CÉSAR E. CHÁVEZ HIGH SCHOOL
MID-TERM PROGRESS REPORT 2017-2018
800 Browning Road
Delano, CA 93215
Delano Joint Union High School District
Prepared for the Accrediting Commission for Schools
Western Association of Schools and Colleges
Delano Joint Union High School District
1720 Norwalk Street, Delano, CA 93215
(661) 725-4000
César E. Chávez High School ACS WASC Progress Report
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Board of Trustees
Arnold Morrison, President
Lionel Reyna, Board Clerk
Art Armendariz, Member
Eloise Carillo, Member
Jesus Cardenas, Member
Superintendent
Terri Nuckols
District Administrators
Jason Garcia, Associate Superintendent
Adelaida Ramos, Assistant Superintendent of Educational Services
Jesus Gonzalez, Assistant Superintendent of Human Resources
Matt Carter, Director of Maintenance, Operations and Transportation
Paul Chavez, Director of Career Technical Education
Dolores Rodriguez, Director of Migrant Education
Adrian Maduena, Chief Financial Officer
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Site Administration
Principal
Chris Juarez
Assistant Principal of Instruction and Curriculum
Jose Maldonado
Assistant Principle of Discipline and Security
Eliseo Garza
Athletic Director
James McConnell
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Focus on Learning Team
WASC Focus on Learning Chair
Estevan Ramirez-Science Teacher
Focus Group Chairs
Organization
Omar Mata-Science Teacher
Curriculum
Juan Carlos Cruz-ELD/World Languages Teacher
Instruction
Aurora Lopez-ELD/English Teacher
Assessment & Accountability
Marisol Cruz-ELD/English Teacher
School Culture & Support
Arturo Gonzalez-Social Studies Teacher
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Table of Contents
I: Student/Community Profile Data............................................................pgs. 1-17
II: Significant Changes and Developments................................................pgs. 17-28
III: Ongoing School Improvement..............................................................pgs.28-30
IV: Progress on Critical Areas for Follow-up/Schoolwide Action Plan...pgs. 30-38
V: Schoolwide Action Plan Refinements ..................................................pgs.38-49
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I: Student/Community Profile Data
Community
As the second largest city in Kern County, the city of Delano, is located at the southern part of the
Central San Joaquin Valley. Known as the Diamond of the Golden Empire, Delano sits in the northern
end of Kern County, near the southern edge of Tulare County. Delano’s economy is based in
agriculture. The local economy is affected by seasonal work patterns and uncertain weather conditions;
as a result, if crops do not perform well, little revenue is generated anywhere in the community.
Delano's population continues to remain relatively stable as industry operates in the area. More than
130,000 residents live in the Delano area, which include the communities of Delano, McFarland,
Wasco, Earlimart, Pixley, Tipton, and Richgrove, as well as surrounding farms and ranches.
The community is diverse. According to U.S. Census Bureau, the City of Delano encompasses about 13
square miles, with an estimated population of 52,707 people. Over the last 20 years, Delano has drawn
a high number of immigrants from Mexico, as well as the Philippines. This is reflected in the student
population (2017-2018), as 87% of students are Hispanic and 10% are Filipino. While 61.8% of the
residents are natives of the United States, 38.2% have immigrated from another country. According to
a 2016 American Community Survey, the city of Delano itself is 71.8% White/Hispanic, 10.6% Filipino,
4.5% Black or African-American, and 8.5% some other race. These statistics have remained relatively
consistent for the past 5 years.
César E. Chávez High School
During the 2017-18 academic school year, César E. Chávez High School served students a total of 1515
students in grades 9-12. 8% of enrolled students received special education services, 24% qualified for
English learner support, 78% enrolled in the Free and Reduced-Price Meal program, and 4% qualified
for migrant education services. The César E. Chávez High School community is committed to empower
students through the realization of the school’s vision, promotion of the school’s mission, and
dedication to the school’s graduation outcomes which embody the principles that are the foundation
of our “professional learning community” and serve as the tenets around which we base our decisions.
The high school’s curricular emphasis has both a solid foundation in the depth and breadth of California
State Standards, the 4 C's of the Common Core State Standards, and pays attention to the various
learning styles and needs represented by all students. Student Graduation Outcomes, also known as the
Expected Student Learning Results, are a driving force in curricular development and teaching
methodology. The Student Graduation Outcomes are intended to challenge students to graduate college
and be career ready, to develop skills in Communication and Technology, to be able to solve real life
problems through High Order/ Critical Thinking, and be Socially Responsible with an appreciation for
Service Learning (C.C. H. S.).
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Programs
César E. Chávez High School offers a multitude of programs available to students, depending on their
needs and goals. All programs are continuously being revised to target specific student populations. All
programs at CCHS serve the purpose of maximizing student success in one way or another.
Advanced Placement (AP)
Ten AP courses, throughout fifteen sections, are currently offered at CCHS in the areas of English,
Foreign Language, Mathematics, Science, and Social Science.
AP Course Enrollment Sections Offered
English Language and Composition 70 2
English Literature and Composition 61 2
Spanish Language 53 2
Spanish Literature 29 1
Calculus AB 48 2
Statistics 45 2
Physics 1: Algebra-based 34 1
U.S. Government 34 1
Macro Economics 38 1
U.S. History 33 1
Total 445 15
Advanced Placement (AP) Saturday Schools
AP Saturday school sessions are offered by AP instructors throughout the school year not only to
students who are enrolled in AP courses, but to any student who wishes to prepare for the exam.
After School Tutorial
Department-based after school tutorial programs are available for students in English, mathematics,
science, and social studies.
BC English B1A Community College Courses
Two Bakersfield College (BC) sections of English B1A are offered to seniors after school. These
run twice per week on CCHS campus. This class serves as a concurrent enrollment course.
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Career Technical Education (CTE) Programs
The DJUHSD CTE programs offer a wide range of courses. Twenty-six of these courses target
fourteen different fields and are taught on three different campuses.
CTE Pathways Currently Offered to CCHS Students School Site
Architecture Design* CCHS
Business Management* CCHS
Education CCHS
Engineering and Heavy Construction* CCHS
Fashion Design and Merchandising CCHS
Food Service and Hospitality* CCHS
Patient Care CCHS
Performing Arts CCHS
Patient Care* (Cero Coso CC Dual Enrollment) CCHS
Professional Sales* NKVTC
Public Safety* NKVTC
Residential and Commercial Construction CCHS
Software and Systems Development* CCHS
Structural Repair and Refinishing* NKVTC
Welding and Materials Joining* RFK
Co-teaching Program through SpEd
The program was developed at CCHS to support mainstreamed special education students with
extra support provided by a Resource Specialist Program (RSP) teacher.
Dual Enrollment
The Dual Enrollment program allows students to enroll in college courses for credit prior to
receiving their high school diploma. CCHS offered 6 sections of dual enrollment in the fall semester
of 2017, while 20 sections were offered in the spring of 2018.
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CCHS Course Title Institution Course Title College/
University
Semester CTE Pathway Sections
Welding III Shielded Metal Arc
Welding
BC Fall Welding and
Materials Joining
Pathway
1
Medical Assistant I Communication in
Healthcare
Cerro Coso Fall Patient Care
Pathway
1
Medical Assistant I Medical Law and Ethics
for Medical Assistants
Cerro Coso Fall Patient Care
Pathway
1
Business
Management I
MIS 2000 Excel 2016 CSUB Fall Business
Management
Pathway
1
Spanish I (CP) Elementary Spanish I BC Fall/Spring ♦
2
US History US History BC Fall/Spring ♦ 2
Welding III Introduction to GMAW
and FCAW
BC Spring Welding and
Materials Joining
Pathway
1
Medical Terminology Medical Terminology BC Spring Patient Care
Pathway
3
Student Development Student Development BC Spring ♦
12
Medical Assistant I Electronic Health
Records
Cerro Coso Spring Patient Care
Pathway
1
Business
Management I
Perspectives in Business CSUB Spring Business
Management
Pathway
1
English B1A English B1A BC Spring ♦
2
Edgenuity
Edgenuity is a WASC accredited computer-based program designed to allow students to earn
credits outside the standard classroom environment.
The (English Language Development (ELD) Department
The ELD department has 8 intensive intervention courses that help underachieving students
classified as English Language Learners gain proficiency in the English language and ensure their
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success in mainstream courses once they exit the program.
Freshmen Career Writing and Student Development B3 (STDV B3) Course
This program is a course that enrolls all freshmen. For the first semester, they participate in a Career
Writing class. For the second semester only, which consists of the Student Development component,
the class transforms into a dual enrollment course through Bakersfield College (BC).
Incoming Freshmen Orientation Night
In late Summer, this orientation provides incoming freshmen with their course schedule, while
families visit the campus and are given information about school programs and opportunities.
Mandatory Academic Afterschool Study Hall (MAASH)
Students who fail three or more classes during the previous 5-week grading period are placed in
MAASH with the purpose of receiving assistance in homework by a teacher as well as several AP
student paid/volunteer tutors. Students complete daily homework assignments or other assigned
reading assignments from the Titan Accelerated Reader Program.
Mandatory Afterschool Daily Detention (MADD)
Every Monday, Wednesday, and Friday, teachers can assign MADD to their students. The purpose
is to give students additional time to complete missing or incomplete assignments.
Migrant Education Program (MEP)
The objective of the Migrant Program is to provide migrant students with additional resources and
services to earn a diploma. MEP serves to help students meet the California and local standards for
student achievement through educational instruction and health services.
North Kern Vocational Training Center (NKVTC)
CCHS students have access to the NKVTC Regional Occupational Center adjacent to the Delano
High School campus. In addition to formal classroom instruction, the Regional Occupational
Program (ROP) provides occupational training to high school students; and works in cooperation
with local businesses in the community to provide students with on-the-job training experience,
upgrade current job skills, and obtain more advanced levels of education through certification
through the community classroom concept.
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North Kern ROP Courses
Auto Body
Marketing
Medical Receptionist
Medical Assistant
Nurse Assistant
Retail and E-tail
Security Law
Opportunity Education Class (EOP)
EOP classes provide additional support for students who are repeatedly truant from their traditional
classes, have irregular attendance, are insubordinate or disorderly in class, or are academically
unsuccessful. These classes are offered to 9th and 10th graders under the age of 16.
Safe School Ambassadors (SSA)
Safe School Ambassadors (SSA) is a program designed to prevent and stop bullying in schools right
at the source: students. It is an “inside-out” approach in where students are empowered to use their
own training and skills to intervene in situations before they get out of hand.
Smarter Balance Assessment Consortium (SBAC) Targeted Almost Proficient (TAP)
This revised TAP program has evolved to meet the changing nature of accountability under the
new Common Core State Standards by including SBAC style diagnostic exams at the end of their
first semester, to identify students needing extra academic assistance in Literacy (reading, writing
and critical thinking), so that they may achieve proficiency on the SBAC.
Special Education (SpEd)
The SpEd Department at César E. Chávez High School is comprised of two programs. The Resource
Specialist Program (RSP) serves the mild-moderate students and the Severely Handicapped (SH)
serves the moderate-severe students. The RSP Program has adopted the co-teaching model.
Students work towards earning a diploma and may utilize the Resource Center.
Spring-Summer-Early Fall Frosh Diagnostic and Placement Exams
All 9th grade students take comprehensive placement exams in ELA, Writing and Math, as well as
the STAR Reading Assessment (English Learners take the ELPAC), which identifies reading and
comprehension level with subsequent follow up to track growth.
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Summer School Intervention
The summer school courses offered at César E. Chávez High School focus on credit recovery,
English, math, health, and computer literacy.
The Career Readiness course offers dual enrollment college credits through Bakersfield College,
and is used as the foundation for various career pathways and may be integrated into such academic
courses as English and math.
Work Experience Education (WEE)
The WEE California State regulated program allows students who are at least 16 years of age or
Juniors or Seniors with part-time jobs to earn elective credits toward graduation.
