Prospect High School€¦ · Prospect High School Mid-cycle Progress Report 3 I: Introduction and Basic Student/Community Profile Data Prospect High School is a four-year, public,

Prospect High School

MID-CYCLE PROGRESS REPORT

18900 Prospect Road

Saratoga, CA 95070

Campbell Union High School District

March 23, 2015

Accrediting Commission for Schools

Western Association of Schools and Colleges

Prospect High School Mid-cycle Progress Report 2

Contents

I: Introduction and Basic Student/Community Profile Data 3

II: Significant School Changes and Develops 15

III: Follow-up and Progress Report Development Process 18

IV: Progress on the Critical Areas for Follow-up within the Action Plan 19

V: School-wide Action Plan 25

Appendix A: Common Assessment Calendar 31


I: Introduction and Basic Student/Community Profile Data

Prospect High School is a four-year, public, comprehensive high school, located on the west side

of the Santa Clara Valley better known to the world as “Silicon Valley”. Our campus of ten

buildings is spread over twenty-nine acres. While barely located within the city limits of

Saratoga (5%), the majority of our students reside in the communities of San Jose (85%) and

Campbell (10%). Prospect is at the crossroads of the tenth largest city in the United States and

smaller suburban communities.

Enrollment: Prospect currently serves 1364 students

Ethnicity: 1% Pacific Islander, 5% Multi-racial, 4% African American, 22% Asian, 40%

Hispanic, and 28% Caucasian

Populations: 11% Disability, 15% English Learners, 27% Reclassified Fluent English Learners,

29% Socioeconomically Disadvantaged

Staff: 63 teachers and principal, vice-principal, two dean of students, activities director, athletic

director, and three guidance advisors

CURRICULUM: Class size average is 32 students per academic class. Prospect has a

comprehensive curriculum which includes basic instruction as well as programs designed for

college-bound students, special education, English Language Development, and CTE. We also

offer Advancement Via Individualized Determination (AVID), a program to prepare under-

represented minorities and first-time family members for four-year college.

ADVANCED PLACEMENT COURSES: AP English Literature, AP English Language, AP

United States History, AP American Government, AP Calculus BC, APStatistics, AP Spanish

Language, AP Chinese Language, AP Biology, AP Physics, and AP Chemistry. PHS has an

open access policy, and 69% of students enrolled passed one or more test by scoring three or

higher (out of five) on the national exam. Honors courses at freshmen and sophomore levels

prepare students to succeed in the AP college curriculum.

GRADUATION REQUIREMENTS: 220 units including English (40), social science (30),

math (20), science (20), P.E. (20), fine arts, applied arts or world language (30 in two of three

areas). Ten credits are earned for each course that meets for one year. Classes are yearlong

except American Government/Economics, taken in senior year, one semester each. All students

graduating must pass the California High School Exit Exam (CAHSEE) composed of language

arts and math, in addition to subject and unit requirements. CSU and UC require additional years

in the some of the core subjects.


GRADE POINT AVERAGE: Official grades are issued at the end of each semester. Progress

reports are mailed home every six weeks. Academic GPA (AGPA) is based on all semester

courses taken for credit except P.E. All grades are computed on a 4-point scale except for

Advanced Placement courses which are computed on a 5-point scale. Class rank is based on the

weighted Total GPA for grades 9-12.

SAT DATA: PHS students consistently earn higher scores than the mean California and national

seniors. For the Class of 2014, 59% of the class took the SAT. The mean score for the critical

reading portion of the SAT in California was 498: PHS mean was 528. The mean score for the

mathematics portion of the SAT in California was 510; PHS was 545. In the writing portion, the

mean score for California was 496; PHS was 529.

COLLEGE ATTENDANCE: 96% of graduating Class of 2014 seniors self-report enrolling in

higher education the following fall; 42% attend four-year colleges and universities, 54% attend

California Community Colleges; and <1% attend career colleges, 8% are attending UC, 22% are

attending CSU, and 9% are attending private universities. Graduates of 2014 earned $1.2 million

in scholarships and 26 received Cal Grants.


All

American Indian

Asian PI Filipino Latino African

American White Race (2+) EL LI

2010-2011

68% of 365

N/A (< 10) 80% of

65

N/A (< 10)

N/A (< 10)

41% of 121

57% of 14 84% of

129

85% of 26

16% of 75

44% of 137

2011-2012

71% of 308

N/A (< 10) 79% of

53

N/A (< 10)

77% of 13 48% of

100 64% of 11 92% of 91

72% of 36

20% of 45

54% of 76

2012-2013

64% of 278

N/A (< 10) 83% of

46

N/A (< 10)

N/A (< 10)

46% of 101

N/A (< 10) 76% of 95 71% of

24

24% of 49

42% of 88

2013-2014

69% of 343 N/A (< 10)

82% of 60

N/A (< 10)

79% of 14 52% of

145 63% of 19 83% of 77

91% of 22

7% of 45 43% of 92


All

American Indian



2010-2011

66%

of 363

N/A (< 10)

