MOUNTAIN VIEW LOS ALTOS HIGH SCHOOL DISTRICT Board of Trustees Regular Meeting Agenda March 27, 2017 District Office Boardroom 6:30 pm – Closed Session
1299 Bryant Avenue, Mountain View 7:00 pm – Regular Session
The Mountain View Los Altos Union High School District is committed to providing equal educational opportunities for all of our students in their preparation for employment, citizenship, and college entrance; offering a quality, comprehensive curriculum which encourages the participation and maximum growth of each student; reviewing, revising, and improving our educational programs and services on a continuing basis; and improving the school facilities and learning-working conditions for the students and staff.
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Board Meetings Teacher Service Day End of Quarter/Semester Recess/Holiday
MOUNTAIN VIEW LOS ALTOS HIGH SCHOOL DISTRICT Board of Trustees Regular Meeting Agenda March 27, 2017
District Office Boardroom 6:30 pm – Closed Session
1299 Bryant Avenue, Mountain View 7:00 pm – Regular Session
Mission Statement We are committed to creating a community of learners with the knowledge, skills and values necessary to combine personal success with meaningful contributions to our multicultural and global society.
Board of Trustees Student Trustees
Sanjay Dave Charlie Eggleton, MVHS
Phil Faillace, Ph.D. Kei Radford, LAHS
Joe Mitchner
Debbie Torok Superintendent
Fiona Walter Jeff Harding, Ed.D.
A. OPENING BUSINESS
1. Call Regular Meeting to Order 2. Roll Call 3. Public comments on Closed Session items (This time is reserved for any person to address the Board on Closed Session items.) At this time, any person may address the Board on any Closed Session item. Pursuant to the Brown Act, the Board cannot consider issues or take action on requests during this comment period. Time is limited to 3 minutes per person. 4. Adjournment to Closed Session Items listed below may be discussed in Closed Session. Items [] marked are scheduled for discussion at this meeting. All reportable action taken in closed session will be disclosed in the manner required by the Brown Act. [] a. Employee Evaluation pursuant to Government Code §54957 -
Superintendent’s Evaluation [] b. Public Employee Appointment pursuant to Government Code §54957 Personnel Action Report – Handouts in Open Session [] c. Liability Claims pursuant to Government Code §54961 []d. Conference with Labor Negotiator, regarding negotiations with CSEA,
We welcome you to today’s meeting of the Mountain View Los Altos High School District Board of Trustees. The public may ask questions relevant to agenda items at the time those items are under consideration. Please identify yourself
with your name when addressing the Board. Directions for public participation at Board meetings are described on
the public comment sheet located on the entry table.
MVLA Board Meeting Agenda, March 27, 2017
DTA and non-represented groups pursuant to Government Code §54957.6, Agency designated representative: (Associate Superintendent Eric Goddard) [] e. Conference regarding negotiations of real property pursuant to Government Code §54956.8 [] f. Employee Discipline/Dismissal/Release pursuant to Government Code §54957 [] g. Conference with Legal Counsel – Anticipated Litigation Significant exposure to litigation pursuant to Government Code §54956.9 [] h. Student Discipline Page 5. Reconvene into Regular Session 6. Pledge of Allegiance 7. Attendance 8. Approval of Agenda 9. Disclosure of Any Reportable Action from Closed Session
B. ANNOUNCEMENTS
1. Board Members 2. Superintendent 3. Freestyle Student of the Year: Isabel Martynenko – LAHS/Digital Media Student 1
4. Spotlight: MVHS Boys Basketball CCS Champions 2
5. Student Board Member Reports
C. PUBLIC COMMENTS ON NON-AGENDA ITEMS
Anyone wishing to address the Board on any topic not listed on the agenda should make a request to the Board President by completing a REQUEST TO BE HEARD form and present it to the Superintendent’s Executive Assistant. The President will recognize those who desire to speak either during the “Public Comment” section or during the particular agenda item. Each speaker is allocated a maximum of 3 minutes. The President may choose to limit any position or topic if substantial numbers of people wish to address the Board. If you wish to speak on an issue not on the agenda, please be advised that the Board may not take action on any item not specifically listed on the agenda. The Board members may ask brief questions for clarification, but may not otherwise discuss the issue. The Board values constructive community comments and suggestions and welcomes your participation in the democratic process.
Mountain View Los Altos High School District ii
MVLA Board Meeting Agenda, March 27, 2017
Disposition Page D. REPORTS/DISCUSSION/ACTION ITEMS
1. Demonstration of ShadowCart Phase I Report 3 A team of students from LAHS, headed by Ravi Krishna, have designed a prototype powered by machine learning vehicle. A demonstration of the vehicle will be provided to the Board. Submitted by Superintendent Jeff Harding
2. MVLA Communications Update Report 11 The new Communications Manager will review recent improvements made to internal and external district communication strategies. Submitted by Communications Manager Cynthia Greaves
3. GASB 43/45 Actuarial Study of Retiree Health Liabilities Report 17 Education Code 42140 requires the Superintendent to provide information to the governing board regarding the estimated accrued but unfunded cost of health and welfare benefits for employees upon their retirement. Submitted by Associate Superintendent Mike Mathiesen
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MVLA Board Meeting Agenda, March 27, 2017
Disposition Page E. CONSOLIDATED MOTION Action
The purpose of the consolidated motion is to expedite action on routine agenda items. All agenda items that are not held for discussion at the request of a member of the audience, Board, or staff will be approved as written as a part of the consolidated motion. Items designated or held for discussion will be acted upon individually.
1. Personnel Report The Board will take action on recommended changes to personnel. Submitted by Associate Superintendent Eric Goddard
2. Board Meeeting Calendar for 2017-2018 42 The County has changed the date of the Teacher Recognition Celebration from September 28, 2017 to September 14, 2017. Submitted by Superintendent Jeff Harding
3. Authorization to Approve Change Order #4A for the LAHS Locker Room 44 Renovation and Fitness Center Addition Project The Board of Trustees authorized administration to enter into a contract with Beals Martin, Inc. for completion of the LAHS Locker Room Renovation and Fitness Center Addition Project. Submitted by Associate Superintendent Mike Mathiesen
4. Single Plan for Student Achievement for School Year 2015-2016 44 The California legislature requires schools that participate in state and MV47 federal categorical programs funded through the consolidated application LA75 process to annually submit a Single Plan for Student Achievement for AV105 Student Achievement for Board approval. Submitted by Brigitte Sarraf, Director of Assessment & Accountability
5. Overnight Trip Request from MVHS 121 The MVHS choir department requests to attend the global music exchanges, performances, clinic and workshops in Yucatan, Mexico on February 17-25, 2018. Submitted by Brigitte Sarraf, Director of Assessment & Accountability
6. Overnight Trip Request from MVHS 123 The MVHS choir department requests to attend the global music exchange,
performances, clinic and workshops in South Africa on April 7-18, 2018. Submitted by Brigitte Sarraf, Director of Assessment & Accountability
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MVLA Board Meeting Agenda, March 27, 2017
Disposition Page 7. Overnight Trip Request from MVHS and LAHS 125 The MVHS Robotics Club and LAHS Robotics Clubs request to attend the FIRST Robotics Championship Competition in Houston Texas April 18-23, 2017. Submitted by Brigitte Sarraf, Director of Assessment & Accountability
8. March 13, 2017, Regular Board Meeting Minutes 128
F. BOARD OPERATIONS
1. Review of Calendar Events Information
2. Communications/Correspondence Information 3. Legislative Update Information 4. Board Suggestions for Future Board Reports/Meetings Information
G. TIME, DATE, PLACE OF NEXT MEETINGS
Board of Trustees Meetings: Date Meeting Type April 17, 2017 Regular Board Meeting May 8, 2017 Regular Board Meeting May 22, 2017 Regular Board Meeting June 12, 2017 Regular Board Meeting Public Hearings: Local Control Accountability Plan (LCAP), District Budget June 19, 2017 Special Board Meeting Annual Board/Administrators Planning Session LCAP and Budget Adoptions (afternoon session – Time TBD)
H. ADJOURN
I. RESUME CLOSED SESSION IF NEEDED
SPECIAL NOTICE
Anyone who is planning to attend this meeting and has any disability requiring special assistance is asked to call the Superintendent’s Office, 650.940.4669, at least 48 hours in advance, to provide special arrangements.
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Isabel Martynenko FREESTYLE STUDENT OF THE YEAR LAHS DIGITAL MEDIA STUDENT MARCH 13, 2017
Isabel Martynenko (or Izzy, as we know her) is the quintessential Freestyle Academy student: passionate, creative, ambitious, and respectful. She happens to possess a talent for visual communication – a talent she showed coming into the program and advanced during her two consecutive years here. One of the greatest pleasures of being an English teacher is working with students like Izzy who are intrinsically engaged in literature and art and who bring to class each day an honest eagerness to explore new territory and improve their thinking. Izzy’s subtle urgency to advance herself makes her stand out; whether she is working with peers or conferencing with me, she demonstrates a genuine desire to improve herself. It has been a joy to see her develop an increasing sense of confidence as a reader and writer, embracing her English work as an essential part of her growth as a student and artist. Izzy’s impeccable attitude and work ethic complement her talent in a powerful way, raising the quality of the Freestyle experience for everyone around her. ~Jason Greco, Freestyle Academy English Teacher
Yes indeed, Izzy make everyone in the class better including me! I can’t wait to see how she blossoms in the years to come beyond Freestyle. ~Leo Florendo, Freestyle Academy Digital Media Teacher
Izzy is the penultimate art teacher's student. She's passionate about drawing, painting, digital dimensions, exploring new mediums, developing her skills with both traditional and digital methodologies, and is incredibly talented as the cherry on the top! But what also makes her so special is her kindness, positive attitude, generosity of spirit, and selflessness regarding her techniques and knowledge. Izzy’s career is bound to be highly successful and I eagerly await her future projects! ~Leslie Parkinson, Freestyle Academy Design Teacher
Izzy is quite a character, and I mean that in the best possible way. We don't talk as much as I'd like, but I can count her as a good friend. She has a personality that I think, and believe I'm not alone in thinking, that people should strive towards; essentially, not only does she put out good energy into the Freestyle Community, but she also works hard and develops work that people have enjoyed, which is why I agree (even though my voice is not recognized with the staff decision) that she makes a great choice for Student of the Year. ~Eric Garcia, Classmate
1 BOARD MEETING DATE: March 27, 2017 SPOTLIGHT
SUBJECT: MVHS Boys Basketball Central Coast Section Champions
BACKGROUND INFORMATION: The Mountain View High School Spartans beat Valley Christian 70 – 58 to become the Central Coast Section Division II champions on March 4, 2017. The team was well prepared this year for the playoffs, according to Coach Kevin Mack, after being knocked out by Leland in the quarterfinals last year.
Led by captains Eugene Liao, Matthew McTighe and Tommy Resnick, the team finished with a 10-2 league record and a 22-6 overall record.
REPORT/PROPOSAL:
FINANCIAL IMPACT:
SUPERINTENDENT’S RECOMMENDATION:
2 BOARD MEETING DATE: March 27, 2017 FOR INFORMATION
SUBJECT: Demonstration of ShadowCart Phase I
BACKGROUND INFORMATION: Students from Los Altos High School formed a club they named Electric Dreams. The first phase of their first project, ShadowCart, has been completed. A video demonstration of the car can be seen at: https://youtu.be/Rqy7VN93_ck.
More in-depth updates concerning the on-board electronics can be found on their website at electricdreamslahs.wordpress.com/updates.
REPORT/PROPOSAL: Students, led by Ravi Krishna of LAHS, will demonstrate the prototype for the Board.
Their next step would be to make ShadowCart able to navigate autonomously around campus. This will require the team to learn a lot of new technologies. For this, they will need to recruit several people for the club immediately.
They are also creating an Expert Advisory Board (EAB), consisting of industry and academic experts who will guide the club as they learn and experiment. The EAB could also serve as a resource for the school and district down the road.
Barrett Williams, the Technical Marketing Manager for Jetson/Tegra embedded at NVIDIA, with extensive experience in developing autonomous vehicles, has been an advisor for the club and will be in attendance at the demonstration.
FINANCIAL IMPACT: Innovation Grant from MVLA High School Foundation
SUPERINTENDENT'S RECOMMENDATION: This is an information item
3 Electric Dreams LAHS Ravi Krishna March 27, 2017 electricdreamslahs.wordpress.com
4 Electric Dreams Overview A community and student-led effort to learn about and experiment with Deep Learning technologies through real-world projects. Make technology broadly accessible to our students. Currently: Weekly Friday meetings, more in the future. Extensive help from the District, Teachers, Students, Parents, Leading-edge Companies. Students help each other to learn by doing. Over 30 student members (though some may drop out). Advised by Mr. Randall and Dr. Lublin at LAHS. Extensive guidance from Mr. Barrett Williams of NVIDIA.
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Why Deep Learning?
What is it? Refers to creating and training very large neural networks, typically for computer vision. Neural Networks: units that can be trained to generate certain outputs given certain inputs. Loosely inspired from biology of brain & eyes. Until recently, DL was not possible due to computational power constraints.
Deep Learning is critical to our future. Essentially every company in Silicon Valley is using Deep Learning (NVIDIA, Google, Amazon, Salesforce, Facebook, Snapchat, Intel, etc.) Self-driving cars are but one example. Deep Learning has applications in speech recognition, automation, finance, medicine, advertising, etc.
Teach ourselves how to use Deep Learning to solve real-world problems. Like learning about the Internet in the early 1990s. Ignite students’ interest in Deep Learning. 6 Projects and Club Structure
Long-term goal: build a self-driving “NeuroCart” golf cart Stepping stone: 1/10 scale model “ShadowCart” Extensive leverage of open-source code and commercial hardware. Simple demo: recognizes and responds to four objects (banana, dog, bird, fork) using deep learning. Second Phase: autonomously drives around campus. Team structure Group club members into several teams, ~3 students/team, one lead per team. Each team is assigned one task: obstacle avoidance & LIDAR, simple navigation algorithms, creating maps of campus, etc. Allows for student-to-student mentoring, and efficiency.
7 ShadowCart – Hardware
8 ShadowCart - Software
9 Future Plans and Challenges
Finish ShadowCart Phase II by end of this school year. Keep recruiting more students. Increase diversity, especially gender ratio. Find more industry and academic mentors. Possibility: create a deep-learning applications elective, integrate into new engineering core. Reach even more students, standardize curriculum. Continue to spread Deep Learning throughout LAHS.
10 BOARD MEETING DATE: March 27, 2017 REPORT
SUBJECT: MVLA Communications Update
BACKGROUND INFORMATION: Since beginning as Communications Manager on March 6, Cynthia Greaves has coordinated with school and community news outlets, written several press releases and pitched stories on topics including: ● National Merit Scholarship Finalists ● LAHS Challenge Day ● 15th Anniversary of Post Senior Training
She has also begun building out several social media platforms, with a particular focus on Facebook and Twitter. The next focus will be on LinkedIn and Instagram.
She is also planning a social media training session for district administrators, working with the Tech Department on website improvement planning, creating internal newsletter content, and more.
