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

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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

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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.

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Chapter I ______School Profile

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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 of $869 million, is the fourth largest school district in the state of California, exceeded only by Los Angeles, San Diego City, and Long Beach Unified School Districts. Fresno Unified School District (FUSD) is home to 69 elementary schools, 17 middle schools, 12 comprehensive high schools, four alternative schools, and three special education schools. The total student population served is 73,353, as of the 2013-14 school year. FUSD is home to over 17,589 English Learners (EL), 9,047 students enrolled in either GATE, Honors, AP or IB programs, and 7,417 Special Education students. FUSD provides these services to a diverse student population with more than 46 languages. In 2013, FUSD had an Academic Performance Index (API) score of 723. This reflected a three point decrease from 2012.

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(FIGURE 1) Indicates the student population by Race/Ethnicity in FUSD and McLane

*According to the Ed-Data

(FIGURE 2) Indicates the student population in FUSD

*According to California Department of Education

McLane High School Overview

McLane High School, built in 1959, is one of 12 high schools in the Fresno Unified School District. McLane is a comprehensive high school that is also home to students from throughout Fresno who are enrolled in the medical magnet program. McLane's boundaries have changed considerably in the last three years for the purpose of supporting Fresno Unified's regional model. This has resulted in a significant decline in our student population as well as a decline in certificated staff.

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The administrative team consists of a principal and four vice principals. The vice principals are housed in academic buildings in areas to better support student and staff needs. There are six counselors and a head counselor. Some of the support staff includes a psychologist, a student assistance program (SAP) counselor, a Hmong cultural liaison, a social worker, six academic counselors, an Individual Small Group Instruction (ISGI), a work ability program coordinator for placement of special education students, a district Restorative Practices Counselor, a Pathway Coordinator, and an After School Coordinator. McLane High School provides a safe and secure learning environment where students strive to achieve their best. To support this environment, six campus student safety assistants (CAs) are available.

As of 2014-15 school year, McLane has 84 teachers, including classroom teachers and teachers on special assignment. The median years of service among the teaching staff is 10 years. Of our certificated staff, one teacher has an Ed.D., one M.D., one R.N., and 30 teachers with Master’s degrees. Classified staff positions are as follows: 13 Paraprofessionals, 11 Office/Clerical, and 35 other classified personnel, i.e., custodians, cafeteria, campus assistants, etc. McLane is a diverse high school with a high percentage of Hispanics and Asians making up most of its population. Hispanics have consistently increased demographically. Student enrollment at McLane High School has decreased in recent years from 2,374 students in 2008-2009, to 1741 in January of 2015. The overall fluctuations are shown below:

(FIGURE 6) Indicates Students Population at McLane

McLane High School Student Population

3243 3500 3102 3000 2682 2619262926692529 23452305 2470 2374244924002357 2252 2102 2500 1921 2000 1741 1500 1000 500 0

*According to California Department of Education

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(FIGURE 7) Indicates Students by Race/Ethnicity at McLane

80% 70% 60% 50% 40% 2008-09 30% 2009-10 20% 2010-11 10% 2011-12 0% American African- Pacific 2012-13 Hispanic Asian White Filipino Indian American Islander 2013-14 2008-09 59% 0.77% 24.00% 8.30% 0.16% 7.00% 0.51% 2009-10 60.80% 1.00% 23.70% 8.00% 0.26% 5.88% 0.41% 2010-11 61.90% 0.90% 21.98% 8.66% 0.13% 5.98% 0.21% 2011-12 62.00% 0.80% 22.00% 9.00% 0.12% 6.00% 0.08% 2012-13 65.00% 0.90% 21.00% 7.00% 0.09% 7.00% 0.04% 2013-14 67.15% 0.78% 19.52% 6.56% 0.31% 4.98% 0.05%

*According to California Department of Education The City of Fresno continues to address the prevalent gang activity. Through city and District programs, campus vigilance is constant in its monitoring for all abnormal activity. There are six campus safety assistants, one school resource officer (SRO), and one probation officer to monitor and ensure that all visitors are approved to be on the closed campus. The District Comprehensive Safe School Plan (CSSP) provides guidance and direction to principals, faculty and staff who have emergency management responsibilities. The CSSP is used during all emergency incidents involving a FUSD school facility. In addition to the CSSP, a safe school leadership team at each site develops a safe school plan.

McLane High School's grounds are well landscaped and the buildings are maintained to provide a safe and welcoming atmosphere. McLane is currently undergoing massive renovation projects. The front of the school has been completely landscaped. The locker rooms, gym are complete. The former Business and Homemaking building was cleared to the studs and is in the process of being completely rebuilt, adding a third story and two large restrooms to each side. When complete, the new building will have an additional 15 classrooms, an administrator office, and a restroom on

10 McLane High School WASC/CDE Self-Study Report each side accessible from outside. Additional projects planned are new music, performing arts classrooms and a theater, thereby eliminating all existing bunglows on the south side of the campus. Special Education

Currently, McLane has one of the largest populations of Special Education students in the District with 194 students in Mild Moderate with 22 in Moderate Severe, and 9 in Emotionally Disturbed. Students receive job skills, career exploration, and training in resume writing. In an effort to provide a Least Restrictive Environment, Fresno Unified has enrolled al RSP, and many of our SDC students into a co-teach model in the general education classroom.

All Mild Moderate teachers are collaborating as co-teachers in the general education setting. The general education teacher and the Mild Moderate teacher plan together and team teach. They share the responsibility for delivering instruction, while meeting on a regular basis to debrief and reflect on how the partnership is working along with how to improve. This model offers many benefits for both students and teachers:

 SPED students enrolled in General Education courses using Co-Teach model (Least Restrictive Environment)  All students receive more instructional support  Peer teaching opportunities  More social interaction for all students; SPED students gain greater connection with peers  Increased differentiation of instruction  General Education teachers receive added support in implementing accommodations and modifications  Teachers have additional support during instructional activities  Easier to monitor and correct student behavior  More flexible student grouping and activities  Much smaller student to teacher ratio  Cover content more thoroughly and effectively to support mastery learning  Build professional and personal relationships  Professional growth opportunities

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When a student is not progressing due to academics or behavior, the regular education and special education teacher engage in collaborative problem solving to find a way to support the student so he or she does not fail. The collaborative program is a style of interaction between two “co-equal” parties voluntarily engaged in shared decision-making as they work toward a common goal.

Those SDC students not participating in the co-teach classrooms are taught the core curriculum by special education teachers who deliver the content standards according to the goals and objectives identified in each student’s Individualized Education Plan (IEP).

New course offerings to support our Special Education students in the 2015 school year include a self-contained Reading Lab for qualified students, taught by a special education teacher. Another new course is a Developmental Skills class as identified in a student's IEP. To be successful in General Education classes and in life, students need appropriate social skills. This class teaches those critical social skills for high school and beyond. English Learners Given McLane's location in Southeast Fresno, we have consistently had a large percentage of English Learners. Although our overall population has decreased due to boundary changes, our percentage of ELs has remained fairly constant. As in the state and district trends, our number of newcomers continues to decrease while our number of Long Term English Learners (LTELS) increase. The majority of these LTELS are performing at a CELDT 3, Intermediate level of proficiency in reading and writing.

(FIGURE 8) Number of English Learners at McLane

*According to California Department of Education

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Within the past few years, there has been a steady increase in the number of Spanish speakers at McLane and a slight decrease in Hmong speakers. Additional languages also include Khmer, Lao and Vietnamese. The majority of ELs entering McLane from their home country have the equivalent of four years of formal education. Below is the breakdown of primary languages:

(FIGURE 9)

The Percentage of English Learners at McLane

70.00%

60.00%

50.00%

40.00% 2010-11

30.00% 2011-12

20.00% 2012-13 10.00% 2013-14 0.00% Spanish Hmong Khmer Lao

*According to California Department of Education Career and Technical Education

The department of Career and Technical Education at Fresno Unified has implemented a Career Pathways model as of the 2014-15 school year. Pathways function more like individual schools with autonomy over decisions and practices, while, at the same time, maintaining cohesiveness as a McLane community. They provide a well-rounded experience for students with curriculum that is rigorous and relevant. Curriculum and instruction are designed to take advantage of interdisciplinary connections which support the goal to prepare career ready graduates. Career Pathways collaborate with one another at regular district meetings to share best practices and strategies. Teachers and staff have appropriate support, training, materials, and time to facilitate the development of the Career Pathway, teaming, integrated curriculum, and new systems. Additionally, academy leads participates in an annual 3 day training is required through California Partnership Academies. Teacher advocacy is also one of the greatest benefits for students who participate in this program. They can assist in advancing students academically who are

13 McLane High School WASC/CDE Self-Study Report underprepared. Further, students are able to identify themselves with their academy; this promotes a sense of belonging.

McLane currently has four academies on campus: MERA (Medical and Educational Research Academy), MBA (McLane’s Business Academy), and AVA (Art Venture Academy) and our newest academy, Teacher Academy.

MERA is McLane's magnet program designed to create a foundation of health and medical knowledge. Students often begin in our MERA PE courses to gain basic health and sports related information. Choices to broaden the student’s knowledge then include Biology with a medical emphasis, Chemistry with a medical emphasis, Psychology, Physiology, Sports Medicine, Public Health & Wellness, and Health Careers. Additionally, MERA students are concentrated into their core classes, enabling the core course to infuse medical related information and activities into their curriculum. Specific core courses include: English for all grade levels, AP English Literature, Modern World History, US History, AP US History, AP European History, Algebra I, Algebra II, and Geometry. MERA teachers collaborate across grade levels to create vertical alignment to help students transition from one grade level to the next. They also scaffold instruction, offering EL students an opportunity to take a step by step approach while completing research projects. As freshmen, students are beginning to form the foundational understanding of a medical career path. By the time they are seniors, they have a developed sense of career path and have explored career options through internships in the larger medical community. This enables them to make quality choices for higher education. MERA offers students, including ELs, ROP courses in which they are given hands-on training through job shadowing and internships at Veterans and Fresno Community Hospitals. In addition, ROP teachers collaborate with core class teachers to support students in the creation and presentation of medical research projects. Students not only learn to care for patients, but they also learn good work expectations and professional behavior. The culminating project for the Medical Academy is a symposium held at the end of each academic year. The symposium incorporates English Language Arts, Speech and Presentation, as well as learned knowledge in the medical field.

McLane’s Business Academy (MBA), serves 9th - 12th grade students. It includes the following courses: Business Technology, NFTE Marketing and Entrepreneurship, Virtual Enterprise, Personal Finance, and Banking and Finance. Business Technology allows freshmen to be introduced to basic business functions as well as necessary computer skills such as MS Word,

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Excel, PowerPoint, various Google applications, email, and the internet. As sophomores, NFTE Marketing and Entrepreneurship exposes students to business financing and startups in order to better understand the role of banks and financial institutions in business and commerce. It also helps to introduce students to how businesses, including banks, start up and begin to function. As juniors, students can choose either Virtual Enterprise or Personal Finance. Virtual Enterprise furthers their knowledge in understanding how a business, such as a financial institution, operates by helping them create a business and showing them how to break into departments to accomplish goals. This provides an opportunity for students to learn to work together, while exploring the various functions of a business. In addition, students create budgets and manage an online virtual bank account in order to learn personal finance concepts. Personal Finance covers budgeting, careers, interest, loans (home, automotive, and student), retirement, taxation, income taxes, credit, security, and others, in order to prepare students to be able to offer financial advice to others, and to develop good financial habits themselves. Banking and Finance is the capstone course. It incorporates all of the previous coursework to perform all functions of a bank teller including, but not limited to, customer service, industry standard computer programs and software, account management, sales, management, marketing, budgeting, cash balancing, procedures work habits, professionalism, media relations, public speaking, interest rates, and workplace skills. The business pathway for McLane includes the following courses: Freshmen enroll in Business Technology, sophomores participate in Network for Teaching Entrepreneurship (NFTE) Marketing, juniors take Personal Finance or Virtual Enterprise, and seniors take Banking and Finance, or a course not previously taken. These classes build upon one another in order to teach skills appropriate for becoming a bank teller at the McLane branch of Union Bank located on the campus.

Art Venture Academy (AVA), focuses on an arts career pathway for students in 10th-12th grade. This small learning community supports English Language Learners (ELs) through a variety of hands-on activities which promote academic language development and critical thinking using social issues as a vehicle in the visual and performing arts. The academy staff meets regularly to discuss activities such as tutorials, social events or art shows which will support and unite AVA students. The AVA lead teachers and department also monitor EL student GPAs and offer advice by using collaboration time to discuss how to help EL students succeed. In the past three years, students in the academy have been challenged to think about a variety of social and historical

15 McLane High School WASC/CDE Self-Study Report issues such as the Holocaust, the Civil Rights Movement, the San Joaquin River conservancy and valley water issues, homelessness, and undocumented immigration between the United States and Central America, and Stories of Home, depicting the experiences of Southeast Asians. Art Venture projects have enjoyed state and national recognition with exhibits in Sacramento, Los Angeles, and Washington DC. In preparation for projects, students viewed numerous videos in art classes, read and wrote narratives and expository texts in their English classes, and interviewed guest speakers. Teachers in the academy worked diligently to include and validate the stories of McLane students, including English Language Learners, in the writing and artwork. Ultimately, students’ work on the homeless was exhibited at the Fresno Art Museum and Fresno Pacific University. Vida en las Sombras, Living in the Shadows, was exhibited at Arte Americas, another local art museum directly connected to the Latino community and related immigration issues. And, as part of the undocumented immigration installation, students, again largely composed of English Language Learners, gave two performances of five thematic poems, including staged conversations at a recreated border fence, accompanied by border music. Several students were interviewed by local media giving them a real world opportunity to apply communication skills necessary to prepare them for college and career. In addition to these collaborative interdisciplinary art projects, Art Venture supports English Language Learners through several annual field trips to Yosemite National Park, Kelly Farms, San Joaquin River Center, San Francisco Art Institute, and other San Francisco sites of interest. These field trips provide for experiential learning by teaching students about the role of nature in our lives and the importance of conservancy, as well as our valley’s agricultural legacy as they visually document the changing seasons on an organic fruit farm. The culminating field trip to San Francisco opens doors to English Language Learners who may not be aware of higher education options apart from the traditional college experience.

Educational Careers Pathway (ECP), is a modified version on McLane’s former teacher academy. This pathway allows for a broader range of Educational careers such as counseling, coaching, teaching, or leadership positions. Since this is the first year of the redesigned program, only freshmen are enrolled in this pathway. Next year, it will expand to freshmen and sophomores, and continue to expand. Junior and senior students will have hands on experiences in school settings with elementary and middle schools within the McLane High School Region. The academy consists of an English teacher, Science teacher, Technology teacher, and PE

16 McLane High School WASC/CDE Self-Study Report teacher. The group plans together on a regular basis and supports the curriculum and assignments of each other's classes. The skills and critical thinking are designed to support success in college in beyond for those desiring to pursue a career in the field of education.

Academies continually collect and assess data to determine whether students within their programs are showing success. While some data is standardized achievement data, (e.i. D/F rate, test scores) academies also measure success with specific program data such as number of exhibits, number of post grad placements, etc. This collaboration creates informed teachers, students, and community stakeholders; it also provides a vision and direction for the academy. Historically, teachers were provided meeting times to assess data. Students were able to participate in an Exit Interview. This created a student voice in which they could disclose their experiences of the program, as well as the benefits resulting from it. This provided an improvement tool which utilized reflection, inquiry and planning. While this has become more difficult due to recent changes in funding and personnel, McLane has been adapting accordingly, and we are still in the process of finding the best way to meet student needs.

While ROP, and CART are not specific Small Learning Communities, in many instances, they function as one. Students have access to ROP classes which provide them with career-focused training and skills while in high school. McLane offers Art and Design, Health and Wellness, Athletic Training, Virtual Enterprise, Video Production, and Banking and Finance. Through the 112 minute double block, students are able to work at many of our community partnerships. Students in Health and Wellness volunteer time at Community Hospital and learn the structures of a hospital. In ROP Banking and Finance, students work as tellers at our on-site Union Bank branch. The bank is a traditional bank where the community inside and outside the McLane fence are allowed to make transactions, and our student bankers gain valuable professional experience.

The Center for Advanced Research and Technology (CART), is a high school that is operated by both Fresno Unified and Clovis Unified school districts. Throughout the school boundaries of both districts, 11th and 12th grade students attend a half-day program of career oriented classes. McLane students who choose to participate are bused to CART for either a morning or afternoon session. CART allows students to access career pathways that McLane does not offer such as Biomedicine, Law and Order and Policy, Forensic Research and Biotechnology, Engineering and Product Management, among others. McLane currently has 46 students enrolled in CART programs.

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Fresno Unified Foundations Foundations, a District initiative, provides the underpinnings for the collaboration in planning and instruction across the subject areas. It is a collective effort between Fresno Teachers Association (FTA) and Fresno Unified School District (FUSD) to create a vision of what will be expected in every classroom and every collaborative meeting of teachers in the District. Foundations consists of two parts: Classroom Foundations and Accountable Communities.

Since 2009, the staff has met in subject area groups called Professional Learning Communities (PLCs); in 2011-2012, the name changed to Accountable Communities (ACs). The function of the groups, however, remained the same: to give teachers within the same subject area opportunities to review data and to make instructional decisions based on that data. Within the AC structure, there are opportunities for teachers of the same subject, but different grade levels, to meet and discuss data as it relates to vertical articulation. While working in ACs, subjects and departments have established an alignment of course expectations based on California State Standards that runs through the various content and grade levels. ACs also collaborate to produce common lessons or assessments that are engaging and that peak the interests of students.

Part I: Foundations of Classroom Instruction The foundations of classroom instruction contains four “tight” elements which are expected to be present in each lesson. “Loose” components of these classroom foundations consist of the varied strategies and approaches that teachers use to address each element.

1. Objectives  What will students know, understand and be able to do? 2. Instruction Aligned to Objectives  How do instructional activities align to objectives? 3. Closure  How do you close your lesson? 4. Assessment  How do you determine if students are “getting it?”  How do you monitor and adjust?

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Part II: Foundations of Accountable Communities

The foundations of accountable communities contains six elements that are expected to be addressed within each collaborative department meeting.

1. Four Grounding Questions  What do we want students to learn?  How will we know they have learned it?  How will we respond when they don’t learn?  How will we respond when they have already learned it?

2. Accountable Communities Agenda Framework  A framework is provided that gives clear expectations as to what needs to be a part of the agenda for meetings—this will follow the four grounding questions. 3. Content Focuses on Student Learning Needs as Defined by Assessments  This element of Accountable Communities addresses the first two grounding questions:

1. What do we want students to learn?

2. How will we know when they have learned it? 4. Intervention/Enrichment Needs are Addressed Through 3-Tiered Support with Flexible Grouping  This element of Accountable Communities addresses the last two grounding questions:

1. How will we respond when they don’t learn?

2.. How will we respond when they have already learned it?

5. Professional Learning is Customized to Meet the Needs of Teachers Based on Student Achievement  In order to support the foundations of classroom instruction and foster effective Accountable Communities, professional learning opportunities must be supported and accessible.

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6. Lessons and Assessments Published Monthly  Just as teachers are expected to work in site teams to capitalize on the expertise of the team, this is an opportunity to capitalize on the expertise of the system. The team will be able to identify some of their most effective lessons and assessments to share with colleagues via a website (SharePoint).

Professional Learning FUSD has organized the district into regions, so named for the high school that it's corresponding feeder elementary and middle schools. The McLane Region consists of two middle schools and ten elementary schools. All of McLane's elementary feeders are in Program Improvement Status. McLane Region administration meets monthly to organize and collaborate on both social and academic events and issues. Throughout the year administration from all three levels walk classrooms together to identify trends and determine expectations needed for students to be successful during their thirteen years of school. Regional events have included regional sporting events, informational meetings for parents, as well as lead teacher and administrator planning meetings. Additionally, multiple visits to our feeder middle schools with staff and students representing the programs, activities and clubs that McLane offers for purposes of recruitment. FUSD quarterly Foundations Lead Teacher sessions, organized by regions, meet at the same time to facilitate vertical articulation through the whole system from pre-K through high school graduation in order to prepare career- and college-ready graduates. Prior to the adoption of the Common Core State Standards, staff members were been trained in Understanding by Design strategies to create outcome based learning opportunities for students. Teachers have worked collaboratively within their specific disciplines to identify an essential learning goal (the ‘big idea’) for each unit of study which students will remember throughout their lives. Teachers created ‘benchmark’ outcomes to allow students to demonstrate mastery. Lessons are then created to allow teachers to use scaffolded instruction to provide the skills and information necessary for student success on the benchmark. Lesson design draws heavily on research proven strategies (Marzano’s High Yield Strategies, Bloom’s Taxonomy). Strategies to meet the needs of English learners are explicitly stated within lesson plans. Examples of EL strategies used within lessons are numerous. They include, but are not limited to, Thinking Maps, vocabulary cards, think-pair-share, and KWL charts. Students are given opportunities to work cooperatively with

20 McLane High School WASC/CDE Self-Study Report peers and are expected to communicate with each other, in order to develop language skills and content knowledge. During the 2013-14 school year, teachers across the content areas began participating in Common Core workshops through both FUSD and FCOE to better understand the expectations and the vertical articulation that is inherent in the structure of the Common Core State Standards as well as Webb's Depth of Knowledge. FUSD teachers meet in subject alike cohorts 2-3 times per year. The training consists of best practices to support Common Core Standards. It is believed that these strategies will help ease the transition for students. All teachers attending the trainings are also offered four hours of extra pay per semester for afterhours planning with on-site ACs or collaboration with peers at other sites. Expository Reading and Writing Course (ERWC) curriculum is now extended to the 9th and 10th grades, focusing on non-fiction texts and skills that are supported through the Common Core standards. English teachers of sophomores, juniors and seniors attend FUSD workshops that are done in collaboration with a professor from California State University, Fresno. These workshops are designed to help upper level high school teachers align their instruction and assessments not only with the Common Core, but also with the reading and writing expectations of students who are entering a CSU upon graduation. Junior teachers prepare students for the EAP in both English and math. Scores are then used by senior math and English teachers to identify and support students who are not yet college ready in their final year before attending a CSU or UC. In the four core subject areas, AP courses are offered, and all teachers have been trained by the College Board. The expectations of the AP courses are aligned with the rigors of college expectations, and this set of expectations then becomes the basis for vertical articulation throughout grades 9-12 within the core subject areas.

Additional trainings which have been provided or are scheduled for the McLane staff include, but are not limited to:

 Discipline in the Secondary Classroom. This training encourages routine and policies that increase the effectiveness of instruction and decrease discipline issues.  For four years, teachers were trained in Capturing Kids’ Hearts, a cross-age program that focuses on developing healthy relationships with students and creating a positive classroom environment.

21 McLane High School WASC/CDE Self-Study Report

 Restorative Practices was implemented at the beginning of the 2013-14 school year and continues to be an on-going focus. McLane has been assigned a district Restorative Practices Counselor that provides professional learning to our staff and supports day to day implementation.  Core content teachers attended a minimum of two years of SIOP training to impact the academic achievement of our English Learners and re-designated students.  Special Education teachers are involved in Autism training to help provide emotional and academic support to Autistic students.  Teachers were involved in the San Joaquin Valley Writing Project. This program supports teachers in providing professional development opportunities given by teachers to support writing at all grade levels.  For several years, AVID staff was sent to AVID Summer Institute and given instructional tools that integrate AVID strategies into classroom curriculum. Counselors and support staff also attend summer institutes in order to help support the AVID program school- wide.  Special Education staff will be trained to use TRAX-vocational software to help 9th-12th grade students’ access vocational options.

In addition to district-level professional learning (PL) opportunities, McLane has also differentiated site based PL which honors the individual needs and interests of the staff members. This provides a balance of opportunities for new learning (curriculum, instructional strategies, subject-specific content, using data, and discipline), as well as providing time for making meaning, analysis, and reflection with colleagues. Teachers are expected to collect benchmark work samples and PL time is used to analyze and evaluate student work, discuss results, and to plan and adapt future lessons. For the 2012-2013 school year, a group of staff members formed a Professional Development Team which constructed a series of lessons on note-taking and annotating complex texts rooted in AVID philosophy. This professional development occurs monthly and is designed to provide the staff with a common language and understanding of the role that note-taking plays in instruction and assessment. This common language will help in the vertical articulation for all subjects as students will be introduced to it as freshmen, and it will be consistent as they move up to each subsequent grade level. A group of teachers also participated in Skillful Teacher training

22 McLane High School WASC/CDE Self-Study Report which focuses on informing the professional development team on patterns and trends seen in classrooms and helps to direct professional learning. This team of teachers is currently working on protocols for classroom learning walks.

Teachers increasingly function in multiple Accountable Communities (SLC or team, subject area, department, EL/SDAIE team, GATE/AP team, SPED team), so resources, time, training, and materials are balanced to meet the needs of each AC. Members of the SPED department also coordinate with Disabled Student Programs and Services for Community Colleges to help students complete their Fresno City College application, FAFSA, placement testing and class scheduling for fall admission. After School Program (21st Century ASSETs)

McLane enjoys a thriving after school program from 2:30 pm to 6:00 pm each day. In the 2013- 14 school year, the 21st Century ASSETs 5 year grant was awarded to McLane High School to support after school offerings. In our second year we have been able to greatly increase the number of offerings appealing to a variety of students. Over 20 enrichment classes and academic support options are available to students each week. Scheduling allows students to participate in more than one class and still receive academic support. The tutoring program in the library not only assists students in their course work, but allows students to earn 5 Elective credits per 60 seat hours each semester. Staffing comes from Fresno Unified as well as outside agencies. The success in the program is evident by the increased participation and number of students actively participating in both the academic support opportunities as well as enrichment courses.

(FIGURES 10a and 10b)

Students’ Participation in the After School Program

After School Program Daily Average After Schoool Program Students’ Particpants Participation Percentage by School Participation 300 250 30.00% 24.69% 200 20.00% 11.75% 150 2013-14 10.00% 240 100 2014-15 155 0.00% 50 Overall Students Participated ASP 0

2013-14 2014-15 Spring 2014 Fall 2014

23 McLane High School WASC/CDE Self-Study Report

(FIGURE 11)

After School Program Components

After School Program Students’ Participation by Components 2014-2015 School Year

Wellness & Physical Activity 11%

College & Career Planning 17%

Academic Support & Tutorials 52%

Academic Support & Tutorials Enrichment 20% Enrichment College & Career Planning Wellness & Physical Activity

(FIGURE 12)

After School Program Students’ Participation by Grade Level

After School Program Students’ Participation by Grade Level 2014-15 School Year Freshmen Freshmen 20% Seniors Sophomores 34% Juniors Seniors

Sophomores 19%

Juniors 27%

24 McLane High School WASC/CDE Self-Study Report

In response to school safety, crisis prevention intervention training is held to facilitate communication between middle schools and high schools to define consistent procedures for intervening in physical altercations. The Fresno Police Department’s Gang Task Force also offers trainings twice a year to educate the campus safety staff on ways to identify the different gangs and tagging crews. Since many gangs recruit their members from the elementary and middle schools, vertical articulation of campus safety staff helps ensure communication about incoming McLane students who have previously been associated with gangs or crews to help keep the campus safe. Mission and Vision Our Vision The Highlander Community Inspires and Empowers the Leaders of the Future Our Mission Inspire all minds!  Believe  Be creative and imaginative; think of possibilities. Navigate the educational experience through collaborative critical inquiry.  Actively question assessment data, instructional delivery, and curriculum design in order to explore ways of improving student performance.  Give students the opportunity to question and research important concepts.  Create opportunities for learning by following the Learning Conversation Principles. Scaffold instructional strategies so all students are supported to meet high standards.  Use Understanding by Design unit planning process to provide focus for instruction, and plan multiple opportunities for students to master enduring standards.  Employ a variety of teaching strategies that allow students to learn (Marzano, SJVWP training). Personalize the academic journey for all students.  Differentiate instruction.  Use Advisory to get to know and support students.

25 McLane High School WASC/CDE Self-Study Report

Infuse literacy in all classes.  Provide strategies for students to access text and provide writing opportunities for students to enhance learning and demonstrate understanding.  Employ strategies to teach academic vocabulary. Require academic rigor  Use Bloom’s Taxonomy and Understand by Design’s Six Facets of Understanding as guidelines for unit planning.  Incorporate writing into assessments.

Examine self-practice to continually improve.  Be open to coaching and mentoring  Seek professional development opportunities and take risk incorporate new learning into practice. School-wide Learning Outcomes (SLOs) Just as the Vision and Mission frame the teaching and learning environment, the McLane High School, School-wide Learning Outcomes provide students with the pathway and steps to become college and career ready graduates. The SLOs state the knowledge, proficiencies, and appreciation for education our students should possess for success in the twenty-first century. Highlanders are: 1. Effective Communicators 2. Problem Solvers 3. Critical Thinkers 4. Collaborative Innovators

In fall of 2014, the staff of McLane during a WASC meeting, reviewed our existing SLOs and determined if they were still representative of our goals for students and teachers. The staff agreed to keep communication and problem solving, but to reword these as traits rather than skills. One former SLO was completely reworked from Personal and Interpersonal Skills to Collaborative Innovators, reflecting our new emphasis on working as teams and learning from each other. Additionally, valuing the trait of innovation and creativity in our approach to learning and life.

26 McLane High School WASC/CDE Self-Study Report

Critical Thinkers was added as another trait to embody the depth of thought reflected in the Common Core State Standards.

All McLane students participated in an interactive advisory lesson during the 2014-15 school year to reintroduce our School-wide Learning Outcomes and reflect on their application to their own success in high school and beyond. Posters were created for classrooms and common areas. McLane Achievement Data

Fresno Unified School District (FUSD) requires a minimum of 230 credits and a passing score of 350 or higher on both the Mathematics and Language Arts sections of the California High School Exit Exam (CAHSEE) to obtain a Diploma of Graduation. There has also been increased emphasis placed on student preparation for college and the meeting of college entrance requirements. The number of graduates completing the graduation requirements has increased from 65.8% in 2007- 08 to 97.0% in 2012-13. Within these percentages, in 2013-14, 36% of those graduates had completed the necessary courses for entrance into the University of California (UC) or California State University (CSU) systems. And, in alignment with increased graduation rates, McLane has improved its drop-out rate from 6.5% in 2007-08 to 4.5% in 2008-2009 to 4.0% in 2009-2010 to 5.6% in 2010-2011, a decrease of .9% since 2007-2008. The District average in 2010-2011 was 6.3%.

(FIGURE 13) Percentage of Graduates at McLane

120.0

100.0

80.0

60.0

40.0

20.0

0.0 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

*According to California Department of Education

27 McLane High School WASC/CDE Self-Study Report

(FIGURE 14) The Percentage of Graduates with UC/CSU Required Courses

MHS 40% 35% 30% 25% 20% 15% 10% 5% 0% 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

*According to UC Merced Equity and Access Beta Tool The number of students who meet University of California A-G requirements has increased since 2010. We have also seen a steady increase in the number of students On Track in completing their A-G requirements as underclassmen, thus moving them towards having the widest array of opportunities when they leave McLane.

(FIGURE 15) A-G Trends Off Track On Track School Year Total # % # % 2009-10 396 316 79.8 80 20.2 2010-11 447 349 78.08 98 21.92 2011-12 414 315 76.09 99 23.91 2012-13 445 295 66.29 150 33.71 2013-14 393 245 62.34 148 37.66 2014-15 440 282 64.09 158 35.91 *According to UC Merced Equity and Access Beta Tool

28 McLane High School WASC/CDE Self-Study Report

(FIGURE 16) A-G Trends by Percentage

A-G Trend Data by Percentage 90 79.8 78.08 80 76.09

70 66.29 62.34 64.09 60

50

37.66 35.91 40 33.71

30 23.91 20.20 21.92 20

10

0 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 Off Track On Track *According to UC Merced Equity and Access Beta Tool A closer look at the D and F rates at McLane High School show that a majority of students at every grade level who are earning a failing grade are doing so in more than one course. This has a direct impact on the graduation rate and college eligibility of students. From the data, both 9th and 10th grade years seem to be the most challenging for students. In order to support 9th grade students LINK crew activities and study sessions are in place, encouraging students to get involved and develop effective study habits. For all grade levels, support classes in mathematics and English Language Arts are available to struggling students. Students who are in danger of failing and/or not graduating on time have the option to attend adult school, make-up courses during summer school, or participate in credit recovery classes during the school year. LINK crew activities to support ninth graders, the AVID program, Advanced Placement tutorials and study sessions and other after-school program tutorials are available to help struggling students. McLane's D and F rate, as well as the GPA of its students show improvement. The table below shows annual data. Beginning in the 2012-13 school year, administrators held data chats with teachers to analyze their D and F rate, the point values of assignments, and opportunities to retake tests and quizzes for a passing grade. Teachers responded and students are much more successful.

29 McLane High School WASC/CDE Self-Study Report

Currently, McLane students have seen an overall decrease in students below a 2.0 GPA, down 7.5% from the previous year. Additionally, the D and F rate after 1st quarter is down 3.4% overall, with the largest reduction being those having 1 or more F’s (-6.1%).

(FIGURE 17) Cumulative of Students Earning D’s and F’s Report 2010-11 2011-12 2012-13 2013-14 Group # % # % # % # % GR 9 765 80.3 715 83.2 581 81.9 519 76.7 GR 10 738 83.1 624 82.9 559 81.2 555 73.7 GR 11 518 79.2 592 74.7 487 74.1 506 70.6 GR 12 499 67.5 466 62.4 498 63.9 440 57.7 *According to Fresno Unified Research, Evaluation, and Assessment Through current discipline systems, McLane continues to focus on decreasing their numbers of suspensions and expulsions. During the 2013-14 school year, McLane became the pilot high school in Resorative Practices to work with staff be proactive and help students find resolution when there are disagreements and workable arrangements between teachers and students.

(FIGURE 18) Suspensions and Expulsions for a Five-Year Trend at McLane

600 516 512 500 429 417 412 344 400 Suspensions 300 Expulsions 200 33 28 14 27 12 5 100 0 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

*According to Fresno Unified Research, Evaluation, and Assessment

30 McLane High School WASC/CDE Self-Study Report

(FIGURE 19) Suspensions by Month at a Three Year Trend at McLane

*According to Fresno Unified Research, Evaluation, and Assessment Throughout the years, McLane has revamped the Personal Responsibility Center (PRC). PRC is designed to work with students to change and correct inappropriate behavior through organization, discipline and work ethic. In the past, PRC was used as a place where students, who could not exhibit positive behavior in a classroom, were required to work on class assignments; PRC was used as a study hall. To counteract this issue, “Pathways to Success,” was implemented in addition to PRC during the 2012-2013 school year; the program was later changed to “Restorative Pathways” during the 2013-2014 school year to reflect the school-wide adoption of Restorative Practices. This program was enacted to support students who were consistently sent out of class on referrals. McLane's PRC was eliminated in the 2014-15 school year. Restorative Conferences were implemented to mediate issues between students or between a student and teacher, with one of two staff members acting as facilitator. Classroom teachers have been participating in ongoing Restorative Practices trainings to support effective management and de-escalation strategies in the classroom. This training appears to have an impact on McLane's current suspension rate. Overall, McLane's suspension rate for winter of 2014-15 is down from 6.69: to 5.26%. The classroom

31 McLane High School WASC/CDE Self-Study Report suspensions have celebrated the majority of that success down from 82 suspensions by winter of 2013-14 to only 32 in 2014-15.

Attendance is an important factor in the success of students; teachers receive three emails a day notifying staff of teachers who have not yet taken attendance. This allows for attendance to be up- to-date, accurate and allow for follow-up. Parents/Guardians receive a telephone call from attendance if their student was marked absent first period with no clearance. Parents also automatically receive a letter if their child is absent more than 3 periods (unexcused) mandating them to attend an attendance meeting at McLane. Our attendance has been improving due to the diligence of our attendance clerks making those calls and keeps parents informed.

Chronic attendance problems affect approximately 50 students per grade level. Many have struggled with attendance as a pattern the majority of their academic career. After identifying those students who have left the school entirely, the remainder of the parents are contacted by an administrator or counselor to determine the issues keeping the student from coming to school. Parents are encouraged to make sure students arrive on time every day. They are also encouraged to sign up for FUSD Edu-Text, which send texts to parents with grade and attendance updates. The students are also counseled in small groups and informed of the detrimental effects of losing so much class time. This is a new practice for which we anxiously await positive results.

Fresno Unified has created an Early Identification and Intervention System (EIIS) that uses a combination of grade, attendance, and behavior data to determine if intervention is necessary to help the student transition into a more successful high school experience. The color-codes are: green, yellow, red, and purple. Our red and purple students are the chronic students that are considered chronic and severe chronic. Special interventions are created to support these students. Red students have an 80-89% attendance rate when purple is below an 80% attendance rate. The red students also have 3 or more Ds and Fs, and 2 or more suspensions or 5 behavior incidents. Administrators and counselors call these students and check in with them gaining insight into their attendance problems. Phone conversations uncovered that many have struggled with attendance for several years, and it has become a habit not to attend school.

32 McLane High School WASC/CDE Self-Study Report

(FIGURE 20) Chronic Absences Grade 9 Grade 10 Grade 11 Grade 12 School FUSD FUSD FUSD FUSD Year McLane High McLane High McLane High McLane High Schools Schools Schools Schools 2010-11 47% 29.40% 37.40% 26.40% 34.30% 24.90% 35.40% 27.80% 2011-12 33.50% 22.20% 31.30% 21.60% 28.40% 19.90% 34% 29.10% 2012-13 25.50% 19.60% 24.50% 17% 19% 15.20% 29.10% 25.30% 2013-14 25.20% 17.70% 25.10% 18% 22.40% 15.10% 30.30% 20.90% *According to Fresno Unified Research, Evaluation, and Assessment (FIGURE 21) Chronic Absences by Percentage

Chronic Absences by Percentage 45.00% 40.00% 35.00% 30.00% 25.00% 20.00% 15.00% 10.00% 5.00% 0.00% 2010-11 2011-12 2012-13 2013-14

McLane Districtwide

*According to Fresno Unified Research, Evaluation, and Assessment (FIGURE 22) Average Daily Attendance Rates (ADA)

97 96.29 96

95 94.79 94.42 94.31 94 93.6 93.77 93.77 93.31 All High Schools 93 92.63 92.51 92.37 McLane High School 92 92.18 91 90 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12

*According to Fresno Unified Research, Evaluation, and Assessment

33 McLane High School WASC/CDE Self-Study Report

SAT and ACT The tables below indicate McLane students participating and the average scores for both the SAT and ACT Tests. Our sophomores and juniors take the PSAT in preparation for the higher stakes tests. While there has been a decrease in our sophomore participation, we have had a marked increase in junior participation.

(FIGURE 23a) PSAT Participation

Sophomores Juniors Fall 2014 365 209 Fall 2013 447 201 Fall 2012 430 115 Fall 2011 477 140 Fall 2010 550 170 *According to Fresno Unified Research, Evaluation, and Assessment

(FIGURE 23b) SAT Scores Critical School Grade 12 Number Math Writing Reading Composite Year Enrollment Tested Average Average Average 2010-11 417 129 381 406 396 1183 2011-12 452 142 401 422 396 1219 2012-13 495 167 377 411 385 1173 *According to Fresno Unified Research, Evaluation, and Assessment

(FIGURE 23c) ACT Scores School Year Grade 12 Enrollment Number Tested Average Score 2010-11 417 61 16.46 2011-12 452 76 16.81 2012-13 495 72 16.00 *According to Fresno Unified Research, Evaluation, and Assessment

34 McLane High School WASC/CDE Self-Study Report

During the five-year trend for students on the AP path who took the AP exam, there has been close to a 1% increase in students scoring a 3 or above on an AP test. Students enrolled in AP courses have access to AP tutorials for all classes, as well as materials and resources to support their success. McLane requires all students in AP courses to participate in the AP Exams. The total number of students participating in an AP exam has increased from 395 tests in 2010 to 534 in 2013.

Along with more on track students, college applications have also shown an increase in all except private colleges.

(FIGURE 24) College Applications School Community California University Private Other Year College State California 2010-2011 369 111 12 2 0 2011-2012 365 138 16 3 0 2012-2013 417 172 24 11 2 2013-2014 380 186 27 10 2 2014-2015 403 201 34 5 1 *According to UC Merced Equity and Access Beta Tool

(FIGURE 25) Five-Year AP Test Participation at McLane

2010 2011 2012 2013 2014 Total AP Students 271 333 389 400 430 Number of Exams 395 464 542 534 574 AP Students with Scores 3+ 45 48 69 54 64 *According to California Department of Education

35 McLane High School WASC/CDE Self-Study Report

(FIGURE 26) Percentage of Total AP Students Scores 3+

% OF TOTAL AP STUDENTS WITH SCORES 3+

20 17.7 16.9 16.7 16.6 14.4 14.9 15 13.5

10

5

0 2008 2009 2010 2011 2012 2013 2014

*According to California Department of Education As a major keystone to the success of our students, we understand that opportunities, both academic as well as extra-curricular, are vital. We also realize that opportunities for parents, enhanced by open, safe and positive communication, support the mission and vision at McLane High School. The Parent Survey is one example of how McLane is improving communication with parents. During the three-year trend McLane has increased the response rate by 34.2%.

(FIGURES 27a and 27b) Parent/Family and Student School Climate Surveys Response Rates

2011-12 2012-13 2013-14 Parent/Family Surveys Response Rates # % # % # % McLane High 942 41.6 284 13.5 870 44.9 *According to Fresno Unified Research, Evaluation, and Assessment 2011-12 2012-13 2013-14 Student School Climate Surveys Response Rates # % # % # % McLane High 1225 55.5 1181 59.8 1269 67.8 *According to Fresno Unified Research, Evaluation, and Assessment The California Healthy Kids Survey (CHKS) is distributed annually to students and measures many indicators of student health, involvement in positive school activities, and relationships between peers and staff. McLane uses some of these questions as measures to track progress, implement policies, structures, and programs to help build students academically and socially.

36 McLane High School WASC/CDE Self-Study Report

(FIGURE 28) School Climate Surveys Response

Student caring relationships at school % of students who feel most and all the time 2011-12 2012-13 2013-14 I feel like I am a part of this school. 37.6% 41.5% 39.5% At my school there is a teacher or other adult who 52.3% 49.5% 53.5% really cares about me. Service to parents and stakeholders % of parents who Agree or Strongly Agree 2011-12 2012-13 2013-14 This school provides a safe and secure environment for 89.4% 83.5% 88.7% students to learn. I feel respected and welcomed at my child’s school. 89.2% 82.9% 89.6% My complaints are dealt with fairly and openly at this 81.5% 73.3% 83.5% school *According to Fresno Unified Research, Evaluation, and Assessment According to the staff survey, there is a level of dissatisfaction regarding student behavior and discipline. Administration works collaboratively with teachers in the School Building Committee to help address concerns and issues that may arise.

(FIGURES 29a and 29b) Staff Surveys Response

Staff Survey Surveys Response Rates 2011-12 2012-13 2013-14 McLane High 46 71 70 *According to Fresno Unified Research, Evaluation, and Assessment % of staff states frequently to very Staff Survey frequently 2011-12 2012-13 2013-14

A school-wide behavior system is in place. 28.3% 35.2% 42.9%

Students follow classroom rules on a consistent basis. 46.7% 58.8% 66.7%

Rules and expectations are clearly defined. 37.0% 56.5% 55.7%

*According to Fresno Unified Research, Evaluation, and Assessment

37 McLane High School WASC/CDE Self-Study Report

McLane Performance Data In 2013-2014, McLane was a PI 5 status high school. The API scores over the recent past can be seen in the following chart: (FIGURE 30) API Score in a Five Year Trend

Year 2009-10 2010-11 2011-12 2012-13 2013-14 API Score 624 636 628 617 TBA

*According to California Department of Education Since 2007, the percentage of students in Grades 9-11 obtaining Proficient or Advanced levels on the CSTs has risen from 5% to 12%. During that same time period, ELs meeting annual goals on the CELDT have risen from 48.7% to 53.1%.

The California Standards Test (CST) tests students in English Language Arts, Mathematics, Science, and Social Science. The CST is a summative test measuring individual student learning on the California State Content Standards. There are five (5) performance levels measured by the student’s scaled score. The State of California performance target for all students is “Proficient,” or “Advanced.” A minimum scaled score of 350 is required for proficiency. In 2014-15, the CST English and Math Assessments were changed to the Smarter Balanced.

From 2009 to 2012, ELA increased Proficient/Advanced rates among students. Beginning in 2009, 4% of the students were Advanced, whereas, in 2012, 6% were Advanced. The number of Far Below Basic decreased from 17.5% in 2009 to 16.7% in 2012. Ninth grade data shows that, during the four-year trend, as Far Below Basic and Below Basic increased, so did the number of students scoring Advanced. McLane has addressed these issues in the action plan by providing teachers with professional learning resources and assistance, both on site and at the district level.

(FIGURE 31)

38 McLane High School WASC/CDE Self-Study Report

ELA 10 decreased in Far Below Basic and Below Basic and increased in Proficient and Advanced. ELA 11 decreased in Far Below Basic, Below Basic and Advanced, and increased in Basic and Proficient. In 2013-14, the administrative team met with both Lead teachers and Department Chairs once a month to discuss data and strategies to assist in driving accountable communities.

(FIGURE 32)

School-wide, math increased during the four-years for students scoring Far Below Basic and Below Basic. Students performing in Basic, Proficient, and Advanced have all decreased. Algebra, a subject of most concern, increased the number of Far Below Basic students while decreasing the number of those scoring Proficient by 4.5% and Advanced by .9%. During the 2009-2010 school year, Algebra had the lowest number of students scoring Far Below Basic and Below Basic and the highest percentage of students scoring Basic, Proficient, and Advanced. This was largely due to the second year of the ninth grade academy and supplementing the Algebra curriculum. Due to the different allocation of resources, McLane restructured the ninth grade academy in 2012-13, by targeting the students scoring Far Below Basic. Also, due to the loss of QEIA funding, the Algebra class sizes were no longer 25:1 but increased to 40:1.

