key component in having

successful AVID tutorials. Tutors will

be trained on how to effectively

support the inquiry based tutorial

model. Evidence of training,

schedules of tutoring, feedback from

teachers of performance and support.

08/12/2014 -

06/30/2016 Jeff Keller College Tutors Title I: Part

A:

Allocations

314,661

Curriculum Library

AVID produces a set of instructional

strategy books that will assist a

site/teacher in implementing their

College Readiness system. Libraries

are received and location of materials

documented. Survey of their use the

first year will be conducted to ensure

all materials are being used

appropriately. Further training will

be provided based on feedback.

08/12/2014 -

06/30/2016 Jeff Keller Curriculum Libraries Title I: Part

A:

Allocations

44,665


275

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


College Field Trips

Provide students with opportunities

to visit College campuses which

08/12/2014 -

06/30/2016 Jeff Keller, Kyle

Dei Rossi, Justin

Moeckli

College Field Trips Title I: Part

A:

Allocations

87,954

exposes them to a variety of Career options. Evidence of visits will be prominent in the school hallways or designated college going area thus supporting a College Going culture.

AVID Training Materials &

Equipment Office supplies to support

the AVID program implementation at

sites including laptop and mileage to

and from sites. Justifications for

requisitions will align to program

goals. Description of expected goals

at sites for each trip.

08/12/2014 -

06/30/2017 Kyle Dei

Rossi, Justin

Moeckli

Training Materials

Professional Learning

Opportunities - subs,

stipends, hourly rates

Mileage

Title I: Part

A:

Allocations

Title I: Part

A:

Allocations

Title I: Part

A:

Allocations

6,000

77,500

3,888

AVID PD Books Title I: Part A: 32,000 Allocations

Copies (Duplicating) Title I: Part A: 6,000

Allocations

Leadership For College

Readiness Training

District provided training on AVID

leadership expectations to each sites

leadership team.

Meeting attendance and powerpoint

of training. Evidence of site team

meetings and any other PD provided

at sites.

08/01/2016 Jeff Keller Leadership for

College Readiness

Training

Title I: Part

A:

Allocations

152,532


276

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


District Director Elementary Training 08/12/2014 - Jeff Keller, Kyle Dei District Liaison Training Title I: Part

A:

Allocations

18,450 AVID Center required training for 06/30/2017 Rossi, Justin district director and coordinator with Moeckli the additional of the Elementary College Readiness System. Training will be over two years. A portfolio is required to be produced as evidence of implementation.

AVID Supplies

School-wide AVID strategies

support organizational skills for all

students

08/12/2014 -

06/30/2017 Jeff Keller, Kyle

Dei Rossi, Justin

Moeckli

Elementary Site

AVID Supplies Title I: Part

A:

Allocations

220,004

which helps foster success. District will purchase agenda planners, binders, dividers, pencil pouches, binder paper, and agenda planners for those sites identifying this as a strategy. Survey students and teachers at different times during the year in regards to their use to ensure that this strategy is effective.


277

Centralized Services for Planned Improvements in Student Performance Centralized Service Goal

#5

SUBJECT: Centralized Services for Planned Improvements in Student Performance in Intervention Teachers

SCHOOL GOAL #5:

To improve student achievement through small-group direct instruction and professional consultation to address gaps in students learning.

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed


Student service is the priority, and 08/12/2014 - Principal,

decisions will be made based on 06/04/2017 Counselor, SAP student assessment data, teacher Team Members input and recommendation. Students will be screened for services through the Student Assistance Program (SAP)..

The Classroom teacher is ultimately 08/12/2014 - Teacher,

responsible for student learning, with 06/04/2017 Intervention support from intervention staff. Teacher

Interventions may take place within 08/12/2014 - Principal, Teacher, Intervention Teachers

42.0 FTE

Supplemental Materials

Title I: Part

A:

Allocations

Title I: Part

A:

Allocations

4,376,577

187,650

the classroom or as a pull-out. This 06/04/2017 Intervention model may consist of small group Teacher instruction, individual intervention, or whole-class collaboration and co- teaching.

Professional development must be 08/12/2014 - Principal, Coach

included in the intervention model. 06/04/2017 PD will be designed to meet specific student and school population needs.

Regular progress monitoring will be 08/12/2014 - Teacher,

administered, based on the level of 06/04/2017 Intervention service received by the student. SAP Teacher, SAP Team and PLC processes will be used to Members gather and analyze data.


278



#6

SUBJECT: Centralized Services for Planned Improvements in Student Performance in

SCHOOL GOAL #6:

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed




#7

SUBJECT: Centralized Services for Planned Improvements in Student Performance in

SCHOOL GOAL #7:

Actions to be

Taken to Reach

This Goal

Timeline Person(s)

Responsibl

e

Proposed



279

Summary of Expenditures in this Plan

Total Allocations and Expenditures by Funding Source

Total Allocations by Funding Source

Funding Source Allocation Balance (Allocations-

Expenditures) LCFF Supplemental LEP 78,814 0.00

LCFF Supplemental SCE 408,163 0.00

Title I Parent Involvement 10,933 0.00

Title I Professional Development 115,089 0.00

Title I Instructional 428,316 0.00

Total Expenditures by Funding

Source Funding Source Total Expenditures

LCFF Supplemental LEP 78,814.00

LCFF Supplemental SCE 408,163.00

Title I Instructional 428,316.00

Title I Parent Involvement 10,933.00

Title I Professional Development 115,089.00


Total Expenditures by Object

Type

Object Type Total Expenditures

1000-1999: Certificated Personnel Salaries 850,288.00

2000-2999: Classified Personnel Salaries 18,669.00

4000-4999: Books And Supplies 13,208.00

5000-5999: Services And Other Operating Expenditures 79,150.00

5800: Professional/Consulting Services And Operating 55,000.00

6000-6999: Capital Outlay 25,000.00


280


Total Expenditures by Object Type and Funding Source

Object

Type Funding Source Total Expenditures

1000-1999: Certificated Personnel Salaries LCFF Supplemental LEP 60,145.00

2000-2999: Classified Personnel Salaries LCFF Supplemental LEP 18,669.00

1000-1999: Certificated Personnel Salaries LCFF Supplemental SCE 398,163.00

4000-4999: Books And Supplies LCFF Supplemental SCE 10,000.00

1000-1999: Certificated Personnel Salaries Title I Instructional 314,852.00

5000-5999: Services And Other Operating Title I Instructional 33,464.00

5800: Professional/Consulting Services And Title I Instructional 55,000.00

6000-6999: Capital Outlay Title I Instructional 25,000.00

4000-4999: Books And Supplies Title I Parent Involvement 3,208.00

5000-5999: Services And Other Operating Title I Parent Involvement 7,725.00

1000-1999: Certificated Personnel Salaries Title I Professional Development 77,128.00

5000-5999: Services And Other Operating Title I Professional Development 37,961.00


Total Expenditures by Goal

Goal Number Total Expenditures

Goal 1: English Language Arts 423,501.00

Goal 2: Mathematics 341,185.00

Goal 3: English Learner

Outcomes 35,206.00

Goal 5 10,933.00

Goal 6 230,490.00

School Site Council Membership

California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed

of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other

school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools,

pupils selected by pupils attending the school. The current make-up of the SSC is as follows:


281

Name of Members

Start Term

End Term

Pri

nci

pa

l

Cla

ssro

o

m

Tea

cher

Oth

er

Sch

oo

l

Sta

ff

Paren

t o

r

Co

mm

un

it

y M

emb

er

Sec

on

da

r

y

Stu

den

ts

William Nelson 10/2016 08/2018 X

Tammy Earnest 10/2016 08/2018 X

David Wilson 10/2016 08/2018 X

Sandra Monroe 10/2016 08/2018 X

Michael Stratford 10/2016 08/2018 X

Genalita Tubal 10/2016 08/2018 X

Patricia Clark 10/2016 08/2018 X

Glenetta Johnson 10/2016 08/2018 X

Ana Rodriguez 10/2016 08/2018 X

Abbas Ahmed 10/2016 08/2017 X

Alexis Hrenko 10/2016 08/2017 X

Joshua Saenz 10/2016 08/2017 X

Numbers of members of each category: 1 4 1 3 3

At elementary schools, the school site council 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.


282

Recommendations and Assurances

The school site council (SSC) recommends this school plan and Proposed Expenditure(s)s to the district governing board for

approval and assures the board of the following:

• The SSC is correctly constituted and was formed in accordance with district governing board policy and state law.

• 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.

• 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 Parent Involvement Committee

Signature

Special Education Advisory Committee

Signature

Gifted and Talented Education Program Advisory Committee

Signature

District/School Liaison Team for schools in Program Improvement

Signature

Compensatory Education Advisory Committee

Signature

Departmental Advisory Committee (secondary)

Signature

Other committees established by the school or district (list):

Signature

• 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.

• 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.

• This SPSA was adopted by the SSC at a public meeting on .


283

Attested:

William Nelson Typed Name of School Principal Signature of School Principal Date

Michael Stratford

Typed Name of SSC Chairperson Signature of SSC Chairperson Date


284

Budget By Expenditures

Funding Source: LCFF Supplemental LEP $78,814.00 Allocated

Proposed Expenditure Object Code Amount Goal Action

Counselors

Bilingual Assist

ELD Instruction

Substitutes

1000-1999: Certificated

Personnel Salaries

2000-2999: Classified

Personnel Salaries


Personnel Salaries


Personnel Salaries

$24,939.00 English Language

Arts


Arts

$34,000.00 English Learner

Outcomes

$1,206.00 English Learner

Outcomes

4X4 Master ScheduleSchool 4X4 schedule ensures that all students

are assigned English course(s) based on student data from grades,

CELDT, MAP, and District assessments. Students are assigned to an

intervention class during Term 1 and their grade level course in Term

2 (preferably with the same teacher from their SLC) to meet their

academic need, meet SUSD graduation requirements, A-G

requirements and ensure that they have at least one English course

both terms.

Bilingual ParaprofessionalProvides Primary Language Support in the

CORE subject areas.`

Daily ELD Instruction Using SBE Core MaterialsAll ELD teachers will

receive materials/supplies needed to support the delivery of the core,

intervention and strategic curriculums.

