Ortega High School FOCUS ON LEARNING - The …skipnicholson.com/WASC/OHS WASC REPORT 2016 Final.docx · Web viewAs a Professional Learning Community, the Ortega High School (OHS)

WASC Self-Study

2016

Ortega High School FOCUS ON LEARNING

Ortega High SchoolWASC Visiting Committee Schedule

March 6 – 9, 2016

Sunday, March 6

11:00 AM – 1:30 PM Visiting Committee meets together at the hotel to discuss plan visit

1:30 PM – 2:00 PM Visiting Committee meets Administration at Ortega High School,

Introductions, questions and discussion of the visit

2:00 PM – 2:30 PM Guided Campus Tour with Administrator, Counselor, WASC

Chair and Leadership Team

2:30 PM – 3:30 PM Visiting Committee meets with Leadership Team

Monday, March 7

7:00 AM – 7:30 AM WASC Chair meet with Administrator

7:30 AM – 8:30 AM Visiting Committee meeting with OHS Leadership Team

8:00 AM – 8:30 AM Visiting committee Meeting

8:30 AM – 12: 50 PM Classroom Visitations and Visiting Committee Meeting

12:50 PM – 1:30 PM Lunch

1:30 PM – 2:00 PM Meet with Focus Group A

2:00 PM – 2:30 PM Meet with focus Group B & C

2:30 PM – 4:00 PM Visiting Committee Meeting

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Tuesday, March 8

7:00 AM – 7:30 AM WASC Chair meet with Administrator

7:30 AM – 8:30 AM Visiting Committee meeting with OHS Leadership Team

8:00 AM – 8:30 AM Visiting committee Meeting

8:30 AM – 11: 00 PM Classroom Visitations and Visiting Committee Meeting

11:00 AM – 12:00 PM Meet with students

12:00 PM – 12:50 PM Classroom Visitations

12:50 PM – 1:30 PM Lunch with Staff and Students

1:30 PM – 2:00 PM Meet with Focus Group E

2:00 PM – 2:30 PM Meet with focus Group D

2:30 PM – 3:15 PM Visiting Committee Meeting with District Administration at OHS

3:15 PM – 4:00 PM Visiting Committee Meeting

Wednesday March 9

10:00 AM-11:00 AM Visiting Committee meet with Leadership Team to review draft report

11:00 AM – 11:30 AM Lunch served to Visiting Committee

12:00 PM – 2:00 PM Visiting Committee report writing

2:00 PM Report to Staff and Stakeholders – Conference Center

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Ortega HawksBell Schedule2015 - 20168:00 – 8:30 Period 1

8:30-8:35 Passing

8:35 – 9:30 Period 2

9:30-9:35 Passing

9:35 – 10:30 Period 3

10:30-10:50 Break/Lunch

10:50-10:55 Passing

10:55 – 11:50 Period 4

11:50-11:55 Passing

11:55-12:50 Period 5

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Ortega High SchoolFocus on LearningWASC Self-Study

Introduction

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Table of ContentsIntroduction

The Visiting Committee............................................................................................................................................1

Lake Elsinore Unified School District Board of Education and District Administration.............................................8

Ortega High School Administration..........................................................................................................................9

Ortega High School Classified and Certificated Staff...............................................................................................10

WASC 2015-2016 Leadership Teams and Focus Group Member List.....................................................................11

LEUSD Strategic Plan and Ortega High School Mission and Vision........................................................................12

Chapter 1: Student and Community Profile and Supporting Data

School and Community Profile...............................................................................................................................14

Student Demographic and Performance Data........................................................................................................17

ESLRs/Student Learning Goals................................................................................................................................39

Chapter II: Overall Summary from Analysis or the Profile Data

Summary and Analysis............................................................................................................................................46

Profile Analysis: Critical Academic Need.................................................................................................................48

Chapter III: Progress Report of the 2015-2016 Self-Study

Progress Report......................................................................................................................................................54

Chapter IV: Self-Study Findings

A- Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources....................................60B- Standards-based Student Learning: Curriculum...............................................................................................69C- Standards-based Student Learning: Instruction...............................................................................................88D- Standards-based Student Learning: Assessment and Accountability...............................................................96E- School Culture and Support for Student Personal and Academic Growth.....................................................109

Chapter V: Focus Group Schoolwide Action Plans

A- Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources..................................131B- Standards-based Student Learning: Curriculum.............................................................................................133C- Standards-based Student Learning: Instruction.............................................................................................133D- Standards-based Student Learning: Assessment and Accountability.............................................................137E- School Culture and Support for Student Personal and Academic Growth.....................................................140

Appendix:.....................................................................................................................................................147

SPSA Report..................................................................................................................................................35 Pages

Healthy Families...........................................................................................................................................59 Pages

LCAP.............................................................................................................................................................90 Pages

SBAC Claim Report.......................................................................................................................................15 Pages

SBAC Achievement Report.............................................................................................................................8 Pages

Perkins Grant................................................................................................................................................39 Pages

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WASC Visiting Committee

ChairMr. Skip Nicholson 17095

English Department Head (retired)4500 Palmero Drive

Los Angeles, CA 90065-4237Cell Phone: [email protected]

MemberMrs. Pamela Hardy 152081

Department ChairHealth and Human Services8620 Spectrum Center Blvd

San Diego, CA 92115Work Phone: 619-866-0317 ext 6575

[email protected]

MemberMs. Patty Hurtt 153943

Assistant PrincipalPoway Unified School District

15250 Avenue of ScienceSan Diego, CA 92128-3406

Fax: [email protected]

MemberMr. Scott Iler 139651

Assistant Principal710 Oakdale Ave.

Monrovia, CA 91016Work Phone: 626-471-5016

Fax: [email protected]

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Lake Elsinore USD Governing Board

LAKE ELSINORE UNIFIED SCHOOL DISTRICT545 Chaney Street

Building B, Board RoomLake Elsinore, California 92530

(951) 253-7005

SUPERINTENDENT DR. DOUG KIMBERLY

GOVERNING BOARDHeidi Matthies Dodd, Board President

Juan Saucedo, Board ClerkStan CrippenSusan Scott

Harold Stryker

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Ortega High School

School AdministrationAmy Campbell, Principal

Counseling StaffVictor Bond, Counselor

Office Support StaffAlbertina Atienza, Principal’s Secretary

Penny Berry, RegistrarCindy Close, Campus Security

Michelle Clynes, Library TechnicianSandy Marquez, Computer TechnicianRuby Vander-Velde, Attendance Clerk

Custodial StaffTootsie Bishop, Custodian I

Tony Evans, Custodian

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Ortega High School Staff

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Certificated EmployeesName Position Location

Amy Campbell Principal Admin BldgFred Aspan-Martin Business/ PE/Health 403

Cheryl Bartel Nurse Admin BldgVictor Bond Counselor Admin Bldg

Michelle Cain Math 605Lisa Callaway ELD/ English 601Cher Chrusciel RSP/English Recovery 502

John Chung Math/Academic Essentials 604Devin Holveck History/Independent Living-PSF/PE 502Judy Lippold English/Independent Living 602Adam Read Science/Academic Essentials 405

Mike Reynolds History/Academic Essentials 606Paige Sautner Psychologist Admin Bldg

Josh Schmiderer Econ/Gov/PE 505/GymJamie Stokes Archer Leadership/CTE/Science 501

Phyllis Tryon English/Teen Issues/Health 603Steve Verrell Art 503David Walda Science 504

Classified EmployeesAlbertina Atienza Secretary Admin Bldg

Penny Berry Registrar Admin BldgTootsie Bishop Lead Custodian Campus

Tony Evans Custodian CampusBarbara Ritter Para Ed 502

Regina McMullen Para Ed 502Michelle Clynes Library Assistant LibrarySandy Marquez Career/Media Tech Library

Cindy Close Campus Supervisor Admin BldgRuby Vander-Velde Attendance Clerk Admin Bldg

PLC Team Members

A. Organization: Vision and Purpose

1. Josh Schmiderer-Leader2. David Walda3. Phyllis Tryon4. Mike Reynolds

B. Standards Based Learning Curriculum and Instruction

1. Judy Lippold-Leader2. Devin Holveck3. Michelle Clynes4. Cher Chrusciel5. Victor Bond6. Adam Read

C. Standards Based Assessment and Accountability

1. Lisa Callaway-Leader2. John Chung3. Ruby Vander-Velde4. Sandy Marquez 5. Michelle Cain

D. School Culture and Support for Student Personal and Academic Growth

1. Jamie Stokes Archer - Leader2. Fred Aspan-Martin3. Steve Verrell4. Albertina Atienza5. Cindy Close

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Mission StatementAs a Professional Learning Community, the Ortega High School (OHS) staff will continue to provide a culture of collaboration for on-going school improvement. The OHS staff will focus on providing research, and standards-based curriculum and instruction which maintains high expectations while addressing the needs of all students. We will evaluate our effectiveness as educators through continuous assessment of student achievement. Regularly monitored student progress will provide continuous opportunities to create new strategies and consistent interventions for all students as they become high school graduates and life-long learners.

Vision StatementsWe believe that the most promising strategy for achieving the mission of Ortega High School is to develop our capacity to function as a Professional Learning Community. We envision a school in which staff and students:

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

Unite to achieve a common purpose and clearly defined goals Set and maintain appropriately high expectations for one another Provide for and expect high levels of commitment, collaboration, and communication among all

stakeholders

B: Standards-based Student Learning: Curriculum

Join together to engage in a rigorous, equitable and relevant curriculum which addresses individual needs

Articulate with one another to create a climate for academic success Engage parents and other members of the community in supporting the state standards and the

classroom learning environment

C: Standards-based Student Learning: Instruction

Create a learning environment that offers continuous opportunity for academic success Provide various strategies that will engage all learners in a non-restrictive environment Promote personal responsibility for behavior and education

D: Standards-based Student Learning: Assessment and Accountability

Provide a program and curriculum to our students that is guided by reliable and timely assessment information

Employ various assessment tools to evaluate student growth and progress toward mastery of the state standards

Collect, disaggregate, analyze and report student assessment data to the district, staff and community Evaluate assessment tools and resources to determine their reliability and usefulness for our school’s

need

E: School Culture and Support for Student Personal and Academic Growth

Involve students, parents, and community on campus through a variety of events Maintain a clean and safe school environment for all students, staff, parents, and visitors Ensure that the master schedule allows for equal access to classes, support services, and

activities/opportunities on campus

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Chapter 1:Student Community Profile

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School and Community Profile and Supporting Data

With roots going back to schools that opened in the late 1800s, the Lake Elsinore Unified School District is one of oldest public school systems in Southern California. Covering 140 square miles in Southwest Riverside County, the district serves the cities of Lake Elsinore, Canyon Lake, Wildomar and several unincorporated communities, including Lakeland Village and Horse Thief Canyon. LEUSD is located approximately 75 miles southeast of Los Angeles, 75 miles north of San Diego, and 23 miles south of Corona.

The district has a population of over 22,000 students, which it serves at fourteen elementary schools, five middle schools, three comprehensive high schools and two alternative schools. Ortega High School (OHS) is the continuation high school within the Lake Elsinore Unified School District serving approximately 250 students.

OHS is a well-maintained, 16 year old campus that sits on a 10-acre site. The entire campus consists of 20 classrooms, 3 computer labs, a Media/Career/Library center, a Multi-Purpose Gymnasium, an adjoining Student Store and Food Services facility, and administrative offices. We share our campus with Valley Adult School, the district’s pre-school program and the district’s adult transition program for special needs students (ATP). Amy Campbell is the administrator of both schools and supports these additional programs.

The majority of OHS’s students come to us from our district’s three comprehensive high schools: Elsinore High School, Lakeside High School and Temescal Canyon High School. A few of our students enter through the alternative Independent Study Education Center located across the street. All students who enter through the school district go through their guidance departments and are recommended for enrollment four times a year. Each high school compiles a list of students either through student, parent, or counselor’s request. Each school then sends their requests to the OHS administration and registrar for enrollment consideration. Each student’s grades, transcripts, attendance, discipline, test scores, and requested placement are then reviewed by the team. Typically, students enroll at OHS when they have fallen far enough behind in graduation credits that they will not graduate if they stay at their traditional high school. OHS students are required to meet the same curricular graduation requirements and pass the same state tests as the students of the traditional high schools. OHS offers a small, personal environment with individualized attention and resources to help students make-up their credit deficiencies in order to graduate. To graduate in four years, students must take advantage of the various programs that OHS offers. Currently we have many students enrolled in both Valley Adult as a concurrent enrollment student and OHS High School. Unfortunately, many of our students have been too credit deficient to graduate on time and stay at OHS for a partial fifth year.

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Current enrollment capacity is 250, and with a certificated staff of 13 and 1 SPED teacher, we are still able to maintain a student/teacher ratio of 20:1, thereby allowing students to establish and build relationships with teachers and other staff on campus. The school presently employs fourteen NCLB highly qualified, credentialed teachers. All teachers are either SDAIE or CLAD trained and teach within their credential areas. Staff includes 1 principal, a full-time AB 1802 counselor, and 10 classified support staff members.

OHS’s student population of approximately 250 students is comprised of 32 percent Caucasian, 59 percent Hispanic, and 5 percent African-American. This ethnic composition has remained somewhat stable over the past several years. However, our Special Education population has decreased by about 50% over the last several years. The student population reflects the diverse social, economic and ethnic makeup of the Lake Elsinore Unified School District. Nine students who represent 3.5 percent of the student population receive special education services in an inclusion, co-teaching model. However, our statistics are ever changing and can swings from term to term.

OHS students have many social and emotional services available to them. MFI Recovery Center is designed to partner with the family using a “wraparound” treatment model. They collaborate with many other agencies while providing individualized high quality treatment. Most services are provided at the site or in the least restrictive and most familiar environment possible to preserve the family unit. MFI also provides services to many of our students with drug counseling weekly during school hours.

Safety Concerns, Cleanliness and Adequacy of School FacilitiesThe OHS community strives to provide a safe and secure environment that is conducive to learning. OHS shares its beautiful main campus with Valley Adult School (VAS), ATP and the district’s child care program. Shared facilities require flexibility from students and staff. Security records indicate that there have been only a few reported incidents of vandalism. The campus also has surveillance cameras on the site and is well lit at night for VAS evening classes. During the day, campus security is shared between ATP, OHS, and VAS.

Each August, the principal and counselor reviews, updates, and revises the School Safety Plan. Each classroom receives a backpack with an updated safety plan and fresh emergency supplies. Various site and district drills are conducted throughout the year to ensure that all necessary safety precautions are in place and prepared for emergency situations. The custodian completes school safety reports, which are filed with the district office. Any areas of concern are requisitioned for repair and completed in a timely manner.

One-hundred percent of our parents surveyed either strongly agree or agree that their child feels safe at school. Ninety-seven percent also report that OHS is neat and clean. Ninety-seven percent of our students also agree that our campus is clean. Seventy-three percent feel safe, but twenty-seven percent disagree with this statement.

Ortega High School Certificated StaffOHS has a total of fourteen, 8 male and 6 female, Highly Qualified Teachers, teaching within their credentialed area. The teaching staff at OHS demonstrates a commitment to its profession through their advanced education. Twelve teachers hold Master’s Degree. As a staff, they have a combined total of 267 years and an average of 19 years teaching.

OHS has one guidance counselor who serves all of our student population. Mr. Bond strives to provide a comprehensive guidance program for all students by addressing academics, career, and personal/social development.

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The figure below displays the ethnicity of the staff. This data indicates a need for teacher ethnicity to be more closely aligned with that of the student population.

Certificated Staff EthnicityAsian/ Pacific Islander 1

White13

Support Personnel: OHS has one full-time computer technician, a full time library assistant, shared school psychologists, two custodians, one campus security, principal’s secretary, registrar, and a attendance clerk.

Special Education Paraeducators: OHS has 2 three-hour paraeducators, of which 100% are NCLB qualified.

Asian/ Pacific Islander 1African American 1Hispanic 2White 6

Classified Staff Ethnicity

Asian/ Pacific

Islander10%

African American

10%

Hispanic20%White

60%

CLASSIFIED STAFF ETHNICITY

Student Data:Enrollment DataOHS’s total enrollment has remained relatively stable except for the percentage of males to females. Over the last 8 years, the percentage of males to females has continued to run at about 2/3 male student population to 1/3 female population. Currently, OHS’s total enrollment has also increased to over 250.

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Asian/ Pacific Islander7%

White93%

Certificated Staff Ethnicity

2013-2014 2014-2015 2015-2016340 361 320

Student Enrollment 2013-2016

280300320340360380

2013-2014 2014-2015 2015-2016

Student Enrollment

2013-2014 2014-2015 2015-2016Boys 202 215 173Girls 138 146 112

Total 340 361 285

Ratio of Boys to Girls

0

50

100

150

200

250

2013-2014 2014-2015 2015-2016

Ratio of Boys to Girls

Boys Girls

Attendance Patterns:OHS’s ADA increased in 2008 due to the increased instructional minutes added to the master schedule. Over the last six years, we have maintained our instructional minutes and have maintained high attendance levels due to these additional minutes. As a staff, we are also very aware of how important it is for students to attend school on a regular basis. We all take an active role in calling home or inquiring about an absent student.

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Average Daily Attendance ADA (CBEDS):Attendance patterns have not changed noticeably over the last several years. This is due in part to our additional instructional minutes in our day.

January-14 January-15 January-1699.31% 97.31% 97.71%

Average Daily Attendance

96.00%

96.50%

97.00%

97.50%

98.00%

98.50%

99.00%

99.50%

January-14 January-15 January-16

Average Daily Attendance

Truancy Rate (students with 3 or more unexcused absences):

Over the past several years, truancy rates have remained consistent. This current school year there has been a spike in our rate due to the district changing our process. Now a student only has five days to clear an absence. If they do not clear even an excused absence it remains a truancy in our records.

2013-2014 2104-2015 2015-20160 0 16

Average Truancy Rate

0

5

10

15

20

2013-2014 2104-2015 2015-2016

Average Truancy Rate

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Student Mobility:Student movement at OHS had been unstable consistently through 2011. Over the last four years by limiting student enrollment to just four times a year and not monthly we have seen a decrease in student movement. We also have added short-term independent study and blended learning to assist students.