89% of 65

N/A (< 10)

N/A (< 10)

40% of 118

43% of 14 78% of

129

74% of 27

34% of 73

42% of 135

2011-2012

68% of 309

N/A (< 10)

94% of 52

N/A (< 10)

69% of 13 44% of

102 55% of 11 80% of 91

75% of 36

33% of 46

47% of 79

2012-2013

68% of 279

N/A (< 10)

96% of 46

N/A (< 10)

N/A (< 10)

47% of 101

N/A (< 10) 80% of 93 79% of

24

43% of 47

45% of 88

2013-2014

70% of 343

N/A (< 10)

88% of 60

N/A (< 10)

71% of 14 57% of

145 53% of 19 83% of 77

73% of 22

22% of 46

51% of 93


2010-2011 69%

2011-2012 68%

2012-2013 78%

2013-2014 88%


2010-2011 65%

2011-2012 71%

2012-2013 77%

2013-2014 80%


2010-2011 65%

2011-2012 63%

2012-2013 80%

2013-2014 86%


All American Indian Asian PI Filipino Latino African American White Race (2+) EL LI

2010-2011 18.0% 0.0% 7.0% 20.0% 0.0% 23.0% 33.0% 20.0% 11.0% 26.0% 26.0%

2011-2012 8.0% 0.0% 6.0% 50.0% 0.0% 21.0% 0.0% 1.0% 0.0% 31.0% 14.0%

2012-2013 5.0% 0.0% 3.0% 100.0% 0.0% 6.0% 7.0% 6.0% 3.0% 6.0% 6.0%


All

American Indian



2010-2011

77% of 281

None 91% of

55 80% of (< 10) 75% of (< 10)

70% of 87

58% of 12 77% of 97 84% of 19 71% of

51 67% of

112 2011-2012

90% of 260

None 92% of

52 50% of (< 10)

100% of (< 10)

78% of 78

100% of (< 10) 95% of 95 100% of

23 67% of

42 85% of

110 2012-2013

92% of 300

None 97% of

60 0% of (< 10)

100% of (< 10)

89% of 73

86% of 14 91% of

109 94% of 36

93% of 55

89% of 105

2013-2014

98% of 264

100% of (< 10) 95% of 63

100% of (< 10)

None 97% of

69 100% of (< 10) 99% of 91

100% of 28

80% of 15

95% of 62


All American Indian Asian PI Filipino Latino African


2010-2011

34% of 230

None 39% of

49

0% of (< 10)

0% of (< 10)

22% of 68

14% of (< 10)

43% of 77

56% of 16

8% of 37 11% of 27

2011-2012

49% of 236

None 73% of

48

0% of (< 10)

0% of (< 10)

25% of 63

40% of (< 10)

50% of 90

67% of 24

15% of 33 31% of 78

2012-2013

52% of 276

None 69% of

58

0% of (< 10)

71% of (< 10)

26% of 65

8% of 12 63% of

100

53% of 34

10% of 29 27% of 61

2013-2014

56% of 258

100% of (< 10)

72% of 60

50% of (< 10)

None 28% of

67

50% of (< 10)

60% of 90

64% of 28

Spring 2015

Spring 2015


IMPACTS as shown in the data slides on pages 5 -12:

In Year 1 of our WASC Action Plan, API scores jumped 25 points from 773 in 2012 to 798 in

2013. API froze indefinitely in 2014.

CAHSEE Data Summary

4 year trend shows overall inconsistent growth in ELA CAHSEE with a large drop (17%)

in the EL subgroup for 2013-2014

4 year trend shows over all slight growth in Math CAHSEE with a large drop (21%) in

the EL subgroup for 2013-2014

Though the EL subgroup showed a large drop in Math, the Latino subgroup showed a

10% gain in 2013-2014

CAHSEE Data Impacts

We need to dig deeper into the EL data and to analyze long term versus new EL

students.(Action Item 2.12)

We need to evaluate the 9th

and 10th

grade English curriculum (including SAI) and how it

supports preparation for the CAHSEE (Action Item 1.12)

Graduation Data Summary

4 year graduation trend indicates an increase in graduation rates for all subgroups except

for EL in the 2013-2014 school year (3 of the 15 EL students did not graduate)

Graduation Data Impacts

Continue implementation of the Senior Cohort (common English and American Gov

teachers) working with Guidance Advisors (Action Item 2.3)

Addition of EdOptions and PLE after school credit recovery (Action Items 1.11 and 1.12)

Continued, sustainable and strong enrollment in SVCTE (Silicon Valley Career

Technical Education) – (Action Item 1.2)

Continued collaboration on curriculum and assessments to align within each department

from course to course (Action Items 1.7, 1.10, 3.4, 3.7 and 3.8)

A-G Eligibility Summary

4 year A-G eligibility trend shows sustainable growth across most subgroups

AVID data shows sustainable enrollment with an increase in Latino enrollment by 15%

within the last 4 years

Emphasis on AVID school wide professional development has helped emphasize AVID

strategies across all curriculum


Emphasis on college and career culture (College wear days, College fairs)

Strong College and Career Center with multiple college information study halls including

application workshops, college search workshops, etc.