Data AnalysisAll ELD teachers will regularly engage in action walks

and data-based collaboration for the purpose of improving the

teaching-learning process in ELD and content areas.Chavez ELD

faculty will use the PLC Data Team Collaborative Rubric in

identifying students who need additional academic support. This

model employs data analysis of common formative and summative

assessments, disaggregating said data to discover the most pressing

academic needs of school subgroups. It further prioritizes student

learning needs that have impact throughout the PLC’s unit content,

identifying WICOR and DII strategies to assist students with intensive

instructional needs. Additional faculty support comes from group

collaboration studying Action Walk feedback, creating SMART goals

that focus instruction and Results Indicators to identify time and place

for the employment of the above strategies.



285

LCFF Supplemental LEP Total Expenditures: $78,814.00

LCFF Supplemental LEP Allocation Balance: $0.00

Funding Source: LCFF Supplemental SCE $408,163.00 Allocated

Proposed Expenditure

Students receive tutoring in Math and

EnglishStudents are identified by their Math or

English teacher if they are in need of after-

school tutoring. After the form is filled out by

the teacher, the student gets parent permission

and begins receiving after-school tutoring

once a week.

Equipment

Assistant Principal

Object Code


Personnel Salaries

4000-4999: Books And

Supplies


Personnel Salaries

Amount Goal Action

$11,000.00 Mathematics After-School TutoringTeachers identify students tutoring needs

and fill out a form that is sent to the Counselor. The Counselor then

schedules the students' tutoring time after-school.

$5,000.00 Mathematics Site Technology/Program SupportAdministrators, teachers, and

students will have access to a variety of technical assistance programs,

student information systems and software to supplement CORE

instruction, inform data decisions and communicate with students and

parents. Such programs include but are not limited to: Illuminate,

Synergy, MAP, APEX, Moodle, Schoolloop, libraries, school

messenger and other web- based programs as determined by site.

$75,733.00 Mathematics Math Program ManagerProvide educational leadership by

assisting and supporting the Math program with staff development,

evaluation, master schedule, discipline, parent/community relations,

counseling, co-curricular activities, SLC support, and instructional

support as measured by student achievement via their grades, A-G

completion, CAASPP, MAP, district assessments, and WASC

requirements.

4 Year Academic PlanCounselors will review

students transcripts each semester to ensurethat

they are meeting graduationrequirements, A-G

requirements andcompleting their SLC

pathway courses and to

implement intervention

plans as needed.

1000-1999: Certificated Personnel

Salaries

$79,806.00 College and Career

Readiness



286

CounselorsCounselors will support all

students to ensure they meet High School

requirements, complete SLC pathways,

meet A-G requirements, identify support

courses (if they are two or more years

behind), receive assistance for college or

workplaceentry, and guidance.


287


EL and SDAIE support and guidance 1000-1999: Certificated

Personnel Salaries $19,951.00 College and Career

Readiness CounselorsCounselors will support all students to ensure they meet

High School requirements, complete SLC pathways, meet A-G

requirements, identify support courses (if they are two or more years

behind), receive assistance for college or workplaceentry, and

guidance.

Assistant Principal - RTI and school 1000-1999: Certificated

wideintervention Personnel Salaries $75,733.00 College and Career

Readiness Intervention Program ManagerProvide educational leadership by

assisting and supporting the core instructional program with staff

development, evaluation, master schedule, discipline,

parent/community relations, counseling, co-curricular activities, SLC

support, and instructional support as measured by student

achievement via their grades, MAP and district assessments.

Intervention teachers 1000-1999: Certificated

Personnel Salaries $30,104.00 Mathematics Math AVID and math intervention teachers to provide instructional

support to students.

Equipment 4000-4999: Books And

Supplies $5,000.00 English Language

Arts Site Technology/Program SupportAdministrators, teachers, and

students will have access to a variety of technical assistance

programs, student information systems and software to supplement

CCSS CORE instruction, inform data decisions and communicate

with students and parents. Such programs include but are not limited

to: Illuminate, Synergy, MAP, APEX, Moodle, Schoolloop,

ParentVue, StudentVue, Parent Link, school website and other web-

based programs as determined by site.

ELA Intervention/support Teachers 1000-1999: Certificated

Personnel Salaries $30,103.00 English Language

Arts ELA Intervention teacher/s to teach AVID, ELD and intervention

courses in English for students.

Assistant Principal 1000-1999: Certificated


Arts ELA Program ManagerProvide educational leadership by assisting

and supporting the ELA program with staff development, evaluation,

master schedule, discipline, parent/community relations, counseling,

co-curricular activities, SLC support, and instructional support as

measured by student achievement via their grades, A-G completion,

STAR/CalMAPP, MAP, district assessments, and WASC

requirements.

LCFF Supplemental SCE Total Expenditures: $408,163.00

LCFF Supplemental SCE Allocation Balance:

$0.00


288

Funding Source: Title I Instructional $428,316.00 Allocated


Identify Students Who Need Additional

Support - Add Comp:Based on student data

(Transcripts, CELDT, MAP, and District

Assessments) students are identified who will

need to participate in an EDGE, or English

Support intervention courses in Term 1 prior to

their grade level course in Term 2.



Arts Data AnalysisCounselors, Administrators, SLC lead teachers, and

department chairs identify students who need additional academic

support by analyzing student grades, CELDT, Advance Placement,

CAASPP, MAP, and District assessment results.

ELA Instructional Intervention Teachers 1000-1999: Certificated


Arts ELA Intervention teacher/s to teach AVID, ELD and intervention

courses in English for students.

Computers & Equipment 5000-5999: Services And

Other Operating

Expenditures


Arts Student TechnologyStudents will have access to supplemental

technology that will assist sites in monitoring student achievement on

the Common Core State Standards and prepare them for SBAC

assessments.

Action Walks CalendarAll ELA teachers will

participate in Action Walks at least once a

month to provide feedback to their department

or SLC team members and receive feedback to

improve their classroom instructional success.





Arts Action Walk Staff Development & Data AnalysisOngoing Action

Walks by English teachers, SLC Lead Teachers,and Administration

are utilized to support instruction by providing opportunities for

teachers to see school site instructional practices, assist with

implementation of instructional focuses (Direct Instruction and

SDAIE) and receive feedback on the effectiveness of their instruction.

This data is utilized through the PLC Collaboration process described

above.

Math Intervention Teachers 1000-1999: Certificated

Personnel Salaries $79,935.00 Mathematics Math AVID and math intervention teachers to provide instructional

support to students.



289



Support - Add CompBased on student data

(Transcripts, CAASPP, CELDT, MAP,

common formative assessments and District

Assessments), students are identified who will

need to participate in an Algebra Support

course Term 1 prior to their grade level Math

course Term 2.


Personnel Salaries $30,000.00 Mathematics Data AnalysisCounselors, Administrators, SLC Lead Teachers, and

Department Chairs identify students who need additional academic


MAP, STAR/CalMAPP, RCD Units of study and District assessment

results.Chavez faculty will use the PLC Data Team Collaborative

Rubric in identifying students who need additional academic support.

This model employs data analysis of common formative and

summative assessments, disaggregating said data to discover the

most pressing academic needs of school subgroups. It further

prioritizes student learning needs that have impact throughout the

PLC’s unit content, identifying WICOR and DII strategies to assist

students with intensive instructional needs. Additional faculty

support comes from group collaboration studying Action Walk

feedback, creating SMART goals that focus instruction and Results

Indicators to identify time and place for the employment of the above

strategies.

Students receive tutoring in Math and

EnglishStudents are identified by their Math or

English teacher if they are in need of after-

school tutoring. After the form is filled out by

the teacher, the student gets parent permission

and begins receiving after-school tutoring once

a week.



Arts After-School TutoringTeachers identify students tutoring needs and

fill out a form that is sent to the Counselor. The Counselor then

schedules the students' tutoring time after-school.

Instructional Coach 1000-1999: Certificated

Personnel Salaries $12,568.00 Mathematics Data AnalysisCounselors, Administrators, SLC Lead Teachers, and

Department Chairs identify students who need additional academic


MAP, STAR/CalMAPP, RCD Units of study and District assessment

results.Chavez faculty will use the PLC Data Team Collaborative

Rubric in identifying students who need additional academic support.


summative assessments, disaggregating said data to discover the

most pressing academic needs of school subgroups. It further

prioritizes student learning needs that have impact throughout the

PLC’s unit content, identifying WICOR and DII strategies to assist

students with intensive instructional needs. Additional faculty

support comes from group collaboration studying Action Walk

feedback, creating SMART goals that focus instruction and Results

Indicators to identify time and place for the employment of the above

strategies.


290




Arts Data AnalysisCounselors, Administrators, SLC lead teachers, and

department chairs identify students who need additional academic


CAASPP, MAP, and District assessment results.

Conference & workshop costs 5800:

Professional/Consulting

Services And Operating

Expenditures


Readiness AVID Conferences and WorkshopsConference focus is to train

teachers and staff with researched based instructional strategies to

improve under-performing populations up from below proficient in

English andMath to proficient. In addition, the AVID training

includes strategies teachers will utilize to produce a college-going

atmosphere on campus with traditional under-performingpopulations

who have not or do not attend college after high school.

Conference cost 5800:

Professional/Consulting

Services And Operating

Expenditures


Readiness PLC Conferences and WorkshopsWorkshops and conferences will

improve CCHS minimum daycollaboration opportunities by

providing teachers, staff, counselors, and administrators the

collaboration structures, tools, procedures, communication

techniques, and collective ownership to improve student

achievement.

Action Walks CalendarAll Math teachers will 1000-1999: Certificated

participate in Action Walks at least once a Personnel Salaries

month to provide feedback to their

department or SLC team members and receive

feedback to improve their classroom

instructional practices for greater student

success.

$32,423.00 Mathematics Action Walk Staff Development & Data AnalysisOngoing Action

Walks by Math teachers, SLC Lead Teachers,and Administrators are

utilized to support instruction by providing teachers with

opportunities to see school site instructional practices, assist with

implementation of instructional focuses (Direct Interactive

Instruction, AVID strategies, and SDAIE) and receive feedback on

the effectiveness of their instruction. This data is utilized through the

PLC Collaboration process described above.