2013-2014 2014-2015 2015-2016Seniors 182 201 164Juniors 145 128 143Sophmores 13 32 13Freshmen 0 0 0Total 340 361 320

Enrollment by Grade

0

50

100

150

200

250

Seniors Juniors Sophmores Freshmen

Enrollment by Grade

2013-2014 2014-2015 2015-2016

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Language Proficiency:There has been a large decrease in the number of English Language Learners from 2008 to 2016. As a staff we have found that ELL levels 1 and 2 historically do not have the English skills to keep pace of an accelerated continuation program. Therefore, unless there are particular circumstances, we do not accept levels 1 or 2 or even lower level 3 ELL students. Currently we serve 44 ELD students all being level 3 or higher.

English Only (E)

Fluent Eng Prog

(I, R, M)English Learner (1, 2, 3, 4, 5, L)

2013-2014 290 123 502014-2015 310 124 512015-2016 241 91 44

Language Proficency

0

50

100

150

200

250

300

350

2013-2014 2014-2015 2015-2016

Languge Proficency

English Only(E)

Fluent Eng Prog(I, R, M)

English Learner(1, 2, 3, 4, 5, L)

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Enrollment by Ethnicity:OHS’s ethnicity trends follow the district’s enrollment. Race/ Ethnicity # 2013-2014 # 2014-2015 # 2015-2016American Indian/Alaska Native 4 1.18% 4 1% 3 1%Asian 3 0.89% 3 1% 2 1%African American 18 5.33% 18 5% 13 5%Hispanic or Latino 245 72.49% 263 73% 214 75%Native Hawaiian/Other Pacific Islander 0 0.00% 0 0% 0 0%Filipino 2 0.59% 3 1% 2 1%White 66 19.53% 69 19% 49 17%Unknown/ Other 0 0.00% 1 0% 2 1%Total 338 100.00% 361 100% 285 100%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%

American Indian/Alaska Native

Asian

African American

Hispanic or Latino

Native Hawaiian/Other Pacific Islander

Filipino

White

Unknown/ Other

Race/Ethnicity

2015-2016 2014-2015 2013-2014

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Suspensions/Expulsions:During 2009 to 2011, discipline incidents ranged from about 15% to 21% of the school enrollment. During the past four years, suspensions decreased dramatically. Our district not only changed the behaviors appropriate for suspensions but we as a school changed our behavior policy. We do not take students into our program with recent suspensions. We also work with students and their parents during orientation meetings to ensure our families are well informed about our zero tolerance for behavior incidents. With our focus on credit recovery we have seen a major decrease in behavior incidents. Over the last three years the suspension rate has reduced by over 50 percent. We also have had no students put up for expulsion over the last four years and no OHS students have been put on a suspended expulsion contract as well.

2012/2013 2013-2014 2014-2015 2015-2016Physical Injury 3 0 0 2Disrupt/Defiance 0 1 0 0Under The Infl 8 1 5 1Possessed Control Sub 0 0 0 0Property Damage 0 0 0 0Dangerous Obj/Weapon 0 0 1 0Drug Paraphen 0 1 0 0Hate Violence 0 0 0 0Obscene Lang/Act 0 0 0 0Totals 11 3 6 0

Suspensions By Offense

0 1 2 3 4 5 6 7 8 9

Physical Injury

Disrupt/Defiance

Under The Infl

Possessed Control Sub

Property Damage

Dangerous Obj/Weapon

Drug Paraphen

Hate Violence

Obscene Lang/Act

Suspensions by Offense

2015-2016 2014-2015 2013-2014 2012/2013

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Free and Reduced (CBEDS):In 2014-2015, our free and reduced lunch program was just over 74%. It has run over the last four years between 74-76% as our student population changes. We still are the only high school in the district to maintain Title 1 status based on our student population.

YearEnrollment

FRAM

Percentage

2013-2014 236 179 76%2014-2015 233 173 74%2015-2016 190 147 77%Total 659 499

Parent Educational Level:

Parent Education Level

Education Level 2012/20132013/201

4 2014/2015 2015/201610-Graduate Degree or Higher 6 9 11 411-College Graduate 31 33 32 1812-Some College or AA 69 71 83 5313-High School Graduate 125 134 120 8414-Not a HS Graduate 95 88 86 4515-Declined to State 6 7 11 2Totals 332 342 343 206

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10-Graduate Degree or H

igher

11-College G

raduate

12-Some College or A

A

13-High Sch

ool Graduate

14-Not a

HS Graduate

15-Decli

ned to State

04080

120160

Parent Education Level

2012/2013 2013/2014 2014/2015 2015/2016

2013-2014 2014-2015 2015-20160

50

100

150

200

250

Free and Reduced Lunch

Enrollment FRAM

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OHS Student Performance Data: Grade AnalysisThe following four tables document the number of students in each grade level that received a particular grade. These tables show all four quarter grades combined for each year.

Grades Distribution by Subject 2013-2016

S ubject Total A Total B Total C Total D Total F Total A Total B Total C Total D Total F Total A Total B Total C Total D Total FE lective 122 51 23 10 5 282 256 199 95 127 102 37 29 15 45Mathematics 50 142 140 101 30 38 160 233 145 47 19 41 46 23 12S ocial S cience 97 188 224 134 32 60 154 212 175 88 18 38 45 31 22Health 49 47 27 12 2 32 27 32 17 11 1 6 5 2 1S cience 36 89 112 60 24 42 74 114 84 70 10 21 35 17 25P hysical E ducation 58 65 36 7 1 36 61 68 27 16 11 15 16 11 4L anguage Arts 217 254 185 104 44 178 237 180 141 99 45 46 42 31 25

2013-2014 2014-2015 2015-2016

0

50

100

150

200

250

300

Elective Mathematics Social Science Health Science Physical Education Language Arts

2013-2014 Grades by Subject

2013-2014 Total A 2013-2014 Total B 2013-2014 Total C 2013-2014 Total D 2013-2014 Total F

0

50

100

150

200

250

300




0

20

40

60

80

100

120




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California Standards Test-Overall PerformanceThe graphs below display the Smarter Balance test scores for our 11 th graders during the 2014-2015 school year.

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SBAC Claim ReportCalifornia Standards Test-By Subject and Sub Groups:

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31

32

33

34

35

36

California English Language Development Test (CELDT):

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38

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Ortega High SchoolStudent Learning Goals

Expected Schoolwide Learning Results (ESLRs)

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HelpfulProductive Citizens Who:

Take personal responsibility Contribute to the community Respect themselves, others and the environment

Articulate Effective, Confident Communicators Who:

Read and understand Express thoughts and feelings appropriately Use information effectively

Wise Problem Solvers Who:

Gather and evaluate information Work cooperatively Make responsible decisions Use critical thinking skills and academic knowledge to

anticipate and solve problems

KnowledgeableEmployable Lifelong Learners Who:

Set and achieve goals Become employable through skill awareness and training Use time efficiently Become and remain technologically proficient

Students Our past will not dictate our future Future success is attainable through our hard work We have a vision for our future

Helpful

Productive Citizens Who:

Take personal responsibility when making decisions Contribute to the community Respect themselves, others and the environment

Developing Proficient Advanced

Take Personal Responsibility when Making Decisions The Student:

Demonstrates indifference to information relevant to improving his or her decision making responsibilities

The Student:

Accepts personal responsibility when making decisions

The Student:

Takes initiative by anticipating future decisions

Contribute to the Community

The Student:

Is apathetic to community issues

The Student:

Recognizes the importance of community involvement

The Student:

Is actively involved in community activities and/or community service

Respect

Themselves, Others and the Environment

The Student:

Complains about assignments and tasks

Shows lack of respect for self, others and the environment

The Student:

Exhibits a cooperative attitude

Demonstrates respect for self, others and the environment

The Student:

Consistently displays enthusiasm and a positive attitude even when faced with an unpleasant task

Promotes respect for self, others and the environment

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ArticulateEffective, Confident Communicators Who:

Read and understand Express thoughts and feelings appropriately Use information effectively

Developing Proficient Advanced

Read and Understand The Student:

Attempts to read and understand written information and main idea concepts

Rarely reads and understands a variety of media which includes: manuals, periodicals and instructions for transitioning into adulthood

The Student:

Usually reads and understands written information and main idea concepts and applies them to classroom assignments

Reads and understands a variety of media which includes: manuals, periodicals and instructions for transitioning into adulthood

The Student:

Consistently reads and understands written information and main idea concepts and applies them to classroom assignments

Regularly reads and understands a variety of media which will be used for transitioning into adulthood

Express Thoughts and Feelings Appropriately

The Student:

Strives to, yet rarely expresses thoughts and feelings to specific audiences both orally and in writing

The Student:

Is usually able to appropriately convey their thoughts and feelings in writing and verbally to specific audiences

The Student:

Consistently expresses thoughts and feelings to specific audiences both orally and in writing.

Use Information Effectively

The Student:

Rarely listens carefully to or uses information effectively

The Student:

Sometimes carefully listens to information and uses it effectively

The Student:

Consistently and frequently listens to information and uses it effectively

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WiseProblem Solvers Who:

Gather, interpret and evaluate information Work cooperatively Make responsible decisions Use critical thinking skills and academic knowledge to solve problems

Developing Proficient AdvancedGather, Interpret and Evaluate

The Student: Applies minimal

information from limited sources

Rarely engages in taking notes

Rarely listens during instruction

Responds without using available resources

The Student: Uses information from a

variety of sources to complete a task

Regularly engages in note taking

Actively listens during instruction

Uses reference materials to work independently

The Student: Efficiently uses knowledge

and information from various sources to develop own conclusions/opinions

Accurately and concisely takes notes

Actively listens while considering and questioning information during instruction

Uses information, resources, notes and prior knowledge to form own opinions and conclusions

Works Cooperatively The Student:

Sometimes takes part in group discussions

Is seldom engaged in respectful listening

The Student: Demonstrates the ability to

participate in cooperative learning activities

Listens to others respectfully

The Student: Models the group process Actively engages in

respectful listening

Makes Responsible Decisions

The Student: Occasionally makes choices

without regard for the consequences

May make decisions that adversely affect academic achievement

The Student: Takes responsibility for

his/her actions and how they affect others

Often makes responsible decisions regarding academics

The Student: Makes choices with

consideration for self and others

Consistently chooses to make responsible decisions regarding academics

Critical Thinking The Student: Recognizes but does not

resolve problems Prematurely responds to

tasks without reflection

The Student: Often anticipates and

avoids personal and real-world problems before they occur

Responds to tasks with consideration of his or her own prior knowledge and available information

The Student: Consistently anticipates

and avoids problems before they occur

Formulates thoughtful and logical connections to new learning

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Set and achieve personal goals Become employable through skill awareness and training Use time efficiently Become and remain technologically proficient

Developing Proficient AdvancedSet and Achieve Personal Goals

The Student: Does not set realistic

short or long term goals for self

Lacks the ability to create a plan to transition into adulthood

The Student: Often sets realistic short

and long term goals for self

Demonstrates the ability to create a plan to transition into adulthood

The Student: Regularly sets realistic

short and long term goals for self

Actively creates a plan to transition into adulthood

Become Employable Through Skill Awareness and Training

The Student: Is reluctant to accept

responsibility for individual and/or group assignments

Rarely practices punctuality and regular attendance

Does not practice confidentiality, professional, and ethical obligations

Seldom accepts responsibility for his/her choices and actions

The Student: Accepts responsibility for

some individual and/or group assignments

Practices punctuality and regular attendance

Understands confidentiality, professional, and ethical obligations

Recognizes responsibility for his/her choices and actions

The Student: Takes responsibility for

most/ all individual and/or group assignments

Practices exemplary punctuality and attendance

Demonstrates a commitment to confidentiality, professional, and ethical obligations

Accepts responsibility for his/her choices and actions

Use Time Efficiently The Student: Lacks ability to plan,

organize and prioritize his/her workload to meet most deadlines

Work is seldom complete and/or accurate

The quality and quantity of work do not meet course expectations

The Student: Is able to plan, organize

and prioritize his/her workload to meet most deadlines

Work is often complete and accurate

The quality and quantity of work meets course expectations

The Student: Regularly plans,

organizes, and prioritizes his/her workload to meet deadlines

Work is complete, thorough, and accurate

The quality and quantity of work exceeds course expectations

Become and Remain Technologically Proficient

The Student: Is reluctant to use

technology

The Student: Is willing to periodically

use technology

The Student: Uses technology and

works toward mastery

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Students Our past will not dictate our future Future success is attainable through our hard work We have a vision for our future

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Chapter II:Student Community Profile

Overall Summary

47

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Overall Summary from Analysis of Profile DataA review of scores on a variety of measures (Smarter Balance (SBAC), MAPS, CELDT, and TABE) indicate that Ortega students continue to struggle in core academic areas. Students come to Ortega deficient in basic skills. Because of this struggle, data analysis is an ongoing process at OHS. An analysis of all available data is presented to the staff as soon as it is disaggregated by LEUSD. In addition to standardized testing, the staff also reviews enrollment data, attendance patterns, special programs, discipline trends, and scheduling conflicts.

The last three years have been extremely difficult to look and use academic data. As a site, we looked at using MAPS testing to track student progress and growth. This was during the time that state testing changed and was put on hold, the CAHSEE test was eliminated as a graduation requirement and district benchmarks were discontinued. Unfortunately, the district removed the MAPS testing as a viable assessment and only allow use for EL student reclassification purposes. This year our district has given the opportunity to the teachers to choose as sites new assessments to be given three times a year in the area of math and English. As a site, we are testing options to see what will give us the most useful data that can impact our students directly. Our staff during bi-monthly PLC time has spent numerous hours discussing and researching options for some solid assessments.

What trends do you see in the data?

How can this information guide curriculum and instruction at OHS?

What goals would you like to set based on the data?

What is the data telling us about student achievement at OHS?

The following table identifies the implications made by staff from the data analysis. These implications were used to prompt discussions in order to identify the most significant critical academic needs.

Data Implications

Enrollment Ortega High School’s enrollment is continually fluctuating throughout the year +/- 50

The ratio of boys to girls has maintained consistent percentages of approximately 60% of male students to 40% of female students. Females over the last three years.

The trend that students were coming to Ortega more credit deficient than in the past years has continued over the last three years.

We are seeing a decrease in our number of 5th year seniors with the implementation of the graduation plans. Over the last two years, we have dropped below forty students graduating into a 5th year. This year we dropped below 25 students graduating in October and December.

Ethnicity Our Hispanic population has increased in numbers over the last three years and our white population has decreased. Our African American population has remained steady but decreased slightly this last year.

We have received more students from Lakeside High School, which has a higher percentage of Hispanic students over the last three years.

Attendance With the addition of our newly created first period, we have been able to

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increase our ADA.

We have maintained our ADA over the last three years. This year we are seeing a slight increase in ADA.

Truancies have increased significantly in This past year with a new district requirement to clear absences within 5 days. In the past families were able to clear absences over a much longer period.

Programs and services added to meet the needs of students

Over the past 6 years, Ortega High School has worked hard in determining our students’ needs. Students are entering Ortega with fewer credits and lacking basic reading and math skills. Below is a listing of classes added to our master schedule to meet the needs of our students.

Read 180 Basic Mathematics Remediation Additional Elective Courses Additional CTE Courses Period One MSJC Aligned Courses Riverside Recovery Resources SAFER Referrals Planet Youth Concurrent Enrollment through Valley Adult PLATO on-line classes MSJC Guidance Class

Discipline/

Behavior

Over the past four years, Ortega has felt the need to increase its enrollment due to the increasing need within the three comprehensive high schools. We have increased our total enrollment from an average population of 175 to a consistent population of 220-250. With this increase we have spent more time with in the parent orientation and put a strong focus on post-secondary. We also enacted a zero tolerance policy for serious behavior incidents.

Suspensions have decreased Very few physical injury suspensions over the past three years More students have buy in and personal responsibility for their grades and progress is apparent.

TABE Only special education (SpEd) students take the TABE as part of the entrance process at OHS. This test allows us to ensure our SpEd students will be successful in a push in model.

MAPS During the 2014-2015 school year we tested all students in the area of math and English. These scores allowed teachers to see growth and progress for all of our students.

We still use MAP testing as we have in the past for our EL students. This test is used as a reclassification opportunity.

Healthy Kids Survey

All Ortega students take the survey.

Students felt safe at Ortega Students are finding academic success Students are actively engaged in their education The campus is clean and maintained Parents are involved

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CELDT Presently, we have approximately 55 ELL students. We have done a good job reclassifying our students which has been difficult due to student grades and state testing. We use Shining Star, Read 180, and a Sheltered English class to serve our students.

2007-08 Reclassified 8 Students 2008-09 Reclassified 10 Students 2009-Present Reclassified 7 Students

Parent Survey

Parent surveys were distributed on line throughout the district to all parents in the spring of 2015 and currently in the spring of 2016. The results indicate:

Most felt we had a clear Mission and Vision Teachers were qualified and had high expectations Teachers used a variety of teaching methods Child was safe School is clean and neat

2013

2014

2015

The majority of students surveyed in 2013, 2014, and 2015 plan to go to into the work force, community college or a vocational school. Most students have both short and long-term plans. Because of this information, we must endeavor to better prepare them for higher education and employment. Our focus toward that end is two-fold. Our goals are to build students’ academic skills to be successful in their career training, and to build in them the kind of habits they need in order to be successful in their adult life.

Student Survey

Student Surveys were completed during 1st period class, over the course of 2 school days, during the first week in April 2009. One hundred forty-eight surveys were collected in all. Results were tabulated as a whole and also in terms of length of student enrollment. Generally speaking, students that had been enrolled a shorter period of time had more negative responses. Results of student surveys indicated that most students are satisfied with Ortega’s program. See appendix.

Most students felt like they belonged Most students felt supported Most students felt that there was someone that they could go to for a difficult situation Most students felt that the counselor helps them set graduation goals A few students felt that we didn’t help them with personal coping skills for anger, anxiety and or grief

Profile Analysis: Critical Academic NeedsDuring the 2013-2014 school year we looked at data to determine what our critical academic needs were. We met in home groups and focus groups to discuss the needs of our students. We had difficulty putting the third need into a statement. The first two critical academic needs were derived through facts found in the data taken from the TABE, CAHSEE, CELDT, ASAM, and the STAR/CST scores. We also took into consideration the ESLR’s. The staff chose three Critical Academic Needs for 2015-2016.