(FIGURE 33)

39 McLane High School WASC/CDE Self-Study Report

In Algebra II the four-year trend shows that students scoring Far Below Basic increased significantly by 6%, leading to a 2.8% decrease in Below Basic, 1.1% increase in Basic, a 5.0% decrease in Proficient, and an increase of .8% in Advanced. In Geometry, a majority of the students remained in Below Basic. This had been an ongoing concern. Consequently, three years ago McLane implemented a Geometry Intervention course to provide assistance to those students scoring Far Below Basic. However, based on the elevation in Far Below Basic, the intervention course was not successful and was eliminated in the 2013-14 school year.

(FIGURE 34)

Students enrolled in Trigonometry were tested in the areas of Algebra II and Geometry through Summative Math on the CST. During the four-year trend, there was a decrease of 5.1% in students scoring Far Below Basic and a 1.0% decrease in Below Basic. There was a decrease of 8.7% in the students scoring Basic and a significant increase of 9.1% in Proficient students.

(FIGURE 35)

During the four-year trend, while Physics had a drop of 16.3% in Far Below Basic, it had a dramatic increase of 21.5% in Basic and increased the number of students scoring proficient. Earth

40 McLane High School WASC/CDE Self-Study Report

Science increased their Proficient students by 5.5% and Advanced by 2.5%. Biology has increased by 7.2% in Proficient and 1.3% Advanced, and decreased in Below Basic and Basic. Chemistry had a significant increase of 10.4% from 2009 to 2012 in the Far Below Basic category. Life Science increased by 3.1% scoring Proficient during the four-year trend while remaining constant in Advanced and decreasing in all other areas.

(FIGURE 36)

41 McLane High School WASC/CDE Self-Study Report

World History decreased 6.2% from 2009 to 2012 in Far Below Basic, with an increase in 2013. All other levels showed an overall decrease with the exception of basic, which increased. US History also showed a decrease in Far Below Basic and an increase of 1.8% in Proficient and 2.5% increase in Advanced. Some teachers in these subject areas are part of the Professional Development team and are helping to deliver strategies that are used in their current instruction.

(FIGURE 37)

In 2012, the ACS tests were restructured so that standards were taught at different times during the year. Curricular and instructional decisions are driven by the results. These district assessments were discontinued after the 2012 school year.

As of the 2010-2011 school year, McLane discontinued 10th grade SDAIE classes in which EL students were grouped strategically for specialized instruction. While there were fewer advantages to such groupings, the SDAIE classes assisted teachers in providing curriculum designed specifically for English Learners. However, as a whole, the tenth grade students improved in all standards. The tenth-grade students in 2010-2011 had a double block of English in 2009-2010 and, with the standards between ninth and tenth grade being the same, the tenth grade students were more adequately prepared.

(FIGURE 38) Language Arts

42 McLane High School WASC/CDE Self-Study Report

One potential cause for the slight decrease in proficiency rate in Algebra I is that, in 2008-2009, McLane introduced a program within the ninth grade academy, Transition to Advanced Mathematics (TAMS). TAMS was used during the first semester of the 81 minute double blocked period for ninth graders. In 2009-2010, the ninth grade AC revamped TAMS and only used the program during the first quarter of the 81 minute double blocked period. The ninth grade Algebra teachers believed that the impact on the students’ scores was due to the double block of math, not TAMS. Thus, in 2010-2011, TAMS was eliminated. In 2011-2012, the ninth-grade academy was being restructured due to the loss of QEIA funds. Currently, the ninth grade academy has Far Below Basic students in 112 minutes double blocked in math. We are hoping that the smaller class size, more instructional time, and targeted instruction will allow for the Far Below Basic students to improve. (FIGURE 39) Mathematics

From 2010 to 2011, ACS 3 scores improved in all areas of Social Science. Modern World History improved by 1.1% and US History increased 1.4%. The Social Science Department continues to work collaboratively by using Accountable Communities Foundations to improve test scores.

43 McLane High School WASC/CDE Self-Study Report

(FIGURE 40) Social Science

The growth of Biology and Earth Science is attributed to the growth of Accountable Communities. The Science Department meets as a group in one room so that they are able to collaborate within content areas, as well as infuse vertical articulation. Earth Science and Biology had academic calendars and shared common lessons and assessments. Many within the content areas were strategic in implementing the 3-Phase lesson plan. Chemistry had a decrease of 3.5% in the number of students scoring proficient from the previous year. The Chemistry AC has analyzed the math proficiency level of Chemistry students and are finding a direct correlation with the students’ math CST levels and their success in Chemistry.

44 McLane High School WASC/CDE Self-Study Report

(FIGURES 41) Science

As of June 30, 2014, 70% of the class of 2016 had passed the English Language Arts section of the CAHSEE, 73% had passed the mathematics section, and 72.47% passed both sections. As of June 30, 2011, ELs (ELD Level 1-3) performed as follows: 18% had passed the English Language Arts section, 45% had passed the mathematics section, and 15% had passed both sections. ELs (ELD Level 4-5) performed as follows: 50% had passed the English Language Arts section, 65% had passed the mathematics section, and 42% had passed both sections. McLane has dedicated CAHSEE intervention programs for the students who have not passed the test during their junior and senior years. Incoming sophomores, who are in need of additional support in math and English, are also enrolled in a CAHSEE Intervention course. In 2010, 75% of the 10th grade students passed the mathematics section of the CAHSEE and 64% passed the English Language Arts on their first attempt.

45 McLane High School WASC/CDE Self-Study Report

(FIGURES 42a and 42b) 10th Grade Students Passing CAHSEE on 1st Attempt MATHEMATICS

10th Grade Students who did not passed Math 10th Grade Students who passed Math

73% 74% 75% 69% 164 67% 73% 132 128 161 156 127

445 373 392 362 311 336

2009 2010 2011 2012 2013 2014

ENGLISH 10th Grade Students who passed ELA 10th Grade Students who did not passed ELA

66% 62% 64% 68% 205 64% 70% 167 197 186 169 142

405 359 317 330 306 327

2009 2010 2011 2012 2013 2014

*According to California Department of Education According to the annual measurable achievement objectives (AMAO), the growth from 2011-12 was .5% higher than the previous year. There was an 11.4% increase in students who attained English Proficiency in less than 5 years and a 2.6% increase in the students who attained English Proficiency in 5 years or more.

46 McLane High School WASC/CDE Self-Study Report

(FIGURES 43a, 43b, and 43c)

Annual Measurable Achievement Objectives (AMAO)

*According to Ed-Data

47 McLane High School WASC/CDE Self-Study Report

*According to Ed-Data

McLane's English learner population has been declining along with our general population, however we remain at approximately 20%. Until the 2012-13 school year, the redesignation criteria was an overall CELDT score of Early Advanced (4), or Advanced (5), an English Language Arts CST score of 325 or higher, parent notification, and teacher input via the language TOOL

48 McLane High School WASC/CDE Self-Study Report

based on classroom performance. When the CST was eliminated, a comprehension measure became necessary in its place. The Degrees of Reading Proficiency (DRP) was determined to be our districts best current assessment to measure English comprehension. Current redesignation criteria is a P75 level of 36-40 (based on grade level) NCE on the DRP, Students have the opportunity to qualify for re-designation three times each school year. As of our 2nd redesignation window for 2014-15, McLane is on track to meet our goal this year.

(FIGURE 44) English Learner Redesignation at McLane

2009-10 2010-11 2011-12 2012-13 2013-14 McLane High Count Percent Count Percent Count Percent Count Percent Count Percent EL Population 671 27.40% 610 25.42% 547 23.20% 463 22% 437 22.70% EL 43 6.70% 61 8.20% 29 4.80% 33 6% 26 5.20% Redesignation *According to California Department of Education

The data results in Figure 45 show that 29% of our students who scored Intermediate the previous year, moved to Early Advanced or Advanced, while 41.6% of those scoring Early Intermediate moved to Intermediate or above. Overall, 92 (25%) of EL students have advanced at least one level. McLane's ELD teachers continue to provide well executed and rigorous instruction in the three available sections. A section of Early Advanced ELD was added in 2011-2012 and is used to rigorously prepare those students who are still struggling with language skills after two years of ELD. Solid ELD instruction contributed highly to our students who scored Beginning in the previous year, showing a 55% increase to Early Intermediate and higher. The ELD instruction also enhanced the results for the Early Intermediate and some Intermediate scores.

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(FIGURE 45) Count and Percent of English Learners Achieving Overall Proficiency Level Gains on CELDT (Fall, 2012 to Fall, 2013)

McLane Fall 2013 Annual CELDT Administration

Total Beginning Early Intermediate Intermediate Early Advanced Advanced

Count % Count % Count % Count % Count EL**

(1) Beginning 31 18 58.1% 10 32.3% 3 9.7%

(2) Early 60 12 20% 23 38.3% 23 38.3% 2 3.3% Intermediate

(3) Intermediate 169 3 1.8% 10 5.9% 107 63.3% 49 29%

(4) Early 101 2 2% 26 25.7% 63 62.4% 10 9.9% Advanced

(5) Advanced 10 6 60% 4 40%

*According to Fresno Unified Research, Evaluation, and Assessment

In the second Semester of the 2013-14 school year, FUSD implemented the Degrees of Reading Power (DRP) test. This test is administered three times each school year to measure student reading ability to access complex text as measured by Common Core reading standards. The test consists of 63 items in seven paragraphs of informational text. Students determine the best word choice for the missing words within the paragraph. Paragraphs increase in difficulty and complexity. The assessment provides information to teachers regarding each students' ability to identify key ideas and detail, craft and structure, and integration of ideas. Over 70% of McLane students scored significantly below grade level according to Common Core Reading bands, with the average score falling between the sixth to eighth grade levels although we did have students score at or above the grade level score range of 62-74. This assessment is important to measure students’ ability to comprehend complex and difficult texts. This is a critical life skill that is supported in the Common Core Literacy Standards and College and Career Readiness Standards. This assessment is an important indicator of student growth and progress toward the access of the Common Core Reading and Writing standards.

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(FIGURE 46) DRP Scores: May 2014 #Students P75 Score Range* Average Score Median Score GR. 9 782 24-89 55.44 56 GR. 10 793 23-100 60.99 60 GR. 11 404 30-100 61.00 60 GR. 12 397 23-100 58.20 59 TOTAL 2376 23-100 58.68 59 *P75 Represents Instructional Reading Level *According to Fresno Unified Research, Evaluation, and Assessment

(FIGURE 47) DRP Scores: May 2014

DRP AVERAGE SCORES

Average Score

62.00 60.99 61.00 61.00

60.00

59.00 58.20 58.00

57.00

56.00 55.44

55.00

54.00

53.00

52.00 GR. 9 GR. 10 GR. 11 GR. 12

*According to Fresno Unified Research, Evaluation, and Assessment

51 McLane High School WASC/CDE Self-Study Report

Chapter II ______Progress Report

52 McLane High School WASC/CDE Self-Study Report

McLane High School participated a full self-study in 2009, with a review and progress report in the spring of 2012. After our visits, critical areas were surfaced. These areas have become a focus of practice and improvement during the last six years. Additionally, there have been a number of significant changes in personnel, programs, and enrollment. Our data shows that although we have made progress in our critical areas, we still have much to do. School-wide Critical Areas for Follow-up

There has been significant progress in each of our critical areas since McLane’s 2009 visit. This can be attributes to district initiatives, site decisions, program and master schedule revisions, and the hard work and dedication of all McLane stakeholders. The actions around each of our critical areas has been summarized below and discussed in more depth throughout the self-study.

Critical Area #1: Ensure that there is a direct link between data analysis and curricular and instructional decisions.

Fresno Unified Foundations for Accountable Communities, a district initiative, provide the expressed expectation of the analysis of student work samples, applicable formative and summative assessment data, as well as district and state assessment data. Accountable Communities are organized by subject and if applicable course. Qualitative and quantitative data is analyzed and reflected upon to drive curricular and instructional decisions at McLane High School. Refined action plans express the need to use data as pertinent to tracking of program success and to help in instructional restructuring.

Examples include:  Teachers collaborating in common subject areas to implement Fresno Unified’s District Scope and Sequence aligning with Common Core State Standards. Accountable Communities identify achievement gaps based on assessment results and develop mini lessons and implement strategies based on best practices to support student achievement.  Providing planning time for teachers to use scores from district tests and state tests and to use the District’s Cycle of Continuous Improvement to focus on proper instruction.  The redesignation of English Learners increasing from 5.6% to 13.2%, over time, through the use of SDAIE, SIOP, and data chats with both students and teachers.  Use of data to drive instruction to support analyzing strengths and needed improvement in focusing on the SLOs in the areas of reading, writing, speaking, and listening.

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 Grade chats between Administration and teachers, as well as in the Accountable Communities to determine where students are succeeding and where additional support is needed.

Critical Area #2: Expand vertical articulation across the curriculum to further ensure that student proficiencies are purposefully built over four years.

Fresno Unified’s Foundations for Accountable Communities provide the underpinnings for collaboration and vertical articulation in planning and instruction across the subject areas in an attempt to create a vision of what will be expected in every classroom and every collaborative meeting of teachers in the District.

The foundations of classroom instruction contains elements that must be present in each lesson. Teachers have some flexibility in addressing each element as long as the following is adhered to as designed by the district and teachers union.

• What will students know, understand and be able to do?

• How do instructional activities align to objectives?

• How do you close your lesson?

• How do you determine if students are getting it?

• How do you monitor and adjust?

Throughout the year, administration walks through classrooms to identify trends and expectations needed for students to be successful. These trends are shared with the staff or specific Accountable Communities. Other vertical articulation opportunities include, but are not limited to:

 Common Core District Trainings  College Board Workshops  District and Site EL Professional Development  Pathways Articulation meetings  District Workshops

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Critical Area #3: Assess the impact and effectiveness of the Ninth Grade Academy and the Small Learning Communities (SLC’s) on student achievement and success. Carefully monitor and use the data gained from the assessments to determine adjustments and modifications needed.

The Ninth Grade Academy was eliminated at McLane in the school year 2011-2012 due to a loss of QIEA funding along with less than expected academic growth. In the 2014-15 school year, Linked Learning, a district initiative, replaced previous freshman programs. Specifics of the Linked Learning program include:

 Ninth grade teacher Link Learning teams share a group of students o An English, Science, and Math teacher in each team o English and Science classes scheduled back to back to allow flexibility in workflow for students  Specific strategies and skills supported throughout the classes o Example: English classes supporting Science in the writing and editing of lab reports.  Teachers receive a full day of district led professional development every two weeks  Three PLUS teachers support students’ academic and social emotional success o Work only with ninth grade teams o Pull small groups of students to work on academic gaps o Meet with at risk students to support social emotional needs o Teach the classes of their counterparts when they are at district training  English and Science focus on a Common Core Literacy Standard lesson  9th Grade teachers receive Common Core State Standards district training one day every two weeks

McLane is home to three Small Learning Communities and one Learning Pathway. The Small Learning Communities function more like individual schools with autonomy over decisions and practices while, at the same time, maintaining cohesiveness in the district scheme. Curriculum and instruction are designed to take advantage of interdisciplinary connections and to collaborate with one another to share the best practices and strategies.

 Medical and Educational Research Academy (MERA); designed to create a foundation of health and medical knowledge. The culminating project for this academy is a symposium

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held at the end of the year and incorporates English Language Arts, Speech and Presentation as well as knowledge in the medical field. Seniors also have a hands on opportunity to work at the local Veteran’s Hospital.  McLane’s Business Academy (MBA), provides an opportunity for students to learn to be collaborative innovators, while exploring the various functions of a business. Our partnership with Union Bank and McCormick Barstow Law Firm supports our work in the Business Academy. Opportunities for seniors to participate as on site bank employees is one option for real world experience.  Art Venture Academy (AVA), has enjoyed local and national recognition with themed exhibits in our local museums, and most recently in Washington DC. Art Venture brings a multidisciplinary approach to timely and relevant social issues and ethnic groups. The reading and writing in students’ English classes are geared to support the yearlong themes such as Immigration, Homelessness, Southeast Asian Community, and 50 years of Civil Rights. The Art Venture Academy also supports English Language Learners which promotes academic language and critical thinking about social issues in the visual and performing arts.  Educational Careers Pathway (ECP), is a modified version on McLane’s former teacher academy. This pathway allows for a broader range of Educational careers such as counseling, coaching, teaching, or leadership positions. Since this is the first year of the redesigned program, only freshmen are enrolled in this pathway. Next year, it will expand to freshmen and sophomores, and continue to expand. Junior and senior students will have hands on experiences in school settings with elementary and middle schools within the McLane High School Region.

Critical Area #4: Develop and implement a school-wide focus on English Learners that includes collecting and analyzing data to measure student achievement and effectiveness of academic programs and provide professional learning activities designed to enable all staff to work effectively with this population.

The primary goal at McLane for English Learner success is to prepare them with the needed skills to compete in post-secondary opportunities. A measurement for this goal is the district and state

56 McLane High School WASC/CDE Self-Study Report re-designation rate of EL students. Our district’s current redesignation criteria consists of an overall CELDT score of Early Advanced (4), or Advanced (5), a DRP (Degrees of Reading Proficiency) P75 level of 36-40 NCE, Parent notification, and Teacher input via the language TOOL based on classroom performance. Students have the opportunity to qualify for re- designation three times each school year. Our target for the 2014-15 school year is 11%. After two re-designation cycles thus far, we are on track to meet this goal. Steps to support the achievement of our English Learners include:

 Core content area teachers participated in district provided SIOP training for 3 years  The ELD teachers participated in Systematic ELD and New ELD Standards training at the District level  A district EL coach worked with English and other content area teachers serving EL students between 2008-2012  Positive recognition for growth in EL students  One on one data chats with EL Students for the purposes of academic goal setting  Bilingual Counseling Resource Assistant contacts parents  English Learners Advisory Council (ELAC) presentations on relevant achievement topics.  Professional Learning for the staff on best practices for English Learners

Critical Area #5: Continue to explore and adapt strategies that will increase the awareness and participation of all stakeholders in the restructuring program at McLane High School.

Many modes of communication are used by McLane to increase awareness and participation of all stakeholders through:

 Technology: McLane website, SharePoint, School Messenger, ATLAS, and Twitter Accounts.  Activities: Know More, Summer Bridge programs, Link Crew, Youth Empowerment  Program, Fresno Best, Parent Empowerment, Parent University, Parent Center, various Parent Coffee Hours, Presentations by performance and Art Venture groups throughout the community  Local partnerships: CSUF, law enforcement, Union Bank, McCormick Barstow Law Firm, domestic violence experts, school advisors, etc.

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Significant Changes Personnel

There have been numerous administrative changes at McLane High School since the last full self- study in 2009. A new principal has been appointed, an assistant principal position has been eliminated and there have been numerous changes in the vice principal and counseling assignments. In addition, the school has experienced a reduction of 50.5 certificated positions because of a decline in student enrollment through district boundary changes and the loss of $2.4 million Federal QEIA funding because student performance targets were not met. With the emphasis on career and technical education and the expansion of pathways and academies, each Fresno Unified high school has been assigned a Coordinator of Career Education. This administrator oversees our growing pathway options ensuring vertical alignment and a rigorous course of study that builds necessary skills and experience through four years. Additionally, they connect with community partners to ensure our programs have validity and sustainability. Finally, the coordinator assists with pathway recruitment at the middle schools and on the McLane campus. This position is new as of the 2014-15 school year. Another new position during the 2014-15 year is the Plus Teachers. McLane hired two English and one Math Plus teacher to support a district model to implement Common Core State Standards. The Plus teachers work and plan with their course peers in grade 9 and teach lessons based on Common Core standards while the teacher of record attends Common Core training one full day every two weeks, called Plus Weeks. The plus teachers also participate in their own Common Core training once every two weeks. When it is not a Plus Week schedule, the Plus teachers work with their counterparts in a variety of ways. For example, the math Plus teacher pulls small groups of students from their math class and works with them on specific knowledge gaps that are keeping them from success on the material on which they are currently working. Plus teachers also interact in positive ways with some of our at-risk students with attendance and behavior issues. By meeting with them and being a positive, caring adult, they are able to reach students who may need that additional support.

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Site Changes A school-wide bell schedule was implemented in order to give all students access to all classes offered on campus. This replaced the separate schedule and campus locations for our Freshmen Academy which was reorganized in the 2010-11 school year. Currently, All Freshmen students entering McLane are assigned to a 9th grade Linked Learning team with a teacher team. The team includes an English teacher, science teacher, and a technology teacher. English and Science are schedule back to back, so assignments began in one class are able to continue in the next. Restorative Justice/Practices Pilot

The work of Fresno Unified School District’s Restorative Practices Pilot began in early 2014 with professional learning for staff at six McLane Region schools, expanding to the remaining seven in the fall of 2014. McLane High School was chosen to undertake this pilot because of the belief and support from our District leaders that McLane will lead the way for our District’s successful implementation of Restorative Practices across all FUSD school sites.

The Restorative Practices pilot is an exciting and innovative opportunity to enrich our school community by focusing on positive relationships and upholding a culture of high expectations, support and engagement. McLane High School staff received school-wide training on the foundational principles of Restorative Practices.

This comprehensive pilot involves proactive and responsive school-wide, classroom and individual level structures and practices to be established that support the strengthening of all relationships on campus needed to create healthy, safe conditions for learning and engagement to take place.

As all schools have different needs and priorities based on their data and use of climate/culture and social/emotional components, Restorative Practices School Counselors have been assigned to support the learning and implementation efforts. Our Restorative Practices School Counselor has been assigned to our site three days per week since August and during that time, we have established a Restorative Climate Culture team comprised of teachers, classified staff, and Administrators to contribute to the design and implementation of practices specific for our McLane school community. Additionally, we have conducted one on one staff interviews with all school community members to provide everyone with an opportunity for voice and participation in the development of desired goals for our school.

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We have implemented using “circles”—a form of dialogue in which members are invited to participate in active listening and speaking turn-taking to reach solutions to issues where potential conflict arises. This method of communicating is also demonstrated during team meetings to encourage deeper engagement, participation and an extension of respect to all present.

Students have had the opportunity to engage in circle problem-solving with their teachers, peers, Administrators, and counselors to empower their own growth in problem-solving and enhance their personal responsibility. Many who have been involved in this process report feeling a deeper connection and/or understanding among one another which changes the dynamics of how they work together.

In February, McLane High students participated in Peer Mediation training with FUSD partner, California State University, Fresno. Twelve students were invited to attend and become Peer Mediators for McLane; this is the first student lead conflict mediation effort at any High School in our District. Students are excited to help their peers resolve conflict and many of the students who are Peer Mediators went through the process of conflict mediation at McLane themselves and were pleased with the outcome.

McLane staff recently also received training on holding Class Meetings. Class Meetings are designed to prevent violent acts from occurring by targeting discrimination, harassment, intimidation and bullying behaviors with whole-group class instruction through meaningful dialogue and class participation. Teachers were invited to participate in developing the Scope and Sequence for beginning Class Meetings which are scheduled to being in mid-March 2015.

Our school-wide implementation of Restorative Practices is moving along swiftly but deeply on our campus community with visitors, staff and students all echoing that our school “feels good”. This intangible factor speaks to the positive school climate and culture McLane is working hard to foster and strengthen.

Professional Development Committee at McLane High School identifies professional development needs based on Fresno Unified School District foundations and developments in Common Core standards for teaching as well as teacher feedback and surveys. The group is volunteer and was formed in 2010. One of the group’s initial tasks was to create a series of lessons that all teachers would utilize throughout the year during the monthly 25 minutes advisory.

The last few years, the group also creates and delivers presentations to staff on effective teaching

60 McLane High School WASC/CDE Self-Study Report strategies and common core implementation based on findings and teacher input. The committee also reviews data received from administrator-led walkthroughs and evaluates the effectiveness of each professional development opportunity. Teacher led and administrator supported, the Professional Development Committee is comprised of the principal, a vice principal, the literacy coach and a few teachers. Committee members attend monthly meetings to reflect on previous presentations and also to discuss relevant information and plan for upcoming staff meetings. Parent University/ Parent Empowerment Parent University was a positive force for including our parents at McLane. The courses parents took not only increased their ability to support their own children, but connected them to the school. These classes were always well attended and built much good will for McLane. At the end of the 2013-14 school year, the district funding for Parent University was limited to elementary schools and our parents were quite upset over this development. In response, McLane created their own parent meeting called Parent Empowerment. The group meets Wednesday mornings from 8:30 a.m. – 10:30 a.m., and has a variety of timely topics and presentations from administrators to community advocates and local agencies. Our BRCAs oversee the planning of presenters and workshops for the parents. The sessions are well attended, and the feedback on topics is very positive. Focus School Status During the fall semester of 2014-15, McLane, along with three other Fresno Unified High Schools, was named as focus school due to last year’s data indicating our Special Education and long term English Learners were not progressing academically. The Focus School designation is part of the Core Waiver (see district initiatives below). This year our school has made significant gains in the number of co-teach college prep sections now offered for our SPED students and the increase in our Redesignation score. These improvements were made prior to being informed of focus school status. The Community of Practice group of high schools meets every other month to establish and work through set group goals; however, sites will also establish individual goals. A Problem of Practice statement is the community goal, with specific filters that narrow to highlight a “high leverage focus group”. Filters may include attendance rate, behavior entries, or suspensions. In the case of the high schools, the ninth grade students became the “high leverage focus group”. An implementation strategy to meet the Problem of Practice was

61 McLane High School WASC/CDE Self-Study Report developed. McLane chose to utilize our three PLUS teachers to support at risk 9th grade students meeting the “high leverage” criteria. PLUS teacher conference with students regarding grades and missing assignments, building organizational skills and materials. PLUS teachers also assist students in connecting with counselors and facilitate communication with teachers. With this support, along with small group tutoring, we expect a significant improvement and successful transition for freshmen students into their high school career.

Grade Summary

A closer look at the D and F rates at McLane High School shows that a majority of students at every grade level who are earning a failing grade are doing so in more than one course. This has a direct impact on the graduation rate and college eligibility of students. From the data, both 9th and 10th grade years seems to be the most challenging for students. In order to support 9th grade students, LINK crew activities and study sessions are in place, encouraging students to get involved and develop effective study habits. The PLUS teachers meet with at-risk freshmen who could use extra support in their math and English class. For all grade levels, support classes in mathematics and English Language Arts are available to struggling students. Students who are in danger of failing and/or not graduating on time have the option to attend adult school, make-up courses during summer school, or participate in credit recovery classes during the school year. LINK crew activities are senior class mentors supporting ninth graders through activities and connection to clubs, etc. Advanced Placement tutorials and study sessions and other after-school program tutorials are available to help struggling students.

A-G Requirements

There has been an increase in students meeting A-G requirements and as a direct result, McLane has experienced an increase in graduation rate. To accompany this, all school counselors have access to a Beta tool that provides real-time data for each student on campus. This tool allows counselors to look up students and identify those seniors in danger of not meeting A-G requirements so that a positive intervention can be provided in order to ensure that each student has the ability to graduate on time. In addition to personal meetings, there are many opportunities for students to make up classes that they need to make graduation requirements. With access to J.E. Young, a continuation school on campus, struggling students are able to enroll and receive credits needed in order to graduate while being concurrently enrolled at McLane. Senior students

62 McLane High School WASC/CDE Self-Study Report are also able to enroll in APEX, an online credit recovery course that fulfills requirements needed to graduate on time.

District Initiatives

Fresno Unified Foundations was implemented into all FUSD schools during the 2010-11 school year, with a three year implementation plan. The first year focused on Classroom foundations that were to be present in every classroom every day. These included a clear and worthy objective, instruction directly tied to the objective, assessment throughout the lesson in the form of check for understanding and other formative assessments, and closure that is intentional. Foundations provided a consistency of instruction in all classrooms. The other half of foundations was in the way teachers worked together. In 2012-13, Accountable Communities were established using Fresno Unified Foundations. Teachers met in course alike groups to plan, analyze student work, reflect on previous lessons and units, and create opportunities to address knowledge gaps and move students forward. A more comprehensive description of Fresno Unified Foundations is provided in Chapter I of this self-study. Professional Learning iAchieve is a software system that houses all professional learning opportunities and meetings in a database and allows participants to register for relevant trainings. The system also replaces the former teacher and administrator evaluation templates with a more interactive method of drop down menus and text boxes. Employees can log in to their iAchieve online portfolio and see professional learning they have attended and/or registered for, as well as interact with their formal evaluation. Common Core Training for Core Teachers began in 2012-13 with the three instructional shifts in the English Standards and the three instructional shifts in the mathematics standards. The following year, trainings by content area focused on Webb’s Depth of Knowledge, lesson/unit planning based on the Literacy Design Collaborative. This year, high school English and Mathematics teachers have three trainings designed to deepen their learning around the standards and prepare students to be successful with the second administration of the SBAC assessment in the spring. Freshmen teachers participate in training one full day every two weeks and are using that time to deconstruct standards, create lesson sequences, and create a series of mini tasks and assignments to incorporate into instruction.

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Lead Teacher Meetings were instituted in Fresno Unified in 2012-13. The Lead teacher within a department plays a different role than the department chair in that the focus is strictly instructional. Lead teachers receive specialized training after hours from district personnel and given the charge to take the information or strategy back to their course alike colleagues. Leads receive an extra pay contract for the meetings they attend and after hours planning. The number of district training varies each year, but tends to be anywhere from 3-4. SIOP (Sheltered Instruction Observation Protocol) district training was provided for English, Mathematics, Social Studies, and Science for three years. Initially, only those teaching a SDAIE section of their content participated in the training; however, with the large population of Long Term English learners, it was determined that most or all teachers would benefit from the training. The training was eliminated after the 2011-12 school year. Additional support for EL students has been to incorporate AVID strategies.

Equity and Access Tools Another district initiative supporting McLane’s work is promotion of equity and access. UC Merced and Fresno Unified School District have established a unique, groundbreaking body of work focused on equity and access for all students. The mission is to ensure students are given an equal opportunity to graduate from high school and have the greatest number of postsecondary choices from the widest array of options. A series of tools and databases have been established to monitor and track student progress. These databases, The BETA Tool and the Dashboard, draw upon data collected from current district student information systems to identify students with academic and social/emotional challenges (e.g., lack of grade level credits towards graduation and A-G completion, dramatic changes in grade point average from previous semester, attendance problems, disciplinary records, etc.). These tools have become an important measurement system for recognizing and designing interventions for students.

The Achievement Technology Learning Assessment System (ATLAS) is a partnership with Microsoft School Agreement. Atlas is a state-of-the-art, customized productivity tool. ATLAS provides a mainframe for teachers, administrators, counselors, office staff, district level administration, parents, and students to have easy access to a wealth of information. ATLAS was created to enhance teacher productivity, provide students/parents the ability to take ownership for their education, and offer administrators a streamlined site to track student, teacher, and district level information and trends. ATLAS has replaced many paper-based duties for teachers such as

64 McLane High School WASC/CDE Self-Study Report taking attendance, calculating grades, adding assessments, tracking missing and unfinished student work, writing report cards, and analyzing assessment data. The automated format provides more time for teachers to spend on classroom instruction.

The CORE Wavier Many of the significant changes currently in the works are due to Fresno Unified being granted the CORE wavier. The California Office to Reform Education (CORE) is a group of eight school districts representing over one million students in the state of California. The group believes the current NCLB AYP measurements do not adequately measure the needs and progress of our schools. In addition they feel the responses to schools failing to meet their indicators are punitive in nature and do not allow for a responsive system to build capacity in districts, schools, and teachers to address the needs of students. The wavier requires the CORE districts to have an aligned data system and will measure three domains. The three domains are academic; social emotional factors; and culture and climate factors. The academic domain includes measurements for test performance, growth, and persistent enrollment and graduation (measurements aligned to secondary only). The social emotional domain will include measurements of absenteeism, suspension and expulsion rates, and non-cognitive skills. The culture and climate measurements include Special Education identification rates, ELL re-designation rates as well as student, staff, and parent surveys. The districts will be held accountable for movement in all domain areas for whole school population and subgroups, much like the current NCLB requirements. The major difference is that the subgroup significance level in current AYP is 100, and under the CORE wavier it will be 20 in order to include more students.

Local Assessments: DRP, ELDA, and Common Assessment have taken the place of the ACS test. Each of these assessments measures particular knowledge and skills that align with the new Common Core State Standards. The DRP (Degrees of Reading Power) is an online assessment that measures reading comprehension through seven paragraphs and sixty three items in a CLOZE style, where students choose the correct word for the blank. The test aligns to the Common Core Reading Comprehension standards that measure key ideas and details, craft and structure, and integration of ideas. Students are assigned an independent and instructional reading level in each of the three areas in the Common Core reading standards according to their performance. Teacher reports detail the students’ progress, measures it against Common Core grade specific Lexile levels, and show teachers whether a student is at a level of teach, practice, or reinforce particular

65 McLane High School WASC/CDE Self-Study Report reading skills. The assessment is given three times per year, with last May being the first administration of the assessment. The most current data shows that approximately 70% of McLane students scored significantly below grade level, as defined by a comprehension gap that is greater than two years below grade level. For this reason, reading comprehension has been called out in our SPSA as an area of needed growth. The growth goal for 2015-16 is 20% of our students will move out of the “significantly below” category by May of 2016.

A new version of ELDA is given to all English Learners. The window for this assessment is approximately the same time as CELDT. The thinking around giving an assessment that is considered a “mini CELDT” is that it gives teachers and students feedback much sooner than the CELDT. ELDA results are available approximately one week after administration and allows teachers to use the information as a formative assessment tool in planning instruction for the fall semester.

A common assessment modeled after the types of items found on the SBAC was piloted in October of 2014. Each of the core content areas had an assessment that measure both content and Common Core Literacy Standards. Originally, these types of assessments were intended to be given once per quarter and scored by the teacher using a provided rubric. Finally, scores were to be uploaded by the teacher into ATLAS. After the fall administration, the other administrations were postponed by the district until such time as the assessment is less time intensive for both students and teachers.

After School Program

Five days a week, tutors provide academic assistance in core subjects, and funds from this program are also used to hire teachers to provide targeted academic assistance for students. Students who take advantage of the after school tutorial in the library, may earn 5 credits of elective credit per semester with 60 seat hours. The after school program also provides students with opportunities to participate in academic and enrichment activities. McLane’s after school program, funded by the 21st Century ASSETs, offers over 20 academic and enrichment classes including three cohorts of four-week job readiness program in partnership with the City of Fresno PARCS.

This year, there has been an increased focus on the after school program. An After School Coordinator has been assigned to increase activities and participation in the programs. This was done in an effort to combat the D’s and F’s in the school and by connecting students to the school thereby increasing graduation rates and school participation. The focus is also due to a new district

66 McLane High School WASC/CDE Self-Study Report tool measuring student engagement; the new tool allows for schools to measure student involvement. The logic is based on the correlation between student engagement and success. Additional Areas of Need

Since McLane’s last site visit in 2012, there have been many new assessments and means to desegregate the data, allowing us to be even more intentional regarding good first teaching and intervention. One area of need that surfaced for McLane through the DRP was that over 70% of our students were reading “significantly below grade level”. Reading of informational materials is a critical life skill, and as such demands our immediate attention.

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Chapter III Student/Community Profile Overall Summary from Analysis of Profile Data and Progress

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McLane teachers, support staff, and administration regularly analyze student achievement and perception data through staff meetings and Accountable Communities. In preparation for our full self-study, the data from Chapter 1 was collected and reviewed by the staff during the 2012 review, then at a WASC staff meeting early in the current self-study process in 2013. Teachers also reviewed chapter one in the 2014-15 school year. The following reflects the findings of that data analysis in relation to our Critical Student Needs, School-wide Learner Outcomes, and ultimately McLane student achievement.  Graduation rate increased from 65.8% in 2009 to 97% in 2013  CAHSEE 10th grade pass rate for first attempt is 73% for Math and 70% for English, an increase of 6% in both areas over 2012-13. English shows increases each year since 2009  Seniors considered "on track" in completing A-G requirements increased from 80 students (20.2%) in 2009 to 158 students (35.91%) in 2014.  AP class enrollment has increased from 271 in 2009 to 430 in 2014 due to an increase in the district's overall focus on equity and access for all students, as well as our focus on preparing college and career ready graduates. due to an increase in the district's overall focus on equity and access for all students, as well as our focus on preparing college and career ready graduates. due to an increase in the district's overall focus on equity and access for all students, as well as our focus on preparing college and career ready graduates. due to an increase in the district's overall focus on equity and access for all students, as well as our focus on preparing college and career ready graduates. due to an increase in the district's overall focus on equity and access for all students, as well as our focus on preparing college and career ready graduates. due to an increase in the district's overall focus on  The number of AP students scoring a 3+ on an AP exam increased from 45 to 64, in 2014.  CELDT results for 2013-14 school year show 53.1% of students considered "on track" by moving one or more proficiency levels that year. This reflected a 4.3% increase over 2009.  English Learner Redesignation levels increased in 2010-11, then decreased in both 2011- 12 and 2012-13. McLane has already surpassed last year's redesignation rate of 5.2%. The current rate of 5.89% (23 students) does not include one more redesignation window in May.

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 API has decreased 7 points since 2009. Discontinuing the Ninth Grade Academy and SDAIE classes for 10th grade EL students due to the loss of funds, support positions, and increased class sizes during the same year had an impact on student achievement, however, the school has been able to slowly regain progress that was made in earlier years.  CST ELA and Math have been replaced by Smarter Balanced Assessment Consortium. Tenth grade Biology still tests using CST. The last year of the CST tests, English showed growth in the proficient band for all grade levels.  The CST Math proficient percentage deceased slightly the last year of the test administration in all courses, with the exception of Summative Math, which increased.  Social Studies showed a decrease in below basic, with an increase in basic, and a very slight increase in proficient scores.  With the exception of Life Science and Earth Science, there was an increase in the percentage of students scoring basic while decreasing in lower bands. There was also a slight increase in the percentage of students scoring proficient.  The number of students receiving more than one D’s and F’s has decreased since 2009. This can be attributed to a number of factors. Most teachers now allow students to retake failed tests, and accept late work. Additionally, the means instruction has begun to allow students to learn through a more collaborative approach. Also, our after school program offers daily tutoring from 3:00 p.m. to 6:00 p.m., Monday through Friday. On average, McLane has 240 students attending after school where 52% are there for academic support. These students are also able to earn 5 elective credits for 60 hours of participation. This has helped very many students move up from Ds and Fs, and puts them on a more success path overall.  Boundary changes and loss of funds has greatly reduced the number of students and teachers and changed our feeder pattern.

Critical Learner Needs and Schoolwide Learner Outcomes

Critical Area #1: Include reading comprehension strategies and opportunities to read complex informational texts in all classrooms for the purpose of increasing the reading level of McLane students to grade level as measured by the local and state assessments.

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Critical Area #2: Develop and implement a school-wide focus on long term English Learners that includes professional learning to implement academic reading and writing skills into all classes leading to Redesignation.

Both of the above Critical Areas support our Schoolwide Learner Outcomes.

Highlanders are Effective Communicators and Critical Thinkers

To be an effective communicator means you are able to gather information from a variety of sources, comprehend what you are reading, as well as providing claims, evidence, opinions, and show relationships between and among ideas either in verbal or written form. If students are not able to access complex texts, they will not be able to adequately perform these important college and career skills. We do a disservice to our students when we allow them to believe that reading far below their grade level is acceptable and will offer them the greatest number of postsecondary options.

Since McLane’s last site visit in 2012, there have been many new assessments and means to disaggregate the data, allowing us to be even more intentional regarding good first teaching and intervention. One area of need that surfaced for McLane through the DRP was that over 70% of our students were reading “significantly below grade level”. Reading of informational materials is a critical life skill, and as such demands our immediate attention. Questions raised are:

1. Which subgroups have a disproportionate number of students in their performance band? 2. What implications does this have for professional learning opportunities? 3. How much opportunity do students have to read grade level informational text in their classes? 4. What are the specific proficiency and knowledge needs of our long term English Learners that keep them from Redesignation? 5. How can all stakeholders work to increase the achievement of our students?

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Chapter IV ______Self-Study Findings

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Chapter IV Category A Organization: Vision and Purpose, Governance, Leadership and Staff, ______and Resources

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Chapter IV A: Organization-Vision and Purpose, Governance, Leadership and Staff and Resources

Focus Group Leaders Dionne Howell (Librarian) Focus Group Members

Principal: Scott Lamm SPED: Shawn Toomer HSS: David Shumaker SPED: Phil McIlhargey HSS: Ann Alvarez LOTE: Fernando Jen Math: Hilda Urzua PE: Regina Cervantes Math: Gene Vang PE: Valerie Flores-Lopez Math: Lee Yang ELEC: Chris Evans SCI: Lori Romero-Torres ELEC: Manuel Bonilla SCI: Mohamed Shu-Musse ELEC: Curtis Curry ELA: Donny Garcia Office Manager: Susan Weber ELA: Allyson Small Classified: Sothy Lean VAPA: Paul Germain Classified: Thomas Williams VAPA: Eric Day Librarian: Dionne Howell VAPA: Jim Coventry COUNS: Marie Aguirre SPED: Cheryl Bartley COUNS: Pat Lor

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Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources A1. Organization Criterion The school has a clearly stated vision and mission (purpose) based on its student needs, current educational research, and the belief that all students can achieve at high academic levels. Supported by the governing board and the central administration, the school’s purpose is defined further by school wide learner outcomes and the academic standards.

Findings Supporting Evidence McLane Mission/Vision Statement  McLane High School Every student, every period, every day – our focus mission and school High rigor and high expectations – our standard outcomes Failure is not an option – our commitment.  FUSD Core Beliefs and The Mission/Vision statement was produced as a Commitments partnership between the staff and administration. Staff input was utilized to create a Mission and Vision statement which  FUSD Goals is utilized to lead McLane toward a student focus, high  Staff meeting dates and expectations and standards in the classroom, and an overall agendas school commitment for academic success for all students.  McLane SWLO’s The previous Mission Statement of the McLane High  FUSD Core Beliefs School is based on the acronym “INSPIRE”. The mission  Key Instructional Shifts of statement was created during the 2008-2009 school year to the Common Core State address the Fresno Unified School District Board Core Beliefs Standards and the four overarching goals for the 2008-2013 school  Board Core Beliefs years. These goals and core beliefs were created in order to  McLane High ESLRs prepare all FUSD students with critical thinking skills, a well-  Single Plan for Student rounded academic base for College and Career, and Achievement perseverance to graduate.  McLane’s Professional McLane High School Mission Statement Development Team  Inspire all minds  The Common Core Team

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 Believe!  The CAHSEE Team  Inspire all minds  Accountable Communities  Be creative and imaginative; think of possibilities. (AC) Navigate the educational experience through  Advisory Team collaborative critical inquiry.  McLane SWLO  Actively question assessment data, instructional  Academic Vocabulary delivery, and curriculum design in order to explore ways  Cornell Notes of improving student performance.  Complex Talk, Complex  Give student the opportunity to question and research Task, Complex Text important concepts.  Safe and Civil Schools  Create opportunities for learning by following the  Capturing Kids Hearts Learning Conversation Principles.  Restorative Team Scaffold instructional strategies so all students are supported to meet high standards  Use Understand by Design unit planning process to provide focus for instruction, and plan multiple opportunities for students to master enduring standards.  Employ a variety of teaching strategies that allow students to learn Personalize the academic journey for all students  Differentiate instruction  Use Advisory to get to know and support students Infuse literacy in all classes  Provide strategies for students to access text and provide writing opportunities for student to enhance learning and demonstrate understanding  Employ strategies to teach academic vocabulary Require academic rigor

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 Utilize Webb’s Depth of Knowledge and Scope and Sequence to create Common lessons, assessment, and culminating tasks in Accountable Communities  Address the three District instructional shifts Examine self-practice to continually improvement  Be open to coaching and mentoring  Seek professional development opportunities and take a risk to incorporate new learning into practice

The School Wide Learning Outcomes (SWLO) was originally titled The Expected School wide Learning Results (ESLRS). The SWLO’s were created through teacher input to focus instruction on creating effective communicators, problem solvers, goal setters, and personal/interpersonal skills. The SWLO’s were created concurrently with the Mission and Vision statement to set high standards and

77 McLane High School WASC/CDE Self-Study Report expectations for all McLane High School students in order to create a culture of high student achievement during the 2008- 09 school year. During the 2014-15 school year, the Schoolwide Learning Objectives were revisited and revised.

The SLOs are as follows:

Highlanders are: 1. Effective Communicators 2. Problem Solvers 3. Critical Thinkers 4. Collaborative Innovators

In lieu of the full implementation of Common Core and District shifts in instructional focus the vision and mission statement was updated during the 2013-14 school year. Staff members provided input in the creation of the vision statement during the 2012-14 school years. In the fall of 2012 each staff member created a vision statement during buyback days in the form of a legacy statement. The legacy statement was how each staff member wanted to be remember as a teacher in one sentence and placed on a copy of a brick. During the first semester of the 2013-14 school year staff members created vision statements. These vision statements were compiled by department chairs and sent to the Professional Development team. The Professional Development team created a draft of the Vision statement based on staff input and was sent back to each department for input. The final vision statement was approved by Staff members in the Spring of 2014.

The administration team brought forward suggestions to stakeholders on how to align them to the school’s current reality to reinvent and refine our school wide outcomes and make them stronger and more meaningful to all in the

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McLane community. These suggestions were taken back into the WASC Focus Groups to reflect upon and refine in order to meet the current needs of McLane students and staff. Through this process, the school outcomes, mission, and purpose were combined into one motto using Fresno Unified School District goals and core beliefs and commitments as well as David Conley’s four keys to college and career readiness as resources and guidelines.

Through this process, staff met several times in different formats (all staff, departments, accountable communities, focus groups, etc.) to discuss the current School-Wide Learner Outcomes and begin revisions.

McLane has continued to implement an effective process for regular review/revision of the school vision, mission, and the school wide learner outcomes based on student needs, global, national, and local needs, and community conditions.

McLane High School has continued to review/revise the vision, mission, and school wide learner outcomes through development of a variety of professional development teams which address each of the SLO’s. The teams that have been created and utilized are the Professional Development team, the CAHSEE team, the Common Core team, Safe and Civil Schools Team, Accountable Communities, The Restorative Team, and Advisory Team.