Computers & Equipment 6000-6999: Capital

Outlay $25,000.00 Mathematics Site Technology/Program SupportAdministrators, teachers, and

students will have access to a variety of technical assistance programs,

student information systems and software to supplement CORE

instruction, inform data decisions and communicate with students and

parents. Such programs include but are not limited to: Illuminate,

Synergy, MAP, APEX, Moodle, Schoolloop, libraries, school

messenger and other web- based programs as determined by site.

Title I Instructional Total Expenditures: $428,316.00

Title I Instructional Allocation Balance:

$0.00


291

Funding Source: Title I Parent Involvement $10,933.00 Allocated


Parent Meeting Expenses

Parent Conferences

4000-4999: Books And

Supplies

5000-5999: Services And

Other Operating

Expenditures

$3,208.00 Parent and

Community

Involvement

$7,725.00 Parent and

Community

Involvement

Solicit input from parents on their 1% Parent Involvement Funds -

through surveys, meetings. Prioritize expenditures based on available

resources and costs.

Solicit input from parents on their 1% Parent Involvement Funds -

through surveys, meetings. Prioritize expenditures based on available

resources and costs.

Title I Parent Involvement Total Expenditures: $10,933.00

Title I Parent Involvement Allocation Balance: $0.00

Funding Source: Title I Professional Development $115,089.00 Allocated

Proposed Expenditure


SupportBased on student data (Transcripts,

CAASPP, CELDT, MAP, and District

Assessments), students are identified who will

need to participate in an Algebra Support

course Term 1 prior to their Algebra course

Term 2.

Object Code


Personnel Salaries

Amount Goal Action

$1,717.00 Mathematics Data AnalysisCounselors, Administration, SLC lead teachers,

and Department Chair analyze and SBAC, student grades, CELDT,

Advance Placement, MAP, and District assessment results to identify

students who need academic support. Chavez faculty will use the PLC

Data Team Collaborative Rubric in identifying students who need

additional academic support.


summative assessments, disaggregating said data to discover the most

pressing academic needs of school subgroups. It further prioritizes

student learning needs that have impact throughout the PLC’s unit

content, identifying WICOR and DII intensive instructional needs.

payment of the above strategies.



292

Cesar Chavez

High School


Personnel Salaries $37,705.00 Mathematics Data AnalysisCounselors,

Administrators, SLC Lead Teachers,

and Department Chairs identify

students who need additional

academic support by analyzing

student grades, CELDT, Advance

Placement, MAP, STAR/CalMAPP,

RCD Units of study and District

assessment results.Chavez faculty

will use the PLC Data Team

Collaborative Rubric in identifying


academic support. This model

employs data analysis of common

formative and summative





needs that have impact throughout

the PLC’s unit content, identifying










Direct Instruction

TrainingAll ELA

teachers will receive

Direct Instruction

training (both on site and

via SUSD Curriculum

Department) and be

expected to implement

these in every classroom

lesson.This training will

include teacher


Data Collaboration

model.

5000-5999: Services And

Other Operating

Expenditures

$37,961.00 English

Language

Arts


DevelopmentAll ELA teachers will

utilize RCD/Common Core lessons

with their students. All lessons will

include Direct Instruction and SDAIE

methodologies to increase student

achievement. Teacher strategies,

SMART goals and Results indicators

created in the PLC collaboration

model shall reflect these lessons. Instructional Coach 1000-1999: Certificated

Personnel Salaries $37,706.00 English

Language

Arts

Data AnalysisCounselors,

Administrators, SLC lead teachers,

and department chairs identify


academic support by analyzing

student grades, CELDT, Advance

Placement, CAASPP, MAP, and

District assessment results. Title I Professional Development Total Expenditures: $115,089.00

Title 1 Professional Development Allocation Balance $0.00

Cesar Chavez High School Total Expenditures: $1,041,315.00


293

Stockton Unified School District

701 North Madison St. Stockton, CA

95202-1634

(209) 933-7000

www.stocktonusd.net District

Administration

Eliseo Dávalos, Ph.D.

Superintendent

Mr. Thomas Anderson Assistant

Superintendent, Educational Services

Cesar Chavez High School Mission: • Cesar Chavez High School is a community of learners who are

dedicated to developing a school atmosphere that builds

relationships among stakeholders (students, parents, community

members, teachers and staff to provide our students with Rigorous

and Relevant (RRR) curriculum that connects learning to their best

possible future.

• Cesar Chavez High School is committed to providing an excellent

education for all of its students. Our school is a richly diverse

community of learners that value ALL its stakeholders and is

dedicated to provide a safe and productive learning environment in

which students will think Critically, will be Ambitious to pursue

long term and short term goals, will be Responsible to themselves

and others and will be Educationally Competent to confront and

solve any challenge presented to them, (CARE).

Cesar Chavez High School Vision: Our vision is to prepare ALL students to be College ready, Career bound,

Highly skilled, and Successful citizens (CCHS).

Gloria Allen Andrea Burrise

Kathleen Garcia

Colleen Keenan

Maria Mendez

Angela Phillips

Steve Smith

Cesar Chavez High 2929 Windflower Lane • Stockton, CA 95212 • (209) 933-7480

• Grades 9-12 William Nelson, Principal [email protected]

2015-16 School Accountability Report Card

http://www.stocktonusd.net/

mailto:[email protected]


294

About the SARC By February 1 of each year, every school in

California is required by state law to publish a

School Accountability Report Card (SARC). The

SARC contains information about the condition

and performance of each California public school.

Under the Local Control Funding Formula (LCFF)

all local educational agencies (LEAs) are required

to prepare a Local Control and Accountability Plan

(LCAP), which describes how they intend to meet

annual school-specific goals for all pupils, with

specific activities to address state and local

priorities. Additionally, data reported in an LCAP

is to be consistent with data reported in the SARC.

6) For more information about SARC requirements, see

the California Department of Education (CDE) SARC

Web page at http://www.cde.ca.gov/ta/ac/sa/.

7) For more information about the LCFF or LCAP,

see the CDE LCFF Web page at

http://www.cde.ca.gov/fg/aa/lc/.

8) For additional information about the school,

parents/guardians and community members should

contact the school principal or the district office.

2015-16 Student Enrollment by Grade Level

Grade Level Number of Students

Grade 9 557

Grade 10 533

Grade 11 497

Grade 12 590

Total Enrollment 2,177

2015-16 Student Enrollment by Group

Group Percent of Total

Enrollment Black or African American 16.1

American Indian or Alaska Native 2.9

Asian 18.6

Filipino 7.1

Hispanic or Latino 48.6

Native Hawaiian or Pacific

Islander 0.8

White 4.9

Two or More Races 1

Socioeconomically Disadvantaged 79.6

English Learners 15.2

Students with Disabilities 10.2

Foster Youth 0.7

19. Conditions of Learning

State Priority: Basic The SARC provides the following information

relevant to the Basic State Priority (Priority 1):

9) Degree to which teachers are appropriately assigned

and fully credentialed in the subject area and for the

pupils they are teaching;

10) Pupils have access to standards-aligned instructional

materials; and

11) School facilities are maintained in good repair.

Teacher

Credentials Cesar Chavez High 14-15 15-16 16-17

With Full Credential 91 85 70

Without Full Credential 3 9 15

Teaching Outside Subject Area of

Competence 1 1 0

Stockton Unified School District 14-15 15-16 16-17

With Full Credential ♦ ♦

Without Full Credential ♦ ♦

Teaching Outside Subject Area of

Competence ♦ ♦

Teacher Misassignments and Vacant Teacher Positions at this

School Cesar Chavez High 14-15 15-16 16-17 Teachers of English Learners 0 0 1

Total Teacher Misassignments 1 0 1

Vacant Teacher Positions 1 10 3 * “Misassignments” refers to the number of positions filled by

teachers who lack legal authorization to teach that grade level,

subject area, student group, etc. Total Teacher Misassignments

includes the number of Misassignments of Teachers of English

Learners.

Core Academic Classes Taught by Highly Qualified

Teachers

2015-16 Percent of Classes In Core Academic Subjects

Core Academic Classes Taught by Highly Qualified

Teachers Taught by

Highly Qualified

Teachers

Not Taught by

Highly Qualified

Teachers

Location of Classes

This School 92.1 7.9 Districtwide

All Schools 94.0 6.0

High-Poverty Schools 94.0 6.0

Low-Poverty Schools 0.0 0.0

4. High-poverty schools are defined as those schools with

student eligibility of approximately 40 percent or more in the

free and reduced price meals program. Low-poverty schools

are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/


295

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17) The main fact about textbooks that the Williams legislation calls for describes whether schools have books in core

classes for all students. The law also asks districts to reveal whether those books are what the California content

standards calls for. This information is far more meaningful when along with the more detailed description of

textbooks contained in our School Accountability Report Card (SARC). There you’ll find the names of the textbooks

used in our core classes, their dates of publication, the names of the firms that published them, and more.

Textbooks and Instructional Materials

Year and month in which data were

collected: July 12, 2016 Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption

Reading/Language Arts ENGLISH LANGUAGE ARTS K-12

Teacher developed Units of Study aligned to Common

Core State Standards Adopted in 2014

The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned

textbook: 0

Mathematics 9-12 Math, Algebra I, II & Geometry

Teacher developed Units of Study aligned to Common

Core State Standards Adopted in 2014

C

a

l

c

u

l

u

s

H

M

A

d

o

p

t

e

d

i

n

2

0

0

6

P

r

e

C

a

l

c

u

l

u

s

A

d

o

p

t

e

d

i

n

2


textbook: 0

Science CK-12 Earth

Science Adopted in

2016

Biology

Adopted in 2007

CK-12 Biology

Adopted in 2016

Chemistry: Matter and Change

Adopted in 2007

Physics: Principles and

Problems Adopted in 2007

CK-12 Integrated Physical Science

Adopted 2016

Health Glencoe

Adopted in 2005


textbook: 0


296

Textbooks and Instructional

Materials

Year and month in which data

were collected: July 12, 2016

Core Curriculum Area Textbooks and Instructional Materials/Year of

Adoption History-Social Science World History: The Modern

World Adopted in 2007

The American Vision: Modern

Times Adopted in 2006

CK-12 US

History Adopted

2016

Magruder's American Government

Adopted in 2006

Economics: Principles in

Action Adopted in 2007


textbook: 0

Foreign Language French - Vista Learning

Adopted in 2015

Spanish – Vista

Learning Adopted in

2015

Chinese - Cheng-Tsui

Co Adopted in 2009


textbook: 0

School Facility Conditions and Planned Improvements (Most Recent Year) Age of buildings

Cesar Chavez high school main campus buildings are ten years old and in good condition. There are 8

buildings containing offices, classrooms, science labs, and computer labs. During the 2007-2008

academic year, a new wing of 21 classrooms was built on the north end of campus and are in very good

condition. Cesar Chavez has one gym, a theater, a multipurpose room, eight computer labs (located in 6

various classroom buildings) and a three story administration building which contains our school library,

career center, Health office, and classrooms on the third floor.