Strive for College working with under-represented students who are not in AVID

Implementation of Naviance in all grade levels starting in 2010

EdOptions grade validation opportunities (started in 2014)

Addition of A-G electives including Computer Programming (2014), AP English

Language (2014), AP Chinese Language (2014), AP Computer Science (2015), and

Astronomy offered as a A-G lab science (2015)

A-G Eligibility Impacts

We need specific data on the 44% who were not A-G eligible. Who are they and what are

the reasons? Are there trends, specific courses failed, attendance or discipline issues?

(Action Items 1.1, 1.2, 1.3, 1.4)

4 year trend shows overall decrease in the dropout rate, though there appears to be an

increase in EL with the same number (3) who did not graduate. (Action Items 2.6 and

2.12)

Credit recovery, enrollment in CACE (Campbell Adult Community Education) prior to

the end of the school year, summer school help decrease the dropout rate

Implementation of Senior Cohort in 2010 and continuing

Strong Guidance Advisor team with multiple education nights and a strong parent

volunteer group overseeing the College and Career Center (Action Items 1.3, 1.5, 2.3,

2.8, 2.9, and 3.2)


II. Significant Changes and Developments Since 2012

Fall 2012 –

1. New Superintendent

Vision of School District Shifted – emphasis on data analysis, common reporting,

and common assessments and common bell schedules with weekly collaboration

2. New Assistant Superintendent of Curriculum

Established the Subject Area Committees (SAC) - Change from previous

Assistant Superintendent) with Principal chairs and VP/Dean co-chairs

Established monthly SAC meetings to articulate with 5 comprehensive school

sites and department chairs to establish common curriculum, common

assessments, and common reporting tools

Created LEA Plan with Principals to incorporate 3 areas focus – Implementation

of the new CCSS, Closing of the Achievement Gap, Increasing College and

Career Readiness

Creation of the Campbell Math Consortium where math department chairs and

teachers across CUHSD and our feeder districts worked to adopt the new CCSS

curriculum

Districtwide ELA/Math/Social Studies and Science CCSS training at the Santa

Clara County Office of Education

Mandated all SPSA goals be LEA goals and department goals align to LEA goals

3. New Principal at Prospect

Previous Vice Principal of 7 years became Principal

Started working on WASC Action Plan year 1 and align department goals to

WASC goals for the SPSA

Started working with site on new vision to align with new LEA Goals and Site

needs

Implemented Bell Schedule Committee to look at weekly collab – Voted down by

staff in the spring by 66% of the staff

Requested interested staff for Collaborative Collegial Culture Committee to build

a positive school culture

4. New Vice Principal - Previous Dean at Branham new to VP position

In the spring, aligned SPSA to new LEA goals to support district vision

5. Implemented STRIVE, a college support group utilizing Santa Clara University students

and STRIVE curriculum to increase college awareness for our under represented students

who are not in AVID

6. Adopted the Integrated Math Model in the Spring of 2013 for year 1 transition in fall

2014


Fall 2013

1. District emphasis on technology

All teachers and admin received an Apple iPad and training on implementing

technology in the classroom

2. District training and Implementation of Instructional Rounds for all Sites

PHS Implemented the CCC Committee with 12 teachers to work on team building

activities

CCC Committee morphed into the Instructional Rounds Committee where

teachers observed and taught utilizing the IR methodology for looking at

examples of student learning and the levels of student learning based on WEBB

level of learning

3. Trained teachers on CCSS and the new SBAC test to prepare curriculum and assessments

around the new CCSS

4. State adopts NGSS – Exploring Performance Tasks with CCSS literacy standards in

science

5. New Activities Director at Prospect - Previous CTE/Drama teacher at Branham

Implemented School Senate to gather and disseminate ASB related information

consistently to all students

6. PHS implemented EOS (Equal Opportunity Schools) program in conjunction with the

district

Increased AP enrollment for the 2014 – 2015 school year and increased the

percentage of under-represented students enrolling in AP by 15%

7. Implemented EdOptions and PLE for credit recovery and grade validation

8. Utilizing staff input, implemented Focus Groups in the spring of 2014 to work on the

WASC Mid-Cycle review – Instruction, Curriculum, Culture, Vision, Assessment

Focus Groups and teacher leaders use data to work on Action Plan and School needs

Focus Groups will continue to work within the assigned Focus as part of our school

structure and Collaboration

9. Added a new computer lab to prepare for expansion of the CTE computer career pathway

and the new SBAC pilot test

Fall 2014

1. New Dean of Students – Previously AP/Teacher on Special Assignment at a Continuation

School

2. Staff and Community developed a new Shared Vision that will guide the progress and

focus of our new WASC Action Plan

3. New ELD Inclusion Program Districtwide – Elimination of ELD Department Chairs


No more SDAIE English – ELD students embedded in mainstream English with an

English Workshop class to support

4. Added 3rd

Counselor to oversee ELD/RFEP and at risk 9th

and 10th

grade students (LCAP

funding for 2014-2015)

