300 Moraga Road Moraga, CA 94556 (925) 280-3950 Fax: (925) 280-3951 http://campolindo.acalanes.k12.ca.us
ACALANES UNION HIGH SCHOOL DISTRICT
CAMPOLINDO HIGH SCHOOL WASC SELF-STUDY 2011 Focus on Learning
Submitted to the Western Association of Schools and Colleges
and the California State Department of Education
Carol Kitchens, Principal Paul Mack, Associate Principal Scott Biezad, Associate Principal
Amanda Renno, Self-Study Coordinator March 20-23, 2011 Lisa Herzig, Self-Study Coordinator
Table of Contents
Preface: A DESCRIPTION OF OUR PROCESS iii
Chapter 1: School and Community Profile DEMOGRAPHIC DATA The Community 1 SCHOOL PURPOSE 4 WASC ACCREDITATION HISTORY OF THE SCHOOL 4 STATUS OF SCHOOL/SCHOOL PERFORMANCE 5 AP/Honors Programs 5 Special Education 9 Fluent English Proficient 10 Attendance and Discipline 11 Socioeconomic Status 13 FACILITIES 14 STAFF 14 STUDENTS 16 Athletics 18 STUDENT FINANCIAL SUPPORT District Financial Support 19 Outside Financial Support 20 STUDENT PERFORMANCE DATA Academic Performance Index (API) 20 API from 2004-2010 20 District API Data 22 CST Results from 2004-2010 24 California High School Exit Exam 38 Federal Accountability: Adequate Yearly Progress (AYP) 39 ACT and SAT Results 41 Advanced Placement Test Results 43 Report Card Analyses 44 Completion Rates 47 PROGRESS ON THREE IDENTIFIED INDICATORS (SITE PLAN) 49 UNIVERSITY of CALIFORNIA A-G REQUIREMENTS 52
Chapter 2: Summary of Data & Critical Areas of Need PROCESS USED TO ANALYZE THE PROFILE DATA 53 RESULTS OF THE DATA 53 Areas of Strength 53 Areas of Improvement 54 CRITICAL NEEDS 55 Questions Raised by the Data 56
Chapter 3: Progress Report SIGNIFICANT DEVELOPMENTS 57 IMPLEMENTATION AND MONITORING OF SCHOOLWIDE ACTION PLAN 58 RESPONSE TO ACTION PLAN PROGRESS 59 Action Plan Item #1: 60 Action Plan Item #2: 62 Action Plan Item #3: 63 Action Plan Item #4 63
i Chapter 4: Self-Study Findings A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources 65 B: Standards Based Student Learning: Curriculum 76 C: Standards Based Student Learning: Instruction 90 D: Standards-based Student Learning: Assessment and Accountability 102 E. School Culture and Support for Student Personal and Academic Growth 119
Chapter 5: Action Plans 133
Appendices School Profile School Map WASC Visitation Schedule Bell Schedule Master Schedule (Alpha) Master Schedule (Department) Master Schedule (Room) Single Site Plan Staff Development Plan (2009 – 2010) Summer Institute Schedule Combined Survey DATA (extrapolated) Focus on Learning Survey Questions (Parents) Focus on Learning Survey Questions (Students) Focus on Learning Survey Questions (Staff) Focus on Learning Survey Questions (Teachers) Proposed use of Measure E Technology Funds
ii
Preface
A DESCRIPTION OF OUR PROCESS
The last WASC/CDE accreditation for Campolindo was in the spring of the 2005 school year. Campolindo revisits its action plans yearly and has made strong progress in addressing the recommendations by regularly monitoring their advancement. Since the action plan is tied to the Single Site Plan for Student Achievement, the School Advisory Council (the oversight committee) and the Acalanes Union High School District Board of Education receive an update of the yearly progress on those goals as well.
In planning this WASC Self-Study for 2011 the Leadership Team focused on accomplishing two major objectives: first, to compile a complete and honest picture of Campolindo High School by investigating and evaluating every aspect of the school’s operation and second to solicit the perspectives of a fair representation of all of our stakeholders: community members, students, and certificated and classified staff, to discover what we can do better and celebrate what we do well.
We are fortunate that the Acalanes Union High School District provides each of its four comprehensive high schools with weekly 60 minute blocks of time on Wednesday mornings for faculty, department, school advisory council, staff development and WASC Leadership, Home and Focus meetings. This time, along with two full Staff Development Days on November 23 and 24, 2009, has been invaluable in our completion of the Self-Study, as it has enabled our stakeholders to carry out their investigations with little disruption to the school’s regular schedule. All Leadership, Home and Focus group meetings took place on those Wednesday mornings with time still left for some staff and department collaboration and staff development. The three Core Leaders met almost weekly during their 4th period preps to guide and direct the Home and Focus group meetings and the November Staff Developments Days. It is a symbol of Campolindo’s institutional strength, organization and professionalism of its staff that the school has been able to produce a comprehensive report with very little operational interruption.
A CHRONOLOGY OF OUR PROCESS
June 1, 2009
Two teachers, Amanda Renno and Lisa Herzig, volunteered to co-chair the WASC Self Study and along with the guidance of Associate Principal, Kim Fisher, formed the Core Leadership team.
August 25, 2009
Four more staff members volunteered to chair the Curriculum, Instruction, Assessment and Culture groups making a total of seven members forming the Leadership Team.
September 9, 2009
The Core Leadership Team started making a timeline, placing people, staff, students and community members in focus groups, and reviewing the data and survey and previous WASC materials.
September 23, 2009
At the monthly faculty meeting, the WASC Self Study process was introduced by the Core Leadership Team in order to build enthusiasm and discuss the surveys that were going to be distributed in October.
iii September 30, 2009
School Advisory Council met and reviewed the WASC process, the 2005 WASC Visiting Committee Report, and evaluated and approved the 2009 - 2010 Single Site Plan and the November Staff Development plan.
October 2009
Throughout the first few weeks of October the staff, students and community completed surveys to help guide our focus for WASC. During this time period the School Profile was being compiled by collecting, analyzing and disaggregating student performance and demographic data. The plan for the November Staff Development Days was also developed.
November 6, 2009
The Core Leadership Team attended the first WASC Training Workshop held in Pleasant Hill at the Contra Costa County Office of Education.
November 23 and 24, 2009
Over the two staff-development days the school mission statement and ESLRs were revisited and rewritten with the main focus of looking at teaching and learning in the 21st century and preparing students for the age of globalization. The book, Catching Up or Leading the Way by Yong Zhao was used to foster discussion and generate staff conversation during those days. The growing themes of talent, tolerance and technology became the focus of staff discussions. In addition, the Campolindo staff was divided into discussion groups focusing on the history of the school, curricular programs and progress since the last self study, critical areas of need, student, staff and parent surveys and the newly produced school profile. Chapters 2 and 3 were started after these days of dialog and discussion.
December 2, 2009
The Leadership Team met and discussed outcomes of the discussion groups completing the school mission statement, ESLRs, investigating the critical areas of need that evolved from careful staff analysis and serious discussion of the survey results and school profile. The School Advisory Council met and discussed the Nov. 23, 24 Staff Development activities including revised mission statement, ESLRs, surveys and results of the critical indicators from the profile. Staff discussed readings from the book, Catching Up or Leading the Way.
January 6, 2010
The Core Leadership Team met with the Instructional Council and discussed how to develop indicators and how to look at the alignment of subject area content with the ESLRs and student work in relation to critical needs in their Home Group meetings.
January 13, 2010
Departments (Home Groups) worked on aligning content area standards with ESLRs and discussed evidence of student work that should be brought in two weeks.
January 27, 2010
Departments (Home Groups) continued to analyze student work in relation to critical needs.
February 3, 2010
School Advisory Council met and reviewed and discussed the draft of the WASC critical needs assessment and an article on “Success with Less Stress.”
iv February 10, 2010
Departments (Home Groups) continued to analyze student work in relation to critical needs and create a summary of findings.
February 17, 2010
At the Faculty meeting, WASC Chairs gave an update about how things were going and shared information about peer observations and student interviews. Good, honest discussion about peer observations resulted in the team agreeing to go back and modify forms.
February 24, 2010
The five focus groups met once a month in February, March, April and May to analyze the quality of the school program in relation to WASC/CDE criteria with emphasis on identifying critical academic needs, synthesizing information, determining strengths and growth needs and identifying potential action steps. Groups began addressing self-study prompts with a note-taker recording results in each group.
March 3, 2010
Core Team finalized student interview questionnaire and peer observation forms. Each staff member will complete two interviews and two observations and place them in box in Attendance Office by March 31, 2010.
March 9, 2010
The Core Leadership team met with Classified staff and discussed the interview questionnaire and peer observation forms.
March 10, 2010
Department members gave a quick report out on each Focus Group in Home Group.
March 16, 2010
Parent group met and discussed WASC history, expectations, profile, focus groups etc.
March 17, 2010
WASC Chairs gave a quick update at monthly Faculty meeting and encouraged staff to finish peer observations and student interviews.
March 19, 2010
The Core Leadership Team attended the second WASC Training Workshop, held in Pleasant Hill at the Contra Costa County Office of Education.
March 24, 2010
Focus Groups reviewed prompts covered in last meeting and continued to address self study prompts, and note takers recorded notes.
March 31, 2010
Leadership team discussed the peer observation and student interviews identifying areas of strength and need. School Advisory Council met and reviewed the WASC Preface and chronology.
v April 14, 2010
Department chairs shared with Home group the summary of the findings by the Leadership team on peer observations and student questionnaires.
Student group met with Leadership team and went over the WASC process, visiting committee’s composition, purpose and task, school ESLRs and mission statement, student role in process and addressed student concerns and questions.
April 28, 2010
Focus Groups finished self-study prompts identifying areas of strengths and growth and finished up notes. Group Leader started draft of Focus Group Self Study.
May 12, 2010
Home groups got quick update on Focus Groups findings.
May 19, 2010
Each Focus Group edited draft of Self Study on screen.
May 26, 2010
Each Focus Group edited draft of Self Study on screen.
June 2, 2010
Leadership team submitted all five Focus Groups’ drafts to Core Leadership Team to compile Chapter Four of Self Study.
June 15 and 16, 2010
Leadership team met and edited Chapter Four and turned over report to English teacher, Tina Mayer to edit.
August 30, 2010
WASC Leadership team met with new Associate Principal, Scott Biezad and set timeline for WASC work for year.
September 2010
WASC Leadership team met with Instruction group to go over improvements to their draft. The WASC chair, Mr. Nicholas L. Boden, Jr. was named as the visiting committee chair for Campolindo. Nick visited on September 22, 2010. Editing by Focus groups on Chapter 4 continued and the Profile, Chapter 2, and Chapter 3 drafts were updated by Leadership team due to new data received. The Action Plan was begun after Chapter 2 and the new updated Profile were finalized.
October 2010
WASC Leaders met weekly during 3rd period and WASC Leadership, Focus groups, and Home teams all met this month on Wednesday mornings. Chapters 1, 2, 3, and 4 were finalized and emailed to Nick Boden along with a draft of Chapter 5. The new Single Site Plan was discussed in Instructional Council and the following Wednesday morning departments read and discussed the new goals and action plan for improvement.
vi November 2010
Wednesday mornings were used for WASC work and helping staff again familiarize themselves with the updated Profile and the findings and soliciting revisions. Nick, our WASC chair visited on November 3, 2010 and observed classes, met with 2nd period teachers, students at lunch and with the WASC Leadership team.
December 2010
Wednesday morning meetings were used to go over the WASC Self Study soliciting input and familiarizing staff, students and parents with the report and preparing Self Study for publishing. The Action Plan was introduced in focus group meetings.
January 2011
Self-Study underwent final revisions, formatting and publishing. WASC groups met to prepare for WASC visit by familiarizing selves with Self Study by each receiving a copy of the Self Study.
February 2011
Leadership, Focus, Home, Parent and Student groups continue to meet and prepare for visit.
March 20,21,22,23
WASC Visit
vii
Chapter 1: School Profile
DEMOGRAPHIC DATA
THE COMMUNITY
Campolindo High School has a solid tradition of academic performance. The Moraga and larger Lamorinda (Lafayette, Moraga, Orinda) community benefits from high expectations for students, the work of dedicated teachers and staff, and visible parental support. Since the inception of the Distinguished School Program, Campolindo has been recognized four times as a California Distinguished School—most recently in 2009—and twice has been a California nominee in the National Secondary School Recognition Program. In statewide API ratings, Campolindo achieved a 920 in 2010. Campolindo is in the highest percent of high schools in California and has the highest ranked API District in the State. There was a 100% graduation rate in 2010. Last year, 846 AP tests were taken with 763 passing scores of 3 or higher. Seventy-six percent of the class of 2010 is now attending a four-year college or university; 21% are now attending a two-year college. In 2010, Campolindo had 9 National Merit Finalists. The school offers 24 competitive sports after school during the fall, winter, and spring seasons, 39 sections of AP courses, 27 class sections of visual and performing arts, and 11 technical education classes including auto and wood technology, computer science, engineering drawing and architectural design.
Opened in the fall of 1962, Campolindo was the last of five high schools constructed in the Acalanes Union High School District. Campolindo is a comprehensive, four-year public high school located in the coastal hills southeast of the University of California, Berkeley. Many professionals, drawn by the excellent reputations of the schools in Lafayette, Moraga, and Orinda, choose this area to raise their families. Students, teachers, staff, and parents work together to provide a positive and safe climate for learning, where mutual respect, trust, and self-esteem are valued. Strong family values, centered on education and involvement in the schools, have helped build our high achieving community of approximately 1336 students.
The community of Lamorinda (Lafayette, Moraga, and Orinda) and the surrounding communities are marked by expensive real estate prices. The median cost of a home in these areas is $916,000.
Town Population Households Median Family Families below Income the poverty line
Moraga 16,290 5,662 $116,113 2%
Orinda 17,599 6,596 $132,531 1.30%
Lafayette 23,908 9,152 $120,364 2.10%
Focus on Learning 2011 1 COMMUNITY INVOLVEMENT
Parents are an active component of the school community. Parents serve on and participate in the School Advisory Council, which oversees the School Site plan and the WASC process. The School Advisory Council is comprised of parents, community members, staff, students and administration. Also, booster clubs including sports, Choral and Instrumental, support and raise funds for all students.
The Moraga Education Foundation (MEF) supports all schools in the City of Moraga, including Campolindo High School, one middle school, and three elementary schools. This year, MEF raised money to enrich the academic programs and Student Support Services at Campolindo. Through MEF, Campolindo has developed relationships with local businesses and service organizations. These businesses include: Moraga Rotary, UPS, and private practices. Together these businesses have donated up to $5000 for Campolindo.
In the 2009–2010 school year, the Parents Club and Moraga Education Foundation raised more than $500,000 for Campolindo through membership dues and a phone-a-thon. Also $225,000 was given to the Acalanes Union High School District to help stabilize the budget in the 2009 fiscal crisis. These funds support the library, college and career center, counseling, Leadership teacher preparation period, computers and software, teacher mini-grants, classroom supplies, peer tutoring and math tutoring centers, a support/intervention counselor, department grants, musical instruments, and a curriculum technology coordinator.
Grade Level/Gender Enrollment by Grade Level/Gender
Enrollment 9th Grade 10th Grade 11th Grade 12th Grade
Male 175 163 176 159
Female 134 184 175 170
Total 1336
200 180 160 140 120 Male 100 Female 80 60 40 20 0 9th 10th 11th 12th
2 Campolindo High School Ethnicity 4 Year Trend of Enrollment by Ethnicity Ethnicity 2007 – 08 2008-09 2009-10 2010-11
% White 80% 77% 76% 73% % Asian 15% 15% 17% 17% % Hispanic 3% 5% 4% 5% % Black 1% 1% 1% 1% % Other 1% 2% 2% 4%
Language Groups
Top 10 Languages Spoken by FEP Designated students in 2010-11
Rank/Language Name Total 1) Cantonese 8 2) Korean 5 3) Farsi 4 4) French 3 Mandarin 3 6) Dutch 2 Japanese 2 Russian 2
Tagalog 2 10) Other non English 1 (German, Hmong, Punjabi, Turkish, Urdu, Ukrainian, Assyrian)
Focus on Learning 2011 3
SCHOOL PURPOSE
Campolindo High School’s Mission Statement
The CHS community provides a comprehensive education in a supportive environment to prepare students for success in a global society.
CAMPOLINDO HIGH SCHOOL’S EXPECTED SCHOOL WIDE LEARNING RESULTS (ESLRS)
Campolindo High School’s Expected School wide Learning Results (ESLRs) Campolindo High School’s ESLRs list the specific objectives we strive to achieve with our students.
STUDENTS WILL ACQUIRE A CORE KNOWLEDGE BASED ON STANDARDS. . Students will have access to required and elective courses. . Courses are based on state and district adopted standards and benchmarks.
STUDENTS WILL EXPLORE BROAD-BASED OPPORTUNITIES, INCLUDING CAREER AND EDUCATIONAL PURSUITS. . Students develop a 4-year plan leading to post-secondary opportunities and participate in curricular, co-curricular, and extracurricular programs that support and enhance their future.
STUDENTS WILL DEMONSTRATE EFFECTIVE COMMUNICATION SKILLS. . Students use oral, written, and technological skills to interpret, analyze, and communicate information effectively.
STUDENTS WILL DEMONSTRATE PROBLEM SOLVING AND CRITICAL THINKING SKILLS. . Students are engaged in activities, including the use of technology, to develop problem solving and critical thinking skills.
WASC ACCREDITATION HISTORY FOR THE SCHOOL
The last WASC/CDE accreditation for Campolindo was in the spring of the 2004-05 school year. The staff revisits the action plan annually and has made strong progress in addressing the recommendations through regular monitoring. Since the action plan is tied to the Single Site Plan for Student Achievement, the Instructional School Advisory Council (the oversight committee) and the Board of Education receive an update of the yearly progress on those goals. The WASC self study process began in August of 2009. The Core Leadership Team started by making a timeline, placing staff, parents, and students into focus groups, and reviewing data and previous WASC materials. The WASC self study process was reintroduced on September 23rd at a faculty meeting. The purpose was to build excitement and discuss the surveys that were going to be distributed in the month of October. Throughout the first few weeks of October 2009, the staff, students and community completed surveys to help guide our focus for WASC. During this time period the School Profile was being compiled by collecting, analyzing and disaggregating student performance and demographic data. Over two staff-development days in November 2009, the school mission
4 Campolindo High School statement and the ESLR’s were revisited and rewritten with the main focus of looking at teaching and learning in the 21st century and preparing students for the age of globalization. The growing themes of talent, tolerance, and technology became the focus of staff discussions. In addition, the Campolindo staff was divided into discussion groups focusing on the history of the school, curricular programs, and progress since the last self study. There were also formal discussions involving critical areas of improvement, the student, staff, and parent survey results, and the newly produced school profile. Beginning January 2010, the five focus groups met regularly through June to analyze the quality of the school program in relation to WASC/CDE criteria with emphasis on identifying critical academic needs, synthesizing information, determining strengths and growth needs, and identifying potential action steps.
The WASC home groups also met during the school year to gather and discuss evidence to report to the focus groups. There were also meetings with the classified, parent, and student groups to discuss ESLRs, areas of focus, and critical needs.
STATUS OF SCHOOL/SCHOOL PERFORMANCE
Campolindo High School is not a Title I school. Campolindo has improved its API score 38 points since 2004 and 1 point in the 2009-2010 school year. Campolindo has moved up in similar school rank.
API Growth
School Year Growth API Statewide Rank Similar School Rank
2003 – 04 882 10 9
2004 – 05 901 10 10
2005 – 06 901 10 10
2006 – 07 908 10 10
2007 – 08 909 10 10
2008 – 09 919 10 9
2009 – 10 920 10 10
AP AND HONORS PROGRAMS
Honors and AP courses are open to all students and include Honors Geometry, Algebra 2/Trigonometry, French, Spanish, German, Art, and English 3. We offer multiple AP courses: Computer Science, Art, Music Theory, English, U.S. History, European History, U.S. Government, Spanish, French, German, Calculus (AB, BC), Statistics, Psychology, Biology, Physics, and Chemistry. Extracurricular academic clubs include the Academic Decathlon, Mock Trial, Quiz Kids, Model UN, and Robotics.
Focus on Learning 2011 5 In the past, a district program called A GATE has been offered in the fall and spring for students. They travel to work on independent projects at Monterey Bay and Point Reyes.
Enrollment in AP Classes by Gender and Ethnicity 2010-11 Male Female Total White, non-Hispanic 153 160 313 Asian 34 45 79 Multiple or no response 32 44 76 Hispanic or Latino 3 7 10 Filipino 3 2 5 Pacific Islander 2 0 2 African American 0 1 1 Totals 227 259 486 Data from Student Information system
Campolindo offers 24 different Advanced Placement courses in English, foreign language, math, science, social sciences, and the visual and performing arts. Scores of 3 or higher are considered passing, and most colleges and universities grant students college credit for successfully passing the end-of-year exams.
Advanced Placement Tests Multi-Year Trends 2002 – 03 2003 – 04 2004 – 05 2005 – 06 2006 – 07 2007 – 08 2008 – 09 2009 – 10 Total Number of 566 525 560 638 583 707 732 846 Tests Taken Total Number of 474 Students Taking 323 315 333 374 353 403 419 Tests Percentage of Test 90.1% Scores of Three or 91.0% 93.0% 90.0% 91.0% 93.0% 95.0% 92.0% Higher
Advanced Placement Tests Performance
Course Name 5 4 3 2 1 Total AP Computer Science A
2008 9 3 2 1 3 18
2009 0 3 1 1 2 7
2010 0 1 1 0 0 2
AP Computer Science AB
2008 0 0 0 0 0 0
2009 6 1 1 0 1 9 0 0 2010 0 0 0 0
AP English Language & Composition
2008 4 1 0 1 0 6
6 Campolindo High School 2009 1 0 0 0 0 1
2010 0 0 1 0 0 1
AP English Literature & Composition
2008 16 18 11 1 0 46
2009 9 14 4 1 0 28
2010 12 10 3 0 0 25
AP French language
2008 1 3 4 0 0 8
2009 3 2 6 3 0 14
2010 1 1 4 3 0 9
AP Spanish language
2008 18 10 2 1 0 31
2009 9 6 2 0 1 18
2010 6 5 3 1 0 15
AP German Language
2008 4 9 4 1 0 18
2009 4 5 3 1 0 13
2010 8 6 8 0 0 22
AP Chinese Language and Culture
2008 0 0 0 0 0 0
2009 0 0 0 0 0 0
2010 1 0 0 0 0 1
AP Japanese Language and Culture
2008 0 0 0 0 0 0
2009 0 0 0 0 0 0
2010 1 0 0 0 0 1 AP Calculus AB
2008 60 29 11 4 2 106
2009 55 24 14 5 0 98
2010 56 28 23 6 7 120
AP Calculus BC
2008 32 7 4 0 0 43
2009 31 1 0 0 0 32
2010 24 2 2 0 0 28
AP Statistics
2008 13 20 17 3 1 54
Focus on Learning 2011 7 2009 21 23 17 7 2 70
2010 15 19 26 7 1 68
AP Biology
2008 22 16 13 8 2 61
2009 22 21 14 12 6 75
2010 31 29 23 14 10 107 AP Chemistry
2008 14 3 0 0 0 17
2009 16 5 1 0 0 22
2010 2 0 0 0 0 2
AP Physics B
2008 32 13 8 1 0 54
2009 22 11 13 1 0 47
2010 29 22 16 6 2 75
AP Physics C Electricity & Magnetism
2008 2 2 0 0 0 4
2009 1 1 0 0 0 2
2010 1 0 0 1 0 2
AP Physics C Mechanics
2008 2 2 0 0 0 4
2009 1 1 0 0 0 2
2010 1 1 0 0 0 2
AP Environmental Science
2008 2 3 2 1 0 8
2009 13 13 12 10 1 49
2010 15 41 16 11 4 87
AP U.S. Government & Politics
2008 23 11 2 2 0 38
2009 16 14 3 1 0 34
2010 0 0 0 1 0 1
AP Comparative Government and Politics
2008 0 0 0 0 0 0
2009 0 0 0 0 0 0
2010 22 10 7 2 0 41
AP Macroeconomics
2008 0 1 0 0 0 1
8 Campolindo High School 2009 0 1 0 0 0 1
2010 0 0 0 0 0 0
AP Microeconomics
2008 0 0 0 0 0 0
2009 1 0 0 0 0 1
2010 0 0 0 0 0 0
AP United States History
2008 29 19 7 3 0 58
2009 19 5 2 1 0 27
2010 32 24 11 2 2 71
AP European History
2008 21 30 17 1 1 70
2009 43 22 9 1 0 75
2010 35 16 9 0 0 60
AP Psychology
2008 25 17 4 0 0 46
2009 54 25 6 1 0 86
2010 45 28 5 1 1 80
AP Music Theory
2008 2 4 0 1 0 7
2009 1 4 2 2 0 9
2010 2 4 2 1 0 9
AP Studio Art Drawing
2008 3 2 6 2 0 13
2009 2 5 5 0 0 12
2010 4 1 5 0 0 10
AP Studio Art 2-D Design Portfolio
2008 0 0 0 0 0 0
2009 0 0 0 0 0 0
2010 1 5 1 0 0 7
SPECIAL EDUCATION
We have four full-time special education teachers that support learning skills classes designed for 104 students with identified special needs who require support services within the general education program. Each student’s placement in the program is made on the basis of the student’s needs and abilities and requires an Individualized Education Program (IEP). Staff reviews the placement and develops an IEP at least once a year for each student. The primary goals of the
Focus on Learning 2011 9 learning center program are to implement IEP goals and to support students with their courses in the general education program.
At Campolindo High school, there are currently 25 students who are receiving varying services of 504 plans. These students were placed there under the direction of the RTI process. The students are also discussed by the Student Review Team (SRT). The SRT meets every other week, discussing new students and reviewing the case of students already presented.
The Acalanes Union High School District employs one 504 coordinator. This person is in charge of assisting parents, students and staff to ensure that accommodations are met in the classroom setting.
The Acalanes District Learning Intervention Center (LIC) is one component of the continuum of educational services offered by the Acalanes Union High School District Special Education Department. The program is a joint effort to provide appropriate academic and mental health services for 10 students eligible for special education due to an emotional disturbance. The primary objectives of the class are to facilitate student placement in the least restrictive educational environment possible, increase core resiliency, and help students identify and manage symptoms that impede their academic and emotional growth. The LIC is a counseling enhanced program; the relationship between emotional development and the acquisition of academic skills is at the forefront of every intervention.
Program Total Resource Program 93 Additional Services 14 (Psych/speech) Instructional Support 104 Contra Costa County Mental 10 Health
Students Designated as EL 2009-10
FLUENT- ENGLISH PROFICIENT (FEP)
Since enrollment is open in the Acalanes Union High School District, students may choose to attend Las Lomas High School, which houses the English Language Program. At this site, students participate in three levels and their classes have a block schedule, with two periods back to back. Currently, there are four Campolindo students attending this program at Las Lomas.
On site, there are six English Language learners who are declining services. There are 88 English Language students who were initially fluent and are classified as Fluent, and there are 40 students who are now Re-designated Fluent English Proficient. These students have progressed and are now classified as Fluent. English Learners who choose to stay at Campolindo are placed with teachers certified in Cross-cultural Language and Academic Development (CLAD).
10 Campolindo High School ATTENDANCE AND DISCIPLINE
Students are expected to model mature and responsible behavior on campus, in classrooms, and at all school activities. Campolindo has a progressive discipline code. Consequences for poor behavior increase with each referral and include warnings, calls home, counseling, informal conferences, detention, class suspension, Saturday school, at-home suspension, and expulsion. Counselors and associate principals provide students with help in the areas of conflict resolution, time management, and anger management.
Starting in the 2009 school year, Campolindo began a brief intervention program. The plan is designed for students who are suspended for alcohol or drug use. The agreement is that instead of a five-day suspension the student is only suspended for three days and the student and his/her family are then placed with the Crisis Counselor to go through a series of counseling steps to deal with the alcohol and/or drug issues.
Campolindo did not have any expulsions in the 2009-2010 school-year.
2009 - 2010 Suspension Description One Day Two Day Three Day Five Day
Tobacco 1
Defiance 6 4 1
No Show/Sat School 5
Campus Disruption 1 2
Sexual Harassment 1 1
Theft 1 2
Weapons 2
Class Disruption 1
Alcohol 3
Drugs 5
Attendance
Focus on Learning 2011 11 Students are also expected to attend all of the classes that they are enrolled in at Campolindo. There is a tardy policy in place and can be found in the student handbook. Students that do not adhere to the policy meet with the administration. If attendance issues continue, Campolindo has adopted the Student Attendance Review Board (SARB). SARB is a progressive series of meetings starting with the student and administrator; the next step includes teachers, counselors, a nurse and parents to discuss attendance issues. If the attendance does not improve, the SARB process is moved to the district level.
Daily Attendance Ratio
Month Absences/Day Daily Attendance
August, 2009 25 1353
September, 2009 45 1333
October, 2009 58 1320
November, 2009 62 1316
December, 2009 43 1335
January, 2010 47 1331
February, 2010 57 1321
March, 2010 53 1325
April, 2010 59 1319
May, 2010 57 1321
June, 2010 17 1361
Total = 523 Total = 13,222
Average daily absences = 47 Average daily attendance = 1330
12 Campolindo High School Average Daily Attendance 1370 1360 1350 1340 1330 1320 1310 1300 1290 August , 2009 Sept ember, Oct ober, November, December, January, February, March, 2010 April, 2010 May, 2010 June, 2010 2009 2009 2009 2009 2010 2010
SOCIOECONOMIC STATUS
Free & Reduced Lunch Statistics
At Campolindo High School there are 4 students who are receiving free and reduced lunch. Our AFDC status has only two CAHSEE scores out of 4 students.
Parent education levels
Ninety percent of our student’s parents are college graduates or have graduate school and Post graduate training.
Parent Education Level
0% 3% 6% Not a graduate
Graduated high school
Some College 37% College Graduate 54% Graduate School/Post Grad training Declined to state/unknown
Focus on Learning 2011 13
FACILITIES
Campolindo staff monitors school grounds before the start of school and immediately after dismissal. Since the campus is closed, visitors must register with the office. Fire drills are held regularly and there are twice yearly evacuation and shelter-in-place drills. The school safety plan is reviewed annually, and facilities are inspected by district maintenance staff and the Orinda- Moraga Fire Department to ensure compliance with fire and safety codes.
Campolindo’s clean and safe campus environment has served students since 1962. Voters have supported our district schools by passing a $48 million dollar general obligation bond (1997) and a $44 million dollar school bond (Measure B) in 2002. Improvements include a new performing arts center, replacement of the world language lab, renovation of the baseball and softball fields, and construction of a new athletic stadium and track. Air-conditioning was installed in all classrooms in the summer of 2005 and a new roof was installed in the summer of 2007. Measure E, the AUHSD Facilities Bond, was passed in November 2008 providing $93 million dollars for quality school facilities. Campolindo will receive $22,134,782 of these funds since it is 50 years old and in need of significant repair and renovation.
STAFF
The Campolindo community is very proud to have an exceptional staff. All 69 of our teachers are in compliance with the NCLB Core and Compliant classes by subject area. There are 69 teachers who currently hold a full credential, one university intern, and zero teachers on emergency waivers. The average year of teaching is 11.8. On average, the teachers have been in the district for 7.6 years. There is only one teacher in the first or second year of teaching. On staff, two teachers hold a doctorate, 36 have a Masters degree, and 41 hold Bachelors degrees. There is currently one teacher who is Nationally Board Certified.
Campolindo has four full-time academic counselors, a college and career advisor for 30 hours a week, and a crisis/intervention counselor. A part-time psychologist, a part-time nurse, a part- time speech therapist, and a 504 coordinator for students with physical and mental disabilities are available based on student need. Four, six-hour instructional aides assist resource teachers.
At Campolindo, no teachers teach outside of their credentialed areas. All teachers are CLAD certified. We currently have four teachers in the BTSA program.
14 Campolindo High School
Teachers Gender & Ethnicity
African Asian Hispanic American White Total
Female 2 2 0 38 42
Male 2 0 0 33 35
Total 4 2 0 71 77
NUMBER OF STAFF 2010 - 2011
% Fully FTE FTE FTE # Classified Pupil Credentialed Administrators Pupil Teachers Staff Teacher Teachers Svs Ratio CAMPOLINDO HIGH 100 7 2.3 69 17 19.4
Percent of teachers instruction outside credentialed areas
There are no teachers teaching outside of their credentialed areas this year. There is only one university intern employed at Campolindo this year.
# of Teachers by Credential Type 2010-2011 School Code # of Full Univ. Dist. Pre- Emergency Waiver Avg. Avg. # 1st Yr # 2nd Teach Intern Intern Intern Yrs. Yrs. in Teach Yr Teach Dist Teach CAMPOLINDO HIGH 4334421 77 69 1 0 (0%) 0 (0%) 0 (0.0 %) 0 (0.0 %) 11.8 7.6 1 5
Types of degrees among teachers
Gender Doctorate Master's Bachelor's Degree Degree Female 1 (50.0 %) 19 (55.9 %) 21 (51.2%) Male 1 (50%) 15 (44.1%) 20 (48.8%) Total 2 (2.6%) 34 (44.2%) 41 (53.2%)
Focus on Learning 2011 15
Long-term Substitutes
During the 2009-2010 school year, there were a number of teachers who needed to leave for extended periods of time on medical or maternity leave. A total of 4 long-term substitutes took over for teachers on leave. In the first semester, two long-term substitutes took over for teachers on leave. During second semester, two teachers were out on leave. Of those positions, one was filled by a long-term substitute; the other by teachers within the department took on extra classes. For the 2010-2011 school year, no long-term substitutes have been required.
Campolindo Staff, 2010 - 2011
Teachers 113 1 4 Para Professionals 5 Full Time Clerks 6 Part Time Clerk Counselors Pyschologist 69 Librarian Adminstrators
STUDENTS
Due to budgetary constraints, changes were made to the 2010-2011 calendar. The two staff development days during Thanksgiving week have been cancelled, and now there is only one district staff development day before school starts.
During the 2009-2010 school year Campolindo had four staff development days scheduled throughout the school year. The first two days were held before the school year began. The first day, Institute Day, was planned by the district. It started with a general meeting, then continued to three different classes or sessions specialized for teachers, custodians, and classified personnel. Classes included “Using iPods in the Classroom,” “Writing Strategies,” “Safety in the Cafeteria,” and additional review of policies specifically designed for the attendance clerks and the administration. Day two was school-based with staff meetings to review general information and policies, including the emergency plan, WASC, and other important school matters. The teachers then met in departments, received their textbooks, and prepared for students to arrive. In 2007 and 2008, the AUHSD assembled two additional staff development days and scheduled them during the Thanksgiving break. Again, these days were a series of classes or all day workshops to improve teaching and skills for classified. In 2009, these days were focused on technology, preparing for WASC, and adjusting the School Mission Statements and the ESLRs. The staff also met for the first time in focus groups.
16 Campolindo High School Throughout the school year, teachers and staff had the ability to attend one-day tech workshops to help enhance their teaching and improve their computer skills. Staff also attends technology, Aeries training, professional development, accounting, and AP conferences throughout the school year and during the summer. Generous donations from the Moraga Education Foundation and the Parent Club have also been made available to teachers for individual staff development at conferences.
CLUBS
There are multiple activities that students and staff are involved in at Campolindo. Students can participate in extra-curricular clubs based on academics, interests, desire to help others, or just for fun. A highlight for the year is the International Food bazaar where clubs bring in food from around the world and the Annual Talent show that showcases the Campolindo students. They can also be involved in co – curricular activities through the arts.
VISUAL AND PERFORMING ARTS
The instrumental music ensembles at Campolindo are devoted to the preparation and performance of the finest traditional and contemporary literature for winds, jazz, and orchestra. The goal of each organization, in rehearsal and performance, is to achieve a high degree of learning and performing excellence. Active participation in this program provides the skills, foundation and experiences for lifelong involvement with music making.
Campolindo has enjoyed a rich tradition of musical excellence. Our musical efforts enhance the cultural and artistic level of our student body and community, developing skills for lifelong participation in music. 188 students participate in the Instrumental Music and Theory program at Campolindo; including the Jazz Band, Concert Band, Symphonic Band, Symphony Orchestra, jazz combos, and chamber music. Our performing ensembles have earned unanimous superior ratings at CMEA festivals and have performed at National or International Music Festivals including; St. Petersburg, Russia; Sydney, Australia; and Carnegie Hall in New York. Additionally our students provide community service by performing at civic functions, nursing homes and regularly scheduled concerts and recitals.
In addition to the Campolindo instrumental performing ensembles, an AP Music Theory class is offered, complete with a dedicated computer lab and appropriate ear training and compositional software. This rigorous and successful class provides students with the background to successfully complete the AP Music Theory Exam and to compose original compositions during their coursework.
The Drama Department serves between 50 -60 students a year. There are four levels of Drama in addition to a Technical Theatre class. Advanced Drama houses Drama 2, 3, 4, and Technical Theatre and Drama 1 is the introductory class.
Focus on Learning 2011 17
Every year, the Drama Department produces two main stage productions and two studio productions. In previous years they have produced The Caucasian Chalk Circle by Bertolt Brecht, The Odd Couple by Neil Simon, Our Town by Thornton Wilder, You Can’t Take It With You by Kaufman and Hart, and 8 of Shakespeare’s works including Macbeth, Julius Caesar, A Midsummer Night’s Dream, and The Taming of the Shrew . They also produce an Improv Evening at the school and participate in the district wide Improv Night. Productions are student designed, acted, and run. There is also a Drama Club for those who do not take drama but want to participate. The club meets every Wednesday, and the group is 20-25 strong.
An armed combat instructor teaches broadsword and hand-to-hand combat to the Drama classes each year. Course work includes voice development, acting, improvisation, playwrighting, text analysis, dramatic history, Le Bon, and Viewpoints. It is the department’s goal that all student actors and technicians receive the necessary skills that will enable them to move into college or theatrical schools as well as work in professional theatres.
The Campolindo Choral Music program consists of 280 students in six different choirs. This program has been ranked high in numerous American Choral Directors Association-sponsored festivals and competitions and has received consistent superior ratings at California Music Educators Association festivals. The choirs have also participated in the Northern California Golden State Competition and have been awarded second place for the Chamber Singers and Concert Choir in 2006, fifth place for the Women’s Ensemble in 2009 and fourth place for the Chamber Singers in 2009. Along with other select choirs in the program, past choirs have participated and received a Gold rating with a command performance at the 14th Australian International Music Festival in Sydney. Additionally, the ensembles participated in the Italian Commemoration of Verdi’s death by joining an amassed choir to sing Verdi’s Requiem at St. Paul’s Outside-the-Walls and were invited to perform various concerts throughout Italy, including an opportunity to sing in the Sistine Chapel. They have toured throughout California singing in such venues as Grace Cathedral, Davies Symphony Hall, the Oakland Mormon Temple Stake Center, the Orange County Performing Arts Center, Santa Barbara Mission, and the San Luis Obispo Performing Arts Center.
ATHLETICS
Campolindo has a tradition of having successful athletic teams, including DFAL, Nor Cal, and State titles. In the 2008 Olympics, Campolindo was represented by three former students in baseball, water polo and swimming. Campolindo participates in volleyball, tennis, water polo, golf, basketball, soccer, swimming, diving, lacrosse, track and field, cross country, wrestling, football, baseball, and softball. In 2009-2010, 991 students were involved in sports.
18 Campolindo High School
Campolindo Sports Stats
On Campus Coaches 12
Varsity Teams 24
JV Teams 22
Frosh/Soph Teams 7
Cheerleading Team 1
Fall Athletes 366
Winter Athletes 202
Spring Athletes 423
Total Athletes 991
Number of Athletes
Fall Wint er 366 Spring 423
202
District Financial Support
In the Fall of 2009, the community voted to continue the parcel tax of $189 with no sunset provision. This parcel tax supports the schools’ instructional programs. In May, 2010, another Measure A parcel tax was passed adding a new tax of $112 for the next five years to the existing $189 parcel tax. This new tax will generate $4 million a year and helping the AUHSD avoid a severe loss of science, world language, English, social studies, the arts, and mathematics classes due to the
Focus on Learning 2011 19 continuing deep cuts in the state’s budget, and provide students with a high quality program and services.