With the passage of a local bond measure in 2008, our football and softball stadiums were remolded and

modernized. The football field was converted to full artificial turf and all weather mondo track, additional

seating capacity (over 3,000 seats), ticket booth, restrooms, and score/announcers booth. The Softball

field was totally redesigned with full artificial turf, dirt picture mound and backstop, new bullpen/batter

cages, new dugouts, and lights. As bond funding becomes available from the State, new baseball stadium

with the same design as the softball stadium, install a pool/aquatics center and landscaping of all of the

school athletic fields.

Maintenance and Repair


297

School site and district maintenance staff ensures that the repairs necessary to keep the school in good

repair and working order are completed in a timely manner. A work order process is used to ensure

efficient service and that emergency repairs are given the highest priority.

Cleaning Process and Schedule

A scheduled maintenance program is administered by the school site administrative team and district

facilities department to ensure that all classrooms, restrooms, and facilities are well-maintained and in

good repair. Our site administration works daily with the custodial staff to develop cleaning schedules to

ensure a clean and safe school.

School Facility Good Repair Status

(Most Recent Year) Year and month in

which data were collected: July 2016 System Inspected

Repair

Status Repair

Needed

and Action

Taken or

Planned

Good Fai

r Poor

Systems:

Gas Leaks, Mechanical/HVAC, Sewer X

Interior:

Interior Surfaces X A-129: ceiling tiles-stains

A-304: outlet cover-

missing, ceiling tiles-

stains

4. 4: ceiling tiles-stains

5. 5: domtar rips, outlet

cover-missing E-222: outlet

cover-missing, corner edge-

repair and paint, ceiling

tiles-stains

G-121: floor in one area-

not level, corner

baseboards-re-glue

Multipurpose/ Kitchen:

Hvac intake- screen-

repair,flooring and

baseboard- repair

Cleanliness:

Overall Cleanliness, Pest/ Vermin Infestation X

Electrical:

Electrical X 4. 4: outlet cover-

missing, ceiling tiles-

stains

5. 2: outlet cover-missing

E-105: domtar rips, outlet

cover-missing E-222: outlet

cover-missing, corner edge-

repair and paint, ceiling

tiles-stains Restrooms/Fountains:

Restrooms, Sinks/ Fountains X

Safety:

Fire Safety, Hazardous Materials X


298

More facts about the condition of our school buildings are available in an online supplement to this report

called for by the Williams legislation of 2004. What you will find is an assessment of more than a dozen

aspects of our buildings: their structural integrity, electrical systems, heating and ventilation systems,

and more. The important purpose of this assessment is to determine if our buildings and grounds are safe

and in good repair. If anything needs to be repaired, this assessment identifies it and targets a date by

which we commit to make those repairs. The guidelines for this assessment were written by the Office of

Public School Construction (OPSC) and were brought about by the Williams legislation. You can look

at the six-page Facilities Inspection Tool used for the assessment on the Web site of the OPSC.

Structural:

Structural Damage, Roofs X B-105: crack wall-east

entrance door B-204:

Cracks in walls

G-113: Cracks-east wall

G-121: floor in one area-

not level, corner

baseboards-re-glue

G-122: walls-cracks

Multipurpose/ Kitchen:

Hvac intake- screen-

repair,flooring and

baseboard- repair External:

Playground/School Grounds, Windows/ Doors/Gates/Fences X

Overall Rating Exemplar

y Good Fair Poor


299

20. Pupil Outcomes

State Priority: Pupil Achievement The SARC provides the following

information relevant to the State priority:

Pupil Achievement (Priority 4):

12) Statewide assessments (i.e., California Assessment of

Student Performance and Progress [CAASPP] System,

which includes the Smarter Balanced Summative

Assessments for students in the general education

population and the California Alternate Assessments

[CAAs] for English language arts/literacy [ELA] and

mathematics given in grades three through eight and

grade eleven. The CAAs have replaced the California

Alternate Performance Assessment [CAPA] for ELA and

mathematics, which were eliminated in 2015. Only

eligible students may participate in the administration of

the CAAs. CAA items are aligned with alternate

achievement standards, which are linked with the

Common Core State Standards [CCSS] for students with

significant cognitive disabilities); and

13) The percentage of students who have successfully

completed courses that satisfy the requirements for

entrance to the University of California and the

California State University, or career technical education

sequences or programs of study

2015-16 CAASPP Results for All Students

Subject

Percent of Students Meeting or Exceeding the State

Standards (grades 3-8 and 11)

School District State

14-15 15-16 14-15 15-16 14-15 15-16

ELA 35 35 24 25 44 48

Math 15 10 18 21 34 36

5. Percentages are not calculated when the number of students

tested is ten or less, either because the number of students in

this category is too small for statistical accuracy or to protect student privacy.

CAASPP Results for All Students - Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced

(meeting or exceeding the state standards)


13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16

Science 33 32 21 31 29 30 60 56 54

6. Science test results include California Standards Tests

(CSTs), California Modified Assessment (CMA), and

California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. Scores are not shown when the

number of students tested is ten or less, either because the

number of students in this category is too small for statistical accuracy or to protect student privacy.

Grad

e

Level

2015-16 Percent of Students Meeting Fitness

Standards 4 of 6 5 of 6 6 of 6

9 15.3 21.4 20.6 7. Percentages are not calculated when the number of students

tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect

student privacy.

2015-16 CAASPP Results by Student Group

Science (grades 5, 8, and 10)

Number of Students Percent of Students Group

Enrolle

d with Valid

Scores w/ Valid Scores Proficient or

Advanced All Students 548 521 95.1 20.7 Male 284 267 94.0 22.5

Female 264 254 96.2 18.9

Black or African American 100 92 92.0 13.0

American Indian or Alaska Native 14 14 100.0 21.4 Asian 111 108 97.3 22.2


300

8. Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of students who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores. Scores

are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical

accuracy or to protect student privacy.

Filipino 35 35 100.0 40.0

Hispanic or Latino 258 243 94.2 17.3

White 20 19 95.0 36.8 Socioeconomically Disadvantaged 299 278 93.0 16.9

English Learners 71 66 93.0 6.1


301

School Year 2015-16 CAASPP Assessment Results - English

Language Arts (ELA) Disaggregated by Student Groups,

Grades Three through Eight and Eleven

Student Group

Grade Number of Students Percent of Students

Enrolled

Tested

Tested Standard

Met or

Exceed

ed

All Students 11 480 457 95.2 3

4

.

8

Male 11 246 236 95.9 24.9

Female 11 234 221 94.4 45.3

Black or African American 11 59 51 86.4 23.5

American Indian or Alaska

Native 11 14 13 92.9 33.3

Asian 11 85 78 91.8 48.0

Filipino 11 34 34 100.0 47.1


White 11 25 22 88.0 40.9

Socioeconomically

Disadvantaged 11 229 213 93.0 32.1


Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met

or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the

Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs

divided by the total number of students who participated in both assessments. Double dashes (--) appear in the

table when the number of students is ten or less, either because the number of students in this category is too

small for statistical accuracy or to protect student privacy. The number of students tested includes all students

who participated in the test whether they received a score or not; however, the number of students tested is not

the number that was used to calculate the achievement level percentages. The achievement level percentages are

calculated using only students who received scores.

School Year 2015-16 CAASPP Assessment Results -

Mathematics Disaggregated by Student Groups, Grades Three

through Eight and Eleven

Student Group

Grade


Enrolle

d

Tested

Tested Standard Met

or Exceeded

All Students 11 479 456 95.2 9.9

Male 11 246 236 95.9 8.1


302

ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking

the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in

the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes all students who participated in the test whether they received a score or

not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement

level percentages are calculated using only students who received scores.

21. Engagement

State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):

14) Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite.

Opportunities for Parental Involvement (School Year 2016-17) Cesar Chavez High School recognizes that parents and the community play an important role in the

success and education of their students. Our school has established partnerships with community

businesses and organizations to increase parent participation. Due to ongoing budget constraints, the

school site lost our site Parent coordinator in 2009 that organized and ran our Parent Center; however,

parents have stepped up in 2014 to re-establish our Parent Center and ongoing parent training's and

informational meetings. Our school offers several opportunities and programs to encourage parent

involvement.

Counseling services when available

English Language Advisory Committee (ELPIC)

English Language

Learner instruction and

support (ELD) English

as a Second Language

for adults (ESL)

Female 11 233 220 94.4 11.8

Black or African American 11 59 52 88.1


Native 11 14 13 92.9 7.7

Asian 11 85 78 91.8 16.9

Filipino 11 34 34 100.0 17.6


White 11 25 22 88.0 22.7

Socioeconomically

Disadvantaged 11 228 211 92.5 6.6



303

Family Health Centers and programs

when and where available Advance

Placement

Parent Resource Center

Parent/Student

conferences

when possible

Parent/Teacher

organizations

(PTA/PTO/PT

C) School Site

Council (SSC)

The school believes that the parents and guardians can support the learning environment of

the school and their students by: Monitoring student attendance

Monitoring completion of student homework

Monitoring and regulating television and video game viewing

Participating in the decision making process in school

organizations and committees Planning and

participating in activities at home that support

classroom learning Volunteering at the school

Parents and community members who wish to become a part of the school community and participate

should call the school’s office and talk with anyone on our administration team.

State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6):

15) Pupil suspension rates;

16) Pupil expulsion rates; and

17) Other local measures on the sense of safety.

School Safety Plan Our school places a strong emphasis on ensuring the safety of all students and staff members. The

school’s custodial team ensures the school facilities are in compliance with all federal and state health

and safety regulations. Each year a deep cleaning process occurs during a close of school, during either

the summer or other extended breaks. In the event of a facility plant emergency, the principal notifies

appropriate site and district personnel to resolve the emergency and safely secure or evacuate the students,

based upon the site and district emergency preparedness plans. A site review with the district Internal

Evaluation Instrument (IEI) occurs annually.