5. Started School Site Council after not having one for 4 years with an emphasis on building

6. Implementation of Restorative Justice Program in the Student Service Center.

7. Transitioning to Next Generation Science Standards in all science courses


III. Follow-up and Progress Report Development Process

During the three-year cycle, the administrative team and, the curriculum committee (comprised

of principal, vice-principal, and the department chairs) have been monitoring and working toward

implementation of the action plan. Beginning in the fall of 2012, the Principal, VP and Department

Chairs began aligning the new WASC Action Plan to the new district LEA goals to support the district

vision. As a group, we began to look at the 47 original action items and par down some actions that

would not support the new LEA goals which emphasize the following:

1. Begin Implementation of the new CCSS in English, Math, Science, and Social Science

2. Decrease the achievement gap

3. Increase in college and career readiness.

We also adjusted other actions to better align with our new district goals. In fall 2013, the

administrative team and the department chairs continued to work on aligning our site goals with

the LEA goals and also the district Subject Area Committee goals and began curricular

alignment and common assessments within each department. Beginning in late Spring 2014, a

WASC Coordinator was selected by the principal to help manage the revision of the action plan,

as well as helping to write the final progress report. Focus groups were also arranged into five

categories: Curriculum, Instruction, Assessment, School Culture, and Vision with a teacher

leader for each group assigned to grow teacher leadership opportunities.

During the Spring of 2014, the focus groups met to review progress the site has made

toward achieving our WASC goals, as well as focusing on the status of action items (succeeded,

failed, and lapsed actions). During the Fall of 2014, focus groups continued to meet to discuss

and review the action plan, discussing progress and changes that might need to take place to

accurately reflect the progress the site had made, changes in the overall educational climate in

California, as well as refining action items that had fallen short of the mark.

In November of 2014, the curriculum committee met, along with the WASC Coordinator,

to complete any revisions to the goals and action items based on the feedback of the general

faculty and administration, as well as the expertise of the department chairs present. In January

of 2015, the School Site Council went over the new updated WASC action plan that will be part

of our Single Site Plan for Student Achievement.


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

1. Graduation Rate is primarily addressed in the section of the action plan under Goal # 1, but

it is also addressed by actions under other goals, as well.

All Focus groups agreed that we have and will continue to address this critical area and

department chairs earlier confirmed this by changing the wording of Goal #1 to Increase A-G

eligibility by 3% per year and our 93% on-time graduation rate.

4 year graduation trend indicates an increase in graduation rates for all subgroups except

for EL in the 2013-2014 school year (3 of the 15 EL students did not graduate)

4 year A-G eligibility trend shows sustainable growth across most subgroups

AVID data shows sustainable enrollment with an increase in Latino enrollment by 15%

within the last 4 years

Since 2006, there has been an emphasis on AVID school wide professional development

focusing on AVID strategies

Emphasis on college and career culture (College wear days, College fairs)

Annual guidance advisor visits to English classroom going over graduation and college

entrance requirements followed up by grade level parent information nights in the Fall

Strong College and Career Center with multiple college information study halls including

application workshops, college search workshops, etc.

Strive for College working with under-represented students who are not in AVID

Implementation of Naviance in all grade levels starting in 2011

EdOptions grade validation opportunities (fall 2013)

Addition of A-G electives including Computer Programming (2014), AP Chinese

Language (2014), AP Language (2014), AP Computer Science (2015), and Astronomy

offered as a A-G lab science (2015)

Added Action Items for this critical area are:

Increase a-g access to core and elective courses by adding Astronomy as a a-g lab science

class (Year 4) and 2 new Social Studies g elective courses to include Psychology and

Sociology (Year 3)

Implemented PLE and EdOptions (Year 3) to increase credit recovery opportunities and

grade validation

Explore utilizing PLE for credit recovery options and enrichment opportunities in

individual classrooms as we expand our technology in the classroom (Year 4)

2. Inclusion of all ethnic groups in all aspects of the curricular and co-curricular programs is

primarily addressed in the section of the action plan under Goal # 2, but it is also addressed by

actions under other goals, as well.

All Focus Groups agreed that we have and will continue to address this critical area. This was a

difficult area to create significant and meaningful data for in order to reflect upon what growth

has been made. Actions were implemented during the three years since the last WASC visit, but

there were no tools created in order to measure our growth. Moving forward, we are going to

look at methods for measuring our current inclusion, as well as measuring how successful we

are in future inclusion efforts.