Outside Financial Support
Campolindo is fortunate to have several groups that support students and staff by funding the gap between resources and costs. Without these groups, the school would not be able to support the many wonderful programs and classes Campolindo offers. During the 2009-10 school year, Parent’s Club funded over $130,000 for: special teacher grants, instructional materials, lab materials for science, art, auto, special education, English tutoring center, academic decathlon, mock trial, robotics club and model united nations. The Moraga Education Foundation (MEF) funds the Moraga School District and Campolindo High School. In 2009-10 school year MEF contributed $225,000 to the AUHSD to support the librarian, one counselor, a class period out for the Leadership teacher and technology coordinator, and another $156,000 to fund classroom lab supplies, department grants, a peer tutoring coordinator, math tutoring center and a crisis/ intervention counselor. In 2010 the district received $25,000 from MEF to support the schools’ counseling program, and Campolindo received a contribution of $400,000. This supported the previous years’ programs with additional funds for improving technology and offering more staff development opportunities for staff. Three booster groups, Choral, Sports and Instrumental Music also fundraise for these specific programs.
STUDENT PERFORMANCE DATA
Academic Performance Index
Campolindo High School has improved its API score 38 points since 2004 and 1 point in the 2009 – 2010 school year. Campolindo has moved up in similar school rank. Campolindo has met its overall growth target in all subgroup areas.
School Year Growth API Statewide Rank Similar School Rank
2003-2004 882 10 9
2004-2005 901 10 10
2005-2006 901 10 10
2006-2007 908 10 10
2007-2008 909 10 9
2008-2009 919 10 10
2009-2010 920 10 10
20 Campolindo High School
Academic Performance Index, 2004 - 2010
930 920
910
900 API 890 880
870 860 2004 2005 2006 2007 2008 2009 2010
2007-8 API 2008-9 API 2009-10 API
API Growth 909 919 920
API Base 908 909 919
Growth Target above 800 above 800 above 800
Growth 1 10 1
Met Growth Target
School Wide Yes Yes Yes
All Subgroups Yes Yes Yes
Both School wide and Subgroups Yes Yes Yes
Focus on Learning 2011 21 Campolindo sub-groups
Number of students Numerically 2009- Met Included Significant 2010 2009- subgroup in 2010 in Both 2010 2009 Growth 2010 Growth Subgroups API Years Growth Base Target Growth Target
Black or African American 6 No
American Indian or Alaska Native 1 No
Asian 134 Yes 952 946 A 6 Yes
Filipino 8 No
Hispanic or Latino 59 No
Pacific Islander 3 No
White - Not of Hispanic origin 698 Yes 916 920 A -4 Yes
Socioeconomically Disadvantaged 5 No
English Learners 20 No
Students with Disabilities 82 Yes No*
A = above growth B = below growth * Students with disabilities passed the CAHSEE, but not at the percent proficient rate target (ELA 55.6%, 54.8% Math).
22 Campolindo High School Acalanes Union High School District Reporting
The following chart represents the API scores for the Acalanes Union High School District and the schools in the district. Del Oro High School was closed on June 11, 2010, due to budgetary constraints.
AUHSD 2010 Growth API
Academic Performance Index Met Growth Target
Both 2010 09-10 All Subgroups 2009 09-10 Schoolwid Growt Growth Subgroup and Base Growth e h Target s Schoolwid e
District (AUHSD) 899 897 D 2 NA NA NA
High Schools
Acalanes High 898 902 A -4 Yes Yes Yes
Campolindo High 920 919 A 1 Yes Yes Yes
Las Lomas High 864 858 A 6 Yes Yes Yes
Miramonte High 930 928 A 2 Yes Yes Yes
Small Schools
Center for Ind. 705* 722* 5 -17 No Yes No Study
ASAM School
Del Oro 602* 626* D -24 NA (continuation)
Focus on Learning 2011 23 A – The school scored at or above the statewide performance target of 800 in 2009 D – This is either an LEA, an Alternative Schools Accountability Model school, or a special education school. Target information is not applicable to LEAs, ASAM schools, or special education schools * - this API is calculated for a small school or LEA, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program tests scores included in the API. The API is asterisked if the school or LEA was small in either 2009 or 2010. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.
California Standards Test
The following key will be used to indicate graduating classes for the graphs regarding the California Standards Test (CST).
Class of 2005 = Olive
Class of 2006 = Turquoise
Class of 2007 = Violet
Class of 2008 = Grey
Class of 2009 = Black
Class of 2010 = Red
Class of 2011 (Seniors) = Orange
Class of 2012 (Juniors) = Blue
Class of 2013 (Sophomores) = Green
24 Campolindo High School Focus on Learning 2011 25
2010 CST Results – English Language Arts
t
th th th th th th th th th th th th
th th th th th th th
08,10
2004,9 2005,9 2006,9 2007,9 2008,9 2009,9 2010,9
2005,10
2004,10 2006,10 2007,10 20 2009,10 2010,10 2004,11 2005,11 2006,11 2007,11 2008,11 2009,11 2010,11th
Advanced 43% 70% 75% 67% 70% 71% 67% 61% 57% 55% 60% 59% 63% 66% 40% 62% 56% 67% 66% 63% 66%
Proficient 37% 19% 18% 25% 22% 23% 23% 30% 31% 29% 27% 25% 24% 21% 37% 30% 29% 19% 22% 23% 21%
Basic 17% 10% 5% 6% 7% 5% 5% 6% 11% 12% 9% 13% 10% 8% 15% 5% 10% 11% 7% 8% 10%
Below Basic 1% 1% 2% 1% 1% 1% 3% 1% 1% 2% 4% 1% 2% 3% 4% 3% 3% 2% 3% 3% 2%
Far Below 2% 0% 0% 0% 0% 0% 3% 1% 0% 2% 0% 1% 2% 3% 3% 0% 2% 0% 3% 3% 2% Basic
ELA, by Class, Proficient and above ELA, by Grade, Proficient and above 100 2005 100 95 2006 90 2007 80 90 2008 70 85 2009 60 9th 50 10th 2010 80 40 11th 2011 30 75 2012 20 2013 10 70 0 9th 10th 11th 2004 2005 2006 2007 2008 2009 2010
26 Campolindo High School
2010 CST Results – Algebra I
t
th th th th th th th th th th th th
th th th th th th th
1
2004,9 2005,9 2006,9 2007,9 2008,9 2009,9 2010,9
2005,10
2004,10 2006,10 2007,10 2008,10 2009,10 2010,10 2004,11 2005,11 2006,11 2007,11 2008,1 2009,11 2010,11th
Advanced 0% 8% 1% 2% 2% 5% 2% 0% 0% 0% 0% 0% 3% 0% * * * 0% * * 0%
Proficient 36% 50% 47% 39% 36% 37% 34% 20% 7% 11% 15% 21% 23% 14% * * * 0% * * *
Basic 46% 32% 39% 34% 31% 28% 32% 35% 53% 54% 31% 38% 28% 46% * * * 50% * * *
Below Basic 17% 9% 12% 22% 26% 22% 24% 45% 33% 26% 50% 29% 36% 37% * * * 50% * * *
Far Below 1% 1% 1% 3% 6% 9% 8% 0% 7% 9% 4% 12% 10% 3% * * * 0% * * 100% Basic
Algebra I, by class, Proficient and above Algebra I, by Grade, Proficient and above 2005 70 70 2006 60 60 2007 50 50 40 2008 40 9th 30 2009 30 10th 20 2010 20 10 2011 10 0 2012 0 9th 10th 2004 2005 2006 2007 2008 2009 2010 2013
Focus on Learning 2011 27
2010 CST Results – Geometry
t
th th th th th th th th th th th th
th th th th th th th
2004,9 2005,9 2006,9 2007,9 2008,9 2009,9 2010,9
2005,10
2004,10 2006,10 2007,10 2008,10 2009,10 2010,10 2004,11 2005,11 2006,11 2007,11 2008,11 2009,11 2010,11th
Advanced 25% 46% 43% 40% 43% 41% 30% 2% 7% 4% 1% 3% 10% 0% 0% 0% 0% 0% 0% 0% 0%
Proficient 43% 39% 48% 45% 39% 48% 49% 34% 28% 28% 32% 32% 46% 40% 13% 7% 18% 4% 7% 14% 11%
Basic 28% 14% 8% 13% 16% 9% 18% 48% 43% 46% 46% 43% 28% 42% 35% 43% 9% 42% 27% 36% 26%
Below Basic 4% 1% 0% 2% 3% 1% 3% 14% 22% 21% 19% 21% 14% 13% 39% 36% 45% 46% 33% 27% 41%
Far Below 0% 0% 0% 0% 0% 0% 0% 2% 0% 0% 1% 1% 2% 4% 13% 14% 27% 8% 33% 23% 22% Basic
Geometry, by Class, Proficient and above Geometry, by Grade, Proficient and above
100 2005 100 2006 80 2007 80 9th 60 2008 60 2009 10th 40 40 11th 2010 20 20 2011 0 2012 0 9th 10th 11th 2013 2004 2005 2006 2007 2008 2009 2010
28 Campolindo High School
2010 CST Results – Algebra II
t
th th th th th th th th th th th th th
th th th th th th th
,10
2004,9 2005,9 2006,9 2007,9 2008,9 2009,9 2010,9
2005,10
2004,10 2006,10 2007,10 2008,10 2009 2010,10 2004,11 2005,11 2006,11 2007,11 2008,11 2009,11 2010,11
Advanced * * * 79% * 76% 65% 21% 22% 23% 14% 18% 19% 28% 1% 2% 3% 2% 0% 0% 5%
Proficient * * * 21% * 18% 26% 44% 37% 43% 47% 43% 43% 41% 18% 13% 26% 14% 15% 10% 24%
Basic * * * 0% * 6% 9% 25% 33% 28% 28% 33% 30% 25% 38% 41% 33% 41% 28% 40% 26%
Below Basic * * * 0% * 0% 0% 9% 6% 6% 11% 5% 8% 5% 33% 36% 31% 38% 36% 35% 35%
Far Below * * * 0% * 0% 0% 0% 6% 0% 1% 1% 1% 0% 9% 8% 7% 6% 21% 15% 9% Basic
Algebra II, by Grade, Proficient and above Algebra II, by Class, Proficient and above
80 80 2005 70 70 2006 60 60 2007 50 50 2008 10th 40 40 2009 11th 30 30 20 2010 20 10 2011 10 0 2012 0 10th 11th 2013 2004 2005 2006 2007 2008 2009 2010
Focus on Learning 2011 29
2010 CST Results – Summative Mathematics
t
th th th th th th th th th th th
th
2005,10
2004,10 2006,10 2007,10 2008,10 2009,10 2010,10 2004,11 2005,11 2006,11 2007,11 2008,11 2009,11 2010,11th
Advanced 19% 50% 73% * 57% * 81% 19% 21% 15% 29% 24% 28% 33%
Proficient 44% 33% 27% * 30% * 19% 37% 44% 41% 36% 39% 37% 38%
Basic 31% 17% 0% * 4% * 0% 27% 23% 23% 24% 28% 26% 21%
Below 6% 0% 0% * 4% * 0% 17% 10% 20% 10% 8% 7% 7% Basic
Far Below 0% 0% 0% * 4% * 0% 0% 0% 1% 0% 1% 1% 1% Basic
Summative Math, by Grade, Proficient and above Summative Math, by Class, Proficient and above 2005 100 100 2006 80 80 2007 2008 60 60 10th 2009 11th 40 40 2010 20 2011 20
0 2012 0 10th 11th 2013 2004 2005 2006 2007 2008 2009 2010
30 Campolindo High School
2010 CST Results – World History
t
th th th th th th th th th
th th th
th
2007,9 2008,9 2009,9 2010,9
2005,10
2004,10 2006,10 2007,10 2008,10 2009,10 2010,10 2007,11 2008,11 2009,11 2010,11th
Advanced 42% 49% 56% 58% 42% 43% 42% 48% 23% 55% 43% * * * *
Proficient 34% 33% 27% 25% 37% 39% 32% 24% 23% 9% 29% * * * *
Basic 18% 16% 14% 13% 17% 15% 21% 21% 9% 0% 14% * * * *
Below 4% 1% 2% 1% 3% 3% 2% 5% 5% 0% 0% * * * * Basic
Far Below 2% 1% 0% 3% 2% 1% 2% 2% 41% 36% 14% * * * * Basic
World History, by Class, Proficient and above World History, by Grade, Proficient and above 2005 100 2006 100 80 2007 80 60 2008 60 9th 2009 40 40 10th 2010 20 20 2011 0 0 2012 9th 10th 2004 2005 2006 2007 2008 2009 2010 2013
Focus on Learning 2011 31
CST Results – US History
th th th th th th
11
2004, 2005,11 2006,11 2007,11 2008,11 2009,11 2010,11th
Advanced 43% 54% 45% 59% 69% 72% 65%
Proficient 30% 31% 38% 27% 23% 22% 26%
Basic 18% 12% 14% 12% 5% 4% 6%
Below 4% 2% 2% 1% 1% 1% 2% Basic
Far Below 4% 1% 1% 0% 2% 1% 0% Basic
11th Grade US History, Proficient and above
100 95 90 85 80 11th 75 70 65 60 2004 2005 2006 2007 2008 2009 2010
32 Campolindo High School
2010 CST Results – Biology/Life Sciences
t
th th th th th th th th th th th th
th th th th th th th
2004,9 2005,9 2006,9 2007,9 2008,9 2009,9 2010,9
2005,10
2004,10 2006,10 2007,10 2008,10 2009,10 2010,10 2004,11 2005,11 2006,11 2007,11 2008,11 2009,11 2010,11th
Advanced 43% 52% 67% 66% 73% 73% 68% 23% 22% 25% 36% 34% 39% 30% 84% 65% 65% 82% 59% 94% 99%
Proficient 50% 40% 30% 27% 25% 21% 25% 47% 42% 43% 41% 40% 34% 42% 8% 35% 11% 15% 11% 6% 1%
Basic 6% 8% 4% 7% 2% 6% 7% 27% 32% 26% 18% 22% 20% 20% 4% 0% 3% 3% 0% 0% 0%
Below Basic 1% 0% 0% 0% 0% 0% 0% 2% 4% 3% 5% 2% 7% 6% 0% 0% 0% 0% 0% 0% 0%
Far Below 0% 0% 0% 0% 0% 0% 0% 1% 0% 4% 0% 2% 0% 3% 4% 0% 0% 0% 0% 0% 0% Basic
Biology/Life Sciences, by Class, Proficient and above Biology/Life Sciences, by Grade, Proficient and above 2005 100 100 2006 90 90 2007 9th 80 2008 80 10th 70 2009 70 11th 2010 60 60 2011 50 50 2012 9th 10th 11th 2004 2005 2006 2007 2008 2009 2010 2013
Focus on Learning 2011 33
2010 CST Results - Chemistry
t
th th th th th th th th th th th
th
008,10
2005,10
2004,10 2006,10 2007,10 2 2009,10 2010,10 2004,11 2005,11 2006,11 2007,11 2008,11 2009,11 2010,11th
Advanced 43% 25% 43% 50% 56% 49% 54% 16% 25% 7% 35% 34% 50% 22%
Proficient 42% 58% 43% 42% 36% 46% 38% 40% 37% 48% 37% 36% 41% 43%
Basic 15% 16% 14% 8% 8% 5% 7% 37% 31% 41% 26% 27% 9% 35%
Below 0% 1% 0% 0% 0% 0% 1% 6% 7% 4% 0% 3% 0% 0% Basic
Far Below 0% 0% 0% 0% 0% 0% 0% 1% 1% 0% 2% 0% 0% 0% Basic
Chemistry, by Class, Proficient and above Chemistry, by Grade, Proficient and above 2005 100 100 2006 80 2007 80 60 2008 60 10th 40 2009 40 11th 2010 20 20 2011 0 0 2012 10th 11th 2004 2005 2006 2007 2008 2009 2010 2013
34 Campolindo High School
CST Results – Earth Science
th th th th th th
1
2004,11 2005,11 2006,11 2007,11 2008,11 2009,1 2010,11th
Advanced 28% 33% 28% 28% 35% 31% 34%
Proficient 37% 39% 48% 48% 40% 43% 45%
Basic 28% 23% 23% 23% 22% 22% 18%
Below 9% 4% 1% 1% 2% 2% 1% Basic
Far Below 3% 1% 0% 0% 1% 3% 1% Basic
11th Grade Earth Science, Proficient and above
100
90
80 11th 70
60
50 2004 2005 2006 2007 2008 2009 2010
Focus on Learning 2011 35
CST Results – Physics
th th th th th th 11
2004,11 2005,11 2006, 2007,11 2008,11 2009,11 2010,11th
Advanced 48% 42% 47% 55% 86% 71% 77%
Proficient 40% 41% 36% 40% 14% 25% 19%
Basic 10% 16% 17% 5% 0% 4% 4%
Below 0% 1% 0% 0% 0% 0% 0% Basic
Far Below 1% 0% 0% 0% 0% 0% 0% Basic
11th Grade Physics, Proficient and above
100
95
90
85 11th
80
75
70 2004 2005 2006 2007 2008 2009 2010
36 Campolindo High School th
2010 CST Results - 10 Grade Life Science
th th th th th
2006,10 2007,10 2008,10 2009,10 2010,10
Advanced 47% 54% 58% 72% 65%
Proficient 36% 32% 29% 19% 23%
Basic 12% 12% 10% 6% 9%
Below Basic 3% 2% 2% 2% 1%
Far Below Basic 1% 0% 1% 0% 1%
10th Grade Life Science, Proficient and above
92 90 88 86 10th 84 82 80 78 2006 2007 2008 2009 2010
Focus on Learning 2011 37
California High School Exit Exam (CaHSEE)
California High School Exit Exam Results
2007 2008 2009 2010
# tested # passed # tested # passed # tested # passed # tested # passed
ELA 310 308 368 362 328 326 341 340
Math 310 305 367 360 327 323 342 331
For a complete breakdown of CAHSEE results, see Appendix
100.5 100 99.5 99 98.5 ELA 98 Math 97.5 97 96.5 96 95.5 2007 2008 2009 2010
38 Campolindo High School FEDERAL ACCOUNTABILITY: ADEQUATE YEARLY PROGRESS
This glossary defines key terms shown on the school, local educational agency, or state AYP OVERVIEW section of the 2009 ADEQUATE YEARLY PROGRESS REPORT, which is part of the 2008-09 Accountability Progress Reporting system. Terms described below are listed in the order in which they appear on this section of the 2009 AYP REPORT.
Made AYP Yes
Met 14 of 14 AYP Criteria No
Met AYP Criteria English-Language Arts Mathematics
Participation Rate Yes Yes
Percent Proficient Yes Yes
Academic Performance Index (API) – Yes Additional Indicator for AYP
Graduation Rate Yes
Met 2010 AYP Criteria
Participation Rate Percent Proficient
Groups ELA Math ELA Math
Schoolwide Yes Yes Yes Yes
African American * * * * or Black
American Indian * * * * or Alaska Native
Focus on Learning 2011 39 Asian Yes Yes Yes Yes
Filipino * * * *
Hispanic or Latino * * * *
Pacific Islander * * * *
White (not Yes Yes Yes Yes Hispanic)
Socioeconomically * * * * Disadvantaged
English Learners * * * *
Students with No No No No Disabilities
The AUHSD is working with all four comprehensive high school through their Single Site Plans to address the widening achievement gap between general education and special education students
OTHER ASSESSMENTS
Teachers evaluate students’ skills using projects, presentations, teacher observations, portfolios, written and oral tests, and lab practical exams. English Learners, 504 and Special Education students are assessed the same way and receive extra assistance as needed. Campolindo is on the semester system, with four report-card periods each school year. We encourage parents to contact teachers and counselors by phone or email for a conference appointment when students receive low grades on quarterly progress reports. At the end of each semester each teacher issues a semester final. The final can not be more than 20% of the final grade.
The Acalanes Union High School District issues a district wide end of year examination for the following subjects, World History, US History, Government, Economics, and Algebra I. In 2009-10 Geometry will issue the first district wide assessment in this course. Subject teachers from the entire district get together to write the assessments and grade the tests. All data is consolidated in the district office and returned to the appropriate department chair.
40 Campolindo High School ACT Test Scores
Year English Math Reading Science Composite
2008 26.4 26.4 26.4 24.6 26
2009 26.8 27.5 27.3 25.5 26.9
2010 26.9 27.2 27.2 25.3 26.8
ACT Test Scores by Year
28 27.5 27 26.5 2008 26 25.5 2009 25 2010 24.5 24 23.5 23
Math English Reading Science Composite
SAT Score
SAT Reasoning Test Summary Report
2004 2005 2006 2007 2008 2009 2010
Critical 598 587 596 594 603 Reading
Math 621 615 594 615 607 619
Writing 606 588 607 611 629
Composite 1216 1819 1769 1818 1812 1851
Verbal 591 595
Focus on Learning 2011 41
SAT Reasoning Test Summary
2000 1800 1600 1400 1200 Writing 1000 Math 800 Critical Reading 600 400 200 0 2006 2007 2008 2009 2010
2005 – 2010 SAT Subject Test Results
2005 2006 2007 2008 2009 2010
English Lit 588 608 602 604 611 606
US History 602 616 599 602 622 586
World History 562 562 -4 673 608 668
Math 1C 618 584 569 574 556 605
Math 2C 646 653 658 644 657 691
Biology – ENV 582 575 619 633 655 622
Biology - MOL 599 624 634 652 696 664
Chemistry 512 673 562 712 721 712
Physics 673 681 664 665 707 665
42 Campolindo High School Chinese -3 758 780 757 798
Spanish 619 599 595 638 659 640
Spanish LSG -3 -4 678
German 593 603 -4 586 580 605
German LSG 560 590 --
Korean LSG 735 -2 -1 -4 795 --
French -2 597 600 --
French LSG 589 601 606 593 --
Advanced Placement Results
Testing Numbers
02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10
Number of Tests 566 525 560 638 583 707 732 844 Taken
Total Number of Students Taking 323 315 333 374 353 403 419 473
Tests
Percentage of
Test Scores of 91% 93% 90% 91% 93% 95% 92% 91% Three or Higher
Focus on Learning 2011 43
AP Tests Taken
900
800
700 600 500 # of tests taken
400 # of students 300 200 100
0 02- 03- 04- 05- 06- 07- 08- 09- 03 04 05 06 07 08 09 10
Report Card Analysis
All students receiving D’s or F’s for a semester grade
June -2010 June-2009 Jan-2010 Second Second First Course Semester Semester Semester
D F D F D F
Adv Art Honors 1 0 0
44 Campolindo High School Algebra I 9 8 15 2 11 7
Algebra II 11 4 10 2 9 4
Alg II/Trig 2 5 3 2 0
Algebra A 2 1 3 0 0
Art I 1 1 1 1 1
Biology 13 3 20 1 3 5
Calculus AB AP 3 0 0
Calculus BC AP 1 1 0
Chemistry AP 1 3 0
Chemistry AP 2 0 0
Econ 5 6 10 0
Engineer Draw 1 1 0 0
English I 24 5 19 12 6 7
English II 11 8 26 10 21 7
English III 19 4 12 5 4 2
English IIII 15 1 3 13 1
Foods I 1
French I 1 5 1 3
Focus on Learning 2011 45 French II 3 5 1 1 1
Geology 1 0 0
Geology 11 6 15 2 2 1
Geometry 21 10 16 4 10 7
Geometry Honors 1 0 0
German I 3 3 1 2 1
German II 5 1 8 3 2 4
German III 1 1 0 1
German IIII Honors 1 1 0 0
Government 10 9 2 0
Learning Skills 3 3 2 2 0
Math Analysis 11 3 1 1
Math Intervention 1 0 0
Music Theory AP 1 1 0 0
PE 9 1 5 2 1
Photo Digital Design 5 1 6 1 4 0
Physiology 1 4 1 0
Pre Calc 7 2 1 0
46 Campolindo High School Spanish I 23 12 14 3 3 8
Spanish II 16 1 13 3 9 4
Spanish III 3 2 1 0 0
Spanish 4 Honors 3 1 0
Sports Med 1 2 0
Statistics AP 3 1 1 1 0
US History 20 7 11 4 4 3
Video Production 2 1 1 0
Video Production 1 1 0 0
World History 29 10 32 8 16 5
For individual semester breakdowns see Appendix Chart E.
The Campolindo Counseling staff monitors quarterly and semester grades and contacts student and parents as necessary. The teacher also sends home email and phone home when a student is not doing well.
Completion Rates
The class of 2010 graduated 347 seniors on June 11th. No students had to attend summer school to finish requirements for graduation.
The incoming freshman class is 39 students smaller than the graduating senior class. We have very stable numbers and are not accepting any transfer students.
Our counseling office refers students who are falling behind in credits to the district’s Contract Independent Study program. Teachers and parents may refer students who are at risk of dropping out to our counselors and the Student Review Team (SRT). The SRT works to develop an individualized plan to help students with problems, academic or personal; the team may also recommend further testing or follow-up. Counselors meet with students individually to create a plan for improving each student’s experience at school or for making a smooth transition to an alternative program.
Focus on Learning 2011 47
Post – Enrollment Data
Year Class Size 4 year college 2 year college
2008 375 81% 17%
2009 300 79% 19%
2010 347 76% 20%
Class of 2010 Follow Up Study
work/other University of 4% California Community College 22% 20%
Cal State University Out of State Private 13% 14%
CA Private Out of State Public 12% 15%
48 Campolindo High School
PROGRESS ON THREE IDENTIFIED INDICATORS – SITE PLAN
The Single Site Plan focuses on the overall improvement of students. The focus of the first goal is on 9th grade students who do not take Geometry during their Freshman year and take Geometry as Sophomores. These students inherently have struggled in math. Pre-Algebra and Algebra A students take the Algebra I CST which may also influence the overall results of the math CSTs.
2010 - 2012 Goals
1. Increase the percentage of 9th grade Algebra 1 students and 10th grade Geometry students scoring at the Proficient level and above by 10% on the 2012 CST (using the 2010 CST results as a baseline).
Progress: Algebra 1
The Content Standards Test in Algebra is administered in April and is part of the STAR testing program. Students enrolled in Algebra A, pre-Algebra, and Algebra take the Algebra CST assessment.
9th Grade Algebra I 9th/2008 9th 2009 9th 2010
Advanced 2% 5% 2%
Proficient 36% 37% 34%
Basic 31% 28% 32%
Below Basic 26% 22% 24%
Far Below Basic 6% 9% 8%
% Proficient and above 38% 42% 36%
2012 Target -- -- 39%
Campolindo 9th grade Algebra I students scoring proficient and above have fluctuated from year to year. Teachers are increasingly receiving more data with respect to these numbers.
Focus on Learning 2011 49 Progress: Geometry
The Content Standards Test in Geometry is administered in April and is part of the STAR testing program. Students enrolled in Geometry take the Geometry CST assessment.
10th Grade Geometry 10th/2008 10th 2009 10th 2010
Advanced 3% 10% 0%
Proficient 32% 46% 40%
Basic 43% 28% 42%
Below Basic 21% 14% 13%
Far Below Basic 1% 2% 4%
% Proficient and above 35% 56% 40%
2012 Target -- -- 44%
Since 2008 the number of students who are proficient and above has improved from 35% to 40%.
2. Increase the percentage of 11th grade students at the Proficient and above levels by 5% on the 2012 English-Language Arts CST (using the 2010 CST results as a baseline).
Progress
The Content Standards Test in English-Language Arts is administered in April and is part of the STAR testing program. All 11th grade students take the English-Language Arts assessment.
11th Grade ELA 10th/2008 10th 2009 10th 2010
Advanced 66% 63% 66%
Proficient 22% 23% 21%
Basic 7% 8% 10%
50 Campolindo High School Below Basic 3% 3% 2%
Far Below Basic 3% 3% 2%
% Proficient and above 88% 86% 87%
2012 Target -- -- 89%
Campolindo 11th grade students achieving Proficient or above on the English-Language Arts CST decreased from 88% to 86 % from 2008 to 2009. This equates to a 2% decrease in the percent of students achieving at a proficient or higher level. Between 2009 – 2010, the percentage increased to 87%.
3. Increase the average percent correct on the 2012 CAHSEE reading comprehension, writing strategies and writing convention strands by 5% for all reported subgroups (using the 2010 CAHSEE census results as the baseline).
Progress
California High School Exit Exam 2008 2009 2010 Reading Writing Writing Reading Writing Writing Reading Writing Writing Comp Strat Conv Comp Strat Conv Comp Strat Conv All 91 86 91 91 89 91 88 88 90 Male 91 84 90 90 88 90 87 88 89 Female 92 88 91 92 91 92 88 89 90 Asian 90 87 89 89 89 93 87 87 89 Hisp/Lat 92 82 89 93 87 87 86 86 86 White 92 86 91 91 90 91 88 89 91 Afr-Am ------93 82 92 61 42 47 Spec Ed 85 73 81 79 78 75 77 75 77
2012 Target Reading Comp Writing Strat Writing Conv All 92% 92% 94% Male 91% 92% 93% Female 92% 93% 94% Asian 91% 91% 93% Hisp/Lat 90% 90% 90% White 92% 93% 95% Afr-Am 64% 44% 49% Spec Ed 81% 79% 81%
Focus on Learning 2011 51 Campolindo CAHSEE scores have stayed relatively consistent over the past three years. There has been a slight drop in overall reading comprehension and writing conventions, but writing strategies has increased.
UNIVERSITY OF CALIFORNIA A-G REQUIREMENTS
Students have a four-year plan to help ensure that their course selection is appropriate for their academic goals. All students meet twice a year with counselors to discuss graduation, University of California/California State University requirements, and scheduling the SAT Reasoning Tests and Subject Tests. All students meet individually with their counselors. The college/career center arranges for college representatives to visit Campolindo. The center also offers parent education nights on college planning and financial aid for juniors and seniors. Counselors meet many times throughout the year with any student who is at risk of not succeeding academically. Parents and students are also given many opportunities to meet individually with counseling staff.
During the 2009-2010 school year, 283 of our 351 seniors have met the a-g courses. This number includes a few different factors like Special Education and it only includes those that have completed a-g not necessarily UC/CSU eligible.
The class of 2010 had 66 students who took the exam and were approved for the CSU early assessment program.
Three factors indicate how effectively we prepare students for college: whether students are taking the courses required for college admission, whether the school offers Advanced Placement and where the students ultimately enroll in the state’s public college system .
Key Factor Campolindo Contra Costa County California
2010 graduates meeting UC or CSU course 82% 39% 36% requirements
AP exams passed per 100 juniors and seniors 91 29 27 (2010)
2010 graduates 21% 11% 8% attending UC
2010 graduates 13% 14% 13% attending CSU
2010 graduates attending community 20% 7% 30% colleges
52 Campolindo High School
Chapter 2: Identification of Critical Needs
PROCESS USED TO ANALYZE PROFILE DATA
The Associate Principals, Kim Fisher and Scott Biezad, and WASC Coordinators, Amanda Renno and Lisa Herzig, worked with the teachers and support staff to assemble data and create the School/Community Profile. Once developed, the entire staff spent two Staff Development days reviewing the document and the growth of Campolindo High School. Input was gathered through Focus Group discussions and was documented and used in creating the final updated draft of the School/Community Profile. The information below reflects a thorough analysis of that data by all department and stakeholder groups.
RESULTS OF DATA ANALYSIS A comprehensive analysis of all pertinent Campolindo High School data is summarized below in terms of areas of strength and areas of need.
AREAS OF STRENGTH . There is high parent involvement that nurtures a mutual respect and trust with the staff. Parents support the Moraga Education Foundation, School Advisory Council, Parents Club, Campolindo Sports Boosters, Instrumental Music Boosters, and the Choral Music Education Fund. . During the 2008 – 09 school year, Campolindo exceeded expectations and had a 10-point increase in the API score, going from 909 to 919 and in 2009-10 the API increased by one point to 920. Campolindo met subgroup growth targets for all five of our numerically significant groups. Campolindo made progress in closing the gap between the lowest and highest performing subgroups; in spite of Campolindo’s success, Special Education students regularly perform at a lower level than other subgroups. Campolindo is in the highest percent of schools in California, and the Acalanes Union High School District is the highest ranking high school district in the state. . SAT test results show an increase in performance on all three assessments: Critical Reading increased from 601 to 603 between 2009-2010, Math has increased from 613 to 619 in 2010, and writing has improved from 616 to 629. . Any student may elect to take an AP class. In the 2008–09 school year, 732 AP tests were taken by 416 students with 92% scoring a 3 or higher. In 2010, 844 tests were given and 91 % scored 3 or better. The teachers and counselors play a major role in students advancing and being motivated to challenge the AP level. There are AP options for all students. . Campolindo has twelve areas of study supported by the Regional Occupation Program which include: Environmental Science, Auto Technology, Sports Med, Music Theory, Architectural Design, Digital Photo, Computer Science and Video Production. These classes are financially supported by the Contra Costa County Office of Education. . Students with special needs are identified early and receive any services deemed necessary by the IEP or 504 team.
Focus on Learning 2011 53
. Campolindo is very proud to have an exceptional staff in which all 70 teachers are in compliance with NCLB and CLAD certification. The average year of the teaching staff is 16 years. . Math tutoring and Peer tutoring is funded by MEF and staffed by Campolindo teachers. Parents Club supports Chemistry tutoring and English tutoring after school as well. . Counselors are addressing the Math placement issues during conferences with all 9th grade students and their parents. . 99% of Campolindo students take the CST exam; highest scores were in U.S. History, Physics, Chemistry and Biology. . 98% of students were proficient in Math and 99% in ELA on the CAHSEE.
AREAS OF IMPROVEMENT
. Continue to work on the current 2010-11 Single Plan for Student Achievement Goals for the 2010-12 school years with directed attention to the Special Education students:
1. Goal #1 Increase the percentage of 9th grade Algebra 1 students and 10th grade Geometry students scoring at the Proficient level and above by 10% on the 2012 CST (using the 2010 CST results as the baseline).
2. Goal #2 Increase the percentage of 11th grade students scoring at the Proficient and above level by 5% on the 2012 English-Language Arts CST (using the 2010 CST results as the baseline).
3. Goal #3 Increase the average percent correct on the 2012 CAHSEE reading comprehension, writing strategies, and writing convention strands by 5% for all reported subgroups (using the 2010 CAHSEE census results as the baseline).
. Campolindo is continually increasing its sensitivity to cultural groups but not as much to lower socio-economic students. . Teachers need to address the necessity of busy work vs. appropriate homework assignments. . Special Education students regularly perform at a lower level than other subgroups on CST and CAHSEE. . Streamline the process for disbursing information about Special Education students, including the SRT process. Start using a database for staff members to access Special Education data. . Look at ways to reconstruct Special Education so that the students stay with the same case manager for two years. . Assess Special Education collaboration period and see if the benefits outweigh the need for more flexibility in the master schedule and social and emotional needs of students. . Algebra I classes need to slow down and re-teach, use in-class testing, and strive for more accurate placement in lower-level math classes. . Parent survey shows parents want more transparency on grades and course expectations and a frustration over different grading programs used by staff members. . High numbers of Ds and F’s in the following subjects: Algebra A (13%), Algebra II (15%), German IV Honors (14.2%), and Spanish I (27.5%). . Need to re-examine the 9th grade core class expectations allowing more students to be successful. . Work to more effectively identify emotionally at-risk students.
54 Campolindo High School
. The Campolindo Healthy Kids Survey shows student use of drugs and alcohol significantly increases from 9th grade to 11th grade. . Find better ways to help reduce stress among staff, students, and parents.
CRITICAL NEEDS Critical needs surfaced from the comprehensive analysis of expected school wide learning results, school profile, mission statement, student work, and WASC/CDE.
Through examination of the data and input from the Home and Focus groups, the following have been identified as critical academic needs.
1. ALL STUDENTS WILL ACHIEVE PROFICIENCY OR DEMONSTRATE IMPROVEMENT IN CORE ACADEMIC AREAS WITH SPECIFIC FOCUS ON STUDENT PERFORMANCE OF “FAR BELOW BASIC” AND “BELOW BASIC” ON THE CST AND GRADES OF D AND F WITH SPECIAL ATTENTION TO 9 TH GRADERS. . Support student transition from 8th to 9th grade. . Improve student performance in Math and English Language Arts. . Provide intervention and resource support to struggling students. . Special Education students regularly perform at significantly lower level than other subgroups. . Departments and counselors need to better track numbers of Ds and Fs and below basic test scores of all students. . Departments need to look at improving grade parity and reasonable expectations. . Monitor summer school registration and attendance at afternoon Peer, Math and English tutoring sessions. . Close achievement gap between Special Education and General Education students. . Revisit the Special Education structure. . CST scores in Math and ELA and proficiency scores on the CAHSEE are declining for Special Education students. . Revise the Math sequence for low achieving students.
2. USE TECHNOLOGY TO COMMUNICATE AND SUPPORT STUDENT PROGRESS, SCHOOL EXPECTATIONS, AND GOALS. . Improve instructor communication and make it more transparent by posting grades and course expectations in a common program, such as Blackboard. . Increase staff training for using communication and classroom software and technology. . Increase use of technology to deliver instruction and present student work. . Increase use and understanding of the district database (Aeries) to provide information to the staff. . Use Measure E funds to keep up with technological changes and updates.
3. PROVIDE A PROACTIVE AND SUPPORTIVE ENVIRONMENT SO STUDENTS RECOGNIZE THE IMPORTANCE OF MAINTAINING A HEALTHY LIFESTYLE.
Focus on Learning 2011 55
. Continue to strengthen the drug, alcohol and tobacco component of the 9th grade PE curriculum. . Staff and Healthy Choices Committee will promote more parent and student education opportunities. . Continue to educate staff on student health issues through Healthy Kids survey results and the Individual Health Plans (IHP). . Develop strategies to address student academic stress and its causes. . Counsel students individually, in small groups, or classes regarding risky behavior. . Continue to inform and train staff to understand the needs of students through IEP, SRT and 504 plans and appropriate modifications and accommodations. . Hold yearly meeting with staff to explain and review the SRT process. . Continue to offer after school tutoring, extra library hours, athletics, and clubs for students to find recognition and accomplishment.
QUESTIONS RAISED BY THE DATA . How effective are the programs to help low achieving students at Campolindo? . What are we actually doing school-wide to help low achieving students be more successful? What additional information/data do we need? . What types of programs, policies, and procedures might Campolindo put in place to assist low achieving students to increase their proficiency? . Are we enrolling students in the most appropriate classes? . What type of professional development is necessary to meet the needs of low achieving students? . What professional development is needed to help more teachers use technology (i.e. Blackboard and a common grading program to increase transparency between staff, students and parents)? . What type of Special Education schedule and case load structure is necessary to meet the needs of all students? . What types of programs for students, staff and parent can we implement to help decrease the number of students abusing drugs and alcohol? . What are the underlying factors that are causing stress among students and parents? . What programs can we offer to instill resiliency in our students?
56 Campolindo High School
Chapter 3: Progress Report
SIGNIFICANT DEVELOPMENTS SINCE LAST WASC VISIT
Campolindo High School completed the last full visit in March, 2005, at which time the school received a full six-year term of accreditation. The Campolindo community strongly supported the action plans that were tied to the schoolwide critical areas and schoolwide student goals as indicated by the Visiting Committee. Since then there have been several significant developments which have had a major impact on Campolindo as a school community. These include the following:
A. An additional counselor was added to the Counseling Office in 2006. This was to allow time for all incoming 9th grade students and parents to meet individually with a counselor and for all students to have more time to meet with a counselor. Additionally, a testing technician position was added to relieve the counseling staff of standardized testing preparation and administration, and a crisis/intervention counselor was added to help at-risk students.
B. Campolindo is using Naviance to effectively manage the advising process, communicate effectively and analyze data about our students and school. Naviance helps our students plan and search for college information, track the application process, and maintain a database of local scholarship information to share with students online. In addition, the follow-up data collected from our graduating students allows Campolindo to build a historical, custom profile to help students determine which colleges could be appropriate for them.
C. We have added four help centers for students: peer, English , chemistry and math tutoring have been set up after school along with 1.5 hours of extended library time to assist students with their academic studies. Due to growth and retirement, there have been over 31 certificated staff and 16 new classified staff members hired in the years 2005-2008. This represents about a 45 % change in staffing. Since 2005, there have been changes in the administrative staff of the school, including four different Associate Principals in the last six years.
D. Unfortunately, after many prosperous years of adding staff and classes, in 2008-2009 and 2009- 2010 the State budget went into crisis mode and the Acalanes Union High School District had to lay off both certificated and classified staff members, cutting over six classified office and custodial staff and eliminating class size reduction in English I and II, World History, Algebra I and elective classes, with a loss of over 40 class sections and 10 teachers. Student contact limits are temporarily suspended through June 2012 with student contacts being increased by 10. Now many of our teachers (between 7 and 9 per year) travel between two schools to have a full-time job, and many more face lay-offs in the future. Unit member’s work year was also temporarily reduced by 5 days, specifically 3 Staff development Days and 2 instructional days.