A comprehensive School Safety Plan provide a secure, peaceful and clean environment for the school

community. The school’s Disaster Preparedness Plan identifies procedures to follow during

emergencies and natural disasters. Emergency drills are conducted on a regular basis.


304

Every effort is made to ensure students are monitored while on campus throughout the school day.

Campus Security Monitors, teachers, school administrators and school support staff provide supervision

for students throughout the school day. All common areas for students are safe and closely supervised.

All visitors must sign in at the office and receive proper authorization to be on campus, and must display

their passes at all times.

Suspensions and Expulsions

School 2013-14 2014-15 2015-16

Suspensions Rate 13.1 8.7 7.0

Expulsions Rate 0.0 0.3 0.7

District 2013-14 2014-15 2015-16



State 2013-14 2014-15 2015-16



22. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for

LCFF.

2016-17 Federal Intervention Program

Indicato

r School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2011-2012 2004-2005

Year in Program Improvement Year 5 Year 3

Number of Schools Currently in Program Improvement 50

Percent of Schools Currently in Program Improvement 86.2

Academic Counselors and Other Support Staff at this School

Number of Full-Time Equivalent (FTE)

Academic Counselor 5.5

Counselor (Social/Behavioral or Career

Development) 1.0

Library Media Teacher (Librarian) 0

Library Media Services Staff (Paraprofessional) 0

Psychologist 1.0

Social Worker 0

Nurse 0.4

Speech/Language/Hearing Specialist 0.5

Resource Specialist 0

Other 0.0

Average Number of Students per Staff Member

Academic Counselor 395

9. One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who

each work 50 percent of full time.


305

10. Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the

secondary school level, this information is reported by subject area rather than grade level.

Professional Development provided for Teachers The 4X4 schedule provides the school with 40 minimum days in which 30 of the minimum days are used

to develop our Professional Learning Communities (PLC's) and allow teachers to collaborate with each

other. Fifteen of our 30 minimum days are used for PLC development (which are based on our

Departments and Small Learning Communities) who meet to review formative and summative

assessment data analysis to improve instruction and student learning. Core Department PLC’s use the

Data Team process (collect data, analyze the data, create SMART goals, identify common strategies, and

identify result indicators) to improve instruction to increase student academic achievement. Small

Learning Communities PLC’s provide teachers with cross-curricular, professional development via their

career pathways and our school homeroom program to support student achievement. Fifteen minimum

days are used for collaboration per the Stockton Teachers Association contract.

All teaching staff is provided various types of opportunities for instructional training and support

throughout the year. Training and support include AVID methodologies, SDAIE methodologies, writing

across the curriculum, instructional data analysis (known as Academic Conferences), PLC development,

Direct Instruction, and new teacher support. These Professional Development activities take place via

teacher pull-out from class during the instructional day.

• Cells with ♦ do not require data.

Average Class Size and Class Size Distribution (Secondary)

Average Class Size Number of

Classrooms* 1-22 23-32 33+

Subject 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

English 22 28 24 26 10 16 19 28 27 20 19 11

Mathematics 27 29 18 13 10 30 18 11 20 18 26 10

Science 28 29 18 6 6 24 18 14 27 8 15 1

Social Science 25 30 20 10 6 28 9 5 20 18 23 7

FY 2014-15 Teacher and Administrative Salaries

Category

District Amount

State Average for Districts In Same Category

Beginning Teacher Salary $42,226 $45,092

Mid-Range Teacher Salary $64,239 $71,627

Highest Teacher Salary $80,927 $93,288

Average Principal Salary (ES) $107,767 $115,631

Average Principal Salary (MS) $120,915

Average Principal Salary (HS) $115,639 $132,029

Superintendent Salary $230,000 $249,537

Percent of District Budget

Teacher Salaries 34% 37%

Administrative Salaries 5% 5%

FY 2014-15 Expenditures Per Pupil and School Site Teacher Salaries

Level

Expenditures Per Pupil Average Teacher Salary Total Restricted Unrestricted

School Site 6669.73 1376.94 5292.79 65715.20

District ♦ ♦ 6920.96 $65,674

State ♦ ♦ $5,677 $75,837

Percent Difference: School Site/District -23.5 -15.0

Percent Difference: School Site/ State -11.8 -20.2


306

11. For detailed information on salaries, see the CDE Certificated Salaries & Benefits

webpage at www.cde.ca.gov/ds/fd/cs/.

Types of Services Funded The following is a list of Federal and State funded programs that may

be available to schools in the district: Title I Helping Disadvantaged

Students Meet Standards

Title I Homeless

Title I Migrant Education

Title II Improving Teacher Quality

Title III Limited

English Proficient

Students Beginning

Teacher Support

and Assessment

(BTSA) Extended

Day Programs

English Language Acquisition Program (ELAP)

Courses for University of California (UC)

and/or California State University (CSU)

Admission UC/CSU Course Measure Percen

t 2015-16 Students Enrolled in Courses

Required for UC/CSU Admission 89.71

2014-15 Graduates Who Completed All

Courses Required for UC/CSU Admission 28.6

• Where there are student course enrollments.

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Cesar Chavez High 2011-12 2013-14 2014-15 Dropout Rate 5.70 13.50 7.20

Graduation Rate 89.65 83.89 90.08

Stockton Unified School District 2011-12 2013-14 2014-15 Dropout Rate 9.90 17.90 11.80

Graduation Rate 83.09 76.40 82.63

California 2011-12 2013-14 2014-15

Dropout Rate 11.40 11.50 10.70 Graduation Rate 80.44 80.95 82.27

Career Technical Education Participation

Measure CTE Program Participation

Number of pupils participating in CTE 379

% of pupils completing a CTE program and earning a high school diploma

89%

% of CTE courses sequenced or articulated between the school and institutions of postsecondary education

75%

2015-16 Advanced Placement Courses

Subject

Number of AP Courses Offered*

Percent of Students In AP Courses

Computer Science ♦

English 2 ♦

Fine and Performing Arts 2 ♦

Foreign Language 1 ♦

Mathematics 2 ♦

Science 2 ♦

Social Science 3 ♦

All courses 12 14

http://www.cde.ca.gov/ds/fd/cs/


307

Completion of High School Graduation Requirements

Group Graduating Class of 2015


All Students 91 82 86

Black or African American 94 74 78


Native 82 77 78

Asian 93 89 93

Filipino 100 97 93

Hispanic or Latino 90 82 83

Native Hawaiian/Pacific Islander 100 89 85

White 92 75 91

Two or More Races 67 81 89

Socioeconomically Disadvantaged 71 43 66

English Learners 72 60 54

Students with Disabilities 95 82 78

Career Technical Education Programs Our school vision is to ensure that ALL of our students are College ready, Career bound, Highly skilled

and Successful citizens. ALL CCHS students have the opportunity to prepare themselves for Career and

College the moment they start at our school. All students have access to courses that meet university

requirements (A-G), Honors/Advance Placement courses, Dual Credit/Early College opportunities on

campus (completing college courses while in high school), and participate in our Five Career Pathways

which are based on California’s 15 industry career growth sectors. Two of our career pathways are STEM

(Science, Technology, Engineering, and Math) connected and two others pathways are part of the

National Academy Foundation (NAF). Our Small Learning Communities (SLC’s) and 4X4 schedule

provide the academic guidance, support, and opportunity for ALL students so that they can reach their

college and career goals after graduation.

Four of the five career pathways are Career Technical Education (CTE) based and supported with CTE

funding, teacher certification, and teacher training. Students are introduced to rigorous, balanced

standards reflecting the essential knowledge needed to transition to careers or postsecondary education

or training. The CTE courses offered in our Small Learning Communities are:

18) Introduction to Engineering Design (Engineering SLC & PTLW course)

19) Principals of Engineering (Engineering SLC & PTLW course)

20) Civil Engineering and Architecture (Engineering SLC & PTLW course)

21) Engineering Design and Development (Engineering SLC & PTLW course)

22) Stagecraft 1, 2, and 3 (Creative and Performing Arts SLC)

23) Multimedia Technology I, II (Communication Technology SLC & NAF)

24) Video Production I, II, and III (Communication Technology SLC & NAF)

25) Foundations of Health Science (Health SLC course & NAF)

26) Nutrition and Fitness (Health SLC course & NAF)

Dual Credit/Early College courses are offered on campus each Term. Over 200 students participate in this

program in which they earn college credit while in high school. Dual Credit/Early College courses are


308

provided by San Joaquin Delta College and are transferable to UC/CSU and most private four-year

universities. The Dual Credit/Early College courses offered at CCHS are:

27) English 79

28) English 1A

29) Psychology 1

30) Criminal Justice

31) Medical Terminology

32) Health Careers

Advanced Placement courses are also offered for all students. Students who score 4 or 5 in these courses

can receive college credit for the course. Our Advance Placement courses are:

33) AP World History

34) AP US History

35) AP Economics

36) AP American Government

37) AP English

38) AP Chemistry

39) AP Physics

40) AP Spanish

41) AP French

42) AP Music Theory

43) AP Portfolio Art

44) AP Calculus AB

As we continue to develop our AP, Dual Credit/Early College, and Small Learning Community pathways

to ensure that we connect/articulate our academic programs to local colleges/universities and trade school

programs. This aims at ensuring that all CCHS students are prepared for college and career.

DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at

http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of

the school to the district and the county. Specifically, DataQuest is a dynamic system that provides

reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments,

staffing, and data regarding English learners).

Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the

California State Library). Access to the Internet at libraries and public locations is generally provided on

a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of

time that a workstation may be used (depending on availability), the types of software programs available

on a workstation, and the ability to print documents.

http://dq.cde.ca.gov/dataquest/

http://dq.cde.ca.gov/dataquest/


309

CESAR CHAVEZ HIGH SCHOOL

TITLE I PARENTAL INVOLVEMENT

POLICY

Cesar Chavez High School has jointly developed with and distributed to parents of participating

students the following written Title I Parental Involvement Policy. The policy has been agreed on by

parents of Title I students and describes the means for carrying out the following Title I parental

involvement requirements: [Title I Parental Involvement, 20 USC 6318(a)-(f)]

INVOLVEMENT OF PARENTS IN THE TITLE I PROGRAM

Cesar Chavez High School carries out the following legal requirements in the manner described below:

• Convene an annual meeting to inform parents of participating students of the requirements of

Title I and their rights to be involved:

At our Title I meeting we discuss:

• Title I Program Overview and Goals

• Parent Rights under Title I

• Parent Involvement (School Site Council)

• School Achievement Data

• Single Plan For Student Achievement/Title I Budget Expenditures

• Title I Parent Policy and School-Parent compact

• Uniform Complaint Procedures

• Offer a flexible number of meetings:

Cesar Chavez High School offers parents meetings throughout the school year. The

meetings are organized and lead by parent volunteers who represent all ethnic, social

economic and languages of the student population. Prior to each meeting an automated

phone message is sent out to parents in both English and Spanish.

• Back To School Night

• Title I Annual Parent Meeting

• School Site Council (SSC)

• English Learner Parent Involvement Committee (ELPIC Parent Meetings)

• Booster Club

• Migrant Education Advisory Council

• Involve parents of participating students in an organized, ongoing, and timely way in the

planning, review, and improvement of its Title I programs and Title I parental

involvement policy*.

• The Annual School-Wide Title I Parent meeting in which parents are introduced to


310

the parental involvement policy

• During parent meetings, parents and community members review the parent

involvement policy and school parent compact and input is given to SSC for

revisions.

• The ELPIC parents also review the parent involvement policy during one of

their scheduled meetings.

• Provides parents of participating students with timely information about Title I programs.

Parents receive information about:

• Guaranteed counseling services: A-G requirements, Career and College preparation,

and Financial Aid

• After school program: Tutorial and Study Hall

• Support Services on Campus: Counseling, Health Center, SB-65 Drop Out Prevention,

Migrant Ed., and Community Health Center

• Academic Programs such as AVID, Music and Performing Arts Magnet, and

Small Learning Community career pathways

• Academic Program support for students who are at risk of failing in English and Math

• Provide parents of participating students with an explanation of the curriculum, academic

assessment, and proficiency levels students are expected to meet.

Parents receive an explanation of the curriculum, academic assessments and

proficiency levels during:

• Summer Round Up/Orientation

• Back to School Night

• Magnet Fair

• 8th Grade Pre-Registration/SLC fair

• School Site Council Meetings

• ELPIC and Title I parent meetings

• Individual Counseling Meetings

• Teacher-Parent Conferences

• Administration-Parent Conferences

• Provide parents of participating students, if requested, with opportunities for regular meetings

to participate in decisions relating to the education of their children.

• Conferences with parents are scheduled at the end of each semester

• Teachers are available within 24 hours of parent request (during prep period and after

school)

• Classroom visits are available within 24 hours of parent request

• Counselors and SB-65 Outreach Consultant are available daily

• Individual Educational Plan (IEP) for qualifying students

• 504 plans for qualifying students

• Student Study Team (SST)

• Weekly progress reports

• Daily Attendance check


311

*If a school has a process for involving parents in the joint planning and design of the school’s programs, the

school may use that process, if such process includes an adequate representation of parents of participating

children. [Title I Parental Involvement, 20 USC 6318(a)-(f)]

SHARED RESPONSIBILITIES: SCHOOL-PARENT COMPACT

Cesar Chavez High School has jointly developed with and distributed to parents of participating

students a school-parent compact that outlines how parents, the entire school staff, and students will

share the responsibility for improved student academic achievement and the means by which the

school and parents will build and develop a partnership to help students reach proficiency on the

California content standards. The compact describes the following items in addition to items added by

parents of Title I students. (A copy of the compact is attached to this policy.)

45) The school’s responsibility to provide high-quality curriculum and instruction.

46) The parent’s responsibility to support their children’s learning.

47) The importance of ongoing communication between parents and teachers through, at a

minimum, annual conference, reports on students’ progress, access to staff, and opportunities

to volunteer and participate in and observe the educational program.

BUILDING CAPACITY FOR INVOLVEMENT

Cesar Chavez High School engages parents of participating students in meaningful interactions

with the school. It supports a partnership among staff, parents, and the community to improve

student academic achievement. To help reach these goals, the school does the following:

23. Assists parents in understanding academic content and achievement standards and assessment

and how to monitor and improve the achievement of students.

• Counselors schedule student parent conferences to review the students

Individualized Grade Plan (IGP)

• School website

• Parents receive written reports from the district regarding state assessment results

• Teacher-Parent conferences

• Counselor-Parent conferences

• Administration-Parent conferences

24. Provides materials and training to help parents work with their children to improve

their children’s achievement.

• Parent-Student Handbook available on the school website

• Parenting Partners program via school site Parent Center

• Back to School Night

• Monthly parent meetings

• Teacher-Parent conferences

• Counselor-Parent conferences

• Administration-Parent conferences


312

25. Educates staff, with the assistance of parents, in the value of parent contributions and how to

work with parents as equal partners.

• Review with staff the results of Parent Surveys

26. Coordinates and integrates parental involvement with other programs and conduct activities

that encourage and support parents in more fully participating in the education of their children.

• District programs/groups Parent Advisory Committee (PAC) and District English Learner

Parent Advisory Committee (DELPAC)

• District Specialty Schools and Programs Fairs, Health Fairs and Support Services

• Community Base Organizations

• Migrant Education

• Internship Partners (Health Small Learning Community)

27. Distributes information related to school and parent programs, meetings, and other activities in

a form and language that the parents understand.

• School to home communication is sent in the two predominant languages (English

and Spanish) and whenever possible in other languages as the need arises

• Automated phone messages

• School Website

28. Provides support for parental involvement activities requested by parents.

• Parents are always encouraged at all meetings (SSC, ELPIC, Title 1, parent meetings, etc.)

to inform the school as to their interest on services or information about any given topic.

ACCESSIBILITY

Cesar Chavez High School, to the extent practicable, provides full opportunities for the participation of

parents with limited English proficiency, parents with disabilities, and parents of migratory students

including providing information and school reports in a format and, to the extent practicable, in a

language parents that participating students understand.

• School to home communication is sent in the two predominant languages (English

and Spanish) and whenever possible in other languages as the need arises

• Automated phone messages

• School Website

• SB-65 Outreach Consultant assists with translation services for IEP’s and facilitates SSTs.

Provides services for students with disabilities, economically disadvantaged, and homeless.

• San Joaquin County of Education provides a Migrant Education Counselor to the school

to work directly with migrant families and students twice a week

• All buildings, walkways, PE areas, and parking lots are handicap accessible

SCHOOL PARENT COMPACT FOR ACHIEVEMENT


313


2929 Windflower Ave

Stockton, CA 95212

(209) 933-7480 • Fax: (209) 475-9097

WHAT IS A SCHOOL-PARENT COMPACT FOR

ACHIEVEMENT?

A School-Parent Compact for Achievement is an agreement that parents, students and teachers

develop together. It explains how parents and teachers will work together to make sure all our

students reach or exceed grade-level standards.

Effective Compacts:

1. Share strategies parents can use at home

2. Explain how teachers and parents will communicate about student progress

3. Link to goals of the school improvement plan and focus on student learning skills

4. Describe opportunities for parents to volunteer, observe, and participate in the classroom

5. Describe how teachers will help students develop those skills using high-quality curriculum &

instruction

ACTIVITIES TO BUILD PARTNERSHIPS

Cesar Chavez High School (CCHS) provides parents with opportunities to participate in school

wide events, parent workshops, and other activities that will build parent capacity and promote

parent involvement.

• We provide workshops for parents to stay informed about their child academics and

attendance. • Working with our SUSD district parent coordinator, Synergy ParentVue training is

available to teach our parents how to utilize our student information system to access and monitor their students’ attendance and grades.

• Parents can contact their child’s counselor, teacher, or administration to make an appointment to discuss their child’s progress or observe the classroom atmosphere, behavior and work habits of their child.

• Parents may contact instructors through SUSD provided email, following the CCHS website or by accessing teacher classroom telephones (voicemail)

• Parents are encouraged to participate in Small Learning Community (SLC) fairs, and CCHS Back to School Night.

• We also encourage parents to volunteer their time on committees such as Student Site Council (SSC), English Learner Committee Parent Involvement Committee (ELPIC), and District English Language Parent Advisory Committee (DELPAC).

• Parents are further invited to The Titan Parent Center for monthly conversations with Administration, Staff, and Community Leaders.

• Parents are encouraged to participate on the CCHS campus.


314

DISTRICT & SCHOOL GOALS SCHOOL’S ROLE

1. Every child by the end of 3rd

grade will read and

comprehend at the proficient

level.

2. Every child by the end of 9th

grade will demonstrate

mastery of Algebra concepts

and application.

3. Every child by the end of 12th

grade will graduate and be

college or career ready.

Our vision for our high school is to ensure that ALL of our students become

College ready, Career bound, Highly skilled and Successful citizens. Go

Titans!

4. CCHS teachers are committed to providing a curriculum using district adopted Units of Studies that are aligned to Common Core State Standards and will prepare all students to meet high school graduation requirements and A-G college eligibility.

4. Teachers offer a variety of educational programs to students within

their Small Learning Community such as Advance Placement, Honors, SDAIE, AVID, Study Island, APEX, and Project Citizen. Our Small Learning Communities are designed to prepare all students for career and college after high school.

5. Every teacher participates in CCHS’s Professional Learning

Communities (PLCs). During collaboration time there is ongoing analysis of student data (test scores, grades, attendance, etc.) to improve student learning.

COMMUNICATION ABOUT STUDENT LEARNING

CCHS is committed to ongoing two-way communication with families about student learning. Some

of the ways we can foster effective communication include:

1. Parent teacher conferences are held upon parent or teacher request.

2. Encouraging parents to contact the assigned counselor and schedule a review of student progress

3. Inviting parents to attend all meetings regarding their child, including IEP, SST or BSP.

4. Providing quarterly student Progress Reports and Report Cards. 5. Encouraging instructors to utilize our school ParentVue grade book program to allow parents

to utilize the internet to monitor their child academic performance.

6. Implementing CCHS’s school-wide parent contact initiative (telephone calls) designed to update parents concerning student progress.

7. Updating on the school Website to included CCHS activities, events and announcements http://cchs-susd-ca.schoolloop.com .