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Important observations that were raised during evaluation of the data:· OHS demographics are changing. Hispanic population is growing and Caucasian population is declining. More 12th graders and fewer 11th and 10th graders are enrolling

· Students are scoring Below and Far Below Basic on standards tests

· Most students enrolling need additional remediation

· Increased 5th year senior load

Critical Academic Needs 1. Improve the academic achievement in the area of English Language Arts for all groups.

2. Improve the academic achievement in the area of mathematics for all groups.

3. Improve the academic achievement in the area of writing for all groups.

Critical Academic Need #1: Improve the academic achievement in the area of English Language Arts for all groups.Evidence Supporting Need CST performance data

Smarter Balance data

TABE entrance data

CELDT data

Explanation of NeedOverall our CST scores have increased during the past three years, OHS student achievement declined in both the CSTs and CAHSEE in past years. There is also a clear achievement gap between OHS students and the state goal. Many of our new students coming to OHS are far below basic in most subject areas. The staff at OHS has identified a need to bridge this gap believing that all students can learn and achieve at a higher level.

Questions Raised Regarding Need What factors lead to academic decline?

How can we develop ways to connect all core academics?

How can we continue to implement methods to assist students’ in improving their academic achievement?

How can we involve all stakeholders in the efforts of improving academic achievement?

What strategies do teachers use in the classroom to make interpersonal connections with students?

How are we differentiating instruction to meet the needs of all learners?

What procedures can we develop to ensure that students are placed in appropriate courses based on their academic needs?

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Correlated ESLRsArticulateEffective, Confident Communicators Who:

Read and understand

Express thought and feelings appropriately

Use information effectively


Gather and evaluate information

Work cooperatively

Make responsible decisions

Use critical thinking skills and academic knowledge to anticipate and solve problems


Set and achieve goals

Become employable through skill awareness and training

Use time efficiently

Become and remain technologically proficient

Critical Academic Need #2: Improve the academic achievement in the area of mathematics for all groups. Evidence Supporting Need CST performance data


TABE entrance data

CELDT data

Explanation of NeedOverall our CST scores have increased during the past three years, OHS student achievement declined in both the CSTs and CAHSEE in the past. There is also a clear achievement gap between OHS students and the state goal. Many of our new students coming to OHS are far below basic in most subject areas. The staff at OHS has identified a need to bridge this gap believing that all students can learn and achieve at a higher level.








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Read and understand





Work cooperatively








Critical Academic Need #3: Improve the academic achievement in the area of writing for all groups. Evidence Supporting Need CST performance data


TABE entrance data

CELDT data

Explanation of NeedOverall, our CST scores have increased during the past three years, OHS student achievement declined in both the CSTs and CAHSEE in past years. There is also a clear achievement gap between OHS students and the state goal. Many of our new students coming to OHS are far below basic in most subject areas. The staff at OHS has identified a need to bridge this gap believing that all students can learn and achieve at a higher level.








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Read and understand





Work cooperatively








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Chapter III:Progress Report

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Significant Changes and Progress on the Action Plan Since the 2001 WASC Report and the 2006-2007 Three Year Review

Ortega High School has experienced some significant changes in the past six years. We have had changes in staffing, including the Principal and counselor, various teachers, and classified staff, due to retirements and transfers within the district.

The advent of Federal No Child Left Behind (NCLB) legislation has intensified the focus on standards-based curriculum and instruction for all students. The curriculum in all subject areas is aligned with district and state standards. OHS uses state adopted textbooks. Data has become a guiding focus for curriculum, and the primary focus of OHS. California High School Exit Exam classes have been added to the master schedule, curriculum developed and/or revised, and materials and software purchased to address the power standards.

Staff has participated in staff development that focused on raising student performance on both the California Standards Tests (CSTs) and California High School Exit Exam.

Process of reviewing the Action Plans:Since our last full WASC visitation in 2001, Ortega has had several staff changes. Mrs. Kathy Longe replaced Mrs. Cindy Dickinson as the principal, Mr. Aaron Nessman, counselor, replaced Mr. Brookshire. The office staff also has had multiple changes which include: several new principal’s secretary (3), two registrars, and the loss of our receptionist which most were due to budgetary issues. The teaching staff has remained stable with the exception of four retirements and their replacements and the addition of an ELD and business teacher. Ortega has also chosen to follow a new collaborative model for their special education students. As a staff we believe that the regular classroom setting is the best environment for special education students. All services are provided in the classes with minimal pullout upon request of the teacher and or student. Ortega was also recognized as a Model Continuation School in 2006.

Ortega continues to be focused on continuous school improvement. During the 2006-2007 school year, the administration aligned the WASC Schoolwide Action Plans and the Single Plan for School Achievement. There have been significant modifications made to improve the learning environment through the WASC process. Focus groups continue to meet weekly during their common prep to implement, monitor, and revise action plans based on WASC’s Critical Areas of Follow-up.

Accreditation History2000-2001Ortega High School’s initial WASC visitation took place during June of the 2000/2001 school year, at which time the school was awarded a two-year preliminary (2 year) accreditation with 5 recommendations.

Recommendations:#1: that the administration and staff seek methods of involving additional parents and community members in its goal-setting and accountability action

OHS staff continues to make concerted efforts to further involve all stakeholders in the planning, improvement, and implementation of its educational program.

During the 2008-2009 school year, OHS has begun to implement the PLC model.

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We devote 2 weekly meetings to the development of our PLC model

We continually encourage parents and students to join our program. It has been fairly unsuccessful to date. We have provided dinner, gift exchanges, changed meeting times, personal calls, etc.

Additionally, the staff has developed and utilized both a parent and student survey relating to these fundamental issues. This input has been encouraging and the results have been shared with the staff

Regularly scheduled School Site Council and ELAC meetings continue to be a valuable source of parental, student, staff and community involvement for the school as well

Parental involvement continues to be a key issue for our site

#2: that the staff continues to research staff development activities directed toward increased learning results and participate in training opportunities as they are made available.

All teaching staff members at the site have completed either SDAIE or CLAD

District provides many opportunities for staff development in which the staff participates.

Staff also takes advantage of staff development at the Riverside County Office of Education. The district also continues to offer a variety of in-service opportunities during SIP buy-back days

All staff members are also provided the opportunity to attend the annual CCEA Conference and the school site is always well represented there

#3: that the administration and staff place its curriculum revision project in the context of efforts being made district-wide to improve the instructional programs and gains in the student achievement.

Through PLC the staff continues to be committed to an ongoing process of bringing the school’s curriculum into a more rigorous alignment with California State Standards

The staff is committed to providing a curriculum which is vocationally imbedded into many of our core subject areas

Additional revision of various curriculum areas remains in process at the site and district level

Language Arts and Math courses have become areas of increased focus at the district and site

CAHSEE English and math courses added to the master schedule.

Coursework in these areas at the site also incorporate PLATO and Accelerated Reader components

Read 180 has been implemented

ELD and Sheltered English have been added to the master schedule

District approval of PLATO recovery classes

General Math course added for students with extremely low math skills

#4: Reading (This is how the recommendation is stated in the report)

Ortega High School continues to focus on reading and ELA skills

Two teachers have been trained in the use of and are currently using Read 180

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Students who fall below the 6th grade reading level are given remediation instruction

School Site Council also included ELA (reading) as a focus in our SPSA Plan (see appendix). Purchased and implemented the Accelerated Reader program and its supplemental literature

#5: that a system for establishing an ESLR performance baseline along with on-going documentation of student achievement be developed.

ESLR’s are reviewed yearly. We began the process of revising the ESLRs in 2008 and finalized them in 2009.

Created student performance indicators

Created staff observation sheets for classroom ESLR indicators

2002-2003Ortega asked for an extension until 2003-2004

2004-2005Ortega High School received a 2-year term with a 1 year revisit. The visiting team recommended 9 Critical Areas of Follow-up:

#1: Develop an academic and school-to-career counseling program . . .

Hired a full-time counselor January 2006

AB 1802 requirements-Four year educational and vocational plans

Assist students in identifying potential career field

Expand student knowledge base through a variety of strategies including yearly career/college fair

Implementation of Virtual Enterprise, Leadership, and Business Classes

Preparing students for transition to post-graduation

Utilize Carl Perkins plans and funding

Utilize State website for career assessment profiles

#2: Increase rigor and relevance of the instructional program to include a majority of California State Standards within core content courses

Utilize Power Standards for core academics

Standards are posted in each classroom and reviewed with lessons

Aligned class assessments with the State Standards

Use assessment data to drive instruction

All core content text books are state approved and aligned to the state standards

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#3: Design a daily and master schedule that will: a) require students to attend more than the minimum 15 hours required by the Education Code for continuation school students and b) follow the commonly accepted hourly requirements for credit acquisition which is endorsed by the California Continuation Education Association, i.e. 12 hours = 1 credit/60 hours = 5 credits.

Students attend 250 minutes per day (4 periods @ 55 minutes, 1st period 30 minutes)

Each class requires an additional 15 hours of homework to equal 60 hours

#4: Use standards-aligned, State recommended textbooks for core content courses.

All core content textbooks are California State adopted and standards-aligned

English and mathematic teachers attended AB 466

All high schools use the same state adopted textbooks

#5: Implement a regularly scheduled, required orientation program for both parents and students.

Parents and students are required to attend an orientation prior to enrollment into Ortega High School.

Orientation is mandatory for all incoming students. It is held each quarter for group orientations or one-on-one when necessary

An Orientation video was created, but it is in need of review

Students and parents are provided transcripts

#6: Utilize the District’s multiple assessments or some form of a multiple formative assessment system that will assist staff in disaggregating data for the purpose of identifying student progress toward acquisition of skills for CAHSEE and STAR

The District has evolved many times to find appropriate district assessments. In 2009-10, the district will implement newly created District Benchmarks for grades 9-12

State assessments are disaggregated and provided to the staff. Staff reviews the results and prioritize new instruction to meet deficit areas

Utilize TABE and Renplace for additional site assessments

#7: Insure representation in District activities/committees and participation in District offered staff development as the school develops a comprehensive staff development plan incorporating curricular alignment of the California State standards

Staff members are assigned as site department chairs and attend district committees as required

Staff members are encouraged to attend District provided staff development prior to the start of school

Staff is encouraged to share their personal staff development experiences

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# 8: Develop a unified staff approach to continuous school improvement as the school progresses through the self-study and continuous school improvement.

Five staff members have been trained in Professional Learning Communities

Developing into an effective PLC model

Survey staff interest/needs yearly for staff development needs

Analyze student data and student and parent surveys for weaknesses in our program

Create a staff development plan related to staff needs each year

Allocate funding in the SPSA plan to support identified need as it relates to Critical Area of

Follow-up

Staff is divided into 4 WASC focus groups

Identify critical academic needs after reviewing of assessment data

Looked at several successful model continuation schools for best practices

#9: Administration will investigate financial implication of providing student transportation to Ortega. Findings will be presented to district for consideration.

Transportation was investigated, but is cost prohibited for the District

Students successfully use public transportation to and from OHS

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Chapter IV:Self-Study Findings

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Organization – Vision and Purpose

A.1 To what extent does the school have a clearly stated vision or purpose based on its student needs, current educational research, and the belief that all students can achieve at high levels?To what extent is the school’s purpose supported by the governing board and the central administration and further defined by expected schoolwide learning results and the academic standards?OHS has a clearly stated vision and purpose in its Mission Statement. The Mission Statement is continually reviewed and revised based on student needs, current educational research and the District-wide belief that all students can achieve. The Mission Statement is reviewed by staff, students and parents during staff meetings, parent involved events, and surveys. The governing board and central administration support OHS’s vision and purpose through attendance of OHS events, financial support, and the governing board’s actions that include OHS in District-wide educational planning and professional development opportunities for all staff members and parent training opportunities. The governing board provides flexibility for the school administration to integrate different programs that complement OHS such as Valley Adult, Mt. San Jacinto classes, and CTE opportunities for students.

Findings EvidenceOHS has a clearly stated Mission Statement that is reviewed annually by the school staff.

Mission Statement Staff Meeting Agendas

The Mission Statement is reviewed with all stakeholders at student orientation meetings, Open House, and Site Council meetings. The Mission Statement and the Student Learning are displayed in all classrooms.

Student Handbook Meeting Minutes Classroom Walls

ESLRs

The Mission Statement is based on student needs and the belief that all students can achieve at high levels.

Our current ESLR’s are integrated with an acronym “HAWKS”, which is our school’s mascot. The acronym “HAWKS” has been developed to cover all areas of the expected school wide learning outcomes of all students.

Meeting Minutes

OHS’s instructional program was based on the District Pacing Guides modified for the quarter system until Common Core Practices were adopted. Upon adoption OHS students follow the LEUSD Common Core Standards and graduation requirements.

Course Curriculum Lesson Plans Graduation

Requirements

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Findings (cont.) Evidence (cont.)The school district administration and Board of Education are supportive through resources provided to allow us to provide intervention programs to assist students who are struggling academically or are behind in credits.

OHS Budget Master Schedule PLATO Concurrent Enrollment MSJC aligned courses

District administrators are present at Open House, and WASC meetings. Site allocations of funds are commensurate with allocations made to other district secondary sites and follow the LCAP funding model.

OHS Budget Site Council Budget Meeting Attendance

Rosters

The Student Services department is supportive of the special education program at OHS and provides special education instructional aides as well as an RSP teacher on staff.

Transition Partnership Program Curriculum

Staff Roster

The Board and District provides a comprehensive staff development program for all district staff. This staff development plan is made available to all staff and workshops and trainings are advertised monthly. District Office Administration generally provides substitute coverage for teachers attending these trainings.

District Staff Development Plan

District Strategic Plan LCAP

Board of Education members are very supportive of OHS and often attend special programs and mid-year in the Winter, Open House and all trustees attend the OHS graduation in the spring.

Graduation Program

OHS is provided the same fiscal support as other high schools in the district for operations, core instructional materials, and supplemental materials and programs.

OHS Site Budget Site Council Budget Student of the Month LCAP

The district is supportive of OHS by recognizing the special needs of our students and what that means in terms of teacher access to student records. All OHS teachers have full access to student records in order to enable the staff to have accurate up-to-date information on each student concerning assessment data information and course completion. This allows teachers to make adjustments to instruction based on individual and specific student needs.

Infinite Campus EADMS Student cumulative

folders

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Organization – Governance

A.2 To what extent does the governing board have policies and bylaws that are aligned with the school’s purpose and support the achievement of the expected schoolwide learning results and academic standards based on data-driven instructional decisions for the school?To what extent does the governing board delegate implementation of these policies to the professional staff?To what extent does the governing board monitor results regularly and approve the Single Schoolwide Action Plan and its relationship to the Local Education Agency (LEA) plan.The Mission Statement of OHS was aligned with the Mission Statement of LEUSD. The Single School Plan works within the LEA plan. The governing board gives OHS administration and staff professional freedom to use the data driven information from EADMS and Infinite Campus to evaluate student needs and create an appropriate plan. The Single Schoolwide Action Plan is reviewed by central administration and the governing board at regular intervals.

Findings EvidenceThe Lake Elsinore Unified School District Board of Education has a clearly defined mission statement that promotes the achievement of all students. The Board supports OHS through the adoption of policies and programs in an effort to improve student achievement. The Board has delegated the development and implementation of a Standards-Based Pacing Guide for English and Math subject area to district teachers, which guides all staff in their instruction.

Mission Statement Common Core

Standards Graduation

Requirements Core Textbook list

The Board reviews student achievement data and recommends or supports recommendations of the district administration that will address areas of academic concern.

Student Data Reports Board Meeting Agendas Administrative Advance

AgendasThe Board and District provides a comprehensive staff development program for all district staff. This staff development plan is made available to all staff and workshops and trainings are publicized monthly. District Office Administration provides substitute coverage or hourly compensation for teachers attending these trainings.

Staff Development Plan “Sched” emails

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Findings (cont.) Evidence (cont.)A Local Education Agency (LEA) plan is approved by the board annually and each school in the district participates in the development and evaluation of this plan. The Single School Plan is developed in alignment with the LEA plan, so that the school plan and the resultant programs taking place are directly related to the overall district plan. The Single School Plan, which is derived from the WASC Action Plan, is developed and reviewed annually by the school site council.

LEA Plan School Site Plan WASC Action Plan LCAP

Based on the LEA Plan, the governing board allows for the implementation of goals and objectives at the school site which support the district goals. The district board and administration are highly focused on continual improvement of student achievement. Each school site is given the latitude to implement academic intervention, student support programs, and /or staff development programs to positively impact student achievement. Implementation of these programs must be supported by current educational research.

Board Agendas Staff Meeting Agendas

The District utilizes, EADMS, a web-based program which allows the school administrator and other school staff to look at assessment results data in a variety of forms, to pinpoint current student achievement information.

EADMS Infinite Campus

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Organization - Leadership and Staff

A.3 To what extent based on student achievement data, does the school leadership and staff make decisions and initiate activities that focus on all students achieving the Expected Schoolwide Learning Results and academic standards?To what extent do the school leadership and staff annually monitor and refine the Single Schoolwide Action Plan based on analysis of data to ensure alignment with student needs?The school leadership takes actions and initiates activities after careful review of information based data, student survey results and formative assessments. Staff meetings and WASC sub-group meetings address the issues of need for students achieve the ESLRs, Common Core Standards and academic standards. School Site Council meetings, Professional Learning Community meetings, WASC preparation meetings, and staff meetings are all geared toward meeting our students’ critical academic needs through the ESLRs and academic standards. The school leadership and staff integrate student data to ensure classroom teaching meets the ESLRs and the academic standards while using technology such as Infinite Campus, EADMS, TABE, student histories and their Graduation Plan.

Findings EvidenceThe school leadership and staff are focused on student achievement through Common Core Instruction. All decisions concerning site operations or activities are made in reference to the consideration of student achievement data and the state standards. The assessment data reviewed includes Smarter Balance scores, AYP, API and ASAM data.

Infinite Campus EADMS Staff Meeting Agendas Administrative Advance

Meeting Agendas Single School Plan

Student survey results have also been considered when making site decisions concerning programs. Academic and support service activities are geared toward meeting the needs of students.