Writing Support Classes
All 9th grade students are enrolled in a Writing Support course. These courses offer curriculum
designed to provide foundational grammar, writing, and reading skills necessary for achievement
and success in all core and cocurricular areas or subjects.
WESTEC
WESTEC is an organization which trains people with certain job ready skills so they may become
marketable in various industries. Their programs enable job seeking individuals to have confidence
when they apply for various jobs. Their motto is, 'We change people's lives!' WESTEC partnered
with CCHS to train seniors with job ready skills to help them become marketable once they
graduate.
Mission, Vision and Purpose
As a Professional Learning Community, César E. Chávez High School is a school where learning and
academic achievement are fostered, recognized, and celebrated. This mission has been discerned as
CCHS has continues to achieve award-wining academic success. CCHS has a concise and well-defined
mission, vision and purpose which reflect the school and community’s commitment to success for all
students. The mission statement is reviewed annually by the School Site Council and can be changed
as the school's needs also change. It is the goals set forth in our mission statement that guide and direct
all decisions for the students of the César E. Chávez High School community.
The mission of CCCHS is to “Provide a clean, safe, and orderly environment which will foster maximum
academic achievement, technological skills, social awareness, and personal growth.”
The purpose of CCHS is to “Promote academic, athletic, and artistic achievement, provide superior
technical and vocational opportunities, and prepare tomorrow’s leaders to be college and career ready.”
The school motto of CCHS is "A learning community where academic achievement is fostered,
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recognized, and celebrated."
The vision of Delano Joint Union High School District (DJUHSD) and CCHS is for students to
experience daily academic success through superior standards-based instruction. All teachers and staff
are personally committed to creating a positive atmosphere of collaboration that promotes teaching
and learning, a safe school environment, and comparable resources for all students.
During the school year of 2013-2014, César E. Chávez High School faculty members agreed to the
following Expected School Wide Learning Results (ESLRs):
C—College and Career Ready
C—Communication and Technology
H—Higher Order Thinking Skills
S—Social Responsibility and Service Learning.
CCHS continues to use these learner outcomes because they continue to fit in, shape, and drive the
school's culture of promoting academic, athletic, artistic, technical and vocational opportunities, in
order to prepare students to be college and career ready.
Student Learner Outcomes
Since the last WASC visit, the Expected School-Wide Learning Results (ESLRs) have remained the
same. The ESLRs have fit well into the school's mission, vision, and culture. They continue to guide
students and staff towards academic excellence, and serve as tools that every student and teacher can
utilize for higher achievement.
CCHS will provide every
student a world class
education with a goal of
graduating them:
Details
College
&
Career Ready
with skills in
CCHS students will be:
Problem-solvers
Generators of solutions
Competent in basic skills and able to meet curriculum standards in all areas
Coherent writers able to think across the curriculum in a variety of formats
Communication CCHS students will be:
Generators of effective presentations
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&
Technology
able to demonstrate
Able to communicate effectively
Technologically literate
Higher Order Thinking
to embrace individual
and corporate
CCHS students will be:
Critical and innovative thinkers
Conceptualizers
Competent in basic skills and able to meet curriculum standards in all areas
Social Responsibility
&
Service Learning
CCHS students will be:
Responsible citizens with consistent attendance
Respectful citizens who demonstrate tolerance and value cultural diversity
Ethical decision-makers that take responsibility for their own actions
Contributors to the community
Student Demographics
CCHS Enrollment
With the recent opening of the new Wonderful College Prep Academy campus, CCHS saw a slight
decrease in student enrollment going into the 2014-15 academic school year. However, as the
population of Delano grows, the school is expected to see an increase in enrollment over the next few
years. Since the last WASC visit, CCHS has seen student enrollment increase from 1,368 to 1,515.
CCHS Enrollment by Gender
In the past, César E. Chávez High School used to have an average enrollment size slightly greater than
1400 students. However, with the continued growth of our local district high school Robert F.
Kennedy, along with the newly opened Wonderful College Prep Academy campus, student enrollment
decreased. CCHS enrollment is now increasing again. With the exception of expected fluctuations, over
the past three years there has not been a huge disparity in the ratio of males and females attending
CCHS. It consistently hovers around half and half.
CCHS Enrollment by Ethnicity
The ethnicity makeup of César E. Chávez High School’s student population as of the 2017-2018 was
87.39% Hispanic or Latino, 8.71% Filipino, 2.3% White, 0.2% African American, and 0.9% Asian.
Although CCHS is ethnically diverse, the student population is predominantly Hispanic, which is
reflective of many central valley school districts. However, the Hispanic population percentage is still
much higher than that of the county average, which was at 65% in 2016-2017. Over the last three years
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there have been no significant trends or changes in these statistics. César E. Chávez High School
continues to enroll students with limited English proficiency each year.
2016-17 CCHS English Learner Students by Language
The EL population has remained relatively stable for the past three years, from 23.97% in 2014-15 to
24.91% in 2016-17. These numbers are reflective of the EL county population. Spanish speaking ELs
have remained the dominate subgroup for the last three years; their numbers have remained steady.
They make up between 92% and 93% of all ELs. Ilocano comes in second place at below 3%.
CCHS English Learner Migrant Education Students
DJUHSD is not a unified district with its feeder schools. This allows each respective feeder school to
establish and implement different curricular and instructional modes. CCHS feeder districts include
Earlimart, Pond, Allensworth, Richgrove, and Columbine, along with Delano Union Elementary.
Earlimart and Richgrove are small, unincorporated rural communities of approximately five thousand
and two thousand respectively. The student population is over 90% Hispanic in these Title I schools.
Allensworth and Pond are rural settlements with virtually no community services except the school.
Columbine is not a community, but a small rural geographic area northeast of Delano. The number of
migrant students who speak Spanish has remained at 96% for the last three years. While Filipino
migrant students come in a distant second at about 3%.
CCHS Special Education (SpEd)
César E. Chávez High School currently serves 35% of all 365 SpEd students in the entire DJUHSD
district. This number includes 16 RSP students at Valley High School continuation, 3 at Delano Adult
School, and 2 at a nonpublic school. The CCHS SpEd department currently has 8 teachers with 18
instructional and healthcare aides. The number of SpEd aides may slightly fluctuate throughout the
year, as it is common practice for the district to reallocate them throughout the 3 different school sites
based on demand. Additionally, some SpEd aids are seeking to become full-time teachers themselves,
and thus, often transition into teaching positions off site.
2017-18 CCHS Sports Programs
The athletic programs at CCHS are in place to provide students with competitive athletic opportunities
and extracurricular activities that enhances the learning environment. The coaching staff actively
recruits students to join their teams through Sports Recruitment Fairs, Freshmen Orientation, rallies,
and student-to-student engagement. CCHS also works hard at informing students and parents about
the opportunities that athletics can provide to students. CCHS will end each season with awards
banquets that reward athletes for both athletic and academic successes. In all, there are about 700
student-athletes participating in 16 sports activities this year.
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2017-18 CCHS Extra-Curricular Activities
The school staff acknowledges a positive connection between student performance in these
extracurricular pursuits and academic performance. Many students are involved in more than one
activity. Many campus clubs sponsor activities (canned food drives, blood drives, holiday gift drives,
Titan Holiday, and so on), which teach students how to have a direct impact on their greater
community and world. Dedicated coaches, advisors and directors strive to maximize student
achievement in every activity and program. There are currently 36 student run clubs on campus.
Faculty and Staff Demographics
CCHS currently employs 62 teachers, 56 with full credential and 6 without, 4 administrators, and 50
classified support staff. By a small majority, most of the teachers are female. 100% of the of the classes
in core academic subjects are taught by State Certified Compliant teachers. Since 2014, CCHS has added
6 more teachers. CCHS has seen a decrease, from 90 to 50, of classified support staff.
Additionally, there are 4 administrators, 4 counselors, a psychologist, a speech therapist, and a full-
time registered nurse. The CCHS classified staff consists of 20 instructional aides (18 in Special Ed.), 9
clerical staff, and 21 additional classified employees with various assignments which include: cafeteria
services, custodial, discipline and security, grounds, librarian, maintenance, and athletics.
Student Achievement Data
A-G Requirements
A-G rates have continued to improve with percentages for the 2015-2016 school year at about 42%-
45%, up from the previous year by 4%-7%.
For the 2016-17 academic school year, the percentage of seniors who completed all required A-G classes
was 58%.
Not only are there a host of traditional courses that students can take that fulfill A-G requirements, but
there are also career education courses that fulfill A-G university entrance requirements. A variety of
career exploration resources and interest surveys are available in the career center as well as a
component of coursework in College and Career Readiness. Over the last three years, CCHS has
consistently seen about 94-96% of the student body enrolled in courses required for UC/CSU admission.
ACT
For the 2013-14 and 2014-15 academic school years, the ACT scores remained relatively similar. With
about 50 students testing for both years, all scores for Reading, English, Math, and Science all averaged
between 19 to 22. However, for the 2015-16 academic school year, percent of scores greater than or
equal to 21 dropped from 53.19% to 38.89%. The two previous years ranged from 52.00% to 53.19%,
which in both cases was higher than the district and county averages. This drop was likely due to
factors such as the total number of students testing, the schedule strength of students testing, and the
degree to which students prepared themselves for the exam.
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SAT
For the 2013-14 and 2014-15 academic school years, the SAT scores remained relatively similar.
Average scores for Reading and Math only differed by 1 to 2 points between these two years. However,
scores for Writing has seen a gradual drop from 450 in 2013-14, to 439 in 2014-15, to 431 in 2015-16.
The number/percent of scores greater than or equal to 1500 has also seen a decline in this three years
period. Again, this drop was likely due to factors such as the total number of students testing, the
schedule strength of students testing, and the degree to which students prepared themselves for the
exam.
Advanced Placement (AP)
For 2015, with respect to College eligibility and readiness, (106/195) 54% of students taking AP exams
scored a 3 or higher. For 2016 and 2017, (119/191 & 126/202) 62% of students taking AP exams scored
a 3 or higher. The total number of exams taken with scores of 3 or higher has risen in the last three
years from 150 to 176.
There are currently 10 courses offered, throughout 15 sections, in the areas of English, Foreign
Language, Mathematics, Science, and Social Science. This number has remained the same from the total
offered during the 2014 WASC visit. This is primarily due to CCHS shifting focus towards incorporating
more dual enrollment courses into students' 4-year plans.
California Assessment of Students Performance and Progress (CAASPP)
CAASPP System Assessments Assessment Data
Availability
California Science Test (CAST) Not Available
California Alternate Assessment (CAA) for:
-English Language Arts/Literacy (ELA)
-Science
-Math
Not Available
SBAC English Language Arts/Literacy (ELA) 2015-2017
SBAC Mathematics 2015-2017
CAST
The CCHS CAST field test was administered April 5th-May 23rd, 2018. On April 5th, 2018 CCHS tested all eligible seniors (330 students) online. With the exception of those taking a science class (physics or chemistry) their senior year (approximately 245 students), CCHS tested all juniors on May 1st 2018. Field test scores will not be released. However, student participation data will be collected and reported for accountability. Therefore, since the CAST assessment data was not accessible, it was omitted from this report.
California Alternate Assessments (CAA) for English Language Art/Literacy, Mathematics, and Science
CCHS began CAA ELA, Math, and Science testing on April 4, 2017 and continued to the end of the school year. Five CCHS students tested for Math. Five additional students from other school-sites, who also attend CCHS but still belong to a different school, tested for Math. Two students from CCHS tested for Science. This academic
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school year, CCHS tested five SH seniors for Science, and 3 SH students for Math. Since so few CCHS students have tested for the CAA, there is no accessible data. As a result, CAA assessment data was omitted from this report.