Implemented EOS to increase under represented students in AP enrollment (Year 3)

increasing our under represented student enrollment by 15%

Explore the financial and logistical possibility of having all sophomores take the PSAT to

increase college awareness and utilize data in AP Potential

Explore AP Potential to continue targeting potential AP students on a yearly basis

Disaggregate data of ethnicity in clubs and sports and analyze on a yearly basis

Create a focus group of students to survey the needs of the struggling students in an effort

to identify barriers and potential needs to help increase achievement (Year 4)

Continue Link Crew and work with ELD, SpEd and ASB to expand under represented

student participation in school activities.

Continue role and responsibilities with our 3rd

Guidance Advisor (Aimie Subaba)

3. Increased success for 9th

and 10th

grade students to stay on course for graduation is primarily

addressed in the section of the action plan under Goal # 1, but it is also addressed under actions

from other goals, as well.

All Focus Groups agreed that we have and will continue to address this critical area. Our

graduation rate reflects that overall, through the cohort’s time at PHS, more students are

graduating, however the current CAHSEE data does indicate we need to do more to address the

inconsistent scores and determine how to prepare students for the CAHSEE while also teaching

CCSS curriculum which may not match the content that the CAHSEE tests.

4 year trend shows overall inconsistent growth in ELA CAHSEE with a large drop (17%)

in the EL subgroup for 2013-2014

4 year trend shows over all slight growth in Math CAHSEE with a large drop (21%) in

the EL subgroup for 2013-2014

Though the EL subgroup showed a large drop in Math, the Latino subgroup showed a

10% gain in 2013-2014


Continue implementation of ELD workshop and Special Education Inclusion workshop

classes in alignment with mainstream classes to increase academic achievement with

SpEd and ELD students in the mainstream classes

Analyze data from freshman cohort and create specific Study Hall options based on needs

to increase academic success (Year 4)

Increased articulation with feeder schools to align course expectations with ELA, Math,

and VAPA

Disaggregate EL data to determine trends with newcomer EL students versus Long Term

Learners (Year 4)

Explore CAHSEE standards as compared to CCSS standards and develop “bridge”

curriculum to prepare students for proficiency in both assessments (Year 4 - 5)

4. Development of common assessments within departments so that students and parents have

clear and consistent information regarding class expectations is primarily addressed in the


section of the action plan under Goal # 3, but it is also addressed by actions under other goals,

as well.

All Focus Groups agreed that we have addressed in varying degrees within each department and

will continue to address this critical area. Working with the district, we are developing tools and

reporting features that allow us to measure our success in using common assessments to raise

student achievements through collaboration over trends in student data. While we have made

great gains in increasing the amount of common assessments, we are working collectively, as a

district, to refine the process by which reporting of data occurs.


Implemented at least 4 common assessments per year per core courses in conjunction

with work in the District SAC committees (Year 3)

Implemented Cycle of Inquiry in all departments around student work and assessment

(Year 3) – See Appendix A

5. Consistent weighting of assessments within departments for consistent grading from teacher to

teacher in the same subject area and that students are aware of how they will be evaluated is

primarily addressed in the section of the action plan under Goal # 1, but it is also addressed by

actions under other goals, as well.

There were differing degrees of opinion on how we have addressed this critical area of

need. Some departments (Math, World Language, Science, and PE) have common weighting by

each course. Other departments have focused common expectations around skills (such as the

Social Studies department). The main reason there is not 100% alignment within each

department (or each course within each department) is an individual teacher’s rights within the

teacher contract that allows for individual grading criteria.

Implement focused discussions around assessments and weighting and utilize the 6 week

grade distribution reports as data to drive the discussion.

They will begin this discussion at January 2015 department meeting, analyzing the Fall

2014 grade distribution reports and examining course alike grading scales and weighting. The

results of the discussion will be discussed at the January Curriculum Committee Meeting.

Department chairs agreed that though we as a site can’t mandate consistent grade weighting due

to Article 21 in the CHSTA teacher contract, it is important for discussions regarding grade

distribution between common classes. In order to focus on the importance of aligned grading,

department chairs agreed to add the discussion of the 6 week grade distribution reports as an

agenda item for department meetings.


V. Schoolwide Action Plan

The current process for monitoring the Single Site Plan falls under the Vice Principal

who works with the Assistant Superintendent of Curriculum and site department chairs. Since

Fall 2012, PHS has supported district goals by implementing LEA goals in the Single Site Plan.

Departments for each site can add their own goals based on site and the District Subject Area

Coordinator (SAC) goals. Prospect also aligns the WASC goals to the LEA and SAC goals so

that we have one fluid document. Each year of our WASC Action Plan becomes part of the

Single Site Plan goals for that year.

Departments meet once a month and as part of their agenda template, each department

has WASC and LEA goals as an agenda item. Additionally, starting in Fall 2014, all schools

district wide have mandated Cycles of Inquiry utilizing data to analyze student achievement that

is shared within each department and then district wide in the monthly SAC meetings. Each

department chair meets once a month with the Principal and Vice Principal to go over goals and

upcoming assessments and Cycles of Inquiry in our monthly Curriculum Committee Meetings.