8. Providing parents access to weekly/daily attendance and Grade Check forms

PARENT’S

ROLE

STUDENT’S

ROLE

JOINTLY DEVELOPED

Parents, teachers and students jointly developed the School-Parent Compact.

Students in the CCHS Leadership class discussed ways students can be responsible for their learning. Parents on ELPIC and SSC reviewed the Compact with SSC making final revisions. The SSC

annually reviews, revises and approves the

Title I Parent Policy and School-Parent Compact.

http://cchs-susd-ca.schoolloop.com/


315

Parents can support their students’ learning by:

1. Monitoring my child’s attendance, behavior, and

academic performance

2. Making sure my child completes all class work and

homework at the level required by the teachers

3. Monitoring amount of television, video games,

and computer/technology use

4. Volunteering in my child’s classroom or school as often as I

can 5. Participating, as appropriate, in decisions with staff

relating to my child’s education

6. Promoting positive use of my child’s extracurricular time 7. Staying informed about my child’s education and

communicating with the school by promptly reading all notices from the school or the district either received by my child or by mail and responding, as appropriate

8. Participating in, to the extent possible, on school advisory groups and committees

9. Using ParentVue to access student attendance, Grades.

Students can be responsible for

their learning by:

1. Coming to school prepared to

learn and work everyday

2. Completing all assignments

(class work and homework)

to the best of their ability

3. Asking for help from the

teacher, counselor, or school

administrator when I need it

4. Participating in after-

school tutoring as needed

5. Giving my parent or guardian

all notices and information

received by me from my

school every day

6. Reading at least 30

minutes every day

outside of school time

6. Wearing my ID card on a

lanyard around the neck every

day I attend school

7. Following all school rules and

policies

Appendices:

A. Timeline of self-study process

Self-Study Tasks Person(s) Responsible Date

Identify WASC Self Study groups

Chair and Vice Chair from site

Leaderships



September 2015

Identify students & parents to

participate on WASC Self Study groups (i.e. Organization, Curriculum,

Instruction, Assessment & Accountability,

and School Culture)




October 2015

Organize CCHS staff into WASC Self

Study groups Chair and Co-Chairs from

site Leaderships(i.e. Organization,

Curriculum, Instruction, Assessment &

Accountability, and School Culture)




October 2015

Hold First WASC Study Group

meeting via Min-day Professional

Development




November 2015

Start Monthly WASC group meetings

to gather and analyze student data to

write sections of WASC Progress Report



December 2015

to November

2016

Finalize WASC Self Study sections of

WASC Progress Report • WASC Coordinator


February 2017


316

Finalize WASC Self Study • WASC Coordinator March 2017

B. Results of student questionnaire/interviews

Chavez Comprehensive Needs Assessment -

Student Survey 7th -- 12th Grades

Answer Options Response Percent

7th 0.0% 8th 0.3% 9th 32.9%

10th 27.1% 11th 20.4% 12th 19.3%




Male 51.0% Female 49.0%



Answer Options Response Percent Black or African American 12.3% American Indian or Alaska

Native 1.2%

Asian 20.4%

Filipino 6.1% Hispanic or Latino 47.2%

Native Hawaiian or Pacific

Islander 1.0%

White 3.2%

Two or more races 8.7% Other (please specify)

What grade level are you currently in? 7th

8th

9th

10th

11th

12th

What is your gender?

Male

Female

What is your ethnicity?Black or AfricanAmerican

AmericanIndian orAlaska NativeAsian

Filipino

Hispanic orLatino


317




AVID (Advancement Via Individual Determination)

program

16.9%

IB (International

Baccalaureate) program 0.1%

Journalism Magnet 0.5%

Public Safety Academy 0.1%

Music and Performing Arts

Magnet 8.1%

Advanced Placement 6.3%

English Language

Development (ELD) 6.9%

TLC (Teaching and Learning

Community) 0.3%

Taken or in a Delta College Course

9.3%

CAPA (Creative and

Performing Arts) Small

Learning Community

18.3%

CT (Communication

Technology) Small Learning

Community

17.5%

Health Small Learning Community

13.9%

Engineering Small Learning

Community 12.3%

Law & Order Small Learning

Community 16.3%

None of the above 12.8%

0

0.02

0.04

0.06

0.08

0.1

0.12

0.14

0.16

0.18

0.2

AV

ID (

Ad

va

nce

me

nt

Via

…

IB (

Inte

rna

tio

na

l B

acca

lau

rea

te)…

Jo

urn

alis

m M

ag

ne

t

Pu

blic

Sa

fety

Aca

de

my

Mu

sic

an

d P

erf

orm

ing

Art

s…

Ad

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nce

d P

lace

me

nt

En

glis

h L

an

gu

ag

e D

eve

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me

nt…

TL

C (

Te

ach

ing

an

d L

ea

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g…

Ta

ke

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a D

elta

Co

lleg

e…

CA

PA

(C

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an

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…

CT

(C

om

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He

alth

Sm

all

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…

En

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ee

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ma

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ea

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La

w &

Ord

er

Sm

all

Le

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ing

…

No

ne

of

the

ab

ove

Do you belong to any of the following? Mark all that apply.

0 2 4 6

Explain the classes I need to pass to…Explain how to calculate my GPA

Explain which of my classes I need to…Explain how to use Career Cruising to…

Explain my MAP scores and my…Use my SBAC scores to help me know…

Explain any of the following: Advance…Explain what are the Career Technical…Explain how to utilize Career Cruising…Explain how to utilize Career Cruising…Complete my classwork or homework…

I can....

Connect my classwork and homework…

Connect my classwork and homework…

Connect my classroom and homework…

Explain the Learning Objective/s for each…

Explain each of my teacher's grading…

Explain how my teacher's grading policies…

Explaining how I can use a rubric to guide…

Explain the importance of taking the…

I can....


318

3.2 3.3 3.4 3.5

Values my cultural background by providingme the support I need to be successful in…

Values all students cultural background byproviding me the support I need to be…

Values my economic background byproviding me the support I need to be…

Values all students economic backgroundby providing me the support I need to be…

Understands the community I live in andchallenges I may face outside of school

The staff at my school...

0 0.5 1 1.5 2

Attended one school activity this year(dance, rally, drama/choir production,…

Attended two school activities this year(dances, rallies, drama/choir productions,…

Attended three or more school activities thisyear (dances, rallies, drama/choir…

Participated in one school activity this year(dance, rally, field trip, drama/choir…

Participated in two school activities this year(dances, rallies, drama/choir productions,…

Participated in three or more schoolactivities this year (dances, rallies,…

I have...


319

C. Results of parent/community questionnaire/interviews

3.36 3.38 3.4 3.42 3.44 3.46 3.48 3.5

Staff values honesty, fairness andresponsibility from their students

Teachers include in their lessons theimportance of honesty and responsibility

Provides opportunities for students tolearn how to be responsible, fair or…

My school...

0 2 4 6

Promotes the importance of attending all…Promotes the importance of getting to…

Promotes the importance of college and…Promotes the completion of Career…

Promotes the importance of Science,…Provides guidance or extra support if I…

Emphasize the importance of meeting A-…Promotes opportunities for me to…

Staff promoted various types of college…Promotes all students to take Honors,…

Helps me ID career pathways courses I…

My school...


320


321


322

D. Results of Non –Instructional Staff questionnaire/interviews


323


324


325

E. Results of Teacher questionnaire/interviews


326


327


328


329

F. Master schedule

Teacher T2Period 1 T2Period 2 T2Period 3 T2Period 4

SHANHOLTZER, Tammy Adapted PE SDC (M and W)

HALE, Randy Adapted PE SDC (M and W)

BRADLEY, Susan Prep Art 1-2 (LO) Art 1-2 (CAPA) Art 1-2 (LO)

CIOTAU, Ligia Art 3-4 (GEN) Graphic Illustration and Design

CT AP Studio Art Prep

NEANG, Thai Art 1-2 (BASE) Prep Art 3-4 Art 1-2 (Hlth)

Enriquez, Anthony Prep Stagecraft 2 Stagecraft 2 Stagecraft1

Perovich HSS HSS Prep HSS

RIVERA, Patricia Prep Graphic Design (CT) Internship Leadership

RICE, Mark Prep IED IED Civil Eng & Architecure

CASTANON, Daniel Drama 1-2 Practical Theater Drama 3-4

Cox, Jerry Yearbook 1-8 AVID Tutorials lk/w AVID 12 English 5-6 LO Prep

FLORES, Jasmine English 1-2 Honors Prep English 5-6 English 5-6 Capa

GIBBONS, Elena AP Lit and Comp Lk w/ AVID

12 Prep English 5-6 Honors HLTH English 5-6 Honors

GRUNO, Shane Journalism 1-2 Prep Journalism 3-8 Creative Writing 10-12

HUGHES, Kim Eng 1-2 Honors w/ AVID 9 English 3-4 Honors Lk w/ AVID

10 ELD Level 3 Prep

Jimenez, Jordan English 1-2 English 1-2 CT Prep English 3-4 CT

LAROCQUE, Julie ELD Level 3 ELD Level 3 ELD Level 3

MANGAHAS, Martha AP Lang and Comp Lk w/ AVID Prep English 5-6 Honors CAPA English 5-6 SDAIE

McGEHEE, Justin Prep English 1-2 CAPA English 3-4 CAPA English 1-2 SDAIE


330

ROSAS, Jennifer ELD Level 4 Eng 1-2 SADIE Prep ELD Level 4

Sharma, English 3-4 CT Prep English 7-8 SDAIE English 7-8 CT

SOLIS, Claudia ELD Level 2 ELD Level 2 ELD Level 1 EL Coordinator

STRATFORD, Michael Speech & Debate (LO) English 5-6 BASE English 5-6 BASE English 1-2