The Professional Development team was created in 2010 with a focus on bridging gaps in instruction, curriculum, leverage creating instructional practices, and analysis of strategic data. The PD team created a yearly focus based on teacher input. Teacher input was based on a year-end survey

79 McLane High School WASC/CDE Self-Study Report that sought teacher generated professional development needs. The team focused on academic vocabulary and a variety of AVID strategies such as Cornell Notes as school- wide implementations. The school wide Academic Vocabulary addressed effective communication in reading, writing, and speaking. The team provided a demonstration of a Socratic Seminar for the staff during a staff meeting. Staff members participated to acquire the student perspective and provided hands-on experience for the staff. The Socratic Seminar supports the first School Wide Learning Outcome of communicating effectively for all students through speaking and listening.

The Professional Development team was merged with the Common Core team during the 2012-2013 school year. The Common Core team has helped support the school’s transition to full implementation to Common Core in the 2014-15 school year. The team focused on exposing the staff to Complex Talk, Text, and Task during the 2012-2014 school years which supported the SWLO #1. The team highlighted a variety of teachers on staff during the three year build up to a full implementation of Common Core. The teachers modeled lesson demonstrations highlighting Complex Task, Text, and Talk in Core Content Areas for the whole staff. The team highlighted teachers through the use of video tape to record lessons in order to share exemplar strategies and skills with the whole staff while utilizing the talent, skills, and expertise of the staff.

The Safe and Civil team supported the consistent focus of SLO #4 during the 2009-2014 school years. The team supported the staff who were trained in the Positive Behavior

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Intervention System program Capturing Kids Hearts. CKH trains teachers how to connect with students through greeting them at the door, using positive affirmation a daily part of class schedule, facilitating a student generated rule contract which is signed by all students in the class, and creating a culture of trust between teacher and students. These components address the focus areas of SLO #4 by facilitating cooperation, responsibility, respect, and tolerance. These elements are school-wide expectations which are supported through the Safe and Civil Team. The team led the staff through the process of defining the 3 levels of student misbehavior and the processes for each level. The staff were shown videos of different examples of misbehaviors dramatized by the Safe and Civil team and Leadership students. Staff gave input during three different staff meetings regarding the levels of behavior and the response to intervention. The Safe and Civil Team continually updated the levels of behavior based on staff input. CHAMPS and SLANT was utilized as a school-wide expectation for the school for classroom procedures. Champs is an acronym for Conversation, Help, Activity, Movement, and Participation. SLANT stands for sit up, lean forward, activate learning, nod your head, and track speaker. The SLANT model reminds students of good listening skills.

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A2. Governance Criterion The governing board (a) has policies and bylaws that are aligned with the school’s purpose and support the achievement of the school-wide learner outcomes and academic, college, and career standards based on data-driven instructional decisions for the school; (b) delegates implementation of these policies to the professional staff; and (c) monitors results regularly and approves the single school-wide action plan and its relationship to the Local Educational Agency (LEA) plan.

Findings Supporting Evidence The Fresno Unified School District School Board is  FUSD Website: Board an elected body of seven board’s members. Board members Member’s Role are elected by community members that live within the  2014-1015 FUSD Calendar seven designated areas based on the High School Regions.  Board Bylaws 9000 The board members primary duty is to oversee the district  Cf. 2121- Superintendent’s through establishing and revising district policies and Contract procedures, and creating an annual budget. The board  Cf.2122 Superintendent of members have the responsibility of overseeing a district of School: Responsibilities and 73,000 students and 10,000 employees. The board meets bi- Duties nd th monthly on the 2 and 4 Wednesday at the FUSD  Cf. 2123- Evaluation of the Education Center. Superintendent The Governing Board fulfills 4 major leadership roles  ED. Code 35160 for the district. The Governing Board partners with the  ED. Code 35161 Superintendent on all major decisions that come before the  McLane SWLO’s school board. The first roles is creating and establishing a  FUSD Core Beliefs long-term vision for the district. This vision is created  BP 0200 Philosophy, through offering avenues for community and staff input as Goals, Objectives and needed. The district established four district wide goals and Comprehensive Plans core beliefs in 2008-2013. The second role is setting the  Key Instructional Shifts of overall structure for the district. the Common Core State These responsibilities include the selection and Standards employment of the superintendent, adopting policies,  APEX establishing district-wide curriculum, budget, and the  Achieve 3000 structure of the Collective bargaining agreement between

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FUSD and FTA. The board is the sole body which carries  CAHSEE Revolution the responsibility of employing the Superintendent of the  CAHSEE 380 district. The Board annually evaluates the Superintendent  AR 6162.7 Instruction based on an agreed system and objectives which both the  Use Of Technology In Board and the Superintendent have agreed upon. Instruction The third major role of the board is providing a voice  School-Site Council of accountability for the surrounding community for district  ELAC programs, fiscal, services and personnel as needed. The  BP 0420 Philosophy, fourth major role is the Board provides community Goals, Objectives and leadership and works as an advocate at the district, state, and Comprehensive Plans federal level for the students of Fresno Unified School  BP 0300 Professional District. The Board is provided authorization to fund or Learning create programs that don’t contradict with existing laws.  BP 1312 Community The Board has the power to provide duties to a designated Relations individual or the Superintendent but the Board carries full  Complaints Concerning the responsibility for the outcomes of those delegated. Schools The Fresno Unified School District initiatives,  BP 1312.1 Community policies, and programs are based on assessed needs. The Relations decisions that are made district and school-wide are based on  Complaints Concerning Data Driven Decision Making. The McLane Vision, District Employees Mission, and School wide Learner outcomes are aligned to  School Building Committee the Board’s Core Beliefs, the District’s four overarching goals for the 2008-2013 school years, the shifts in instruction  McLane Parent Handbook for Common Core State Standards, and the Districts three  McLane Website instructional goals for full implementation of Common Core. There have been four important Board Policies that have been established and implemented to support data driven decision making and accelerate student achievement at the school site level. The four Board Policies are the Districts Aligned Instructional System, Theory of Action, Professional Learning, and the Data Dashboard.

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The first SLO’s focus is on Communicating Effectively which has focused areas in reading, writing, speaking, listening, and the use of technology. This school-wide outcome is aligned and supported by the Theory of Action that focuses on improving student achievement by building capacity of all learners. The first SLO is also supported through Boards Core Beliefs in which it states the following, ‘That every student can and must learn at grade level and beyond.” The effective communication is supported by the Board approved Common Core instructional goals during the transition to full implementation and the first district-wide goal that all students will excel in Reading, Writing, and Math. The Second SLO’s focus is problem solving and goal setting. The focus areas are critical thinking skills, proactive planning, and the analysis of decision making based on results and data. The Boards Core Beliefs, Goals, and the four board policies focused on data driven decision making support the school’s second school-wide learning outcome.

The Third SLO is for students to demonstrate effective critical thinking skills. Critical thinking is a necessary skill for both the classroom and the workplace. McLane students are provided ample opportunities to practice critical thinking and problem solving in several of their classes. The third District goal of all students will demonstrate the character and competencies of work place success supports this specific SLO. The District’s shift in instructional focus with an increased commitment to Complex Talk support McLane students developing and demonstrating personal and interpersonal communication skills.

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McLane has utilized and implemented effective on-line instruction to support students in need of intervention based on the need of credit recovery, CST testing, and CELDT results. APEX has been utilized at McLane for 11th and 12th graders who have failed a core content area course. APEX is a credit recovery on-line program that offers all core content area courses from English I to Economics. The program has aided in McLane’s increase in A-G ready Seniors over the past five years. Achieve 3000 is a Common Core State Standards Aligned computer program that differentiates instruction to improve reading, writing and literacy skills for students at all learning levels. Students are pre-assessed to distinguish their instructional Lexile reading level. The online program provides individualized instruction which is differentiated based on student’s assessed reading level. Students utilize a 5-step procedure to complete each lesson through the reading of an article at a student’s instructional level, taking notes, text-based questions, and written response based on student’s assessed level. Achieve 3000 is being utilized by 9th and 10th intervention ELA classes, EL students, and SPED students in RSP and SDC, until the spring of 2014. CAHSEE Revolution and CAHSEE 380 were utilized during the 2011-2013 school year. These programs were online tools to lead to a future score of 350 for students who had failed the ELA and/or Math or 10th graders who were considered at-risk based on CELDT results, CST results, and/or percentage of D’s and F’s. The programs being utilized on-site are supported by the Board Policy of Use of Technology in Instruction. The policy states that: The principal or designee shall oversee the

85 McLane High School WASC/CDE Self-Study Report management of each school's technological resources; All students using these resources will receive training in their proper use as well as copies of related district Acceptable Use Policies (AUP) and regulations. The Board Policy supports these programs through the following considerations: Ways for staff to address the needs of students with differing learning styles, languages, cultures and special needs. Technology delivered and managed instruction for extended and alternative learning opportunities. Technology tools aligned with and integrated into standards-based instruction to provide alternative instructional strategies and resources. Students learn and practice technology skills required of the work force in the 21st century. Instructional/tutorial software, on-line information resources and multimedia software as learning tools. The Governing Board stipulates that School Site Council members must include the following: parents of students attending the school elected by such parents, or community members residing or working full time in the school attendance area and selected by parents of children attending the school, and, for secondary schools, students attending the school. The council shall be balanced with equal members of school staff (including the principal) and parent/student members, not including vacancies. Parent and Community members have an important role on McLane SSC. The President of the SSC was a parent from 2011-2014 school years. Parent and community members are informed of the ways they can participate in governance of the school by becoming a member of the School-Site Council or on ELAC, through the following methods:

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1. School Messenger and personal phone calls with the interpretation completed by the site BIA 2. Announcements at Parent University 3. Networking parents that volunteer to work with other parents and families. 4. Communication provided through interpretation and translation. 5. Marquis announcements, flyers and posters announcing events. 6. Website, school calendar, and media. Parents and Community members have active participation and have great opportunity to provide input through membership on the School Site Council. They participate and vote on school rules and regulation such as dress code, school safety plan, school behavior plan, and vote on the SPSA from draft, to the finish version in April, and the revisions in the fall of the next school year. Parents and community members meet once a month on a designated day to give input, vote, and provide suggestions/areas of growth for the SSC to address. ELAC provides opportunities for parents and community members to advise, participate in the creation of, and provide input in the development and implementation of the school site plan for specific services and programs for English learners. The input that is provided is then submit them to the district’s governing board for final approval. Participants have the opportunity to review the school’s language census report and academic achievement results when developing the school’s plan for English learner services and programs. The Fresno Unified Board is involved in review of McLane’s vision, mission, and school wide learning

87 McLane High School WASC/CDE Self-Study Report outcomes through their review and approval of the school’s yearly School Site Plan. The Board approves or disapproves the submitted school plans for the purpose of maintaining their alliance with the district's mission, the Board's adopted goals and/or comply with legal requirements. The Board reviews and approves or disapproves each school's single plan for student achievement at a regularly scheduled meeting. The Board also reviews and approves any subsequent revisions that include material changes affecting the academic programs for students participating in these categorical programs. The Governing board’s policy regarding professional development is based on supporting the aforementioned Fresno Unified Core Beliefs and Commitments and Aligned Instruction Theory of Action. The Board seeks to build the skills and knowledge of all employees in order to build a community of learners. Through this process the Board seeks to greatly strengthen the capacity of the entire district to fulfill its educational mission for increased student achievement. The Fresno Unified Board considers all employees to be life-long adult learners and further considers adult learning to be a necessary condition for student learning. Fresno Unified is committed to creating and sustaining a meaningful system of professional learning support for each employee. The goal is to enable all employees, regardless of position or title, to contribute to student achievement. The most important outcome of this policy is to make school a great place to be. The Board believes professional learning is centered on empowering employees to engage in continuous improvement and extend learning throughout the entire

88 McLane High School WASC/CDE Self-Study Report district. In a well-functioning school district, professional learning is part of a seamless process of tightly linked instruction and improvement for adults and children. This belief is found the transition to Accountable Communities (AC’s) and Classroom Foundations during the 2011-2012 school year to support the full implementation of Common Core in the 2014-15 school year. Accountable Communities is the district’s version Professional Learning Communities. This Board agreement was created to anchor all grade level, content area, and department collaboration. Lead Teachers who are the facilitators of each AC Group are trained once a quarter at a district led Lead Teacher meeting. The Lead teachers also meet once a month with school administration to provide input on areas of growth, areas of need, and successful collaboration that can be duplicated in other AC Groups. During the 2013-14 school year all Core Content areas including a separate cohort for Special Education Teachers participated in quarterly Common Core Trainings with their current AC groups. In order for professional learning to work as a cumulative learning process, it has to be connected to the practice of improvement. Improvement is a discipline that requires focus, knowledge, persistence and consistency over time. The link between the professional learning and accountability policy will succeed to the degree that these policies engage all employees in acquiring the knowledge and skills that they need to solve problems and meet expectations for high performance. For the performance improvement that Fresno Unified expects from its employees, Fresno Unified has an equal responsibility to

89 McLane High School WASC/CDE Self-Study Report provide employees with the skills and capacity that they need to meet that expectation Effective professional learning is focused on the improvement of student learning through the improvement of the skill and knowledge of educators and those who support them. The Governing Board based on board policy has a responsibility to continually reexamine district programs and practices to determine their effectiveness in serving all students. The Board conducts a yearly review and evaluation in order to provide accountability for parents/guardians and the community. Each July, the Board conducts this yearly review during a regularly scheduled meeting to discuss the results of each school's annual ranking on the statewide Academic Performance Index. The data dashboard was created to provide strategic indicators for the superintendent to communicate to the governing board and the public. The data dashboard was developed and implemented in the summer of 2008 with the first full year of implementation beginning the 2008-2009 school years. These indicators will provide a comprehensive snapshot of the operational health of the District and progress towards the Boards strategic goals. By enabling our various stakeholders to more easily monitor District performance, our objective is to create a focus among staff and the community to propel our students to high achievement. The purpose of the data dashboard policy is to improve the oversight and communication of District performance. This is supported by the Board adopted policies on Core Beliefs and Commitments, Theory of Action and

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Management Oversight. Governing Board has a firm conviction that the quality of the educational program will continue to improve when the district listens to complaints, considers differences of opinion, and resolves disagreements through an established, objective process. The Board invites criticism of school policies, programs, or personnel to furthering their goal of improving the quality of the educational process and to assist the schools in performing their tasks more effectively. The Board encourages complainants to resolve problems early and informally whenever possible. If a problem remains unresolved, the individual should submit a formal complaint as early as possible in accordance with appropriate district procedures. If the problem is not resolved at a lower level, it shall be dealt with by the Board. District procedures shall be readily accessible to the public. When individual Board members are approached with a complaint, they should listen to the complaint and demonstrate their concern by identifying established procedures and channels through which the complaint may receive attention and by referring the complainant to the Superintendent or designee so that the problem may receive proper consideration. The Governing Board accepts responsibility for providing a means by which the public can hold employees accountable for their actions. The Board desires that complaints be resolved expeditiously without disrupting the educational process. The Superintendent or designee shall develop regulations which permit the public to submit complaints

91 McLane High School WASC/CDE Self-Study Report against district employees in an appropriate way. These regulations shall protect the rights of involved parties. The Board prohibits retaliation against complainants. The Superintendent or designee at his/her discretion may keep a complainants identity confidential, except to the extent necessary to investigate the complaint. The district will not investigate anonymous complaints unless it so desires. McLane High School utilizes the School Building Committee (SBC) which is comprised of teachers, staff, and the school principal. The SBC meets once a month to address teacher generated topics to address staff needs or concerns on campus. The Committee Chair meets with principal to vet the issues that have been provided to committee members by the staff in order to be addressed in the upcoming SBC meeting. The Chair and the Principal create an agenda of topics to be addressed during the monthly meeting. Each SBC topic that is generated by the staff is expected to have a possible solution to address the need. The SBC meetings are comprised of teachers and administration collaborating to address the teacher generated issues. After the monthly SBC meeting the agenda topics and the collaborated solution is sent out to the whole staff. McLane’s Parent Handbook outlines the complaint procedures for the school which is align with board policy. The Handbook reiterates the district’s goal is to resolve most parents/guardians concerns or complaints informally and/or at the level closest to the concern/complaint as possible with the assistance of the school site administrators and the Ombudsperson, who is part of the Constituent Services Office. The Handbook has a directory of district employees

92 McLane High School WASC/CDE Self-Study Report where specific complaints can be directed to such as SPED, FUSD Employees, 504, constituents services, and other agencies. If a resolution is not possible, or if parents/guardians wish to file a written complaint about, an employee, or unlawful discrimination, or alleged violations of federal or state laws/regulations, or deficiencies related to instructional materials, the condition of a facility that is not maintained in a clean or safe manner or in good repair, a teacher vacancy or misassignment, and high school exit examination intensive instruction and services; parents/guardians may initiate the formal complaint process. Procedures for Filing Complaints 1. Complaint forms are specific to the type of complaint (i.e., employee, program, discrimination, Uniform Complaints, etc.). The forms are available at any school site, or the Constituent Services Office at the Fresno Unified Education Center. 2. The process begins by completing a complaint form and returning it to the site administrator, department head, or the district person/department identified to receive the complaint. Complaints concerning school personnel must be filed within three (3) months from the date of the alleged incident. Complaints concerning discrimination under Board Policy (BP/AR) 1312.5, must be initiated within sixty (60) days after a complainant knew or should have known of the alleged discrimination. 3. The complaint process is handled in a confidential manner.

Retaliation for filing complaint is prohibited by law.

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A4. Leadership and Staff Criterion A qualified staff facilitates achievement of the academic, college, and career readiness standards and the school wide learner outcomes through a system of preparation, induction, and ongoing professional development.

Findings Supporting Evidence Broad-Based and Collaborative  Institute days Agendas McLane utilizes multiple avenues to incorporate the many  Buy Back days stakeholders in collaboration through planning. Teachers and Agendas administration utilize Buyback days, Institute days, regularly scheduled staff meetings, and weekly AC meetings to collaborate to  Staff Meeting plan effectively to ensure fidelity to the school wide action plan. Agendas During Summer and Winter breaks extra pay contracts are offered  Content Area for AC groups can utilize up to 30 hours of extra planning to design Agendas lesson plans, common assessments, and culminating assessments, and shared writing assignments for the upcoming semesters using the District’s Scope and Sequence as a roadmap. The annual Staff Survey is given to all credentialed and classified staff on campus. The data generated from the survey is utilized in the SPSA and highlights school needs based on staff input.

The School Site Council meets once a month during the school year to review school data in order to give input, suggestions, and vote on school wide plans. The SSC is constructed of community members, parents, teachers, administrators, and other staff members. Parent University meets once a week. The group offers classes and in-services to address the needs of parents of students on campus or attending feeder schools within the region. ELAC meets once a quarter and is made up of parents of English Learners on campus. ELAC provides opportunities for parents and community members to advise, participate in the creation of, and provide input in the development and implementation of the school

94 McLane High School WASC/CDE Self-Study Report site plan for specific services and programs for English learners. The input that is provided is then submit them to the district’s governing board for final approval. Participants have the opportunity to review the school’s language census report and academic achievement results when developing the school’s plan for English learner services and programs.

McLane utilizes multiple ways to include students, parents and community members in the planning process. Formal school events such as Open House, Family Night, Back to School night, Senior Parent night, and Freshman Parent night provide opportunities for parents to be informed and give input on the on- going school-wide plan. The California Healthy Kids Survey and the Parent Survey provide data based on student and parent input.

The school’s Single Plan for Student Achievement is directly correlated to the analysis of student achievement data about the critical learner and career readiness needs; school wide learner outcomes; and academic, college, and career standards.

The Single Plan for Student Achievement is created and revised based on school-wide data from multiple sources which focuses on student academic achievement, social-emotional factors, extra-curricular participation, parental input, teacher input, and community input. The accumulated data is utilized to create a needs assessment to address EL needs with an action plan. Theses action plans have designated owners responsible (i.e. Principal, Teachers, Counselors, measures of effectiveness (How will you measure the effectiveness of your actions?), Actions with resources (How will you address the need? What resources will be used or purchased? Will personnel be utilized?), and a timeline for school year to meet the action goal. The District has transition from CST. The SPSA based on our District’s direction has included a School Quality

95 McLane High School WASC/CDE Self-Study Report review process which look at School Quality Indicators. The School Quality Indicators are based on the CORE Waiver that the FUSD is currently utilizing as a barometer for our Districts success. The Core Waiver provides a waiver for the No Child Left Behind Act and the 100% proficiency mandated for the 2014 school year. The CORE Waiver will replaces the No Child Left Behind's emphasis on standardized testing as the main measure of a school performance with a new formula. The new formula incorporates three main domains in the School Quality Index Improvement Scale:

1. Academic performance

2. Social-emotional factors

3. School culture and climate factors

Academic Performance is comprised of 60% of the index, Social-emotional factors make up 20%, and School culture and climate factors make up the remaining 20%. Academic performance will be comprised of CST results, API, graduation rate, and persistence rate for the 2013-14 school year. The Social-Emotional factors utilized for the 2013-14 school year include the absentee rate and the suspension/expulsion rate. The Core Waiver also lowers the number of students of a sub-group from 100 to 20. This allows for previously undocumented sub-groups gaining more focus due to the academic domain includes 30% of sub-group results in SBAC and improvements.

With the upcoming full implementation of Common Core in the 2014-15 school year Fresno Unified added the following to address the shift: 1. Implementation of Common Core, ELD State Standards and Professional Development

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2. Academic Achievement – Identifying needs by subject area, sub-groups and/or grade-level 3. Parent Involvement – Seeking the input of parents in site- based decision-making and supporting parents helping their students 4. School Climate – Creating an environment that promotes positive behavior and feelings of safety and connectedness at school 5. Student Engagement – Improving attendance, participation and graduation rates The SPSA has shifted since 2009 with a focus on the Common Core focuses on District implementations.

Common Core State Standards Implementation

Engage students in Common Core grade- Commitment 1 level standards through use of Scope and Sequence planning.

Increase complex talk and tasks through Commitment 2 reading, writing, listening and speaking in complex text.

Engage students in higher levels of thinking Commitment 3 using Webb’s Depth of Knowledge (DOK), reaching levels 2, 3 and 4.

The data from California State Test (CST) from individual Content areas has been utilized during the past five years. Each AC groups utilizes the data for their specific content area to address needs presented through data analysis. During Buy Back days before the start of school the whole staff studies the previous year’s data results to find gaps and needs for teachers, AC groups, and

97 McLane High School WASC/CDE Self-Study Report departments. These gaps and needs then become focus areas for the year to increase student achievement based on the past five year trend to the previous year’s results.

In ELA, the grade levels/subgroups that were designated areas of need through data anaylsis from the staff and administration. Grade 10 has a trend of students who were proficient in as freshman slipping a ban to Basic or below. The 24% proficient in 2013 in 10th grade was 26.5% proficient the previous year in 9th grade. The 23.8% proficient in 10th grade in 2012 was 29.2% proficient in 2011 in 9th grade. The 22.4% proficient in 2011 in 10th grade was 31.7% was proficient in 9th grade in 2010.

a. The African-American, Asian, and EL subgroups decreased in their proficiency rate. The African- American sub-group’s proficiency rate dropped by 2.6%, the Asian group dropped by 1.9%, and the EL rated decreased by 1.7%.

The following were designated needs school wide based on grade level/subgroups data in Math.

b. Algebra I had 2.3% proficient in 2013 which decreased from 7.7% in 2012, 8.3% in 2011, and 16.1% in 2010. c. Geometry’s proficiency rate has decreased the past four years: 1. 2010- 14.5% 2. 2011- 8.1% 3. 2012- 5.2% 4. 2013- 3.3% d. Algebra II proficiency rate decreased from 11.6% in 2012 to 7.4% in 2013.

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e. Asian sub-group proficiency rate has decreased from 19.7 in 2010 to 7.2% in 2013 f. The African-American math proficiency rate has decreased from 7.6% of 105 students in 2010 to 0.0% out of 73 students in 2013. g. The EL Math Proficiency rate has decreased from 11.9 in 2010 to 3.0% in 2013.

CELDT results are reviewed by the whole staff in September in preparation for the CELDT data chats and the upcoming CELDT test. Due to the EL large EL population the CELDT results and interventions to increase students EL levels has continued to be a considerable focus. A common commonality district wide is the high number of students at the EL level 3. As of 2012-13, 10% of the school’s population was designated a level 3. In 2009, 41% of 788 English Learners at McLane High School made progress on the CELDT. The following year 49% of EL students made progress out of 514. In 2011 the percent dipped to 37% and rose to 49% in 2012. The percent of students who have made progress by either advancing one performance level, achieving the proficient level, or staying at proficient level, tied for receiving the highest percentage in the past four years. The Annual CA goal of 56.1% was not meet and the 49% of CELDT Students making progress was 7.1% below the annual goal.

The percentage of student’s receiving a D and F and chronic absences is analyzed to create an action goal for the following school year. The goal is to maintain a community that has high expectations and standards but provides opportunities for students to attain achievement in all classes school wide. The trend found in the data from McLane High School reveals a decrease in the percentage of students receiving a D and F over the past four years. Based on the

99 McLane High School WASC/CDE Self-Study Report data generated from the first semester of the 2013-14 school year, McLane High School has lowered the percent of students receiving a D and F from 75.8% 2012-13 to 66.9% in 2013-14. The percent of students receiving one or more F’s has decreased from 60.6% in 2012-13 to 49.5% in the first semester of 2013-14 school year. Students with a GPA of a 2.0 or below has decreased by 7.2% during the current school year. The percentage of students receiving a 2.0 or below went from 55.6% in 2012-13 to 48.4 in 2013-14. The district goal for chronic absences is 95% school wide. Currently McLane has 76.9% of students who are attending school frequently is 18.1% below our district’s expectation of 95%. The chronically- absent students have decreased 6.6% from 29.7% in 2011-12 to 23.1% in the 2013-2014 school year. The percent of chronically absent students has decreased over the course of the past three years.

CAHSEE data is utilized for the SPSA to address students who have not passed the CAHSEE during their first attempt as a sophomore in ELA and Math. The trends for the past three years is analyzed.

a. The percent of students who have passed the CAHSEE on the 1st attempt for ELA has decreased the past three year from 73% in 2011, to 70% in 2012, and 67% in 2013. The number of students who have not passed the CAHSEE ELA on their first attempt has decreased due to enrollment from 164, to 158, and 156. b. The students who passed the CAHSEE MATH on their 1st attempt has decreased from 69% in 2012 to 64% in 2013. The number of students who did not pass on their first attempt has declined from 205, 165, to 169 due to decreasing enrollment. The number of 10th grade

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students who attempted the CAHSEE decreased by 58 students from 2012-2013.

College-Career Readiness is an important factor in the construction of the SPSA. Many factors are utilized such as students in AP classes, AP exam pass/fail results, percentage of students on pace to graduate, A-G complaint Seniors, graduation rates, AVID students placed in four year and 2-year colleges. The trend has seen the percentage of A-G compliant seniors grow over the past five years. The AG complaint graduates was 20.2% in 2009 and rose to 33.41% in 2013. The projected percentage for the 2013-14 school year is 36.5%.

The Parent, Student, and staff survey results are utilized to determine the areas of social-emotional school-wide areas of growth and need. The survey results highlight how connected students are to the school based connected they are to individual adults on campus, how safe they feel, and do they have adults who care about them. FUSD has implemented a non-bullying campaign and curriculum. The Campus Culture Directors have mobilized to create the Human Element which focuses on treating individuals as they would like to be treated. The percentage of students who felt like they were bullied on campus 5.2% of students and 94.8% disagreed they had ever been or perceived to be bullied.

The SPSA incorporates the data generated by school suspension and expulsion data. The sub-groups that have the highest percentage of suspension/expulsion per 100 students is deemed a need and a goal is created to address this gap. The sub-group that has been suspended with the highest frequency has been the African-American Sub- group. The African-American sub group has had 51.2 Suspensions per Hundred Students (SPHS) in 2011, 70.7 SPHS in 2012, and 75.2 SPHS in 2013. The total days of suspension was 247 days in 2013

101 McLane High School WASC/CDE Self-Study Report out of 129 enrolled students which averages to 1.9 suspension days for each enrolled African-American students.

In comparison the Hispanic sub had an average of .51 suspension days per one student out of the 1,246 students enrolled in 2013. The Incidents per Hundred Students has decreased the past three years based on quarter 2 data going from 32.0 in 2012, to 41.9 in 2013, and lastly 27.2 during 2013-14. The second highest sub- group is the Special Education Sub-Group. The suspension rate has remained relatively similar from the 21.1% in 2012, to 20.8 % in 2013, and the 20.9% during the current school year. The SPED Sub- group is a new sub-group for the current school year.

McLane High School’s instruction is driven by data generated from student academic achievement, social-emotional needs, college-career readiness needs, and extra-curricular activities. These elements were analyzed for data which revealed gaps in instruction, academic/social-emotional needs, trends, and overall growth. Based on the data generated, needs were pinpointed based on substantial sub-groups and school-wide needs/focuses based on school data.

English Learners make up 25% of the McLane’s population and the Redesignated English Learners make up more than 50% of the school’s population. Due to this substantial sub-group the EL population continues to be focus for the SPSA. Action goals for this sub-group target their CELDT redesignation, CAHSEE interventions which affect Graduation rates, SIOP trainings, EL Professional Learning Communities, and CELDT Chats. These CELDT “Chats” take place in Fall prior to CELDT administration, and in the Spring prior to CST administration.

Provide content specific supplemental curriculum, materials, supplies and services that will expand academic vocabulary, increase exile levels, improve reading comprehension and provide access to

102 McLane High School WASC/CDE Self-Study Report common core instruction to increase CELDT and CST proficiency rate for all students including English learners. ELD teachers will participate in on-site sponsored ELD PLC focusing on curriculum and instruction, which includes: EL Coach trains whole staff in the process of conducting CELDT chats for students who received 325 on the ELA CST and a 3 on the previous CELDT, on the process for re-designating student. 9th, 10th, and 11th grade core teachers participating in on-site EL PLC meetings to discuss student performance and teacher practices. EL PLC meeting regularly to support teachers with the implementation of SIOP strategies. EL PLC coordination with counselors to ensure proper academic class assignment for EL students. Contract supplemental services for CELDT Administration. CAHSEE Intervention courses for 10th grade Long-Term EL’s. To support the full implementation of Common Core McLane has transitioned instructional and curriculum focuses to address the current instructional shifts. Supplemental contracts and extra planning time have been utilized for AC’s to plan common lessons w/scaffolding to address DOK 2, 3, and 4, common formative/summative assessments, rubrics, and units aligned to the Scope and Sequence. Common Core instruction has been piloted and implemented in ELA and Math utilizing the district constructed Scope and Sequence guidelines for 9-11th grade. The 12th Grade English AC has utilized Common Core State Standards using the ERWC instructional program. Common Core Standards have been implemented in 10-12th grade Social Studies following the C-3 curriculum. Designated time for Accountable Community groups to analyze and score Common assessments based on common rubrics.

McLane has continued to offer professional development on- site and off-site that supports teachers in standards based instruction

103 McLane High School WASC/CDE Self-Study Report and effective classroom management strategies. PD has continued to focus on developing common core strategies around Complex Talk, Complex Task, and Complex Text. Designated hours of staff development have been devoted to teaching EL strategies in context of common core direction. Classroom walkthrough tool has been utilized to assess school-wide trends and patterns. English Learners team is comprised of teachers from all core subjects and meet quarterly to assess the professional development needs of the staff based on school-wide data trends. The team uses the assessed needs to conduct quarterly PD for all staff.

Common Core team will be comprised of teachers from all core subjects and will meet monthly to assess the professional development needs of the staff. Common Core and EL team will attend select trainings and conferences and will bring new in-sights and tools for success back to share within AC’s and whole staff. Teachers have continue to attend Safe and Civil, Capturing Kids Hearts, and other provided PBIS trainings to support CSTP 2 and full implementation of Common Core.

Based on the continued need to increase the graduation percentage and A-G complaint graduates. McLane has offered A-G online or night school credit recovery classes to credit deficient students, provide AP and Honors courses, after-school or extended learning, courses, as well as access and support for these classes, A- G Online Credit Recovery and/or APEX will be offered to students who are deficient in graduation credits.

Access to credit recovery in both semesters will be offered to students who failed as funds are available at teacher hourly rate. Access to the McLane / J. E. Young Program (independent study) have been offered for targeted 10-12TH grade students who are credit deficient. Students are provided access to transcript evaluation

104 McLane High School WASC/CDE Self-Study Report services from their assigned or an additional counselor at least one time per academic year to receive detailed analysis of their progress toward their high school graduation and completion of their college graduation requirements

Providing the opportunity for parents and community members to be involved on campus has been a continued goal and focus for McLane High School. Parents and Community members are provided the opportunity to become a member of SSC, ELAC, and Parent University Leadership Training. These opportunities provide avenues for parent awareness of resources and leadership roles available within the school and community after participating in school activities. Parents are provided the opportunity to volunteering in school activities and assist in office.

Resources have been utilized through the categorical budget to ensure that parents are involved in school leadership and volunteering on campus.

Transportation has been provided for parents of students attended informational meetings, conferences, and student presentations. Parent transportation for program visits to McLane High, in-coming freshman to visit the site, to begin to acclimate to the site, and be exposed to electives, athletics, and activities offered. Other resources utilized are babysitters, incentives, raffles, prizes, recognitions, awards and certificates.

To lower the suspension/expulsion rates school wide and specifically in the African-American and SPED subgroups, the following resources have been implemented since 2009: Men’s and Women’s Alliance, Link Crew, Summer Bridge, Personal Responsibility Center (PRC), Pathways to Success, Youth Court, and Westcare counseling. Teacher Professional development and

105 McLane High School WASC/CDE Self-Study Report trainings have been offered to address the suspension/expulsion rate through Safe and Civil School training Materials provided to the staff to support the school wide PBIS through Slant, STOIC, and CHAMPS Posters, and other needed materials to fully implement Safe and Civil and Restorative Practices on campus. The Safe and Civil team has continued since 2009 to provide supplemental materials and resources that classroom teachers need to ensure the success of classroom management strategies.

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A5. Leadership and Staff Criterion Leadership and staff are involved in ongoing research or data-based correlated professional development that focuses on identified student learning needs.

Findings Supporting Evidence ● Faculty handbooks Professional Development-Collaboration in Professional Learning Communities ● AC meetings McLane has consistently built a schedule that allows for regular, ● Supervisory duties ongoing professional collaboration. The various professional ● Outlook developments meetings are held on Tuesdays from 2:40 to 3:55, we also ● Faculty meetings meet an average of two Thursdays a month. Staff is allowed to meet in a variety of configurations: Small Learning Communities, Accountable ●Walkthroughs, Communities, and Staff Meetings in which professional development evaluations, BTSA may occur. For example, we recently had a professional development ● Extra-pay contracts session school wide on Cornell Notes. ● BTSA, ILT

observations/

collaborations/

mentors within

departments

● SEIS training

● Administration meetings

● Capturing Kids’

Hearts training The Professional Learning Community collaboration follows a ● Skillful Leader regular Cycle of Continuous Improvement. Fresno Unified uses a Cycle training of Continuous Improvement graphic to illustrate the process of reflective teaching used by successful teams. During the “Planning of Action” ● Skillful Teacher phase, accountable community teams review standards and curriculum training documents such as pacing guides, curriculum maps, and assessment ● ILT training

107 McLane High School WASC/CDE Self-Study Report blueprints; design shared performance assessments and scoring rubrics ● Common Core in order to define the level of proficiency with the targeted standards and training

SWLO’s by the end of the unit; and review resources and plan a general ● State Conference map of daily lessons to lead to the end goals of the unit. In the of the Arts “Implementation Strategies” phase, Accountable Community groups ● 1st Aid discuss particular instructional strategies they are using and share the certifications results of formative assessments; the purpose of dialogue during this ● AP Summer phase is fine-tuning instruction while the unit is being taught. In the Institutes “Assessment” phase, teachers administer assessments shared by all teachers of the subject area. During the “Analysis” and “Reflection” ● Texas Institute phases, teachers analyze assessment results and student work products ● Discipline in the and reflect on important questions about why the results were achieved. Secondary Classroom This then turns into future planning for action. A major reason to provide ● CPI – Crisis regular collaboration time for the accountable communities is to be able Prevention to engage in all parts of this process, and in practice, an accountable Institution community group may be spending part of a meeting reviewing ● iAchieve formative assessments and sharing instructional strategies being used to teach one unit (“Implementation Strategies”) while spending the other part of the meeting designing an assessment for an upcoming unit (“Planning for Action”). This cycle of continuous improvement gives structure, organization, and purpose to our provided collaboration time.

The Accountable Communities have six expectations:

 Utilize the four grounding questions o What do we want students to learn? o How will we know they learned it? o How will we respond when they didn’t learn? o How will we respond when they already know it?  AC Agenda Framework – What are the components for every meeting?

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 Content focuses on student learning, needs as defined by assessments. (How will we know they learned it?)  Intervention/Enrichment needs are addressed through 3 tiered system of support with flexible grouping. (How will we respond when they didn’t learn? How will we respond when they already know it?  Professional learning is pre-determined/pre-assessed by the teams and the leaders.  Will publish lessons and assessments monthly.

Program What is the program Meeting Times about?

1.Accountable Subject area-alike teams of Tuesday Communities teachers building afternoons, 2:40- improved curriculum 3:55. based on analysis of common assessments and standardized testing data.

2. Skillful Teacher District-wide training to As scheduled, 3-4 Training facilitate building times per year

articulation between middle and high schools

District-wide training to 3. Discipline in the As scheduled, build a common focus and Secondary sections language and tool box for Classroom scheduled the secondary level. throughout year

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4. Small Learning Co-curricular planning As scheduled by

Community SLC lead

5. Common Core District initiative to As Scheduled, implement new Common begins November 2012 Core Standards and curriculum alignment.

Three year phase in,

begins Fall 2012

6. Faculty led Faculty offering st Professional Monthly (1 information and practices Development Tuesdays) on proven instructional Initiatives strategies.

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A6. Resources Criterion 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, the college- and career-readiness standards, and the school wide learner outcomes.

Findings Supporting Evidence

Human, material, physical and financial resources to  Regional work and plans support students in fulfilling McLane’s school wide learning  CTE programs results start with our regional goals and are tied directly to our  Pathways Single Plan for Student Achievement created by our School  ILT Site Council consisting of parents, teachers, students,  Administration administrators, and community members. The School Site  Accountable Communities Council meets regularly throughout the school year to  Counseling team monitor the school budget, analyze assessment data, and  After School Program develop a comprehensive plan to meet critical learner needs.  Summer Bridge Program At McLane, we commit to providing a safe environment where every individual feels valued, respected and connected. We commit to high quality instruction that is rigorous and data driven. We commit to all students utilizing key cognitive strategies. We commit to empowering each individual to reach their highest potential. We commit to fostering a community of positive relationships and collaboration.

Our regional and school site emphasis has a focus on horizontal collaboration amongst our Accountable Communities to support Common Core implementation. Tiered levels of academic intervention and support based on analysis of student achievement data are also included to accelerate student progress and close the achievement gap.

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Tier I - Teachers will:  Ensure academic language and cognitive content goals are made explicit to students in every lesson  Contribute to site-based common assessments to be developed in all core classes  Implement literacy strategies in all classes  Ensure the principles of Foundations are woven into classroom planning and instruction  Integrate Common Core curriculum into lesson design  Meet in biweekly Accountable Community groups to collaborate, plan curriculum, and focus on the four grounding questions: What do we want students to learn? How will we know they learned it? How will we respond when they didn't learn it? and How will we respond when they already know it?  Participate in regular professional development devised with the help of instructional coaches and the school ILT  Develop school-wide, subject alike, and individual student performance targets in core academics and monitor and adjust instruction based upon assessment results  Teacher substitutes will be utilized to cover classes for training, collaboration meetings, and classroom walkthroughs

Tier II - School Leadership will:

 Schedule 9th and 10th graders targeted for group interventions in English or math intervention classes during the school day

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 Enroll 10th graders at risk of failing the CAHSEE in preparation courses and/or CAHSEE 380  Schedule 11th and 12th graders needing remediation for CAHSEE into intervention classes during the school day  Offer A-G online or night school credit recovery classes to credit or A-G deficient students  Offer ELM/EPT CSU preparation courses for all CSU bound seniors  Provide after school tutorial through the ASP for students struggling academically  Refer students to summer school or extended learning programs to recapture class credits and prepare to pass the exit exam  Support and monitor target setting for Accountable Communities  Ensure athletes attend after school tutoring through the After School Program Plan  Help 9th grade students make the transition to high school through the Summer Bridge program

Tier III – SAP Counselor and SPED staff will:

 Provide counseling and support services to students identified as at-risk

School leadership will work with the attendance officers, counselors, and teachers to confer SST and/or 504 meetings to support struggling students.

Students will have access to transcript evaluation services to receive detailed analysis of their progress toward high school graduation and completion of college entrance

113 McLane High School WASC/CDE Self-Study Report requirements through working closely with our counseling team. The McLane counseling team consists of a head counselor and six other counselors. Some of the many services the team provides to our students include:

 Individual and small group counseling for all students to develop secondary and post-secondary plans  Annual meetings with counselors to monitor progress toward graduation and completion of college entrance and A-G requirements  Comprehensive services to seniors to ensure completion of college admissions and financial aid documents  UC and CSU Ambassador services to assist students during the application process and preparation for underclassmen  FCC and CSU Fresno Upward Bound programs to help disadvantaged students  Universal PSAT testing for 10th & 11th graders

The most important resource at any school is a well- qualified staff. At McLane, we pride ourselves on having a highly involved and well-trained staff that supports the implementation of new Common Core State Standards and learning outcomes based on measurable academic standards. Preparing our students for success in the workplace and college is our top priority, along with fully supporting them in the arts, activities, and athletics. Most of our McLane teachers also serve as coaches, club sponsors, and mentors for students, and are supported by a principal and team of four vice-principals.

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Like many districts in California, Fresno Unified has not escaped the axe of multiple years of budget cuts and diminished resources. Fortunately, due to careful planning by district leadership and our governing board, Fresno Unified has managed to preserve our fiscal health through well planned reserves. By the careful allocation of resources to serve the most critical student needs, Fresno Unified has even expanded some services. One such success has been summer school or “extended learning.” All high school students earning a D or F in an A-G course are automatically enrolled in a summer session, with the purpose of quickly providing ways for students to get back on track towards graduation and A-G qualification.

The process in developing an annual budget and conducting regular audits is set by Fresno Unified and is based on the needs of the school. The McLane School Site Council reviews the budget annually and monitors the distribution of resources allocated by the district. Anticipated funding for McLane High School will be set according to the unique needs assessed by the Local Control Funding Formula for California (LCFF). The LCFF includes the following components:  Provides a base grant for each LEA equivalent to $7,643 per average daily attendance (ADA). The actual base grants would vary based on grade span.  Provides an adjustment of 10.4 percent on the base grant amount for kindergarten through grade three (K–3). As a condition of receiving these funds, the LEA shall progress toward an average class enrollment of no more than 24 pupils in kindergarten through grade three, unless the LEA has collectively

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bargained an annual alternative average class enrollment in those grades for each school site.  Provides an adjustment of 2.6 percent on the base grant amount for grades nine through twelve.  Provides a supplemental grant equal to 20 percent of the adjusted base grant for targeted disadvantaged students. Targeted students are those classified as English Learners (EL), eligible to receive a Free or Reduced-Price Meal (FRPM), foster youth, or any combination of these factors (unduplicated count).  Provides a concentration grant equal to 50 percent of the adjusted base grant for targeted students exceeding 55 percent of an LEA’s enrollment.  Provides for additional funding based on an “economic recovery target” to ensure that virtually all districts are at least restored to their 2007–08 state funding levels (adjusted for inflation) and also guarantees a minimum amount of state aid to LEAs. As part of the LCFF, Fresno Unified and McLane High School will develop, adopt, and annually update a three- year Local Control and Accountability Plan (LCAP), beginning on July 1, 2014, using a template adopted by the California State Board of Education (SBE). In addition, the SBE is required to adopt evaluation rubrics to assist LEAs and oversight entities in evaluating strengths, weaknesses, areas that require improvement, technical assistance needs, and where interventions are warranted on or before October 1, 2015. Subsequent revisions to the template or evaluation rubrics are required to be approved by the SBE by January 31 before the fiscal year in which the template or rubric would be used. The LCAP is required to identify goals and measure

116 McLane High School WASC/CDE Self-Study Report progress for student subgroups across multiple performance indicators. Students have sufficient Common Core and standards based textbooks in all areas in accordance with Williams Act requirements. Fresno Unified is also funding the procurement of anchor texts for ELA aligned with our scope and sequence, and tied to Common Core State Standards. The campus has a wireless internet system that provides access for the entire staff across the campus. Grade books, student information systems, and attendance are web-based, using ATLAS.

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WASC Category A. Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Strengths and Growth Needs

Review all the findings and supporting evidence regarding the extent to which each criterion is being addressed. Then determine and prioritize the strengths and areas of growth for the overall category.

Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Areas of Strength  Special Ed Department trainings IEP process involving Special Education and general education departments allows collaboration for student success.

 Collaboration between Instructional Leadership Team and Accountable Communities.

 Continued professional development on CCSS standards and skills for all teachers.

 Resources allocated to strategically address student needs and inclusion in all programs and extracurricular activities.

Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Areas of Growth  Strategies to solicit and use input from all members of the school community to help advertise the many aspects of the school’s campus culture and programs. Especially opportunities to increase engagement in our feeder schools.

 More collaboration and training on CCSS rollout.

 Continue collaboration for cross curricular integration from all departments.

 Communication to staff, student and community on the CORE Waiver: What it is and what does it mean? Create an implementation plan on how to begin roll out, and making it successful school-wide.

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Chapter IV Category B Standards-Based Student Learning: ______Curriculum

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Chapter IV B: Standards-Based Student Learning--Curriculum Focus Group Leaders Shannon West (ELA) Focus Group Members

Admin: Wendy McCormick SPED: Bruce Lippmann HSS: Mary VanVleet SPED: Ryan Ruschhaupt MATH: Nune Grigorian VAPA: Rommel Contreras MATH: Josette Jackson PE: Guillermo Villarreal SCI: Andrew Orelup ELEC: Roy Graves SCI: Joe Creamier ELEC: Jennifer Pennington ELA: Brittany Bechtel STAFF: Sandy Brown ELA: Shannon West STAFF: Maricela Lucio ELA: JoAnne Clark STAFF: Michelle Zepeda LOTE: Ramiro Teran COUN: Janice Lombardi SPED: Yvette Boden

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Category B: Standards-based Student Learning: Curriculum B1. Curriculum Criterion All students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards, the college- and career-readiness standards, and the school-wide learner outcomes. Through standards-based learning (what is taught and how it is taught), these are accomplished.