E. During the six years since the last report, there have been some major enhancements to the Campolindo facilities, curriculum and student services as a direct result of a successful bond measure, parcel tax and financial support from the Moraga Education Foundation (MEF), Campolindo Parents Club, Campolindo Performing Arts Center (CPAC) Trust, Campolindo Stadium Committee, March 2005, November 2009, and May 2010 and Parcel Taxes.
Focus on Learning 2011 57
1. The first parcel tax, Measure A, was approved in March, 2005, providing a 12% portion of the Acalanes Union High School budget, thus allowing Campolindo High School to maintain a seven-period day, reduce class sizes, maintain and expand the elective program, and provide instructional support programs. 2. In the Fall of 2009, the community voted to continue the parcel tax of $189 with no sunset provision. In May 2010 another Measure A parcel tax was passed adding a new tax of $112 for the next five years to the existing $189 parcel tax. This new tax will generate $4 million a year and helping the AUHSD avoid a severe loss of science, foreign language, English, social studies, the arts, and mathematics classes due to the continuing deep cuts in the state’s budget, and provide students with a high quality program and services. 3. Measure E, passed in 2008, is a $48 million general obligation bond which will upgrade electrical systems, allowing for the use of additional computer and technology in classrooms and labs (i.e. wireless notebooks, flip cameras, I-touch); replacing aging leaky roofs, converting obsolete facilities into additional classroom space (an additional science classroom, updated video and photo classrooms) and upgrading energy management systems to improve the energy efficiency at all four high schools. 4. MEF funded equipment for: a Video Production classroom, upgraded Digital Photography lab, some wireless points throughout the campus and mounted projection systems in many classrooms. MEF also funds a Crisis and Support Counselor, Peer and Math Tutoring centers, extended after-school library hours, Blackboard training for staff, and classroom supplies. 5. The Parents Club now supports an online parent/student store, an English tutoring center, a period of technology help to staff (provided by a Curriculum Technology Coordinator), classroom supplies, and pays student fees for our Academic Decathlon, Mock Trial and Robotics clubs. 6. The CPAC trust has funded a choral shell, grand piano and sound system for the new theater, and the Stadium Committee funded a new scoreboard and athletic equipment for the new turf field. These additional enhancements have contributed to an excellent working environment for students and staff. 7. Campolindo was named a California Distinguished School in 2009 and recognized in 2010 by U.S. News and World Report as one of America’s 100 Best High Schools.
IMPLEMENTATION AND MONITORING OF SCHOOLWIDE ACTION PLAN
Prior to the WASC visit in March, 2005, our school community developed three action plans based on our Self Study. During the visit, the Visiting Committee suggested one additional area—healthy choices for students—that needed to be addressed. Campolindo leaders of the Focus Groups met and developed the fourth action plan and reviewed it with their focus group members. It was then added to the Action Plan and in June, 2005, the new action plan was mailed to the WASC Accrediting Commission. The Instructional Council and School Advisory Council (Oversight Committees) monitored those critical areas for improvement each year, along with reviewing and implementing the Action Plans, school goals and the No Child Left Behind (NCLB) Single Site Plan. As a result of this annual review, the Action Plan and the Single Site Plan are updated, modified, and shared with the Board of Education, staff and community.
58 Campolindo High School
The following additional steps occurred in spring 2008, in conjunction with the 3-year Progress Report. The Instructional Council prepared the report, including a review of the Action Plans and Schoolwide Areas for Follow-Up. A review of the report was completed by the entire staff and School Advisory Council. The review and updating of the Action Plan was done with the following questions in mind:
A. Is the element of the Action Plan still relevant and does it need additional areas added? B. What have we accomplished in each area? C. What do we still need to do to accomplish the goal?
After the entire staff and School Advisory Council reviewed the report and provided feedback, the Final Three-year Progress Report was shared with the Parents Club and Student Government. Once approved, the plan was presented to the Acalanes Union High School District Governing Board. As the Three-Year Progress Report was prepared, all feedback was compiled and reviewed by the entire staff, parents, students, AUHSD District Leadership and Governing Board.
In 2008-2009, the Action Plan and Single Site Plan were reviewed and discussed by the Oversight Committees (School Advisory and Instructional Council). WASC co-chairs were chosen in May 2009 and Focus Groups were decided on in October of 2009. During the November Staff Development days, the Campolindo staff began the process of completing the Self Study for the 2010-2011 school year by reviewing the school profile, parent, student and staff surveys, previous action plans, developing a list of critical needs to be addressed in the new self-study, and creating new ESLRs and a mission statement.
In the Fall of 2010, a new Single Site Plan was developed and adopted by the School Advisory Council and Board of Education in December with the 2010 CST and CAHSEE scores used as the baseline. The new plan is contained in the Appendix of this report.
In the Winter and Spring of 2010, Home Groups were organized and performed a schoolwide analysis of student work and student engagement in learning based on collected evidence identifying critical academic needs in relation to schoolwide learning results. Focus groups also met and reviewed and discussed the Home Group information and the other four categories of criteria (WASC/CDE), selected critical academic needs, ESLRs and academic standards. Home and Focus groups met every month from January through June, and the result was a draft of Chapter 4 of the Self Study submitted in June 2010.
RESPONSE TO ACTION PLAN PROGRESS
The 2005 Self-Study, the Visiting Team report, along with the school’s annual review of the action plan and assessment data have guided Campolindo to look at ways to continue to improve the academic and personal achievement of its students while helping them maintain a healthy lifestyle. Campolindo has been able to add new programs and change current programs in ways that have had a significant and positive impact on students. We have experienced a yearly rise in our API, which we hope will continue, as well as an increase in the use of technology by staff, students and the community. Our staff development plan has provided consistency of curriculum, as well as assessment and grading practices to assure all students acquire a standards-based core of knowledge, and a healthy choices program that is guiding students and parents in recognizing the importance of making healthy choices.
Campolindo has looked in a variety of areas to continue to improve the academic and personal achievement of its students while helping them maintain a healthy lifestyle. This included a review of our major enhancements, critical areas for follow-up, the Action Plan and the Academic Performance
Focus on Learning 2011 59
Index (API). We also reviewed student performance on the Standardized Testing and Report (STAR), California High School Exit Exam (CAHSEE), Advanced Placement Exams (AP), SAT Reasoning Test and SAT Subject Tests and American College Testing (ACT), as well as a Follow-Up Study of the graduating class and the Single Site Plan.
Since the last WASC visit, the following accomplishments of each schoolwide action plan and critical areas for follow-up have occurred to meet growth targets and the schoolwide learning results for all students:
ACTION PLAN ITEM #1: ALL STUDENTS WILL ACHIEVE PROFICIENCY IN THE CORE ACADEMIC AREAS WITH A SPECIAL FOCUS ON STUDENTS PERFORMING AT THE “FAR BELOW BASIC” AND “BELOW BASIC” LEVELS.
Schoolwide critical area for follow up: The need to provide additional support for underperforming students
1. For the past 3-years Campolindo has received over a 900 on the API: 2005 and 2006— 901, 2007—908, 2008—909 and in 2009—919, 2010—920 which illustrates more students are achieving proficiency in core academic areas. 2. Upon review of the Action Plan, Campolindo has added a Crisis Counselor to support students in crisis, Peer Tutoring, Math, Chemistry and English centers, a computer lab assistant and extended afterschool library hours to help students be more successful academically and achieve proficiency. 3. Five years of staff development activities focused on disaggregating data to seek out and support under-performing students. 4. Crisis counselor meeting individually with every under-performing student and contacting their parents and guardians in the Fall of the school year to offer help and services. 5. Academic needs and interests of the students have led to additional courses being added to the curriculum through the Regional Occupation Program and AUHSD, including AP and regular Environmental Science, Video Production II, III, Law and Society, Computer Science and AP Psychology. 6. Use of the evaluation process as a means of improving instructional practice and expanded use of walkthrough observations have occurred. 7. A new District Strategic Plan was adopted in Spring 2007, which will be implemented and aligned with Campolindo High’s WASC and Single Site Plan. 8. Yearly updates to BOE, staff and School Advisory Council on analysis and progress on the goals of the NCLB Single Site Plan. Most recent update:
2008-2010 Single Plan Goals October 2009 Progress Report
1. Decrease the percentage of 9th grade Algebra I students and 10th grade Geometry students scoring at the basic level and below by 10% on the 2010 CST (using the 2008 CST results as the baseline).
Progress: Algebra 1
60 Campolindo High School
The California Standards Tests in Algebra is administered in April and is part of the STAR testing program. Students enrolled in Algebra A, Pre-Algebra, and Algebra take the Algebra CST assessment.
9th Grade Algebra I 9th/2008 9th/2009
Basic 31% 28%
Below Basic 26% 22%
Far Below Basic 6% 9%
Total Basic and 63% 59% Below
Campolindo 9th grade Algebra I students scoring at the Basic level and below decreased from 63% to 59% from 2008 to 2009. This equates to a 6 % decrease of students scoring at the Basic level and below.
Progress: Geometry The California Standards Tests in Geometry is administered in April and is part of the STAR testing program. Students enrolled in Geometry take the Geometry CST assessment.
10th Grade Geometry 10th/2008 10th/2009
Basic 43% 28%
Below Basic 21% 14%
Far Below Basic 1% 2%
Total Basic and Below 65% 44%
Campolindo 10th grade Geometry students scoring at the Basic level and below improved from 65% to 44% from 2008 to 2009. This equates to a 32% decrease in the percent of students scoring at the Basic level and below.
2. Increase the percentage of 11th grade students scoring at the proficient and above levels by 5% on the 2010 English-Language Arts CST (using the 2008 CST results as the baseline).
Progress The California Standards Test in English-Language Arts is administered in April and is part of the STAR testing program. All 11th grade students take the English-Language Arts assessment.
11th Grade ELA 11th/2008 11th/2009 Advanced 66% 63%
Focus on Learning 2011 61
Proficient 22% 23%
Total Proficient and Above 88% 86%
Campolindo 11th grade students achieving Proficient or above on the English-Language Arts CST decreased from 88% to 86 % from 2008 to 2009. This equates to a 2% decrease in the percent of students achieving at a proficient or higher level.
3. Increase the average of the 2008 CAHSEE essay rubric scores for all reported subgroups by 5% (using the 2006 CAHSEE results as the baseline).
Progress
Essay Rubric Average Score February 2008 February Percent 2009 Change All 3.0 3.1 3% Male 2.9 2.9 --- Female 3.0 3.2 6% Asian 3.0 3.2 6% Hispanic/Latino 3.1 3.0 - 3% White 3.0 3.0 --- African American - 3.1 --- Special Education 2.4 2.6 8%
Campolindo High’s CAHSEE essay rubric scores showed an overall increase from 2008 to 2009 of 3%. There was an increase in Female, Asian and Special Education subgroups of 6%, 6%, and 8%, respectively. There was a decrease in the Hispanic/Latino subgroup of 3%.
ACTION PLAN ITEM #2: USE TECHNOLOGY TO COMMUNICATE AND SUPPORT STUDENT ACHIEVEMENT AND SUCCESS.
Schoolwide critical areas for follow-up: Continue the efforts to use technology to communicate with students, parents and the community.
1. Use of the Blackboard Learning System has been expanded among staff members to better communicate student progress, course expectations and assignments with parents and students. Parents also have access to Blackboard.
2. The daily bulletin is sent home electronically everyday and Constant Contact is used to inform Parents of special events and pertinent safety information.
3. Implementation of an online registration and web store in Fall, 2007 has streamlined the process and improved communication with parents.
62 Campolindo High School
4. Computer lab available to students at lunch, expanded library hours for students to have access to electronic resources after school, technology integrated into class curriculum and wireless internet installed throughout the campus.
ACTION PLAN ITEM #3: CONTINUE STAFF DEVELOPMENT OF CURRICULUM, ASSESSMENT, AND GRADING PRACTICES TO ASSURE ALL STUDENTS ACQUIRE A STANDARDS-BASED CORE OF KNOWLEDGE
Schoolwide critical areas for follow-up: Continue the rich staff development opportunities to support implementation of content and performance standards and District benchmarks.
Continue to improve the alignment of course curricula with the CDE and district content performance standards and benchmarks.
Continue the work in developing consistency in evaluating/grading student performance.
1. Five years of staff development activities focused on disaggregating data to seek out and support underperforming students, alignment of course curricula with CDE and District content and performance standards and benchmarks, and developing consistency in evaluating/grading student performance.
2. Continue the use of district-wide assessment and rubrics in academic core areas.
3. Instructional Council and Department meeting discussions and analysis of CST and CAHSEE data, mark distribution analysis by teacher and subject area and scatter grams showing CTS proficiency and grades.
ACTION PLAN ITEM #4: WE NEED TO GUIDE STUDENTS WHEN MAKING CHOICES, SO THEY RECOGNIZE THE IMPORTANCE OF MAINTAINING A HEALTHY LIFESTYLE.
Schoolwide critical area for follow-up: Increase drug and alcohol education for students and parents.
1. The establishment of a Healthy Choices committee at Campolindo and a broader participation in the District’s Healthy Choices Forum to foster healthy choices and lifestyle. 2. Results of the Healthy Kids Survey are reviewed by staff and parents every two years and strategies are developed to address any issues that surface as a result of the survey. As a result, we now use breathalyzers at all dances. 3. One of the interventions was the Kaiser Permanente “Secrets” program, which presents materials to students designed to help them make good choices, and informs and provides strategies around at-risk behaviors such as accidents, violence, arrest, unwanted sexual activity, pregnancy, eating disorders, depression, and hospitalization.
Focus on Learning 2011 63
4. In addition, all 9th grade physical education classes have a health unit included within the curriculum that takes one week each month to address health and wellness with students. 5. Yearly Parent Education nights and panels on stress, underage use of drugs and alcohol, and safe driving for teens are just a few examples of how the school and the community are working together to help students make healthier life choices. On March 8, 2010, Campolindo’s Health Choices Committee hosted an informational panel on Underage Drinking: Let’s Change the Culture featuring the Campolindo principal, Moraga Police chief, Dr. Jan Gurley, Internist Physician and Mary Carey, Defense attorney. Also Ralph Cantor, a psychologist who works with teen addiction, talks with all 9th grade students and hosts a parent evening in April each year to address addiction in adolescents. 6. Open forums with school staff have been added one day a month to Parent Club meetings to foster open communication between school and parent community. Topics include library electronic resources, academic counseling, college prep, healthy choices for teens, AP testing, use of Blackboard.com and emergency preparedness.
Campolindo High School prides itself on being a professional learning community in that it is constantly seeking ways to improve and enhance student achievement. Campolindo has a genuine interest in improving communication among stakeholders and the quality of education on campus for all students. We will continue to reflect upon achievement data to determine where we need to make improvements so our students continue to be successful. Changes to existing programs and new programs will be added to address the needs of our students as we endeavor to prepare our students for the next chapter of their educational and vocational careers.
64 Campolindo High School
Chapter 4: Self-Study Findings
A: ORGANIZATION: VISION AND PURPOSE, GOVERNANCE, LEADERSHIP AND STAFF, AND RESOURCES
A-1: The school’s clearly stated vision or purpose is based on its student needs, the current educational research, and the belief that all students can attain high levels of achievement. The school's purpose is supported by the governing board and the central administration and is further defined by expected schoolwide learning results and academic standards.
Summary of Findings: Campolindo High School’s vision and purpose are clearly articulated in the school’s Mission Statement, which incorporates the school’s Expected Schoolwide Learning Results and asserts that all students can achieve at a high level. The administration and staff pay close attention to current educational research and apply it in classroom practices and in planning. The Mission Statement, ESLRs, and the California State Content Standards are endorsed and supported by the governing board of the Acalanes Union High School District.
Findings Evidence Campolindo High School is guided by a clear set of principles, ESLRs embodied in Campolindo’s Expected Schoolwide Learning Results (ESLRs) and in a Mission Statement that encompasses the ESLRs and Mission Statement lays out the philosophies that guide decisions at the school. (posted and on web site) Campolindo’s philosophy, in formulation and implementation, is rooted in educational research, the state standards, and a commitment to sound, current instructional practice.
The Campolindo Mission Statement and ESLRs are revisited every 3 Staff Development years. Last year, teachers met for two Staff Development Days to Agendas refine them. The Campolindo staff participated in multiple meetings in its effort to come to an agreement about the Mission Statement Instructional Council and and to discuss how it reflects on the school. SAC agendas
To prepare for the process of addressing the Mission Statement, teachers evaluated student, parent, and teacher surveys, the previous WASC report, and the updated school profile. There were debates among all participants to revise the final Mission Statement and ESLRs. The Instructional Council, the School Advisory Committee, as well as the Associated Student Body and the Parents’ Club gave input and approved these documents.
A-2 a) The governing board’s policies and bylaws are aligned with the school's purpose and support the achievement of the expected schoolwide learning results and academic standards based on data-driven instructional decisions for the school; b) the board
Campolindo High School 65 delegates implementation of these policies to the professional staff; and c) the board regularly monitors results and approves the single schoolwide action plan and its relationship to the Local Educational Association (LEA) plan.
Summary of Findings: The AUHSD governing board’s comprehensive policies and by-laws guide the district’s four comprehensive high schools. The district pays close attention to each campus’ ESLRs, allows its schools reasonable autonomy in the pursuit of their objectives, and follows well-organized protocols for monitoring of the schools’ action plans, all of which are in compliance with state and local guidelines.
Findings Evidence The governing board of AUHSD has adopted policies and bylaws that support Governing Board Campolindo High School’s Mission Statement, ESLRs, and Annual School Site Website, BoardDocs Plan, as well as the California State Content Standards. The Governing Board meets twice a month, following a schedule that is posted on the website. Specially scheduled meetings require at least 72 hours notice. The Governing Board allows public comment on all agenda items. The Governing Board also oversees several committees comprised of parents, teachers, and members of the community.
For the most part, the school community understands the governing board’s role, which includes how parents can participate in the school’s governance. Parents are always welcome to attend Governing Board meetings and to comment on agenda items during public comment. The Governing Board sets district wide policies. The district administration establishes, implements, and monitors procedures, including review of student performance, overall school operations, and fiscal health.
AUHSD respects the autonomy of the specific school sites, allowing professionals to shape policy and programs appropriate for their community.
Principals regularly meet with the district administration (the Instructional Council Administration Council) to evaluate school data and performance. Agendas Principals are invited to voice the concerns of their individual school sites, as well. The school sites and the district administration are in regular STAR Math and English communication with each other. Scores AUHSD’s routines and protocols allow it to approve and monitor each Tutoring records school’s WASC Action Plan and Single Site Plan. During the fall, the
principals present student data and plans for student achievement to the Governing Board. In addition, as funding allows, the District works on a district-wide Strategic Plan. Last developed in 2005-2006, the plan was a collaborative effort of all stakeholders. The Strategic Plan serves as the basis for all
66 Focus on Learning Single Site Plans and for district-wide budgetary and curriculum decisions. The primary leadership forum at each site is the Instructional Council, composed of administrators and department chairs. These monthly meetings provide a forum for the dissemination of information and the discussion of timely issues, like student achievement data and grade distribution. For example, through discussion of annual STAR exam scores, it became apparent that students needed additional help in core Math and English classes. The principal worked with the Moraga Educational Foundation to fund after school tutoring for students in Math and English staffed by Campolindo teachers. These tutoring sessions have been well-attended, and peer tutoring for all subjects is also offered during 7th period and after school. Library hours have been extended to accommodate additional student’s needs. Refinement of the school’s Mission Statement and ESLRs begins at the
school site. Once the Instructional Council and the School Advisory Committee have approved them, they are sent on to the District for final approval. The District administration and the Governing Board expect and trust the school to develop appropriate guiding principles. Working in consultation with Campolindo’s staff and department chairs,
Campolindo’s administration annually generates a Single Site Plan, which
shapes the direction of the school’s policies and decisions for the coming year. After the plan is drafted, it is submitted to the Campolindo School SAC Meeting Agendas Advisory Committee for approval. Once approved by the Committee, the
plan goes before the district governing board for final adoption. Thus, the annual plan benefits from feedback from a variety of stakeholders— Board minutes teachers, parents, and district administrators.
Campolindo High School 67 There are district policies and procedures at the school site for handling complaints. In general, the parties are encouraged to resolve their own conflicts. For example, students and parents who have concerns about a staff member are encouraged to work directly with the staff members involved. The counseling and administrative staff may sit in on conferences and mediate between the parties, but if the conflict remains unresolved, site and district administration may become more actively involved. Teachers feel supported on the major issues; however, they are unsure how to voice concerns over minor issues. In the past, a faculty subcommittee called the Faculty Senate addressed these minor issues. Based on a focus group study in 2010, faculty members were asked to vote on reestablishing the Senate; consequently it will be reinstated in the 2010 – 2011 school year. Student surveys and student interviews reveal that students feel Student Survey Results comfortable approaching most of their teachers, and nearly all have at least one adult they feel comfortable approaching on campus. Counselors are an effective resource for students involved in a conflict with a staff member. Counselors report they encourage their students to approach staff members directly and coach the students on how to phrase their concerns. One district committee recommended greater transparency with the counseling department; counselors created a brochure, “Counselors and You,” to address this concern. Although multiple committees included both community and staff, many of the teachers, parents, and students who participated in this process did not feel their voices were heard. Also the school site stakeholders and the district have not communicated concern about future planning as the new superintendent has not embraced the plan developed by his predecessor.
68 Focus on Learning A-3: Based on student achievement data, the school leadership and staff make decisions and initiate activities that focus on all students achieving the expected schoolwide learning results and academic standards. The school leadership and staff annually monitor and refine the single schoolwide action plan based on analysis of data to ensure alignment with student needs.
Summary of Findings: Analysis of student data informs Campolindo’s major decisions; its course offerings, program development, staff development, and student activities. The school administration determines the direction of the school based on ongoing review of student achievement, student interest, and community requests. Campolindo’s testing data, survey results, graduation data, college placement, and other relevant measures suggest that the policies and procedures are effective.
Findings Evidence The school planning process is broad-based and collaborative. It has the Committee Rosters commitment of all stakeholder groups. Major school committees include all stakeholders. For example, the School Advisory Committee is comprised of teachers, parents, and students in addition to an administrator. The Parents’ Club, Boosters Club, and Moraga Educational Foundation are very involved in bringing the school’s plan to fruition. The ASB is active in supporting the well-being of students by providing opportunities for moral and social development outside of the classroom.
The Single Site Plan is the product of an analysis of student achievement, Math and English critical academic needs, ESLRs, and state and district academic standards. tutoring sign-in sheets In forming the Single Site Plan, stakeholder groups review STAR data, CAHSEE scores, and AP Exam scores; find significant sub-groups, and Crisis Counselor allocate resources where necessary. For example, analysis of data led to the implementation of after school tutoring in Math and English. The STAR data analysis crisis counselor identifies and works with students who consistently perform below basic and far below basic on the end-of-year exams. BB and FBB reports to When necessary, students are evaluated in one of several programs, teachers including Student Review Team, Student Study Team, 504, and Special Education. In addition, a testing coordinator assists in data analysis and testing.
Campolindo High School 69 A-4: A qualified staff facilitates achievement of the academic standards and the expected schoolwide learning results through a system of preparation, induction, and ongoing professional development.
Campolindo’s staff is well-qualified. The school and district have a fair, thorough, and effective system of hiring, preparation, induction, and continuing professional development. The system helps to ensure that Campolindo teachers are prepared to facilitate the school’s goals as articulated in the state content standards, the ESLRs, and the Campolindo Mission Statement.
Findings Evidence Campolindo’s hiring practices are aligned with district policies. All current District records/policies/ faculty members are teaching within their credentialed areas of web site specialization, and all are CLAD-certified. The district process for recruitment, hiring, site placement, and salary calculation is consistent with statutory guidelines.
Campolindo and AUHSD support new teachers in a variety of ways. The BTSA forms district provides BTSA to new teachers, providing ongoing monitoring of instruction and curriculum. An on-site BTSA mentor provides assistance Evaluation Forms to all new staff in introducing and explaining the culture of the school. Department Chair Forms Administrators perform regular observations of classroom teachers, both formal and informal, using the California Standards for the Teaching Profession as their guide. Department chairs monitor teachers in their respective departments, providing feedback to assist teachers in the development of their craft. Department chairs value collaborative time with school leadership and see the need for more opportunities to do this. Teachers have the opportunity to give feedback on department chairs, which is then discussed at an annual meeting with the principal.
The determination of teaching assignments for individual teachers occurs Master Schedules through a process of communication among administrators, department chairs, and teachers. The goal of teacher placement is to maximize a teacher’s effectiveness or to take full advantage of areas of strength and expertise within their fields. The administration and department chairs use a variety of criteria in this important function. The teacher’s prior experience, the teacher’s stated preferences, the needs of the Master Schedule, and personnel shifts within the department are all considered. Since Campolindo is one of four comprehensive schools in the Acalanes Union High School District, some Campo teaching staff is shared with the other schools. This necessity can impact teaching assignments and the master schedule.
The roles of administrators are clear to the staff. Each year a flow chart Administrator delineating responsibilities of each administrator is available. organization chart School policies are made clear to students and parents in the school handbook/planner each student receives at the beginning of the year. Department chair The planners are provided by the ASB. In addition, administrators visit all evaluation forms English classrooms during the first week of school to go over school
70 Focus on Learning Findings Evidence policies and address any questions students may have. All department members have the option of evaluating the department chair each year.
Internal communication on the campus is robust and timely. The vast Campolindo web site majority of communication happens via e-mail or school website. Campolindo’s web site is quite extensive, providing a wealth of information for all of the school’s stakeholders and community members. It is updated daily, with photographs from school functions,
announcements, and information about athletic and cultural events on
campus. From the website, students and parents can log-in to the secure Blackboard platform that many teachers use to post assignments and grades. Campolindo launched a new website in the summer of 2010, to improve access to the site.
The Daily Bulletin announces campus current events, including college visits, sporting events, and club announcements. It is posted on the school website, e-mailed to interested parties, and read during third period classes.
Monthly Instructional Council, faculty, and department meetings allow for the dissemination of important information and for camaraderie among the faculty. Students speak at Instructional Council and Faculty meetings to share the student perspective.
The processes and procedures for involving staff in shared highly ABI responsible actions and accountability to support student learning are effective. Student Review Team, Student Support Team, and 504 and IEP BTSA binders programs involve all stakeholders, including teachers, to ensure student success. Aeries Browser Interface gives teachers access to transcript Technology Workshop attendance records information and testing data for all current students, which allows for informal discussions with a student’s other teachers when needed. Staff Development Other programs assist teachers in furthering student learning. The school Agendas technology coordinator holds lunchtime demonstrations to introduce new technology. District-sponsored technology days allow teachers Agendas for offsite more in-depth training as needed on a range of topics, from iPods to Institutes Blackboard. The BTSA mentor helps to mentor new teachers. The District also offers professional development to teachers through staff development days, summer institute, and offsite conferences such as AP Institutes, Special Education conferences, and counselor conferences. School leadership regularly reviews the existing processes to determine Testing Records the degree to which actions of the leadership and staff focus on successful student learning. For example, students with basic or below basic scores are identified and monitored, as are D and F students. Associate principals monitor attendance and identify SARB-related issues. The Athletic Director oversees the athletic review process to ensure that all students competing in school sports are maintaining a satisfactory academic record.
Campolindo High School 71 Findings Evidence The Single Site Plan is revisited annually. In addition, the WASC Self- Study process, completed every six years, allows the school to identify future areas of strength and areas of growth. The WASC Action Plan is discussed, updated, and monitored every year in faculty meetings, Instructional Council and School Advisory Council.
A-5: All leadership and staff are involved in ongoing research or data-based correlated professional development that focuses on identified student learning needs.
Summary of Findings: Every year Campolindo teachers attend conferences and workshops targeted to their specific disciplines and/or geared to the enrichment of the school program as a whole. The culture of the school encourages staff to share information that will move us toward attaining the school’s mission, and teachers are receptive to the exploration of current research findings. Wednesday morning faculty, instructional council, department and special group meetings allow for the sharing of information about student learning needs.
Findings Evidence Professional development is well supported. Every summer, the Summer Institute schedule district sponsors a 3-5 day Summer Institute which provides professional development opportunities to all district staff. Teachers Technology Schedule are invited to propose workshops and work together on projects of interest that will facilitate all students in achieving the academic standards and the ESLRs. The District also sponsors technology workshops, including netbooks and iPod touches, throughout the school year as part of the Measure E pilot program.
District and school administration give financial support to teachers SBA Records electing to attend offsite professional development. Examples include: AP Summer Institutes CITEA Conferences Master Cam Training California Auto Teachers Conference Green Technology Training Robotics Training National Council for Teachers of Mathematics Legal Update Conferences (Special Ed) Admissions Update Conferences at UCs and CSUs
Before Fall 2010, teachers were encouraged to collaborate across the four high schools during November workshops to create: Institute Day Agendas District-wide standards and benchmarks Grading standards and rubrics Subject and grade-alike meetings Course Description changes
72 Focus on Learning Findings Evidence Field trips to develop curriculum, including museum visits (Art, Science, World Languages) First Aid/CPR Lifeguard Training Health and Safety Standards (Trip, Slip, and Fall)
When it became necessary for all teachers to be CLAD-certified, the district sponsored programs to assist in certification.
The school’s evaluation procedures promote professional growth. Evaluation Forms Teachers are evaluated formally every two years. At their eighth year in the district, teachers are given the option of completing a project that will be of value to the department, school, district and/or students. Many teachers take advantage of this option. The projects are presented to the entire staff at the final faculty meeting to generate new ideas and to make staff aware of newly developed resources. Examples include: Online Algebra Testing (Math) Virtual Museum project (Social Studies) Use of Flip Cameras for Assessments and Resumes (Tech Ed.) Geology Materials on Blackboard Connecting Arts to Literature of Time (English)
Professional development has been an important component of API Data Campolindo’s continued success. Teachers are encouraged to apply for funds, available from a variety of sources for professional STAR scores development, including conferences, training, and summer institutes.
A-6: The human, material, physical, and financial resources are sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards and the expected schoolwide learning results.
Summary of Findings: Campolindo High School is supported by human, material, physical, and financial resources that are more than sufficient accomplish its mission. The district has well- conceived planning mechanisms that include thoughtful consultation with the school sites and with the district’s separate stakeholders.
Findings Evidence Funding decisions at Campolindo are based on the school’s vision, Annual Budget the ESLRs, and student’s needs. For example, when student data showed that some students needed additional support in Math and English, the school worked with MEF and Parents Club to fund after school tutoring in these two areas.
Campolindo High School 73 Findings Evidence In general, Department Chairs submit requests annually for departmental supplies and materials. In addition, the administration has access to funding through MEF mini grants and Parents Club grants for small projects teachers would like to develop or for equipment and technology for their classrooms.
There is a demonstrated need for remedial help in English at most grade levels, as evidenced by numbers of Ds and Fs and for math as demonstrated by the STAR scores. The school provides the following options for these students: summer school, peer tutoring after school Parent Club-supported English tutoring and MEF supported Math tutoring. The allocation of funds for these programs is handled by the administration in collaboration with the department chairs, who organize teacher participation.
Classroom needs are funded primarily through District, MEF, and Parents Club funds.
School facilities are adequate to meet the school’s vision. They are Work Orders safe, functional, and well-maintained. The District Maintenance Department usually responds quickly to requests. Measure E, Measure E Oversight passed in 2008, is a $48 million general obligation bond which will Committee allow Campolindo to complete the following: upgrade electrical systems, to accommodate the use of additional computers and technology in classrooms and labs (i.e. wireless notebooks, flip cameras, I-touch), replace aging leaky roofs, convert obsolete facilities into additional classroom space (an additional science classroom, updated video and photo classrooms), and upgrade energy management systems to improve the energy efficiency.
The effectiveness of the procedures for acquiring and maintaining adequate instructional materials varies. Policies for large purchases are set by the district which also sets the schedule for textbook adoption. Teachers at Campolindo would prefer more autonomy in their choice of texts.
The use of new technologies in the classroom is encouraged and supported at Campolindo. These technologies include: iPanels, SmartBoards, SmartPens,
74 Focus on Learning Findings Evidence iTouches, laptop computers campus-wide wireless service (available to students in the fall of 2010)
Campolindo lags behind in the adoption of new computer technology. Many of the district computers still run Microsoft Office 2003, and Microsoft XP. This poses some difficulties for students and staff who have to work with different versions of software on different machines.
This lag is especially apparent in computer-intensive classes: digital arts, video and computer science. During the summer of 2010, new labs will be installed that will include up-to-date computers running the latest software.
There are adequate resources available for the hiring and nurturing of a well-qualified staff, including ongoing professional development. Most of the beginning teacher support is handled by the BTSA mentor. Department members act as informal mentors who assist new teachers with subject-specific issues. The department is always the first line of support for teachers who do not qualify for the BTSA program.
Campolindo High School 75
A. FOCUS GROUP MEMBERS- ORGANIZATION: VISION AND PURPOSE, GOVERNANCE, LEADERSHIP AND STAFF, AND RESOURCES
Jeanne Ballard Counselor David Lanuza Special Education Scott Biezad Administration Max Luckhurst Classified David Blumberg World Language Carolyn Madderra Classified Steve Boone Tech Ed Tina Mayer English John Cogswell Student Carol Paymer Social Studies/Tech Jamie Donohoe English Kathy Ranstrom Parent Ryan Gannett Student Gwen Reinke Governing Board Deborah Hovey-LaCour VAPA Amanda Renno* Science Ken Ingersoll Math Dana Van Der Vorst Classified Craig Isaacs Parent Ed Willy World Language Eileen Keefe Science Bob Wilson PE Molly Kerr Social Studies Chuck Woolridge English *Denotes group leaders
STRENGTHS . Supportive governing board . Staff that is dedicated to growth and new ideas . Professional development opportunities during the summer and throughout the school year . On-site community support and communication . Culture of support for new and novel programs . Huge community support (Measure A, Measure E, Parent Club, MEF, etc.)
GROWTH NEEDS . Governing board could more effectively educate the community about how to access information about governing board duties and responsibilities . Need to communicate changes and policies more effectively amongst all stakeholders . Decisions should be data-driven, and the data needs to be more clear . Technology needs to be continually upgraded and fully supported in accordance with Measure E (person-power) . Process to get technological help is obstructive and bureaucratic at times
76 Focus on Learning
B: STANDARDS-BASED STUDENT LEARNING: CURRICULUM
B-1: All students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the expected schoolwide learning results. Through standards-based learning (i.e., what is taught and how it is taught), the expected schoolwide learning results are accomplished.
Campolindo High School students participate in a rigorous, coherent curriculum designed to address the California State Content Standards and the Campolindo ESLRs and to have direct relevance to the lives our students hope to lead once they graduate. Using the school’s regularly-scheduled collaboration period, Campolindo faculty interact within and across departments to design curriculum, ground themselves in current research, and monitor the effectiveness of programs. Advanced courses (AP and honors) are offered in multiple departments. Though these courses (open to all students) are extremely well-subscribed, the faculty works to uphold rigorous standards and deliver rich, multi-faceted curriculum in all courses, regardless of their designation.
Findings Evidence Campolindo High School provides a rigorous standards-based AUHSD Website curriculum designed to meet the needs of all students. Current Campolindo Website educational research informs instruction and curricular planning in a variety of ways. The AUHSD website features links to the state content standards as well as the district-wide expectations for every discipline.
Faculty is regularly exposed to research of discipline-specific organizations (such as National Science Foundation) as well as to more Department and Faculty general education research ranging from students and stress to Meeting Minutes techniques for learning vocabulary. National Science Foundation Website Each year, the staff participates in professional development activities both on and off campus. When funding is available, staff members are given the opportunity to attend various workshops on innovative AUHSD Technology classroom technologies, such as Interactive White Boards, iTouches, Workshops and Google Earth. Teachers then work these techniques and
technologies into their lessons and curriculum.
The monthly Instructional Council meetings allow department chairs to Instructional Council discuss methodology and improvements throughout the curriculum. Agendas Topics range from developing formative assessments to a more efficient school-wide testing schedule. Testing Schedule
Teachers have regular opportunities to participate in conferences
and workshops, such as Advanced Placement for AP teachers, SPED Teachers have CLAD/CTEL Authorizations, BTSA, and CLAD/CTEL workshops that allow them to keep abreast of best teaching practices. All new Special Education teachers attend an Autism Spectrum Conference.
The district runs a Summer Institute, which provides professional
76 Campolindo High School Findings Evidence development for staff members. These sessions are open to the Summer Institute Schedule entire staff and administration. As part of the physical education curriculum, students are given the Healthy Kids Survey to assess and evaluate their general knowledge of healthy living. Curriculum focuses on health concerns such as Healthy Kids Survey obesity and heart disease, nutrition, etc. Students also participate CAPFT in the California Physical Fitness Test (CAPFT) to evaluate individual levels of fitness. Academic Standards for Each Area All course curricula are developed from state and district standards, AUHSD Website and these standards provide the basis for new textbook adoption. Textbook Adoption Schedule Many of the core courses use district-wide assessment to ensure CA Standards adherence to the standards and consistency across the school and District Benchmarks the district.
To ensure that the core content areas align their curriculum with Department Meeting California State Standards or District Frameworks, teachers review Minutes the content of their courses, share lessons, and create units and assessments in course-alike teams. This occurs in all academic, Math Lessons on Blackboard elective, and Regional Occupational Programs (ROP). ROP advisory meetings
Math and Social Studies departments have developed district-wide District tests: Algebra, formative assessments to allow teachers not only to evaluate their Geometry, World History, US own teaching practices, but also to collaborate regularly with History, Government and colleagues in the same subject area within the site departments Economics and district-wide. Additionally, all departments review quarterly grades in subjects-alike to discuss and note discrepancies. Quarterly Grade Reports
Most Campolindo teachers and staff have created a shared system Campolindo Shared Drive in Blackboard that contains folders in which every teacher can store Content System on and share his/her work. Additionally, each department has a Blackboard shared drive on the district network. Congruence Campolindo’s academic departments not only focus on state content standards and frameworks, but also align curriculum with Department Meeting the school ESLRs. Though their influence on the final product may Minutes be more implied than explicit, the ESLRs constitute the basis of most curricular planning. The relevance and effectiveness of the curriculum and its connections to California state content standards and Campolindo’s ESLRs have consistently played a foreground role in the staff’s deliberations about curriculum and instruction. The degree of congruence between the actual concepts and the skills taught, the academic standards, and the schoolwide student goals are priorities at department meetings.
Most students score at “Proficient” or above on the STAR STAR Assessment Data assessment, suggesting that courses are adequately aligned with
Focus on Learning 2011 77 Findings Evidence the state standards and framework. Teachers who have STAR data for their courses use this assessment data to make adjustments to curriculum. If the data reveals a pattern of weakness, teachers make appropriate adjustments to their pacing, delivery, and content. Teachers prepare students for STAR tests using previously released questions, either reviewing them in class or imbedding STAR Blueprints them in assessments.
Department meetings, which include analyzing and discussing quarterly grade data, give teachers the opportunity to compare and discuss each other’s grades and methodology. Additionally, Department Meeting teachers regularly compare their students’ grades to the results of Minutes the STAR test to ensure congruence with the curriculum and teaching practices. Many departments frequently discuss students’ Scatter-plot from Social performance on the STAR test with grades received in the Studies Department. classroom. CST results by department and individual results. As part of the teacher evaluation process, students are requested to complete an evaluation of a unit covered in the classroom. This evaluation is anonymous and allows the teacher to consider AUHSD Blackboard students’ opinions of teaching strategies when implementing more effective measures in the future. Teachers submit a reflection Teacher Evaluation Process piece to their administrator for further discussion in the post- Teacher Evaluation Forms D evaluation conference. and E
As preparation for the self-evaluation component of WASC, staff visited and evaluated their peers. Students were also interviewed Student Interviews and Staff by teachers and filled out questionnaires about teachers and Evaluations classes.
Counseling staff regularly monitors students’ progress on
standardized tests and grades. Students who fall into “at risk” Counseling Department categories are informed of additional services through the Meeting Minutes Counseling department, such as twice-weekly Math and English Peer Tutoring Schedule tutoring, and daily after school peer tutoring. This year, Daily Bulletin Campolindo is piloting a once-a-week after school Chemistry Sign in sheets- Peer/ Math/ tutoring program. Also, students have access to their teachers by English/ Chemistry tutoring appointment or drop in.