Student and Parent Survey Results

The Single School Plan goals are focused on improving student achievement, based on the analysis of data each year.

Single School Plan Site Council Minutes EADMS

The master schedule is student-centered. It reflects student needs such as literacy and remediation. The master schedule is a flexible model that can be adjusted frequently in response to student needs and based on a changing student population.

OHS Master Schedule Counselor Graduation

Matrix Student Graduation

PlansProfessional development opportunities are also available to staff for the purpose of promoting professional growth. LEUSD and OHS implement a professional development program based on student academic needs.

The “Sched” email informs teachers about Common Core training, computer technology training, content specific training, and staff development training through daily emails.

District Staff Development Plan

“Sched” email

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A.4 To what extent does a qualified staff facilitate achievement of the academic standards and the Expected Schoolwide Learning Results through a system of preparation, induction, and ongoing professional development?OHS has been able to retain qualified teachers and add new staff with exceptional qualifications due to district wide support for the success of the OHS program. Over half of our staff possess a Master’s degree. All new teachers have their CLAD certificate. Ongoing staff development is encouraged at staff meetings and additional PLC trainings and individual staff development occurs over the course of the year and during summer.

Findings EvidenceOHS has an experienced, highly qualified staff. All teachers are credentialed in their subject area. All staff members have completed SDAIE or CLAD training. Many of OHS teachers are veteran teachers who have many years of teaching experience. Many of our teachers possess a Master’s Degree in Education.

CBEDS Report Human Resources Records EADMS

All teachers also have another purpose which includes focusing on the standards that we need to teach and standardized tests that we need students to be proficient in (i.e. common assessments, MAPS, and Smarter Balance.

The District utilizes, EADMS, a web-based program which allows the school administrator and other school staff to look at assessment results data in a variety of forms, to pinpoint current student achievement information.

Teacher in-service ESLRs EADMS

Teachers are observed and evaluated on the district schedule. Teacher observations are based on the Lake Elsinore Unified School District evaluation process as well as informal classroom visits. Generally, the staff considers observations to be supportive and a vehicle for further professional growth. Criteria for evaluation are the California Standards for the Teaching Profession. As part of the evaluation process, teachers develop five goals for growth that are monitored throughout their evaluation process.

LEUSD Certificated Contract

Site Council has allocated funds each year for professional development opportunities for staff. Teams of staff members have attended a wide variety of teacher trainings over the last few years. These include: CCEA State Conference, National Conference for Math Educators, Read 180, NGSS, STEM, etc.

Site Council Meeting Agendas and Minutes

Professional Development Records

Attendance at Professional Meetings rosters

Site and SPSA Budgets

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A.5 To what extent are leadership and staff involved in ongoing research or data-base correlated professional development that focuses on identified student learning needs?OHS Leadership and staff are connected to the data-driven information available from the district and student scores to address student learning needs. Professional development, both formal and informal, is utilized by staff and leadership to assist student in meeting their educational challenges of graduation and obtaining success in the classroom environment in preparation for the global job market.

Findings EvidenceThe small size of the OHS staff allows us to be highly collaborative with regards to instructional strategies. Monthly staff meetings allow teachers time to discuss specific students and strategies that are working with these students.

Staff Meeting Agendas

Site and district staff development opportunities are coordinated and are based on current educational research. The staff has been trained in EADMS, a date-based correlated program to monitor student achievement and gaps in student performance.

EADMS Training Infinite Campus Training

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Organization - Resources

A.6 To what extent are the human, materials, physical, and financial resources sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards and the Expected Schoolwide Learning Results?Findings EvidenceThe OHS General Site Budget is adequate to provide and conduct the basic operations of the school site. The general budget is enhanced by categorical budgets.

OHS Budget Site Council Agendas

and Minutes OHS Expenditures

Expenditures are made with regards to the Critical Academic Needs of meeting standards in English, mathematics and the achievement of the ESLRs.

SPSA Plan

Title 1 funding is used to support intervention classes. Teaching time, release time, computers, software, other instructional materials are all supported financially by the OHS general and categorical budgets.

OHS Budgets

OHS effectively uses resources through use of general site budget money provide from the funding. The transition to the new method of funding source has not limited the support of students. Funding decisions still occur at School Site Council meetings. All stakeholders continue to have input and decision making capacity.

OHS is staffed with a lower student-teacher ratio. This allows teachers to work closely with students to determine individual needs and focus on specific skills needed for improved student achievement.

OHS Staffing Roster and Enrollment Records

The counselor is able to focus on the needs of our lowest achieving students, provide post-secondary educational options, and general guidance.

Intervention Counseling program guide

Intervention Reports

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Organization – Vision and Purpose

Strengths

Staff is informed of the Common Core transition and is willing to implement the necessary changes. Technology has been add to support the growing demands of technology for instruction and assessment. District wide staff development has improved through the addition of Sched.

Areas for Growth (Prioritized)

Professional development directly addressing the implementation and teaching of Common Core at a continuation school site.

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Standards-based Student Learning: Curriculum

B1: To what extent do all students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the schoolwide learner outcomes? All students who attend OHS participate in a rigorous, relevant, coherent Common-Core based curriculum which supports achievement in the academic standards and our school's Expected Learner Outcomes. Teachers work collaboratively within their own departments and as a staff collectively in order to ensure that the shift from California State Standards to the Common Core framework is comprehensive, regularly discussed and continually updated.

Each student enrolled in the OHS program is offered curriculum which is aggressively moving toward the Common Core Framework. All OHS curriculum is equivalent--if not identical to--that of all traditional high schools within the District. Additionally, all adopted textbooks which have been utilized in OHS's classrooms for core academic instruction are those used on all other District high school sites. Originally aligned to the California State Standards, these materials continue to be utilized, in addition to the use of supplemental teaching materials and a variety of Common Core techniques and instructional practices. The OHS teaching staff is currently participating in regularly offered District Common Core training and staff development.

OHS offers targeted courses and school activities which support growth in academic achievement, practical "life skills" knowledge and career/personal skill-building. OHS prioritizes personal responsibility on the part of all students. Student accountability begins upon entry to the OHS program. Each student receives a personal copy of their grad plan, and their high school transcript which shows all credits completed and still needed for their graduation. OHS students are given a clear understanding of the relevance of their personal class schedule/transcript and are informed about how each pertains to the District's high school graduation requirements. These documents are reviewed and clarified each nine weeks. Both the guidance counselor and the principal meet with every student in order to accomplish this task. Updated "Grad Plans" are discussed following the close of each grade report. OHS operates on a four quarter system. Each nine week quarter equates to one eighteen week semester found within the traditional high school program. This is the mode by which credits are expeditiously recovered in our Continuation/Alternative program.

We encourage all students to become involved in activities which promote the building of their self-esteem and personal success. Additionally, OHS staff members understand the need to offer a comprehensive program which navigates students toward prioritizing their high school graduation--through their credit recovery. This is accomplished by developing new, relevant and innovative coursework and by offering learning opportunities and those activities which motivate students to attend school regularly and on time. Quarterly all-school assemblies praise good attendance, improved grades, good citizenship and a strong work ethic. Students relish being honored and the assemblies regularly model the pride we hold in our student body. Building strong relationships between students and each member of our school's staff is a universally practiced philosophy. Students allude to the "comfortability" of OHS, year after year. We strive toward this goal and we know that it makes a positive difference in motivating our students to succeed.

Again, OHS creates continual opportunities for students to focus on credit recovery. OHS's students are scheduled into thirty-minute Period One classes which allow them to earn additional credits beyond their regular school day. This morning class encourages pupils to arrive to school on time and to earn supplemental credit toward their diploma. These credits may be earned for each nine-week quarter. Students must continuously meet the attendance and tardy requirements for the Period One class. Again, OHS creates continual opportunities for students to focus on credit recovery. An Elective "Leadership" course offers students the possibility to engage in planning and organizing school activities such as blood drives, motivational speakers and entertaining yet informative health

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presentations. These planned activities model both civic responsibility and teamwork. Ultimately, this leads students to experience school and personal pride by observing their efforts come to fruition. In addition, all students are offered the opportunity to earn Science credit, either within their daily class schedules or through enrollment in an Independent Study course offered two days per week. This course requires attendance directly following the regular school day's dismissal time.

OHS teachers make themselves available for independent tutoring or academic support during our school's common preparation period. Each faculty member is available during the same times on any given day. After-school sports programs are also offered to all students. These activities include but are not limited to: Weights, Soccer, Boccer, Volleyball, and Basketball.

Our students’ diverse academic needs are determined through incoming placement tests and on-going classroom assessments in reading comprehension, math and writing skills. The Continuation program promotes dialogue across the curriculum, especially within our PLC meetings. In this way, teachers may focus on creating academic power standards while communicating and then addressing students’ strengths and weaknesses. Teachers and the OHS counselor regularly evaluate the ever-changing needs of our unique population. The OHS student body is relatively small and this allows for fewer enrolled students per class than in a traditional program. When contrasted to the District’s traditional high school sites, needed services and academic requirements are able to be addressed in a more expeditious manner. Appropriate placement for students is possible within the first week of a student’s enrollment. This continues with each new quarter’s scheduling assignments. Students are well monitored and courses of study are re-aligned as needed so that students remain “on-track” for earning their diploma in a timely manner. Because of our small number of pupils, the entire staff is able to offer pertinent information concerning our students’ behavior, attitude and academic efforts. Support personnel are attentive to our students and regularly engage in our staff meeting discussions. All adults on campus contribute to the success of our students by offering feedback to one another, allowing no student to become “invisible” on campus.

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Findings Evidence

All students equally participate in a Common Core standards-based curriculum. Students of all ability levels are placed into heterogeneous Core classes as well as all Electives. CTE courses are available both on and off campus to all students.

The Period One course offered to students allows them to earn an additional five credits per eighteen weeks within a thirty minute class period held daily. This class serves as an incentive for getting students to school on time and for attending regularly.

OHS’s small school size affords all staff members the opportunity to get to know our students on many different levels. Staff members share their observations and specific academic information during all-school staff meetings and twice monthly PLC time.

This dialogue strengthens the priority for appropriate placement for each student on campus. Each stakeholder brings pertinent information to the other and is considered an essential component for student success. All Elective courses follow the requirements within the LEUSD Curriculum Course Outlines. Authored by teachers, both Academic and Elective courses are offered to students following review by the District’s Curriculum Advisory Committee and final School Board adoption.

Master Schedule Common Core Standards Board adopted curriculum Attendance Records ESLRs PLC/Staff Meetings Teacher/Staff--

Open Discussion

District Benchmarks and Pacing Guides are available for English/Language Arts, Math, Social Studies, Science, and Health. Each of these departments is moving toward the Common Core Framework and all are currently in transition for re-alignment throughout the District.

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Findings (cont.) Evidence (cont.)The curriculum expectations and standards for our Special Education population is the same as for Regular/General Education students. OHS’s students are assigned to classes based on their academic needs. In addition to being Highly Qualified, each teacher holds either a CLAD or SDAIE certification. OHS follows the “push in” model for all Special Education students as well as for all of our English Learners.

IEP’s Master Schedule Curriculum Advisory

Council Teacher Curriculum

Development

Curriculum development is initiated by the Director of Secondary Education. Several OHS teachers have written and developed new district-wide curriculum which has been adopted by the School Board. OHS teachers have been actively engaged in this process for several years.

CAC minutes

One of OHS’s High School teachers is the district’s Secondary Curriculum Committee chairperson and has held this title for twelve years. The Curriculum Advisory Committee (CAC) is responsible for reviewing all new courses and/ or revising already adopted courses taught in all middle and high school classrooms.

CAC has revised its configuration this past year and now has “All District” chairs for each Core academic area. One of our staff members sits on this District-wide committee as the English chair for all secondary teachers.

CAC minutes

Coursework offered within the OHS curriculum serves many purposes. Classes certainly prioritize high school graduation as well as the transition from school to a career or college. Additionally, one of the unique priorities for OHS Staff is to raise the self esteem and universal awareness of students. We know that this can change our students’ lives for the better, no matter which post-graduation plans they elect to pursue.

Teachers intentionally plan lessons around real-life topics to which students can find relevance. Examples of this would be when a Health class brings in “training” speakers to demonstrate protective practices to illustrate the devastating effects of sexually transmitted disease. Our World History and English teachers cooperatively teach The Holocaust through class projects and literature. They annually book a visit to the Museum of Tolerance in Los Angeles. Our CTE Virtual Enterprise class affords students the practice of creating their own private business enterprise. In this way, pupils learn the very relevant components of running a business and all of the positive and negative ramifications of success or failure. OHS staff helps to fundraise so that these VE students can be allowed to travel and compete with other schools throughout California. Our smaller, more manageable student body allows for these sorts of opportunities on a grand scale and because we are “small”, more students are able to take advantage of these offerings.

Scheduled speakers Field trips Recycle

program/fundraisers

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Findings (cont.) Evidence (cont.)English DepartmentEnglish 9, 10, 11 and 12 are offered within the English curriculum. Four years of English are required for the diploma and Advanced Placement coursework is not a component of the OHS curriculum.

EL student needs are addressed through specific EL sheltered classes. Students may earn English 9, 10, 11, or 12 credit within the English Learner program. Students are grouped by ability level and read and evaluate a wide range of literary and expository texts. AVID strategies are used to increase the rigor of the course and to facilitate all students’ learning. Academic vocabulary acquisition and correct grammar usage is stressed in both oral and written expression.

Our Read 180 program is a Language Arts “remediation” course available to students with reading and comprehension challenges. This class offers English 9 and/or English 10 credit toward graduation. Students may be referred into the class or are placed into Read 180 when their reading and comprehension test scores fall below grade level.

Beginning January, 2016, OHS introduced English 92, which is a course that has been articulated with the local community college. (MSJC) Earning a “B” or better grade in English 92 will allow students to earn English 12 credit toward their high school graduation.

This course will be offered to any student who has the desire to alleviate the need to enroll in lower entry level or remedial English classes once they enter community college. Earning a grade of “B” or better in English 92 will allow students to enter into the English 100 college class, thereby foregoing the need to remain in courses which do not offer college credit during English remediation.

Teacher assessment LEUSD Board policy District pacing guides Common Core Frame-work Differentiated instruction Smarter Balanced Tests Smarter Balanced writing

rubrics CAT (Computer Adaptive

Testing) Student writing samples EDGE materials Upfront New York Times

magazine Various reading materials MSJC textbooks

All students participate in a rigorous, relevant and coherent curriculum. District Pacing Guides are often modified and are being supplemented in order to meet the newly adopted Common Core Framework. Reading and Writing standards which have not been mastered by students in earlier grades are consistently re-taught in all OHS English courses.

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Findings (cont.) Evidence (cont.)English teachers use a variety of teaching tools and methods which include: classroom LCD projectors, Apple TV’s, video and written presentations through Online materials and regular practice and testing using IPads or personal computers. Also implemented into classroom instruction are small and whole group activities, multimedia presentations, oral interpretation and creative literary projects or critical research projects. Students read and interpret classical and contemporary literature in all genres. Comprehension questions are addressed both in writing and through discussion.

The English department is moving toward familiarizing all students with Smarter Balanced components and teachers are incorporating more non-fiction materials for reading and analysis. All coursework reflects a wide variety of comprehension and experiential levels.

Students are instructed in and are required to write multi-paragraph essays which present evidence of their ability to understand their subject matter. In this way, they also respond to non-fiction and other literary selections. Student essay assignments target those writing skills that will be expected in testing situations. Additionally, vocabulary building lessons are taught regularly in every English class so that English language development, usage and oral and written expression is comprehensively improved.

Teachers and support personnel from the EL and RSP disciplines regularly assist the students who have been mainstreamed into the general education program. Because of small class sizes, EL and RSP students receive personal and individualized attention and are assured of receiving the same rigorous curriculum as all other students.

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Findings (cont.) Evidence (cont.)Social Studies DepartmentAll students must complete 10 credits each of World History and U.S. History. Five credits each are required in U.S. Government and Economics.

Master Schedule Board Policy Common Core

FrameworkAll students participate in a rigorous, relevant, and coherent curriculum which is guided by the District, State Standards, and the OHS ESLRs. Supplemental materials are often incorporated in order to meet the needs of our entire student population.

Teacher instruction and assessment

Textbooks Primary texts and

literary sources

Students use the District adopted Social Studies textbooks and support materials, in an effort to build students’ critical thinking and content literacy skills which are necessary for their success.

World History presentations

Teachers use a variety of instructional strategies and tools which include direct instruction and note taking, small and whole group writing and discussion, oral presentations, research projects, overhead projectors, videos, and newspapers for both informational and critical thinking activities. IPADs and Apple TV’s are also incorporated into lessons as appropriate.

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Findings (cont.) Evidence (cont.)Science DepartmentLEUSD’s graduation requirements in Science mandate thirty completed credits. One year of Life Science (10 credits) is required, as are ten credits in Physical Science and ten more in any other area of Science. All students participate in a rigorous, relevant, and coherent curriculum which is currently aligned with the California State Standards.

The OHS Science curriculum offers a variety of courses, each designed to meet our diverse students’ needs and interests. OHS has implemented a STEM program which integrates the fields of science and technology. Students earn both their Core subject graduation credit as well as Elective credit when completing this class.

Biology, Earth Science and Zoology/Botany are all offered to OHS students. Because our Biology classes have been heavily impacted, we have recently been staffed with one additional “full-time” Science teacher.

Master schedule State Curriculum

Framework Standards-based lessons

and curriculum Board adopted course

outlines Department collaboration Teacher assessment and

observation Class/student projects District adopted texts Master Schedule Class Projects Teacher assessments District adopted texts

Teachers use a variety of teaching methods which include: technical reading, written response, discussions on scientific subjects, current events, laboratory experiments, videos presentations, planned research, and individual and group projects. Most lessons in our Science classes incorporate a computer, technology-based component. Basic math skills and general study skills are also integrated into science lessons. Materials include a state adopted textbook and support material.

Poster board / model projects

Technology projects saved on Google Drive accounts

Classroom assignments iPad checkout Access / sign up for

computer lab

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Findings (cont.) Evidence (cont.)Mathematics DepartmentOHS's math curriculum is in transition between the California State Standards and those of the Common Core State Standards. Math pathways are being created throughout LEUSD and the Common Core Framework has become a focal point for teacher collaboration. Performance tasks are being developed and piloted by many District teachers and the OHS Math department has been a part of this re-alignment.

