School Plan for Student Achievement (SPSA) Template

School Year: ' 2O1g-20

lnstructions and requirements for completing the SPSA template may be found in the SPSA Template lnstructions. Cou nty- District-School Schoolsite Council Local Board Approval School Name (CDS) Codq (SSC) Approrqa! Dale Dqte Branham High School 43694014330866 5t13t19 June 13, 2019

Purpose and Description Briefly describe the purpose of this plan (Select from Schoolwide Program, Comprehensive Support and lmprovement, Targeted Support and lmprovement, or Additional Targeted Support and m roveme Schoolwide Program Comprehensive Support and lmprovement Targeted Support and lmprovement

Briefly describe the school's plan for effectively meeting the ESSA requirements in alignment with the Local Control and Accountability Plan and other federa state , and local programs. Through our focus on culture, content, craft, and connections, Branham students will graduate college and career eligible and college and career prepared. For the 2019-20 school year, Branham will focus on these areas for our various stakeholders: ==> Students: Culture and Connections- With the hiring of a full time socialworker and the creation of a StudenUFamily Wellness Center, we will implement campus-wide support opportunities for crisis and grief counseling, drug and alcohol intervention, anger management, healthy relationships, etc. Due to our social worker's connections with outside organizations, we will also be able to help find additional resources to support families in need. ==> Staff: Craft and Content- Professional development willfocus on WICOR strategies, mental and :physicalwellness, and effective standards-based instruction. Connections- Advisory, AVID, and lgnite programs will encourage stronger student connections to adults on campus.

School Plan for Student Achievement (SPSA) Page 1 of 52 Branham High School Comprehensive Needs Assessment Components Data Analysis Please refer to the School and Student Performance Data section where an analysis is provided Surveys This section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results from the survey(s). Multiple surveys were given to parents, students and teachers during the 2018-19 school year by both Branham and by CUHSD. Results of a few are mentioned below,

rents*

ln Spring 2018 one of our current parents aimed to simplify and remove the redundancy from the California School Parent Survey used by CUHSD and created a separate parent survey for Branham parents. The survey was sent to all families via School Loop and School Messenger. lnformation was collected between June 21 and July 3. ln totalthere were 451 total respondents, and a detailed analysis was provided to the school. A general summary of the results indicated:

=> Parent satisfaction with Branham is high. 80o/o of parents indicate they are satisfied overall.

=> Highest rated perceptions (those where at least 80% gave a positive response) include: . Parent sense of "welcome" on campus . Feeling well-informed about student's progress . Teacher/Staff courtesy and professionalism . Respect and value of diversity . Providing a safe learning environment . Teacher commitment to student success . Setting clear rules for behavior . Open-ended questions further reveal that parents like the sense of pride at Branham and its diverse community. Many parents applauded particular teachers and administrative staff members for being exemplary and caring.Some parents feel that Branham creates a healthy learning environment where their children are happy/thriving.

=> Lowest rated perceptions (those where at least 20o/o gave a negative response) include: . Adequacy of academic counseling o Maintenance (condition) of facilities . Providing coursework and assignments that enable subject mastery . Comments regarding teachers were mentioned most often as areas for improvement.The math teachers and math program/curriculum came under particular scrutiny. And though many feel well-informed, lack of consistent SchoolLoop updates and late grading was frequently mentioned. Counseling is another repeatedly stated area for improvement.

=> Parents would like their students to have more help through frequent, regulbr, personalized interactions with their counselors, starting in the early years. Academic and college counseling were mentioned most often.

=> Concern was expressed about vaping and drug/alcohol use on campus, and some parents would like more crack- down and policy enforcement.

' => Parents are anxious to see Branham's facilities updated and modernized. Though some see light at the end of the 'tunnel, there is some frustration about the slow pace of the new construction.

=> The parking lot came up in verbatim improvement comments. Some parents complained that the lot was dangerous and lacked adequate traffic control. Only a few saw this as related to the construction.

=> Finally, an opportunity exists to expand the curriculum. Some parents mentioned wanting more diverse classes and pathways, including honors classes as an alternative to APs. A small but expressive set of parents worry about too many students enrolling in AP classes who were not qualified enough nor ready.

School Plan for Student Achievement (SPSA) Page 2 of 52 Branham High School *Based on the results of this survey, several modifications were made for the 2018-19 school year including specific focus on the physical environment (facilities, parking lot), contact with counselors, and availability of courses.

Students**:

ln November,2018 our students took a School Climate Survey from West Ed that asked similar questions to the Project Cornerstone and Healthy Kids surveys given the previous year. A total of 818 students took the survey which is about 45% of the student body. Responses were about even from each grade level and we re taken during Advisory, so we can assume that the responders provided a representative sample of the school. Overall results indicated the following:

=> Highest rated perceptions (those in which averages in the 'Agree'or'strongly Agree'were at least 80%) include: . Academic Behaviors regarding believing in the importance of coming to class each day, coming prepared, participating in group work, and working hard in school. . Academic Mindset regarding wanting to be a good student, attend college, and aknowledging that they can get smarter. o Classroom Context regarding all students from different ethnicities, etc getting along at school. . Learning Strategies regarding remembering facts. o Social Skills regarding recognizing good ideas and getting along with others. o Academic Perseverence regarding trying different ways to do things when one way doesn't work and turnign in schoolwork even when it's hard.

=> Lowest rated perceptions (those in which averages in the 'Agree' or'Strongly Agree' were closer to the 60% range) include: o Academic Behaviors regarding completing work on time (vs. waiting until the last minute) and actively participating in class discussions. r Academic Mindset regarding liking it when school is challenging and looking forward to attending class. r Classroom Context regarding feeling like students are treated equally when they break school rules. o Learning Strategies regarding setting and acting on learning goals. . Social Skills regarding being able to clearly describe feelings. . Academic Perseverence regarding staying focused even when they want to do other things. *Based on results of this survey, training related to supporting social-emotional wellness and growth mindset will be a focus forthe 2019-20 school year.

StafP**

A WestEd Staff Survey was taken in Fall 201 8 by 73 participants (63% of staff, down from approx. 87o/o of staff in 201 7- 18). The percentage of participation, although lower than the year prior, was for the most part proportional to the percentage of each group on campus (certificated, classified, SpEd, Admin). Results indicate the following:

==> Highest rated perceptions (those in which averages in the 'Agree' or'Strongly Agree' were at least 90%) include: o Student Learning Environment regarding being supportive and inviting, having high standards, promoting success, emphasizing help when needed, teaching lessons relevant to students, ensuring a safe and supportive environment, and using data in decision making o Staff Working Environment regarding being a supportive and inviting place to work, feeling a responsibility to improve the school, treating each other with respect, promoting trust, having close professional relationships . Special Education Supports - none (both of the 2 options were low- see below) r School Safety regarding being a safe place for students and safe place for staff . Parent lnvolvement regarding the school's efforts to better involve and reach out to parents and encouraging an active partnership, parents feeling welcome to participate, staff taking parent concerns seriously . Caring Relationships regarding adults caring about and paying attention to students, wanting students to do their best, setting high expectations . Opportunities for Meaningful Participation regarding giving equal opportunities to participate in extracurriculars and enrichment . Supports for Learning regarding teachers going out of their way to help students . Fair, Respectful, and Orderly Environment regarding treating students with respect and school rules that are fair r Positive Peer Relations regarding students enjoying spending time together, caring about one another, getting along with one another

School Plan for Student Achievement (SPSA) Page 3 of 52 Branham High School . Social Emotional Supports, Conflict Management, and Bullying Prevention regarding teaching students to understand how others feel, teacher intervention when they learn about bullying . Respect for Diversity regarding adults respecting student differences, teachers showing the importance of different groups getting along . Cultural Sensitivity regarding staff respecting students' cultural and religious beliefs . lnstructional Equity regarding placing a high priority on closing the achievement gap, encouraging students to enroll in rigorous content r Learning Motivation, Truancy, and Behavior regarding the school motivating student to learn o Perceived Physicaland Mental Health regarding depression and anxiety being a problem . Safety and Substance Abuse regarding bullying and harassment being a problem, alcohol, drug and tobacco use being a problem

==> Lowest rated perceptions (those in which averages in the'Agree' or'Strongly Agree'were aUbelow the 85% range) . Student Learning Environment regarding setting high standards for students (84o/o) . Staff Working Environment regarding having a say in decision-making (85%), taking steps to minimize paperwork (680/o), providing adequate benefits such as salaryihealth/retirement (50%), providing materials, resources and training (54%) . Special Education Supports regarding providing training to work with IEP students (53%), providing state adopted materials . Facilities regarding a clean and well-maintained facility . Parent lnvolvement regarding teacher communication with parents (81%) . Caring Relationships regarding believing every student can be a success (85%) . Opportunities for Meaningful Participation regarding encouraging opportunities for students to participate in classroom decisions (7 2o/o), r Fair, Respectful, and Orderly Environment regarding rules in the school being too strict (107o), ease at which students are kicked out of class or suspended (16%), students getting in trouble for breaking small rules (17Yo), teachers are strict (5%) o Clarity of Rules and Expectations regarding rules in the school being made clear to students (79Vo), students knowing the rules (84%) . Social Emotional Supports, Conflict Management, and Bullying Prevention regarding encouraging student responsibility regarding actions (85%), students being given rewards for being good (47o/o), students being taught to control their own behavior (82o/o), school helps students resolve conflict (84o/o), students reporting when they are being bullied (61%), students reporting when they witness others being bullied (66%), students stopping bullying when they observe it taking place (68%) . Respect for Diversity regarding tension for different ethnic or other subgroups (18%) . Treating Students Fairly and Respectfully regarding staff treating all students fauly (79o/o) . Cultural Sensitivity regarding using culturally relevant instructional materials (74o/o), staff examining their own cultural biases (69%) r lnstructional Equity regarding providing support for teaching culturally and linguistically diverse students (70%) . Learning Motivation, Truancy and Behavior regarding student motivation to learn (85%), problems with truancy (58%), problems with disruptive student behavior (58%), lack of respect by students toward staff (79%) . Perceived Physicaland Mental Health regarding students arriving alert and rested (54o/o), students healthy and physically fit (81%) . Safety and Substance Abuse regarding fighting being a problem (2o/o), vandalism being a problem (10%), theft being a pioblem (52o/o), gang activity being a problem (14o/o), weapons being a problem (10%) o Discipline and Counseling regarding communicating consequences of breaking rules (72o/o), handles discipline latly (78o/o), provides adequate counseling (78%) r Professional Development regarding Academics (32o/o),lnstruction (42o/o), Positive Behavior lnterventions (43o/o), Positive Classroom Climate (39%), working with diverse students (43Vo), culturally relevant pedagogy (47o/o), serving English Learners (53%), closing the achievement gap (55%), serving students with lEPs (65%), supporting social-emotional needs (61%)

"*"Based on the results of the survey, more time has been and is being dedicated in the coming year to provide training on Special Education strategies and behavior interventions as well as a significant focus on better supporting students' social-emotional needs. We will also seek ways to create stronger professional/mentoring relationships with students so as to better engage them in the learning and instructional process. ln another area, our facilities team has worked hard to improve the physical environment of the campus. lt is now, and continues to be, a clean and well-maintained space that increase pride among students and staff.

School Plan for Student Achievement (SPSA) Page 4 of 52 Branham High School Classroom Observations This section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings. Opportunities for lnstructional Rounds and other types of class observations were provided during the school year, but on a limited basis. With the assistance of the District Office and an outside consultant, coordinated classroom visits for site administrators were held to practice ways to better focus on grade-level standards-based instruction. Teacher leaders were invited as well. Feedback from most teachers indicate that they would like to have more opportunities to observe other classrooms and learn from each other. This is an area for focus in 2019-20 and funds will be allocated to provide for substitutes so that more teachers can participate. A Master Schedule design that creates common prep periods for course-alike subjects allows teachers to observe classes in pairs/groups and have meaningful conversations without having to arrange a substitute or stay after school to debrief. Analysis of Gurrent lnstructional Program The foliowing statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential Program Components (EPCs). ln conjunction with the needs assessments, these categories may be used to discuss and devetop critical findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are:

. Not meeting performance goals . Meeting performance goals . Exceeding performance goals

Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or general descriptions. Each successive school plan should examine the status of these findings and note progress made. Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs. Standards, Assessment, and Accountability

Use of state and local assessments to modify instruction and improve student achievement (ESEA) CAASPP and ELPAC scores, as well as grades and UC a-g achievement rates have been used at various times throughout the year to plan appropriate curriculum and opportunities for additional supporUenrichment. lmproving both a-g achievement rates as well as school-wide academic success in AP, Honors, and on-level courses will continue into 2019-20.

Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC)

: Most departments have created common summative assessments for each unit and/or at the end of the semester. This work is continuing into the future. Opportunities for professional development around data analysis and intervention has been requested by staff and will be provided on a differentiated, as needed basis. Staffing and Professional Development

Status of meeting requirements for highly qualified staff (ESEA) Most teachers have a single-subject clear credential in the subject they are teaching. Two of our teachers (out of 81) are still enrolled in credential programs and are working as interns on campus.

Suf1ciency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC) Teachers are provided opportunities for professional development weekly for one hour, monthly through district activities and professional development training, and as needed through the school site. ln 2019-20, Teacher Choice days will be used to provide differentiated opportunities for teachers to increase skills in WICOR strategy implementation (Writing, lnquiry, Collaboration, Organization, Reading), interdisciplinary project based learning, social/emotionalwellness, and assessmenVgrading practices.

School Plan for Student Achievement (SPSA) Page 5 of 52 Branham High School Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA) Monthly professional development time has been set aside for teachers to develop new curriculum, develop a cohesive scope and sequence for each course, as well as ensure vertical alignment within disciplines. Most teachers have a , common prep with other course-alike teachers so that they have an additional opportunity to align their work.

Ongoing instructional assistance and support for teachers (e.9., use of content experts and instructional coaches) (EPC) The district office has provided for teachers on special assignment (TOSA's) to provide specific and targeted EL and new teacher support. For the 2018-19 school year and moving forward into 2019-20, an 0.4 FTE EL TOSA will be assisting with the monitoring, ELPAC testing and reclassification of our English Language Learners, as well as providing instructional support to teachers. BTSA mentors support our first and second year teachers with everything from classroom management and curriculum/instructional support to creating a balanced lifestyle.

Teacher collaboration by grade level (kindergarten through grade eight [K-8]) and department (grades nine through twelve) (EPC) As a result of an 'early release' schedule on Wednesdays, teachers have at least two opportunities each month to meet with course-alike and/or department members. Common prep periods with course-alike colleagues are offered to most academic subject teachers, especially in the 9th and 1Oth grades when consistency is most crucial. Teaching and Learning

Alignment of curriculum, instruction, and materials to content and performance standards (ESEA) Curriculum, instruction, and materials are aligned to content and performance standards. The curriculum being taught in the schools is reviewed by the department chairs at district meetings to ensure that students have access to grade-level standards-aligned materials. The district provides training around the new curriculum to ensure that instruction is on standard. Also, the district provides trainings on Quality Teaching for English Learners (OTEL) strategies supporting grade-level appropriate standard access to English Language Learners across all content areas.

Adherence to recommended instructional minutes for reading/language arts and mathematics (K-8) (EPC) Every student takes at least one English course each year, and ideally one math course each year for four years. [Graduation requirements now require 3 years of math, but we encourage students to take more. Most students are now completing at least four years of math prior to graduation.l

Lesson pacing schedule (K-8) and master schedule flexibility for sufficient numbers of intervention courses (EPC) To the extent possible, all teachers have a common preparation period with their course-alike colleagues. This will be the 3rd year this has been implemented campus-wide, and we are seeing more and more teachers taking advantage of the coordinated time. Many teams meet at least weekly and discuss curriculum, lesson design, activities, and assessments. They are also using the time to discuss new grading practices and work together to continuously improve asneeded. Forthe2019-20schoolyear,Tteachers(threeatthe9thgrade[Ml,LivingEarth,Englishl]andfouratthe 1Oth grade !M2, Chemistry, English 2, Spanish 2) will be working together and sharing a group of about 60 students each in a 'small learning community'format. These programs will be targeting our incoming at-risk in the 9th grade and our lower-to-middle performing students in the 1Oth grade to provide targeted academic and social-emotional interventions and support. A credit-recovery class for students who need to retake courses in English and Social Science willalso be offered and use the online Odysseyware programs.

Availability of standards-based instructional materials appropriate to all student groups (ESEA) Standards-based instructional materials are provided for all student groups.

Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC) Access to standards-aligned core courses is provided for all student groups.

Opportunity and Equal Educational Access

School Plan for Student Achievement (SPSA) Page 6 of 52 Branham High School lar prograllt[at enable u n{gperfgrying students to meet standards (ESEA) Branham offers integrated ELD academic courses in math, science, and social science for our transitioning English Learners into the mainstream, as well as designated ELD and workshop classes for students new to the country or who speak little to no English. ln 2018-19 we piloted a co-teaching model with Special Ed and General Ed teachers in Biology and English, as well as STEM Support classes (Math and Science) to entering freshmen who were identified by their middle schools as underperforming. Moving into 2019-20, some co-teaching will continue for SpEd in science and English. We also have teams of 9th and 1Oth grade teachers who have opted to create small learning communities for our incoming 9th identified at-risk, as well as our current 9th at-risk (moving into 1Oth grade). These students will be matched in supportive SLC classes with other students as a way to incorporate support but also expose them to working with higher perforqrlng students in an emotionall v non-threate llng environment.

Eyide4celba.se{ eQ ucqllg 1a! practi ces tg lqise 91ud e 4! qclr t evtn ent r 90% of English and Social Science teachers have participated in Quality Teaching for English Learners (OTEL) training, and several teachers from other disciplines have participated in an introductory workshop. All current staff had had some training in AVID strategies such as Writing, lnquiry, Collaboration, Organization, Reading (WICOR). Many Branham teachers are also well-versed in instructional methods that address different !qqr4i1g qtyles and learning needs, Parental Engagement

Resources available from family, school, district, and qoq4r.r4ity to assist t4dgqqclleying students_ (EEE4) allocations are provided from the district for credit recovery in English and Social Science. After a trial in 2018- 19 of adding STEM support elective classes to support incoming students in lntegrated Math 1 and 'Living Earth', the teachers made the decision to modify the plan for 2019-20 so that students could still have access to their elective. Rather than having students enroll in a separate STEM support class, the teachers will be teaming together so that all stqdenls can be suppgrted by a cohesive team for Math, living Earth, English, qnd Spanish 1 lnvolvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary schoqls, i4 lhq planning, irlpleq. ntation, and eva uatlon of ConApp plograms (5 Caflfor4iq Cqde of Regulations .3932) Branham's Site Council meets monthly and is comprised of the recommended ratio of principal (1), teacher (4), additional staff (1), parent (3), and student (3). The Site Council oversees the planning, implementation, and evaluation of the annual SPSA as well as the LCFF budget and expenditures.

Funding

Servjqes ploylded by calegoIgq! funds tha! elqble underperfqqmilg qlUdqnts to meet glqn{af{s (ESEA) Services include targeted tutoring support for our underperforming students, Link Crew and Latino Student Union events ithat improve the campus culture and climate. Summer bootcamps for incoming parents as well as family orientations iand information nights provide suggestions for how they can better support thelr student's success.

Fiscal support (EPC) LCFF funds are use to subsidize the cost of a field trip for all 9th grade students to participate in college visits, provide targeted tutoring support for our underperforming students, support Link Crew and Latino Student Union events that improve the campus culture and climate. These are especially targeted at improving attendance and academic performance of our most underperforming students. Money also provides technology such as graphing calculators or chromebooks for check-out. For 2019-20, Branham will have access to additional funds through Donors Choose and in with EOS, with the goal of increasing representation of our underperforming students in Honors and AP

Stakeholder I nvolvement

How, when, and with whom did the school consult as part of the planning process for this SPSA/Annual Review and Update? lnvolvement Process for the SPSA and Annual Review and Update :lnitial goals were drafted by teachers during dedicated time at a staff meeting, then brought to :department chairs and the School Site Council for futher consolidation and revisions. After revisions

School Plan for Student Achievement (SPSA) PageT ol 52 Branham High School went back to staff through the department chairs for final and then were taken back to Site Council for final review and

Resource Inequities

Briefly identify and describe any resource inequities identified as a result of the required needs

identified

School Plan for Student Achievement (SPSA) Page I of 52 Branham High School School and Student Performance Data Student Enrollment Enrollment By Student Group

Student Enrollment by Subgroup Percent of Enrollment Number of Students Student Group 2015-16 2016-17 2017-18 2015-16 2016-17 2017-18

American lndian 0.4o/o 0.4o/o 0.58% 6 7 10

African American 2.60/o 2.60/0 2.27o/o 39 42 39 Asian 12.60/o 14_9% 16.20o/o 190 239 278 Filipino 2.1o/o 2.60/o 2.68% 32 41 46

Hispanic/Latino 27.0o/o 27 .7o/o 28.21o/o 409 444 484

Pacific lslander 0.9% 0.8o/o 0.99% 13 12 17

White 50.7o/o 48.5o/o 47.32% 768 778 812

Multiple/No Response 3.7o/o 0.1o/o 012% 56 1 2 Total Enrollment 1,514 1,605 1716

Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level Number of Students Grade 2015-16 20'16-17 2017-18

Grade 9 446 451 473 Grade 10 400 447 440

Grade 11 356 385 428 Grade 12 312 322 375 Total Enrollment 1,514 1,605 1,716

Gonclusions based on this data

1. Branham's total overall enrollment continues to increase by approximately 100 students per year. (lt was up to over 1800 in 2018-19.) 2. The overall percentage of non-white ethnicities continues to increase while the percent of white. continues to decrease.

School Plan for Student Achievement (SPSA) Page I of 52 Branham High School School and Student Performance Data Student Enrollment English Learner (EL) Enrollment

English Learner (EL) Enrollment Number of Students Percent of Studenb Student Group 2015-16 2016-17 2017-18 2015-{6 2016-17 2017-18

English Learnerc 90 88 115 5.9% 5.5o/o 6.4o/o

Fluent English Proficient (FEP) 316 366 392 20.9o/o 22.8o/o 22.8o/o

Reclassified Fluent English Proficient (RFEP) 12 30 44 12.5% 33.3% 38o/o

Gonclusions based on this data:

1. The overall percentage of English learners continues to increase

2, percentage of FEP students continues to increase.

3. The percent of Reclassified FEP students has fluctuated, but we expect to see a large improvement for 2018-19 and due to the qdd itio4 ol9![e1]!9l! odg fq rqele g q! f yr! g-

School Plan for Student Achievement (SPSA) Page 10 of52 Branham High School School and Student Performance Data CAASPP Results English Language Arts/Literacy (All Students)

Grade 11 337 361 405 324 355 395 316 355 395 96.1 98.3 97.5 AllGrades 337 361 405 324 355 395 316 355 395 96.1 98.3 97.5

Overall Achievement for All Students % Standard % Standard % Standard % Standard Mean Scale Score Grade Exceeded Met Nearlv Met Not Met Level 15-16 16-17 17-18 15-16 16-',|.7 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 11 2672 2680 2683 50 55.49 55.95 34 30.42 29.37 11 8.17 10.13 4 5.92 4.56 AllGrades N/A N/A N/A 50 55.49 55.95 34 30.42 29.37 11 8.17 10.13 4 5.92 4.56

Reading Demonstratinq underctandinq of literarv and non-fictional texts % Above Standard % At or Near Standard % Below Standard Grade Level 15-{6 16-17 17-18 15-16 16-17 17-18 t5-16 16-17 17-18

Grade 11 50 59.15 57.97 43 32j1 35.44 7 8.73 6.58 AllGrades 50 59.15 57.97 43 32.11 35.44 7 8.73 6.58

Writing Producinq clear and ourooseful writinq % Above Standard % At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 '|.6-17 17-18

Grade { 1 61 68.84 67.59 31 24.93 26.58 7 6.23 5.82

AllGrades 61 68.84 67.59 31 24.93 26.58 7 6.23 5.82

Listening Demonstratinq effective communication skills % Above Standard % Ator Near Standard % Below Standard Grade Level 15-16 16-17 17-18 l5-t6 16-17 17-18 15-16 16-17 17-18 Grade 11 35 41.41 44.05 59 54.08 50.89 5 4.51 5.06 AllGrades 35 41.41 44.05 59 54.08 50.89 5 4.51 5.06

Research/lnquiry

I nvestigati n g, analyzi n g, an d presentin g information % Above Standard % At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 11 57 65.35 68.35 38 29.58 25.32 5 5.07 6.33 AllGrades 57 65.35 68.35 38 29.58 25.32 5 5.07 6.33

School Plan for Student Achievement (SPSA) Page 11 of52 Branham High School Conclusions based on this data

1 iOur students continue to do well on the ELA portion of the CMSPP. This is possibly due to the focus on literacy istrategies in all subjects. 2.

School Plan for Student Achievement (SPSA) Page 12 ol 52 Branham High School School and Student Performance Data CAASPP Results Mathematics (All Students)

Overall Participation for All Students # of Students with # of Students Enrolled # of Students Tested % of Students Tested Grade Scores Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 11 337 361 405 324 355 397 317 355 397 96.1 98.3 98 AllGrades 337 361 405 324 355 397 317 355 397 96.1 98.3 98

Overall Achievement for All Students % Standard % Standard % Standard % Standard Mean Scale Score Grade Exceeded Met Nearlv Met Not Met Level 15-16 16-17 17-18 15-16 16-17 17-18 l5-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 11 2632 2615. 2626 29 25.35 25.19 24 21.97 21.66 21 24.51 30.48 25 28.17 22.67 AllGrades N/A N/A N/A 29 25.35 25.19 24 21.97 21.66 21 24.51 30.48 25 28.17 22.67

Goncepts & Procedures Applyinq mathematical concepts and Drocedures % Above Standard olo At or Near Standard % Below Standard Grade Level {5-16 16-17 17-18 15-16 16-17 17-18 15-{6 16-17 17-18

Grade 11 40 32.39 35.01 29 28.45 29.22 31 39.1 5 35.77

AllGrades 40 32.39 35.01 29 28.45 29.22 31 39.1 5 35.77

Problem Solving & Modeling/Data Analysis Usinq appropriate tools and strateqies to solve rcal world and mathematical oroblems % Above Standard olo At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 11 37 32.39 30.48 43 42.82 48.36 20 24.79 21.16 AllGrades 37 32.39 30.48 43 42.82 48.36 20 24.79 21.16

Communicating Reasonin g Demonstratinq abilitv to sunoort mathematical conclusions % Above Standard olo At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 {5-16 16-17 17-18 1 5-16 16-17 17-18 Grade 11 36 30.70 31,49 44 50.70 52.64 20 18.59 15.87 AllGrades 36 30.70 31.49 44 50.70 52.64 20 18.59 15.87

Gonclusions based on this data

1' After an iniiiat orop in the percent of students above and aVnear standard, student scores increased for 2017-18 by ,about 3% overall. 2 A two-year pilot of math textbooks during the 2014-1 5 and 2015-1 6 school years resulted in the students being taught using several different methods that were often disparate. As a result, many had gaps in their learning. Although a new textbook was adopted for 2017-18, !!ese gapg becqme very apparent in the lntegrated Math 3

School Plan for Student Achievement (SPSA) Page 13 of 52 Branham High School themselves as "losf'and "frustrated". Surprisingly, however, sludents did 201 7-1 8 test. 3. lncoming 9th graders who were identified as struggling in math ?nd/or science during middle school were enrolled in an additional STEM support class during the 2018-19 school year to address limitations in academic skills as well as time etc.

School Plan for Student Achievement (SPSA) Page 14 ot 52 Branham High School School and Student Performance Data ELPAC Results

2017-18 Summative Assessment Data Number of Students and Mean Scale Scores for All Students Grade Overall OralLanguage Written Language Number of Level Students Tested Grade 9 1546.2 1550.2 1541.8 19

Grade 10 1576.7 1573.1 1579.7 15

Grade 11 1538.4 1527.8 1548.7 12 Grade 12 1563.7 1567.1 1559.7 27 AllGrades 73

Overall Language Number and Percentaqe of Studenb at Performance Level for All Students Grade Level 4 Level 3 Level 2 Level I Total Number of Level o/o o/o o/o # # # Yo # Students Grade 9 19

Grade 10 15

Grade 11 12 Grade 12 16 59.26 27 AllGrades 19 26.03 33 45.21 14 19.18 73

Oral Language Number and of Students at Each Performance Level for All Students Level Grade 4 Level 3 Level 2 Level 1 Total Number of Level # % # o/o # % # % Students Grade 9 11 57.89 19 Grade 10 15

Grade 1f 12 Grade 12 16 59.26 11 40.74 27 AllGrades 41 56.16 23 31.51 73

Written Language Number and Percentaqe of Students at Performance Level for All Students Grade Level 4 Level 3 Level 2 Level I Total Number of Level o/o o/o ot # # Yo # # to Students Grade 9 19

Grade 10 15

Grade 11 12 Grade 12 14 51.85 27 AllGrades 20 27.40 27 36.99 18 24.66 73

School Plan for Student Achievement (SPSA) Page 15 of52 Branham High School Listening Domain Number and Percentaqe of Students bv Domain Performance Level for All Students Grade Total Number of WellDeveloped SomewhaUModerately Beginning Level Students Grade 9 19

Grade 10 15

Grade 11 12 Grade 12 15 55.56 27 AllGrades 26 35.62 33 45.21 14 19.18 73

Speaking Domain Number and Percentage of Students by Domain Performance Level for All Students Grade Total Number of WellDeveloped SomewhaUModerately Beginning Level Students Grade 9 13 68.42 19

Grade 10 15

Grade 11 12 Grade 12 25 92.59 27 AllGrades 56 76.71 13 17.81 73

Reading Domain Number and Percentaqe of Students bv Domain Performance Level for All Students Grade Total Number of WellDeveloped SomewhaUModerately Beginning Level Students Grade 9 19

Grade 10 15

Grade 11 12 Grade 12 15 55.56 27

AllGrades 11 15.07 30 41.10 32 43.84 73

Writing Domain Number and Percentaqe of Students bv Domain Performance Level for All Students Grade Total Number of WellDeveloped SomewhaUModerately Beginning Level Students Grade 9 12 63.16 19

Grade 10 15

Grade 11 12

Grade 12 21 77.78 27 AllGrades 17 23.29 52 71.23 73

Gonclusions based on this data:

1 ' I l% of students scored in the Level 3 or 4 range on the Overall Language component of the ELPAC

2. 100o/o of students scored in the Level 3 or 4 range on Oral Language, but Written Language showed only 27o/o at Level 3 or 4.

School Plan for Student Achievement (SPSA) Page 16 of 52 Branham High School 3' 100% of students scored in the Well developed or SomewhaUModerately Developed levels in Writing Domain.

School Plan for Student Achievement (SPSA) Page 17 of 52 Branham High School School and Student Performance Data Student Population

This section provides information about the school's student population.

2017 -18 Student Population

Total Socioeconomically English Foster Enrollment Disadvantaged Learnerc Youth

1,716 21.2o/o 6.4o/o 0.2o/o

This is the total number of This is the percent of studenls This is the percent of students This is the percent of students students enrolled. who are eligible for fee or who are learning to communicate whose well-being is the reduced priced meals; or have effectively in English, typically responsibility of a court. parents/guardians who did not requiring instruction in both the receive a high school diploma. English Language and in their academic courses.

2017-18 Enrollment for All Students/Student Group Student Group Total Percentage

English Learnerc 109 6.4o/o

Foster Youth 3 0.2o/o

Homeless 2 0.1o/o

Socioeconomically Disadvantaged 364 21 .2o/o

Students with Disabilities 204 11.9o/o

Enrollment by Race/Ethnicity Student Group Total Percentage

African American 39 2.3o/o American lndian 10 0.6% Asian 278 16.2%

Filipino 46 2.7o/o

Hispanic 484 28.2o/o

Two or More Races 28 1.60/o

Pacific lslander 17 1.Oo/o White 812 47.3%

Conclusions based on this data:

1 lAs overall campus enrollment increases, the percentage of English Learners, Students with Disabilities, and Socio- , Ecolgmiqqlly QjsqQvantagegl glqdents continqeq to i4c1ease.

School Plan for Student Achievement (SPSA) Page 18 of 52 Branham High School School and Student Performance Data Overall Performance

2018 Fall Dashboard Overall Performance for All Students

English 1\Language Arts Graduationft Rate Suspensionr{\ Rate Blue Green Orange

Mathematics/h Green

English Learner Progress /\ No Performance Color

College/Career /:\ Green

Gonclusions based on this data:

1 r Gaps continue to exist between different subgroups on campus. While the overall scores are in the green and blue : ranges for Math, English, College and Career and Graduation Rates, some subgroups remain in the red and orange iranges when considered separately. ln particular, our EL, Students with Disabilities, Latinx, and African American students. 2. r Suspension Rates are higher than we would like. The school is looking at alternatives to suspension, especially for ,more minol offenges like vaping or bei4g under the influence on campus.

School Plan for Student Achievement (SPSA) Page 19 of 52 Branham High School School and Student Performance Data Academic Performance English Language Arts

The performance levels are color-coded and range from lowest-to-highest performance in the following order:

Lowest {\ /T\ Highest Performance 'trfl\ fh Performance *"0 orange yellow Green Blue

This section provides number of student groups in each color. 2018 Fall Dashboard English Language Arts Equity Report

Red Orange Green Blue

0 0 1 3 1

This section provides a view of Student Assessment Results and other aspects of this school's performance, specifically how well students are meeting grade-level standards on the English Language Arts assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3-8 and grade 11.

2018 Fall Dashboard Lan Arts Performance for All Students/Student G

AllStudents Enqlish Learnels Foster Youth r'\ /l Blue No Performance Color No Performance Golor

103 points above standard 0 points below standard 0 Students

Maintained 2.7 points lncreased 14 points

387 students 34 students

Homeless Socioeconomically Disadvantaqed Students with Disabilities /-\ r\ /T\ No Performance Color Green Yellow

Less than 1 1 Students - Data Not 61 .1 points above standard 1.1 points below standard Displayed for Privacy lncreased 14.6 points lncreased 20.1 points 1 students

74 students 38 students

School Plan for Student Achievement (SPSA) Page 20 ol 52 Branham High School 2018 Fall Dashboard En ish Arts Performance by Race/Ethnicity

African American American lndian Asian Filipino r\ r\ /A f\ No Performance Color No Performance Color Green No Performance Color

Less than 11 Students - Data Less than '1 1 Students - Data 140.8 points above standard Less than 11 Students - Data Not Displayed for Privacy Not Displayed for Privacy Not Displayed for Privacy Declined -13.7 points 8 students 3 students 7 students

50 students

Hispanic Two or More Races Pacific lslander White {-A f_} /1 ti-/\ Green No Performance Color No Performance Color Blue

58 points above standard Less than 1 1 Students - Data Less than 1 1 Students - Data 't 19.4 points above standard Not Displayed for Privacy Not Displayed for Privacy lncreased 3 points lncreased 5 points 7 students 3 students

94 students 215 students

Current English Learner Reclassified En glish Learners English Only

Less than 1 1 Students - Data Not 3 points above standard 1 10.1 points above standard Displayed for Privacy Declined -7.6 points lncreased 5.6 points 10 students

24 students 288 students

Conclusions based on this data: 1. All subgroups increased their ELA performance scores over 2016-17 with the exception of Reclassified English Learners, who declined by 7.6 points. 2. Al subgroups scored the state standard for ELA. "Oou" 3. Only one subgroup, Students with Disabilities, scored in the yellow or below range for ELA. All other groups scored in green or blue.

School Plan for Student Achievement (SPSA) Page21 of52 Branham High School School and Student Performance Data Academic Performance Mathematics

The performance levels are color-coded and range from lowest-to-highest performance in the following order: Lowest Performance t{\ ff\ /T\ /v, r\ Highest Performance *"0 Orange Yellow Green Blue

This section provides number of student groups in each color 2018 Fall Dashboard Mathematics Equity Report

Red Orange Green Blue 0 0 2 3 0

This section provides a view of Student Assessment Results and other aspects of this school's performance, specifically how well students are meeting grade-level standards on the Mathematics assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3-8 and grade 11.

201 8 Fall Dash board Mathematics Performance for All Students/Student Group

AllStudenb Enqlish Learners Foster Youth rA /\ /\ Green No Performance Color No Performance Color 0.2 points below standard 94.9 points below standard 0 Students lncreased 9.4 points lncreased

rl ? rt nninlc 389 students 34 students

Homeless Socioeconomicallv Disadvantaqed Students with Disabilities /'\ /1\ /T\ No Performance Color Green Yellow

Less than 1 1 Students - Data Not 50.5 points below standard 91.7 points below standard Displayed for Privacy lncreased lncreased 1 students ?O'i nninlc AA ? nninle 74 students 38 students

School Plan for Student Achievement (SPSA) Page 22 ol 52 Branham High School 201 8 Fall Dashboard Mathematics Performance Race/Ethn

African American American lndian Asian Filipino /\ /\ /A /_: No Performance Color No Performance Color Green No Performance Color

Less than 11 Students - Data Less than 11 Students - Data 86.3 points above standard Less than 1 1 Students - Data Not Displayed for Privacy Not Displayed for Privacy Not Displayed for Privacy Declined -1 1.1 points 8 students 3 students 7 students 50 students

Hispanic Two or More Races Pacific lslander White /T\ r\ /3 /h Yellow No Performance Color No Performance Color Green

62.2 points below standard Less than 11 Students - Data Less than 11 Students - Data 15.8 points above standard Not Displayed for Privacy Not Displayed for Privacy lncreased lncreased 5.6 points 7 students 3 students ,)4 / nnin{c 94 students 217 students

This section provides a view of Student Assessment Results and other aspects of this school's performance, specifically how well students are meeting grade-level standards on the Mathematics assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3-8 and grade 1 1. 2018 Fall Dashboard Mathematics Data Gomparisons for English Learners

Current English Learner Reclassifi ed En glish Learners English Only

Less than 1 1 Students - Data Not 97.5 points below standard 3 points above standard Displayed for Privacy Maintained -2.1 points lncreased 12 points

1 0 students

24 students 290 students

Gonclusions based on this data:

1. Althougn still for the most part below the state standard, all subgroups increased their math performance scores over ',2016-17 with the exception of Reclassified English Learners, who declined by 2.1 points. This is of particular interest given that due to the transition to Common Core, most 11th graders had not received a solid math foundation during the 9th and 1Oth grades.

School Plan for Student Achievement (SPSA) Page 23 of 52 Branham High School School and Student Performance Data Academic Performance English Learner Progress

This section provides a view of the percent of students performing at each level on the new English Language Proficiency Assessments for California (ELPAC) assessment. With the transition ELPAC, the 2018 Dashboard is unable to report a performance level (color) for this measure. 2018 Fall Dashboard English Language Proficiency Assessments for California Results

Number of Level 4 Level 3 Level 2 Level 1 Students Well Moderately Somewhat Beginning Developed Develooed Develooed Staqe 73 260/0 45.2% 19.2% 9.6%

Conclusions based on this data:

19.2o/o scored at the Somewhat Developed level.

o 6% scored at the Beginning level

School Plan for Student Achievement (SPSA) Page 24 oI 52 Branham High School School and Student Performance Data Academic Performance College/Career

The performance levels are color-coded and range from loweslto-highest performance in the following order: Lowest dl A\ /r\ / A /.5 Highest Performance Performance '*"0 Orange Yellow Green Blue

This section provides number of student groups in each color

2018 Fall Dashboard Gollege/Career Eq Re

Red .:i...' Green Blue

0 1 0 4 0

This section provides information on the percentage of high school graduates who are placed in the "prepared" level on the College/Career lndicator.

2018 Fall Dashboard College/Career for All Students/Student Grou p

AllStudents English Learners Foster Youth fh r\ r.. \ Green No Performance Color No Performance Color

64.1Yo prepared 5.9% prepared Less than 1 1 Students - Data Not Displayed for Privacy lncreased 2% Declined -2.8% 2 students 370 students 34 students

Homeless Socioeconomicallv Disadvantaoed Students with Disabilities /1 /tr A\ No Performance Color Green Orange

0 Students 40.2o/o prcpared 10.9% prepared

lncreased 3.4% Maintained -0.7%

97 students 55 students

School Plan for Student Achievement (SPSA) Page 25 ol 52 Branham High School 2018 Fall Dashboard Gollege/Garcer

African American American lndian Asian Filipino r\ {\ /\ f_3 No Performance Color No Performance Color Green No Performance Color

Less than 11 Students - Data Less than 11 Students - Data 89.7% prepared Less than '1 1 Students - Data Not Displayed for Privacy Not Displayed for Privacy Not Displayed for Privacy Declined -3.8% 10 students 1 students 8 students

58 students

Hispanic Two or More Races Pacific lslander White /\ /: /\ r'\ Green No Performance Color No Performance Color Green

44.7oh prepared Less than 11 Students - Data Less than 11 Students - Data 69.8% prepared Not Displayed for Privacy Not Displayed for Privacy lncreased 8.6% lncreased 4.6% 3 students 4 students

1 14 students 172 students

This section provides a view of the percent of students per year that qualify as Not Prepared, Approaching Prepared, and Prepared.

2018 Fall Dashboard Cotlege/Career 3-Year Performance

Glass of 2016 Class of 2017 Class of 2018 57o/o Prepared 62 Prepared 64.1 Prepared

212% Approaching Prepared 1 5.8 Approachinq Prepared 1 8. 1 Aoproachinq Preoared 21.8% Not Prepared 22.2 Not Prepared 17.8 Not Prcpared

Conclusions based on this data

1' Tne percentage of students achieveing the state requirements for being College and Career Prepared has risen : steadily over the past few years to 640/o for the class of 2018. 2 Most subgroups improved or maintained, with the exception of Students with Disabilities. Only 10.9% of these students were considered College and Career Prepared. lmproving this number is one of our district goals for the 2019-20 school year, and a specific site goal for Branham given that we have such a large percentage of SWD on our campus.