Findings Supporting Evidence McLane students participate in a rigorous, relevant,  FUSD Goals and coherent standards-based curriculum set by the State of  Master Schedule California. These requirements exceed the state’s minimum  FUSD Course of Study standards and are aligned to both the district goals and  California State Standards McLane’s School-Wide Learner Outcomes. Teachers align  Common Core State their curriculum to the California Standards and Frameworks Standards for their content and the Common Core State Standards  FUSD Graduation (CCSS). Requirements Students at McLane are exposed to and involved in  Professional development challenging curriculum in a variety of subject areas. All calendar instructors seek to promote higher-level thinking skills and  iAchieve Professional rigorous activities on a continual basis in their courses. All development registration students are placed in classes based on ability, desire and  Accountable community individual needs in order to complete A-G requirements upon Protocol graduation. This includes offering online courses through  Fresno Unified Scope and APEX Learning for students who need credit recovery. Sequence guides Teachers provide a syllabus at the start of the academic year  Preregistration enrollment that establishes which standards will be covered and which criteria expectations students will be required to meet. McLane offers  Gate/AP Enrollment a wide assortment of Advanced Placement (AP), Honors, and  A-G course offerings GATE courses. Students also have access to specialized  Lesson Plans and common programs at CART and Duncan. Students are offered a assessments

121 McLane High School WASC/CDE Self-Study Report variety of electives such as theater, music, and art classes;  Course Syllabi foreign language classes (Chinese and Spanish-which offers  AP Syllabi AP courses and for Native Speakers). All incoming 9th graders have access and opportunity to apply for the McLane pathways: Educational Careers Academy, Medical Education and Research Academy, Academy of Finance and Entrepreneurship, and ArtVenture.

Along with open enrollment, students are also up- drafted into GATE, Honors, and AP courses offered at McLane based on their grade history and test scores. Counselors work to ensure that students and parents understand all choices, and only allow students and parents to “opt out” of being up-drafted after extensive review of course choices and the student’s future goals. Counselors meet individually with at-risk and underperforming students at all grade levels as needed. Counselors also go into classrooms to do group presentations, provide counseling curriculum, and provide college and career guidance. They are also available for appointments with students and parents.

In prior years, the measurement of student success in the core subject areas was assessed by the yearly California State Standards exams. Progress towards proficiency of the standards was monitored throughout the school year through district-wide common assessments called the Assessment of Critical Standards (ACS). With the shift to Common Core the practice of the ACS assessments and the California State Standard exams are no longer in use.

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McLane teachers work collaboratively biweekly with their Accountable Communities to align curriculum, share ideas, and create common assessments particular to their subject area. Twice a month on Tuesday afternoons, all faculty members meet as a group to become informed of information that is relevant to the success of McLane students, new district initiatives, assessment guidelines and instructional strategies and practices. During these staff meetings, teachers also engage in the analysis of department and school-wide data. Along with Accountable Community meetings, McLane core teachers attend regularly scheduled Common Core and Scope and Sequence trainings with all other Fresno Unified teachers in their subject areas. These meetings allow teachers to collaborate with colleagues within the district and receive guidelines on pacing and curriculum particular to their subject area and/or grade level in order to provide students with the most up-to-date and rigorous curriculum.

The science department has begun to synthesize the Next Generation Science Standards and Common Core State Standards in literacy and math in their curricular decisions, which includes using more outside resources rather than the past chapter-by-chapter book work. Assessments and assignments that are more project-based and use more applied learning and reasoning have been incorporated, replacing the book work approach and multiple choice questioning.

The Pathway classes in science are designed to be project-based/ hands-on learning that challenge critical thinking skills and encourage collaboration. Students incorporate core knowledge and skills gained in math,

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English, and social science courses to guide success. Each assignment is aligned to the National Science Education Standards as well as the Math, English, and Technology Literacy Standards.

The English department is using the FUSD Scope and Sequence documents to plan quarter units in their ACs. The district Scope and Sequence documents provide the English teachers with a common “big idea” (or theme) to guide their planning and a list of required anchor texts that the teachers must use in their curriculum design. Teachers collaboratively create lessons that support the big idea by incorporating one of the approved anchor texts, in addition to supporting text materials. They also create a common culminating task to assess students at the end of the unit. The English ACs have made an effort to provide students with a broad range of text types and integrate textual experiences that go beyond the written word through methods such as interpreting arguments from visuals in the form of data charts, photos, and other multimedia experiences.

In mathematics, curriculum planning is at the beginning stages of being designed around the eight Common Core standards for mathematical practice: making sense of problems and persevering in solving them; reasoning abstractly and quantitatively; constructing viable arguments and critiquing the reasoning of others; modeling with mathematics; using appropriate tools strategically; attending to precision; looking for and making use of structure; and looking for and expressing regularity in repeated reasoning. The math department is broken into three Accountable Communities: Algebra 1, Algebra 2 and

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Geometry. There are three teachers who are the instructors for the advanced math courses Trigonometry, Calculus, and AP Statistics. The three AC groups have been working together to plan and rearrange the content to meet the new requirements for the district’s Scope and Sequence, which is aligned to Common Core standards. In addition, the math teachers have participated in district-provided trainings that focus on the transition to the Common Core standards and practices. The department has also participated in pull out days to work together. During these two days, teachers were given professional development on strategies they could use in their classroom to incorporate more reading, writing, and speaking in their daily instruction. Like all other departments, the math AC groups meet regularly to plan lessons and write common assessments.

Special Education students in the resource program are fully included in the general academic program and receive extra support from their case manager, paraprofessional aids, and the school’s ISGI according to their Individualized Educational Learning Plan (IEP). Students whose disabilities fall heavily in the math or reading areas may receive an intervention class with a trained Special Education teacher as added support.

Special Education students in the Special Day Class (SDC) beginning their junior year, are given the opportunity to begin to complete a yearlong course of Algebra I in order to receive a diploma rather than a certificate of completion. This option is discussed in IEP meetings and presented as an “opt out” decision rather than an “opt in”.

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B2. Curriculum Criterion All students have equal access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal, and career goals.

Findings Supporting Evidence All students at McLane High School have access to  Counseling records and the school’s entire program, and receive assistance with a sign in sheets personal learning plan to prepare for college or career  ATLAS entries readiness. To meet the diverse needs of McLane High School  ATLAS mobile entries that students, counselors and staff members work together to track student participation ensure that students are provided with multiple opportunities  Counseling calendar and to have access to all of the school’s programs and resources. pre-Registration forms At McLane, incoming 9th grade students have the option of  Flyers applying for one of the pathways. Recruitment efforts span  Volunteer board, job board throughout the 8th grade year including campus visits to and scholarship board in district middle schools, as well as various events that students counseling office are invited to attend at McLane High School. Students who  Scholarship binder with enter a pathway learn content knowledge and skills that are lists of available built upon throughout a four-year program of cumulative scholarships courses. Multi-year instruction allows students to gain a more  4 year plans defined understanding of their career opportunities within  Duncan and CART rosters that pathway.

In addition, all students have the opportunity to participate in Mock Trial, Academic Decathlon, and many other clubs on campus. Club Rush, an event held yearly in the fall to engage students at the start of the school year and provides students with an opportunity to gain knowledge of the number of different clubs and academic groups on campus that are available to them. Many students use these club and academic groups as opportunities to engage in activities that meet their personal goal at post-secondary interests.

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Students are also encouraged to register for the ASVAB if they have an interest in military careers, or for the results of occupation interest survey embedded within the exam. Sign in sheets are made available in the Counseling Office, and counselors meet with students to encourage participation. Once completed, students meet with counselors to go over their results. These results are used in guiding students’ 4-year plans.

McLane has an open enrollment policy for GATE, Honors and AP courses. Students also have access to CART and Duncan ROP programs that offer vocation and technical education opportunities. Transportation is provided to any student that is enrolled for these programs for equity purposes. McLane High School offers a career center that is available to all students in order to provide information regarding jobs, volunteer opportunities, scholarships, job shadowing, and internships. Counselors work to bring in UC, CSU and FCC representatives to inform students of post- secondary possibilities. These workshops occur during school hours, often at lunch, so that students can meet with many different school representatives to learn about their options. Our counseling staff works with both CSU and Community College ambassadors to help ensure all students have help with the application process and registration. There are also workshops for all student-athletes in order to educate them of the NCAA Clearing House requirements. Seniors participate in college application, FAFSA, and personal statement workshops run by the counseling staff. There are also college and career nights for students to attend off campus, with provided transportation.

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All students are encouraged to take college entrance exams such as the SAT, the ACT, the EPT, and the ELM. The counseling staff provides opportunities on campus for both preparation and testing for these exams. All 10th and 11th graders are registered at no cost for the PSAT to help guide students’ long term academic planning and provide suggestions on career opportunities based on student responses. All 9th graders are offered the ACT Explore test as well, but students are required to pay a fee for this test. These opportunities are coupled with workshops that offer extended help registering for tests.

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B3. Curriculum Criterion Upon completion of the high school program, students have met all the requirements of graduation and are prepared with success in college, career, and life.

Findings Supporting Evidence Real world application: To increase both college  Counseling Department and “school-to-work” preparation, McLane’s four  Master Schedule pathways are gaining momentum. Equity and access is a  Pathways key goal of each McLane pathway. Each pathway offers students a coherent sequence of courses and creates a peer  Career Center

cohort with an emphasis on continued support. Pathway  MHS Clubs teachers remark that an emphasis is placed on providing  Academic Decathlon inquiry-based opportunities with a focus on collaboration Team and cross-curricular instruction in each class.  Mock Trial In addition to the pathway programs, McLane offers Career Technical Education (CTE) classes in  Sports Medicine Technology, Athletic Training, and Business, which  Union Bank houses the pride of McLane’s Union Bank. With athletics  After School Program being an important and growing part of the McLane  Back to School Night community, the Athletic Training course teaches and provides the student athletic trainers who assist athletes  School Website during all sporting events. For all other CTE classes  Men’s and Women’s students may be interested in, McLane offers students the Alliance

option of traveling to other sites such as CART and Duncan  Administration Team Polytechnic so that they can benefit from classes in other  School Accountability areas. Transportation is provided by Fresno Unified School Report Card District. Aside from these pathways and related

extracurricular activities, many other highly dedicated

members of the McLane faculty sponsor clubs and/or coach

competitive teams, which apply academic content area

129 McLane High School WASC/CDE Self-Study Report learning beyond the classroom. Opportunities for real- world application and rigorous learning abound. For example, the MHS Academic Decathlon team as experienced a resurgence of success. Under a new coach, who has recruited students from grades 9-12, and restructured their support and practice. Mock Trial is greatly assisted by one of McLane’s community partners,

McCormick Barstow, who provides guidance, structured in-person critique, and valuable feedback. These programs enable students to develop public speaking and critical thinking skills while exploring possible careers in diplomacy and law. Yearbook also provides meaningful project-based learning opportunities with direct connections to possible career fields.

McLane High School’s After-School Program (ASP) runs daily from 3:00PM to 6:00PM. The ASP currently serves over 240 students and is now offering several new courses for student enrichment. This includes the Youth

Job Prep Program, which is currently in its second cohort of students, giving them experience in researching potential employment opportunities, job shadowing, creating a resume, interviewing for a positions. Other new programs include courses in Business and Personal Finance,

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Welding, and CAHSEE prep. In order to ensure program quality, McLane’s ASP provides professional learning to whole faculty as a way to keep teachers abreast of new changes and progress.

Staff of the After-School Program meet once a month to track and measure students for potential academic growth and also to ensure that the 12 Quality Standards for

Expanded Learning are all being met. McLane’s After-

School Program is open to all students, but targets those students who are receiving a D or F in any class, or students who have below a 3.0 GPA. Each day in the ASP begins with a one hour homework tutorial support with a college tutor.

Meeting graduation requirements: The course-load for most students is to take six classes. However, some students are taking seven classes, often to fulfill UC A-G requirements or to pursue a specialized interest (e.g. an elective offering such as music or involvement in a pathway). MHS is also committed to highly targeted interventions such as the Men’s and Women’s Alliances where approximately 50 at-risk students in grades 9-12 are enrolled. These programs emphasize life skills and strategies for social and emotional student success. Although clearly anecdotal, most district observers and site administrators hold that McLane High School’s faculty is particularly dedicated, hardworking, and upholds

131 McLane High School WASC/CDE Self-Study Report rigorous academic expectations. Many teachers pride themselves on both their rigor and willingness to support students outside of the regular 55-minute period. For example, numerous teachers provide tutorial support in the morning before 1st period, during lunch, or after school. Many teachers routinely offer extra credit as a form of enrichment (e.g. attending extra-curricular performances, extra projects). During each spring, most Advanced Placement teachers offer optional but highly encouraged after-school and/or weekend review and practice testing sessions prior to administration of the May AP exams. The McLane faculty also strategizes to reduce the numbers of students earning “D/F” grades during department-wide and Accountable Community meetings. CAHSEE: Students who still need to pass the CAHSEE as juniors and seniors participate in a CAHSEE intervention class. A series of early intervention strategies to identify students in need of CAHSEE help are in place. For example, CAHSEE Prep math and English classes are available for any grade 11 or 12 student in need (those enrolled will receive reinforcement in addition to their regular graduation credit math and/or English class). The CAHSEE Revolution program and staff support and/or intervention are available for any student – NOTE: McLane has a site license enabling additional test preparation in CAHSEE as well as for SAT and other tests. Other forms of compensatory support to help students meet graduation requirements include after school tutorial, online credit recovery, and referrals to night school and to the after school program. During the spring semester, credit-deficient

132 McLane High School WASC/CDE Self-Study Report students are identified for concurrent enrollment to make up units (e.g. night school, online credit recovery through APEX, 7th period credit recovery). Ongoing reinforcement of graduation requirements and UC A-G requirements in grades 10-12 is maintained through counselor contacts via classroom visits and/or by meeting with individual students. Additional intervention services (e.g. pull-out counseling) occur for students who are at-risk for graduation at the 10th, 11th, and 12th grade levels.

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WASC Category B. Standards-based Student Learning: Curriculum: Strengths and Growth Needs

Review all the findings and supporting evidence regarding the extent to which each criterion is being addressed. Then determine and prioritize the strengths and areas of growth for the overall category.

Category B: Standards-based-Student Learning: Curriculum: Areas of Strength  A strong commitment to building the widest possible participation and momentum in all McLane pathway programs.

 An experienced and highly dedicated faculty and counseling staff committed to school- wide outcomes and comprehensive support for career and college readiness for all McLane students.

 Accurate class placement based on documented criteria and student self-selection.

 Strong extracurricular support through the McLane After-School Program with over a 35% increase in daily attendance from previous years. Category B: Standards-based-Student Learning: Curriculum: Areas of Growth  Teachers will continue to deepen their understanding of CCSS in order to provide differentiated instruction for all students, including English learners, SPED and struggling learners.

 Create Tier 3 interventions for students who continue to perform significantly below standards.

 McLane will continue striving to develop strategies for the earliest possible intervention of students who are at-risk due to grades, attendance, and/or behavior.

 Continuing to support our non-English content teachers in the integration of literacy skills and standards in Social Science, Math, PE, and Technical courses.

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Chapter IV Category C Standards-Based Student Learning: ______Instruction

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Chapter IV C: STANDARDS-BASED STUDENT LEARNING: INSTRUCTION Focus Group Leaders Holli Anderson (Elective) Keith Raines (ELA) Focus Group Members

Admin: Rick Santos LOTE: Erica Avina Garabay HSS: Peter Marhenke VAPA: Megan Day MATH: Chip Wipfler PE: James DeAmaral SCI: Isaac Thornton ELEC: Holli Anderson ELA: Keith Raines STAFF: Khu Vang ELA: LaJoy Sykes STAFF: Denyce Butler SPED: Jan Skopal COUN: Shelley Kiritani SPED: Donna Sirimarco

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Category C: Standards-based Student Learning: Instruction C1. Instruction Criterion To achieve the academic standards, the college- and career-readiness standards, and the school- wide learner outcomes, all students are involved in challenging and relevant learning experiences.

Indicators with Prompts

Results of Student Observations and Examining Work

Indicator: The school’s observations of students working and the examining of student work provide information on the degree to which all students are engaged in challenging learning to assist them in achieving the academic standards, the college- and career-readiness standards, and the school-wide learner outcomes. The school, particularly, has evaluated the degree of involvement in the learning of students with diverse backgrounds and abilities and modified approaches based on findings.

Findings Supporting Evidence The students at McLane High School receive high  Sample work provided in quality instruction that is based on Fresno Unified School each teacher’s classrooms District’s Classroom Foundations, as well as the California  Syllabi are kept by school standards for the teaching profession, and course alike Administration accountable communities. Each of these components has a  Performance tasks, direct impact on instruction at McLane. assessments by ACs

Classroom Foundations were implemented in all  Master Schedule Fresno Unified classrooms in the 2010-11 school year. These  Afterschool Program four foundations include: An objective, Instruction aligned to tutorial/programs the objectives, closure and assessment. The objective  Posted tutorial information answers the question (what will students know, understand  Enrollment data and be able to do?); The instruction activities within the  Master Schedule lesson should directly support the success of students being  Students work and projects. able to meet the objective. Assessment is formative in nature,  iAcheive Professional in that it checks for understanding during and after the lesson Development Registration illuminating students’ current understanding of the objective

137 McLane High School WASC/CDE Self-Study Report and exposing gaps in knowledge. Teachers respond to  Accountable Community assessment by adjusting and or refining the instruction. notes and agendas Teachers use Closure to revisit the objective and important  Webb’s Depth of learning from the lesson then points the students to where Knowledge they will take this learning in upcoming lessons.  Walkthrough Feedback Instruction is guided by teachers through their  IEPs and 504 plans Departments and Accountable communities (ACs). Well-  EL Redesignation and Goal functioning Accountable Communities have great Setting Reports implications on the achievement of academic standards for  ELD Standards our students. AC teams are subject-alike teams of instructors that focus on instruction. Teams meet approximately every other week to share ideas, discuss and compare student work, analyze and collect data and create common assessments and lesson plans. Accountable Communities are also part of Fresno Unified Foundations. AC collaboration centers on four grounding questions:

What do we want students to learn?

How will we know they learned it?

How will we respond when they didn’t learn?

How will we respond when they already know it?

AC teams have district provided agenda template used each time they meet. The grounding questions are embedded within the template. Collaboration should center around one or more of the four questions.

The Administrative team conducts classroom walkthroughs frequently providing feedback for teachers on their instructional practices and decisions. Overall trends and walkthrough focus areas are communicated to the staff in the Professional Development calendar notes and meetings.

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These walkthroughs include speaking directly to students about what they are learning and the processes used to meet the objective.

When looking at teacher instruction, the focus is not entirely on what the teacher is doing but what the students are doing and how they are processing the information being taught. A focus on the cognitive demands of the lesson is measured by Webb’s Depth of Knowledge which aligns with the Common Core State Standards. Within Fresno Unified there is the expectation that all students will be engaged in complex texts, complex talk, and complex tasks in all classes. In this way, the complex thinking and processing necessary to master the standards and higher DOK levels is reflected in these three practices.

Normans Webb’s Depth of Knowledge (DOK) is an Instructional alignment tool adopted by Fresno Unified school district that guides the depth in which students are engaged in their learning and helps drive teacher’s instructional practices. The goal is to have students consistently working in the Level 2 (skill/concept) and Level 3 (strategic thinking) levels as much as possible. With culminating projects, assessments and assignments expected to reach Level 4 (Extended Thinking). By focusing on DOK levels 2 and 3, teachers are supporting our SLOs of training critical thinkers and innovative collaborators in each lesson.

Students who require additional help to be successful and complete assignments are able to attend ASSETs, McLane’s After School Program. From 2:30-6:00 daily, students can participate at the library and receive tutorial support from teachers, college students, and adult assistants

139 McLane High School WASC/CDE Self-Study Report to complete work and receive some instruction. Students are able to earn five elective credits per semester for sixty hours of tutorial seat time. Our After School program continues to grow each year. McLane typically has over 100 students per day taking advantage of at least an hour of tutorial.

McLane offers APEX online learning during periods one, six, and after school, Course choices include:

Periods 1 and 6:  English 9  English 10  English III American Literature  English IV British Literature  US Government and Politics  World History  US History  US and Global Economics  Geometry  Algebra II After School:  Geometry  US and Global Econ  US History  World History  English IV  Engl III  Engl 10  Engl 9

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APEX classes are scheduled in classrooms with a credentialed teacher to support students as they move through the course. The teachers have been able to counsel students who are moving at a pace that does not allow them to complete the course in the allotted time. In this way, students are set up for success and able to gain credits through the online learning model.

Special Education students are placed into general education classes with the general education teacher as well as a special education co-teacher. This model greatly offers the support to accomplish the necessary rigor represented in the standards in the least restrictive environment. The co- teaching model is in all core content classes.

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McLane's English learners are now integrated in general education classes. Up until two years ago, EL students were placed into SDAIE sections if they had been in the United States less than five years. Our English Learners are actually performing well than when they were in the SDAIE classes. Although the language is sometimes a barrier, many of the best practices McLane teachers are learning and implementing are also best practices for English Learners. For example, addressing vocabulary through word walls and vocabulary cards and incorporating sentence frames for complex discussions are supports for English learners and underperforming students in general. Introducing the lesson with the objective and agenda for the day is a best practice for English learners. Also, the emphasis on collaboration and discussion through Common Core and the ELD standards support our English learners even more. McLane's redesignation rate continues to improve each year. This year, we are on track to meet our 10% redesignation goal. If this is accomplished, it will be the first time in at least a decade.

McLane students are also engaged in challenging, real world training through our Medical Magnet and pathway offerings: ArtVenture, Business Academy, and Educational Careers. The CART partnership with Clovis Unified broadens junior and senior students' opportunity even further by taking advantage of either morning or afternoon sessions at the CART facility to study such fields as Law and Justice and Policy, and Forensic Research and Biometrics.

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Students are also offered a rigorous learning environment through our Advanced Placement, Honors, and GATE classes. Enrollment in AP and Honors classes have increased over the last several years, as well as participation in the Academic Decathlon and Mock Trial.

Student Understanding of Learning Expectations

Indicator: The students know the standards/expected performance levels for each area of study. Findings Supporting Evidence Teachers at McLane High School work diligently to  Common Core State create an environment that promotes not only their content Standards standards, but also to encourage and engage students in  Next Generation Science experiences that promote critical thinking, higher-order Standards thinking skills and collaboration to prepare for college and  College, Career and Civic career challenges. Life Framework Students are informed of performance expectations in a variety of ways. Each teacher is expected to provide a  Scope and Sequence for course syllabus to each student and review its contents in English class. McLane informs teachers of minimum syllabus  Science: Course of Studies requirements each year, such as course objectives, texts, and pacing guides grading, and homework. The majority of teachers prepare  History-Social Science syllabi that far exceed minimum expectations. A binder with Pacing Guides a copy of each teacher's syllabus is on display in the main  Mathematics Courses of office for the duration of the year. In this way, not only Study students, but parents and community members are able to review basic information regarding all classes taught at  Mathematics Curriculum McLane. Guides Communicating criteria for success to students is  Course Syllabi critical to lesson clarity. Lesson objectives, daily agendas,  Rubrics rubrics, exemplars, and teacher modeling are all utilized in  Exemplars for content our classrooms. Many McLane teachers include which area assignments

143 McLane High School WASC/CDE Self-Study Report standards are addressed in the lesson in their daily agenda.  AC Minutes

One of our English teachers had students review the Common  Walk Through Core Literacy Standards using a close reading model with Observation Notes annotation and led a discussion on the expectations for  Webb's Depth of accomplishing these standards. Knowledge Teachers, working through their AC’s, use the cycle of continuous review (CCI) to analyze student work. Each AC  Handouts from Common is at varying levels of proficiency in this practice; however, Core Trainings all are moving into this practice. Through this process data is disaggregated in order to discuss and reflect on successful teaching and learning strategies. Upon reflection, teachers revise and adjust instruction to meet standards and student needs. English teachers are using the newly adopted ELA Scope and Sequence to assist in AC common unit development. All core content teachers are currently attending professional development provided through the district to deepen our collective understanding of the Common Core Standards and Webb's Depth of Knowledge. This is the second year of this districtwide training. Each area; English, Social Studies, Math, and Science also delve into their individual content standards as well as the literacy standards. Social Science teachers are gaining proficiency with the new California College, Career and Civic Life (C3) framework. The Science department has centered professional development on the CCSS and NexGen Science standards. The district has aided support by providing Scope and Sequence plans based on the new standards. Science teachers promote active learning by designing opportunities for students to apply their learning to real world problems. At various times, eggs drop, rockets blast off – solar powered

144 McLane High School WASC/CDE Self-Study Report devices roll through the hallways. Math teachers attend professional development training in order to enhance their instructional strategies as facilitators of the recently adopted district's Scope and Sequence for Math that reflects the new standards' eight mathematical practices. All teachers have access to the Common Core Standards online in a deconstructed form. This breaks down the expectations for each standard including prerequisite skills needed.

Differentiation of Instruction Indicator: The school’s instructional staff members differentiate instruction, including integrating multimedia and technology, and evaluate its impact on student learning. Prompt: How effectively do instructional staff members differentiate instruction, such as integrating multimedia and technology? Evaluate the impact of this on student learning. Findings Supporting Evidence McLane classrooms are equipped with document cameras  Technology in classrooms: which are utilized daily by teachers. In addition, in our  Computers Academic, Science, and Technology Buildings, most rooms  Smartboards are equipped with Smartboards and projectors. Ongoing Smartboard training for McLane teachers allows them to fully  Document Cameras utilize all the benefits of this technology for student  Student Work Samples achievement.  Smartboard Training Sign In Sheets

 Fresno Unified Online Resources handout

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Fresno Unified traded out teacher computers at the beginning of this year for more current models loaded with the Windows 8 operating system. With the updated technology, classroom walkthroughs show many teachers taking advantage of sources such as Ted Talks, Brain Pop videos, etc. to introduce, reinforce or review content concepts for students. In addition, Fresno Unified highly recommends the Teaching Channel videos for teachers to enhance their repertoire and differentiation skills with English Learners, struggling and advanced learners. This is also a professional development resource used to demonstrate the incorporation of complex talk, task, and text strategies supporting Common Core Standards.

Through a substantial grant through the Gates Foundation in 2013, Fresno Unified invested in new student tablets across the district. Currently, each classroom has been assigned eleven. Teachers are able to work together to have class sets available for projects, etc. in their classrooms. In addition, the tablets are used to administer the DRP and Smarter Balanced Assessments.

Students have a number of online research supports at McLane. For example, The GALE research system in the library helps students locate critical information and texts to support Common Core Tasks. Fresno Unified School District has also purchased site licenses for a number of online support resources for both students and staff in student achievement.

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The impact on student achievement is clear. Students are more engaged when technology and multimedia is included in lessons. When students are more engaged with the lesson they perform better overall, missing less of the important concepts that must be mastered. McLane's D and F rate for the first semester of this school year was lower than it has been since our last self-study. Students are performing better. Additionally, the incorporation of such technology prepares our students for 21st century college and career expectations. Students much learn technological proficiency along with content standards to remain competitive in our global economy.

Student Perceptions

Indicator Interviews and dialogue with representative students inform the degree to which learning experiences are relevant in preparing students for college, career, and life.

Prompt: Using interviews and dialogue with students, evaluate the extent to which students understand the expected level of performance based on the standards and the schoolwide learner outcomes in relation to preparation for college, career, and life. Evaluate the effectiveness of the student-teacher interaction based on student feedback.

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Findings Supporting Evidence During an advisory period in 2014-15, a set of student  Course syllabi questions for discussion were distributed to measure student  Student Survey and interview responses perception data around how their high school career prepares  Advisory PowerPoint them for college and career. The intent was to evaluate the message we as the educators, communicate the importance of preparation as well as the correlation between what they are learning here and the “real world”. Teachers were asked to deliver the student responses to the WASC leadership committee to analyze findings. Responses were delivered from 34 teachers.

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One of the questions posed was, “What do you learn in your classes that will help you in the real world?” Answers ranged from very practical needs such as filling out job applications to personnel skills. Several themes emerged such as communication, English and math skills, collaboration, perseverance, and dealing with difficult people. A junior female student noted, “We learn to be independent and a critical thinker and problem solver.” This statement also demonstrated that our students are able to make the connection between college, career, and our School wide Learner Outcomes. Several student discussed perseverance learned through difficult subjects. One student wrote, “Survival skills, you have to struggle to eventually learn. Nothing (is) going to be handed to you.” Another student wrote, “I learn about how life is gonna be frustrating, but I just have to pull through.” Many of our students talked about working with others in a more collaborative work situation. For example, one student wrote, “I think in our classes we learn how to communicate and deal with others. In the real world you will be forced to work with people you don’t know or necessarily like, therefore I think our classes help us in that.”

In other discussion questions students were able to link the importance of succeeding in classes to life outside high school. They saw the need to succeed at grade level math and English, but struggled to find the career relevance in some other courses.

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Conclusions Prompt: Comment on the degree to which this criterion is being addressed. Findings Supporting Evidence McLane students are receiving engaging and rigorous  SPSA instruction that supports Common Core State Standards and  Master Schedule Career Readiness Standards. While teachers are in their  Professional Development second year of using the new standards, there is varying levels Calendar of implementation; however, all teachers are teaching to the new standards and the Fresno Unified Scope and Sequence  Grade Reports and, or Pacing Guide. The co-teacher model supports our  Redesignation Rates

Special Education students providing rigorous instruction  Notes from Walkthroughs with appropriate support. By integrating EL students in the general education college prep classes and eliminating SDAIE sections, our students are challenged yet supported and achieving higher redesignation rates.

Since our last full self-study, McLane teachers have continued to participate in district and site professional development to provide an instructional experience that is consistent, rigorous, and standards-based, for the purpose of providing our students with the greatest number of postsecondary choices from the widest array of options. This Fresno Unified mission of equity and access drives our passion to ensure McLane graduates are ready for whatever lies ahead. This creates an urgency to be in a constant state of refinement and reflection to provide what particular student groups need.

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McLane's professional development committee identified differentiation as a focus for this year in our professional learning. Our teachers recognize that the challenge of creating a lesson that meets the various needs of all students is very challenging, but are also committed to learning how to accomplish just that. This will be a work in progress for the next year as well. Our ongoing work in addressing the needs of our English Learners continues by incorporating the ELD Standards in content area classrooms. This is a multi- year process that provides strategies for teachers to deliver instruction and feedback on academic language structures and skills to tackle difficult text.

McLane teachers do effectively incorporate technology and multi-media resources into their lessons and continue to receive additional training to support more student use of technology in the classroom. Teachers continue to participate in SmartBoard trainings and ATLAS trainings to support instruction and feedback to students.

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs. Findings Supporting Evidence

McLane's first identified critical area from our last visit was:  Fresno Unified Ensure that there is a direct link between data analysis and Foundations Classroom curricular and instructional decisions. and Accountable Communities expectations

 Accountable Community minutes

 Staff Meeting Agendas

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As a district, this has been the greatest change in the last six  ATLAS Grade Reports

years. Analyzing trend data, formative and summative data,  DRP Report from REA and checks for understanding and various assessments has Questar become the expectation for all teachers. There is also the  Redesignation and Goal expectation that the teachers would use that information to Setting Reports drive instruction and know where their students are performing. The Classroom Foundations addresses what we  EL Profile Date do with the data; we use what we learn to keep students  SIOP Binder FUSD

moving forward.  California ELD Standards With the ongoing collaboration of the course alike Accountable Communities, student performance drives instructional decisions. If students are not succeeding, the teachers work together to identify gaps of knowledge that must be addressed and design ways to reteach or revise the method of instruction. Students are also more involved in goal-setting and taking initiative in their education. Anticipation guides and formative assessments allow both the teachers and students to understand the current level of knowledge in a particular course of study. Students are made aware of their data using their personal ATLAS log in and password to check grades and missing assignments at any time.

All school data such as DRP scores are brought to the staff and every teacher has access to these reading levels. This assists not only the English teacher, but the Science and Social Studies teacher as well in planning appropriate texts and provide necessary supports or scaffolds, if necessary.

Our fourth critical area is:

Develop and implement a school-wide focus on English Learners that includes collecting and analyzing data to

152 McLane High School WASC/CDE Self-Study Report measure student achievement and effectiveness of academic programs and provide professional learning activities designed to enable all staff to work effectively with this population.

McLane staff recognizes that approximately 24% of our students are English learners, and another quarter were active English learners at one time. With approximately half our students coming from a place of having a primary language other than English, it stands to reason that there will be challenges accessing rigorous content due to academic language proficiency now or earlier in their education. The McLane content area teachers participated in district wide SIOP training from 2009-2011. Classroom walkthroughs show evidence of SIOP practices in several rooms such as posted objectives, key vocabulary, collaboration and interaction, background building activities and lesson closure. With the adoption of the new California English Language Development standards, McLane will be moving forward to support our teachers with professional learning in using these standards to support long term English learners with appropriate strategies for integrated ELD.

All teachers are now able to pull an EL Redesignation and Goal Setting report in ATLAS. This report shows all the English learners in each period with information such as the date they took their first CELDT test and the results, the year they should be redesignated if they stay on track, two years of the most recent CELDT results and two administrations of DRP results. Additionally, on an individual students ATLAS screen, one keystroke provides an EL profile that shows the student's entire EL history in our district and all California

153 McLane High School WASC/CDE Self-Study Report standardized tests. Teachers use these results when planning interaction, collaborative assignments, and seating. Additionally, this information shows reading proficiency to differentiate and scaffold if needed.

Our English Learner students are moving forward, however, as evidenced by our increasing redesignation rate, DRP scores, and decrease in Ds and Fs. Data chats with the English Learners make them aware of their progress and engage them in active goal setting with a counselor or teacher. In addition, many of our English learners take advantage of the after school tutorial opportunity in the library.

McLane has approximately ten newcomer students that require more intensive language support in their core content classrooms in addition to their ELD class. These students are in a small number of classrooms. Plans have been made to work directly with these teachers to fully support the newcomers.

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C2. Instruction Criterion 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.

Indicators with Prompts

Current Knowledge

Indicator: Teachers are current in the instructional content taught and research-based instructional methodology, including the integrated use of multimedia and technology.

Prompt: Evaluate the extent to which teachers effectively use multimedia and other technology in the delivery of the curriculum.

Findings Supporting Evidence McLane teachers have participated in district trainings for  Smartboard training offer Skillful Teacher, SIOP, and Assignments Matter. The  Sign in sheets research for best practices in these resources speak to our  Skillful Teacher desire to keep abreast on instruction that is effective. New  SIOP  BTSA Feedback sheets teachers have the support of BTSA to not only learn and practice best practices, but also integrate the use of technology and multi-media resources; an expectation of our teacher induction program in Fresno Unified.

McLane classrooms are equipped with document cameras which are utilized daily by teachers. Academic, Science, and Technology Buildings have several rooms equipped with Smartboards and projectors. Ongoing Smartboard training for McLane teachers allows them to fully utilize all the benefits of this technology for student achievement. Teachers are given an extra pay contract to participate in the weekly classes, with an hour of extra time to experiment and plan lessons and experiences using the Smartboard.

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Many teachers take advantage of sources such as Ted Talks, online videos, and content specific websites to enhance student engagement and learning. A number of teachers also use TeacherTube for relevant videos and lessons to share with students.

Fresno Unified highly recommends the Teaching Channel videos for teachers to enhance their repertoire and differentiation skills with English Learners, struggling and advanced learners. Several Fresno Unified teachers have posted videos on the channel and it is a valued resource to learn how to use and integrate technology into lessons with step by step information. During AC meetings, teachers share information with each other on excellent online resources to support their content.

Additional Online Instruction Prompt: Evaluate how teacher technology competencies are assessed during online instruction.

Findings Supporting Evidence McLane’s Principal, Vice Principals, and Head Counselor  Training emails take staffing very seriously for all classes. The best match for  APEX Student Goal Sheets assignment is as important as appropriate credentialing.  Master Schedule The teacher(s) assigned to teach our online courses, must be  Credit Recovery Schedule able to support many subjects at one time, have proficient technological skills and most importantly, have a very  APEX Syllabus positive and encouraging rapport with students. The teachers  APEX Gradebook must help students set goals, track progress, and help students be self-directed in their online learning. This is not suited for all teachers, but McLane is fortunate to have an excellent set of APEX teachers that excel in all these areas.

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Fresno Unified School District provides ongoing annual training for all online (APEX) teachers. In this training, they are given information on the software, the processes and procedures, and how to support students to completion. For technological support that is outside the scope of the teachers’ troubleshooting skills, there is a district identified support technician that can remotely intervene on the screen or physically come to the site.

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Teachers as Coaches Indicator: Teachers work as coaches to facilitate learning for all students.

Prompt: Evaluate and comment on the extent to which teachers work as coaches to facilitate learning for all students. Provide examples.

Findings Supporting Evidence As Fresno Unified School District transitions to a deeper  Common Core Literacy understanding of Common Core State Standards, there is an Standards – Speaking and emphasis that all teachers incorporate experiences with listening complex text, complex talk, and complex tasks. To that end,  SIOP Training training and modeling for teachers include collaboration  Lesson Plans strategies including partner and small group settings. From 2009-2012, McLane participated in three years of SIOP (Sheltered Instruction Observation Protocol) training in which collaboration was a best practice for English Learners. The professional learning included small group management techniques, grouping strategies, and assignment division and support. Many of these strategies have returned in the Common Core trainings. Teachers are learning how to facilitate learning by providing exemplars, modeling, then allows students to collaborate and clarify concepts for each other. If additional support is needed, the teacher, while monitoring and checking in with groups, is able to provide additional clarification. Teachers are also learning how to ask questions that cause students to think deeply and have rich classroom discussions in settings such as Socratic Seminar. McLane teachers are in varying stages of proficiency with this work, but all are moving in that direction.

Examination of Student Work

Indicator: Representative samples of student work demonstrate: a) structured learning so that students organize, access, and apply knowledge they already have acquired; b) that students have

158 McLane High School WASC/CDE Self-Study Report the tools to gather and create knowledge and have opportunities to use these tools to research, inquire, gather, discover, and invent knowledge on their own and communicate this.

Prompt: Evaluate and comment on the ways in which student work demonstrates a) structured learning so that students organize, access, and apply knowledge they already have acquired; b) that students have the tools to gather and create knowledge and have opportunities to use these tools to research, inquire, gather, discover, and invent knowledge on their own and communicate this.

Findings Supporting Evidence McLane’s Accountable Communities analyze student work  AC Minutes to determine how students are progressing towards standards.  Academy meeting minutes More of our Accountable Communities are developing  Linked Learning Pathway common major assignments as a means to ensure that key assignment sheets/project content and Common Core Literacy skills are incorporated. information Our pathway and academy teachers work together so that  Student work samples students are utilizing skills and knowledge in multiple classes. For example, ArtVenture has a theme of Civil Rights  Library information fliers this school year. Their English and Social Studies classes support that with reading and writing that support the theme, thus giving students a deeper understanding of the topic.

This is also true of our 9th grade Linked Learning program. For example, a student may read an article or text in their English class that directly supports what is happening in their science class. They bring that text to science as well because the lesson will incorporate the information found there. Science and English teachers also collaborate on the research, organizing, and writing of research projects.

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Students share their projects in a variety of ways. They may present to the class, or in the case of ArtVenture, other venues or cities. Mock Trial and Academic Decathlon spends countless hours in preparation to complete against other schools. These students utilize all McLane’s resources and more to prepare for their competitions.

McLane’s library hosts physical and digital tools to support students in their learning. Along with textbooks and supplemental materials, the library has a full computer lab connected to printers allowing students to search databases, such as GALE, and other online resources.

Additional Online Instruction Prompt: Evaluate and comment on the effectiveness of reviewing student work online and online communications to determine the degree to which students are analyzing, comprehending, and conducting effective research.

Findings Supporting Evidence

McLane’s online APEX students complete a unit per week.  APEX Goal sheet

Many of the assignments are graded by the computer,  Samples of student work however the essays embedded in the English units and other  APEX Syllabus assignments require the teacher to physically score the product. The communication piece with not online since the teacher is in the classroom with students as they complete work. The exception to this is when students work at home and then can communicate with the teacher via chat or email.

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Indicator: Representative samples of student work demonstrate that students use technology to assist them in achieving the academic standards and the school wide learner outcomes.

Prompt: Evaluate the extent to which representative samples of student work demonstrate that students use technology to assist them in achieving the academic standards and the school wide learner outcomes.

Findings Supporting Evidence

McLane’s Schoolwide Learner Outcomes support success in  Course Syllabi st a 21 century global economy. The inclusion of several  Master Schedule course offerings that are primarily technological reflect that  Student Work Samples shift. Over the last few years, Fresno Unified has been in the process of investing in upgraded technology and services.  Project Sheets Several carts holding class sets of 7inch tablets allow  CART teachers to check these out for their classes for the purposes of research, organization, or production of class assignments and projects. These tablets are also used for the DRP online assessment and the SBAC assessment.

A number of our elective and pathway classes use technology in preparation for the personal and professional applications. Specific McLane courses that incorporate technology throughout include:

 Business Marketing

 Business Technology

 Banking and Finance Industry

 Digital Media Production

 Multimedia

 Personal Finances

 Technology in the Classroom

 Video Production

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 Virtual Enterprise

 Virtual Economics

 Yearbook

In addition to these courses, the students enrolled in CART off site have additional course offerings in their various programs.

Indicator: Representative samples of student work demonstrate student use of materials and resources beyond the textbook, such as use and availability of library/multimedia resources and services; availability of and opportunities to access data-based, original source documents and computer information networks; and experiences, activities and resources which link students to the real world.

Prompt: Evaluate the extent to which representative samples of student work demonstrate student use of materials and resources beyond the textbook; availability of and opportunities to access data-based, original source documents and computer information networks; and experiences, activities and resources which link students to the real world.

Findings Supporting Evidence Students at McLane High School have three main avenues to  Career Center fliers explore real world career opportunities such as job shadowing,  Workshop fliers on the job training, and community projects. Each opportunity  Academy brochures is provided by a California Partnership Academy grant. This grant is given to the school by the state to offer students real  Union Bank program world experience in a particular field. At McLane there is a  Medical Academy Business Academy, Medical Academy, and Art academy. partnership

Each academy is supposed to be a school within in school.  Exhibit brochures and Students should at as a cohort and have the same teachers, so fliers all of their course material is viewed through the lens of their  Mock Trial Schedule particular focus (i.e. Art). Some of the grant requirements are  Academic Decathlon still in the process of being addressed within the master Schedule schedule.

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Business  Virtual Enterprise The Business Academy runs a fully functional branch for Projects and Specs Union Bank, on campus. This is a branch of the bank open to students, staff, and parents. The branch is open Monday, Wednesday, and Friday. The branch is managed by two Union Bank employees, but students handle all the day to day operations, including deposits and withdrawals. The ROP Virtual Enterprise Class offered at McLane has students create a real virtual business. The students have three out of town trips where they have to present their business idea. The NFTE Business and Marketing class...

Medical

Students participate in medical courses on campus through the county's Regional Occupation Program. This is where students learn the basics of nursing and working within the hospital setting. Students transfer this knowledge to application during the second semester through an internship at a local medical facility. Each day a group of students work at the facility under the direction of facility management.

Art

Students tackle many provocative social issues through art. The ArtVenture Academy, a California Partnership Academy at McLane High School in Fresno, California, is a program which seeks to provide students with a visual arts education by integrating art into core classes such as history, language arts, and science through hands-on art assignments, dramatic performances and technical media which enhance the learning experience and provide a pathway from school to career.

Over the span of 15 month during the 2012-13 and 2013-14 school year students worked on a project on the Southeast

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Asian immigration experience (see attached mission statement). This project was featured at the White House and the Dept. of the Interior Museum in Washington, D.C/

Mock Trial is offered only as a club. The students who participate have the opportunity to work with attorneys from the McCormick Barstow Law Firm. McLane has been partners with the McCormick Barstow Law Firm for several years. This is a rich experience for the kids that participate.

McLane High School provides college and career readiness activities, resources, and support services for students through the Career Center. All grade levels receive information about career center services, resources, and support using school bulletin, class presentations, and flyers. Activities upon student’s interest includes; work permit, job search, shadowing, volunteer opportunities, portfolio, ASVAB, CTE Night, and College/Career Fair. Job Developer at the career center also uses data to target students for Scholarships. All students have access to college and career exploration through class presentations, and workshops in the career center using California Colleges and Career Zone websites. The Career Center provides support to the Counseling and Guidance Team on College Initiatives for seniors (SAT/ACT, AP, College Registration, FAFSA, etc.)

During the school year 2014-2015 about 30% of our student population received Career Center services generated by students’ interest; approximately 40% participated in the college career fair, and about 7% applied for and received a job permit.

The Career Center at McLane works with a list of 67 contacts which includes colleges, trade and vocational schools,

164 McLane High School WASC/CDE Self-Study Report business, organizations, Industry Companies, and community programs to provide college, career, and job readiness opportunities to our students.

The effectiveness of processes is measured through the number of students listed on the Beta Tool (district counseling tool), class rosters, and the Career Center sign in sheet.

The Career Center was operating the first semester of last year (2013-14) with a part time schedule only 2 ½ days a week. In February, 2014 a Job Developer was placed at McLane full time to operate Monday to Friday from 7:30-4:00pm.

For the school year 2014-2015, the student services at the career center will show a significant increase in student service due to the extension of the schedule and a reframing of the activities to ensure that all students have access to career awareness and exploration.

Conclusions Prompt: Comment on the degree to which this criterion is being addressed.

Findings Supporting Evidence There have been tremendous gains in the consistent and  Carts of Tablets variable uses of technology in all classrooms. Fresno Unified  List of sites with logins and upgraded the strength and scope of its network. With the passwords Fresno Unified investment in new computers and systems  Student Work and project such as ATLAS, various online site licensing agreements and spec sheets research databases, students have more opportunities than ever to go well beyond the texts in the classroom or library allowing for collaborative projects and presentations. This supports all our students in 21st century work skills and is communicated by our SLOs and course offerings.