78 Campolindo High School Findings Evidence Student Work — Engagement in Learning
An important part of the Self-Study was an examination of a large Subject Evidence Collection sample of student work. The variety and the sophistication of the Boxes tasks teachers assign, and the excellence of students’ responses to those assignments, show that students are consistently challenged to think and work at a high level. Teachers address both the state Field Trip Requests standards and the school ESLRs. Additionally, students have a large Guest Speakers number of opportunities to practice public speaking skills, to interact with professionals in areas studied, and to apply their skills in hands-on simulations, labs, and field studies.
Academic and elective classes allow for students to examine real Student Work world problems. Ranging from the sophomore career project to the Course Description implementation of new technology and designs in wood shop, Portfolios these tasks offer students exposure to debating, to presenting, to
various methods of writing, and to the use of technology.
The school’s computer lab and the extended library hours allow students to have regular access to resources, such as databases, Daily Bulletin books, computers, the internet, and e-books. Wide use of Campolindo Library Website technology in the forms of iPads, iTouches, netbooks, a mobile laptop cart, a mobile graphing calculator lab, and a campus-wide wireless network are available to staff and students. Additionally, students have access to all the library databases from home.
Focus on Learning 2011 79 Findings Evidence Accessibility of All Students to Curriculum
The school maintains an open access policy for all of its honors and Course Description Guide Advanced Placement course offerings, allowing students to Chapter 1—Profile challenge themselves with a rigorous college-level curriculum. Campolindo has a robust Advanced Placement program, and the number of students enrolled in advanced courses and taking AP examinations has increased markedly in the last six years.
In 2009-10, there were 1,091 sign-ups for AP or honors courses, and
nearly 850 AP tests were administered to Campolindo students in Chapter 1—Profile May 2010. These numbers reflect the steady, incremental growth in Advanced Placement classes. Students passed these tests with a score of 3 or more at an aggregate rate exceeding 91% in 2010, 92% in 2009, and 95% in 2008, which validates the impressive level of rigor in AP classes.
Based on criteria that vary from department to department, the Chapter 1—Profile faculty is available to guide students about their readiness for AUHSD Course Catalog advanced work. The students and their parents make the final decision to enroll in honors or AP classes. AUHSD Course Catalog Campolindo offers a large number of elective courses (i.e. Enrollment Numbers Engineering Drawing, Contemporary Issues, Choir, Band, Psychology, German, and Math Analysis). Students have a wide variety of elective classes to choose from and the classes are well subscribed; many courses have waiting lists. Students are willing to take seven periods in order to have the opportunity to take classes that interest them, which Measure A has facilitated.
To support student academic success in all Campolindo course Peer Tutoring Schedule offerings, the following services are in place: Appointment Schedule for Counselors . Counselors meet with students on a regular basis. Campolindo Website . Counseling services include Crisis Intervention. IEPs . Teachers meet with students frequently outside regular classroom hours to assist and tutor their students. . Teacher Blackboard sites provide materials and resources. . SRT and SST meetings are conducted to address struggling students. . The peer tutoring center and the library are open after school. . Resource Specialist, Instructional Aides, and Peer Tutors serve as note takers and additional support in classrooms.
80 Campolindo High School Findings Evidence Many teachers regularly post their classroom notes, homework Campolindo Website assignments, and grades on Blackboard, allowing students to keep Chapter 1—Profile up with missed assignments and parents to monitor classroom progress. Improved access to technology, such as iPanels (which save class notes) offer missed materials to absent students.
To reduce stress among students, as well as to disperse student work load and to help students manage time, Campolindo has Campolindo Testing implemented a school-wide suggested testing schedule. This way, Schedule students will not have all of their classes’ tests on the same day (i.e. on Fridays). Students’ response to the schedule has been favorable
and more teachers attempt to adhere to it. Many teachers are conscious of assigning less homework and fewer group projects during school breaks and weekends.
Teachers act as advisors for a wide variety of clubs and experiences on campus. Many of the clubs enhance student learning, academic competitiveness, community service, and social interaction. For Campolindo Student example, Academic Decathlon and Mock Trial allow students to Handbook hone their speaking and writing skills. Robotics Club enables Club Day (Fall) students to design and engineer their own functioning robot. Also, Yosemite Institute (a teacher-run environmental program) along with Acalanes Gifted and Talented Educational program (AGATE) offers students the chance to experience the world around them. Throughout the academic year, students have the opportunity to share their achievements in the form of exhibitions, competitions, and showcases. A variety of service and recreational clubs is
available as well, such as the Leo Club, the Lorax [Environmental] Club, the Frisbee Club, the Anime Club, and the Badminton Club that allow students to help others in the community and to reduce their own stress.
Integration Among Disciplines Teachers of the same subject meet regularly to discuss curricula for Wednesday Meetings the year. Wednesday morning collaboration time allows for Calendar communication among teachers and staff.
Teachers of all subjects at Campolindo attempt to integrate cross- disciplinary elements. For example, the Social Studies and English Subject Evidence Boxes departments informally coordinate novels in the English classes’ curriculum and units in History (such as the Roaring 1920s and The Great Gatsby). Video productions and Social Studies have worked
on modern American History in film; and Photography/Art classes have collaborated with Foreign Language, English, and Social Studies in projects such as photo essays, biographies, foreign films, and art exhibition. Math teachers provide application problems that relate to Science. Conversely, algebraic concepts are reinforced
Focus on Learning 2011 81 Findings Evidence in Chemistry classes.
Working in conjunction with the librarian, English and Social Studies Subject Evidence Boxes departments regularly discuss how to integrate more writing and Campolindo Library Website college-level research into their curricula.
Curricular Development, Evaluation, and Revisions Even though most students are high-performing and achieve STAR Department Meetings scores of Proficient and Advanced at a rate that greatly exceeds STAR Test Data district and state averages, the staff is concerned about any student Peer Tutoring Sign-in who scores Basic and Below Proficient on the STAR assessment. The counseling department analyzes STAR data to identify students who might benefit from tutoring.
With access to data, all departments identified students scoring Instructional Council Notes Basic and below, collected data to analyze those students’ Single Site Plan performance in class, and brainstormed methods, strategies, curricular ideas, and a Single Site Plan to address the problems. At the same time, departments without testing data have worked to
identify and help students who are struggling.
Special Education students are mainstreamed; however, the Special Blue Folders Education department provides resource classes, scaffolding, and IEPs additional monitoring of student progress.
Teachers make an effort to develop grading expectations and Department Minutes course guidelines that are easily understood and fair. District-wide AUHSD Website grading policies and expectations, as well as rubrics arranged by Campolindo Website subject, are also readily available on the school district’s website for both teachers and the school community.
Policies: Rigorous, Relevant, Coherent Curriculum In examining student work, the staff has noticed that assignments Subject Evidence Boxes often connect the students’ academic growth to the realities of their lives outside of school. Relevance is clearly a priority across campus in curricular planning, instructing, and devising of tasks for students to complete. In addition, all departments expose students to specific real-world applications.
For example, courses such as Yearbook, Journalism, Architectural
Design and Engineering Drawing, provide hands-on, real-world experience to students, and the success of what they do is concretely evident in the products they generate.
Many students at Campolindo choose academic classes as electives, and take a full seven period day. Most students take four years of Course Schedule mathematics and science. A variety of AP classes is offered, Performance Schedules
82 Campolindo High School Findings Evidence including hands-on courses, such as AP Environmental Science, AP Art and AP Digital Photography. AP classes are very well subscribed. In the 2010-2011 school year, there were 1,031 sign- ups for AP courses. The Visual and Performing Arts programs are thriving with 290 students in Choral Music, 190 in Instrumental Music, and 70 in Drama classes. Performing arts events are well- attended.
Articulation and Follow-up Studies Campolindo is fortunate to have a close relationship with its Department Meeting partner schools, Joaquin Moraga Middle School and Stanley Middle Minutes School, which provide a great deal of information about the freshman classes as they enter Campolindo each year.
Entering freshmen arrive at Campolindo with an informed School Calendar perspective which is facilitated by a variety of events: Counseling Calendar th . Each fall, Campolindo holds an 8 grade parent information Principal’s Notes night, which includes presentations by department chairs that provide information regarding academics, athletics, and the arts. . In the early spring, counselors visit the partner schools and give
presentations on academic subjects, and current students th describe electives to 8 graders. . The Campolindo Math and Special Education departments meet with representatives from the middle schools to ensure smooth curricular transitions. . In the spring, an evening with incoming parents provides a follow-up meeting to the counselor visits. . By late spring, the entering freshman class and their parents meet individually with the guidance counselors at Campolindo. . Campolindo’s principal and counselors are in regular contact with the principals at the middle schools in regards to curriculum, textbooks, test scores, and expectations. . The day before school starts, the leadership class hosts a freshman orientation to acclimate new students to the
Campolindo environment.
Daily Bulletin In their junior and senior years, students are offered a variety of College Visit List transitional aids. Visiting college representatives explain School Profile expectations of incoming college freshman. Diablo Valley Community College works with the Career Center to create an articulation program for high school students planning to attend the college.
Overall, college attendance has increased. In 2009, 98% of Campolindo graduates attended college. 86% of these graduates attended a 4-year college or university, an increase from previous years. Teacher interaction with former students and their parents 2010 Follow-Up Study
Focus on Learning 2011 83 Findings Evidence provides anecdotal evidence of how well Campolindo prepared them for higher education. The 2010 Follow-Up Study showed an increase in the percentage of students attending community college versus a four-year institution.
B-2: All students have access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal, and school-to-career goals.
All Campolindo High School students have access to the full range of courses that Campolindo offers. The Counseling Department has a well-developed system to advise students, which is centered on the development, monitoring, and appropriate adjustments of a four-year plan for each student. Counselor advising encompasses multiple aspects of the students’ development, connecting not only to their academic needs, but also to their personal and vocational concerns.
Findings Evidence
Variety of Programs — Full Range of Choices Campolindo High School has a well-developed process for advising Counseling Department students, organized around the development and implementation Records of a four-year plan for every student; the Counseling Department monitors and adjusts these plans as students move through their years at Campolindo. Students and their parents meet with the counseling staff before the students’ first year.
In each successive year, counselors monitor struggling students to SST assure that those requiring extra attention get the help they need. SRT As of a result of the Counseling Department’s open-door policy, students feel comfortable approaching their counselors. This
policy is also key to reaching every student.
Campolindo offers ISP classes designed to address the needs of Special Education students, providing resource classes, IEPs accommodations, and a fully developed SRT system which addresses concerns and goals in each student’s IEP.
The curriculum is open to everyone, and all Campolindo students have the opportunity to try classes if they are able to meet the demands of the coursework. In addition, Campolindo has a large AUHSD Course Catalog ROP program that offers a wide variety of classes. There are 14 ROP classes that include Architectural Design, Computer Programming, Auto Technology, AP Environmental Science, and AP Music Theory.
Campolindo has a large and varied club program that covers many areas of interest: academic, career-based, personal, and School Handbook community service. Campolindo’s clubs and extracurricular Chapter 1—Profile programs are important extensions of the curriculum, providing
84 Campolindo High School Findings Evidence the context for a lot of important learning that takes place on the campus. In addition, the school offers an extensive athletic program, including 24 sports and cheerleading. Yearbook Co-Curricular programs such as Drama, Music, Journalism, and Newspaper articles Yearbook give students the opportunity to apply their learning in Performing Arts Programs productions open to the general community.
The Career Center offers an extensive selection of internships and Naviance assistance with career search. It is available to students 30 hours each week. The career counselor also utilizes Naviance—an online service linked to Campolindo’s website that helps students
formulate goals, inventory their tastes and interests, and manage college applications. The service provides a clearinghouse for information about each student, including personal profiles, surveys of interests and learning preferences, and college-entrance board scores. It assists in tracking students after they graduate and is useful in determining trends among students.
Students at Campolindo have multiple opportunities to meet, to question, and to work with professionals in fields such as Bio Tech, Field Trip Sports Medicine, and Law. The Campolindo wood shop has a sister Guest Speakers city in Africa; the Law and Society class annually tours the Display Case in Main Office California Supreme Court and visits with some of its staff, and Campolindo alumni (including a professional rock climber, a state department diplomat, Olympic medalists, and an astronaut) return to the campus to share their experience in the “real world” with the student body.
Student-Parent-Staff Collaboration Campolindo’s interaction with parents begins before students even 8th-Grade Information Night enroll. The 8th grade information night gives incoming 8th graders’ Agenda parents the chance to come to Campolindo and meet department chairs and have many of their questions answered. In September, Campolindo hosts Back to School Night when parents follow their Open House student’s schedule and attend short information sessions hosted Back To School Night by every teacher. In May, Campolindo has its annual Open House MEF Showcase when incoming and current students and their parents can have a meet and greet with teachers and explore the campus. Schools in Moraga showcase MEF-supported programs at the town park in late May.
Communication is constant between parents and teachers via Campolindo Website Blackboard and regular email or phone correspondence. Every Blackboard teacher has the ability to post grades and assignments on Blackboard for easy access by parents and students.
District requirements for all courses in grade scales and grade percentage distributions are readily available on our district AUHSD Website website.
Focus on Learning 2011 85 Findings Evidence
The staff is attentive to the needs of the Special Education th students. At the informational evening for 8 -grade students and parents, the Special Education department introduces programs Blue Folders that explain Campolindo’s expectations. In addition, the 504 Modification Sheets department holds articulation meetings with Special Education partner school students and their families to determine course selection, specify accommodations, and answer questions. Special Education students are given a variety of learning-style and
interest inventories that can be used to formulate goals that are shared with parents through the IEP.
The Special Education team works with students, counselors, psychologists, parents, administration, and general education IEP Notes teachers to develop and monitor individual educational plans. Case managers stay in regular contact with mainstream teachers, communicate with parents, and help students plan, implement, and maintain appropriate accommodations and modifications.
The counseling staff maintains a file on every student on campus that includes the student’s entire history with the school, from SRT disciplinary action and grades to accomplishments and awards. If IEPs students are in need of intervention, the Student Review Team Crisis Counselor (SRT) meets and discusses identified students, plans interventions, makes parent contacts, and decides if further testing is required to develop strategies for addressing the students’ needs. A case manager is assigned to identified students and monitors progress, adjusts the interventions, and provides appropriate support. Additionally, an on-campus crisis counselor assists students with personal and/or social challenges. Students may refer themselves or may be referred by parents, teachers, or peers.
Monitoring/Changing Student Plans Various methods are utilized at Campolindo to monitor students’ Parent Surveys progress and educational plans: quarterly progress reports, special Report Cards education liaison reports, Blackboard access, and the staff’s regular Progress Reports communication with home. Surveys indicate that parents can Email expect to hear a response from a teacher within 24 hours. Additionally, open communication between counselors and teachers, as well as administration and teachers in regards to students’ emotional, social, and academic well-being, is fairly constant.
The Campolindo staff makes a great effort to be flexible with School Calendar curriculum, planning around school events such as the annual Musical Program musical production that involves up to 300 students. In addition,
the staff responds to extended absences (including Home Hospital students) and is willing to work with students to keep them on
86 Campolindo High School Findings Evidence track.
To help students make wise choices during the course selection AP Information process, honors/AP teachers across disciplines conduct Meeting Calendar informational sessions at lunch to inform students about the nature of the courses they teach, with special emphasis on those courses’ rigor and work load.
Post High School Transitions The College and Career Center, staffed by a full time classified staff College and Career Center member, is open for the entire school day. With a large library and Records extensive resources, the center is where students can gather information about colleges, career, scholarships, financial aid, and the military. The center brings in college admission officers, financial aid experts, and representatives from various careers to help students plan their futures. The Career Center advisor provides expertise on college admissions, scholarships, and
seniors’ personal statements for college applications. Finally, in accordance with state mandates, the Special Education department develops Individual Transition Plans for each student, IEPs which aid in college and vocational education.
Campolindo High School has a variety of programs that help students apply their educational interests in the real world: . Regional Occupation Programs (ROP) offer career/technical programs for students whose preferences ROP Course Schedule and learning styles are better suited to a more hands-on pedagogical approach. The ROP program offers courses in AUHSD Course Catalog Studio Art, Architectural Drafting, Furniture Design, Auto Shop, and Engineering Drawing. . Students who are employed may earn credit by enrolling in Work Experience. Work Experience is held before school on the district’s Las Lomas High School campus.
. The Career Center, located in the library, allows students
to research their career and college interests. The center also offers guidance for achieving career and college goals.
Focus on Learning 2011 87 B-3: To what extent are students able to meet all the requirements of graduation upon completion of the high school program?
In keeping with its efforts to develop individual plans for all students and with the school’s commitment to meet the needs of every student, Campolindo has multiple remediation options for students in danger of not graduating on time. The school’s excellent retention and graduation rates suggest that these measures are effective.
Findings Evidence Campolindo High School does an excellent job retaining students CAHSEE Results and helping them to meet graduation requirements in a timely Chapter 1—Profile manner; typically, the proportion of entering freshmen graduating in four years is well over 99%. As mentioned previously, Campolindo offers a variety of programs to help students who are behind on credits or struggling academically. These include: Summer School Peer Tutoring English, Math, and Chemistry Tutoring GED Guidance Crisis Counselor After school library hours Home Hospital Student Review Teams (SRT) Intersession courses Independent study “Senior in Danger of Failing” notices Parent conferences Progress Reports
Counselors and Assistant Principals continually review transcripts for all students who are not on track to graduate. Additionally, all senior transcripts are reviewed during summer and early fall to identify at-risk students.
88 Campolindo High School
B. FOCUS GROUP MEMBERS: STANDARDS-BASED STUDENT LEARNING: CURRICULUM
Michelle Alessandria Special Education Kevin Macy Math Ben Aviles Custodian Concha Martinez World Language Scott Brady-Smith English Kristen Anderson Social Studies Caron Brownlee Social Studies Chris McNevin English Gwenly Carrel Career Center Ann Oeth Parent Morgan Deluce Student Ranie Pearce Special Education Marietta Dunaway Science Petro Petreas Math Ron Dygert Vocational Education Sharon Richard Parent Mary Eggertsen Principal’s Secretary Hannah Ruben Student Nancy Fagan Physical Education Collette Sweeney Art Pat Hadley Librarian Paul Verbanszky* Social Studies Carol Kitchens Principal Patrick Wildermuth Science Susan Kjorlien Crisis Counselor *Denotes group leader
B. STANDARDS-BASED STUDENT LEARNING: CURRICULUM: STRENGTHS AND GROWTH NEEDS
STRENGTHS . Well-developed, broad selection of Advanced Placement courses, honors courses, electives, and ROP programs . Rigorous, standards-aligned courses across the curriculum . Beginning and advanced levels of visual and performing arts and technical education . Multiple interventions for at-risk students and struggling students . Extensive support for Special Education students . Excellent communication among all stakeholders (students, faculty, parents) . Diverse selection of clubs and extracurricular and athletic programs . Successful graduation rates and incredibly high standardized test scores . Opportunities for students to showcase their talents in a variety of events and methods
GROWTH NEEDS
. Improve collaboration among teachers within departments to address best practices, curriculum alignment, common assessment, and the promotion of professional and creative development . Broader use of current technologies (such as Blackboard) and new technologies to bridge the potential gap between the classroom and the home environment to reinforce content and to provide continuous communication about curriculum, student progress, and graduation status. . Ease students’ pressures with structured testing schedules, flexible teaching practices, tutoring assistance, and counseling . Continue to address closing the achievement gap, particularly in English and Mathematics
Focus on Learning 2011 89
C: STANDARDS-BASED STUDENT LEARNING: INSTRUCTION
C-1: Students are involved in challenging learning experiences to achieve the academic standards and the expected school wide learning results.
Students at Campolindo High School have access to a rigorous curriculum that exposes them to rich, challenging learning experiences regardless of department, grade, or designated difficulty level. On- campus programs such as Special Education and Peer Tutoring, as well as after school English, Math, and Chemistry Tutoring address the needs of at-risk students. Though in recent years Campolindo’s ESLRs have not been as prominent in classrooms as in the past, staff is confident that they continue to address them all.
Findings Evidence Campolindo offers a wide variety of opportunities for students of Course selection guide diverse backgrounds, with particular emphasis on advanced placement and other forms of accelerated course content. Campolindo maintains Registrar’s enrollment an open access policy for the more than twenty Advanced Placement or figures honors courses offered in English, social studies, mathematics, the sciences, and world languages. Partly as a result, the numbers of students enrolled in advanced courses has risen steadily over the last AP test results six years. Last year, 474 students took one or more AP exams; students earned passing scores (3 or higher) on 90.1% of the exams. These numbers reflect the seriousness with which our students take their education, as well as Campolindo’s efforts to increase access to a wider variety of advanced courses. Since its last WASC Self-Study in 2005, Campolindo has added several new AP courses to its curriculum, including AP Environmental Sciences, AP Studio Art and Photography, and AP Psychology.
The introduction of more advanced courses, coupled with the open access policy, entails some risks. While large numbers of students challenge themselves with advanced and rigorous coursework, the ABI grade reports relatively easy availability of such courses may tempt some students to Registrar records overreach; this trend is reflected in the subtle decline of passing scores from 95% in 2008 to 90.1% in 2010.
In order to teach an AP course, each instructor must submit and have the College Board approve the course syllabus; currently, each AP instructor at Campolindo has received approval for their course syllabi. In the spring, AP instructors host lunch-time course introductions for potential AP students, offering explanations of course expectations, informally counseling students of their options, and answering questions. In addition, students meet with their counselors to plan their schedules in the spring. The counselors use informal feedback from teachers familiar with the student to form the basis of recommendations to the students about whether those courses are AP syllabi well-matched to the students’ abilities. A student cautioned against enrolling in an AP course may nevertheless opt to override the recommendation and take the course.
90 Campolindo High School Findings Evidence Students in non-AP courses have demonstrated steadily increasing scores on standardized tests. Though assessments are not as rigorous or course-specific as AP tests, STAR scores and API have grown steadily, and while Campolindo’s results on those assessments undoubtedly reflect a windfall effect from the large numbers of students enrolled in honors and AP classes, the increase in API could not have taken place unless the great majority of students (including those in at-level classes) were mastering the material assessed on the exams. To the extent, then, that STAR results correlate with the quality of instruction our students receive, these results suggest that students are engaged in challenging learning experiences. Second, students themselves related that they are being challenged. In a survey of Campolindo students conducted in the fall of 2009, 85% of those surveyed indicated Student Surveys agreement with the idea that academic work is sufficiently challenging; only 4% indicated actual disagreement. Finally, the rigor of Peer observation forms Campolindo’s instruction finds confirmation in classroom observations and surveys of student work. In the many classroom visitations that Student work samples teachers undertook in the fall and spring last year, the teachers and administrators witnessed high-level instruction across the full range of our curriculum. Those impressions were borne out in the survey of student work, which was remarkable both for its variety and for the dispersion of rigorous assignments through every course and discipline.
To further support and assist students in need, several programs have been developed and bolstered by community funding and staff assistance. The Peer Tutoring center, Math and English Tutoring centers, the pilot Chemistry tutoring program, and the special Peer Tutoring center sign- education department each provide additional support and assistance in sheets to students in need. Students with IEPs are enrolled in a Learning Skills class, which is staffed by special education teachers and instructional Math and English aides to provide additional support, such as re-teaching and extended Tutoring center sign-in time on assessments. The Peer Tutoring center is staffed by a sheets certificated teacher and selected junior and senior students for one-on- one tutoring. This program is available to all students on a drop-in basis Chemistry Tutoring center after school Monday through Thursday. The Math center, staffed by a sign-in sheets certificated on-campus math teacher, is open Tuesday and Thursday from 3:05 to 4:05 p.m. The English center, staffed by a certificated on- campus English teacher, is open Monday and Wednesday from 3:05 to 4:05 p.m. Both the Math and Peer Tutoring centers are funded by MEF grants, while English and Chemistry Tutoring receive funds from Parents’ Club.
District-wide standards for various courses in each content area are established and available on the Acalanes Union High School District web site. More specifically, each department provides individual District web site course curriculum standards, and each instructor makes available a course syllabus for each class. These documents are provided at the beginning of the year to students and parents, and are also available electronically on the district Blackboard web site. Many textbooks
Focus on Learning 2011 91
Findings Evidence connect content specifically to California standards and benchmarks, Academic textbooks including the current social studies text book for American history.
Campolindo teachers provide clear models to establish course and project expectations. AP teachers use released AP exam material as Student work samples study guides so students know what is expected prior to taking the AP exam. Another common practice is the use of student samples, Peer observation forms particularly for major projects, as a means of establishing clear levels of expectation. Some examples are provided below: English teachers introduce an end of year project that asks students to creatively summarize content knowledge for the entire year with the display of several outstanding examples from previous students. The Honors Algebra 2/Trigonometry instructor provides poster- size examples of past student problem-solving work.
A majority of students interviewed and surveyed indicated they were aware of course and academic expectations: over 70% of students Student surveys stated that they understood the course standards of their classes and recognized the connection between the standards and the course Student interviews content. Furthermore, nearly 90% of students responded that a variety of instructional strategies were employed in their classes.
The Aeries (ABI) software used by the district allows teachers to access a variety of student assessment results, including CAHSEE, CST, CAT-6, Aeries (ABI) and CELDT scores. Also available through this software are student transcripts from high school and some information from the middle Standardized test scores schools (Math and World Language grades). This is a convenient tool for accessing data that allows busy teachers to compare current students’ achievement with current classroom performance. Most of the discussion regarding standardized assessment happens in department meetings, and instructors discuss how their students’ performance compares with that of their subject-alike peers.
Campolindo instructors effectively differentiate instruction for the range of student needs within each classroom. The “Peer Observations Peer observation forms for Focus on Learning” reports indicate that teachers are presenting content through a variety of methods in response to an understanding Student work samples of assessment data and the various learning modality strengths and weaknesses of their students. For example, in math, teachers collaborate with other department members to provide new or additional learning materials. Teachers may lead classroom discussions based upon test results to acknowledge student performance levels, communicate areas in need of improvement, and effectively gain student investment. Informally, instructors keep track of student performance on class assessments to drive re-teaching as well as to re- tool lesson plans for the next school year. Peer tutors work in remedial math classes to provide one-on-one instruction on basic math skills.
92 Campolindo High School Findings Evidence Technology, in the form of electronic blogs, iPanels, LCD projectors, Flip Technology site plan video devices, and various software, is an important resource in the classroom. For example, English department members collaborated at the start of the 2009 – 2010 school year on a project to introduce electronic blogs as a way to encourage emerging writers to develop confidence in their own narrative voice. New technology has also been introduced in math, science, and social studies classrooms that effectively engage students and enhance their understanding of content. Also, Flip video devices and iPanels are utilized by various disciplines ; these recording technologies allow instructors to post class lectures and notes directly to the Blackboard site in both video and text form, addressing the needs of visual and auditory learners. LCD Summer Institute projectors continue to be used in each classroom, allowing teachers to offerings complement instruction with PowerPoint slides, web videos, iPanel notes and more. Training sessions during Summer Institute have allowed teachers to learn how to effectively use these instructional materials in their classrooms and adapt lessons to utilize these tools. Campolindo’s technology resources provide a powerful set of options for addressing various learning modalities. Peer observation forms
Cooperative learning environments, like grouping students for labs and Student work samples collaborative projects is common. Classroom management that places students in heterogeneous groups with specific student responsibilities for a particular period of time (e.g. one quarter) is also used by some teachers to provide a student-centered learning environment in which all students feel comfortable sharing knowledge orally and developing interpersonal skills. Using peer editing as part of the writing process in English allows stronger writers to synthesize their knowledge by teaching concepts to struggling students. Students in social studies classrooms participate in formal and informal debates, simulations, and projects that require cooperative skills and effective communication.
Teachers also frequently provide before and after school time for students to meet with them individually to address particular skills, Staff/Student/Parent review material, and discuss concerns. Campolindo teachers are surveys approachable, available, and committed to providing time outside of regular class hours to help their students succeed. Nearly 70% of students surveyed felt adults on campus respected and listened to them, and 75% responded that teachers were helpful and available Master Schedule when needed outside of class. District World History As evidenced by classroom visitations, printed class policies, collections DBQ Assessment of student work, and other course documents, Campolindo faculty across the curriculum strive to differentiate instruction by appealing to District Algebra multiple learning styles, building choice and flexibility into assignments, Assessment and maintaining close lines of communication with parents. In order to fine-tune and measure the effectiveness of instructional strategies, some departments have worked jointly with other schools in the district to develop common assessments. For example, district Social
Focus on Learning 2011 93
Findings Evidence Studies teachers created a common summative assessment for freshman Modern World History, and Math instructors district-wide Summer Institute have developed a common assessment for Algebra students. In order offerings to prepare students effectively for these assessments, teachers in these departments have used Wednesday morning collaboration periods, lunch, and/or after school meetings, and the Summer Institute to create lesson plans that emphasize skill-based learning.
At Campolindo, challenging learning experiences are not, however, limited to the classroom. They are an integral element of the school’s multifaceted extracurricular program. As noted in Chapter 2, Campolindo students compete in a wide variety of contexts and arenas, often operating at a very high level and enjoying frequent success. Math contests, Mock Trial, Academic Decathlon, and world languages Club rosters and activities and music competitions are examples. The range of academic clubs is astonishingly wide, embracing art, music, public service, science, mathematics, robotics, environmental, social issues, and student leadership. Specific club activities allow students to experience applications of information not available in the classroom.
In the fall of 2009, the staff revised the school’s Mission Statement and ESLRs documents the Expected School wide Learning Results (ESLRs). As for the ESLRs, they have not been a target of much explicit emphasis in recent years. Student planner Most teachers do have a copy of the ESLRs posted in their classrooms. Also, students are familiar with the ESLRS; a copy of them is printed in the Student Planner.
Our success in addressing the academic ESLRs is evident in the standard Results of STAR, SAT, AP, measures that mark Campolindo as an effective high school: our test ACT, and other results, college placement, and extracurricular variety. It is also evident standardized in survey results from students, parents, and staff (all of which affirm assessments the perception that Campolindo provides a challenging, rigorous education) and in the strength of student work samples from across Staff/Student/Parent disciplines. surveys
C-2: All teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels. Evidence of all kinds, including classroom observations, examinations of student work, and results of surveys of staff, students, and parents, suggest that Campolindo teachers use a wide variety of teaching strategies, engage students actively in ways that transcend the textbook, and emphasize higher-order thinking skills. Though much of the evidence suggests that the strength of the instruction is occurring campus-wide and for all students (and though some of the most effective programs may operate in ways that do not reveal themselves in surveys of instructional practices and student work), providing scaffolding and support will maximize the possibility of success for every student.
94 Campolindo High School
Findings Evidence Campolindo High School teachers are trained professionals committed to developing their craft. Since the last WASC visit, the school district School Profile mandated CLAD and/or CTEL certification of all teachers, and all Summer institute attendance Campolindo staff is in compliance. Furthermore, teachers are encouraged to pursue advanced degrees and certificates in their fields, attend professional conferences like the NCTM conference, and AP Institute attendance integrate field studies into their curriculum. Teachers of Advanced Placement courses routinely attend summer institutes on their
courses to sharpen skills and discuss instructional strategies with peers. Also, some staff members attend subject-specific workshops, such as the UC Berkeley History-Social Sciences institute, which offers trainings on academic literacy and building content skills.
Campolindo High School teachers employ a wide variety of strategies Summer Institute Offerings designed to meet the diverse needs of students. Respect for the importance of varied instruction is an engrained part of the school culture. Many faculty members participate in the annual institute provided by the district. Others attend various mini-sessions during the year sponsored by the district and presented by colleagues on
various topics, including the implementation of new technology. In the summer of 2010 teachers learned valuable skills working with newly updated computer labs at Miramonte High School, developing curriculum that integrates iPod and iPad podcasts, math application Tech Workshop offerings tools, Interactive Science, Google for the classroom, and document- based instruction for World History instructors. Technology “Pull- Out” Workshop sessions in the fall included additional work with Google sites, iPod and iPad podcasting, as well as work with iTunes, e- books and the creation of an educational think-tank for the 21st
century.
Peer observation forms The effectiveness of these measures is evidenced by the variety of approaches witnessed in classroom visitations in the spring last year. One of the striking findings from the classroom visits was the distribution across a range of delivery techniques. Campolindo teachers, in nearly equal measures for each method, were observed
lecturing, helping individual students, facilitating group work, answering questions in front of the class, leading discussions, Student work samples monitoring individual practice, and demonstrating skills. The students themselves were engaged in a variety of activities—answering
questions, listening, conversing about subject matter, taking notes, working together to solve problems, or working individually. Campolindo students clearly have an opportunity to engage material in many different ways that allow them not only to receive information but respond to it, discuss it, practice it, modify it, and
generate it on their own.
Focus on Learning 2011 95
Findings Evidence The variety of instructional approaches is likewise evident in the work teachers assign. Based on collected work samples and peer observations, several generalizations emerge regarding the learning
tasks students complete: Student work samples 1. Campolindo students work at high level and are called upon across disciplines to analyze, synthesize, and evaluate; often, Peer observation forms their assignments require metacognitive, retrospective reflections about what they learned. The Campolindo English department has its students organize essays into year-long portfolios, which allows
them to see their development over the year
In math, through the geometry similarity project, students take objects and then use scale factors to create enlarged versions of the object In science classes, a commitment to lab projects encourages students to look at information and then access and apply their findings
AP history classes focus on organizing documents so
that student knowledge can be applied to writing prompts Geometry classes apply knowledge by using a clinometer to measure the height of various objects Some freshman world history students research particular countries over the course of their year. Throughout the course, they are taught research skills
relating to finding demographic data, current events, and geography 2. Campolindo students access multiple modalities. Many of the Student work samples assignments examined addressed cognitive concepts but also Peer observation forms tapped into the students’ feelings, tastes, opinions, and creativity.
Visual and Performing Arts classes allow students to
apply their knowledge and creativity in a variety of ways, including the development of portfolios and production of performances Within the social studies curriculum, students organize a case and argument to present in front of a mock jury, develop debate topics for class discussion, and create virtual museums to incorporate relevant artifacts Students participate in reading circle discussions in
English as well as bioethics debates for Biology and problem solving for math Science labs provide students with opportunities to problem solve and make investigative inquires in group discussions
96 Campolindo High School Findings Evidence Students in world language courses participate in projects where they research and develop a media presentation directed toward the culture of the
language they are studying
The Seattle Choir trip allows students to perform in a professional choir environment Musical theater offers students experience with stage production, acting, and singing Gallery exhibits, film festivals, and Open House project displays reveal that Campolindo students are provided opportunities for practical application:
o The Lamorinda Film Festival showcases student-made films
o Art and Wood Tech students sold paintings and woodwork to the community to raise money for the Haiti relief fund 3. Campolindo students complete assignments designed to forge Student work samples a connection between the classroom and their own lives or Peer observation forms the “real” world. In addition, many assignments featured an
ethical dimension:
Leadership students take part in PTA advocacy day --- a real world political rally where community members talk to legislators about education concerns A social studies trip, Sojourn to the Past, that immerses students in lessons from the Civil Rights Movement
Many science students also participate in the week
long Yosemite Institute which encompasses study of the culture, geology, and ecology of the Yosemite area A Government/Economics service project, “Fix the World” th The “Exploring New Horizons” camp for 5 grade students employs Campolindo students as counselors
Throughout the year, accountants, statisticians, and engineers visit Campolindo math classes to talk about careers in math; also members of the Math club attend a math festival (Julia Robinson) to learn about careers in math Beginning in the sophomore year, students investigate possible future careers through English career
projects, which include research and interviews with working professionals In the junior and senior years students have the opportunity to participate in job shadowing and
Focus on Learning 2011 97
Findings Evidence internships in fields such as sports medicine, auto tech and public service Leadership students run a school wide blood drive and canned food drive
4. Campolindo students often complete assignments that call Student work samples upon them to use knowledge and skills from other disciplines. Peer observation forms Curriculum connections between U.S. History and English 3: English readings of the works by Henry David Thoreau and Ralph Waldo Emerson, while discussing transcendentalism in antebellum American history
Use of trigonometry in the Pre-Calculus project on
load-bearing of bridge supports (catenaries)
Use of graphing, error analysis, and logical problem- solving skills in the science classrooms Use of historical context in science classrooms: the “scientific” beliefs of the ancient Greeks, Galileo and the Catholic Church, Isaac Newton and the plague, etc.
5. Campolindo students interact with technology at many levels Student Surveys as evidenced by peer observations and student work samples. Peer observation forms Use of Library’s electronic resources (databases, e- books) to complete research projects for social Student work samples studies, science, and English projects o Library Orientation and Country Notebook research assignment for Modern World History
o Research paper for English: utilizing database
and library sources, reviews
o U.S. History term paper: utilizing database and library sources o Fruit fly project AP Bio, study of contemporary genetics Surveys, classroom visitations, and student work highlight the use of word processing; desktop publishing; open Internet research; database
research; the creation of personal blog and chat logs; audio-visual equipment; musical instruments; Quest Lab data collection tools, and art technologies of all kinds Students use Google web based tools to support the learning of course content in Social Studies classes
In science and math classes, students use graphing
calculators for multiple applications, as well as use
98 Campolindo High School Findings Evidence probeware and scientific equipment Student work samples 6. Campolindo students routinely do work that takes them Peer observation forms beyond the textbook. In AP US history, students research, produce, and present a newspaper project on various social groups
during the Gilded Age
English students adapt novels into plays
AP Environmental Science students develop an eco- friendly city and evaluate sustainability in urban planning The AP Spanish test focuses on authentic sources: readings/listening of periodicals One science teacher’s “Bird Project” gives Campolindo students the opportunity to teach scientific observation to local elementary school students
Students have had the opportunity to participate in
extra-curricular activities such as AGATE where they produce projects that demonstrate skills and knowledge learned from a coastal field trip In science, geology students take a field trip to Mt. Diablo where they study the local geology Though the rigor and variety of work examined is impressive, only Staff/Student/Parent surveys 24% of parents and 50% of students surveyed remarked that the needs of lower ability students without special needs was being STAR results adequately addressed. Likewise, only 43% of students and 23% of parents surveyed felt that students with special needs were being served adequately. Conversely, over 90% of teachers surveyed felt
they were, in fact, adequately meeting the needs of lower performing students with and without special needs in their classrooms. This discrepancy needs to be more fully addressed. Not all of the assignments, especially in the upper grades, showed convincing evidence of the scaffolding and support that a lower performing
student might require for the successful completion of the task. Although the number of designated EL and SPED students is relatively small, their needs must be fully met. A focus on cultivating instructional approaches that accommodate all kinds of at-risk
students should continue to be a priority in planning for in-services and collaboration sessions.
That said, it should be noted that many of students routinely use resources that fall outside what can be definitively inferred from Master Schedule classroom observations or student work samples. Students with special needs have access to a daily Learning Skills class, while peer
tutoring, as well as English and Math tutoring services are available to students after school. These resources, available to all students, represent one attempt to reach everyone. In these ways, Campolindo
Focus on Learning 2011 99
Findings Evidence helps differentiate instruction in ways not always immediately apparent in visits to the classroom or perusals of student work.
The effectiveness of these measures is not always easy to measure in firm, statistical terms. Campolindo students’ strong performance on
the STAR test is a function of many, many factors, not all of which are related to the quality and variety of instruction. Even so, it is good STAR results that Campolindo has students who test well, and insofar as their results are connected to what and how instructors teach, then to that extent there is validation for instructors’ efforts. For the more advanced students—those who do so well on the PSAT, SAT, and AP PSAT/SAT/AP test results tests—there is firmer ground in interpreting those results as affirmations of instructional practices, since those tests (especially the AP) tend to be more narrowly focused on very specific facts and skills
than the broad STAR assessment. Notably, survey results for parents, students, and staff all overwhelmingly indicate agreement with the Staff/Student/Parent surveys idea that our instruction is engaging and sufficiently challenging. Student work samples
Another identified growth area is the relevance and amount of homework assigned to students as well as the impact it has on student stress levels. Only 58% of students and 68% of parents Staff/Student/Parent surveys surveyed agreed that homework was meaningful and complemented in-class work compared to 90% of teachers surveyed. Fewer students (46%) and parents (60%) felt that homework assignments were reasonable in length—again, compared to 90% of teachers who felt homework was reasonable in length. The implications of this data may suggest that either homework is truly not perceived as meaningful and reasonable or that teachers could explain the relevance of these tasks more effectively. Further exploration is needed.