School Plan for Student Achievement (SPSA) Page 26 of 52 Branham High School School and Student Performance Data Academic Engagement Chronic Absenteeism

The performance levels are color-coded and range from lowest-to-highest performance in the following order:

Lowest Highest Performance Red Orange yellow Green Blue Performance

This section provides number of student groups in each color.

2018 Fall Dashboard Ghronic Absenteeism Re

Red Orangs Green Blue

This section provides information about the percentage of students in kindergarten through grade 8 who are absent 10 percent or more of the instructional days they were enrolled. 2018 Fall Dashboard chronic Absenteeism for All students/student Group

AllStudents En Learners Foster Youth

Homeless Socioeconomicallv Disadvantaqed Students with Disabilities

2018 Fall Dashboard Ghronic Absenteeism by Race/Ethn

African American American lndian Asian Filipino

Hispanic Two or More Races Pacific lslander White

Gonclusions based on this data:

1' No state data available as of yet, but from a site perspective, we are attempting various programs to try to improve attendance for our most at-risk students.

School Plan for Student Achievement (SPSA) Page27 ol52 Branham High School School and Student Performance Data Academic Engagement Graduation Rate

The performance levels are color-coded and range from lowest-to-highest performance in the following order: Lowest C\ t(\ /T\ rA /n Highest Performance Performance ' *"0 orange yeilow Green Blue

This section provides number of student groups in each color. 20,l8 Fall Dashboard Graduation Rate Report

Red Orange Yellow Green Blue

0 2 0 2 1

This section provides information about students completing high school, which includes students who receive a standard high school diploma or complete their graduation requirements at an alternative school. 2018 Fall Dashboard Graduation Rate for All Students/Student Group AllStudentsn Enqlish Learnerc Foster Youth Green No Performance Color No Performance Color

93.5% graduated 64.7olo graduated Less than 1 1 Students - Data Not Displayed for Privacy Maintained +0.5% Declined -179% 2 students

370 students 34 students

Homeless Socioeconomically Disadvantaged Students with Disabilities n /t\ ffl No Performance Color Orange Orange

0 Students 85.6% graduated 69.1% graduated

Declined -5.2% Declined -5.3%

97 students 55 students

School Plan for Student Achievement (SPSA) Page 28 ol 52 Branham High School 2018 Fall Dashboard Graduation Rate by Race/Ethnicity

African American American lndian Asian Filipino /\ r\ /\ r\ No Performance Golor No Performance Color Blue No Performance Color

Less than 11 Students - Data Less than 11 Students - Data 96.6% graduated Less than 11 Students - Data Not Displayed for Privacy Not Displayed for Privacy Not Displayed for Privacy Declined -3.4%

1 0 students 1 students 8 students

58 students

Hispanic Two or More Races Pacific lslander White /*A /3 /\ /*\ Green No Performance Color No Performance Color Green

91.2% graduated Less than 1 1 Students - Data Less than 1 1 Students - Data 93% graduated Not Displayed for Privacy Not Displayed for Privacy Maintained +0.9% Maintained +0.5% 3 students 4 students

1 14 students 1 72 students

This section provides a view of the percentage of students who received a high school diploma within four years of entering ninth grade or complete their graduation requirements at an alternative school. 2018 Fall Dashboard Graduation Rate by Year

2017 2018 93% oraduated 93.5% qraduated

Conclusions based on this data:

1. Graduation rates for our SWD and Socio-economically Disadvantaged students declined for 2017-18. Some of the , reason for this is the increase in graduates who are on our Certificate track (vs. Diploma), so if they advance to our Adult transition program, they do not officially graduate. 2. Some additional reasons for lower than standard gr"O""tio" ,ates are difficulty tracking students who move out of the counlry with out going through the official withdrawal process.

School Plan for Student Achievement (SPSA) Page 29 of 52 Branham High School School and Student Performance Data Conditions & Climate Suspension Rate

The performance levels are color-coded and range from lowest-to-highest performance in the following order:

Lowest d\ /q.\ /T\ Highest Performance fh f\ Performance Red orange Yellow Green Blue

This section provides number of student groups in each color. 2018 Fall Dashboard on Rate Equity Report

Red Green Blue

1 4 1 2 1

This section provides information about the percentage of students in kindergarten through grade 12 who have been suspended at least once in a given school year. Students who are suspended multiple times are only counted once. 2018 Fall Dashboard Suspension Rate for All Students/Student Grou p

AllStudents English Learners Foster Youth A\ fr-\ r\ Orange Orange No Performance Golor

2.9% suspended at least once 6% suspended at least once Less than 'l 1 Students - Data Not 4 students lncreased 0.4% lncreased 2.1%

1 774 students 1 17 students

Homeless Socioeconomical lv Disadvantaqed Students with Disabilities {-\ /\ A\ No Performance Color Green Orange

Less than 11 Students - Data Not 5.2% suspended at least once 8.67o suspended at least once 2 students Declined -0.7% lncreased 0.9% 424 students 220 students

School Plan for Student Achievement (SPSA) Page 30 of 52 Branham High School 2018 Fall Dashboard Suspension Rate Race/Eth

African American American lndian Asian Filipino /i\ /j\ /\ /t\ Yellow No Performance Color Blue Orange

7.7% suspended at least Less than 11 Students - Data 0.4% suspended at least 4.3% suspended at least once '10 students once once Declined 4.2% Maintained -0.'l% lncreased 4.3% 39 students 284 students 46 students

Hispanic Two or More Races Pacific lslander White fh d-\ /\ n\ Green Red No Performance Color Orange

3.7% suspended at least 16.1% suspended at least 0% suspended at least once 2.5% suspended at least once once once

Declined -0.3% lncreased 16.1% Maintained 07o lncreased 0.5% 510 students 31 students 17 students 837 students

This section provides a view of the percentage of students who were suspended. 2018 Fall Dashboard Suspension Rate by Year

2016 2017 2018 3.4% suspended at least once 2.5% suspended at least once 2.9% suspended at least once

Conclusions based on this data

1 . , After an initial decline in suspensions between the 2016 and 2017 school years, 2018 saw a slight uptick from 2.5% ,to 2.9o/o. Branham is working toward a variety of afternate interventions to suspension including PBIS.

School Plan for Student Achievement (SPSA) Page 31 of52 Branham High School Goals, Strategies, & Proposed Expenditures

Goal 1 Equity & Opportunity - Achieve High lmpact Teaching & Learning through Student-Centered lnstruction, Student Engagement & Scaffolded, Rigorous Content A. lncrease Low lncome [Ll], Special Needs (SpEd), English Learner [EL] and Latinx Passing Rates (increase credits earned 55+ 5y the end of grade 9 to above 90%) B. lncrease the English Learner reclassification rate to at or above the Santa Clara County average of 13.2o/o (2017-18) and continue to support new RFEP students for at least 2 years 12017-18 BHS baseline = 9.1o/ol C. Effectively serve the needs of our changing demographics (both in student and teacher populations). D. lncrease opportunities for teacher-led professional development in order to build instructional leadership capacity. ldentified Need We continue to see a large disproportionality between the academic achievement of different subgroups on campus. Up until about 5 years ago, the Branham community was largely a middle- income, blue-collar area regardless of ethnic background. With the increase in housing prices and student enrollment, our population has shifted to a mixture of mostly upper- and lower-income students. Each group requires different types of focus and support to help them achieve our goal of college and career preparation and readiness. Annual Measurable Outcomes Metric/lndicator Baseline/Actual Outcome Expected Outcome A; Review of failure rates by lnitial 6 week grades from the Students who are identified as subgroups every six weeks. Fall semester will determine failing one or more classes will the baseline for the remainder be targeted for interventions of the school year. including targeted Tutorials and homework help, peer tutoring, referralfor mental health or social services, regular check- ins with an administrator, etc.

B: Review of RFEP data 12017-18 BHS baseline = Goal is to increase the English 9.1o/ol Learner reclassification rate to at or above the Santa Clara County average ol 13.2o/o (2017-18) and continue to support new RFEP students for at least 2 years.

School Plan for Student Achievement (SPSA) P.age32ot 52 Branham High School Metric/lndicator Baseline/Actual Outcome Expected Outcome C, D: The professional See PD calendar lor 2019-20 development calendar reflects a focus on Parts C and D above. C, D: During Learning Walks, Baseline will be determined lncrease in the use and observe and document the use after the first implemented frequency of WICOR strategies and frequency of WICOR and Learning Walks. and grade level standards- other strategies that effectively based instruction. support the learning needs of students. C, D: Degrees of required 2018-19 data regarding With the implementation on a social-emotional support and number of students served by site-based social worker interventions (Healthy Kids CASSY and Uplift counselor; (approved by the Board in May, survey, referrals to/meetings 2018 Healthy Kids survey data 2019), we expect to see an at with counselors for mental minimum 10% increase in health purposes) students and families served.

Complete a copy of the Strategy/Activity table for each of the school's strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

Strategy/Activity 1 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity l. Monitor the progress of under-performing Low Income [Ll], Special Needs (SpEd), English Learner [EL] and Latinx students. . CUHSD will provide reports on student grades, enrollment and demographics. . Departments and/or course-alike teams will conduct a subgroup grade mark analysis at the end of each grading period. . Administrative team will analyze CAASPP results by subgroup; share with staff.

Amount(s) Source(s)

Strategy/Activity 2 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) Under-performing Students (specific)

School Plan for Student Achievement (SPSA) Page 33 of 52 Branham High School Strategy/Activity ll. lncrease the timeliness of intervention for under-performing students in multiple classes or when there is a sudden change in behavior/motivation. . Teachers will improve the timeliness of communication when they notice social-emotional distress or low performance, even along with attempts at individual intervention. Expectations are that contact will be made within 48 hours. . After each grading period, administration will run a list of students with multiple F's and follow up with students. . Counselors will facilitate SST's for under-performing students.

Amount(s) Source(s)

Strategy/Activity 3 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) U nder-perform ing Students (subgroups)

Strategy/Activity lll. Provide Professional Development related to successful strategies for under-performing subgroups (e.9. Low lncome [Ll], Special Needs (SpEd), English Learner [EL], Latinx, 504, lEP, low motivation, high anxiety, and other special needs students). . Administration, Department Chairs, EL TOSA and AVID Coordinator will increase staff professional development on strategies to address student learning needs (Ex/ the use of quality interactions, WICOR, IEP and 504 accommodation support, social-emotional health/anxiety support) . Administration will ensure that all teachers have the required training and/or expertise to specifically address the needs of their students with lEPs and 504s, as well as short- and long-term English Learners. . Administration, Department Chairs, EL TOSA and AVID Coordinator will increase staff professional development in the areas of racial bias and socialjustice.

Amount(s) Source(s) 2500 LCFF 5800: Professional/Consulting Services And Operating Expenditures Consultant expenses (Strategies for supporting student mental health, behavior interventions,

School Plan for Student Achievement (SPSA) Page 34 ol 52 Branham High School etc). (Additional expenditures included in part V below. Strategy/Activity 4 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity lV. lncrease the cultural diversity of course materials, especially in the humanities classes. . All departments will explore and use more culturally diverse teaching materials in their courses. . Administration, through professional development offerings and the master schedule will create opportunities for teachers to share ideas and materials

Amount(s) Source(s) 1000 LCFF - Supplemental 4000-4999: Books And Supplies Dependent on the materials. Strategy/Activity 5 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity V. Administration and School Site Councilwill ensure that budget is set aside for teachers and other student-support staff to attend relevant training.

Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s) 3000 LCFF 5OOO-5999. Services And Other Operating Expenditures Reg istration fees for professional development workshops related to supporting unduplicated students 2160 LCFF 1 000-1 999: Certificated Personnel Salaries

School Plan for Student Achievement (SPSA) Page 35 of 52 Branham High School Substitute costs for teachers to attend

profess io n a I deve lopme nt worksh ops/tra i n i n g that occu during the workday. 12000 General Fund 1 000-1 999: Certificated Personnel Salaries Summer Collaboration between teacher teams and course-alikes to strengthen/align curriculum, assessments, and instruction

Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal.

School Plan for Student Achievement (SPSA) Page 36 of 52 Branham High School Goals, Strategies, & Proposed Expenditures

Complete a copy of the following table for each of the school's goals. Duplicate the table as needed. LEA/LCAP Goal Goal 2: Systemic, rigorous expectations with supports to help all students succeed: CUHSD will hold a high level of expectations for college and career readiness for all students, and provide appropriate supports and interventions to help all students prepare for post-secondary opportunities. Goal 2 Excellence & Opportunity - lncrease College and Career Readiness for All Students through 21st Century Competencies ldentified Need Review Annually: . A-G completion rates annually. [Course grades are reviewed every 6 weeks. Students not earning C's or better are targeted for additional interventions. (See Goal#1)l . EAP data by subgroup. . Cohort graduation data . AP test and participation rates by subgroups. . Number/percent of students taking AP/Honors courses, 4 years of math, 3-4 years of science, 3-4 years of LOTE, dual enrollment courses, multi-year [CTE] programs. . Effectiveness of support classes/programs to determine whether they are benefiting the desired cohort.

Annual Measurable Outcomes Metric/lndicator Baseline/Actual Outcome Expected Outcome A. lncrease UC/CSU A-G 57o/o for 2017-18 63% for 2018-19, 667o for Completion Rates 2019-20 B. lncrease in the EAP "Ready 48% (math) and 58% (ELA) for 50% (math) and 60% (ELA) for for College" 2017-18 2018-19, 53% (math), 63% (ELA) for 2019-20 C. lncrease o/o of graduates 83% for 2017-18 85% for 2018-19, 87o/o for entering post-secondary 2019-20 education D. lncrease o/o of graduates $235,000 for c/o 2017 (no $900,000 for clo 2019

earning scholarships and/or Col lege/Career Advisor) ; financial aid to offset the costs $800,000+ clo 2018 of post-secondary education [indirect way to increase the number of students choosing collegel E. lncrease participation in According to EOS data as of rigorous course content in 511119, there are 449 students multiple pathways in all enrolled in AP for the 2019-20 demographic subgroups by 3% school year. Of those, 118

School Plan for Student Achievement (SPSA) Page 37 of 52 Branham High School Metric/lndicator Baseline/Actual Outcome Expected Outcome (26.3%) are identified as [unduplicated] low income and/or students of color. (A/A = 7, Latinx = 86, White/Asian = 21, Other = 4) This is 66 fewer students than would be needed in order to remove disparity.

Complete a copy of the Strategy/Activity table for each of the school's strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

Strategy/Activity 1 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity Applicable to A-E

l. Campus-wide focus on college and career readiness for all students. . Counselors will ensure that all staff understand the requirements for UC/CSU admission and how students can remediate and/or validate classes to remain eligible for college; communicate similarly with parents and students . Administration and staff will support a college-going culture through posters/visuals in classrooms and throughout the campus. . Advisory Leads will develop curriculum for Advisory (or to be provided through other means) that will support a college and career-readiness focus. . Freshmen teachers will continue the gth grade college field trips. . Administration and Site Council will continue support of the LSU Latinx Summit and participation in other local opportunities . AVID teachers will continue the AVID College Field Trip . Teachers will keep curricular expectations sutficiently high so as to encourage students who are accepting of 'average' to instead excel/enhance certain skills.

Amount(s) Source(s)

1 500 LCFF - Supplemental 5000-5999: Services And Other Operating Expenditures 9th Grade College Trips (portion of expense for EL, low income, foster) 2000 LCFF - Supplemental

School Plan for Student Achievement (SPSA) Page 38 of 52 Branham High School 5000-5999: Services And Other Operating Expenditures Latinx Summit (portion of expense for EL, low income, foster) 2500 LCFF - Supplemental 5000-5999: Services And Other Operating Expenditures AVID College Trips (portion of expense for EL, low income, foster) 2000 General Fund 1 000-1 999: Certificated Personnel Salaries Payment for Advisory Leads to develop meaningful curriculum Strategy/Activity 2 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) ldentified At-risk and Under-performing 9th and 1Oth Graders

Strategy/Activity ll. lmplement strategies to provide targeted remediation for students needing additional academic support. . 9th and 1Oth grade teacher teams (comprised of English, Math, Living Earth, Spanish, Social Science (10th)) will share students within a Small Learning Community-type (SLC) environment to provide targeted academic, social emotional, and behavior support. . Designated teachers will continue the 'At-Promise'Advisory for students who need additional support for academic success . Administration and Department Chairs will encourage teachers to use more frequent in- class formative assessments to determine need for immediate remediation or recommendation to tutoring. . To the extent possible, a monthly Saturday Tutorial program will continue for 9th/1Oth science and math.

Amount(s) Source(s) 1000 LCFF - Supplemental 4000-4999: Books And Supplies Student Planners and additional supplies to encourage study skills, organization and time management 1000 LCFF - Supplemental 1 000-1 999: Certificated Personnel Salaries Summer work for At-promise Advisory teachers

School Plan for Student Achievement (SPSA) Page 39 of 52 Branham High School 1000 LCFF 1 000-1 999: Certificated Personnel Salaries Portion of the overall total for summer work for SLC team teachers to meet, plan lessons, discuss strategies to support low performing students 3000 LCFF 1 000-1 999: Certificated Personnel Salaries Portion of the cost for monthly Saturday Tutorial (10 days (1 per month) at $1200 per day - $12,000. Approx 114 of the students are classified as unduplicated EL, low income, foster) 9000 General Fund 1 000-1 999: Certificated Personnel Salaries Remaining portion of the cost for monthly Saturday Tutorial (see above) Strategy/Activity 3 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity lll. lncrease opportunities for focused career exploration through College and Career Center, Advisory, CTE pathway courses, field trips, etc . CTE Teachers and College/Career Advisor will explore job-shadowing opportunities for students. . College/Career Advisor will continue to schedule SVCTE presentations for both students, staff, and parents. . Administration and teachers will continue to explore additional on-site CTE pathways (in addition to PLTW and Culinary Arts) that are accessible to all (incl. pathways for students who struggle with the current traditional pathways)

Amount(s) Source(s) 540 LCFF - Supplemental 1 000-1 999: Certificated Personnel Salaries Substitute coverage for teacher to accompany students on job shadowing or CTE-related visits (portion of expense for EL, low income, foster) Strategy/Activity 4 Students to be Served by this Strategy/Activity

School Plan for Student Achievement (SPSA) Page 40 of 52 Branham High School (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity lV. Continue to provide opportunities for students to gain college course experience as well as academic enrichment for college preparedness . Counselors will continue coordination with the local community colleges to offer dual enrollment classes on our campus . Administrators and all school staff will encourage more under-represented students to take AP courses and provide additional support as needed via summer bootcamps, Saturday Tutorials, etc. . Provide support for under-represented students with SAT and ACT testing in the form of materials, test funding, and test preparation.

Amount(s) Source(s) 2000 LCFF - Supplemental 4000-4999: Books And Supplies Scholarships for AP tests (portion of expense for EL, low income, foster) 1000 LCFF - Supplemental 4000-4999: Books And Supplies Scholarships for SAT/ACT tests (portion of expense for EL, low income, foster) Strategy/Activity 5 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity V. lncrease academic recognition events (ex/ Student of the Month, etc)

Amount(s) Source(s) 800 LCFF 4000-4999: Books And Supplies Approximate cost will be $400 per month for 8 months = $3200 (25o/o portion of expense for EL, low income, foster)

School Plan for Student Achievement (SPSA) Page 41 ot 52 Branham High School 2400 General Fund 4000-4999: Books And Supplies Remaining 75% cost of recognition events (see above)

Annual Review SPSA Year Reviewed: 2018-19 Respond to the following prompts relative to this goal. lf the school is in the first year of implementing the goal, an analysis is not required and this section may be deleted. ANALYSIS Describe the overall implementation of the strategies/activities and the overall effectiveness of the strategies/activities to achieve the articulated goal. During the 2018-19 schoolyear a math and science teacher piloted an academic'precovery' elective program for incoming students who had been identified as at-risk in math and/or science in middle school. After a year of implementation, the teachers are seeing success in approximately 213 of their students, isofar as the students are earning passing grades in their gth grade math and Living Earth classes. A major complaint of the students, however, is that they were missing out on other electives and potentially being 'forced' into taking an additional class in a later year. After much discussion among themselves and other teachers, the decision was made to create small learning community-type teams that also includes an English, Spanish, and Social Science teacher Current 9th graders will be assigned to these teachers for the 1Oth grade as a way to continue support. lncoming at-risk 9th graders will also be assigned to teacher teams as a way to provide interventions and support in lieu of a separate class.

Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal.

School Plan for Student Achievement (SPSA) Page 42 of 52 Branham High School Goals, Strategies, & Proposed Expenditures

Goal 3 lncrease Staff, Student, & Community Engagement & Positive School Cultures ldentified Need . lmpact of the new mission, vision, and SLOs . Staff and parent surveys . Staff, student and parent participation at events and on site/district committees . Analysis of tardy and truancy data and social probation numbers . Analysis of suspension and expulsion data

Annual Measurable Outcomes Metric/lndicator Baseline/Actual Outcome Expected Outcome A. lncrease the level of (Baseline data will be collected With professional development student-centered instructional during the first Learning Walks focused on grade-level, practices and student in Fall, 2018.) standards-based instruction as engagement during class well as student-centered observations instructional practices and student engagement, we expect to see an increase over the initial baseline by the end of the 2019-20 school year. B. lncrease students' level of (Measurable baseline will be 10% improvement for the satisfaction with college, career determined by the College 2019-20 school year and socioemotional Career Advisor from Senior counseling and mentoring by Survey given in May 2019.) 10% over the Baseline survey data C. lncrease overall parent and (Measurable baseline will be 10% increase for the 2019-20 student attendance and determined from S-Star data at school year participation in school the end ofthe 2018-19 school programs and extracurricular year.) support activities by 10o/o D. lncrease Latinx and EL [Measurable baseline on ELAC Number for 2019-20 will show parent and student attendance participation and translation a percent increase over 2017- and participation in school services utilized will be 18

School Plan for Student Achievement (SPSA) Page 43 of 52 Branham High School Metric/lndicator Baseline/Actual Outcome Expected Outcome programs and extracurricular collected at the end of the support activities as well as on 2018-19 school year.) site and district committees (percentages will be representative of the percentages of the school) E. lncrease the level of staff [Measurable baseline will be Number for 2019-20 will show involvement and participation determined from Activities a percent increase over 2017- on site committees and at Director at end of 2018-19 18 school events school yearl

F. Decrease Tardy and 2017-18 data indicate that 30% No more than 2oo/o of students Truancy Rates by 10o/o of students were eligible to be will be eligible to be placed on placed on social probation social probation during 2018- during at least one 6-week 19 period G. lntegrate and embed the WICOR strategies were a SLOs will be updated to SLOs into the educational focus of the Wednesday PD incorporate the WICOR experience of Branham HS during 2018-19 strategies through the teaching of common core standards and the use of WICOR strategies. H. Maintain a Suspension rate For 2017-18 the suspension Data for 2019-20 will show a under 3% with no percentages rate for African suspension rate under 3% with d isproportionality among American students was 5.9% no disproportionality among representative subgroups. (compared to 2.2o/o of representative subgroups. enrollment), Latinx was 37.3% (compared to 28.7o/o of enrollment), Two-or-more races was 7.8% (compared to 1.60/o of enrollment); Overall suspension rate for the school was 2.8o/o

Complete a copy of the Strategy/Activity table for each of the school's strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

Strategy/Activity 1 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity A. lncrease the percentage of class time spent on student-centered learning activities. . Site Professional Development centered around instructional best practices (AVlD, WICOR strategies and SLO implementation)

School Plan for Student Achievement (SPSA) Page 44 ol 52 Branham High School . At minimum bi-monthly scheduled 'instructional rounds' per department

Amount(s) Source(s) 900 LCFF - Supplemental 1 000-1 999: Certificated Personnel Salaries Costs for occasional substitutes to cover for teachers participating in instructional rounds (most can be scheduled during common prep periods)(portion of expense for EL, low income, foster) Strategy/Activity 2 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity B. Provide a survey to students to gage interest, knowledge of resources and personal value of college, career and socioemotional counseling and mentoring

Amount(s) Source(s)

Strategy/Activity 3 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity C, D. lncrease overall student & parent participation in campus events and on site/district committees, especially from under-represented subgroups. . Continue implementing World Language Culture Night . Continue the incoming 9th 'Parent Bootcamp' during summer to introduce parents to Branham, with a target of 90% of parents attending, and representative of the incoming 9th student body. . Continue to otfer Parent Workshops and College lnfo Nights with Spanish translation. . Personally invite Latinx parents to the full variety of school activities. . Continue to translate communication into Spanish and other languages as needed (includ ing campus advertisements).

School Plan for Student Achievement (SPSA) Page 45 of 52 Branham High School . Continue offering as 'major' assignments the duty of providing Spanish translation for written communication and at evening informational and ELAC parent meetingsl. . Create a list of available support for families who need financial assistance (ex/ chromebooks, SAT/ACT/AP testing fees, bus passes, school activities, college application fees, etc). . Send an SAT/ACT schedule and sign up deadlines as well as a registration form to families so that all have access to the information. . Alter meeting times to accommodate parenUguardian schedules. . Advertise as "family-friendly" (provide child supervision services). Data on specific need to be collected . Use a variety of modes of communication in addition to email, and include additional reminders. . lncrease advertising and communication regarding the benefit of free-reduced lunch applications. . lnvestigate providing transportation for students/parents to/from Branham to alternate sites for informational events such as College Fair, etc.

Amount(s) Source(s) 500 LCFF 4000-4999: Books And Supplies Portion of expenses for Summer Bootcamp, Fall Parent Orientations, and Parent Information Nights 540 LCFF 1 000-1 999: Certificated Personnel Salaries Substitute costs and professional development to increase effectiveness with our underrepresented populations (portion of expense for EL, low income, foster) 500 LCFF 5000-5999: Services And Other Operating Expenditures Expenses for ELAC and parent workshops 400 LCFF 2000-2999: Classified Personnel Salaries Hourly pay for our Spanish translator to assist with contact and meetings with parents Strategy/Activity 4 Students to be Served by this Strategy/Activity (ldentify either AII Students or one or more specific student groups) AllStudents

School Plan for Student Achievement (SPSA) Page 46 of 52 Branham High School Strategy/Activity E. Enhance staff culture . For new teachers and staff: . - Establish monthly brown-bag lunches, veteran staff buddies, and a list of key topics linked to school culture . lncrease opportunities for whole-staff community-building during staff meetings as well as during lunch periods and outside of school time.

Amount(s) Source(s) 1000 General Fund 4000-4999: Books And Supplies Materials for staff community building and new teacher support Strategy/Activity 5 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity G. Design, communicate, implement and monitor a program to reduce student tardies and truancies.

. With student input, develop a plan to improve student attendance

Amount(s) Source(s)

Strategy/Activity 6 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity H. Communicate, implement and monitor a Progressive Discipline model including student social- emotional

supports to decrease suspension and expulsion numbers

School Plan for Student Achievement (SPSA) Page 47 ot 52 Branham High School . Create a strict and detailed system of common behavioral expectations for all gth and lOth graders to set a precedence for all students. . Timely intervention for students who are academically unsuccessful in multiple courses

(See Goal#2)

a Explore new venues to increase student safety on campus, such as regular monitoring by a Campus Supervisor

Amount(s) Source(s)

Despite the efforts of our counselor to increase our ELAC attendance, and although the number has increased slightly to 6-8 regular attendees, the number of participants remains relatively small compared to the overall number of students/families identified as EL. We will continue to attempt different outreach methods and ways to get our EL parents more involved in the school.

Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal.

School Plan for Student Achievement (SPSA) Page 48 of 52 Branham High School Goals, Strategies, & Proposed Expenditures

Complete a copy of the following table for each of the school's goals. Duplicate the table as needed. LEA/LCAP Goal Goal #4: Use human capital strategies that support staff effectiveness: CUHSD will use proven recruitment, selection, and retention strategies to improve staff quality throughout the District.

Goal 4 Branham has no specific school goal associated with this district goal, but our leadership team and department chairs are purposeful about staffing decisions. We aslire to retain and hire staff who will be positive contributors to our school. ldentified Need We aspire to retain and hire highly competent and qualified staff who will be positive contributors to our school. The need is especially great for our Special Education program where we have grown from 6 full-time to 12 fulltime certificated teachers in the past 5 years.- Annual Measurable Outcomes Metric/lndicator Baseline/Actual Outcome Expected Outcome

Ultimately we will keep overall For 2016-1 7 , 31o/o of the For 2019-20 and moving certificated staff turnover at or certificated staff were new to forward, year-over-year below 10o/o pil year (not Branham. For 2018-1 9, 12.5% certificated staff turnover will including newly created of the certificated staff were remain at or below 10% (not positions due to increased new to Branham. including newly created enrollment). positions due to increased enrollment)

Complete a copy of the Strategy/Activity table for each of the school's strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

Strategy/Activity 1 Students to be Served by this Strategy/Activity (ldentify either All students or one or more specific student groups)

Strategy/Activity

Amount(s) Source(s)

School Plan for Student Achievement (SpSA) Page 49 of 52 Branham High School Budget Summary

Complete the table below. Schools may include additional information. Adjust the table as needed. The Budget Summary is required for schools funded through the ConApp, and/or that receive funds from the LEA for Comprehensive Support and lmprovement (CSl). Budget Summary

Description Amount

Total Funds Provided to the School Through the Consolidated Application $

Total Federal Funds Provided to the School from the LEA for CSI $

Total Funds Budgeted for Strategies to Meet the Goals in the SPSA $54,240.00

Other Federal, State, and Local Funds

List the additional Federal programs that the school is including in the schoolwide program. Adjust the table as needed. lf the school is not operating a Title I schoolwide program this section is not applicable and may be deleted.

Programs on ($)

Subtotal of additional federal funds included for this school: $

List the State and local programs that the school is including in the schoolwide program. Duplicate the table as needed.

State or Local Programs ($)

General Fund $26,400.00

LCFF $14,400.00

LCFF - Supplemental : $13,440.00

Subtotal of state or local funds included for this school: $54,240.00

Total of federal, state, and/or local funds for this school: $54,240.00

School Plan for Student Achievement (SPSA) Page 50 of 52 Branham High School School Site Gouncil Membership

California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. The current make-up of the SSC is as follows:

1 School Principal 4 Classroom Teachers 1 Other School Staff 3 Parent or Community Members 3 Secondary Students

Name of Members Role

CherylLawton Principal

Heather Amanatullah Classroom Teacher

Juan Fernandez Classroom Teacher

Laurel Garceau Classroom Teacher

Niki Hinds Classroom Teacher ,Susie Fleming Other School Staff

Mindy Carpenter Parent or Community Member

CherylLenz Parent or Community Member

Rachel Lopez Parent or Community Member

Carol Presunka (alternate) Parent or Community Member

James Gardner Secondary Student

Maisie Lopez Secondary Student

Shireen Sabouri Secondary Student

At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.

School Plan for Student Achievement (SPSA) Page5l of52 Branham High School Recommendations and Assu rances

The School Site Council (SSC) recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following:

The SSC is correctly constituted and was formed in accordance with district governing board policy and state law.

The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the School Plan for Student Achievement (SPSA) requiring board approval.

The SSC sought and considered all recommendations from the following groups or committees before adopting this plan: Signature Committee or Advisory Group Name

English Learner Advisory Committee

Departmental Advisory Committee

Other: SchoolStaff

The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.

This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

This SPSA was adopted by the SSC at a public meeting on May 13,2019.

Attested:

Principal, Cheryl Lawton on May 13,2019

SSC Chairperson, Rachel Lopez on May 13, 2019

School Plan for Student Achievement (SPSA) Page 52 ol 52 Branham High School School Year: 2019-20

School Plan for Student Achievement (SPSA) Template lnstructions and requirements for completing the SPSA template may be found in the SPSA Template lnstructions. Cou nty-District-School Schoolsite Council Local Board Approval School Name (CDS) Code (SSC) Approval Date Date Boynton High School 4369401 433071 8 4t24t19 June 13,2018

Briefly describe the school's plan for effectively meeting the ESSA requirements in alignment with the Local Control and Accountability Plan and other federal, state, and local programs. Boynton High School is a continuation school. Students attending Boynton are at least 16 years of age and are deficient in credits and in danger of not earning a high school diploma. Students, 'pirents, staff, and community members work together to create a safe environment recognizing individualdifferences and celebrating culturaldiversity. The curriculum is relevant, rigorous, and aligned to Common Core State Standards. The teachers use a variety of instructional strategies which enables all students to access the curriculum.

School Plan for Student Achievement (SPSA) Page 1 of38 Boynton High School Gomprehensive Needs Assessment Gomponents Data Analysis Please refer to the School and Student Performance Data section where an analysis is provided. Surueys This section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results from the survey(s). California Healthy Kids Survey was given to students and parents in the fall ol2017. Students say they feel safe and connected to the school. The indicators that we need to address are student substance abuse and depression. Parents :indicate they feel welcome to participate at our school. The school facilities are clean and well maintained. The school renvironment motivates students to learn and has adults that really care about them. Parents survey results indicate that they are unaware of the high risk behaviors related to student substance use.

C lassroom O bservations This section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings. District led instructional rounds with outside education partners as support. This school year, Boynton rounds have included our school counselor and teacher leaders. Rounds are scheduled on a bi-weekly basis in order to visit every classroom each month.

Analysis of Current Instructional Program The following statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential Program Components (EPCs). ln conjunction with the needs assessments, these categories may be used to discuss and develop critical findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are:

. Not meeting performance goals . Meeting performance goals . Exceeding performance goals

Use of state and local assessments to modify instruction and improve student achievement (ESEA) CAASPP and ELPAC scores are available to teachers. English Learners across the Campbell Union High School District were given an assessment in English classes to determine their eligibility for reclassification.

Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC) Grade print outs are distributed to every teacher each grading period and are reviewed with department and/or administration. The focus is on student mastery of content therefore teachers need to reevaluate their teaching and i nstruction frequently.

Staffing and Professional Development

Status of meeting requirements for highly qualified staff (ESEA) This is completed through the Human Resources Department at the District Office

School Plan for Student Achievement (SPSA) Page 2 of 38 Boynton High School Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC) This is completed by the Director of Curriculum and lnstruction at the District Office

Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA) Professional development days and collaboration days are made available to all teachers, with an additional two days being provided to teachers new to the district. Multiple professional development opportunities are available to all teacfers through district-offered courses, conferences and seminars. Site-specific offerings are also made available. Boynton staff implements professional development based on the needs of the WASC action plan and the Campbell Union High School District's Local Control & Accountability Plan (LCAP). Student learning and student success is the central focus of both of these documents. Boynton High School teachers, through the direction of site and district administration, will continue implementing the Common Core Curriculum. Other areas of professional growth opportunities include: Aeries database training; use of School Loop as a communication tool; AVID strategies; QTEL training and instructional rounds. lnstructional strategies are an important part of staff discussions and professional growth.

Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC) District Office provides ongoing training on EL strategies and professional development on our new book adoptions in the areas of Math and English.

Teacher collaboration by grade level (kindergarten through grade eight [K-8]) and department (grades nine through twelve) (EPc) Our English and Social Science departments meet once a month. Meetings include data analysis, assessment practices and department goals in accordance to our plan. We have school wide collaboration once a month in which focus has been on QTEL strategies, classroom management, growth mindset and grading system analysis.

Teaching and Learning

Alignment of curriculum, instruction, and materials to content and performance standards (ESEA)

The curriculum being taught in the schools is reviewed by the department chairs at district meetings to ensure that students have access to grade-level standards-aligned materials. The district provides training around the new curriculum to ensure that instruction is on standard. Also, the district provides trainings on Quality Teaching for English Learners (OTEL) strategies supporting grade-level appropriate standard access to English Language Learners across all content areas.

Adherence to recommended instructional minutes for reading/language arts and mathematics (K-8) (EPC) NA

Lesson pacing schedule (K-8) and master schedule flexibility for sufficient numbers of intervention courses (EPC) NA

Avaitability of standards-based instructional materials appropriate to all student groups (ESEA) Made available by the District Office

School Plan for Student Achievement (SPSA) Page 3 of 38 Boynton High School Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC) Provided by District Office

Opportunity and Equal Educational Access

Services provided by the regular program that enable underperforming students to meet standards (ESEA) Boynton is campbell Union High school District's alternative education option.

Evidence-based educational practices to raise student achievement QTEL strategies and support, Growth Mindset work, EL and AVID strategies. Our English, Social Science, and Math departments meet at least once each 6-week grade mark to review student work samples, collaborate, and lesson plan,

Parental Engagement

Resources available from family, school, district, and community to assist under-achieving students (ESEA) Back to School Night, Open House, Parent lnformation meetings, Mandatory Student & Parent orientation, ELAC and DELAC meetings.

lnvolvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary schools, in the planning, implementation, and evaluation of ConApp programs (5 California Code of Regulations 3g32) Boynton High School offers a variety of opportunities for parent involvement through volunteerism. Parents may become members of the English Learner Advisory Committee (ELAC) or the school site council. Other volunteer opportunities include chaperoning field trips, helping with the annual career fair, district art show, or multicultural day. There are also several parent education nights offered throughout the school year. For more information, please contact Sarah Thomas, principal, or Bunny Hecht, principal's secretary, at (408) 626-3404.

Fundinq

Services provided by categorical funds that enable underperforming students to meet standards (ESEA) NA

Fiscal support (EPC) NA

Stakeholder lnvolvement

How, when, and with whom did the school consult as part of the planning process for this SPSA/Annual Review and Update?

Involvement Process for the SPSA and Annual Review and Update Boynton benefits from being a small school. We are able to review the SPSA plan annually involving all school staff. lt is also reviewed and discussed in our ELAC parent group.

School Plan for Student Achievement (SPSA) Page 4 of 38 Boynton High School Resource lnequities Briefly identify and de.eeribe any reeoutio€ inequities identlf;ipd as a reeult of the required needs

Sdhool Flan for gtudert Aehievement (SPSA) P,6oe6 of 38 Boyhton High'Eohdol School and Student Performance Data Student Enrollment Enrollment By Student Group

Student Enrollment by Subgroup Percent of Enrollment Number of Students Student Group 2015-16 2016-17 2017-18 2015-16 2016-17 2017-',tB

o/o American lndian 0.4o/o 0.48o/o 1 1

African American 3.9% 2.4% 2.40o/o 11 7 5

Asian 8.9o/o 7.304 2.88o/o 25 21 6

Filipino 0.4o/o 2.1o/o 1.44o/o 1 6 3

Hispanic/Latino 52.1o/o 49j% 65.38% 147 141 136

Pacific lslander 0.7o/o 0.7o/o 0.48o/o 2 2 1

White 28/% 30.7o/o 23.08o/o 80 88 48

Multiple/No Response 5.7o/o o/o 0.96% 16 2 Total Enrollment 282 287 208 Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level Number of Students Grade 2015-16 2016-17 2017-18

Grade 10 5 7 2 Grade 11 86 87 60 Grade 12 191 193 146 Total Enrollment 282 287 208

Conclusions based on this data:

1. Boynton intakes students from our 5 comprehensive sites each 6-week grading period,

2. Comprehensive sites determine who to refer to Boynton based on credit deficiency towards graduation

School Plan for Student Achievement (SPSA) Page 6 of 38 Boynton High School School and Student Performance Data Student Enrollment English Learner (EL) Enrollment

English Learner Enrollment Number of Students Percent of Students Student Group 2015-16 20'16-17 2017-18 2015-16 2016-17 2017-18

En ish Learners 61 44 40 21.60/o 15.3o/o 19.2o/o Fluent lish Proficient (FE 69 83 66 24.5o/o 28.9o/o 31.7o/o Reclassified Fluent English Proficient (RFEP) 21 o 0.0o/o 34.4o/o 21o/o

Conclusions based on this data: same group of 1 r Boynton's data is not cohort data. lt is difficult to make conclusions knowing it is not comparing the ,students.

Boynton High School School Plan for Student Achievement (SPSA) Page 7 of 38 School and Student Performance Data CAASPP Results English Language Arts/Literacy (All Students)

Overall Participation for All Students # of Studenb with # of Students Enrolled # of Students Tested Grade Scores % of Students Tested Level 15-16 16-17 17-18 15-16 16-17 17-18 t5-t6 16-17 17-18 15-16 16-17 17-18 Grade 11 143 131 92 129 122 84 127 122 84 90.2 93.1 91.3 AllGrades 143 131 92 129 122 84 127 122 84 90.2 93.1 9'1.3

Overall Achievement for All Students % Standard % Standard % Standard % Standard Grade Mean Scale Score Exceeded Met Nearly Met Not Met Level t5-{6 16-17 17-18 {5-16 16-17 17-18 {5-16 16-17 17-18 r5-16 16-17 17-18 15-16 16-17 17-18 Grade 11 2541 2546 2477 13 20.49 3.57 28 15.57 10.71 20 22.95 25.00 39 40.98 60.71 AllGrades N/A N/A N/A 13 20.49 3.57 28 15.57 10.71 20 22.95 25.00 39 40.98 60.71

Reading Demonstratinq understandinq of literarv and non-fictional texts % Above Standard o/o At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 '|-7-18 Grade 11 24 27.05 9.52 44 35.25 38.10 31 37.70 52.38 All Grades 24 27.05 9.52 44 3s.25 38.10 31 37.70 52.38

Writing Producin clear and writing % Above Standard % At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 l5-r6 16-17 17-18 l5-16 16-17 17-18 Grade l1 20 25.41 2.38 33 22.95 22.62 47 51.64 75.00 AllGrades 20 25.41 2.38 33 22.95 22.62 47 51.64 75.00

Listening Demonstratinq effective communication skills % Above Standard % At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 11 17 20.49 7.14 56 52.46 48.81 28 27.05 44.05 AllGrades 17 20.49 7.14 56 52.46 48.81 28 27.05 44.05

Research/lnquiry I nvestigatin g, analyzin g, and presentin g information % Above Standard % At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 11 20 21.31 4.76 46 40.16 33.33 33 38.52 61.90 AllGrades 20 21.31 4.76 46 40.16 33.33 33 38.52 61.90

School Plan for Student Achievement (SPSA) Page 8 of 38 Boynton High School Conclusions based on this data:

1. the majority of our students scoring belqw standard.