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Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs.

Findings Supporting Evidence All of McLane’s critical learner needs are addressed in  AC and Department instruction; however, two areas are particularly relevant and Meeting Minutes supported: Critical Area: Expand vertical articulation  Lesson Plans across the curriculum to further ensure that student  Common Core Literacy proficiencies are purposefully built over four years. Standards and

Critical Area: Develop and implement a school-wide focus  ELD Standards on long term English Learners that includes professional learning to implement academic reading and writing skills into all classes leading to Redesignation.

McLane teachers collaborate on a variety of levels to determine trends and support standards-based instruction such as staff and department meetings, department chair meetings, Accountable Communities, and Pathway/Academy Meetings. All of these provide a vehicle for reflection and planning with a focus on preparing our students for the life they need after they leave us. The emphasis on connecting knowledge to real world experiences and skills has never been greater. Our long term English Learners who have stalled at the intermediate level of proficiency continue to struggle with grade level material; however, the SIOP training, the new ELD Standards, and the Common Core standards that support the best practices of collaborative learning and direct reading and writing instruction, can only improve their achievement.

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WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth Needs

Category C. Standards-based Student Learning: Instruction: Areas of Strength  Vertical articulation through departments, Accountable Communities, and Pathways  Incorporation of technology and multimedia across all courses  Learning that connects to Real World applications in classrooms with support from Career Center, After School Program, and community partnerships Category C. Standards-based Student Learning: Instruction: Areas of Growth  Differentiation for all subgroups and standards performance levels.  Strategies to support struggling learners and English learners in comprehending complex text  Deepen understanding of the Common Core Literacy Standards and the California ELD Standards to support English Learners academic language proficiency.

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Chapter IV Category D Standards-Based Student Learning:

______Assessment and Accountability

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Chapter IV D: Standards-based Student Learning: Assessment and Accountability Focus Group Leaders Lori Mehl (SPED) Monorith Arun (After School Program) Focus Group Members

Admin: Connie Cha SPED: Charles Bell HSS: Lars Johansson SPED: Christopher Seuss HSS: Bill Mitchell LOTE: Rosa Rodriguez MATH: Michael Clark VAPA: Marc Patterson MATH: Sandra Atkins PE: Javan Childs SCI: Tarah Gregg ELEC: Lee Benton SCI: Claudia Kliemann STAFF: Monorith Arun ELA: Runy Runge STAFF: Priscilla Madril ELA: Elizabeth Lamanuzzi STAFF: Jeff DeLong ELA: Will Haskins COUN: Cher Vang SPED: Lori Mehl

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Category D: Standards-based Student Learning: Assessment and Accountability D1. Assessment and Accountability Criterion The school staff uses a professionally acceptable assessment process to collect, disaggregate, analyze, and report student performance data to the school staff, students, parents, and other stakeholders. Indicators with Prompts Professionally Acceptable Assessment Process Indicator: The school staff uses effective assessment processes to collect, disaggregate, analyze, and report student performance data to all stakeholders. Prompt: Evaluate the effectiveness of the assessment processes. Findings Supporting Evidence McLane testing procedures vary by assessment,  Fresno Unified Calendar however, Vice Principals (4) and the Head Counselor share 2014-15 the test coordinator responsibilities assigning one coordinator  CAHSEE results report and a second chair for each. Other McLane staff act as  CAHSEE Schedule and support for preparing materials and troubleshooting issues as procedures they arise. The coordinator communicates with Fresno  CST Science results Unified’s REA (Research Evaluation and Assessment)  SBAC testing procedures department and attends the coordinator’s training session for  SAT schedule the particular assessment. Staff is given information on the  DRP Schedule and assessment’s window and procedures via email and face to procedure. face meetings. During the administration of the assessment,  CELDT Schedule and the coordinator and support staff act as liaison between Procedures teachers or proctors and REA. They also ensure that issues  EL Redesignation and are dealt with quickly whether technical support, adding new Goal-Setting Report students to rosters, or the like. The coordinator assists  EL Student Profile teachers and staff in the interpretation and access to the  ATLAS Assessment assessment results. Reports McLane's CELDT process begins prior to the test in  BETA Tool preparation for the students. Goal setting CELDT Chats are

170 McLane High School WASC/CDE Self-Study Report conducted with as many students as possible using the EL  Parent Empowerment, SSC Redesignation and Goal setting Report found in ATLAS. and ELAC agendas Students are made aware of their most current scores and are  Common Assessment assisted in making goals for the next administration. Students Schedule and Procedures are tested in classrooms of 20-30, by grade level. Make-ups  Common Assessment are completed later in the testing window. This process is booklets proving to be successful for several reasons. Students are  SAT schedule and sign ups more at ease taking the assessment in groups of 20-30, as opposed to all students in the cafeteria as was the practice several years ago. Additionally, students are now more aware of their own progress toward redesignation and understand the criteria for the process. Also, the district speaking assessors support our site in make-up sessions, bringing our testing rate to approximately 95%. Student proficiency levels are increasing annually as expected, and our redesignation rate is also increasing which signals students’ ability to more readily accomplish grade level assignments and demands. Parents attending the ELAC meeting in January were given their student's results report and results were interpreted for parents. All other CELDT takers and parents received their results via US mail with a letter attached in three language, English, Spanish, and Hmong, explaining how to interpret the results. After the CELDT administration in September 2014, we had an additional 12 students redesignate, while 99 achieved the CELDT trigger and need to pass the DRP for Redesignation. The ELDA test is a local assessment that closely resembles the CELDT, but much shorter. The window for this English Learner assessment is the same as both CELDT and DRP. The 2013-14 school year was the first administration

171 McLane High School WASC/CDE Self-Study Report of this assessment and initially was planned to administer three times per year. After careful consideration, it was determined by the Assessment Council for Fresno Unified that it would only be administered one time this year. The CAHSEE test is given several times per year. The first administration was scheduled for the same window as CELDT, EDLA, and DRP. McLane administers the CAHSEE in a controlled testing area (A Building), with approximately 25/30 students testing in each classroom. The Special Education students test separately for the purpose of ensuring accommodations or modifications as written into IEPs. Since students will feel more comfortable and therefore have better results with a proctor they know, we assign students to test with a teacher in their daily schedule as much as possible. During the test, students are given a light snack as well. The CAHSEE in March is scheduled as minimum days for all students. All teachers are displaced to accommodate the massive testing schedule in March when grades 10, 11, and 12, are all talking CAHSEE. This system appears to have a positive impact on our students in that our first time CAHSEE pass rates are on an upward trend at 70% for English and 73% for Math. While grades 10-12 are taking their CAHSEE test, 9th grade students take a practice CAHSEE to have an opportunity to see the structure and type of questions they can expect. At this time, there is not much done with the results, however teachers are interested in how their student performed and gaps of information that surfaced. A plan is being developed to allow the teacher and students to know

172 McLane High School WASC/CDE Self-Study Report the results. ACs, seeing the trend, will be able to address those particular needs. The DRP - Degrees of Reading Power assessment is administered three times per year in students’ English class. This assessment measures reading comprehension with seven paragraphs mission a total of 63 words. The paragraphs become increasingly difficult. The windows fall in September, January, and May. The test is administered on computer tablets. The first administration of this assessment was in May of 2014, with a number of technical issues across the district. The September administration of this school year was also difficult in that it fell within the same time as the CELDT, ELDA, and CAHSEE. Each teacher had carts of computers brought to their classes for two-three days to administer the test. This was based on the assessment company’s estimation that a student would be able to complete the test in approximately 60 minutes. What we found was that in actuality, most students needed closer to 100 minutes to complete the items. For this reason, we had several partially completed tests with no opportunity to complete make ups. This led to a lower than desired participation rate and some undesirable results. Additionally, with so many other schedule conflicts, the notice to teachers was short which led to impacts in lesson plans, projects, and the use of computers that were tied up for the assessment. Teachers received little training on troubleshooting and were not sure how to view or interpret results. During our November Buy Back day, which is a full day of professional learning for teachers, a one and a half our workshop was scheduled to show teachers how to access and interpret the assessment results, how the assessment aligned

173 McLane High School WASC/CDE Self-Study Report with Common Core Reading standards, and methods to utilize the results in lesson planning. A schedule for the second administration was provided giving each teacher the computer carts in their classroom from Monday through Thursday to test when it fits in their weekly plan. Computer carts would be brought back to the library on Friday to complete any repairs and recharge. The Vice Principals conducted make ups for students who were partially complete on the Friday as well. Teachers sent those students to the library each period. The third week of the window, those students who had not started the assessment were pulled to take the entire test in the library with a vice principal. Teachers noticed an improvement in the student scores on the second administration. They felt that students had taken the assessment more seriously this time, understood the layout of the test and how to complete it much better the second time. Teachers realized the assessment could be a valuable tool when taken seriously and they were able to use the results to plan in their Accountable Communities. The technology issues still persisted, but much of it was out of our control. We did have our technology Teacher on Special Assignment support teachers with those areas he could impact and correct. Fresno Unified’s Common Assessment was given for the first time in October of 2014. This was a multi-day writing assessment that was given in classes to measure growth in the Common Core Literacy Standards and content standards. The assessment was given in English I, II, and III; Modern World History, US History, Algebra I, Geometry, and Algebra II. Teachers were to give and score the assessment with the use of a district rubric then report the

174 McLane High School WASC/CDE Self-Study Report findings to REA. Teachers across the district were very upset with the extra work. Teachers were then asked to bring them to their Common Core Training session where the assessments were reviewed with other teachers looking for gaps and trends. The assessment was not actually scored or reported and the remainder of the scheduled Common Assessments were cancelled until the actual logistics of scoring and reporting can be refined. The CST test was replaced in the 2013 school year with the SBAC (Smarter Balanced Assessment Consortium). Only science classes still take the CST for college admission requirements. Since last year was the first administration of the SBAC, and therefore a baseline year, there was no data for teachers to analyze. Again, there were some technology issues with the assessment given on the small tablets. A special testing schedule was in place during the testing week. Since we are unable to know how students did, it is difficult to assess the impact on student achievement. McLane is an SAT testing site. We have a former McLane teacher coordinate this test. The number of participants is increasing as our A-G completion rates and college application rates also rise. As a Title I school, McLane receives a number of fee waivers for the test. All sophomores take the PSAT test at no charge. Fresno Unified School District pays the fee for all Fresno high schools. Teachers and sites were able to access data on the PowerSchool grading system which was replaced by the ATLAS system, developed for Fresno Unified by Microsoft, in the 2012-13 school year. ATLAS also replaced the Assessment Information System (AiS), that allowed teachers

175 McLane High School WASC/CDE Self-Study Report and administration to gather multiple sources of data regarding the site, classroom, or individual student level. As of the 2014-15 school year, all remaining AiS and Research Evaluation Assessment (REA) data was moved to the ATLAS system. The ATLAS system also monitors students’ engagements, or extra-curricular involvement, such as sports, music, competitions, and clubs. Parent and students have 24 hour access to the ATLAS system with a personal login and password. Along with ATLAS, the Equity and Access BETA Tool monitors the extent to which students are progressing towards graduation and are meeting A-G requirements. The BETA Tool also monitors each student’s CAHSEE status and post-secondary goals. The BETA Tool was developed in a Fresno Unified partnership with UC Merced as a data information system to better monitor student progress toward A-G eligibility. Progress reports are given to students and every five weeks and semester grade reports are mailed home at the end of each semester grading period. School Messenger, which allows the user to customize a message to inform parents that grades are current and posted. Counselors and teachers are also available at Open House to provide parents and students with information about grades as well as different extra- curricular programs available on campus.

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Basis for Determination of Performance Levels Indicator: The school staff has determined the basis upon which students’ grades and their growth and performance levels are determined and uses that information to strengthen high achievement of all students. Prompt: Evaluate the impact and effectiveness of the basis for which students’ grades, their growth, and performance levels are determined. Findings Supporting Evidence In our work with Accountable Communities, the  AC Agendas and minutes conversations around assignments and grading practices has  ATLAS reports been a natural evolution. All teachers are expected to submit  Grade chat email sample a syllabus at the beginning of the year and review it with their with reflection questions students. Some of our Accountable Communities who work  Sample work from students more closely together has syllabi that reflect similar policies, practices, and grading. In these ACs, the assignments and grading points are much closer than in other departments or courses where teachers are much more autonomous. This practice would appear to be in the best interest of students to have this continuity without giving up the personality and presentation preferences of the individual teacher.

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The administration team also meets with the faculty to have grade chats. In this process, the teacher is sent information on their overall D and F rate, along with some reflection questions. The chats are one on one and center around how we can best support the students to pass classes for original credit. The conversations are collaborative and reflective and ask teachers to consider some of their policies and weighting that set students up for failure. As a result, a greater number of students allow exam retakes and late work to eliminate scores of zero on grade reports. Additionally, some realized they were weighting some assignments more heavily than needed. For formal summative local and district assessments, the performance levels are provided for teachers by the assessment creator. These results are analyzed and used in site planning for such areas as placement, Redesignation, or progress toward graduation. Instructional decisions from the teachers and Accountable Communities are also considered from assessment results. Analyzed data shows where student knowledge has gaps and strategies and lessons are designed to bridge these and move students forward. Parents receive overall performance data for McLane in addition to their own student’s grades. This is communicated through Parent Empowerment meetings, School Site Council (SSC), and the English Learners Advisory Committee (ELAC). Our Single Plan for Student Achievement (SPSA), is in part based on the data collected and analyzed through the year for the purpose of assessing our needs for the following school year. Our SSC also provides input into that document after viewing the data and plan.

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Additional Online Instruction Prompts: Evaluate the effectiveness for determining if a student is prepared to advance to the next unit, course, or grade level. Evaluate how course mastery is determined and evaluate the “steps” or “gates” that are in place to prevent students from proceeding to the next unit if mastery has not been demonstrated. Evaluate the effectiveness of the procedures for grading student work whether it is done electronically or individually by the teachers. Evaluate how teachers ensure academic integrity and determine students are doing their own work in the online environment. Comment on the degree to which the results for state-mandated assessments and the high school exit exam are used in decisions about student achievement and advancement and improving the instructional program. Findings Supporting Evidence Students enrolled in APEX complete the majority of  Student/Teacher goal their work within the classroom online. In this way, the setting sheet teacher is still able to monitor and assist. Weekly one on one  APEX progress sheet conferences are scheduled between teacher and student for  Student Work the purposes of goal setting and progress monitoring. The grading is conducted both electronically and manually. For example, the work that is multiple choice and short answer is scored by the computer while longer written components are scored by the teacher. In this way, they are able to determine if the student is truly mastering the course content.

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Conclusions Prompt: Comment on the degree to which this criterion is being addressed. Findings Supporting Evidence Given the number of assessments along with the  McLane DRP Testing overlap in testing windows, McLane has worked diligently to Schedule arrange testing environments and procedures that support the  District Testing Calendar best opportunity for students to show their knowledge. While some of our assessments have been in place for some time (such as CELDT) and the procedures have been revised until optimum, our newer assessments, such as DRP and SBAC, present new challenges in organization and procedure. Technology issues appear to be one of our greatest problems for both of these tests in areas of connectivity and test “glitches”, such as nonworking passwords and students bumped off in the middle of the assessment. These cause a great deal of frustration for both students and teachers. This is our third administration for DRP and we are working out the issues of time and administration. Each time goes more smoothly, although we still need minor refinements. Students show improvement each time and this is most likely because of the structures put in place and teachers creating a positive testing environment.

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs. Findings Supporting Evidence Several critical learner needs at McLane mention the  AC Minutes analyzing of data in some form to drive instruction.  AC common assignments and/or lesson plans

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 Expand vertical articulation across the curriculum to  ATLAS Assessment further ensure that student proficiencies are results for DRP, purposefully built over four years. CELDT,  Develop and implement a school-wide focus on  Procedures for district English Learners that includes collecting and and state assessments analyzing data to measure student achievement and  Parent Empowerment effectiveness of academic programs and provide Agendas/Minutes professional learning activities designed to enable all  ELAC Minutes staff to work effectively with this population.  School Site Counsel  Support reading comprehension through the Minutes implementation of complex texts in all core  DRP Results Report classrooms. With our testing procedures and structures in place and as teachers becoming more comfortable with these, we are able to collect meaningful data from these assessments. With valid and reliable data, teachers are able to make accurate decisions regarding all students’ true academic needs and create ways to address them. This is especially true with the realization that over 70% of our students are reading significantly below grade level. These structures and supports are critical to the process. Teachers are also learning how to mediate the technical issues, As previously addressed, our structures on existing tests support teachers’ ability to analyze data for curricular articulation decisions and have meaningful articulation across grade levels ensuring rigorous and engaging instruction. The new assessments are improving with each administration of the test.

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D2. Assessment and Accountability Criterion Teachers employ a variety of appropriate formative and summative assessment strategies to evaluate student learning. Students and teachers use these findings to modify the learning/teaching practices to improve student learning. Indicators with Prompts Appropriate Assessment Strategies Indicator: Teachers use appropriate formative and summative strategies to measure student progress toward acquiring a specific body of knowledge or skills such as essays, portfolios, individual or group projects, tests, etc. Prompt: Evaluate the effectiveness and appropriateness of the assessment strategies selected based on the programmatic goals and standards to determine student achievement. Evaluate the selection of and the use of proctors, the security systems for test documents, and the means to maintain the integrity of the assessments. Findings Supporting Evidence McLane’s foremost commitment is setting up Assessment Procedures systems, within the best of our ability that lead to student Proctor assignments success. For this reason, we endeavor to create testing REA delivery and pick up situations that allow students to be assessed in classroom schedules environments with teachers they have or know. There are Culminating task prompts and times we have no control over the structure, such as the handouts district language assessors for CELDT, or the SAT, Final Essay Prompts and CAHSEE, and AP testing set up; however, we do select Rubrics proctors that are classroom teachers and counselors that have Portfolio grade criteria good rapport with students. We usually include one or two proctors that are Special Education teachers so our Special needs students are also comfortable in high stakes testing situations. Testing security is changing with the use of more computerized assessments. The DRP test is only open during the actual testing window of three weeks and students are the only ones that are assigned an individual student log in for the

182 McLane High School WASC/CDE Self-Study Report test itself. There is a time stamp that appears on the class section page next to the student showing when they signed in and began the test, and when they pressed submit. Knowing the testing window and actual schedule, it would be apparent if a teacher was signing onto a student account to see the test, and would be dealt with quickly. Students test in their classrooms using tablets that are in the room for the week. The screens are 7.5 inches and difficult to read from the length of another desk away. Teachers monitor students while they complete the assessment. SBAC is also taken on the tablets with the procedures for security and test integrity the same as DRP. Those assessments that are paper and pencil are secured in our testing room. This is an internal windowless room with only 3 keys for all to share. Testing coordinators check out the key from our office manager and back in when materials are picked up from REA, Research Evaluation and Assessment. REA makes an appointment with the site to deliver materials to the testing room where the coordinator inventories the delivery and double checks all pre-id documents and counts all materials. Proctors sign security affidavits which remain on file with the district office. These are renewed for each assessment. Proctors come to the testing room and check out their materials for the day, returning them at the end of the testing period each day. All materials are then inventories, sorted and picked up by REA. Classroom assessments from the district or AC are given over multiple days and often have some type of collaborative component. Although the product is individual work, there is small group and whole group discussions,

183 McLane High School WASC/CDE Self-Study Report research, and organization. In the end, it is the individual work that shows where the student is achieving and where he/she needs support, practice, or reteaching.

Demonstration of Student Achievement Indicator: A range of examples of student work and other assessments demonstrate student achievement of the academic standards, the college- and career-readiness standards, and the school wide learner outcomes, including those with special needs. Prompt: Evaluate how student work and other assessments demonstrate student achievement of the academic standards, the college- and career-readiness standards, and the school wide learner outcomes. Findings Supporting Evidence All Fresno Unified School District instruction must include Student Work Samples the Foundations for classroom instruction with the worthy  Portfolios objective directly tied to at least one content standard.  Projects McLane teachers are also expected to include Common  Culminating tasks Core Literacy standards and design instruction that supports  Essays critical thinking, DOK levels 2 and 3 with the incorporation  Course syllabi reflecting of technology. One of our FUSD Foundations is major assignments. Assessment. This is not summative as much as formative in nature. Teachers are encouraged to utilize checking for understanding strategies at key junctures of the lesson to ensure students are in step with the lesson. Additionally, the lesson Closure should also be an indication of where the students’ current level of mastery is on the lesson that was taught. The information gathered from the checks for understanding and the closure informs the direction the lesson goes next: Continue, reteach, additional practice, or accelerate instruction. Student work samples reflect movement toward mastery on content standards. McLane Highlanders are:

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1. Effective Communicators 2. Problem Solvers 3. Critical Thinkers 4. Collaborative Innovators The assessments and assignments from our teachers, district, and state all reflect our Schoolwide Learner Outcomes, as listed above. We believe these are the necessary skills for success in the 21st century workplace.

Students’ work shows assignments aligned to standards and indicates the growth toward mastery of the grade level content standards. Some student work samples include the following:  Homework samples given to reinforce the assignment that day, or something students have learned in previous years to refresh their memory for the next day. Homework can be used to catch up the students who need extra time, so they are on track with everyone else the next day. Homework is used to reinforce skills and give extra practice, as well as reinforce college skill of reading independently. Some teachers use homework to complete steps for a large class project.  Student portfolios are utilized in some courses. Portfolios are a representative sampling of a students’ work either by teacher or student selection. The portfolio should show the growth of a student in their standards through work on significant assignments. Many portfolios require a student reflection explaining their choice in assignments and the rationale behind each choice.

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 Included in some course Scope and Sequence documents is the final essay prompt or culminating task that aligns with Common Core State literacy standards and DOK 3 and 4 level thinking. These end of semester assignments measure the students’ growth in a particular set of standards and is both formative and summative in nature.  Student projects, whether in science, art, or other courses, are a demonstration the mastery of a set of standards and the synthesis of ideas, materials, and media. Project-based learning is a hallmark of our Pathways and Academies. All assignments and assessments demonstrate the skills and knowledge possessed by McLane students and are used by teachers, Accountable Communities, and whole staff to determine trends and make instructional decisions. Additional Online Instruction Prompts: Evaluate the use of student work and other online assessments (formative and summative) that demonstrate student achievement of academic standards and the school wide learner outcomes. Findings Supporting Evidence The APEX teachers are able to unlock texts and assessments  APEX goal setting sheet for students to complete in class. All assessments are  APEX course progress completed in the classroom setting while student assignments printouts can be completed at home. The teachers are able to read and give feedback on the students’ essays and work samples online and in one on one conferences. The program is standards-based and as such, students must reach certain course criteria to obtain a passing grade.

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Student Feedback Indicator: Student feedback is an important part of monitoring student progress over time based on the academic standards, the college- and career-readiness standards, and the school wide learner outcomes. Prompt: How effective is student feedback in monitoring student progress over time based on the academic standards, the college- and career-readiness standards, and the school wide learner outcomes? Findings Supporting Evidence McLane students and parents are able to have timely  EduText flyer feedback on grades and attendance through FUSD’s  ATLAS log in EduText program. Parents can sign up for daily texts information for keeping them up to date on their student’s current grades, parents and students missing work, absences, and tardies. In this way, we have  Presentations to Parent involved parents very quickly in helping turn the student Empowerment around. This has been very successful and has parents meeting contacting teachers and support personnel for support.  Data Chat forms Our ATLAS system has parent and student log ins where they can access their grades and assignments in all classes and know what has been entered or is missing. ATLAS can be accessed from any computer or mobile device. It is a tool that keeps both students and teachers accountable for accuracy and growth towards the mastery of standards. Teachers are to update their ATLAS gradebooks a minimum of once per week.

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Students also take part in school-wide data chats for DRP, CELDT, and other standardized assessments. We meet with individual or small groups of students and show them where they are currently and what that means for them instructionally. We also involve students in goal setting activities after receiving information on assessment results. After determining areas of strength and growth, resources available to the student are shared, such as after school tutorial. These chats overwhelmingly encourage students and give them resources for improvement. Many of our teachers have websites for which they use to communicate with students. The websites not only have a way for students and teachers to communicate via email, they display exemplars of major assignments, display upcoming due dates, important school information, but outside resources that are applicable to many classes. Students are always able to stay up to date and ask their teachers questions about assignments through the contact email. Another digital tool is call REWIND101. This web- based text tool, will send reminder texts to groups of students regarding important due dates, activities coming up. The tool has the added security of sending the text through a website rather than display a phone number. Student research papers, projects, and essays are also created in Google Docs, where teachers can use the comments feature to suggest edits and revisions to students on papers and projects.

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Modification of the Learning/Teaching Process Indicator: Assessment data is collected, analyzed, and used as the basis to make decisions and changes in the curricular and instructional approaches to ensure students are prepared for success in college, career, and life. Prompt: Evaluate the effectiveness of how assessment data is collected, analyzed, and used as the basis to make decisions and changes in the curricular and instructional approaches. Findings Supporting Evidence Assessment data is collected formally and informally,  CELDT but all is utilized for analyzing student progress and needs.  CAHSEE Data is disseminated in a variety of ways. Our standardized  PSAT data is reported to sites via REA reports or tools. Results can  AP Scores be viewed whole school, by classes/teachers, and by students.  AC and Department Whole school data can be downloaded into Excel and sorted Common Assessments to uncover trends and make determinations regarding next  ATLAS steps. This data is usually presented at staff meetings or  Data Dashboard department chair meetings to bring back to the other teachers,  Progress reports and results in group analysis. Discussion, celebrations, and  School Messenger next steps for curriculum and instruction follow. Every high  BETA Tool school is monitored through a data dashboard that feeds into a  Home School Liaison district data dashboard. This tool quickly displays trends,  Parent Involvement shows gaps and areas on the rise, and monitors important o ELAC indicators such as graduation rate, EL Redesignation and o School Site Council progress on the CELDT, A-G student progress and o Parent Empowerment completion, attendance, D and F rates, along with other salient  Attention 2 Attendance data to advise us of the whole picture. This information  Open House informs our master scheduled, interventions, extra programs,  School website and professional development for teachers and staff. The  After School Program BETA tool is updates at least once per week and shows priority letter and messages indicators, such as D and F rates, suspensions and expulsions,  Computers in library/lab attendance, and reading comprehension levels as measured by DRP.  Skillful Teacher training

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These indicators, along with the climate and culture  Common Core training indicators for our English Learners and Restorative pilot give  Cycle of Continuous us vital information to base our decisions regarding campus Improvement policy, instructional strategies, and professional development  FUSD Foundations needs.  Various classroom As a district and Accountable Community group, The assessments Fresno Unified Foundations and The Cycle of Continuous o Essays Improvement drives our response to data. o Projects Our Fresno Unified Foundations used by Accountable o CFU Communities asks the following questions as planning and  Depth of Knowledge data analysis occurs: (DOK) charts Foundations of Accountable Communities  Deconstructed standards The foundations of accountable communities contains  Foundations training six elements that are expected to be addressed within each  APEX collaborative department meeting.  Professional learning Four Grounding Questions calendar  What do we want students to learn?  AC minutes-  How will we know they have learned it? agenda/minutes  How will we respond when they don’t learn?  Administration walk-

 How will we respond when they have already throughs learned it?

Accountable Communities Agenda Framework  A framework is provided that gives clear expectations as to what needs to be a part of the agenda for meetings—this will follow the four grounding questions. Content Focuses on Student Learning Needs as Defined by Assessments  This element of Accountable Communities addresses the first two grounding questions.

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The CCI is a continuous cycle of planning, instructional strategies, assessment, analysis, and reflection. This leads back to planning.

CYCLE OF CONTINUOUS IMPROVEMENT

Our Accountable Communities use this data and the trends gathered from their common assignments to inform specific instructional needs of the unit or course of study.

Monitoring of Student Growth Indicator: The school has an effective system to monitor all students’ progress toward meeting the academic standards, the college- and career-readiness standards, and the school wide learner outcomes. Prompt: Evaluate the system used to monitor the progress of all students toward meeting the academic standards, the college- and career-readiness standards, and the school wide learner outcomes. Findings Supporting Evidence Parents, students, teachers, and counselors have a variety of  District/School calendar means in which to monitor student progress. These tools are  Progress reports effective overall. To ensure that our students don’t fall  EL Redesignation and through the cracks, the following are in place to inform all Goal Setting Report stakeholders:  Counseling data  Counselor calendar

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McLane counselors meet with all students throughout the  EduText year to review grades, attendance, and progress toward graduation. Progress reports are sent to parents five weeks into the new semester; early enough to provided needed intervention and set students on the right path. Our EL Redesignation and Goal Setting Report allows teachers to see the progress of all their English Learners in a chart by period. The document shows progress toward language proficiency and reading comprehension levels. Parents are able to receive a daily text through our EduText System that shows their student’s grades and attendance.

Conclusions Prompt: Comment on the degree to which this criterion is being addressed. Findings Supporting Evidence There are a variety of formal and information means of  Accountable Community assessment from district driven to classroom checks for Minutes understanding. The use of this assessment data varies by  Trend Data need. Administration uses trend data to ascertain the progress  Data Dashboard of students and determine professional learning topics as the  BETA Tool site, as well as the master schedule implications. Accountable Communities use the assessment information to identify gaps and reteach needs. The response to modify instruction and lessons varies somewhat by teacher and AC.

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs. Findings Supporting Evidence This criterion directly impacts these identified areas:  ATLAS  BETA Tool

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 Expand vertical articulation across the curriculum to  Master Schedule further ensure that student proficiencies are  AC Minutes purposefully built over four years.  Student Work  Develop and implement a school-wide focus on English Learners that includes collecting and analyzing data to measure student achievement and effectiveness of academic programs and provide professional learning activities designed to enable all staff to work effectively with this population.  Support reading comprehension through the implementation of complex texts in all core classrooms. Formative and summative data is collected, analyzed, and disaggregated through the BETA Tool and ATLAS. This informs instructional needs for student achievement and helps administrators and teachers uncover trends and disproportionality among subgroups. The administration uses this data for professional development, master schedule planning, and staffing. Accountable communities are able to make course alike instructional decisions that directly impact their students. At the teacher level, the formal and information data should determine not only what needs to be taught, but how it will be taught as well.

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D3. Assessment and Accountability Criterion The school with the support of the district and community has an assessment and monitoring system to determine student progress toward achievement of the academic standards, the college- and career-readiness standards, and the school wide learner outcomes. Indicators with Prompts Assessment and Monitoring Process Indicator: The following stakeholders are involved in the assessment and monitoring process of student progress: district, board, staff, students, parents, and the business and industry community. Prompt: Evaluate the impact of stakeholder involvement in assessing and monitoring student progress. Include district, board, staff, students, parents, and the business and industry community. Findings Supporting Evidence At McLane High School, many forms of assessment are given  CST and used to drive the school’s programs. All departments use the results  ACS of these assessments to address student achievement towards the  CAHSEE academic standards. McLane’s staff employs a number of resources to  CEDLT target the specific needs of the students as identified by assessment  AP results.  IEPs In the past, CST, ACS, and CAHSEE results have been used to  504s set personal and collaborative goals for each subject area to address  Master Schedule weaknesses and monitor student progress through the Accountable  AC Minutes Communities and counseling for Master Schedule implications. These  Data Dashboard results are used to modify and develop curriculum for best practices.  BETA Tool Freshmen scoring below basic and far below basic in mathematics and  ATLAS Parent English may be placed in intervention companion classes to support Portal English I and Algebra I. Students scoring proficient or advanced are  EduText given the option of taking GATE, Honors, and AP classes.  School The last administrations of both CST and ACS tests was during Messenger with 2012-13 school, with the exception of CST 10 grade Biological  Teacher Websites Science. The rationale was that there was no SBAC assessment for the  McLane Website sciences since the NextGen standards were not complete at that time.

The Smarter Balanced Assessment Consortium (SBAC) was piloted  Progress Reports

194 McLane High School WASC/CDE Self-Study Report during spring 2014, for English and Math courses. As a baseline year,  Report Cards results for the assessment were not shared with sites. There was no  School Quality specific social studies assessment due to the amount of informational Improvement text within the English SBAC that was based on Social Studies themes. Index At the end of the 11th grade English and Math CST, there was  Parent an additional 15-20 questions that assessed students’ college readiness Empowerment in those courses at the CSU. This Early Assessment Program is used to Agendas th help guide 12 grade student placement in English and Math. Although  ELAC Minutes our district requires only three years of math to graduate, the results  SSC Minutes from the Early Assessment Program is a salient data point to offer a  Student fourth year of math, which is Trigonometry , AP Statistics, and AP Monitoring Calculus. Additionally, this past year, the results led to a decision to Survey eliminate the traditional English IV senior course in favor of CSU Expository Reading and Writing for all seniors not enrolled in AP English Literature and Composition. As of the 2014-15 school year, our school district has committed to providing each comprehensive high school a fulltime Career Education Coordinator to manage and monitor the career technical educational pathway and academies. This coordinator tracks the progress of students enrolled in academies and pathways and ensures a consistent course sequence that supports the transfer of knowledge into all pathway core classes. Atlas Mobile shows progress for the whole student, displaying academics, attendance, behaviors, and student engagement/activities. The student engagement tool allows stakeholders to monitor student participation in afterschool activities, clubs, and sports. The data provided by ATLAS Mobile is accessible to students, parents, teachers, and administration and allows all stakeholders to analyze student progress not just in academics, but also in other areas that have impacts on student achievement. The system is new and still developing, but there is already evidence that it will be used to evaluate programs. An

195 McLane High School WASC/CDE Self-Study Report example of this is the recent reports released by administration highlighting the number of D’s and F’s in the school. This report was taken back to the Accountable Communities to discuss interventions for students.

The BETA Tool identifies “at risk” students in the areas of grades, attendance, and behavior. A color Code system identifies which students need early intervention, and who may need intensive intervention. The Color Code is as follows:

A one question voluntary online survey was administered to four teacher’s students. The question simply asked students, “In what ways do you keep informed on how you are doing in school?” Students were instructed to check all answers that applied.

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The answers showed that 96% of the students utilized the ATLAS portal to monitor their progress. In addition, the second most utilized option was a conversation with the teacher. In fact, the most frequent combination that was selected by students was ATLAS and "Conversations with teacher". "Meeting with counselor" was also frequently selected among students along with checking ATLAS. Less than 5% of students surveyed only selected one medium for monitoring their progress.

The District Cabinet, Board, and McLane’s administration and counseling department use many assessment tools to monitor student progress towards meeting graduation and A-G requirements to be CSU/UC eligible. The Equity and Access BETA tool and cabinet dashboard allow for quick data gathering around graduation progress, A-G progress, 12th grade SAT/ACT test registration, CSU/ UC application completion, FAFSA completion, and college acceptance. When they see a student who is not meeting these goals, students are called in so counselors can address the issue and make the necessary adjustments to correct the problem. Part of the Core Waiver agreement was the establishment of a School Quality Improvement Index (SQII). The five indicators each

197 McLane High School WASC/CDE Self-Study Report comprise 20% of our accountability factors. The data for each of these indicators is located on the BETA tool. This

The student data taken from these tools has also led to the implementation of programs to help struggling students get back on track. This includes the use of APEX, an online credit recovery program for English, math and social studies, as well as automatic enrollment of students receiving D’s and F’s into summer school classes. McLane has also established the Men’s and Women’s Alliances targeting at-risk students and offering a class to them that works on the academic and behavioral issues that impact their success. McLane assesses and monitors student attendance closely. The district and school use a program called Attention 2 Attendance (A2A) to identify students with chronic attendance issues. The BRCAs, attendance case manager, attendance clerks, and vice principals meet with the students and parents to counsel them and attempt to correct the problem. Parents are able to keep abreast on student progress though a number of technical and personal means. Parents and students have a

198 McLane High School WASC/CDE Self-Study Report unique ATLAS login and password where they can access grades, missing assignments, and attendance from any computer, 24 hours a day. In addition, school messenger sends out pertinent information regarding grade reporting, progress reports, and other important message. Personal contact with parents include Back to School Night and Open House, IEP meetings, parent conferences, and parent phone calls. Students have a login to ATLAS where they can monitor their grades and missing assignments at any time. Progress reports are distributed approximately every five weeks, and report cards are distributed at the end of semesters. Students are encouraged to approach their teachers to ask questions regarding their progress and plan their success. With all Fresno Unified’s online tools, as well as a host of personal and telephone contact protocols and systems, it is easier than at any other time to be fully informed on the progress of a single student, as well as the entire student body. Conclusions Prompt: Comment on the degree to which this criterion is being addressed. Findings Supporting Evidence Clear communication was uncovered as an area of  Student Survey results need in the 2012 visit. Since that time, a concerted effort has  ATLAS Parent Portal been made to inform all stakeholders of student progress and passwords on contacts important announcements by utilizing a variety of methods.  EduText We have made significant progress in this area. Along with  Counselor parent night the traditional progress reports and report cards, parents and presentations students are able to receive live data through the ATLAS portal and daily EduText showing both grade and attendance information. McLane’s counselors host parent nights for each grade level to present the pertinent information, share student progress, and answer questions.

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Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs. Findings Supporting Evidence A critical area identified in 2012 states: Continue to explore  ATLAS Parent Portal and adapt strategies that will increase the awareness and passwords on contacts participation of all stakeholders in the restructuring program  EduText at McLane High School.  Counselor parent night With all the new online tools available to parents, students, presentations teachers, and administration, it is even easier to keep all stakeholders informed on the progress of the students. During our Back to School nights, Open House, ELAC, SSC, and Parent Empowerment, parents are taught how to access these valuable tools. We receive more proactive phone calls and visits from parents that reference something they accessed from their students’ ATLAS or EduText. This confirms that parents are better informed with these tools. An area of growth is to find ways to reach even more parents and train them how to stay up to date on their student’s grades and attendance. We must find additional methods to reach even more parents.

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D4. Assessment and Accountability Criterion The assessment of student achievement in relation to the academic standards, the college- and career-readiness standards, and the school wide learner outcomes drives the school’s program, its evaluation and improvement, and the allocation and usage of resources. Indicators with Prompts Modifications Based on Assessment Results Indicator: The school uses assessment results to make changes in the school program, professional development activities, and resource allocations demonstrating a results-driven continuous process. Prompt: Comment on the overall effectiveness of how assessment results have caused changes in the school program, professional development activities, and/or resource allocations, demonstrating a results-driven continuous process. Examine examples and comment on the overall effectiveness of changes in the online opportunities, professional development of the staff, and the resource allocations to support student achievement and their needs. Findings Supporting Evidence The assessment data for McLane students is both  AC Minutes formative and summative giving us valuable information  BuyBack Agenda regarding the progress and needs of our students. Starting at  iAchieve Professional the Accountable Community level, the teacher teams work Learning Calendar together to analyze the achievement data of their students and  SPSA respond by creating opportunities to either reteach, revise, or  Master Schedule reinforce specific knowledge and skills. Some of our Accountable Communities work more effectively than others. All are moving in the direction of responding to data with appropriate planning.

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Professional Development Activities are created by district and site responses to data. For example, during our November Buy Back Day, an entire day of professional development while students have a day off, included workshops based on new results from the fall testing. A workshop was included about interpreting the DRP results and planning based on their discoveries. District and Regional Professional Learning opportunities such as the EL Site Rep meetings approximately every six weeks, focus on district and site EL data and respond with professional learning opportunities to send back to the site to improve the students’ achievement. Our Master Schedule reflects the specific needs of our students, such as the CAHSEE intervention classes for mathematics and English, as well as our ninth grade companion classes for mathematics and English. Our SPSA reflects areas of need as identified by data such as reading comprehension as indicated by DRP results, English Learner Redesignation, and our new Restorative Practices Pilot program.

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Conclusions Prompt: Comment on the degree to which this criterion is being addressed. Findings Supporting Evidence As a district, Fresno Unified implemented the Cycle of  Buy back agendas Continuous Improvement and Fresno Unified Foundations to  AC agendas develop a district culture of data driven instruction. While  DRP Data many of our pathways and some of our Accountable  Student and parent Communities are to the place of using the data to change perception data. instruction, others are moving in that direction with support. The district provides professional development for trends uncovered throughout the district or region. At the site, we continue to work in the direction of differentiating professional learning based on student and teacher need. Time for in depth training is difficult and for the most part has been confined to institute days and the three buy back days. We do, however, continue to make progress. Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs. Findings Supporting Evidence This criteria certainly impacts our ability to know where  AC Minutes students are performing and respond with the necessary  DRP Results intervention. There are direct ties to the DRP results, in which  CELDT sub test results 70% of students scored significantly below grade level. The assessment gives us the results, and it is necessary to act on what the data tells us. The same holds true for our English Learners. Assessments give us crucial information to guide next steps in bringing our EL students to grade level proficiency.

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WASC Category D. Standards-based Student Learning: Assessment and Accountability: Strengths and Growth Needs Review all the findings and supporting evidence regarding the extent to which each criterion is being addressed. Then determine and prioritize the strengths and areas of growth for the overall category. Category D. Standards-based Student Learning: Assessment and Accountability: Areas of Strength  District assessment monitoring tools: ATLAS, BETA Tool, Data Dashboard  Parent and Student communication avenues for student achievement  SPSA resource allocations and planning based on achievement and perception data Category D. Standards-based Student Learning: Assessment and Accountability: Areas of Growth  Accountable Communities planning based on data analysis  Teacher Technology Training

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Chapter IV Category E __School Culture and Student Support

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Chapter IV E: School Culture and Student Support Focus Group Leaders Kyle Thornton (ELA) Focus Group Members

Admin: John Kaup SPED: Brenda Simpson HSS: Cheryl Mrkaich LOTE: Imelda Hernandez HSS: Jeff Woods VAPA: Jessica Ketchum MATH: Vern Kelzer PE: Matt Estes MATH: Yer Vang ELEC: Carlos Conzales SCI: Jimmy Simpson ELEC: Gio Napoli SCI: Shirley Baker STAFF: Pete Joseph ELA: Bob Hayes STAFF: Kell Rogers ELA: Nancy Swanson STAFF: Roger Vang ELA: Kyle Thornton COUN: Dora Leal SPED: Chindy Raney COUN: Val Rios SPED: Fadia Barakat

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Category E: School Culture and Support for Student Personal and Academic Growth E1. School Culture and Student Support Criterion

The school leadership employs a wide range of strategies to encourage family, business, industry, and community involvement, especially with the learning/teaching process.

Indicators with Prompts

Regular Parent Involvement

Indicator: The school implements strategies and processes for the regular involvement of family, business, industry, and the community, including being active partners in the learning/teaching process for all programs. The school involves parents of non-English speaking, special needs and online students.

Prompt: Evaluate the strategies and processes for the regular involvement of the family, business, industry, and the community, including being active partners in the learning/teaching process. Comment on the effectiveness of involving parents of non-English speaking, special needs and online students.

Findings Supporting Evidence The McLane leadership and administration provides  School Calendars many opportunities to involve all stakeholders in extra-  Fliers for Counselor presentations curricular and academic activities. Our parents are able  ELAC, SSC, Parent to connect with the school in the following ways: Empowerment Agendas and minutes  Back to School Night  Teacher Websites  Open House  ATLAS  Parent/Teacher or Counselor Meetings  School Messenger  Fliers for community  IEP/SST/504 Meetings events  Teacher websites

 Freshmen/Sophomore/Junior/Senior Counseling evening presentations

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 Home School Liaisons

 Parent access to ATLAS

 EduText

 Parent Empowerment Meetings

 English Learners Advisory Council (ELAC)

 School Site Council (SSC)

 Parent Empowerment

 Senior Parent Nights during sporting events

 Neighborhood Health Fair (HOSA)

 Regional Carnival (McLane and all elementary and middle feeder schools)

 Movie Night (elementary students)

 Youth Court

 School Messenger

 McLane High School Marquee

Use of Community Resources

Indicator: The school uses business, industry, and community resources to support students, such as professional services, business partnerships, guest speakers, job fairs, field trips to local employers, and evaluation of student projects and classroom presentations.

Prompt: How effective is the school use of community resources to support students? Findings Supporting Evidence McLane has been a staple in this community since  McCormick Barstow 1959, and comes with a rich heritage. Our business and Partnership  Union Bank on campus community partners come from all over the Fresno area and brochure/office are generous in their time and resources in support of our  Art Hop Schedules students.  Veteran’s Hospital Schedule

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McLane has a longstanding relationship with the law  City of Fresno PARCS firm of McCormick Barstow. The attorneys work with our Youth Job Prep Program  Leadership Mentors students during Mock Trials preparations, Youth Court, and Schedule student recognition events. Each year, they provide a few scholarships to deserving students.

McLane also has a longstanding relationship with Union Bank. We have an official branch of the bank on our campus that is completely staffed with students from our Business Academy. Personnel from the bank work closely with students to train them on the daily expectations of a position in the financial industry and the finer points of customer service. . Students earn $1500 for their experience at the end of their senior year which they can apply towards college or other needs.

The ArtVenture academy networks with several businesses in the Tower District of Fresno. A regular feature of the area is the Art Hop where several businesses remain open to display exhibits from some of our students and teachers. This is a popular event in the Fresno area and gives a lot of positive exposure to McLane students and programs.

Our Medical Magnet program has close ties to the Fresno Veteran’s Hospital where our MERA students enjoy a senior internship with hands on experience. Additionally, clubs and classes that have a service learning component are able to volunteer at the Veteran’s Hospital as one of their options.

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Our After School Program has five professional partnerships that offer academic support and college career mentoring. These include California Teaching Fellows Foundation, City of Fresno PARCS, Leadership Mentoring Foundation, Fresno City College, California State University, Fresno. Additionally, community employers support our students in mock interviews and feedback on resumes and interview processes. Currently, we have approximately ten businesses represented in this project.

Additional community involvement in the way of participation, fieldtrips, and speakers have influenced our Men’s and Women’s Alliance classes and ROP Courses.

Parent/Community and Student Achievement

Indicator: The school ensures that the parents and school community understand student achievement of the academic standards/school wide learner outcomes through the curricular/co-curricular program.

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Prompt: Determine the adequacy and effectiveness of the school’s strategies to ensure that parents and school community understand student achievement of the academic standards/school wide learner outcomes through the curricular/co-curricular program.