Campolindo students’ work, meanwhile, reflects the belief that
technology should be an integral part of instruction. Technologically, Campolindo is well-equipped. The library has 31 desktop computers located in the main research/study area, along with 2 laptops stored Technology inventories by the Librarian, Pat Hadley. In addition, there are two labs with 32 computers each, located in rooms A-8 and A-13. Elsewhere on campus, the Special Education teachers have clusters of several Sign-up ledgers for library and computer labs computers in some of their classrooms. Every certificated teacher has at least one desktop and/or laptop computer for use in class. All are hooked up to LCD projectors, allowing teachers to project word- processed documents, PowerPoint slideshows, and Internet displays onto large pull-down screens. The LCD projectors can also be used with classroom DVD and/or VCR players. Over the past few years, some classrooms have been piloting more sophisticated instructional technologies like Inter-write Panels and Smart-boards.
100 Campolindo High School Findings Evidence A significant technological tool utilized by most stakeholders is Blackboard. All students have a Blackboard account to which parents have some access. A majority of teachers use Blackboard for posting Blackboard site assignments, notes, and content. Some teachers also use Blackboard for posting grades. In addition, students can use the Discussion Board for posting questions and responses to assignments. Students have the opportunity to take online assessments in some of their classes. The use of Blackboard across the curriculum necessitates the use of technology on a regular basis.
C. FOCUS GROUP MEMBERS: STANDARDS-BASED STUDENT LEARNING: INSTRUCTION
Harvey Benstein Visual/Performing Arts Nita Madra Mathematics Jorge Berrios Custodial Staff Maureen Messana Support Staff Jake Donohoe Counseling Lorin Mizuiri Support Staff Dan Doyle English Linda O’Brien Parent Rachel Eaton Science Charla Powell English Emily Edelstone Student Deanna Rauch Support Staff Basheer Edun Mathematics Tom Renno Social Studies Liz Faoro Parent Nick Schoen Mathematics *Lisa Herzig Social Studies Charlotte Taylor World Languages Jay Jansen Social Studies Bevan Vinton Social Studies Anu Kuefner Mathematics Betty Watson Science Paul Mack Administration Jonathon West Student
*Denotes Focus Group Leader
STRENGTHS
. Library, computer labs, and classrooms are well-equipped and technology is used frequently and effectively. . Teachers employ a wide variety of teaching styles and instructional strategies. . Students complete high-level, meaningful assignments and engage in varied, high-level activities both inside and outside of the classroom.
GROWTH NEEDS
. There is a need to critically evaluate homework assignments and to provide more clear rationales for these tasks; continued discussion within departments would be beneficial. . There is a need to evaluate the additional ways to support and scaffold assignments for lower- performing students with and without special needs. . There is a need to continue to develop skill-based instruction throughout the curriculum.
Focus on Learning 2011 101
D: STANDARDS-BASED STUDENT LEARNING: ASSESSMENT AND ACCOUNTABILITY
D-1: The school uses a professionally acceptable assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community.
As part of the Acalanes Union High School District, Campolindo High School is committed to an ongoing review of student performance data and the communication of this information to students, parents, district staff, and the community in an open, convenient, and timely manner. This review utilizes many different assessments of student achievement (CST, CAHSEE, API ratings), college readiness (SAT scores, ACT selections and scores, AP scores, National Merit Scholars), as well as evidence of success in arts, athletics and creative endeavors. The results are reviewed annually and used as the foundation for the development for the School Profile and the School Accountability Report Card (SARC), which are posted on the school website. The communication takes many different forms, including distict, site and course websites, regular report cards and email. Although community awareness of schoolwide performance is excellent, our recent WASC survey indicates that a significant number of parents and students feel that communication and availability of individual student data could be improved.
Findings Evidence The District maintains a website in which student performance data AUHSD Website from each high school within the district can be obtained and Course standards and compared. District website information includes the standards and benchmarks benchmarks for each course as well as the course of study and grading Grading criteria criteria. The performance of schools within the District on API, CST and California API databank CAHSEE scores, are analyzed annually and cummulative results comparing the trends for the past eight years are posted on the website, in addition to the individual reports that parents will receive in the mail. Continued improvement and scores far beyond state averages have contributed to Campolindo’s rising API (Academic Performance Index), which in 2010 rose to 920 out of 1000. An additional analysis of AUHSD Website Advanced Placement tests and scores shows the increasing number of Assessment Data students taking AP exams annually, as well as the increase in the percentage of students that earn a score of 3 or higher on these exams (currently over 90%).
AUHSD uses this data along with other information about Campolindo Campolindo website to produce an annual School Accountability Report Card (SARC), which School profile summarizes students’ assessement results and is readily available on SARC Campolindo’s own website as well, posting a variety of examples of Parents Club student and school-wide achievement. The school profile includes Art & Athletics school-wide summaries of Advanced Placement exam scores, SAT scores, ACT test results, National Merit scholars, college destinations of Advanced Placement exam scores, Campolindo students, as well as the schoolwide GPA. News, such as SAT scores, ACT test results, National results of performing or visual arts competitions and clubs, like the Merit scholars, college destinations of Mock Trial or Academic Decathalon, are posted on the school website Campolindo students, as well as the when applicable. This site contains links to the Parents Club, as well as schoolwide GPA. Music and Athletic Boosters so that upcoming events, awards and achievements are also available. School newspaper online
102 Campolindo High School Findings Evidence
Each course is supported on the district version of the learning Campolindo Website management system, Blackboard. All students are enrolled into all of their courses on Blackboard, and all parents are enrolled as observers. One third of the teachers at Campolindo post password protected grades for students to view. In addition, 80% of the teachers are utilizing various features of Blackboard for a wide variety of activities and collaboration. These activities include surveys, discussion boards and group websites, tests, quizzes and collaboration among students. Some classes use grade sheets in their notebooks for students to Geology Grade sheets maintain their own records to share with their parents.
The use of AERIES for record keeping (attendance, discipline, Progress reports transcripts, standardized test scores, parent contact information) Quarter Grades provides quick information on individual students for teachers, Semester Grades counselors, administration and support staff to use. A particularly helpful piece of information is parent/guardian email and phone contact information which fosters prompt communication with parents about student progress. Teachers and counselors use the individual student transcript history, standardized test score results and schedule information to monitor trends in individual student progress. AERIES is also used to generate progress reports, quarter grades and semester grades that are mailed home to the parents.
Email is used on a regular basis to share the results of a variety of Daily Bulletin student performances. The Parents Club uses email to send the daily bulletin that is posted on the school website to parents, including Parent Club Newsletter – information about testing schedules, results, rankings, awards and Cougartracks achievements. The Parents Club also generates a monthly newsletter, “Cougartracks”, to all parents informing them of important upcoming . test dates and deadlines. Teachers, parents, and students all utilize email extensively for individual communication about academic progress. For example, Physiology and Anatomy students receive an email message “Updated grades are posted on Bb” email approximately every 2 weeks.
Despite efforts to make student data readily available, the fall 2009 2009 WASC Student and Parent survey indicated that about 20% of students and parents do not feel Survey assessment results are clearly communicated, or that parents regularly have the opportunity to review grades and progress of their student. Ongoing discussions during Instructional Council and department meetings will continue to address this area of concern.
Focus on Learning 2011 103 D-2: Teachers employ a variety of assessment strategies to evaluate student learning, and students and teachers use these findings to modify the teaching/learning process for the enhancing of the educational progress of every student.
D-2a: Teachers employ a variety of assessment strategies to evaluate student learning.
From the district level, through the school, course, and individual teacher, strong evidence supports that student learning is evaluated using a variety of assessment strategies. According to the fall, 2009 survey, 86% of faculty, parents, and students generally or strongly agree that the teachers at Campolindo High School utilize a variety of types of student assessments, including constructed response, selected response, and performance-based presentations, as well as self-evaluation mechanisms to enhance student learning.
Findings Evidence District-wide support for a variety of assessment strategies, while District website grading maintaining continuity within courses is indicated by the development rubrics: of grading rubrics for all courses. Teachers utilized district-wide http://www.acalanes.k12 faculty/staff development days to develop common grading rubrics for .ca.us/standards- each course of study which are now posted on the district website and benchmarks/cog/ within each course’s Blackboard site. Each course of study at Campolindo High School has a basis for grade determination, balancing between performance, constructed response, selected response, and/or personal communication types of assessments.
Each teacher provides students with a class policy sheet that explains Policy Sheets indicate how student achievement will be assessed. For example, in Biology, variety of assessment assessments include quizzes, tests, labs, projects and practical exams. mechanisms Policy statements are also shared with parents at the beginning of each academic year during Back to School Night. Many teachers also publish Back to School Night their policies on Blackboard.
Teachers in the classroom use assessments to check for knowledge, understanding, and skill. The various assessment mechanisms include Subject Evidence Boxes constructed response, selected response, personal communication, and performance-based examinations. Most classes incorporate self- evaluations and other types of assessments designed to provide feedback to the student and the teacher about student achievement and mastery of content standard objectives. These strategies reflect the differences in student learning styles as well as the differences in types of achievement being measured.
Selected Response Selected response questions are used in both formative and PRS summative testing to quantify and summarize large quantities of Polleverywhere.com content quickly, to prepare students for standardized tests, and as a I-Touches mechanism for monitoring comprehension within lessons. For example, teachers in math and science incorporate selected response See Subject evidence questions into PowerPoint presentations and utilize PRS (Personal boxes Response Systems) or Polleverywhere.com websites with i-touches, to evaluate individual and group comprehension during a lecture.
104 Campolindo High School Students gain immediate feedback on their comprehension, and their misconceptions are immediately addressed. Selected response questions from common test banks allow teachers to provide a consistent evaluation within a course despite an individual teacher’s emphasis.
Constructed Response Constructed response assessments are designed to guide students to Subject evidence boxes higher-level thinking skills, beginning with short answers, such as fill-in- the-blank, and progressing to longer responses, such as a sentence, a paragraph, a multi-paragraph essay or a research project. Constructed response is used in most curricular areas, including the following: English: literature analysis, partner response Science: lab/activity analysis questions, laboratory conclusions PE: Sport reflection paper PE: Black history project Wood Tech: Safety test
Personal Communication Personal communication allows students the greatest variety of Subject evidence boxes assessments. They often have a choice of mechanisms that they can convey their knowledge. In addition, they have an opportunity to evaluate their peer presentations and teach each other about the Presentations concepts they are presenting. Most courses at Campolindo Portfolios incorporate research projects, oral presentations, and/or portfolios as Projects mechanisms of assessment.
Performance-Based Assessment Performance-based assessments are used in all subject areas to Subject evidence boxes measure student comprehension of themes or concepts. They offer students an opportunity to demonstrate their mastery of knowledge, after a variety of evaluations on their progress.
In English Scenes from Shakespeare complete with costumes, props, and staging (English I, II, IV) End of the year dinner party La Puma (student newspaper) Yearbook In Mathematics Stock Market simulations AP Stat end of the year school-wide surveys In Physical Education Mile run; mile and half cross country run 9th grade state standards for physical fitness testing
Focus on Learning 2011 105 In Science Microscope and Micropipette skills in Biology Graphing and analysis skills Lab practical exams in Human Anatomy & Physiology, Biology, AP Biology In Social Studies At least one performance based assessment /unit (Herzig) Small read-around groups Political campaign simulation in Government In Technical Education Introductory & Advanced Wood and Furniture design projects Auto: video of performance In Visual and Performing Arts Art: Drawing, painting, photo and film projects Concerts, plays, choral performances and competitions In World Language Oral presentations, skits, cultural reports, recorded speaking exams in the lab, video assessments.
Self and Peer Evaluations All students have opportunities to self evaluate. All students use Subject evidence boxes rubrics to pre-evaluate and guide their work when completing projects, essays, and lab write-ups. Students also have the opportunity to evaluate themselves and their team members’ contributions to group projects. For example, in Human Anatomy and Physiology, students complete an “Evaluation Pie,” a pie graph which includes team members’ names and their contributions listed in an appropriately sized wedge. English teachers use daily self-reflections, particularly on CMEA Rubric contributions to group projects. Choir students review their own performances by watching videos of themselves after concerts, Math online tutorials performances, and competitions. They may have group discussions, or use rubrics based upon the California Music Educator’s Association of On-line activities & standards and benchmarks. Every art project contains a self-evaluation practice tests component. Most math and science texts have on-line practice quizzes and interactive tutorials that allow students to self evaluate their Peer assessments learning. Many classes, such as English also utilize peer review as a Self tests mechanism for evaluation as well as an opportunity for re-teaching and PRS re-learning a concept. Many instructors utilize PRS or online poll websites to provide individual contributions and responses to lectures Poll.com and practice test questions.
D-2b: Students and teachers use these findings to modify the teaching/learning process for the enhancement of the educational progress of every student.
106 Campolindo High School There are many ways in which students and teachers use assessment information to modify teaching and learning to enhance the educational progress of every student. Resource students’ learning is modified with the guidance of the resource teachers. Some of these modifications prove as strategies that then are incorporated into regular classroom instruction. District administrators, principals, and individual teachers review schoolwide test scores. The use of rubrics enhances individual students’ ability to achieve mastery levels by allowing them to pre-evaluate their own work. Teachers incorporate test analysis and re-teaching when necessary to modify instruction and thereby enhance learning. Student interviews indicate that a majority of teachers always review and reteach concepts after evaluating assessments. However, the survey data indicates a large discrepency between a teacher’s perception and a student or parent’s perception of how well assessment results are used to modify instruction.
Findings Evidence Teachers of resource or 504 students receive information about any Blue Folders test result that will impact learning and a list of accomodations that 504 List should help them. Additionally, resource teachers and classroom IEP documents teachers collaborate to better support the students experiencing the difficulties many resource students have in meeting academic standards successfully. This collaboration has resulted in regular classroom visits in many cases and the use of some new teaching strategies. Types of modifications include: Special needs in-class writing sample Alternative essay prompts Breaking down large tests and projects into smaller units. For example the Biology Bird project has been broken down into several small steps woven throughout the academic year rather than requiring one big project at the end of each semester. Extended time on tests, assignment or project due dates Tests read aloud in resource room Accommodation or modification in PE: For the mile-run. State standards can be modified to meet needs of students with special needs. Written math tests incorporate modified curriculum, re- teaching and re-testing of low end students Notes and HW reviews posted on Blackboard
At department meetings, teachers review standardized test results, Department meeting such as CST tests, and discuss how to address deficiencies. To ensure minutes indicate sharing that students are assessed fairly and equally, teachers of the same of scores and discussion courses examine and discuss assessment tools, rubrics, and general grading standards and policies. District administration and principals provide data to allow teachers to compare the results of standardized test scores with the grade distributions in classes. The principal provides departments with grade distributions after each progress, quarter, and semester grading period to evaluate the consistency of grading among teachers in the same courses. The use of subject specific rubrics in many courses is another way in Rubrics which assessment is embedded, providing better feedback for modifying teaching and learning. Examples from a variety of core See Subject evidence
Focus on Learning 2011 107 academic areas which were rubrics are used: boxes AP Bio Lab Write-up Physiology Career/Disease Final Project English Book Review Essays Art, Wood Tech, Digital Photography & Video Production World Language individual project and oral presentations. Teacher observations & student interviews Most classes use daily questions or reflections to evaluate student comprehension of daily academic achievement (English, Science, Social Daily question Studies). Daily reflection
Teachers of all subject areas routinely utilize assessment results to Error analysis guide their reteaching of a concept to the entire class or to an individual student. Some work, such as essays and lab designs are Test Analysis evaluated, revised, and resubmitted for enhanced credit. Many classes have mechanisms for evaluating tests and quizzes, such as test Revised, re-evaluated analysis, error analysis, class review, or posted answer key. In PE, work every student takes a physical fitness test as a freshman. The teachers review the data and adjust sophomore activites to improve areas of weakness. In the Freshman Health unit, PE teachers also share trends of test results via EasyGrade Pro and make modifications for the subsequent year’s instruction.
In response to input from parents and students, Campolindo’s New Test/Quiz Schedule – recommended testing dates for curricular areas have been modified to spring 2010 alleviate the burden associated with too many tests or projects due on the same day.
The 2009 WASC Survey results indicate a large discrepency between 2009 WASC Survey teacher perception (90%) and parent (25%)/student (40%)perception Results that assessments are used to modify instruction; however, over 80% of the student interviews indicated that their teachers either always or Student Interviews sometimes reviewed and retaught material after an assessment. This is an area that Campolindo may have room to grow in, or perhaps improve communication with students and parents on how modifications are made to improve student achievment.
108 Campolindo High School D-3: The school, with the support of the district and the community, has an assessment and monitoring system to determine student progress toward achievement of the academic standards and the expected school-wide learning results.
AUHSD and Campolindo High School are committed to an ongoing review of essential data about performance and to the communication of that information among all stakeholders, so that it may be used by teachers to assist in planning curriculum, and so that counselors, parents, and students have access to assess student progress in achieving the state standards and the school’s Expected Schoolwide Learning Results (ESLRs). The school has clear procedures designed to ensure that the progress of every student is carefully monitored and the needs of every student are systematically addressed. Campolindo is especially conscientious about providing extra help and attention to students who are struggling, and it has in place a strong human infrastructure of trained guidance professionals whose function is to meet not only the academic but also the emotional needs of the students. The school has a culture of high expectations, which are communicated at every level in a transparent and open process designed to ensure continuous monitoring and improvement of the school’s progress toward achieving its academic standards and ESLRs. Since the expected school- wide learning results are woven throughout the curriculum, the processes used for assessment and monitoring of them are varied.
Findings Evidence As soon as performance data is received, AUHSD and Campolindo Board of Education begin their annual process of analyzing and disseminating student Minutes progress toward the academic standards and Expected Schoolwide Learning Results (ESLRs). Mechanisms to evaluate and monitor student progress toward achievement of the academic standards is the basis of Instructional Council, the first expected school-wide learning result. Every year, the principal School Advisory Council, reviews and compares results of standardized assessments as well as meeting minutes grade printouts. As soon as they are received, results of standardized assessments and trends in student achievement are reported to the District Governing Board of Education. The Board trustees review these results relative to District achievement goals. Results are also promptly Fall Email messages from reported utilizing the district and school website, as well as letters principal from the superintendent and parent newsletters to the various (9/9/09): STAR Analysis stakeholders, including students, teachers, parents, the Parents Club, 2009, 10/14/09: the District Coordinating Council, and the School Advisory Council. 504/STAR-confidential) District administrators regularly review CST and CAHSEE test results and grade distributions and use the results to guide their policy and Letters from the program design and implementation. The Educational Services superintendent Assistant Superintendent meets regularly with the department chairs from all four of the district’s high schools to analyze standardized test Parent newsletters results. Department chairs look for trends in the data to track achievement and to identify under-performing groups. As a result of District Department Chair these reviews, teachers in each department discuss ways to address meeting minutes deficiencies. During department meetings, STAR test scores are compared by teacher, by subject, and by topic in addition to comparing scores to GPAs in each class. At this time, teachers discuss the success Department meeting of the teaching strategies they are using. minutes.
Focus on Learning 2011 109 AUHSD uses several protocols to keep parents informed about the Grade Reports progress of individual students. As noted previously, the district sends home grade reports in four to five week intervals. Teachers add comments from a standardized list, and are encouraged do so in the Grade Report Comment case of students who received Ds or Fs. Seniors in danger of failing get list extra attention and are monitored frequently by counselors who send urgent advisories to parents informing them of their chidren’s grades, Seniors in danger of graduation requirements, and specific details on how to make up failing credits if needed. All students who are receiving Ds or Fs or do not pass CAHSEE meet with the couselors and the crisis counselor and are encouraged to attend after school tutoring or peer tutoring. CAHSEE scores Students with special needs are supported with resource class time Liaison emails and a teacher or instructional aide. In between regularly scheduled IEP documents progress, quarter, and semester grades their academic progress is monitored by a resource liaison on a weekly basis so that parents of special needs students are updated on their student’s progress every two weeks. Formal evaluation of academic progress, student progress on IEP goals, transitions and workability goals, as well as student needs is made during yearly IEPs.
The Student Review Team (SRT) committee, comprised of counseling staff, crisis counselor, special education department head, assistant SRT meeting minutes principals, and school psychologist, meets in response to faculty and parent concerns for students who may be at risk. The committee, which meets every other week, reviews the student's progress and history, with input from many sources. The committee then determines whether support or intervention is needed and if so, what form that support or intervention may take. Communication with teachers and parents, including suggestions for class or home support or additional testing , follows.
Through monthly meetings and newsletters, the principal reports on Monday morning email the activities of staff, students, and administrators. These reports from principal to staff include assessment results, which can also be found in the annual report card posted on the school’s website, in addition to accolades for SARC any campus group that has been recognized in a newsworthy event or received an honor. This information is often incorporated into the Principal’s article in the student generated newspaper, La Puma, which is published monthly parent newsletter and available on-line. Often, these events are indicators of creative critical-thinking or problem solving skills accomplished at an award La Puma winning level. Some examples of events and awards involving Campolindo 2009-10 students and staff include: 2007 Maureen Messana Classified Employee of the Year 2010 Jamie Corum Classified Employee of the Year 2010 student award in the Escribo en Español competition from the California Department of Education and the Spanish Consulate 2nd & 3rd place Photo Orinda and Flowers Heritage 2nd place in the County Academic Decathlon 3 years in a row. 2009 ACSA Secondary Principal of the Year – Carol Kitchens 2010 ACSA Diablo Charter Associate Principal - Paul Mack
110 Campolindo High School Annual awards in AMC (American Math Competition) and the AIME (American Invitation Math Exam) Art scholarships Athletic and coaching awards Autoshop Awards Awards & scholarships in photo, drawing, painting, and film Best High School Woodworking program and teacher at Contra Costa County Fair Best of Show in Woodworking , California State Fair 2010 Don Dupont, wood tech teacher, received Sam Maloof Award for Excellence in Woodworking 2009 Edyth May Sliffe Award for Distinguished High School Mathematics Teaching awarded to Math & Physics teacher, Nita Madra, 2009. California Coaches Association: Boys Athletic Director of the Year, Bob Wilson, and Wrestling Coach of the Year, Bob McLaughlin 2003-2010 Concours de Francais, Berkeley, CA award winners Featured artist in Berkeley Gallery Full scholarship for art students to Cal Arts, Design Center and other top art colleges 2009-10 Mock Trial 2nd in Contra Costa County Music awards Photo/drawing and painting consistently win art competitions. 2009/10 Best of Show – Orinda Arts Council Show Positive Coaching Alliance of California selected Campolindo's Kim Everist as the 2009 Girls Water Polo Coach of the Year Robotics Club Award Since 2003 the following CCA Coach of the Year Awards: Chris Walsh (Girls Cross Country 2003), Chuck Woolridge (Girls Cross Country 2006), Ron Heidary (Girls Swimming 2006) and Ernesto Silva (Boys Soccer 2009). Teacher of the Year by Contra Costa County ROP in 2005 – Justin Seligman Teacher of the Year: Molly Henrikson 2007, Chris Maters 2008 Video Students win Film Festivals & Entry into top Film Schools Yosemite Institute –Annual Field Study Opportunity
While on our campus, visitors can also view student work showcased in the A-Hall, the Library, and the G-wing hall.
Providing students opportunities to explore educational and career 8th Grade Parent opportunities is the second expected schoolwide learning result. As a Orientation Night in the school, the principal, the counselors, and the department chairs are at Fall the forefront of guiding students and parents through course selections that will suit the educational goals of each student. All Incoming 9th grade incoming 8th graders and their parents meet one-on-one for specialized Parent Night in the Spring scheduling services in the spring before attending Campolindo. The fall of 8th grade year at Parent’s night, incoming students’ families are Open House in the Spring introduced to the available programs, and 8th graders also see presentations given by high school students enrolled in electives at
Focus on Learning 2011 111 their local intermediate schools. Parents and incoming freshmen are carefully counseled and guided through the many optional pathways through graduation and preparing them for a future beyond high school.
Incoming students have an opportunity for one-on-one discussions ROP Offerings with the principal, department chairs, counselors, and teachers at Open House in the spring. Counselors provide presentations to all students twice a year to assist them with appropriate course requests. All students also meet individually with their counselors. Although 98% of our graduates go on to either 2 or 4 year colleges, the following ROP programs are offered on campus to assist students who choose to directly to a career: ROP offerings at Campolindo: Auto Technology Advanced Auto Technology Biotechnology Architectural Design Environmental Science Music Theory AP Advanced Photo/Digital Design Sports Medicine Video Production
Computer Programming
Mechanisms to monitor student progress in the ESLRs include Career Projects opportunities that all students participate in, as well as opportunities
for students who participate in particular elective courses. For
example, in addition to the career project that every student
completes in their sophomore English class, other courses in many
disciplines incorporate career explorations into their curriculum:
Physiology Career Project
Pixar annual presentation about art in filmmaking
Annual Biotechnology field trip to Joint Genome Institute
Advanced Art students’ Portfolio Day Sports Medicine students internships and field trips
Campolindo also houses a staffed college and career center within the library. The College and Career advisor utilizes the monthly parent newsletter to provide ongoing communication to parents and students using an up-to-date website which notifies students of counseling services and opportunities for college essay help. The College and College & Career Center Career advisor maintains the bulletin board of “little red schoolhouses “ displayed each spring indicating where each senior will go the “Little Red Schoolhouses” following year. bulletin board
The wide variety of assessment strategies provide students with ample Evidence boxes opportunities to develop effective communication skills as well as to demonstrate problem-solving and critical thinking skills, which are the Observations final two expected school-wide learning results. Although few classes
112 Campolindo High School specifically assess these skills independently, they are woven into the evaluation of the portion of the curriculum being explored at the time. For example, when creating Power Point presentations to teach their classmates about types of cell transport, students are evaluated on Oral & PowerPoint their appropriate use of color, sounds, and movement, as well as their Presentations eye contact and speaking skills. Although the school does not have a public speaking class, communication skills are incorporated into drama, debate club, and classes that use debate as an evaluation or a class activitiy. Students participating in debates (in Biology, AP Debates Environmental Science, Social Studies, Model UN) as a form of evaluation demonstrate communication, logic and analytical skills.
The involvement of all stakeholders in ongoing data-driven change has Underclassman Awards produced a dynamic and increasingly effective educational system at Campolindo. Campolindo’s wide variety of are a source of community Senior Awards pride. Campolindo continues to receive national recognition in Newsweek magazine as one of the Best High Schools in America. At the SARC – principal’s Beijing Olympics, three alumni from the class of 2002 medaled in message baseball, swimming, and water polo. This year, Campolindo was listed in US News as one of the top 100 high schools in the United States. Our API index was 919 in 2009, and for the fifth year in a row, Campolindo is ranked in the very top percentile of high schools in California.
D-4: The assessment of student achievement in relation to the academic standards and the expected school-wide learning results drives the school’s program, its regular evaluations, and improvement and use of resources.
Campolindo High School has access to a wealth of data about student performance, and the school uses this information to inform all of its major endeavors, including development of curriculum, the monitoring of its programs, and the allocation of its resources.
Findings Evidence Multiple methods of evaluation and protocols designed to promote Superintendent’s continuous improvement are deeply embedded in the culture of the Newsletters school, the district and the community. These mechanisms inform the Principal’s newsletters planning, the budgeting, and the allocating of resources. Parent Club Newsletters District-wide standardized results are presented annually by the superintendent, the principal and in the Parent Club newsletters. Specific results are regularly shared for analysis with the school staff and used to modify teacher lesson plans. In 2009, for example, all teachers received an analysis of the topic results for every student they taught, as well as a summary of the average scores their students received in each topic. These averages were compared to the average scores all students at Campolindo received in the same topic, discussed Department meeting at department meetings, and used to incorporate lessons and activities minutes that improved student scores.
Using STAR results, semester grades, overall GPA and when available PSAT scores, the testing coordinator and staff focus their reports on Testing Coordinator
Focus on Learning 2011 113 under-performing students. Although the number of these students is Reports small, efforts to provide opportunities to support these students has resulted in the expansion of the after-school tutoring program, funded Peer Tutoring by MEF and Parents Club, to include English tutoring as well as Math, Coordinator Reports staffed by English and Math teachers. In addition to these tutoring opportunities, peer tutors that the crisis counselor oversees are also English and Math available in all subject areas. All teachers encourage students who are After school Tutor struggling with the academic standards to utilize these tutoring program options. Some students, whose academic struggles are due to Peer Tutor emotional distress, are directed to the crisis counselor, who will program emphasize emotional health as a priority to academic success. Parents are advised to encourage their students to utilize these tutoring options for students who are not finding success on their own. Crisis counselor
Teachers of AP classes receive individual student data comparative College board AP Course data from within the district, and state-wide results. All AP teachers Guidelines re-visit the curriculum guidelines as recommended by the college board and their own course descriptions annually, modifying their AP test scores curriculum as needed.
Counselors consult with teachers in all curricular areas and use assessment data to guide individual students course in choices that will Subject evidence boxes provide them with the highest level of academic success and achievement of the ESLRs.
English English teachers developed an abbreciated version of the MLA guidlines and use a 6-point writing rubric to evaluate student writing at each grade level. English teachers practice essay norming during MLA Writing Manuscript department meetings. Since 2006, 11th grade CST results have been the basis of one area of improvement: English teachers have collaborated Focus on Learning and successfully improved STAR test scores for 2009. The English Department Chairs were responsible for expanding the after school tutoring program to include English in 2009-10.
Mathematics
Each year the math department, working closely with the counselors, use individual student data as a guide in recommending subsequent courses to students. The math department has a well organized flow chart that is distributed to parents and students at Open House and at Mathmatics Flow Chart the 8th grade Parent Orientation. As a result of the 2006 CST scores in th th 9 grade Algebra 1 and 10 grade geometry, the math department Focus on Learning initiated the after school tutoring program to improve scores. Every
Tuesday and Thursday, two math teachers provide one-on-one
instruction to, for one hour, to approximately 8 - 12 students. When a student underperforms, teachers advise parents that their student should attend math tutoring. Parents can then monitor their student’s
114 Campolindo High School attendence. The teachers in the lab cover all math levels from Pre- Algebra through Calculus.
Science The science department, working closely with the counselors, utilizes a flow chart to assist parents and students in selecting from the many options available to students, as well as to ensure that all students meet graduation requirements. All students take Biology and then receive a Physical Science Recommendation Key that guides students into Geology, Chemistry, or Physics based upon math level, math grades, science grades, and personal interest. Even though CST scores Science Department Flow in all science areas have continued to improvement the science Chart department performs ongoing evaluation and collaboration of individual content area scores to re-evaluate which labs and activities Physical Science to incorporate the following year. Recommendation Key
Social Studies The Social Studies department regularly reviews STAR scores and compares them with student performance in Social Studies classes. Each course in the department has specific expectations for students. For example, 9th grade World History, students are expected to have learned how to utilize the materials in the Library, how to cite documents and how to outline effective arguments. Campolindo’s standardized scores in Social Studies are some of the highest in the state; however, the social studies teachers continue to review and collaborate to help all students achieve their maximum potential.
Technical Education and Visual and Performing Arts
Teachers in the arts and technical education courses utilize rubrics,
peer tutors, and personal conferences to guide students through their
programs as well as to help them develop their skills. Advanced level
courses build upon the skills developed in previous courses. All
teachers work closely with counselors and resource teachers to assist
students who are under-achieving. Students who take upper level
courses in the arts and technical education classes often have the same Rubrics in Digital teacher for subsequent years. Some of the teachers, such as the Photography and photography instructor and the drawing and painting instructor, Videoproduction encourage students to maintain digital portfolios for their students California College of the that accrue over the years. Student portfolios have been so successful Arts “Creating your that not only have they assisted in getting into art schools, but the art Portfolio” schools now use our student portfolios as examples for future student applicants. World Language The World Language teachers have developed sequential programs for German, Spanish, and French. Teachers in common languages collaborate to discuss the progress of students that continue to higher level classes, in addition to utilizing AERIES transcript information.
The vast majority of our students are not under-achieving, thus efforts API scores
Focus on Learning 2011 115 to help students to achieve his highest potential is part of the continued commitment to the ESLRs. Through the oversight of School Advisory Council (SAC) for the WASC Action Plan, the Single Site Plan, ESLRs and the allocation and distribution of school resources, allocations are based on the needs of all the students. SAC is a permanent committee School Advisory Council that includes parents, students, teachers, and classified and meeting minutes administrative staff. All stakeholders are encouraged to offer input on school-wide decisions, and all are kept informed of assessment results Technology Committee and needs. Many of the expenditures enhance student access to information, improve mechanisms of communication, and provide performance based use of 21st century technology.
Some activities and departments have active parent groups, which raise and donate additional funds for specific purposes. The choral and Boosters notes instrumental music programs and the sports programs have benefited extensively from this parent involvement.
Campolindo High School communicates student performance data to Bond Measure E 2009 the community, and community members have shown their confidence in AUHSD and Campolindo High School by voting for a bond measure and a parcel tax that support the programs and facilities during these diffiult financial times. Bond Measure E, which passed in Parcel Tax Measure A 2009, is being used to improve facilities at Campolindo including a new 2010 science classroom, updated technology, including ceiling mounted projectors and wireless internet throughout the campus. Measure E funds established a 10-year endowment for classroom technology that will enable the staff to incorporate 21st century technology standards into classrooms.
A successful parcel tax campaign in May,2010, provided additional funds for salaries so Campolindo can maintain class offerings and programs. Without these resources, course offerings that enable Moraga Education Fund Campolindo to foster the needs of all students would be impaired. Sports Boosters These funding campaigns have all been led by parent volunteers. Choral Music Education Combined with the money raised by educational foundations in the Fund communities served by this district, MEF, Parents Club, AUHSD, and Music Boosters Campolindo Booster Clubs have managed to fund an excellent academic and co-curricular program. Without these funds, class sizes would increase, and counselor resources and class offerings would decrease.
Through the generosity of the Parents Club and MEF, the Physical MEF Mini Grants Education Department has been able to incorporate the use of technology in the administration of the state mandated Physical Fitness test for freshman. The Physical Education Department has also been able to purchase the most current DVDs from Human Kinetics for the freshman Health curriculum. Working closely with the district- sponsored and state-mandated Healthy Kids Survey committee; the Physical Education department continues to address health issues in class, which were defined the Healthy Kids.
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The teaching and support staff are highly qualified and share a Summer Institute commitment to ongoing staff development. The 2009 - 2010 offerings Technology Workshops and Summer Institute course offerings are Mini-course developed by the District Technology Coordinators with input from offerings district faculty. Recipients of Measure E funding, who were part of Measure E Pilot Survey several pilot projects, completed a survey to be used for the implementation of the purchases funded by this measure. Unfortunately, staff development will be limited for the next two years due to furlough days taken by the staffs of all the high schools to balance the district’s budget; fortunately these measures are temporary.
Focus on Learning 2011 117 D. FOCUS GROUP MEMBERS: STANDARDS-BASED STUDENT LEARNING: ASSESSMENT AND ACCOUNTABILITY
Don Aleksa Instructional Aide Donna Hensen Math Chris Banard Parent Roxanna Jackman* Science Chris Boyd Tech Support Jill Langston Art Amardeep Dhaliwal Counseling Melissa McCue Student Lola Danielli World Language Dagmar Ortman World Language Bill Doherty Math/Tech Coordinator Layth Tamatala Student Don Dupont Tech Ed. Michael Ramsay-Leavitt Special Education Lori Edelstone Parent Dan Reyes Science Rene Gillibert Science Tom Schmann Math Kingsley Grafft Special Education Chris Walsh Physical Education Anne Hebert English Nathan Ward English *Denotes group leaders
D. STANDARDS-BASED STUDENT LEARNING: ASSESSMENT AND ACCOUNTABILITY: STRENGTHS AND GROWTH NEEDS STRENGTHS
. A wide variety of assessments are used to evaluate student learning . Modifications based upon student data take place at the department, class, and individual student levels . Communication of accomplishments in all curricular areas is not limited to standardized test scores; there are numerous mechanisms for communicating student performance data . All stakeholders in evaluation and development of programs. . Wide variety of programs, including access to many options from ROP through AP level courses, are offered.
GROWTH NEEDS
. Continue to improve communication and availability of individual student data and modification mechanisms to parents for regular review . Continue to develop mechanisms for surveying all stakeholders . Continue to develop mechanisms for utilizing middle school data to identify special needs paths for incoming freshmen
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E. SCHOOL CULTURE AND SUPPORT FOR STUDENT PERSONAL AND ACADEMIC GROWTH
E-1: To what extent does the school leadership employ a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process?
Campolindo High School interacts in a variety of ways with the community it serves. The Campolindo website received a complete overhaul in the summer of 2010. It provides ready access to information about the school’s activities. Campolindo parents have direct access to teachers via email and Blackboard. In addition, school and district publications and routine mailings keep the community abreast of what is occurring on campus, as well as the connections between Campolindo’s programs and the state content standards. The Campolindo Parents Club and the Moraga Education Foundation are very active on campus. Additional organizations, designed to facilitate the involvement of specific subgroups of parents (the Healthy Choices Committee, any of several very active booster groups that support athletics, clubs and the fine arts) are deeply committed to the work of the Campolindo High School community.
Findings Evidence Campolindo High School employs multiple strategies to facilitate communication with the community it serves. The school website provides links to the resources available on campus. It includes menus for Counseling and the College and Career Center, Activities, Arts, Athletics, Library, La Puma (the Campolindo Website school’s student-produced newspaper), and the school calendar. In addition to these options, the homepage displays upcoming school activities, announcements, and links to class websites, athletic and activity websites, Parents Club, Moraga Education Foundation, and information for alumni.
Many teachers communicate pertinent course information to Campolindo Website students and parents via a web service called Blackboard. In varying degrees, teachers use this system to post assignments, publicize their teaching calendars, provide links to educational websites, and post grades.
In addition, Campolindo’s publications keep stakeholders informed about school events and happenings. The Parent Club newsletter, Cougar Tracks, is an e-newsletter published Cougar Tracks monthly that includes messages from the principal, the head counselor, and the College and Career Center advisor. Our student newspaper, La Puma, covers campus events and news La Puma and provides outlets for student opinion. In addition to these instruments and the ongoing updates provided on the website, the school publishes the Daily Bulletin, which is Daily Bulletin distributed in third period and posted in classrooms. Copies of the Daily Bulletin are posted in each office and the library. Parents can also receive the Daily Bulletin by registering on the Parents Club website.
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Findings Evidence The Campolindo Parents Club is a vital part of the Campolindo learning community. The Parents Club donates annually Parent Club Website thousands of dollars for classroom supplies and equipment, student programs (such as Mock Trial, Model UN, and Robotics Club), student services (counseling, nursing, and library), and mini-grants, which have established both the Math and Writing Labs, where students can receive one-on- one afterschool tutoring from Campolindo math and English General Budget teachers. In 2010-2011, the Parents Club contributed over $90,000 to the Campolindo community. In addition to critical financial support, the Campolindo Parents Club serves as an informational conduit between the school and parents through events and communications. One of those events, “Coffee with Carol,” is a monthly informational forum with parents and the school principal, Carol Kitchens. Topics have included academic success, counseling year timeline, and healthy decision-making for students. The Parents Club publishes Campolindo High’s Daily Bulletin on their website and also sends a monthly e-newsletter, Cougar Tracks.
Moraga Education Foundation (MEF) is another parent and MEF Website community organization that provides significant financial support to Campolindo, as well as to the elementary and intermediate schools in Moraga. MEF is a non-profit organization that raises funds to preserve and enhance educational opportunities for all Moraga public school students through a broad-based community effort. In 2010- 2011, MEF contributed $380,000 to the Campolindo General Budget community. Their support has provided for continued class- size reductions in English, World History, and Algebra 1 at the freshman level. Much like the funding from the Parents Club, MEF funds classroom needs as well as the Peer Tutoring Center. For the past two years, MEF has hosted a Showcase that celebrates art and music in Moraga’s public schools. The MEF Showcase Program free concert takes place in the Moraga Commons, a public park, and features musical, dramatic and artistic talents of Moraga’s students.
This past spring, the Acalanes Union High School district passed Measure A, a parcel tax that will raise the local funds needed to avoid severe cuts to core services and academic AUHSD Website programs, including science and mathematics.
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Findings Evidence Without these funds, the district would be forced to lay off over 50 teachers, counselors, librarians, and a school psychologist resulting in the loss of vital student services, smaller class sizes, and elective choices.