Additionally she made an effort to get out and meet colleagues across the district at Alta Vista, Adult Ed, and both LAHS and MVHS on several occasions.
REPORT/PROPOSAL:
FINANCIAL IMPACT: None
SUPERINTENDENT'S RECOMMENDATION: None
11 12 13 14 Mountain View Voice
Online and print feature on
Associate Superintendent Brigitte Sarraf
15 Mountain View Voice
Fri, March 10, 2017
Robotics club thrives at Mountain View High
New and returning students turn
Spartan Robotics into a world-class team
16 BOARD MEETING DATE: March 27, 2017 FOR INFORMATION
SUBJECT: GASB 43/45 Actuarial Study of Retiree Health Liabilities ______BACKGROUND INFORMATION: Education Code 42140 requires the superintendent to provide information to the governing board regarding the estimated accrued but unfunded cost of health and welfare benefits for employees upon their retirement. The estimate of cost shall be based upon an actuarial report that incorporates annual fiscal information and is obtained by the superintendent at least every three years.
REPORT PROPOSAL: See attached Actuarial Study of Retiree Health Liabilities for Mountain View Los Altos High School District. The report was prepared by Total Compensation Systems, Inc.
FINANCIAL IMPACT: The report shows the Actuarial Accrued Liability to be $3,772,099
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Mountain View Los Altos Union High School District Actuarial Study of Retiree Health Liabilities As of September 1, 2016
Prepared by: Total Compensation Systems, Inc.
Date: January 26, 2017
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Table of Contents PART I: EXECUTIVE SUMMARY ...... 1 A. INTRODUCTION ...... 1 B. GENERAL FINDINGS ...... 2 C. DESCRIPTION OF RETIREE BENEFITS ...... 2 D. RECOMMENDATIONS ...... 3 PART II: BACKGROUND ...... 5 A. SUMMARY ...... 5 B. ACTUARIAL ACCRUAL ...... 5 PART III: LIABILITIES AND COSTS FOR RETIREE BENEFITS ...... 7 A. INTRODUCTION...... 7 B. MEDICARE ...... 7 C. LIABILITY FOR RETIREE BENEFITS...... 7 D. COST TO PREFUND RETIREE BENEFITS ...... 8 1. Normal Cost...... 8 2. Amortization of Unfunded Actuarial Accrued Liability (UAAL) ...... 9 3. Annual Required Contributions (ARC) ...... 9 4. Other Components of Annual OPEB Cost (AOC) ...... 10 PART IV: "PAY AS YOU GO" FUNDING OF RETIREE BENEFITS ...... 11
PART V: RECOMMENDATIONS FOR FUTURE VALUATIONS ...... 12
PART VI: APPENDICES ...... 13 APPENDIX A: MATERIALS USED FOR THIS STUDY ...... 13 APPENDIX B: EFFECT OF ASSUMPTIONS USED IN CALCULATIONS ...... 14 APPENDIX C: ACTUARIAL ASSUMPTIONS AND METHODS ...... 15 APPENDIX D: DISTRIBUTION OF ELIGIBLE PARTICIPANTS BY AGE ...... 18 APPENDIX E: CALCULATION OF GASB 43/45 ACCOUNTING ENTRIES ...... 19 APPENDIX F: GLOSSARY OF RETIREE HEALTH VALUATION TERMS ...... 21
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Mountain View Los Altos Union High School District Actuarial Study of Retiree Health Liabilities
PART I: EXECUTIVE SUMMARY
A. Introduction
Mountain View Los Altos Union High School District engaged Total Compensation Systems, Inc. (TCS) to analyze liabilities associated with its current retiree health program as of September 1, 2016 (the valuation date). The numbers in this report are based on the assumption that they will first be used to determine accounting entries for the fiscal year ending June 30, 2017. If the report will first be used for a different fiscal year, the numbers will need to be adjusted accordingly.
This report does not reflect any cash benefits paid unless the retiree is required to provide proof that the cash benefits are used to reimburse the retiree’s cost of health benefits. Costs and liabilities attributable to cash benefits paid to retirees are reportable under Governmental Accounting Standards Board (GASB) Standards 25/27.
This actuarial study is intended to serve the following purposes:
To provide information to enable Mountain View Los Altos Union High School District to manage the costs and liabilities associated with its retiree health benefits.
To provide information to enable Mountain View Los Altos Union High School District to communicate the financial implications of retiree health benefits to internal financial staff, the Board, employee groups and other affected parties.
To provide information needed to comply with Governmental Accounting Standards Board Accounting Standards 43 and 45 related to "other postemployment benefits" (OPEB's).
Because this report was prepared in compliance with GASB 43 and 45, as appropriate, Mountain View Los Altos Union High School District should not use this report for any other purpose without discussion with TCS. This means that any discussions with employee groups, governing Boards, etc. should be restricted to the implications of GASB 43 and 45 compliance.
This actuarial report includes several estimates for Mountain View Los Altos Union High School District's retiree health program. In addition to the tables included in this report, we also performed cash flow adequacy tests as required under Actuarial Standard of Practice 6 (ASOP 6). Our cash flow adequacy testing covers a twenty-year period. We would be happy to make this cash flow adequacy test available to Mountain View Los Altos Union High School District in spreadsheet format upon request.
We calculated the following estimates separately for active employees and retirees. As requested, we also separated results by the following employee classifications: Classified and Classified Management. We estimated the following:
the total liability created. (The actuarial present value of total projected benefits or APVTPB)
the ten year "pay-as-you-go" cost to provide these benefits.
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the "actuarial accrued liability (AAL)." (The AAL is the portion of the APVTPB attributable to employees’ service prior to the valuation date.)
the amount necessary to amortize the UAAL over a period of 23 years.
the annual contribution required to fund retiree benefits over the working lifetime of eligible employees (the "normal cost").
The Annual Required Contribution (ARC) which is the basis of calculating the annual OPEB cost and net OPEB obligation under GASB 43 and 45.
We summarized the data used to perform this study in Appendix A. No effort was made to verify this information beyond brief tests for reasonableness and consistency.
All cost and liability figures contained in this study are estimates of future results. Future results can vary dramatically and the accuracy of estimates contained in this report depends on the actuarial assumptions used. Normal costs and liabilities could easily vary by 10 - 20% or more from estimates contained in this report.
B. General Findings
We estimate the "pay-as-you-go" cost of providing retiree health benefits in the year beginning September 1, 2016 to be $264,656 (see Section IV.A.). The “pay-as-you-go” cost is the cost of benefits for current retirees.
For current employees, the value of benefits "accrued" in the year beginning September 1, 2016 (the normal cost) is $240,154. This normal cost would increase each year based on covered payroll. Had Mountain View Los Altos Union High School District begun accruing retiree health benefits when each current employee and retiree was hired, a substantial liability would have accumulated. We estimate the amount that would have accumulated to be $3,772,099. This amount is called the "actuarial accrued liability” (AAL). The remaining unamortized balance of the initial unfunded AAL (UAAL) is $3,952,044. This leaves a “residual” AAL of negative $179,945.
We calculated the annual cost to amortize the residual unfunded actuarial accrued liability using a 4.5% discount rate. We used an open 23 year amortization period. The current year cost to amortize the residual unfunded actuarial accrued liability is negative $9,521.
Combining the normal cost with both the initial and residual UAAL amortization costs produces an annual required contribution (ARC) of $445,499. The ARC is used as the basis for determining expenses and liabilities under GASB 43/45. The ARC is used in lieu of (rather than in addition to) the “pay-as-you-go” cost.
We based all of the above estimates on employees as of September, 2016. Over time, liabilities and cash flow will vary based on the number and demographic characteristics of employees and retirees.
C. Description of Retiree Benefits
Following is a description of the current retiree benefit plan:
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Classified Management Classified Benefit types provided Medical, dental and vision Medical, dental and vision Duration of Benefits To age 65* To age 65* Required Service 20 years* 20 years* Minimum Age 60* 60* Dependent Coverage Yes Yes District Contribution % 100% 100% District Cap None None *Transitional eligibility rules apply to certain employees hired prior to July 1, 2004 and born prior to July 1, 1969
D. Recommendations
It is outside the scope of this report to make specific recommendations of actions Mountain View Los Altos Union High School District should take to manage the substantial liability created by the current retiree health program. Total Compensation Systems, Inc. can assist in identifying and evaluating options once this report has been studied. The following recommendations are intended only to allow the District to get more information from this and future studies. Because we have not conducted a comprehensive administrative audit of Mountain View Los Altos Union High School District’s practices, it is possible that Mountain View Los Altos Union High School District is already complying with some or all of our recommendations.
We recommend that Mountain View Los Altos Union High School District inventory all benefits and services provided to retirees – whether contractually or not and whether retiree-paid or not. For each, Mountain View Los Altos Union High School District should determine whether the benefit is material and subject to GASB 43 and/or 45.
We recommend that Mountain View Los Altos Union High School District conduct a study whenever events or contemplated actions significantly affect present or future liabilities, but no less frequently than every three years, as required under GASB 43/45.
We recommend that the District communicate the magnitude of these costs to employees and include employees in discussions of options to control the costs.
Under GASB 45, it is important to isolate the cost of retiree health benefits. Mountain View Los Altos Union High School District should have all premiums, claims and expenses for retirees separated from active employee premiums, claims, expenses, etc. To the extent any retiree benefits are made available to retirees over the age of 65 – even on a retiree-pay-all basis – all premiums, claims and expenses for post-65 retiree coverage should be segregated from those for pre-65 coverage. Furthermore, Mountain View Los Altos Union High School District should arrange for the rates or prices of all retiree benefits to be set on what is expected to be a self-sustaining basis.
Mountain View Los Altos Union High School District should establish a way of designating employees as eligible or ineligible for future OPEB benefits. Ineligible employees can include those in ineligible job classes; those hired after a designated date restricting eligibility; those who, due to their age at hire cannot qualify for District-paid OPEB benefits; employees who exceed the termination age for OPEB benefits, etc.
Several assumptions were made in estimating costs and liabilities under Mountain View
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Los Altos Union High School District's retiree health program. Further studies may be desired to validate any assumptions where there is any doubt that the assumption is appropriate. (See Appendices B and C for a list of assumptions and concerns.) For example, Mountain View Los Altos Union High School District should maintain a retiree database that includes – in addition to date of birth, gender and employee classification – retirement date and (if applicable) dependent date of birth, relationship and gender. It will also be helpful for Mountain View Los Altos Union High School District to maintain employment termination information – namely, the number of OPEB-eligible employees in each employee class that terminate employment each year for reasons other than death, disability or retirement.
Respectfully submitted,
Geoffrey L. Kischuk, FSA, MAAA, FCA Consultant Total Compensation Systems, Inc. (805) 496-1700
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PART II: BACKGROUND
A. Summary
Accounting principles provide that the cost of retiree benefits should be “accrued” over employees' working lifetime. For this reason, the Governmental Accounting Standards Board (GASB) issued in 2004 Accounting Standards 43 and 45 for retiree health benefits. These standards apply to all public employers that pay any part of the cost of retiree health benefits for current or future retirees (including early retirees).
B. Actuarial Accrual
To actuarially accrue retiree health benefits requires determining the amount to expense each year so that the liability accumulated at retirement is, on average, sufficient (with interest) to cover all retiree health expenditures without the need for additional expenses. There are many different ways to determine the annual accrual amount. The calculation method used is called an “actuarial cost method.”
Under most actuarial cost methods, there are two components of actuarial cost - a “normal cost” and amortization of something called the “unfunded actuarial accrued liability.” Both accounting standards and actuarial standards usually address these two components separately (though alternative terminology is sometimes used).
The normal cost can be thought of as the value of the benefit earned each year if benefits are accrued during the working lifetime of employees. This report will not discuss differences between actuarial cost methods or their application. Instead, following is a description of a commonly used, generally accepted actuarial cost method permitted under GASB 43 and 45. This actuarial cost method is called the “entry age normal” method.
Under the entry age normal cost method, the actuary determines the annual amount needing to be expensed from hire until retirement to fully accrue the cost of retiree health benefits. This amount is the normal cost. Under GASB 43 and 45, normal cost can be expressed either as a level dollar amount or a level percentage of payroll.
The normal cost is determined using several key assumptions:
The current cost of retiree health benefits (often varying by age, Medicare status and/or dependent coverage). The higher the current cost of retiree benefits, the higher the normal cost.
The “trend” rate at which retiree health benefits are expected to increase over time. A higher trend rate increases the normal cost. A “cap” on District contributions can reduce trend to zero once the cap is reached thereby dramatically reducing normal costs.
Mortality rates varying by age and sex. (Unisex mortality rates are not often used as individual OPEB benefits do not depend on the mortality table used.) If employees die prior to retirement, past contributions are available to fund benefits for employees who live to retirement. After retirement, death results in benefit termination or reduction. Although higher mortality rates reduce normal costs, the mortality assumption is not likely to vary from employer to employer.
Employment termination rates have the same effect as mortality inasmuch as higher termination rates reduce normal costs. Employment termination can vary considerably between public agencies.
The service requirement reflects years of service required to earn full or partial retiree benefits.
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While a longer service requirement reduces costs, cost reductions are not usually substantial unless the service period exceeds 20 years of service.
Retirement rates determine what proportion of employees retire at each age (assuming employees reach the requisite length of service). Retirement rates often vary by employee classification and implicitly reflect the minimum retirement age required for eligibility. Retirement rates also depend on the amount of pension benefits available. Higher retirement rates increase normal costs but, except for differences in minimum retirement age, retirement rates tend to be consistent between public agencies for each employee type.
Participation rates indicate what proportion of retirees are expected to elect retiree health benefits if a significant retiree contribution is required. Higher participation rates increase costs.
The discount rate estimates investment earnings for assets earmarked to cover retiree health benefit liabilities. The discount rate depends on the nature of underlying assets. For example, employer funds earning money market rates in the county treasury are likely to earn far less than an irrevocable trust containing a diversified asset portfolio including stocks, bonds, etc. A higher discount rate can dramatically lower normal costs. GASB 43 and 45 require the interest assumption to reflect likely long term investment return.
The assumptions listed above are not exhaustive, but are the most common assumptions used in actuarial cost calculations. The actuary selects the assumptions which - taken together - will yield reasonable results. It's not necessary (or even possible) to predict individual assumptions with complete accuracy.
If all actuarial assumptions are exactly met and an employer expensed the normal cost every year for all past and current employees and retirees, a sizeable liability would have accumulated (after adding interest and subtracting retiree benefit costs). The liability that would have accumulated is called the actuarial accrued liability or AAL. The excess of AAL over the actuarial value of plan assets is called the unfunded actuarial accrued liability (or UAAL). Under GASB 43 and 45, in order for assets to count toward offsetting the AAL, the assets have to be held in an irrevocable trust that is safe from creditors and can only be used to provide OPEB benefits to eligible participants.