Findings Supporting Evidence Even prior to our students becoming official  Summer Bridge Highlanders, our leadership and counseling team provided  Freshmen Orientation th opportunities for the parents to understand the academic  8 Grade Parent Night th expectations of high school. An 8th grade parent night is  9 Grade Parent Night  School Messenger hosted by McLane to review the credits needed for  After School ASSETs graduation, A-G classes, and other key details regarding the Schedule high school experience. The following year, a ninth grade  McLane Regional Events parent meeting takes place on an evening late in the fall after  McLane Newsletter students have completed at least a quarter. Our counselors  Marching Band host the event and present current information on how the  Highlander Pipers and Dancers students are doing and remind students and parents of the importance of keeping up their grades and attendance. Parents are also informed about the tutoring opportunities provided by the After School Program. Parents are reminded of important upcoming events such as these and report cards dates through the school messenger system. This allows a message to be recorded and sent via telephone to our students’ homes. Messages are recorded in three languages, English, Spanish, and Hmong. The system identifies the home language and sends the voice message to the home in their primary language.

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Counselors also meet with all students in small groups or one on one to apprise them of their progress on their academic plan towards graduation. For specific courses, students are given a syllabus for each class, with a duplicate housed in the main office for parent and community member review.

McLane has a full color quarterly newsletter that is set to families and community partners. The newsletter is full of important information and updates such as dates, assessments, and activities. In addition, celebrations of great student achievements, both academic and co-curricular, are acknowledged.

Many of our classes have some type of project or performance expectation. Our Marching Band, Orchestra, Choir, Pipers and Dancers, and drama class all connect our feeder schools and community to the array of talent from McLane.

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Conclusions Prompt: Comment on the degree to which this criterion is being addressed. Findings Supporting Evidence Providing opportunities to get parents involved has  EduText Flier been an intentional focus for the last several years. With all  ATLAS parent log in the added means of communication through personal and  ELAC digital avenues, we are able to keep parents and the  SSC  Parent Empowerment community abreast of our student expectations and progress.  School Website Our new school website shows important dates on the home screen for easy viewing by students and parents. Links to Twitter and Vimeo videos show students and community some insight into McLane life. We have had better attendance at events each year due to the variety of communication options. Parents call us when they receive an automated EduText that gives them concern over grades and attendance. With access through EduText and ATLAS, our parents and students are becoming more proactive regarding issues and taking ownership of their education.

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs. Findings Supporting Evidence Providing clear and accurate information to our  EduText parents, students and community members is critical. At our  ATLAS last WASC visit in 2012, communication was called out as  School Messenger needing improvement, and involving more stakeholders.  McLane Newsletter  McLane Website This is an area where we are making great strides. By having  Teacher Websites our School Messenger system phone parents and deliver timely information in the families’ primary language allows our families to have up to date information and reminders of important dates right to the telephone. The new EduText program is gaining momentum with parents.

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Several of our Teachers have their own class websites that are open to students and parents. This can be somewhat like a virtual “open house”, communicating the expectations for the class and particular assignments, provide direct email communication to the teacher, and find additional resources and announcements on the page.

Although we are communicating better each year with parents and community partners, we do not have 100% of our students and parents accessing ATLAS or EduText for those with cell phones. We must continue to increase our numbers for that.

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E2. School Culture and Student Support Criterion The school is a) a safe, clean, and orderly place that nurtures learning and b) has a culture that is characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement.

Indicators with Prompts

Safe, Clean, and Orderly Environment

Indicator: The school has existing policies, regulations and uses its resources to ensure a safe, clean, and orderly place that nurtures learning, including internet safety.

Prompt: Comment on the effectiveness of a) the existing policies and use of resources to ensure a safe, clean, and orderly place that nurtures learning, and b) all aspects of the school with respect to safety regulations including effective operating procedures for internet safety.

Findings Supporting Evidence Providing a safe, clean, and orderly environment for  Campus Assistance students is very important so that students can focus on the rotations  Fresno PD onsite officer job of learning. McLane has a top notch custodial staff that  Fresno County Probation are friendly to students and staff, and go over and above to make sure that the campus is clean and welcoming.

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The safety of our students is paramount. We have a number of measures in place to prevent any issue from disrupting the learning environment. McLane has a fulltime police office on site who is also a presence at our sporting events. A probation officer is also housed on site. We currently have six fulltime campus assistants assigned to key locations. During school hours, there is very limited access on to the campus. A campus assistant is assigned to these gates while the others are located in the major buildings, PE area, and the center quad. McLane’s Site Safety Plan is a comprehensive binder of actions in the event of specific scenarios. Each Vice Principal and Teacher has a copy of the plan.

Fresno Unified also provides a very secure internet filter that protects our students from wandering to unhealthy sites.

High Expectations/Concern for Students Indicator: The school demonstrates caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning.

Prompt: Evaluate the school’s work to ensure the effectiveness of an atmosphere of caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning.

Findings Supporting Evidence We believe McLane students are an amazing group of  Restorative Practices students who deserve the support, instruction, and accountability Flow Chart st  Discipline in the that will allow them to thrive in a 21 Century World. There are a Secondary Classroom number of ways we provide an environment of care of support.  CHAMPS  Link Crew  Human Element

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Over the past few years, we have used curriculum such as  Student Assistance Program (SAP) Capturing Kids’ Hearts, Breaking Down the Walls, Restorative counselor Justice, Pathways to Success, Discipline in the Secondary Classroom, and others in an effort to provide a system of trust and mutual responsibility for learning and behavior.

Link Crew and Freshman Orientation provide transitional and academic support to our 9th graders. Link Crew is senior students mentoring our freshmen. The 9th grade students are made aware that Link Crew members are “safe” to talk to and get the help they need. If they are unable to help, they connect them to a caring adult or other resource.

Our bullying prevention took on a more positive approach last year with the introduction of Human Element. All Fresno high schools encourage the virtue of human kindness in our dealings with each other. When kindness is the way in which we operate, there is no need to focus on the negative. This initiative has met with very positive results.

McLane has a fulltime SAP counselor where students are able to receive emotional support on an ongoing basis. The Refocus room is for our special education students who may just need some time to step away from potentially overwhelming circumstances. The room allows them to come in, calm down and relax, then return to class.

Our Men’s and Women’s Alliance classes are a positive step for our at risk students. The teachers provide important life skills curriculum, have engaging guest speakers and act as mentors to our students.

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In 2015, McLane rolled out a new teacher referral policy that is truly restorative in nature. The Response Restorative Process was created by a vice principal at McLane, and allows many lower level incidences that have traditionally been handled by vice principals to be resolved differently. All students complete a reflection form when they arrive at the Vice Principal’s office. Once the reflection is complete and the teacher’s referral is read, the determination is made if the offense warrants more formal discipline such as detention or suspension, or if a meeting with the Restorative Coordinator may be the better fit. A restorative chat that causes the student to reflect on their actions and determine what was behind the anger or behavior leads to problem solving and the learning of different coping skills in the situation. If at any time the conversation leads back to the need for more formal discipline, the student’s restorative chat is cut short and the student returns to the Vice Principal.

When our students return from suspension, they are scheduled for a restorative circle with one of our Restorative Coordinators. The circle may include just the Coordinator and the student, or others that were affected by the behavior may participate as well. Teachers and students have also been known to request a restorative circle to talk out minor issues in the classroom that could potentially lead to further consequences. By talking though the issues early, we avoid a number of negative consequences.

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Atmosphere of Trust, Respect and Professionalism Indicator: The school has an atmosphere of trust, respect, and professionalism. Prompt: To what degree is there evidence of an atmosphere of trust, respect, and professionalism? Findings Supporting Evidence Our School Site Council and School Building Committee are  SSC Agendas two groups that have an organized communication process  Building Committee Agendas for voicing concerns brought forward by students, staff, or  Restorative Practices parents. Our Restorative Practices Team was put in place last PowerPoints/Staff year. For a few years prior, the Safe and Civil was Fresno Trainings Unified’s secondary curriculum for campus culture.  Staff Meeting Agendas  Survey summative results As with any organization in which there have been changes  McLane Professional in administrative leadership, addition of new personnel Communication Norms mixed with the longevity of tenured personnel, there is a period where trust needs to be built and/or re-established. McLane High School is no exception.

Since 2009, our school has weathered the changes that occur when new leadership enters into an established site and begins to undertake a different direction with new

219 McLane High School WASC/CDE Self-Study Report expectations. Understandably, this invited normal, natural and necessary conflict as is seen in any change process.

With our school being selected to implement Restorative Practices, which focuses on putting relationships first, collaborative problem-solving and working to repair harm to make things as right as possible, our staff reflected openly in wondering how creating this culture was possible when there was repair needed in our school community relationships.

Together, all staff—including administrative leadership— recognized the need and desire to move forward. With the support of leadership, our Restorative Practices Climate and Culture team undertook the task of conducting individual staff interviews for staff input on what was needed to change our school. By inviting all voices to participate, providing an opportunity to be deeply heard, and sharing the findings with our whole school, along with planning for next steps on what is needed to move work forward together, this has propelled our school-wide approach to increasing an atmosphere of trust, respect and professionalism.

All staff extended trust by participating in the personal interviews and sharing honest feedback with the intent to have their vision and message heard. Respect was demonstrated by using a process to include all voices of our school community while honoring their anonymity. Through this process, a renewed sense of professionalism has been evidenced by staff setting differences aside and coming together to work on common goals for a stronger, more positive and unified school environment.

McLane’s dedicated team of professionals recognized the importance that actions speak louder than words. Rather than

220 McLane High School WASC/CDE Self-Study Report only say we will be a Restorative School Community, they delved deeper to enact changes within themselves and among one another that demonstrates their commitment to building a school culture based on relationships, high expectations and meaningful participation.

A critical step towards building trust begins with clear, honest communication. After the interviews and the sharing of results, a follow-up staff meeting the following day organized into Collaborative Problem Solving Circles charged groups with exploring the following three prompts:

 What does clear communication look like, act like, and sound like?  What do you need to make this happen?  What are you willing to do?

The results were the basis of our group agreements around clear communication practices.

For the first time, a set of professional norms was created this year for staff meetings after participating in our restorative group. These were determined from the norms around communication being open, speaking your own truth, etc.

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Conclusions Prompt: Comment on the degree to which this criterion is being addressed. Findings Supporting Evidence McLane’s climate and culture has been in an evolutionary  Staff Meeting Agendas state over the last four and a half years. The changes in  Buy Back Agendas administration, teachers, and loss of funds presented  Campus Assistant Schedules challenges in relationships and philosophies. We have made  Responsive Restorative very good progress in the last few years in giving more Process opportunities for people to be heard by adding various venues and methods to express views. While we are not where we would like to be yet in the area of open communication and trust, we have certainly made great strides. Our students always come first. In the area of safety, our campus assistants and police presence are vigilant, knowing who our students are to such a degree that non-students are approached very quickly to determine their purpose on campus. The Restorative Response process shows great promise in not just changing behavior, but thought processes and responses of students and teachers. This is a work in progress, but again, we are moving in the right direction for holding high expectations for both students and adults to work out differences and issues in a professional and restorative manner.

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Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs. Findings Supporting Evidence This criteria directly impacts the development of clear  2012 WASC Review communication channels between all stakeholders. Although  Restorative Practices this area was called out in our 2012 review, we feel that  Parent Empowerment Agendas progress has been made; however, there is much more to do.  ELAC Agendas In the 2012 review, the need for clearer communication was  SSC Agendas called out between administration and teachers. A concerted  School Messenger effort has been made over the last three years to improve  Teacher Websites those communication lines with notable progress. As we look at the lines of communication for McLane in general, we saw potential areas for growth between other groups. For that reason, we have broadened the need for clear communication to include all stakeholders. This includes not only administration, but teachers to students, parents to teachers, and administration to all these stakeholders. Clear communication also assists in building community and the culture of the school. Our Restorative Pilot has become a valuable resource to support communication between teachers and students, among colleagues, and administration and teachers. There are many facets to the Restorative Pilot, and since this is only McLane’s second year, we are learning more about how truly restorative practices can minimize the damage to relationships between all stakeholders, while clear communication channels prevents unintended consequences.

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E3 & E4. School Culture and Student Support Criteria All students receive appropriate support along with an individualized learning plan to help ensure academic and college- and career-readiness success. Students have access to a system of personal support services, activities, and opportunities at the school and within the community. Indicators with Prompts Adequate Personalized Support Indicator: The school has available adequate services, including referral services, to support students in such areas as health, career, and personal counseling and academic assistance, including an individualized learning plan. Prompt: Evaluate the availability and the adequacy of services, including referral services, to support students in such areas as health, career, and personal counseling and academic assistance, including an individualized learning plan. Findings Supporting Evidence McLane has a number of support systems for our  Counselor Caseload Flier students. Our counselors are the first line in working closely  SAT and ACT schedules with students to determine schedules, collaborate with  Parent Night schedules and agenda students on the four year journey to graduation and college  Career Center Services plan. In addition, the counselors meet with students and Flier parents individually and in grade level groups to provide  Advisory Lesson from important information on graduation requirements, original Career Center credit and credit recovery options, SAT and ACT  IEPs  Four year graduation plan information, College applications and FAFSA completion,  Transition Plans (SPED) among other topics. McLane has six counselors and a head  SAP counselor information counselor. Three counselors support grades nine and eleven, while the other three support grades ten and twelve. COUNSELOR CASELOAD 2014-15 LAST GRADES LAST GRADES NAME 9 & 11 NAME 10 & 12 A – G Val Rios A – G Janice Lombardi H – Q Marie Aguirre H – Q Shelley Kiritani

R – Z Pat Lor R – Z Cher Vang

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Our Special Education case managers, Regional Instructional Manager (RIM), an Individual and Small Group Instructional Teacher on Special Assignment (I.S.G.I.), and on site Psychologist provide academic and social emotional support for our Special Education population including testing, educational goal setting and planning, Individualized Learning Plans and transition plans for college and career. Our Career Counseling Center is staffed with a fulltime Job Developer. She assists students in acquiring their work permits, networks with local employers, and arranges interviews for students. Our April advisory lesson is differentiated by grade and is hosted by the Career Center. The information that will be presented is structured to guide students in preparing for careers, career exploration, preparing for your first job, etc. Our Career Center has seen a steady increase of students in the last few years as we are able to offer more services and community connections. Some of our students find themselves in a difficult situation that requires help beyond the academic counselor. Our campus has a fulltime Student Assistance Program counselor we fund from Fresno’s Comprehensive Youth Services. This counselor is available for students to see once, a few times, or ongoing. The SAP counselor is also able to make mental health referrals for students requiring more in depth services and directs families to other resources.

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Direct Connections Indicator: The school demonstrates direct connections between academic standards, college- and career-readiness standards, and school wide learner outcomes, and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services, or referral services.

Prompt: Evaluate the ways that there are direct connections between academic standards, college- and career-readiness standards, and school wide learner outcomes and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services, or referral services.

Findings Supporting Evidence Our Single Plan for Student Achievement (SPSA), has  SPSA 2013,14,15 always valued student support services. During the 2014-15  Freshmen Rally Plan school year, we allotted funding to hire another counselor for  Link Crew information ninth grade students. By increasing our counselors, our ninth grade counselors focus on a successful transition and plan for  Clubs and sponsors student success in high school. The ninth grade counselors  Community of Practice partnered with the Link Crew and Leadership students to Ninth Grade RTI plan present a freshmen assembly that was highly interactive. During the two period assembly, freshmen heard from a senior student who struggled her freshman year, but was able to connect with helpful teachers and counselors. Students participated in a small group activity with a Link Crew member and 8-10 other freshmen. It was used as a get to know you and encouragement activity. It allowed the new students to ask questions and gain some insight. At the end, freshmen teachers recognized students who were making great progress in their first semester.

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Our freshmen counselors are also part of our Focus School Community of Practice (see chapter II, Significant Changes) and as such are highly invested in the academic and social emotional success of our ninth graders.

Many of our emotional support systems for students require no monitory resources. Relationship building is as the heart of the success school climate and culture. The administration team has an open door policy to our students. Many students come in to the vice principal offices just to talk or ask for support on academic and personal issues. Administrators are out on the grounds before school, during lunch, and after school providing supervision and interacting with students. This low stress environment provides an opportunity to have “check in” conversations with several students. The administration is also in classrooms. Whether for a ten minute check in or full period, it is important for students to see them and feel comfortable enough to come to talk to administration when they need to.

Many McLane teachers open their classrooms during lunch and after school for students to come in and talk, meet other students, or work on assignments. Teachers are able to connect with students and encourage them through difficult personal and academic situations. Several of our teachers act as club sponsors, holding the meetings in their rooms weekly or bi-weekly. This is another way to build teacher to student relationships, and student to student relationships.

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Our PLUS teachers (see Chapter II, Progress Report, Critical Area #3, for a job description) are dedicated to the success of freshmen students. Our three PLUS teachers strategically pull struggling students for tutoring and counseling for attendance and social emotional issues. The students know and trust that these PLUS teachers are for their success and confide in them regularly. PLUS teachers are also able to connect students to resources if the needs are out of their scope of responsibility or expertise.

Strategies Used for Student Growth/Development Indicator: Strategies are used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum. Examples of strategies include: level of teacher involvement with all students, a curriculum that promotes inclusion, processes for regular review of student and school wide profiles, and processes and procedures for interventions that address retention and redirection.

Prompt: Evaluate the effectiveness of the types of strategies used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum.

Findings Supporting Evidence McLane counselors meet with students during each  Master Schedule school year and review progress in academics, progress  Counselor caseload towards graduation, and A-G credit. In their meetings,  Counselor course students that are performing well are encouraged to enroll in progression/ graduation Advanced Placement courses for a more rigorous experience. planning sheet Counselors also support students in scheduling credit recovery courses through summer school, night school, or the  AP sections and enrollment Cesar Chavez Adult School for seniors. Every effort is made  ATLAS to ensure students graduate on time with original credit.  Co-teach sections

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Fresno Unified has endorsed the co-teaching model allowing our mild to moderate Special Education students to obtain a rigorous, grade level experience with support from two teachers in the classroom, one that has a Special Education credential and background. Our SPED students are excelling in this environment. This has eliminated several sections of SDC classes; however, keeping one or two sections of each course for those students who are unable to know success in the mainstream setting even with support.

Our English learners have two years of English Language Development for their first two years in the United States. After that time, students are enrolled in English I, with language support from the teacher. Sentence frames and key vocabulary help students by modeling academic language structure. McLane will be participating in professional learning that will support content area teachers in strategies to support the access of grade level reading materials and writing. While our newcomer population is at its lowest, there is still a need for special attention to help students perform well in their classes.

In the area of interventions, ninth grade students who did not performed well in English or math in eighth grade are enrolled in an Algebra companion class along with Algebra I, or the ELA Intervention along with English I. The intervention teachers reinforce concepts taught in the grade level class, as well as reteaching areas where there are knowledge or skill gaps.

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Junior and Senior students who have not passed the CAHSEE are enrolled in either the CAHSEE English Prep class or CAHSEE Math Prep class. This strategic intervention targets the specific challenge areas of the students and prepares them for success on whichever test they have yet to pass.

All teachers have access through our ATLAS system to a students’ complete enrollment, assessment, and behavioral history. They are also able to see EL or SPED designations with EL CELDT results. Grades and attendance are accessible by the teachers for the semester only. Teachers are encouraged to meet with students and conference with them regarding the progress in their class and provide feedback on assignments and assessment data. Teachers also discuss trends in their Accountable Communities, however time constraints limits teachers from meeting with all students more than once per quarter or semester for a full profile discussion. Teachers do interact with parents and students during open house and back to school night. Some parents take advantage of scheduling parent teacher conferences to have more in depth conversations with their students and teachers on how students are progressing.

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Additional Online Instruction Prompt: Provide evidence that the processes and strategies are effective for incoming students with regard to orientation or induction and the ongoing monitoring and support of the students to ensure all have a full opportunity for academic success.

Findings Supporting Evidence Our APEX sections are all held in computer labs on  APEX Syllabus campus with a credentialed teacher in the room. When a  Goal setting sheet student enters the class, they are taken through an orientation  Computer Gradebook by the teacher using the syllabus, a goal setting sheet, and introduction to the navigation of the course on computer. Students meet with the teacher once per week to track progress on completed section grades and movement toward completion of the course. The teacher also reports individual student progress to that student’s counselor each Monday via email. The teacher in the room is available to support students with technical issues and when they need support with direct instruction.

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Support Services and Learning Indicator: The school leadership and staff ensure that the support services and related activities have a direct relationship to student involvement in learning, e.g., within and outside the classroom, for all students, including the EL, GATE, special education, and other programs.

Prompt: Evaluate the extent to which the school leadership and staff ensure that the support services and related activities have a direct relationship to student involvement in learning, e.g., within and outside the classroom. Evaluate the processes that are used to identify under- performing or struggling students and the interventions to address these identified student learning needs.

Findings Supporting Evidence The majority of our activities support the academic  English IV and ERWC development of McLane students. ASSET, McLane’s after Scope and Sequence school program has its own set of standards that support the  ASSETs tutoring schedule Common Core Literacy Standards. These standards originate  Youth Job Prep Program from the grant that funds our after school program. The after flyer school personnel attend training on a monthly basis to ensure that these standards are being met. Many of our teacher refer  After School Program struggling students to the tutoring available by the after Power Point Report, Fall school program in the library. In fact, the majority of our 2014 students who participate in the after school program, participate at least one time per week in the tutoring center. Students gain individualized help with difficult material and are able to keep up in class.

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Our English IV students have a unit built into their scope and sequence that involves creating a resume and cover letter, writing a personal statement for college applications, and career exploration. Our counseling department and Career Center support the students along with their teachers in this part of their learning. The personal statements are refined and edited in their English class and uploaded along with their applications to various colleges. The resume is also printed out for students and the Career Center helps them upload that and their cover letters when applying to companies online.

Our partnership with the City of Fresno has opened an opportunity to our students. The Youth Job Prep Program is facilitated by the City of Fresno Parks, After School, Recreation, & Community Services (PARCS). The program has completed two cohorts of students and includes a multi- week program on preparing resumes, cover letters, professional dress, interview techniques, and keeping the job. Students complete the program by participating in mock interviews with actual Fresno employers. The students complete an interview portfolio and create personal business cards. The most recent mock interview session consisted of seventeen interviewers from local companies. Some of these interviewers invited our students to apply to their businesses for actual employment opportunities. For each cohort, a small graduation ceremony is held inviting parents, teachers, administrators, and friends to celebrate their hard work.

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All of these services and programs benefit our English Learner students. They receive targeted support in communication, both written and spoken, that will affect their ability to acquire meaningful employment. Without judgment, the facilitators and tutors work tirelessly with our students to provide every opportunity for their continued success in and out of the classroom.

Additional Online Instruction Prompt: Evaluate the extent to which the support services and related activities have a direct relationship to student involvement in learning with respect to equity of access, availability of computers and internet.

Findings Supporting Evidence Fresno Unified invested several hundreds of  Library computer carts thousands of dollars in the upgrading of internet strength and check out connectivity and the purchase of tablets for each school.  Computer Lab reservation Along with five computer labs at McLane, there are six class sheet and requirements sets of tablets housed in charging carts available for checkout.  DRP and SBAC testing The carts and labs are utilized for our DRP and SBAC testing, schedule however at other times of the school year, teachers are able to use the sets for research, projects, writing and editing  Technology support activities. Any teacher on campus is able to check out the sets schedule or send small groups of students to the library lab for a short  Teacher Lesson Plans assignment. McLane has a technology support person from the district that is on call to assist with troubleshooting and hardware issues. In this way, we always have working technology for our students.

Equal Access to Curriculum and Support Indicator: All students have access to a challenging, relevant, and coherent curriculum. Schools regularly examine the demographics and distribution of students throughout the class offerings (e.g., master class schedule and class enrollments) and the types of alternative schedules available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day).

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Prompt: What have you learned about the accessibility of a challenging, relevant, and coherent curriculum? What have you learned from examining the demographics and distribution of students throughout the class offerings (e.g., master class schedule and class enrollments)? Evaluate the impact of the types of alternative schedules available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day) on student achievement.

Findings Supporting Evidence Our master schedule has been in a state of  BETA Tool transformation over the last few years with the elimination of  ATLAS SDAIE sections in core content areas and the increase of  AP increased enrollment general education classes for our mild to moderate SPED students. These changes support the availability for our  Walkthrough Notes English learners and Special Education students to have a  Master Schedule challenging curriculum with their grade level peers. This has  Counseling Notes and also uncovered implications for professional learning. Our Plans teachers were not exposed to a co-teaching model prior to  APEX these changes. For that reason, Fresno Unified has mandated  Night School Schedule professional learning for our co-teaching teams. They are released for full day trainings approximately once per quarter  Summer School for training and planning. The benefit of having two  ELM/EPT Prep credentialed teachers in the classroom for teaching and student support extends to all students in the classroom. We also have Para Educators that support sections of content area classes that are not co-teacher led. However, the paras are instructed to support all students and in this way protect the privacy of our special education students. Walkthrough notes from administration show varying levels of expertise with the co-teach model, however there continues to be improvement in most teams.

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Our counseling team has been diligent to advise an increasing number of students to register for at least one Advanced Placement course. The enrollment numbers are increasing in AP sections each year. GATE and Honors sections are primarily based on previous assessment scores and/or GATE assessment designations. We do show a disproportionality of ethnic groups enrolled in our more rigorous courses. Currently, McLane shows a lower enrollment of our African American students and long term English learners in these more rigorous courses. This may indicate the need for more rigorous instruction and intervention in our college prep class sections to prepare a greater number of students to be successful in an AP class no matter their demographic.

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McLane offers a number of credit recovery options both within and outside the traditional school day. During the day, we offer APEX during our 1st and 7th periods. Students are able to recover credit in their English, Social Studies, or Mathematics classes through APEX. There is also the opportunity to participate in APEX credit recovery after school at any time during the year. Additionally, three session of night school are scheduled. McLane hosts fall, winter, and spring sessions. Students can recover credit for two classes per session. There are classes scheduled on Mondays and Wednesdays from 3:00 pm to 6:00 pm; and another section scheduled Tuesdays and Thursdays from 3:00 pm to 6:00 pm. A number of students take advantage of these opportunities to graduate on time. Finally, Fresno Unified hosts two sessions of summer school. Each session runs just over two weeks for five instructional hours per day. A student is able to complete the requirements for one class per session.

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Co-Curricular Activities Indicator: School leadership and staff link curricular and co-curricular activities to the academic standards, the college- and career-readiness standards, and the school wide learner outcomes.

Prompt: Evaluate the extent of the availability and link of curricular and co-curricular activities for all students to the academic standards, the college- and career-readiness standards, and the school wide learner outcomes. How effective are these efforts?

(Both this and following prompt are included in the response below)

Student Involvement in Curricular/Co-Curricular Activities

Indicator: The school has an effective process for regularly evaluating the level of student involvement in curricular/co-curricular activities and student use of support services.

Prompt: Evaluate the effectiveness of the school process for regularly evaluating the level of student involvement in curricular/co-curricular activities and student use of support services. Findings Supporting Evidence Fresno Unified recognizes the importance of student  ATLAS Engagements participation in co-curricular activities and support services. As  ASSETs Sign in sheets you can see from the district goals below, Goal two states that,  Sport Rosters “All students will engage in arts, activities, and athletics.”  BETA Tool  Data Dashboard McLane hosts a multitude of ways students can connect to the  ASSET PowerPoint school through arts, activities and athletics. Our ArtVenture Report, Fall 2014 Academy is well known in the community as an arena to bring art, history, and social issues together. If students don’t care to focus on the academy, they can enroll in one of our beginning art classes to learn the basics of sketching, color, and texture using pastels, pencils, and paints. There are a number of interesting multi-step projects students complete.

McLane’s vibrant music program is showcased in our Girl’s and Concert Choirs. These groups are excellent and have received high honors at the district choir festivals including a Command Performance, the highest honor, this last fall semester. There are also a number of instrumental options.

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Marching band performs at football games and parades. Our newly formed Mariachi band formed this year and is expanding. The Jazz group brings another layer of musical complexity to the department. Our traditional Scottish Pipers and Dancers are an iconic symbol of McLane’s rich heritage. The Pipers and Dancers are in their third rebuilding year after an absence of approximately a decade. McLane alumni and local groups provided support in the way of bagpipe lessons for the students, and money for fixing uniforms and purchase of instruments. McLane also has a Folklorico Dance Troupe and Hmong Dance Troupe that perform for school and community functions. Our drama program showcases the many “characters” living on McLane’s campus. Our talented students perform a fall play and a spring musical. Committed students take the drama class during the school day and stay several hours after school perfecting rolls, working on costumes and scenery, and performing shorts vignettes during the lunch hour in the quad. Plans to expand the program and make more trips to our middle and elementary feeder schools is coming to fruition with the support of our feeder principals. McLane has many sport teams for boys and girls. Along with baseball, football, and volleyball, we have swimming, track, lacrosse, water polo, wrestling, and soccer. There are freshmen, junior varsity, and varsity teams allowing for the greatest participation. Our after school program, ASSETs, hosts voluntary tutoring and over twenty enrichment classes with an array of interests from dancing to welding. McLane’s daily attendance at the after school program averages 250 students. All of these arts, sports, and co-curricular offerings are noted in the ATLAS system under the “engagements” tab (see

239 McLane High School WASC/CDE Self-Study Report figure below). Club sponsors take attendance, then download the club rosters into the system. This measures the number and names of students involved in particular activities. In this way we measure our progress toward goal #2.

The McLane Career Center keeps data on the number of students visiting the center and for what purposes. The number of students utilizing the services of the Career Center are increasing each year. With the addition of a fulltime staff member in the Center, more programs and opportunities are also available to students.

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Student Perceptions

Indicator: The school is aware of the student view of student support services through such approaches as interviewing and dialoguing with student representatives of the school population.

Prompt: Comment on the student view about the effectiveness of student support services after interviewing and dialoguing with student representatives of the school population.

Findings Supporting Evidence In talking with students about the student support  Student online survey system, many students take advantage of the academic  Student/teacher counselors for questions about classes and progress. The conversations students accessing the services of the Career Center are also  Youth Job Preparation pleased. They note the specific help from the Job Developer Program student comments in resumes, online job applications and work permits. Our cohort from the after school Youth Job Preparation program felt the training they received in the classes was invaluable and the interview experience at the end of the program proved very helpful. One student commented, “I was really nervous about the mock job interviews, but when they started asking questions I realized I knew what to say. Then, I wasn’t nervous at all. It was pretty easy!”

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Conclusions Prompt: Comment on the degree to which this criterion is being addressed.

Findings Supporting Evidence Fresno Unified and McLane understand the critical  ATLAS Engagements nature of supporting the whole person. With this in mind, we  ASSETs Schedule provide a wide variety of clubs, classes, athletics, arts, and  Career Center Report career support for our students. Our engagements entries show that approximately 1250 McLane students have participated in an event, sport team, art or music class, Link Crew, Student Government, Drama, or after school club this year. We also understand that these offerings provide another connection to an adult who can mentor and encourage the best in our students. Our goal is that all students will participate. With that in mind, we have more students to involve in activities. At the freshmen rally, one questions in the four corners game was, “How many events, clubs, or dances have you attended at McLane?” One corner had 0-2, another corner 3-5, another corner 6-9, and finally 10+. Well over half the freshmen moved to the corner of 0-2. That was a signal to us that we have to do a better job connecting our freshmen the first semester with all the extracurricular opportunities on the campus.

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Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs.

Findings Supporting Evidence Extracurricular opportunities support campus climate  ASSETs PowerPoint and culture, but also academics. By connecting with the Report, Fall 2014 school and the staff, students are finding more adults that will  After School Program support them in navigating their four years at McLane and Schedule preparations for the postsecondary world. Of our critical  BETA Tool areas, this criteria supports both the English Learners and the clear communication piece.  SSC, ELAC, and Parent Empowerment Agendas Our English learners take advantage of our after school tutoring and many clubs. The tutoring in the library is  ATLAS Engagements staffed by teaching fellows from CSU Fresno and other teachers and volunteers. Our ELs are able to receive the critical help they need to complete rigorous assignments and stay on track to graduate. Many of our English Learners participate in the sporting teams, Folklorio Dance, and the musical groups.

Extending our communication to all stakeholders applies as well. If we as a school communicate the importance of developing the whole person and getting the word out to parents, students, and community the many ways McLane support this, we will have all our students participating, and more community members’ support and resources.

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WASC Category E. School Culture and Support for Student Personal and Academic Growth: Strengths and Growth Needs

Review all the findings and supporting evidence regarding the extent to which each criterion is being addressed. Then determine and prioritize the strengths and areas of growth for the overall category.

Category E. School Culture and Support for Student Personal and Academic Growth: Areas of Strength  Ninth grade academic and social emotional support personnel: freshmen counselors, PLUS teachers, linked learning teachers  Variety of engagements for student participation: Sports, clubs, tutoring, performing and visual arts  Student Support inside and outside the classroom for college and career preparation

Category E. School Culture and Support for Student Personal and Academic Growth: Areas of Growth  Continued Professional learning for Co-teachers with mild and moderate Special Education Teachers  Professional Learning on best practices for academic language, reading comprehension, and writing for teachers with newcomers and Long Term English learners  Increase academic achievement in African American and English learner population for success in Advanced Placement opportunities

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Prioritized Areas of Growth Needs from Categories A through E

As our focus groups submitted their self-study findings, common themes began to emerge in more than one focus group. Professional development needs in the continued implementation of the Common Core Standards was called out in three of the five groups. English Learner instruction was also found in the growth areas of three subgroups. These two areas were prioritized as the first and second most important. The other prioritized areas speak to continued professional learning in specific areas and teacher collaboration using data. The prioritization of the growth areas are as follows:  Teachers will continue to deepen their understanding of CCSS in order to provide differentiated instruction for all students, including English learners, SPED and struggling learners.  Strategies to support struggling learners and English learners in comprehending complex text  Accountable Communities planning based on data analysis  McLane will continue striving to develop strategies for the earliest possible intervention of students who are at-risk due to grades, attendance, and/or behavior.  Continue collaboration for cross curricular integration from all departments.  Continued Professional learning for Co-teachers with mild and moderate Special Education Teachers  Continue to develop a culture of professional and clear communication among all stakeholders  Strategies to solicit and use input from all members of the school community to help advertise the many aspects of the school’s campus culture and programs. Especially opportunities to increase engagement in our feeder schools.

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Chapter V _____Schoolwide Action Plan

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Critical Area 1: Academic Domain Develop and implement a system of academic support for students that focuses on the comprehension of complex grade level texts with special attention given to English Learners, Special Education students, and McLane’s males of color subgroup.

Rationale:  The School Quality Improvement Index (SQII) shows 69.91% of students scoring significantly below the State Reading Level. (SQII indicator # 2163)  The Fall 2014 semester shows that 59.5% of students received an A, B, or C in their ELA class and scored significantly below on the most recent DRP. (SQII indicator # 2716)  The 2014-2015 CELDT data indicates that 74.37% of English Learners have been continuously enrolled more than 5 years and are still scoring at Beginning, Early Intermediate, and Intermediate levels. (SQII indicator # 926)  The 2013-14 Redesignation Rate is 5.2%, as reported on CDE Data Quest.  94.6% of African American students are scoring moderately or significantly below on the most recent DRP assessment. (SQII indicator # 4062)  94.06% of the African American subgroup is performing below grade level (SQII indicator #4072)  96.36% of Special Education students who received an A, B, or C in their English class scored significantly below on the most recent DRP assessment ((SQII indicator #3788)  McLane teachers have received district training on Common Core State Standards; however the training does not support strategies for struggling students

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Growth Goals:  By May 2016, the spring administration of the DRP will show at least a 10% reduction in students scoring significantly below the State Reading Level: from 69.91% to 59.91% (SQII indicator # 2163)  By June 2016, CELDT data will indicate that English Learners who have been continuously enrolled for more than 5 years, yet who are still scoring at Beginning, Early Intermediate, or Intermediate levels will decrease by 10%: from 74.37% to 64.37% (SQII indicator # 926)  By May 2016, students receiving an A, B, or C in their ELA class and scoring significantly below on the most recent DRP will reduce by 20%: from 59.5% to 39.5% (SQII indicator # 2716)  By June 2016, there will be a 10% reduction of male students of color scoring significantly below grade level, from 94.6% to 84.6% (SQII indicator #4062)  By June 2016, there will be a 10% reduction of Special Education students scoring significantly below grade level, yet earning an A, B, or C in their English class from 96.36% to 86.36% (SQII indicator #3788)  By June 2016, the Redesignation Rate for the 2015-16 year will increase from 5.2% to 20%, as measured by performance on the CELDT and DRP.

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Action Steps Timeline Ownership Assessment Resources Site based professional Spring Professional  Professional Learning Calendar  iAchieve professional development for reading 2015- Development  Training handouts development calendar comprehension strategies for Spring Team and Vice  Participant feedback from  Staff professional struggling learners 2016 Principal trainings development meetings  Lesson plans with strategies  Professional Articles incorporated  Best Practices for Common Core Reading

Accountable Community Ongoing Accountable  AC planning meeting minutes  Staff Collaboration implementation planning of Communities  DRP reports showing current time reading levels and growth after  Time built into teacher training Administration lessons schedules  Lesson plans  Extra pay contracts for  Evidence of best practices planning and comprehension strategies from collaboration outside administrator walk-though data duty day  Cycle of Continuous Improvement  DRP website resources

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Develop and implement Fall 2015 Administration  Within and outside classroom  Atlas student data teacher intervention for PLUS Teachers intervention plan distributed to  BETA tool struggling readers and Lead Teachers staff November of 2015.  AC Meetings learners Instructional  Analysis of teacher  Extra pay contracts for Coach participation in the process development team  Accountable Community agendas and minutes

Develop short term site task Spring Administrator  Task Force minutes  ERIC Database of  Task Force report of findings Educational Research force to analyze achievement 2015- 4-5 teachers needs of male students of from analysis  ATLAS student data Fall PLUS Teachers color subgroup and develop 2015  Written plan based on best  Walkthrough notes/ instructional plan practices from scholarly trends research  BETA tool  Ongoing analysis of  Research-based best implementation and results practices publications  Cycle of Continuous  Extra pay contracts for Improvement task force team for after duty day meetings and

analysis

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Professional Learning to Spring Vice Principal  Lesson plans including  iAchieve Professional activities with complex texts, development calendar deepen understanding of 2015- District talk, and tasks  Online lexile resources Common Core Literacy Spring Professional  Development of text sets to Standards 2016 learning Trainers  Deconstructed support various lexile levels and standards Core Content interests  Pacing Guides Teachers  Training handouts  Scope and Sequence Instructional documents Coach  Library database

Continue professional Ongoing ISGI Teacher on  Training handouts  iAchieve Professional development for Special Special  Lesson plans showing co- development calendar education co-teachers Assignment teaching model incorporation  planning meetings for with specific delineation of co-teach partners through district led trainings Special Education presentation and supports for during cross team and continue to implement Teachers learning SPED students planning weeks Core teachers  Collaboration notes  ISGI Teacher with Special  Walkthrough notes form ISGI  Instructional Coach Education and administration teaching partners

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Specific tutoring for Ongoing After School  DRP P75 levels (after each  After School Program identified students program administration) Tutoring Coordinator  DRP reports  PLUS teacher small Counselors  Analysis of students grades group support PLUS Teachers  PLUS teacher small group  Accountable English Teachers support plans Community plans  Intervention schedule

Continue to provide trainings Ongoing Administration  Professional Learning Calendar  Staff collaboration for teachers in the  Agenda & minutes  ATLAS Help capabilities of ATLAS  Application ticket out the door mobile and student monitoring.

Incorporate reading Ongoing Lead Teachers  Accountable Community  AC collaboration Agendas and minutes  Instructional Coach comprehension classroom Core Content  Mini tasks utilizing Grade level practice mini tasks to Teachers  CCSS Training measure progress between texts handouts DRP administrations  Analysis of progress with each  Literacy Design task Collaborative Website

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Critical Area 2: Social Emotional Domain Develop and implement a plan for early intervention of students who are “at-risk” due to grades, attendance, and/or behavior

Rationale:  Number and percentage of 9th-12th grade students who are currently meeting the Early Identification and Intervention System (EIIS) at-risk attendance criteria (red and purple zones) are 19.98%. (SQII indicator # 2726)  The 2013-2014 EOY attendance report for Manageable and Chronic absences indicate that 21.4% of students have manageable and 25.7% of students have chronic attendance rates. (ATLAS report)  School Climate and Culture survey results indicate that 54% of students “Agree” and “Strongly Agree” that “there is a teacher or some other adult who really cares about me” (SQII indicator #397)  CDE website shows the 2013 graduation rate for McLane as 81% (410 out of 506 students)  The School Quality Improvement Index (SQII) shows 69.91% of students scoring significantly below the State Reading Level. (SQII indicator # 2163)  549 or 33.78% of students earned a D or F in the first semester of their mathematics class (SQII indicator # 3789)  44.71% of students who earned a C or higher in their English class last year, currently have a D or F this semester. (SQII indicator #3740 )  94.74% of students with two or more suspension incidents also earned at least one D or F grade (SQII indicator #3709 )

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Growth Goals:  Decrease the percentage of students identified in EIIS as at-risk by 10%; from 19.98% to 9.98%  Decrease percentage of students identified in the manageable attendance category by 10%; from 21.4% to 11.4%  Increase personal mentoring with at-risk students and certificated staff to a minimum of once per week with various teachers, counselors, PLUS teachers, and after school staff.  Increase graduation rate by 6%; from 81% to 87%  Decrease percentage of students earning D or F in their English class by 15%  Decrease percentage of students earning D or F in their mathematics class by 10%; from 33.78% to 23.78%

Action Steps Timeline Ownership Assessment Resources Identify by name and grade March Counselors  Excel spreadsheet with affected  Master Schedule level students meeting at-risk 30, 2015 Administration students includes name, id  BETA Tool criteria from BETA Tool. PLUS Teachers number, grade level, at-risk  ATLAS Analyze class schedules for criteria, and current schedule. tier 3 support opportunities.  Tier 3 interventions for 2015-16 school year master schedule.  Master schedule shows which students are enrolled in intervention classes

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Inform counselors, teachers, March Head Counselor  Student roster of at-risk  Master Schedule students by grade level and  BETA Tool and PLUS teachers of at-risk 30, 2015 Administration students in their caseloads alpha sort for counselors and  ATLAS and classes. teachers  Common Core State  Written description of at-risk Standards criteria for counselors and  Content Standards teachers  New ELD Standards  Expectations for schedule  Scope and Sequence interventions with request for documents teacher input on tier 1 and 2  Pacing Guides and support Maps

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McLane High School WASC/CDE Self-Study Report

Face to face contact with at- Ongoing Administration  ATLAS log entries showing  ATLAS risk students by a certificated Counselors face to face contact with a  Outlook Calendars staff member once per week Teachers teacher, counselor,  Common Core State to discuss grades, attendance, administrator or any Standards and behavior. Log all combination, a minimum of  Content Standards contacts by vice principals, once per week  New ELD Standards counselors, teachers, and  Log entries include summary of  Scope and Sequence th PLUS teachers (9 grade) in discussion, such as: goals or documents students’ ATLAS portfolio. progress toward existing goals,  Pacing Guides and student challenges or areas of Maps concern, permanent or temporary support provided

Counselor and/or teacher April 1, Counselors  ATLAS log entry summary of  ATLAS arrange parent conferences 2015 Teachers parent conferences including  Outlook Calendars with at-risk students once per progress, areas of continued  Email quarter to discuss grades, growth, goals and action plan  School Messenger attendance, and behavior.  Emails inviting students Collaborate on success plan. teachers and counselors with administration copied

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Accountable Communities Ongoing Accountable  AC Agendas and minutes  ATLAS use data from formative Communities indicate specific areas of need  AC Agenda template and plan of response assessments to determine  DATA from local and reteach, practice, or extend  Student work samples show state assessments: DRP, responses. improvement after reteach or SBAC, CELDT, practice ELDA, CaHSEE  Teacher’s gradebooks show  DATA from AC fewer missed assignments and formative assessments overall higher assignment grades.

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McLane High School WASC/CDE Self-Study Report

Utilize freshmen Link Ongoing Link Learning  Student work samples show  Master Schedule progressive improvement  PLUS Teacher Learning teams and PLUS Teachers  Teacher gradebooks show fewer schedules Teachers to provide PLUS Teachers differentiated and missed assignments and overall  ATLAS individualized teaching higher assignment grades.  Outlook Calendars settings for tier 2 and 3  PLUS Teacher small group  Common Core State interventions. lesson plans closely align to Standards areas of need for at-risk  Content Standards students  New ELD Standards  Evidence of flexible scheduling  Scope and Sequence between linked learning documents partners to maximize  Pacing Guides and instructional time Maps  Link Learning AC minutes  DATA from local and show discussion and goals for state assessments: DRP, at-risk students SBAC, CELDT, ELDA, CaHSEE  DATA from AC formative assessments

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Monitor at-risk student Ongoing Administration  Bi-Weekly grade snapshot of  ATLAS students  BETA Tool progress. Make appropriate Counselors recommendations for support  Attendance Reports show  Teacher input Teachers from McLane staff or outside improvement in attendance or  Counselor input agencies. cleared absences  Attendance clerks  ATLAS portfolio entries show  Nurse fewer misbehavior entries and  CYS Counselor an increase in positive behavior entries

Vice Principals and Ongoing Administration  Log of calls showing contact  ATLAS with parents  BETA Tool counselors make telephone Counselors contact once per quarter with  ATLAS entries show summary  Outlook Calendars parents of students in the of conversations including  Attendance clerks manageable attendance whether parent utilizes EduText category. Encourage and ATLAS Portal EduText, ATLAS Portal, and  Attendance report shows on-time attendance. improved on time attendance and decrease of unexcused absences.

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McLane High School WASC/CDE Self-Study Report

Evaluate success on at-risk June Administration  Data shows improvement in at-  ATLAS risk students’ grades, behavior,  BETA Tool intervention services to 2106 Counselors students and refine responses and attendance  Teacher input Teachers  Data shows decrease in the  Counselor input percentage of students in the at-  Attendance clerks risk category on BETA Tool  Data shows decrease in percentage of students in manageable attendance category

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Critical Area 3: Climate and Culture Domain Goal A: Continue to develop and implement a culture of professional and clear communication among all stakeholders.