2. s data is not cohort data due to the nature of its fluid student enrollment.

School Plan lor Student Achievement (SPSA) Page 9 of 38 Boynton High School School and Student Performance Data CAASPP Results Mathematics (All Students)

Overall Participation for All Students # of Students with # of Students Enrolled # of Students Tested % of Students Grade Scores Tested Level {5-16 16-'|.7 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 11 143 131 92 128 121 84 127 121 84 89.5 92.4 91.3 AllGrades 143 131 92 128 121 84 127 121 84 89.5 92.4 91.3

Overall Achievement for All Students % Standard Standard Mean Scale Score % % Standard % Standard Grade Exceeded Met Nearlv Met Not Met Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 r5-16 16-17 17-18 15-16 16-17 17-18

Grade 11 2512. 2517 2425 8 15.70 1 .19 17 10.74 1.19 13 8.26 4.76 63 65.29 92.86 AllGrades N/A N/A N/A 8 15.70 1.19 17 10.74 1.19 13 8.26 4.76 63 65.29 92.86

Concepts & Procedures Applying mathematical concepts and procedures % Above Standard % At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 11 17 23.14 1.19 16 7.44 1.19 67 69.42 97.62 AllGrades 17 23.14 1.19 16 7.44 1.19 67 69.42 97.62

Problem Solving & Modeling/Data Analysis Using.appropriate tools and strategies to solve rcal world and mathematical problems % Above Standard olo At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-16 16-'|-7 17-18 15-16 16-17 17-18 Grade 11 10 13.22 2.38 44 29.75 14.29 46 57.02 83.33 AllGrades 10 13.22 2.38 44 29.75 14.29 46 57.02 83.33

Gommunlcatin g Reasoning Demonstrating ability to support mathematical conclusions % Above Standard % At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 11 12 16.53 2.38 47 43.80 35.71 41 39.67 61.90

AllGrades 12 16.53 2.38 47 43.80 35.71 41 39.67 61.90

Gonclusions based on this data:

1' There was a significant increas" in strO"ntr not meeting the standard in overall mathematics achievement.

We are in transition as our District is in year 2 of CPM math implementation.

3' , Boynton's data is not cohort data due to the nature of its fluid student enrollment.

School Plan for Student Achievement (SPSA) Page 10 of 38 Boynton High School School and Student Performance Data ELPAC Results

2017-18 Summative Assessment Data Number of Students and Mean Scale Scores for All Students Number of Grade Overall Oral Language Written Language Level Students Tested Grade 11 1552 1546 1557 6

Grade 12 1564 1 568 1 560 21

AllGrades 1 558 1557 1 559 27

OverallLanguage Number and Percentage of Students at Each Performance Level for All Students Grade Level 4 Level 3 Level 2 Level I Total Number of o/o o/o Students Level # Yo # # # %

Grade 11 1 17 3 50 2 33 0 0 6 Grade 12 3 14 13 62 5 24 0 0 21 AllGrades 4 15 18 67 7 26 0 0 27

Oral Language Number and of Students at Each Performance Level for All Students Grade Level 4 Level 3 Level 2 Level 1 Total Number of o/o Students Level # # Yo # Yo # %

Grade 11 6 100 0 0 0 0 0 0 6

Grade 12 21 100 0 0 0 0 0 0 21 AllGrades 27 100 0 0 0 0 0 0 27

Wriften Language Number and Percentage of Students at Each Performance Level for All Students Grade Level 4 Level 3 Level 2 Level I Total Number of Level # % # o/o # Yo # % Students

Grade 11 0 0 2 33 0 0 1 17 3

Gnde 12 1 4 5 24 6 29 0 0 12

AllGrades 1 4 7 26 b 22 1 4 15

Listening Domain Number and Percentage of Students bv Domain Performance Level for All Students Total Number of Grade WellDeveloped SomewhaUModerately Beginning Level Students Grade 11 0 0 3 50 0 0 3 Grade 12 0 0 24 89 0 0 24 AllGrades 0 0 27 100 0 0 27

School Plan for Student Achievement (SPSA) Page 11 of38 Boynton High School Speaking Domain Number and Percentage of Students bv Domain Performance Level for All Students Grade Total WellDeveloped SomewhaUModerately Beginning Number of Level Students Grade ll 6 100 6

Grade 12 21 100 21 AllGrades 27 100 27

Reading Domain Number and Percenfaoe of Students by Domain Performance Level for All Students Grade Total Number WellDeveloped SomewhaUModerately Beginning of Level Students

Grade 1'l 5 19 1 4 6

Grade 12 18 67 3 11 21

AllGrades 23 85 4 15 27

Writing Domain Number and Percentage of Students by n Performance Level for All Students Grade Total Number WellDeveloped SomewhaUModerately Beginning of Level Students Grade 11 6 100

Grade {2 21 100 AllGrades 27 100

Gonclusions based on this data

1 ,support with reading and writing remains necessary

2. Students are strong orally

School Plan for Student Achievement (SPSA) Page |2 of38 Boynton High School School and Student Performance Data Student Population

This section provides information about the school's student population.

2017 -18 Student Population

Total Socioeconomically English Foster Enrollment Disadvantaged Learners Youth

208 55.3o/o 19.2% 1.9%

percent This is the total number of This is the percent of students This is the percent of students This is the of students students enrolled. who are eligible for fiee or who are learning to communicate whose well-being is the reduced priced meals; or have effectively in English, typically responsibility of a court. parents/guardians who did not requiring instruction in both the receive a high school diploma. English Language and in their academic courses.

2017-18 Enrollment for All Students/Student Group Student Grou Total English Learners 40 19.2o/o Foster Youth 4 1.9% Socioeconomical Disadvantaged 115 55.3o/o Students with Disabilities 20 9.60/o

En rollment by Race/Ethn icitY Student Group Total African American 5 2.4o/o

American lndian 1 0.5o/o Asian 6 2.9o/o Filipino 3 1.4o/o Hispanic 136 65.4o/o Two or More Races 6 2.9o/o Pacific lslander O.5o/o White 48 23.1o/o

Gonclusions based on this data:

1. We have a high percentage of Socioeconomically Disadvantaged compared to the overall District enrollment.

2' We have a high percentage of English Language Learners compared to the overall District enrollment.

3. We have a high percentage of Hispanic enrollment compared to the overall District enrollment.

School Plan for Student Achievement (SPSA) Page 13 of38 Boynton High School School and Student Performance Data Overall Performance

2018 Fall Dashboard Overall Performance forAll Students

:ii(,; l,i r,) n I i LI rrr ri ;r (i(r. i. ; (i.,] ji /^lrri; [,.. l'ir]l i: ,1,111;: 1.1 1.. 1 1 1y ir; I i r il.l ir; rij {:} i lirt 1,i I I,rl I {,j i I ij iiol ir {:.r l.::, i [,r ii ii iir : English fiLanguage Arts Graduation/T\ Rate Suspensionit\ Rate Red Yellow Orange

Mathematicsf,\ Red

Gollege/Caf\ reer Red

Conclusions based on this data:

f . ifnis Dashboard Data tool is new for continuation schooldata reporting. I

2. is a need to focus on improving our academic performance

School Plan for Student Achievement (SPSA) Page 14 of 38 Boynton High School School and Student Performance Data Academic Performance English Language Arts

The performance levels are color-coded and range from lowest-to-highest performance in the following order: Lowest /\ Highest C\ ff\ /T\ ff\ Performance Performance '*"0 Orange Yellow Green Blue

This section provides number of student groups in each color 2018 Fall Dashboard English Language Arts Report

Red Orange Green Blue 0 0 0 0 0

This section provides a view of Student Assessment Results and other aspects of this school's performance, specifically how well students are meeting grade-level standards on the English Language Arts assessment. This measure is based on student performance on the Smarter Balanced Summaiive Assessment, which is taken annually by students in grades 3-8 and grade 11.

2018 Fall Dashboard English Language Arts Performance for All Students/Student G

AllStudents Enqlish Learnerc Foster Youth f\ /\ 1\ Red No Performance Color No Performance Color

106 points below standard Less than 1 1 Students - Data Not 0 Students Displayed for Privacy Declined -102 points 7 students

44 students

Homeless Socioeconomicallv Disadvantaqed Students with Disabilities r''\ 1"\ /'\ No Performance Color No Performance Color No Performance Color 'l 'l Less than 1 1 Students - Data Not 104.8 points below standard Less than Students - Data Not Displayed for Privacy Displayed for Privacy Maintained 2.9 points 1 students 5 students

24 students

School Plan for Student Achievement (SPSA) Page 15 of38 Boynton High School 2018 FallDashboard English Lan Arts Performance by Race/Ethnicity

African American American lndian Asian Filipino r\ /\ /\ /\ No Performance Color No Performance Color No Performance Color No Performance Color

0 Students Less than 11 Students - Data 0 Students 0 Students Not Displayed for Privacy

1 students

Hispanic Two or More Races Pacific lslander White /\ /\ f,.\ /: No Performance Color No Performance Color No Performance Color No Performance Color

122.9 points below standard Less than 1 1 Students - Data 0 Students 70.5 points below standard Not Displayed for Privacy Declined -32.3 points Declined -'107. 1 points 1 students

29 students 13 students

2018 Fall Dashboard En ish uage Arts Data Comparisons for Learnerc

Gurrent English Learner Reclassifi ed English Learnerc English Only

Less than 1 1 Students - Data Not Less than 1 1 Students - Data Not 94.1 points below standard Displayed for Privacy Displayed for Privacy Declined -126.1 points 3 students 4 students

28 students

Conclusions based on this data

School Plan for Student Achievement (SPSA) Page 16 of38 Boynton High School School and Student Performance Data Academic Performance Mathematics

The performance levels are color-coded and range from lowest-to-highest performance in the following order: Lowest Highest f\ rt\ /T\ /h r\ Performance Performance Red orange Yellow Green Blue

This section provides number of student groups in each color. 2018 Fall Dashboard Mathematics Report

Red Orange Green Blue 00000

This section provides a view of Student Assessment Results and other aspects of this school's performance, specifically how well students are meeting grade-level standards on the Mathematics assessment. This measure is based on student performance on the Smarter gitanceO Summative Assessment, which is taken annually by students in grades 3-8 and grade 11 20{8 Fall Dashboard Mathematics Performance for All Students/Student Group

AllStudents Enslish Learnerc Foster Youth f\ r'-\ Red No Performance Color No Performance Color

205.5 points below standard Less than I 1 Students - Data Not 0 Students Displayed for PrivacY Declined -136.1 points 7 students

44 students

Homeless Socioeconomically Disadvantaged Students with Disabilities r'\ /\ l\ No Performance Color No Performance Color No Performance Color

1 1 Students - Data Not Less than 1 1 Students - Data Not 204.4 points below standard Less than Displayed for PrivacY Displayed for PrivacY Declined -18.7 points 1 students 5 students 24 students

Boynton High School School Plan for Student Achievement (SPSA) Page 17 of38 201 8 Fall Dash board Mathematics Performance by Race/Ethn icity

African American American lndian Asian Filipino r\ /\ /\ r\ No Performance Color No Performance Color No Performance Color No Performance Color

0 Students Less than 11 Students - Data 0 Students 0 Students Not Displayed for Privacy

1 students

Hispanic Two or More Races Pacific lslander White /\ /\ /\ /\ No Performance Color No Performance Color No Performance Color No Performance Color

208.7 points below standard Less than 1'l Students - Data 0 Students 200.'1 points below standard Not Displayed for Privacy Declined -41.3 points Declined -192.7 points 1 students

29 students 13 students

This section provides a view of Student Assessment Results and other aspects of this school's performance, specifically how well students are meeting grade-level standards on the Mathematics assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3-8 and grade 11.

2018 Fall Dashboard Mathematics Data Gomparisons for En lish Learnerc

Gurrent English Learner Reclassified En glish Learnerc English Only

Less than 1 1 Students - Data Not Less than 1 1 Students - Data Not 203.5 points below standard Displayed for Privacy Displayed for Privacy Declined -168 points 3 students 4 students

28 students

Conclusions based on this data

1 This Dashboard Data tool is new for continuation school data reporting.

School Plan for Student Achievement (SPSA) Page 18 of38 Boynton High School School and Student Performance Data Academic Performance English Learner Progress

This section provides a view of the percent of students performing at each level on the new English Language Proficiency Assessments for California (ELPAC) assessment. With the transition ELPAC, the 201 8 Dashboard is unable to report a performance level (color) for this measure. 2018 Fall Dashboard English Lan u Proficiency Assessments for California Results

Number of Level 4 Level 3 Level 2 Level I Students Well Moderately Somewhat Beginning Developed Developed Develooed Stage 40 15% 55% 40Yo Oo/o

Gonclusions based on this data

1 70o/o of our English learners earned a level 3 or 4 on the ELPAC; however, our ELA/literacy scores had a significant decline in poi nts.

High School School Plan for Student Achievement (SPSA) Page 19 of38 Boynton School and Student Performance Data Academic Performance Gollege/Career

The performance levels are color-coded and range from lowest-to-highest performance in the following order:

Lowest Highest Performance trfl1 /n /T\ /:\ r\ Performance Red orange Yellow Green Blue

This section provides number of student groups in each color. 2018 Fall Dashboard uity Report

Red Orange Green Blue 20000

This section provides information on the percentage of high school graduates who are placed in the "Prepared" level on the College/Career lndicator.

20{ 8 Fall Dashboard Gollege/Gareer for All Students/Student

AllStudents Enqlish Learners Foster Youth {n 1'\ /\ Red No Performance Color No Performance Color

1.5% prepared 0% prepared Less than 1 1 Students - Data Not Displayed for Privacy Declined -25.4Yo Maintained 0% 3 students

1 34 students 35 students

Homeless Socioeconomicallv Disadvantaqed Students with Disabilities /'\ {*\ /\ No Performance Golor Red No Performance Color

Less than 1 1 Students - Data Not 0% prepared 0% prepared Displayed for Privacy Declined -8.6% 16 students 3 students

81 students

School Plan for Studenl Achievement (SPSA) Page 20 of 38 Boynton High School 2018 Fall Dashboard Gollege/Gareer by Race/Ethnic

African American American lndian Asian Filipino /\ r\ /\ /\ No Performance Color No Performance Color No Performance Color No Performance Color

Less than 11 Students - Data 0 Students Less than 11 Students - Data Less than 11 Students - Data Not Displayed for Privacy Not Displayed for Privacy Not Displayed for Privacy

4 students 3 students 2 students

Hispanic Two or More Races Pacific lslander White {:\ /\ r\ /\ Red No Performance Color No Performance Color No Performance Color

2.3o/o prcpared Less than 11 Students - Data 0 Students 0% prepared Not Displayed for Privacy Declined -7.8% Declined -44A% 7 students

87 students 29 students

This section provides a view of the percent of students per year that qualify as Not Prepared, Approaching Prepared, and Prepared. 2018 Fall Dashboard Gollege/Gareer 3-Year Performance

Glass of 2016 Glass of 2017 Class of 20{8 Preparcd 26.9 Prepared 1.5 Preoared Approaching Prepared 12.2 Approaching Preparcd 26.9 Approaching Prepared Not Prepared 60.9 Not Prepared 71.6 Not Prepared

Conclusions based on this data: t ' ,ini" Dashboard Data tool is new for continuation school data reporting

School Plan for Student Achievement (SPSA) Page 21 of 38 Boynton High School School and Student Performance Data Academic Engagement Chronic Absenteeism

The performance levels are color-coded and range from lowest-to-highest performance in the following order:

Lowest Highest Performance Red Orange Yellow Green Blue Performance

This section provides number of student groups in each color 2018 Fall Dashboard Chronic Absenteeism Equ

Red Orange Green Blue

This section provides information about the percentage of students in kindergarten through grade 8 who are absent 10 percent or more of the instructional days they were enrolled.

201 8 Fall Dash board Gh ronic Absenteeism for All Students/Student

AllStudents Enqlish Learnerc Foster Youth

Homeless Socioeconomical lv Disadvantaoed with Disabilities

2018 Fall Dashboard Chronic Absenteeism by Race/Eth

African American American lndian Asian Filipino

Hispanic Two or More Races Pacific lslander White

Conclusions based on this data: 1.

School PIan for Student Achievement (SPSA) Page 22 of 38 Boynton High School School and Student Performance Data Academic Engagement Graduation Rate

The performance levels are color-coded and range from lowest-to-highest performance in the following order: /:\ Highest low.est f,\ f\ /T\ f\ Performance Penormance Red orange Yellow Green Blue

This section provides number of student groups in each color. 2018 Fall Dashboard Graduation Rate u

Red Orange Green Blue 0200 0

AllStudents Enqlish Learnerc Foster Youth /T\ r\ r\ Yellow No Performance Color No Performance Color

80,6% graduated 71.4o/o graduated Less than 1 1 Students - Data Not Displayed for PrivacY Declined -6.6% Declined -19.5o/o 3 students

134 students 35 students

Homeless Socioeconomically Disadvantaged Students with Disabilities /*\ ft\ /=\ No Performance Color Orange No Performance Color graduated Less than 1 1 Students - Data Not 76.5% graduated 75% Displayed for Privacy Declined -7.9% 16 students 3 students

8'1 students

School Plan for Student Achievement (SPSA) Page 23 of 38 Boynton High School 2018 Fall Dashboard Graduation Rate by Race/Ethnicity

African American American lndian Asian Filipino r\ r'\ 1\ /\ No Performance Color No Performance Color No Performance Color No Performance Color

Less than 11 Students - Data 0 Students Less than 1 1 Students - Data Less than 11 Students - Data Not Displayed for Privacy Not Displayed for Privacy Not Displayed for Privacy

4 students 3 students 2 students

Hispanic Two or More Races Pacific lslander White i{\ 1\ /\ /\ Orange No Performance Color No Performance Color No Performance Color

77Yo graduated Less than 11 Students - Data 0 Students 86.2% graduated Not Displayed for Privacy Declined -7.8% Declined -4.9% 7 students

87 students 29 students

2018 Fall Dashboard Graduation Rate Year

2017 2018 87.2o/o graduated 80.6% qraduated

Conclusions based on this data

1. lWe had a decline in our graduation rate 2. 'Since we are a continuation school, we have several students who need to transfer to adult school or take the GED The State changed the way they cornpute those graduation alternatives towards our graduation rate.

School Plan for Student Achievement (SPSA) Page 24 of 38 Boynton High School School and Student Performance Data Gonditions & Glimate Suspension Rate

The performance levels are color-coded and range from lowest-to-highest performance in the following order: r\ Highest low.estPenormance d \ A\ rll /A Performance Red Orange Yellow Green Blue

This section provides number of student groups in each color 2018 Fall Dashboard Suspension Rate u Report

Red Green Blue

1 2 1 1 0

AllStudents Enqlish Learners Foster Youth A\ fA /\ Orange Green No Performance Color

8% suspended at least once 5% suspended at least once Less than 1 1 Students - Data Not 9 students lncreased 1.3% Declined -5.4% 325 students 60 students

Homeless Socioeconomicallv Disadvantaqed Students with Disabilities {\ /t\ fr,\ No Performance Color Orange Orange

Less than 11 Students - Data Not 8.2% suspended at least once '1 1.9% suspended at.least once 2 students Maintained 0.1% Declined -6.3% 196 students 42 students

School Plan for Student Achievement (SPSA) Page 25 of 38 Boynton High School 2018 Fall Dashboard S Rate by Race/Ethnicity

African American American lndian Asian Filipino /\ /\ r\ /\ No Performance Color No Performance Color No Performance Color No Performance Color

9.1% suspended at least Less than 11 Students - Data Less than 11 Students - Data Less than 11 Students - Data once 2 students 6 students 8 students lncreased 9.1%

1 1 students

Hispanic Two or More Races Pacific lslander White /f\ 1\ /\ f\ Yellow No Performance Color No Performance Color Red

7.7% suspended at least 0% suspended at least once Less than 11 Students - Data 12.5% suspended at least once 1 students once Declined -1 .'l% Declined 4.3% lncreased 7.5% 207 students 18 students 72 students

This section provides a view of the percentage of students who were suspended. 2018 Fall Dashboard Suspension Rate by Year

2016 2017 2018 6.7% suspended at least once 8% suspended at least once

Our suspension rate slightly increased

Many students are referred to Boynton because they are deflcient in credits and they also struggle with behavior

Boynton consistently explores alternatives to discipline including interventions, mediations, and restorative practices.

School Plan for Student Achievement (SPSA) Page 26 of 38 Boynton High School Goals, Strategies, & Proposed Expenditures

Complete a copy of the following table for each of the school's goals. Duplicate the table as needed. LEA/LCAP Goal Goal 1: lnstruction that engages all students equitably: CUHSD will provide all students with high quality instruction by investing in targeted professional development, instructional technology, effective interventions and supports for students, and 21st Century skilldevelopment. o CA Dashboard English Learner Progress lndicator - maintain a performance level of Green o SBAC % Meets/Exceeds (EAP Conditionally College Ready) in ELA = 760/o and math = 53o/o o SBAC/EAp % Meets/Exceeds (EAP Conditionally College Ready) in ELA = 58o/o and math = 25o/o for Latino Students o SBAC/EAp % Meets/Exceeds (EAP Conditionally College Ready) in ELA = 55o/o and math for Low lncome Students = 260/o o SBAC/EAp % Meets/Exceeds (EAP Conditionally College Ready) in ELA = 9% and math for English Learners = 12o/o o English learner performance on CELDT Criterion (Growth or English Proficient) = 49o/o o English Learner Reclassification Rate = 23o/o o Students agreeing that they do meaningful work at school on the school climate survey = 4oo/o

Goal 1 o lncrease % Proficient in Math on CAASP Exam by 3o/o (from 9o/o lo 12o/o) o lncrease % Proficient in ELA on the CAASP Exam by 3o/o (from 12o/o to 15o/o) o lncrease % Proficient for Latino subgroup in Math on the CAASP Exam 3% (from 4o/o lo 7o/o) o lncrease % Proficient for Latino subgroup in ELA on the CAASP Exam 3% (from 5o/o lo 8o/o) o Decrease Truancy Rates by 15o/o (from 48o/o to 33Vo)

ldentified Need Targeted literacy instruction to meet the unique language and learning needs of English Learners especially LTEL's (long-term English Learners).

Annual Measu rable Outcomes Metric/lndicator Baseline/Actual Outcome Expected Outcome Summative ELPAC data CAASPP data for ElA/Literacy CAASPP data for Mathematics District assertive discipline data

Complete a copy of the Strategy/Activity table for each of the school's strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

Strategy/Activity 1 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All students

Strategy/Activity

School Plan for Student Achievement (SPSA) Page27 ol38 Boynton High School All 11th grade students will participate in CAASP interim assessments in English

Amount(s) Source(s) None Specified

Strategy/Activity 2 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity All Social Science teachers will be trained in QTEL.

Amount(s) Source(s) District Funded

Strategy/Activity 3 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity EL inclusion in all classes (content & elective).

Amount(s) Source(s) None Specified

Strategy/Activity 4 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

School Plan for Student Achievement (SPSA) Page 28 of 38 Boynton High School Strategy/Activity Expand instructional rounds to include Boynton teachers.

Amount(s) Source(s) None Specified

School Plan for Student Achievement (SPSA) Page 29 of 38 Boynton High School Goals, Strategies, & Proposed Expenditures

Complete a copy of the following table for each of the school's goals. Duplicate the table as needed. LEA/LCAP Goal Goal2 Systemic, rigorous expectations with supports to help all students succeed: CUHSD will hold a high level of expectations for college and career readiness for all students, and provide appropriate supports and interventions to help all students prepare for post-secondary opportunities. o A-G completion overall = 47o/o o A-G completion for Latino students = 30% o A-G completion for low income students = 28o/o o Dashboard Graduation lndicator = Maintain Green overall by increasing the graduation rate to 93%. o Dashboard Graduation lndicator for Low lncome Students = Achieve Yellow for low income students by increasing their graduation rate lo 87%. o Percent of 1Oth - 12th grade students taking AP tests = 36% o Percent of AP scores of 3 or Better = 71o/o o Percent of Students Who Earned at Least 10 Credits in a CTE Pathway = 360/o o Percent of Graduates Enrolled in College the Fall after Graduation = 76% o Percent of Latino Graduates Enrolled in College the Fall after Graduation = 63% o Percent of Low lncome Graduates Enrolled in College the Fall after Graduation = 63% o Student agreement with: "Students receive effective counseling on opportunities after high school or college." = 84o/o

Goal 2 o lncrease in the graduation rate by 3% from 80.6% to 83.6% o lncrease % of Boynton graduates entering postsecondary education by 5o/o trom 460/o lo 51o/o o lncrease awareness of opportunities/options for postsecondary education.

ldentified Need

Annual Measurable Outcomes Metric/lndicator Baseline/Actual Outcome Expected Outcome Graduation rates (CA Dashboard and DataZone)

Complete a copy of the Strategy/Activity table for each of the school's strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

Strategy/Activity 1 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity Naviance Career Exploration

P roposed Expe nd itu res fo r th is Strategy/Activ ity

School Plan for Student Achievement (SPSA) Page 30 of 38 Boynton High School List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s) District Funded

Strategy/Activity 2 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity All Seniors must complete English 4 course

P roposed Expend itu res fo r th is Strategy/Activ ity tistihe amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s) None Specified

Strategy/Activity 3 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity All Seniors must complete Senior seminar course

P roposed Expend itu res fo r th is Strategy/Activity tistihe amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s) None Specified

Strategy/Activity 4 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity All seniors must participate in a postsecondary institution visiVfieldtrip

School School Plan for Student Achievement (SPSA) Page 31 of 38 Boynton High P roposed Expend itures for th is Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s) 1000 Site Formula Funds

School Plan for Student Achievement (SPSA) Page 32 of 38 Boynton High School Goals, Strategies, & Proposed Expenditures

Complete a copy of the following table for each of the school's goals. Duplicate the table as needed. LEA/LCAP Goal Goal 3: School climate that promotes physical and emotional well-being: Schools will engage actively with staff, students, and families to promote positive school communities. Efforts will be focused on safety, improving attendance rates, and using positive behavioral supports to prevent disciplinary actions. o Dashboard Suspension lndicator = Maintain Green overall by reducing suspension rates by .5% each year. o Dashboard Suspension lndicator for English Learners = Achieve Green for English learners by reducing the rate by 1.5% each year. Overall Status = 4.4o/o. English Learner Status = 7.7o/o. o Suspension Rate = 4.3o/o o Suspension Rate for Latino and African American Students = Latino suspension rate = 510/o, African American suspension rate = 6% o Expulsion Rate = less than 0.1% o Parent response rate on the WestEd school climate survey = 27o/o o Truancy Rate = 43% o perceniage of students agreeing that they "care for each other" on the Healthy Kids Survey = 51o/o

Goal 3 . lncrease parent response to WestEd/LCAP Survey by 10o/o (from 10% to2oo/o) . lncrease level of Satisfaction with district and site communication by 5% (from 68% to 73o/o) . lncrease the level of engagement students have while learning by 10o/o (from 55% to 65%) . lncrease students level of satisfaction with college, career and socioemotional counseling and mentoring by 10% (from 53% to 63%) . lncrease parent and student attendance and participation in school programs and ELAC (baseline data in 2017) . increase the level of staff satisfaction with district communication by 10% (from 59% to 6e%)

* Decrease the Latino suspension and African American suspension rates by utilizing restorative practices and by training all stakeholders on campus in said practices.

ldentified Need

Annual Measurable Outcomes Metric/lndicator Baseline/Actual Outcome Expected Outcome

Complete a copy of the Strategy/Activity table for each of the school's strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

Strategy/Activity 1 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity

School Plan for Student Achievement (SPSA) Page 33 of 38 Boynton High School School Site Council

Amount(s) Source(s) None Specified

Strategy/Activity 2 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity Administer parent needs assessment survey every new student orientation ; provide services via guest speakers, community partners and parent project classes per survey need as has been done at comprehensive sites.

Amount(s) Source(s) 9,000 LCFF

Strategy/Activity 3 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity Administer teacher needs assessment survey each semester

Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditur:es. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s) None Specified

School Plan for Student Achievement (SPSA) Page 34 of 38 Boynton High School Goals, Strategies, & Proposed Expenditures

Complete a copy of the following table for each of the school's goals. Duplicate the table as needed LEA/LCAP Goal

Goal 4

ldentified Need

Annual Measurable Outcomes Metric/lndicator Baseline/Actual Outcome Expected Outcome

Complete a copy of the Strategy/Activity table for each of the school's strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

Strategy/Activity 1 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity

Amount(s) Source(s)

School Plan for Student Achievement (SPSA) Page 35 of 38 Boynton High School Budget Summary

Description Amount

Total Funds Provided to the School Through the Consolidated Application $

Total Federal Funds Provided to the School from the LEA for CSI $

Total Funds Budgeted for Strategies to Meet the Goals in the SpSA $10,000.00

Other Federal, State, and Local Funds

Federal Programs rAllocation ($)

Subtotal of additional federal funds included for this school: $

List the State and local programs that the school is including in the schoolwide program. Duplicate the table as needed.

State or Local Programs Allocation ($)

LCFF

Site Formula Funds ,000.00

Subtotal of state or local funds included for this school: $10,000.00

Total of federal, state, and/or local funds for this school: $10,000.00

School Plan for Student Achievement (SPSA) Page 36 of 38 Boynton High School School Site Council Membership

School Principal Classroom Teachers

Name of Memberc Role

Thomas Principal

School Staff

Jackson Secondary Student

Palmer Classroom Teacher

Bunny Hecht Other School Staff

Haifa Alamri nt or Community Member

School Plan for Student Achievement (SPSA) Page 37 of 38 Boynton High School Recommendations and Assu rances

The School Site Council (SSC) recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following:

The SSC is correctly constituted and was formed in accordance with district governing board policy and state law.

The SSC sought and considered all recommendations from the following groups or committees before adopting this plan: Signature Gommittee or Advisory Group Name

English Learner Advisory Committee

This SPSA was adopted by the SSC at a public meeting on .

Attested

Principal, Sarah Thomas on

SSC Chairperson, Haifa Alamri on

School Plan for Student Achievement (SPSA) Page 38 of 38 Boynton High School School Year: 2019-20

School Plan for Student Achievement (SPSA) Template lnstructions and requirements for completing the SPSA template may be found in the SPSA Template lnstructions.

Co u nty-District-School Schoolsite Council Local Board Approval School Name (CDS) Code (SSC) Approval Date Date Del Mar High School 43694014331955 May 14,2Q19 June 13,2019

Briefly describe the school's plan for effectively meeting the ESSA requirements in alignment with the Local Control and Accountability Plan and other federal, state, and local programs. The Single Plan for Student Achievement (SPSA) is meant to consolidate all school-level planning efforts into one plan for programs funded through the Consolidated Application (ConApp), pursuant to the California Education Code (EC) Section 64001 and the Elementary and Secondary Act as amended by the Every Student Succeeds Act (ESSA).

The purpose of the SPSA is to coordinate all educational services at the school. The site plan shall address how funds provided to the schoolwill be used to improve academic performance of all pupils to the level of the proficiency goals, as established by the California Department of Education The School Site Council (SSC) is required to develop and annually review the SPSA, approve an annual budget, and make modifications in the school plan to reflect changing needs and priorities, as applicable, pursuant to EC 52853(b) and 52855.

California's ESSA State Plan significantly shifts the state's approach to the utilization of federal resources in support of underserved student groups. The SPSA provides schools with the opportunity to document their approach to maximizing the impact of federal investments in support of underserved students. The implementation of ESSA in California presents an opportunity for schools to innovate with their federally-funded programs and align them with the priority goals of the school and the Local Education Agency (LEA). The state's Local Control Funding Formula (LCFF) provides schools and LEAs flexibility to design programs and provide services that meet the needs of students in order to achieve readiness for college, career, and lifelong learning. The SPSA planning process supports continuous cycles of action, reflection, and improvement.

School Plan for Student Achievement (SPSA) Page 1 of55 Del Mar High School School Plan for Student Achievement (SPSA) Page 2 of 55 Del Mar High School Gomprehensive Needs Assessment Gomponents Data Analysis Please refer to the School and Student Performance Data section where an analysis is provided. Surveys This section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results from the survey(s).

' A number of surveys were conducted over the course of the 2018-2019 school year to gather information on a variety of :topics.

Students, parents, and teachers participated in the LCAP survey. The results of this survey informed the district's priorities in the following ways: (1) lncrease A-G completion and graduation rates for all sub-groups (2) Decrease suspension rates fora ll students, especially English learners (3) Reduce the risk of college remediation (4) ldentify and retain highly effective faculty

Students and faculty also participated in an Equal Opportunity Schools (EOS) survey. The results of this survey enabled : Del Mar's Equity Team to develop a student outreach list and a practical outreach plan to increase the number of underrepresented students taking lnternational Baccalaureate (lB) and Advanced Placement (AP) courses.

Students and teachers were invited to take a Social Emotional Learning survey. The survey asked questions about how students think about learning, their school, and their classroom environment. Additionally, there were questions about students' future educational and job/career plans. Their responses were combined with those of other students in our school and district to describe what students think, do, feel, and experience. Students also completed a questions about how often they receive feedback from teachers, their experiences with drugs and violence at school, their experiences with bullying at school, and about mental health issues. Questions regarding mental health issues were optional due to their sensitive nature. This survey was anonymous. The district used this information to continue providing high quality instruction, safe learning environments, and help students if they are having a hard time.

Classroom Obseruations This section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings. ln the fall of 2018, the staff participated in observing each others classrooms in technology rounds. Those rounds consisted of examining rigor in the classroom as well as categorizing tech use with the SAMR model. Furthermore, administration frequents classrooms and provides feedback weekly.

Analysis of Gurrent lnstructional Program The following statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential Program Components (EPCs). ln conjunction with the needs assessments, these categories may be used to discuss and develop critical findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are:

Not meeting performance goals Meeting performance goals Exceeding performance goals

School Plan for Student Achievement (SPSA) Page 3 of 55 Del Mar High School Use of state and local assessments to modify instruction and improve student achievement (ESEA) All Juniors take the California Assessment of Student Performance and Progress. The results of this summative assessment are analyzed and discussed at one of the first staff meetings. Teachers are given access to the scores and compare them to those of other schools in our district. They are also compared to "like" schools in our area since our district sister schools do not resemble our demographic makeup. All students also take interim Districtwide CAASPP- styled English Assessment. ln 2016-2017 juniors were given the CAASPP interim math assessment. English Learners across the Campbell Union High School District were given the assessment in English classes. For English learners, this assessment serves as one of multiple measures to determine reclassification.

English Learners (ELs) also take the English Language Proficiency Assessments for California (ELPAC) in the spring semester. ln March 2019,970/o of Del mar's total ELs took the ELPAC summative assessment. This data is used to inform students' reclassification status and course placement for the following school year. Newly arrived immigrant pupils and English learners from out-of-state take the ELPAC initial assessment during the time of enrollment in any CUHSD school. The results of this assessment are used to determine students' language fluency and course placement.

Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC) Teachers are provided grade reports for their departments at the end of each grading period. After looking at the data, each department chair takes these reports back to their department meetings to unpack and assess the information. They also use collaboration to plan and analyze common assessments across their subject.

Del Mar High School is in its 3rd year of implementing "Del Mar Metrics," or course-alike and grade-level cycles of inquiry. Course-alike teams within each subject area department routinely administer common formative and summative assessments to inform and modify instruction for the purpose of improving student achievement. to date, 90% of departments have conducted Del Mar Metrics.

Staffing and Professional Development

Status of meeting requirements for highly qualified staff (ESEA) This task is performed by Human Resources at the district level

Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC) This task is performed by the Director of Curriculum at the district level.

Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA) As of spring 2019,100o/o of Del Mar's faculty have been fully trained in the AVID Academic Language and Literacy strand. This strand is designed for schoolwide content teachers to support academic language and literacy in a secondary classroom setting. Teachers learned how to connect WICOR (Writing, lnquiry, Collaboration, Organization, and Reading) with intentional language development practices and routines to strengthen listening, speaking, reading, and writing literacy for all students.

About 50% of Del Mar's faculty have also participated in at least one Quality Teaching for English Learners (OTEL) literacy institute. Specifically, our English, Social Studies, Mathematics, and Science departments have participated in content-specific institutes. Some of our elective teachers participated in the general literacy institute.

School Plan for Student Achievement (SPSA) Page 4 of 55 Del Mar High School Ongoing instructional assistance and support for teachers (q.g., use of content experts and inslructional coaches) (EPC) All new teachers with preliminary credentials automatically participate in CUHSD's induction program. As much as possible, new teachers are assigned mentors who also teach the same subject. Mentors are tasked with supporting new ieachers toward completing theii induction program. Supports include regular observations and debriefing, goal-setting, lesson studies, and cycles of inquiry. New teachers and their mentors also attend workshops hosted by the District in topics such as classroom management, differentiation, and scaffolding.

Del Mar High School's faculty includes a number of part-time teachers on special assignment (TOSAS) who are instructional coaches with content and pedagogical expertise.

Our Technology TOSA oversees the GenYes program, which prepares Student Technology Leaders (STLs) to give professional Gvelopment and lT support to the entire staff. GenYes also supports the full integration of 1-1 technology on our campus. Additionally, the Tech TOSA shares monthly tech tips during faculty meetings and regularly hosts educationaf technology professional learning sessions. This year, instructional rounds were focused on school wide implementation of the SAMR Model framework for technology integration.

ln addition to a Tech TOSA, Del Mar also employs a parttime English Learner TOSA, a Mathematics TOSA, and an AVID TOSA. ln general, these teachers monitor the successful implementation of their respective programs at Del Mar High School. AllOSAs provide instructional coaching on an as-needed basis to teachers in both designated and int6grated ELD contexts. The TOSAs support teachers by co-constructing lessons, conducting lesson studies, and moOlting best practices. They have also given whole-staff and small-group professional development in their specific content areas.

Teacher collaboration by grade level (kindergarten through grade eight [K-8]) and department (grades nine through twelve) (EPC) Del Mar High School nas a cottaOoration scheduled once a week on Wednesday afternoons. Each month, two collaborations are reserved for department business. Department chairs, with input from their department members, coordinate and facilitate the use of time. One collaboration is reserved for Action Teams, which were developed from our WASC self study. Each year, Action Teams, lead by their respective team leads, work toward achieving their self- generated SMART goals, which are aligned with our WASC goals. Finally, one collaboration a month is dedicated to iross-curricular colliboration. This is time for all of our lB teachers to meet to, for example, assess the efficacy of supports that they provide for students. This time also allows non-lB teachers to collaborate around common themes such as 9th grade success. Teaching and Learning

Alignment of curriculum, instruction, and materials to content and performance standards (ESEA) This task is performed by the Director of Curriculum at the district level. The curriculum being taught in the schools is reviewed by the department chairs at district meetings to ensure that students have access to grade-level standards-aligned materials. The district provides training around the new curriculum to ensure thatlnstruction is on standard. Also, the district provides trainings on Quality Teaching for English Learners (OTEL) strategies supporting grade-level appropriate standard access to English Language Learners across all content areas

Adherence to recommended instructional minutes for reading/language arts and mathematics (K-8) (EPC) Not Applicable

School Plan for Student Achievement (SPSA) Page 5 of 55 Del Mar High School Lesson pacing schedule (K-8) ald master schedule flexibility for sufficient numbers of intervention courses (EPC) Del Mar High School's master schedule includes a number of intervention courses throughout the day.

We offer one section of lntegrated Mathematics 1 specifically for students who need to repeat the course for subject credit. This course is taught by the chair of the mathematics department, who is also one of our site-based instructional coaches. Our mathematics department also offers lntegrated Mathematics 1 Daily. Del Mar uses multiple measures to determine the appropriateness of this intervention course for students. ln addition to reviewing students' grades in their previous math classes, our guidance counselors solicit recommendations from our partner middle schools. Students in the daily class implicitly receive more time and scaffolding to engage with complex and abstract conceptual understandings. Additionally, the mathematics department offers a Math Workshop course for students taking lntegrated Mathematics 2. The purpose of the workshop course is to re-teach and/or pre-teach content so that students have additional support for achieving mastery of the lM 2 standards.

Per the California ELD framework, Del Mar offers designated ELD courses for each grade level for all levels of English learners. ln 2018-2029, we expanded our partnership with the Youth Cinema Project to include grades 11 and 12. This course is intended for our long-term English learners, and it takes a project-based such that students explicitly engage with multiple modes of the English language including interpretive, collaborative, and productive.

Finally, Del Mar High School offers an online credit recovery course called EdOptions. This is a self-paced course in which students validate or earn subject credit via online courses and a "teacher in the cloud."

Availability of standards-based instructional materials appropriate to all student groups (ESEA) ln general, Del Mar teachers use teacher-generated standards-based instructional materials. Each department is divided into course-alike or grade-level teams that co-create units and assessments that are standards-based and stylized from lB assessments. These materials, however, are not readily available to Del Mar's teachers. Each department has been working toward developing rigorous and culturally relevant standards-based units for multiple years. Every year, teachers report that they refine their pre-existing units while also developing new ones.

Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-afigned core courses (EPC) Campbell Union High School District is currently in its second year of implementing the board-adopted myPerspectives and iLit instructional materials in ELA and ELD. ln Mathematics, the core instructional materials are from CPM. As a 1-1 technology school, almost all of our students use digital instructional materials in all of their classes. Opportunity and Equal Educational Access

School Plan for Student Achievement (SPSA) Page 6 of 55 Del Mar High School plovided Services by the regular prqgram that enaple qqderperfglming students to meet standards Del Mar offers several services within our regula r instructional program to enable underperformi ng students to meet standards. Nearly all of our departments have a re-take policy that allows students to re-take or re-write both summative and formative assessments to demonstrate proficiency or mastery

The district offers a wide range of courses during the summer to help students recover credit or validate A-G Courses for : college' Del Mar High School became 1-1 with digitaldevices in tne2otS-19 schootyear. As a resutt of the CpM adoption, the district and Del Mar implemented multipte Math Summer Bridge progr"hs. CUHSD offered a booster ctass for incoming 9th graders needing more support befoie starting lntegrated vrlflr r oi the fresnman year. Del Mar offered a booster class for students wanting to acceierate in math. Stucl=ents ittenoing this summer booster session learned material that allowed them to advance to lntegrated Math ll as freshmen in order to reach lB Math SL/AP Calculus AB as seniors.

A fewtimes a year, the district will host a D.A. Mediation meeting. Parents and students who are habitually truant are invited to attend these meetings to explain the choices available-to them when it comes to school attendance. Community services include Uplift, Catholic Charities, and CASSY counselors who provide counseling services for our at-risk youlh' Starting in May 2018, members of Del Mar's administration team will be meeting with thlir counterparts at Monroe Middle School, Del Mar's largest feeder, to identify academic and behavioral at-risk students before they step on the high school's campus. Together, the administrative teims will develop strategies and/or programs that will help support these incoming freshme.n once they start school in August. During the prigramring r""ron in early February, the guidance department hosted the eighth-grade Del Mar oou-no studenti from Lu-ther Burbank School. triditionatty, students from Luther Burbank have the most fficult time adapting to high school and achieving academic success. This was an attempt to introduce these students to life in high school anO moOet what a successful hlgh school student looks like' lt included an alumni panel of Luther Burbank graluates who have successfully made it to t[eir senior y""r. in" o"t Mar students inspired the graders eighth by sharing stories about how they became successful and how to avoid the distractions and pressures that can be a barrier to achievement.

Ev[dence-based edqcational praqtjces to laise sJudgnt aqhievement Research-based educational practices at Del Mar include QTEL's approach to teaching and learning for ELs using AVID strategies.

Parental Engagement

m!ly, school , dis_tric!, and co4mgqlty to assist under-achieving students (ESEA) in many forms at Del Mar High School They include Open House at the start of school. On the first Wednesday of every month, most parent groups meet at the same time. This first begins with a general session for all groups, usually led by the Principal or Activities Director. This allows the site administration to communicate or address anything that would involve parents. After the general sessio n, they break up into their various subgroups, which include the PTSA, Sports Boosters, performi the DMHS ng Arts Parents, I nternatio nal Baccalaureate Parents, Padres Unidos, and ELAC. Parents also have the opportunity to participate in DELAC, located at the District Office once a month. Just before 8th-grade course sign-ups, Del Mar hosts 8th Grade Parent Night where 8th-grade parents from the local middle schools can learn about the high schooland the various prog rams the site offers. The guidance department offers a number of college-based information nights at each grade level These events are designed to help students and parents navigate the road to college. lnvolvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary t:.n:9]9' in the plan4ing, implementation, qnd evaluatlon of ConApp pJogrqms (5 Catiiornia Code of flefrr"tion.lgezl involves iThis o_ur oarel!groups including ELAC, PTSA, Padres Unidos, DLAC, LB. parent group, Sports and Music : Boosters and School Site Council.

School Plan for Student Achievement (SpSA) Page 7 of 55 Del Mar High School Fundinq

Services by cal funds that enable students to meet standards EA) Not Applicable

Fiscal su EPC Del Mar High School receives additional fiscal support beyond LCAP via Title 1 funding

Stakeholder I nvolvement

Resource lnequities Briefly identify and describe any resource inequities identified as a result of the required needs assessme AS NA

School Plan for Student Achievement (SPSA) Page I of 55 Del Mar High School School and Student Performance Data Student Enrollment Enrollment By Student Group

Student Enrollment by Subgroup Percent of Enrollment Number of Students Student Group 2015-16 2016-17 2017-18 2015-16 2016-17 2017-18

American lndian 0.1o/o 0.1o/o 0.160/o 1 1 2 African American 4.7% 4.0o/o 3.42o/o 55 47 43 Asian 5.4o/o 4.8o/o 5.56% 63 57 70 Filipino 2.8o/o 2.2o/o 2.460/o 33 26 31

Hispanic/Latino 64.9o/o 66.2o/o 66.08% 757 788 832

Pacific lslander O.9o/o 0.8o/o 0.40o/o 10 10 5

White 16.7o/o 16.60/o 16.84o/o 195 198 212

Multiple/No Response 4.5o/o 0.1% 0.640/o 53 1 8 Total Enrollment 1,167 1,191 1259

Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level Number of Students Grade 2015-16 2016-17 2017-18

Grade 9 337 306 365 Grade 10 320 334 305

Grade 11 273 301 317 Grade'12 237 250 272 Total Enrollment 1,167 1,191 1,259

Conclusions based on this data:

1 Del Mar's total enrollment increased steadily from 2015-2018. ln 2017-2018, Del Mar received its largest freshman class. This increase could be attributed to significant shifts occurring with our partner elementary and middle school , districts. ln 2019-2020, for example, we anticipate receiving a significant number of freshman due to the closure of Campbell Middle School.

2. , Since 2015, there has been a pattern of attrition in student enrollment as students progress through the grade levels. The class of 2Q18, for example, ended up with 272 students. ln 2015, when they were in 1Oth grade, that class consisted of 320 students. A significant number of Del Mar's students transfer to Boynton High School in their junior and senior years. 3. Our student groups have largely remained consistent since 2015, indicating that the demographics of our surrounding community are not experiencing significant shifts.

School Plan for Student Achievement (SPSA) Page 9 of 55 Del Mar High School School and Student Performance Data Student Enrollment English Learner (EL) Enrollment

English Learner (EL) Enrollment Number of Students Percent of Students Student Group 2015-16 2016-17 2017-18 20{5-{6 2016-17 2017-18

English Learnerc 197 158 185 16,9o/o 13.3% 14.70/o

Fluent English Proficient (FEP) 496 573 595 42.5o/o 48j% 47.3%

Reclassified Fluent En glish Proficient (RF EP) 34 82 0.0% 17 .3o/o 44.3o/o

Conclusions based on this data:

1 The number of English learners reclassified fluent English proficient (RFEP) increased by over 50% in 2017-2018. This suggests that the district's hiring of site-based EL TOSAs made a significant impact on English learner proficiency at Del Mar High Schoo!, 2 total student enrollment. nguage and learning needs

3 The increase in English learners lrom 2016-2018 is a variable that could have impacted Del Mar's student performance data for ELA and Mathematics.

School Plan for Student Achievement (SPSA) Page 10 of 55 Del Mar High School School and Student Performance Data CAASPP Results English Language Arts/Literacy (All Students)

Overall Participation for All Students # of Students # of Students Enrolled # of Students Tested with Grade Scores % of Students Tested Level 15-16 16-17 17-18 {5-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 11 264 290 3't3 248 277 300 245 276 300 93.9 95.5 95.8 AllGrades 264 290 313 248 277 300 245 276 300 93.9 95.5 95.8

Overall Achievement for All Students % Standard % Standard o/o Standard % Standard Grade Mean Scale Score Exceeded Met Nearlv Met Not Met Level 15-16 16-17 17-18 l5-16 16-17 17-18 15-16 18-17 17-18 t5-16 16-17 17-18 15-16 16-17 17-18 Grade 11 2605 2632. 2604 24 35.14 27.00 37 36.96 34.33 25 17.39 21.33 13 10.51 17.33 AllGrades N/A N/A N/A 24 35.14 27.00 37 36.96 34.33 25 17.39 21.33 13 10.51 17.33

Reading Demonstrating underctand ing of literary and non-fictional texts % Above Standard % Ator Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-,l6 16-17 17-18 15-16 16-17 17-18 Grade 11 26 39.86 31.00 57 46.01 51.67 17 14.13 17.33 AllGrades 26 39.86 31.00 57 46.01 51.67 17 14.13 17.33

Writing Producin g clear and purposeful writing % Above Standard olo At or Near Standard % Below Standard Grade Level 15-16 16.17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 11 37 44.57 35.00 45 45.29 42.33 18 10.14 22.67 AllGrades 37 44.57 35.00 45 45.29 42.33 18 10.14 22.67

Listening Demonstratin g effective comm un ication s kills % Above Standard % At or Near Standard % Below Standard Grade Level {5-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 11 22 28.62 23.67 63 58.70 60.33 15 12.68 16.00 AllGrades 22 28.62 23.67 63 58.70 60.33 15 12.68 16.00

Research/lnquiry Investigatin g, analyzin g, and presentin g information % Above Standard % At or Near Standard % Below Standard Grade Level 15-{6 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 11 42 47.83 41.00 48 41.30 42.33 11 10.87 16.67

AllGrades 42 47.83 41.00 48 41.30 42.33 11 10.87 16.67

School Plan for Student Achievement (SPSA) Page 11 of55 Del Mar High School Conclusions based on this data:

1 ELA scores overall rose in the 15-16 schoolyearfrom 2605.2 to 2632 in 16-17; however, they decreased in 17-18, lhe ){earlhat Wqhaq th e lighe_Sl nun h.q d E!,g lls h leangs. 2. Research/inquiry is the domain with the highest percentage of mastery. Across all content areas, teachers have UCER" been consistently implementing and building on the (claim-evidence-reasoning) structure for identifying information. These results are demonstrative of the efficacy of this strategy to improve alea. 3. Reading and Listening are the domains with the highest percentage of students who are "at or near standard." ,qr!rs4 reaqiqg heg lqen iCentnedDy_Del Mer to be an area of need for students.

School Plan for Student Achievement (SPSA) Page 12 of55 Del Mar High School School and Student Performance Data CAASPP Results Mathematics (All Students)

Overall Participation for All Students # of Students with # of Students Enrolled # of Students Tested % of Students Grade Scores Tested Level 15-{6 16-17 17-18 f5-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 11 264 289 313 248 270 296 246 270 296 93.9 93.4 94.6 AllGrades 264 289 313 248 270 296 246 270 296 93.9 93.4 94.6

Overall Achievement for All Students % Standard % Standard Mean Scale Score % Standard % Standard Grade Exceeded Met Nearlv Met Not Met Level r5-16 16-17 17-18 15-16 16-17 17-18 {5-{6 16-17 17-18 15-{6 16-17 17-18 l5-16 16-17 17-18 Grade 11 2562 2561 2547 I 9.63 9.12 19 20.37 15.88 30 23.70 27.03 42 46.30 47.97 AllGrades N/A N/A N/A 9 9.63 9.12 19 20.37 15.88 30 23.70 27.03 42 46.30 47.97

Goncepts & Procedures Applyins mathematical concepts and procedures % Above Standard olo Alor Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade f 1 16 17.41 14.19 38 28.15 28.72 46 54.44 57,09 AllGrades 16 17.41 14.19 38 28.15 28.72 46 54.44 57.09

Problem Solving & Modeling/Data Analysis Using appropriate tools and strategies to solve rcal world and mathematical problems % Above Standard olo Ator Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 11 14 15.56 13.85 53 45.93 39.86 33 38.52 46.28 AllGrades 14 15.56 13.85 53 45.93 39.86 33 38.52 46.28

Communicatin g Reasoning Demonstrating abilitv to support mathematical conclusions % Above Standard % At or Near Standard % Below Standard Grade Level l5-t6 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 11 13 14.44 12.16 60 56.67 53.38 26 28.89 34.46 AllGrades 13 14.44 12.16 60 56.67 53.38 26 28.89 34.46

Gonclusions based on this data:

1 Overall, math scores that measured at or above standard fell from 15/16 at 2562.3 to 2561 .8 in 16117 2. scores that measured at or above standard fell from 67 in 15116 to 61 .49 in 16117. A difference of

School Plan for Student Achievement (SPSA) Page 13 of55 Del Mar High School 3.

school Plan forstudont Aohievernent (sPsA) Peg6 f4 0f,66 Det Mar Fltgh School School and Student Performance Data ELPAC Results

2017-18 Summative Assessment Data Number of Students and Mean Scale Scores for All Students Grade Number Overall Oral Language Written Language of Level Students Tested Grade 9 1550.2 1565.3 1534.5 41 Grade 10 1545.5 1550.7 1539.9 29

Grade 11 1489.8 1475.2 1504.0 18

Grade 12 1467.9 1459.7 1475.7 14 AllGrades 102

OverallLanguage Number and Percentaqe of Students at Each Performance Level for All Students Grade Level 4 Level 3 Level 2 Level 1 Total Number of Level # o/o # o/o # o/o # o/o Students

Grade 9 11 26.83 12 29.27 41 Grade 10 29 Grade {1 18

Grade 12 14 AllGrades 26 25.49 29 28.43 23 22.55 24 23,53 102

Oral Language Number and Percentage of Students at Each Performance Level for All Students Grade Level 4 Level 3 Level 2 Level I Total Number of Level # % # % # % # % Students Grade 9 17 41.46 11 26.83 41 Grade 10 14 48.28 29

Grade l1 18

Grade 12 14 AllGrades 45 44.12 25 24.51 13 12.75 19 18.63 102

Written Language Number and Percentaqe of Students at Each Performance Level for All Students Grade Level 4 Level 3 Level 2 Level I Total Number of o/o o/o Level # # Yo # # % Students Grade 9 20 48.78 41 Grade 10 12 41.38 29 Grade 11 18

Grade 12 14 AllGrades 12 11.76 16 15.69 26 25.49 48 47.06 102

School Plan for Student Achievement (SPSA) Page 15 of 55 Del Mar High School Listening Domain Number and Percentaqe of Students bv Domain Performance Level for All Students Grade Total Number WellDeveloped SomewhaUModerately Beginning of Level Students Grade 9 14 34.15 19 46.34 41 Grade 10 13 44.83 13 44.83 29 Grade 11 18

Grade 12 14 AllGrades 31 30.39 49 48.04 22 21.57 102

Speaking Domain Number and Percentage of Students bv Domain Performance Level for All Students Grade Total Number WellDeveloped SomewhaUModerately Beginning of Level Students Grade 9 30 73.17 41 Grade 10 20 68.97 29

Grade 11 11 61.11 18

Grade 12 14 AllGrades 70 68.63 15 14.71 17 16.67 102

Reading Domain Number and Percentage of Students by Domain Performance Level for All Students Grade Total Number WellDeveloped SomewhaUModerately Beginning of Level Students Grade 9 25 60.98 41 Grade 10 12 41.38 15 51.72 29

Grade 11 18

Grade 12 11 78.57 14 AllGrades 32 3',t.37 60 58.82 102

Writing Domain Number and Percentage of Students by Domain Performance Level for All Students Grade Total Number WellDeveloped SomewhaUModerately Beginning of Level Students

Grade 9 26 63.41 41 Grade 10 22 75.86 29

Grade 11 18

Grade 12 14 AllGrades 15 14.71 65 63.73 22 21.57 102

Gonclusions based on this data

1 Del Mar's English learners excel in the collaborative mode of communication, with close to 7oo/o of students tested earning a Level 4 in speaking. Approximately 213 of our English learners are LTELs who by and large were born and raised in the !S LTELs often excel in orql lgnguage

School Plan for Student Achievement (SPSA) Page 16 of 55 Del Mar High School 2. Where our English learners struggle is in the interpretive mode of communication, with close to 60% of students tested earning a Level 1 in the reading domain. This data is indicative of the unique language and learning needs of English learners, and specifically, long term English learners, who ofien require targeted literacy instruction to with and access 3. Similarly, approximately 47% of our English learners scored Level 1 in the writing domain. Because English learners require explicit instruction in academic genres, they often struggle to produce writing that adheres to the and conventions of academic English

School Plan for Student Achievement (SPSA) Page 17 of 55 Del Mar High School School and Student Performance Data Student Population

This section provides information about the school's student population.

2017 -18 Student Population

Total Socioeconomically English Foster Enrollment Disadvantaged Learnerc Youth

1,259 54.60/o 14.7o/o 0.2o/o

This is the total number of This is the percent of students This is the percent of students This is the percent of students students enrolled. who are eligible for fee or who are learning to communicate whose well-being is the reduced priced meals; or have effectively in English, typically responsibility of a court. parents/guardians who did not requiring instruction in both the receive a high school diploma. English Language and in their academic courses.

2017-18 Enrollment for All Students/Student Group Student Group Total Percentage English Learnerc 185 14.7%

Foster Youth 3 0.2%

Homeless I 0.7o/o

Socioeconomically Disadvantaged 688 54.60/o

Students with Disabilities 146 11.60/o

Enrollment by Race/Ethnicity Student Group Total Percentage

African American 43 3.4o/o American lndian 2 0.2%

Asian 70 5.60/o

Filipino 31 2.5o/o Hispanic 832 66.1%

Two or More Races 56 4.4o/o

Pacific Islander 5 0.4o/o

White 212 16.8o/o

Gonclusions based on this data

1 Over half of our students are categorized as socioeconomically disadvantaged. This suggests that the majority of Del Mar students might not have access to additional resources that could supplement their educational experience. Students who participate in our band program, for example, may not have access to instruments beyond what is provided by the school. Additionally, a number of our students do not have access to technology or internet at home.

2. Approximately 213 of our student population identifies as Hispanic. We have adjusted our parent engagement events to better accommodate for the needs of our Hispanic families. For example, we almost always offer translation services gr separyle presentatlqnq in Sparlish. We wep the firsl school to employ a [u!l liryre Commuqity

School Plan for Student Achievement (SPSA) Page 18 of55 Del Mar High School i Liaison. Finally, we actively seek bilingual individuals who can not only co,mmunicate with our families, but can also , ipe qllqdditjgn?l gorrlq. of pqgilye !epLe-se!!q!e4_fqS!q.d9n!q when tlOey alq at5qhqo! 3 While our other racial subgrou ps are not as significant, we must be mindful of their specific language, learning, and commq4lty nqqds.

School Plan for Student Achievement (SPSA) Page 19 of55 Del Mar High School School and Student Performance Data Overall Performance

20f 8 Fall Dashboard Overall Performance for All Students

/,),r, i:i(,i (rr ir I I 1 rii(, r;ri, il r,1 ri j i (' : l ri /j.'. ir |'i i'i iit'r,, ./^\.1; [,:1 1 ]i 1; i, ii,r I i, (j tr,,t rl r1,) l:i n,t r(i ii'f;l,i i,.t {1.]i i t r'rr il it if r) English /T\Language Arts Graduation/fi Rate Suspension/T\ Rate Yellow Orange Yellow

Mathematics/ft Orange

English Learner Progress

No Performance Color

College/Can reer Green

Conclusions based on this data:

1 orange and while we are seeing improvements in the classroom, are still not

2. Our graduation rate has dropped due to the new calculations

3. Our suspensions of certain subgroups are disproportionate and need to be examined.

School Plan for Student Achievement (SPSA) Page 20 of 55 Del Mar High School School and Student Performance Data Academic Performance English Language Arts

The performance levels are color-coded and range from loweslto-highest performance in the following order: Lowest i\ Highest Performance {: A\ ft\ /1 Performance '*"0 Orange Yellow Green Blue

This section provides number of student groups in each color 2018 Fall Dashboard English Arts Equity Report

Orange Green Blue

1 1 1 1 0

2018 Fall Dashboard Lan Arts Performance for All Students/Student Group

AllStudents Enqlish Learnerc Foster Youth /fi fr-t\ I far Yellow Red No Performance Color

25.3 points above standard 74.4 points below standard 0 Students

Declined -27 points Declined -60.8 points

281 students 52 students

Homeless Socioeconomical lv Disadvantaqed Students with Disabilities /-3 A\ f\ No Performance Color Orange No Performance Color

Less than 1 1 Students - Data Not 7.1 points below standard 80.9 points below standard Displayed for Privacy Declined -40.6 points Declined -1 8.5 points 1 students

156 students 37 students

School Plan for Student Achievement (SPSA) Page 21 of 55 Del Mar High School 2018 Fall Dashboard h Lan Arts Performance by Race/Ethnic

African American American lndian Asian Filipino f\ /\ /: r\ No Performance Color No Performance Color No Performance Color No Performance Color

Less than 11 Students - Data 0 Students 88.7 points above standard Less than 1 1 Students - Data Not Displayed for Privacy Not Displayed for Privacy lncreased 16.2 points 1 0 students 3 students

16 students

Hispanic Two or More Races Pacific lslander White /t\ r'\ r\ /A Yellow No Performance Color No Performance Color Green

1.4 points above standard 120.8 points above standard Less than 11 Students - Data 78.2 points above standard Not Displayed for Privacy Declined -31.4 points lncreased 10.6 points Declined -26.2 points 5 students

188 students 1 3 students 46 students

2018 Fall Dashboard English La Arts Data Gomparisons for English Learners

Current English Learner Reclassified En glish Learners English Only 139.8 points below standard 53.1 points below standard 62.5 points above standard

Declined -1 19.1 points Declined -46.9 points Declined -24.3 points

1 3 students 39 students 1 1 2 students

Conclusions based on this data

1' Across all sub-groups, Del Mar's students declined significantly on the ELA CAASPP in 2018. English learners as a whole declined by 60.8 points. This snapshot raises a number of questions including how this cohort has performed historically. lt also reinforces the need to re-evaluate cross-curricular strategies for developing language and literacy skills for all students.

School Plan for Student Achievement (SPSA) Page 22 oI 55 Del Mar High School School and Student Performance Data Academic Performance Mathematics

The performance levels are color-coded and range from lowest-to-highest performance in the following order: Lowest /:\ Highest f\ rt\ /T\ 1-\ Performance Performance Red orange Yellow Green Blue

This section provides number of student groups in each color. 20,l8 Fall Dashboard Mathematics Equity Re

Red Orange Green Blue 12100

This section provides a view of Student Assessment Results and other aspects of this school's performance, specifically meeting grade-level standards on the Mathematics assessment. This measure is based on student how well students are -gitanceO performance on the Smarter Summative Assessment, which is taken annually by students in grades 3-8 and grade 11 2018 Fall Dashboard Mathematics Performance for All Students/Student Group

AllStudents Enqlish Learnerc Foster Youth ft\ fi 1'\ Orange Red No Performance Color

75.5 points below standard 164 points below standard 0 Students

Declined -1 'l .5 points Declined -35.7 points

278 students 51 students

Homeless Socioeconom ical ly Disadvantaged Students with Disabilities /\ /t\ /-\ No Performance Color Orange No Performance Color

Less than 11 Students - Data Not 104.3 points below standard 194.2 points below standard Displayed for PrivacY Declined -18.8 Points Declined -26.5 points 1 students 155 students 37 students

Mar High School School Plan for Student Achievement (SPSA) Page 23 of 55 Del 2018 Fall Dashboard Mathematics Performance by Race/Ethnicity

African American American lndian Asian Filipino r\ r\ f\ r\ No Performance Color No Performance Color No Performance Color No Performance Color

Less than 11 Students - Data 0 Students '10.1 points above standard Less than 11 Students - Data Not Displayed for Privacy Not Displayed for Privacy lncreased 10 students 3 students ?O 6 nninlc '16 students

Hispanic Two or More Races Pacific lslander White A\ /\ f\ /r\ Orange No Performance Color No Performance Color Yellow

107.3 points below standard 61.2 points above standard Less than 11 Students - Data 13.1 points below standard Not Displayed for Privacy Declined -13.4 points lncreased Declined -26.6 points 5 students ?7 4 nninte 186 students 1 3 students 45 students

This section provides a view of Student Assessment Results and other aspects of this school's performance, specifically how well students are meeting grade-level standards on the Mathematics assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3-8 and grade 1 1.

2018 Fall Dashboard Mathematics Data Comparisons for En Learnerc

Gurrent English Learner Reclassified English Learnerc English Only

171 points below standard 162.1 points below standard 38.8 points below standard

Declined -51 points Declined -21.7 points Declined -8.4 points

1 2 students 39 students 1 1 0 students

Conclusions based on this data:

1 Similarly, all sub-groups declined in Mathematics in 2018, especially English learners. This data suggests a performance pattern for this particular cohort of students. lt suggests that this class might benefit from additional academic interventions in mathematics beyond what is already offered.

School Plan for Student Achievement (SPSA) Page 24 ol 55 Del Mar High School School and Student Performance Data Academic Performance English Learner Progress

Number of Level 4 Level 3 Level 2 Level 1 Students Well Moderately Somewhat Beginning Developed Develooed Developed Staqe 102 25.5o/o 28.4% 22.5% 23.504

Conclusions based on this data:

1 Over half of our Englis h learners earned a level 3 or 4 on the ELPAC; however, when assessed in ELA/literacy, our English learners earned the greatest decline in points. This suggests that while our English learners are increasing in English language, they are still strug gling with the complex language and literacy skills required

2 22.5o/o of our English learners are at the cusp of achieving what our district would consider the threshold for reclassification. ln tne upcoming year, it would behoove the team to dig deeper into students' assessment results to identify areas that must be targeted for students to demonstrate proficiency in English language.

School Plan for Student Achievement (SPSA) Page 25 of 55 Del Mar High School School and Student Performance Data Academic Performance Gollege/Career

The performance levels are color-coded and range from lowest-to-highest performance in the following order: Lowest {\ lr\ /T\ rn tn Highest Performance Performance '*"0 Orange Yellow Green Blue

This section provides number of student groups in each color

2018 Fall Dashboard Gol Re

Red Orange Green Blue 0 2 0 3 0

This section provides information on the percentage of high school graduates who are placed in the "Prepared" level on the College/Career lndicator. 2018 Fall Dashboard College/Career for All Students/Student Grou

AllStudents Enqlish Learnerc Foster Youth /*\ /f\ r'.\ Green Orange No Performance Color

50.2% prepared 12.5% prepared Less than 1 1 Students - Data Not Displayed for Privacy lncreased 3.2% Declined -7.5% 1 students

277 students 56 students

Homeless Socioeconomicallv Disadvantaqed Students with Disabilities /\ /*\ rt\ No Performance Color Green Orange

Less than 1 1 Students - Data Not 43% prepared 8.8% prepared Displayed for Privacy lncreased 3.7% lncreased 8.8% 4 students

186 students 34 students

School Plan for Student Achievement (SPSA) Page 26 of 55 Del Mar High School 2018 Fall Dashboard Gol by Race/Ethnicity

African American American lndian Asian Filipino r\ r\ /\ r-\ No Performance Color No Performance Color No Performance Color No Performance Color

Less than 11 Students - Data Less than 1 1 Students - Data 76.9% prepared Less than 11 Students - Data Not Displayed for Privacy Not Displayed for Privacy Not Displayed for Privacy lncreased 16.9% 8 students 1 students 7 students

1 3 students

Hispanic Two or More Races Pacific lslander White fA f1 /\ /h Green No Performance Color No Performance Color Green

43.5% prepared 66.7% prepared Less than 1 1 Students - Data 65.3% prepared Not Displayed for Privacy lncreased 4.6% lncreased 12.1% lncreased 2.5% 1 students

186 students 12 students 49 students

This section provides a view of the percent of students per year that qualify as Not Prepared, Approaching Prepared, and Prepared. 2018 Fall Dashboard reer 3-Yea r Performance

Glass of 2016 Glass of 2017 Class of 2018 37.8% Prepared 47 Preparcd 50.2 Prepared 21 .7o/o Approaching Prepared 20.5 Aoproachinq Prepared 1 8.1 Approachinq Prepared 40.4% Not Prepared 32.5 Not Prepared 31.8 Not Preoared

Conclusions based on this data: 1. Overall, Del Mar's students have increased in college/career preparedness. The availability of SVCTE has had a significant impact on our students. 2. While we have achieved some success in this area overall, our English learners and students with disabilities trail behind their peers. This suggests that our master schedule must include more flexibility for students to participate in programs such as SVCTE. Currently, our English learners and students with disabilities have limited options, dep-ending on their specific learning needs. Students who are in our SDC program, for example, have been unable to participate in SVCTE due to scheduling conflicts. 3. Del Mar and CUHSD have also worked toward increasing the number of CTE courses available in the master schedule,

School Plan for Student Achievement (SPSA) Page 27 of 55 Del Mar High School School and Student Performance Data Academic Engagement Chronic Absenteeism

The performance levels are color-coded and range from lowest-to-highest performance in the following order:

Lowest Highest Performance Red Orange Yellow Green Blue Performance

This section provides number of student groups in each color 2018 Fall Dashboard Chronic Absenteeism Equity Report Red Orange ffi Green Blue

AllStudents Enqlish Learnerc Foster Youth

Homeless Socioeconomicallv Disadvantaoed Students with Disabilities

2018 Fall Dashboard Chronic Absenteeism Race/Eth

African American American lndian Asian Filipino

Hispanic Two or Morc Races Pacific lslander White

Gonclusions based on this data:

1 N/A

School Plan for Student Achievement (SPSA) Page 28 of 55 Del Mar High School School and Student Performance Data Academic Engagement Graduation Rate

The performance levels are color-coded and range from lowest-to-highest performance in the following order: Lowest /:\ Highest Performance ir\ /t\ lf\ Performance Red orange Yellow Green ^Blue This section provides number of student groups in each color. 20{8 Fall Dashboard Graduation Rate Report

Red Orange Green Blue

0 3 1 1 0

AllStudents English Learnerc Foster Youth ft\ ft\ r-\ Orange Orange No Performance Color

89.9% graduated 75% graduated Less than 1 1 Students - Data Not Displayed for Privacy Declined -3.3% Declined -5% 1 students

277 students 56 students

Homeless Socioeconomicallv Disadvantaged Students with Disabilities 1-'\ /ft n No Performance Color Orange Green graduated Less than 1 1 Students - Data Not 88.7% graduated 88.2% Displayed for Privacy Declined -2.4% lncreased +3.9% 4 students 186 students 34 students

School Plan for Student Achievement (SPSA) Page 29 of 55 Del Mar High School 2018 Fall Dashboard Graduation Rate by Race/Ethnicity

African American American lndian Asian Filipino /\ r3 f\ r: No Performance Color No Performance Color No Performance Color No Performance Color

Less than 11 Students - Data Less than 11 Students - Data 92.3% graduated Less than 11 Students - Data Not Displayed for Privacy Not Displayed for Privacy Not Displayed for Privacy lncreased +5.6% 8 students 1 students 7 students

1 3 students

Hispanic Two or More Races Pacific lslander White A\ 1\ f\ 1i\ Orange No Performance Color No Performance Color Yellow

88.7% graduated 91.7% graduated Less than 1'1 Students - Data 91.8% graduated Not Displayed for Privacy Declined -3.1% Declined -8.3% Declined -3 5% 1 students

186 students 12 students 49 students

2017 2018 93.2% graduated 89.9% qraduated

Gonclusions based on this data

1 Overall, we experienced a slight decrease in our graduation rate in 2018. Our students with disabilities, however, experienced a gain of nearly 4%. CUHSD is in the midst of a multi-year roll-out of its more rigorous graduation requirements.

School Plan for Student Achievement (SPSA) Page 30 of 55 Del Mar High School School and Student Performance Data Conditions & Climate Suspension Rate

The performance levels are color-coded and range from lowest-to-highest performance in the following order: Lowest Highest d\ A\ if t\ f/} f\ Performance Performance Red orange Yellow Green Blue

This section provides number of student groups in each color. 2018 Fall Dashboard Sus Rate Equity Report

Red Green Blue

1 2 4 0

AllStudents English Learners Foster Youth ft\ /\ r\ Yellow Green No Performance Color

3.3% suspended at least once 2% suspended at least once Less than 1 1 Students - Data Not 9 students Maintained -0.1% Declined -1.2%

1 350 students 198 students

Homeless Socioeconomicallv Disadvantaged Students with Disabilities f\ /4 /T\r No Performance Color Green Yellow

9.'l % suspended at least once 4% suspended at least once 5.1% suspended at least once

Maintained 0% Declined -0.6% Maintained -0.1%

1 1 students 793 students 157 students

School Plan for Student Achievement (SPSA) Page 31 of 55 Del Mar High School 2018 Fall Dashboard Suspension Rate Race/Ethn

African American American lndian Asian Filipino {\ /\ F..\ /: Red No Performance Color Orange No Performance Color

15.4% suspended at least Less than 11 Students - Data 2.9% suspended at least 0% suspended at least once once 2 students once lncreased 9% lncreased 1.3% Declined -3.7% 52 students 70 students 34 students

Hispanic Two or More Races Pacific lslander White fh fh f\ A\ Green Green No Performance Color Orange

2.9% suspended at least 3.4% suspended at least Less than 1'1 Students - Data 2.7% suspended at least once once I students once Declined -1% Declined -1 .4% lncreased 1.2% 904 students 58 students 222 students

This section provides a view of the percentage of students who were suspended

2018 Fall Dashboard S nsion Rate Year

2016 2017 2018 6.1% suspended at least once 3.5% suspended at least once 3.3% suspended at least once

Conclusions based on this data

1' Since 2016, Del Mar High School has decreased its suspension rate by approximately 50%. We decreased the suspension rate for our English learners and socioeconomically disadvantaged students. Del Mar has been exploring a variety of alternatives todiscipline including restorative practices and brief interventions. 2 An area for groMh is the disproportionality of suspensions for our African American students, 1 5% of whom had been suspended at least once. This data suggests that Del Mar must look for additional alternatives to meet the social emotional needs of our African American youth. lt also suggests that there is a need for cultural competency training for faculty and staff.

School Plan for Student Achievement (SPSA) Page 32 of 55 Del Mar High School Goals, Strategies, & Proposed Expenditures

Goal 1 o lncrease proficient in ELA on the SBAC Exam by 5o/o (from 72o/o to77o/o) o lncrease Pr,oficient in Math on SBAC Exam by 7o/o (from 28o/o lo 35%) o lncrease the number of English Learners reclassified annually by 5% o lncrease CELDT Proficiency (AMAO) by 3% (from 69% to 72o/o) o lncrease proficient for Latino subgroup in ELA on the SBAC Exam 5% (from 68% to 73o/o) o lncrease proficient for Latino subgroup in Math on the SBAC Exam 5% (from 21o/o lo 260/o) o Decrease Low lncome [Ll] and Latino Failure Rate (increase 9th-grade full credits earned from 69% to 75o/o) o Decrease Truancy Rates by 10o/o (from 52o/o to 42o/o) o Decrease Suspension and Expulsions by 5o/o. Currently 180 Suspensions for 17118. o Targeted Proficiency Level in The District LocalCommon Assessment

ldentified Need (1) Targeted literacy instruction to meet the unique language and learning needs of English learners, especially LTELs (long-term English learners) (2) lnterventions within the regular program to support at-risk students (3) Restorative alternatives to suspension and expulsion (e.9. drug awareness program)

Annual Measurable Outcomes Metric/lndicator Baseline/Actual Outcome Expected Outcome Summative ELPAC data CAASPP (SBAC) data for ELA/Literacy CAASPP (SBAC) data for Mathematics District assertive discipline data

Complete a copy of the Strategy/Activity table for each of the school's strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

Strategy/Activity 1 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

School Plan for Student Achievement (SPSA) Page 33 of 55 Del Mar High School All students

Strategy/Activity Site Staff Development

Site and District level collaboration

Amount(s) Source(s)

No Cost Strategy/Activity 2 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All students

Strategy/Activity Align units with the Del Mar Learner Profile (SLOS)

Amount(s) Source(s)

No Cost Strategy/Activity 3 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All students

Strategy/Activity All curriculum and assessments to align with lB in order to provide equitable access to students

School Plan for Student Achievement (SPSA) Page 34 of 55 Del Mar High School Amount(s) Source(s)

No Cost Strategy/Activity 4 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) English learners

Strategy/Activity Promote the importance of the ELPAC test being given to students required to take it and to faculty and staff.

Amount(s) Source(s)

No Cost Strategy/Activity 5 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All students

Strategy/Activity Address Truancy, Attendance, and Expulsion Policies, including the regular implementation of restorative j ustice practices

Amount(s) Source(s)

81,000 Title I

Additional Cassy counselor Strategy/Activity 6 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All students

Strategy/Activity

School Plan for Student Achievement (SPSA) Page 35 of 55 Del Mar High School lncrease number of students in the AVID program and build strategies schoolwide

Amount(s) Source(s) None Specified None Specified

Strategy/Activity 7 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activi$

Amount(s) Source(s)

15,000 Title I 1 000-1 999: Certificated Personnel Salaries Summer school courses designed to advance students from lM1 to lM2 over the summer. Strategy/Activity 8 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) Allstudents

Strategy/Activity Continue utilizing Technology TOSA

Amount(s) Source(s)

60,000 Title I 1 000-1 999: Certificated Personnel Salaries TOSA would be responsible for setting up, organizing, and maintaining site technology such as laptops, projectors, etc.

School Plan for Student Achievement (SPSA) Page 36 of 55 Del Mar High School Strategy/Activity 9 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) English learners

Strategy/Activity Continue utilizing EL Coach to work with departments on QTEL, AVID, and math strategies

Amount(s) Source(s)

40,000 Title I 1 000-1 999: Certificated Personnel Salaries

Strategy/Activity 10 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) Students at risk of failing mathematics

Strategy/Activi$ Add 3 Daily Math support sections from students who require interventions

Amount(s) Source(s)

40,000 Title I 1 000-1 999: Certificated Personnel Salaries These sections will be paired with an lM1 class so that students receive lM1 math instruction daily. Strategy/Activity 11 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) English learners

Strategy/Activity Designated Literacy & EL Support

Proposed Expenditures for this Strategy/Activity

School Plan for Student Achievement (SPSA) Page 37 of 55 Del Mar High School List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

40,000 Title I 1 000-1 999: Certificated Personnel Salaries EL Aides are deployed to core classes that have EL students enrolled in the section. Strategy/Activity 12 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity Continue utilizing Math Para Professionalto reach EL students

Amount(s) Source(s)

50,000 Title I 2000-2999: Classified Personnel Salaries This position will be assigned to math support classes (lMl Daily & lM2 Math Workshop) to aid teachers in making more contact with individual students. Strategy/Activity 13 Students to be Served by this StrategyActivity (ldentify either All Students or one or more specific student groups) Long term English learners

Strategy/Activity Purchase of Film Equipment for Latino Film lnstitute's Youth Cinema Project class

Amount(s) Source(s)

20,000 Title I 4000-4999: Books And Supplies

Strategy/Activity 14 Students to be Served by this Strategy/Activity

School Plan for Student Achievement (SPSA) Page 38 of 55 Del Mar High School (ldentify either All Students or one or more specific student groups) Long term English learners

Strategy/Activity Latino Film lnstitute: Youth Cinema Project

Amount(s) Source(s)

76,000 Title I 1 000-1 999: Certificated Personnel Salaries

Annual Review SPSA Year Reviewed: 2018-19 Respond to the following prompts relative to this goal. lf the school is in the first year of implementing the goal, an analysis is not required and this section may be deleted. ANALYSIS Describe the overall implementation of the strategies/activities and the overall effectiveness of the strategies/activities to achieve the articulated goal. \n2018-2O19, Del Mar made gains toward implementing the strategies/activities outlined for Goal 1. All teachers were trained in the AVID Academic Language and Literacy strand. The EL TOSA coaches teachers using the QTEL approach to teaching and learning for English learners. Our TOSAs additionally reinforces the school-wide implementation of AVID strategies. This also marks the second year of Del Mar's partnership with the Latino Film lnstitute's Youth Cinema Project, which takes a project-based learning approach to developing the academic English of long term English learners. ln 2017-2018, over 50% of students enrolled in that course were reclassified fluent English proficient (RFEP) by the end of the school year. Del Mar also increased interventions in mathematics at the lM 1 and lM 2 levels. Students identified as needing additional support, per teacher recommendation and assessment scores, were enrolled in a math workshop, similar to the model that is being implemented at the CSU level. Despite these gains, Del Mar's student performance data showed a decline in percentage points across almost all of our sub groups. This discrepancy calls into question the historical performance of this particular cohort of students, but it also suggests that additional or different interventions are needed.

Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal. N/A

School Plan for Student Achievement (SPSA) Page 39 of 55 Del Mar High School Because Del Mar is still in the early stages of implementing these strategies, we will continue with them for at least one more year, making data-informed adjustments as needed to impact student outcomes. The administration will continue to explore and implement restorative justice practices as alternatives to traditional disciplinary actions.

School Plan for Student Achievement (SPSA) Page 40 of 55 Del Mar High School Goals, Strategies, & Proposed Expenditures

Goal 2 o lncrease in the Del Mar cohort graduation rate of 3o/o from 91.7o/o to 95% o lncrease Del Mar UC/CSU A-G Completion Rates 3% from 45o/o to 48o/o o lncrease in the Del Mar EAP "Ready for College" in Math from 30% to 35% and ELA from 72o/o to 77o/o o lncrease 3o/o of CUHSD graduates entering postsecondary education from 72o/oto75o/o o lncrease graduates completing at least one "concentrator" course in CTE Pathway from 31 to 35 and one "completer" course in CTE pathways from 8 to 10. o lncrease proficiency levels on the PSAT participation and performance (% tbd) o lncrease participation and pass rates for AP/IB in all demographic subgroups by 3o/o

ldentified Need (1) Additional CTE options for students (2) Dual enrollment courses that allow students to fulfill multiple requirements simultaneously (3) Viable alternatives for A-G completion for students with disabilities (e.9. LOTE)

Annual Measurable Outcomes Metric/lndicator Baseline/Actual Outcome Expected Outcome Graduation rates (CA Dashboard and DataZone) A-G completion rates (CA Dashboard and DataZone) ! Participation rates for standardized testing (PSAT, AP/rB)

Complete a copy of the Strategy/Activity table for each of the school's strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

Strategy/Activity 1 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity Plan (PLP) for all students to provide goal setting, action plans and parent involvement in student's high school and post-school planning

School Plan for Student Achievement (SPSA) Page41 of55 Del Mar High School 1. Work with CUHSD technology coordinator to implement the program "Naviance." 2. Collaborate with partner High Schools to strategize ways to initiate this action. 3. Provide professional development on providing guidance for the PLPs

Amount(s) Source(s)

Strategy/Activity 2 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity Continue to develop and sustain all parent groups.