The actuarial accrued liability (AAL) can arise in several ways. At inception of GASB 43 and 45, there is usually a substantial UAAL. Some portion of this amount can be established as the "transition obligation" subject to certain constraints. UAAL can also increase as the result of operation of a retiree health plan - e.g., as a result of plan changes or changes in actuarial assumptions. Finally, AAL can arise from actuarial gains and losses. Actuarial gains and losses result from differences between actuarial assumptions and actual plan experience.
Under GASB 43 and 45, employers have several options on how the UAAL can be amortized as follows:
The employer can select an amortization period of 1 to 30 years. (For certain situations that result in a reduction of the AAL, the amortization period must be at least 10 years.)
The employer may apply the same amortization period to the total combined UAAL or can apply different periods to different components of the UAAL.
The employer may elect a “closed” or “open” amortization period.
The employer may choose to amortize on a level dollar or level percentage of payroll method.
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PART III: LIABILITIES AND COSTS FOR RETIREE BENEFITS
A. Introduction.
We calculated the actuarial present value of projected benefits (APVPB) separately for each employee. We determined eligibility for retiree benefits based on information supplied by Mountain View Los Altos Union High School District. We then selected assumptions for the factors discussed in the above Section that, based on plan experience and our training and experience, represent our best prediction of future plan experience. For each employee, we applied the appropriate factors based on the employee's age, sex and length of service.
We summarized actuarial assumptions used for this study in Appendix C.
B. Medicare
The extent of Medicare coverage can affect projections of retiree health costs. The method of coordinating Medicare benefits with the retiree health plan’s benefits can have a substantial impact on retiree health costs. We will be happy to provide more information about Medicare integration methods if requested.
C. Liability for Retiree Benefits.
For each employee, we projected future premium costs using an assumed trend rate (see Appendix C).
We multiplied each year's projected cost by the probability that premium will be paid; i.e. based on the probability that the employee is living, has not terminated employment and has retired. The probability that premium will be paid is zero if the employee is not eligible. The employee is not eligible if s/he has not met minimum service, minimum age or, if applicable, maximum age requirements.
The product of each year's premium cost and the probability that premium will be paid equals the expected cost for that year. We discounted the expected cost for each year to the valuation date September 1, 2016 at 4.5% interest.
Finally, we multiplied the above discounted expected cost figures by the probability that the retiree would elect coverage. A retiree may not elect to be covered if retiree health coverage is available less expensively from another source (e.g. Medicare risk contract) or the retiree is covered under a spouse's plan.
For any current retirees, the approach used was similar. The major difference is that the probability of payment for current retirees depends only on mortality and age restrictions (i.e. for retired employees the probability of being retired and of not being terminated are always both 1.0000).
We added the APVPB for all employees to get the actuarial present value of total projected benefits (APVTPB). The APVTPB is the estimated present value of all future retiree health benefits for all current employees and retirees. The APVTPB is the amount on September 1, 2016 that, if all actuarial assumptions are exactly right, would be sufficient to expense all promised benefits until the last current employee or retiree dies or reaches the maximum eligibility age.
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Actuarial Present Value of Total Projected Benefits at September 1, 2016 Classified Total Classified Management Active: Pre-65 $5,019,629 $4,355,637 $663,992 Post-65 $0 $0 $0 Subtotal $5,019,629 $4,355,637 $663,992
Retiree: Pre-65 $760,067 $760,067 $0 Post-65 $138,007 $138,007 $0 Subtotal $898,074 $898,074 $0
Grand Total $5,917,703 $5,253,711 $663,992
Subtotal Pre-65 $5,779,696 $5,115,704 $663,992 Subtotal Post-65 $138,007 $138,007 $0
The APVTPB should be accrued over the working lifetime of employees. At any time much of it has not been “earned” by employees. The APVTPB is used to develop expense and liability figures. To do so, the APVTFB is divided into two parts: the portions attributable to service rendered prior to the valuation date (the past service liability or actuarial accrued liability under GASB 43 and 45) and to service after the valuation date but prior to retirement (the future service liability).
The past service and future service liabilities are each funded in a different way. We will start with the future service liability which is funded by the normal cost.
D. Cost to Prefund Retiree Benefits
1. Normal Cost
The average hire age for eligible employees is 33. To accrue the liability by retirement, the District would accrue the retiree liability over a period of about 29 years (assuming an average retirement age of 62). We applied an "entry age normal" actuarial cost method to determine funding rates for active employees. The table below summarizes the calculated normal cost.
Normal Cost Year Beginning September 1, 2016 Classified Total Classified Management # of Employees 118 108 10 Per Capita Normal Cost Pre-65 Benefit N/A $2,043 $1,951 Post-65 Benefit N/A $0 $0
First Year Normal Cost Pre-65 Benefit $240,154 $220,644 $19,510 Post-65 Benefit $0 $0 $0 Total $240,154 $220,644 $19,510
Accruing retiree health benefit costs using normal costs levels out the cost of retiree health benefits over time and more fairly reflects the value of benefits "earned" each year by employees. This normal cost would increase each year based on covered payroll.
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2. Amortization of Unfunded Actuarial Accrued Liability (UAAL)
If actuarial assumptions are borne out by experience, the District will fully accrue retiree benefits by expensing an amount each year that equals the normal cost. If no accruals had taken place in the past, there would be a shortfall of many years' accruals, accumulated interest and forfeitures for terminated or deceased employees. This shortfall is called the actuarial accrued liability (AAL). We calculated the AAL as the APVTPB minus the present value of future normal costs.
The initial UAAL was amortized using level dollar, closed 30 year amortization. The District can amortize the remaining or residual UAAL over many years. The table below shows the annual amount necessary to amortize the UAAL over a period of 23 years at 4.5% interest. (Thirty years is the longest amortization period allowable under GASB 43 and 45.) GASB 43 and 45 allow amortizing the UAAL using either payments that stay the same as a dollar amount, or payments that are a flat percentage of covered payroll over time. The figures below reflect level percent, open 23 year amortization.
Actuarial Accrued Liability as of September 1, 2016 Classified Total Classified Management Active: Pre-65 $2,874,025 $2,353,936 $520,089 Post-65 $0 $0 $0 Subtotal $2,874,025 $2,353,936 $520,089
Retiree: Pre-65 $760,067 $760,067 $0 Post-65 $138,007 $138,007 $0 Subtotal $898,074 $898,074 $0
Subtot Pre-65 $3,634,092 $3,114,003 $520,089 Subtot Post-65 $138,007 $138,007 $0
Grand Total $3,772,099 $3,252,010 $520,089 Unamortized Initial UAAL $3,952,044 Plan assets at 8/31/16 $0 Residual UAAL ($179,945)
Residual UAAL Amortization ($9,521) at 4.5% over 23 Years
3. Annual Required Contributions (ARC)
If the District determines retiree health plan expenses in accordance with GASB 43 and 45, costs include both normal cost and one or more components of UAAL amortization costs. The sum of normal cost and UAAL amortization costs is called the Annual Required Contribution (ARC) and is shown below.
Annual Required Contribution (ARC) Year Beginning September 1, 2016 Total Normal Cost $240,154 Initial UAAL Amortization $214,866 Residual UAAL Amortization ($9,521) ARC $445,499
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The normal cost remains as long as there are active employees who may some day qualify for District-paid retiree health benefits. This normal cost would increase each year based on covered payroll.
4. Other Components of Annual OPEB Cost (AOC)
Expense and liability amounts may include more components of cost than the normal cost plus amortization of the UAAL. This applies to employers that don’t fully fund the Annual Required Contribution (ARC) through an irrevocable trust.
The annual OPEB cost (AOC) includes assumed interest on the net OPEB obligation (NOO). The annual OPEB cost also includes an amortization adjustment for the net OPEB obligation. (It should be noted that there is no NOO if the ARC is fully funded through a qualifying “plan”.)
The net OPEB obligation equals the accumulated differences between the (AOC) and qualifying “plan” contributions.
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PART IV: "PAY AS YOU GO" FUNDING OF RETIREE BENEFITS
We used the actuarial assumptions shown in Appendix C to project ten year cash flow under the retiree health program. Because these cash flow estimates reflect average assumptions applied to a relatively small number of employees, estimates for individual years are certain to be inaccurate. However, these estimates show the size of cash outflow.
The following table shows a projection of annual amounts needed to pay the District share of retiree health premiums.
Year Beginning Classified September 1 Total Classified Management 2016 $264,656 $262,544 $2,112 2017 $239,369 $235,146 $4,223 2018 $222,158 $212,950 $9,208 2019 $225,626 $209,592 $16,034 2020 $258,517 $237,966 $20,551 2021 $285,117 $261,115 $24,002 2022 $364,534 $318,394 $46,140 2023 $414,862 $343,760 $71,102 2024 $467,879 $378,592 $89,287 2025 $498,762 $361,846 $136,916
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PART V: RECOMMENDATIONS FOR FUTURE VALUATIONS
To effectively manage benefit costs, an employer must periodically examine the existing liability for retiree benefits as well as future annual expected premium costs. GASB 43/45 require triennial valuations. In addition, a valuation should be conducted whenever plan changes, changes in actuarial assumptions or other employer actions are likely to cause a material change in accrual costs and/or liabilities.
Following are examples of actions that could trigger a new valuation.
An employer should perform a valuation whenever the employer considers or puts in place an early retirement incentive program.
An employer should perform a valuation whenever the employer adopts a retiree benefit plan for some or all employees.
An employer should perform a valuation whenever the employer considers or implements changes to retiree benefit provisions or eligibility requirements.
An employer should perform a valuation whenever the employer introduces or changes retiree contributions.
We recommend Mountain View Los Altos Union High School District take the following actions to ease future valuations.
We have used our training, experience and information available to us to establish the actuarial assumptions used in this valuation. We have no information to indicate that any of the assumptions do not reasonably reflect future plan experience. However, the District should review the actuarial assumptions in Appendix C carefully. If the District has any reason to believe that any of these assumptions do not reasonably represent the expected future experience of the retiree health plan, the District should engage in discussions or perform analyses to determine the best estimate of the assumption in question.
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PART VI: APPENDICES
APPENDIX A: MATERIALS USED FOR THIS STUDY
We relied on the following materials to complete this study.
We used paper reports and digital files containing employee demographic data from the District personnel records.
We used relevant sections of collective bargaining agreements provided by the District.
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APPENDIX B: EFFECT OF ASSUMPTIONS USED IN CALCULATIONS
While we believe the estimates in this study are reasonable overall, it was necessary for us to use assumptions which inevitably introduce errors. We believe that the errors caused by our assumptions will not materially affect study results. If the District wants more refined estimates for decision-making, we recommend additional investigation. Following is a brief summary of the impact of some of the more critical assumptions.
1. Where actuarial assumptions differ from expected experience, our estimates could be overstated or understated. One of the most critical assumptions is the medical trend rate. The District may want to commission further study to assess the sensitivity of liability estimates to our medical trend assumptions. For example, it may be helpful to know how liabilities would be affected by using a trend factor 1% higher than what was used in this study. There is an additional fee required to calculate the impact of alternative trend assumptions.
2. We used an "entry age normal" actuarial cost method to estimate the actuarial accrued liability and normal cost. GASB allows this as one of several permissible methods under GASB45. Using a different cost method could result in a somewhat different recognition pattern of costs and liabilities.
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APPENDIX C: ACTUARIAL ASSUMPTIONS AND METHODS
Following is a summary of actuarial assumptions and methods used in this study. The District should carefully review these assumptions and methods to make sure they reflect the District's assessment of its underlying experience. It is important for Mountain View Los Altos Union High School District to understand that the appropriateness of all selected actuarial assumptions and methods are Mountain View Los Altos Union High School District’s responsibility. Unless otherwise disclosed in this report, TCS believes that all methods and assumptions are within a reasonable range based on the provisions of GASB 43 and 45, applicable actuarial standards of practice, Mountain View Los Altos Union High School District’s actual historical experience, and TCS’s judgment based on experience and training.
ACTUARIAL METHODS AND ASSUMPTIONS:
ACTUARIAL COST METHOD: Entry age normal. The allocation of OPEB cost is based on years of service. We used the level percentage of payroll method to allocate OPEB cost over years of service.
Entry age is based on the age at hire for eligible employees. The attribution period is determined as the difference between the expected retirement age and the age at hire. The present value of future benefits and present value of future normal costs are determined on an employee by employee basis and then aggregated.
To the extent that different benefit formulas apply to different employees of the same class, the normal cost is based on the benefit plan applicable to the most recently hired employees (including future hires if a new benefit formula has been agreed to and communicated to employees).
AMORTIZATION METHODS: We used a level dollar, closed 30 year amortization period for the initial UAAL. We used a level percent, open 23 year amortization period for any residual UAAL.
SUBSTANTIVE PLAN: As required under GASB 43 and 45, we based the valuation on the substantive plan. The formulation of the substantive plan was based on a review of written plan documents as well as historical information provided by Mountain View Los Altos Union High School District regarding practices with respect to employer and employee contributions and other relevant factors.
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ECONOMIC ASSUMPTIONS: Economic assumptions are set under the guidance of Actuarial Standard of Practice 27 (ASOP 27). Among other things, ASOP 27 provides that economic assumptions should reflect a consistent underlying rate of general inflation. For that reason, we show our assumed long-term inflation rate below.
INFLATION: We assumed 2.75% per year.
INVESTMENT RETURN / DISCOUNT RATE: We assumed 4.5% per year. This is based on assumed long- term return on employer assets.. We used the “Building Block Method” as described in ASOP 27 Paragraph 3.6.2. Our assessment of long-term returns for employer assets is based on long-term historical returns for surplus funds invested pursuant to California Government Code Sections 53601 et seq.
TREND: We assumed 4% per year. Our long-term trend assumption is based on the conclusion that, while medical trend will continue to be cyclical, the average increase over time cannot continue to outstrip general inflation by a wide margin. Trend increases in excess of general inflation result in dramatic increases in unemployment, the number of uninsured and the number of underinsured. These effects are nearing a tipping point which will inevitably result in fundamental changes in health care finance and/or delivery which will bring increases in health care costs more closely in line with general inflation. We do not believe it is reasonable to project historical trend vs. inflation differences several decades into the future.
PAYROLL INCREASE: We assumed 2.75% per year. This assumption applies only to the extent that either or both of the normal cost and/or UAAL amortization use the level percentage of payroll method. For purposes of applying the level percentage of payroll method, payroll increase must not assume any increases in staff or merit increases.
ACTUARIAL VALUE OF PLAN ASSETS (AVA): There were no plan assets on the valuation date.
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NON-ECONOMIC ASSUMPTIONS: Economic assumptions are set under the guidance of Actuarial Standard of Practice 35 (ASOP 35).
MORTALITY Employee Type Mortality Tables Classified 2014 CalPERS Active Mortality for Miscellaneous Employees
RETIREMENT RATES Employee Type Retirement Rate Tables Hired before 1/1/13 2009 CalPERS Retirement Rates for School Employees Hired after 12/31/12 2009 CalPERS 2%@60 Retirement Rates for Miscellaneous Employees adjusted to reflect a minimum retirement age of 52
VESTING RATES Employee Type Vesting Rate Tables Classified 100% at 20 Years of Service (Some employees are subject to 10 or 15 year service requirements under transition eligibility rules.) Classified Management 100% at 20 Years of Service (Some employees are subject to 10 or 15 year service requirements under transition eligibility rules.)