2015-17 SBAC English Language Arts Standards (ELA)
Student performance on the 2015 SBAC show continued strong academics at César E. Chávez High
School. 66% of CCHS 11th grade students met or exceeded the English Language Arts/Literacy
standards for the SBAC, 10% higher than the overall State rate, 22% above the county average, and
well above most schools with similar demographics. As for the Limited English Proficient (LEP)
population, 20% of CCHS English learners met the English Language Arts/Literacy (ELA) standards for
SBAC. That was 13% higher than the overall state rate and 14% above the county average.
For 2016, CCHS scored in the top fifth percentile for ELA in Kern and Tulare county. For ELA, 67%
of students scored at or above Proficient.
For 2017, CCHS students outperformed students in both the county and the state. 66.4% of CCHS
students met or exceeded the English standards for CAASPP. The student groups include English
learners and students with disabilities, as well as students classified as English only. 18.6% of CCHS ELs
met the English standards, compared to 10.3% of the state, and 9.7% of the county. CCHS students met
or exceed Common Core State Standards at or above the 60th percentile for three consecutive years.
The data also reveals a 6% growth of students who met or exceeded state standards in the 2015-16
academic school year and a slight regression in the 2016-17 school year. CCHS students consistently
score similarly to other students within the district in the subject of English Language Arts. For three
consecutive years, CCHS students outperformed the percentage of students who met and exceeded
Common Core Standards in the state in this same subject.
Early Assessment Program (EAP) English Results
From 2015 to 2017, there was slight increase in the number of juniors that scored Ready for college
level work—21% to 24%. The number of juniors who scored Conditional Ready remained steady—
45% to 43%. While the number of juniors who scored Not Ready remained steady—34% to 33%.
SBAC Mathematic Standards
For 2015, 28% of 11th grade César E. Chávez High School students met or exceeded the Mathematics
standards while 39% nearly met the standards and a third of the students did not meet the math
standard. Results were similar, if not, slightly above, the overall results for the district, county, and
state.
For 2016, CCHS scored in the top fifth percentile for mathematics in Kern and Tulare county. For
mathematics, 29% of students scored at or above Proficient.
For 2017, CCHS pupils scored similarly to students across the state; 32% met the standards, and they
also outperformed the county percentage by 11%. CCHS ELs matched that of the state, at 5%, and
outperformed the county by double. For the past two consecutive years, CCHS has consistently scored
within the 30-40th percentile, a similar range as DHS and RFK. Although the subject of mathematics is
difficult for students, the implementation of Common Core curriculum has become easier for both
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instructors and students. The data reveals there was an 8% increase in students who met or exceeded
the Common Core Standards during the 2015-16 academic school year. There was a slight regression
in student performance for the 2016-17 school year. The data also reveals that CCHS students have
consistently performed at the 30th percentile in both the district and state for three consecutive years.
Early Assessment Program (EAP) Math Results
From 2015 to 2017, there was slight increase in the number of juniors that scored Ready for college
level work—9% to 15%. The number of juniors who scored Conditional Ready remained steady—19%
to 17%. While the number of juniors who scored Not Ready slightly decreased—72% to 68%.
California English Language Development Test (CELDT)
For the past three years, 278 to 327 students have taken the CELDT each year. Over the past three
years there has been a 5% drop, from 22% to 17%, in students scoring Advanced; a 4% increase, from
42% to 46%, in students scoring Early Advanced; a 4% increase, from 23% to 27%, in students scoring
Intermediate; a 2% drop, from 9% to 7%, in students scoring Early Intermediate; and scores have
remined consistent, 4%, for students scoring at Beginning level.
Career Technical Education
Over the past three years, the CCHS CTE program has grown. This is due to a combination of state
graduation requirements, district mandates, and learner outcomes (Expected School-Wide Learner
Results). The 2015-16 academic school year saw a total of 478 students enrolled in a CTE course. Last
academic school year saw an increase of CTE enrollment of 644.
College and Career Indicator for LCAP
The College and Career Indicators show that, from the 2015 to 2017, César E. Chávez High School
experienced growth for all students, including ELs. In the 2015-16 academic school year, 44.1% of
CCHS students were college and career qualified. For the same year, only 12.8% of CCHS EL students
were college and career qualified. In 2017, 61% of all CCHS students were college and career qualified.
This is nearly a 17% increase. While 33.3% of CCHS EL students were college and career qualified.
This represents over a 20% increase. The students with severe disabilities (SWDs) is still an area of
growth for CCHS. The district is continuing to search for solutions to increasing the number of SWDs
who qualify as college and career ready. As of the 2017 school year, CCHS leads DHS and RFK in overall
percentage of students who are college and career qualified. All district high schools currently rank
about the same for SWD's.
EL Reclassification Counts and Rates
The number of Fluent-English Proficient students has remained relatively unchanged for the past three
years. However, the Annual Reclassification Counts and Rates have fluctuated over the past three years.
This is primarily due to two reasons. First, in the 2016-17 academic school year, CCHS did not reclassify
as many students because new reclassification criteria had to be approved based on the Smarter
Balanced results. Secondly, although we did reclassify 60 students, the cutoff dates for reclassification
changed. 31 students who were reclassified in 2016-17 were specifically reclassified spring 2016 and
then the school did not reclassify students again until spring 2017 (60 total students, which will be
reported next year).
English Language Proficiency Assessment for California (ELPAC)
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Since the ELPAC was first field tested the spring semester of 2018, the results were not released in time to be properly added to this report. Therefore, since the ELPAC student assessment data was not accessible in time, it was omitted from this report.
Physical Fitness Test (PFT)
César E. Chávez High School freshmen consistently outperform the state in abdominal strength
(+4.8%), aerobic capacity (+4.1%), and trunk extension (+6.4%). However, CCHS underperforms
compared to the state in body composition (-9.7%), flexibility (-23.9%), and upper body strength (-
10.8%). Flexibility appears to be the biggest area of need, for CCHS, going back three years.
Suspensions and Expulsions
César E. Chávez High School's suspensions rate has been consistently lower than the district's
suspensions rate for the past three years straight. This is also true when compared to the state for the
last two academic school years.
The expulsions rates for CCHS have also been consistently lower than that of the district's expulsions
rate.
Implications of the Profile Data
César E. Chávez High School prides itself in being a data-driven and collaborative institution.
Throughout the year, data has been provided and shared to stakeholders through PLCs, departments,
and in cohorts. The site leadership has shared perception data, cohort data, department data, as well as
school and district-wide data to identify strengths and weakness. This has helped staff to advocate for
training and resources, revise curriculum and assessments, and evaluate the overall effectiveness of
programs. The WASC Leadership team, along with Administration, have looked at test scores and
trends. Anecdotal evidence and impressions from staff members are also considered. From this review,
the Leadership Team identified some key areas of strength and need.
Areas of Strength
CCHS has developed methods and programs to encourage all students to actively engage in
preparing for their future by being College and Career ready; explore support mechanisms that
will allow students increased access to 21st century technology and the development of
technological literacy.
CCHS has a very positive and nurturing school culture
Continued promotion and participation in professional development opportunities such as on
and off-site trainings, workshops, seminars, conferences, and consultants.
Growing access to 21st century technology for teachers and students.
Highly qualified, professional, collaborative, and dedicated staff.
Ongoing data mining happening in classrooms, cohorts, departments, and school-wide.
The growth of quality CTE Pathways that enable students to learn 21st century labor force skills
and become career ready.
The continued support of the State and Local Assessment Coordinator (LSAC), which has
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alleviated the workload of the Leadership Team during this time of new state assessments.
The full embrace and implementation of Common Core standards throughout CCHS.
The expansion of a strong Dual Enrollment program that promotes college readiness.
Areas of Need
Additional technology support for the new Medical Assistant Pathway. Continually develop, refine, and analyze data and assessments to enable achievement of proficiency
of the standards as measured by the CAASPP and ELPAC.
Continue to build up the CCHS Science department AP program.
Continue to make progress on minimizing the number of students entering Credit Recovery
(Edgenuity) and the Opportunity Education Class.
Determine additional ways to continue improving the Special Populations' performance
through examination of the assessment data of the English Language Learner and Special Ed.
subgroups on the CAASPP and ELPAC.
Hiring additional support staff: Information Technology (IT) staff, Instructional and Healthcare
Aids for Sped, and a Teacher on Special Assignment (TOSA) to assist in the discipline office and
campus security.
Improve technology reliability, such as schoolwide internet servers and storage drives.
Mandatory After-school Daily Detention (MADD) purpose refinement and consistency.
Ongoing revisions of Formative Assessment of Common Core Standards for core departments
Promoting further horizontal alignment for interdepartmental collaboration.
Critical Learner Needs
Since the last WASC visit, the critical learner needs are relatively the same. However, they have had
to adapt to new state testing requirements, standards, and expectations. This significant data analysis
indicates that the following areas of concern must be addressed in an ongoing fashion to provide
academic achievement for all students at Cesar Chavez High School.
Special Population Learner Needs
Continue to develop additional ways to improve the Special Population's (EL, SpEd, foster
youth, etc.) performance through examination of the assessment data of the English Language
Learner and Special Ed. subgroups on the CAASPP, ELPAC, and promote support mechanisms.
Assessment Measure Proficiency
Continually develop, refine, and analyze data and assessments to enable college readiness and
high achievement levels of proficiency for all students on the standards as measured by the
CAASPP and ELPAC.
Career Ready
Continue to develop, encourage, and place all students in courses that actively engage in
preparing them for their future by being Career ready. Expand ongoing support mechanisms,
such as CTE pathways and Dual Enrollment courses, that will allow students increased access
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to 21st century technology, skills, and the development of technological literacy.
Important Questions for Staff Discussion
During a PLC Wednesday in the month of February, teachers were given the opportunity to generate
questions that they felt were important to ask and discuss. The purpose of this was to give teachers
ownership over the types of questions and conversations they felt César E. Chávez High School needed
to have. Some of these questions are included below:
How do we most effectively address the needs of our ELs to enable an increase in performance
to proficiency on the new state mandated tests?
How can communication and collaboration between departments be increased?
Does the District provide enough financial support to ensure that all teachers (particularly in
science) have adequate tools and resources to reach all students?
How can we continue to improve on technology dependability and technology support?
How can we better include and prepare new teachers to promote school culture within their
roles?
II: Significant Changes and Developments
There have been several significant changes and developments at César E. Chávez High School since
the last full WASC accreditation visit in fall of 2014.
Administrative Team (Leadership Team)
After serving as the César E. Chávez High School Principal for four years, Principal Ben DeLeon
transitioned to Valley High School. Correspondingly, the Valley High School Principal, Principal Chris
Juarez, came over to CCHS. After eight years as the Assistant Principal (AP) of Discipline and Security,
Mr. Gabriel Diaz decided to return to the classroom as a math teacher at Valley High School last year.
This is the first year having Mr. Eliseo Garza as the AP of Discipline and Security. Two years ago, the
CCHS Athletic Director (AD), Mrs. Dolores Rodriguez, transitioned to the DJUHSD district office
where she now serves as the Director of Migrant Services for the district. Mr. James McConnell is new
to the district and to the CCHS AD position. Mr. Jose Maldonado has been with CCHS for the last eight
years, serving as the AP of Curriculum and Instruction for most of those years. In total, the CCHS
Leadership Team has a combined 70+ years of experience as educators.
Bell Schedule for PLC Wednesdays
There has been a single significant change to the César E. Chávez bell schedule. Starting in 2016, weekly
PLC Wednesdays became bi-monthly PLC Wednesdays. Therefore, due to the required number of
contractual hours in the school year, Wednesday late-starts began school at 10:00 a.m., as opposed to
the previous 9:00 a.m. starting time.
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CAASPP System
Like the new academic standards, the new assessments are also fundamentally different from the
previous ones. Therefore, according the California Department of Education, this year’s test results will
only establish a baseline for student progress. California’s new assessment system represents the next
step in a comprehensive plan to promote high-quality teaching, learning, and improving student
outcomes. This plan recognizes that assessments play a vital role in promoting high-quality instruction.