Algebra I is a graduation requirement for all LEUSD students. Additionally, students must pass two years of coursework in "other" math classes. The following are the regularly scheduled classes currently offered at OHS: Consumer Math, Business Math, Algebra I and Geometry.

OHS offers Math 90/96, a College Preparedness math course which is articulated with our local community college. (MSJC) Math 90/96 is a two part "Integrated" math course which offers OHS students the opportunity to show Mastery of any beginning or remedial math class they would otherwise be required to take upon entry into college. Math 90/96 prepares OHS students for immediate credit-bearing college coursework.

Standards-based lessons Common Core Framework Board adopted course

outlines Adopted texts Department and District

collaboration

Physical Education DepartmentAll students are required to complete two years (20 credits) in physical education as per state law and the mandates of LEUSD. At OHS, many students will take P.E. courses for both Core graduation credit and for Elective credit.

Board adopted course outlines

Master schedule California Content

Standards Department collaboration Student interests and needs

Students who take P.E. participate in a curriculum which is aligned with the State Standards. The P.E. courses offered at OHS allow students to explore a variety of physical activities and various sports in order to broaden exposure to many types of activities. Our aim is to allow students to continue to enjoy and participate in physical activities as one of their life long pursuits.

Large and small team/group activities allow for the building of self-responsibility, social interaction and working within a group dynamic. Students participate in team sports, individual skill building and fitness. OHS students meet the state's requirement for fitness.

Health DepartmentThe Health course offered at OHS is a class based upon the Health Framework for California Public Schools. LEUSD requires that five credits of Health are successfully completed for graduation.

The OHS course of study is designed to provide students with the knowledge and skills which can lead to lifelong positive attitudes and behaviors that will promote healthy living. Course

Master Schedule Board adopted course

outlines LEUSD Graduation

requirements Classroom projects Student presentations Guest speakers Girl/boy health when

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information prioritizes and "targets" the following areas: personal wellness, fitness and nutrition; mental and emotional health, substance abuse prevention, and human growth and development. These areas of content are accomplished through lecture and discussion, educational videos, guest speakers, and individual/group activities. District adopted texts are also utilized.

possible

Elective CoursesOHS offers Elective courses which enhance our students' academic success, school-to-work skills, real-life experiences, and personal/emotional development. Our classes are adopted through the LEUSD Curriculum Advisory Council and the School Board. OHS’s Virtual Enterprise and Microsoft Office Specialist courses were modeled from the Riverside County Office of Education, CTE program, as well as, articulated with our local community college Mt. San Jacinto Community College. Students are encouraged in taking on responsibilities, tasks, and projects that emulate real-life work experiences, which allows our students to become productive citizens who learn how to manage their time and become life-long learners.

Virtual Enterprise Microsoft Office Specialist Business Leadership Skills Independent Living Skills /

Post-Secondary Foundations

Journalism Peer Counseling Ceramics Art Academic Essentials

Special Education

The Special Education program at OHS is managed in the collaborative/consultative model. Each Special Education student is enrolled in regular/general education classes. Core content classes are offered with modifications and/or accommodations made, as necessary--in compliance with the student's IEP.

Daily support is available from classroom Support Staff (aides) or from the Special Education case carrier. On a regular basis, pertinent information is shared with all staff members concerning OHS's special education students. As needed, students are pulled from their regular classes for extra or more intensive instruction, or to be given supplemental help in order to complete regular education teachers' assignments.

All Special Education students at OHS are clearly identified and are regularly monitored.

Master Schedule IEPs Student class schedules

and Grad Plans Standards-based lessons Specialized focus Case carrier/classroom

aide/teacher collaboration PLC/staff discussions

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Findings (cont.) Evidence (cont.)

Fine Arts DepartmentLEUSD requires one full year (10 credits) of VAPA, World Languages or CTE coursework for graduation.

OHS has historically offered classes in both Ceramics and Drawing and Painting. OHS students often enroll in both Drawing/ Painting and Ceramics courses. Each of these art courses meets the LEUSD Fine Arts requirement.

Drawing/Painting is a Core or Elective course designed to bring students to the proficient level, as prescribed by the VAPA State Standards. Students work with one and two-dimensional media as they explore the areas of: graphite, tempura, acrylic, pastels, India ink, felt tip and other mediums. Students keep a portfolio of their work and often provide written critiques of works created.

Art/Ceramics is a general art curriculum which teaches the basic elements and principles of Design. The course provides students with a foundation of knowledge and experience in the use of clay as an expressive medium.

Board adopted course outlines

Master schedule In class projects Demonstrations/

Presentations Art displays Written critiques

The Beginning Ceramics course's foundation is based upon the four components of the California Visual Arts Framework: Aesthetic Perception, Creative Expression, Visual Arts Heritage, and Aesthetic Valuing.

Students learn construction techniques, development and expansion of their aesthetic perception of the three-dimensional art world, and they develop the tools to analyze, assess, and derive meaning from works of art, including their own. OHS students also learn about surface enrichment and glazing. Additionally, they will learn to use the clay wheel and all students will create, fire and glaze final projects.

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B.2 To what extent do all students have equal access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal and school-to-career goals?As students enroll at OHS, they are required to complete a two-hour new student orientation meeting that informs them about some of the opportunities and interventions at our school. During this meeting, students are challenged to reflect on what didn’t work at their traditional high school and how they are going to travel a different pathway towards their goal of graduation.

Students who enroll at OHS are credit deficient and looking for a new way to achieve their academic goals. The first tool that is provided for them is a new high school graduation plan that takes into account all of the classes they have failed and the classes they have not enrolled in yet. The graduation plan is uniquely customized to each student as our counselor and principal examine all the options that would allow the new enrollees to be successful and efficient. After the graduation plan is completed, students are requested to keep it in their binder and really make it their own. Each semester that they are with us, they are provided a new set of transcripts and an updated version of their plan to visually track their progress. Students are then prompted to meet with our counselor as often as needed to continually modify their grad plan and achieve their desired path towards graduation. When regular dialogue occurs between the counselor, students and parents, the school setting ultimately becomes a relevant and essential component to the community, as a whole.

OHS offers several unique ways for our students to recover credits, including continuing the effective schedule (implemented in 2009) of having a four period academic day preceded by an abbreviated (30 minutes) morning class. This allows for students to earn 22.5 credits each quarter. In addition to their normal schedule, students who are exceling in our program have been allowed to enroll in a “zero” period science class, where they have an extra opportunity to earn 5 additional credits per quarter. Once students have had several of quarters of academic success, they are also encouraged to take advantage of the independent study program at Valley Adult School, and after school PLATO blended learning, if appropriate through concurrent enrollment, that helps supplement their graduation plan.

Students are also given an interest survey soon after they enroll; so that OHS might be able to help students explore their personal goals beyond graduation. The survey asks questions about what type of jobs, careers, and trainings they might be interested in. The data is then collated and used to drive decisions of what type of field trips, guest speakers, or programs we might run for that year of particular students. This data has led OHS to take field trips to San Jaquin Valley College, Westwood College, FIDM, San Jacinto Community College, Bodies Exhibit, Museum of Tolerance, and the Irvine Speedway. OHS also scheduled guest speakers from the National Guard, Paul Mitchell, the Air Force, UTI, Border Patrol, the Pluming Associates, and the Lake Elsinore Animal Shelter.

Additionally, students are encouraged to take the ASVAB test (offered 2x a year) to help identify strengths or career fields they might be interested in. Following the test, our career center team leads a results explanation seminar to helps students take the next step towards pursuing their personal goals. OHS also offers a variety of elective classes that allows students to explore possible career pathways including fields in journalism, business, and art. OHS also has skill based electives (Business Leadership Skills, Microsoft Office Specialist, Business Applications, and Virtual Enterprise) designed to help equip students with their post high school ambitions. Our school has also formed a relationship with other Schools in the Valley, allowing are students to participate in CTE course such as Culinary Arts, Auto Tech, and Welding.

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As students enter their final year of school at OHS, a particular focus is placed on helping students get ready to transition from our school to whatever is next in their lives. Seniors are all encouraged to take a new class (Post-Secondary Foundations class piloted 2015) that is geared towards exploring the four most common pathways that OHS pursue after high school. In this class (amongst others), students are required to build a portfolio that helps them apply for scholarships or improve their candidacy for a perspective jobs. Seniors are also encouraged to attend one of our two FASFA nights that are put on by MSJC to look at what type of government financial aid is available to them. Students also have the opportunity to enroll in an MSJC college guidance class (on our campus), which allows them to earn college elective units while still gaining high school credits.

Critical Academic Needs

1. Increase FAFSA completion rate

2. Student driven graduation plans

3. Raising GPA

Findings EvidenceAll students have total access to all LEUSD courses required for graduation. Students receive personal assistance in making academic and career choices during the development and ongoing adjustment of their graduation plan. The full-time counselor is regularly available to advise students of realistic post-secondary opportunities. Ultimately, the goal of the counselor is to review and revise a graduation plan for every student each quarter, following the posting of final grades.

Board Policy Student Handbook Observation Graduation plans Counselor file Observation First period attendance

Students are offered career testing opportunities throughout the school year. The military also monitors the ASVAB exam twice annually and students review the final results of this exam with military personnel and the school counselor. Parents are invited to participate in the review of these tests.

New rigorous courses such as STEM and MTSJ 92/96 are continually being added to our curriculum options.

Students are able to attend a Job Fair field trip to MSJC.

Students are able to join Virtual Enterprise, where they create a mock business and compete against other high schools in California.

ASVAB Battery ASVAB Results Review Student Enrollment in CTE

courses in and out of district boundaries

RYLA Leadership Camp Weekly after school sports &

weights program MSJC Job fair invitation

End of season sports tournaments

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Findings (cont.) Evidence (cont.)OHS invites representatives on campus from local community colleges, vocational/ trade schools, four year colleges, and different branches of the in military in order to present career information to students. The counselor and the committed career center staff provide ongoing support with financial aid forms and scholarship opportunities.

College Visitation FAFSA Nights School Site Council

Meetings School Board Minutes

District graduation requirements are clearly defined. Our students must meet the same requirements for graduation as any of the comprehensive high schools in the district.

Students participate in OHS’s School Site Council panel and actively participate in important decision-making activities.

OHS promotes student involvement in district school board meetings so that the students of this program are represented as an “alternative” but viable high school. OHS has a school board student representative at all Board meetings.

Student participation in extra-curricular athletic activities which are offered weekly following the regular school day. These activities build positive relationships between staff members and participating students. A healthy sense of competition is displayed and good sportsmanship is modeled for students by the teachers and staff members who take part.

Student attendance

Students at OHS are also involved in competing for both “team” and individual positions in a variety of district and state wide competitions. Some of these are sponsored by such entities as: the Arts Network of Lake Elsinore, the local Rotary Club and those CTE programs offered within the county.

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Findings (cont.) Evidence (cont.)Special Education students participate in devising an Individual Transition Plan, outlining career preparation education and post-graduation goals, through the Individualized Education Plan (IEP) process. Special Ed. Students are enrolled in regular classes with special education support services.

Special Ed. Records Staff Roster IEPs

English Learners are also enrolled in regular core classes and are given Language support through ELD courses. This continues until students become re-designated and/ or are free to exit the ELD program.

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B.3 To what extent are students able to meet all the requirements of graduation upon completion of the high school program?OHS students have numerous opportunities to meet all the requirements for graduation. Our multifaceted program offers a plethora of opportunities to struggling students who are credit deficient. OHS provides the possibility for students to earn credit for work experience, Valley Adult concurrent classes and supplemental courses in CTE fields. Opportunities are regularly provided for the purpose of meeting the district community service requirement and a list of these resources are readily available. Online Plato and Summer school is also an option for students to earn credit for failed courses and for credit recovery. OHS students definitely have a variety of opportunities to achieve graduation.

Findings Evidence

OHS offers course requirements that are necessary to complete a California high school diploma. The master schedule offers an abundance of core and elective classes in support of a timely graduation. Students receive updated transcript and Grad Plans quarterly.

Master Schedule Student Schedules Transcripts Grad Plans Community Service Forms Infinite Campus for parents

and students Quarterly D/F notices

Graduation requirements for all LEUSD students consists of 220 credits and 40 completed hours of community service.

Graduation Requirement Community Service

CAHSEE English and math review classes were mandated for students who had not yet passed these tests. Additional CAHSEE classes were built into the daily master schedule in order to increase CAHSEE success rate.

Master Schedule Student Schedules CAHSEE Results

Students are placed into remediation classes as needed for both ELA and or mathematics.

Read 180 Basic Mathematic

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Critical Academic Needs:

1. Students need to improve their English Language Art skills.2. Students need to improve their mathematics skills.3. Students need to improve their writing skills.


Teachers and staff regularly review student attendance and progress in order to encourage students to progress toward their graduation. Teachers communicate with student, families and counselor to determine to ensure proper class placement. Each student’s academic progress is reviewed quarterly by the counselor.

Counselor and Student Planning

Attendance Records SST LAT IEP

All teachers have access to the online student database systems to better monitor any student’s individual progress.

Infinite Campus EDMS Student Records

Due to our students’ poor academic performance history, they are often unable to complete all graduation requirements within a four-year program. OHS will accommodate students who are making steady progress a fifth year of enrollment.

Counselor Records Student Transcripts After school Tutoring

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Strengths Students feel comfortable and well supported on both a personal and academic level The entire staff is committed to building "one-on-one" relationships with our students OHS teachers incorporate a variety of teaching strategies/methodologies The curriculum includes courses which prepare students for independent living and financial

literacy The OHS program has adopted the Common Core Curriculum and Guidelines No student is "invisible" on campus due to our small class sizes and an attentive staff Award Assemblies each quarter celebrate accomplishments in good attendance, strong

leadership and academic success Technology is embedded into much of the curriculum which includes: Applied Biology,

Journalism, Read 180 (Remediation), and Online PLATO courses for Recovery credit Coursework which exposes students to "real-life" experiences is offered and sought after on

campus. These include classes such as: "Virtual Enterprise" (Creating a Small Business) and "Business Leadership" (Retail experience)

Many students participate in Community service projects such as: Blood Drives, Food Bank collections and Clothing Drives and a weekly Recycling program for campus trash

We offer CTE courses for Elective credit as well as school to work experience OHS has implemented STEM curriculum and courses History and English courses culminate their units of world literature and 20th century history

with an annual excursion to the Los Angeles Museum of Tolerance Students may participate in a variety of after-school sports and weight-lifting OHS has built a strong collaboration with its local community college OHS offers college articulated coursework in both Math and English for the purpose of

preparing students to master then bypass "entry" level classes when enrolling in the community college

OHS has a full-time counselor who works with all student needs Remedial courses are offered to students for both Math and English Several options exist for credit recovery and achieving a timely graduation A common preparation period allows staff members the opportunity to regularly share student

information and communicate comprehensively

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Testing data needs to regularly drive instruction in all Core classes Students need to be immediately identified for remediation in both Math and English classes upon entry into OHS The staff needs to further develop the SST process for the purpose of identifying students in need of academic assistance Create a peer tutoring program to support struggling students and allow tutors to earn community service hours toward their Graduation Writing and public speaking skills should be incorporated across the curriculum OHS needs to expand the practice of cross-curricular instruction in Core classes PLC should be utilized to create comprehensive campus goals and priorities OHS staff should find innovative ways/reasons to encourage students to enter college OHS should prioritize creating local merchant/community sponsorships and mentorships for all students Increasing the job shadowing program would offer more exposure to career options All staff members should increase opportunities for regular parent involvement Create a "monitoring" process which tracks completion of instruction in specific skills, such as resume' writing, to ensure readiness for real world challenges Increase the number of students who are able to access the diverse opportunities which are available to prepare them for post-graduation years

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Standards-based Student Learning: Instruction

C.1 To what extent are all students involved in challenging learning experiences to achieve the academic standards and the Expected Schoolwide Learning Results? The staff at OHS strives to provide students with challenging instruction that is engaging and develops high order thinking skills. This is accomplished by incorporating differentiated instruction to meet the diverse needs of all learners. Students come to understand and many even embrace the rigorous levels of performance that we expect.

Ortega students are involved in learning experiences which are challenging and encompass an array of learning opportunities geared toward mastery of the state standards. In addition students work towards the attainment of the Expected School Wide Learning Results (ESLRs). ESLRs are posted in all classrooms. All incoming students are given the TABE placement test which acts as an excellent indicator of specific students needs. TABE results help teachers to develop and implement appropriate instructional strategies to facilitate the learning experiences for all students.

Findings EvidenceDepartments continue to analyze student work to demonstrate that students are involved in learning that assists them in achieving the academic standards and expected school-wide learning results. All students, including those with diverse backgrounds and abilities, are engaged in educational activities that challenge them to continue striving to meet their hidden potential.

Student Work PLC Meeting Minutes

OHS teachers regularly modify their individual instruction to meet the special needs of their diverse population. They also incorporate the newly revised ESLRs into daily practice. All OHS teachers continually strive to develop challenging learning experiences.

Course Curriculum IEPS Syllabi Student Evaluation SADIE/CALD Strategies

Sixty-four percent of our students strongly agree that their teachers have high expectations for student learning. Sixty-seven percent strongly agree that they receive the support that they need to become successful.

Student Survey Results Teacher Observations

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1. Students need to improve their English Language Arts skills.2. Students need to improve their mathematics skills.3. Students need to improve their writing skills.


ELD students are served in ELD classes specified by level. Student data is evaluated quarterly in areas of writing, reading, comprehension, and verbal skills. Students are constantly monitored and grades are evaluated quarterly. Our ELD Language Assessment Team (LAT) instructor monitors student progress and holds LAT and or reclassification meetings as necessary.

Master Schedule Class Roster CELDT Scores LAT

All students are offered a variety of methodologies to experience a challenging learning environment. Teachers incorporate research-based instructional strategies and methodologies in their lessons such as Venn Diagrams, Graphic Organizers, Similarities and Differences. Technology is also readily available in all of our classrooms.