COSTS FOR RETIREE COVERAGE Retiree liabilities are based on actual retiree costs. We determined that retiree premium rates are likely to be sufficient to cover retiree claims and related expenses. Under Actuarial Standard of Practice 6 (ASOP 6), Section 3.7.7(c)(3), unadjusted retiree premium can be used as the basis for retiree liabilities where there is no subsidy between active and retiree premium rates. Liabilities for active participants are based on the first year costs shown below. Subsequent years’ costs are based on first year costs adjusted for trend and limited by any District contribution caps. Employee Type Future Retirees Pre-65 Future Retirees Post-65 Classified $25,792 Classified Management $25,792
PARTICIPATION RATES Employee Type <65 Non-Medicare Participation % 65+ Medicare Participation % Classified 100%
TURNOVER Employee Type Turnover Rate Tables Classified 2009 CalPERS Termination Rates for School Employees
SPOUSE PREVALENCE To the extent not provided and when needed to calculate benefit liabilities, 80% of retirees assumed to be married at retirement. After retirement, the percentage married is adjusted to reflect mortality.
SPOUSE AGES To the extent spouse dates of birth are not provided and when needed to calculate benefit liabilities, female spouse assumed to be three years younger than male.
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APPENDIX D: DISTRIBUTION OF ELIGIBLE PARTICIPANTS BY AGE
ELIGIBLE ACTIVE EMPLOYEES Age Total Classified Classified Management Under 25 2 2 0 25-29 12 12 0 30-34 16 16 0 35-39 20 19 1 40-44 15 14 1 45-49 7 6 1 50-54 28 22 6 55-59 14 13 1 60-64 4 4 0 65 and older 0 0 0 Total 118 108 10
ELIGIBLE RETIREES Age Total Classified Classified Management Under 50 0 0 0 50-54 0 0 0 55-59 2 2 0 60-64 8 8 0 65-69 1 1 0 70-74 0 0 0 75-79 0 0 0 80-84 0 0 0 85-89 0 0 0 90 and older 0 0 0 Total 11 11 0
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APPENDIX E: CALCULATION OF GASB 43/45 ACCOUNTING ENTRIES
This report is to be used to calculate accounting entries rather than to provide the dollar amount of accounting entries. How the report is to be used to calculate accounting entries depends on several factors. Among them are:
1) The amount of prior accounting entries;
2) Whether individual components of the ARC are calculated as a level dollar amount or as a level percentage of payroll;
3) Whether the employer using a level percentage of payroll method elects to use for this purpose projected payroll, budgeted payroll or actual payroll;
4) Whether the employer chooses to adjust the numbers in the report to reflect the difference between the valuation date and the first fiscal year for which the numbers will be used.
To the extent the level percentage of payroll method is used, the employer should adjust the numbers in this report as appropriate to reflect the change in OPEB covered payroll. It should be noted that OPEB covered payroll should only reflect types of pay generating pension credits for plan participants. Please note that plan participants do not necessarily include all active employees eligible for health benefits for several reasons. Following are examples.
1) The number of hours worked or other eligibility criteria may differ for OPEB compared to active health benefits;
2) There may be active employees over the maximum age OPEB are paid through. For example, if an OPEB plan pays benefits only to Medicare age, any active employees currently over Medicare age are not plan participants;
3) Employees hired at an age where they will exceed the maximum age for benefits when the service requirement is met are also not plan participants.
Finally, GASB 43 and 45 require reporting covered payroll in RSI schedules regardless of whether any ARC component is based on the level percentage of payroll method. This report does not provide, nor should the actuary be relied on to report covered payroll.
GASB 45 Paragraph 26 specifies that the items presented as RSI "should be calculated in accordance with the parameters." The RSI items refer to Paragraph 25.c which includes annual covered payroll. Footnote 3 provides that when the ARC is based on covered payroll, the payroll measure may be the projected payroll, budgeted payroll or actual payroll. Footnote 3 further provides that comparisons between the ARC and contributions should be based on the same measure of covered payroll.
At the time the valuation is being done, the actuary may not know which payroll method will be used for reporting purposes. The actuary may not even know for which period the valuation will be used to determine the ARC. Furthermore, the actuary doesn’t know if the client will make adjustments to the ARC in order to use it for the first year of the biennial or triennial period. (GASB 45 is silent on this.) Even if the actuary were to know all of these things, it would be a rare situation that would result in knowing the appropriate covered payroll number
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to report. For example, if the employer uses actual payroll, that number would not be known at the time the valuation is done.
As a result, we believe the proper approach is to report the ARC components as a dollar amount. It is the client's responsibility to turn this number into a percentage of payroll factor by using the dollar amount of the ARC (adjusted, if desired) as a numerator and then calculating the appropriate amount of the denominator based on the payroll determination method elected by the client for the appropriate fiscal year.
If we have been provided with payroll information, we are happy to use that information to help the employer develop an estimate of covered payroll for reporting purposes. However, the validity of the covered payroll remains the employer’s responsibility even if TCS assists the employer in calculating it.
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APPENDIX F: GLOSSARY OF RETIREE HEALTH VALUATION TERMS
Note: The following definitions are intended to help a non-actuary understand concepts related to retiree health valuations. Therefore, the definitions may not be actuarially accurate.
Actuarial Accrued Liability: The amount of the actuarial present value of total projected benefits attributable to employees’ past service based on the actuarial cost method used.
Actuarial Cost Method: A mathematical model for allocating OPEB costs by year of service.
Actuarial Present Value of Total Projected Benefits: The projected amount of all OPEB benefits to be paid to current and future retirees discounted back to the valuation date.
Actuarial Value of Assets: Market-related value of assets which may include an unbiased formula for smoothing cyclical fluctuations in asset values.
Annual OPEB Cost: This is the amount employers must recognize as an expense each year. The annual OPEB expense is equal to the Annual Required Contribution plus interest on the Net OPEB obligation minus an adjustment to reflect the amortization of the net OPEB obligation.
Annual Required Contribution: The sum of the normal cost and an amount to amortize the unfunded actuarial accrued liability. This is the basis of the annual OPEB cost and net OPEB obligation.
Closed Amortization Period: An amortization approach where the original ending date for the amortization period remains the same. This would be similar to a conventional, 30-year mortgage, for example.
Discount Rate: Assumed investment return net of all investment expenses. Generally, a higher assumed interest rate leads to lower normal costs and actuarial accrued liability.
Implicit Rate Subsidy: The estimated amount by which retiree rates are understated in situations where, for rating purposes, retirees are combined with active employees.
Mortality Rate: Assumed proportion of people who die each year. Mortality rates always vary by age and often by sex. A mortality table should always be selected that is based on a similar “population” to the one being studied.
Net OPEB Obligation: The accumulated difference between the annual OPEB cost and amounts contributed to an irrevocable trust exclusively providing retiree OPEB benefits and protected from creditors.
Normal Cost: The dollar value of the “earned” portion of retiree health benefits if retiree health benefits are to be fully accrued at retirement.
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OPEB Benefits: Other PostEmployment Benefits. Generally medical, dental, prescription drug, life, long-term care or other postemployment benefits that are not pension benefits.
Open Amortization Period: Under an open amortization period, the remaining unamortized balance is subject to a new amortization schedule each valuation. This would be similar, for example, to a homeowner refinancing a mortgage with a new 30-year conventional mortgage every two or three years.
Participation Rate: The proportion of retirees who elect to receive retiree benefits. A lower participation rate results in lower normal cost and actuarial accrued liability. The participation rate often is related to retiree contributions.
Retirement Rate: The proportion of active employees who retire each year. Retirement rates are usually based on age and/or length of service. (Retirement rates can be used in conjunction with vesting rates to reflect both age and length of service). The more likely employees are to retire early, the higher normal costs and actuarial accrued liability will be.
Transition Obligation: The amount of the unfunded actuarial accrued liability at the time actuarial accrual begins in accordance with an applicable accounting standard.
Trend Rate: The rate at which the cost of retiree benefits is expected to increase over time. The trend rate usually varies by type of benefit (e.g. medical, dental, vision, etc.) and may vary over time. A higher trend rate results in higher normal costs and actuarial accrued liability.
Turnover Rate: The rate at which employees cease employment due to reasons other than death, disability or retirement. Turnover rates usually vary based on length of service and may vary by other factors. Higher turnover rates reduce normal costs and actuarial accrued liability.
Unfunded Actuarial Accrued Liability: This is the excess of the actuarial accrued liability over assets irrevocably committed to provide retiree health benefits.
Valuation Date: The date as of which the OPEB obligation is determined. Under GASB 43 and 45, the valuation date does not have to coincide with the statement date.
Vesting Rate: The proportion of retiree benefits earned, based on length of service and, sometimes, age. (Vesting rates are often set in conjunction with retirement rates.) More rapid vesting increases normal costs and actuarial accrued liability.
22 41 42 43 BOARD MEETING DATE: March 27, 2017 FOR ACTION
SUBJECT: Authorization to Approve Change Order #4A for the LAHS Locker Room Renovation and Fitness Center Addition Project ______BACKGROUND INFORMATION On April 18, 2016 the Board of Trustees authorized administration to enter into a contract with Beals Martin, Inc. for completion of the LAHS Locker Room Renovation and Fitness Center Addition Project.
REPORT PROPOSAL: The attached report indicates construction change orders related to the project and associated costs.
FINANCIAL IMPACT: The cost of these construction change orders is $71,866. There are sufficient funds in the building fund to cover additional costs to the project that exceed the original budget.
SUPERINTENDENT’S RECOMMENDATION: That the Board of Trustees authorize Change Order #4A with Beals Martin, Inc.
44 45 BOARD MEETING DATE: March 27, 2017 FOR APPROVAL
SUBJECT: Single Plan for Student Achievement for School Year 2016-17 (based on data from 2015-16)
BACKGROUND INFORMATION: In 2001, the California legislature amended the planning requirements for schools that participate in state and federal categorical programs funded through the Consolidated Application process and the requirements for the Single Plan for Student Achievement. The purpose of the Single Plan for Student Achievement is to analyze achievement data, to identify the reasons for the achievement gap and to create a cycle of continuous improvement of student performance through strategic use of available resources.
School districts must assure “that school site councils have developed and approved the Single Plan for Student Achievement”. The content of the plan must be aligned with school goals for improving student achievement. To that end, our schools’ Single Plans reflect goals that are taken directly from their WASC Action Plans and reflect all analysis of data from our Annual Reviews and SARCs. The law furthermore requires that school goals must be based upon “an analysis of verifiable state data, including the Academic Performance Index…and the English Language Development test…and may include any data voluntarily developed by districts to measure student achievement.”
The plan must be “reviewed annually and updated by the School Site Council, and must be approved by the governing board of the local educational agency.”
REPORT/PROPOSAL: The Single Plan(s) for Student Achievement for Mountain View, Los Altos, and Alta Vista High Schools are enclosed for the Board’s review and approval.
FINANCIAL IMPACT: No new financial impact. All planned expenditures are already in the budget.
SUPERINTENDENT'S RECOMMENDATION: The Superintendent recommends that the Board approve the Single Plans as submitted.
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Mountain View High School Single Plan for Student Achievement 2016-17 (based on data from 2015-16)
David Grissom, Principal Dr. Jeff Harding, Superintendent 3535 Truman Ave. 1299 Bryant Ave. Mountain View, Ca 94040 Mountain View, Ca 94040-4599 (650) 960-4602 (650) 940- 4650 [email protected] [email protected]
Mountain View – Los Altos Union High School District
47
SCHOOL PROFILE Situated in the heart of Silicon Valley, Mountain View High School is one of two comprehensive high schools in the Mountain View Los Altos Union High School district. The two schools serve the cities of Mountain View, Los Altos and Los Altos Hills, a community population of over 100,000. Named a Distinguished High School in 1994 and 2003, Mountain View High School is a college preparatory high school offering 27 Advanced Placement (AP) and 12 Honors courses across the disciplines. Mountain View has regularly placed in the top 500 high schools in the annual Newsweek list of top high schools. In 2011, the school was Green Certified. The district’s schools were the first Santa Clara County schools to receive this designation. The school currently houses 1,871 students, a number that has grown 7.6 percent in the last eight years (Annual Report, p. 7). According to the November 2015 Annual Review (based on most current Aeries, CBEDs and R-30 data), 47 % of the student body is White, 24% is Asian, 22% Latino, 7% Other or not-identifying (approximately 2% African-American, 4% Filipino, .7% Pacific Islander and .3% American Indian or Alaska Native). The greatest demographic shift in the last twelve years has been the growth in the percentages of Latino students with a change of 9 percent. Programs on the campus serve five special populations including: Advancement Via Individual Determination (AVID) (6.5%), English Language Learners (9.7%), Special Education (10.3%) and Socio-economically Disadvantaged Students (Free/Reduced Lunch Program) (14%). All of these groups have grown slightly in relation to the rest of the population during the past eight years. Students at MVHS are supported by a number of parent groups. Among numerous other projects, the Mountain View Los Altos Foundation provides generous financial support for all sophomores and juniors to take the PSAT during the yearly College Awareness Day. In addition to this organization, parents support students through the PTSA, Sports Boosters, Music Boosters, and the English Language Advisory Council (ELAC). MVHS also hosts two groups, Latino Parent Outreach (LPO) and Tea Time, for the parents of Latino and Asian parents respectively. LPO meets monthly with an average attendance of twenty-five parents. The Asian Parent Group also meets monthly and approximately fifteen families are represented each meeting. These groups provide links to college counseling and support for parents learning to navigate the American public school system. Both of these programs are coordinated by the school’s Bilingual Community Liaison. In 2010, these programs received the Hoffman Award for Exemplary Parent Program from the Santa Clara County School Board Association. Parents also work closely with the Mountain View/Los Altos combined Speech and Debate Club as coaches and teachers of forensic events, with the Environmental Club (helping with the school garden and Green certification), with the Science Olympiad, and with the World Championship (2011) Robotics Team. Numerous members of the adult community volunteer to assist students in the Tutorial Center. The MVLA high schools (two comprehensive and one continuation) receive financial support from the MVLA High School Foundation. The MVLA Foundation funds have supported small class sizes in freshman English, Geometry and Algebra, our award-winning Tutorial Center, the College and Career Center, upgrades and replacement for technology, three library research databases, extended Library Hours, Instructional Materials, and Wellness Initiatives. Most recently, the MVLA Foundation funded the purchase of Chromebooks. Due to the infusion of chromebooks, MVHS was able to add a “Bring Your Own Device” (BYOD) program in the 2015-16 school year. This program has allowed for all students to to have access to an electronic device in the classroom. Mountain View students also have access to programs at Freestyle Academy, an Arts and Technology school that is located across the parking lot from MVHS. Freestyle, which opened in the Fall of 2006, currently serves 75 Mountain View High School students in a rigorous curriculum that
48 focuses either on Web Design or Film Studies (www.freestyle.mvla.net). As a college-preparatory comprehensive high school, Mountain View responds to community demand for rigor and relevance commensurate to college level work. Approximately three quarters of graduating seniors are now accepted into four-year public or private colleges or universities and this number has increased steadily over the last 10 years. While 59% of the 2003 graduating seniors were UC a-g compliant, 73% percent of the 2015 graduating seniors completed the UC a-g requirements. Accordingly, the school’s programs and curricula are based on extensive analysis of site-specific data and are fully articulated with the California State Standards and Frameworks in all four of the core disciplines (Mathematics, English Language Arts, Social Sciences, and Science) plus ELD, Physical Education, and the Visual & Performing Arts. Articulation with the Common Core State Standards continues in all of our departments, with deeper focus in English and Math. The World Languages Department has aligned curriculum with the State Frameworks. For the last thirteen years, the board, district and site goal has been to narrow the achievement gap through professional development based on researched best practices for closing the gap. Mountain View High School’s vision is to provide a college-preparatory education for all students regardless of background. There are no prerequisites for honors or AP coursework. As a result, 830 students at MV are currently enrolled in at least one Honors course and 957 students are enrolled in at least one AP. Teachers have received and new teachers continue to receive training in Differentiated Instruction and Gifted and Talented Education techniques to ensure success for all students regardless of prior preparation. Relevant data shows that the implementation of Open Access has been successful in providing more fluid movement between AP/Honors and non- AP/Honors classes for our student body. The total number of seats in AP and Honors courses has risen by 31.7% over the last seven years and the percentage of passing scores on all AP tests given has risen from 74% to 84% over the same time period. Teachers at Mountain View are focused for the future on ensuring that the demographics of AP and Honors courses, more closely match those of the school as a whole. Indeed, it is one of our goals for the next WASC cycle to increase the participation of significant subgroups in STEM, Honors and AP classes. Mountain View High School closely monitors its achievement gap and actively promotes strategies to close this gap. The most noteworthy ones include the following: ● Intensive school-wide professional development coordinated by the site’s WASC coordinator and the newly formed Instructional Support Team in collaboration with the admin team and department coordinators ● Extensive use of student performance data in subject and grade level Data Teams ● On-going monitoring of student achievement at institutional and teacher levels ● Strategic interventions for at-risk students ● AVID program implementation at all four grade levels ● District & school level commitment to ensure and support student success includes our Open Access policy to Honors & AP courses ● Creation of a School wide AP committee to identify best practices for Identity Safety for all of our students ● Creation of an Academic Promise teacher group to address the needs of our ELD and skills students ● Extended library hours staffed by teachers ● Spanish speaking therapist ● Spanish parent evening presentation ● Home visits to Spanish communities ● Dia de los Muertos celebration ● ELAC Posada
49 ● Cinco de Mayo
● PIQE [Parent Institute for Quality Education] pending ● Foothill College Family Enagagement ● Monthly Lunch with the parents (El Cafecito and Tea Time) ● Mexicasn dance class now is an elective and PE credit for 10th grader
VISION STATEMENTS DISTRICT: We are committed to creating a community of learners with the knowledge, skills and values necessary to combine personal success with meaningful contributions to our multicultural and global society.