Career Technical Education (CTE) Pathways
The DJUHSD CTE programs offer a wide range of courses. Twenty-six of these courses target fourteen
different fields and are taught on three different campuses. These courses are unique for César E.
Chávez High School and allow students to get a head start on their future, so they can develop skills
required by the workforce. All career technical education courses comply with state-adopted content
standards and are integrated into the student's four-year academic plan as elective courses. Students
are required to pass one career-related course (Computer Literacy) to fulfill a portion of their
graduation requirements. Some career education courses fulfill A-G university entrance requirements.
A variety of career exploration resources and interest surveys are available in the career center as well
as a component of coursework in some classes, particularly College and Career Readiness. All freshmen
students enroll in our College and Career Readiness class, which guides them through the development
of a ten-year plan. Regional Occupational Program (ROP) are offered off campus through the North
Kern Vocational Training Center (NKVTC). ROP courses are designed to prepare high school students
(16 years and older) for entry-level employment, upgrade current job skills or obtain more advanced
levels of education. CCHS course titles include: Architecture Design, Business Management, Education,
Engineering and Heavy Construction, Fashion Design and Merchandising, Food Service and
Hospitality, Patient Care, Professional Sales, Public Safety, Residential and Commercial Construction,
Software and Systems Development, Structural Repair and Refinishing, and Welding and Materials
Joining. CCHS partnered with WESTEC to train seniors with various job ready skills such as, CPR,
General Warehouse Safety, and Forklift Operation. Although WESTEC is not a pathway, they offer the
job ready skills CTE Pathways are focused on giving to students.
Counseling Department Transition
In the past, each of the four counselors at CCHS was assigned to a specific grade level of students. For
example, a counselor may receive all incoming freshmen. The following year, that same counselor
would be assigned the same group of students, now as sophomores; thus, continue to follow those
students throughout their high school career. However, this structure changed in the 2016-17 academic
school year. Now, each counselor has their own caseload of freshmen, sophomores, juniors, and seniors.
All students are assigned a counselor once enrolled. The main determining factor for whom the student
is assigned to is based on the counselor's caseload. There is an attempt to distribute students as evenly
as possible, which comes out to about 370 students per counselor.
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Dual Enrollment (DE) Courses
The new Dual Enrollment program allows students to enroll in college courses for college credit prior
to receiving their high school diploma. CCHS offered 6 sections of dual enrollment in the fall semester
of 2017, while 20 sections were offered in the spring of 2018. Sections are available through Bakersfield
College, Cerro Coso Community College, and California State University, Bakersfield (CSUB). CCHS
Course titles include: Welding, Medical Assistant, Business Management, Spanish, US History, Medical
Terminology, Student Development, Medical Assistant, and English B1A.
English Language Development (ELD) Literacy Campaign and Library
The CCHS ELD Department recently inaugurated the one and only ELD Library in the state of
California. With grant funds and school assistance, the ELD Department has managed to create a
reading environment similar to a university setting where students can enjoy reading books at least
once a week.
Freshmen Career Writing and Student Development B3 (STDV B3) Course
This course guides students through a decision-making process that will help them envision and plan
for a successful future. The culmination of this process is the development of a career and educational
plan that will create a pathway for students to reach their career and academic goals. By examining
values, interests, skills, life roles, personality types, personal self-management, decision-making and
goal-setting throughout the life-span, students will apply critical thinking skills. This satisfies the 0.5
units educational planning requirement for graduation from Bakersfield College.
Instructional Technology
César E. Chávez High School has integrated technology throughout the campus. Every classroom has a
teacher workstation with Internet Access and learning/research software for enhancing instruction. All
classrooms are equipped with Wi-Fi; some select classrooms and departments have iPad/laptop carts,
ELMO document cameras, LCD projectors, SmartBoards, and more recently, short throw projectors. At the
beginning of the 2016 school year, the district purchased $27,500 worth of Vernier software and technology
for the science department. These items included: heart rate monitors, pH sensors, gas sensors, Geiger
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counters, calorimeters, LabQuest computers, and much more. There is new software and technology with
the Pathways to Medical Health program as well as the Medical Assisting dual enrollment program
under Cerro Coso Community. For the newly added Engineering and Heavy Construction pathway,
students now have access to 74 monitors, on 37 computers. Each student has 2 monitors per computer
to help them follow along with the computer based class as they do their work on the other monitor.
CCHS is proud to have an environment in which all members of our learning community have access
to technology.
Library
Over the last three years, CCHS has added over 5,000 book titles to the library shelves. Since the last
WASC visit, circulation has increased from 10,000 total book titles to over 15,000. Some of the more
popular titles have multiple copies to allow for more student access. The library continues to utilize a
copy machine available for student use, printers, a full computer lab, and multiple mobile iPad carts.
Last year, the librarian, Mrs. Briseno, transitioned to Delano High School. The position was filled by
the Duplication Officer/Textbook Clerk, Angelica Romero.
The Migrant Education Program (MEP)
The following is a list of migrant education programs that DJUHSD offers its migrant students, migrant
families, and select migrant community members. Although MEP is a district wide effort, all of these
services are available to CCHS migrant students; and some programs even have a direct presence on
campus.
District Migrant Resource Counselor
Close-Up
7th Period Reading and Writing Intervention
Intensive Literacy Institute (ILI)
Algebra and Math Remediation
Saturday Credit Recovery
Outreach Summer Services
Summer School Credit Recovery
College Readiness Programs
Emergency Dental, Vision, and Medical Referrals
Regional Health Fair
Next Generation Science Standards (NGSS)
Since the release of NGSS in 2013, the César E. Chávez High School science department has made every
effort to understand, integrate, refine, and align the new science standards into the classroom. To
prepare students for STEM careers, as well as the CAST, the administration has been very supportive
in proactively pursuing and encouraging its science teachers to attend high quality trainings,
workshops, seminars, and other professional development opportunities. Some of these PDs have
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included outside consultants and former science teachers, Ron Rohac and Bill Burd, Depth of
Knowledge (DOK) seminars, an NGSS Launch workshop at Kern County Superintendent of Schools in
Bakersfield, National Science Teachers Association (NSTA) workshops at the Los Angeles Convention
Center, 3 Course Model training, NGSS-Palooza workshops at CSU Northridge, EDI training, CAST
training workshops in Fresno, and many more.
Opportunity Education Class (EOP)
EOP class provides additional support for students who are repeatedly truant from their traditional
classes, irregular in attendance, insubordinate or disorderly in class, or are academically unsuccessful.
These classes are offered to students in grades 9 and 10, who are under the age of 16. There are currently
two EOP classes offered at CCHS: one for freshmen, and one for sophomores; with 13 enrolled students
in each class. For three periods per day, students are immersed in a supportive environment with
tailored curriculum, instruction, guidance, counseling, and tutorial assistance to help them overcome
barriers to learning in core academic subjects. This class is not designed to serve as detention or
punishment, but as a short-term intervention that is aimed at maximizing academic success. A
comprehensive curriculum and instruction facilitates positive self-esteem, confidence, and personal
growth. The class goal is to help students return to traditional classes and/or programs, close the
achievement gap, decrease the dropout rate, and help students graduate.
Professional Development (PD)
CCHS staff meets bi-monthly to desegregate data, adjust curriculum, identify instructional best
practices, and review and re-write current assessments so as to align them to CCSS. Staff development
activities are also based on professional needs. With the implementation of NGSS and Common Core
State Standards, CCHS teachers participate on site and at district level cohort meetings.
The following is a list of PD opportunities that CCHS teachers and staff have participated in the last
three school years:
2015
CAASPP system training to select staff
California Association for Bilingual Education (CABE) for select staff
CPM training (College Prep Mathematics)
Excel Workshop for Administration
Math and Science Literacy Institute for select math and science teachers
Meeting the Literacy Requirements for CSS Math and NGSS
Modeling Instruction for NGSS Workshop at University High, Fresno State
The Reading Institutes for Academic Preparation (RIAP) for the English department
Ron Rohac ELL training for science and mathematics departments
Social Media Workshop for Administration
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2016
Accelerated Reader 360 (targeting ELs) for the English Department
Career Choices and Instructional Strategies for select English teachers
Depth of Knowledge (DOK) training for select teachers from all disciplines
Dual Enrollment Workshop for Administration
Explicit Direct Instruction (EDI) trainings for select teachers
Illuminate training workshops for select staff
Instructional Coaches Network training for select staff
Vernier Technology and Software for all DJUHSD science departments
NGSS Launch workshop at Kern County Superintendent of Schools in Bakersfield
NGSS Symposium for Administration
2017
ABA Strategies that Support Classroom Instruction training for select SpEd teachers
Assistive Technology trainings for SpEd department
California Conference for Social Studies
College and Career Pathways Symposium for Administration
CSEA Paraeducator Conference for select paraprofessionals
Expository Reading and Writing Course (ERWC) for select English and ELD teachers
Introduction to Science PD for select science department teachers
Kelly Gallagher Writing Workshops for select teachers
National Science Teachers Association (NSTA) in Los Angeles
One-Note and Lesson Design training for all teachers
Para Educator Conference
Texas Instruments Education Technology and activities for the math department
Writing 9 and Instructional Strategies for select English teachers
NGSS: Practical Strategies and the Best New Tools (3 Course Model)
2018
NGSS-Palooza at California State University, Northridge (CSUN)
Bill Burd science consultant training
California Science Test (CAST) workshop in Fresno
Explicit Direct Instruction (EDI) training for all departments
Expository Reading and Writing Course (ERWC) training for select teachers
The Reading Institutes for Academic Preparation (RIAP) for the English department
Ongoing PD
AP By the Sea training for select AP teachers
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Safe School Ambassadors (SSA)
Safe School Ambassadors (SSA) is a program designed to prevent and stop bullying in schools right at
the source: students. It is an “inside-out” approach. While so many well-meaning efforts are focused
on how adults respond to the consequences of mistreatment (discipline and counseling), SSA empowers
students to use their own training and skills to intervene in situations before they get out of hand.
Students are the eyes on the ground: they notice things that adults can’t and can get involved in ways
that are more effective. Students are not chosen randomly-they are nominated by teachers for their
leadership potential and their level of social influence on many different student groups.
Smarter Balance Assessment Consortium (SBAC) Targeted Almost Proficient (TAP)
The afterschool program runs twice per week in the César E. Chávez High School library, during the
second semester. The purpose of the program is to better prepare students for key SBAC targets. We
target two groups of students: those enrolled in Geometry, but received a D or F letter grade in a past
Algebra 1 or Algebra 2 semester; and students classified as EL or Special Ed., while enrolled in Algebra
2. Students practice sample questions using Illuminate, while receiving help from a math teacher and
student tutors.
All the above changes and developments have impact the school in several ways:
Administrative Team (Leadership Team)
Last year César E. Chávez High School saw three administrators transitioned to offsite positions.
However, with the addition of Principal Chris Juarez, Mr. Eliseo Garza, and Mr. Jim McConnell, along
with Mr. Jose Maldonado, CCHS has already seen the benefits of their collective knowledge,
experience, and passion as educators. With new administration comes new ideas, new approaches, and
additional solutions. The new Leadership Team, teachers, parents, students, and staff are continuing to
work hard to create a uniquely Titan Culture, align curriculum, instruction, and assessments to the
California Content and the Common Core State Standards. CCHS students continue to benefit from the
Leadership Team's efforts as evidenced in a decade of accomplishments which reflects the dedication,
talent and abilities of the CCHS students and staff.