The outcome of those meetings folds into agenda items for the monthly department meetings. It

is the intention of Prospect to continue work within the Focus Groups during collaboration every

year to monitor progress and make any additional revisions to our new Action Plan.

Since the last WASC visit, the action plan has been revised and reworked based on

developments in the larger educational climate, changes in the state funding methods, and

progression made toward our WASC goals. Many of the action items from the last WASC

action plan for PHS were either not actionable or redundant with other action items. During

Year 1 of the WASC cycle, department chairs met and reworked the action plan previously

submitted to the WASC Committee to rectify the redundancy and remove any items that were

not deemed actionable.

The action item numbers have been changed in Year 3 from their former designations to

be more coherent given that some action items had been removed or merged. The chronology

has been “reset”. These changes were made concurrently with the Year 3 site-wide revision of

the action plan.

The following changes were made to the former action plan:

Removed 1.8 because campaign focused on the negative, replaced by Naviance has

become institutionalized and more institutionalized action will be explored.

Removed 2.2 because it is not actionable and not lead anywhere productive.

2.11 Removed “Guided by the Common Core.” Changed to: Survey faculty to identify

which professional development is needed on campus to best serve our student

populations in need.

1.9 changed to Maintain English 1 grade level team and inclusion collaboration cohort.


In Spring 2014, Prospect developed five focus groups including Instruction, Curriculum,

Assessment, School Culture, and Vision. Each Focus Group has a teacher leader and an assigned

administrator to help facilitate discussions and decisions for Prospect. The Vision Focus Group,

collaborated with faculty, students, parents, and the community to create a new vision for

Prospect which aligns to our students’ needs. Along with a new vision, the Vision Focus Group

also created a new Mission Statement. The following Vision and Mission Statement will be

Prospect’s gate keeper for our Action Plan to ensure that our actions, our decisions, and future

discussions align with our Shared Vision:


Vision Statement:

Every student has the right to…

• Reach her/his potential through a dynamic and engaging education. • Attain skills and knowledge to be prepared for career and college. • Be empowered to take an active role in his/her community. • Be a part of a supportive campus culture that prepares

her/him to be an active citizen in a global society.

Mission Statement:

Prospect High School provides students with a challenging, dynamic education that offers them the opportunity to gain the skills needed to be prepared for success in career and college.

We encourage empowerment by honoring student voice and diversity within a safe and supportive campus culture.

We value and teach the importance of integrity, perseverance, and empathy.

We recognize that we are part of a greater community and a strong, active partnership strengthens all.


Goal #1: Increase A-G eligibility and on-time graduation rate by 3% per year. 1. Increase in the cohort graduation rate by 3%

2. Increase in the % of graduates “college ready” w/ A-G completion by 3%

3. Increase in the EAP “Ready for College” in Math and ELA by 3%

4. Increase % of CUHSD graduates entering postsecondary education by 3%

5. Increase graduates completing at least one “completer” course in CTE pathway

Action Step/

Strategy

Means to

assess

progress

Person

Responsible Resources Timeline Report of Progress

1.1 Disaggregate A-G trends in the 44%

who are ineligible and reasons for A-

G ineligibility.

Presentation to

faculty using data

analysis spreadsheets

VP, Curriculum

Committee Data Director,

SCCOE, CDE Year 3 and

ongoing Admin to analyze in the

spring

1.2 Disaggregate senior students who are

enrolled in SVCTE.

Analyze data at

admin meeting Guidance, VP,

Principal AERIES, SVCTE

coordinator Spring 2014

1.3 Continue and expand use of Naviance

within student population to increase

awareness of grad status

# of students signed

up, # of log ins Guidance advisors,

teachers, students

Naviance, computer

labs Ongoing Naviance expansion of

eDocs usage

1.4 Identify 1st semester students with

high levels of absences and form

Truancy Abatement Committee, with

Deans, students, and Faculty to

explore truancy interventions

List of students,

Agenda notes,

Analysis of AERIES

attendance records

Deans, Truancy

Abatement

Committee

AERIES, District

Student Services

Director

Jan. 2013 Year 3 &

Ongoing

We don’t have a

districtwide SARC

process, so data is

inconclusive on

effectiveness

1.5 Explore a committee of teachers and

parent volunteers to work on post-

high school college and career data.

(Possible School Site Council task)

Utilize established

WASC Focus groups

during collaboration

to work on data

Teachers, admin,

district office (director

of curriculum)

Naviance and

National Clearing

House, Alumni

Tracker

Year 4

1.6 Maintain English grade level team

and SAI Active marketing has

increased inclusion collaboration

cohort.