SCHOOL: We at MVHS value an equitable learning environment in which students and staff honor the diversity of our society
We value the intellectual, emotional and physical well-being of our community.
We are committed to empowering lifelong learners who can think critically, solve problems creatively, and participate ethically at MVHS and in our greater democratic society.
During the 2011-2012 school year, stakeholders - board members, superintendents, teachers, students, parents, and community members met to create a Strategic Plan for 2011-2017. This body decided on the following district-wide goals:
● Align curriculum, grading and instruction. ● Maintain fiscal stability ● Improve academic achievement of all students ● Enhance the opportunities as well as achievement of students in Science, Technology, Engineering and Math.
Impetus for these goals, especially the first goal, came from parents and students wanting consistency of rigor and experience not only across departments in the two schools, but across the district as well. As a result of this, district administration created an eighteen month Assessment Task Force to study various possible models for aligning grading and assessment. At the end of the eighteen months, the Task Force made a set of recommendations to the Board of Trustees which was adopted into Board Policy in April of 2012. (Appendix VII, 1) At the same time that this was happening, a group of teachers at Mountain View had already begun researching and implementing grading “fixes” recommended by authorities on assessment like Paul Popham, Robert Marzano, Douglas Reeves and Robert Wormeli. These grading fixes went hand in hand with ongoing data team work on Common Formative Assessments and the use of Power Standards. Some of the recommendations of these researchers became part of the board policy. Full implementation of the Board’s policy began with the opening of the 2012-2013 school year. As was to be expected with any change of this magnitude, there was some resistance from
50 stakeholders. We are currently in year four of the process, and are continuing to work out some of the problems that arose in the 2012-2013 school year. Increased clarity and communication with all members of the MVHS community is one of our WASC Action Goals in order to support our ongoing work on alignment. In response to the District alignment goal, Course Information Sheets have been fully aligned intra-departmentally and brought into accordance with the new district grading policy (www.mvla.net).
STUDENT DEMOGRAPHICS ENROLLMENT TRENDS In the last thirteen years, Mountain View High School’s enrollment has grown by 195 students. The EL population has increased from 63 to 183 during the same time period. This trend is due in large part to the consolidation of the EL program at MVHS. Special Education (RS) increased slightly from 87 to 89 and the Special Education (SDC) population which includes some EL students increased from 49 to 104.
Source: Annual Review 2015 pg. 7
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Source: Annual Review 2015, pg. 8 & 9
52 ENROLLMENT IN STEM COURSES MVHS has experienced a steady increase in the numbers students taking Honors and AP courses. This is due in part to our work with EOS. In addition to an increase in the number of students taking AP and Honors courses, we have seen an increase in enrollment in AP and Honors classes from our underrepresented groups. Over the course of the last three years, we have added six new STEM courses: Multi-Variable Calculus, Introduction to Computer Science, AP Physics 1 and AP Physics C: E & M, AP Computer Science, and App and Game Design.
Source: Annual Review 2015, pg. 37
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Source: Annual Review 2015, pg. 38 & 39
54 ENROLLMENT OF ENGLISH LEARNERS, FEP, AND REDESIGNATED STUDENTS Since the 2010-11 school year, the ELD program for the MVLA school district has been consolidated on the Mountain View High School campus. The counseling department is responsible for creating individual learning plans for EL students who may have exhausted the available services. We have a full time ELD coordinator who collaborates with a team of both classified and certificated staff to make sure that all of our ELLs receive the proper support and are clearly identified as they move from Limited to Redesignated status.
Source: Annual Review 2015, pg. 11
STAFF DEMOGRAPHICS Mountain View High School currently has 95 fully-credentialed teachers, 6 academic counselors and 4 administrators.
2015-16 ADMINISTRATIVE DATA Administration Gender # years in Total Prior experience current Administrative role Experience Principal Male 3 18 5 (teacher) Asst. Principal Male 3 3 10 (teacher) Asst. Principal Female 3 18 13 (teacher) Asst. Principal Female 2 2 17 (teacher) and 7 as New Teacher Coordinator
55 Source: district office – personnel office
2015-16 Teacher Credentials Teachers MVHS With Full Credential 95 teachers and 6 counselors Without Full Credential 0 Teaching Outside Subject Area Competence 0 Source: district office – personnel office
TEACHER EVALUATION Our District is committed to keeping only the best teachers. Our highly competitive salary schedule attracts teachers from throughout the state. We aggressively interview in a timely manner to ensure the broadest spectrum of candidates. The interview process generally includes an administrator, a department coordinator, a parent and a student. Once teachers are hired, they are introduced to the district through a three-day orientation at both the district and site level. We also have a comprehensive Beginning Teacher Support and Assessment (BTSA) program with a full-time district coordinator. The administration is committed to timely evaluations and feedback for all employees. Temporary and probationary teachers are guaranteed a minimum of three class room visits and subsequent evaluations plus a comprehensive final evaluation by the end of February. In addition to the BTSA coach, all new teachers to the district are supported by our Instructional Support Team or IST. The team includes four full time coaches from a variety of disciplines- Science, Social Studies, and Math teachers on special assignment.
Our District has established a comprehensive teacher evaluation process based on the California Standards for the Teaching Profession. Prior to granting tenure, we carefully observe, evaluate and render a final assessment as to the qualifications of non-tenured teachers at our site. We carefully assess each teacher’s classroom effectiveness, using the following State Standards:
● Engaging and supporting all students in learning ● Creating and maintaining effective environments for student learning ● Understanding and organizing subject matter for student learning ● Planning instruction and designing learning experiences for all students ● Assessing student learning ● Developing as a professional educator
Tenured teachers, who are highly qualified and have earned satisfactory evaluations, may opt for an alternative evaluation method (2B) whereby they work in teams to explore professional development areas that are specific to their interest and/or needs.
SUBSTITUTE TEACHER AVAILABILITY Up to the 2014-15 school year, substitute teachers for the Mountain View-Los Altos Union High School District were supplied by Kelly Educational Services. All substitutes have a minimum of a Bachelor’s degree; have passed the California Basic Skills Test (CBEST) and hold the required credential to provide this service. Beginning with the 2015-16 school year, the MVLA school district has begun contracting substitute teachers through the district office. All substitute teachers have continued to be held to the employment standards that were in place during the Kelly Educational Services contract.
56 PROFESSIONAL DEVELOPMENT Our Professional development program is a focused and integrated effort to support our staff as they work to address the adopted WASC, District, Board, State, and Common Core State Standards and improve their practice. The professional development planning team consists of the WASC coordinators, Site administrators, and Instructional Support Team members. The Administration and WASC Coordinators meet weekly to research, plan, and monitor a four prong professional development program. This team works in consultation with the Instructional Support Team and the District Associate Superintendent responsible for Educational Services to insure a district wide coherence to our staff professional development practices and goals. The team also works in coordination with the school leadership team who serves as a group that advises, consents, and assists in facilitating our professional development plans. The driving document for our staff development programming is the MVHS WASC Action Plan and all programs are reviewed to insure accordance with our School Vision statement. All professional development is guided by the overall objective of improving the success of all of our students and institutionalizing methodologies and practices that are designed to provide equity and sustainable success for all of our students. In addition, our IST team in collaboration with the administrative team and the district administration continue to focus on preparing our teachers as they address the demands of the SBAC. Our in- service days have focused on giving teachers choice in selecting from a menu of mini teacher-led technology workshops ranging from using Google Drive and Assessment Apps to classroom management in the digital age.
The four prong program is designed to create efficient and effective instructional improvement and coherence. Each prong or structure is chosen to best reach the goals of our WASC Action Plan. One prong or structure is for the entire staff to work on a common methodology or goal chosen to support our school wide objectives; our second and third structures are designed for departments and course teams and the fourth prong supports interdisciplinary groups who work together to implement strategies that can be used across the curriculum. This work is done on professional development days as well as on a twice weekly regular schedule. Many staff members also use summer to pursue in-depth professional development for their course teams.
We have a highly professional and dedicated staff. Individual teachers, teams of teachers, entire departments and other interdisciplinary groups of teachers work together on site, attend courses and workshops and work toward advanced degrees and National Board Certification on an ongoing basis. These professional growth activities are often directly tied to Action Plan goals and lead directly to improved practices in the classroom. The governing board and the district office administration have consistently supported these professional growth opportunities through release time, compensation for out-of-contract time and funding for workshop and conference attendance. Individual and groups of teachers also apply for grants to support ongoing professional development through the district’s curriculum institute and sometime through grants procured by IST (Instructional Support Team) members. Numerous teachers have taken advantage of these grants this year and formed Professional Learning Communities to foster and further the interdisciplinary professional structure outlined above.
New teachers, and teachers new to the District, enjoy a fully supported and very effectively implemented Beginning Teacher Support and Assessment (BTSA) program. BTSA organizes monthly meetings and additional workshop opportunities. Workshops and site meetings help orient new teachers to the particular policies of the school and its educational values. Each new teacher also has a mentor assigned to them, either a BTSA coach if they are new to teaching or an IST member if they are just new to the district. The BTSA program employed by our school uses a
57 Formative Assessment model that asks new teachers to choose one or two particular sub-categories of the California Teaching Standards as their professional growth goal. The identified goal is discussed in a one on one meeting with their BTSA coach and then observed by the coach in a classroom setting. Additionally, department coordinators have a more clearly defined role in supporting new teachers. The individual attention we are able to provide new teachers through our BTSA program helps them to improve their teaching practice and reflect on their growth.
Classified staff plays a critical role in our school culture through their work and as members of our school community. They can also pursue professional growth activities individually and as members of a team on an ongoing basis.
Throughout the year, departments meet regularly to discuss issues and develop SMART goals to improve instruction for all students. Each department has an administrative liaison and together who meets with the departments bi-weekly to review concerns, challenges and the needs of our students and staff. At the end of each semester, data is collected and analyzed and the findings are presented to the School Board each November.
INSTRUCTION 70,920 instructional minutes are offered at Mountain View High School, spread over 180 instructional days. The State mandates a minimum of 64,800 instructional minutes.
Mountain View High School has eight minimum days used for local and state testing, WASC preparation and Professional Development.
The MVLA governing board adopted the state content standards as the district’s minimum standards for all core academic classes. In those subject areas where there are no state standards, the state frameworks serve as the basis for curricular planning. MVHS’ curriculum is comprehensive and extensive. In addition to college preparatory courses, MVHS students can choose from 12 Honors and 27 Advanced Placement (AP) courses across the disciplines.
The majority of courses are approved by UC to meet the UC/CSU a-g requirements. Additionally, MVHS offers a rich array of electives in a number of different fields. The teaching staff stays current with latest pedagogy. Instructional practices are frequently research-based and differentiated to meet student needs.
PARENTAL INVOLVEMENT Mountain View High School has numerous active parent groups who help to create an atmosphere of academic excellence and who support an array of extra-curricular activities that students have come to expect at MVHS.
The Mountain View Parent Teacher Student Association (PTSA) provides a wide variety of services to the school that are indispensable. Each year this group provides agenda planners for the entire student body as well as staff members. They support us with critical volunteer assistance and many other special projects, such as Grad Night, parent education seminars, student scholarships for various activities and the monthly newsletter.
The Mountain View High School Athletic Boosters Club is a non-profit organization made up of parents, staff and community members. Club funds come mainly from membership dues and
58 fundraisers that help provide needed athletic equipment and facility upgrades to the athletic program.
The Instrumental Music Boosters provide financial and logistical support for the MVHS marching band, orchestra, symphonic band, wind ensemble and jazz band. They provide funds to assist with support staff, the purchase and repair of instruments, music arrangements and scholarships.