Bell Schedule for PLC Wednesdays
There are a couple of reasons as to why CCHS transitioned away from a weekly PLC Wednesday to a
bi-monthly PLC Wednesday. First, the weekly meetings were becoming somewhat of a distractor for
many staff members. Many felt that meeting every week was cumbersome and unnecessary. Second,
since the PLC staff meetings usually consumed the first 30 minutes of the allotted morning time (7:30
a.m. - 8:00 a.m.), that left only an additional 30 minutes (8:00 a.m. - 8:30 a.m.) for teachers to meet
with their departments and cohorts. The 30 minutes prior to starting class time (8:30 a.m. - 9:00 a.m.)
were designated for individual teacher prep time. Now that first period begins at 10:00 a.m., teachers
can spend more quality time with their respective cohort groups (8:00 a.m. - 9:30 a.m.). This allows
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more time for teachers to provide model lessons, share student work, address fears and concerns, share
research, help in the shared growth of our cohorts and school, and much more.
CAASPP System
CCHS students and teachers have continued to see more support, more resources and more access to
technology. Many of these items have created positive change in the classroom. Along with reading to
follow a story, students are learning to read so they may cite evidence, participate in intellectual
discourse, draw logical conclusions, and engage in critical thinking. Students are learning to use math
to solve real-world problems, rather than merely pick out the right multiple-choice answer. In science
class, students are being challenged through a combination of NGSS, student centered activities, an
integration of the 3-course model, and an inquiry-driven approach to instruction.
Career Technical Education (CTE) Pathways
The CTE programs’ mission is to provide students with skills necessary for a successful transition to
post-secondary education or work and a desire for life-long learning as part of a global community. The
CTE programs are planned course sequences of high quality academic content and technical skills
which focus on a specific career path and prepare students to successfully transition toward their career
goal.
CCHS staff understands that a strong and vibrant career and technical education program is an essential
component of the high school curriculum. For many students, it represents as much as a third of their
high school experience. It is a critical component in meeting the needs of students in academic
achievement, career exploration, career preparation, and leadership development. Successful transition
to postsecondary education, work, or the military are many of the goals of CCHS’s CTE program.
Counseling Department Transition
While the old counselor-student model had many benefits, due to the many changes that are constantly
occurring throughout education, a slight drawback to the original model was realized. Since each
counselor was assigned to a specific grade level for an entire year, anytime a grade specific change
occurred, it risked not involving the other counselors. Therefore, upon entry into the next grade level,
there was often a reoccurring learning curve for each counselor. Hence, to further improve the
efficiency of the counseling department, and better meet the needs of students, this new system was
implemented. An additional benefit, as well, was the matching of caseloads. Traditionally, the
incoming freshmen class has been the largest, while the outgoing senior class was the smallest.
This is the first academic school year with this new model. As intended, all counselors are now
immediately aware of any grade specific changes, and their caseloads are relatively the same. This
translates into any counselor being able to assist any student from any grade level, if necessary. A
drawback, for the moment, is that some students who were assigned a counselor for one to three years
under the old system, may have been reassigned counselors this academic school year. However, as this
new model continues, this current drawback will eventually phase out as these students graduate.
Dual Enrollment (DE) Courses
College credits earned through dual enrollment can be applied toward both high school and college
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graduation and can be transferred to other colleges or universities. Not only do these courses introduce
students to the rigors of college coursework early, they also allow students to take classes that are not
offered at the high school level. These courses can serve as a college credit substitute for an AP course;
allow students to take college courses without the expense of tuition and books; get a head start on
college credit; and they can ultimately also fuel academic interest.
English Language Development (ELD) Literacy Campaign and Library
The ELD Library is a reading haven that encourages students to enjoy and cultivate the love of reading,
providing them with high interest low readability texts. Equipped with 10 computers and hundreds of
books, students can enjoy a variety of texts in various genres that range from classic novels, periodicals,
non-fiction texts, reference books, including books at the very emerging level that target phonemic
awareness and basic decoding skills. Students are held accountable for their reading by taking reading
assessments on the book of their choice through Accelerated Reader.
Freshmen Career Writing and Student Development B3 (STDV B3) Course
The Student Learning Outcomes for this course are as follows:
After completion this course, it is expected that students will be able to:
Assess personal characteristics such as values, skills, interests, life roles and personality and
explain how this information informs career and life decisions.
Compare, contrast, and analyze career options and choose an appropriate career pathway and
college major.
Demonstrate career and education planning.
Instructional Technology
Much of the technology and software programs are constantly updated with newer advances, and
patches to make sure they are working in the best interest of the students learning experience.
Instructors constantly monitor and guide student work. Many classrooms have been provided state-of-
the-art short throw projectors, which work very similarly to Smart Boards. Laptop carts have continued
to be added to classrooms throughout campus. The English and Math departments almost have a laptop
cart for every classroom, while other core departments have one to two carts per building.
Library
The César E. Chávez High School library continues to provide students with additional opportunities
to obtain resources, reading materials, access to technology and information, hold meetings, or just
provide students a quiet place to work.
The library not only benefits the students, it also benefits the CCHS staff. PLC Wednesday meetings
are held at the library to hear the latest updates, become informed, collaborate with the administration
and other departments, exchange ideas, and build comradery.
The Migrant Education Program (MEP)
Over the last three years, the new Migrant Director has introduced college readiness camps like
Migrant Institute of STEM and Leadership (MISL) at Fresno State. She has also included more college
readiness trips and is now targeting 9th and 10th grade students rather than just focusing on 11th and 12th
grade. One of MEP's new goals is to inform students as early as 8th grade so that they can be focused on
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the requirements of being college and career ready.
The 7th Period Reading and Writing Intervention course uses the Imagine Learning software. Learning
Software was introduced last school year and the student response has been very positive.
Next Generation Science Standards (NGSS)
Since the release of NGSS, the César E. Chávez High School science department has made a continual
effort to prepare, implement, refine and align, their curriculum, instruction, and assessments. Below is
a description of how the science department is approaching each of the three dimensions for NGSS.
Crosscutting Concepts:
One way the CCHS science department has begun exploiting Crosscutting Concepts is by exploring the
implementation of the High School Three Course Model into the curriculum. This model consists of
integrating Earth and space science standards into the three major science disciplines offered at CCHS:
biology, chemistry, and physics. It combines all high school performance expectations (PEs) into these
courses. The Integrated Science course currently offered serves as a bridge/introduction class which
instructs freshmen on biology, Earth science, chemistry, and physics in quarterly intervals.
Science and Engineering Practices:
The CCHS science department is attempting to shift away from the traditional model of instruction;
where teachers lecture about science content, students take lecture notes, then there is some type of
reinforcement activity (i.e. bookwork). Instructional practices are attempting to focus more on
scientific inquiry. Science instructors place less emphasis on learning simple science facts, concepts,
theories, and laws of science. By utilizing technology, such as Vernier probes and class-set laptops,
there are more opportunities to develop explanations for phenomena and solution designs.
Disciplinary Core Ideas (DCIs):
Disciplinary ideas are grouped in four domains: physical; life; Earth and space sciences. Other targeted
concepts include engineering, technology and applications of science. The CCHS science department
has begun to integrate more of these ideas across each of the main science disciplines. The High School
Three Course Model is one way that is allowing the science department to teach across science
disciplines. Formative Assessments of Common Core Standards continue to be refined and used
throughout the department as student benchmarks to gauge student mastery of concepts.
Opportunity Education Class (EOP)
For three periods per day, students are immersed in a supportive environment with tailored curriculum,
instruction, guidance, counseling, and tutorial assistance to help them overcome barriers to learning in
core academic subjects. This class is not designed to serve as detention or punishment, but as a short-
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term intervention that is aimed at maximizing academic success. It provides a comprehensive
curriculum and instruction that facilitates positive self-esteem, confidence, and personal growth. The
course goals are to help students return to traditional classes and/or programs, close the achievement
gap, decrease the dropout rate, and help students graduate.
Professional Development
Staff development has been designed to help staff work together as departments to align their courses
to State Academic and Performance (Content) Standards in ELA and ELD, Content standards in
History-Social Science, Science Standards found in the new NGSS, and Common Core State Standards,
develop curriculum and assessments, and develop instructional practices that address key components
of the CCSS. The purpose of staff development is to maximize student learning and academic
achievement.
These professional development opportunities are meant to build professional capacity, calibrate
assessments and curriculum, increase DOK level questions on assessments and activities, align
curriculum, instruction, and assessments to the Common Core State Standards.
The District will continue to employ and utilize consultants who provide information and training on
curriculum, instruction, assessments, observation/evaluation instruments for teachers, DOK, literacy
instructional strategies, key instructional strategies for second language acquisition and sheltered
instruction, and knowledge of the ELD/ELA California State Standards. These efforts continue to be
funded by Title III monies as well as Title I.
Safe School Ambassadors (SSA)
Since 2000, 1,400 schools across the nation have implemented this program and seen marked declines
in discipline cases. CCHS is currently in its second year with the program and has over 100 active
Ambassadors, with 16 facilitators (teachers, counselors, and support staff) trained to mentor and
support students throughout the year. As new students go through the interactive 2-day training each
year, the program will continue to grow.
CCHS has already seen measurable results, just in the first two years since its inception. For instance,
in 2014-15, the year before the program started, there were 18 cases of caused, attempted, or threatened
physical injury; in the past two years, 2015-17, the average number of incidents dropped to 6. Rates of
disruption and defiance dropped from 231 in 2014-15 to an average of 111 cases from 2015-17. Other
rates of property damage, drug use/sales, and other disciplinary areas have also decreased, although not
as dramatically. In addition, students collect data on SSA “Action Logs” where Ambassadors record
their own data over a 2-week period. From 11/2/16-11/16/16, Ambassadors recorded 177 total
interventions on campus. This means that they noticed and acted on mistreatment an average of 17.7
times per day (over 10 school days), which may be extrapolated to 3,186 interventions per school year
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(over 180 days). Students are often able to stop bullying in its tracks before it becomes a larger discipline
issue.
Smart Balance Assessment Consortium (SBAC) Targeted Almost Proficient (TAP)
SBAC TAP currently targets 50 juniors who are currently enrolled in Geometry and 25 juniors (special
Ed and/or ELD) who are currently enrolled in Algebra 2.
Since this is the first year doing SBAC TAP, student performance data will not be available until June.
Therefore, there is no current data available for this program's effectiveness.
III: Ongoing School Improvement
Engagement of all Stakeholders
The Schoolwide Action Plan—a product directly aligned with our Single Plan for Student
Achievement—is a shared product of the staff, administration, students, and parents of César E. Chávez
High School. The correlation of ESLRs, WASC goals, and Single School Plan goals are an important
component of our ongoing efforts. The Single School Plan is reviewed and revised annually to ensure
that the school goals remain aligned to the needs of our students, staff, and community. This alignment
provides an assurance that the progress of WASC goals and the viability of ESLRs are monitored
continuously by the WASC Leadership Team, the School Site Council, the School Administration, and
the Board of Trustees. This method of checks and balances and continuous monitoring provides clear
evidence that the WASC Focus on Learning is an ongoing process at CCHS.
There are several outreach methods that CCHS utilizes for engaging all stakeholders:
Title I Annual Meetings
Every year CCHS holds an annual Title I meetings, at a time convenient for parents, to inform the
public of Title I programs and services, and to explain the Title I requirements and the rights of parents.
Additionally, State priorities, District LCAP goals, and the various Single Plan for Student Achievement
actions as described in the LCAP are shared, and how monies under LCAP would be allocated to attain
stated goals. Parents and those in attendance offer suggestions.
School Site Council (SSC) Meetings
Twice a school year, CCHS holds bi-annual SSC meetings on campus with the goal of creating a
collaborative plan for school improvement. This group consists of administration, teachers, parent,
classified staff, and students. The council collaborates with the principal, Mr. Juarez, to create, review,
and evaluate school improvement programs, budgets, and the Single Plan for School Achievement
(SPSA). Many of these members have been hand-picked, as well as elected, to hold a position.
Additional duties include decisions about parent engagement, school safety, and discipline strategies.