Robert Marzano’s Classroom Instruction that Works

Teachers are committed to providing the students of Ortega with a stimulating, challenging learning experience. A few of our unique classes are: Virtual Enterprise, Business Leadership, Applied Biology, Microsoft Office Specialists, Economics of Business and Business Applications. Students are able to apply their knowledge in their daily lives or in operating Ortega’s student store.

Applied Biology Virtual Enterprise PowerPoint Projects Student Store Journalism/Yearbook Business Applications Microsoft Specialists

OHS offers classes that are smaller than those in the traditional setting. This enables teachers to work with students individually and to address their specific needs. Special Education students are further supported by one RSP teacher and two special education para educators. Support providers offer instructional assistance to all students which help to ensure student success. RSP students are fully included and we use the inclusion model. Teachers have open access to pertinent assessments, goals, modifications and accommodations and behavior plans regarding special education and EL students. These facilitate classrooms instruction. The staff meets on a regular basis and information is shared about students and their academic issues.

Staff meetings IEPs, 504 plans Parent Contacts EADMS SASI

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Findings (cont.) Evidence (cont.)Instructional strategies range from directed teaching to individualized instruction. Instruction targets students’ abilities to use higher level thinking skills. Differentiated instruction is practiced in all classes as student’s needs dictate. Teachers develop lessons that can be challenging to every student’s ability level. In order to achieve this, departments employ a variety of instructional strategies:

Cooperative learning

Small group instruction

Oral presentations

Cornell notes

SDAIE methods

Scaffolding

Real life experiences and applications of concepts

Class discussions

Written responses

Essays

Artistic activities and projects

Simulations

Research papers or projects using Power Point

Debates

Problem solving activities

Real-life applications

Collaborative group work

Field trips

Science labs

Cooperative learning

Videos

Visualization

Kinesthetic

Classroom Observation Student Work Student Interviews SADIE/CLAD Strategies

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Findings (cont.) Evidence (cont.)OHS teachers are HQT in their subject area. Personnel Report

Technology resources may include:

LCD projectors

Overhead transparencies

ELMO projectors

Calculators

PLATO enrichment or remediation

Classroom Observations

Interventions are available for underperforming students at every level at Ortega. Students, parents and staff can request either an informal or formal meeting with teachers, administration, counselor and staff to discuss the issues.

Remediation Classes Counseling Referrals IEP’s, SST, or 504’s

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C.2 To what extent do all teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels?OHS offers a variety of strategies and methodologies to meet the needs of our diverse student population. Students are introduced to and utilize technology in their classes regularly. These skills will take them far beyond the classroom setting. All classes are engineered towards preparing students for a successful transition from high school to their future endeavors.

Many of our classes are designed to incorporate real-life experiences that are tied to academic standards. Virtual Enterprise is a virtual business that uses real life business plans, accounting models, advertising, commercials and salesmanship strategies. Another example of offering real-life experiences is our Business Leadership class. Our students learn how to successfully run a small store using profit and loss statements, customer base decisions, stocking, nutritional data and banking. We also have additional business classes that offer our students experiences in the business world.

Our Journalism class incorporates a real-life work experience into a classroom setting. Students learn all aspects of producing a school newspaper and yearbook.

Our challenging Applied Biology course, the first in our district, is a combined biology class with a technology component. Students master the state standards while incorporating various business and technology standards.

The district has also purchased PLATO, a credit recovery program, which is used at Ortega High School. Our special education teacher uses PLATO during first period for English credit recovery. PLATO remediation and credit recovery classes have been aligned to the state standards.

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Findings EvidenceTeachers connect students’ personal experiences with subject matter to provide relevance to the curriculum. Independent work, group work, and teacher directed activities afford opportunities for the development of higher-level thinking and interactive skills.

Student Work Classroom

Discussions/Assignments Classroom Computers

Applied Biology is one example of a class which incorporates technology and standards-based biology curriculum into a unique instructional program. Applied biology is team taught with a biology and business instructor.

Master Schedule Video Lecture Classroom Discussion Interactive Lessons Computer Projects

Read 180 is another utilized program that combines technology with reading strategies and has been adopted for our ELD students and for our students who need remediation.

Classroom Observation Read 180

Journalism is offered to all students. The class produces three newspapers per year along with creating our yearbook. Students learn techniques such as: layout, photography, proofing, editing, team work, and interviewing.

Journalism Class

An average of 6 computers can be accessed in every classroom. We have 2 computer labs that students can access along with our Media Center which has twelve student computers.

Classroom Inventory Computer Labs Media Center ELMOS/LCD Projectors Animated Presentations

Science students are able to engage in labs for hands on experience. In government class, students read current events from local news sources incorporate real life experiences into their school lives.

Teacher Observations

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Findings (cont.) Evidence (cont.)Many classes bring in speakers to share about their experiences in the work force, as well as, representatives from trade schools, to discuss with students about personal career possibilities beyond high school.

Master Schedule Applied Biology Virtual Enterprise Predator/Prey Lab Lung Capacity Lab Leadership Classroom

ObservationOHS offers business CTE classes that provide a direct link between work and school.

Some additional CTE courses in the district are offered to our students as a 6th period or after school. These include screen printing, auto, welding, and culinary and fashion. Several of our students have taken this opportunity in our community.

Business Leadership Microsoft Office Specialist CTE Coordinator Virtual Enterprise

Teachers attempt to ensure that students become fully engaged by using a variety of teaching methods such as, directed teaching, small group and whole group work, discussions, role-playing, oral presentations, creative and critical thinking research projects, review games and developing questions for quizzes and tests that reflect a variety of comprehension levels.

Class Syllabus Classroom Equipment Classroom Observation

The instructional delivery is enhanced by the use of transparencies, white boards, overhead projectors, LCD projectors, ELMOS, DVD, CDs, and multimedia presentations such as PowerPoint. One program that utilizes all of these strategies is our Virtual Enterprise class.

Inventory of Classroom Technology

Beyond the classroom, our site library has progressively increased our reference and check-out book inventory, including Accelerated Reading materials which have created an appreciation for reading on our campus. Student incentives are provided by grants and donations that were granted by our library clerk. Students were provided pizza parties, and various gift certificates.

Accelerated Reading Program

Book Club

OHS Business Leadership class is not only responsible for our student store, but achieves a positive student relationship building experience amongst many of our students. The program uses Capturing Kids Hearts as a vehicle to deliver business curriculum.

Leadership Student Store Virtual Enterprise

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Strengths

Individual student attention

Ability to allow students to recover missing credits

Instruction focuses on the California State/National Standards and the ESLRs

Flexibility which enhances instructional opportunities for all students

Teachers are accessible to students

Special needs teacher and para professionals in classroom helping all students

Continued use of 1st period for credit recovery

Technology is regularly used in classroom instruction

Small class sizes do not allow students to become "invisible" on campus

Inclusion for all RSP students in a positive component of the program for all

All teachers are SDAIE and/or CLAD trained

PLATO-a supervised online credit earning program

Before and after school tutoring upon request

Students are exposed to a variety of instructional teaching strategies

Increase in reading and math strategies across the curriculum

Business CTE courses

Journalism Course

Independent Living / Post-Secondary Foundations

Virtual Enterprise

Applied Biology

Applied Science (STEM)

Business Leadership Skills

Read 180

Flexible master schedule

Teachers transitioning to Common Core instruction


Consistency in assessment to allow staff to create and access data to drive curriculum

Integrating use of technology

Embracing critical thinking skills across instruction

Use of more demos and hands-on, student-centered activities or lessons.

Standards-based Student Learning: Assessment and Accountability

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D.1 To what extent does the school use a professionally acceptable assessment process to collect, disaggregate, analyze, and report student performance data to the parents and other stakeholders of the community?OHS collects, disaggregates, and analyzes data through a variety of measures. Student performance data is collected through state exams, district benchmarks, as well as through daily teacher assessments in the classroom. Student performance data is reported to parents and other community members regularly and in a variety of ways. The district publishes and distributes the results of standardized test scores to the school staff and public such as Smarter Balanced Assessments through CAASPP and MAPS testing for EL students on the NWEA web site. Infinite Campus and EADMS also are a source of test data and assessments for staff, students, and parents The district utilizes and disaggregates the data in various forms including the School Accountability Report Card.

In the past, all incoming students were given a TABE math and reading test which was used to place students in appropriate courses. We are in the process of creating benchmark tests for our students as well as determining what placement tests could be used to replace the TABE. New EL benchmarks will be used to keep a running record of EL student progress. Parents are also given the data during their AB 1802, IEP, and Language Assessment Team meetings with the staff and counselor. Grad plans are created for every incoming student and updated quarterly. All stakeholders are involved in monitoring the grad plans.

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Findings EvidenceA district Assessment Director supports OHS’s staff in the analysis and dissemination of student assessment data.

District Assessment Director

OHS uses professionally acceptable assessments including Smarter Balanced Testing, site benchmarks and other local assessments for measuring student progress towards meeting the California Common Core Standards and the Expected Schoolwide Learning Results. All required data is reported to and monitored through these various accountability systems

District Standardized Assessment Reports

Website NWEA site CAASPP AYP Report EADMS ASAM Report ELPAC (as of 2016-17) Test Results

All English Language Learners are tested annually with the ELPAC test and are placed in the appropriate setting for their level.

Single Plan for Student Achievement

SARC Annual Parent Notification

of ELPAC Student Placement

Attendance Reports EADMS

The district publishes and distributes the results of the Smarter Balanced test scores to the school staff and the public each Fall. The School Site Council, ELAC and Title I parents, and the entire staff of OHS review the district’s demographic and performance data on a regular basis. The Resource Specialist provides teachers with an IEP At-A-Glance. EL coordinator communicates English Learners’ levels to staff.

Site Council Minutes EL Coordinator

Communications IEP At-A-Glance Reports Staff Meetings ELAC and Title I Minutes EADMS

The School Site Council provides input for the creation of the OHS Single Plan for Student Achievement which is formulated in response to an in depth analysis of assessment results.

SPSA Meeting agendas Sign-in sheets

The District also utilizes web-based data collection systems: Infinite Campus, NWEA, Read180, PLATO, and EADMS to disaggregate data in a multitude of forms. EADMS will disaggregate data by ethnicity, grade level, sub-group, teacher, test form, etc. Teachers have been trained in the use of these systems.

EADMS Reports Read180 Reports Infinite Campus Transcripts PLATO

The database system stores the results of all assessments that a student has completed since enrollment in LEUSD.

EADMS Infinite Campus

The district publishes the School Accountability Report Card (SARC) on the district website for parent and stakeholder review. The School Accountability Report Card includes a broad overview of student performance data.

District Reports SARC

After collection and dissemination of the testing data, OHS staff identifies problem areas and works toward academic solutions.

Staff Meetings PLC Meetings LAT, SST, and IEP meetings

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Most classes use both formative and summative assessments to determine student competence of the standards and ESLRs.

Lesson Plans Observation SRI Reading Test Teacher-made Tests Common Core Assessments

OHS is in the process of working toward a frequent, common assessment process to ensure that all students are achieving the standards. The tri-annual, common assessments should provide OHS with additional information on student achievement and allow teachers to adjust instruction on an ongoing basis. This assessment system is in its very early stages as staff re-evaluates the key standards to be tested.

PLC Meetings Smarter Balanced test

results EADMS test bank

Deficiency notices and progress reports are sent home every four and half weeks or before to ensure that parents are informed of students’ progress or lack thereof. Infinite Campus and Edlio are also utilized to inform parents of student progress. Computer grading programs are used by 100% of the staff and provide ongoing access to student grades for parents. Personal meetings with administration and counselor for D/F notices are held every term. Schoolwide use of the Edlio school web site has begun and will provide parents and students with class syllabi, assignments, resources, and teacher contact information.

Progress Reports Report Cards Infinite Campus grade book Edlio

Student attendance and credit completion are carefully tracked, and an award system is in place for recognizing these indicators of student achievement quarterly. Attendance, Honor Roll, and perfect attendance are important in achieving the ESLRs.

Quarterly Awards Student of the Month Walk of Fame PA recognition Marquee Edlio Hawk Highlights

The school invites parents and guardians to two Open House/Back to School nights each year where information is shared regarding student achievement, the curriculum, career opportunities, FAFSA, and accessing the parent portal. Parent involvement in program planning is encouraged through ELAC and SSC parent meetings.

Open House sign in sheets ELAC Meetings SSC Agendas

School Messenger, flyers, postcards, announcements, school newsletters, and personal phone calls are used to invite parents to participate in all areas of the program.

School Messenger Logs Samples of flyers, posters,

etc.

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D.2 To what extent do teachers employ a variety of assessment strategies to evaluate student learning?To what extent do students and teachers use these findings to modify the teaching/learning process for the enhancement of the educational progress of every student?The OHS staff strives to use a variety of tools for assessing student learning. Assessment tools that OHS employs are rigorous, relevant, and standards-based. Assessment is contingent upon a thorough and well-developed correlation between the curriculum and academic standards.

OHS is developing and adopting standardized and informal assessments aligned to the new common core standards. Standardized test results as well as formative and summative assessments will be used to measure academic growth and determine appropriate placement for students in our program. All students will also be given career assessments to identify their interests and potential career choices. All special student populations are evaluated and integrated into the regular program. PLC groups meet to discuss best practices and test data.

Evidence FindingsEvaluation of student achievement at OHS is accomplished using a variety of assessments ranging from schoolwide and departmental teacher-made assessments to state exams. Because of small class sizes, assessments are often performance- based tasks requiring projects, oral presentations, various electronic presentations or interviews/conferences. Tests, quizzes, essays, and other diagnostic assessments are all used to evaluate student learning. The basis for measuring student performance comes primarily from the common core standards.

CELDT Exam Smarter Balanced Tests Observations PLATO Records READ180 Teacher Observations MAPS testing Shmoop.com

OHS uses a variety of both formative and summative

assessments in support of PLC goals. Formal assessments used by English teachers include essays, common core writing assessments and SRI tests. Math teachers use Pearson- Prentice Hall common core assessments. Science teachers use textbook assessments and projects. Social Science teachers use textbook assessments and projects.

Assessments Electronic Projects Career Portfolios Writing Assessments

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Evidence (cont.) Findings (cont.)Informal assessments in math and reading include journal writing, computer projects, graphic organizers, Cornell note taking, rough drafts, Think-Pair Share responses, iPad activities, projected ELMO or computer content.

English Writing Assessment Rubrics

Oral Presentation Rubrics Teacher Observations Evaluative Science Labs Journals Electronic Presentations Group presentations Student Work Samples Standards Plus Assessments

OHS uses a variety of both site and community- based programs that will assess knowledge applied to real-life skills such as community and business leadership, STEM courses, Microsoft Office, business applications, Virtual Enterprise, journalism class, Planet Youth internships, On Your Own class, student store, and Career Technical Education offerings.

Observations Virtual Enterprise Master Schedule Student Newspaper CTE classes

ASVAB and various career assessments are used to inform students about their possible career aptitudes. California Career Zone a (web-based program) is linked to the school website and provides a career aptitude test for students to access. Students have access to a Mount San Jacinto Community College (MSJC) counselor and are able to take a placement test for the college at OHS. OHS three years ago also began offering an MSJC Guidance class where they asses career interest

MSJC Placement Test ASVAB Results Naviance Financial Literacy

Assessment Cacareerzone.org MSJC Guidance Class

Teachers enhance student achievement through the use of computer programs, iPad apps, electronic presentations, and portfolios. Students publish papers, resumes, business letters, and news articles using a variety of media and software.

Observation Student Projects

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Evidence (cont.) Findings (cont.)Since one of our ESLRs is to be an effective communicator, real-life, performance-based communication tasks are an important part of the curriculum and are considered vital to assessment. Journalism class puts out quarterly newspapers and an annual yearbook, which also demonstrate effective communication. Virtual Enterprise teaches students real life business skills through a virtual business which is completely student driven. Students are able to attend several competitions throughout the year to showcase their virtual business. Other courses are including oral presentations as a required activity.

Art Displays Yearbook Newspapers Student Work Master Schedule Oral Presentations Debates Videos

All Special Education students are integrated into the regular school program. Assignments are modified for special education students according to their IEP’s. Special Ed. personnel assist students in the classroom as needed with occasional pull-outs provided when necessary by deemed staff. Teachers are given an IEP At-A-Glance folder that includes all pertinent information such as student goals, strengths, weaknesses, and modifications that are to be followed and utilized.

IEP’s Observation Aide Schedule Class Rosters IEP At-A-Glance Folder

Smarter Balanced test results and CELDT levels are used to place students in appropriate classes for intervention and enrichment purposes.

Master Schedule EADMS Infinite Campus

Student self-evaluations are used to assess and support student growth in the ESLRs as well as in academics. Teachers use the self-evaluation process to complete a review of student performance in a variety of areas. Teachers will adjust or modify instructional strategies based on test results.

Student Evaluations Surveys Careerzone.org PLATO Pre Assessments

PLC sub-groups meet to discuss student performance, best practices, and test data. Small group leaders report back to the Leadership team with their findings

Staff Meeting Agendas PLC Agendas

Student academic and behavioral concerns are discussed at staff meetings to allow for a more global view of student performance.


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Evidence (cont.) Findings (cont.)English language learners currently make-up 20% of the 2015-2016 student body. Students were tested with the California English Language Development Test (CELDT) this year. This assessment, which will be replaced with a common-core-aligned test next year, provides instructors with tools for measuring English fluency. In addition, teacher observation and LAT meetings triggered by grading reports are used to assess EL student progress.

CELDT Reports ELD Benchmarks LAT meeting records

Based on the 2015 administration of the Smarter Balanced assessments, our students are below grade level in math, writing, and reading. This directly impacts their ability to perform well in many other classes. We are exploring and discussing ideas for school wide implementation of specific reading, writing, and math strategies and assessments. We strive to identify the needs of our students and improve their progress in these three areas.

Smarter Balanced Testing Master Schedule Staff Meeting Agendas PLC Agendas

The counselor meets with students every quarter to assess students’ achievement towards their grad plans. Seniors meet more often to assess their progress towards graduation. All OHS students learn how to assess their transcript, check their credit history, and make decisions based on these findings.