Analyze grade

distributions every 6

weeks, cohort

meetings

Mainstream and SAI

teachers, Guidance,

VP

AERIES Ongoing 3 year increase of 50%

inclusion with an average

88% passage rate

1.7 Explore expansion of Freshman

cohort to include an opportunity for

Master Schedule,

Agenda and meeting

notes during

Teachers, Guidance,

VP, Deans Pending Weekly

Collaboration Vote

(more collab time)

Year 3 with Year

4 implementation


all teachers of Freshman to meet and

discuss student data.

collaboration

1.8 Explore voluntary study hall options

with a study hall homeroom

curriculum for Freshman class.

Meeting Agenda

notes, creation of

curriculum

Teachers, Admin Collaboration Year 4 and

implementation

Year 5

1.9 Continue 9th -11th grade parent nights

Power points, School

Loop invitations Guidance advisors Guidance dept Year 1 and

continued Active marketing has

increased parent

attendance

1.10 Analyze Common Assessment data

through monthly departmental

collaboration to guide discussion

around curriculum and instruction

Data Director (or

District designated

data tool), AERIES,

Agendas

Department Chairs,

teachers, SAC

meetings, VP,

Principal

Data tools, COI

tools Year 2 and

ongoing Departments are still

working on the COI

process with varying

degrees of implementation

and mastery

1.11 Implement EdOptions to increase

credit recovery opportunities and

grade validation

EdOptions Guidance, VP EdOptions, District

Office Year 3 and

ongoing

1.12 Explore utilizing PLE for credit

recovery options and enrichment

opportunities in individual classrooms

as we expand our technology in the

classroom

Plato Learning

Environment

software

Teachers, VP District PD on PLE

to interested

teachers

Year 4

1.13 Explore CAHSEE standards as

compared to CCSS standards and

develop “bridge” curriculum to

prepare students for proficiency in

both English and Math

CAHSEE and CCSS

standards Department chairs,

teachers, VP Possible release

days Year 4-5


Goal #2: Decrease the achievement gap through implementing actions that will increase involvement in

academics and social components of campus life. 1. Increase % proficient in ELA on the CA Exit Exam by 3%

2. Increase % proficient in Math on the CA Exit Exam by 3 %

3. Increase % of English Learners reclassified annually by 3%

4. Increase % proficient for Latino subgroup in ELA on the CA Exit Exam by 5%

5. Increase % proficient for Latino subgroup in Math on the CA Exit Exam by 5%

6. Increase proportional demographic representation in honors/AP/IB/Pre-AP courses by 3%

7. Decrease Low Income [LI] & Latino failure rate by 3%

8. Decrease Suspension & Expulsions by 3%

Action Step/ Strategy Means to

assess

progress

Person

Responsible Resources Timeline Report of

Progress

2.1 Explore through ASB and clubs the process to

monitor student participation in leadership and

clubs by subgroup.

Addition of clubs

and data on

participation

ASB and Activities

Director AERIES Year 3 and

implementation

Year 4 - 6

2.2 Include an intervention page in Parent Page that

is translated into Spanish.

Copies of Parent

Page Principal or

designated teacher Lack of resources

and limitations of

CSEA contractual

duties

Year 1 & Ongoing Lack of resources

and CSEA

contractual limits

= no progress

2.3 Continue SSTs based on first semester academic

achievement.

SST files,

calendar Administration &

Teachers as available

Continuing/

Ongoing Increase of SST

and 504s

2.4 Survey faculty to identify which professional

development is needed on campus to best serve

our student populations in need.

Survey results,

PD topics during

Minimum Days

Principal Survey Monkey Year 3 Spring 2015

Implementation of

PD topics Year 4

2.5 Implement Cycle of Inquiry within each

professional development group to assess the

effectiveness of each strategy

Cycle of Inquiry

per PD topic

during

Lead teacher PD

presenter, teachers,

VP, Principal

COI template Spring Year 4 and

ongoing

2.6 Conduct a 9th grade only club faire at Study Hall

& conduct an ELL/SDAIE only club faire at

Study Hall.

Promotional

posters Activity Director

with ASB, club

advisors

Year 1 Addition of Link

Crew support in

Year 2

2.7 Implement parent driven ELAC information

nights to increase parent awareness,

participation, and autonomy

ELAC parent

generated

agendas, parent

attendance data

ELAC coordinator,

ELAC parents, 3rd

Guidance Advisor

Dean, ELAC

parent board,

Guidance (3rd

counselor year 3)

Year 2 and ongoing Year 2 addition

of ELAC parent

planning

meetings


2.8 Increase under represented student enrollment in

AP courses to increase AP opportunities

Equal

Opportunity

Schools Data

tools, Master

Schedule

Principal, VP,

Guidance, AP

Teachers

EOS Year 2 Survey,

Year 3 enrollment

Increased under

represented

student AP

enrollment by

15%

2.9 Explore AP Potential to continue targeting

potential AP students on a yearly basis

AP Potential,

Master Schedule Guidance, AP

Teachers, VP College Board and

AP Potential

website

Year 4

2.10 Explore the financial and logistical possibility of

having all sophomores take the PSAT to

increase college awareness and utilize data in

AP Potential

PHS budget Principal, VP,

Guidance College Board and

AP Potential

website, site

budget

Year 4

2.11 Create a focus group of students to survey the

needs of the struggling students in an effort to

identify barriers and potential needs to help

increase achievement

Data tools,

AERIES Focus Group

Leaders, VP,

Principal, Deans,

Guidance

Survey Monkey Year 4

2.12 Increase a-g access to core and elective courses

by adding Astronomy as an a-g lab science class

(Year 4), AP Computer Science (Year 4), AP

Chinese Language (Year 3) and 2 new Social

Studies g elective courses to include Psychology

and Sociology (Year 3) and Computer

Programming (Year 3)