District Board of Trustee's Meetings
The Delano Joint Union High School District's Board of Trustees' regular meetings are generally held at 5:00
p.m. on the second Tuesday of each month. At these meetings, the public may address the Board on any
matter pertaining to the school district that is not on the agenda. For example, if a member of the public
wishes to voice specific topics or concerns, they may either discuss it openly or request that the Board hear
such topics or concerns in a closed session.
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César E. Chávez High School Website:
https://www.djuhsd.org/Domain/9
The CCHS website is available to anyone with internet access and is widely promoted to all
stakeholders as a way of easily accessing information about the school. Some of the information that
the public can access includes information about the administration, athletics, counseling, departments,
discipline and safety, extra-curricular activities, health services, library resources, migrant resources,
the school calendar, state assessments, tutorials, teachers, additional staff, etc.
Local Control and Accountability Plan (LCAP) Stakeholder Meetings
Throughout the school year, several LCAP meetings take place to facilitate the annual update of the
district and school action plans. These meetings are intended to provide all stakeholders, a spectrum
of students, parents, teachers, support staff, and the community, involvement in the LCAP update
process. These meetings include stakeholders by informing them of the school district’s key goals for
students as well as the specific actions and expenditures the district will take to achieve the goals used
to measure progress.
The Report
Throughout this process, the leadership of the administration, department chairs, and the WASC team
have been invaluable. Teachers and staff have remain committed to making the self-study process a
true reflection of the school. The WASC Leadership Team (Focus Group Chairs)— Estevan Ramirez,
Aurora Lopez, Art Gonzalez, Juan Cruz, Omar Mata, and Marisol Cruz—along with the CCHS
Leadership Team (Admin.), have all been instrumental in obtaining, organizing, and writing the report.
Beginning in the 2016-17 academic school year, the WASC Leadership Team began meeting on a
quarterly basis. The purpose of these meetings was three-fold: assure that all WASC Chairs remained
vigilant about their WASC roles, keep track of any significant changes at the school, and exchange
ideas about school performance and progress. It was not until the 2017-18 fall semester that the WASC
Leadership Team started meeting on a monthly-basis and begin gathering and reviewing the many
aspects of the school. Beginning in the Spring semester of 2018, the open prep period for the FOL Chair,
Estevan Ramirez, was transformed into an assigned WASC period. The purpose of this assignment was
to provide ample time and additional pay for the work necessary to research, collect, analyze, organize,
and prepare this self-study report.
Some of the information pertaining to this mid-term report was pulled directly from the 2014-15 CCHS
WASC Self-Study Report, as much of the information is still relevant, or the same. The majority of the
report was typed up by a combination of the WASC Leadership Team and the CCHS Administration.
There has been a constant flow of emails, phone calls, meetings, and conferences. Information for the
community profile was gathered from the Delano City website and the U.S. Census Bureau.
Administration, the Counseling Department, and department chairs helped put together and edit both
the CCHS school profile, as well as the CCHS Programs list. Much of the student and staff demographics
data, as well as the student achievement data, was gathered from several sources, including, but not
limited to: Single Plan for Student Achievement, School Accountability Report Cards, CalPads,
departments, Administration, and the CCHS Local and State Assessment Coordinator. The WASC
Focus Chairs have been in continual contact with core departments and their department chairs.
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Anecdotal evidence and impressions from staff members have also served as valuable sources of
information.
The DJUHSD Board of Trustees, as well as the Superintendent were involved in the final approval of
this mid-term self-study report.
IV: Progress on Critical Areas for Follow-up/Schoolwide Action Plan
Since the last WASC visit in the 2014-15 school year, all phases of the Schoolwide Action Plan, along
with the Critical Areas of Follow-Up developed by the Visiting Committee, have been monitored on
an annual basis by various groups of stakeholders. CCHS's Schoolwide Action Plan has served as a guide
for the planning of instruction, development of curriculum, and spending of funds. The staff
understands that the Action Plan is a “living” document that has the flexibility to take on necessary
changes and adapt to current state mandates.
Critical Area for Follow-Up #1: Collaboration and Professional Development
To continue to collaborate to develop curriculum and assessments to meet Common Core State Standards and
use data to drive instruction and intervention, and to seek professional development opportunities to drive this
process.
The staff meets every other Wednesday morning during PLC time to desegregate data, adjust
curriculum, identify instructional best practices, and review and re-write current assessments within
their cohorts to address the curricular and instructional requirements for effective implementation of
the Common Core State Standards (CCSS). With the help of ongoing off-site professional development,
CCHS has been continually revising the curriculum, instruction, and assessments for core subjects.
Teachers continue to work together within their departments, and collaborate with administration, so
they may fine-tune their curriculum, implement, and share instructional strategies to address the CCSS
and NGSS. The PLC time also serves to help monitor students’ progress, particularly in English, ELD
Language Arts, Math, Science, and Social Science. Some departments have been exploring refinements
to their Formative Assessments of Common Core Standards (FACCS) to keep pace with the demands
of CAASPP and NGSS. These FACCS allow teachers to measure student learning through collection of
data via Illuminate. Some teachers also continually collaborate in creating new Core Subject Site-Based
Common Assessments/benchmarks. These benchmarks are summative assessments of the CCSS and
NGSS. Cohorts aim to continue to refine their assessments to better align them to CAASPP and other
state assessments, while continuing to analyze progress. An additional effort these past couple of years
has been to calibrate toward assessments which include higher order Depth of Knowledge (DOK) level
questions. All of these efforts have allowed CCHS to successfully collaborate with District efforts to
continue aligning core curriculum and assessments to CCSS, NGSS, and CAASPP in preparing students
for local and state assessments, and to be College and Career Ready.
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Additional Important Evidence
Wednesday PLC Schedule
Single Plan for Student Achievement
CAASPP Data for Student Achievement
FACCS and Benchmarks
Professional Development Opportunities
Critical Area for Follow-Up #2: English Learner Needs
Use of data to diagnose, identify, monitor, and adjust instruction for English Learners to improve student
performance on CELDT, CAHSEE, and SBAC testing, and to continue searching for additional strategies to
meet the needs of EL students.
The CELDT and CAHSEE examinations are no longer being used to assess students.
English Language Development (ELD) Department
César E. Chávez High School’s ELD department consists of eight intensive intervention courses to help
underachieving students classified as English learners gain proficiency in the English language and
ensure their success in mainstream courses once they exit the program. All students take diagnostic
written and skills-based assessments administered in the beginning of each academic school year to
ensure that students have been correctly placed in the recommended levels.
Seven out of eight courses administer quarterly benchmarks, known as FACCS, to monitor student
learning throughout the year. To keep a data record of all assessments, all instructors are required to
utilize our district data software database Illuminate. The remaining courses also provide formative and
summative assessments on a quarterly basis at the discretion of instructors. The department is currently
in the process of generating assessments that align to the ELPAC that closely target language
proficiency. The department utilizes all assessments as a tool to drive instruction in the classroom. All
assessments are designed to ensure students master all ELD standards in conjunction with curriculum
for the core course at the expanding level that provides students universal access to ELA Common Core
Standards.
Smarter Balance Assessment Consortium (SBAC) Targeted Almost Proficient (TAP)
This revised TAP program has evolved to meet the changing nature of accountability under the new
Common Core State Standards by including SBAC style diagnostic exams at the end of their first
semester, to identify students needing extra academic assistance in Literacy (reading, writing and
critical thinking), so they may achieve proficiency on the SBAC. EL and Special Education students are
also targeted for this afterschool program.
The afterschool program runs twice per week in the CCHS library, during the second semester. The
purpose of the program is to better prepare students for key SBAC targets. Two groups of students are
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targeted: those students that are currently in geometry but received a D or F letter grade in a past
Algebra 1 or Algebra 2 semester; and those students who are designated as EL or Special Ed., while
enrolled in Algebra 2. Student practice sample questions using Illuminate, while receiving help from a
math teacher and from available student tutors who volunteer.
Specially Designed Academic Instruction for English (SDAIE) Strategies
Teachers are expected to use SDAIE strategies to support the instruction of English learners. Supplemental
texts, scaffolding, graphic organizers, compare-and-contrast charts, videos, diagrams, vocabulary
development, and annotations all help students access the content. The English department adapts its
curriculum to reflect the dynamic demands of standardized tests. English teachers frequently use character
matrices, choral reading, mapping, cooperative learning, and many more SDAIE strategies. Social studies
teachers analyze and annotate readings to find ELD appropriate materials that challenge students. The
World Language (Foreign Language) department blends standards by including the four domains of
language—reading, writing, speaking, and listening—into daily instruction. The science department often
utilizes newsela.com articles, choral reading, word walls, inquiry-based learning, Venn diagrams, and many
more SDAIE strategies.
Explicit Direct Instruction (EDI)
In January of 2018, teachers from the social science, science, and English departments attended an EDI
training in the CCHS library. Larry Federico, a consultant from DataWORKS Educational Research,
presented and modeled EDI strategies. Later in the Spring semester, Larry came out to three core
departments and taught a DataWORKS EDI lesson to students in a classroom while being observed by
teachers. Then, those same teachers taught the same lesson to different students.
Teachers from core departments have always been encouraged to use SDAIE strategies in the classroom,
especially those classrooms that have EL students. Throughout these departments teachers use think-
pair-share, choral reading, verbal repetition, assigning students A and B roles, vocabulary breakdown,
visuals, stand-and-present, and many more strategies.
Inquiry-Based Instruction in Science
The science department is attempting to shift away from the traditional model of instruction—lecture-
based instruction that is content heavy and where students take notes—and move towards an inquiry-
based instructional approach. This is an approach where students learn by doing before being taught.
Students are given simple lab materials and asked to perform tasks while being guided by the instructor.
Students learn by experimenting, making mistakes, and successfully completing tasks. They learn how
and why things work. Then their newly obtained knowledge is reinforced with quick lectures that
focus less on science facts and more on student centered activities. For ELs, connections are made using
word walls of "everyday words" that are used during activities, then connecting those words to the
academic language.
Critical Area for Follow-Up #3: Rigor and Student Access
To continue deepening the rigor of the curriculum for all students, including increasing student access to A-G
complaint core classes and increasing AP participation and AP course offerings (especially in science).
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Career Technical Education (CTE)
A goal for CCHS is to have all students meet the A-G requirements, as well as successfully complete a
pathway by graduation. Therefore, they can be college and career ready. The DJUHSD CTE programs
currently offers twenty-six courses within fourteen different fields on three different campuses. Fourteen
of these pathways are offered to CCHS students. Ten of these courses are located on the CCHS campus.
These courses include: Architecture Design, Business Management, Education, Engineering and Heavy
Construction, Fashion Design and Merchandising, Food Service and Hospitality, Patient Care, Professional
Sales, Public Safety, Residential and Commercial Construction, Software and Systems Development,
Structural Repair and Refinishing, and Welding and Materials Joining.
Students have access to an additional four CTE pathways at North Kern Vocational Training Center
(NKVTC), or Robert F. Kennedy High School. Based on a pre-enrollment survey, all freshmen students
are placed in the College and Career Readiness class, which guides students through the development of a
ten-year plan. Over the past three years, the CCHS CTE program has grown. This is due to a combination
of state graduation requirements, district mandates, and learner outcomes (Expected School-Wide Learner
Results).
2016-17 CCHS Career Technical Education Participation
Measure CTE Program
Participation
Number of Pupils Participating in CTE 644
% of CTE courses sequenced or articulated between the school and
institutions of postsecondary education
33%
2015-16 CCHS Career Technical Education Participation
Measure CTE Program
Participation
Number of Pupils Participating in CTE 478
% of CTE courses sequenced or articulated between the school and
institutions of postsecondary education
♦
Dual Enrollment
The Dual Enrollment program allows students to enroll in college courses for credit prior to receiving
their high school diploma. César E. Chávez High School offered 6 sections of dual enrollment in the
fall semester of 2017, while 20 sections were offered in the Spring of 2018. These courses are in
conjunction with Bakersfield College, Cerro Coso, and CSU Bakersfield; and included Welding,
Medical Assistant, Business Management, Spanish, US History, Medical Terminology, Student
Development, Business Management, and English B1A. These courses can serve as a college credit
substitute for an AP course, allow students to obtain college credits at a reduced cost or free, and save
money on college tuition, get a head start on college credit, and they can also fuel academic interest.