Sub Vac English 5-6 LO Prep English 3-4 SDAIE English 3-4 LO

Sub Vac 3 English 3-4 HLTH English 5-6 CT English 7-8 CT Prep

Anthony Tachella English 7-8 Prep English 7-8 BASE English 5-6 Capa

ZELLER, Aaron English 1-2 HLTH Prep English 5-6 HLTH English 5-6 CT

Dhaliwal, Sukhpal Algebra 1-2 Linke with Pre-Alg

support

Algebra 1-2 linked with Alg-

Support Prep Algebra 1-2

EVANGELISTA, Eva Calculus Algebra 3-4 Algebra 1-2 Algebra 3-4

GARCIA, Ferfina Geometry DELTA Math 12/Statistics GeometryCT EL Coordinator

Irizarry, Paul Algebra 1-2 linked with Alg-

Support Algebra 1-2 Prep Algebra 1-2 HLTH

JIANG, Dennis- Alg 3-4 Honors Lk w/ AVID 10 Geometry Honors Linked with

AVID Algebra 1-2 Prep

Leung Algebra 1-2 Geometry Prep Geometry L&o

MENTA, Tessie Geometry Honors Calculus BC Prep Calculus

Saechao, Geometry Geometry Geometry

Hardison, Kristina Algebra 1-2 linked with Alg-

Support Geometry HLTH Prep Algebra 1-2

TACKITT, Eric Geometry POE Geometry Prep

Ton Pre-Cal Algebra 1-2 Prep Pre-Cal CAPA

VERSTL, Mollie Prep Geometry SDAIE Geometry SDAIE Algebra 1-2

Brum, Joseph Prep PE 3-4 (CAPA) PE 3-4 (CT) PE 3-4 (CT)

GOEDHART, Guy Nutrition Nutrition Prep Athletic Director

KIRWAN, Terri PE 3-4 (L&O) PE 3-4 Prep PE 5-6

SHELTON, Michelle PE 3-4 (Hlth) Prep Body Improvement PE 1-2 EES

Smith, Daniel PE 3-4 BASE Prep PE 3-4 (CAPA) PE 3-4

WARD, John Weight Training Weight Training Weight Training Prep

EATON, Sarah Prep Dance 3-4 Dance 1-2 Dance 3-4 (PERFORM)

BURNS, John AP Music Theory (CAPA)

COLEMAN, Art Jazz 1-2 (CAPA) Advanced Jazz Beginning Band 1-2 (CAPA)

Concert Band/ Intermediate and

Advanced Marching Band/

Auxilary Marching Band (PE

Credit) (CAPA) and Intermediate

Mariachi

HAAS, Erika Prep Intro to Choir Intro to Choir Show Choir/ Show Choir Honors

SUB VAC 4 Green, Adam Orchestra 1 Orchestra 2 Guitar Prep

BENDER, Michael American Gov/ Econ. RSP Prep Study skills

Guidry, Crystal Prep English 5-6 English 3-4 RSP

ROBERTS, Brian RSP Foundations of Math Study Skills Prep

Sherman, Kevin Algebra 1-2 Prep RSP Study Skills


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Soria, Alejandra Biology IPS Biology Prep

BRUNO, Claudette Anatomy and Physiology Prep Biology Biology

Le BARD, Rob Biology SDAIE Biology BiologyHonors Prep

Sandhu, Navdeep Foundations of Health Prep Foundations of Health Biology

SPITZKA, Jiong Biology Honors Prep AP Biology Foundations of Health

EZEKWO, Victor Chemistry Chemistry Prep Chemistry Honors

NGUYEN, Jimmy-Han Prep IPS SDAIE/Gen IPS IPS

NOFUENTE, Cynthia Chemistry Prep HHS Chemistry

Norton, Jan IPS Prep IPS IPS

TUBAL, Carmelo Physics IPS Prep Physics

TUBAL, Genelita POE AP Physics Prep Leadership

BALLEW, Roger Science Science Prep Science

COANE, Michelle Daily Lv Skills History English Prep

GONZALEZ, Juanita History History Histroy Prep

KENT, Matt English Daily Lv Skills Daily Lv Skills Prep

MONROE, Sandra Prep Prsl Job Skills Prsl Job Skills Voc Skills

Taylor, Brandon English Math Science

WHITELEY, Chris Reading Prep Daily Lv Skills Histroy

Whitford English Prep English English

Conley, Carol Prep Daily Lv Skills Daily Lv Skills Daily Lv Skills

APILADO, Tim World History (L&O) Constitutional Law Prep Constitutional Law

AREIDA, Mike SLC Leadership ASB Leadership Prep ASB RSC

LEE, James Govt/ Econ (CT) Govt/ Econ (CT) World History (CT) Prep

MARIA, George HSS World History capa Prep World History Honors

MERENDA, Charles Govt/ Econ Gov/ Econ Prep Govt/ Econ (GEN)

MOORE, Bettye Prep World History (BASE) World History (CT) World History

PEREZ, Guadalupe Prep Intro to Law Intro to Law Intro to Law

RODGERS, Sue Prep Govt/ Econ Govt/ Econ (L&O) Govt/ Econ (L&O)

SMITH, Michael AP World History w/ AVID 10 AP US History Lk w/ AVID AP World History Prep

STOCKMAN, Eric Prep Econ Honors/ AP Gov Econ Honors/ AP Gov AP US History

TYLER, Christopher Prep Mock Trial Criminal Behavior Criminal Behavior

WILSON, David Prep Video I Video I Video II

Wagner, Brandon Govt/ Econ (Hlth) Humanities Humanities Prep

Alvarez, Lucero Spanish 3-4 (Hlth) Spanish 1-2 AVID) Prep Spanish 3-4 (GEN)

FOX, Yamilet AP Spanish Spanish 3-4 (GEN) Spanish 5-6 Honors Prep

JURKOVIC, Michael Spanish 1-2 (CT) Prep Spanish 3-4 (GEN) Spanish 3-4 (CT)


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KOVANIS, Monica French 1-2 French 3-4 French 3-4 Prep

MATA, Silvia Prep Spanish 3-4 (BASE) Spanish 1-2 (BASE) Spanish 1-2

Wang, Qing Chinese 1-2 Chinese 3-4 Chinese 3-4 Prep

Cheryl Bonner HS36 (Mon/Wed)- Period 3

Youngblood Psych (Wed/Fri)- Period 2

Wandel Carter AJ 21 (Mon/Tue)-Period 1

Shelley Hanna Eng 1A (Mon/Wed/Th/Fri)-

Period 1

Shelley Hanna Eng 79 (Mon/Tu/ Wed)- Period 4

Toledo COM ST 1A (Mon/Fri)- Period 3

Ferfina Garcia Math 12 (Mon/Tu/Th)- Period 2

G. Graduation requirements


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H. Earning College Units While in High School


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I. Glossary of terms unique to the school.

Academic

Conferences

Academic Conference is a twice a year meeting/conference with Mr.

Nelson and teachers by department. Instructional strategies, DOK level,

lesson planning and common formatives are discussed based on

students’ scores, grades and needs.

Action Walks Teacher classroom visitation where we look at common lesson being

taught within departments and share feedback.

APEX Virtual classroom used as an intervention for credit recovery and grade

boosts.

ASB Associated Student Body

AVID Achievement Via Individual Determination

BASE Building applied Science and Engineering

Back to School Night A night during 1st Term of the school year that students and families

visit Chavez and meet with teachers based on their students schedules.

BEA Business Education Alliance

BSU Black Student Union Club

CAN Comprehensive Needs Assessment

CAPA Career and Performing Arts

Career Cruising Website allowing students to map out future academic goals and search

for colleges, careers, and scholarships.

CATE /CTE Career and Technical Education

Cathryn Vatterot Author of Rethinking Grading. Used by admin and leadership.

CBG Caught Be Good. Reward system for teachers to give to students. This

card allows them to enter a raffle for bigger prizes. Can be used for

other rewards as well.

CCSC Common Core State Standards

CELDT California English language Development Test

CHKS California Healthy Kids Survey

Collaboration Day Contractual day where teacher meet for 1.5 hours to collaborate over

lessons, units, and student achievement

Collaboration

Minutes Teacher created summary of what they did for their collaboration day

meeting.

CSTP California Standards for Teaching Profession

CT Communications and Technology

Delta Placement Test College level test from local Community College that checks for college

readiness for each student that takes it.

DII Direct Interactive Instruction

DOK Webb's Depth of Knowledge

ELL English Language Learners

ELPIC English Learner Parent Involvement Committee

GAFE Google Apps for Education with a permission slip.


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Go Sign Me Up Program that organizes PD given by the district for the teacher. This

program allows teachers to sign up for district organized by subject,

topic, or on a calendar.

Homeroom An advisory period where teachers meet with the same students for four

straight years. Focusing on academics, goal setting, transcripts,

scholarships, rapport, and more.

Illuminate District's instructional data collection program

L&O Law and Order

LDO Language Development Office through the district that provide EL PD

Leadership Team Multi-layer group of the school consisting of: 1. Teachers 2. Students

3.Parents 4.Secretary Staff

MAP Measure for Academic Progress

MAP Measures or Academic Progress

Marsan Marsan Research combines Dr. Marsan’s 50 years of educational

research with continuous action research in all major areas of schooling,

in order to provide effective and accessible instructional strategies

MECHA Movement Estudiantil Chicanx de Aztlán

MESA Math Engineering Science and Achievement

NAF National Academy Foundation

NGSS Next Generation Science Standards

Open House This open house is created as a Term 2 Back to School Night to mirror

the 1st Term Back to School Night procedure.

Parent Vie Monitoring program that allows parents access to student's school data

through Synergy

PLC Professional Learning Communities made up of teachers in small

groups discussing common SMART goals

PLUS Peer Leaders Uniting Students a Program ran by the counseling staff.

RCD Rigorous Curriculum Design

RCDU Rigorous Curriculum Designed Units of Study - created by teachers for

each grade level and core subject. Includes formatives, summative, and

unit plans.

Renaissance Program to recognize and reward students for academic achievement

and attendance

RFEP Reclassified Fluent English Proficient

SAP Student Appraisal Program is a student intervention monitoring program

shared between teacher and Counselor / Administrator.

SLC Small Learning Communities

SLC Fair Students and families visit Chavez for SLC presentations and PreReg

for classes. This is done about a month into 1st Term of the school year.

SLO Student Learning Outcome

Solution Tree delivers comprehensive professional development to schools and

districts

SPSA Single Plan for Student Achievement


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SST Student Support Team made up of Admin, Student's Teachers, Parents,

and Counselor to discuss student goals, outcomes, and needs.

STC Site Tech Cadre is a group of teachers that take care of PD for staff and

simple tech problems

Student Vue Monitoring program that allows students access to their own school data

through Synergy

Synergy Student information program