Data tools,

Master Schedule VP, Guidance, Science

Department, Social

Studies

Department

Year 3 and Year 4

implementation Added 3 sections

of Psychology

year 3

2.13 Disaggregate EL data to determine trends with

newcomer EL students versus Long Term

Learner

AERIES VP, Principal,

Department Chairs

Year 4


Goal #3: 100% of Instructional staff will be trained and implement CCSS methodology and instruction

and align common assessments to CCSS. 1. 100% core content areas will upgrade 75% of course units to align with CCSS

2. 100% of electives will upgrade 25% of course units to align with CCSS

3. 100% of core content areas will develop 4 CCSS/SBAC aligned common assessments

4. 100% of sites will implement CCSS aligned HS IM 1, dev. 4 common assessments

5. 100% of sites will develop CCSS aligned integrated math design model for HS IM 2 & 3

Action Step/ Strategy

Means to assess

progress Person

Responsible Resources Timeline Report of

Progress

3.1 Train staff on SBAC and CCSS rigor Teacher survey on

responses to practice

SBAC

Principal SBAC training

module Year 2 Successful pilot testing

for 10th grade

3.2 Develop criteria for the at-risk

intervention 9th and 10th grade students

and address and the need for a

coordinator.

e-mails, campus

leadership handout VP, Deans, Guidance

Advisors Project

Cornerstone liaison Year 2 Implement Year 3

Interim 3rd Guidance

advisor (LCAP funding)

who oversees ELD/RFEP

and at risk

3.3 Refine articulation process with feeder

middle schools for core subjects.

Meeting minutes and

student list Counselors, VP,

Curriculum

Committee, teachers

Data Director,

middle school

colleagues

Year 1 and

ongoing Successful student

placement in English and

math

3.4 Implement CCSS Integrated Math 1, 2

and 3

Curriculum VP, Math Dept chair,

teachers DO SAC meetings,

TOSA math lead Year 2 IM 1 Year 3 IM 2 Year 4 IM 3 and

IM 3 STEM

IM1 and IM2

development of Resource

Books

3.5 Implement intervention

and differentiation training models for

staff

Training agendas,

master schedule

enrollment, referral

forms

Intervention

committee Admin Year 2 Switch in DO focus to

Instructional Rounds

3.6 Implement Instructional Rounds to

focus on evidence of levels of student

learning

Instructional Rounds

Agendas and

Templates

Principal, VP,

Teachers, DO DO consultant

(year 2) Year 2 and

ongoing Implemented 6 rounds of

IR Year 2 – 3 rounds fall

year 3

3.7 Evaluate intervention

and differentiation training models for

Surveys, AERIES

grade distribution,

student transcripts

Intervention

committee Guidance advisors Implementation of

PD Year 4 – 6 Survey staff in spring of

year 3


staff and implement modules of

training based on survey outcomes

3.8 Implement CCSS curriculum and

assessments in the 4 academic core

classes

SAC meeting notes,

curriculum maps,

CCSS assessments

Subject Area

Coordinators meetings

and goals

Principal, VP,

Department Chairs,

Teachers

Year 2 and

ongoing Year 2 25 % Year 3 50-75%

3.9 Implement department Cycles of

Inquiry to analyze data on student

work/assessments

SAC meeting notes,

Department and Collab

meeting notes, COI

templates

TOSA leads Department Chairs,

VP, Principal Year 3 and

ongoing Each department has

calendar of COI for the

year


Appendix A: PHS Common Assessments and Cycles of Inquiry for the 2014 -2015 School Year

Dept. # Site-Based

Common Assessments

# Site-Based Common

Assessments Aligned to CCSS

# Common Assessments

Completed, Fall 2014

# Common Assessments in Progress, Spring

2015

# Completed Site-Based

COI

# CUHSD Common

Assessments

# CUHSD COI

ELA / ELD

30 12 15 15 9 1 in progress 1 in

progress

Social Studies

4 4 2 2 2 1 in progress* 1 in

progress*

World Lang.

8 8 12 12 8 completed

4 in progress 16

7 completed

8 planned

Math 22 9 22 23 2 45 2

Science 8 4 8 8 8 4 4

Prospect High School€¦ · Prospect High School Mid-cycle Progress Report 3 I: Introduction and Basic Student/Community Profile Data Prospect High School is a four-year, public,

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