Campolindo High School offers many courses that are funded by the Regional Occupation Program (ROP), administered collaboratively by the Acalanes Union High School District and the Contra Costa County Office of Education, which provides Master schedule school-to-career preparation classes for juniors and seniors. These classes are designed to help students learn about career District course catalog choices, develop job training, and gain skills useful in post-high school endeavors. Most classes can be taken for one or two periods, and some include internships. Students earn elective credits, and some classes offer transferable college credits. Many ROP courses fulfill UC/CSU "a-g" subject matter entrance requirements. Students may also take ROP classes located off campus. Students must be 16 years of age to enroll in ROP classes. At Campolindo, these classes include Architectural Design, Automotive Technology, Advanced Photo Digital Design, Computer Programming, Video
Production 2, Sports Medicine, AP Environmental Science, and AP Music Theory. These classes, as well as many others not
designated ROP, students interact with the community on a variety of levels.
The Journalism staff has developed relationships with their
publisher and local newspapers such as the Contra Costa Times and Lamorinda Weekly. The Yearbook staff interacts with Herff Jones, the publisher, throughout the year including yearbook camps, a cover workshop, and rep visits. Video Production, Art, and Photography students enter and win awards in several festivals and art shows throughout the year. Video students have been featured in: Fricke-Parks Communications . KCSM Spotlight Festival . California Independent Film Festival . Delta Moon . Bay Street Animation Film Festival Student work . Screenagers Film Festival Festival and Art Show Flyers . Project Youth View Daily Bulletin . LaMorinda Acalanes Unified Film Festival (LAUFF) Awards . Academy of Art in San Francisco Interview Tape . Northwestern University Tech-3 Video Room . ArtSpark . Orinda Library Gallery . Moraga Library . ROP Student Art Show . Orinda Arts Council . Flowers Heritage Foundation for AIDS/HIV Awareness Competition
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Student work
Awards Findings Evidence Last year, an interview of one of our award-winning student Invoices filmmakers aired on KQED, our local PBS station. In the same Event programs school year, several students won prizes in the Iron Main Office Display Case Filmmakers contest at the California Independent Film VAPA Evidence Box Festival. Their work will be exhibited in Japan for the Sapporo Film Festival. Last year, students won $2,000 in prizes.
Art students participate annually in the U.S. Congressional Art Competition. Last year, students from Art 2 to AP Art contributed their work to a local auction, to raise money for Haitian earthquake relief. In addition, Art 3 students worked with Project Second Chance to illustrate poems written by graduates of their Adult Literacy Program.
Students in the Woodworking/Furniture Design program have developed relationships with Bay Area lumber yards in order Main Office Display Case to procure supplies for their class projects. Every year, Mr. Tech-1 Woodshop Dupont, the program’s instructor, invites guest speakers from the Mt. Diablo Wood Turners Association to present their work to his classes. Students enter their work in contests throughout the year, including the Contra Costa County and California State Fairs. In addition, students make their projects available for purchase in display in the Office hallway and at Back-to-School and Open House nights.
All biology students participate in Sewer Science Labs, coordinated through the Contra Costa County Sewer District and The Gardens, a non-profit offshoot of Heather Farms in http://gardenshf.org/ Walnut Creek. The Gardens’ mission is to educate the community about sustainable gardening practices and environmental stewardship to preserve and protect the natural resources and habitats.
Campolindo utilizes several methods for supporting parents, involving them as active partners in the teaching and learning Attendance phone system process, and keeping them informed. The auto dialer reports Counseling office absences to parents. Grade reports are mailed to students’ homes four times each year. Progress reports are sent home in between these grading periods if students receive grades of C- or lower. Parents also participate in the implementation of IEPs, 504s, and Intervention Plans.
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Findings Evidence The Counseling Department offers opportunities for parents and community to interact with Counseling staff, including several scheduled before students even enter Campolindo. In the early spring, counselors visit the two intermediate schools that feed into Campolindo to speak to incoming 9th grade Registration Folders students. During these presentations, students are given folders containing all information pertinent to registration as well as an appointment date and time for an individual 8th Counselor Appointment Calendars grade conference, a 20-minute meeting with student, parent(s), and the student’s assigned counselor. The week following the middle school visits, counselors host an 8th- grade parent night for parents, reviewing information Daily Bulletin contained in the registration folders. In addition, the Campolindo Website Counseling and the College/Career Center organize and present several evening programs over the school year to inform students and parents about course selections, college application process, financial aid, and post secondary options.
E-2: To what extent is the school a safe, clean, and orderly place that nurtures learning? To what extent is the culture of the school characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement?
Campolindo High School is a safe, clean, a well-ordered environment, characterized by mutual trust, professionalism, and school improvement. An extensive and very active counseling staff attempts to address students’ emotional and academic needs. Students can seek help by means of multiple avenues, protocols, and programs. Teachers can also refer students to these programs. Led by the Leadership class, the campus promotes attitudes of tolerance and civility among Campolindo students. Campolindo’s incidence of serious disciplinary issues is well below that of the rest of the county or the state. Campolindo also has well-defined, explicitly explained procedures for a wide variety of potential emergency situations, and the school works with the Moraga Police Department to refine and practice its response protocols. In their interactions with other staff members, as well as with the students, Campolindo staff members demonstrate an attitude of respect, professionalism, and collegiality.
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Finding Evidence Campolindo High School is a remarkably clean, safe, orderly, and well- Campolindo Website maintained institution, characterized by trust, professionalism, high Extra Duty Calendar expectations for students, and continuous focus on maintaining and improving school achievements. Administration is visible during brunch, lunch, and extra-curricular events. Staff provides supervision for all school events. Staff members endeavor to make themselves accessible to students before and after school, as well as at brunch and lunch, which contributes to the sense of security that students have on campus. Though the Counseling Department reaches many students, the sensitivity and approachability of the staff makes the department’s task more manageable.
Acalanes Union High School District has established a Safety AUHSD Website Committee to troubleshoot possible hazards on each campus—for example, replacement of hazardous concrete or electrical wiring. The committee promotes a safe work environment plus activities to that Crossroads Bulletin from promote the healthy of employees, like walking programs and monthly school insurance group emails to staff.
A campus supervisor works with administration and staff to maintain a Jim Graves secure environment on campus. He is highly visible and accessible and has a good rapport with the student body. He knows the students, identifies those who might be at risk, and communicates with staff.
Campolindo High’s faculty and support staff work hard to foster high expectations for student behavior. During English class visits every fall, Administration Visitation administrators remind the students about the information in the Schedule student handbook, including the district’s Zero Tolerance Policy, the Technology Use Agreement, and the Academic Integrity policy. The Daily Planner
school issues every student a printed calendar/planner (provided by
Campolindo High’s ASB) annually —a tool engrained in Campolindo High’s culture, that students anticipate receiving it each fall and rely on it throughout the year. Beside functioning as daily planners, helping students manage to their coursework and their extracurricular obligations, the planner lists essential school rules and procedures. All students are required to adhere to the district Electronic Information/Telecommunications User Policy, the Academic Honesty Policy, and the Spectator Sportsmanship and Conduct Agreement.
Campolindo teachers take academic honesty very seriously. When the
Academic Honesty policy was first introduced in 2008-2009, all Academic Honesty students had to complete the Academic Honesty Test by the end of the Committee first quarter as well as the Digital Citizenship Test by the end of the first Teacher Course semester. Most teachers also include their Academic Honesty Policy in Expectation/Syllabi the course syllabi.
In addition to healthy attitudes toward honesty, integrity, self-respect,
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Finding Evidence and an understanding of the standards and conventions of scholarly Secrets assembly (Kaiser) inquiry, Campolindo also focuses on issues of interpersonal behavior. Tolerance Awareness signs Schoolwide presentations on tolerance are a regular feature of the school’s calendar of student assemblies. All 9th graders attend Kaiser’s “Secrets” presentation. Most classrooms also display tolerance
awareness signs.
Campolindo takes student drug and alcohol abuse very seriously. Museum of Tolerance While it has taken steps to educate students concerning high risk assembly behavior, the staff recognizes that some of their students still need Lesson plans help for areas of prevention and abuse. In the 9th and 10th PE classes, Event flyer students have seen presentations on drug use by Ralph Cantor, a specialist in drug addiction. In addition, Campolindo has offered an evening forum on drug and alcohol use/abuse to parents and community members. Students who are suspended for drug or alcohol
use on campus have access through Campolindo High’s Support Counselor to Brief Intervention: An Approach for Substance Abusing Counseling Notes Adolescents designed by Center for Applied Research Solutions. First- time offenders can reduce their suspension from five days to three by participating in this program. The Support Counselor’s 2-3 meetings with the student, involves several inventories and assessments. The final meeting is conducted with both the student and parents.
The district-wide Diversity Committee was designed to foster and support diversity on all campuses in the district. Each year, the Diversity Calendar committee publishes a calendar, which promotes the celebration of diversity every day of the year. Each year, Campolindo appoints two Diversity Commissioners as part of their student Leadership team. The commissioners are chosen through an application and interview process.
Efforts to create a safe, healthy campus environment begin with the Facilities work schedule education of students and the cultivation of a sense of community. Staff also recognize the importance of maintaining a safe, clean, attractive physical site. Campolindo High’s custodial and maintenance staff is well-organized and diligent. Custodial responsibilities including set-up, clean-up, maintenance, and repairs, are met in a timely manner, despite a reduced work schedule for the past two years. Campolindo also has a full-time gardener, who maintains the plants, lawns, and rose bushes beautifully. The maintenance staff is approachable, friendly, and helpful, often going above and beyond the required scope of their duties. It is evident that the custodial staff takes a great deal of pride in the campus.
Campolindo’s protocols for emergencies, the product of careful Classroom clipboards thought and planning, are spelled out in explicit detail. The process begins at the district: every classroom has a clipboard that includes evacuation maps and directions, checklists, supply lists, and roll sheets for 3rd period classes. Orange vests are also included with each clip
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Finding Evidence board. The clip board includes procedures for possible emergency scenarios. Campolindo’s staff supplies all classrooms with lines of communication, evacuation routes, telephone contact lines, specific to the campus.
In addition to the standard flip chart, every classroom has a Code Red clipboard with very detailed instructions in the event of security alerts such as armed intruders on campus. Each classroom and office has been given red and green paper plates, which, in the event of a real emergency, would signal the need for emergency personnel (injured students/teachers). Most classes have emergency backpacks equipped with supplies like basic first aid supplies, flashlights, snacks, trash bags, and gloves. The school maintains a current list of teachers certified in CPR techniques, who will respond quickly in an emergency. Evacuation routes are clearly delineated and posted in every room. Every year, the
school has an emergency drill, in which the entire campus practices the evacuation protocols. These also include lockdown and shelter-in-place procedures. Most years, these drills have been observed and evaluated by the Moraga Police Department.
On October 21, 2010, Campolindo High School participated in the Great California Shake-Out, a program that promotes earthquake http://www.shakeout.org/ preparedness for communities, employers, and individuals working together. Also in October, Campolindo participated in the Countywide Disaster Drill.
In addition to these emergency measures, the school has protocols for specific classroom environments which require them. Science classrooms, theaters, and art classes—in short, any classroom environment involving situations and materials that could harm people if misused—enforce strict, well-defined safety standards. Science
classrooms are inspected by County officials yearly. Wood and Auto Inspection reports classes receive extensive safety training before students are allowed to work on machines. In addition, in response to the world-wide Safety manuals and exams influenza epidemic, Campolindo issued hand sanitizers and wipes to every classroom and office. Finally, recent changes in the cafeteria’s menus provide students with a variety of healthy meal choices and are in complete compliance with the state of California’s guidelines on student nutrition.
The students and staff are trying to reduce the school’s environmental footprint. The school maintains recycling programs for paper, plastic, Campus recycling bins drinking containers, computer ink cartridges, and batteries. The receptacles for these programs are visible in all of the classrooms and across the campus. Leadership students are responsible for collecting recyclables every Wednesday afternoon. The Lorax Club recently decorated and then added many recycling cans throughout the campus.
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Finding Evidence
The warmth and collegiality of the staff manifests itself in other ways. As an expression of its gratitude to Campolindo teachers, the Parents Luncheon invitations Club provide themed meals several times throughout the year and conducted a holiday cookie exchange in December. The Sunshine Club is a staff-run campus group which acknowledges milestones (birthdays, Sign in staff room births, weddings, deaths) in the lives of staff members with cards and gifts. They also organize brunch treats for staff every month in the staff lounge, further promoting staff interaction and collegiality. The Umbrellas, baseball administration acknowledges the staff every year with Campolindo hats gifts. Past gifts have included fleece vests, baseball hats, and umbrellas. The staff also gathers together socially several times Email invitations throughout the year for a holiday party, a Spring Fling, and an end-of- year luncheon.
Each year to introduce Grad Night, the staff members write, rehearse, Grad Night skit script and present a staff skit that has become one of the anticipated features of the year for seniors. This Grad Night kick-off event usually Soft ball team roster takes place in mid-February and reveals the theme for the graduation party; it typically involves most of the staff and is another source of pride and camaraderie. In May, members of the staff also participate in the annual district Staff-Senior Softball game and barbeque. At the end of the year, the staff celebrates at a luncheon provided on campus Email invitations as well as at an evening event, usually after graduation, where staff gather with their significant others and families.
E3: To what extent do all students receive appropriate support along with an individualized learning plan to help ensure academic success? E4. To what extent do students have access to a system of personal support services, activities, and opportunities at the school and within the community?
Campolindo High School has developed an extensive series of interventions designed to address the academic and the emotional needs of our students. Working directly with parents and counseling staff, all students develop four-year plans upon their matriculation at Campolindo, which begins at the 8th grade registration appointments in the spring before the freshman year. These plans are monitored regularly throughout students’ high school careers. Students who are struggling academically receive extra attention through several resources. College advising is assisted by a specialist working in the College and Career Center. Campolindo has integrated Naviance, an online service designed to help the school store and manage information about student interests, career goals, and college applications. The school has a Student Review Team (SRT), consisting of all support staff, that is specifically designed to address and monitor students struggling for academic, personal, and emotional reasons. The school and district have comprehensive programs to meet the needs of those learning English and those who receive Special Education services.
Findings Evidence
Focus on Learning 2011 127
Findings Evidence Campolindo provides detailed personalized academic and emotional Counseling Office support for its students. The Counseling Office has a staff of four full- time school counselors, one part-time support counselor, a school psychologist, and a testing coordinator. The school counselors manage caseloads of approximately 350 students based on alpha-groupings. Typically, students stay with their counselors for all four years of their high school career. The support counselor offers socio-emotional counseling for any student in need and also serves as the Peer Tutor Coordinator for the after-school tutoring program. All members of the Counseling Office maintain full schedules, consisting of individual student and family meetings as well as regular and close consultation with the rest of the staff to address student needs in areas of academics, college planning, and social stressors.
With the assistance of their counselors, all students develop four-year Student Cumulative plans upon entering Campolindo. The plans are reviewed on a yearly Files basis, more often if necessary. Students can access counselors at any time by requesting appointments after receiving a request. Counselors Appointment requests then call students in as soon as they are able, usually within 24-48 hours. The Counseling Office updates their page on the school web site with monthly announcements, which include event reminders, Campolindo Website college information, and tips for high school and college success.
In addition to the personal counseling sessions with students, the Visit schedule counselors visit English classes, at the beginning of each semester, to present essential guidance information. These sessions run 15 -45 minutes depending on grade level. Information includes reminders about a-g requirements, graduation requirements, and registration procedures for the following year.
The Campolindo community is primerily geared towards college Daily bulletin attendance after high school. In attempt to meet the needs of families Chapter 1—Profile as they go through the college application process, the Counseling Campolindo Website Office holds three large-group evening workshops, some in conjunction Parent Club Website with the College and Career Center. These evening workshops include Fall Senior Parent College Information Night, Junior Parent College Information Night (in January), and Spring 8th Grade Parent Night for incoming 9th graders.
128 Campolindo High School
Findings Evidence Given the academic strengths and the high expectations of College and Career Campolindo’s community, the staff takes college advising very Center seriously. Staffed by a part-time advisor, the College and Career Center, located in the library, is open from 8am to 4pm, five days a week. The center and its resources, including catalogues, computers, and testing and financial aid information, are available to both students and parents. The College and Career Center offers drop-in assistance as well as appointments for students and their parents. The Campolindo College and Career Center Advisor has developed collaborative relationships with many college and community representatives. Throughout the fall and again in the spring, college College visit schedule admission officers from all over the United States, including representatives from selective institutions such as MIT, Stanford, and Columbia, visit the Campolindo College and Career Center to speak about their schools and the admission process.
Following each grading period, counselors receive a list of all students Exception lists earning a D, F, or I in any course with the goal that each student on the Counseling records list will have an individual meeting to discuss school challenges, study strategies, and Campolindo resources, as appropriate. Counselors Student transcripts regularly review transcripts to ensure that students are making Graduation Status progress toward graduation and maintaining their college eligibility. (Aeries) They make recommendations to various intervention programs as necessary to keep students on track.
Campolindo offers three tutorials for students who need academic Campolindo Website help. All three are available after school on a drop-in basis. The Peer Tutoring Center, funded by MEF, is open 7th period Monday-Friday and Daily bulletin after school until 4pm Monday-Thursday. Tutors are juniors and seniors who apply in the spring of the previous year. Tutoring is available in a wide variety of subjects, including all three of the world languages offered, French, German, and Spanish. In addition, the Peer Tutor Coordinator, who oversees the Center, also works with students on organization and executive functioning skills. MEF also funds the Math Lab on Tuesdays and Thursdays from 3:15-4:15 p.m. Math Lab allows students to interact with Campolindo math faculty one-on-one. The Campolindo Parents Club funds English tutoring every Monday and Wednesday from 3:15-4:15 p.m, which is also offered by teachers on the Campolindo faculty.
Focus on Learning 2011 129
Findings Evidence The Campolindo Student Review Team (SRT) is made up of SRT agendas administrators, counselors, support counselor, school psychologist, and Chair of the Special Education Department. The SRT meets bi- weekly throughout the school year to provide support and to monitor those students who are at risk due to academic, emotional, social, or health-related reasons. Referrals come through several resources, including teachers, parents, counselors, administrators, and the students themselves. Personalized academic assistance is readily available to students.
After a student comes to the attention of the SRT, counselors and SST meeting notes other support staff often convene a Student Study Team (SST). The SST consists of the student, parents, counselor, and teachers. Determined on a case-by-case basis the school psychologist and an administrator may also be included. During the meeting, the group discusses interventions for students, parents, and teachers to implement. These Intervention Plan interventions are written in a formal Intervention Plan.
Student 504 plans are managed by a district 504 Coordinator, who IEPs and 504 Plans serves all four of the comprehensive sites and is at Campolindo on Thursdays and some Fridays. The Special Education department consists of five teachers who offer resource classes in Learning Skills and who attend a mainstreamed class, called a push-in period, each day. All Special Education students at Campolindo are mainstreamed. Staff roster Four instructional assistants support students in the classroom by recording notes and assignments, by proctoring exams in flexible settings, and by providing in-class assistance. In between grading Liaison reports periods instructional assistants also communicate with home by liaison reports.
In addition to the interventions and programs, Campolindo offers a Program literature district-wide program called Learning Intervention Center (LIC), a IEPs therapeutic Special Education class. The program is a joint effort to provide appropriate academic and mental health services for students eligible for special education due to an emotional disturbance. The primary objects of the class are to facilitate students’ placement in the least restrictive educational environment possible, increase core resiliency, and help students identify and manage symptoms that impede their academic and emotional growth. The LIC is a counseling- enhanced collaborative program; the relationship between emotional development and the acquisition of academic skills is at the forefront of every intervention. All students in the LIC are eligible to receive service from AB3632 (county mental health) as delineated in their IEP. These services can include individual and family therapy and other wrap-around services.
130 Campolindo High School
Findings Evidence For students with more severe disabilities, the Acalanes Union High Program literature School District offers services at Acalanes and Miramonte High Schools. The program at Miramonte is a Service Specific Class, through which students receive a Certificate of Completion rather than a high school diploma. Placement in this program is decided by an IEP team. Students in the Service Specific Class participate in a specially designed instruction program with an alternate/out-of-grade level curriculum linked to the state California Alternate Performance Assessment (CAPA) Blueprints in Language Arts, Math, and Science. The students are enrolled in a combination of special education and general education classes. General education classes are modified as appropriate for each student. The AUHSD English-Language Learner program is housed at Las Lomas High School. Students participate in a three-tiered program and must pass the CELDT to be mainstreamed to their home school. While in the program, the remainder of students’ classes are mainstreamed into District course catalog general education. All students are individually tested upon entering and exiting the program.
Last year, the continuation school for the Acalanes High School District closed due to budgetary constraints. In its place, the district developed an extensive, three-tiered independent study program through our Center for Independent Studies (CIS). The Center for Independent Study, located on the Del Valle campus, offers alternative instructional programs and diploma requirements which differ from the comprehensive schools. It offers students a flexible daily schedule which cannot be met by regular high school programs.
Focus on Learning 2011 131
E. FOCUS GROUP MEMBERS: SCHOOL CULTURE AND SUPPORT
*Jenna Wrobel Counseling Charlotte Perkins Parent Alison Adams Physical Education Dino Petrocco Social Studies/Leadership Ray Albiento Sports Medicine Barbara Polanger Nurse Jamie Corum Technology Patricia Richards World Language Leticia DelToro-Gasquy World Language Carol Ries Library Tom Duffy English Justin Seligman Visual/Performing Arts Anne Finne Student Sophie Smith Student Norm Gianotti Attendance Holly Thompson Special Education Jim Graves Campus Supervisor Federico Verduzco Head Custodian Jane Kelson Science Ben Wadsworth Custodian Stacey Kikkawa Performing Arts Bonnie Willax School Psychologist *Denotes group leaders
STRENGTHS
. The school maintains excellent communication with parents through its website, Blackboard, staff emails, Cougar Tracks, the Daily Bulletin, and regular mailings . Parents Club, MEF, and sports, choral, and instrumental boosters provide active parent involvement and crucial financial support . The staff enjoys an high level of collegiality, with good morale and strong, professional working relationships . The staff cultivates close, cooperative, respectful relationships with students
GROWTH NEEDS
. The greater Campolindo community must find a way to address effectively the significant amount of stress linked to increased alcohol and drug use among its students . Faculty and staff should continue efforts to increase and to promote tolerance in the daily campus life
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Chapter 5: Revised Action Plan, Campolindo High School, Moraga, CA
Action Plan Goal #1: (Area of Improvement) All students will achieve proficiency or demonstrate improvement in core academic areas with specific focus on student performance of “far below basic” and “below basic” on the CST, and grades of D and F with special attention to 9 th graders.
Rationale: Self Study findings indicate a need to improve student achievement in core academic subjects for all students. . We need to identify and address the academic needs of students, especially those who are low-performing on CTS, ELA and Math. . We need to give special attention to 9thgrade students receiving Ds and Fs in academic classes. . We need to focus on low performing Special Education students in Math as analysis of data shows they are not performing as well as general school population. . We need to ensure that students are being taught the content standards and that areas of deficiency are being addressed. . We need to provide opportunities for collaboration among teachers in their departments from year to year to track the needs and progress of individual students. . We need to provide additional support through classroom intervention strategies, tutoring and counseling to underperforming students. . We need to provide additional support to integrate incoming 9th graders, new transfer students and culturally diverse students.
Supporting 2010 Data: STAR TESTING ANALYSIS and CAHSEE
Incoming Freshman Results (8th Graders)
ELA Scores The ELA test results indicate that there were 39 students scoring Basic and below (as opposed to 49 in 2009). Of these 39 students, 31% of them scored Basic and below on either the Algebra 1 or General Math test. It is important to note that students receiving special education services represent 33% of the total number of students scoring Basic and below.
Algebra 1 Scores There were 21 students receiving scores of Basic and below (as opposed to 30 in 2009). However, there were no students scoring at the Far Below Basic level. In fact, only one student scored in the Below Basic category. None of the 21 students scoring Basic and below receive special education services. In addition, three of the students appearing as low scorers on the Algebra 1 test also scored low on the ELA test (14%).
General Math Scores There were 35 students scoring Basic and below on the General Math exam (the same number as 2009). Three students scored Far Below Basic. Please note that
Campolindo High School - 1 - of the 35 students taking the class, 13 of them are in special education (representing 37%). In addition, nine of the students also scored low on the ELA test (26%).
9th Grade Results
ELA Scores The 9th graders scoring Basic and below increased this year. There were 30 students in this category as opposed to only 20 students in 2009. Of these 30 students performing lower than Basic, 24 of them also scored low on the Algebra 1 exam. In addition, 63% of the students scoring Basic and below are enrolled in Special Education (19 students).
Algebra 1 Scores There were 117 freshmen taking the Algebra 1 test. Of the 117 students, 56% scored Basic and below (very close to last year’s 58%). Nine of the students scored Far Below Basic; however, all but one student was enrolled in Special Education.
Geometry The 2010 9th grade geometry results were similar to 2009. 210 students took the test and of them, 18% scored Basic or below (as compared to 213 taking it in 2009 and 10% scoring Basic or below).
10th Grade Results
ELA Scores There are 356 students in the 10th grade. Of those students, 350 took the ELA test. There were 39students scoring Basic and below on the ELA test. Of these 39 students, 12 are enrolled in special education (31%). In addition of those students scoring Basic and below, 21 also scored similarly on their math exam (54%).
Algebra 1 Scores There were 35 sophomores who took the Algebra 1 test, 29 of whom scored Basic and below (representing 83% of the test takers as compared with 70% last year). Of those 29, 60% are enrolled in special education (50% last year).
Algebra 2 Scores The Algebra 2 scores were very similar to last year. Of the 356 students, 211 took the test representing 60% of the class (same as last year). Of these 211 students taking the test, 61 scored at a Basic or below level representing 28% of the Algebra 2 test takers (last year was 40%). The data that was most surprising last year did not change: There is a disproportionate number of students with a 3.0 or higher GPA scoring Basic or below (63%).
Geometry Scores The results from the 10th grade Geometry STAR test were nearly identical to the results of 2009. There were 89 students taking the Geometry STAR test (84 in
Campolindo High School - 2 - 2009). Of those students, 43% scored Basic or Below (42% in 2009). There was one special education student. In addition, three students also scored Basic or Below on the ELA test.
CAHSEE Results:
. Eleven 10th graders did not pass the CAHSEE Math section and of those, two did not pass the ELA either. Of the 11 students, 6 were Special Education and one was an English Language Learner. Of the two students who did not pass both sections of the CAHSEE, one was Special Education and the other was an English Language Learner. . 10th grade students passing Math scores dropped to 97% in 2010 from 99% in 2009. . 10th grade Special Education students passing Math scores have dropped to 75% in 2010 from 87% in 2009. . 10th grade students reading comprehension scores dropped to 88% in 2010 from 91% in 2009, writing strategies dropped to 88 % in 2010 from 89% in 2009 and writing conventions dropped to 90 % in 2010 from 91%in 2009. . 10th grade Special Education students reading comprehension scores dropped to 77% in 2010 from 79% in 2009, writing strategies dropped to 75% in 2010 from 78% in 2009 and writing conventions increased from 75 % in 2009 to 77% in 2010.
Growth Targets: (Single Site Goals)
. Increase the percentage of 9th grade Algebra 1 students and 10th grade Geometry students scoring at the Proficient level and above by 10 % on the 2012 CST (using the 2010 CST results as the baseline). . Increase the percentage of 11th grade students scoring at the proficient and above levels by 5% on the 2012 English-Language Arts CST (using the 2010 CST results as the baseline). . Increase the average percent correct on the 20102 CAHSEE reading comprehension, writing strategies and writing convention strands by 5% for all reported subgroups (using the 2010 CAHSEE census results as the baseline).
ESLRs Addressed #1, 2, 3, and 4:
STUDENTS WILL ACQUIRE A CORE OF KNOWLEDGE BASED ON STANDARDS They will, for example … . Enroll in required classes based on state and district adopted standards and benchmarks . Demonstrate proficiency on the CST and pass the CAHSEE
STUDENTS WILL EXPLORE BROAD-BASED OPPORTUNITIES, INCLUDING CAREER AND EDUCATIONAL PURSUITS They will, for example … . Enroll in Regional Occupation, Visual and Performing Arts and Technical Education classes . Challenge themselves by enrolling in Advanced Placement courses
Campolindo High School - 3 - STUDENTS WILL DEMONSTRATE EFFECTIVE COMMUNICATION SKILLS They will, for example … . Express thoughts in oral, written and technological skills to interpret, analyze, and communicate information effectively.
STUDENTS WILL DEMONSTRATE PROBLEM SOLVING AND CRITICAL THINKING SKILLS. They will for example … . Listen objectively to achieve insight and critical thinking. . Engage in activities, including the use of technology, to develop problem solving and critical thinking skills.
Monitor Progress TOOLS/DATA . 9th grade Algebra 1 and 10th grade Geometry results on CST provided in August by the state . 11th grade ELA results on CST provided in August by the state . CAHSEE Math and English Language Arts scores . SPED scores in Math on the CST . SPED scores on CAHSEE Math . D and F lists of all 9th grade students . IEP goals . Lesson plans . Number of students attending Math, English and Peer tutoring . Illuminate Student Information . PLC Staff Development FREQUENCY . Annual Reports . Various reports prepared as needed REPORT PROGRESS . Data reporting to Department Chairs to share with teachers, counselors and Intervention counselor . Departments report to Principal and Associate Principals . Single Site Plan Annual Progress Report . Report to School Advisory Council . Annual report to Board of Education
Campolindo High School - 4 - Action Plan Goal #1: (Area of Improvement) All students will achieve proficiency or demonstrate improvement in core academic areas with specific focus on student performance of “far below basic” and “below basic” on the CST, and grades of D and F with special attention to 9 th graders.
Task Persons Responsible Resources Timeline Means to Assess Methods to Report Improvement 1. Identify students who . Administration . CTS results Spring 2012 . Standardized . Single Site Plan Yearly are not achieving at . Counselors . CAHSEE Test Results progress report to BOE the proficient level and . Department chairs results . Decrease in . Disaggregated testing notify counselors, staff . Teachers . D and F list number of results reported to and parents. . Counselor support . Progress students on departments . Define and identify reports D,F and I list . Yearly summary of progress underperforming, . SRT referrals report to School Advisory students through Council CST, CAHSEE and D . AUHSD Yearly Assessment and F lists with Report binder counselors and AP’s . Refer students to Intervention counselor . Notify teachers and parents
2. Analyze CST, CAHSEE . Principal and AP . Use of Spring 2012 . Review of . Improvement in student and academic grades . Math, English and Illuminate disaggregated performance on CST and to determine student Special Education Student CST and CAHSEE performance teachers Information CAHSEE test . Monthly discussion topic at . Teachers of . Staff development to support scores individual department identified students for Alg A and B data-driven . Department meetings and at will receive data and teachers decisions meeting Instructional Council information on . Testing clerk . State test minutes . Parent newsletters and students’ . Counselors scores and . Review of individual counseling performance . SRT team academic students contacts with parents and . Restructure 9th . PLC team grades deficiencies students to discuss grade math to Alg A . State through intervention strategies and and Alg B and add Department IEP,504 plans, graduation data
Campolindo High School - 5 - parallel class to Alg sample test Student . Tech mentor working with B class materials Review Team administration, counselors, . Department . Department (SRT) departments and individual teachers of same developed . Counselor and teachers on KUTA software subject or grade lesson plans administrative and Illuminate Student level will work to address tracking Information system together to develop deficiencies strategies to help . Identify students achieve curricular proficiency using the materials and PLC model activities for . Specific lessons and intervention technology will be and used to help remediation students work on . Summer their specific Institute deficiencies . Staff Development for staff on PLC model, intervention strategies, materials and software . Kuta Software for Math teachers
3. Develop and evaluate . Associate . Department, Spring, 2012 . Department . Continue data review and strategies and Principals SPED and SRT and staff reporting of Single Site Plan activities used to build . Crisis counselor meetings meetings, SRT achievement of goals to academic proficiency . Academic . District, and staff, School advisory in students with Counselors Parent Club administrative council and Board of deficiencies and . SPED and regular and MEF tracking education modify as necessary education funds to . CST, CAHSEE, . Provide support for teacher support Grade . Improvement in student staff to implement . Leadership class tutoring and distribution performance on CST and
Campolindo High School - 6 - strategies and library hours sheets and CAHSEE activities to improve . Training for California . Improvement in student student achievement Leadership Healthy Kids performance by reviewing D . Encourage student use teacher Survey results. and F lists of programs to that . Staff . Sign in sheets . Staff and Department student achievement development for tutoring meeting minutes and healthy choices for PE centers . Results of CHKS 1. Crisis counselor teachers . Time for . Review of Health 2. Peer tutoring . Funds for planning and Curriculum by PE staff 3. Math tutoring health training of . Feedback from Leadership 4. English tutoring curriculum staff and class on responses to 5. Chemistry tutoring materials students transition program 6. Extended library and guest established hours speakers 7. Leadership transition program for 9th graders 8. 9th grade Health unit in 9th grade PE
Action Plan Goal #2 (Area of Improvement) Use technology to communicate and support studen t progress and school expectations and goals.
Rationale . We need to communicate more explicitly the connections between student achievement and its relevance to Campolindo’s mission and ESLRs. . We need to communicate more effectively and explicitly with all students and their families with special attention focused on underperforming students on their academic progress. . We need to improve teacher communication and make it more transparent by posting grades and course expectations on a common program, such as Blackboard. . We need to increase staff training for using communication and classroom software and technology. . We need to increase use of technology to deliver instruction and present student work. . We need to increase use and understanding of the District data base (Aeries) to provide more disaggregated student data to staff. . We need to provide staff training on the new Illuminate Student Information System giving more access to assessment history and state reporting data. . We need to provide staff, parent and students training on the Naviance Program.
Campolindo High School - 7 - Supporting 2010 Data: Input gathered from parent, student, staff surveys and Focus Group, Home Group, School Advisory discussions resulting from analysis of school profile and assessment data.
Growth Targets:
. Continue to encourage staff posting of grades and course expectations online . All staff will receive training on new Illuminate Student Information System . Continue to encourage staff use of newly installed EXTRON projection systems in their classrooms to deliver instruction . Continue to encourage staff to sign up for District Technology Staff Development training . All staff will receive training on the Naviance Program
ESLRs Addressed #1,2,3,4 STUDENTS WILL ACQUIRE A CORE OF KNOWLEDGE BASED ON STANDARDS They will, for example… . Have access to technology in required and elective courses . Use technology to better understand course expectations
STUDENTS WILL EXPLORE BROAD-BASED OPPORTUNITIES, INCLUDING CAREER AND EDUCATIONAL PURSUITS They will, for example … . Use Naviance to track College applications, requirements, acceptance rates, store resume etc. . Use technology when completing 10th grade career project
STUDENTS WILL DEMONSTRATE EFFECTIVE COMMUNICATION SKILLS They will, for example … . Use Excel spreadsheets to display data . Use PowerPoint for presentations
STUDENTS WILL DEMONSTRATE PROBLEM SOLVING AND CRITICAL THINKING SKILLS They will, for example… . Use technology to analyze data . Use technology to problem solve and think critically . Use appropriate and ethical sites in their research
Monitor Progress TOOLS/DATA . Survey of number of staff putting grades online
Campolindo High School - 8 - . Department reports on use of Illuminate and Naviance . Lesson plans . Student work . Parent Survey . Class observations FREQUENCY . Annual Reports . Various reports prepared as needed REPORT PROGRESS . Department Chairs report to Instructional Council . Counseling and College and Career Advisor Reports to Instructional Council . School Advisory Council Discussion . Tech Mentor reports to District Technology Committee . Measure E Implementation Updates
Task Persons Responsible Resources Timeline Means to Assess Methods to Report Improvement 1. Communicate more . Administration . Staff Spring 2012 . Staff and . Department Chairpersons effectively with . Counselors Development Parent . Yearly summary report to students and parents . Department chairs . Aeries Surveys Faculty, Parents Club and on academic . Tech Mentor . Blackboard.com . Staff School Advisory Council expectations and . Teachers . Naviance Development . Tech Mentor report progress. . Illuminate sign in sheets . Encourage staff . Tech Mentor putting grades on presentations Blackboard and individual . Provide staff meetings support to with staff and implement online parents grading and analysis . Minutes of of student School assessment data advisory Council and Department
2. Provide staff training . District Tech . District course Annually and . Survey results . Annual Tech Committee on classroom oversight offerings for ongoing from teachers report
Campolindo High School - 9 - technology and committee staff during . Technology . Annual Measure E Update software. . Administration school year committee report . Staff Development . Counselors . Summer report . Instructional Council Report for Windows 2007 . Department chairs Institute . Tech mentor . Faculty and department and Office 2010 . Tech Mentor . Whole school reports presentations . EXTRON training for . Teachers and . Department staff department meeting . Use of Kuta training on minutes software for Math new hardware . Classroom . Staff input on and software observations Measure E . . Examples of expenditures for utilization of classroom technology is technology presented to department staff . Explore ways in . Student work departments to utilize technology to capture and share best practices 3. Increase staff access . Administration . Time for Staff Annually and . Survey results . Annual Single Site Plan and understanding of . Counselors Development ongoing from teacher Progress report student data systems . Department chairs for staff to . Increase in . Data available to staff and to support ESLRs and . Tech Mentor learn new staff accessing parents for SRTs and IEPs student achievement . Teachers software data on under- . Yearly tracking of college . Train staff to use . Career Counselor programs to performing applications and Illuminate to be able support student’s acceptances to disaggregate data student academic . Single Site Plan Progress more efficiently and achievement progress and report effectively and use it . Illuminate assessment . Assessment history of to track and help Software history underperforming students underperforming . Naviance . Data for SRT students Software is easier to . Help staff explore . Tech Mentor access and use Naviance to and Counselor . More better assist time to train information students with staff on college college application . Counselor application
Campolindo High School - 10 - process time to train and . Use Naviance to student s and acceptance track college parents on data will be acceptances and Naviance available trends
Action Plan Goal #3 (Area of Improvement) Provide a healthy and supportive environment so students recognize the importance of maintaining a healthy lifestyle.
Rationale . We need to look at the data from the California Healthy Kids Survey to assess student needs and foster program support for students. . We need to educate staff, students and parents on student health issues through the Healthy Kids Survey results and the Individual Health Plans (IHP) . We need to explore ways to prevent and reduce youth risk behaviors by ensuring that students are aware of ways to be safe, drug-free, healthy, and resilient. . We need to develop strategies to address student stress and anxiety produced by the high expectations they have for themselves, from parents, teachers, and from colleges.
Supporting 2010 Data: Input gathered and resulting from the analysis of the staff, parent and student surveys, California Healthy Kids Survey 2010 and reports from Counseling and associate Principals.
Growth Targets:
. By the 2012 California Healthy Kids Survey, students will show positive improvement gain in youth risk behaviors. . Campolindo will develop a plan to address and reduce student stress, anxiety and its causes.
ESLRs Addressed #4 STUDENTS WILL DEMONSTRATE PROBLEM SOLVING AND CRITICAL THINKING SKILLS They, for example … . Participate in activities that provide an opportunity for recognition and accomplishment. . Learn strategies to cope with stress and anxiety. . Solve problems through the use of critical thinking and knowledge in dealing with risky behaviors.
Monitor Progress
Campolindo High School - 11 - TOOLS/DATA . California Healthy Kids Survey . Crisis/Intervention Counselor Interviews . Academic and College Career Advisor input . Physical Education/Health teacher class observations and conversations with students . Associate Principals referrals and suspensions . School Nurse interactions . Student, Parent and Staff surveys . Data from Naviance . Challenge Success program FREQUENCY . Annual Reports . Various report as needed REPORT PROGRESS . Healthy Choices Committee . Site Advisory Council . Parent Club
Task Persons Responsible Resources Timeline Means to Assess Methods to Report Improvement 1. Develop a plan for . Associate . P.E. Fall 2011 and . Class Materials . 9th and 10th grade students to receive Principals Department ongoing developed Health units information on drug, . Healthy Choices meeting time . Staff Development . CHK survey results alcohol and tobacco Committee . P.E. Health . Meeting minutes of . Counseling and how to deal with . Counselors curriculum PE/Health Department reports these issues . Crisis/Intervention . Leadership department . Associate principals . Strengthen 9th and Counselor class . Meeting minutes of reports on 10th grade . Nurse planning Healthy Choices suspensions of risky PE/Health . Physical . Healthy committee behavior and curriculum Education/Health Choices . CHKS results Intervention program . Strengthen 9th teachers Parent group . Parent Education grade Leadership . Instructional . Counseling nights visitation program Council Department . Assessment of . Counsel students . Leadership . Support of AUHSD Drug individually, in small teacher and class academic Intervention groups regarding . Teachers and social program risky behavior . Coaches clubs, . Leadership minutes . Support the AUHSD . Peer tutors athletics and . Number of students
Campolindo High School - 12 - Drug Intervention the visual involved in program and extracurricular . Staff education and performing activities development for arts . Number of clubs on teachers . Support for campus . Educate staff and afterschool parents regarding library and CHKS tutoring . Support student hours and parent . AUHSD education activities support . Support afterschool . Parent club activities for and MEF students
Campolindo High School - 13 - 2. Find ways to help . Instructional . P.E. Fall 2011 and . Student survey . Report findings to reduce stress among Council Department ongoing results staff and parents staff, students and . Associate meeting time . Parent survey . Cougartracks parents. Principals . P.E. Health results . Website . Study and examine . Healthy Choices curriculum . Parent Education . Daily bulletin the factors that Committee . Healthy nights . Focus group meetings influence stress and . Counselors Choices . Naviance data build resilience . Crisis/Intervention Parent group . Staff Development . Develop a plan to Counselor . Counseling address the findings . Nurse Department of the study . Teachers . Support of . Send a team to . Coaches academic Challenge Success . Healthy choices and social training; report out committee clubs, findings to staff . Challenge Success athletics and . Support activities team the arts that provide an . Support for opportunity for afterschool . Academic help library and . Address busy work tutoring vs. appropriate hours homework . AUHSD assignments support . Follow testing . Parent Club schedule and MEF . Provide opportunities for students for recognition, accomplishment and inclusion.