ELAC is a parent group whose purpose is to inform, assist and educate parents of English Language Learners about the educational system and their role in the academic lives of their children. Some themes that are discussed include: ● graduation requirements ● the high school exit exam ● the college entrance process ● financial aid ● accessing counseling services ● the student information system (SIS) ● wellness ● community resources
Form D: SCHOOL SITE COUNCIL MEMBERSHIP Education Code Section 64001(g) requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the school site council is as follows:
Principal/ Other Parent or Classroom Secondary Names of Members Assistant School Communit Teacher Student Principal Staff y Member
Carmen Gómez X Lydia Zele X Kevin Heiken X Judie Lee X Alma Ruelas X Sara Cortez X Naty Ortega X Pamela Chauriye X Adolfo Torres X Jazmin Vasquez X Number of members of 1 4 1 3 2 each category
59 STUDENT ACHIEVEMENT DATA During the 2015-16 school year, all 11th grade students were assessed on the SBAC exams for the second year. The data below has provided MVHS leadership with the opportunity to build baseline data as we move forward in subsequent years.
60
Source: Annual Review 2015, pg. 19 & 20
61 SCHOOL-WIDE RACE/ETHNICITY RESULTS
Cohort Outcome Data for the Class of 2014-15 School Results for Mountain View High 43-69609-4334728 Cohort Cohort Cohort Cohort Cohort Cohort Special Ed Cohort Still Cohort GED Cohort Cohort Graduation Cohort Dropouts Special Ed Completers Still Enrolled GED Completer CDS Name Students Graduates Rate Dropouts Rate Completers Rate Enrolled Rate Completer Rate
Mountain View 43696094334728 454 435 95.8 12 2.6 * 0.0 * 1.5 * 0.0 High
School-wide Race/Ethnicity Results Cohort Cohort Cohort Cohort Cohort Cohort Special Ed Cohort Still Cohort GED Cohort Cohort Graduation Cohort Dropouts Special Ed Completers Still Enrolled GED Completer Race/Ethnicity Students Graduates Rate Dropouts Rate Completers Rate Enrolled Rate Completer Rate
Hispanic or Latino of Any 98 89 90.8 * 5.1 * 0.0 * 4.1 * 0.0 Race
American Indian or Alaska * * 100.0 * 0.0 * 0.0 * 0.0 * 0.0 Native, Not Hispanic
Asian, Not Hispanic 98 96 98.0 * 2.0 * 0.0 * 0.0 * 0.0
Pacific Islander, Not * * 100.0 * 0.0 * 0.0 * 0.0 * 0.0 Hispanic
Filipino, Not Hispanic 15 14 93.3 * 0.0 * 0.0 * 6.7 * 0.0
African American, Not * * 88.9 * 11.1 * 0.0 * 0.0 * 0.0 Hispanic
White, Not Hispanic 219 213 97.3 * 1.8 * 0.0 * 0.9 * 0.0
Two or More Races, Not * * 100.0 * 0.0 * 0.0 * 0.0 * 0.0 Hispanic
An asterisk (*) appears on the Internet reports to protect student privacy where there are ten or fewer students.
Source: Dataquest: cde.ca.gov
62 Seniors Meeting a-g Course Requirements
College Acceptance Rate – Self-Reported
Source: Annual Review 2015, pg. 22 & 24
63 COLLEGE ADMISSION TEST PREPARATION COURSE PROGRAM Through our College/Career Resource Center, students can access services provided by various test preparation companies. A resource library is available for students who wish to engage in focused practice for a given test. Test taking skills are embedded in classes across the curriculum. The Tutorial Center provides services to help students prepare for standardized tests and college admission tests. The College/Career Resource Center provides college admission test preparation through The Edge, an outside test prep vendor. Additionally our AVID program works with an outside testing group, Revolution Prep, to provide a practice test in the spring and test prep classes each fall. Mountain View High School has made it possible for every Sophomore and Junior at our school to take the PSAT for the last ten years. We believe this practice has had a very positive impact on the number National Merit Scholarship Finalists.
SCHOOL SUPPORT PRACTICES The staff at Mountain View High School is committed to creating a safe, caring and personalized environment while maintaining a high standard of student behavior.
The counseling department at MVHS strives to help students attain their goals whether they involve going to college, entering the world of work or discovering other options. We assist students and parents to identify academic and vocational needs, to help plan a course of study, to answer questions or discuss problems that arise, and to provide referrals to community resources when needed.
The College/Career Resource Center empowers students at all grade levels to discover and plan what they will do after high school. Students are provided the best and most current information regarding colleges, universities and careers.
Mountain View High School strives to provide students with many opportunities to connect to the school. There are approximately 75 clubs for students, in addition to approximately 40 athletic teams. Co-curricular activities include; Marching Band, Dance, Choir, Robotics, Mock-Trial, Speech and Debate, Student Government, Ambassadors, Leadership, Service organizations, and Cross-age Tutors, to name a few.
Our award winning Tutorial Center provides adult and peer tutors for students needing a little extra help. In addition, we have the afterschool Homework Center which is staffed by volunteer teachers from all disciplines who assist students three days a week. At least 12 teachers participate regularly.
Other support programs and staff include: ➢ AVID (Advancement via Individual Determination) ➢ Academic Support Classes ➢ Just Read ➢ Mentoring (Partners for a New Generation) ➢ SST (Student Success Team) ➢ On-Site School Psychologists ➢ Mental health counselors [district staff and CHAC (Community Health Awareness Council)] ➢ Student Services Coordinator
64 SCHOOL CLIMATE At MVHS we believe that a positive school environment promotes learning. A tremendous emphasis is placed on making new students feel welcome and promoting an atmosphere of tolerance. Our Ambassadors Club welcomes all of our incoming 9th graders as well as new students throughout the year. When needed, the district follows a rigorous process if there are recommendations for expulsions and suspensions. Early interventions, including counseling and other school and community based support services, as well as the work done by our Student Conduct Liaisons, support this focus. Working closely with our Student Resource Officer (SRO), we have trained staff to raise their awareness of areas of potential concerns. Administrators work collaboratively with staff to develop and enforce clear behavioral expectations. Student Conduct Liaisons monitor student behavior and work in conjunction with a School Resource Officer assigned through the Mountain View Police Department. Our Admin team also works closely with the MVPD.
MVHS Expulsion, Suspension & Truancy Information for 2014-15 Ed. Agency Students 3+ Truancy Expulsions Suspensions Tardies Rate School 0 14 District Information not available 0 63 County 184 7,200 State 5,692 243,603 Source: Dataquest: cde.ca.gov
Suspension rates continue to be low at MVHS. There may be many reasons for this, including the relationship that the school has with the alternative programs in the district. Students seem keenly aware that there are consequences for inappropriate behavior, which may include transfer to a community school or the district’s award winning Alta Vista Continuation High School.
In lieu of expulsion, the district often refers students who are not considered “dangerous”, but who have violated school policy or Ed Code, to a County Community Day School. The district follows policy and regulations to make sure families are accorded their due process rights under our “Involuntary Transfer Policy.” In 2014, with input from all stakeholders, MVHS designed a new Academic Integrity Policy that categorizes academic integrity infractions based upon intent and severity. The new policy focuses the consequences for infractions on growth and learning with the goal of uncovering the motivation behind the infraction. Toward this end, MVHS developed a Restorative Justice component to the policy – a practice that brings the student, the student’s parent/guardian, a facilitator, and the teacher together to engage in a moderated discussion exploring the harm that was created by the infraction and the steps that will be taken to repair that harm. Through this policy, MVHS’s goals are to achieve a more equitable and authentic education for our students and to foster a culture of integrity and personal growth on campus.
SCHOOL FACILITIES Mountain View High School completed a five-year $32 million renovation project in 2002. All classrooms were renovated. A new Science Wing and an Administrative Building were added. The state-of-the-art theatre with a double cat walk, professional control booth and 375 seating capacity remains one of the highlights. Notable additions in 2006 were the artificial-turf athletic field and the eight lane all-weather track. The June 2010 passage of a school bond has designated approximately $41 million dollars to the MVLA school District. Solar projects at both campuses are complete as well as a new pool for MVHS. Twelve new “green” classrooms were opened for the 2013-2014
65 school year.
The maintenance department ensures that all classrooms and facilities are cleaned daily. Our grounds-crew takes personal pride in maintaining a showplace campus.
SCHOOL FINANCE Per Pupil Expenditures in this district is approximately $15,988. The district offers a comprehensive program of services that is designed to accommodate students with divergent and disparate needs. We have a very strong college preparatory program and many different support services for students whose academic talents are just beginning to unfold. To provide all students the opportunity to complete high school and to be prepared for post-secondary education, training and work experience, the district operates a multitude of alternative programs, each one designed to cater to the needs of a particular group of students. The high school provides excellent services to English Language Learners and Special Education students. We also provide a wide array of alternative programs which include among others a summer school Bridge Program, Opportunity Program, a Middle College Program, Alta Vista Continuation High School, and Freestyle High - Academy of Communication Arts and Technology.
INSTRUCTIONAL PLANNING AND SCHEDULING School Instruction and Leadership Our Leadership Team is comprised of the five Administrators, the department coordinators, and the WASC coordinator. MVHS has fostered teacher-leadership for many years. Approximately 25 teachers have completed their masters in the San Jose State Urban High School Leadership Program. Administrators and teachers work together to make decisions about the curriculum and instruction that reaches the classrooms. Virtually all new programs have their roots in The WASC Action Plan which is a “living document” on our campus. We have successfully accomplished one of our primary WASC goals, as the school’s mission and vision statements are complete. Departmental Course teams are working in concert with the professional development planning team to improve school-wide instructional coherence and the replication of best practices. Data analysis is conducted by department and course team members, thus it is more likely to reach the individual teacher level and promote individual inquiry into student success. Administrators and department coordinators play an important role as instructional leaders. An on-going effort to improve articulation with our partner schools has resulted in joint curricular planning meetings especially in Mathematics and ELA.
The district office and governing board has been kept apprised of issues, proposals, programs and decisions made at the site level. The current superintendent and governing board have developed district and board goals and a new board policy (5121) directly addressing alignment of grading systems and practices.
EDUCATIONAL PRACTICES Alignment of Curriculum, Instruction and Materials Our school curriculum is closely aligned to state and Common Core standards in all core subject areas. All major departments have had the opportunity to review their curriculum and make modifications in terms of both horizontal and vertical alignment. Instructional materials are reviewed to ensure their alignment before a purchase is authorized. The district office now requires agreement between department coordinators at both comprehensive high schools before new textbooks can be purchased. This practice should help create continuity for students who matriculate in our district.
66 The Board approves all instructional materials purchases annually, and certifies that they meet state content standard requirements. The district and school closely monitor student performance. Each fall, a comprehensive analysis of students' academic achievement is presented to the School Board. All data are disaggregated to better monitor the achievement of sub-groups on specific performance indicators. Our school effectively communicates to parents on the alignment of curriculum to state standards. Our website and paper publications on our academic performance data insure that our stakeholders are informed regarding our school’s accountability. Additionally, all families have access to an AERIES Browser ~ Student Information System (SIS) that allows them to look at their student’s information, including attendance, grades, homework and graduation status.
AVAILABILITY OF STANDARDS-BASED INSTRUCTIONAL MATERIALS Standards-aligned textbooks and instructional materials for all students are sufficient in both quality and quantity in each subject area. The board annually reviews and certifies sufficiency of instructional materials in a public hearing. The board has declared it as one of its priorities to ensure that every student and teacher has the necessary materials needed for teaching and learning to occur at the highest level. We currently have a replacement cycle for textbooks by department. We are also beginning to purchase classroom sets of books so that students will not have to transport a multitude of books between home and school. In addition, we became a BYOD (Bring Your Own Device) School starting in 2015-16 school year. Each one of our students is equipped with a MVHS Chromebook or a device of their choosing.
ALIGNMENT OF STAFF DEVELOPMENT Teachers at MVHS spend six days each year in school and/or district directed professional development. Professional Development is expected to align with department WASC Action Plans. Also taken into account are the School Board's district-wide goals. The Professional Development focus for 2015-16 was two-fold: best practices in the use of technology as a tool for teaching and learning and how to bring wellness to our staff and students. For the 2016-17 school year, our Professional Development focus will be on building on the alignment standards with the schools in the district.
USE OF STATE AND LOCAL ASSESSMENTS TO MODIFY INSTRUCTION AND IMPROVE STUDENT ACHIEVEMENT Long before the state implemented its accountability system, the district office regularly collected, analyzed and disseminated student performance data which was used as the basis for making educational and fiscal decisions, both at district and site levels. The board adopted a set of performance indicators eleven years ago which have undergone minor revisions to reflect state accountability regulations. The educational services division at the district office was and still is responsible for the collection of data and for assisting the high school principals and staff with data analysis and the preparation of a comprehensive, annual student performance report that is presented to the board each November.
SERVICES PROVIDED BY CATEGORICAL FUNDS TO ENABLE UNDER-PERFORMING STUDENTS TO MEET STANDARDS Mountain View High School received “At-Risk” funding for the first time during the 2012-2013 school year as a special board authorized allocation from the general fund. In addition, categorical funds from various sources were combined to augment this allocation. This consolidation of funds
67 has changed the role of our School Site Council to be less involved in funding matters and thus more focused on programmatic issues.
USE OF STATE AND LOCAL ASSESSMENT RESULTS TO MODIFY INSTRUCTION AND IMPROVE STUDENT ACHIEVEMENT The Mountain View High School staff is very committed to addressing the needs of each student. Underachieving students are identified in eighth grade or when they first enter Mountain View High School.
Course and grade level data teams review various academic indicators such as: Mark distribution, common assessments and AP test scores to measure student performance. Teacher Collaboration then focuses on research based instructional practices to meet the needs of all students. Differentiating Instruction for mainstream students is one of the identified instructional strategies. It is also part of the training provided by the district for new teachers. Our Curriculum Teams develop common Formative Assessment tools to guide mid-course adjustments to instructional delivery. We continue to strengthen our support programs and are working to find effective ways to involve our non-core instructors in the intervention for struggling students.
NUMBER AND PERCENTAGE OF TEACHERS IN ACADEMIC AREAS EXPERIENCING LOW STUDENT PERFORMANCE Mountain View continues to see collaboration among teacher in curricular teams. These teams often compare data from mark distribution with CST reports by subject area and/or grade level. Teachers share successful instructional strategies and work together to replicate best practices. There has been some progress in course alignment, but the effort is on-going to get more instructional coherence. The recent changes in the assessment and grading policies are showing great promise for our students. Many students are taking advantage of the Revision and Retake policies that many subject matter cohorts have implemented. As a result, we are seeing a decrease in numbers of D’s and F’s throughout campus.
SCHOOL, DISTRICT AND COMMUNITY BARRIERS TO IMPROVEMENTS IN STUDENT ACHIEVEMENT A demographic study completed last year by a contracted firm indicates a potential increase in our student population over the next ten years of approximately nine hundred students district-wide. While our campuses have the capacity to accommodate this growth, it may still put a strain on the system as a school of 1800 looks very different from one with over 2000 students. While we are not anticipating major changes in our demographics, we do see growth in special needs students and we are planning accordingly.
LIMITATIONS OF THE CURRENT PROGRAM TO ENABLE UNDER PERFORMING STUDENTS TO MEET STANDARDS With the initiation of course and grade level data teams focused on classroom-produced data, Mountain View High School hopes to eliminate all programmatic barriers to helping underperforming students achieve. Longitudinal data already indicate a steady trend toward closing the achievement gap and available research shows increased curricular alignment through the use of Common Formative and Summative Assessments to be a powerful strategy for continuing this trend.