Rationale:  Trend data in staff interviews by Restorative Team uncovered clear communication as an area of concern.  Student online survey indicated that 52% conference with their teachers about their academic progress.  Student online survey indicated that 21% utilize McLane or class websites to stay informed.  549 or 33.78% of students earned a D or F in the first semester of their mathematics class (SQII indicator # 3789)  44.71% of students who earned a C or higher in their English class last year, currently have a D or F this semester. (SQII indicator #3740 )

Growth Goals:  By August 2015, Protocols for clear and professional communication will guide staff meetings, professional learning, and interactions among all staff, students, and administration.  By October 2015, Students will receive specific feedback on their academic progress from teachers at least three times per quarter.  Increase the number of parents signed up for EduText by 10% each year to receive daily attendance and grade updates.  Launch information campaign that increases student and parent interaction with school website and social media outlets by 10% each year.

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Action Steps Timeline Ownership Assessment Resources Revisit summary of findings March Principal  PowerPoint slide with the  Staff survey results from staff interviews and 2015 Restorative Team agreed staff meeting norms  Posters from circles to determine a set of included in each presentation Restorative Meeting staff meeting and  Summary results from professional communication Circles norms  Restorative Coordinators

Create a handout for clear March Principal  Handout distributed to all  Slide from staff teachers meeting norms and professional 2015 Restorative Team  Student version  Notes from staff communication for staff and students from the agreed on  Communication norms added to discussion norms. Link to School wide Staff Handbook for 2015-16 Learner Outcomes Departments/ACs brainstorm Department  AC Minutes  Restorative feedback loops between May Chairs  AC and Department Coordinators students and teachers. Bring 2015- Vice Principal Recommendations  Samples from forward to staff for  Final list education and industry consensus. Plan for August  Prepared student handout communication to students 2015  Roll out plan for fall 2015.

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Improve the McLane  Feature in the first newsletter of  Microsoft Publisher quarterly newsletter to August Pathways the year listing attendance and  Administrators include a more 2015 Coordinator comprehensive “Contact Us” counseling phone numbers,  After School Program section for parents and school website, McLane twitter  McLane Athletics students to know how to utilize all the methods to stay and social media accounts,  Club accounts connected with school. email, EduText, ATLAS Portal,  Leadership Teacher and other communication  Media Teacher outlets.  Ongoing “Contact Us” with key phone numbers, website, and social media accounts

Booth or Display at Ongoing Counselors  Vinyl banner for table or flag  Media Class community events to help  Handouts with sign up steps  Office Depot Banners parents sign up for EduText and ATLAS Portal and  Visual display or YouTube  Display Boards advise of all communication video with instructions to share means.. with parents

 PowerPoint Presentation of  Front Office Staff Create advisory lesson to highlight communication September Professional communication channels  Parent Handout from 2015 Development channels at McLane. Prepare  Student Handouts EduText ATLAS handout with emails, Team websites, twitter accounts,  Advisory Lesson Plan parent booth. and social media.  Newsletter

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McLane High School WASC/CDE Self-Study Report

Critical Area 4: Climate and Culture Domain Goal B: Build network of support for McLane programs and culture by strengthening the McLane regional identity and showcasing current students’ achievement and talents, leading to higher enrollment in the school and goal 2 activities.

Rationale:  In 2014-15, 260 McLane region 9th -12th grade students exercised their right to “school of choice”, attending a high school other than McLane.  District boundary changes have impacted the McLane region feeder pattern resulting in a loss of enrollment and staff  Fresno Unified is in year three of the Region Plan with vertical articulation among ten elementary schools and two middle schools feeding into one high school.  The 2013-14 school climate survey indicated that 39.51% of students responded ‘most of the time’ or ‘all of the time’ to the question,” I feel like I am part of this school”.

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Growth Goals:  Increase positive impressions of McLane high school as measured by Social Emotional survey responses and school of choice enrollment data  Solidify McLane Region identity by vertical articulation with feeder schools to impact academic success in our students PK- 12.  Increase McLane enrollment by 5% per year.  Create monthly opportunities for McLane students to demonstrate their learning and talents at school and community events  Increase goal 2 activities by 10% more students connected to school by clubs and pathways  Increase pathway and magnet enrollment by 10% by June 2016.

Action Steps Timeline Ownership Assessment Resources Continue vertical articulation Ongoing Principal  Monthly McLane Regional  SPSA among regional principal meeting decisions  Walkthrough data administration to uncover  SPSA goals  Previous CCI data regional trends, collaborate  Cycle of Continuous  Site calendars on regional goals and events. Improvement data

265 McLane High School WASC/CDE Self-Study Report

Appendices:  Timeline of self-study process  Master schedule  School Quality Snapshot (see cde.ca.gov)  School accountability report card (SARC)  Graduation requirements

266 WASC PREPARATION PLAN: 2014-15

September October November December January February March 9/25: WASC 10/7:STAFF 11/4:STAFF 12/2:STAFF 1/13:STAFF 2/3: STAFF 3/3:STAFF Leadership 3:00 Meeting Meeting – WASC Meeting - WASC Meeting - WASC Meeting Meeting Review organization Present WASC Plan updates. Report out Updates. Plan for Update. Feedback WASC Update. Share final VC of WASC Groups, 14-15. Introduce feedback from VC moving forward from VC, plan Jan Share out from each plan and schedule collect suggestions group leaders and Chair on Chap 1 to with Action Plans /Feb, prep for VC. group regarding with staff. in moving forward focus group topics. staff (if available or and collecting Discuss collection progress, evidence Staff and faculty email when evidence after of evidence/data. collected. Staff have the opportunity received). winter break. Recruit teachers to feedback and to join or change organize collected suggestions groups for this year. evidence for critical areas in an ongoing basis. Recruit co-chairs WASC Focus Group WASC Focus Group WASC Focus Group WASC Focus Group WASC Focus Group WASC Focus with VP to support Meetings: Meetings: Meeting: Meetings: Meetings: Group Meetings: ongoing overall 10/9, 10/23 11/6, 11/20 12/11 – Discuss 1/15; 1/22 – Edit 2/5, 2/12 – Edit 3/5, 3/19 WASC process and Meet with feedback from Chapter I,II,III Chapter IV Organize progress. leadership Team for submission if presentation of debrief – evaluate available. Collect / evidence progress/ action plan analyze evidence

9/22: Contact Meet with 11/1: Submit 12/1: Submit Ongoing: Leadership Team: Ongoing: Finalize WASC for training Leadership Team Chapters 1 and 2 to WASC Progress Organize evidence Plan for VC schedule for VC opportunities and 10/10, 10/24 for WASC and VC Report to WASC logistics and along with VC personnel focus group updates Chair and VC Chair Prepare documents presentations. participants in information and next steps for VC in March. Discuss feedback each group: Address VC Chair Address VC Chair from Staff Meeting. Admin., Teachers, questions/ concerns questions/ concerns Revisions. Collect from feedback/ from feedback/ and review group Counselors, revise revise talking points Leadership, Parents, Students Inform Parents of Complete and revise Continue revisions Continue revisions Update stakeholders Recruit parents from 3/23-25: WASC process and Chapters 1 and 2 of on Chapter 1/2 and on Chapter 3/4/5 on WASC Progress ELAC, SSC, VC on campus visit for this year at report for focus on Chapters and focus on – ELAC, SSC, Highlander Parent SSC, ELAC, submission 3/4/5 remainder of progress for Highlander Parent Empowerment, to Highlander Parent November evidence of Empowerment meet with VC Empowerment successful Action Student Perception Plans Interviews McLane Bell Schedule

2014-2015

Regular Schedule Staff Collaboration W/Advisory Staff Collaboration Rally Schedule (1st Tuesday of the month) (All other Tuesdays of the month)

Period 1 8:00 – 8:56 Period 1 8:00 – 8:44 Period 1 8:00 – 8:52 Period 1 8:00 – 8:50 Period 2 9:02 – 10:02 Period 2 advisory 8:50 – 9:21 Period 2 8:58– 9:54 Period 2 8:56– 9:46 Period 3 10:08 –11:04 Period 2 9:21 – 10:05 Period 3 10:00 – 10:52 Period 3 9:52 – 10:42 Period 4 11:10 –12:06 Period 3 10:11 – 10:55 Period 4 10:58 – 11:50 Period 4 10:48 – 11:38 Lunch 12:06 –12:46 Period 4 11:01 – 11:45 Lunch 11:50 – 12:30 Lunch 11:38 – 12:13 Period 5 12:52 – 1:48 Lunch 11:45 – 12:25 Period 5 12:36 – 1:28 Period 5 12:19 – 1:55 Period 6 1:54 – 2:50 Period 5 12:31 – 1:15 Period 6 1:34 – 2:26 Period 6 2:01 – 2:51 Period 7 2:56 – 3:52 Period 6 1:21 – 2:05 Period 7 2:32 – 3:24 Period 7 2:57 – 3:47 Period 7 2:11 – 2:55

132 Days 2014: 9/2, 10/7, 11/4, 12/2 2014: 8/26, 9/9, 9/16, 9/23, 9/30, 3 days 10/14, 10/21, 10/28, 11/18, 12/9, Instructional Minutes = 376 2015: 1/20, 1/27, 2/10, 2/17, 2/24 2015: 1/13, 2/3, 3/3, 4/7, 5/5 (9 days) 3/10, 3/24, 4/14, 4/21, 4/28, 5/12, 5/19, 5/26 (23 days)

CAHSEE Schedule SBAC Schedule Last Day of School Finals Schedule

Period 1 – 2 8:00 – 9:29 Period 1 – 2 8:00 – 9:29 Period 1 8:00 – 8:45 Period 1 – 2 8:00 – 9:49 Period 3 – 4 9:35 – 11:00 Period 3 – 4 9:35 – 11:00 Period 2 8:51 – 9:36 Period 3 – 4 9:55 – 11:45 Period 5-6 11:06 – 12:31 Period 5 – 6 11:06 – 12:31 Period 3 9:42 – 10:27 Lunch 11:45 – 12:25 Lunch 12:31 – 1:11 Lunch 12:31 – 1:01 Period 4 10:33 – 11:18 Period 5-6 12:31 – 2:21 Period 5 11:24 – 12:09 Period 6 12:15 – 1:00

CAHSEE SBAC Last Day of School Finals Dates Mar 17-18, 2015 June 11 Dec. 16-17; June 1-2 & 8-9

(2 days) (4 days) (1 day) (6 days)

6-20-2014 Phone List 2014/2015

Teacher Name Subject Phone Rm 1st 2nd 3rd 4th 5th 6th Teacher Name Subject Phone Rm 1st 2nd 3rd 4th 5th 6th

Alvarez, Ann Soc. Science 85163 A219 Prep Ketchum, Jessica Art 85191 C205 Prep Andersen, Holli Business 85182/81129 M29 Prep M30 M29 M29 M29 M30 Kliemann, Claudia Earth Science 81051 S114 Prep Arun, Monorith Afterschool Program 85635 M Bldg Lamanuzzi, Elizabeth ELA Plus 85613 M11 Atkins, Sandra Math 81049 S217 Prep Lily-Simpson, Brenda Math RSP 81122 M22 Prep Avina-Garibay, Erica Spanish I 81083 M17 Prep Lippmann, Bruce SDC 81098 M2 Prep Baker, Shirley Physics 81042 S224 Prep Marhenke, Peter US History 81022 A114 Prep Barakat, Fadia Lrng Strategies/RSP 81124 M24 Prep McIlhargey, Phil SPED ISGI 85195 M14 Bartley, Cheryl Lrng Strategies/RSP 81073 M9 Prep Mehl, Lori Math RSP 81123 M23 Prep Bechtel, Brittany English 85138 A101 Prep Mitchell, Bill Gov't/Econ 81039 A234 Prep Bell, Charles English/RSP 81125 M25 Prep Mrkaich, Cheryl Soc. Science 81038/81056 A232 S104 Prep S104 Benton, Lee JROTC 85173 T8 Prep Napoli, Giovanni Activities Director 81104 T3 Boden, Yvette Hm-Lv Skills SDC 81138 M7 Prep Orelup, Andrew Earth Science 81059 S109 Prep Bonilla, Manuel US History/Yearbook 81108 T7 Prep Patterson, Marc Graphic Design 81090 C102 Prep Cervantes, Gina PE 85175 GYM Prep Pennington, Jennifer Health Wellness 81106 T5 Prep Childs, Javan Athletic Director 85194 GYM Raines, Keith English 81021 A108 Prep Clark, JoAnne CAHSEE English/Eng.III 81016 A109 Prep Raney, Chindy APEX RSP 81122/81124 M22 M24 Prep M24 Clark, Michael HonorsTrig/AP Stats 81030 A231 Prep Rodriguez, Rosa Spanish 81081 M15 Prep Contreras, Rommel Art 81092 C204 Prep Romero-Torres, Lori Biology 81062 S103 Prep Coventry, Jim Choir 85180 M0 Prep Runge, Runy ELD 81093 C203 Prep Creamier, Joe Chem/Science 81047 S221 Prep Ruschhaupt, Ryan SDC 81035 A226 Prep Curry, Curtis JROTC 81032 A220 Prep Shu-Musse, Mohamed Chemistry 81046 S225 Prep Day, Eric Theatre 85160 A104 Shumaker, Dave US History 81025 A221 Prep Day, Megan Band 81071/85181 M1 M4 M4 Prep Simpson, Jim Earth Science 81057 S113 Prep DeAmaral, Jim PE 85179 GYM Prep Sirimarco, Donna US History SDC 81019 A115 Prep Estes, Matt PE/Trainer 81129 Gym Prep Skopal, Jan Int. Alg/Geo SDC 81023 A116 Prep Evans, Chris Teacher Academy 81018 A113 Prep Small, Alyson ELA 81020 A106 Prep Flores-Lopez PE 85175 GYM Prep Suess, Christopher Math 81037 A230 Prep Garcia, Donny English I 85162 A112 Prep Swanson, Nancy ELA Plus 85613 M11 Germain, Paul Art 81088 C104 Prep Sykes, LaJoy English 81014 A105 Prep Gonzales, Carlos Business 81056 S104 Prep Teran, Ramiro Spanish I, II, III 81085 M19 Prep Graves, Roy Comp. Skills 81054 S108 Prep Thornton, Kyle English 85161 A110 Prep Gregg, Tarah Earth Science 81053 S110 Prep Thornton, Isaac Science 81060 S107 Prep Grigorian, Nune Geometry 81043 S220 Prep Toomer, Shawn Hlth Skills SDC 81074 M8 Prep Haskins, Will ELA 81015 A107 Prep Urzua, Hilda Algebra I 81050 S215 Prep Hayes, Bob English 81017 A111 Prep Vang, Gene Algebra II 81029 A229 Prep Hernandez, Imelda Spanish I 81084 M18 Prep Vang, Yer Math 81028 A227 Prep Howell, Dionne Library/W Alliance 85145/85160 Lib A104 Prep VanVleet, Mary Psy/US Hist 81026 A223 Prep Jackson, Josette Math PLUS 85613 M11 Villarreal, Guillermo PE 85179 GYM Prep Jen, Fernando Chinese 81082 M16 Prep West, Shannon English 81013 A103 Prep Johansson, Lars Gov't Econ 81024 A217 Prep Wipfler, Chip Geo/AG3 81048 S219 Prep Joseph, Pete Pathways 81027 A225 Prep Woods, Jeff MWH/M Alliance 81034 A224 Prep Kelzer, Vern Geometry 81044 S218 Prep Lee, Norris (LTS) Geometry 81063 S101 Prep

1/16/2015 McLane High School MASTER SCHEDULE 2014-2015 School Year

Teacher Name 01 02 03 04 05 06 07 Alvarez, Ann D Modern World History *PREP PERIOD [ZPREP] Modern World History Modern World History United States History Modern World History [2110MWHA] 0/0 [2110MWHA] [2110MWHA] [2150USHA] [2110MWHA] 37/37 Rm: A219 38/37 36/37 32/37 34/37 Rm: A219 Rm: A219 Rm: A219 Rm: A219 Rm: A219

Andersen, Janine H *PREP PERIOD [ZPREP] Personal Finances Algebra I (CCSS) Algebra I Companion Algebra I Companion Entrepreneurship and 0/0 [7240ELEX] [4032ALGC] [4070ELEX] [4070ELEX] Marketing [7290ELEG] Rm: M-30 34/32 34/37 19/37 20/37 32/37 Rm: M-30 Rm: M-30 Rm: M-30 Rm: M-30 Rm: M-30 Teacher Aide [7615ELEX] 1/0 Rm: M-30 Atkins, Sandra L Algebra I (CCSS) Algebra I (CCSS) *PREP PERIOD [ZPREP] Algebra I (CCSS) Algebra I (CCSS) Algebra I (CCSS) [4032ALGC] [4032ALGC] 0/0 [4032ALGC] [4032ALGC] [4032ALGC] 35/37 26/37 Rm: S217 34/37 32/37 34/37 Rm: S217 Rm: S217 Rm: S217 Rm: S217 Rm: S217 Teacher Aide Teacher Aide [7615ELEX] [7615ELEX] 1/0 1/0 Rm: S217 Rm: S217 Avina-Garibay, Erica V Spanish II [6330LOTE] Spanish Native Speakers Spanish II [6330LOTE] *PREP PERIOD [ZPREP] Spanish Native Speakers Spanish Native Speakers 37/37 II [6410LOTE] 38/37 0/0 II [6410LOTE] II [6410LOTE] Rm: M-17 40/37 Rm: M-17 Rm: M-17 38/37 38/37 Rm: M-17 Rm: M-17 Rm: M-17

Baker, Shirley A Physics [3110PHYD] Physics [3110PHYD] Physics Honors *PREP PERIOD [ZPREP] Physics Honors Physics (Combined- 39/37 41/37 [3120PHYD] 0/0 [3120PHYD] 3826) [3110PHYD] Rm: S224 Rm: S224 41/37 Rm: S224 39/37 39/37 Rm: S224 Rm: S224 Rm: S224 Physics SDAIE (Combined-3826) [3140PHYD] 0/37 Rm: S224 Barakat, Fadia English II - SDC English II - SDC Reading - RSP *PREP PERIOD [ZPREP] *TSA--SUPPORT English II (Resource [8090ELAX] [8090ELAX] [8030ELEX] 0/0 PERIOD [ZTSA] Student) [1060ELAB] 12/15 7/15 13/16 Rm: M-24 0/0 0/0 Rm: M-24 Rm: M-24 Rm: M-24 Rm: M-24 Rm: M-24 McLane High School MASTER SCHEDULE 2014-2015 School Year

Teacher Name 01 02 03 04 05 06 07 Bartley, Cheryl A *PREP PERIOD [ZPREP] Earth Science - SDC Earth Science (Resource Earth Science (Resource *TSA--SUPPORT Earth Science - SDC 0/0 [8170PHYX] Student) [3190PHYG] Student) [3190PHYG] PERIOD [ZTSA] [8170PHYX] Rm: M-9 10/15 0/0 0/0 0/0 14/15 Rm: M-9 Rm: S114 Rm: S114 Rm: M-9 Rm: M-9

Bechtel, Brittany U AP English Literature *PREP PERIOD [ZPREP] AP English Literature English II [1060ELAB] English II (Resource English II [1060ELAB] and Composition 0/0 and Composition 30/37 Student) (Combined- 30/37 [1010ELAB] Rm: A101 [1010ELAB] Rm: A101 3851) [1060ELAB] Rm: A101 38/37 34/37 9/38 Teacher Aide Rm: A101 Rm: A101 Rm: A101 [7615ELEX] English II (Combined- 1/1 3851) [1060ELAB] Rm: A101 27/38 Rm: A101 Bell, Charles E English I - SDC English I - SDC *PREP PERIOD [ZPREP] English I (Resource Reading - RSP *TSA--SUPPORT [8080ELAX] [8080ELAX] 0/0 Student) [1020ELAB] [8030ELEX] PERIOD [ZTSA] 13/15 8/15 Rm: M-25 0/0 20/20 0/0 Rm: M-25 Rm: M-25 Rm: M-25 Rm: M-25 Rm: M-25

Benton, Lee Junior ROTC II Junior ROTC II Junior ROTC II *PREP PERIOD [ZPREP] Junior ROTC II Junior ROTC II (Combined-3834) [7675- (Combined-3832) [7675- (Combined-3835) [7675- 0/0 (Combined-3833) [7675- (Combined-3836) [7675- PEX] PEX] PEX] Rm: T8 PEX] PEX] 14/20 5/20 9/20 4/20 4/20 Rm: T8 Rm: T8 Rm: T8 Rm: T8 Rm: T8 Junior ROTC III Junior ROTC III Junior ROTC III Junior ROTC III Junior ROTC III (Combined-3834) [7680- (Combined-3832) [7680- (Combined-3835) [7680- (Combined-3833) [7680- (Combined-3836) [7680- PEX] PEX] PEX] PEX] PEX] 5/20 2/20 1/20 1/20 4/20 Rm: T8 Rm: T8 Rm: T8 Rm: T8 Rm: T8 Junior ROTC IV Junior ROTC IV Junior ROTC IV Junior ROTC IV Junior ROTC IV (Combined-3834) [7685- (Combined-3832) [7685- (Combined-3835) [7685- (Combined-3833) [7685- (Combined-3836) [7685- PEX] PEX] PEX] PEX] PEX] 1/20 4/20 2/20 2/20 5/20 Rm: T8 Rm: T8 Rm: T8 Rm: T8 Rm: T8 Boden, Yvette Work Based Learning Home-Living Skills General Community *PREP PERIOD [ZPREP] Recreation/Leisure Skills Health and Family Life Skills Training I - SDC Training I - SDC Skills Training I - SDC 0/0 Training I - SDC Skills Training I - SDC [8300ELEX] [8280ELEX] [8290ELEX] Rm: M-7 [8310ELEX] [8320ELEX] 14/20 14/20 13/20 22/20 14/20 Rm: M-7 Rm: M-7 Rm: M-7 Rm: M-7 Rm: M-7 McLane High School MASTER SCHEDULE 2014-2015 School Year

Teacher Name 01 02 03 04 05 06 07 Bonilla, Manuel T *PREP PERIOD [ZPREP] Video Production Video Production Yearbook I (Combined- ROP: Digital Video ROP: Digital Video 0/0 [7190VPAF] [7190VPAF] 3802) [7650VPAX] Prod&Broadcasting (10 Prod&Broadcasting (10 Rm: T7 35/37 36/37 33/37 credits) [9380VPAF] credits) [9380VPAF] Rm: T7 Rm: T7 Rm: T7 27/37 27/37 Yearbook II (Combined- Rm: T7 Rm: T7 3802) [7655VPAX] 1/37 Rm: T7 Yearbook III (Combined- 3802) [7660VPAX] 1/37 Rm: T7

Cervantes, Regina L Physical Education Level *PREP PERIOD [ZPREP] Physical Education Level Physical Education Level Physical Education Level PE Beginning Folkloric 1 [5000-PEX] 0/0 1 [5000-PEX] 1 [5000-PEX] 1 [5000-PEX] Dance [5070-PEX] 42/50 Rm: GYM 30/37 34/50 46/50 31/37 Rm: GYM Rm: GYM Rm: GYM Rm: GYM Rm: GYM

Clark, Joanne P Teacher Aide English III [1100ELAB] *PREP PERIOD [ZPREP] English III [1100ELAB] English III [1100ELAB] Expository Reading and [7615ELEX] 34/37 0/0 38/37 30/37 Writing [1190ELAB] 0/0 Rm: A109 Rm: A109 Rm: A109 Rm: A109 37/37 Rm: A109 Teacher Aide Rm: A109 English III (Resource [7615ELEX] Student) (Combined- 0/0 3845) [1100ELAB] Rm: A109 5/39 Rm: A109 English III (Combined- 3845) [1100ELAB] 33/39 Rm: A109 Clark, Michael A AP Statistics Trigonometry - Trigonometry - AP Statistics *PREP PERIOD [ZPREP] Trigonometry - [4020MATC] Elementary Functions Elementary Functions [4020MATC] 0/0 Elementary Functions 41/37 Honors [4230MATC] [4240MATC] 40/37 Rm: A231 Honors [4230MATC] Rm: A231 41/37 40/37 Rm: A231 36/37 Rm: A231 Rm: A231 Rm: A231 McLane High School MASTER SCHEDULE 2014-2015 School Year

Teacher Name 01 02 03 04 05 06 07 Contreras-Perez, Art I [6595VPAF] Art I [6595VPAF] Art I [6595VPAF] Art I [6595VPAF] *PREP PERIOD [ZPREP] Art I [6595VPAF] Rommel Y 33/37 34/37 37/37 36/38 0/0 39/37 Rm: AC204 Rm: AC204 Rm: AC204 Rm: AC204 Rm: AC204 Rm: AC204 Teacher Aide Teacher Aide Teacher Aide [7615ELEX] [7615ELEX] [7615ELEX] 1/0 1/0 1/0 Rm: AC204 Rm: AC204 Rm: AC204 Coventry, James M *PREP PERIOD [ZPREP] Chamber Choir Women's Choir Symphonic Orchestra Teacher Aide Performing Arts Singers 0/0 [6865VPAF] Advanced [6895VPAF] [6840VPAF] [7615ELEX] [6910VPAF] Rm: M-0 20/15 11/20 12/37 1/0 23/40 Rm: M-0 Rm: M-0 Rm: M-0 Rm: M-0 Rm: M-0 Concert Choir Beginning (Combined-3856) [6870VPAF] 33/70 Rm: M-0 Concert Choir Advanced (Combined-3856) [6875VPAF] 4/70 Rm: M-0

Creamier, Allen J *PREP PERIOD [ZPREP] AP Chemistry Chemistry [3150PHYD] Chemistry Honors Chemistry Honors Chemistry Honors 0/0 [3010PHYD] 40/37 [3160PHYD] [3160PHYD] [3160PHYD] Rm: S221 18/37 Rm: S221 39/37 37/37 38/37 Rm: S221 Rm: S221 Rm: S221 Rm: S221 Teacher Aide Teacher Aide Teacher Aide [7615ELEX] [7615ELEX] [7615ELEX] 2/0 2/0 1/1 Rm: S221 Rm: S221 Rm: S221 Curry, Curtis L Teacher Aide Junior ROTC I [7670- Junior ROTC I [7670- *PREP PERIOD [ZPREP] Junior ROTC I [7670- Junior ROTC I [7670- [7615ELEX] PEX] PEX] 0/0 PEX] PEX] 1/1 21/20 16/20 Rm: A220 19/20 17/20 Rm: A220 Rm: A220 Rm: A220 Rm: A220 Rm: A220 Junior ROTC I [7670- PEX] 20/20 Rm: A220 McLane High School MASTER SCHEDULE 2014-2015 School Year

Teacher Name 01 02 03 04 05 06 07 Day, Megan V Piano I [6745VPAF] Piano I [6745VPAF] Percussion Ensemble Concert Band *PREP PERIOD [ZPREP] Pipers and Dancers / 29/30 26/30 [6855VPAF] [6845VPAF] 0/0 Highlanders (Combined- Rm: M-4 Rm: M-4 26/37 44/70 Rm: M-1 3799) [5270-PEX] Teacher Aide Rm: M-1 Rm: M-1 9/40 [7615ELEX] Teacher Aide Rm: M-1 1/0 [7615ELEX] Band Auxiliary Rm: M-4 1/0 (Combined-3799) Rm: M-1 [6765ELEX] 6/40 Rm: M-1

Day, Shannon E Theatre I [6700VPAF] Theatre I (Combined- 29/33 3854) [6700VPAF] Rm: A104 30/30 Rm: A104 Theatre II (Combined- 3854) [6705VPAF] 1/30 Rm: A104

Deamaral, James H Physical Education Level Physical Education Level *PREP PERIOD [ZPREP] Physical Education Level Physical Education Level Physical Education Level 2 [5010-PEX] 2 [5010-PEX] 0/0 2 (Combined-4349) 2 [5010-PEX] 2 [5010-PEX] 35/45 34/37 Rm: GYM [5010-PEX] 42/45 33/37 Rm: GYM Rm: GYM 3/25 Rm: GYM Rm: GYM Rm: GYM Physical Education - SDC (Combined-4349) [8270-PEX] 26/25 Rm: GYM Estes, Matt Physical Education Level Physical Education Level Physical Education Level Physical Education Level Physical Education Level *PREP PERIOD [ZPREP] 2 [5010-PEX] 2 [5010-PEX] 1 [5000-PEX] 2 [5010-PEX] 2 [5010-PEX] 0/0 30/45 34/37 28/37 25/37 31/45 Rm: GYM Rm: GYM Rm: GYM Rm: GYM Rm: GYM Rm: GYM

Evans, Christopher D Technology in the Technology in the Technology in the Technology in the *PREP PERIOD [ZPREP] Technology in the Classroom [7535ELEX] Classroom [7535ELEX] Classroom [7535ELEX] Classroom [7535ELEX] 0/0 Classroom [7535ELEX] 19/37 26/37 30/37 24/37 Rm: A113 28/37 Rm: A113 Rm: A113 Rm: A113 Rm: A113 Rm: A113 Teacher Aide [7615ELEX] 1/0 Rm: A113 McLane High School MASTER SCHEDULE 2014-2015 School Year

Teacher Name 01 02 03 04 05 06 07 Flores-Lopez, Valerie G Physical Education Level Physical Education Level Teacher Aide Physical Education Level *PREP PERIOD [ZPREP] Physical Education Level 2 [5010-PEX] 2 (Combined-3847) [7615ELEX] 2 [5010-PEX] 0/0 2 [5010-PEX] 39/45 [5010-PEX] 1/0 27/37 Rm: GYM 23/37 Rm: GYM 14/37 Rm: GYM Rm: GYM Rm: GYM Rm: GYM Physical Education Level Physical Education Level 2 (McLane Medical 2 (McLane Medical Magnet) (Combined- Magnet) (Combined- 3848) [5010-PEX] 3847) [5010-PEX] 26/50 20/37 Rm: GYM Rm: GYM Physical Education Level 2 (Combined-3848) [5010-PEX] 26/50 Rm: GYM

Garcia, Adam D English III [1100ELAB] *PREP PERIOD [ZPREP] English III [1100ELAB] English III Honors English III [1100ELAB] English III [1100ELAB] 31/37 0/0 28/37 [1110ELAB] 33/37 28/39 Rm: A112 Rm: A112 Rm: A112 37/37 Rm: A110 Rm: A112 Teacher Aide Rm: A112 Teacher Aide [7615ELEX] [7615ELEX] 1/0 0/0 Rm: A112 Rm: A112

Germain, Paul R 3-Dimensional Design I Art I [6595VPAF] Art I [6595VPAF] 3-Dimensional Design I *PREP PERIOD [ZPREP] Art I [6595VPAF] [6525VPAF] 30/37 37/37 [6525VPAF] 0/0 32/37 33/37 Rm: AC104 Rm: AC104 32/37 Rm: AC104 Rm: AC104 Rm: AC104 Rm: AC104

Gonzales, Carlos *TSA--SUPPORT Multimedia [6590VPAF] ROP: Banking and ROP: Banking and ROP: Banking and ROP: Banking and PERIOD [ZTSA] 34/37 Financial Institutions Financial Institutions Financial Institutions Financial Institutions 0/0 Rm: S104 (Combined-3827) (Business Pathway ) (Business Pathway ) (Business Pathway ) Rm: S104 [9000ELEX] (Combined-3828) [9000ELEX] [9000ELEX] 11/37 [9000ELEX] 2/4 1/5 Rm: S104 8/37 Rm: S104 Rm: S104 ROP: Virtual Enterprise Rm: S104 *PREP PERIOD [ZPREP] (Business Pathway ) ROP: Virtual Enterprise 0/0 (Combined-3827) Economics (Combined- Rm: S104 [9040ELEX] 3828) [9050ECNG] 12/37 12/37 Rm: S104 Rm: S104 McLane High School MASTER SCHEDULE 2014-2015 School Year

Teacher Name 01 02 03 04 05 06 07 Graves, Roy *PREP PERIOD [ZPREP] Personal Finances Business Innovation and Business Innovation and Multimedia [6590VPAF] Multimedia [6590VPAF] 0/0 [7240ELEX] Design [7262ELEG] Design [7262ELEG] 30/35 35/35 Rm: S108 32/35 33/35 32/35 Rm: S108 Rm: S108 Rm: S108 Rm: S108 Rm: S108 Teacher Aide [7615ELEX] 1/0 Rm: S108 Gregg, Tarah L Earth Science (Tech in Earth Science (Tech in Earth Science (Tech in *PREP PERIOD [ZPREP] Earth Science (Tech in Earth Science (Tech in Classroom ) (Linked- Classroom ) (Linked- Classroom ) (Linked- 0/0 Classroom ) (Linked- Classroom ) (Linked- 4410) [3190PHYG] 4409) [3190PHYG] 4411) [3190PHYG] Rm: S103 4412) [3190PHYG] 4413) [3190PHYG] 25/31 24/31 25/31 26/31 26/31 Rm: S110 Rm: S110 Rm: S110 Rm: S110 Rm: S110 Earth Science (Tech in Earth Science (Tech in Earth Science (Tech in Earth Science (Tech in Earth Science (Tech in Classroom ) (Linked- Classroom ) (Linked- Classroom ) (Linked- Classroom ) (Linked- Classroom ) (Linked- 4410) [3190PHYG] 4409) [3190PHYG] 4411) [3190PHYG] 4412) [3190PHYG] 4413) [3190PHYG] 25/31 24/31 25/31 26/31 26/31 Rm: S110 Rm: S110 Rm: S110 Rm: S110 Rm: S110

Grigorian, Nune A Trigonometry - Geometry GATE *PREP PERIOD [ZPREP] Geometry [4080GEOC] Geometry [4080GEOC] Geometry GATE Elementary Functions [4090GEOC] 0/0 33/37 33/37 [4090GEOC] [4240MATC] 38/37 Rm: S220 Rm: S220 Rm: S220 32/37 39/37 Rm: S220 Rm: S220 Rm: S220

Haskins, Will T English I GATE (Algebra English I (Linked-3830) English I GATE (Linked- English I GATE (Linked- *PREP PERIOD [ZPREP] English I GATE (Linked- 10) (Linked-4417) [1020ELAB] 3823) [1030ELAB] 3824) [1030ELAB] 0/0 3825) [1030ELAB] [1030ELAB] 32/32 28/34 29/34 Rm: A107 28/34 26/37 Rm: A107 Rm: A107 Rm: A107 Rm: A107 Rm: A107 English I (Linked-3830) English I GATE (Linked- English I GATE (Linked- English I GATE (Linked- English I GATE (Algebra [1020ELAB] 3823) [1030ELAB] 3824) [1030ELAB] 3825) [1030ELAB] 10) (Linked-4417) 32/32 28/34 29/34 28/34 [1030ELAB] Rm: A107 Rm: A107 Rm: A107 Rm: A107 26/37 Rm: A107 McLane High School MASTER SCHEDULE 2014-2015 School Year

Teacher Name 01 02 03 04 05 06 07 Hayes, Robert J Expository Reading and Expository Reading and *PREP PERIOD [ZPREP] Expository Reading and Expository Reading and English II [1060ELAB] Writing [1190ELAB] Writing [1190ELAB] 0/0 Writing [1190ELAB] Writing [1190ELAB] 34/37 39/37 37/38 Rm: A111 39/37 37/37 Rm: A111 Rm: A111 Rm: A111 Rm: A111 Rm: A111 Teacher Aide [7615ELEX] 1/0 Rm: A111

Hernandez, Imelda Q Spanish Native Speakers AP Spanish Language *PREP PERIOD [ZPREP] Spanish Native Speakers Spanish Native Speakers AP Spanish Literature I [6400LOTE] [6020LOTE] 0/0 I [6400LOTE] I [6400LOTE] [6030LOTE] 40/37 35/37 Rm: M-18 39/37 39/37 21/37 Rm: M-18 Rm: M-18 Rm: M-18 Rm: M-18 Rm: M-18 Teacher Aide Teacher Aide Teacher Aide [7615ELEX] [7615ELEX] [7615ELEX] 0/0 1/0 1/0 Rm: M-18 Rm: M-18 Rm: M-18

Howell, Dionne A Library Instruction Library Instruction Library Instruction Library Instruction Library Instruction [7560ELEX] [7560ELEX] [7560ELEX] [7560ELEX] [7560ELEX] 0/0 4/1 2/0 1/0 0/0 Rm: LIB Rm: LIB Rm: LIB Rm: LIB Rm: LIB Women's Alliance *PREP PERIOD [ZPREP] [7740ELEX] 0/0 19/37 Rm: LIB Rm: A104 Jen, Fernando Mandarin Chinese II Mandarin Chinese I *PREP PERIOD [ZPREP] Teacher Aide Mandarin Chinese I (Combined-3805) [6280LOTE] 0/0 [7615ELEX] [6280LOTE] [6290LOTE] 34/37 Rm: M-16 1/0 22/37 23/37 Rm: M-16 Rm: M-16 Rm: M-16 Rm: M-16 Mandarin Chinese II Mandarin Chinese III (Combined-3804) (Combined-3805) [6290LOTE] [6300LOTE] 38/37 15/37 Rm: M-16 Rm: M-16 Mandarin Chinese III (Combined-3804) [6300LOTE] 0/37 Rm: M-16 McLane High School MASTER SCHEDULE 2014-2015 School Year

Teacher Name 01 02 03 04 05 06 07 Johansson, Lars F American Government AP Government and AP Macroeconomics AP Government and *PREP PERIOD [ZPREP] AP Macroeconomics [2060GOVA] Politics US [2010GOVA] (Econ Standards) Politics US [2010GOVA] 0/0 (Econ Standards) 23/37 33/37 [2510ECNG] 35/37 Rm: A217 [2510ECNG] Rm: A217 Rm: A217 42/37 Rm: A217 37/37 Rm: A217 Rm: A217 Teacher Aide [7615ELEX] 0/1 Rm: A217 Joseph, Sarkius P Modern World History *TSA--SUPPORT *TSA--SUPPORT *TSA--SUPPORT *TSA--SUPPORT *PREP PERIOD [ZPREP] [2110MWHA] PERIOD [ZTSA] PERIOD [ZTSA] PERIOD [ZTSA] PERIOD [ZTSA] 0/0 38/39 0/0 0/0 0/0 0/0 Rm: M-3 Rm: A225 Rm: M-3 Rm: M-3 Rm: M-3 Rm: M-3

Kelzer, Vern Algebra II (Combined- Algebra II (Combined- Geometry [4080GEOC] *PREP PERIOD [ZPREP] Geometry [4080GEOC] Algebra II (Combined- 3810) [4130MATC] 3809) [4130MATC] 34/37 0/0 31/37 3808) [4130MATC] 36/37 36/37 Rm: S218 Rm: S218 Rm: S218 36/37 Rm: S218 Rm: S218 Rm: S218 Algebra II SDAIE Algebra II SDAIE Algebra II SDAIE (Combined-3810) (Combined-3809) (Combined-3808) [4160MATC] [4160MATC] [4160MATC] 0/37 0/37 0/37 Rm: S218 Rm: S218 Rm: S218 Ketchum, Jessica E AP Studio Art: Drawing *PREP PERIOD [ZPREP] Art I [6595VPAF] Art I [6595VPAF] ROP: Art and Design ROP: Art and Design (Combined-3803) 0/0 38/37 37/38 (10 credits) [9410VPAF] (10 credits) [9410VPAF] [6500VPAF] Rm: AC205 Rm: AC205 Rm: AC205 17/37 17/37 7/37 Rm: AC205 Rm: AC205 Rm: AC205 Painting II (Combined- 3803) [6615VPAF] 20/37 Rm: AC205

Kliemann, Claudia *PREP PERIOD [ZPREP] Earth Science Earth Science Earth Science Earth Science (Linked- Earth Science (Linked- 0/0 [3190PHYG] [3190PHYG] [3190PHYG] 3816) [3190PHYG] 3815) [3190PHYG] Rm: S114 25/30 31/30 28/30 28/32 24/32 Rm: S114 Rm: S114 Rm: S114 Rm: S114 Rm: S114 Earth Science (Linked- Earth Science (Linked- 3816) [3190PHYG] 3815) [3190PHYG] 28/32 24/32 Rm: S114 Rm: S114

Lamanuzzi, Elizabeth S McLane High School MASTER SCHEDULE 2014-2015 School Year

Teacher Name 01 02 03 04 05 06 07 Lee II, Norris V Geometry [4080GEOC] Geometry (Combined- Geometry [4080GEOC] *PREP PERIOD [ZPREP] CAHSEE (CAHSEE MAT) Geometry [4080GEOC] 32/37 3811) [4080GEOC] 33/37 0/0 [1290ELEX] 31/37 Rm: S101 30/37 Rm: S101 Rm: S101 17/30 Rm: S101 Rm: S101 Rm: S101 Geometry SDAIE (Combined-3811) [4110GEOC] 1/37 Rm: S101

Lilly, Brenda L Algebra I (CCSS) Algebra I (CCSS) *PREP PERIOD [ZPREP] *TSA--SUPPORT Algebra 1 - SDC Algebra 1 - SDC (Resource Student) (Resource Student) 0/0 PERIOD [ZTSA] [8165ALGX] [8165ALGX] [4032ALGC] [4032ALGC] Rm: M-22 0/0 19/18 17/18 0/0 0/0 Rm: M-22 Rm: M-22 Rm: M-22 Rm: M-22 Rm: M-22

Lippmann, Bruce A Modern World History *PREP PERIOD [ZPREP] Modern World History - Modern World History - *TSA--SUPPORT STEPS: Career (Resource Student) 0/0 SDC [8200MWHX] SDC [8200MWHX] PERIOD [ZTSA] Exploration - SDC [2110MWHA] Rm: M-2 13/20 17/20 0/0 (Combined-3840) 0/0 Rm: M-2 Rm: M-2 Rm: M-2 [8420ELEX] Rm: A219 3/20 Rm: M-2 STEPS: Career Preparation - SDC (Combined-3840) [8430ELEX] 5/20 Rm: M-2 Marhenke, Peter W Teacher Aide United States History Race and Social Justice *PREP PERIOD [ZPREP] Race and Social Justice United States History [7615ELEX] (Combined-3806) in US History Honors 0/0 in US History Honors [2150USHA] 1/0 [2150USHA] [2210USHA] Rm: A114 [2210USHA] 27/37 Rm: A114 30/37 40/37 35/37 Rm: A114 United States History Rm: A114 Rm: A114 Rm: A114 (Resource Student) United States History (Combined-3842) SDAIE (Combined-3806) [2150USHA] [2180USHA] 2/39 1/37 Rm: A114 Rm: A114 United States History (Combined-3842) [2150USHA] 32/39 Rm: A114 McLane High School MASTER SCHEDULE 2014-2015 School Year

Teacher Name 01 02 03 04 05 06 07 Mehl, Lori English 9 (CCSS)-Core *TSA--SUPPORT Transitional English III - SDC English III (Resource *PREP PERIOD [ZPREP] (Apex Learning) PERIOD [ZTSA] Mathematics - SDC [8100ELAX] Student) [1100ELAB] 0/0 (Combined-4360) 0/0 [8150MATX] 14/20 0/0 Rm: M-23 [OL1022ELAB] Rm: M-23 12/20 Rm: M-23 Rm: A109 1/37 Rm: M-23 Rm: M-23 English 10 (CCSS)-Core (Apex Learning) (Combined-4360) [OL1062ELAB] 1/37 Rm: M-23 English III:AmericanLit- LiteracyAdv(Apex Learning) (Combined- 4360) [OL1102ELAB] 1/37 Rm: M-23 English III:AmericanLit- LiteracyAdv(Apex Learning) (Combined- 4360) [OL1102ELAB] 3/37 Rm: M-23 WorldHistory since Renaissance-Core(Apex Learning) (Combined- 4360) [OL2112MWHA] 1/37 Rm: M-23 WorldHistory since Renaissance-Core(Apex Learning) (Combined- 4360) [OL2112MWHA] Mitchell, William H AP Human Geography World Humanities *PREP PERIOD [ZPREP] Modern World History Modern World History American Government [2020ELEA] [1260ELAX] 0/0 [2110MWHA] [2110MWHA] (Combined-3807) 36/37 26/30 Rm: A234 36/37 36/37 [2060GOVA] Rm: A234 Rm: A234 Rm: A230 Rm: A230 35/37 Rm: A234 American Government SDAIE (Combined-3807) [2090GOVA] 1/37 Rm: A234 McLane High School MASTER SCHEDULE 2014-2015 School Year

Teacher Name 01 02 03 04 05 06 07 Mrkaich, Cheryl L English 9 (CCSS)-Core AP Human Geography AP United States History *PREP PERIOD [ZPREP] AP United States History English 9 (CCSS)-Core Advisory (Academic (Apex Learning) [2020ELEA] [2050USHA] 0/0 [2050USHA] (Apex Learning) Decathalon) [7625---X] (Combined-3943) 35/37 34/37 Rm: A232 40/37 (Combined-4153) 8/20 [OL1022ELAB] Rm: A232 Rm: A232 Rm: A232 [OL1022ELAB] Rm: A232 1/25 2/25 Rm: S104 Rm: S104 English 9 (CCSS)-Core English 9 (CCSS)-Core (Apex Learning) (Apex Learning) (Combined-3943) (Combined-4153) [OL1022ELAB] [OL1022ELAB] 3/25 2/25 Rm: S104 Rm: S104 English 10 (CCSS)-Core English 10 (CCSS)-Core (Apex Learning) (Apex Learning) (Combined-3943) (Combined-4153) [OL1062ELAB] [OL1062ELAB] 3/25 0/25 Rm: S104 Rm: S104 English 10 (CCSS)-Core English 10 (CCSS)-Core (Apex Learning) (Apex Learning) (Combined-3943) (Combined-4153) [OL1062ELAB] [OL1062ELAB] 1/25 1/25 Rm: S104 Rm: S104 English III:AmericanLit- English III:AmericanLit- LiteracyAdv(Apex LiteracyAdv(Apex Learning) (Combined- Learning) (Combined- 3943) [OL1102ELAB] 4153) [OL1102ELAB] 1/25 1/25 Rm: S104 Rm: S104 WorldHistory since English III:AmericanLit- Renaissance-Core(Apex LiteracyAdv(Apex Learning) (Combined- Learning) (Combined- 3943) [OL2112MWHA] 4153) [OL1102ELAB] Napoli, Giovanni D Principles of Leadership Principles of Leadership Principles of Leadership [7550ELEX] [7550ELEX] (Leadership Stud 30/35 33/35 Council) [7550ELEX] Rm: T3 Rm: T3 32/37 Teacher Aide Rm: T3 [7615ELEX] 1/1 Rm: T3 McLane High School MASTER SCHEDULE 2014-2015 School Year