Campolindo High School - 14 -
CAMPOLINDO HIGH SCHOOL A California Distinguished School Acalanes Union High School District
300 Moraga Road Moraga, CA 94556 925-280-3950 925-280-3951 (Fax) www.campolindo.acalanes.k12.ca.us ______
SCHOOL PROFILE 2010-11 Accreditation: WASC – Western Accreditation of Schools & Colleges CEEB Code: 052058
School & Community Located in the hills east of the University of California, Berkeley, Campolindo serves the professionally-oriented and well-educated suburban communities of Moraga and Lafayette. Students, teachers and parents work together to provide a positive climate for learning where mutual respect, trust and esteem are valued. Since the inception of the Distinguished School Program, Campolindo has been recognized four times as a California Distinguished School, and twice has been a California nominee in the National Secondary School Recognition Program. In statewide API (Academic Performance Index) ratings, for the fifth year in a row, both the Acalanes District and Campolindo are ranked in the very top percentiles of all public high schools in California with an API score of 920. Nationally, Campolindo is recognized regularly in US News & World Report and Newsweek Magazine as one of the “100 Best High Schools in America”.
Graduation Course Requirements Enrollment 240 Units (160 required/80 elective) Total Enrollment 1338 English – 4 years Class of 2011 – 330 Mathematics – 2 years Class of 2012 – 351 Biological Science – 1 year Physical Science – 1 year Class of 2013 – 347 World History/Geography – 1 year Class of 2014 – 310 United States History – 1 year
Ethnic Breakdown: Caucasian 79% Asian 15% World Language/Tech/Fine Arts – 2 years Hispanic 3% Black/African American 1% Other 2% Physical Education (includes Health) – 2 years California High School Exit Exam (CAHSEE)
Extracurricular Programs: Campolindo programs include Student Government, Academic Decathlon, Mock Trial, California Scholarship Federation, Junior Statesmen, Youth & Government, Model UN, Robotics and a variety of other clubs and activities. The athletic program offers 24 competitive sports for boys and girls.
Advanced Placement Courses Campolindo is a comprehensive 4-year public high AP English Literature AP Studio Art school with a school year consisting of two semesters. AP US History Drawing/Painting AP European History Photography As a comprehensive high school, Campolindo also offers AP Comparative Government AP Music Theory courses in Yearbook, Journalism, Drama, Art, Choral and AP Psychology AP Biology AP Calculus AB AP Chemistry Instrumental Music, Wood and Auto Technology, Digital AP Calculus BC AP Environmental Science Photography, Video Production, Psychology, Biotech- AP Statistics AP French Language nology, Environmental Science, Sports Medicine, AP Computer Science AP Spanish Language Physical Education, Architectural Design, Engineering Drawing, Law and Society and Contemporary Issues.
Honors Courses Class Profiles Honors Geometry Honors German Year Class Size 4-yr college 2-yr college Honors Algebra 2/Trig Honors Spanish Honors English 3 Advanced Art 2009 300 79% 19% Honors French 2010 347 76% 21%
• We educate every student to excel and contribute in a global society •
Advanced Placement Examinations National Merit Program Year Sections Tests Given Scored 3+ Year Finalists Commended 2009 39 723 92% 2008 8 26
2010 39 844 91% 2009 13 41 2010 10 35 SAT I: Reasoning Test Results 3.18 Mean GPA, unweighted Critical
Year #Tested Reading Math Writing
2009 274 601 613 616 Grading System and Class Rank 2010 301 603 619 629 College recommending grades are A, B, & C. D (below average) is a passing grade. The official transcript shows a ACT Test Results Total GPA, which includes all classes, and an Academic GPA, which excludes PE and Staff Assistant grades. The Acalanes Year English Math Reading Science Composite Union High School District does not rank its students
2009 26.8 27.5 27.3 25.5 26.9 numerically. Courses with the (P) designation are college prep and meet the University of California “a-g” subject
requirements. 2010 26.9 27.2 27.1 25.5 26.8
The Campolindo student body has included foreign students from Ukraine, Iran, Yugoslavia, Italy, Germany, Scotland, Bolivia, Mexico, Chile, Ecuador, Colombia, Japan, Korea, Taiwan, Singapore, Canada, Finland, Norway and Sweden.
College Placement The following is a partial listing of colleges and universities offering admission to our students over the last 5 years:
Academy of Art College Florida State University Oberlin College Univ. of North Carolina Agnes Scott College Georgetown University Occidental College Univ. of Oregon Alaskan Pacific Gonzaga University Oregon State University Univ. of the Pacific American University Grinnel College Pitzer Univ. Puget Sound American University of Rome Harvard University Pomona College Univ. of Regis Amherst College Harvey Mudd College Portland, University of Univ. of San Diego Arizona State University Haverford Princeton University Univ. San Francisco Arizona, University of Idaho, University of Purdue University Univ. of Santa Clara Boston College Indiana University Rollins College Univ. of Southern Calif. Boston University James Madison Rosemont College Vanderbilt Brandeis University Johns Hopkins University St. John’s College Vermont, University of Brigham Young University Kansas State St. Mary’s College Villanova University Brown University Kentucky, University of Sarah Lawrence College Virginia Tech All California State Universities Lewis & Clark College Scripps College Virginia, University of California Institute of Technology Loyola Marymount College Seattle Pacific Wake Forest California Lutheran Miami University of Ohio Southern Methodist U Washington, University Carnegie Mellon Michigan State University So. Oregon State University Washington State Chapman University Middlebury College Stanford University Wellesley College The Citadel Mills College Stephens College Wesleyan Claremont McKenna MIT Syracuse University West Point Colorado, University of Mt. Holyoke Texas A & M University Wheaton College Cornell University New York University Texas University Whitman College Dallas, University of Northern Arizona Trinity College, Conn. William and Mary Dartmouth College Northeastern University Tufts University Willamette University Duke University Northwestern University University of California (ALL) Williams College Emerson College Notre Dame, University of University of New York Yale University ______Administration Registrar: Deanna Rauch [email protected] Carol Kitchens, Principal (925) 280-3950 ext. 5211 Paul Mack, Associate Principal A-L Scott Biezad, Associate Principal M-Z Athletic Director: Bob Wilson [email protected] (925) 280-3950 ext. 5235 Counselors Jeanne Ballard, Lead Counselor [email protected] Jake Donohoe jake.donohoe.acalanes.k12.ca.us Amardeep Dhaliwal [email protected] Jenna Wrobel [email protected]
Map of Campolindo Campus
Boys Girls RR RR
LC L Campolindo L Performing O Arts Center (CPAC) Campolindo High School WASC Visitation Schedule March 20-23, 2011
Sunday, March 20, 2011
2:30 – 3:30 WASC Visiting Team meets with Campo Leadership Team Library
3:30 – 4:00 School Orientation Tour for WASC Visiting Committee led by Student Leaders
4:00 – 5:00 Parent Home Group Meeting Library
5:00 – 6:00 Reception for Visiting Team with Student Leaders, Teachers, Parents, Board Member, District Administration
6:00 Visiting Team returns to hotel to begin work
Monday, March 21, 2011
7:30 – 7:50 Visiting Team meets with Leadership Team PE Classroom
8:00 – 9:45 Classroom Visits
8:15 – 9:30 Curriculum (B) Focus Group Meeting PE Classroom
9:45 – 9:55 Brunch
10:00 – 11:45 Classroom Visits
10:15 – 11:30 Assessment & Accountability (D) Focus Group Meeting PE Classroom
10:55 – 11:45 Student Home Group (Leadership and Student Council) Cafeteria
11:45 – 12:20 Lunch
12:25 – 3:05 Classroom Visits
12:40 – 1:55 Instruction (C) Focus Group Meeting PE Classroom
Tuesday, March 22, 2011
7:30-9:00 District Office Meeting District Office
7:30 – 7:50 Visiting Team meets with Leadership Team PE Classroom
8:00 – 9:45 Classroom Visits
8:15 – 9:30 Support Staff Meeting (Classified) PE Classroom
9:45 – 9:55 Brunch
10:00 – 11:45 Classroom Visits
10:15 – 11:30 Organization (A) Focus Group Meeting PE Classroom
11:45 – 12:20 Lunch
12:25 – 3:05 Classroom Visits
12:40 – 1:55 School Culture (E) Focus Group Meeting PE Classroom
1:20 – 2:10 Ad hoc Student Meeting Cafeteria
Wednesday, March 23
7:30 – 12:00 Visiting Team completes report and visits classes Conference Room
12:00-12:35 Catered Lunch for Visiting Team and Leadership Team Conference Room
12:40- 2:09 Visiting Team completes report and prepare presentation Conference Room
2:35-3:05 Visit Team presents findings to Staff, Students, Community CPAC
Class Schedule for Wednesday, March 23, 2011
Period 1 8:00 – 8:45 Lunch 11:25 – 12:00 Period 2 8:50 – 9:35 Period 5 12:05 – 12:50 Brunch 9:35 – 9:45 Period 6 12:55 – 1:40 Period 3 9:50 – 10:35 Period 7 1:45 – 2:30 Period 4 10:40 – 11:25 CPAC: All-Staff, 2:35 – 3:05 Student,Community WASC Meeting
BELL SCHEDULE
Regular Schedule Period 1 8:00–8:50 50 minute Period 2 8:55–9:45 50 minute Brunch 9:45–9:55 10 minute Period 3 10:00–10:50 50 minute Period 4 10:55–11:45 50 minute Lunch 11:45–12:20 35 minute Period 5 12:25–1:15 50 minute Period 6 1:20–2:10 50 minute Period 7 2:15–3:05 50 minute Wednesday Schedule Meeting 7:30–8:25 55 minute Period 1 8:35–9:17 42 minute Period 2 9:22–10:04 42 minute Brunch 10:04–10:14 10 minute Period 3 10:19–11:01 42 minute Period 4 (read) 11:06–11:27 21 minute Period 4 11:27–12:09 42 minute Lunch 12:09–12:44 35 minute Period 5 12:49–1:31 42 minute Period 6 1:36–2:18 42 minute Period 7 2:23–3:05 42 minute Rally Schedule Period 1 8:00–8:46 46 minute Period 2 8:51–9:37 46 minute Brunch 9:37–9:47 10 minute Period 3 9:51–10:37 46 minute Period 4 10:42–11:28 46 minute Rally 11:35–11:58 23 minute Lunch 11:58–12:32 35 minute Period 5 12:37–1:23 46 minute Period 6 1:28–2:14 46 minute Period 7 2:19-3:05 46 minute Minimum Day Period 1 8:00–8:31 31 minute Period 2 8:36–9:07 31 minute Period 3 9:12–9:43 31 minute Brunch 9:43–9:53 31 minute Period 4 9:58–10:29 10 minute Period 5 10:34–11:05 31 minute Period 6 11:10–11:41 31 minute Period 7 11:46–12:17 31 minute Assembly Schedule Period 1 8:00 – 8:43 43 minute Period 2 8:48 – 9:31 43 minute Brunch 9:31 – 9:41 10 minute Period 3 9:46–10:29 43 minute Period 4 10:34–11:17 43 minute Assembly 11:22–12:05 43 minute Lunch 12:05–12:41 43 minute Period 5 12:46–1:29 43 minute Period 6 1:34–2:17 43 minute Period 7 2:22–3:05 43 minute
Revised 08/09/10 CAMPOLINDO HIGH SCHOOL MASTER SCHEDULE 2010-2011
Name Room Period 1 Period 2 Period 3 Period 4 Period 5 Period 6 Period 7 8:00-8:50 8:55-9:45 10:00-10:50 10:55-11:45 12:25-1:15 1:20-2:10 2:15-3:05
Adams Gym/B6 PE 10 Prep PE 10 Prep Psychology B6 Psychology B6 Psychology B6
Sports Med ROP Sports Med ROP Albiento B1 Off Campus Sports Med Adv Sports Med Adv Prep
Alessandria B10 Prep Learning Skills Learning Skills Learning Skills Learning Skills Learning Skills Prep Allen C1 MHS English 1 Prep
Anderson Tch3/F4 Prep Wld Hist/Geog Econ/Gov Wld Hist/Geog Prep Econ/Gov F4 Wld Hist/Geog F4
A˚ Jazz Music Theory AP Benstein** Band Rm 1st˚ Symph Prep Concert Band ROP Orchestra Prep Off Campus Blumberg C12 Prep German 4/5 AP German 2 Prep German 3 German 2 German 3
Auto Tech & Adv Boone Tech 3 LLHS ROP Auto Tech ROP Brady-Smith** D7 English 2 English 2 Prep English 2 English 1 English 1 Prep Brownlee F6 Prep Wld Hist/Geog Gov/Econ Gov/Econ Wld Hist/Geog Contlss &PubPol Prep Danielli C7 Spanish 1 Prep Spanish 1 Spanish 1 Spanish 1 Spanish 2 Prep
DelToroGasquy C5 Prep English 2 English 2 Spanish 3 Prep Spanish 3 Spanish 3 Doherty B9 Tech Mentor Pre Calc Geometry Pre Calc Prep prep Tech Mentor Donohoe C1/CPAC English 4 English 4 Prep English 4 Drama 2 CPAC Drama 1 CPAC Prep Doyle F3 Prep English 1 English 3 Hon English 1 Prep English 3 Hon English 1 Duffy E11 English 3 Prep English 2 Prep English 3 English 2 English 3 Dunaway D6/G4 Chemistry Chemistry Prep Biology AP G4 Prep Off Campus Off Campus
Dupont** Tech 1 Wood Tech Wood Tech Prep Adv. Wood Tech Furniture Design Prep Wood Tech
Eng Draw/ Eng Eng Draw/ Eng Arch Design Dygert A8 Draw Adv Draw Adv ROP AHS Eaton D6 Prep Prep Chemistry AP Chemistry AP Chemistry Chemistry Chemistry
Edun B7 Algebra 1 Prep Alg2/Trig Hon Alg2/Trig Hon Algebra 2 Prep Algebra 2 Erlan E9 Study Hall Study Hall Study Hall Study Hall Study Hall Fagan Gym PE 10 Prep PE/Health 9 PE 10 Prep PE 10 PE 10 Gillibert G4 Biology Biology Biology AP Prep Biology Biology Prep
Grafft B3/10 MHS Lrng Sklls Lib Lrng Sklls B10 Lrng Sklls B10 Lrng Sklls B10 Hebert E7 English 3 English 3 English 2 English 3 Prep 3/4 Prep Off Campus Hensen F1 AHS Algebra 1 Prep Algebra 1
Herzig E6 Us History AP Us History AP Prep Us History AP Wld Hist/Geog Wld Hist/Geog Prep
Adv Dig Photo/ Ind Art Hovey-LaCour B5 Photo Dig Dsgn Photo Dig Dsgn Prep Dig Photo Adv Portfolio ROP Prep Photo Dig Dsgn Ingersoll C2 Geometry Hon Statistics AP Prep Statistics AP Statistics AP Statistics AP Prep Jackman** G2 Off Campus Biology Biology Prep Physiology Physiology Prep Jansen F2 Us History Wld Hist/Geog Wld Hist/Geog Prep Us History Us History Prep Keefe G1 Prep Prep Biology Biology Biology Prep Kelson D5 Geology Geology Geology Prep Geology Geology Prep Kerr F5 Euro Hist AP US History Prep Euro Hist AP Prep US History US History
Kikkawa Chrl Rm Concert Choirs Chmbr Singers Prep WomEnsemble Chorale, Choral Ens Chorale Prep Kuefner E10 Algebra 2 Prep Pre Calc Algebra 2 Prep Pre Calc Algebra 2/Trig
Studio Art AP Ind Langston D2 Prep Art 2 Art AP Prep Art Portfolio Art 1 Art 1 Lanuza** MU1 Prep Learning Skills Learning Skills Learning Skills Learning Skills Learning Skills Prep Macy A10 Math Analysis Geometry Geometry Prep Geometry Math Analysis Prep Madra D9 Prep Calc AB AP Calc AB AP Geometry Prep Geometry Geometry Martinez C13 Spanish 2 Spanish 4 Hon Prep Spanish 4 Hon Prep Spanish 4 Hon Spanish 2 Mayer** D8 English 4 English 2 English 4 Prep English 2 English 4 AP Prep McNevin C11/E13 English 4 English 3 Prep English 3 Prep English 4 Yrbook E13 Ortman F1/C12 Alg 2/Trig Alg 2/Trig Alg 2/Trig German 1 C12 Prep 3/4 Prep Off Campus
Paymer B6/A8 Psychology AP Psychology AP Psychology AP Prep ComSci A AP ROP ComSci A AP ROP Prep Petreas B8 Algebra A Prep Alg 2/Trig Alg 2/Trig Calc AB AP Alg 2/Trig Prep Petrocco B1 Law&Society ComGvtAP/Ec ComGvtAP/Ec Leadership Prep Prep Prep Powell C8 English 1 Prep English 1 English 2 English 2 English 1 Prep RamsayLeavitt B3 Prep Learning Skills Learning Skills Prep Learning Skills Learning Skills Learning Skills Environ Sci AP Environ Sci AP Environ Sci AP Environ Sci AP Renno, A G1/G2 ROP ROP Prep Environ Sci G2 Prep ROP ROP Renno, T E8 Gov/Econ Gov/Econ Prep US History US History US History Prep Reyes G2 AHS Biology Richards D1 French 3 French 3 Prep French 2 French 2 Prep French 1 Schoen A11 Prep Pre Calc Calc BC AP Geometry Pre Calc Prep Geometry Schumann** C4 Pre Algebra Algebra 1 Math Analysis Prep Math Analysis Algebra Prep
Seligman Tech 2 Prep Video Prod Video Prod Video Prod 3 ROP Video Prod 2 Prep Video Prod
Sweeney D2 Art 1 Taylor C6 Spanish 5 AP Spanish 3 Spanish 2 Prep Spanish 3 Prep Spanish 3
Thompson B4 Learing Skills Learing Skills Learing Skills Learing Skills Prep Learing Skills Prep Verbanszky** A9 Prep Prep Econ/Gov Econ/Gov Econ/Gov Psychology AP Psychology AP Vinton F4 WldHist/Geog WldHist/Geog WldHist/Geog WldHist/Geog Prep 3/5th Prep Off Campus Walsh** Gym PE/Health 9 PE 10 Prep PE/Health 9 PE 10 PE/Health 9 Prep Ward C10 Prep English 4 English 1 English 1 English 4 Prep English 4 Watson D11 Physics Physics Physics Physics B AP Physics B AP Prep Prep Wildermuth D10 Prep Biology Chemistry Chemistry Chemistry Chemistry Prep Willy** C14 Spanish 2 Spanish 2 Spanish 2 Prep French 4/5 AP French 4/5 AP Prep Wilson, Bob Gym Prep PE/Health 9 Weight Trning Prep PE/Health 9 Prep PE/Health 9 Woolridge E12/13 English 3 Prep English 3 Journalism 1-4 English 1 English 1 Prep ** = Dept Chair Revised 08/09/10 CAMPOLINDO HIGH SCHOOL MASTER SCHEDULE 2010-2011 300 Moraga Rd., CA 94556 Principal, Carol Kitchens College/Career Center Advisor, Gwenly Carroll Assoc. Principal, Scott Biezad School Psychologist, Bonnie Willax Assoc. Principal, Paul Mack School Nurse, Barbara Polanger, Ext. 5114 Lead Counselor, Jeanne Ballard School Telephone, (925) 280-3950 Counselor, Jake Donohoe Main Office FAX (925) 280-3951 Counselor, Amardeep Dhaliwal Counseling Telephone (925) 280-3954 Counselor, Jenna Wrobel Crisis Counseor, Susan Kjorlien Counseling FAX (925) 377-6420 Speech & Lang. Specialist / 504 Coordinator, Jacqueline Chiavini
Name Room Period 1 Period 2 Period 3 Period 4 Period 5 Period 6 Period 7 8:00-8:50 8:55-9:45 10:00-10:50 10:55-11:45 12:25-1:15 1:20-2:10 2:15-3:05 ENGLISH DEPARTMENT **DENOTES DEPARTMENT CHAIR Allen C1 MHS English 1 Prep Brady-Smith** D7 English 2 English 2 Prep English 2 English 1 English 1 Prep DelToroGasquy C5 Prep English 2 English 2 Spanish 3 Prep Spanish 3 Spanish 3 Donohoe C1/CPAC English 4 English 4 Prep English 4 Drama 2 CPAC Drama 1 CPAC Prep Doyle F3 Prep English 1 English 3 Hon English 1 Prep English 3 Hon English 1 Duffy E11 English 3 Prep English 2 Prep English 3 English 2 English 3 Hebert E7 English 3 English 3 English 2 English 3 Prep 3/4 Prep Off Campus Mayer** D8 English 4 English 2 English 4 Prep English 2 English 4 AP Prep McNevin C11/E13 English 4 English 3 Prep English 3 Prep English 4 Yrbook E13 Powell C8 English 1 Prep English 1 English 2 English 2 English 1 Prep Ward C10 Prep English 4 English 1 English 1 English 4 Prep English 4 Woolridge E12/13 English 3 Prep English 3 Journalism 1-4 English 1 English 1 Prep
WORLD LANGUAGE DEPARTMENT **DENOTES DEPARTMENT CHAIR Blumberg C12 Prep German 4/5 AP German 2 Prep German 3 German 2 German 3 Danielli C7 Spanish 1 Prep Spanish 1 Spanish 1 Spanish 1 Spanish 2 Prep
DelToroGasquy C5 Prep English 2 English 2 Spanish 3 Prep Spanish 3 Spanish 3 Martinez C13 Spanish 2 Spanish 4 Hon Prep Spanish 4 Hon Prep Spanish 4 Hon Spanish 2 Ortman F1/C12 Alg 2/Trig Alg 2/Trig Alg 2/Trig German 1 C12 Prep Prep Off Campus Richards D1 French 3 French 3 Prep French 2 French 2 Prep French 1 Taylor C6 Spanish 5 AP Spanish 3 Spanish 2 Prep Spanish 3 Prep Spanish 3 Willy** C14 Spanish 2 Spanish 2 Spanish 2 Prep French 4/5 AP French 4/5 AP Prep MATH DEPARTMENT **DENOTES DEPARTMENT CHAIR Doherty B9 Tech Mentor Pre Calc Geometry Pre Calc Prep Prep Tech Mentor Edun B7 Algebra 1 Prep Alg2/Trig Hon Alg2/Trig Hon Algebra 2 Prep Algebra 2 Hensen F1 AHS Algebra 1 Prep Algebra 1 Ingersoll C2 Geometry Hon Statistics AP Prep Statistics AP Statistics AP Statistics AP Prep Kuefner E10 Algebra 2 Prep Pre Calc Algebra 2 Prep Pre Calc Algebra 2/Trig Macy A10 Math Analysis Geometry Geometry Prep Geometry Math Analysis Prep Madra D9 Prep Calc AB AP Calc AB AP Geometry Prep Geometry Geometry Ortman F1/C12 Alg 2/Trig Alg 2/Trig Alg 2/Trig German 1 C12 Prep 3/4 Prep Off Campus ComSci A AP ROP ComSci A AP ROP Paymer B6/A8 Psychology AP Psychology AP Psychology AP Prep A8 A8 Prep Petreas B8 Algebra A Prep Alg 2/Trig Alg 2/Trig Calc AB AP Alg 2/Trig Prep Schoen A11 Prep Pre Calc Calc BC AP Geometry Pre Calc Prep Geometry Schumann** C4 Pre Algebra Algebra 1 Math Analysis Prep Math Analysis Algebra Prep PHYSICAL EDUCATION DEPARTMENT **DENOTES DEPARTMENT CHAIR Adams Gym/B6 PE 10 Prep PE 10 Prep Psychology B6 Psychology B6 Psychology B6 Sports Med ROP Sports Med ROP Albiento B1 Off Campus Sports Med Adv Sports Med Adv Prep Fagan Gym PE 10 Prep PE/Health 9 PE 10 Prep PE 10 PE 10 Walsh** Gym PE/Health 9 PE 10 Prep PE/Health 9 PE 10 PE/Health 9 Prep Wilson, Bob Gym Prep PE/Health 9 Weight Trning Prep PE/Health 9 Prep PE/Health 9 Name Room Period 1 Period 2 Period 3 Period 4 Period 5 Period 6 Period 7 8:00-8:50 8:55-9:45 10:00-10:50 10:55-11:45 12:25-1:15 1:20-2:10 2:15-3:05 SCIENCE DEPARTMENT **DENOTES DEPARTMENT CHAIR Dunaway D6/G4 Chemistry Chemistry Prep Biology AP G4 Prep Off Campus Off Campus Eaton D6 Prep Prep Chemistry AP Chemistry AP Chemistry Chemistry Chemistry Gillibert G4 Biology Biology Biology AP Prep Biology Biology Prep Jackman** G2 Off Campus Biology Biology Prep Physiology Physiology Prep Keefe G1 Prep Prep Biology Biology Biology Prep Kelson D5 Geology Geology Geology Prep Geology Geology Prep Environ Sci AP Environ Sci AP Environ Sci AP Environ Sci AP Renno, A G1/G2 ROP ROP Prep Environ Sci G2 Prep ROP ROP Reyes G2 AHS Biology Watson D11 Physics Physics Physics Physics B AP Physics B AP Prep Prep Wildermuth D10 Prep Biology Chemistry Chemistry Chemistry Chemistry Prep SOCIAL STUDIES DEPARTMENT **DENOTES DEPARTMENT CHAIR Adams Gym/D6 PE 10 Prep PE 10 Prep Psychology B6 Psychology B6 Psychology B6 Anderson Tch3/F4 Prep Wld Hist/Geog Econ/Gov Wld Hist/Geog Prep Econ/Gov F4 Wld Hist/Geog F4
Brownlee F6 Prep Wld Hist/Geog Gov/Econ Gov/Econ Wld Hist/Geog Contlss &PubPol Prep Herzig E6 Us History AP Us History AP Prep Us History AP Wld Hist/Geog Wld Hist/Geog Prep Jansen F2 Us History Wld Hist/Geog Wld Hist/Geog Prep Us History Us History Prep Kerr F5 Euro Hist AP US History Prep Euro Hist AP Prep US History US History Paymer B6/A8 Psychology AP Psychology AP Psychology AP Prep ComSci AB AP A8 ComSci AB AP A8 Prep Petrocco B1 Law&Society ComGvtAP/Ec ComGvtAP/Ec Leadership Prep Prep Prep Renno, T E8 Gov/Econ Gov/Econ Prep US History US History US History Prep Verbanszky** A9 Prep Prep Econ/Gov Econ/Gov Econ/Gov Psychology AP Psychology AP Vinton F4 WldHist/Geog WldHist/Geog WldHist/Geog WldHist/Geog Prep 3/5th Prep Off Campus SPECIAL EDUCATION DEPARTMENT **DENOTES DEPARTMENT CHAIR Alessandria B10 Prep Learning Skills Learning Skills Learning Skills Learning Skills Learning Skills Prep Grafft B3/10 MHS Lrng Sklls Lib Lrng Sklls B10 Lrng Sklls B10 Lrng Sklls B10 Lanuza** MU1 Prep Learning Skills Learning Skills Learning Skills Learning Skills Learning Skills Prep RamsayLeavitt B3 Prep Learning Skills Learning Skills Prep Learning Skills Learning Skills Learning Skills Thompson B4 Learning Skills Learning Skills Learning Skills Learning Skills Prep Learning Skills Prep TECH ED DEPARTMENT **DENOTES DEPARTMENT CHAIR Auto Tech& Adv Boone Tech 3 LLHS ROP Auto Tech ROP
Dupont** Tech 1 Wood Tech Wood Tech Prep Adv. Wood Tech Furniture Design Prep Wood Tech Eng Draw/ Eng Eng Draw/ Eng Arch Design Dygert A8 Draw Adv Draw Adv ROP AHS
VISUAL & PERFORMING ARTS DEPT. **DENOTES DEPARTMENT CHAIR Jazz Ensemble A Music Theory/ AP Benstein** Band Rm 1st Symph Band Prep Concert Band (ROP) Orchestra Prep Prep Donohoe C1/CPAC English 4 English 4 Prep English 4 Drama 2 CPAC Drama 1 CPAC Prep Adv Dig Photo/ Ind Hovey-LaCour B5 Photo Dig Dsgn Photo Dig Dsgn Prep Dig Photo Adv Art Portfolio ROP Prep Photo Dig Dsgn Chorale, Choral Kikkawa Chrl Rm Concert Choirs Chmbr Singers Prep WomEnsemble ensemble Chorale Prep Studio Art AP Ind Langston D2 Prep Art 2 Art AP Prep Art Portfolio Art 1 Art 1 Seligman Tech 2 Prep Video Prod Video Prod 3 ROP Video Prod Video Prod 2 Prep Video Prod Sweeney D2 Art 1 LLHS OTHER DEPARTMENTS **DENOTES DEPARTMENT CHAIR Erlan E9 Study Hall Study Hall Study Hall Study Hall Study Hall Revised 08/09/10 CAMPOLINDO HIGH SCHOOL MASTER SCHEDULE 2010-2011
Name Room Period 1 Period 2 Period 3 Period 4 Period 5 Period 6 Period 7 8:00-8:50 8:55-9:45 10:00-10:50 10:55-11:45 12:25-1:15 1:20-2:10 2:15-3:05
A˚ Jazz Music Theory AP Benstein** Band Rm 1st˚ Symph Prep Concert Band ROP Orchestra Prep Off Campus
Auto Tech & Adv Boone Tech 3 LLHS ROP Auto Tech ROP Macy A10 Math Analysis Geometry Geometry Prep Geometry Math Analysis Prep Schoen A11 Prep Pre Calc Calc BC AP Geometry Pre Calc Prep Geometry
Eng Draw/ Eng Eng Draw/ Eng Arch Design Dygert A8 Draw Adv Draw Adv ROP AHS Verbanszky** A9 Prep Prep Econ/Gov Econ/Gov Econ/Gov Psychology AP Psychology AP
Sports Med ROP Sports Med ROP Albiento B1 Off Campus Sports Med Adv Sports Med Adv Prep Petrocco B1 Law&Society ComGvtAP/Ec ComGvtAP/Ec Leadership Prep Prep Prep
Alessandria B10 Prep Learning Skills Learning Skills Learning Skills Learning Skills Learning Skills Prep
Grafft B3/10 MHS Lrng Sklls Lib Lrng Sklls B10 Lrng Sklls B10 Lrng Sklls B10 RamsayLeavitt B3 Prep Learning Skills Learning Skills Prep Learning Skills Learning Skills Learning Skills
Thompson B4 Learing Skills Learing Skills Learing Skills Learing Skills Prep Learing Skills Prep
Adv Dig Photo/ Ind Art Hovey-LaCour B5 Photo Dig Dsgn Photo Dig Dsgn Prep Dig Photo Adv Portfolio ROP Prep Photo Dig Dsgn
Paymer B6/A8 Psychology AP Psychology AP Psychology AP Prep ComSci A AP ROP ComSci A AP ROP Prep
Edun B7 Algebra 1 Prep Alg2/Trig Hon Alg2/Trig Hon Algebra 2 Prep Algebra 2 Petreas B8 Algebra A Prep Alg 2/Trig Alg 2/Trig Calc AB AP Alg 2/Trig Prep Doherty B9 Tech Mentor Pre Calc Geometry Pre Calc Prep prep Tech Mentor Allen C1 MHS English 1 Prep Donohoe C1/CPAC English 4 English 4 Prep English 4 Drama 2 CPAC Drama 1 CPAC Prep Ward C10 Prep English 4 English 1 English 1 English 4 Prep English 4 McNevin C11/E13 English 4 English 3 Prep English 3 Prep English 4 Yrbook E13 Blumberg C12 Prep German 4/5 AP German 2 Prep German 3 German 2 German 3 Martinez C13 Spanish 2 Spanish 4 Hon Prep Spanish 4 Hon Prep Spanish 4 Hon Spanish 2 Willy** C14 Spanish 2 Spanish 2 Spanish 2 Prep French 4/5 AP French 4/5 AP Prep Ingersoll C2 Geometry Hon Statistics AP Prep Statistics AP Statistics AP Statistics AP Prep Schumann** C4 Pre Algebra Algebra 1 Math Analysis Prep Math Analysis Algebra Prep
DelToroGasquy C5 Prep English 2 English 2 Spanish 3 Prep Spanish 3 Spanish 3 Taylor C6 Spanish 5 AP Spanish 3 Spanish 2 Prep Spanish 3 Prep Spanish 3 Danielli C7 Spanish 1 Prep Spanish 1 Spanish 1 Spanish 1 Spanish 2 Prep Powell C8 English 1 Prep English 1 English 2 English 2 English 1 Prep
Kikkawa Chrl Rm Concert Choirs Chmbr Singers Prep WomEnsemble Chorale, Choral Ens Chorale Prep Richards D1 French 3 French 3 Prep French 2 French 2 Prep French 1 Wildermuth D10 Prep Biology Chemistry Chemistry Chemistry Chemistry Prep Watson D11 Physics Physics Physics Physics B AP Physics B AP Prep Prep
Studio Art AP Ind Langston D2 Prep Art 2 Art AP Prep Art Portfolio Art 1 Art 1
Sweeney D2 Art 1 Kelson D5 Geology Geology Geology Prep Geology Geology Prep Eaton D6 Prep Prep Chemistry AP Chemistry AP Chemistry Chemistry Chemistry Dunaway D6/G4 Chemistry Chemistry Prep Biology AP G4 Prep Off Campus Off Campus Brady-Smith** D7 English 2 English 2 Prep English 2 English 1 English 1 Prep Mayer** D8 English 4 English 2 English 4 Prep English 2 English 4 AP Prep Madra D9 Prep Calc AB AP Calc AB AP Geometry Prep Geometry Geometry Kuefner E10 Algebra 2 Prep Pre Calc Algebra 2 Prep Pre Calc Algebra 2/Trig Duffy E11 English 3 Prep English 2 Prep English 3 English 2 English 3 Woolridge E12/13 English 3 Prep English 3 Journalism 1-4 English 1 English 1 Prep
Herzig E6 Us History AP Us History AP Prep Us History AP Wld Hist/Geog Wld Hist/Geog Prep Hebert E7 English 3 English 3 English 2 English 3 Prep 3/4 Prep Off Campus Renno, T E8 Gov/Econ Gov/Econ Prep US History US History US History Prep Erlan E9 Study Hall Study Hall Study Hall Study Hall Study Hall Hensen F1 AHS Algebra 1 Prep Algebra 1 Ortman F1/C12 Alg 2/Trig Alg 2/Trig Alg 2/Trig German 1 C12 Prep 3/4 Prep Off Campus Jansen F2 Us History Wld Hist/Geog Wld Hist/Geog Prep Us History Us History Prep Doyle F3 Prep English 1 English 3 Hon English 1 Prep English 3 Hon English 1 Vinton F4 WldHist/Geog WldHist/Geog WldHist/Geog WldHist/Geog Prep 3/5th Prep Off Campus Kerr F5 Euro Hist AP US History Prep Euro Hist AP Prep US History US History Brownlee F6 Prep Wld Hist/Geog Gov/Econ Gov/Econ Wld Hist/Geog Contlss &PubPol Prep Keefe G1 Prep Prep Biology Biology Biology Prep Environ Sci AP Environ Sci AP Environ Sci AP Environ Sci AP Renno, A G1/G2 ROP ROP Prep Environ Sci G2 Prep ROP ROP Jackman** G2 Off Campus Biology Biology Prep Physiology Physiology Prep Reyes G2 AHS Biology Gillibert G4 Biology Biology Biology AP Prep Biology Biology Prep Fagan Gym PE 10 Prep PE/Health 9 PE 10 Prep PE 10 PE 10 Walsh** Gym PE/Health 9 PE 10 Prep PE/Health 9 PE 10 PE/Health 9 Prep Wilson, Bob Gym Prep PE/Health 9 Weight Trning Prep PE/Health 9 Prep PE/Health 9 Adams Gym/B6 PE 10 Prep PE 10 Prep Psychology B6 Psychology B6 Psychology B6
Lanuza** MU1 Prep Learning Skills Learning Skills Learning Skills Learning Skills Learning Skills Prep
Anderson Tch3/F4 Prep Wld Hist/Geog Econ/Gov Wld Hist/Geog Prep Econ/Gov F4 Wld Hist/Geog F4
Dupont** Tech 1 Wood Tech Wood Tech Prep Adv. Wood Tech Furniture Design Prep Wood Tech
Seligman Tech 2 Prep Video Prod Video Prod Video Prod 3 ROP Video Prod 2 Prep Video Prod ** = Dept Chair The Single Plan for Student Achievement
Campolindo High School
07-61630-0731125 CDS Code
Date of this revision: November 2010
2010-2012 GOALS
Goal #1 Increase the percentage of 9th grade Algebra 1 students and 10th grade Geometry students scoring at the Proficient level and above by 10% on the 2012 CST (using the 2010 CST results as a baseline).
Goal #2 Increase the percentage of 11th grade students at the Proficient and above levels by 5% on the 2012 English-Language Arts CST (using the 2010 CST results as a baseline).
Goal #3 Increase the average percent correct on the 2012 CAHSEE reading comprehension, writing strategies and writing convention strands by 5% for all reported subgroups (using the 2010 CAHSEE census results as the baseline).
For additional information on school programs and how you may become involved locally, please contact the following person:
Contact Person: Carol Kitchens
Position: Principal
Telephone Number: 925-280-3950
Address: 300 Moraga Road, Moraga California, 94556
E-mail Address:[email protected]
Acalanes Union High School District
The District Governing Board approved this revision of the School Plan on December 8, 2010
PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE
The content of this school plan is aligned with school goals for improving student achievement. School goals are based upon an analysis of verifiable state data, including the Academic Performance Index, and include local measures of pupil achievement. The site coordinating council analyzed available data on the academic performance of all students, including English learners, educationally- disadvantaged students, gifted and talented students, and students with exceptional needs. The site coordinating council also obtained and considered the input of the school community. Based upon this analysis, the site coordinating council has established the following performance improvement goals, actions and expenditures.
GOAL # 1 for Improving Student Achievement: Increase the percentage of 9th grade Algebra 1 students and 10th grade Geometry students scoring at the proficient level and above by 10% on the 2012 CST (using the 2010 CST results as the baseline).
Student groups and subgroups participating in this goal: 9th grade Algebra 1 students 10th grade Geometry students
Performance gains expected for these students by subgroup: The overall number of 9th grade Algebra 1 students scoring at the proficient level and above will go from 36% in 2010 to 39% in 2012. The overall number of 10thgrade Geometry students scoring at the proficient level and above will go from 40% in 2010 to 44% in 2012.
Means of evaluating progress toward this goal: 2010, 2011, 2012 CST results
Group data needed to measure academic gains: 9th grade Algebra 1 students 2010, 2011, 2012 CST results 10th grade Geometry students 2010, 2011, 2012 CST results
Description of Specific Actions to Improve Implementers/ Related Expenditures Estimated Funding Educational Practice and Student Achievement Timeline Cost Source
Alignment of Instruction with Content Standards:
Eliminate Pre-Algebra class and develop a 2-year Math teachers Curriculum Development $1000 General 2 sequence with Algebra A and Algebra B classes to Jan-June 2011 meeting time Fund support Algebra content with reinforcement of fundamental math skills.