68 Mountain View High School currently lacks a structured program addressing the needs of long-term English learners—a sizable sub-group of the underperforming students in the school. As the number of these students increases over the next few years, the need for structured interventions will increase. Current site data indicate that Latino and African-American students are receiving lower grades because of poor homework completion. During the 2015-16 school year, the MVLA school district underwent a full examination of homework practices. A new homework policy was vetted and introduced for the 2016-17school year. MVHS is hopeful that a change in the homework policy will lead to greater participation in AP and Honors courses for all students and greater academic marks.
CONCLUSIONS The school administration and teacher-leaders as well as community stakeholders from our WASC focus groups have analyzed academic performance data for all student groups in an on-going attempt to measure the effectiveness of key elements of the instructional programs for students failing to meet API and AYP growth targets. As a result, school-wide WASC Action Goals and Departmental Action Plans have been adopted. A significant focus has also been placed on providing underrepresented groups with access to a rigorous curriculum. In addition to the pedagogical shift that occurred eight years prior to allow “open access” to AP and Honors classes, specific training opportunities have been afforded the faculty on differentiating instruction, Identity Safety and Growth Mindset to meet the needs of a diverse student population. Every department will continue their efforts to operationalize their interpretations of subject specific data. All departments have aligned their curriculum with state and common core standards or frameworks. With instructional coherence as an overarching goal, departments are working towards: the use of common assessments, consistency in academic vocabulary, examination of grading and homework practices and walk through classroom visits as a mechanism for sharing instructional delivery strategies. Leadership Team work this year has focused on providing department coordinators the necessary support to enhance their role as instructional leaders. A concentrated effort will also be to continue to improve articulation with our partner schools and a number of classroom visits will be part of the design expectations. The WASC coordinators will serve the essential role of maintaining the cohesiveness of our energies to the WASC Action Plan.
69 MVHS, as part of their WASC review, has set the following WASC Action Plan Goals.
MOUNTAIN VIEW HIGH SCHOOL SCHOOL WIDE ACTION PLAN 2013-2019
DISTRICT GOALS 1. Align curriculum and grading practices. 2. Maintain fiscal stability. 3. Improve academic achievement of all students. 4. Enhance opportunities as well as achievement of students in Science, Technology Engineering and Math.
SCHOOLWIDE GOALS 1. Create and maintain communication systems between school employees and between school and larger community related to student achievement. 2. Create and align assessments in department teams. Use results to modify curriculum, instruction and assessment. 3. Use data to create and direct targeted interventions. 4. Use data to make decisions about course offerings. 5. Increase enrollment of all students in AP, Honors & STEM courses. SCHOOLWIDE PERFORMANCE EXPECTATIONS: Increased achievement for underperforming sub-groups across key indicators while high levels of achievement for all students are maintained.
ACTION PLAN GOAL #1: Create and maintain communication systems between school employees and between school and larger community related to student achievement.
Person(s) Resources Funding Activities Responsible Timeline And Costs Source Evaluation of Activity Monitor the use of the school’s decision- Admin Ongoing None None Staff Survey making process about student achievement to ensure stakeholder inclusion. The monitoring process will include record- keeping about when and how the process is used and a staff survey the results of which
70 will be published and used to improve the process. Create a calendar for administration Admin/Coordin Ongoing None None Staff Survey using list of topics conversations with individuals, course ators, PTSA generated from period discussions teams, departments and period discussions, parents and students. Schedule continued training in Admin/ Ongoing 6,000 Site allocation Communication Strategies all staff, Leadership including support staff, Leadership Team Team/Departments/Course Teams, Admin, District Include regular updates from District District Office Ongoing None None Staff Survey and Friday Bulletins Office about decisions related to student achievement in Friday Bulletin. Establish regular formal meetings of Teachers Ongoing None None teachers who teach courses serving at-risk students, including both support classes and ELD and SpEd programs and other interested teachers modeled on AVID site team.
ACTION PLAN GOAL #2: Create and align assessments in department team. Use results to modify curriculum, instruction and assessment.
Person(s) Resources Funding Responsible Timeline And Costs Source Evaluation of Activity School Activities Align summative assessments (by revising All Teaching June 2013 None None Completed CIS on file with district. current assessments) for each Power Staff Course outlines Standard (Common Core and/or State Course Summative Assessments Standards, as appropriate) and refine Mark Distribution Reports Course Information Sheets and grading practices.
71 Refine summative assessments, Course All Teaching June 2014 None None Mark Distribution Reports Information Sheets and assessment Staff Completed CIS on file with district practices. Copies of summative assessments Create and, where appropriate, align pre- All Teaching June 2015 None None Mark Distribution Reports (diagnostic) assessments and common Staff Completed CIS on file with district formative assessments to implement Data Copies of summative assessments Team process and align curriculum. Refine diagnostics, common formative All Teaching June 2016 None None Mark Distribution Reports assessments and curricular improvements Staff Completed CIS on file with district Copies of summative assessments Using common formative assessments and All Teaching June 2017 None None Mark Distribution Reports Data team processes, aligned instructional Staff Completed CIS on file with district practices for power standards, Copies of summative assessments differentiated according to student need.
ACTION PLAN GOAL #3: Use internal and external data to create and direct targeted classroom interventions.
Person(s) Resources Funding Schoolwide Activities Responsible Timeline And Costs Source Evaluation of Activity Provide, maintain and advance data team Admin/Leadershi 2014- Leadership & Site Staff Survey and common formative assessment p 2015 Learning Cntr Analysis of Student Products training, especially in implementation of $5,000 Revision of Curriculum best instructional practices and differentiation. Create a system for monitoring the impact All Staff Ongoing None Site Staff Survey of new grading practices Analysis of Student Products Revision of Curriculum Analyze departmental data at the beginning Data Ongoing Data of key Site Staff survey of the year to inform course team work and Teams, 2015- indicators and Analysis of longitudinal data practice for the coming year. Teach the use District/admin, 2016 tier 1 and tier 2 of external resources like SchoolCity to Leadership facilitate this process ACTION PLAN GOAL #4:
72 Use internal and external data to make decisions about course offerings.
Person(s) Resources Funding Schoolwide Activities Responsible Timeline And Costs Source Evaluation of Activity Analyze performance data for Leadership Ongoing/ None None Analysis of Mark Distribution enrichment/support programs to make Team Once/semester Analysis of External Performance decisions about program enhancement Data Add questions to the student survey about WASC Yearly None None Compare student requests to changes course offerings. Coordinator in course offerings. Conduct student, parent and teacher WASC Yearly None None Compare survey results. Analyze surveys yearly and collate longitudinal Coordinator indicators of stakeholder satisfaction data. Revise surveys yearly. as they relate to course offerings. Analyze middle school data to assist in Departments Yearly None None Student performance student placement. Coordinators /Staff
ACTION PLAN GOAL #5: Increase enrollment of underrepresented students in AP/Honors courses and of all students in STEM (Science, Technology, Engineering and Math) courses.
Person(s) Resources Funding Schoolwide Activities Responsible Timeline And Costs Source Evaluation of Activity Continue and expand AVID outreach Department Ongoing None None Analysis of demographic changes methods to other courses/teachers Coordinators/ in targeted classes (Enrollment including training academic ambassadors Data Team data). from underrepresented groups who can leaders encourage and model. Provide peer-tutoring/AVID tutors specific Staff Ongoing None None Analysis of grades to subjects Provide pre-AP training to integrate AP Admin/Depart Ongoing $2,500/year Curriculum Data produced in course teams strategies into college-prep classes. ment Institute/Site Coordinators allocation Revise Advisory Day processes for teacher/student discussions of class choices
73 Bridge program during the summer for pre- AP kids. Create community partnerships with high- AVID Ongoing None Foundation tech companies. Coordinator Involve parent groups in helping maintain membership. Through ELAC, develop STEM familiarity.
74 Los Altos High School Single Plan for Student Achievement 2016-2017 (based on data from 2015-16)
Wynne Satterwhite, Principal Dr. Jeff Harding, Superintendent 201 Almond Ave. 1299 Bryant Ave. Los Altos, CA 94022-2206 Mountain View, CA 94040-4599 (650) 960-8812 (650) 940- 4650 [email protected] [email protected] www.mvla.net
Mountain View – Los Altos High School District
75 SCHOOL PROFILE
Built on the site of an orchard in the mid-1950s, Los Altos High School is a comprehensive public school serving approximately 1920 students. It is located in Silicon Valley, the world’s technology capital, just four miles south of Stanford University. One of two traditional high schools in the Mountain View – Los Altos High School District, Los Altos High School serves a rich diversity of students from both professional and working-class families. The attendance boundaries for Los Altos High School cut through middle and low income residential neighborhoods, and light industry and high tech areas of Mountain View and through highly affluent sections of Los Altos and Los Altos Hills. Our attendance area also includes a small portion of Palo Alto. We are fortunate to be a Basic Aid District, as local property taxes exceed the state’s revenue limit.
Los Altos High School has a reputation for rigorous academics, with an excellent college preparatory program and a wide range of honors and AP courses. Moreover, we have outstanding programs in the visual, performing and practical arts as well as in physical education. An extensive and highly successful athletics program, numerous student clubs, and an active Associated Student Body (ASB) provide students many pathways to personal growth and enjoyment outside the classroom. We are passionate about our students. We believe in their abilities to excel. We offer extraordinary support in helping each student find success. Virtually all students graduate, with 97% aspiring to enroll in post- secondary programs and 70% of those seniors attending four-year colleges or universities and 27% attending two-year colleges.
Over the last several years, our population of Special Education and Socio-Economically disadvantaged students has increased. These sub-groups have been a key focus of our Western Association of Schools and Colleges (WASC) Action Plans and Professional Development efforts. We have also spent a great deal of time working to close the achievement gap and increase the enrollment of under-represented students in our AP/Honor classes. We have committed time and money to concentrate on these sub-groups in order to ensure their greater academic success.
______Los Altos High School Single Plan 2016-17 2 76
VISION & ESLRS
The Mountain View-Los Altos Union High School District is committed to creating a community of learners with the knowledge, skills and values necessary to combine personal success with meaningful contributions to our multicultural and global society. The Los Altos High School Vision, drafted in 2012-13, continues to describe our guiding values:
We at Los Altos High School value a learning environment in which students and staff support one another in a spirit of unity and mutual respect.
We are committed to continuous learning and the application of knowledge in the classroom and beyond.
We value our diverse pathways and empower students with the skills they need to achieve their goals after graduation.
The Expected Schoolwide Learning Results (ESLRs) continue to represent our larger, holistic vision of student learning and character development. During our 2012-13 WASC we adapted our ESLRs to be more reflective of 21st Century skills and the upcoming Common Core Standards. Our ESLRs focus on ways to improve each student’s growth, both personal and academic.
➢ Collaborative Learners ➢ Community Participants ➢ Critical and Creative Thinkers ➢ Effective Communicators ➢ Knowledgeable Individuals ➢ Responsible Individuals ➢ Self-Directed Learners
______Los Altos High School Single Plan 2016-17 3 77 STUDENT DEMOGRAPHICS
4500 4000
3500
3000 2500 2000 1500 1000 500
0
02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10 10/11 11/12 12/13 13/14 14/15 15/16
LAHS 1439 1567 1634 1709 1686 1660 1659 1663 1658 1646 1729 1784 1919 2044
District 3263 3441 3589 3684 3554 3544 3581 3664 3472 3492 3581 3622 3755 3915
Source: CBEDS data, Includes Middle College and Moffett Independent Study
The growth in enrollment has increased by 125 students this year. We anticipate increased enrollment based on larger incoming 9th grade classes.
2015-16 POPULATION BY ETHNICITY Our student body is comprised of 45% Caucasians, 28% Latino, 24% Asian and 2% “other” (African American, Native American, Pacific Islander).
Source: Annual Review 2015, pg 8 – Includes Middle College and Moffett Independent Study
______Los Altos High School Single Plan 2016-17 4 78 INCREASING NUMBER OF SPECIAL EDUCATION STUDENTS
Source: Annual Review 2015, pg 12 – Includes Middle College and Moffett Independent Study
The Special Education umbrella covers three specific areas, Resource, Special Day Class (SDC) and Non-Public Schools (NPS). The number of Special Education students has been fairly consistent over the past two years. We have seen an increase in the number of students in the Resource Specialist program in 2015-16 due to changes in our partner school’s support programs. We continue to see an increase in Latino students enrolled in Special Education. It is difficult to remove Special Education support after students have been enrolled in support classes in elementary school, and still maintain academic success in mainstream classes. The disproportionality of Latino students enrolled in our Special Education continues to be a concern and we are working with our partner schools to address this inequity.
SOCIO ECONOMICALLY DISADVANTAGED
400 300 200 100 Number of Students of Number 0 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16
F/R Lunch 226 240 267 277 311 318 397 378 346 305 335 333 Parents w/o HS Diploma 257 285 270 254 244 237 179 232 230 285 152 98
______Los Altos High School Single Plan 2016-17 5 79
Source: Aeries query end of year ENROLLMENT OF ENGLISH LEARNERS, FEP*, AND
REDESIGNATED STUDENTS 09/10 10/11 11/12 12/13 13/14 14/15 15/16 School Enrollment 1663 1660 1648 1728 1782 1919 2044 Native English 62% 60% 59% 60% 57% 57% 56% Speakers English Learners 9% 8% 6% 4% 4% 6% 7% FEP 28% 30% 34% 35% 37% 37% 12% ELD Stu 1% 2% 1% 1% 3% 0% 25% Redesignated FEP Source: Dataquest website - http://dq.cde.ca.gov/dataquest/ *Fluent English Proficient
In the fall of 2011, the ELD program was moved to Mountain View High School. We recognize that there are students who require language acquisition; we currently do not have a formal ELD Program at LAHS. Due to an Office of Civil Rights (OCR) concern, students who live in the LAHS attendance area can request to attend LAHS regardless of the English Language needs. Our staff is highly trained and continues to provide differentiated instruction for English Learner students; however, as the numbers of EL students continues to increase, we will need to look for opportunities to meet their differentiated learning needs.
We meet students’ language acquisition needs through double period support classes at the 9th grade level and through the Academy during their 10th, 11th and 12th grades. Support can include Survey Skills, English 10, Tutorial Center, Supervised Studies, extended library hours staffed by teachers, and a Language Acquisition course.
INTRA-DISTRICT TRANSFERS GRANTED EACH YEAR 09/10 10/11 11/12 12/13 13/14 14/15 15/16 LAHS to MVHS 64 58 24 40 38 62 73 MVHS to LAHS 41 48 47 68 59 71 47 Net Gain/Loss to LAHS -23 -10 +23 +28 +21 +9 -26 Source: Annual Review 2015, pg. 13
The Mountain View-Los Altos Union High School District no longer has an open-enrollment policy for incoming ninth graders. Over the past three years, there has been a net gain in our transfer numbers. Fewer or no intra-district requests are being granted and as a result the District’s goal of creating two equally sized comprehensive high schools is within reach.