Teacher Name 01 02 03 04 05 06 07 Orelup, Andrew W Teacher Aide Biology GATE (Algebra Biology GATE (Linked- Biology GATE (Linked- Biology GATE (Linked- *PREP PERIOD [ZPREP] [7615ELEX] 10) (Linked-4417) 3824) [3070BIOD] 3823) [3070BIOD] 3825) [3070BIOD] 0/0 1/0 [3070BIOD] 29/34 28/34 28/34 Rm: S109 Rm: S109 26/37 Rm: S109 Rm: S109 Rm: S109 Earth Science (Linked- Rm: S109 Biology GATE (Linked- Biology GATE (Linked- Biology GATE (Linked- 3830) [3190PHYG] Biology GATE (Algebra 3824) [3070BIOD] 3823) [3070BIOD] 3825) [3070BIOD] 32/32 10) (Linked-4417) 29/34 28/34 28/34 Rm: S109 [3070BIOD] Rm: S109 Rm: S109 Rm: S109 Earth Science (Linked- 26/37 3830) [3190PHYG] Rm: S109 32/32 Rm: S109

Patterson, Marc B Art I [6595VPAF] Art II [6600VPAF] Art II [6600VPAF] *PREP PERIOD [ZPREP] Art I [6595VPAF] Drawing II [6605VPAF] 34/37 33/37 36/37 0/0 39/37 19/37 Rm: AC102 Rm: AC102 Rm: AC102 Rm: AC102 Rm: AC102 Rm: AC102 Art II [6600VPAF] 1/0 Rm: AC102 Pennington, Jennifer B *TSA--SUPPORT ROP: Medical Careers ROP: Medical Careers *PREP PERIOD [ZPREP] ROP: Health and ROP: Health and PERIOD [ZTSA] (10 credits) [9080ELEX] (10 credits) [9080ELEX] 0/0 Wellness (10 credits) Wellness (10 credits) 0/0 25/37 25/37 Rm: T5 [9060ELEX] [9060ELEX] Rm: T5 Rm: T5 Rm: T5 26/37 26/37 Rm: T5 Rm: T5

Raines, Keith A AP English Language *PREP PERIOD [ZPREP] English II GATE AP English Language English II GATE English II GATE and Composition 0/0 [1070ELAB] and Composition [1070ELAB] (McLane Medical [1000ELAB] Rm: A108 37/37 [1000ELAB] 33/37 Magnet) [1070ELAB] 37/37 Rm: A108 38/37 Rm: A108 30/37 Rm: A108 Rm: A108 Rm: A108

Raney, Elizenda *TSA--SUPPORT Teacher Aide English I (Resource English IV - SDC *PREP PERIOD [ZPREP] STEPS: Personal PERIOD [ZTSA] [7615ELEX] Student) [1020ELAB] [8110ELAX] 0/0 Management A - SDC 0/0 1/0 0/0 12/18 Rm: M-22 (Combined-3839) Rm: M-22 Rm: M-22 Rm: M-22 Rm: M-24 [8440ELEX] English IV - SDC 5/20 [8110ELAX] Rm: M-24 13/18 STEPS: Personal Rm: M-22 Management B - SDC (Combined-3839) [8450ELEX] 4/20 Rm: M-24 McLane High School MASTER SCHEDULE 2014-2015 School Year

Teacher Name 01 02 03 04 05 06 07 Rios, Valentine L CART (AM) Placeholder CART (AM) Placeholder CART (AM) Placeholder CART (PM) Placeholder CART (PM) Placeholder [9700---X] [9700---X] [9700---X] [9705---X] [9705---X] 0/55 0/55 0/55 0/55 0/55 Rm: OFC Rm: OFC Rm: OFC Rm: OFC Rm: OFC

Rodriguez Martinez, Spanish I [6320LOTE] Spanish I [6320LOTE] Spanish I [6320LOTE] Spanish I [6320LOTE] *PREP PERIOD [ZPREP] Rosa 37/37 36/37 35/37 33/37 0/0 Rm: M-15 Rm: M-15 Rm: M-15 Rm: M-15 Rm: M-15

Romero-Torres, Lori Environmental Science Environmental Science *PREP PERIOD [ZPREP] Environmental Science Biology [3060BIOD] Environmental Science [3230BIOG] [3230BIOG] 0/0 [3230BIOG] 33/37 (Combined-3849) 32/37 33/37 Rm: S103 31/37 Rm: S103 [3230BIOG] Rm: S103 Rm: S103 Rm: S103 29/37 Teacher Aide Rm: S103 [7615ELEX] Environmental Science 1/0 SDAIE (Combined-3849) Rm: S103 [3250BIOG] 2/37 Rm: S103

Runge, Runy A Content Reading CAHSEE (CAHSEE ELA) CAHSEE (CAHSEE ELA) ELD Beginning / *PREP PERIOD [ZPREP] (Combined-3812) [1290ELEX] [1290ELEX] Language Arts 0/0 [1170ELEX] 19/30 17/30 (Combined-3798) Rm: AC203 3/37 Rm: AC203 Rm: AC203 [1310ELAX] Rm: AC203 6/30 ELD Beginning Rm: AC203 (Combined-3812) ELD Intermediate / [1300ELEX] Language Arts 6/37 (Combined-3798) Rm: AC203 [1330ELAX] ELD Intermediate 7/30 (Combined-3812) Rm: AC203 [1320ELEX] ELD Early Advanced 6/37 (Combined-3798) Rm: AC203 [1340ELAX] 4/30 Rm: AC203 Ruschhaupt, Ryan D Science 11 - SDC Biology (Resource *PREP PERIOD [ZPREP] *TSA--SUPPORT Biology - SDC Biology - SDC [8190PHYX] Student) [3060BIOD] 0/0 PERIOD [ZTSA] [8180BIOX] [8180BIOX] 20/22 0/0 Rm: A226 0/0 10/15 11/15 Rm: A226 Rm: A226 Rm: A226 Rm: A226 Rm: A226 McLane High School MASTER SCHEDULE 2014-2015 School Year

Teacher Name 01 02 03 04 05 06 07 Sh-Musse, Mohamed Chemistry [3150PHYD] Chemistry (Combined- *PREP PERIOD [ZPREP] Chemistry [3150PHYD] Chemistry [3150PHYD] Chemistry [3150PHYD] 37/37 3801) [3150PHYD] 0/0 37/37 38/37 35/39 Rm: S225 36/37 Rm: S225 Rm: S225 Rm: S225 Rm: S225 Teacher Aide Rm: S225 Teacher Aide [7615ELEX] Chemistry SDAIE [7615ELEX] 0/0 (Combined-3801) 1/1 Rm: S225 [3180PHYD] Rm: S225 2/37 Rm: S225 Shumaker, David J *PREP PERIOD [ZPREP] Economics [2520ECNG] Economics [2520ECNG] American Government American Government Economics [2520ECNG] 0/0 37/37 38/37 [2060GOVA] [2060GOVA] 36/37 Rm: A221 Rm: A221 Rm: A221 33/37 36/37 Rm: A221 Rm: A221 Rm: A221

Simpson, Jimmy R *PREP PERIOD [ZPREP] Biology [3060BIOD] Biology (Resource Biology [3060BIOD] Biology [3060BIOD] Biology [3060BIOD] 0/0 35/37 Student) (Combined- 36/37 35/37 37/39 Rm: S113 Rm: S113 3841) [3060BIOD] Rm: S113 Rm: S113 Rm: S113 12/37 Rm: S113 Biology (Combined- 3841) [3060BIOD] 24/37 Rm: S113 Sirimarco, Donna M American Government - *TSA--SUPPORT American Government - *PREP PERIOD [ZPREP] Teacher Aide United States History SDC [8220GOVX] PERIOD [ZTSA] SDC [8220GOVX] 0/0 [7615ELEX] (Resource Student) 15/20 0/0 10/20 Rm: A115 2/0 [2150USHA] Rm: A115 Rm: A115 Rm: A115 Rm: A115 0/0 United States Rm: A115 History/Geography - SDC [8210USHX] 17/20 Rm: A115 Skopal, Jan T *PREP PERIOD [ZPREP] Introduction to Algebra Teacher Aide Transitional Algebra I (CCSS) *TSA--SUPPORT 0/0 & Geometry - SDC [7615ELEX] Mathematics - SDC (Resource Student) PERIOD [ZTSA] Rm: A116 [8160MATX] 1/1 [8150MATX] [4032ALGC] 0/0 15/20 Rm: A116 20/20 0/0 Rm: A116 Rm: A116 Introduction to Algebra Rm: A116 Rm: A116 & Geometry - SDC [8160MATX] 15/20 Rm: A116 McLane High School MASTER SCHEDULE 2014-2015 School Year

Teacher Name 01 02 03 04 05 06 07 Small, Alyson Language Arts Language Arts Expository Reading and Expository Reading and Expository Reading and *PREP PERIOD [ZPREP] Intervention Intervention Writing [1190ELAB] Writing [1190ELAB] Writing [1190ELAB] 0/0 [1270ELEX] [1270ELEX] 40/37 37/37 36/37 Rm: A110 24/35 19/35 Rm: A106 Rm: A106 Rm: A106 Rm: A106 Rm: A106

Suess, Christopher J Study Skills/Tutorial - *PREP PERIOD [ZPREP] Study Skills/Tutorial - RSP [8060ELEX] 0/0 RSP (Sev Em D) 6/10 Rm: A230 [8060ELEX] Rm: A230 2/10 Rm: A230

Swanson, Nancy Sykes, LaJoy R English I [1020ELAB] *PREP PERIOD [ZPREP] English I [1020ELAB] English I [1020ELAB] English I (Linked-3815) English I (Linked-3816) 30/30 0/0 29/30 30/30 [1020ELAB] [1020ELAB] Rm: A105 Rm: A105 Rm: A105 Rm: A105 24/32 28/32 Rm: A105 Rm: A105 English I (Linked-3815) English I (Linked-3816) [1020ELAB] [1020ELAB] 24/32 28/32 Rm: A105 Rm: A105 Teran, Ramiro J Spanish III [6340LOTE] Spanish II [6330LOTE] Spanish III [6340LOTE] Spanish II [6330LOTE] Spanish II [6330LOTE] *PREP PERIOD [ZPREP] 23/37 39/37 24/37 37/37 38/37 0/0 Rm: M-19 Rm: M-19 Rm: M-19 Rm: M-19 Rm: M-19 Rm: M-19 Teacher Aide Teacher Aide [7615ELEX] [7615ELEX] 0/0 1/0 Rm: M-19 Rm: M-19

Thornton, Isaac J Biology [3060BIOD] Physiology GATE Biology [3060BIOD] Biology (Combined- AP Biology [3000BIOD] *PREP PERIOD [ZPREP] 36/37 [3310BIOD] 34/37 3800) [3060BIOD] 19/37 0/0 Rm: S107 23/37 Rm: S107 31/37 Rm: S107 Rm: S107 Teacher Aide Rm: S107 Rm: S107 [7615ELEX] Biology SDAIE 1/0 (Combined-3800) Rm: S113 [3090BIOD] 3/37 Rm: S107 McLane High School MASTER SCHEDULE 2014-2015 School Year

Teacher Name 01 02 03 04 05 06 07 Thornton, Kyle R English II (McLane English II [1060ELAB] English II [1060ELAB] English II [1060ELAB] *PREP PERIOD [ZPREP] English II [1060ELAB] Medical Magnet) 38/39 36/37 35/37 0/0 34/37 (Combined-3843) Rm: A110 Rm: A110 Rm: A110 Rm: A225 Rm: A110 [1060ELAB] 27/37 Rm: A110 English II (Combined- 3843) [1060ELAB] 9/37 Rm: A110 Toomer, Shawn A Work Based Learning Home-Living Skills General Community Recreation/Leisure Skills *PREP PERIOD [ZPREP] Teacher Aide Skills Training II - SDC Training II - SDC Skills Training II - SDC Training II - SDC 0/0 [7615ELEX] [8370ELEX] [8350ELEX] [8360ELEX] [8380ELEX] Rm: M-8 1/0 9/20 9/20 8/20 1/20 Rm: M-8 Rm: M-8 Rm: M-8 Rm: M-8 Rm: M-8 Health and Family Life Skills Training II - SDC [8390ELEX] 9/20 Rm: M-8 Urzua, Hilda Algebra I (CCSS) Algebra I (CCSS) Algebra I (CCSS) Algebra I (CCSS) Algebra I (CCSS) *PREP PERIOD [ZPREP] [4032ALGC] [4032ALGC] (Combined-3850) [4032ALGC] [4032ALGC] 0/0 35/37 30/37 [4032ALGC] 34/37 34/37 Rm: S215 Rm: S215 Rm: S215 33/37 Rm: S215 Rm: S215 Teacher Aide Rm: S215 [7615ELEX] Algebra I SDAIE (CCSS) 1/0 (Combined-3850) Rm: S215 [4062ALGC] 4/37 Rm: S215 Vang, Ge G AP Calculus AB Algebra II GATE Algebra II GATE AP Calculus AB *PREP PERIOD [ZPREP] Algebra II [4130MATC] [4000MATC] [4140MATC] [4140MATC] [4000MATC] 0/0 37/37 34/37 37/37 36/37 24/37 Rm: S217 Rm: A229 Rm: A229 Rm: A229 Rm: A229 Rm: A229 AP Calculus BC [4010MATC] 0/0 Rm: A229 Vang, Yer Algebra II [4130MATC] *PREP PERIOD [ZPREP] Algebra II [4130MATC] Algebra II [4130MATC] Algebra II [4130MATC] Trigonometry - 39/37 0/0 39/37 43/37 38/37 Elementary Functions Rm: A227 Rm: A227 Rm: A227 Rm: A227 Rm: A227 [4240MATC] 37/37 Rm: A227 McLane High School MASTER SCHEDULE 2014-2015 School Year

Teacher Name 01 02 03 04 05 06 07 Vanvleet, Mary I *PREP PERIOD [ZPREP] United States History United States History United States History AP Psychology United States History 0/0 [2150USHA] [2150USHA] [2150USHA] [7020ELEG] [2150USHA] Rm: A223 30/37 34/37 31/37 38/37 25/37 Rm: A223 Rm: A223 Rm: A223 Rm: A223 Rm: A223

Villarreal, Guillermo Physical Education Level Physical Education Level Athletic Physical Physical Education Level *PREP PERIOD [ZPREP] Physical Education Level 1 [5000-PEX] 1 [5000-PEX] Education [5190-PEX] 1 [5000-PEX] 0/0 1 [5000-PEX] 42/50 39/50 41/55 37/50 Rm: GYM 51/50 Rm: GYM Rm: GYM Rm: GYM Rm: GYM Rm: GYM

West, Shannon R English I (Tech in English I (Tech in *PREP PERIOD [ZPREP] English I (Tech in Teacher Aide English I (Tech in Classroom ) (Linked- Classroom ) (Linked- 0/0 Classroom ) (Linked- [7615ELEX] Classroom ) (Linked- 4409) [1020ELAB] 4410) [1020ELAB] Rm: A103 4411) [1020ELAB] 1/0 4412) [1020ELAB] 24/31 25/31 25/31 Rm: A103 26/31 Rm: A103 Rm: A103 Rm: A103 English I (Tech in Rm: A103 English I (Tech in English I (Tech in English I (Tech in Classroom ) (Linked- English I (Tech in Classroom ) (Linked- Classroom ) (Linked- Classroom ) (Linked- 4413) [1020ELAB] Classroom ) (Linked- 4409) [1020ELAB] 4410) [1020ELAB] 4411) [1020ELAB] 26/31 4412) [1020ELAB] 24/31 25/31 25/31 Rm: A103 26/31 Rm: A103 Rm: A103 Rm: A103 English I (Tech in Rm: A103 Classroom ) (Linked- 4413) [1020ELAB] 26/31 Rm: A103 Wipfler, Chip J Algebra / Geometry III Geometry [4080GEOC] *PREP PERIOD [ZPREP] Geometry [4080GEOC] Algebra / Geometry III Algebra / Geometry III [4210MATC] 34/37 0/0 33/37 [4210MATC] [4210MATC] 32/37 Rm: S219 Rm: S219 Rm: S219 30/37 32/37 Rm: S219 Rm: S219 Rm: S219

Woods, Jeffrey N AP European History Modern World History Men's Alliance AP European History AP European History *PREP PERIOD [ZPREP] [2000MWHA] [2110MWHA] [7730ELEX] [2000MWHA] [2000MWHA] 0/0 36/37 37/38 19/25 37/37 34/37 Rm: A224 Rm: A224 Rm: A224 Rm: A224 Rm: A224 Rm: A224 Teacher Aide Teacher Aide [7615ELEX] [7615ELEX] 1/0 1/0 Rm: A224 Rm: A224 2013-14 School Quality Snapshot Grades Offered: 9 - 12 McLane High Enrollment: 1,921 Charter: No Fresno Unified Title I Funded: Yes 2727 North Cedar Ave., Fresno, CA 93703 CDS Code: 10-62166-1034214

California Assessment of Student Performance and Progress California's Academic Performance Index (API) (CAASPP) 2013 Growth API 617 What is the CAASPP system? The CAASPP system is the new student assessment system for Growth from Prior to Current Year -12 California's schools. It will initially include the following assessments: Met Schoolwide Growth Target No • English-language Arts (ELA) All Student Groups Met Target No • Mathematics 2013 Growth API State Rank 1 • Science 2013 Growth API Similar Schools Rank 1

How will the CAASPP system benefit California? API Subgroup Performance - 2013 API Growth It will use a variety of assessment approaches and item types that Met Growth will allow students to more fully demonstrate what they know and Target can do. In this way, the CAASPP system will assist teachers, administrators, and students and their parents by promoting high- African American or Black -- quality teaching and learning. American Indian or Alaska Native -- Asian No 3 What are the Smarter Balanced Tests? The Smarter Balanced tests are the ELA and Mathematics portions Filipino -- of the CAASPP system. They were developed by the Smarter Balanced Consortium and are aligned to the Common Core State Hispanic or Latino No -15 Standards (CCSS). Native Hawaiian or Pacific Islander -- 2013-14 Subgroup Enrollment

White -- English Learners 23% Why are the results of the 2013-14 Smarter Balanced Tests not Two or More Races -- reported? Socioeconomically Disadvantaged 95% The Smarter Balanced tests were field tested in the spring of 2014. English Learners No -34 The purpose of the field tests were to assess the actual test Students with Disabilities 13% questions to ensure that they are fair for all students; therefore, no Socioeconomically Disadvantaged No -13 test results were reported. Students with Disabilities No -8 Green = Student group met target Why is the 2014 Growth API not reported on the 2013-14 SQS? Red = Student group did not meet target The State Board of Education (SBE) approved not to calculate the + 2014 Growth and Base APIs during the transition to CAASPP. The -- = Student group is not numerically significant 2013 Growth API using the 2012-13 assessment results are carried over to the 2013-14 School Quality Snapshot. CHART LEGEND: n SCHOOL l DISTRICT u STATE Where can I find more information on the CAASPP system? Please visit the following CDE web page for more information about CDS: County-district-school the CAASPP system: http://www.cde.ca.gov/ta/tg/ca/ School and/or district information will not be displayed when data are not available or when data are representing fewer than 11 students.

California Department of Education Tom Torlakson Please visit the following Web page for more Report (v2.a) Generated: February 25, 2015 State Superintendent of Public Instruction information: http://www.cde.ca.gov/snapshot/ Page 1 2013-14 School Quality Snapshot Grades Offered: 9 - 12 McLane High Enrollment: 1,921 Charter: No Fresno Unified Title I Funded: Yes 2727 North Cedar Ave., Fresno, CA 93703 CDS Code: 10-62166-1034214

+

CHART LEGEND: n SCHOOL l DISTRICT u STATE

* Only four years of data are available CAHSEE: CA High School Exit Examination CST: CA Standards Test School and/or district information will not be displayed when data are not available or when data are representing fewer than 11 students.

California Department of Education Tom Torlakson Please visit the following Web page for more Report (v2.a) Generated: February 25, 2015 State Superintendent of Public Instruction information: http://www.cde.ca.gov/snapshot/ Page 2 Fresno Unified School District School Accountability Report Card School Year 2013-2014 Published During 2014-2015

McLane High School

Principal Scott Lamm

2727 N. Cedar Fresno, CA 93703 2309 Tulare Street Phone: (559) 248-5100 Fresno, CA 93721 Grade Level: 9-12 Phone: (559) 457-3000 CDS Code: 10621661034214 Website: http://www.fresnounified.org

Board of Education District Core Beliefs Lindsay Cal Johnson, President Student Learning Christopher De La Cerda, Clerk * Every student can and must learn at grade level and beyond Brooke Ashjian, Member Luis A. Chavez, Member High Quality Instruction Valerie F. Davis, Member * Teachers must demonstrate the ability and desire to educate each child at a high Carol Mills, J.D, Member level. Janet Ryan, Member Leadership * Leaders must perform courageously and ethically to accomplish stated goals Administration Safety Michael E. Hanson, Superintendent * A safe learning and working environment is crucial to student learning SARC Contact Culture Office of Research, Evaluation & * Fresno Unified is a place where: Assessment o Diversity is valued Shaeng Vue o Educational excellence and equity are expected Phone: (559) 457-3829 o Individual responsibility and participation by all is required Fax: (559) 457-3958 o Collaborative adult relationships are essential Email: [email protected] o Parents, students and the community as a whole are vital partners

District Commitments

Table of Content Student Learning * We will provide all students access to high quality options and a variety of I. About This School activities. II. School Climate * We will implement, continue or expand practices proven to raise student achievement; and eliminate practices that do not. School Facilities III. High Quality Instruction IV. Teachers * We expect all students to achieve their personal best; differences in achievement among socio-economic and ethnic groups are not acceptable. V. Support Staff * We expect effective teacher performance toward desired results. VI. Curriculum & Instructional Materials Leadership VII. School Finances * We will require the timely delivery of high quality services to every site. * We will sustain and monitor a financial plan that ensures the viability of the VIII. Student Performance district. * We will provide a safe, clean, and orderly learning and working environment. IX. Accountability Culture X. School Completion & Postscondary Preparation * We will establish collaborative relationships with staff, parents, students, and the community. XI. Instructional Planning & Scheduling * We strongly encourage and welcome the valuable contributions of our families. * We expect and depend upon individual responsibility.

Published on: 1-30-15 McLane Page 2 I. About This School

DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

Student Enrollment by Grade Level This table displays the number of students enrolled in each grade level at the school. Grade Level Number of Students Grade Level Number of Students Kindergarten 0 Grade 8 0 Grade 1 0 Ungraded Elementary 0 Grade 2 0 Grade 9 487 Grade 3 0 Grade 10 528 Grade 4 0 Grade 11 470 Grade 5 0 Grade 12 436 Grade 6 0 Ungraded Secondary 0 Grade 7 0 Total Enrollment 1921

Student Enrollment by Group This table displays the percent of students enrolled at the school who are identified as being in a particular group. Percent of Percent of Group Group Total Enrollment Total Enrollment African American 6.6 White (not Hispanic) 5 American Indian or Alaska Native 0.8 Multiple or No Response 0.6 Asian 19.5 Socioeconomically Disadvantaged 94.8 Filipino 0.1 English Learners 22.7 Hispanic or Latino 67.2 Students with Disabilities 12.7 Pacific Islander 0.3 ------

1 McLane Page 3 Opportunities for Parental Involvement McLane You are very important. Your involvement makes a difference. Your support ensures your child’s achievement in school, graduation, preparation for a career or college, and success in life.

Six Ways to Get Involved at Your Child’s School • Communicating • Learning at Home • Parenting • Volunteering • Leadership and Decision Making • Collaborating with the Community

Volunteer to support school goals and children’s learning in any way, any time.

Contact Name: Maricela Lucio/Kong Pheng Yang Contact Phone: 248-5119

McLane

2011-12 2012-13 2013-14

10621661 McLane

2011-12 2012-13 2013-14

20.5 68 31 31 26 35 3 47 26 28 17 39 27.1 27 27 34 31 20 12 46 29 20 15 38 27.2 24 23 28 34 7 6 41 31 11 6 39

26.1 21 9 26 31 10 9 34 30 13 9 32 1 McLane Page 4 II. School Climate Suspensions and Expulsions Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that result in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school. Suspensions and Expulsions School District State Rate 2011-2012 2012-2013 2013-2014 2011-2012 2012-2013 2013-2014 2011-2012 2012-2013 2013-2014 Suspensions 10.7 9.4 15.2 8.2 7.3 7.3 5.7 5.1 4.4 Expulsions 1.2 0.5 0.2 0.5 0.5 0.3 0.1 0.1 0.1

School Safety Plan Comprehensive Safe School Plan The Fresno Unified School District (FUSD) Comprehensive Safe School Plan (CSSP) provides guidance and direction to principals, faculty and staff who have emergency management responsibilities. The CSSP is used during all emergency incidents involving a FUSD School facility.

Safe School Plan The Safe School Plan looks at strategies for improving school safety/climate using district/school site data and plan specific strategies to minimize problems and promote a positive learning environment for all of students on campus. Below includes the following key elements: Safe School Leadership Team The safe school leadership team is led by a campus administrator (usually the principal or designee). The team consists of the Principal, the office manager, the school nurse, the School Resource Officer (if applicable), an additional certificated employee, and an additional classified employee. Each person on the team is backed up by an alternate in case they are not on campus. This team develops the Safe School Plan for their school site. Threat Assessment Team/Student Wellness Team This team is responsible for evaluating and mitigating threats posed by students or outside individuals. The principal, school nurse, school psychologists, and police officer are the members of this team. First Aid Responders Individuals who have been trained in cardiopulmonary resuscitation (CPR) and First Aid act as first responders at each campus. Student Release Team In the event of an emergency at each campus that requires the evacuation of students from the campus, this team reunites the students with their parent/guardian in a safe designated area. Strategies for improving school safety/climate Using district and school site data, the school plans specific strategies to minimize problems and to promote a positive learning environment for all of students on campus 2014– 2015 Drill Schedule Fire Drills are conducted once per month at the elementary and middle schools and three times per year at high schools. Lockdown Drills are conducted three times per year at all schools. Lockdown drills are strategically planned to ensure that drills account for a variety of situations. Both fire and lockdown drills are performed: 1. before/after school, 2. during instructional time, and 3. during lunch. Earthquake Drills: Elementary / Middle schools are conducted once a quarter, during the school year. High schools conduct a drill once a semester with the first drill for everyone taking place in October (during the statewide California Shakeout) and the remainder at the schools discretion during the current school year

Coordination with First Responders Copies of the school facilities map are provided to the Fresno Police Department, the Fresno Fire Department, and American Ambulance Emergency Medical Services. McLane Page 5 III. School Facilities

School Facility Conditions and Improvements The district takes great efforts to ensure that all schools are clean, safe, and functional and maintained in good repair.

• Maintenance and Repair District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and that emergency and health and safety repairs are given the highest priority.

• Cleaning Process and Schedule The district governing board has adopted cleaning standards and schedules for all schools in the district. The principal, in conjunction with Operation's Supervision, work with and monitor the custodial staff to develop cleaning schedules and to ensure a clean and safe school.

• Deferred Maintenance Budget The district performs Deferred Maintenance in conjunction with bond funding for major repair or replacement of existing school building components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems among others.

• Facilities Master Plan Fresno Unified School District (FUSD) has and will continue to implement major changes to improve the learning environments of our schools pursuant to the Facilities Master Plan adopted by the Board in 2009 and utilizing Measure Q bond funds approved by the voters in 2010. The Facilities Master Plan and Measure Q priorities include reducing the number of portables throughout the District and building permanent classrooms. To date, several new classroom buildings have been constructed throughout the district and close to 220 aging portables have been or will be removed. In addition, the Plan recommended consistent district-wide feeder patterns, which have been fully implemented effective August 2014. • Use of Facilities Inspection Tool (FIT) To assist in the effort of ensuring that all schools are clean, safe, and functional effort, the district uses the Facilities Inspection Tool (FIT) developed by the State of California Office of Public School Construction (OPSC). The results of this annual inspection are outlined in the two tables below. School Facility Good Repair Status This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status. Inspector Name: Scott Newmann, Contractor 106216610342 Date of Inspection: 11/2/2014 McLane Repair Status Repair Needed and Item Inspected Good Fair Poor Action Taken or Planned Gas Leaks Good Mechanical Systems Good Total Number of Areas Inspected

Sewer Good 277 Interior Surfaces (walls, floors, and ceilings) Good Overall Cleanliness Good Total Number of Deficiencies found Pest/Vermin Infestation Good Electrical (interior and exterior) Good 39 Restrooms Good Drinking Fountains (inside and outside) Good All remaining items Fire Safety Good will be completed by: Hazardous Materials(interior and exterior) Good Structural Damage Good 12/1/2014 Roofs Good Playground/School Grounds Good A detailed copy of the schools completed Windows/Doors/Gates (interior and exterior) Good A detailed copy of the school's completed FacilitiesFacilities InspectionInspection Tool Tool (FIT) (FIT) is listed is available below. Overall Summary Good (98.7%) upon request.

Page 6 1062166103 Facilities Inspection Tool - Detail McLane GAS LEAKS: ROOFS: -- Paint Peeling or Chipping 2 - Classroom MECHANICAL SYSTEMS: PLAYGROUND/SCHOOL GROUNDS: -- --

SEWER: WINDOWS/DOORS/GATES (INTERIOR & EXTERIOR): -- --

INTERIOR SURFACES (WALLS, FLOORS, & CEILINGS): --

OVERALL CLEANLINESS: --

PEST/VERMIN INFESTATION: --

ELECTRICAL (INTERIOR & EXTERIOR): Electrical panel cover is broken or missing 2 - Classroom Exposed wires 1 - Classroom Light not working 3 - Classroom 1 - Faculty Lounge RESTROOMS: --

DRINKING FOUNTAINS (INSIDE & OUTSIDE): --

FIRE SAFETY: --

HAZARDOUS MATERIALS (INTERIOR & EXTERIOR): --

STRUCTURAL DAMAGE: -- McLane 10621661034214 Page 7 IV. Teachers Teacher Credentials This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/. School District Teachers 2012-13 2013-14 2014-15 2014-15 With Full Credential 81 83 77 3085 Without Full Credential 3 0 2 21 Teaching Outside Subject Area of Competence 1 1 1 12---

Teacher Misassignments and Vacant Teacher Positions This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Indicator 2012-13 2013-14 2014-15 Misassignments of Teachers of English Learners 1 1 0 Total Teacher Misassignments 0 1 0 Vacant Teacher Positions 0 0 0

Core Academic Classes Taught by Highly Qualified Teachers

Percent of Classes In Core Academic Subjects Location of Classes Taught by NotTaught by Highly Qualified Teachers Highly Qualified Teachers This School 98 2 All Schools in District 96 4 High-Poverty Schools in District 96 4 Low-Poverty Schools in District 100 0 Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. McLane Page 8 V. Support Staff

Academic Counselors and Other Support Staff This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Average Number of Number of FTE Title Students per Assigned to School Academic Counselor Academic Counselor n/a Library Media Teacher (Librarian) --- Library Media Services Staff (paraprofessional) 1 --- Psychologist --- Social Worker --- Nurse --- Speech/Language/Hearing Specialist --- Resource Specialist (non-teaching) --- Other 16 ---

VI. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2014–15) This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.

Year and month in which data were collected: ___8/30/14______Percent of Pupils Quality, Currency, and Who Lack Their Own Core Curriculum Area Availability of Textbooks and Assigned Textbooks and Instructional Materials Instructional Materials Reading/Language Arts Sufficient Materials Available 0% Mathematics Sufficient Materials Available 0% Science Sufficient Materials Available 0% History-Social Science Sufficient Materials Available 0% Foreign Language Sufficient Materials Available 0% Health Sufficient Materials Available 0% Visual and Performing Arts Sufficient Materials Available 0% Science Laboratory Equipment (grades 9-12) Sufficient Materials Available 0% Source: 2014 Sufficiency of Instructional Materials Survey McLane Page 9 VII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13) This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding school expenditures and teacher salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/. Total Expenditures Expenditures Average Level Expenditures Per Pupil Per Pupil Teacher Per Pupil (Supplemental) (Basic) Salary School Site $7,004 $1,979 $5,026 $62,405 District ------4,695 $65,613 Percent Difference – School Site and District ------1% -1% State ------5537 $69,704 Percent Difference – School Site and State ------1% -1%

Teacher and Administrative Salaries (Fiscal Year 2012-13) This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0405.asp. State Average District Category For Districts Amount In Same Category Beginning Teacher Salary $38,347 $41,761 Mid-Range Teacher Salary $63,656 $66,895 Highest Teacher Salary $73,718 $86,565 Average Principal Salary (Elementary) $99,142 $108,011 Average Principal Salary (Middle) $107,137 $113,058 Average Principal Salary (High) $112,264 $123,217 Superintendent Salary $277,000 $227,183 Percent of Budget for Teacher Salaries 38 38 Percent of Budget for Administrative Salaries 7 5

McLane Page 10 Types of Services Funded The district spent $102 million for students participating in State and Federal categorical grant programs. The following areEconomic some of Impactthe special Aid/Limited categorical Englishprograms Proficient provided (EIA/LEP)to students at this school: State categorical program designed for English language learners to develop proficiency in English as rapidly and as effectively as possible with specially designed curriculum and instructional strategies. Use of funds may include any or all of the following: supplemental staff (BIA’s) to assist EL students in learning core curriculum, CLAD or BCLAD tutors, Home School Liaisons, supplemental bilingual books, tapes and software aligned to the state standards, study trips, parent supplies, training materials and babysitting for ELAC. Economic Impact Aid/State Compensatory Education State categorical program to provide supplemental education services directly to students in all academic subject areas. Funding is specifically for economically disadvantaged students. Use of funds may include: supplemental staff to tutor, supplemental materials and supplies for students, technology to support student learning, study trips and support to increase parent involvement. Gifted and Talented Education (GATE) State categorical program that supports unique learning opportunities for students who are identified as Gifted and Talented. Use of funds may include any or all of the following: professional development that focuses on meeting the needs of the advanced student, stipends for teachers who serve GATE students beyond contract time, supplementary textbooks and supplies for Honors and Advanced Placement classes, transportation and admission for student study trips. Title I Federal categorical program designed to ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education and reach, at a minimum, proficiency on the state content standards and assessments. Title I funds can only be used to supplement the curriculum areas of Language Arts and Math. Use of funds may include any or all of the following: supplemental staff to reduce class size in English Language Arts, and/or Mathematics, professional learning, supplemental reading and math tutors/materials, technology to support English Language Arts and Math instruction, home school liaisons, parent training, parent centers and babysitting. 10621661034214 McLane Page 11 VIII. Student Performance

State Priority: Pupil Achievement The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4): • Statewide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized Testing and Reporting Program); • The Academic Performance Index; and • The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.

California Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for All Students in Science – Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) Subject School District State 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 Science (grades 5, 29 23 22 42 42 41 60 59 60 8, and 10) Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

California Assessment of Student Performance and Progress Results by Student Group in Science (School Year 2013-14)

Percent of Students Scoring at Group Proficient or Advanced

All Students in the LEA 41 All Students at the School 22 Male 22 Female 21 Black or African American 14 American Indian or Alaska Native Asian 26 Filipino Hispanic or Latino 20 Native Hawaiian or Pacific Islander White Two or More Races 42 Socioeconomically Disadvantaged 22 English Learners 2 Students with Disabilities Students Receiving Migrant Education Services Note: Science assessments include CSTs, CMA, and CAPA in grades 5, 8, and 10. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. 10621661034214 McLane Page 12

Standardized Testing and Reporting Results for All Student - Three-Year Comparison School District State Subject 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 English-Language Arts 25 24 27 39 41 41 54 56 55 Mathematics 9 8 6 40 41 40 49 50 50 Science 20 28 23 40 42 42 57 60 59 History-Social Science 22 26 19 35 36 36 48 49 49

California High School Exit Examination Results for All Grade Ten Students – Three-YearMcLane Comparison (if applicable) Percent of Students Scoring at Proficient or Advanced Subject School District State 2011-12 2012-13 2013-14 2011–12 2012-13 2013-14 2011–12 2012-13 2013-14 English- 32 30 28 41 41 36 56 57 56 Language Arts Mathematics 38 39 40 45 45 42 58 60 62 Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this categor y is too small for statistical accuracy or to protect student privacy.

California High School Exit Examination Grade Ten Results by Student Group – Most RecentMcLane Year (if applicable) English-Language Arts Mathematics Group Not Not Proficient Advanced Proficient Advanced Proficient Proficient All Students in the LEA 61 23 17 53 35 12 All Students at the School 83 17 80 20 Male 79 17 4 61 32 8 Female 64 26 10 60 34 6 Black or African American 83 17 80 20 American Indian or Alaska Native Asian 76 18 6 54 30 16 Filipino Hispanic or Latino 72 20 8 60 35 5 Native Hawaiian or Pacific Islander White 57 36 7 64 29 7 Two or More Races Socioeconomically Disadvantaged 72 21 7 60 33 7 English Learners 95 3 2 82 17 1 Students with Disabilities 100 94 6 Students Receiving Migrant

Education Services Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this c ategory is too small for statistical accuracy or to protect student privacy. McLane Page 13 California Physical Fitness Test Results (School Year 2013-14) The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a school’s test results to the district and state, see the CDE PFT Web page at http://www.cde.ca.gov/ta/tg/pf/. Percent of Students Meeting Fitness Standards Grade Level Four of Six Five of Six Six of Six Standards Standards Standards 5 7 9 21.9 21.9 13.9 Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. McLane Page 14

IX. Accountability

Academic Performance Index The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API Web page at http://www.cde.ca.gov/ta/ac/ap/.

Academic Performance Index Ranks – Three-Year Comparison This table displays the school’s statewide and similar schools’ API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state.

The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools. API Rank 2011 2012 2013 Statewide 1 1 1 Similar Schools 2 2 1 Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced.

Academic Performance Index Growth by Student Group – Three-Year Comparison Actual API Actual API Actual API Group Change Change Change 2010-11 2011-12 2012–13 All Students at the School 8 -2 -12 Black or African American 63 -39 -- American Indian or Alaska Native ------Asian 23 -8 3 Filipino ------Hispanic or Latino 0 4 -14 Native Hawaiian or Pacific Islander ------White ------Two or More Races ------Socioeconomically Disadvantaged 8 -1 -12 English Learners 16 -1 -25 Students with Disabilities -20 -32 -19 Note: "N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target information. “C” means the school had significant demographic changes and there is no Growth or target information. McLane 10 Page 15 Other SARC Information

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

Adequate Yearly Progress Overall and by Criteria (School Year 2013-14) AYP Criteria School District Made AYP Overall No N/A Met Participation Rate - English-Language Arts Yes N/A Met Participation Rate - Mathematics Yes N/A Met Percent Proficient - English-Language Arts No N/A Met Percent Proficient - Mathematics No N/A Met Graduation Rate Yes N/A

Federal Intervention Program (School Year 2014-15)

Indicator School District Program Improvement Status In PI In PI First Year of Program Improvement 2006-2007 2004-2005 Year in Program Improvement Year 5 Year 3 Number of Schools Currently in Program Improvement N/A 81 Percent of Schools Currently in Program Improvement N/A 91 Note: Cells with NA values do not require data.

* DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process.

McLane Page 16 X. School Completion and Postsecondary Preparation (Secondary Schools Only) Admission Requirements for California’s Public Universities

University of California Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admissions requirements, please visit the UC Admissions Information Web page at http://www.universityofcalifornia.edu/admissions/. (Outside Source)

California State University Eligibility for admission to the California State University (CSU) is determined by three factors:  Specific high school courses  Grades in specified courses and test scores  Graduation from high school Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information see the CSU Web page at http://www.calstate.edu/admission/admission.shtml. (Outside Source)

Eligibility for admission to the California State University (CSU) is determined by three factors:

 Specific high school courses  Grades in specified courses and test scores  Graduation from high school

Some campuses have higher standards2010-11 for particular majors2011-12 or students2012-13 who live outside2010-11 the local 2011-12 2012-13 2010-11 2011-12 2012-13 campus area. Because of the number of students who apply,19.5 a few campuses14.8 have higher standards 15.6 (supplementary admission criteria) for all applica18 nts. Most CSU campuses have local admission17 15.1 14.7 13.1 11.4 guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that76.33 region. For admission,74.52 application,81.03 and fee information73.43 see 74.98 76.23 77.14 78.87 80.44 the CSU Web page at http://www.calstate.edu/admission/admission.shtml. (Outside Source)

Completion of High School Graduation Requirements This table displays, by student group, the number of students who were a part of the school’s most recent graduating class for which CDE has available data and meet all state and local graduation requirements for grade twelve completion, including having passed both the ELA and mathematics portions of the CAHSEE or received a local waiver or state exemption. Graduating Class of 2013 Group School District State All Students 84.04 76.29 84.56 African American 82.76 72.55 75.9 American Indian or Alaska Native 66.67 66.67 77.82 Asian 85.19 84.89 92.94 Filipino 0 90.48 92.2 Hispanic or Latino 85.39 72.72 80.83 Pacific Islander 0 75 84.06 White (not Hispanic) 63.16 83.6 90.15 Two or More Races 0 69.7 89.03 Socioeconomically Disadvantaged 84.04 73.43 82.58 English Learners 71.32 62.42 53.68 Students with Disabilities 56.9 50.75 60.31

McLane Page 17

Career Technical Education Participation (School Year 2013-14) This table displays information about participation in the school’s CTE programs. Measure CTE Program Participation Number of pupils participating in CTE 545 Percent of pupils completing a CTE program and earning a high school diploma 92.0% Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education 4.0%

Career Technical Education Programs (School Year 2013-14) Fresno Unified School District (FUSD) is creating an aligned system of College and Career Readiness (CCR) that begins in elementary school and connects to our higher education partners. FUSD will reshape and revitalize the role of Career Technical Education (CTE) as an engine of education reform as well as workforce and economic development for our community. CCR will emphasize career awareness, exploration and preparation; include a coherent and integrated Linked Learning pathways; utilize work-based learning opportunities; and focus on creating meaningful, sustainable partnerships with all our stakeholders. Our focused work will provide enhanced options for ALL our students and ultimately fulfill the FUSD mission of Preparing Career-Ready Graduates.

With a focus on rigorous and relevant content, experiential learning, career awareness, and demonstrated outcomes, CTE can provide a context for academic coursework and challenging, engaging, student-centered instruction that is required for students to succeed. CCR is both an educational strategy and the foundation of workforce development efforts. As an educational strategy, it inspires and facilitates learning and, unlike traditional vocational education, aims to prepare students for ongoing education, long-term careers, and entry into the workplace. As the foundation of workforce development, CTE in FUSD will respond to the needs of our economy and will provide seamless pathways that bridge all levels of education (K-Adult), enabling students to develop skills required in the workplace while pursuing their personal, educational, and career goals.

Business Innovation and Design Entrepreneurship and Marketing Multimedia Personal Finances ROP: Art and Design ROP: Athletic Training ROP: Banking and Financial Institutions ROP: Digital Video Prod&Broadcasting ROP: Health and Wellness ROP: Medical Careers ROP: Small Business Management Video Production McLane Page 18

Courses for University of California and/or California State University Admission This table displays for the most recent year two measures related to the school’s courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment in and completion of courses required for UC/CSU admission can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/. Indicator Percent Students Enrolled in Courses Required for UC/CSU Admission 74.76 Graduates Who Completed All Courses Required for UC/CSU Admission 36.3

Advanced Placement Courses This table displays for the most recent year the number of Advanced Placement (AP) courses that the school offered by subject and the percent of the school’s students enrolled in all AP courses. Detailed information about student enrollment in AP courses can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/. Number of Percent of Students Subject AP Courses Offered In AP Courses Computer Science --- English 2 --- Fine and Performing Arts --- Foreign Language 4 --- Mathematics 4 --- Science 1 --- Social Science 10 --- All courses 21 0.5

McLane Page 19

XI. Instructional Planning and Scheduling

Professional Learning This school participated in all professional development stipulated in the Collective Bargaining Agreement with the Fresno Teachers Association. This professional learning currently includes:

 All teachers receive 27 hours of professional development per semester, delivered after the instructional day.  2013-2014 content includes professional learning in support of Common Core Implementation through site professional learning and application of learning through Accountable Communities.  Beginning teachers participate in a two year Beginning Teacher Support and Assessment induction program.  Struggling teachers may receive assistance through Veteran Teacher Support provided by colleagues who are trained to provide coaching support and assistance specific to identified needs.

Additional District-supported professional learning which this site participates in include:  Three days of training in support of Common Core State Standards for all elementary and secondary teachers responsible for core content area instruction.  Lead teacher sessions in support of Common Core State Standards implementation and facilitation of Accountable Communities at all sites.  Three Buyback days in support of Common Core State Standards, the CORE Waiver, and site specific initiatives.  Additional support in instructional strategies provided by instructional coaches to staff supporting students.  Optional trainings are offered by various departments in support of district initiatives .

FUSD Graduation & CSU/UC A-G Requirements To graduate from high school, students must earn 230 credits in the required subject areas and pass the California High School Exit Exam (CAHSEE). If students are planning on attending a 4 year college, they need to complete the identified A-G required courses with a grade of “C” or higher. California State University of California Fresno Unified High Course University (CSU) A-G (UC) A-G School Graduation Requirements Requirements (A) Social Science 30 Credits 20 Credits (B) English 40 Credits 40 Credits (C) 30 Credits 30 Credits through Mathematics Geometry Alg I, Geo, Alg II Advanced Math Recommended (D) 20 Credits Science 30 Credits Lab Science 30 Credits Recommended (E) 20 Credits Foreign Language 30 Credits 10 Credits Recommended Same Language (F) Fine Arts 10 Credits PE 20 Credits (G) Electives 70 Credits 10 Credits College Prep Elective TOTAL 230 Credits Minimum 3.0 GPA in A-G Subjects: SAT or College Freshman Below 3.0 GPA Requires ACT & SAT II

Entrance Requirement SAT or ACT Must complete 11 A-G Courses by end of Junior Year