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A-G Complaint Core Classes
There are a host of traditional courses that students can take that fulfill A-G requirements. Counselors
meet with students annually to evaluate individual progress in meeting graduation requirements and
vocational education needs. Sophomores meet with their counselors individually twice a year to
develop an Individual Learning Plan (ILP) which identifies their unique academic plan to meet post-
secondary and/or career goals upon graduation. Based off a pre-enrollment survey, all freshmen
students are placed in a College and Career Readiness course, which guides students through the
development of a ten-year plan. A goal for CCHS is to have all students meet the A-G requirements, as
well as successfully complete a pathway by graduation so they are college and career ready.
In the Student Development B3 course school counselors assist students in completing BC applications,
as well as a 10-year high school, college, and career plan. Depending on their individualized plan, students
are encouraged to explore different colleges and universities for their post-baccalaureate education, as
well as different career paths and corresponding certification programs.
2015-17 CCHS Courses for UC and/or CSU Admission
UC/CSU Course Measure Percent
2016-17 Students enrolled in courses required for UC/CSU admission 95.82
2015-16 Students enrolled in courses required for UC/CSU admission 94.07
2014-15 Students Enrolled in Courses Required for UC/CSU Admission 94.07
Critical Area for Follow-Up #4: Career Pathways
To continue exploring outside partnerships to offer fully articulated career pathways, by using Focus data to
build pathways that parallel student interest/aptitude and market demand.
César E. Chávez High School staff works diligently to establish and maintain effective working
relationships with local colleges. Bakersfield Community College (BC) is a community college with a
satellite campus in the city of Delano and even utilizes some of the high school district facilities to
conduct classes. BC and Delano Joint Union High School District share facilities in a joint venture to
provide an easy transition from high school to community college. Two BC classes, both English B1A,
are currently offered to seniors after school, and run twice per week on the CCHS campus. California
State University, Bakersfield (CSUB) is the nearest local 4-year university. CCHS has also partnered
with BC and Cerro Coso Community College. In collaboration with a Cerro Coso/BC adjunct professor,
the District has initiated a new program, since the beginning of last academic school year, to have high
school students gain a firsthand experience of what it would be like to work in the Medical field:
Communication in Healthcare, Medical Law and Ethics, medical Terminology, Electronic Health
Records, Dentistry, Nursing, EMT, Bio Medical Engineering, and Forensics. This Patient Care pathway
to Health opened an opportunity to allow for a STEM program with Bakersfield College (esp. Cerro
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Coso). Our partnership with WESTEC has shown positive fruit with its initial training. We have 25
senior students who completed 5 days of intense training to earn 5 industry-ready certificates during
the spring of 2018. We will continue our partnership with WESTEC to help more students become job
ready in the future.
Recently, CCHS offered 6 sections of dual enrollment in the fall semester of 2017, while 20 sections
were offered in the spring of 2018. Sections are available through Bakersfield College, Cerro Coso
Community College, and California State University, Bakersfield (CSUB).
Additional Important Evidence
Dual Enrollment/Pathway Courses offered
LCAP monies
Qualified Teachers
Partnerships with Colleges and Universities
Single Plan for Student Achievement
Critical Area for Follow-Up #5: Parent Communication
Improve communication between staff and parents
Parent involvement is important to realizing a strong, academic, school community. Parents are
encouraged to get involved in César E. Chávez High School’s learning community by volunteering their
time, attending school events, or sharing their input in the decision-making process.
There are up to 15 different advisory groups or volunteer opportunities available for CCHS parents and
families. Each advisory group is responsible for leading and evaluating the school’s progress to provide
a safe, effective, and thriving learning environment. Parents seeking more information about becoming
an active member in the school community may contact the school directly.
Parent Volunteer Opportunities Parent Volunteer Opportunities
Athletic Events Fundraising Events
Academic Culture Club/Alliance for Education Migrant Education Advisory Committee
Career Center Philippine Assembly Night (PAN)
Coaching Sports Regional Parental Advisory Council (RPAC)
Booster Clubs (Quarterback Club & TT Club) Safe School Committee
District English Learner Advisory Council (DELAC) School Advisory Groups
District Technology School Site Council (SSC)
English Learner Advisory Council (ELAC)
CCHS is making strides to improve parent participation by establishing key events and meetings for all
parents to attend. CCHS provides a broad range of activities and events to support the learning process
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in and beyond the classroom environment. Throughout the year, parents and families have the
opportunity, and are encouraged, to attend up to 20 different activities and events on and off campus.
Activities & Events Open to Families Activities & Events Open to Families
504 Plans LCAP Stakeholders Meetings
Athletic Events Migrant Parent Education Series Workshops
Band/Choir/Color Guard Competitions Music Memorial Concert
Back-to-School Night Freshmen Orientation Night
DELAC Meetings Philippine Assembly Night by UFO
District Board Meetings Salute to Scholars Night
Drama Club Performances Senior Awards Assembly
ELAC Meetings Student Performances
Family Movie Night Talent Shows and Plays
IEPs Title I Meetings
Parent involvement continues to increase, and is critical to student achievement, since the key to
student attendance often lies in parental support. The more the parents understand the programs
offered by CCHS, the more supportive they are and thus, more encouragement is given to their
children to take advantage of these programs. This suggests that strong school-home communications
concerning all programs, needs to continue.
CCHS additionally reaches out to parents and families through other avenues.
School Compact
At the beginning of each school year, students, parents, teachers and the Principal sign a
School/Parent/Student Compact that indicates compliance with set goals for a positive, educational
experience.
CCHS Website
The CCHS website is available to anyone with an internet connection. Here they can access
information about the administration, athletics, counseling, departments, discipline and safety, extra-
curricular activities, health services, library resources, migrant resources, the school calendar, state
assessments, tutorials, teachers, additional staff, and much more.
Aeries Parent Portal
Parents and students have real-time access to grades, scores, and assignments through Aeries Parent
Portal. The school Compact sent out at the beginning of the year provides instructions to parents and
families on how to sign up and use the service. Freshmen Orientation and Back-to-School Night are
additional opportunities for parents to sign up for Aeries portal.
All Call System
Whenever students are absent, late, or tardy for a period, the school's phone system calls home to notify
parents of the circumstance. Whenever there is a notable upcoming school event, All Calls are sent out
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to every parent and family in the system, notifying them of the purpose, date, and time of the event.
For example, All Calls have been sent out for Back-to-School Night, Senior Awards Assemblies, athletic
events, and active shooter drills.
General Communication
Teachers and staff are constantly communicating with parents and families through emails, phone calls,
parent-teacher conferences, and occasional parent classroom visits. Remind.com is a free app that
enables teachers, students, and parents to safely text message each other without having to exchange
personal contact information.
IEPs and 504 Plans
Individualized Education Plans (IEPs) are developed through the Special Education (SpEd) office as a
part of a collaboration effort between students, parents, teachers, the school psychologist, and the SpEd
program specialist. The IEP ensures that the student's academic, behavioral, and emotional needs are
met. An additional option for students who may need supports or services at CCHS but may not qualify
for an IEP is a 504 plan. These plans are designed to give students with disabilities the same access to
education as their peers. The 504 plan is developed in collaboration with the students, parents,
counselors, teachers, and administration. The plan is then shared with all teachers for accommodation
purposes. Both the IEP and 504 are a collective effort to remove or minimize any barriers that might
hinder a students' access to a quality education.
Remind.com
Remind is a free mobile text messaging application that allows teachers and schools to send text messages
to students and parents. Some teachers use Remind to communicate with students and parents about
assignment deadlines, upcoming assessments or other important information from their class.
Yearbook
The CCHS yearbook provides opportunities for families to get a glance of the school and to buy out
pages for their child.
One area that was not directly included in the César E. Chávez High School action plan was a portion
of the Critical Area for Follow Up #3: ...increasing AP participation and AP course offerings (especially in science). The school prides itself in its AP programs. Every AP teacher is committed to developing
and maintaining a rigorous course that will prepare students for the AP test and beyond. Students and
staff involved in AP courses know the importance and commitment required to run a successful
program. However, over the last three years there has been a shift in assessing pupil achievement for
high school graduation. This shift has been towards students not only being College Ready, but also
Career Ready. Therefore, CCHS has focused on developing quality and applicable CTE Pathways and
Dual Enrollment courses that students have access to. In alignment with LCAP State Indicator-Priority
4(a): Pupil Achievement Statewide Assessments for College and Career Indicator, the state of California
has mandated that in order for a student to qualify as college and career ready upon graduation, they must
have earned a high school diploma and any one of the following:
1. Career Technical Education (CTE) Pathway Completion plus one of the following criteria:
Smarter Balanced Summative Assessments: At least a Level 3 "Standard Met" on ELA or
Mathematics and at least a Level 2 "Standard Nearly Met" in the other subject area
One semester/two quarters of Dual Enrollment with passing grade (Academic/CTE subjects)
2. At least a Level 3 "Standard Met" on both ELA and Mathematics on Smarter Balanced Summative
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Assessments
3. Completion of two semesters/three quarters of Dual Enrollment with a passing grade (Academic and/or CTE
subjects)
4. Passing Score on two Advanced Placement (AP) Exams or two International Baccalaureate (IB) Exams
5. Completion of courses that meet the University of California (UC) a-g criteria plus one of the following
criteria:
CTE Pathway completion
Smarter Balanced Summative Assessments: At least a Level 3 "Standard Met" on ELA or
Mathematics and at least a Level 2 "Standard Nearly Met" in the other subject area
One semester/two quarters of Dual Enrollment with passing grade (Academic/CTE subjects)
Passing score on one AP Exam OR on one IB Exam
From 2015 to 2017, CCHS experienced growth for all students, including ELs. In the 2015-16 academic
school year, 44.1% of students were college and career qualified. For the same year, only 12.8% of EL
students were college and career qualified. In 2017, 61% of all students were college and career qualified.
This is nearly a 17% increase. While 33.3% of EL students were college and career qualified. This
represents over a 20% increase. The students with severe disabilities (SWDs) is still an area of growth for
CCHS. The district is continuing to search for solutions to increasing the number of SWDs who qualify as
college and career ready.
Additional Important Evidence
Dual Enrollment/Pathway Courses offered
LCAP State Indicator Priority
AP Course Offerings/Enrollment/Test Scores
College and Career Ready Graduation Rates
Partnerships with Colleges and Universities
V: Schoolwide Action Plan Refinements
The single school action plan is the Single Plan for Student Achievement (SPSA). When César E.
Chávez High School was visited in the Fall of 2014, it was the 2013-14 SPSA that was included in the
WASC report. That was the last year prior to the LCAP being adopted by the state. Therefore, a major
refinement to the SPSA has been the adoption of the LCAP.
The school goals for the SPSA have shifted over the last three years. There was initially a total of four
school goals. These school goals focused heavily on student assessment performance and meeting the
academic standards for English and mathematics. Due to the ongoing importance of these goals, they
were condensed into what is now three goals—All students will demonstrate College Readiness; All
students will demonstrate Career Readiness; and CCHS will promote and provide for a positive school
climate. These new goals focus on student assessment performance and academic standards, as well as
career readiness and school culture. These changes were in response to the adoption of the LCAP and
the continual collaborative efforts of stakeholders. With Career Readiness becoming such a focus in
education, CCHS has had to adapt its SPSA to meet ever-changing needs and demands. Additionally,
with a school culture that values parent engagement, student safety, student relationships and overall
academic, social, and emotional well-being, CCHS will continue to focus on having a school culture
that is conducive to all student's needs.