Amount(s) Source(s)

Strategy/Activity 3 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity Continue providing professional development for teachers on how to utilize a one to one computer program at Del Mar.

Amount(s) Source(s)

Teachers will be receiving new laptops in 2018- 2019. Strategy/Activity 4 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

School Plan for Student Achievement (SPSA) Page 42 of 55 Del Mar High School Strategy/Activity Continue to develop an Advisory Program for all students to implement a Personal Learning Plan, provide a personal connection for each student at Del Mar, and plan for student business and needs such as suryeys, voting, and other school activities.

Amount(s) Source(s)

Strategy/Activity 5 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity Develop the next step with the Technology Department to put Personal Learning Plans into Aeries while incorporating them into all phases of guidance work and into the advisory program

Amount(s) Source(s)

Strategy/Activity 6 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity Teachers will participate in professional development including

1. QTEL strategies for all teachers 2. Department collaboration 3. Rounds 4. Development of rigorous curriculum 5. AVID Strategies

Amount(s) Source(s)

School Plan for Student Achievement (SPSA) Page 43 of 55 Del Mar High School Professional development workshops 201 5- 2016 included a focus on:

AVID Technology Common Assessments Common Curriculum SDAIE

Strategy/Activity 7 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity lncrease the number of SAI and EL students into mainstream courses.

Amount(s) Source(s)

Successful implementation of EL students into content area classes. Strategy/Activity 8 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity Develop a plan for Naviance usage

Amount(s) Source(s)

Strategy/Activity 9 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity lncrease Participation in high-stakes standardized tests (PSAT, SAT, ACT) to 100% of the 1Oth grade class to create equitable opportunities for students

School Plan for Student Achievement (SPSA) Page 44 of 55 Del Mar High School Proposed Expenditures for this Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

Strategy/Activity 10 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity lncrease the number of students meeting the A-G requirements especially to reflect the schools demographics.

Amount(s) Source(s)

Strategy/Activity 11 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activi$ lncrease variety of technology used by teachers

Amount(s) Source(s)

Strategy/Activity 12 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity IB/AP Exam Fees

School Plan for Student Achievement (SPSA) Page 45 of 55 Del Mar High School Amount(s) Source(s)

30,000 Title I 5000-5999: Services And Other Operating Expenditures Assist students with the payment for lB Exam Fees Strategy/Activity 13 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) At-risk students

Strategy/Activity Explore dual enrollment options for fulfilling multiple A-G requirements

Amount(s) Source(s)

Annual Review SPSA Year Reviewed: 2018-19 Respond to the following prompts relative to this goal. lf the school is in the first year of implementing the goal, an analysis is not required and this section may be deleted. ANALYSIS Describe the overall implementation of the strategies/activities and the overall effectiveness of the strategies/activities to achieve the articulated goal. Del Mar provided exam fee financial assistance to any student who requested it, thereby increasing the AP exam participation rate. Almost all AP US Government and Politics and AP Calculus AB students will take the exam at the end of May. Naviance is a tool that is available to support students in developing their PLPs (personal learning plans); however, the guidance counselors found it more useful to use the individualized academic plans (lAPs) in Aeries. This year, they began rolling out this tool with the class of 2022. Because the tool is in Aeries, it enables students and families to track student progress toward A-G completion. Del Mar continued the initiative to implement the SAI "Push-in" model in mainstream classes to support students with disabilities toward fulfilling the A-G requirements. Currently, we are implementing the push-in model in Spanish 1, English 2, Chemistry, and Physics. Additionallv, we are supporting students with disabilities by deploying special education para-educators into our mainstream classes with the highest areas of need. CUHSD's partnership with Equal Opportunity Schools has enabled Del Mar to take a more targeted approach to recruiting underrepresented students into our AP/IB course offerings.

School Plan for Student Achievement (SPSA) Page 46 of 55 Del Mar High School Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal. N/A

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. ldentify where those changes can be found in the SPSA. ln this upcoming year, Del Mar's guidance team hopes to partner with CUHSD's C&l department to explore dual enrollment options that will enable students to fulfill multiple A-G requirements simultaneously. For example, we have a number of students who are at-risk for not graduating due to the 3-year requirement for mathematics. Our students would benefit from mathematical applications courses (e.g. financial literacy) that will teach them real-world lessons while enabling them to complete their graduation requirements. This strategy has been added to Goal#2.

School Plan for Student Achievement (SPSA) Page 47 of 55 Del Mar High School Goals, Strategies, & Proposed Expenditures

Goal 3 . lncrease level of Satisfaction with district and site communication by 5% . lncrease the level of engagement students have while learning by 10o/o . lncrease students level of satisfaction with college, career and socioemotional counseling and mentoring by 10o/o . lncrease parent and student attendance and participation in school programs and extracurricular support activities (baseline data in 2017) . lncrease the level of staff satisfaction with district communication by 10o/o (from 59% to 6e%) ldentified Need (1) Site-based drug counselors (2) Restorative alternatives to suspension and expulsion (e.9. drug counseling, etc.) (3) Adoption of school-wide PBIS or MTSS framework

Annual Measurable Outcomes Metric/lndicator Baseline/Actual Outcome Expected Outcome

Complete a copy of the Strategy/Activity table for each of the school's strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

Strategy/Activity 1 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity Create more opportunities and ways for parents to the WesIED/LCAP Survey to increase participation through the following:

Advertisement in School Newsletter Back To School Night Automated Phone Call School Loop Communication Announce through parent meetings

Proposed Expenditures for this Strategy/Activity

School Plan for Student Achievement (SPSA) Page 48 of 55 Del Mar High School List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

No Cost Strategy/Activity 2 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity lncrease use of Robo-Call system for important events and meetings in both English & Spanish. Utilize programs like Remind adn the parent dispatch.

Amount(s) Source(s)

No Cost Strategy/Activity 3 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity CASSY Counselors (2)

Amount(s) Source(s)

75,000 Title I 1 000-1 999: Certificated Personnel Salaries Emotional Support Counselors for students

Annual Review SPSA Year Reviewed: 2018-19

School Plan for Student Achievement (SPSA) Page 49 of 55 Del Mar High School Respond to the following prompts relative to this goal. lf the school is in the first year of implementing the goal, an analysis is not required and this section may be deleted. ANALYSIS Describe the overall implementation of the strategies/activities and the overall effectiveness of the strategies/activities to achieve the articulated goal. Del Mar's Assistant Principals incorporated restorative circles as a strategy for repairing harm on campus. This restorative approach was implemented in lieu of more severe corrective action including suspension. Teachers have reported experiencing more positive interactions with students following a restorative circle. Families who have participated in a restorative circle have reported feeling more included and more supported by the school. This year, Del Mar has two fulltime CASSY therapists who support the social emotional health of students as it pertains to their schooling. We do not currently have an Uplift counselor on our campus.

Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal. N/A

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. ldentify where those changes can be found in the SPSA. This year, Del Mar partnered with Community Matters, a non-profit organization, to provide a selected group of students and teachers with ATOD (alcohol, tobacco, and other drugs) intervention and prevention training. This training was funded by a grant that Santa Clara County received from Kaiser Permanente. Del Mar received $2,400 to conduct follow up sessions, etc. for students and teachers. The program was positively received by students and staff. ln the future, we would like to expand our partnership with Community Matters and explore additional, more intensive trainings for students and staff around ATOD prevention and intervention and restorative practices. This strategy would be reflected in Goal#3.

School Plan for Student Achievement (SPSA) Page 50 of 55 Del Mar High School Goals, Strategies, & Proposed Expenditures

Complete a copy of the following table for each of the school's goals. Duplicate the table as needed. LEA/LCAP Goal Goal 4: Use human capital strategies that support staff effectiveness: CUHSD will use proven recruitment, selection, and retention strategies to improve staff quality throughout the District.

1. Hiring timeline: Open vacancies for teachers and administrators filled by June 15 = 80% 2. Staff perceptions of ability to attract talent = 49% 3. Staff perceptions of ability to retain talent = 46% 4. Percentage of administrators who meet instructional quality calibration criteria = 75o/o

Goal 4 Continue to work with Human Resources to hire highly qualified teaching staff ldentified Need

Annual Measurable Outcomes Metric/lndicator Baseline/Actual Outcome Expected Outcome

Complete a copy of the Strategy/Activity table for each of the school's strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

Strategy/Activity 1 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity ADMINISTRATOR COACHING METHODS Train all administrators in instructional coaching methods and providing actionable feedback

Amount(s) Source(s)

Video of calibration of classroom instruction

School Plan for Student Achievement (SPSA) Page 51 of55 Del Mar High School Strategy/Activity 2 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity New Teacher Experience professional learning & Welcome.

Amount(s) Source(s)

District professional learning experiences for all new teachers aligning HR, benefits, technology, and curriculum & instruction. Strategy/Activity 3 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity New Teacher Support Program (BTSA), including Reflective Coaches, which are teacher mentors who are released from the classroom to mentor new teachers.

Amount(s) Source(s)

Full TOSA & partime release mentors. lncluding salry and benefits.

Partially funded out of Title ll

School Plan for Student Achievement (SPSA) Page 52 of 55 Del Mar High School Budget Summary

Description Amount

Total Funds Provided to the School Through the Consolidated Application

Total Federal Funds Provided to the School from the LEA for CSI i$

Total Funds Budgeted for Strategies to Meet the Goals in the SPSA .$527,000.00

Other Federal, State, and Local Funds

Federal Programs Allocation ($)

Title I $527,000.00

Subtotal of additional federal funds included for: this school: $527,000.00

List the State and local programs that the school is including in the schoolwide program. Duplicate the table as needed.

State or Local Programs Allocation ($)

Subtotal of state or local funds included for this school: $

Total of federal, state, and/or local funds for this school: $527,000.00

School Plan for Student Achievement (SPSA) Page 53 of 55 Del Mar High School School Site Gouncil Membership

School Principal Classroom Teachers

Name of Memberc Role

Jennifer Baldwin pal

Durant Classroom Teacher I

Diana Nguyen Other School Staff l

Harvey Other School Staff

Miguel Paredes Parent or Community Member

Oliver Miles Secondary Student

Miles Parent or Community Member

Reinhard Parent or Community Member

Laura Hallinan Classroom Teacher

School Plan for Student Achievement (SPSA) Page 54 of 55 Del Mar High School Recommendations and Assurances

The School Site Council (SSC) recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following:

The SSC is conectly constituted and was lormed in accordance with district governing board policy and state law.

The SSC sought and considered all recommendations from the following groups or committees before adopting this plan: Committee or Advisory Group Name

English Learner Advisory Comrnittee

This SPSA was adopted by the SSC at a public meeting on May 04,2019.

Principal, Jennifer Baldwin on May 04,2A19

SSC Chairperson, Miguel Paredes on May M, 2019

School Plan for Student Achievement (SPSA) Page 55 of 55 Del Mar High School

School Year: 9-20

School Plan for Student Achievement (SPSA) Template lnstructions and requirements for completing the SPSA template may be found in the SPSA Template lnstructions Cou nty-District-School Schoolsite Council Local Board Approval School Name (cDSj Code (SSc) {pproyql patg Date Leigh High School 43694014330239 May 22,2019 June 13,2019

Purpose and DescriPtion Briefly describe the purpose of this plan (Select from Schoolwide Program, Comprehensive Support and lmprovement, Targeted Support and lmprovement, or Additional Targeted Support and 4proyeme4t) Schoolwide Program This plan is to connect our district goals to our site goals which are determined through our WASC

Briefly describe the school's plan for effectively meeting the ESSA requirements in alignment with the Local Control and Accountabi lilv_I lan and other fe{e1a!, sl4te_, The Single Plan for Student Achievement (SPSA) is meant to consolidate all school-level planning efforts into one plan for programs funded through the Consolidated Application (ConApp), pursuant to the California Education Code (EC) Section 64001 and the Elementary and Secondary Act as amended by the Every Student Succeeds Act (ESSA).

The purpose of the SPSA is to coordinate all educational services at the school. The site plan shall address how funds provided to the schoo!wjl!be qsed to improve acaQqmic performance oJ all

School School Plan for Student Achievement (SPSA) Page 1 of48 Leigh High pupils to the level of the proficiency goals, as established by the California Department of Education 'The School Site Council (SSC) is required to develop and annually review the SPSA, approve an annual budget, and make modifications in the school plan to reflect changing needs and priorities, as applicable, pursuant to EC 52853(b) and 52855.

California's ESSA State Plan significantly shifts the state's approach to the utilization of federal resources in support of underserved student groups. The SPSA provides schools with the opportunity to document their approach to maximizing the impact of federal investments in support :of underserved students. The implementation of ESSA in California presents an opportunity for schools to innovate with their federally-funded programs and align them with the priority goals of the school and the Local Education Agency (LEA). Th6 state's Locai Control Funding Formul-a (LCFF) provides schools and LEAs flexibility to design programs and provide services that meet the needs of students in order to achieve readiness for college, career, and lifelong learning. The SPSA planning process supports continuous cycles of action, reflection, and improvement.

School Plan for Student Achievement (SPSA) Page 2 of 48 Leigh High School Comprehensive Needs Assessment Components

Data Analysis Please refer to the School and Student Performance Data section where an analysis is provided Surveys This section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results from the surveY(s). ,W" n"u" ,."0 tn" eOS tut"y, Healthy Kids Survey, and a site survey.

Glassroom Observations This section provides a description of types and frequency of classroom observations conducted during the school-year and asummary of findings Opportunities for lnstructional Rounds and other types of class observations were provided during the school year, but on a limited basis and this year was focused on Administrators calibrating our understanding of quality instruction. Teachers indicate that thei would like to have more opportunities to observe other classrooms and learn from each other. This is an area for focus in 2018-19 and in our WASC goals as well as funding to provide for substitutes so that more teachers can participate.During the evaluation observations, it is noted that over 50% of our teachers use strategies that focus on siudent collaboration. During some informal observations, it is noted that learning objectives are not posted or communicated. Analysis of Current lnstructional Program The foliowing statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential program Coi-rponents (EpCs). ln conjunction with the needs assessments, these categories may be used to discuss and devetop critical findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are:

. Not meeting performance goals . Meeting performance goals . Exceeding performance goals

Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or generaldescriptions. Each successive school plan should examine the status of these findings and note progress made. Sp6cial consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs. Standards, Assessment, and Accountability

Use of state and local assessments to modify instruction and improve student achievement (ESEA) We use the CAASPP data to identify patterns around application of math and the implementation of tutorial supports, tutoring and credit recovery. We use the EOS data to identify students not taking rigorous courses and meet individually with thEm to support them ln taking their first Honors and/or AP course. The Healthy Kids and Site Survey data is used to create a culture committee to set expectations for how we treat each other and activities that promote acceptance and inclusivity.

Use of data to monitor student progress on curriculum-embedded assessments and modify inskuction (EPC)

Staffing and Professional Development

School Plan for Student Achievement (SPSA) Page 3 of 48 Leigh High School Status of meeting requirements for highly qualified staff (ESEA) We have a 98% of our staff is highly qualified.

Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC) There are two lntern teachers completing their credentialing while teaching. All teachers have access to workshops, conferences, professional resources.

Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA) Our PD Committee uses our WASC goals to determine professional development which is focused on standards-based instruction, common assessments and instructional strategies that support our SPED and EL students.

Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EpC) We provide BTSA coaches for new teachers, department mentors and peer mentoring. Our EL TOSA support teachers who have EL students in their classes to ensure appropriate strategies are being used to meet their needs.

Teacher collaboration by grade level (kindergarten through grade eight [K-8]) and department (grades nine through twelve) (EPC) We have regularly scheduled collaboration for departments and job-a-likes to align curriculum, look at data and collaborate on student tasks.

Teaching and Learning

Alignment of curriculum, instruction, and materials to content and performance standards (ESEA)

Adherence to recommended instructional minutes for reading/language arts and mathematics (K-8) (EpC)

Lesson pacing schedule (K-8) and master schedule flexibility for sufficient numbers of intervention courses (EpC) Master schedule is created to meet the needs of all students to complete the graduation requirements and become A-G eligible. We offer two Credit Recovery classes that use Odysseyware, an online credit recovery program. We have added an incoming 9th grade intervention course to support our most academically challenged General Ed students.

Availability of standards-based instructional materials appropriate to all student groups (ESEA)

School Plan for Student Achievement (SPSA) Page 4 of 48 Leigh High School high school Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for students, access to standards-aligned core courses (EPC)

Opportunity and Equal Educational Access

Services provided by the regular program that enable underperforming students to meet standards (ESEA)

Evidence-based educational practices to raise student achievement

Parental Engagement (ESEA) Resources available from family, school, district, and community to assist under-achieving students

in secondary lnvolvement of parents, community representatives, classroom teachers, other school personnel, and students 3932) schools, in the planning, implementation, and evaluation of ConApp programs (5 California Code of Regulations parents participate in we have a Home and school club , school site council and ELAC committees to encourage to primary to the decision making and provide feedback. We reach out to the parents of our EL students in their language invite them to participate and provide translators during the meetings.

Funding

Services provided by categoricalfunds that enable underperforming students to meet standards (ESEA)

Fiscal support (EPC)

Stakeholder I nvolvement How, when, and with whom did the school consult as part of the planning process for this SPSA/Annual Review and UPdate?

lnvolvement Process for the SPSA and Annual Review and Update Through our WASC process, there are students, staff and parents involved in the determination of otlr golls, tasks and looking at our data. We use these goals for our SPSA as they are also aligned to our district's LCAp goals. This plan is shared, discussed and approved by our School Site Council which is made up of staff, students and parents.

Leigh High School School Plan for Student Achievement (SPSA) Page 5 of 48 ufcG ln:oqultlw i.. \

Er'lpfly identlff and deesrbe an:y tloeorrirG@ ineqqritlee,idenfif:ied as a result of the .rl,e{Ui;lg1J nee-dg

)

jfdF'$tud6fit 8€110'61 F,bn Aohievarnent (sFsA) FECo&of48 teigh Hlgh€o,h$l School and Student Performance Data Student Enrollment Enrollment By Student GrouP

Student Enrollment bY SubgrouP Percent of Enrollment Number of Students Student Group 2015-16 2016-17 2017-18 2015-16 2016-17 2017-18

American lndian O.3o/o 0.2% 0.28o/o 5 3 5 African American 1.0o/o O.8o/o 0.74o/o 16 14 13 Asian 11.7o/o 13.8o/o 19.54o/o 193 233 343 20 Filipino 1.2o/o 1.2o/o 1.14o/o 19 21 Hispanic/Latino 14.5o/o 15.6% 18.180/o 240 264 319 Pacific lslander 0.2o/o 0.2o/o 0.28o/o 3 3 5 White 65.6% 59.9% 51.85o/o 1,085 1,013 910 Multiple/No Res se 5.3o/o 0.8% 1.37o/o 88 14 24 Total Enrollment 1,654 1,691 1755

Student Enrollment Enrollment By Grade Level

Student Enrollment Grade Level Number of Students Grade 2015-16 2016-'t7 2017-18 463 Grade 9 455 444 442 Grade 10 438 440 429 Grade 11 396 425 421 Grade 12 365 382 Total Enrollment 1,654 1,691 1,755

Gonclusions based on this data 1. Our enrollment continues to increase

2. Our Hispanic and Asian populations continue to grow

3. Our white population is dropping and our African-American and Pacific lslander population are steady

Leigh High School School Plan for StudentAchievement (SPSA) Page 7 of 48 School and Student Performance Data Student Enrollment English Learner (EL) Enrollment

English Learner Enrollment Number of Students Percent of Students Student Group 2015-16 2016-17 2017-18 2015-16 2016-17 2017-18

Learnerc 60 73 74 3.60/o 4.3o/o 4.2o/o

Fluent English Proficient (F EP) 267 352 412 16.1o/o 20.8o/o 23.5o/o

Reclassified Fluent English Proficient (RFEP) I 20 16 18.0o/o 33.3o/o 21o/o

Conclusions based on this data:

1 ' The number of EL students enrolled continues to rise

School Plan for Student Achievement (SPSA) Page I of 48 Leigh High School School and Student Performance Data CAASPP Results English Language Arts/Literacy (All Students)

OverallPartici for All Students # of Students with Tested % of Students Tested Grade # of Students Enrolled # of Students Scores Level 15-16 16-17 '|-7-18 15-16 16-17 17-18 {5-t6 16-'17 17-18 t5-16 '16-17 17-18 96.4 98.3 Grade 11 390 422 418 375 407 411 374 406 410 96.2 AllGrades 390 422 418 375 407 411 374 406 410 96.2 96.4 98.3

Overall Achievement for All Studenb % Standard % Standard % Standard % Standard Grade Mean Scale Score Exceeded Met Met Met Level 15-16 16-17 17-18 15-16 '16-17 17-18 15-16 16-17 17-18 r5-16 16-17 17-18 15-16 16-17 17-18 4.93 13.17 Grade 11 2643. 2671 2630 41 51.97 37.07 33 31.77 32.20 16 11.33 17.56 10 '11.33 AllGrades N/A N/A N/A 41 51.97 37.07 33 31.77 32.20 16 17.56 10 4.93 13.17

Reading understand of and non-fictionaltexts % Above Standard % At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 r5-16 16-17 17-18 {5-16 16-17 17-18 11 7.43 13.90 Grade 11 46 57.92 44.39 43 34.65 41.71 AllGrades 46 57.92 44.39 43 34.65 41.71 11 7.43 13.90

Writing Prod clear and % Above Standard % At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 7.46 17.32 Grade 11 47 61.19 43.17 40 31.34 39.51 13 AllGrades 47 61.19 43.17 40 31.34 39.51 13 7.46 17.32

Listening Demonstrati effective skills % Above Standard % At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-'16 16-17 17-18 15-16 16-17 17-18 5.68 11.22 Grade 11 32 42.72 30.98 60 51.60 57.80 8 AllGrades 32 42.72 30.98 60 51.60 57.80 8 5.68 11.22

and n % Above Standard % At or Near Standard % Below Standard Grade Level r 5-16 16-17 17-',|.8 {5-{6 16-17 17-18 {5-16 16-17 17-18 4.70 12.20 Grade 11 52 58,17 40.49 41 37.13 47.32 7 AllGrades 52 58.17 40.49 41 37.13 47.32 7 4.70 12.20

Leigh High School School Plan for Student Achievement (SPSA) Page I of 48 q0[it g0fo'1 qoed P0qog Irto 0l; fuSdd luauie^eucv luopryS J@ ueld |ootps

'z ,, :slEp s!rll uo posEq suolsnlcuoS School and Student Performance Data CAASPP Results Mathematics (All Students)

Overall Participation for All Students # of Students with Tested % of Students Tested Grade # of Students Enrolled # of Students Scores Level 15-{6 16-17 17-18 15-{6 16-17 17-18 15-,l6 16-17 17-18 r5-16 16-17 17-18

Grade 11 392 422 418 377 407 409 376 406 409 96.2 96.4 97.8 AllGrades 392 422 418 377 407 409 376 406 409 96.2 96.4 97.8

Overall Achievement for All Students % Standard % Standard % Standard % Standard Scale Score Grade Mean Exceeded Met Met Not Met Level .l5-16 {5-16 16-'|-7 17-18 15-16 16-17 17-18 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 11 2648. 2657 2632 29 32.27 30.81 33 31.28 22.49 21 20.69 20.05 17 15.76 26.65 AllGrades N/A N/A N/A 29 32.27 30.81 31.28 22.49 21 20.69 20.05 17 15.76 26.65

Concepts & Procedures mathematicalcon and rocedures % Above Standa % At or Near Standard % Below Standard Grade Level 15-,l 6 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 11 43 47.90 44.99 32 29.38 21.03 24 22.72 33.99 AllGrades 43 47.90 44.99 32 29.38 21.03 24 22.72 33.99

Problem Solving & Modeling/Data Analysis Us tools and ies to solve rcalworld and mathematical % Above Standard % At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 t5-16 16-',17 17-18 15-{6 16-17 17-18

Grade 11 39 36.54 35.45 46 46.91 39.12 15 16.54 25.43 AllGrades 39 36.54 35.45 46 46.91 39.12 15 16.54 25.43

Communicating Reasonin g Demonstratin a to mathematical conclusions % Above Standard % At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 {5-16 16-17 17-18

Grade 11 36 40.64 36.67 52 49.01 44.25 12 10.34 19.07 AllGrades 36 40.64 36.67 52 49.01 44.25 12 10.34 19.07

Gonclusions based on this data: 1 students do not do as well in math as they do in ELA.

2. Our students did make improvements in the areas of Communicating Reasoning and Concepts/Procedures.Howeyer, tlrelq scores fo1 Problem Solving decline{ slightly

High School School Plan for Student Achievement (SPSA) Page 11 of48 Leigh 3. Our percentage of students exceeding standard increased while our meeting standard and below standard also increased.

School Plan for Student Achievement (SPSA) Page 12 ol 48 Leigh High School School and Student Performance Data ELPAC Results

2017-18 Summative Assessment Data Number of Students and Mean Scale Scores for All Students Number of Grade Overall Oral Language Wriften Language Level Students Tested Grade 9 1550.8 1545.7 1555.5 20 21 Grade 10 1 593.1 1590.6 1595.2

Grade 11 1564.6 1564.6 1563.8 12 Grade 12 All Grades 59

Overall Language Number and of Stude nts at Each Performance Level for All Students Grade Level 4 Level 3 Level 2 Level 1 Total Number of Students Level # % # To # # % Grade 9 20 Grade 10 21

Grade 11 12 Grade 12 AllGrades 21 35.59 13 22.03 18 30.51 59

Oral Language Number and Percentaqe of Students at Each Performance Level for All Students Grade Level 4 Level 3 Level 2 Level I Total Number of o/o ot Studenb Level # Yo # # Yo # to Grade 9 20 Grade 10 21

Grade 11 12 Grade 12 AllGrades 27 45.76 14 23.73 14 23.73 59

Written Language Number and Pe of Students at Each Performance Level for All Students Grade Level 4 Level 3 Level 2 Level 1 Total Number of o/o Students Level # % # # Yo # % Grade 9 20 Grade 10 21

Grade 11 12 Grade 12 AllGrades 13 22.03 17 28.81 13 22.03 16 27.12 59

High School School Plan for Student Achievement (SPSA) Page 13 of48 Leigh Listening Domain Number and Percentaqe of Students bv Performance Level for All Students Grade WellDeveloped SomewhaUModerately Beginning Total Number of Level Students Grade 9 11 55.00 20

Grade 10 11 52.38 21

Grade 11 12 Grade 12

AllGrades 23 38.98 26 44.07 59

Speaking Domain Number and Percentaqe of Students bv Domain Performance Level for All Students Grade WellDeveloped SomewhaUModerately Beginning Total Number of Level Students Grade 9 20

Grade 10 14 66.67 21

Grade 11 12 100.00 12 Grade 12

AllGrades 40 67.80 12 20.34 59

Reading Domain Number and Percentaqe of Students bv Domain Performance Level for All Students Grade WellDeveloped SomewhaUModerately Beginning Total Number of Level Students Grade 9 20

Grade 10 21

Grade 11 12 Grade 12

AllGrades 15 25.42 22 37.29 22 37.29 59

Writing Domain Number and Percentaqe of Students bv Domain Performance Level for All Students Grade Total Number WellDeveloped SomewhaUModerately Beginning of Level Students Grade 9 14 70.00 20

Grade 10 21

Grade 11 12 Grade 12

AllGrades 19 32.20 35 59.32 59

Gonclusions based on this data:

1' Listening and Speaking skills are strengths for EL learners overall at Leigh

2- EL Students at Leigh are primarily nrn 1Oth graders. "nO

School Plan for Student Achievement (SPSA) Page 14 of48 Leigh High School 3' Reading skills are an area of need/focus

Leigh High School School Plan for Student Achievement (SPSA) Page 15 of48 School and Student Performance Data Student Population

This section provides information about the school's student population.

2017 -18 Student Population

Total Socioeconomically English Foster Enrollment Disadvantaged Learnerc Youth

1,755 10.6% 4.2o/o 0.2%

This is the total number of This is the percent ofstudents This is the percent of students This is the percent of students students enrolled. who are eligible for free or who are learning to communicate whose well-being is the reduced priced meals; or have effectively in English, typically responsibility of a court. parents/guardians who did not requiring instruction in both the receive a high school diploma. English Language and in lheir academic courses.

2017-18 Enrollment for All Students/Student Grou p Student Group Total Percentage English Learnerc 73 4.2%

Foster Youth 3 0.2o/o

Homeless 0.1o/o

Socioeconomically Disadvantaged 186 10.60/o

Students with Disabilities 160 9.1o/o

Enrollment by Race/Ethn Student Group Total

African American 13 0.7o/o

American lndian 5 0.3o/o

Asian 343 19.5o/o

Filipino 20 1.1o/o

Hispanic 3'19 18.2%

Two or More Races 116 6.60/o

Pacific lslander 5 0.3o/o

White 910 51.9o/o

Conclusions based on this data:

1' : Noted changes to population on a pervious page

School Plan for Student Achievement (SPSA) Page 16 of48 Leigh High School School and Student Performance Data Overall Performance

2018 Falt Dashboard Overall Performance for All Students

English Languag e Arts Graduation Rate Suspension Rate /':\ /*\ ft'\ Green Blue Orange

Mathematics/-h Green

English Learner Progress /\ No Performance Color

Col lege/Gareer /*\ Blue

Conclusions based on this data: 1 Our overall college/career readiness continues to be high and exceed district and state levels.

2. tOur graduation rate continues to be high and it is noted that not having chronic absenteeism supports that.

3. rBoth our ELA and Math colors are green despite not performing well on the CAASPP.

High School School Plan for Student Achievement (SPSA) Page 17 of48 Leigh School and Student Performance Data Academic Performance English Language Arts

The performance levels are color-coded and range from lowest-to-highest performance in the following order:

Lowest rt\ /T\ /\ Highest Performance ft fh Performance '*ao Orange Yellow Green Blue

This section provides number of student groups in each color 2018 Fall Dashboard Engtish La Arts Report

Red Orange Green Blue 01020

This section provides a view of Student Assessment Results and other aspects of this school's performance, specifically how well students are meeting grade-level standards on the English Language Arts assessment. This measure is'based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3-g and grade 1 1.

20{8 Fall Dashboard Lan Arts Performance for All Students/Student Group

AllStudents Enqlish Learnerc Foster Youth /:\ /\ /'\ Green No Performance Color No Performance Color

46.6 points above standard 59.8 points below standard 0 Students

Declined -43.2 points Declined -68.3 points

408 students 29 students

Homeless Socioeconomicallv Disadvantaqed Students with Disabilities 1\ No Performance Color No Performance Color No Performance Color

0 Students 18.2 points below standard 101.7 points below standard

Declined 45.9 points Declined -63.4 points

46 students 41 students

School Plan for Student Achievement (SPSA) Page 18 of48 Leigh High School 2018 Fall Dashboard English Lan Arts Performance by Race/Ethnic

African American American lndian Asian Filipino r'\ r'\ /\ r'\ No Performance Color No Performance Color Green No Performance Color 'l 'l Less than 11 Students - Data Less than 11 Students - Data 108.3 points above standard Less than Students - Data Not Displayed for Privacy Not Displayed for Privacy Not Displayed for Privacy Declined -28.1 points 1 students 2 students 1 students 83 students

Hispanic Two or More Races Pacific lslander White f{\ /\ /\ /:\ Orange No Performance Color No Performance Color Green

13.8 points below standard 49.3 points above standard 0 Students 48.1 points above standard

Declined -54.3 points Declined -65.4 points Declined -36.9 points

86 students 28 students 207 students

This section provides a view of Student Assessment Results and other aspects of this school's performance, specifically how well students are meeting grade-level standards on the English Language Arts assessment. This measure is based on student performance on the S-mlrter Balanced Summative Assessment, which is taken annually by students in grades 3-8 and grade 11 2018 Fall Dashboard Language Arts Data for English Learnerc

Gurrent English Learner Reclassified English Learnerc English Only

116.5 points below standard 13.8 points below standard 43.8 points above standard

13 students 16 students Declined -44.2 points

296 students

Conclusions based on this data:

2. ,Wnite we are green in a number of areas, we have declined significantly in all areas.

School Plan for Student Achievement (SPSA) Page 19 of48 Leigh High School School and Student Performance Data Academic Performance Mathematics

The performance levels are color-coded and range from lowest-to-highest performance in the following order: Lowest (: A} r'r\ r'\ /b Highest Performance Performance '*"0 Orange Yellow Green Blue

This section provides number of student groups in each color

2018 Fall Dashboard Mathematics Re

Red O.rangs : Green Blue

0 1 1 0 1

This section provides a view of Student Assessment Results and other aspects of this school's performance, specifically how well students are meeting grade-level standards on the Mathematics assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3-8 and grade 11.

2018 Fall Dashboard Mathematics Performance for All Students/Student Group

AllStudents Enqlish Learnerc Foster Youth fA r1 /\ Green No Performance Color No Performance Color

4.3 points above standard 53.9 points below standard 0 Students

Declined -26.7 points Declined -28.8 points

406 students 29 students

Homeless Socioeconomically Disadvantaqed Students with Disabilities r\ f\ a*\ No Performance Color No Performance Color No Performance Color

0 Students 72.6 points below standard 177.3 points below standard

Declined -7.8 points Declined -57.1 points

46 students 39 students

School Plan for Student Achievement (SPSA) Page 20 of 48 Leigh High School 2018 Fall Dashboard Mathematics Performance Race/Ethnicity

African American American lndian Asian Filipino r\ /\ 1\ 1-\ No Performance Color No Performance Color Blue No Performance Color - Data Less than 11 Students - Data Less than 11 Students - Data 1 12.4 points above standard Less than 11 Students Not Displayed for Privacy Not Displayed for PrivacY Not Displayed for PrivacY lncreased 7 points 'l 1 students 2 students students 83 students

Hispanic Two or More Races Pacific lslander White f1 \ /_\ {-1 r'i\ Orange No Performance Color No Performance Color Yellow

81.1 points below standard 4.8 points above standard 0 Students 1.2 points below standard points Declined -47.4 points Declined -56.3 points Declined -22.4

84 students 28 students 207 students

This section provides a view of Student Assessment Results and other aspects of this school's performance, specifically how well students are meeting grade-level standards on the Mathematics assessment. This measure is based on student performance on the Smarter gitanceO Summative Assessment, which is taken annually by students in grades 3-8 and grade 11

2018 Fall Dashboard Mathematics Data Comparisons for Learnerc

Gurrent English Learner Reclassified English Learnerc English Only 96.8 points below standard 19 points below standard 8 points below standard

13 students 16 students Declined -34.2 points

294 students

Gonclusions based on this data:

1. Math is an area we are weak in although we saw some improvement.

2. ,Our EL and SPEd populations continue to perform significantly below other groups.

High School School Plan for Student Achievement (SPSA) Page21 ol48 Leigh School and Student Performance Data Academic Performance English Learner Progress

This section provides a view of the percent of students performing at each level on the new English Language proficiency Assessments for California (ELPAC) assessment. With the transition ELPAC, the 2018 Dashboard is unable to report a performance level (color) for this measure.

2018 FallDashboard English Language P Assessments for Galifornia Resulb

Number of Level 4 Level 3 Level 2 Level 1 Students Well Moderately Somewhat Beginning Developed Develooed Developed Staqe 59 35.6% 22% 30.5% 11.9%

Conclusions based on this data

1 majority of our EL students are in the 'well developed' category overall.

2. An area of focus/need is are the students in the 'somewhat well developed' category

3 enrolled more level 1 (non-English Speaking) students this year than in previous years.

School Plan for Student Achievement (SPSA) Page 22 ot 48 Leigh High School School and Student Performance Data Academic Performance Gollege/Career

The performance levels are color-coded and range from lowest-to-highest performance in the following order { \ f,F' /\ Highest low;stPenormance A\ ft\ Performance Red Orange Yellow Green Blue

This section provides number of student groups in each color 2018 Fall Dashboard reer Equity Report

Red Orange Green Blue

1 1 0 1 3

This section provides information on the percentage of high school graduates who are placed in the "Prepared" level on the

College/Career I ndicator 2018 Fall Dashboard Col for All Students/Student GrouP

All Students English Learnerc Foster Youth /\ /\ r\ Blue No Performance Color No Performance Color

1 1 Students - Data Not 74.9o/o PrePared 52.6% prepared Less than Displayed for Privacy lncreased 3.2% lncreased 8.9% 2 students

418 students 19 students

Homeless Socioeconomically Disadvantaged Students with Disabilities f\ dq'\ d\ No Performance Color Orange Red

12.1o/o prepared Less than 1 1 Students - Data Not 51.8% prepared Displayed for PrivacY Declined -4.3% Declined -16.8o/o 1 students 56 students 33 students

School School Plan for Student Achievement (SPSA) Page 23 of 48 Leigh High 201 8 Fall Dash board Gollege/Career

African American American lndian Asian Filipino /\ /\ /\ /1 No Performance Color No Performance Color Blue No Performance Color

Less than 11 Students - Data Less than I 1 Students - Data 94.6% prepared 63.6% prepared Not Displayed for Privacy Not Displayed for Privacy lncreased 2.7% 1 1 students 4 students 2 students

74 students

Hispanic Two or More Races Pacific lslander White /.\ r\ /\ /-\ Green Blue No Performance Color Blue

57.6% prepared 84.6% prepared Less than 11 Students - Data 72,7o/o prcpared Not Displayed for Privacy lncreased 4.4% lncreased 14.3% Maintained -1 .1% 1 students

59 students 39 students 220 students

This section provides a view of the percent of students per year that qualify as Not Prepared, Approaching Prepared, and Prepared.

2018 Fall Dashboard 3-Year Performance

Class of 2016 Class of 2017 Glass of 20{8 67.6% Prepared 71.7 Prepared 74.9 Prepared 1 3.8% Approaching Prepared 16.1 Approachinq Preoared I 2.4 Approach inq Prepa red 18.6% Not Preoared 12.2 Not Prepared 12.7 Not Prepared

Gonclusions based on this data:

1 Our group of students not prepared has dropped since 2016.

2. ,our SPED and Low SES were the only groups that dropped and remain low compared to other groups.

School Plan for Student Achievement (SPSA) Page 24 ol 48 Leigh High School School and Student Performance Data Academic Engagement Chronic Absenteeism

The performance levels are color-coded and range from lowest-to-highest performance in the following order:

Lowest Highest Performance Red Orange Yellow Green Blue Performance

This section provides number of student groups in each color. 2018 Fall Dashboard Ghronic Absenteeism Equity rt

Red Green Blue

'10 This section provides information about the percentage of students in kindergarten through grade 8 who are absent percent or more of the instructional days they were enrolled. 2018 Fall Dashboard Chronic Absenteeism for All Students/Student Group

AllStudents En lish Learnerc Foster Youth

Homeless Socioeconomical Disadva Students with Disabilities

2018 Fall Dashboard Ghronic Absenteeism Race/Ethnicity

African American American lndian Asian Filipino

Hispanic Two or More Races Pacific lslander White

Gonclusions based on this data: 1. This is not an issue at Leigh.

Leigh High School School Plan for Student Achievement (SPSA) Page 25 of 48 School and Student Performance Data Academic Engagement Graduation Rate

The performance levels are color-coded and range from lowest-to-highest performance in the following order:

Lowest c\ A\ Highest Performance fT\ /A d\ Performance Red Orange Yellow Green Blue

This section provides number of student groups in each color 2018 Fall Dashboard Graduation Rate Equ Report

Red Orange Green Blue 0 2 I 0 3

AllStudents Enqlish Learners Foster Youth r-il-f\ r\ t'\ Blue No Performance Color No Performance Color graduated 95.9% 89.5% graduated Less than 1 1 Students - Data Not Displayed for Privacy Maintained -0.6% lncreased +2% 2 students

418 students 19 students

Homeless Socioeconomically Disadvantaqed Students with Disabilities r:.: A\ A\ No Performance Color Orange Orange

Less than 1 1 Students - Data Not 89.3% graduated 84.8% graduated Displayed for Privacy Declined -5.8% Declined -7.3% 1 students

56 students 33 students

School Plan for Student Achievement (SPSA) Page 26 of 4B Leigh High School 2018 Fall Dashboard Graduation Rate Race/Ethn

African American American lndian Asian Filipino ,/\ r\ /\ IA f\ No Performance Color No Performance Color Blue No Performance Color graduated Less than 11 Students - Data Less than 1 1 Students - Data 98.6% graduated 90.9% Not Displayed for Privacy Not Displayed for PrivacY lncreased +1.4% 1 1 students 4 students 2 students 74 students

Hispanic Two or More Races Pacific lslander White TA/\ r'r\ r-\ /\ Blue Yellow No Performance Color Blue

96.6% graduated 94.9% graduated Lessthan 11 Students- Data 95% graduated Not Displayed for Privacy lncreased +37o Declined -5.1% Declined -2.5% 1 students

59 students 39 students 220 students

2017 2018 96.6% graduated 95.9% graduated

Conclusions based on this data:

1. There was a small decline in our under represented groups.

2. Our Low SES and SPED are our lowest percentages of graduating students.

School Plan for Student Achievement (SPSA) Page27 of48 Leigh High School School and Student Performance Data Conditions & Climate Suspension Rate

The performance levels are color-coded and range from lowestto-highest performance in the following order:

Lowest d_: /T\ t-a,,' \ Highest Performance {{'\ /A Performance ' *"0 orange yellow Green Blue

This section provides number of student groups in each color.

