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2727 N. Cedar Ave Fresno, CA 93703 Tel: (559) 248-5100 www.fresnou.org/schools/mclane WASC/CDE Focus on Learning Accreditation Manual 2014-2015 Edition McLane High School WASC/CDE Self-Study Report Fresno Unified School District 2309 Tulare St. Fresno, CA 93721 (559) 457-3000 www.fresnounified.org District Administration Michael Hanson: Superintendent of Schools Board of Education Lindsay Cal Johnson-President Christopher De La Cerda-Clerk Valerie Davis-Member Luis A. Chavez-Member Carol Mills, J.D.-Member Janet Ryan-Member Brooke Asjian-Member 1 McLane High School WASC/CDE Self-Study Report McLane High School 2727 N. Cedar Ave Fresno, CA 93703 (559) 248-5100 www.fresnou.org/schools/mclane Administrative Team Scott Lamm: Principal Rick Santos: Vice Principal Connie Cha: Vice Principal John Kaup: Vice Principal Wendy McCormick: Vice Principal Dora Leal: Head Counselor WASC Self Study Leadership Team Wendy McCormick: Chair Monorith Arun: Co-Chair Shannon West: Co-Chair Dionne Howell: Organization and Leadership Shannon West: Curriculum Janine Anderson: Instruction Keith Raines: Instruction Monorith Arun: Assessment Lori Mehl: Assessment Kyle Thornton: School Culture and Support 2 McLane High School WASC/CDE Self-Study Report TABLE OF CONTENTS Preface...........................................................................................................................................4 Chapter I: Student/Community Profile and Supporting Data and Findings ................................6 Chapter II: Progress Report ......................................................................................................52 Chapter III: Student/Community Profile — Overall Summary from Analysis of Profile Data and Progress.......................................................................................68 Chapter IV: Self-Study Findings ...............................................................................................72 A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resource .............................................................................................................73 B: Standards-based Student Learning: Curriculum .....................................................119 C: Standards-based Student Learning: Instruction ......................................................135 D: Standards-based Student Learning: Assessment and Accountability .....................168 E: School Culture and Support for Student Personal and Academic Growth ...................................................................................................205 Prioritized Areas of Growth Needs from Categories A through E ...............................245 Chapter V: Schoolwide Action Plan ........................................................................................246 Appendices ................................................................................................................................266 3 McLane High School WASC/CDE Self-Study Report Preface During the spring semester of 2014, McLane High School began the journey on our latest self- study process. The data from our 2012 review was updated to reflect the same data for the 2013- 14 school year. Once the data was gathered, the vice principal that was the chair for the 2012 Review Visit organized the focus groups according to each of the sections in Chapter IV. The teachers were asked to participate in certain groups for the year with an administrator in each group as well as an elected group leader. The data collected from the previous study, as well as the section template was given to the groups to begin analyzing and working together. The groups met approximately five times and wrote a few notes in each of the areas by the end of the 2013-14 school year. In June of 2014, the vice principal who was McLane’s WASC chair accepted a position at the district office as a vice principal on special assignment. A new vice principal who was at McLane three years prior as an instructional coach was selected to return to the site and assumed the WASC duties. Files and previous reports were reviewed and plans were made for the start of the school year. At McLane’s BuyBack training in August, the new vice principal chair gave an update on our progress thus far and shared a timeline for completion of the self-study. During our September staff meeting, the focus group/home group cycle was presented to give context as to how input would be provided to each section of chapter IV. New focus group sign-up sheets were created. The teachers were not assigned to a group, however the structure of the focus groups had a proportional representation from each department, group, and administration. Teachers were told they could continue to work in the same group from the previous year or change to a new group for this year. The only limitation was if there were no more slots available for your department, such as English, for your first focus group choice, you would have to sign up in another group. Teachers were given one week to make their selection via email, phone call, or personal visit to the vice principal’s office. After one week, teacher knew they would be assigned a group if they had not selected one. The focus group meetings began the first Thursday in October and took place almost every Thursday from 3:00-4:00pm, between October 2nd and December 18th. New focus group leaders were chosen and an administrator and at least one counselor were also part of each group. Each group was asked to put their ideas onto the template or similar, provide the evidence to support 4 McLane High School WASC/CDE Self-Study Report their findings and present their section to the vice principal December 20th. Two WASC focus group leader meetings were also held during the fall, to review progress and provide direction. During the fall months, presentations about the WASC self-study were also made at our parent meetings: Student Site Council, English Learner Advisory Board, and Parent Empowerment. We encouraged parents to let us know if they would like to participate in the March visit. Student input was also being gathered. We prepared an advisory lesson to share our revised Student Learning Outcomes and asked students to reflect on what it means to be “college and career ready”. Another advisory lesson asked students to reflect on how they learned best, what teachers at McLane included in their instruction that really helped them learn and what impeded their learning. We also asked students to determine which classes they felt had applications to the real world they would face outside McLane. All this data was incorporated into questions as student perception data. Finally, a one question survey made available on GoogleDocs asks students to respond to one question regarding how they stay informed of their progress. There was a list a several district and site methods for student communication. The question asked that they check all that apply. This gave us valuable feedback on which of our tools students know and utilize. The vice principal and two co-chairs worked to compile and format the information from the focus groups. Beginning in January, the whole staff participated in the editing and review of the self- study. In four consecutive WASC meetings, the staff was divided into three to four groups and a portion of the chapter was assigned to review, edit, and add input using the Comment tool in Word. They worked in groups of three and four, carefully reading their section and adding excellent input to various parts of the self-study. The chair and co-chairs then read the edits and feedback submitted and made appropriate changes and edits. Week one, we asked the staff to read Chapter 1. The following week, we asked the staff to read Chapters 2 and 3, being much shorter, we asked all to read both. The next week, staff read and edited Chapter 4, sections A and C. The following week was Chapter 4, sections B, D, and E. After these edits, the Action Plan was compiled and reviewed by the leadership committee and staff. The plan was completed and submitted on time with the support and input of all stakeholders. 5 McLane High School WASC/CDE Self-Study Report Chapter I ______________School Profile 6 McLane High School WASC/CDE Self-Study Report Community Profile Fresno County/City Information Fresno County has an agricultural-based economy with more than $5.3 billion in annual agricultural production revenue. Fresno County, California's 10th largest, has a population currently estimated at 942,000 residents. It is projected that, by the year 2020, Fresno County will have a population exceeding 1.1 million. The City of Fresno, with a 2014 population of approximately 512,000, is one of the fastest growing regions in California. Fresno is recognized as the cultural and educational center for Central California and is defined by its cultural and linguistic diversity. McLane is located in the east central urban area of Fresno. The attendance area is a composite of apartments, public housing, group homes, and private homes. There is a marked lack of any affluent housing area within its attendance zone. A high degree of poverty is evident, with 100% of students receiving free/reduced lunches. Fresno has been among the hardest hit cities in the state with unemployment and home foreclosures. These realities can have a dramatic impact on student transiency. Fresno Unified School District Information Fresno Unified School District (FUSD), with an annual budget