César E. Chávez High School ACS WASC Progress Report
xxxix
2013-14 SPSA School Goals:
SSP Goal 1—Improve student performance on the CAHSEE
SSP Goal 2—LEP students will meet and/or exceed all Annual Measurable Achievement Objectives
SSP Goal 3—Students at CCHS will demonstrate College and Career Readiness.
SSP Goal 4—CCHS will meet or exceed all AYP Accountability Targets as measured by the CAHSEE
2016-17 SPSA School Goals:
SSP Goal 1—All students will demonstrate College Readiness.
SSP Goal 2—All students will demonstrate Career Readiness.
SSP Goal 3—CCHS will promote and provide for a positive school climate.
Schoolwide Action Plan
School Goal #1: All students and student sub-groups (ELs, SpEd, etc.) at CCHS will demonstrate College
Readiness as indicated in the state's College and Career Indicator Model.
LCAP Goal #1: College Readiness - Provide high quality education to improve college readiness and
proficiency or standard met levels for all learners, including ELs and Foster Youth, in all core academic
content areas.
Rationale: Continue to seek additional ways to improve student performance so they can demonstrate
College Readiness by achieving Proficiency (Standard Exceeded) or Standard Met on the CAASPP and
ELPAC state assessments. There will continue to be a push for students to enroll in Advanced
Placement (AP) courses and pass the AP exams, so they can be exposed to a college level course load
and receive college credit. The completion of courses that meet the University (UC) a-g criteria is also
vital to preparing students for university level academic success.
Growth Targets:
1. SBAC: The percent of overall students scoring at levels 3 & 4 in Math and ELA will increase by
5%. The percent of EL students scoring at levels 3 & 4 will increase by 5%.
2. AP Passing rates will improve by 1%. Students Passing 3+ AP exams will improve by 1%
3. EAP: The percent of students designated Ready and/or Conditionally Ready in ELA and Math
will increase by 5%.
4. UC A-G: Students completing UC A-G courses will improve by 3%. 5. Students earning College
Credits through Dual Enrollment in Academic Courses will increase by 5%.
Actions Timeline Persons
Responsible
Resources Means to Assess
Progress
Reporting
Method
Support on-going
alignment, refinement
and implementation of
curriculum.
Ongoing Administration
, Department
Chairs,
Resource
Teachers
Instructional
Materials,
Technology,
Staff
Professional
Development
Observation
outcomes,
PLC
Wednesdays,
Professional
Development
Teacher
Observations,
Assessment
Results,
Dept. Chairs,
Cohorts
César E. Chávez High School ACS WASC Progress Report
xl
Continue work to
build instructional
capacity.
Ongoing Administration
, Dept. Chairs,
Teachers
Instructional
Materials,
Technology,
Staff
Development
CAASSP results
AP Pass Rates,
FACCS,
Benchmarks
Teacher
Observations,
Assessment
Results,
Administration
Support ongoing
efforts in developing
and calibrating of
effective formative
and summative
assessments
Ongoing Administration
, Department
Chairs,
Resource
Teachers
Instructional
Materials,
Technology,
Staff
Development
FACCS,
Benchmarks,
CAASP,
AP Exams
Assessment
Results,
Dept. Chairs,
Cohorts,
PLCs
Coordinate with the
District to build
Professional Capacity
Ongoing Administration
, Department
Chairs,
Teachers
Instructional
Materials,
Technology,
Staff
Professional
Development
CAASPP,
AP Pass Rates,
UC A-G
Completion,
Dual
Enrollment
Completion
Teacher
Observations,
LCAP,
Administration,
Departments
Continue to promote
an academic culture
that “Fosters,
Recognizes, and
Celebrates” academic
achievement.
Ongoing Administration
, Identified
teachers
Student of the
Month,
Top 100 and
Elite Titan
Scholar
Rewards,
CAASPP,
AP Pass Rates,
UC A-G
Completion,
Dual
Enrollment
Completion
Assessments
Results,
ASB,
Administration
PLCs
Coordinate with local
Community Colleges
to expand
opportunities for
students to earn
college credits.
Ongoing Kern
Community
College
District,
District & Site
Administration
, Teachers
Teaching
equipment,
Curriculum,
Technology,
Professional-
development
and training
AP Pass Rates,
UC A-G
Completion,
Dual
Enrollment
Completion,
CTE
Completion
LCAP,
Assessments
Results,
Administration,
Counselors
Strengthen the AP
program and maximize
college eligibility via a
course of study that
includes articulated US
A-G classes.
Ongoing Administration
, Counselors,
Selected
teachers
Staff
Development
training in Pre-
AP and AP
curriculum and
instruction
AP enrollment,
AP course
offerings,
AP Pass Rates,
Assessment
Results,
Administration,
Counselors
School Goal #2: All students and student sub-groups (ELs, SpEd, etc.) at CCHS will demonstrate Career
César E. Chávez High School ACS WASC Progress Report
xli
Readiness as indicated in the state's College and Career Indicator Model.
LCAP Goal #2: Career Readiness - Improve career readiness and maximize performance in foreign
language, physical education, visual performing arts, and CTE.
Rationale: There has been a significant push for students to demonstrate Career Readiness by
completing a Career Technical Education (CTE) Pathway and/or a Dual Enrollment course. The CTE
pathways are designed to provide students with the opportunity to obtain technical skills training in a
relevant career field of interested. Students will learn pertinent technical and soft skills which will
make them more valuable to employers. The Dual Enrollment courses will expose students to college
level rigor and allow them the opportunity to earn tuition-free college units.
Growth Targets:
1. Students Completing a CTE Career Pathway will increase by 5%.
2. Students earning College Credits through Dual Enrollment in CTE Courses will increase 5%.
Actions Timeline Persons
Responsible
Resources Means to Assess
Progress
Reporting
Method
Continue to
develop CTE
Pathways.
Ongoing KCCD,
Bakersfield
College,
NKVTC,
District and
Site
Administration,
Counselors,
Teachers,
CTE Coord.
Materials,
Equipment,
Curriculum,
Technology,
Professional
Staff
Development
and training
Partnerships
with local
Colleges,
CTE Completer
and
Concentrator
data,
Dual
Enrollment
completion
PLCs,
Administration,
Teacher
Observations
Partner with
local
Community
Colleges to
expand
opportunities
for students to
earn college
credits
Ongoing KCCD,
Bakersfield
College,
NKVTC,
District and
Site
Administration,
Counselors,
Teachers,
CTE
Coordinator
Materials,
Equipment,
Curriculum,
Technology,
Professional
Development
and training
Provide for
Operational
Costs
Partnerships
with local
Colleges,
CTE and Dual
Enrollment
course offerings
Counselors,
Administration,
CTE Teachers,
LCAP
Promotion of
Career
Readiness
Culture -
Ongoing Administration,
Counselors,
Teachers,
CTE
Career
Promotion and
Awareness
Information
Partnerships
with local
Colleges,
CTE and Dual
Counselors,
Administration,
CTE Teachers,
César E. Chávez High School ACS WASC Progress Report
xlii
Guidance
Counseling Coordinator and/or careers
materials,
pamphlets,
flyers, posters
Enrollment
course
offerings,
Qualified
teachers
LCAP
Coordinate
with the
District to build
Professional
Capacity
Ongoing Administrators,
Counselors,
Teachers,
CTE
Coordinator,
KCCD
Monetary
incentives for
staff,
Materials and
resources for
building capacity
CTE Completer
and
Concentrator
data,
Dual
Enrollment
completion
Site
Administration,
District
Administration,
CTE Teachers,
LCAP
School Goal #3: César E. Chávez will promote and provide for a positive school climate that values
parent engagement, student safety, student relationships and overall academic, social, and emotional
well-being, and provide a clean, safe, and orderly environment conducive to superior teaching,
learning and maximum academic achievement.
LCAP Goal #3: School Climate - Pupil and Parent Engagement: Provide all students with a high quality
educational environment where they can take pride in their facilities and look forward to coming to
school every day.
Rationale: Students can achieve and thrive in an environment that is welcoming and conducive to
learning. Therefore, teachers and administration will continue to coordinate efforts and resources to
maintain high student and staff morale, lower suspension, expulsion, truancy and drop-out rates,
improve attendance and graduation rates, and promote greater parent participation.
Growth Targets:
1. Maintain Graduation rates at or above 92%
2. Maintain Suspension rates at or below 4.5%
3. Maintain Expulsion rates at or below .15%
4. Maintain Attendance rates at or above 96%
5. Increase Parent Engagement
Actions Timeline Persons
Responsible
Resources Means to Assess
Progress
Reporting
Method
Facilitate
efforts in
effective
implementation
of the Safe
School
Ambassador
(SSA) Program
at CCHS.
Ongoing Administration,
Counselors,
Teachers,
70 selected
students
Training of
students and
staff
Principal's
Handbook,
Program
Adviser's
Handbook
SSA
Participation
rates,
Bullying
incidences
reported
CCHS
Compact,
SSA,
PLCs
César E. Chávez High School ACS WASC Progress Report
xliii
Increase and
improve Parent
and
Community
participation in
the School's
Culture.
Ongoing Administration,
Teachers,
Counselors,
Classified
Intervention
personnel
Advisory
committee,
Stakeholder
meetings,
Parent
trainings,
Outreach
efforts
Advisory
Committees,
Volunteer
opportunities,
BTSN,
Orientation,
Parent Portal
PLCs,
Advisory
Committees,
All Calls
Offer multi-
faceted
intervention
efforts during
and after
school.
Ongoing Administration,
Teachers,
Counselors,
School
Psychologists,
Classified
Intervention
personnel
Academic and
Behavioral
Intervention
efforts,
Tutorial,
Detention,
Work Detail,
Counseling,
Referrals,
SSTs, 504s, IEPs
MASH,
MADD,
Opportunity
Course,
Suspension
Rates,
Expulsion
Rates,
Truancy Rates,
Parent
meetings
CCHS
Compact,
All Calls,
Discipline
Office,
Administration
Afterschool
Intervention
Counselor
assists the
Assistant
Principal of
Discipline with
scheduled
meetings for
misbehaving
students.
Ongoing Administration,
Intervention
Counselor
Academic and
Behavioral
Intervention
efforts,
Tutorial,
Detention,
Work Detail,
Counseling,
Referrals
MASH,
MADD,
Opportunity
Course,
Suspension
Rates,
Expulsion
Rates,
Truancy Rates,
Parent
meetings
All Calls,
Administration,
Discipline
Office
Promote a
positive school
culture that
fosters,
recognizes, and
celebrates
excellence in
academics, the
artists,
athletics,
service learning
Ongoing Administration,
Teachers,
Counselors,
Classified &
Student
Leadership
Groups
Titan Shirts,
Exemplary
Titans,
Student of the
Month,
Advisory
committee
Student of the
Month,
Assemblies,
Food Fest,
Field Trips,
ASB,
Sports
ASB,
Administration,
Teachers,
PLCs
César E. Chávez High School ACS WASC Progress Report
xliv
Provide for
clean and
adequate
facilities for
maximizing
teaching and
Learning
Ongoing Administration
and Classified
Support
Repair and/or
maintain clean
and safe
classrooms,
computer and
science labs,
restrooms, and
school facilities.
Cleanliness of
school site,
Reliable
technology,
Campus
Beautification,
Grounds Crew,
Teachers,
Administration
Seek resources
to maintain a
safe and secure
learning
environment.
Ongoing Administration,
Teachers,
Counselors,
School
Psychologists,
Classified,
Intervention
Security
Cameras,
Professional
Development
and Training,
School
Resource
Officer
Campus
Security,
Locked gates,
Police
presence,
Drills
Discipline
Office,
Teachers,
Administration,
Custodial Crew