2018 Fall Dashboard Suspension Rate Equ

Red Orango Green Blue 02041

AllStudents Enqlish Learners Foster Youth fr,\ /\ r\ Orange Green No Performance Color

1.6% suspended at least once 1.2% suspended at least once Less than 1 1 Students - Data Not 4 students lncreased 0.4% Maintained 0% 1794 students 82 students

Homeless Socioeconomically Disadvantaqed Students with Disabilities ri: /t, \ f+r No Performance Color Orange Green

Less than 1 1 Students - Data Not 5.8% suspended at least once 4.7% suspended at least once 4 students lncreased 3% Declined -0.8% 225 students 169 students

School Plan for Student Achievement (SPSA) Page 28 of48 Leigh High School 2018 Fall Dashboard Suspension Rate by Race/Ethn

African American American Indian Asian Filipino /\ f\ rh r\ Color No Performance Color No Performance Color Green No Performance once 14.3% suspended at least Less than 11 Students - Data 0.6% suspended at least 0% suspended at least once once 6 students lncreased 14.3% Maintained -0.1% Maintained 0% 14 students 348 students 24 students

Hispanic Two or More Races Pacific lslander White F,_\ /3 r1 /\ Orange Blue No Performance Color Green

4.2% suspended at least 0% suspended at least once Less than 'l 1 Students - Data 1% suspended at leastonce once 5 students lncreased 1.3% Declined -1 .1% Maintained 0.2% 332 students 141 students 924 students

This section provides a view of the percentage of students who were suspended 2018 Fall Dashboard Suspension Rate by Year

2016 2017 2018 2.3% suspended at least once 1.2% suspended at least once 1.6% suspended at least once

Conclusions based on this data:

1. We had a decrease from 2016 but a slight increase from 2017 .

2. Our SPED and students of color continue to be suspended disproportionally

Leigh High School School Plan for Student Achievement (SPSA) Page 29 ol 48 Goals, Strategies, & Proposed Expenditures

Complete a copy of the following table for each of the school's goals. Duplicate the table as needed LEA/LCAP Goal Goal 1: lnstruction that engages all students equitably: CUHSD will provide all students with high quality instruction by investing in targeted professional development, instructional technology, effective interventions and sufports for students, and 21st Century skilldevelopment. o CA Dashboard English Learner Progress lndicator - maintain a performance level of Green o SBAC % Meets/Exceeds (EAP Conditionally College Ready) in ELA =760/o and math = 53o/o o SBAC/EAP % Meets/Exceeds (EAP Conditionally College Ready) in ELA = 58o/o and math = 25o/o for Latino Students o SBAC/EAP (EAP % Meets/Exceeds Conditionally College Ready) in ELA = 55o/o and math for Low tncome Students = 260/o o SBAC/EAP % Meets/Exceeds (EAP Conditionally College Ready) in ELA = 9% and math for Engtish Learners = 12o/o o English learner performance on CELDT Criterion (Growth or English Proficient) = 49o/o o English Learner Reclassification Rate = 23o/o o Students agreeing that they do meaningful work at school on the school climate survey = 40Vo

Goal 1 Goal 1: lnstruction -- Ensure college and career readiness for all students. . 100o/o participation in department level subject area collaboration . Hold two teacher-led PD per semester with at least 4 teacher facilitators . Provide ongoing PD around aligning to the CCSS

lncrease Reclassification Rate by 20o/o through the increase of students achieving Level 4 on the ELPAC from 35% to 50%

lncrease percentage of sPED students A-G eligible lo 2so/o trom 12.1o/o

ldentified Need lncreased PD around instruction to support all students and alignment of curriculum to the CCSS and increase in RFEP students and sPED students who are A-G eligible.

Annual Measurable Outcomes Metric/lndicator Baseline/Actual Outcome Expected Outcome Datazone and California see above see above Dashboard

Complete a copy of the Strategy/Activity table for each of the school's strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

Strategy/Activity 1 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity

School Plan for Student Achievement (SPSA) Page 30 of 48 Leigh High School Task 1: lncrease coherence around curriculum, common assessments, and grading for common courses.

Proposed Expenditures for this Strategy/Activity Listihe amountlsl and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s)

Strategy/Activity 2 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity Task 2:Develop and practice school-wide values concerning rigor, instruction and curriculum through the lens of aligning curriculum to the state standards as well as student tasks.

Proposed Expenditures for this Strategy/Activity Listihe amountls; and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s)

Strategy/Activity 3 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity Task 3: lncrease student-to-student and student-to-content engagement and interaction in classroom lessons.

Proposed Expenditures for this Strategy/Activity Listine amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

Strategy/Activity 4 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

High School School Plan for Student Achievement (SPSA) Page 31 of 48 Leigh All students

Strategy/Activity Task 4: Form a committee of teachers and administrators to plan and implement teacher-led trainings into PD and/or site-based collaboration.

P ro posed Expend itu res fo r th ls Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

Strategy/Activity 5 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity Task 5: ldentify evidence and timeframe that would document that common assessments have been used to look at data and make adjustments to instruction in common courses.

Amount(s) Source(s)

Strategy/Activity 6 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity Task 6: Explore and implement new CTE pathways

Amount(s) Source(s)

School Plan for Student Achievement (SPSA) Page 32 of 48 Leigh High School Strategy/Activity 7 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) EL Students

Strategy/Activity lncrease EL reclassification through targeted supports that increase the number fo students scoring a Level4 on the ELPAC

P roposed Expend itu res fo r th is Strategy/Activity Listihe amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using'one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s) 4000 LCFF

Send teachers to QTEL conference

Qtrategy/Activity 8 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity

Proposed Expend itu res for th is Strategy/Activity tistihe amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using'one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s)

Leigh High School School Plan for Student Achievement (SPSA) Page 33 of 48 Goals, Strategies, & Proposed Expenditures

Complete a copy of the following table for each of the school's goals. Duplicate the table as needed. LEA/LCAP Goal Goal2: Systemic, rigorous expectations with supports to help all students succeed: CUHSD will hold a high level of expectations for college and career readiness for all students, and provide appropriate supports and interventions to help all students prepare for post-secondary opportunities. o A-G completion overall = 47o/o o A-G completion for Latino students = 30% o A-G completion for low income students = 28o/o o Dashboard Graduation lndicator = Maintain Green overall by increasing the graduation rate to g3%. o Dashboard Graduation lndicator for Low lncome Students = Achieve Yellow for low income students by increasing their graduation rate lo 87o/o. o Percent of 1Oth - 12th grade students taking AP tests = 36% o Percent of AP scores of 3 or Better = 71% o Percent of students who Earned at Least 10 credits in a crE pathway -- 360/o o Percent of Graduates Enrolled in College the Fall after Graduation = 76% o Percent of Latino Graduates Enrolled in College the Fall after Graduation = 63% o Percent of Low lncome Graduates Enrolled in College the Fall after Graduation = 63% o Student agreement with: "Students receive effective counseling on opportunities after high school or college." = 84o/o

Goal 2 Goal 2: Communication and Support -- Refine and expand student support services and communication among the school community. . lmprove perception data from parents about school communication. . Decrease in number of D's and F's from fall semester to spring semester from 31o/o-2Oo/o by spring of 2020 . lmprove perception data from students about college information and assistance. . Decrease number of students earning D's and F's in AP courses from 22o/o to 10o/o by spring of 2020 . lmprove perception data from students about AP courses. . lncrease percentage of senior graduating A-G ready trom -71o/o to 75o/o by 2019.

ldentified Need Need to increase A-G readiness and graduation rates

Annual Measurable Outcomes Metric/lndicator Baseline/Actual Outcome Expected Outcome

Complete a copy of the Strategy/Activity table for each of the school's strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

Strategy/Activity 1 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

School Plan for Student Achievement (SPSA) Page 34 of48 Leigh High School Strategy/Activity Task 1: Expand communication between school and home through multiple types of media.

Amount(s) Source(s)

Strategy/Activity 2 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) Students with D's and F's that impact A-G eligibility and graduation

Strategy/Activity Task 2: Collect and examine data to identify students who need additional support, and identify and create appropriate supports.

Amount(s) Source(s)

Strategy/Activity 3 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity Task 3: Build a college and career exposure program to help students identify a post-high school path appropriate for them.

Amount(s) Source(s) 3000.00 LCFF - Supplemental

Send students to college fairs and Latino Summit. Use funding for busses, lunch, and subs. Strategy/Activity 4

School Plan for Student Achievement (SPSA) Page 35 of 48 Leigh High School Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) Students who have not taken an H or AP course and are ready

Strategy/Activity Task 4: Provide more specific and applicable communication about AP courses, and refine process for selection of AP courses.

Amount(s) Source(s)

Strategy/Activity 5 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) AIIAP students

Strategy/Activity Task 5: Ensure that all students in AP classes have the necessary supports to be able to meet learning objectives.

Amount(s) Source(s) 3200.00 LCFF - Supplemental

Provide tutoring for under-represented students in AP courses. Strategy/Activity 6 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) Students with D's and F's that impact A-G eligibility and graduation

Strategy/Activity Task 6: Provide appropriate supports for students who choose to leave the A-G pathway

School Plan for Student Achievement (SPSA) Page 36 of 48 Leigh High School Amount(s) Source(s) 45,000 General Fund

Use .6 FTE to provide intervention and credit recovery classes. Strategy/Activity 7 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) Students with IEP's and 504's

Strategy/Activity Task 7: Train teachers in the protocols, laws, communication, and instruction of students with lEPs and 504s.

Strategy/Activity 8 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) Potential AVI D students

Strategy/Activity Task 8: lmprove AVID by recruiting the correct target population and enlisting teachers for the courses who are committed to the program.

P roposed Expend itu res for th is Strategy/Activity l-istihe amountls; and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/oi Local.

Amount(s) Source(s) 3000.00 LCFF - Supplemental

Take AVID students on college visits. Use funds for bus, lunch and sub. Strategy/Activity 9 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity

School School Plan for Student Achievement (SPSA) Page 37 of 48 Leigh High Task 9: Collect information from teachers and students about what is working and not working in tutorial in preparation for a bell schedule discussion in fall 2018.;

Amount(s) Source(s)

Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal.

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. ldentify where those changes can be found in the SPSA. Our data showed we needed to be intentional about seeking under represented students who were ready to take an Honors or AP course. The data also highlighted a need for focused time in tutorial for our academically struggling students.

School Plan for Student Achievement (SPSA) Page 38 of48 Leigh High School Goals, Strategies, & Proposed Expenditures

Complete a copy of the following table for each of the school's goals. Duplicate the table as needed. LEA/LCAP Goal Goal 3: School climate that promotes physical and emotional well-being: Schools will engage actively with staff, students, and families to promote positive school communities. Efforts will be focused on safety, improving attendance rates, and using positive behavioral supports to prevent disciplinary actions. o Dashboard Suipension lndicator = Maintain Green overall by reducing suspension rates by .5% each year. o Dashboard Suspension lndicator for English Learners = Achieve Green for English learners by reducing the rate by 1.5% each year. Overall Status = 4.4o/o. English Learner Status = 7 -7o/o. o Suspension Rate = 4.3o/o o Suspension Rate for Latino and African American Students = Latino suspension rale = 51o/o, African American suspension rate = 6% o Expulsion Rate = less than 0.1% o Parent response rate on the WestEd school climate survey = 27o/o o Truancy Rate = 43% o perceniage of students agreeing that they "care for each other" on the Healthy Kids Survey = 51o/o

Goal 3 Goal 3: Engagement - Foster a culture of connectedness within the entire school community.

Hold Student Council meetings once per month

Hold Principal Lunches twice per semester

Review Action Plan once per semester

Decrease suspensions

Growth Targets for Reducing Suspensions by June 2020:

Reduce Overall Suspension Rate:

2019- 35 Goal for 2020- 17

Reduce Suspensions of Hispanic Students:

2019- 14 Goal for 2020-7

Reduce Suspensions of SPED students:

2019- 14 Goal for 2020- 7

Growth Targets on HKS by December 2019:

. "Adults at this school treat all students with respect'"

o Strongly Disagree, or Disagree - Current'. 20o/o

o Strongly Disagree, or Disagree - Goal: 1oo/o

School School Plan for Student Achievement (SPSA) Page 39 of48 Leigh High "l have been disrespected by an adult at this school because of my race, ethnicity, or culture."

o Strongly Agree, or Agree - Current: 7o/o

o Strongly Agree, or Agree - Goal: 0o/o

. 'Adults in this school respect differences in students.,,

o Strongly Disagree, or Disagree - Currenl: 13o/o

o Strongly Disagree, or Disagree - Goal: 0o/o

Growth Targets on Leigh student survey by December 2019:

. "l have at least one teacher who I can talk to if I have a personal problem or problem at school."

o Disagree - Current: 21.4o/o

o Disagree - Goal: 1O.Oo/o

. 'All my current teachers know my name."

o No - CurrentS.S%

o No - Goal: 0.0o/o

. "The main reason why I dislike the classes I dislike is the teacher.,,

o Current: 29.5o/o

o Goal: 2o.0o/o ldentified Need lncrease student connectedness and decrease suspensions.

Annual Measurable Outcomes Metric/lndicator Baseline/Actual Outcome Expected Outcome California Dashboard See above See above

Complete a copy of the Strategy/Activi$ table for each of the school's strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

Strategy/Activity 1 Students to be Served by this Strategy/Activity

page School Plan for Student Achievement (SPSA) 40 of 4g Leigh High School (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity Task 1: As a staff, establish a list of core beliefs about education

P ro posed Expend itu res fo r th is Strategy/Activity Listihe amount(s) and funding source(s) for the proposed expenditures. Specify the funding _ source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s)

Strategy/Activity 2 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity Task 2: lmplement strategies for building relationships between students and staff. Trainings will be provided to all staff to increase restorative practices and decrease suspensions.

Proposed Expenditures for this Strategy/Activity Listihe amount(s) and funding source(s) for the proposed expenditures. Specify the funding _ source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s) 5000.00 None SPecified

Attend National restorative Practices Conference. Host Challenge Day for all students. Strategy/Activity 3 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity Task 3: ldentify the ways that departments are assessing the SLOs.

P roposed Expend itu res fo r th is Strategy/Activity Listihe amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

High School School Plan for Student Achievement (SPSA) Page 41 of 48 Leigh Strategy/Activity 4 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity Task 4: Establish avenues to increase student voice at Leigh. . Host quarterly Principal lunches . Establish a monthly Student Council to exchange ideas about school culture, program, and other issues affecting students. . Use feedback from the above to guide changes.

Amount(s) Source(s)

Strategy/Activity 5 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Shategy/Activity Task 5: Use annual health survey data to identify areas of need, and develop strategies to support student well being and learning. . Designate staff and students to review health data and plan healthful initiatives. . Plan and implement a Stress-Free Week.

Amount(s) Source(s)

Strategy/Activity 6 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity

School Plan for Student Achievement (SPSA) Page 42 ot 48 Leigh High School Task 6: Examine how we are using our FTE so we can identify ways to add elective courses and diversify options for all pathways.

Amount(s) Source(s) 45000 General Fund

Use of ,6 FTE to provide interventions to academically deficient students and at-risk 9th graders. Strategy/Activity 7 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity Task 7: lmplement bi-annual review of Action Plan by Focus Groups, which include students and parents

Amount(s) Source(s)

School PIan for Student Achievement (SPSA) Page 43 of 48 Leigh High School Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal.

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. ldentify where those changes can be found in the SPSA. We have added an area that focuses on our suspension rates as we have seen an increase this year. We see patterns that highlight our under-represented students suspended at a higher rate. We are at the beginning stages of PD and implementation of Restorative Justice practices.

School Plan for Student Achievement (SPSA) Page 44 of 48 Leigh High School Goals, Strategies, & Proposed Expenditures

1. Hiring Timeline: Open vacancies for teachers and administrators filled by June 15 = 80% 2. Staff perceptions of ability to attract talent = 49% 3. Staff perceptions of ability to retain talent = 46% 4. percentage of administrators who meet instructional quality calibration criteria = 75o/o

Goal 4 Continue to work with Human Resources to hire highly qualified teaching staff

ldentified Need

Annual Measurable Outcomes Metric/lndicator Baseline/Actual Outcome Expected Outcome

Complete a copy of the Strategy/Activity table for each of the school's strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

Strategy/Activity 1 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity ADMINISTRATOR COACHING METHODS Train all administrators in instructional coaching methods and providing actionable feedback

P roposed Expend itu res for th is Strategy/Activity Listihe amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local. Amount(s) Source(s)

School Plan for Student Achievement (SPSA) Page 45 of 48 Leigh High School Budget Summary

Description Amount

Total Funds Provided to the SchoolThrough the Consolidated Application

i Total Federal Funds Provided to the School from the LEA for CSI iE

Total Funds Budgeted for Strategies to Meet the Goats in the SpSA $108,200.00

Other Federal, State, and Local Funds

,Federal Programs Allocation ($)

Subtotal of additional federal funds included for this school: g

List the State and local programs that the school is including in the schoolwide program. Duplicate the table as needed.

: State or Local Programs ,Alloltlgn ($) i-t::tr-: General Fund $90,000.00

LCFF $4,000.00

LCFF - Supplemental ,200.00

None Specified ,000.00

Subtotal of state or local funds included for this school: $108,200.00

Total of federal, state, and/or local funds for this school: $108,200.00

School Plan for Student Achievement (SPSA) Page 46 of48 Leigh High School School Site Gouncil MembershiP

1 School Principal 3 Classroom Teachers 2 Other School Staff 3 Parent or Community Members 3 Secondary Students

Name of Memberc Role

Kara Butler Principal

Santiago Gomez Classroom Teacher

Jennifer DeJesus Other School Staff

Keith Adams Classroom Teacher

Sandra McGongale Parent or Community Member

Glenn Allen Parent or Community Member

Alexis Freeman Secondary Student

NancyAnn Williamson Other School Staff

David Han Secondary Student

lsabella Morimoto Secondary Student

James Carlton Secondary Student

School Plan for Student Achievement (SPSA) Page47 of48 Leigh High School Recommendations and Assu rances

The School Site Council (SSC) recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following:

The SSC is correctly constituted and was formed in accordance with district governing board policy and state law.

The SSC sought and considered all recommendations from the following groups or committees before adopting this plan: Signature Committee or Advisory Group Name

This SPSA was adopted by the SSC at a pubtic meeting on 5t22t2019.

Attested: 7k','- Principal, Kara Butler on 512212019 WMt SSC Chairperson, NancyAnn Williamson on 512212019

School Plan for Student Achievement (SPSA) Page 48 of 48 Leigh High School School Year: 2019-20

School Plan for Student Achievement (SPSA) Template lnstructions and requirements for completing the SPSA template may be found in the SPSA Template lnstructions County-District-School Schoolsite Council Local Board Approval School Name (CDS) Code (SSC) Approval Date Date Prospect High School 43694014336137 May 1 ,2019 June 13,2019

Briefly describe the school's plan for effectively meeting the ESSA requirements in alignment with the Local Control and Accountability Plan and other federal, state, and local programs. The purpose of the SPSA is to coordinate all educational services at the school. The site plan shall address how funds provided to the schoolwill be used to improve academic performance of all pupils to the level of the proficiency goals, as established by the California Department of Education. The School Site Council (SSC) is required to develop and annually review the SPSA, approve an annual budget, and make modifications in the school plan to reflect changing needs and priorities, as applicable, pursuant to EC 52853(b) and 52855.

School Plan for Student Achievement (SPSA) Page 1 ol 47 Prospect High School Gomprehensive Needs Assessment Components Data Analysis Please refer to the School and Student Performance Data section where an analysis is provided. Surveys This section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results from the survey(s). Teacher feedback is collected after every Professional Development

Equity survey from Equal Opportunity Schools given to students and staff in October 2018

Healthy Kids/School Climate Survey administered to students, staff, and parents in November 2018

Thought Exchange offered to students, staff, and parents for LCAP feedback in March 2019

Survey on mental and socioemotional well-being administered to students in May 2019

SUMMARY OF RESULTS:

Connection to the school grew stronger in 2018-19 . 60% of students believe teachers listen to them and feel like part of the school. (+14 points from last year) . 78o/o of parents feel their input and contributions are welcome (+18) . Staff overwhelmingly feels supported (94o/o) and feels they have a voice in decisions (86%). Both +30 points from last year.

60% of students feel respected by their peers (+30 points) and by adults at school (+20).

> 41o/o of students believe all students are treated fairly when rules are broken. (-1 point)

Approximately 2 ol every 5 students don't feel adequately supported in class . 57o/o participate in class discussions, but 86% participate in small group work . 610/o feel confident asking their teacher for help (+1.5 points from last year) . 640/o of Latinx and low-income students choose not to take an AP class because they don't believe they can be successful. . 40o/o of Latinx and low-income students said they would take an AP class if it offered more support. ** Students frequently cited these supports as important for their needs:

1:1 conversations with teachers, multiple ways to receive instruction (e.g. varied explanations) and also to show learning (including re-do's), "time outs" or short breaks to relieve stress, resources to address anxiety

Classroom Observations This section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings. Administration does walk through and formal observation throughout the year. Every classroom was observed at least three times during the year. Site-level observations and feedback focused on authentically engaging students with complex work that offered them some voice and choice in demonstrating learning that build proficiency or "fluency" in the subject area.

lnstructional Rounds with the district completed 3 times during the Fall semester with a focus on content grade level standards.

This was a year where we explored what our instructional vision might truly be. ln light of how students often cited the lack of support in their classes, we encouraged teachers to build more complex projects into their instruction as a way to foster students' connections with the curricula. We observed several teachers making progress in this direction, and many were also interested in strategies for mentoring or guiding students who were in danger of failing their classes.

School Plan for Student Achievement (SPSA) Page 2 ol 47 Prospect High School Overall, classroom instruction remains uneven, but we see signs that complex, open-ended student projects are gaining a foothold in our practice. Moreover, we have a vision of "owning our future" that is starting to take hold as a vision for instruction that relies upon student ownership of their work (including opportunities to develop unique, original demonstrations of learning) and a communal approach to support them (the "oui').

Analysis of Current lnstructional Program The following statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential Program Components (EPCs). ln conjunction with the needs assessments, these categories may be used to discuss and develop critical findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are:

. Not meeting performance goals . Meeting performance goals . Exceeding performance goals

Use of state and local assessments to modify instruction and improve student achievement (ESEA) Department Chairs are given grade printouts at each quarter to share with their departments so that discussions of course alignment and student supports can take place. Staff meetings have included collaborations around data - particulady the measures that comprise the new California "dashboard" accountability system and surveys from students about what support looks like to them. Additionally, our staff reviewed a list of nearly 200 students who were off-track, and each chose 3-4 students to mentor to get back on track for graduation, allowing us to pay close attention to student-level data and narratives that impact success.

Overall, we've had a rich dialogue about what it means to support students. Teachers have connected with students individually, in terms of checking in on the progress of students as well as opening up assignments to allow more student voice and choice. We plan to monitor year-end outcomes to see how this more personalized approach is starting to pqy dividends (the Class o12019 may reach 300 graduates for the first time in at least a decade), and we will continue to expand and invest in these strategies.

Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC) The English department used district assessment results to align expectations for student writing across all four course levels. Discussion of grade distribution is done every quarter per department. ln Math, student needs are regularly assessed, and students are directed to a series of study hall sessions, peer tutors, and/or after-school recovery sessions to build targeted skills that emerge as deficits through these assessments. Physical Education worked throughout the year on revising assessment practices, adopting the 5/10 score for a missing assignment rather than a zerc. Fail rates in PE have significantly reduced as a result.

As we continue to refine the school's instructional vision, department chairs will be empowered to develop plans for collaboration that cover the entire year and include specific points in time where course-, depaftment-, and school-level data can be thoroughly analyzed in order to inform the next steps in evolving instructional practice.

Staffing and Professional Development

Status of meeting requirements for highly qualified staff (ESEA) Done by HR at the district office

School Plan for Student Achievement (SPSA) Page 3 of 47 Prospect High School Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC) Done by Curriculum Director at the District Office

Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA) Staff were regularly consulted throughout the year, and much of the time set aside for professional development was rdevoted to collaboration within departments that was designed by the chairs with input from the entire team. Our next steps include the regular, consistent use of student assessments to focus our trainings on student needs and what we, as educators, need in turn to provide those supports to students.

Ongoing instructional assistance and support for teachers (e.9., use of content experts and instructional coaches) (EPC) District Office has introduced some teachers to Coaching for Equity strategies, professional development on new book adoption in Math and ELD, and NGSS curricular development for Science.

Teacher collaboration by grade level (kindergarten through grade eight [K-8]) and depaftment (grades nine through twelve) (EPc) Prospect has 12 collaborations days where teachers meet in their departments and cross-curricular groups to discuss instructional practices. We've also devoted time during monthly staff meetings and on minimum day PDs to collaborative conversations. We continue to explore possible bell schedules that can create a weekly space for collaboration; however, staff feedback indicated that the school still needed to refine its vision in order to provide collaboration time with a clear purpose and function. We are progressing in this area; next year's collaborative plan has been developed with the vision of "owning our future" in mind. Teaching and Learning

Alignment of curriculum, instruction, and materials to content and performance standards (ESEA) The district's Curricular Advisory Council ensures that all curricular materials are aligned to the appropriate standards. Numerous departments (notably English, Math, and Science) have used collaboration to highlight "power standards" that align instruction to common, appropriate learning goals. The onset of a new Administrative Regulation for grading (AR 5121) has focused our conversation on the idea of building "flLrency" in subject areas, encouraging more complex student assignments that require a nimble application of material.

Adherence to recommended instructional minutes for reading/language arts and mathematics (K-8) (EPC) NA

Lesson pacing schedule (K-8) and master schedule flexibility for sufficient numbers of intervention courses (EPC) Two sections of online recovery (using Odysseyware) are built into the master schedule so that students can recover a failed class within the school day. We also implemented after school credit recovery in English, Math, Biology, Social Science, and Special Education; some after school sessions also welcomed students who needed concurrent support in their classes. The Math department also created a structured series of study halls that welcomed all students struggling in Math 1 or 2 so they could receive both recovery and concurrent support.

Availability of standards-based instructional materials appropriate to all student groups (ESEA) The District Office ensures that we have an abundant supply of instructional materials, and we take care to ensure that they are distributed to all students. Many classes utilize an in-class set of materials and/or online access to texts to further ensure that students have daily use of all proper materials.

Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC) See above - the CAC approves all materials to ensure proper alignment.

School Plan for Student Achievement (SPSA) Page 4 ol 47 Prospecl High School Overall, classroom instruction remains uneven, but we see signs that complex, open-ended student projects are gaining a foothold in our practice. Moreover, we have a vision of "owning our future" that is starting to take hold as a vision for instruction that relies upon student ownership of their work (including opportunities to develop unique, original demonstrations of learning) and a communal approach to support them (the "our").

Analysis of Current lnstructional Program The following statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential program Coirponents (EpCs). ln conjunction with the needs assessments, these categories may be used to discuss and Oev6top critical findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are:

. Not meeting Performance goals . Meeting performance goals . Exceeding Performance goals

Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or general descriptions. Each successive school plan should examine the status of these findings and note progress made' Spicial consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs. Standards, Assessment, and Accountability

Use of state and local assessments to modify instruction and improve student achievement (ESEA) Department Chairs are given grade printouts at each quarter to share with their departments so that discussions of course alignment and student supports can take place. Staff meeiings have included coliaborations around data - particularly the measures that comprise the new California "dashboard"Lccountability system and surveys from students about what support looks like to them. Additionally, our staff review6O a list of nearly 200 students who were off-track, and each chose 3-4 students to mentor to get baci on track for graduation, allowing us to pay close attention to student-level data and narratives that impact success.

Overall, we've had a 6ch dialogue about what it means to support students. Teachers have connected with students individually, in terms of checking in on the progress of students as well as opening up assignments to allow more student pay voice and Choice. We plan to monitor year-end outcomes to see how this more personalized approach is starting to dividends (the Class oi ZOt g may reach 300 graduates for the first time in at least a decade), and we will continue to expand and invest in these strategies.

Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC) The English department used district assessment results to align expectations for student writing across all four course levels. Discussion of grade distribution is done every quarter per department. ln Math, student needl are regularly assessed, and students are directed to a series of study hall sessions, peer tutors, and/or after-school recovery sessions to build targeted skills that emerge as deficits through these assessments. physical Education worked throughout the year on revising assessment practices, adopting the 5/10 score for a missing asiignment rather than a zerc. Fail rates in PE have significantly reduced as a result.

As we continue to refine the school's instructional vision, department chairs will be empowered to develop plans for collaboration that cover the entire year and include specific points in time where course-, department-, and school-level data can be thoroughly analyzed in order to inform the next steps in evolving instructional practice.

Staffing and Professional Development

Status of meeting requirements for highly qualified staff (ESEA) Done by HR at the district office

School Plan for Student Achievement (SPSA) Page3 ol 47 Prospect High School Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materiats) (EPC) Done by Curriculum Director at the District Office

Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA) , Staff were regularly consulted throughout the year, and much of the time set aside for professional development was devoted to collaboration within departments that was designed by the chairs with input from the entire team. Our next steps include the regular, consistent use of student assessments to focus our trainings on student needs and what we, as educators, need in turn to provide those supports to students.

Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EpC) District Office has introduced some teachers to Coaching for Equity strategies, professional development on new book adoption in Math and ELD, and NGSS curricular develophent for Science-

Teacher collaboration by grade level (kindergarten through grade eight [K-8]) and department (grades nine through twelve) (EPc) Prospect has 12 collaborations days where teachers meet in their departments and cross-curricular groups to discuss instructional practices. We've also devoted time during monthly staff meetings and on minimum Oay FOs'to collaborative conversations. We continue to explore possible bell schedules that can create a weekly space for collaboration; however, staff feedback indicated that the school still needed to refine its vision in order to provide collaboration time with a clear purpose and function. We are progressing in this area; next year's collaborative plan has been developed with the vision of "owning our future" in mind. Teaching and Learning

Alignment of curriculum, instruction, and malerlals to content anQ performance standards (ESEA) The district's Curricular Advisory Council ensures that all curricular materials are aligned to the appropriate standards. Numerous departments (notably English, Math, and Science) have used collaboration to highlightl'power standards" that align instruction to common, appropriate learning goals. The onset of a new Administrative Regulation for grading (AR 5121) has focused our conversation on the idea of building "fluency" in subject areas, encouraging more complei student assignments that require a nimble application of material.

The curriculum being taught in the schools is also reviewed by the department chairs at district meetings to ensure that students have access to grade-level standards-aligned materials. The district provides training aroundthe new curriculum to ensure that instruction is on standard. Also, the district provides trainings on Quality Teaching for English Learners (OTEL) strategies supporting gradeJevel appropriate standard access to English Language Learners across all content areas.

Adherence to recommended instructional minutes for reading/language arts and mqthematics (K-8) (EpC)

Lesson pacing schedule (K-8) and master schedule flexibility for sufficient numbers of intervention courses (EpC) Two sections of online recovery (using Odysseyware) are built into the master schedule so that students can recover a failed class within the school day. We also implemented after school credit recovery in English, Math, Biology, Social Science, and Special Education; some after school sessions also welcomed students who needed concurrent support in their classes. The Math department also created a structured series of study halls that welcomed all students struggling in Math 1 or 2 so they could receive both recovery and concurrent support.

School Plan for Student Achievement (SPSA) Page 4 ol 47 Prospect High School Opportunity and Equal Educational Access

Services provided by the regular program that enable underperforming students to meet standards (ESEA) See above - students can access online recovery classes and structured study halls within the school day plus recovery and concurrent support sessions right after school. We hope to re-launch our Summer Bridge program for struggling incoming 9th graders in 2019.

Evidence-based educational practices to raise student achievement AVID strategies, QTEL, and Growth Mindset have all been covered in recent trainings. Teachers are experimenting with more project- and complex problem-based learning, but have received no formal training in PBL. Staff has expressed interest in direct-mentoring strategies and possibly some equity/anti-bias training to directly address our prevalent achievement gaps. Parental Engagement

Resources available from family, school, district, and community to assist under-achieving students (ESEA) General information is presented to all families at Open House, AP informational Night, and a Parent Night at each grade level that focuses on the process of preparing for and applying to colleges. The PTSA has offered SAT preparation classes and practice tests. Most supports for under-achieving students are embedded in the school's programs - see above. lnvolvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary schools, in the planning, implementation, and evaluation of ConApp programs (5 California Code of Regulations 3932) ELAC, PTSA, and School Site Council meet at least quarterly to review school programs and solicit community and staff feedback. When broad surveys are conducted, the results from those surveys also inform the discussions in these meetings. We continue to explore ways to get more proportional representation in all parent meetings - Latinx families are underrepresented in PTSA and School Site Council.

Fundinq

Services provided by categorical funds that enable underperforming students to meet standards (ESEA) After-school recovery sessions have been funded by a block grant that runs out at the end of 2018-19. Summer bridge will be funded by the new, low-performing block grant as well as LCAP funds.

Fiscal support (EPC)

Stakeholder I nvolvement How, when, and with whom did the school consult as part of the planning process for this SPSA/Annual Review and Update? lnvolvement Process for the SPSA and Annual Review and Update The School Site Council - which struggled to meet after our president unexpectedly resigned in December - reviewed and updated this plan in May 2019. Parents, teachers, administrators, and students all provided input, and the draft incorporated input that had been gathered from all stakeholders throughout the year.

School Plan for Student Achievement (SPSA) Page 5 ol 47 Prospect High School Resource lnequities

Briefly identify and describe any resource inequities identified as a result of the required needs ASSESSM AS icable. Our inequities seem to stem predominantly from our practice, rather than the available resources.

School Plan for Student Achievement (SPSA) Page 6 of 47 Prospect High School School and Student Performance Data Student Enrollment Enrollment By Student Group

Student Enrollment by SubgrouP Percent of Enrollment Number of Students Student Group 2015-16 2016-17 2017-18 2015-16 2016-17 2017-18

E American lndian 0.3% 0.3o/o 0A8% 5 7 African American 3.5o/o 3.3o/o 3.610/o 51 48 53 Asian 18.5o/o 20.1o/o 22.12o/o 273 295 325 Filipino 3.7o/o 4.0o/o 3.74o/o 54 59 55 Hispanic/Latino 41.0o/o 39.5% 37.92o/o 604 579 557 Pacific lslander 1.0% 1.0o/o 1.02o/o 14 15 15 White 26.5o/o 27.5o/o 27.57o/o 391 403 405 Multiple/No Response 5.4o/o 0.4% O.54o/o 80 6 8 Total Enrollment 1,474 1,467 1469

Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level Number of Students Grade 2015-16 2016-17 2017-18

Grade 9 431 397 361 Grade 10 376 414 387

Grade 11 339 346 389 Grade 12 328 310 332 Total Enrollment 1,474 1,467 1,469

Gonclusions based on this data:

1. We've seen enrollment spike in the past year, and it is expected to spike again in 2O1g-20.

2. Demographically, it seems we might be adding more low-income white students. Otherwise, most of our ratios across elhnicity, program, and income are holding.

School Plan for Student Achievement (SPSA) PageT ot47 Prospect High School School and Student Performance Data Student Enrqllment English Learner (EL) Enrollment

English Learner (EL) Enrollment Number of Students Percent of Students Student Group 20{5.{6 20,16-,17 2017-18 2015-16 2016-17 2017-18

English Learnerc 164 173 151 11.1o/o 11.8o/o 10.3o/o

Fluent English Proficient (FEP) 92 76 87 6.2o/o 5.2o/o 5.9o/o

Reclassified Fluent English Proficient (RFEP) 465 479 36 31.5o/o 32.5o/o 24.4%

Conclusions based on this data:

1 lWe have recently made an aggressive push to identify long-term "Ever ELs" and reclassify them as fluent, which is reflected in the growing RFEP numbers, 2. i 40-45% of our students reside in households where it is likely that the parents/guardians do not speak English at iho4e. (O1q!leas! lheho4e is mqlt!l14gql.)

School Plan for Student Achievement (SPSA) Page I of47 Prospect High School School and Student Performance Data GAASPP Results English Language Arts/Literacy (All Students)

Overall Participation for All Students # of Students with # of Students Tested % of Students Tested Grade # of Students Enrolled Scores Level 15-16 16-17 17-18 15-16 16-17 17-18 {5-16 16-17 17-18 15-16 16-17 17-18

Grade 11 335 329 373 318 318 369 315 318 369 94.9 96.7 98.9 AllGrades 335 329 373 318 318 369 315 318 369 94.9 96.7 98.9

Overall Achievement for All Students % Standard % Standard % Standard % Standard Mean Scale Score Grade Exceeded Met Nearlv Met Not Met Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 t5-{6 16-17 17-18 't5-16 16-17 17-18

Grade 11 2645 2634 2635 43 40.25 40.11 33 30.82 29.54 13 16.35 16.26 11 12.58 14.09 AllGrades N/A N/A N/A 43 40.25 40.11 33 30.82 29.54 13 16.35 16.26 11 12.58 14.09

Reading Demonstratinq underctandinq of literary and non-fictional texts % Above Standard % At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-r6 16-17 17-18 15-{6 16-17 17-18

Grade 11 43 42.77 43.36 45 42.14 37.94 12 15.09 18.70 AllGrades 43 42.77 43.36 45 42.14 37.94 12 15.09 18.70

Writing Producing clear and purposeful writing % Above Standard % At or Near Standard % Below Standard Grade Level {5-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 11 56 49.06 49.59 32 37.11 34.69 12 13.84 15.72 AllGrades 56 49.06 49.59 32 37.11 34.69 12 13.84 15.72

Listening Demonstratin g effective commu n ication s kills % Above Standard o/o At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 11 30 28.62 30.89 61 62.26 60.70 I 9.12 8.40 AllGrades 30 28.62 30.89 61 62.26 60.70 I 9.12 8.40

Research/lnquiry lnvestigatin g, analyzin g, and presentin g information % Above Standard % At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 {5,16 16-17 17-18

Grade 11 50 42.77 49.86 4',l 43.71 36.86 8 13.52 13.28 AllGrades 50 42.77 49.86 41 43.71 36.86 8 13.52 13.28

School Plan for Student Achievement (SPSA) Pageg of 47 Prospect High School Gonclusions based on this data:

1 The percentage of students scoring at or above standards has plateaued the last two years (around 70%).

2 ln the domain analyses, students seem to be moving out of the middle category and into a level higher (above standard) or lower (below standard). The 'middle class', as it were, seems to be shrinking. Students are finding either a great deal of success or verv 3 We have adopted a new textbook to help standardize curriculum and will look to see if thie helps in inoreasing standards.

School Plan for Student Achievement (SPSA) Page 10 of47 Prospect High School School and Student Performance Data CAASPP Results Mathematics (All Students)

Overall Participation for All Students # of Students with # of Students Tested % of Students Tested Grade # of Students Enrolled Scores Level {5-16 16-17 17-18 {5-16 16-17 17-18 15-'t6 16-17 17-18 15-16 16-17 17-18

Grade 11 335 329 373 318 318 369 314 318 369 94.9 96.7 98.9 AllGrades 335 329 373 318 318 369 314 318 369 94.9 96.7 98.9

Overall Achievement for All Students % Standard % Standard % Standard % Standard Mean Scale Score Grade Exceeded Met Nearlv Met Not Met Level 15-16 16-17 17-18 {5-16 16-17 17-18 15-16 16-17 17-18 {5-16 16-17 17-18 15-16 16-17 17-18 Grade 11 2616. 2614. 2615. 22 24.84 22.76 28 22.96 23.04 22 20.75 23.58 29 31.45 30.62 AllGrades N/A N/A N/A 22 24.84 22.76 28 22.96 23.04 22 20.75 23.58 29 31.45 30.62

Concepts & Procedures Applying mathematical and procedures % Above Standard % At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 1 5:16 16-17 17-18 15-16 16-17 17-18

Grade 11 35 36.79 34.96 29 24.53 26.83 36 38.68 38.21 AllGrades 35 36.79 34.96 29 24.53 26.83 36 38.68 38.21

Problem Solving & Modeling/Data Analysis Usinq appropriate tools and strategies to solve real world and mathematical problems % Above Standard % At or Near Standard % Below Standard Grade Level 15-{6 16-17 17-18 15-16 16-17 17-18 't5-16 16-17 17-18

Grade 11 28 28.93 28.18 48 40.88 41.46 24 30.1 9 30.35 AllGrades 28 28.93 28.18 48 40.88 41.46 24 30.1 I 30.35

Communicating Reasoning Demonstrating ability to support mathematical conclusions % Above Standard % At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 1l 26 28.62 27.64 54 49.06 53.12 20 22.33 19.24 AllGrades 26 28.62 27.64 54 49.06 53.12 20 22.33 19.24

Gonclusions based on this data

1 Litge change in the results this past year - students continue to struggle mightily in Math. Less than half of students ,

2. The CPM curriculum was adopted for the 2017-2018 year in lM 1 - 3. The results in2Q20 will mark the first time students have been able to take all three courses with the CPM curricula'

School Plan for Student Achievement (SPSA) Page 11 ot 47 Prospect High School School and Student Performance Data ELPAC Results

20'17 -18 Summative Assessment Data Number of Students and Mean Scale Scores for All Students Grade Number of Overall Oral Language Written Language Level Students Tested Grade 9 1560.7 1563.5 1557.3 28 Grade 10 1558.2 1559.4 1556.5 29 Grade 11 1541.5 1533.8 1548.8 22

Grade 12 1570.2 1564.6 1575.3 11 AllGrades 90

Overall Language Number and Percentage of Students at Each Performance Level for All Students Grade Level 4 Level 3 Level 2 Level I Total Number of Level # % # Yo # % # o/o Students Grade 9 12 42.86 28

Grade 10 11 37.93 29 Grade 11 22

Grade 12 11 AllGrades 33 36.67 23 25.56 10 11.1 24 26.67 90

OralLanguage Number and Percentage of Students at Each Performance Level for All Students Grade Level 4 Level 3 Level 2 Level { Total Number of Level # % # % # o/o # o/o Students Grade 9 15 53.57 28 Grade 10 18 62.07 29 Grade 11 22

Grade 12 11 AllGrades 48 53.33 14 15.56 13 14.44 15 16.67 90

Written Language Number and Percentaqe of Studenb at Each Performance Level for All Students Grade Level 4 Level 3 Level 2 Level I Total Number of o/o Level # % # # Yo # Yo Students Grade 9 28 Grade 10 12 41.38 29 Grade 11 22

Grade 12 11 AllGrades 13 14.44 29 32.22 16 17.78 32 35.56 90

School Plan for Student Achievement (SPSA) Page 12 ol 47 Prospect High School Listening Domain Number and of Studenb Domain Pe Level for All Students Total Number of Grade WellDeveloped SomewhaUModerately Beginning Level Students Grade 9 14 50.00 28 Grade 10 12 41.38 14 48.28 29

Grade 11 22 Grade 12 11 AllGrades 36 40.00 39 43.33 't5 16.67 90

Speaking Domain Number and Percentage of Students bv Domain Performance Level for All Students Total Number of Grade WellDeveloped SomewhaUModerately Beginning Level Students Grade 9 17 60.71 28 Grade 10 22 75.86 29

Grade 11 22 Grade 12 11 AllGrades 58 64.44 15 16.67 17 18.89 90

Reading Domain Number and Percentage of Students bv Domain Performance Level for All Students Total Number of Grade WellDeveloped SomewhaUModerately Beginning Level Students Grade 9 11 39.29 12 42.86 28 Grade l0 15 51.72 29

Grade 11 12 54.55 22 Grade 12 11 AllGrades 15 16.67 38 42.22 37 41.11 90

Writing Domain Number and Percentage of nb Domain Performance Level for All Students Total Number of Grade WellDeveloped SomewhaUModerately Beginning Level Students Grade 9 14 50.00 28 Grade 10 15 51.72 29

Grade 11 15 68.18 22 Grade 12 11 AllGrades 29 32.22 48 53.33 13 14.44 90

Conclusions based on this data

1' tCurious that over 85% of students scored moderate to well in the Writing Domain, yet only 63% rated a 2 or better ,1qqW{tten language. 2. Not surprisingly, students score quite well in listening and speaking, and struggle much more witn writing anO rgading.