Counselor Records Grad plans Student binders

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D.3 To what extent does the school with the support of the district and community have an assessment and monitoring system to determine student progress toward achievement of the academic standards and the expected schoolwide learning results?OHS has a systematic process for collection, monitoring and communicating student progress toward the achievement of the academic standards and the ESLRs. Evaluation of student achievement is accomplished by using a variety of formal and informal assessments. Our evaluation focus is on student accomplishment of the state Common Core standards and the ESLRs. The quarter system provides more frequent assessment of students’ strengths, weaknesses, and progress towards accomplishment of the Common Core standards and ESLRs.

The use of computer-assisted grading programs provides access and monitoring of achievement to students, parents, and staff via the internet. Remedial computer coursework is used as needed and provides evaluation and prescription of student skills. Career aptitude testing and at-risk counseling provide additional information to students and parents to assist in intervention planning.

Evidence FindingsOHS is adjusting to the collection, monitoring, and communicating of student progress at our site due to the adoption of the new common core standards and the discontinuation of previously used test instruments.

CELDT Exam MAPS testing for all EL

students Lesson Plans Observations Infinite Campus quarterly

grade check Awards assemblies (parents

involved) Smarter Balanced tests

Evaluation of student achievement at OHS will be accomplished using a variety of assessments. Many assessments will be performance-based tasks requiring projects, oral presentations, electronics presentation programs, interviews, and conferences. Tests, quizzes, essays, and other diagnostic assessments are all used to evaluate student learning. The basis for measuring student performance comes primarily from the Common Core State Standards.

Teacher Observations Teacher Created

Assessments iPad and computer projects EADMS reports Business CTE class final

test

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Evidence (cont.) Findings (cont.)OHS operates on a quarterly calendar instead of a semester schedule. Formal progress reports are issued every four weeks to provide students and parents with information regarding academic progress. Quarterly report cards are sent home with the students. OHS staff will be adopting appropriate benchmark tests for our site in math and English as mandated by the district and taking into account our quarter schedule.

English and Math Department Meetings

Progress Reports Report Cards Student Transcripts Counselor’s Schedule District Benchmarks

All teachers use the Infinite Campus grading program. The use of computer-assisted grading programs is mandatory at OHS. These programs provide access to and monitoring of student achievement by parents and students with internet access. Infinite Campus provide additional opportunities for teachers to communicate with both parents and students.

Infinite Campus Open House and Back to

School Night Sign-In Sheets

The counselor uses progress and quarterly report cards to determine at-risk students for intervention strategies. All students are brought in at D/F notice who have an F.

Quarterly Student Meetings

LAT Meetings quarterly Teacher contact by phone

to parents.The OHS library is acquiring new class sets of texts to complement teaching of the Common Core standards.

Library Teacher check-out records

OHS can access Web based Plato. A PLATO English credit recovery course has been designed and approved by the district and is currently offered at OHS.

PLATO Lesson Plans Observation Course Description

The district will create Smarter Balanced practice tests. The information will give teachers information with which to plan and modify curriculum.

OHS will do MAPS testing of all EL students 2-3 times per school year and evaluate whether or not students should be reclassified.

PLC Meetings Smarter Balanced tests MAP testing results

ASVAB and various career assessments are used to inform students about their possible career aptitudes. Students have access to a MSJC counselor and are able to take a placement test for the college at school.

ASVAB Results MSJC Placement Test

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D.4 To what extent does the assessment of student achievement in relation to the academic standards and the Expected Schoolwide Learning Results drive the school’s program, its regular evaluation and improvement, and the allocation and usage of resources?As of 2015-16, categorical funding formulas will be determined under the LCAP guidelines. School Site Council, with participation from parents and students as well as staff, will continue to be involved in decisions regarding the allocation of any funding to improve OHS’s program.

PLC teams will begin to use student performance data to generate and enhance curriculum once the data is available to us. Staff development is designed to increase knowledge and implementation of Common Core standards and teaching strategies to improve student achievement.

OHS strives to address the personal and family needs of our students as well as the academic ones through its master schedule and student resources. OHS continually monitors attendance and tardiness and recognizes its importance in academic achievement. Quarterly student assemblies are held to recognized student attendance, academics, citizenship and personal growth. Parents and friends are invited to this well-received celebration. OHS also provides quarterly graduation celebrations. Graduating students are called to the office and given a large bouquet of balloons and are walked through the campus (Senior Walk of Fame) as all students clap and cheer their success.

In order to effectively monitor student progress towards achievement of the Common Core standards and ESLRs, the math and English staff are working towards the development of assessments that meet district guidelines. Student test data is used by district and site administration to evaluate effectiveness of instruction and support services.

Findings Evidence

Every decision regarding the allocation and usage of resources is made in relation to the impact it will have on student achievement. OHS continues to refine many of its programs to reflect the new LCAP guidelines. We have developed intervention classes during school to help ensure all students are achieving at the appropriate level and are prepared for post-secondary success.

Staff Meetings Staff Development

Agendas In-services Master Schedule SSC Meetings PLC Notes CTE Course Offerings Concurrent enrollment and

zero period rosters Student performance data will be used by PLC teams to evaluate and modify instruction and curriculum to enhance student achievement of the Common Core standards and ESLRs.

PLC Agendas

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Evidence (cont.) Findings (cont.)

Staff Development is driven by the need to educate teachers and staff on the implementation of the Common Core Standards and to improve instruction.

Staff Development Records PLC Agendas / Minutes

Student academic and personal achievement assemblies are held quarterly to celebrate hard- earned recognition. Graduating seniors are recognized during our Senior Walk of Fame which is also held quarterly.

Senior Walk of Fame and Student Assemblies

The school master schedule is revised quarterly to meet the needs of students based on student need and assessment results. Some of these changes or additions are listed below:

English classes consistently teach and assess Basic English skills and concepts based on the standards.

Math intervention classes are offered during the school day. Assessment in these classes is regular and on-going.

English intervention classes are held daily and built into the master schedule.

PLATO credit recovery classes Journalism Leadership Virtual Enterprise Science Social Science Read 180 Math and English college prep courses Guidance 100 Independent Living / Post-Secondary Foundations Academic Essentials

Master Schedule Lesson Plans

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Evidence (cont.) Findings (cont.)

When allocating expenditures of LCAP funding, the School Site Council is careful to fully consider the impact any new expenditures will have on student achievement. Expenditures must be aligned to support student populations as identified in the LCAP report.

Site Council Budget OHS Site Budget LCAP Budget School Site Council

Minutes

Student performance data is used by district administration to determine the effectiveness of instruction and student support. It is also used to determine our professional development needs and the focus of student intervention.


LEUSD staff members provide many of the conference and in-service trainings. The focus of these trainings is to improve common core instruction and use of technology in the classroom. OHS staff members participate in many of these trainings.

District and Department Meetings

Staff Development Records Professional Development

Plan Sched (web based event

planner)School budget monies are used for materials related to instruction which support the standards and the ESLRs. The District is very supportive of Professional Development monies and release time for our staff.

School Budget Conference/work Purchase Orders

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Strengths Teacher use formative and summative assessments in all classes which include: projects, writing samples, problem solving/performance tasks, multimedia presentations, portfolios, quizzes, speeches and traditional tests to assess students Students receive transcripts and grad plans quarterly which show GPA and credits towards graduation Schoolwide benchmarks allow all staff to progress to a common goal PLC meetings help direct staff to focus and strengthen the needs of the students All teachers have access to EADMS EL students are MAP tested up to three times a year to obtain reclassification data iPads are utilized for assessment schoolwide Quarterly meetings (SST and LAT) are held for students who are not being successful and parents are always encouraged to participate All OHS staff input grades and assignments into Infinite Campus for students and parents to access Students in Read180 are assessed with the SRI test and given instruction based on their lexile score and needs Students in math classes are TABE tested and electronic reports of results are distributed to teachers Parent are offered training in Infinite Campus bi-annually Students are offered an accelerated English and math class which will prepare them for the Accuplacer test or a recommendation into an MSJC college level course Business classes offer financial literacy testing with certification upon passing ASVAB testing is available on campus twice a year for all interested students Interpretations of test results are given afterwards

Areas for Growth (Prioritized) Teachers need to give more input on what they want tested Assessment information needs to be disseminated more consistently to all

stakeholders including parents Test data needs to be used to drive instruction in core classes Benchmarks need to be developed which reflect what we teach There are still technology issues with testing and software which need to be

addressed Work within district guidelines and resources to find an appropriate electronic common

assessment tool that teachers can access and utilize Teachers need to readily access current test data and use it to guide instruction. Continue to offer more training to parents on Infinite Campus Teachers need to implement the Naviance career planning site with more students. It

includes a career assessment and resources for post-secondary planning.

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School Culture and Support for Student Personal and Academic Growth

E1. To what extent does the school leadership employ a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process?The OHS staff recognizes that parent involvement and communication is of the utmost importance to our campus since our student population is comprised of credit deficient and at-risk students from the three feeder comprehensive high schools in our district. Parents and students are mandated to complete an orientation at OHS prior to enrolling. This is an important time where we review the school policies, graduation requirements (credits, community service, and post-secondary goals), review student transcripts, assessment scores and give students assessments (TABE) to better fit their schedule to their academic ability. Parents are then encouraged to maintain communication with their teachers via phone, e-mail, our school website, and Infinite Campus. When parent and/or teacher concerns arise with a student, teachers are readily available for conferences because of our low student to teacher ratio and scheduled common prep (6th period.) Parents are also invited onto campus for open houses, award ceremonies every quarter, ELAC meetings, school-site council, blood drives, FAFSA, and college nights.

It is also emphasized to our students that their involvement on campus and in the community helps to further the opportunities available to them upon completion of their high school diploma. Local colleges, vocational programs, businesses, and military recruiters are regularly invited onto campus as guest speakers to offer information to our students about options available to them post-graduation. Students are encouraged to take part in CTE classed offered through the region; ranging from nursing, cosmetology, to auto technology and CSI. Students are encourage to take the ASVAB two times a year to help determine career paths that fit their current skills. A business pathway has been created within the OHS schedule where students learn all aspects of ownership, culminating in a virtual enterprise class, where students create all aspects of a virtual business to compete against other comprehensive schools state and nationwide. Through the assistance of local community businesses, business owners are encouraged to mentor our two business teachers, speak with students, and offer job shadowing, all to ensure the best practices and opportunities are available.

School leadership has continuously employed strategies to encourage parental involvement by inviting parents to the following activities and communication:

Parent Project Back to School Night/Open House Calling home (all staff) E-mails Remind 101 School / Teacher website(s) Parent accounts to Infinite Campus (school-wide grading system) Parent volunteers Connect Ed School Site Council ELL breakfasts, luncheons and parent meetings

OHS Facebook Navience OHS student/staff newspaper Mandated Parent Orientation Award Ceremonies Parent IC Training Counselor and Administration meet or communicate with parents when students are struggling Counseling presentation on options after high school Edlio

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School leadership has also encouraged community involvement by partnering with the following organizations:

MSJC Partnership/Guidance Counselor FAFSA Cherished Memories, Mike Norkin, Entrepreneurship Beauty by Bee, Brittany Walda, Entrepreneurship Lake Elsinore Rotary Club / Business Management / Scholarships Cops for Kids Rotary employment shadowing

Career presentations Schools First Credit Union Community and Vocational Colleges LEUSD Career and College Night LEUSD CTE Expo San Diego Blood Drive Friday Night Live HOPE Canned Food Pantry Kaiser Permanente Virtual Enterprise Partnerships

Critical Academic Needs:1. Parent involvement

Findings Evidence

OHS has created an environment that allows students the support to explore student’s desire to seek post-secondary opportunities.

RYLA, the Rotary Club of Lake Elsinore sponsors two leadership camps where OHS students are chosen to attend every Spring. This camp is for Junior students who are interested in becoming leaders in our community and world.

Graduation plans for students to use

Post-secondary surveys, all students complete

Post-secondary presentations, created based on student surveys

Staff e-mails Staff calendar Student participation

LEUSD welcomes an OHS student to serve as a representative to the School Board each year. The Board Representative gives a Board report monthly.

School Board Agenda

Through our on-campus CTE course, OHS is part of a partnership between business communities, in which students develop employment, in which students develop employability skills, attend mock interviews, job shadowing, and students are often involved in further opportunities.

Friday Night Live Rotary Virtual Enterprise Business Leadership Skills Microsoft Office Specialist

Planet Youth is a program where OHS students can access tutoring, job training and internship opportunities within the Lake Elsinore community.

Planet Youth attendance logs

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OHS conducts Open House twice per year, giving parents an opportunity to see the school and meet with teachers and the principal.

Staff calendar

The three-feeder school refer student who are behind in credits to OHS. OHS takes in new students every nine weeks. Prior to starting at OHS, new students and their parents are required to attend an orientation meeting. At orientations, parents are given an overview of the OHS program and are encouraged to become involved in the school.

Registration packet Student handbook

Progress reports are sent home every 4 weeks, as well as deficiency notices as needed.

Progress reports (School and classroom)

Deficiency notices Parent phone calls

Staff is available to maintain regular contact with parents regarding academic, attendance, or behavioral concerns through phone calls, e-mails, and notices by mail/student delivery. The attendance clerk makes calls daily to parents of students with attendance issues. OHS also uses Connect Ed to keep parents informed regarding tardies and absences.

Attendance clerk logs E-mails Phone calls Progress reports

Students are recognized often for various reasons such as outstanding student, attendance academic improvement and academic achievement.

Awards program Mix it Up Senior Luau Teacher incentives in the

classroomParents with students in Special Education are part of the IEP process. Every IEP meeting includes participation from a school administrator, general education Teacher, special education teacher, student, and parent.

IEP meetings and records

OHS works diligently to involve Spanish-speaking parents. A Title 1 Advisory meeting are held annually prior to our Open House in the Fall. ELAC meetings are held every other month in the evenings to inform parents of the EL programs available to their students, but attendance

ELAC/Title 1 meeting agendas

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The District provides services for translation of all written communications into several languages.

Translated documents

A school website has been created to better communicate with parents, students, prospective students and the community. This is a great way to update the surrounding community about our campus and upcoming events and activities, as well as offer a means for parents to communicate with teachers and staff regarding student progress and concerns.

http:ohs.leusd.k12.ca.us

Blood drives are held three times per year on campus. Students, parents, staff and community members are encouraged to give blood and help support our school as we give back and save lives.

Graduation requirements Blood drive donation reports

Students are encouraged to give back to the community in a positive way while completing their community service graduation requirement of 40 hours.

Graduation requirements Student community service

logs.

Parents, students, and staff are invited to participate in School Site Council where important decisions are made about school funds and program development.

SSC sign-in sheet

Members of the community are invited to work with our Virtual Enterprise class to assist in the creation of their business plan for competitions.

Visitor log

Guest speakers from the local and extended community are invited onto campus to speak with our students about various programs and career opportunities that are available to them.

Narconon Motivational speakers College / Vocational

presentations Military Ennis Jackson Friday Night Live

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E2. To what extent is the school a safe, clean, and orderly place that nurtures learning?OHS is committed to being a safe and healthy learning environment. Students, parents and staff members all hold the reasonable expectation that the school site is a safe and orderly place.

OHS is a safe, clean, and orderly environment where all students are given an opportunity to lean and achieve their aspirations. Student and parent surveys reveal that 73 % feel that our school is clean and safe. On our campus, we have one full-time security officer and two full-time custodians, in addition to an administrator, certificated and classified staff members who routinely monitor our campus for safety and cleanliness.The OHS staff is caring, cohesive group of professionals who work together to nurture, mentor, and instruct our students so that they can reach their potential. From the time students walk on campus they are welcomed with handshakes and greetings from staff members. Many of the teachers then met the students at their doors to welcome them into their classrooms. It is the staff’s goal to ensure that every student has received some type of personal contact with a staff member each day. This helps to build a level of trust and allow students to feel at ease so that they are able to achieve their personal highest potential. Students are also encouraged to join classed such as leadership, student store, Virtual Enterprise, newspaper/yearbook, and to participate in after-school sports, tutoring, and school activities to feel connected to the school they attend. We also prefer to call their (feeder) school their other/comprehensive school, instead of their home school. It is important to us that our students feel as if we are their school and that they are aware that the diploma they earn from OHS gives them the same opportunities as their “other” school. The staff has implemented the PLC model and meets twice monthly as a whole to discuss and address the four PLC questions:

1) What do we want each student to learn?2) How will we know when each student has learned it?3) How will we respond when a student experiences difficulty in learning?4) How can we enrich and extend their learning when they already know it?

OHS is a school that nurtures learning by providing a safe, clean and orderly campus. We have added several guest speakers to assist in educating our student population and staff. We have also created programs on campus to encourage students and staff to assist in keeping our site safe and clean.

Critical Academic Needs:1. Routine SSTs2. All gates locked during school day3. Sub when security staff is absent

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Findings Evidence

OHS is a closed campus and actively promotes a safe, secure, clean and orderly learning environment. In fact 74% of students responded that they felt safe at school on the Healthy Families surveys. 93% of our students felt that OHS is a clean campus. One full-time security officer patrols the campus with staff support. OHS has two full-time custodians who maintain our clean campus.

Student survey

Interquest “Drug Detection Canines,” funded by LEUSD, visits the campus during the school year.

Interquest records Principal’s calendar

Many teachers are trained in the “Capturing Kids Hearts” program, which promotes a safe learning environment as students get to know each other and break down the walls of diversity.

Classroom social contracts Meet and greet School activities Mix It Up Valentine grams Blood drives (3x @year) Prom Leadership course Student announcements

Staff involvement assist defuse situations before they happen by all counseling individuals with students while obtaining mediation from all staff members. Staff members can be often seen counseling students outside of their classrooms meeting with students prior to class periods.

Safety reports Healthy families student

surveys

The principal reviews the emergency response plan for lock-down and fire drills with staff each year. The Fire Marshall completes an annual facility safety report, which is then filed with the district office. Any areas of concern are requisitioned for repair and attended to as soon as possible.

Staff meeting agendas Emergency Plan

(handbook) Safety reports Healthy families student

surveys Staff meeting agendas DO purchase order

requests

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OHS is committed to creating an atmosphere of respect, trust, professions, and high expectations for all students. The staff is well educated and committed to continuous school improvement. Various opportunities are available for teachers to learn new strategies and techniques through district staff development. Teachers are encouraged to attend conferences and professional development, as often as possible.

School mission statement Belief statements Conference records

“Sched” Staff calendars

The OHS staff is a cohesive group of professionals who work together to nurture, mentor, and instruct our students so they can reach their potential.