Smaller class sizes in Algebra A, Algebra B and Math Teachers Teachers for smaller $18,000 Measure A Algebra 1 courses. August 2011-June classes and parallel class per section MEF 2012 Parent Implement a parallel class to support Algebra B class. Club
Redevelopment of Algebra 1and Geometry common Math Teachers Curriculum Assessment $1000 General semester finals to improve alignment to CST October 2010-May meeting time Fund performance standard and question quality. 2011
Implement Algebra 1 and Geometry common 2011-2012 School None None None semester finals. Year
Improvement of Instructional Strategies and Materials: Instructional materials: Math curriculum is developed in alignment with Math Teachers Basic Algebra $2,000 Site California State Standards for Mathematics. Use of February 2011- (McDougal Littell) instructional standards based curriculum materials. June 2012 Additional instructional materials materials for Algebra and Budget from Geometry Parents Club and Use of Kuta software to develop item banks for extended Kuta Software MEF practice and remediation. (customizable, searchable item bank for Pre- Algebra, $1000 Algebra, Geometry and Algebra 2 Extended Learning Time:
Algebra A and Algebra B classes Math Teachers Cost of curriculum $18,000 General Parallel class for Algebra B August 2011-2112 materials (see above) per section Fund
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Peer tutors placed in Algebra A and Algebra B to give Peer Tutors None None None one on one support to students.
After school Math Tutoring center staffed by Math Math Teachers Math Center $6,000 MEF teachers to help students struggling with Math August 2010- 2012 (4 teahcers;4 hours a concepts and referred by Math and SPED teachers. week)
Peer Tutoring Center designed to help students Peer Tutoring Peer Tutoring Center $5,000 MEF struggling in classes and referred by Math and SPED Coordinator and (4hours a week) teachers for additional help. Peers Tutors
Increased Educational Opportunity:
Algebra A and Algebra B classes will receive Math Teachers Cost of curriculum $500 Parents additional help from Peer Tutors specifically assigned and Peer Tutoring materials(see above) Club to those classes and recruited by Math teachers. Coordinator
Math and Peer Tutoring centers designed to help Teachers for 8 hours a week for 3 $11,000 MEF students needing additional help and referred by their staffing centers teachers Math and SPED teachers. 2011-2012
Staff Development and Professional Collaboration:
Students will be taught test taking strategies and Math and Special Algebra A, Algebra B, None None study skills in Math and Learning Skills classes. Education Algebra 1, Geometry and Teachers SPED teachers 2011-2012 Articulation with Stanley and Joaquin Moraga Middle School staffs to consult on intervention skills, Math Teachers, Admin, None None None curriculum alignment and focusing underperforming Counselors students entering Campolindo in 9th grade. 2011-2012
Wednesday morning meeting time used for collaboration for Algebra A, Algebra B, Algebra 1, and Math and SPED
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Geometry teachers to share best practices, discuss teachers 2011- None None None re-teaching and classroom interventions. 2012
Teachers will be supported in Summer Institute to Teachers develop Math study skills units and align curriculum August 2011and Summer Institute Rate $175 per Title II with CST’s. August 2012 day
Provide all teachers with released STAR-CST student Admin, Teachers Illuminate Information $4,500 Parent results and blueprint questions. Provide appropriate 2011-2012 System Club teacher with specific names of students scoring basic, below basic and far below basic on Algebra 1 and Geometry STAR exams. Teachers will be supported in the use of Illuminate, the new data and assessment management system.
Involvement of Staff, Parents and Community:
Students underperforming in Math A, B, Algebra 1 Teachers and Support for teachers $11,000 MEF and Geometry will be referred by their teachers to Peer tutors 2011- working in afterschool Math and Peer tutoring Centers for additional support. 2012 programs
Teachers will be supported in learning how to use the Entire staff Time set aside in None None new Illuminate System so they can review 2011-2012 Wednesday morning individualized reports on their students’ performance meetings on the CST from the previous year.
Academic and Crisis/ Intervention Counselors contact Counseling Office Crisis/Intervention $25,000 MEF every student and their parents who scores basic and Counselor, Academic below on CST and make them aware of academic Counselor and SRT None None support available to their students. process on Thursday mornings
Summer School is available for students not passing Math Teacher and Teachers for class section $3960 Summer Algebra and Geometry. Counselor School 2011-2012 Fund
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Auxiliary Services for Students and Parents:
Blackboard is used by staff to post course Tech Mentor Blackboard support $44,000 General expectations, assignments, extra practice exercises, assists teachers through Tech Mentor Fund and and grades. Email is used by all staff to communicate with technology MEF student progress with parents. staff development, software and hardware
Monitoring Program Implementation and Results:
Staff and administrators will be supported in the use School Advisory Collaborative Wednesday None None of the Illuminate System so they can collect and Council morning meetings, SRT, analyze CST data, share and report results at .Administration, 504 and IEP monitoring department, staff, School Advisory Council and Board Counselors, of Education meetings. Teachers, SRT, 504, Illuminate Information $4,500 District IEP System Parents 2011-2012 Club
GOAL # 2 for Improving Student Achievement: Increase the percentage of 11th grade students scoring at the Proficient and above levels by 5% on the 2012 English- Language arts CST (using the 2010 CST results as the baseline)
Student groups and subgroups participating in this goal: 11th grade students taking the English Language Arts CST
Performance gains expected for these students by subgroup: Increase the number of 11th grade students scoring at the proficient and above level from 87% in 2010 to 91% in 2012.
Means of evaluating progress toward this goal: 2010,2011,2012 ELA, CTS results Group data needed to measure academic gains: 11th grade ELA results on the 2010,2011, 2012
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Description of Specific Actions to Improve Implementers/ Estimated Funding Related Expenditures Educational Practice and Student Achievement Timeline Cost Source
Alignment of Instruction with Content Standards:
The English department will continue to discuss and English Teachers English Subject Area None Site time implement the alignment of curriculum with the 2011-2012 meetings and department California ELA standards. English teachers will be meetings supported in learning to use the Illuminate System to monitor students’ progress and track results on the Illuminate System $4,500 Parents CST. Club
Smaller class size in English 1 and World History English Teachers Teachers for smaller $18,000 a MEF Geography. August 2010-June classes section 2011
Improvement of Instructional Strategies and Materials:
English teachers will be provided the support needed Administrators and Summer Institute and $175 Title II to collaborate on reading and writing strategies, Teachers Department meetings sharing best practices and implementing classroom 2011-2012 English Conferences $5,000 Parents interventions such as re-teaching, peer quizzes and Club rewrites. MEF
Teachers use critical reading strategies (outlines, Teachers Wednesday morning None None Cornell notes, interactive notebooks, critical reading 2011-2012 meeting time quizzes, vocabulary workbooks etc.) in academic Use of Vocabulary classes to assist students in understanding the Achievement workbook $5,000 General subject matter and learning important study skills. Fund
Extended Learning Time:
English teachers refer struggling students to: English teachers, Wednesday morning
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Wednesday morning or lunch tutoring sessions, Counselors, Peer tutoring session, English $11,000 MEF and working with teacher individually by appointment, and Tutors Tutoring on Mon, Wed or Parent English and Peer Tutoring held after school. 2011-2012 Peer Tutoring, Mon-Thurs. Club
Increased Educational Opportunity:
Struggling students have the opportunity to re-write English teachers, Wednesday morning $11,000 MEF and essay drafts and get help from their individual teacher Peer Tutors tutoring session, English Parent and the English and Peer Tutoring Centers. 2011-2012 Tutoring on Mon, Wed or Club Peer Tutoring, Mon-Thurs Staff Development and Professional Collaboration:
Provide staff training for teachers at Summer Institute Administrators Summer Institute $175 per Title II and at professional conferences on reading and English teachers Staff Development day writing strategies. 2011-2012 Staff Parents Developme Club and nt funds MEF
Wednesday morning meeting time for collaboration English Collaborative Wednesday None None among English 3 teachers to share best practices and Department morning meetings interventions. 2011-2012
Provide entire English department with names of Administration Illuminate Information $4,500 Parents students scoring Basic and Below on ELA, CST and Teachers System Club STAR released blueprint questions. Teachers will be 2011-2012 supported in the use of Illuminate the new data and assessment management system.
Involvement of Staff, Parents and Community:
Staff participates in analyzing the assessment data Administration Time set aside in None None for CST, AP and CAHSEE during Wednesday Teachers Wednesday morning morning meetings. English teachers also receive 2011-2012 Meeting
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individualized reports on their own students CST Illuminate Information $4,500 Parents results. Teachers will be supported in the use of System Club Illuminate the new data and assessment management system.
Parents of underperforming students are contacted Counseling Office Counselors, Crisis/ $25,000 MEF through a letter, and counselor /parent conferences 2011-2012 Intervention Counselor and informed of academic support available to their students.
Inform School Advisory Council of progress and Administration results. Teachers Principal None None 2011-2012 Auxiliary Services for Students and Parents:
Underperforming students are referred to Peer and Teachers and Support for teachers $11,000 MEF English Tutoring centers by their English teachers to Peer Tutors working in afterschool Parent receive additional help. 2011-2012 programs Club
Staff uses Blackboard to post course expectations, Tech Mentor Tech Mentor $44,000 General assignments, extra practice exercises and grades to Teachers Fund help students and parents track their progress. 2010-2011 MEF
Monitoring Program and Implementation results:
Staff and administrators collect and analyze CST Administration Illuminate Student $4,500 District data, share and report results at department, staff Teachers Information System Parents School Advisory Council and Board of Education Counselors Club meetings. Teachers will be supported in the use of SRT Illuminate the new data and assessment IEP management system. Wednesday morning meetings 2011-2012
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GOAL # 3 for Improving Student Achievement: Increase the average percent correct on the 2012 CAHSEE reading comprehension, writing strategies and writing conventions strands by 5% for all reported subgroups (using the 2010 CAHSEE census results as the baseline)
Student groups and subgroups participating in this goal: 10th and 11th grade English students 10th and 11th. grade Special Education students
Performance gains expected for these students by subgroup: Increase the average percent correct on the CAHSEE reading comprehension, writing strategies and convention strands by the percentages indicated in the chart below:
CAHSEE Reading Comp Writing Strat Writing Conv 2010 / 2012 Goal 2010 / 2012 Goal 2010 / 2012 Goal All 88 / 92 88 / 92 90 / 94 Male 87 / 91 88 / 92 89 / 93 Female 88 / 92 89 / 93 90 / 94 Asian 87 / 91 87 / 91 89 / 93 Hisp/Lat 86 / 90 86 / 90 86 / 90 White 88 / 92 89 / 93 91 / 95 Afr-Am 61 / 64 42 / 44 47 / 49 Spec Ed 77 / 81 75 / 79 77 / 81
Means of evaluating progress toward this goal: 2010,2011,2012 CAHSEE results
Group data needed to measure academic gains: 2010 reading comprehension, writing strategies and writing strands scores for reported subgroups on the 2010,211 and 2012 CAHSEE
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Description of Specific Actions to Improve Implementers/ Estimated Funding Related Expenditures Educational Practice and Student Achievement Timeline Cost Source
Alignment of Instruction with Content Standards:
Teachers will provide direct instruction and align tests English and SPED Purchase supplemental $1000 MEF to the California ELA standards. Teachers will monitor Teachers materials for staff and Parents and identify when instruction in the identified strands 2010-2012 students in English and Club (reading, writing strategies, writing convention) are Special Education being taught. Appropriate assessments will be used to monitor student progress. Feedback will be provided to students to guide them on areas of improvement.
10th grade English and Special Education teachers English and SPED Copying of released test None None receive the CAHSEE English-Language Arts released Teachers 2010- questions booklets test questions to incorporate into their lessons. 2012
Improvement of Instructional Strategies and Materials:
Align curriculum with CAHSEE test so the concepts English and SPED Time for teacher None None are taught and reinforced prior to the test. Emphasize Teachers collaboration Wednesday the identified areas of poor performance and spend 2010-2012 morning meetings additional class time working on them. Use of California Department of Education released test questions in English and SPED classrooms. Extended Learning Time:
Identified underperforming students are referred to Teachers and Peer Tutoring and English $11,000 MEF Peer Tutoring and English tutoring center through Peer Tutors Centers Parents their counselor and teachers. 2010-2012 Club
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SPED students receive additional instruction on Special Education None None None identified strands, (reading, writing strategies and Teachers and IEP conventions) in the Learning Center. goals
English teachers work with students to improve their Teachers None None None ELA skills on Wednesday morning tutoring, at lunch 2010-2012 and afterschool.
Increased Educational Opportunity:
Students will have the opportunity to work on writing Students strategies and conventions while writing and rewriting Teachers None None None essays. 2010-2012
Critical reading skills will be practiced when students Teachers Supplemental fiction and $5,000 MEF are interpreting and analyzing fiction and nonfiction in nonfiction materials English classes. Add additional nonfiction readings to the curriculum.
Struggling students are referred to the Peer and Teachers and Peer and English Tutoring $11,000 MEF English Tutoring centers by their teachers or Peer Tutors Centers Parents counselor for additional help. Club
SPED students receive additional instruction on SPED Teachers, None None None identified strands, (reading, writing strategies and Instructional Aides conventions) in the Learning Center.
Involvement of Staff, Parents and Community:
Students not passing the CAHSEE or identified as at Counselors SPED Learning Center None None risk of not passing are notified and provided support. Teachers Instructional Materials: Results for Special Education students are analyzed 2010-2012 CA reading Review $4,000 MEF with communication to parents and added to the IEP CA Language Arts Review Parent so needed support and resources are implemented. Vocabulary for Club 12
Achievement Longman’s Dictionary Crafting the Expository Argument-Approaches to the Writing Process 4th edition. Auxilary Services for Student and Parents:
CAHSEE preparation software for English Language Teachers CAHSEE Tutor Software $2,000 Site Block Arts provides individualized study techniques for all 2010 -2012 Grant students.
Peer and English Tutoring provided after school and Teachers Peer and English Tutoring $11,000 MEF additional learning skills time can be provided as Peer Tutors Centers Parent needed for SPED students. Club Learning Center
Monitoring Program Implementation and Results:
English and SPED teachers work closely with 2010-2012 Letters home, None None counselors, co-administrators and parents to monitor conferences, IEP’s student progress and address assistance efforts.
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School Site Council Membership Education Code Section 64001(g) requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the school site council is as follows:1
r
Names of Members
Staff
Student
Teacher
Membe
Principal
Parentor
Secondary
Classroom
Community Other School
Paul Mack X Norm Giannotti X Charlotte Taylor X Michelle Alessandria X Dan Doyle X Marietta Dunaway X Chris Banard X Charlotte Perkins X Mary Beth Leonard X Karen Baymiller X Charlotte Holden X Anne Fine X Morgan Deluce X Hannah Ruben X Ryan Giannet X Sophie Smith X Numbers of members of each category 1 4 1 5 5
1 At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group. 14
Recommendations and Assurances
The school site council recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following:
1. The school site council is correctly constituted and was formed in accordance with district governing board policy and state law.
2. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval.
3. The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply):
X School Advisory Committee for State Compensatory Education Programs
___ English Learner Advisory Committee
___ Community Advisory Committee for Special Education Programs
___ Gifted and Talented Education Program Advisory Committee
___ Other (list)
4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement and believes all such content requirements have been met, including those found in district governing board policies and in the LEA Plan.
5. This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.
6. This school plan was adopted by the school site council at a public meeting on: December 1, 2010.
Attested:
Carol Kitchens ______Typed name of school principal Signature of school principal Date
Chris Banard ______
Typed name of SSC chairperson Signature of SSC chairperson Date
15 Name______
Campolindo High School Staff Development Plan 2009 “We educate every student to excel and contribute in a global society”
The main focus of our Staff Development Days on November 23-24, 2009, will be preparing for the next WASC Self-Study in March 2011.
I. Ensure all stakeholders are knowledgeable of student achievement data and other current data, including progress on all aspects of the action plan. Share and update the following information with shareholders:
A. Review and revise schools’ mission statement B. Clarify expected schoolwide learner outcomes (ESLR’S) C. Analyze and disaggregate students achievement data using community profile, single site plan, STAR, CST, CAHSEE and AP results and identify 2,3 critical academic needs based on analysis D. Review the student, staff and parent surveys and identify areas of strengths or improvement
II. Summarize results since last Self Study
III. Present new technology based on teaching strategies and share learnings on new Measure E pilot projects.
Day One: November 23
7:30-8:30 Morning Snacks – Library Discussion of logistics and staff sign-in – Carol Icebreaker activity – Campo History Project – Kim
8:30-9:30 Talent – Tolerance – Technology – Color Groups Catching Up or Leading the Way by Yong Zhao–Video Clips & Readings Jigsaw by Color Groups
9:30-10:30 Campo Mission Statement -Think Pair Share–Departments Discuss mission statement Wordsmith/changes
10:30-10:45 Break
10:45-11:30 Expected Schoolwide Learner Outcomes and Indicators – Meet in assigned classrooms Discussion Wordsmith/changes ESLR 1 Science, PE, World Languages, Judy W; Note taker-Amanda—C5 ESLR 2 Math, VAPA, Jake; Note taker-Paul M—C4 ESLR 3 English, Sp Ed, Jenna, Bonnie; Note taker-Lisa H—E6 ESLR 4 Social Studies, Tech Ed, Susan, Jeanne; Note taker-Kim F—A9
Page 1 of 4 11:40-2:20 Team Building – Badminton or Walking the Track
12:30-1:20 Lunch provided by Sunrise Bistro-sandwich deli – Library
1:30-1:45 Logistics—Amanda, Lisa
I. Introduce Focus leaders and groups—room assignments: A) Organization-E6; B) Curriculum-A9; C) Instruction-E11; D) Assessment-C4; E) Culture-C12
II. Give overview of Focus Group work from Jan-May and directions for afternoon activity
1:45-2:30 Evaluation and Reflection on Last WASC Self Study (2005) Document- Visiting Committee Report Focus Groups – Brainstorm, Discuss and Record the following:
I. Significant developments or changes since last WASC at AUHSD and Campo in the following areas-document:
A. Curricular programs B. Technology C. Facilities D. Personnel E. Students F. Testing G. Data
II. Discussion of former action plans, ESLR’s and critical areas for follow- up through Focus Group discussion Action Plan 1 – A. Organization Group Action Plan 2 – D. Assessment and Accountability Group Action Plan 3 - B. Curriculum Group Action Plan 4 – E. School Culture Group Accomplsh. of ESLR’s ,Critical areas for follow up–C. Instruction Group
A. Read assigned document B. Record own ideas 1. How did the school accomplish the task? 2. How did the school address the student needs?
C. In the last six years, how has school addressed items in the document?
D. Cite evidence to prove items were addressed. 1. Single Site Plan 2. CST 3. AP 4. CAHSEE
2:40-3:00 Focus Group sharing in Library—Carol
Page 2 of 4 Day Two: November 24
7:30-7:45 Morning Snacks–Library - Carol Discussion of logistics and staff sign-in
7:45-8:15 Icebreaker activity - Kim People Geography
8:15-8:45 Final Review of Mission Statement and ESLR’s-Amanda/Lisa
8:45-9:15 Results of Staff, Student and Parent Surveys - Amanda a. Areas of Strength b. Areas of Growth
9:15- 10:00 Focus Group Surveys-Focus Group Rooms: 1) Organization-E6; 2) Curriculum-A9; 3) Instruction-E11; 4) Assessment-C4; 5)Culture-C12 a. Areas of Strength b. Areas of Growth
10:00-10:15 Break
10:15-11:30 Technology Updates– Library – Bill
11:30-12:20 Team Building Kick Ball Activity – Softball Field
12:30-1:20 Potluck Faculty Lunch-Library (ham and turkey furnished)
1:30-2:30 School Profile Analysis – Kim - Discussions in Focus Group rooms a. Working with the school profile b. Answering critical questions c. Seeing patterns and trends and drawing conclusions d. Identifying critical needs
2:40-3:00 Focus Group Sharing on School Profile--Over the next several months there will be meetings of Home and Schoolwide Focus groups; the results will be mutually shared.
Home groups are typically organized around curriculum and their work will be to identify learning activities and assessments that are directly aligned with the academic standards and critical academic needs. Home groups will examine student learning experiences, interview students, discuss, analyze and draw conclusions about students’ quality of work, and prepare a summary of findings with supporting evidence, including representative student work showing a range of student performance levels. Schoolwide Focus groups review and discuss all five categories of criteria in order to understand that the criteria are guidelines for systemic school improvement that focuses on student accomplishment of the expected schoolwide learner outcomes (ESLR’s). Group is expected to answer questions and provide supporting evidence, examine Home group information, examine the school program in relation to WASC/CDE criteria, and look at identified critical needs related to schoolwide learning results and academic standards.
Page 3 of 4
A. B. C. D. E. Organization Curriculum Instruction Assessment & School Culture and Accountability Support for Student Personal & Room E6 Room A 9 Room E11 Room C4 Academic Support Room E12 Leader: Leader: Leader: Leader: Leader/Couns: Amanda Renno Paul Verbanszky Lisa Herzig Roxanna Jackman Jenna Wrobel Admin: Admin: Counseling: Admin/Counseling: Support Staff: Scott Biezad Carol Kitchens Jake Donohoe Amardeep Dhaliwa1 Jamie Corum Counseling: Counseling: Admin: Support Staff: Norm Giannotti Jeanne Ballard Susan Kjorlien Paul Mack Don Aleksa Carol Ries Support Staff: Support Staff: Support Staff: Chris Boyd Jim Graves Max Luckhurst Mary Eggertsen Lynne Collins Vicki Erlan Ben Wadsworth Carolyn Ranie Pearce Maureen Raul Moreno Teachers: Madderra Gwenly Carrel Messana Teachers: Alison Adams Dana Van Der Ben Aviles Deanna Rauch Lauren Allen Ray Albiento Vorst Teachers: Jorge Berrios Jacque Chiavini Leticia DelToro- Frederico Michelle Lissa Heptig Lola Danielli Gasquy Verduzco Alessandria Teachers: Bill Doherty Tom Duffy Teachers: Kristen Harvey Benstein Don Dupont Jane Kelson David Blumberg Anderson Dan Doyle Rene Gillibert Stacey Kikkawa Steve Boone Scott Brady- Rachel Eaton Kingsley Grafft Dino Petrocco Jamie Donohoe Smith Basheer Edun Anne Hebert Barbara Polanger Deborah Hovey- Caron Brownlee Jay Jansen Donna Hensen Patricia Richards LaCour Marietta Anu Kuefner Jill Langston Justin Seligman Ken Ingersoll Dunaway Nita Madra Dagmar Ortman Holly Thompson Eileen Keefe Ron Dygert Charla Powell Michael Ramsay-Leavitt Bonnie Willax Molly Kerr Nancy Fagan Tom Renno Dan Reyes Parent: David Lanuza Pat Hadley Nick Schoen Tom Schumann Charlotte Perkins Tina Mayer Kevin Macy Charlotte Taylor Chris Walsh Student: Carol Paymer Concha Martinez Bevan Vinton Nathan Ward Sophie Smith Ed Willy Chris McNevin Betty Watson Parent: Anne Finne Bob Wilson Petro Petreas Parent: Chris Banard Chuck Woolridge Collette Sweeney Linda O’Brien Lori Edelestone Parent : Patrick Liz Faoro Student: Craig Isaccs Wildermuth Student: Melissa McQue Kathy Ranstrom Parent: Emily Edelstone Layth Ramatala Student: Sharon Richard Jonathon West John Cogswell Ann Oeth Ryan Gannett Student: AUHSD Board Hannah Ruben Rep : Gwen Morgan Deluce Reinke
Page 4 of 4 Summer Institute – 2010 August 17-19 Miramonte High School
Technology-based Offerings: Learn, create, and collaborate with colleagues in the three day AUHSD 2010 Summer Technology Institute. This year's offerings include some creative new technologies as well as the opportunity to set up curriculum integrated technology lessons and activities to use during the school year. Attending teachers will be sharing what they learn (and what they create) throughout the year as we continue to practice, discuss, evaluate and share the lessons we implement.
Enrollment will be limited and rolling through June 8. Click here to sign up for Summer Technology Institute. Your enrollment will be confirmed following your submission. Teachers will be compensated $525 for participation in the 3-day workshop.
Workshops: 1. All areas - iPod Touch (and/or iPad) Apps & Podcast mining -Participate in hands on searching, listening, exploring and creating with the wealth of applications and podcasts available for the iPod Touches (or iPads.) Work with colleagues in your subject matter to select, learn about and test out applications and podcasts that you can use in your curricular area. Create lessons, activities and playlists to use with your students.
2. All areas - Google for your Classroom - Work with colleagues in your subject matter on projects using Google collaborative tools (Google Docs, Google Spreadsheets, Google Presentations, Google Forms and Google Sites). Explore and develop collaborative writing lessons, student presentations and project-based Google sites.
3. Social Studies Digital Video Library - Create your own history digital video library to use with your lessons or student projects throughout the school year. Explore and locate primary source video and other content video that students can use for class projects or you can use to supplement your lessons. Search, select and create lessons with YouTube, C- SPAN Video Library, The Library of Congress, iTunes U and other online video resources.
4. Math Application Tools - Work with colleagues and get hands on practice with some creative tools used in mathematics classrooms. Practice with interactive white boards, iPanels, clickers and Pulse SmartPens. Work with the powerful graphic tool Geometer's Sketchpad or other mathematics software such as Kuta. Create lessons to share and use in your classroom.
5. Interactive Science - Work with science colleagues in a hands on exploration of technology tools for the science classroom. Explore, set up and create lessons using Viener probe ware. Learn about digital story telling in science using iStop motion animation or flip video projects and create activities to share with colleagues as well as use with students.
6. Digital Arts Curriculum & Software - Work with colleagues from digital arts to share and develop lessons using digital arts software such as Adobe Illustrator and Photoshop. Explore and share online photo and art sites for student work and portfolios.
In addition, participants in the above workshops will have the opportunity to participate in one or more of these optional “pull-out mini workshops.” Setting up a YouTube Channel The Pulse Smart Pen Poll Everywhere and Google Spreadsheet on the iPod Touch Instant class surveys with Google Forms Principal tech shout out - Learn about the favorite curricular technology tool of your principal John Nickerson shares an iPad lesson Creating collaborative Google Maps and Google Earth Projects Flip video for the classroom
Other Offerings: Work with colleagues to develop curriculum, assessment tools and receive targeted training. Click here to sign up for Summer Institute offerings. Participants attending the workshops below may also be able to attend the above technology “pull-out mini workshops.” Teachers will be compensated $525 for participation in the 3-day workshop.
Workshops: 1. Using Primary Source Documents as an instructional tool in history classes – Participants will receive training and an opportunity to collaboratively development primary source documents as instructional tools. Develop learning and assessment activities. Workshop will focus on curriculum development and instructional strategies to support new World History District Assessment.
2. Added Authorization in Special Education – Participants will receive training that will lead to completion of units for AASE in Autism. The AASE training will not span all three days of Summer Institute. Details regarding training and dates will be provided to special education teachers in the coming weeks. Teachers will be compensated at $175/day.
3. Advanced Placement English Literature – Participants will receive course-specific training in all aspects of course content, organization, and methodology and have an opportunity to collaboratively development course materials.
4. Environmental Science – Participants will further develop Environmental Science course of study and instruction utilizing newly adopted textbook materials.
Extrapolated Survey Data Statement Score 31 4.5 31. I feel safe on campus. 4. My teachers use technology in the classroom and as a means of communication (i.e. powerpoint, Blackboard, other websites, 4 4.39 grade programs). 27 4.36 27. I have the opportunity to participate in class. 9 4.31 9. My academic work is sufficiently challenging. 28 4.31 28. I am encouraged to participate in class. 3 4.28 3. My teachers use a variety of instructional strategies (i.e. lectures, group activities, lab experiences). 16 4.22 16. My teachers use a variety of assessment methods (i.e. tests, projects, papers). 35 4.15 35. I am listened to and respected by the adults on campus. 25 4.13 25. My teachers are helpful and available when needed outside of class. 5 4.1 5. The academic needs of the advanced students are met in my classes. 34 4.09 34. Overall, the campus has an accepting, comfortable atmosphere. 10 4.08 10. My academic work is sufficiently engaging and actively involves me in the learning process. 6 4.07 6. The academic needs of the average students are met in my classes. 17 4.06 17. I regularly have the opportunity to review my grades and progress in my classes. 13 4.04 13. My education emphasizes the development of problem-solving and critical thinking skills. 15 4.03 15. There is a connection made between curricular standards and what I study in the classroom. 24 4.01 24. My education is preparing me to become an independent life-long learner. 32 4.01 32. The school promotes an environment free of tobacco, alcohol, and drugs. 33 3.99 33. I am involved with clubs, teams, or organizations on campus. 29 3.98 29. I am learning to communicate effectively in writing (i.e. essays, tests, research papers, journals).
30 3.98 30. I am learning to speak effectively and communicate clearly (i.e. presentations, speeches, class discussions, debates). Average 3.97 23 3.91 23. My academic work is preparing me for post-secondary careers. 14 3.89 14. I understand what the curricular standards are for my courses. 11 3.88 11. My homework assignments are meaningful and complement in-class efforts. 19 3.82 19. Assessment results are clearly communicated to students and parents. 22 3.7 22. My grades are a realistic measurement of my content mastery. 18 3.68 18. My parents regularly have the opportunity to review my grades and progress in my classes. 12 3.64 12. My homework assignments are reasonable in length. 21 3.61 21. I feel well prepared when taking standardized tests (i.e. SAT, PSAT, ACT, Exit Exam). 7 3.53 7. The academic needs of the lower ability students without special needs are met in my classes. 20 3.48 20. Assessment results are used to modify instruction. 26 3.4 26. I am able to maintain a healthy balance between academic achievements and personal interest. 8 3.36 8. The academic needs of students with special needs are met in my classes.
Campolindo High School Focus On Learning Survey 2009 Parent Edition
1. What is your student’s grade? 2. What is your student’s gender? 3. My student’s teachers use a variety of instructional strategies (i.e. lectures, group activities, lab experiences). 4. My student’s teachers use technology in the classroom and as a means of communication (i.e. powerpoint, Blackboard, other websites, grade programs). 5. The academic needs of the advanced students are met in my student’s classes. 6. The academic needs of the average students are met in my student’s classes. 7. The academic needs of the lower ability students without special needs are met in my student’s classes. 8. The academic needs of students with special needs are met in my student’s classes. 9. My student’s academic work is sufficiently challenging. 10. My student’s academic work is sufficiently engaging and actively involves him/her in the learning process. 11. My student’s homework assignments are meaningful and complement in-class efforts. 12. My student’s homework assignments are reasonable in length. 13. My student’s education emphasizes the development of problem-solving and critical thinking skills. 14. My student understands what the curricular standards are for his/her courses. 15. There is a connection made between curricular standards and what my student learns in the classroom. 16. My student’s teachers use a variety of assessment methods (i.e. tests, projects, papers). 17. My student regularly has the opportunity to review his/her grades and progress in his/her classes. 18. I regularly have the opportunity to review my student’s grades and progress in his/her classes. 19. Assessment results are clearly communicated to students and parents. 20. Assessment results are used to modify instruction. 21. My student feels well-prepared when taking standardized tests (i.e. SAT, PSAT, ACT, Exit Exam). 22. My student’s grades are a realistic measurement of his/her content mastery. 23. My student’s academic work is preparing him/her for post-secondary careers. 24. My student’s education is preparing him/her to become an independent life-long learner. 25. My student’s teachers are helpful and available when needed outside of class. 26. My student is able to maintain a healthy balance between academic achievements and personal interest. 27. My student has the opportunity to participate in class. 28. My student is encouraged to participate in class. 29. My student is learning to communicate effectively in writing (i.e. essays, tests, research papers, journals). 30. My student is learning to speak effectively and communicate clearly (i.e. presentations, speeches, class discussions, debates). 31. My student feels safe on campus. 32. The school promotes an environment free of tobacco, alcohol, and drugs. 33. My student is involved with clubs, teams, or organizations on campus. 34. Overall, the campus has an accepting, comfortable atmosphere. 35. My student is listened to and respected by the adults on campus. Campolindo High School Focus On Learning Survey 2009 Student Edition
1. What is your grade? 2. What is your gender? 3. My teachers use a variety of instructional strategies (i.e. lectures, group activities, lab experiences). 4. My teachers use technology in the classroom and as a means of communication (i.e. powerpoint, Blackboard, other websites, grade programs). 5. The academic needs of the advanced students are met in my classes. 6. The academic needs of the average students are met in my classes. 7. The academic needs of the lower ability students without special needs are met in my classes. 8. The academic needs of students with special needs are met in my classes. 9. My academic work is sufficiently challenging. 10. My academic work is sufficiently engaging and actively involves me in the learning process. 11. My homework assignments are meaningful and complement in-class efforts. 12. My homework assignments are reasonable in length. 13. My education emphasizes the development of problem-solving and critical thinking skills. 14. I understand what the curricular standards are for my courses. 15. There is a connection made between curricular standards and what I study in the classroom. 16. My teachers use a variety of assessment methods (i.e. tests, projects, papers). 17. I regularly have the opportunity to review my grades and progress in my classes. 18. My parents regularly have the opportunity to review my grades and progress in my classes. 19. Assessment results are clearly communicated to students and parents. 20. Assessment results are used to modify instruction. 21. I feel well prepared when taking standardized tests (i.e. SAT, PSAT, ACT, Exit Exam). 22. My grades are a realistic measurement of my content mastery. 23. My academic work is preparing me for post-secondary careers. 24. My education is preparing me to become an independent life-long learner. 25. My teachers are helpful and available when needed outside of class. 26. I am able to maintain a healthy balance between academic achievements and personal interest. 27. I have the opportunity to participate in class. 28. I am encouraged to participate in class. 29. I am learning to communicate effectively in writing (i.e. essays, tests, research papers, journals). 30. I am learning to speak effectively and communicate clearly (i.e. presentations, speeches, class discussions, debates). 31. I feel safe on campus. 32. The school promotes an environment free of tobacco, alcohol, and drugs. 33. I am involved with clubs, teams, or organizations on campus. 34. Overall, the campus has an accepting, comfortable atmosphere. 35. I am listened to and respected by the adults on campus. Campolindo High School Focus On Learning Survey 2009 Staff Edition
As part of our upcoming WASC accreditation, we will be undergoing a self-study process where we will look at what we are doing well and what we can improve upon. We are surveying students, parents, and all staff about varying aspects of the education at Campolindo. We would appreciate your honest feedback on this survey that shouldn’t take more than 10 minutes.
Thanks! ~WASC Leadership Team DIRECTIONS: Please bubble your answers on your scantron. Please note this survey is anonymous; do not indicate your name on the scantron.
1. What is your department? (If there are two letters, please bubble in both on your Scantron.) a. Administration c. Counseling b. Classified Staff d. Other 2. How long have you worked at Campo? a. 1-2 years b. 3-5 years c. 6-10 years d. 11-20 years e. 21+
For the following statements, indicate your level of agreement using the following scale:
Neither Agree nor Strongly Agree Agree Disagree Strongly Disagree Disagree A B C D E
3. Teachers at Campo use a variety of instructional strategies (i.e. lectures, group activities, lab experiences). 4. Teachers at Campo use technology in the classroom and as a means of communication (i.e. powerpoint, Blackboard, other websites, grade programs). 5. The academic needs of the advanced students are met in classes at Campo. 6. The academic needs of the average students are met in classes at Campo. 7. The academic needs of the lower ability students without special needs are met in classes at Campo. 8. The academic needs of students with special needs are met in classes at Campo. 9. The academic work assigned in classes at Campo is sufficiently challenging. 10. The academic work assigned in classes at Campo is sufficiently engaging and actively involves students in the learning process. 11. The homework assignments assigned in classes at Campo are meaningful and complement in- class efforts. 12. The homework assignments assigned in classes at Campo are reasonable in length. 13. Classes at Campo emphasize the development of problem-solving and critical thinking skills. 14. Students understand what the curricular standards are for classes at Campo. 15. There is a connection made between curricular standards and what is taught in the classroom. 16. Teachers use a variety of assessment methods (i.e. tests, projects, papers). 17. Teachers regularly give students the opportunity to review their grades and progress in classes at Campo. Neither Agree nor Strongly Agree Agree Disagree Strongly Disagree Disagree A B C D E 18. Parents regularly have the opportunity to review their child’s grades and progress in classes at Campo. 19. Assessment results are clearly communicated to students and parents. 20. Assessment results are used to modify instruction. 21. Students at Campo are prepared well for standardized tests (i.e. SAT, PSAT, ACT, Exit Exam). 22. Grades assigned are a realistic measurement of student content mastery. 23. The academic work assigned at Campo prepares students for post-secondary careers. 24. The education students receive at Campo prepares them to become independent life-long learners. 25. Teachers are helpful and available when needed outside of class. 26. Campo students are able to maintain a healthy balance between academic achievements and personal interest. 27. Teachers give students the opportunity to participate in classes at Campo. 28. Teachers encourage students to participate in classes at Campo. 29. In classes at Campo, students learn to communicate effectively in writing (i.e. essays, tests, research papers, journals). 30. In classes at Campo, students learn to speak effectively and communicate clearly (i.e. presentations, speeches, class discussions, debates). 31. I feel safe on campus. 32. The school promotes an environment free of tobacco, alcohol, and drugs. 33. I am involved with clubs, teams, or organizations on campus. 34. Overall, the campus has an accepting, comfortable atmosphere. 35. I respect and listen to students and peers. Campolindo High School Focus On Learning Survey 2009 Teacher Edition
As part of our upcoming WASC accreditation, we will be undergoing a self-study process where we will look at what we are doing well and what we can improve upon. We are surveying students, parents, and all staff about varying aspects of the education at Campolindo. We would appreciate your honest feedback on this survey that shouldn’t take more than 10 minutes.
Thanks! ~WASC Leadership Team DIRECTIONS: Please bubble your answers on your scantron. Please note this survey is anonymous; do not indicate your name on the scantron.
1. What is your department? (If there are two letters, please bubble in both on your Scantron.) a. English ab. Special Education b. Math ac. Tech Education c. Physical Education ad. Visual and Performing Arts d. Science ae. World Language e. Social Studies bc. Other 2. How long have you worked at Campo? a. 1-2 years b. 3-5 years c. 6-10 years d. 11-20 years e. 21+
For the following statements, indicate your level of agreement using the following scale:
Neither Agree nor Strongly Agree Agree Disagree Strongly Disagree Disagree A B C D E
3. I use a variety of instructional strategies (i.e. lectures, group activities, lab experiences). 4. I use technology in the classroom and as a means of communication (i.e. powerpoint, Blackboard, other websites, grade programs). 5. The academic needs of the advanced students are met in my classes. 6. The academic needs of the average students are met in my classes. 7. The academic needs of the lower ability students without special needs are met in my classes. 8. The academic needs of students with special needs are met in my classes. 9. The academic work I assign is sufficiently challenging. 10. The academic work I assign is sufficiently engaging and actively involves my students in the learning process. 11. The homework assignments I assign are meaningful and complement in-class efforts. 12. The homework assignments I assign are reasonable in length. 13. My classes emphasize the development of problem-solving and critical thinking skills. 14. Students understand what the curricular standards are for my classes. 15. There is a connection made between curricular standards and what I teach in the classroom. 16. I use a variety of assessment methods (i.e. tests, projects, papers). 17. I regularly give students the opportunity to review their grades and progress in my classes. 18. Parents regularly have the opportunity to review their child’s grades and progress in my classes. Neither Agree nor Strongly Agree Agree Disagree Strongly Disagree Disagree A B C D E
19. My assessment results are clearly communicated to students and parents. 20. My assessment results are used to modify instruction. 21. I feel I have prepared my students well for standardized tests (i.e. SAT, PSAT, ACT, Exit Exam). 22. Grades I assign are a realistic measurement of student content mastery. 23. The academic work I assign prepares students for post-secondary careers. 24. The education students receive at Campo is preparing them to become independent life-long learners. 25. I am helpful and available when needed outside of class. 26. Campo students are able to maintain a healthy balance between academic achievements and personal interest. 27. I give students have the opportunity to participate in my classes. 28. I encourage students to participate in my classes. 29. In my class, students learn to communicate effectively in writing (i.e. essays, tests, research papers, journals). 30. In my class, students learn to speak effectively and communicate clearly (i.e. presentations, speeches, class discussions, debates). 31. I feel safe on campus. 32. The school promotes an environment free of tobacco, alcohol, and drugs. 33. I am involved with clubs, teams, or organizations on campus. 34. Overall, the campus has an accepting, comfortable atmosphere. 35. I respect and listen to students and peers.