School Plan for Student Achievement (SPSA) Page 13 ol 47 Prospect High School 3' tt witl be very interesting to see the 2019 results and tally how many students advanced a level under the new ELPAC test.

School Plan for Student Achievement (SPSA) Page 14 oI 47 Prospect High School School and Student Performance Data Student Population

This section provides information about the school's student population.

2017 -18 Student Population

Total Socioeconomically English Foster Enrollment Disadvantaged Learnerc Youth

1,469 34.9o/o 10.3o/" 0.1%

2017-18 Enrollment for All Students/Student Group Sludent Group Total Percentage English Learners 151 10.3o/o

Foster Youth 1 0.1o/o

Homeless 1 0.1% Socioeconomically Disadvantaged 513 34.9o/o Students with Disabilities 148 10.1o/o

En rollment by Race/Ethnicity Student Group Total Percentage African American 53 3.60/o American lndian 7 0.5o/o Asian 325 22.1o/o Filipino 55 3.7o/o Hispanic 557 37.9o/o Two or More Races 44 3.0o/o Pacific lslander 15 1.0o/o White 405 27.60/o

Conclusions based on this data: 1. Socioeconomically disadvantaged may still be underreported. Based on zip codes and median incomes and home values! up to 40% of our students may be SED.

School Plan for Student Achievement (SPSA) Page 15 ol 47 Prospect High School School and Student Performance Data Overall Performance

2018 Fall Dashboard Overall Performance for All Studenb

(.tiiitlij (,. j ri /.:.' li.:ii ,/,firirii(:lrrir. l irl iilit i,]iirjtrr)"' /':i.i;rii i:j I tlir;. ' l,i itl,riiri' /,il ii lrtir't,iir' iil 1 ir rilir, English rhLanguage Arts Graduationrn Rate SuspensionfA Rate Green Orange Green

Mathematics/T\ Yellow

Eng lish Learner Progress /\ No Performance Color

College/Can reer Green

Gonclusions based on this data:

1 graduation rate is our greatest concern, especially the disproportionality for Latinx and Special Ed students.

School Plan for Student Achievement (SPSA) Page 16 ot 47 Prospect High School School and Student Performance Data Academic Performance English Language Arts

The performance levels are color-coded and range from lowest-to-highest performance in the following order: Lowest {\ /n /T\ ft r\ Highest Performance Performance Red orange Yellow Green Blue

This section provides number of student groups in each color. 2018 Fall Dashboard English Language Arts u Report

Red Orange Green Blue

1 1 0 2 1

This section provides a view of Student Assessment Results and other aspects of this school's performance, specifically how well students are meeting grade-level standards on the English Language Arts assessment. This measure is based on student performance on the S-marter Balanced Summative Assessment, which is taken annually by students in grades 3-8 and grade 11.

2018 Fall Dashboard Language Arts Performance for All Students/Student

All Students Enqlish Learners Foster Youth ft d-\ 1""\ Green Red No Performance Color

53.4 points above standard 76.6 points below standard 0 Students

Maintained 1.1 points Declined -1 1.4 points

360 students 59 students

Homeless Socioeconomically Disadvantaged Students with Disabilities /-\ rh /'\ No Performance Color Green No Performance Color

Less than 'l 1 Students - Data Not 3.6 points above standard 88.4 points below standard Displayed for PrivacY lncreased 5.8 points Declined -6.5 points 1 students 146 students 29 students

School Plan for Student Achievement (SPSA) Page 17 of 47 Prospect High School 2018 Fall Dashboard English Language Arts Performance Race/Ethnicity

African American American lndian Asian Filipino r\ f3 /t f_: No Performance Color No Performance Color Green No Performance Color

2.8 points below standard Less than 'l 'l Students - Data 122.4 points above standard 107.5 points above standard Not Displayed for Privacy 1 3 students Declined -5.7 points 13 students 2 students

75 students

Hispanic Two or More Races Pacific lslander White A\ r: r\ f\ Orange No Performance Color No Performance Color Blue

18.3 points below standard 85.6 points above standard Less than 11 Students - Data 98.5 points above standard Not Displayed for Privacy Declined -8.1 points 24 students lncreased 17 points 6 students

125 students 1 00 students

2018 Fall Dashboard Language Arts Data Comparisons for English Learners

Gurrent English Learner Reclassified English Learnerc English Only 112.3 points below standard 50.4 points below standard 80.2 points above standard

Maintained 2.9 points Declined -34.4 points Maintained 1.3 points

25 students 34 students 171 students

Conclusions based on this data:

1' lt makes sense that Reclassified ELs would decline since we have been reclassifying more students. Their performance level is closer to ELs because more of them have reclassified recently. 2. We continue to underserve Latinx and students with disabilities.

3. The strong performance of socioeconomically challenged students is a welcome surprise.

School Plan for Student Achievement (SPSA) Page 18 ol 47 Prospect High School School and Student Performance Data Academic Performance Mathematics

The performance levels are color-coded and range from lowest-to-highest performance in the following order: { \ fi,\ t--rt-t\ Highest low.estPertormance /r\ r'\ Performance Red Orange Yellow Green Blue

This section provides number of student groups in each color 2018 Fall Dashboard Mathematics u

Red Orange ,., i: ' Green Blue

0 2 1 1

This section provides a view of Student Assessment Results and other aspects of this school's performance, specifically how well students are meeting grade-level standards on the Mathematics assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3-8 and grade 11

2018 Fall Dashboard Mathematics Performance for All Students/Student Group

All Students English Learnerc Foster Youth r'r\ A\ r\ Yellow Orange No Performance Color

11.'l points below standard 122.8 points below standard 0 Students

Maintained 0.3 points lncreased

4-7 -7 nainle 360 students 59 students

Homeless Socioeconomical lv Disadvantaged Students with Disabilities f\ r1\ f3 No Performance Color Yellow No Performance Color

Less than 1 1 Students - Data Not 69 points below standard 177.9 points below standard Displayed for PrivacY lncreased 12.6 points Declined -4 points 1 students

146 students 29 students

School Plan for Student Achievement (SPSA) Page 19 of47 Prospect High School 2018 Fall Dashboard Mathematics Performance by

African American American lndian Asian Filipino f\ r\ /\ /\ No Performance Color No Performance Color Green No Performance Color

133.5 points below standard Less than 11 Students - Data 92.8 points above standard 14.7 points below standard Not Displayed for Privacy 1 3 students Declined -'1 7.5 points 13 students 2 students

75 students

Hispanic Two or More Races Pacific lslander White n\ r'\ /.-3 /\ Orange No Performance Color No Performance Color Blue

95.8 points below standard 24.2 points above standard Less than 11 Students - Data 39.1 points above standard Not Displayed for Privacy Maintained 2.1 points 24 students lncreased 6 students ,l Q zl nninlc 125 students 100 students

This section provides a view of Student Assessment Results and other aspects of this school's performance, specifically how well students are meeting grade-level standards on the Mathematics assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3-8 and grade 1 1.

2018 Fall Dashboard Mathematics Data Comparisons for English Learnerc

Gurrent English Learner Reclassified English Learnerc English Only

132.3 points below standard 1 15.9 points below standard 8.6 points above standard

lncreased Declined -5.8 points Declined -10.9 points

?O u'l nnin{c 25 students 34 students 171 students

We continue to underserve Latinx and students with disabilities.

English Learners and lower-income students showed promising gains

School Plan for Student Achievement (SPSA) Page 20 of 47 Prospect High School School and Student Performance Data Academic Performance English Learner Progress

Number of Level 4 Level 3 Level 2 Level I Students Well Moderately Somewhat Beginning Developed Develooed Developed Staqe

90 36.7o/o 25.60/o 11.1% 26.7%

Conclusions based on this data:

1. Eager to see 2019 scores to see how many students progressed in a year's time under the ELPAC.

School Plan for Student Achievement (SPSA) Page21 ol47 Prospect High School School and Student Performance Data Academic Performance College/Gareer

The performance levels are color-coded and range from lowest-to-highest performance in the following order: Lowest (\ f1"\ /T\ /'\ r\ Highest Performance Performance ' *"0 orange yeilow Green Blue

This section provides number of student groups in each color. 2018 Fall Dashboard Gollege/Career Equ Red Orange ffi Green Blue 0 0 2 2 1

This section provides information on the percentage of high school graduates who are placed in the "Prepared" level on the College/Career lndicator. 2018 Fall Dashboard Gollege/Career for All Students/Student Group

AllStudents Enqlish Learnes Foster Youth l-\ /T\ f\ Green Yellow No Performance Color

60.8% prepared 18.4% prepared Less than 1 1 Students - Data Not Displayed for Privacy lncreased 2% lncreased 2.5% 1 students

334 students 49 students

Homeless Socioeconomicallv Disadvantaqed Students with Disabilities r''\ 1-h /\ No Performance Color Green No Performance Color

Less than 1 1 Students - Data Not 45.1% prepared 7.5% prepared Displayed for Privacy lncreased 6.7% Maintained 0.6% 3 students

142 students 40 students

School Plan for Student Achievement (SPSA) Page 22 ot 47 Prospect High School 2018 Fall Dashboard Gollege/Gareer by Race/Ethn

African American American lndian Asian Filipino /\ f\ /\ /\ No Performance Color No Performance Color Blue No Performance Color

Less than 11 Students - Data 0 Students 89.7% prepared Less than 1 1 Students - Data Not Displayed for Privacy Not Displayed for Privacy lncreased 7% 7 students 9 students 78 students

Hispanic Two or More Races Pacific lslander White /-h /_\ /_-\ /tl Green No Performance Color No Performance Color Yellow

41.9% prepared Less than 11 Students - Data Less than 1 1 Students - Data 67.3% prepared Not Displayed for Privacy Not Displayed for Privacy lncreased 3.1% Declined -2% 1 0 students 3 students

129 students 98 students

This section provides a view of the percent of students per year that qualify as Not Prepared, Approaching Prepared, and Prepared. 20{8 Fall Dashboard College/Career 3-Year Performance

Glass of 2016 Class of 2017 Class of 2018 51 .2o/o Prepared 58.8 Prepared 60.8 Prepared

19.2% Approaching Prepared 1 6.7 Approachinq Prepared 14.4 ApDroachinq Prepared 29.6% Not Prepared 24.5 Not Prepared 24.9 Not Prepared

Conclusions based on this data: iWe f . are making steady gains in this area.

2. Latinx and low-income students are well behind the school-wide rate of preparedness, but they are making positive progress. 3. AP course enrollment is generally increasing, but we are not seeing underrepresented groups in those classes.

School Plan for Student Achievement (SPSA) Page 23 ol 47 Prospect High School School and Student Performance Data Academic Engagement Chronic Absenteeism

The performance levels are color-coded and range from lowest-to-highest performance in the following order:

Lowest Highest Performance Red Orange Yellow Green Blue Performance

This section provides number of student groups in each color 2018 Fall Dashboard Ghronic Absenteeism Equity Report

Red Orange Green Blue

AllStudents Enqlish Learnerc Foster Youth

Homeless Socioeconomicallv Disadvantaqed Students with Disabilities

2018 Fall Dashboard Chronic Absenteeism by Race/Ethnicity

African American American lndian Asian Filipino

Hispanic Two or More Races Pacific lslander White

Conclusions based on this data: 1.

School Plan for Student Achievement (SPSA) Page 24 ol 47 Prospect High School School and Student Performance Data Academic Engagement Graduation Rate

The performance levels are color-coded and range from lowest-to-highest performance in the following order: Lowest d|\ ff\ /T\ Highest Performance /lA r\ Performance R"d or*g" Yellow Green Blue

This section provides number of student groups in each color. 20{8 Fall Dashboard Graduation Rate Equity Report

Orange Green Blue 13001

AllStudents Enqlish Learnerc Foster Youth /t\ f\ /\ Orange Red No Performance Color

85.6% graduated 55.1% graduated Less than 1 1 Students - Data Not Displayed for Privacy Declined -7.5% Declined -24.4o/o 1 students

334 students 49 students

Homeless Socioeconomically Disadvantaged Students with Disabilities /-\ r{\ 1'\ No Performance Color Orange No Performance Color

Less than 1 1 Students - Data Not 76.1% graduated 57.5% graduated Displayed for Privacy Declined -111% Declined -14.9o/o 3 students

142 students 40 students

School Plan for Student Achievemenl (SPSA) Page 25 ol 47 Prospect High School 2018 Fall Dashboard Graduation Rate by Race/Ethnicity

African American American lndian Asian Filipino /\ /\ /\ r1 No Performance Color No Performance Color Blue No Performance Color

Less than 11 Students - Data 0 Students 98.7% graduated Less than '1 1 Students - Data Not Displeyed for Privacy Not Displayed for Privacy lncreased +3.9% 7 students 9 students

78 students

Hispanic Two or More Races Pacific lslander White ft\ /\ /\ 1t\ Orange No Performance Color No Performance Color Orange

75.2Vo gradualed Less than 11 Students - Data Lessthan 11 Students- Data 89.8% graduated Not Displayed for Privacy Not Displayed for Privacy Declined -15.3o/o Declined -5.7% 10 students 3 students

129 students 98 students

2017 2018 93.1% qraduated 85.6% qraduated

Conclusions based on this data:

2 Again, we see a shrinkage in any kind of "middle class". Students are either very successful or struggling mightily

School Plan for Student Achievement (SPSA) Page 26 ot 47 Prospect High School School and Student Performance Data Gonditions & Climate Suspension Rate

The performance levels are color-coded and range from lowest-to-highest performance in the following order:

Lowest Highest fi ff\ /T\ n & Performance Performance '*"0 Orange Yellow Green Blue

This section provides number of student groups in each color 20{8 Fall Dashboard Sus Rate Equity Report

Red Orange Yellow Green Blue

0 2 1 5 1

This section,provides information about the percentage of students in kindergarten through grade 12 who have been suspended at least once in a given school year. Students who are suspended multiple times are only counted once. 2018 Fall Dashboard Suspension Rate for All Students/Student Group

AllStudents Enqlish Learners Foster Youth rA rn /\ Green Green No Performance Color

1.5% suspended at least once 1.8% suspended at least once Less than 11 Students - Data Not 4 students Declined -0.6% Declined -0.7%

1 532 students 166 students

Homeless Socioeconomical ly Disadvantaged Students with Disabilities n /h /a No Performance Color Green Green

Less than '1 I Students - Data Not 1.9% suspended'at least once 3.1 % suspended at least once 1 students Declined -1 .4% Declined -5.6% 585 students 162 students

School Plan for Student Achievement (SPSA) Page27 ol 47 Prospect High School 2018 Fall Dashboard S Rate by Race/Ethnicity

African American American lndian Asian Filipino 4\ r\ IT\ /\ Orange No Performance Color Yellow Blue

7.3% suspended at least Less than 11 Students - Data 0.6% suspended at least 0% suspended at least once once I students once lncreased 7.3% lncreased 0.6% Declined -1 .7% 55 students 330 students 59 students

Hispanic Two or More Races Pacific lslander White fh f1 \ f\ /\ Green Orange No Performance Color Green

2.2% suspended at least 1.9% suspended at least 0% suspended at least once 0.7% suspended at least once once once

Declined -1.2% lncreased 0.4% Declined -6.3% Declined -1 .4% 591 students 54 students 14 students 421 students

This section provides a view of the percentage of students who were suspended 2018 Fall Dashboard Suspension Rate by Year

2016 2017 2018 3.7% suspended at least once 2.1% suspended at least once 1.5% suspended at least once

Conclusions based on this data

1. This is one of our crowning achievements. 2019 is projected to be even lower - possibly less than 'l%.

2. As the number of suspended students declines, the demographic breakdown matters less. lf only 15 students are suspended, 1 student in a particllar category can $rvay proportionality.

School Plan for Student Achievement (SPSA) Page 28 ot 47 Prospect High School Goals, Strategies, & Proposed Expenditures

Complete a copy of the following table for each of the school's goals. Duplicate the table as needed LEA/LCAP Goal Goal 1: lnstruction that engages all students equitably: CUHSD will provide all students with high quality instruction by investing in targeted professional development, instructional technology, effective interventions and supports for students, and 21st Century skill development. o CA Dashboard English Learner Progress lndicator - maintain a performance level of Green o SBAC % Meets/Exceeds (EAP Conditionally College Ready) in ELA = 70o/o and math = 43o/o o SBAC/EAP % MeetsiExceeds (EAP Conditionally College Ready) in ELA = 460/o and math = 18o/o for Latino Students o SBAC/EAP % Meets/Exceeds (EAP Conditionally College Ready) in ELA -- 54o/o and math for Low lncome Students = 31o/o o SBAC/EAP % Meets/Exceeds (EAP Conditionally College Ready) in ELA = 52o/o and math for English Learners & RFEP = 35% o English learner performance on ELPAC Criterion: Well Developed 36.7%, Moderately Developed 25.60/o o English Learner Reclassification Rate = 7.5o/o in 2018, est 32.5% in 2019 o Students agreeing that they have a chance to participate in class activities = 620/o (Spring 2018)

Goal 1

* Pass rate - students with no F's on report card - at the semester: 85% * Success rate - students with no D's or F's on report card - at the semester: 70% * Graduation rate: 90% * lncrease SBAC Meets/Exceeds to 80% in ELA * lncrease SBAC Meets/Exceeds to 60% in Math

* Proportionality for all of the above - Latinx, Non-English, students with disabilities, Socioeconomically disadvantaged: Gap decreased by 10 points OR within 5 points of school-wide rate.

. English Learner Re-classification: Maintain rate of 20o/o ot more * State Seals of Biliteracy: 40 or more seniors graduate with the seal by the Class of 2021

ldentified Need Prospect will own our future by delivering high quality instruction that engages all students equitably and includes integrated technology to develop student mastery and monitor students' progress. 1) lntegrate technology across campus to enhance instruction for all students 2) Align course expectations into an explicit continuum that is widely understood by all stakeholders and that builds all students up to college & career readiness 3) Develop instruction that emphasizes real-world applications and student ownership while developing fluency and mastery in targeted standards and skills.

Annual Measurable Outcomes

School Plan for Student Achievement (SPSA) Page 29 ol 47 Prospect High School Metric/lndicator Baseline/Actual Outcome Expected Outcome Every course publishes 3-4 Syllabii are unique to teachers, Every course publishes 3-4 bullets that show the key skills with widely varying degrees of bullets that show the key skills taught & learned across all alignment. taught & learned across all teachers. teachers.

Students'access to 1400 Chromebooks on site, but Prospect HS becomes a 1:1 Chromebook inventory in classrooms & library. Not school, issuing Chromebooks accessible to students during to all students, by the end of teachers' preps. (Spring 2019) '19-20. Students and staff regularly Survey data shows 83% use (? and effectively integrate or ? classes) and 60% effective technology into learning & use (4/6 or ? classes) by Fall instruction. 2020. - students and staff reporting. Semester pass rate - students Every 3-4 weeks, chronic with no F's on report card absentees and students with at leastl DorFareclearly identified with an assigned staff member reaching out to the studenU family. CAASPP (SBAC) data for ELA/Literacy

CAASPP (SBAC) data for Mathematics

Semester success rate - students with no D's or F's on report card Graduation rate Proportionality - gaps in results Results for these for Latinx, Non-English, demographics are within 5% students with disabilities, points of school-wide rates OR Socioeconomically the gap between demographic disadvantaged across all results and school-wide data is metrics above. reduced by 10 points.

Complete a copy of the Strategy/Activity table for each of the school's strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

Strategy/Activity 1 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) Ail

Strategy/Activity

School Plan for Student Achievement (SPSA) Page 30 of47 Prospect High School Collaboration re: vertical alignment of key standards and development of common assessments

Amount(s) Source(s) None Specified None Specified

None Specified None Specified Teacher release time as needed Strategy/Activity 2 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) Alt

Strategy/Activity Deployment of Chromebooks to every student, including on-boarding for staff, students and parents

Amount(s) Source(s) 50000 LCFF

Half-time lT on campus None Specified

Summer work time to prep Chromebooks for distribution Strategy/Activity 3 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) Ail

Strategy/Activity Establish a series of "Tech Talks" wherein staff can share and collaborate around effective strategies for integrating technology into instruction

School Plan for Student Achievement (SPSA) Page31 of47 Prospect High School P roposed Expend itu res fo r th is Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

Possibly added later if guest speakers and/or outside training is needed Strategy/Activity 4 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) Achievement gap targets: Latinx, multilingual households, students with disabilities, socioeconomically disadvantaged

Strategy/Activity Staff training - Coaching for Equity

Amount(s) Source(s) District Funded

May add site funds later for full staff trainings

Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal. Several ideas listed; but many were not implemented.

School Plan for Student Achievement (SPSA) Page 32 o'f 47 Prospect High School Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. ldentify where those changes can be found in the SPSA. Focus on a few objectives with key results that are tangible, measurable outcomes.

School Plan for Student Achievement (SPSA) Page 33 of47 Prospect High School Goals, Strategies, & Proposed Expenditures

Percent of 1Oth - 12th grade students taking AP tests = 36Yo (22o/o of all students) Percent of AP scores of 3 or Better = 71% of testers Percent of Students Who Earned at Least 10 Credits in a CTE Pathway = 360/o

Percent of Graduates Enrolled in College the Fall after Graduation = 760/o Percent of Latino Graduates Enrolled in College the Fall after Graduation = 63% Percent of Low lncome Graduates Enrolled in College the Fall after Graduation = 63%

Student agreement with: "Students receive effective counseling on opportunities after high school or college." = 84o/o Students reporting that they can actively participate in class: 62% (Spring 2018), varies by activity (57o/o for discussions, 86% small group work - Fall 2018) Students reporting that they feel confident asking their teacher for help: 61%

Goal 2 A-G completion overall = 70o/o of all seniors by the Class of 2021 * Students report that they feel confident asking their teacher for help: 75% * Students report that they receive effective counseling on opportunities after high school or college 90o/o * lncrease AP enrollment:25o/o of students enrolled in at least one AP class. * AP exams: By the Class of 2021, 40o/o of all seniors pass at least one AP exam by graduation * Percent of Graduates Enrolled in College the Fall after Graduation: 90% by the high school class of 2021. * Proportionality for all of the above - Latinx, Non-English, students with disabilities, Socioeconomically disadvantaged: Gap decreased by 10 points OR within 5 points of school-wide rate.

ldentified Need Prospect will own our future by increasing the number and effectiveness of supports and interventions available to all students. 1) ln-class supports that empower students to engage in complex work, including in AP classes. 2) School-wide structures that can effectively monitor real-time data, identify students in need of additional support, and connect those students to the appropriate resources.

School Plan for Student Achievement (SPSA) Page34 ol 47 Prospect High School 3) Update programming processes so that supports can be emphasized as a way to build enrollment in AP, especially among underrepresented demographics. 4) School-wide structures that better support ongoing collaboration among staff in order to review processes and policies an assess their impact.

Annual Measurable Outcomes Metric/lndicator Baseline/Actual Outcome Expected Outcome

Collaboration plan and lncrease collaboration days in Vote by March 2O2O to calendar: number of days 2019-20 to two per month plus implement new collaboration devoted to collaboration with four on minimum days (24 for schedule in20-21. specific short-term and long- the year). term objectives.

Touch-point data: number of 80% of students participating in students experiencing specified one or more school-wide supports or interventions. supports by Fall 2020.

A-G completion AP enrollment National Clearinghouse data on post-secondary enrollment for graduates. Proportionality gaps in results for Latinx, NonEnglish, students with disabilities, socioeconomically disadvantaged across all metrics above.

Complete a copy of the Strategy/Activity table for each of the school's strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

Strategy/Activity 1 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) Ail

Strategy/Activity Curriculum Committee develops cohesive goals & strategies for collaboration in 2019-20

Proposed Expenditures for this Strategy/Activity

School Plan for Student Achievement (SPSA) Page 35 of47 Prospect High School List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s) None Specified

I Strategy/Activity 2 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) Alt

Strategy/Activity Bell schedule committee will meet through 2019-20 and explore collaborative models with staff student, and parent input.

Amount(s) Source(s) None Specified

Strategy/Activity 3 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) Ail

Strategy/Activity Staff will collaboratively develop strategies and identify best practices for support and intervention, both in-class and institutional.

Amount(s) Source(s) 2000 AB 825 High Risk Grant

School Plan for Student Achievement (SPSA) Page 36 of 47 Prospect High School Professional Development, includ i ng possible release time for collaboration 2000 AB 825 High Risk Grant

Possible resources identified for supporUinterventions. (e.9. curricula for an advisory period) Strategy/Activity 4 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) lncoming 9th graders (especially at-risk)

Strategy/Activity Summer bridge program

Amount(s) Source(s) 3000 LCFF - Supplemental

Summer Bridge Program - suPPlies 15000 AB 825 High Risk Grant 1 000-1 999: Certificated Personnel Salaries Summer Bridge Program Strategy/Activity 5 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) Alr

Strategy/Activity Expand counseling outreach to include hands-on support of students through college preparation exercises (e.g. registering for SAT, completing FAFSA or DREAM Act, etc.) during the school day.

School Plan for Student Achievement (SPSA) Page37 of 47 Prospect High School Cover expanded access to SAT Prep, SAT & ACT tests, college application fees

Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal. School mostly implemented the activities listed in 2018-19.

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. ldentify where those changes can be found in the SPSA. A common vision for instruction and collaboration will guide the plan in 2019-2O: we are committed to providing equitable support for all students. From there, we will develop structures to serve our newly unified purpose. Goals and outcomes revised above.

School Plan for Student Achievement (SPSA) Page 38 ol 47 Prospect High School Goals, Strategies, & Proposed Expenditures

o Dashboard Suspension lndicator = Maintain Green overall o Suspension Rate = 0.5 - 1.0% estimated for 2018-19 -- fewer than 15 students suspended total. o Expulsion Rate = less than 0.1% o Behavior incidents and referrals = 100 in 2018-19 (+10 from prior year, -102 from 2016-17) o Referrals for disruption/defiance = 48 in 2018-19 (+33 from prior year, +12 from 2016-17) o lncidents:drugs/alcohol= 14in2018-19 (no change from prioryear, -1 from 2016-17) o lncidents: assaulUthreat = 10 in 2018-19 (-29 from prior year, -10 from 2016-17) o Proportionality for incidents and referrals: Latinx 51o/o of all incidents and referrals (-9% from prior year, -11o/o from 2016-17)

o Chronic Absenteeism = 6.8% in 2018-19 ( +0.8% )

o Students feel like a part of the school: 610/o (Fa\!2018, +14 from prior year) o Parents report - school welcomes parents to contribute, give input: 78o/o (Fall201 8, +18 from prior year) o Staff feel sense of trust, support 94o/o and voice in decisions 86% (Fall 2018, +30 from prior year) o Students feel that all students respect each other: 59% (Fall 2018, +30 from prior year) o Students feel that adults respect all students: 61% (Fall 2018, +20 from prior year) o Students feel that adults treat all students fairly when rules are broken: 41o/o (Fa\|2018, -1 from prior year) o Parent response rate on the WestEd school climate survey = 27o/o o Disproportionality in parent response rale:45o/o White (+20 over school enrollment), Asian 19% (-7 under school enrollment), Latinx 9% C26 under)

o Athletics: 34.5o/o of students participating in sports. Proportionality similar to other metrics. o Activities: 55o/o of students participating in Homecoming week. Proportionality: underrepresented Male, Latinx, Non- English homes, students with disabilities. o Activities: 59o/o of students attending Prom - most also Homecoming participants. Proportionality: underrepresented Male, Latinx, Non-English homes, students with disabilities. o 670/o of students engage in one of athletics, Prom, or Homecoming. 1 of 3 students do not participate in any of these.

Goal 3 * Maintain suspension rate at or below 1.5% * Reduce referrals for disruption/defiance to 20 for the year 2019-20 * Reduce disproportionality of Latinx referrals to 40%

* Reduce chronic absenteeism to 5% overall * Reduce chronic absenteeism in all demographics to 7o/o ot less, particularly for Latinx , lower income , and students with disabilities

* Students report that all students are treated with respect by students and adults: 80% * Students report that all students are treated fairly when breaking rules: 60% * Proportionality for above survey results - Latinx, Non-English, students with disabilities, Socioeconomically disadvantaged: Gap decreased by 10 points OR within 5 points of school-wide rate.

School Plan for Student Achievement (SPSA) Page 39 of 47 Prospect High School * Proportionality for Athletics participation - Latinx, Non-English, students with disabilities, Socioeconomically disadvantaged: Gap decreased by 10 points OR within 5 points of school-wide rate. * Proportionality for Activities participation - Latinx, Non-English, students with disabilities, males: Gap decreased to within 5 points of school-wide rate. * lncrease participation in major events among gth and 1Oth grade: add a second event that draws at least 50o/o of all students in these grades. * 800/o of all students participate either in athletics or a major school event. ldentified Need Suspensions and expulsions have declined dramatically, yet students largely feel disconnected, unwelcome, and unsupported, according to multiple surveys and anecdotalfeedback. The most disaffected students consistently show the same demographic patterns of under-performing students. Prospect must ensure that we engage all students across all populations in positive. activities to make them feelvalued, welcomed, and supported.

Prospect will own our future by maintaining a climate where all students feel supported in their behavioral and emotional growth, and all students are actively engaged in a variety of positive, enriching activities.

Annual Measurable Outcomes Metric/lndicator Baseline/Actual Outcome Expected Outcome Suspension rate Number of referrals

Chronic absenteeism rate Survey results - respect and fair treatment Ath letics participation

Activities participation Proportional participation in (proportionality for gth, 1Oth, clubs, ASB-hosted activities male students) (dances, rallies), and athletics will be within 5% points for all substantial student demographics. Proportionality gaps in results for Latinx, NonEnglish, students with disabilities, socioeconomically disadvantaged across all metrics above.

School Plan for Student Achievement (SPSA) Page 40 o'f 47 Prospect High School complete a copy of the strategy/Activity table for each of the school's strategies/activities. Duplicate the table, including proposed Expenditures, as needed.

Strategy/Activity 1 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) Ail

Strategy/Activity School invests in providing additional spaces on class field trips so access can be opened schoolwide.

P.roposed Expend itu res for th is Strategy/Activity List the amount(s) and funding source(s) Tor the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF,'Federal (it rederat identify the Tifle and part, as applicable), Other State, and/or Local.

Amount(s) Source(s) 3000 None Specified 0001 -0999: Unrestricted: Locally Defined

2000 AB 825 High Risk Grant

Strategy/Activity 2 Students to be Served by this Strategy/Activity (ldentify either All students br one or more specific student groups) Ail

Strategy/Activity Each club and sports team designates a unique parent booster that connects with the students and supports their activities.

P roposed Expen d itu res fo r th is Strategy/Activity List the amount(s) and funding source.(s)ior the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF,'Federal (if Federal identify the Tiile and part, as applicable), Other State, and/or Local.

Amount(s) Source(s) None Specified

Strategy/Activity 3 Students to be Served by this Strategy/Activity

School Plan for Student Achievement (SpSA) Page41 ol47 Prospect High School (ldentify either All Students or one or more specific student groups) Ail

Strategy/Activity Trips arranged by the College & Career Center and AVID classes are publicized to all students and equitably promoted.

Amount(s) Source(s) None Specified

Strategy/Activity 4 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) Alt

Strategy/Activity Parent organizations (PTSA, Boosters, ELAC, etc.) develop a network for communication across clubs and sports.

Amount(s) Source(s) None Specified

School Plan for Student Achievement (SPSA) Page 42 ol 47 Prospect High School Most activities listed were not implemented in 2018-19. Summer bridge program for incoming 9th graders is attempting to launch in Summer 2019.

Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal. Few if any structures were put into place in order to execute many of the activities listed.

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. ldentify where those changes can be found in the SPSA. Concentrated focus on field trips and inclusion in athletics and activities (including networking across clubs and sports) is reflected in the goals, outcomes, and activities above.

School Plan for Student Achievement (SPSA) Page 43 ol 47 Prospect High School Goals, Strategies, & Proposed Expenditures

Goal 4 Human capital strategies that support staff effectiveness: Prospect High School will aspire to retain and hire highly qualified statf who will be positive contributors to our school. ldentified Need

Annual Measurable Outcomes Metric/lndicator Baseline/Actual Outcome Expected Outcome

Complete a copy of the Strategy/Activity table for each of the school's strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

Strategy/Activity 1 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity

Amount(s) Source(s)

School Plan for Student Achievement (SPSA) Page 44 ot 47 Prospect High School Budget Summary

Description Amount

Total Funds Provided to the SchoolThrough the Consolidated Application $

Total Federal Funds Provided to the School from the LEA for CSI $

Total Funds Budgeted for Strategies to Meet the Goals in the SPSA $79,000.00

Other Federal, State, and Local Funds

FederalPrograms Allocation ($)

Subtotal of additional federal funds included for this school: $

List the State and local programs that the school is including in the schoolwide program. Duplicate the table as needed.

Programs Allocation ($)

I AB 825 High Risk Grant $23,000.00 llcrr ,000.00

LCFF - Supplemental $3,000.00

.00 None Specified lsl.ooo

Subtotal of state or local funds included for this school: $79,000.00

Total of federal, state, and/or local funds for this school: $79,000.00

School Plan for Student Achievement (SPSA) Page 45 ol 47 Prospect High School School Site Gouncil Membership

California Education Code describes the required composition of the School Site Council (SSC). The SSC shail be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. The current make-up of the SSC is as follows:

1 School Principal 1 Classroom Teachers

Name of Memberc Role

Grewal Other School Staff

Pinza Principal

Jose Tejada Classroom Teacher

Watson-Short Parent or Community Member

Maria Garcia ber

Jeff Arnett Other School Staff

tr_' Laurel Balyeat l Parent or Community Member l

Nila Rodriquez Other School Staff I

Luzelena Cabrera I I Secondary Student I

Teacher

Lynch Classroom Teacher

Son Secondary Student

School Plan for Student Achievement (SPSA) Page 46 ol 47 Prospect High School School Site Gouncil Membership

California Education Code describes the required composition of the School Site Council (SSC). The SSG shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. The curent make-up of the SSC is as follows:

1 School Principal 1 Classroom Teachers

Name of Membert Role

Kiran Grewal Other School Staff

Paul Pinza Principal

Jose Tejada Classroom Teacher

Cathie Watson-Short Parent or Community Member

Maria Garcia L uur c\ Parent or Community Member Jeff Arnett Other SchoolStaff

Laurel Parent or Communi$ Member

Nila Other School Staff

r{rn€€rtwlncr Secondary Student ^r", ttr"o Classroom Teacher

Roberta Lynch Classroom Teacher

.lrrlie Son Secondary Student

School Plan ior Student Achievement (SPSA) Page 38 of 51 Prospec{ High School Recommendations and Assurances

The School Site Council (SSC) recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following:

The SSC is correctly constituted and was formed in accordance with district governing board policy and state law.

The SSC sought and considered all recommendations from the following groups or committees before adopting this plan: Signature Committee orAdvisory Group Name C.rw*' k English Learner Advisory Committee The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the localeducational agency plan.

This SPSA was adopted by the SSC at a public meeting on .

Attested Principal, Paul Pinza on t?

School Plan br Student Achievement (SPSA) Page 39 of 51 Prospecl High School School Year: 2019-20

School Plan for Student Achievement (SPSA) Template lnstructions and requirements for completing the SPSA template may be found in the SPSA Template lnstructions. County-District-School Schoolsite Council Local Board Approval School Name (CDS) Code (SSC)Approval Date Date Westmont High School 43694014338505 May 15,2019 June 13,2019

Briefly describe the school's plan for effectively meeting the ESSA requirements in alignment with the Local Control and Accountability Plan and other federal, state, and local programs. To effectively meet the ESSA requirements in alignment with the LCAP and other federal, state and local programs, Westmont High School's School Plan for Student Achievement encompasses three goals which are aligned with the CUHSD goals of: lnstruction that engages all students equitably; Systemic, rigorous expectations with supports to help all students succeed; lncreasing Staff, Student, and Community Engagement and Positive School Cultures.

School Plan for Student Achievement (SPSA) Page 1 of40 Westmont High School Gomprehensive Needs Assessment Gomponents Data Analysis Please refer to the School and Student Performance Data section where an analysis is provided Surveys This section provides a description of surveys (i.e., Student, parent, Teacher) used during the school-year, and a summary of results from the!urvey(q)- i-- iThe appendix shows survey data; ln regards to parents and their response,a key data point in our findings is that in i2018-2019, 80% of parents feel that school staff treats parents with respect. 84o/o of parents say that the school keeps :them well informed about school activities and events. ln regards to parents and their response,S5% of parents iqqryeyeC would recommend Westmont to other pqlgl'tq. Classroom Observations This section provides a description of types and frequency of classroom observations conducted during the school-year and as qI fi4_dings District led instructional rounds and AVID learning walks focusing on WICOR strategies on a continual basis in the classroom. Also collaborated with outside education partners as support, as well as site led rounds managed by site administration and teacher leaders: these are done monthly and either via district, admin or teacher leadei teams perform them and utilize said data to gauge student engagement and student rigor. ln addition, site administrators conduct both formaland informal classroom gpqqrvationq throughout the school Analysis of Current lnstructional Program The following statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential Program Components (EPCs). ln conjunction with the needs assessments, these categories may be used to discuss and develop critical findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are:

Not meeting performance goals Meeting performance goals Exceeding performance goals

Use of state and local assessments to modify inglrlucljg4 qnd im PrqVE student achievement (ESEA) iDepartment Chairs are grven grade printouts at each grading period to share out with department members. CAASPP scores for Math and English as well as CAST are available to teachers to use as a guide to align instructional strategies and curriculum to target students academic needs. Westmont had a steady growth in with the 2017118 CAASPP. Department chairs used the "claims" data to drive instructionbl decisions specific to the department for 18/19 academic year.

Use of data to monitor student prqgress on curriculum-embedded assessments and m odify ilslquction (E_PC) grade distribution is done every quarter per department, and this work begins with the Department Chair month. Course alignment and grade alignment utilizing assessments are done as well; Students needing extra support in different units are able to push into core content recovery courses to retake and master content units. The site admin team, in conjunction with the EL TOSA, worked through a Plan-Do-Study-Act (PDSA) analysis cycle to support our struggting EL students.

Staffing and Professional Development

School Plan for Student Achievement (SPSA) Page 2 ot 40 Westmont High School Status of meeting requirements for highly qualified staff (ESEA) This is completed through the Human Resources Department at the District Office

Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC) This is completed by the Director of Curriculum and lnstruction at the District Office.

Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA) Westmont Administration and the District Office collaborate on assuring staff development is connected to standards, that students are assessed properly, and that professional needs are met.

Ongoing instructional assistance and support for teachers (e.9., use of content experts and instructional coaches) (EPC) Westmont staff continuously collaborated using the WICOR strategies as a guide to observe classroom instruction. After the observations staff debriefed on the instructional strategies they observed, using the information to focus on the two subgroups(LSED, EL's) as well as school-wide instruction. The Westmont Agriculture Program uses the AG lncentive Grant to participate offsite professional development. TOSA's support our 1st and 2nd year teachers.

Teacher collaboration by grade level (kindergarten through grade eight [K-8]) and department (grades nine through twelve) (EPc) Westmont has 12 collaborations, 6 per semester. The collaboration time is split between whole school and teacher driven collaboration. Teachers often meet in their departments to go over grade distribution, review assessment practice and data and work on progress of Department Goals in accordance to our schools Action Plan.