Observation Student survey

OHS has worked over the last two years to adapt the PLC philosophy into our continuation model.

PLC meetings PLC trainings

Mix It Up is a time where students are encouraged to step away from their normal peer group and co-mingle with others on campus to encourage a campus community where students feel safe and accepted within the diversity of our student population.

Staff calendar

Themes are created for the week of Red Ribbon Week to help students visually represent their choice to be drug free.

Informational pamphlets, flyers, giveaways, and students projects are available during break for those who are interested.

Student schedules Staff calendar

OHS students are encouraged to work hard and become more involved than they had been at their previous schools. Students have the opportunity to participate in Leadership, Virtual Enterprise, student store, after-school sports, Journalism, Microsoft Office Specialist, Independent Living/Post-secondary Foundations, and MSJC courses.

Student schedules Progress reports

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Post-Secondary Presentations MSJC Career Fair ASVAB Testing Senior MSJC

Presentations MSJC Application and

Assessment for seniors and Guidance Course

CTE Representative Visits Military Presentations Army National Guard Marine Corp Air Force San Joaquin Valley

Community College Field Trip

MSJC Accuplacer Test Paul Mitchell Cosmetology

Presentation San Joaquin Valley

Presentations Riverside County College

Construction and Manufacturing Presentation

Deputy M. Belgarde, Riverside County Sherriff Department Law Enforcement Presentation

MSJC Field Trips San Joaquin Valley

College Presentation FAFSA Workshops Everest College

Presentations Westwood College

Presentation Cash for College

Workshops Everest College Field

Trips College and Career Fair

at the Outlets MSJC Presentations FIDM Presentation Financial Aid Workshop –

MSJC

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E3.To what extent is the culture of the school characterized by trust, professionalism, high expectation for all students to focus on?The culture of OHS is characterized by trust, professionalism and high expectations for all students by continuing to use direct teaching in the classroom, utilizing power standards and moving towards common core. OHS hosts quarterly award ceremonies to spotlight students with excellent attendance, honor roll, ELL modifications and principal and teacher awards. The Business Leadership program continues to participate in Rotary Youth Leadership Awards (RYLA) that selects up to three students to attend a life-changing weekend with other RYLA recipients from across the nation. The Lake Elsinore Rotary Club solely sponsors this program and usually one creates an opportunity for one student from each high school to attend. In the past three years, RYLA has selected three students from OHS to attend.

OHS has several bulletin boards displaying student graduates, class accomplishments, awards and perfect attendance location in the office to showcase our student’s achievements. We have a TV kiosk that displays school announcements and community information and opportunities, as well as weekly announcements done by Leadership students on Monday, Wednesday and Friday. Students in the Leadership course also create posters that display opportunities for students, opportunities include spirit days, enrollment in additional credit recovery programs, community service and scholarships. The Media Center has created a scholarship notebook for students to come in a view for prospects.

OHS continues to attend the District Career Expo where our students have the opportunity to review their personal resumes, visit local organizations, preview material on community and vocational colleges. During this time, students also sign up to participate in job shadowing sponsored by The Lake Elsinore Rotary Club. This program allows our students to shadow a local organization of their choice for a day.

Virtual Enterprise (VE), a capstone course for our Entrepreneurship Pathway has continued to make substantial growth as a CTE program. This year, our students have created a company called Curb Appeal. Their company helps people save water and money associated with the costs over-watering lawns due to the California State imposed fines. They selected the name Curb Appeal because they realize that not everyone in a drought-stricken area wants a desert scape in front of their largest asset. Many people still love a beautiful green lawn and this is where their company jumps into the landscaping business market. Using a non-toxic, fertilizing paint that is sprayed on once a month, their company generates thousands in savings to their clients as well as generous profits to their company. Additional services include the painting of decorative designs such as team logos and the announcement of special celebrations, and our college ceiling in the library.

Courses that Support CTE Pathway

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OHS Virtual Enterprise AwardsIn January 2016, our VE students participated in the California State Virtual Enterprise Trade Fair and Competition held in Bakersfield. There were over 80 high school programs competing for the various business competitions and our students won 4th place for Best Company Commercial and 4th place for Best Salesmanship. Moreover, one of our students who participated in a competition called “The Apprentice” actually won it with his group. It was an amazing trip and our student behaved extremely professionally from start to finish.

Currently we are preparing for the 15 th Annual San Diego Virtual Enterprise Trade Fair, which will be held on April 1, 2016. Our students will compete in seven different business competitions and they are planning to earn an award in each area they participate.

During this quarter, our students are also preparing themselves for the Certification of Financial Literacy Test, creating their business portfolios, and completing any/all tasks required by veinternational.org to earn their “Gold Seal Rating” for their company which allows them the honor of donning a special Virtual Enterprise gold metal at graduation.

Over the past six years, our students have developed many wonderful Virtual Enterprise companies. Nano AquaScapes, Land O’ Paradise, and Diamond Life were some of the three best companies ever created here at OHS. Each of these companies earned numerous awards and some even 1st, 2nd, and 3rd place in State. The Land O’ Paradise Business Plan Team made it to the semi-final round of the State competition placing them in the top 16 in the State of California. They also took 3rd place in the Young Entrepreneurship Program competition (YEP) in San Diego and earned an invitation to compete at UCLA’s Anderson School of Business. Our students have also earn a Blue Star rating from CFL which is hanging in the office and in 2013 they earn a gold metal rating for their company tasks in Virtual Enterprise.

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Virtual Enterprise

Keyboarding/ Computer Applications

Microsoft Office

Specialist

Business Leadership

Skills

Consumer Mathematics / Accounting

Applied Biology /

STEM

Journalism / English MSJC

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1. Our students need to take a more active role in their schooling career expectations and post-secondary goals.

Findings Evidence

All new students are required to attend our orientation which provides a comprehensive overview of OHS procedures and policies, as well as extensive student activities and discussions of personal goal setting, values, expectations, etc.

Orientation Student Handbook

OHS’ counselor is highly accessible and has a caseload of 250:1. Usually students can see their counselor on the same day an appointment is requested. The counselor utilizes an open-door policy for staff, students, and parents.

The counselor and principal make a graduation plan for every student and is constantly involved in making sure they are in the correct classes while progressing towards graduation. OHS offers career testing to student and gives information about careers, colleges, trade schools, and other needed career information.

Observation Appointment sign-up

sheets Student survey

All teachers have a common 6th period prep that allows time for tutoring, parent conferences, PLC, and peer meetings.

PLC sign-in sheet Before and after school

tutoring logsEvery staff member has a computer with access to student records. Teachers are able to advise students of their progress and have data available to contact parents.

Infinite Campus

Lake Elsinore Woman’s Club Scholarship is given to one OHS student each year.

Woman’s Club Scholarship

OHS uses the intercom, classroom visits, and award assemblies to recognize perfect attendance, honor roll, and staff awards. These awards not only recognize but also encourage academic and personal success.

Awards Staff calendars

All students, including those with special needs receive personalized support and services. Special programs are in place to assist students with specific needs such as; English Language Learners, Special Education, and at-risk students.

IEPs ELL

The master schedule is designed to balance classes and allow students to participate in a variety of offerings within the

Master schedule

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schedule.


OHS makes every effort to inform students and their parents of potential opportunities through a variety of methods including individual meetings with students, parent conferences, Open House, career/college presentations, ConnectEd, OHS website, flyers, intercom announcements, and counseling office.

OHS website ConnectEd logs Newsletters Counseling notes

OHS holds several career, military, and college presentations per quarter to allow students the opportunity to seek a possible career path. Students are encourage to ask questions and participate in the demonstration and/or activities within the presentation.

Staff calendar E-mails

Project SAFER is a student and family resource program that utilizes district services within the community. Agency councilors meet with the family and provide support, resources, referrals, and general support.

SAFER referrals

OHS has a full-time psychologist housed on our campus. The psychologist assesses student triennials reviews; implements behavior plans, consults with parents, and provides support referrals for community services as needed. The school psychologist works closely with the families and case carrier to develop long-term goals and provide crisis interventions, when needed.

Personnel office

Language Assessment Team (LAT) meetings are an opportunity for parents, students, administrator, counselor, and teachers to gather information and provide support strategies for EL students who have not been successful at OHS.

LAT meeting LAT log book

Although OHS does not have a designated Career Center, our Multi-Media Library dedicates an area to serve as our Career Center. Our computer assistant technician is very knowledgeable about various colleges, vocational schools, scholarships and various military options available to our students.

Multi-Media Center

MSJC representatives visit OHS quarterly to complete the required freshman orientation, application, and assessments with interested students. This allows them to fully enroll at MSJC from the comfort of our campus.

Visitor logs MSJC enrollment

Credit recovery options are available to our students. They have access to summer school, concurrent enrollment through VAS adult education, PLATO, and on-line driver’s education.

Infinite Campus Counselor spreadsheet

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Findings (cont.) Evidence (cont.)OHS students receive an exceptional amount of support to ensure their success.

Individual graduation plan(s)

Additional ELL students Parent Education level has

increased Sheltered Read 180 Sheltered ELL classes

English 9,10,11,12 MFI, Individual Drug and

Alcohol Counseling for students

MSJC Guidance Class 100 Independent Living / Post-

Secondary Foundations Class

Planet Youth CTE course embedded in

students regular school day

CTE course offered outside of their school day

Counselor Mr. Bond, presentation to Science and CTE courses on how to read transcripts to students

Valley Adult School (VAS) - Co-Current Enrollment

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E4. To what extent do students have access to a system of personal support services, activities and opportunities at the school and within the community?

Students have access to a variety of support services and opportunities at OHS, and within our community. OHS has a full-time counselor, lower student/teacher ratio, (for more one-on-one instruction) and we contract with MFI, to offer counseling on drugs, choices, family issues, and legal issues during the school day. For students with critical needs that are not being met due to hardship, our district has a program called SAFER. The SAFER program works with community businesses and schools to ensure that students and families receive assistance through the donation of food, clothing, shelter, and transportation. In addition, our staff has mentoring relationships with our students, in which varieties of outside resources are made available and utilized.


Findings Evidence

The OHS school counselor is available to meet with students as needed.

Sign-up sheets

Smaller classes allow for more personal teacher/student contact. Many teachers counsel students daily about personal concerns.

Teacher/student ratio Observations

The district has contracted with counseling service, MFI, to provide crisis counseling regarding personal issues one day per week.

MFI attendance logs

RSP students receive individual support daily from their Special Education case carrier and para professionals. This support includes personal as well as academic and career support. OHS has a handful of students who have special needs, but do not qualify for the RSP or SDC program. These students are serviced through a 504, which includes support from teachers, counselor, and administration.

IEP’s 504 Plans

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Activities and school programs that allow students more opportunities for involvement include: Journalism and Yearbook, Business Leadership, Virtual Enterprise, student store (students learn how to operate a small business from ordering, stocking and sales), and Applied Biology (a core class infused with CTE practices allow student to have employment skills upon completion of the class).

Business Leadership provides many opportunities for OHS students to become connected to the school. Business Leadership student’s main goal is to develop their own personal strength through community outreach.

Observations Master Schedule Prom Ronald McDonald House Friday Night Live Blood Drives (3 yearly) Mix It Up Activity Senior Luau Holiday grams Red Ribbon Activities Student Recognition

Assemblies/Awards

Elective and core classes provide students with a great deal of work and career related resources, including help in resume writing, applications, job search techniques, and interviewing skills. Students become more effective students beyond high school. Students gain organizational, note and test taking skills, time management and study skills. Many students hold jobs in the community, while others volunteer.

Observation Lesson Plans

According to our student survey results, 91% of OHS’s students feel supported at OHS. Students feel that there is someone at OHS who can help them or guide them with difficult issues.

Student Survey

OHS provides several opportunities to our students that we believe offer activities within our school. The activities we provide allows students and parents to become involved in our community.

Poetry contest FASFA Night ELAC dinner for open

house and breakfasts Dinner for Open House

Museum of Tolerance field trip

Plus Program HOPE canned food drive Peer Leadership Education field trip paid

for by recycling program RYLA Conference Narcanon

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OHS has not only been able to update our technology but we have been proficient in refining our CTE and core classes with integrating technology improvements into our programs.

Five Elmo's for instruction LCD Projector for all

classrooms WIFI access for students

and staff Microsoft Office 2010,

2013 and 365 Student and staff access to

Office 365 with five licenses per person for home use, (Tablet, laptop, phone, desktop, etc.)

All certificated staff now have an Apple TV as of November 2015

Three new computer labs Six new sets of IPADS for

classroom / teacher use Most existing computer

labs updated All certificated staff

receiving MacBook(s) / Surface Pro (November 2015)

After School Sports Weights Boccer Soccer Basketball Flag Football Volleyball

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OHS BOCCERRULES & REGULATIONOHS has a unique intramural sport that is played in PE and after-school in our gym. This fast-paced sport activity combines the fundamentals from both basketball and soccer to create a new game called Boccer. OHS’s version of this game does vary from those played at other learning institutions around our country and the following is a list of rules and regulations which we follow for all games played on our campus:

1. All Boccer games are open for co-ed play and any team organized for our quarterly tournament games must have a minimum of (1) one male or female per seven (7) player team.

2. A game of tournament Boccer will last until a team scores a minimum of eleven (11) points and wins by at least two (2) points. Two (2) points will be awarded by scoring into the soccer goal and one (1) point by scoring into the basketball hoop. Special Conditions: Three (3) points are awards for goalie shots into the opponent’s basketball hoop from their box or by a player kicking a shot up into the net from their foot.

3. There are many potential non-penalty turnover where play will stop and then re-start from the goalie position. These mandatory turnovers will results due to the following:

a. Players must dribble with feet and not with their hands. The ball may not be picked up off the ground unless it is bouncing.

b. Players may only pass to another player and not to themselves by using the walls or by flipping it up to themselves.

c. Players must not kick a ball, which has not first touch the ground. Thus, no drop kicks are allowed.

d. Players who have possession of the ball may not travel with the ball and must pivot on one foot until they either pass it or return to the ground to play it by foot such as in soccer. Players are allowed to come to a stop if they are running when the ball is past to them during play, however, excessive steps could result in a turnover if ruled by the official. (Usually two (2) full steps are allowed)

e. Players may not use their hands/arms to score a goal into the soccer goal. However, players can use their head or torso to score just like in soccer.

f. There are areas behind each goal or in corners that are consider “out of play” and the ball will be ruled dead by an official. The general rule is that the nearest goalie will re-start play. This will be the case unless the official determines that the ball was intentionally kicked into this area for a team advantage.

4. There are also actions that will warrant issuance of one or two point(s) penalty and/or time out of a game depending on the severity of the infraction. These penalties are incurred by reckless play resulting in physically contacting of an opponent and may include: slapping of an arm/hand while reaching to steal the ball, running into a player while attempting to grab the ball, wrapping arms around a player in an attempt to slow them down or steal the ball, etc. These types of penalties will be determined by the game official and may not be disputed.

Superior Sportsmanship is expected at all times in a game of OHS Boccer!One should strive to…“Win with class or lose with dignity!”

Teams must display absolute respect for opponents, officials, supervisors, and administrative staff. Teams respect all decisions made by the intramural staff. All questions to the sport official must be respectful and reasonable.

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Statements are not questions and will not be recognized. Teams are responsible for their actions and spectators they bring to the event. Teams state positive comments of encouragement towards teammates and opponents. Teams accept a loss and congratulate the opponent on their success. Teams receive absolutely no warnings, ejections, yellow cards, unsportsmanlike penalties or technical

fouls.

OHS Boccer Gym Facility Set-up

*Areas in RED represent were stoppage of play may occur due to ball being “out of bounds”.

Players Equipment & Game Ball

1. To prevent injuries, all jewelry and personal technology are prohibited on the Boccer playing area during all practices and games.

2. All players must wear non-marking, closed toed, athletic basketball or tennis shoe. 3. Boccer teams participating in our quarterly tournaments are encouraged to wear a team shirt which

must be approved by our school’s Boccer coordinator. Teams can also wear the same color pinnies or flags during play and these will be provide for those teams without a uniform prior to any game.

4. Only the official OHS Boccer ball will be used during tournament play. Other balls can be used at the discretion of the Boccer coordinator. Real soccer balls, as well as other types of firm balls may not be used in our gym due to the damage they cause to the facility and the danger they create for players and watchers of the game.

Official Boccer Tournament Ball – Coop Lake Elsinore HawksQuarter 4 Champions 2015

School Culture and Support for Student Personal and Academic Growth

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Strengths Students feel OHS is supportive Numerous opportunities exist to recognize student achievement through the OHS awards program We have a nurturing school staff Access to IC, EADMS, and student's cum folders to provide support to students Counselor is available to see students (open door policy) Students have the opportunity to earn credits and gain real world experience through CTE pathway courses Low student/teacher ratio Student concerns are addressed at staff meetings Capturing Kids Hearts program Bilingual staff to help with Spanish translation whenever necessary for parents and students OHS continues to strengthen our school culture and support to students’ personal and academic growth by continuing to offer: Post-secondary presentations School Site Council PLC student involvement Student Representative for LEUSD Board Parent Involvement Career Interest Infinite Campus Mandated Parent Orientation Quarterly Award Ceremonies Parent Project MSJC Guidance Class Independent Living / Post-Secondary Foundations Class After School Sports FAFSA

Areas for Growth (Prioritized) Increase parent involvement Continue to update available technology on campus for student and staff usage Continue to control outside foot traffic that enter our campus unknowingly

3. Important evidence about student learning from the self-study and the visit that supports these strengths and key issues include the following:

Model Continuation report (see next page)

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Chapter V:Schoolwide Action Plan

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Chapter VI:Appendix

Appendix:.....................................................................................................................................................147

SPSA Report..................................................................................................................................................35 Pages

Healthy Families...........................................................................................................................................59 Pages

LCAP.............................................................................................................................................................90 Pages

SBAC Claim Report.......................................................................................................................................15 Pages

SBAC Achievement Report.............................................................................................................................8 Pages

Perkins Grant................................................................................................................................................39 Pages

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Ortega High School FOCUS ON LEARNING - The …skipnicholson.com/WASC/OHS WASC REPORT 2016 Final.docx · Web viewAs a Professional Learning Community, the Ortega High School (OHS)

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