Teaching and Learning

Alignment of curriculum, instruction, and materials to content and performance standards (ESEA) The District Office works with Department Chairs and School Slte Administration to ensure alignment of curriculum, instruction and materials to content and performance standards.

Adherence to recommended instructional minutes for reading/language arts and mathematics (K-8) (EPC) NA

Lesson pacing schedule (K-8) and master schedule flexibility for sufficient numbers of intervention courses (EPC)

Availability of standards-based instructional materials appropriate to all student groups (ESEA) District Office and school site works together to ensure students have the proper materials.

School Plan for Student Achievement (SPSA) Page 3 of 40 Westmont High School Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC) District Office

Opportunity and Equal Educational Access

Services provided by the regular program that enable underperforming students to meet standards (ESEA) lntervention Math and English classes for those students not meeting their four year plan. Summer School as well and Odysseyware as well. Recovery core content classes are offered to all students that are in danger of failing a task or class.

Evidence-based educational practices to raise student achievement AVID strategies, QTEL strategies and support, Anti-Bias training, Growth Mindset work, Updated EL Master Plan

Parental Engagement

Resources available from family, school, district, and community to assist under-achieving students (ESEA) Open House, AP informational Night, Parent Project, lncoming Freshmen night, Warrior Welcome Night, Grade level presentations to parents and students yearly, ELAC and DELAC meetings and committees, Parent informational nights focused on strategies to better support student needs.

Fundinq

Services provided by categorical funds that enable underperforming students to meet standards (ESEA) N/A

Fiscal support (EPC) N/A

Stakeholder I nvolvement

How, when, and with whom did the school consult as part of the planning process for this SPSA/Annual Review and Update?

lnvolvement Process for the SPSA and Annual Review and Update This SPSA is a collaboration with School Site Council, Teacher Leadership Group, and site Admin team which worked to review and update it as needed.

School Plan for Student Achievement (SPSA) Page 4 of 40 Westmont High School School and Student Performance Data Student Enrollment Enrollment By Student Group

Student Enrollment by Subgroup Percent of Enrollment Number of Students Student Group 2015-16 2016-17 2017-18 2015-16 2016-17 2017-18

American lndian O.60/o 0.9% 0.68% I 14 11 African American 3.3o/o 2.8o/o 2.97o/o 51 44 48

Asian 14.5o/o 17.7o/o 17.89o/o 223 278 289 Filipino 2.3o/o 2.60/o 2.48o/o 36 40 40 Hispanic/Latino 31.2% 29.8o/o 28.73o/o 481 468 464

Pacific lslander O.4o/o O.60/o 0.56% 6 10 I White 43/% 42.60/o 42.41o/o 669 668 685 Multiple/No Response 3.7% 0.5o/o 1.360/o 57 7 22 Total Enrollment 1,541 1,569 '1615

Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level Number of Students Grade 2015-16 2016-17 2017-18

Grade 9 410 422 457 Grade 10 394 414 416

Grade 11 372 392 383 Grade 12 365 341 359 Total Enrollment 1,541 1,569 1,615

Conclusions based on this data:

1. Total enrollment is steadily increasing from the 2015-16 scnootyear to present.

Enrollment by student group has remained fairly constant over the previous three year period, with most groups cianging three pgrcent or less each year. 3. While a very small group in comparison to the overall enrollment, the "Multiple/No Response" saw a sharp decline in 2016-17 (50 students), then a small rise for 2017-18 (15 students)

School Plan for Student Achievement (SPSA) Page 5 of 40 Westmont High School School and Student Performance Data Student Enrollment English Learner (EL) Enrollment

English Learner (EL) Enrollment Number of Students Percent of Students Student Group 2015-16 2016-17 2017-18 2015-16 2016-17 2017-18

English Learners 137 120 124 8.9% 7.60/o 7j%

Fluent English Proficient (FEP) 456 496 542 29.60/o 31.6% 33.6%

Reclassified Fluent English Proficient (RFEP) 14 22 37 10.2o/o 18.30/o 29%

Conclusions based on this data

1 , The percentage of ELs has fallen consistently, but slightly, each year, over the three year span. 2 percentage of RFEP students have consistently grown over the last 3 years. in ZOli-lg,ine arnount of RFEP students rose sharply lrom 2L37 students (15 students)

School Plan for Student Achievement (SPSA) Page 6 of 40 Westmont High School School and Student Performance Data CAASPP Results English Language Arts/Literacy (All Students)

Overall Participation for All Students # of Students with # of Students Tested % of Students Tested Grade # of Students Enrolled Scores Level ,17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-r6 16-17 17-18 15-16 16-17

Grade 11 364 371 376 351 349 358 347 348 357 96.4 94.1 95.2 AllGrades 364 371 376 351 349 358 347 348 357 96.4 94.1 95.2

Overall Achievement for All Studenb % Standard % Standard % Standard % Standard Mean Scale Score Grade Exceeded Met Nearlv Met Not Met Level 15-16 16-17 17-18 {5-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 t5-16 16-17 17-18 Grade 1l 2649 2645. 2643 47 42.82 43.98 26 29.02 28.57 16 16.95 12.61 11 11.21 14.85 All Grades N/A N/A N/A 47 42.82 43.98 26 29.02 28.57 16 16.95 12.61 1'l 11.21 14.85

Reading Demonstrating understanding of literary and non-fictional texts % Above Standard % At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 11 48 52.03 45.10 40 35.76 39.22 12 12.21 15.69 AllGrades 48 52.03 45.10 40 35.76 39.22 12 12.21 15.69

Writing Producing clear and purposeful writiqg % Above Standard % At or Near Standard % Below Standard Grade Level 15-{6 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 11 55 47.23 53.22 31 40.23 29.97 14 12.54 16.81 AllGrades 55 47.23 53.22 31 40.23 29.97 14 12.54 16.81

Listening Demonstrating effective communication skills % Above Standard % At or Near Standard % Below Standard Grade Level 15-16 '16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 11 35 37.10 34.73 55 52.17 52.38 10 10.72 12.89 AllGrades 35 37.10 34.73 55 52.17 52.38 10 10.72 12.89

Research/lnquiry Investigating, analyzing, and presentin g % Above Standard % At or Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 { 5-16 16-17 17-18

Grade 11 50 50.87 55.74 41 38.95 31.09 10 10.17 13.17 AllGrades 50 50.87 55.74 41 38.95 31.09 10 10.17 13.17

School Plan for Student Achievement (SPSA) Page 7 of 40 Westmont High School Concluaions basod on this datal ,|

.Schbol Plan for studont Aohievernent (SPSA) Pago S qfdQ W.cp-tmo{t High qchool School and Student Performance Data CAASPP Results Mathematics (All Students)

Overall Participation for All Students # of Students with # of Students Tested % of Students Tested Grade # of Students Enrolled Scores Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 1 5-16 16-17 17-18

Grade 11 364 371 376 351 355 357 344 353 355 96.4 95.7 94.9 AllGrades 364 371 376 351 355 357 344 353 355 96.4 95.7 94.9

Overall Achievement for All Students % Standard % Standard % Standard % Standard Mean Scale Score Grade Exceeded Met Nearlv Met Not Met Level {5-16 16-17 17-18 15-16 16-17 17-18 {5-16 16-17 17-18 t5-16 16-17 17-18 15-16 16-17 17-18

Grade 11 2633. 2611 2617 29 23.51 22.25 26 20.96 28.45 19 23.80 20.85 26 31.73 28.45 AllGrades N/A N/A N/A 29 23.51 22.25 26 20.96 28.45 19 23.80 20.85 26 31.73 28.45

Concepts & Procedures Applying mathematical conaanfe and res % Above Standard olo Ator Near Standard % Below Standard Grade Level 15-16 16-17 17-18 15-16 16-17 '17-18 {5-16 16-17 17-18

Grade 11 43 33.82 34.93 24 29.48 28.73 33 36.71 36.34 AllGrades 43 33.82 34.93 24 29.48 28.73 33 36.71 36.34

Problem Solving & Modeling/Data Analysis Using appropriate tools and strateg ies to solve rcalworld and mathematical problems % Above Standard % At or Near Standard % Below Standard Grade Level {5-{6 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 11 34 27.27 30.99 47 42.52 39.72 19 30.21 29.30 AllGrades 34 27.27 30.99 47 42.52 39.72 19 30.21 29.30

Communicating Reasoning Demonstratin g ability to s u pport mathematical crrnc lusions % Above Standard olo At ot Near Standard % Below Standard Grade Level {5-16 16-17 17-18 15-{6 16-17 17-18 15-16 16-17 17-18

Grade 11 37 28.77 27.89 46 52.71 51.83 17 18.52 20.28 AllGrades 37 28.77 27.89 46 52.71 51.83 17 18.52 20.28

Conclusions based on this data:

1 Some key needs of percentage increase are apparent via this report Students who met or exceeded standard lncreased by 7o/o of students on SBAC Math. The goal for the upcoming year is to increase the overall % of meUexceeded standard by 7o/o from 50% to 57o/o,32% lo 42o/o for low income, 8o/o lo 25o/o for English Learners, 8olo lo 15o/o for students with disabilities, 58% to 65% for white students, 27o/o to 32o/o for Latino students, T4o/o lo 84o/o for Asian students.

School Plan for Student Achievement (SPSA) Page I of 40 Westmont High School 2. There was strong growth overall in mathematicq at Westmont for the 2017-2018 academic year, yet the focus will remain to continue to center professionai developrnont for staff around rigor and standards-based instruction to achievement.

School Plan for Student Achievement (SPSA) Page 10 of40 Westmont High School School and Student Performance Data ELPAC Results

2017-18 Summative Assessment Data Number of Students and Mean Scale Scores for All Students Grade Number of Overall Oral Language Written Language Level Students Tested Grade 9 1559.1 1574.1 1543.7 35 Grade ,l0 1571.1 1568.2 1573.4 27 Grade 1{ 1523.1 1512.4 1533.0 18

Grade 12 '1537.6 1536.9 1537.8 14 AllGrades 94

Overall Language Number and Percentaqe of Students at Each Performance Level for All Students Grade Level 4 Level 3 Level 2 Level 1 Total Number of o/o o/o o/o Level # Yo # # # Students Grade 9 13 37.14 35 Grade 10 27 Grade 1l 18 Grade 12 14 AllGrades 27 28.72 24 25.53 27 28.72 16 17.02 94

Oral Language Number and Percentaqe of Students at Each Performance Level for All Students Grade Level 4 Level 3 Level 2 Level I Total Number of o/o Level # % # To # # % Students Grade 9 18 51.43 35 Grade 10 16 59.26 27

Grade 11 18 Grade 12 14 AllGrades 48 51.06 23 24.47 14 14.89 94

Written Language Number and Percentaqe of Students at Each Performance Level for All Students Grade Level 4 Level 3 Level 2 Level 1 Total Number of Level # % # % # To # o/o Students Grade 9 15 42.86 35 Grade 10 27

Grade 11 18 Grade 12 14 AllGrades 13 13.83 15 15.96 27 28.72 39 41.49 94

School Plan for Student Achievement (SPSA) Page 11 of40 Westmont High School Listening Domain Number and Percentaqe of Students bv Domain Perfomance Level for All Students Grade Total Number WellDeveloped SomewhaUModerately Beginning of Level Students Grade 9 13 37.14 15 42.86 35

Grade 10 11 40.74 14 51.85 27 Grade 11 18

Grade 12 14

AllGrades 28 29.79 45 47.87 21 22.34 94

Speaking Domain Number and Percentage of Students by Domain Performance Level for All Students Grade Total Number WellDeveloped SomewhaUModerately Beginning of Level Studenb Grade 9 26 74.29 35 Grade {0 19 70.37 27

Grade {{ 13 72.22 18

Grade 12 11 78.57 14 AllGrades 69 73.40 12 12.77 13 13.83 94

Reading Domain Number and Percentage of Students bv Domain Performance Level for All Students Grade Total Number WellDeveloped SomewhaUModerately Beginning of Level Students Grade 9 21 60.00 35 Grade 10 13 48.15 27

Grade 11 14 77.78 18

Grade 12 14 AllGrades 12 12.77 25 26.60 57 60.64 94

Writing Domain Number and Percentage of Students by Domain Performance Level for All Students Grade Total Number WellDeveloped SomewhaUModerately Beginning of Level Students Grade 9 22 62.86 35 Grade 10 14 51.85 27 Grade 11 18

Grade 12 14 AllGrades 24 25.53 53 56.38 17 18.09 94

Gonclusions based on this data:

1 Westmont High School administered the ELPAC in the spring semester for the 2017-2018 school year. This was the first year the students completed the ELPAC, previously the state used the CELDT to measure English proficiency. Therefore, these ELPAC results will serve as a baseline for future ELPAC tests. A total of g4 students complet d tegling; 35 fleshmqr, 2l sophomores, '!Q jq41q1s, and 14 seniors.

School Plan for Student Achievement (SPSA) Page 12 ol 40 Westmont High School 2. ln terms of overall scores, 54o/o of our students scored in the Early Advanced and Advanced levels. Students must score a Level 3 or 4 in order to begin the reclassificatio n process. ln individual domains, our students scored moderate to advanced in listening (78o/o), speaking (81 %), and writing (82Vo). Speaking showed the highest percentage withT3o/o of students scoring in advanced. Areas of weakness prove to be reading with only 12%

3_ For future testing, our areas of weakness will be a focus for yearly goals. Reading will be a primary focus with the intention of improving the numbers of students scoring in advance and a decrease in the number of students scoring beginning levels. The percentage of students scoring in the advance range will increase lrom 12o/o to 20o/o, while the students scoring in the beginning range will decrease from 61 o/o lo 53To.ln terms of seeing growth within the overall scores, the percentage of students scoring early advanced and advanced will increase fiom S+o/o to 60%. This, in turn, will show a decrease in the percentage of students scoring beginning to intermediate from 46yo to 40%.

School Plan for Student Achievement (SPSA) Page 13 of40 Westmont High School School and Student Performance Data Student Population

This section provides information about the school's student population.

2017 -18 Student Population

Total Socioeconomically English Foster Enrollment Disadvantaged Learnerc Youth

1 ,615 28.3% 7.1o/o 0.2o/o

This is the total number of This is the percent of students This is the percent of students This is the percent of students students enrolled. who are eligible for tree or who are learning to communicate whose well-being is the reduced priced meals; or have effectively in English, typically responsibility of a court. parents/guardians who did not requiring instruction in both the receive a high school diploma. English Language and in their academic courses.

2017-18 Enrollment for All Students/Student Group Student Group Total Percentage

English Learners 115 7.1o/o Foster Youth 3 0.2%

Homeless 2 0.1o/o

Socioeconomically Disadvantaged 457 28.3o/o Students with Disabilities 136 8.4%

En rollment by Race/Ethn icity Student Group Total Percentage African American 48 3.0%

American lndian 11 0.7o/o

Asian 289 17.9o/o Filipino 40 2.5%

Hispanic 464 28.7o/o

Two or More Races 47 2.9o/o Pacific lslander o 0.6% White 685 42A%

Gonclusions based on this data:

1' Socioeconomically Disadvantages students continue to be the single largest Student Group at28.3o/o.

2' ln regards to enrollment by Race/Ethnicity, Westmont's three largest groups (White, Hispanic, Asian) comprise approximately 90% of the students.

School Plan for Student Achievement (SPSA) Page 14 ot 40 Westmont High School School and Student Performance Data Overall Performance

2018 Fall Dashboard Overall Perfomance for All Students

(r J (r (i(r1 :r ri t i ;r',trrili[,jir'i rlr. i.] . iril;hlfrr /',,l,rl;iji:jil iir: i, i.,t iii,,rt irlirlir(i{r) ,/^)dL i., r { l:t I t'r l' I tlif ij tir{r'] lt English nLanguage Arts Graduationn Rate Suspension/a Rate Green Blue Green

Mathematics/a Green

Eng lish Learner Progress /\ No Performance Color

Go llege/Career/T\ Yellow

Conclusions based on this data:

1 iWestmont performs in the Green or Blue range in almost all areas.

School Plan for Student Achievement (SPSA) Page 15 of40 Westmont High School School and Student Performance Data Academic Performance English Language Arts

The performance levels are color-coded and range from lowest-to-highest performance in the following order: ft\ Highest b""Hff;""." /T\ ft /n Performance # Orange Yellow Green Blue This section provides number of student groups in each color 2018 Fall Dashboard English Lan Arts Report

Orange Green Blue

1 2 0 1 1

2018 Fall Dashboard English Language Arts Performance for All Studentslstudent Group

AllStudents English Learnerc Foster Youth /\ {'"\ /\ Green Red No Performance Color

61.4 points above standard 79.6 points below standard Less than 1 1 Students - Data Not Displayed for Privacy Maintained -2.1 points Declined -15.3 points 1 students

348 students 34 students

Homeless Socioeconomicallv Disadvantaoed Students with Disabilities /3 f1 \ /\ No Performance Color Orange No Performance Color

0 Students 26.5 points below standard 80.4 points below standard

Declined -51.9 points Declined -7.2 points

95 students 31 students

School Plan for Student Achievement (SPSA) Page 16 of40 Westmont High School 2018 Fall Dashboard English Arts Performance Race/Eth

African American American lndian Asian Filipino /i: r1 I\ r\ No Performance Color No Performance Color Green No Performance Color

Less than 11 Students - Data Less than 1 1 Students - Data 102.1 points above standard Less than 11 Students - Data Not Displayed for Privacy Not Displayed for Privacy Not Displayed for Privacy Declined -25.2 points 9 students 1 students 7 students 45 students

Hispanic Two or More Races Pacific lslander White A\ 1\ a\ /\ Orange No Performance Color No Performance Color Blue

7.5 points below standard 87.6 points above standard Less than 11 Students - Data 94.3 points above standard Not Displayed for Privacy Declined -5.5 points 1 3 students lncreased 16.5 points 2 students

101 students 169 students

Current English Learner Reclassified En glish Learners English Only

87.3 points below standard 68.6 points below standard 81.8 points above standard

Declined -19.3 points Declined -12.3 points lncreased 8.4 points

20 students 14 students 21 7 students

ln general, Westmont performs well in English Language Arts.

English Learners, Socioeconomically Disadvantaged and Hispanic groups performed at or below the orange stage. This continues to be an area of focus for our staff.

School Plan for Student Achievement (SPSA) Page 17 oI 40 Westmont High School School and Student Performance Data Academic Performance Mathematics

The performance levels are color-coded and range from lowest-to-highest performance in the following order: Lowest tr5\ ff\ /T\ r\ n Highest Performance Performance Red orange yellow Green Blue

This section provides number of student groups in each color. 2018 Fall Dashboard Mathematics Report

Red Orange Green Blue

1 2 0 1 1

This section provides a view of Student Assessment Results and other aspects of this school's performance, specifically how well students are meeting grade-level standards on the Mathematics assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3-8 and grade 11.

201 8 Fall Dash board Mathematics Performance for All Students/Student Grou p

AllStudents Enqlish Learners Foster Youth /h {*\ 1'\ Green Red No Performance Color

9.1 points below standard 158.7 points below standard Less than 1 1 Students - Data Not Displayed for Privacy lncreased 8.4 points Declined -35.9 points 1 students

347 students 33 students

Homeless Socioeconomically Disadvantaqed Students with Disabilities r'"\ ff\ /"'\ No Performance Color Orange No Performance Color

0 Students 90.3 points below standard 162.7 points below standard

Declined -28.9 points lncreased 8.2 points

94 students 31 students

School Plan for Student Achievement (SPSA) Page 18 of40 Westmont High School 2018 Fall Dashboard Mathematics Performance by Race/Ethnicity

African American American lndian Asian Filipino r: /\ /\ /: No Performance Color No Performance Color Green No Performance Color

Less than 11 Students - Data Less than 11 Students - Data 62.4 points above standard Less than 1 1 Students - Data Not Displayed for Privacy Not Displayed for Privacy Not Displayed for Privacy Declined -16.9 points 9 students 1 students 7 students 45 students

Hispanic Two or More Races Pacific lslander White A\ f\ /\ /\ Orange No Performance Color No Performance Color Blue

86.8 points below standard 7.7 points below standard Less than 1 1 Students - Data 23.9 points above standard Not Displayed for Privacy Maintained -0.2 points 1 3 students lncreased 2 students ?{ 7 nninle 100 students 169 students

This section provides a view of Student Assessment Results and other aspects of this school's performance, specifically how well students are meeting grade-level standards on the Mathematics assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3-8 and grade 11. 2018 Fall Dashboard Mathematics Data Comparisons for English Learnerc

Gurrent English Learner Reclassified En glish Learnerc English Only

159.7 points below standard 157 points below standard 5.9 points above standard

Declined -26.8 points Declined -59.9 points lncreased

2fl O nnin{c 19 students 14 students 21 7 students

ln general, Westmont performs well in Mathematics.

English Learners, Socioeconomically Disadvantaged and Hispanic groups performed at or below the orange stage with our Current English Learners and RFEP students seeing large declines in performance C26.8 points and -56.9 i points, respectively) 3. Wfrite the Asian subgroup performed in the green stage, there was also a significant drop of -16.9 points.

School Plan for Student Achievement (SPSA) Page 19 of40 Westmont High School School and Student Performance Data Academic Performance English Learner Progress

This section provides a view of the percent of students performing at each ievel on the new English Language Proficiency Assessments for California (ELPAC) assessment. With the transition ELPAC, the 2018 Dashboard is unable to report a performance level (color) for this measure,

2018 Fall Dashboard h Lan Profi ciency Assessments for Galiforn ia Resu lte

Number of Level 4 Level 3 Level 2 Level 1 Students Well Moderately Somewhat Beginning Develooed Developed Developed Staoe

94 28.7o/o 25.5o/o 28.7o/o 17o/o

Gonclusions based on this data:

testing: 35 freshmen, 27 sophomores, 18 juniors, and 14 seniors.

ln terms of overall scores, 54o/o of our students scored in the Early Advanced and Advanced levels. Students must score a Level 3 or 4 in order to begin the reclassification process.

School Plan for Student Achievement (SPSA) Page 20 of 40 Westmont High School School and Student Performance Data Academic Performance Gollege/Career

The performance levels are color-coded and range from lowest-to-highest performance in the following order: { \ fL\ y'*r f \ Highest low.estPenormance A\ Performance Red Orange Yellow Green Blue

This section provides number of student groups in each color 2018 Fall Dashboard Gol Equity Report

Orange Green Blue

0 1 2 1 1

AllStudents Enqlish Learners Foster Youth rT\ /T\ r\ Yellow Yellow No Performance Color

59.4% prepared 34.2Vo prepared 0 Students

Declined 4% lncreased 11.6%

350 students 38 students

Homeless Socioeconomicallv Disadvantaqed Students with Disabilities f: f\ /*r No Performance Color Green No Performance Color

Less than 1 1 Students - Data Not 45.5% prepared 12.9oh prepared Displayed for Privacy lncreased 4.3% Declined -10.9o/o 2 students

1 1 2 students 31 students

School Plan for Student Achievement (SPSA) Page21 ol40 Westmont High School 2018 Fall Dashboard College/Gareer Race/Ethnicity

African American American lndian Asian Filipino r.} /\ /\ /_\ No Performance Color No Performance Color Blue No Performance Color

Less than 11 Students - Data Less than 'l 1 Students - Data 87.3% prepared 54.5% prepared Not Displayed for Privacy Not Displayed for Privacy lncreased 6.4% 1 1 students 9 students 3 students

71 students

Hispanic Two or More Races Pacific lslander White f\ r'\ /T\ ^\Orange No Performance Color No Performance Color Yellow 36% prepared Less than 11 Students - Data Less than 'l 'l Students - Data 63.1% prepared Not Displayed for Privacy Not Displayed for Privacy Declined -3.7% Declined -7.3% 7 students 3 students

86 students '160 students

This section provides a view of the percent of students per year that qualify as Not Prepared, Approaching Prepared, and Prepared.

2018 Fall Dashboard College/Career 3-Year Performance

Glass of 2016 Class of 2017 Class of 2018 53.4% Prepared 63.4 Prepared 59.4 Prepared 18.6% Approaching Prepared 1 3.9 Approachinq Preparcd 'l I Approachinq Prepared 28% Not Prcpared 22.7 Not Prepared 22.6 Not Prepared

Conclusions based on this data

1 Overall, Westmont students performed in the yellow range, with a slight decrease from last year of 4o/o, with our English Learners increasing by 11.60/o specifically.

2' The Socioeconomically Disadvantaged student group performed in the Green range, with an increase of 4.3%, while the Hispanic student group performed in the orange range, with a slight decrdase of 3.7o/o. J' Although the Students with Disability group does not have a performance indicator, there is a large decline of 10.g%, with an overall 12.9o/o prepared.

School Plan for Student Achievement (SPSA) Page 22 ot 40 Westmont High School School and Student Performance Data Academic Engagement Chronic Absenteeism

The performance levels are color-coded and range from lowest-to-highest performance in the following order:

Lowest Highest Performance Red Orange Yellow Green Blue Performance

This section provides number of student groups in each color 2018 Fall Dashboard Ghronic Absenteeism Equity Report

Red Orange Green Blue

This section provides information about the percentage of students in kindergarten through grade 8 who are absent'10 percent or more of the instructional days they were enrolled. 2018 Fall Dashboard Ghronic Absenteeism for All Students/Student Group

AllStudents Enqlish Learnerc Foster Youth Homeless Socioeconomicallv Disadvantaqed Students with Disabilities

2018 Fall Dashboard Ghronic Absenteeism by Race/Ethnicity

African American American lndian Asian Filipino

Hispanic Two or More Races Pacific lslander White

Gonclusions based on this data: 1. Westmont continues to work with students and families to insure student attendance is at 95% or above. lt is our belief students who are chronically absent have a very difficult time passing their classes. Absences also negatively effect students social/emotional as well as overall well-being on campus. Truancy measures in coordination with the CUHSD District Office as well as local communitiy resources are in place and utilized to improve attendance for students.

School Plan for Student Achievement (SPSA) Page 23 ol 40 Weslmont High School School and Student Performance Data Academic Engagement Graduation Rate

The performance levels are color-coded and range from lowest-to-highest performance in the following order:

Lowest Highest Performance n tft /T\ fl\ r\ Performance ' *"0 orange Yellow Green Blue

This section provides number of student groups in each color. 2018 Fall Dashboard Graduation Rate Equity Report

Red Orange Yellow Green Blue 0 0 0 3 2

2018 Fall Dashboard Graduation Rate for All Students/student Group

AllStudents Enslish Learners Foster Youth n fh r\ Blue Green No Performance Color

96% graduated 94.7o/o graduated 0 Students lncreased +1.6% lncreased +7.6%

350 students 38 students Homelessn Socioeconomicallvn Disadvantaoed Students nwith Dlsabilities No Performance Color Green No Performance Color

Less than 1 1 Students - Data Not 93.8% graduated 93.5% graduated Displayed for Privacy Maintained +0.2% lncreased +7.8% 2 students

1 1 2 students 31 students

School Plan for Student Achievement (SPSA) Page 24 ot 40 Westmont High School 2018 Fall Dashboard Graduation Rate by Race/Ethnicity

African American American lndian Asian Filipino r\ c\ /\ f\ No Performance Color No Performance Color Blue No Performance Color

Less than 11 Students - Data Less than 11 Students - Data 98.6% graduated 100% graduated Not Displayed for Privacy Not Displayed for Privacy Declined -1 .4% 1 1 students 9 students 3 students

71 students

Hispanic Two or More Races Pacific lslander White /""\ 1\ r'\ /'-\ Green No Performance Color No Performance Color Blue

91.9% graduated Less than 11 Students - Data Less than 11 Students - Data 96.9% graduated Not Displayed for Privacy Not Displayed for Privacy Maintained +0.5% lncreased +2.8% 7 students 3 students

86 students 160 students

2017 2018 94.4% qraduated 96% qraduated

Conclusions based on this data

1. Westmont students in all measura ble areas have Graduation Rates in the Green or Blue performance areas.

2. overall graduation rate increased from 2017

3. The 96% graduation rate ranked highest in the CUHSD district.

School Plan for Student Achievement (SPSA) Page 25 of 40 Westmont High School School and Student Performance Data Gonditions & Climate Suspension Rate

The performance levels are color-coded and range from lowestto-highest performance in the following order: Lowest da ft\ /T\ n ln Highest Performance Performance Red Orange Yellow Green Blue

This section provides number of student groups in each color 2018 Fall Dashboard Suspension Rate Equity Report

Red Orange YeIlow Green Blue

1 1 2 5 0

This section provides information about the percentage of students in kindergarten through grade 12 who have been suspended at least once in a given school year. Students who are suspended multiple times are only counted once. 20{8 Fall Dashboard Suspension Rate for All Students/Student Group

AllStudents Enqlish Learnerc Foster Youth la fr /\ Green Red No Performance Color

3.8% suspended at least once 10.1% suspended at least once Less than 11 Students - Data Not 5 students Declined -1 .'l% lncreased 1.7% 1695 students 139 students

Homeless Socioeconomically Disadvantaqed Students with Disabilities /T\ n No Performance^ Color Yellow Green Less than 1 1 Students - Data Not 6.9% suspended at least once 5.8% suspended at least once 5 students

Declined -1 .7% Declined -3.8%

554 students 1 55 students

School Plan for Student Achievement (SPSA) Page 26 of40 Westmont High School 2018 Fall Dashboard Suspension Rate by Race/Ethnicity

African American American lndian Asian Filipino A\ /\ r\ /,h Orange No Performance Color Green Green

7.5% suspended at least 9.1% suspended at least 0.7% suspended at least 4.8% suspended at least once once once once

lncreased 3.3% Declined -10.9o/o Declined -1 .2% Declined -0.4%

53 students 1 1 students 298 students 42 students

Hispanic Two or More Races Pacific lslander White /i\ /"\ /\ r''\ Yellow Green No Performance Color Green

6.6% suspended at least 4.8% suspended at least Less than 11 Students - Data 2.4% suspended at least . once once 9 students once Declined -0.8% Declined -9% Declined -0.8% 519 students 62 students 701 students

This section provides a view of the percentage of students who were suspended. 2018 Fall Dashboard Rate Year

2016 2017 2018 5.8% suspended at least once 4.8% suspended at least once 3.8% suspended at least once

Conclusions based on this data

'l ;Westmont HS continues to utilize alternative measures to avoid suspension for students who commit minor discipline : infractions. All but one subgroup at Westmont declined in the number of suspensions, as well as Westmont reducing , overall suspensions by 1o/o. Counseling, community resources, City of San Jose, as well as our School Resource Officers assist in helping students who qommit infractions on campus.

School Plan for Student Achievement (SPSA) Page27 ol40 Westmont High School Goals, Strategies, & Proposed Expenditures

Goal 1 lmprove student performance in both ELA and Math as measured by a one to two color band increase in dashboard performance by building teacher capacity through professional development around rigorous standards-based instruction in all subject areas integrating supports both in and out of the regular school day, as well as specifically analyzing data around socio-economically disadvantaged and Hispanic or Latino student populations.

ldentified Need Based on the analysis of data, professional development will focus on best practices and instructional strategies to provide academic support for those subgroups not meeting the standards

Annual Measurable Outcomes Metric/lndicator Baseline/Actual Outcome Expected Outcome CA Dashboard, Overall Green Green Academic Performance level for ELA and Math. CA Dashboard, Academic Orange Yellow Performance level for Hispanic Students for ELA and Math CA Dashboard, Academic Orange Yellow Performance levelfor Socioeconomically Disadvantaged Students for ELA and Math CA Dashboard, Academic Red Orange Performance level for English Learner Students for ELA and Math CA Dashboard, English 54.2o/o at or above Level 3 60% at or above Level 3 Learner Progress lndicator (Moderately Developed) (Moderately Developed)

ELPAC, Overall Performance 52.7o/o at level 3 or above 57o/o at level 3 or above level

English Learner 27o/o 3Oo/o Reclassification Rate

School Plan for Student Achievement (SPSA) Page 28 of 40 Westmont High School Metric/lndicator Baseline/Actual Outcome Expected Outcome Healthy Kids Survey, Academic 33% of responses at Agree or 40o/o of responses at Agree or Mindset, question #6 "l look above above fonvard to class"

Complete a copy of the Strategy/Activity table for each of the school's strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

Strategy/Activity 1 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity Continuing professional development opportunities focused on meeting the needs of all learners and improving student engagement, QTEL strategies and AVID support strategies. Continuing AVID opportunities provided to students as well as AVID training.

Amount(s) Source(s) 10,000 LCFF - Supplemental

AVID field trips, staff training opportunities via AVID either on site with speakers brought or summer institute training as the program builds. This has been a consistent practice through the years with this funding source. Strategy/Activity 2 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity Continue to work on aligning all units, lessons and assessments to grade level standards, with emphasis on the Literacy and NGSS standards.

Amount(s) Source(s)

School Plan for Student Achievement (SPSA) Page 29 of40 Westmont High School Strategy/Activity 3 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity Continue the use of lnstructional Learning Walks incorporating AVID strategies with a focus on WICOR. Also expanding the lnstructional Learning Walks to incorporate all staff members.

Amount(s) Source(s)

Strategy/Activity 4 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity Professional Development Plan provided each year to all teachers with Department Chair feedback.

Amount(s) Source(s)

School Plan for Student Achievement (SPSA) Page 30 of40 Westmont High School Goals, Strategies, & Proposed Expenditures

Complete a copy of the following table for each of the school's goals. Duplicate the table as needed LEA/LCAP Goal Systemic, rigorous expectations with supports to help all students succeed: CUHSD will hold a high level of expectations for college and career readiness for all students, and provide appropriate supports and interventions to help all students prepare for post-secondary pursuits.

Goal 2 lmprove student College/Career readiness as measured by a one to two color band increase in dashboard performance in multiple areas by improving academic supports to ensure that all students are college and career ready through increased recovery/support classes, improving awareness of A-G requirements for our target groups, educating students on the use of Naviance for college planning and staff anti-bias trainings. ldentified Need Continue to implement the academic supports across all subject areas to ensure that all students are college and career ready.

Annual Measurable Outcomes Metric/lndicator Baseline/Actual Outcome Expected Outcome CA Dashboard, Overall Yellow Green Student Performance level on

College/Career i nd icator CA Dashboard, Hispanic Orange Yellow Students Performance level on College/Career indicator CA Dashboard, Green Green Socioeconomically Disadvantaged Students Performance level on

Col lege/Career i nd icator CA Dashboard, English Yellow Green Learner Students Performance level on College/Career indicator CA Dashboard, Overall 22.6 scoring 'Not Prepared' 18.60/o scoring 'Not Prepared' Student College/Career indicator

Complete a copy of the Strategy/Activity table for each of the school's strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

Strategy/Activity 1 Students to be Served by this Strategy/Activity

School PlanforStudentAchievement(SPSA) Page31 of40 Westmont High School (ldentify either All Students or one or more specific student groups) Students that are currently in danger of failing, or have failed, a specific course.

Strategy/Activity Continue implementation and creation of credit recovery classes.

Amount(s) Source(s)

District supported and funded (PLE, etc) Strategy/Activity 2 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All students

Strategy/Activity Utilize ELAC to educate our EL students and parents about academic options and A-G requirements

Guidance Counselors presentations to students and families grades 8-12

Partnership with WACAC to analyze data and college recruitment strategies

Amount(s) Source(s) 716.00 LCFF - Supplemental

Minimal; site based

Strategy/Activity 3 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

School Plan for Student Achievement (SPSA) Page 32 of40 Westmont High School Strategy/Activity Use of Naviance college planning software with all students. lncludes ability for students to make a college readiness 4year plan, college searches, and college application process. Each grade level has a different focus to result in Seniors being prepared for their college applications and scholarship searches.

Amount(s) Source(s)

District funded via contract through Naviance Strategy/Activity 4 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All students

Strategy/Activity Staff and site Anti-Bias training, providing supports and strategies for staff to reach all students; utilizing state and federal organizations in doing so.

Amount(s) Source(s) 14000 LCFF

School Plan for Student Achievement (SPSA) Page 33 of 40 Westmont High School Goals, Strategies, & Proposed Expenditures

Complete a copy of the following table for each of the school's goals. Duplicate the table as needed. LEA/LCAP Goal lncrease Staff, Student, and Community Engagement and Positive School Cultures: School climate that promotes physical and emotional well-being: school sites will engage actively with staff, students and families to ensure that students receive the physical and emotional supports they need to succeed, Restorative justice and positive behavioral supports will be used to promote positive relationships in school communities. Goal 3 Provide a focused, positive culture for students and their families as measured by a reduction in overall suspension rates, especially in the Hispanic and African American subgroups, by offering multiple layers of student support and many opportunities for parental outreach and involvement. ldentified Need To reduce the number of student suspensions on campus, Westmont will continue to implement a strategic plan to reduce suspensions through a multi-layered approach including counseling, mentorship, parent involvement, local agency supports, as well as on-site interventions and progressive consequences to address student behaviors. Annual Measurable Outcomes Metric/lndicator Baseline/Actual Outcome Expected Outcome CA Dashboard Overall Green Green (reduce by 0.5% each Suspension lndicator year) CA Dashboard Suspension 10.1o/o 8.6% (reduce by 1.5o/o each lndicator for English Learners year)

Suspension Rate Overall 3.8o/o 3.5o/o

Suspension Rate for Hispanic 6.60/o 6.0o/o students

Suspension Rate for African 7.5o/o 7.Oo/o American Students

Expulsion Rate < 0.1o/o < 0.1o/o (maintain)

Parent response rate on 17.3o/o (as measuredby 277 2oo/o WestEd School Climate Survey parent respondents out of 1600 students total)

Truancy Rate 2.8o/o 2.5o/o

Complete a copy of the Strategy/Activity table for each of the school's strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

Strategy/Activity 1 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

School Plan for Student Achievement (SPSA) Page 34 of 40 Westmont High School Strategy/Activity Parent outreach and informational nights focused on current behavior trends on campus, academic programming, informational nights to increase athletic participation each season, meetings focusing on social, emotional, and behavioral and how to best help their child (Parent project, preientations by Admin team)), and utilizing PTSA and ELAC meetings as support and platforms.

Amount(s) Source(s)

Site and no cost Strategy/Activity 2 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity Continue site work with the Admin team that engages in all aspects of student support and engagement AVID members, Activities, Athletics, Guidance Counselors, Life Crew advisors are included. Students in need of academic assistance will be identified in the Fall semester and each member will have a list of students to check and offer support throughout the year.

Amount(s) Source(s)

Site budget as needed but no cost Strategy/Activity 3 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups) All Students

Strategy/Activity Continue building a positive, progressive discipline system in each individual classroom as well as establish universal policies and procedures for certificated and classified statf to address unwanted behaviors on campus as well as training all staff in opportunities of alternatives to suspension.

School Plan for Student Achievement (SPSA) Page 35 of 40 Westmont High School P ro posed Expend itu res fo r th is Strategy/Activity List the amount(s) and funding source(s) for the proposed expenditures. Specify the funding source(s) using one or more of the following: LCFF, Federal (if Federal identify the Title and Part, as applicable), Other State, and/or Local.

Amount(s) Source(s)

Site budget support as needed; Low to zero cost

School Plan for Student Achievement (SPSA) Page 36 of40 Westmont High School Goals, Strategiesn & Proposed Expenditures

Goal 4 Westmont High Schoolwill aspire to retain and hire highly qualified staff who will be positive contributors to our school. ldentified Need

Annual Measurable Outcomes Metric/lndicator Baseline/Actual Outcome Expected Outcome

Complete a copy of the Strategy/Activity table for each of the school's strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

Strategy/Activity 1 Students to be Served by this Strategy/Activity (ldentify either All Students or one or more specific student groups)

Strategy/Activity

Amount(s) Source(s)

School Plan for Student Achievement (SPSA) Page 37 of40 Westmont High School Budget Summary

Complete the table below, Schools may include additional information. Adjust the table as needed. The Budget Summary is required for schools funded through the ConApp, and/or that receive funds from the LEA for Comprehensive Support and lmprovement (CSl). Budget Summary

Description Amount

Total Funds Provided to the School Through the Consolidated Application

Total Federal Funds Provided to the School from the LEA for CSI $

Total Funds Budgeted for Strategies to Meet the Goals in the SPSA $24,716.00

Other Federal, State, and Local Funds

FederalPrograms Allocation ($)

Subtotal of additional federal funds included for this school: $

List the State and local programs that the school is including in the schoolwide program. Duplicate the table as needed.

State or Local Programs Allocation ($)

LCFF $14,000.00

LCFF - Supplemental $10,716.00

Subtotal of state or local funds included for this school: $24,V16.OO

Total of federal, state, and/or local funds for this school: $24,716.00

School Plan for Student Achievement (SPSA) Page 38 of40 Westmont High School School Site Council Membership

1 School Principal 4 Classroom Teachers 2 Other School Staff 3 Parent or Community Members 3 Secondary Students

Name of Memberc Role

Jason Miller pal

GailArenberg SchoolStaff

Tayler Wakefield Classroom Teacher

Angie Chadwell Parent or Community Member

Marie Eilers Classroom Teacher

Stephanie Balch Parent or Community Member

SheriCrutcher Classroom Teacher

Roger Migdow Classroom Tcacher

William Caraccio Secondary Student

Judi Thayne Parent or Community Member

Manasi Nekkar Secondary Student

Anne Vertin Secondary Student

Sanchez Other School Staff

School Plan for Student Achievement (SPSA) Page 39 of 40 Westmont High School Recommendations and Assu rances

The School Site Council (SSC) recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following:

The SSC is correctly constituted and was formed in accordance with district governing board policy and state law.

The SSC sought and considered all recommendations from the following groups or committees before adopting this plan: Signature Committee or Advisory Group Name

This SPSA was adopted by the SSC at a public meeting on 511512019

Attested:

Principal, Jason Miller on 5115120'19

SSC Chairperson, Angie Chadwell on 511512019

School Plan for Student Achievement (SPSA) Page 40 of 40 Westmont High School