______Los Altos High School Single Plan 2016-17 6 80 STAFF DEMOGRAPHICS Los Altos High School currently has 92 fully credentialed teachers, 7 counselors, and administrators.
2015-2016 ADMINISTRATIVE DATA Administration Gender # years in Total Prior experience current Administrative role Experience Principal Female 11 25 8 (counselor and teacher) Asst. Principal Male 5 5 27 (teacher) Asst. Principal Female 7 7 11 years (counselor) Asst. Principal Female 2 9 5 years (teacher) Source: district office – personnel office
2015-16 TEACHER CREDENTIALS Teachers LAHS 2015-16 With Full Credential 94 teachers and 6 counselors Without Full Credential 1 Teaching Outside Subject Area Competence 0 Source: district office – personnel office
TEACHER EVALUATION Our District is committed to keeping only the best teachers. Our highly competitive salary schedule attracts teachers throughout the state. We proactively interview in a timely manner to ensure the broadest spectrum of candidates. The interview process includes a panel of administrators, department coordinators, subject teachers, a student and a parent when available. Once teachers are hired, they are introduced to the district through a three-day orientation at both the district and site level. We also have a comprehensive Beginning Teacher Support and Assessment (BTSA) program with a full-time district coordinator and with three instructional coaches that are course specific (math, social studies and science). They also support technology innovations in the classroom. The administration is committed to timely evaluations and feedback for all employees. Temporary and probationary teachers are guaranteed a minimum of three classroom visits and subsequent evaluations. By the end of February, a comprehensive final evaluation, which includes student surveys, data analysis and review of student and teacher products, is reviewed with the teacher.
Our District has established a comprehensive teacher evaluation process based on the California Standards for the Teaching Profession. Prior to granting tenure, we carefully observe, evaluate and render a final assessment as to the qualifications of non-tenured teachers at our site. We carefully assess each teacher’s classroom effectiveness, including student surveys, using the following State Standards:
Engaging and supporting all students in learning Creating and maintaining effective environments for student learning Understanding and organizing subject matter for student learning Planning instruction and designing learning experiences for all students Assessing student learning Developing as a professional educator
______Los Altos High School Single Plan 2016-17 7 81 Tenured teachers, who are highly qualified and have earned satisfactory evaluations, may opt for an alternative evaluation method called 2B whereby they work in teams to explore professional development areas that are specific to their interest and/or needs.
SUBSTITUTE TEACHER AVAILABILITY Substitute teachers for the Mountain View-Los Altos Union High School District are district-managed. All substitutes have a minimum of a Bachelor’s degree, have passed the California Basic Skills Test (CBEST) and hold the required credential to provide this service.
PROFESSIONAL DEVELOPMENT During our 2012-13 WASC self-study, we focused on the development of a comprehensive five-year Professional Development Plan for Los Altos High School. Our current Professional Development Plan is focused on our continued alignment of curriculum and assessment at the course team and department level, fostering a school-wide culture of wellness, encouraging a growth mindset, and transitioning to Common Core and New Generation Science Standards. (More detailed information can be found in our WASC Action Plan.)
We have a highly professional and dedicated staff. Individual teachers, teams of teachers, entire departments and other interdisciplinary groups of teachers work together on site, attend courses and workshops and work toward advanced degrees and National Board Certification on an ongoing basis. We currently have seven National Board Certified teachers on staff. These professional growth activities are directly tied to our Action Plan goals and lead to improved practices in the classroom. The governing board and the district office administration have consistently supported these professional growth opportunities through release time, compensation for out-of-contract time and funding for workshop and conference attendance.
New teachers and teachers new to the District enjoy a fully supported and effective BTSA program. BTSA organizes monthly meetings and additional workshop opportunities. Workshops and site meetings help familiarize new teachers with the particular policies and educational values of the school that are part of the New Teacher Program. The BTSA program uses a Formative Assessment model that asks new teachers to choose one or two particular subcategories of the California Standards for the Teaching Profession (CSTP) as their professional growth goal. The identified goal is discussed in a one-on-one meeting with their BTSA coach and then observed by the coach in a classroom setting. The individual attention we are able to provide new teachers through our BTSA program helps them to improve their teaching practice and reflect on their growth. Department coordinators have also increased their role in supporting new teachers.
Our Classified Staff plays a critical role in our school culture through their work and as members of our school community. They can also pursue professional growth activities individually and as teams on an ongoing basis. Our site organizes classified training opportunities that are directed to address specific needs. The classified staff met as a home group for our WASC Self-Study and continues to play an important role in defining our school culture. This remains
Our District, site administration and Leadership Team use data to look for ways to improve and align instruction to the California State Standards. We continue to explore the Common Core Standards and monitor their impact on instruction and assessment practices.
Throughout the year, departments meet regularly to align curriculum and assessment, discuss issues ______Los Altos High School Single Plan 2016-17 8 82 and consider different approaches to improve instruction for all students. Implementation Teams meet once a month to continue their discussions of school-wide reform and address the WASC Action Plan. The principal and three assistant principals meet twice a week to review concerns, challenges and the needs of our students and staff in support of our Staff Development plans for the year. At the end of each semester, data is collected and analyzed and the findings are presented to the School Board.
INSTRUCTION Los Altos High School offers 71,400 instructional minutes spread over 180 instructional days, exceeding the State mandated 64,800 instructional minutes.
In 2015-16, Los Altos High School had five teacher in-service days and four flexible schedule days used for Staff In-Service and Professional Development. In addition, course teams and departments regularly meet to align their instruction, curriculum and assessment.
The MVLA governing board adopted the state content standards as the district’s minimum standards for all core academic classes. In those subject areas, where there are no state standards, the state frameworks serve as the basis for curricular planning. The LAHS curriculum is comprehensive and extensive. Instructional practices are frequently research-based and differentiated according to student performance. The majority of courses we offer are approved by UC to meet the UC/CSU a-g requirements. In addition, LAHS offers an array of electives in a number of different fields.
PARENTAL INVOLVEMENT OPPORTUNITIES Los Altos High School has numerous active parent groups that help to create an atmosphere of academic excellence. They support an array of extracurricular activities that students have come to expect at LAHS. Parents can be found volunteering in the Tutorial Center, College Career Center, in the administrative offices, as mentors in the AVID program and also through Mentor Tutor Connection. Parent groups are responsible for hosting events such as Writer’s Week, Science and Technology Week (STEM) and History Week.
The Los Altos Parent Teacher Student Association (PTSA) provides a wide variety of indispensable services to the school. Each year this group provides agenda planners for the entire student body as well as staff members. They support us with critical volunteer assistance in school events as well as facilitate many other special projects, such as Grad Night, parent education seminars, Camp Diversity scholarships and other student scholarships.
The Los Altos High School Athletic Boosters is a non-profit organization made up of parents, staff and community members. Funds are raised primarily through membership dues and fundraisers. These funds are used to help provide uniforms, letters, trophies and specialized equipment to the athletic program.
The Instrumental Music Boosters provide financial and logistical support for the LAHS marching band, orchestra, symphonic band, wind ensemble and jazz band. It supplies funds to assist with support staff, the purchase and repair of instruments, music arrangements and scholarships.
Latinos Unidos Caminando Hacia Adelante (LUCHA) is a parent group established to inform, assist and educate Latino parents about the educational system and the family’s role in the academic lives of their children. Topics such as graduation requirements, college entrance process, high school and ______Los Altos High School Single Plan 2016-17 9 83 college exams, community services, legal aid, undocumented student issues and financial aid are addressed by this group. They also explain how to access and communicate with teachers, counselors and the administration at Los Altos High School.
Los Altos High School has a School Site Council made up of twenty members including students, parents, teachers, and administrators. The School Site Council is designed to improve and support school services and campus climate. The Site Council is responsible for creating/monitoring the school’s annual Single Plan for Student Achievement and the school’s Safety Plan.
PTSA VOLUNTEER HOURS Years # of Volunteer Hours* 2015-16 19,193 2014-15 18,207 2013-14 17,468 2012-13 16,492 2011-12 13,480 *These hours include all Parent Groups.
Form D: SCHOOL SITE COUNCIL MEMBERSHIP
______Los Altos High School Single Plan 2016-17 10 84 Education Code Section 64001(g) requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated through the Consolidated Application, by the school site council. The current makeup of the school site council is as follows:
Principal Other Parent or Classroom Secondary Names of Members Assistant School Community Teacher Student Principal Staff Member
Wynne Satterwhite X Galen Rosenberg X Kelly Coble X Erica Starks X Sarah Carlson X Ariel Rojas X Darren Dressen X Elodie Cerauskis X Monstserrat Sanchez X Douglas Curtis X Jesus Munoz Yepez X William Tinajero X Gaby Khouri-Haddad X Premika Ratnam X Chris Mesel X Ria Freedman X Elena Baquero X Blanca Estela Rocha Limon X Rob Gloster X Jeanine Wolfson X Julie Corzine X Number of members of each 2 5 1 7 6 category
______Los Altos High School Single Plan 2016-17 11 85 STUDENT ACHIEVEMENT DATA SBAC DATA 2015 2016 Met or Met or Exceeded Exceeded Math 70% 67% ELA 76% 70%
2015 2015 2016 Tested 2016 Tested Tested Tested Math ELA Math ELA 76% 80% 93% 93% Source: CAASPP website – http://caaspp.cde.ca.gov/sb2015
We are surprised and disappointed by the decline in SBAC passing rates from 2015 to 2016. Although a much higher proportion of the class was tested in 2016, we do not believe that this accounts for the decline in scores. We have examined the results in detail, surveyed senior students about their experience with the testing and asked for input on preparation and support to better prepare students for this important assessment in the future. Departments and Course Teams are examining Common Core standards and the relationship between SBAC tests and current curriculum, instruction and assessment. Working with the Instructional Support Team, we have implemented a more consistent and structured use of the Interim Assessments. We adjust the testing schedule based on student and staff input. We fully expect to increase the proficiency rates for all demographic groups with the assessments in 2017.
ACADEMIC PERFORMANCE INDEX (API) GROWTH TARGET AND OVERALL RANKING 2011-12 2012-13 2013-14 2014-15 2015-2016 Score 889 895 N/A N/A N/A Met Target Yes Yes N/A N/A N/A Source: Dataquest website - http://dq.cde.ca.gov/dataquest/
Los Altos High School is proud to have achieved an API score of 895 in 2013. The API is no longer used as an assessment tool by the State and/or District. We continue to prepare our students for the Smarter Balance Assessment Consortium (SBAC) assessments.
API SUBGROUP PERFORMANCE Student subgroups 2009 2010 2011 2012 2013 API # API # API # API # API # Asian 920 214 946 226 945 258 953 268 956 271 Latino 657 302 706 331 743 294 766 293 787 311 White 896 541 908 572 918 591 922 559 926 603 SED 650 276 706 281 728 270 753 183 785 241 English Learners 648 233 641 163 669 171 737 168 756 187 Students with Disabilities 537 121 560 135 634 128 652 124 670 137 Source: Dataquest website - http://dq.cde.ca.gov/dataquest/
Los Altos High School has five significant subgroups: Asian, Latino, White, Socio-Economically Disadvantaged (SED) and Students with Disabilities. Before the California Standards Test (CST) assessments were removed, Asian and White student subgroups continued to exceed the statewide performance target of 800. Four subgroups—Latino, SED, EL and Students with Disabilities—were still below the statewide performance target of 800; however, performance of SED, Students with ______Los Altos High School Single Plan 2016-17 12 86 Disabilities and Latino students showed a marked improvement in 2013.
STATEWIDE RANK 2007 2008 2009 2010 2011 2012 2013 Los Altos High School 9 9 9 10 10 10 10 Source: Dataquest website - http://dq.cde.ca.gov/dataquest/
ANNUAL MEASURABLE OBJECTIVES (AMOS): AYP* SUBGROUP PERFORMANCE & PARTICIPATION 2013-14 % Proficient and Above % Participation English/Lang. Arts Mathematics English/Lang. Arts Mathematics (100% Target) (100% Target) (95% Target) (95% Target) Schoolwide 85.6 82.8 100 100 African American/Black * * 100 100 Asian 96.7 98.9 100 100 Filipino 83.3 100 100 100 Latino 66.7 59.5 100 100 Pacific Islander * * 100 100 White 92.5 90.1 99 100 SED 58.9 55.6 100 100 English Learner 49.3 43.5 100 100 Students with Disabilities 36.7 29.5 99 100 *Too small to be reported. To be numerically significant, a subgroup must have 100 pupils or be 15% of total enrollment with at least 50 pupils with valid test scores. Source: Dataquest website - http://dq.cde.ca.gov/dataquest/ *Annual Yearly Progress
CONTINUED FOCUS FOR FUTURE ASSESSMENT As a staff, we are concerned with the large gap in performance between our Black, Latino, SED and Students with Disabilities as compared to Asian and White populations.
The Los Altos High School staff is very committed to addressing the needs of each student. Underachieving students are identified in eighth grade or when they first enter Los Altos High School and are subsequently placed in appropriate support classes that closely monitor their progress. We continue to strengthen our support programs and are working to find other effective ways to help all students reach their goals. Our 9th Grade Core Innovation Team continues to identify underachieving students and pair them up with staff members to try to help them make a successful academic transition into high school. The Academy Program is aimed at our Latino and Socio-economically Disadvantaged subgroup. This class meets daily to support students with their day-to-day study skills and ultimately their academic performance. The teacher/counselor works closely with other staff members to monitor the student’s progress and is also on the 9th Grade Core Team.
CONCLUSIONS FROM PARENT, TEACHER AND STUDENT INPUT All three groups recognize the challenge we face in bringing up performance of certain identified subgroups. There is general agreement that our greatest challenge lies in improving student performance in Algebra I in the ninth grade and maintaining improved scores for these students as they advance through the math curriculum, specifically in Algebra II, which is considered a gatekeeper for a-g completion. Another challenge is providing greater support to increase enrollment in AP courses. It is a consensus among all stakeholder groups that the percentage of students who are successfully completing the a-g requirements should increase each year, so that Latino and African American students can reach parity with their Asian and Caucasian counterparts.
______Los Altos High School Single Plan 2016-17 13 87
SCHOOL COMPLETION AND POSTSECONDARY PREPARATION GRADUATION RATES 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 Dropouts Grades 9 through Grade 2.0% 1.5% 0.8% 0.5% 0.5% 0.4% 12* Grade 12 Graduates 395 391 393 397 396 471 Graduation Rate 97.8% 98% 99% 99% 99% 99% Source: Dataquest website: http://dq.cde.ca.gov/dataquest/
*The 1-year dropout rate is the percent of dropouts during a single year, calculated from actual data submitted. It is also called the "annual" or "event" rate and it is the dropout rate used by the National Center for Education Statistics (NCDES) to compare states and school districts. The Graduation Rate is calculated by the NCDES definition: Number of Graduates (Year Four) + Gr. 9 Dropouts (Year One) + Gr. 10 Dropouts (Year Two) + Gr. 11 Dropouts (Year Three) + Gr. 12 Dropouts (Year Four).
CAHSEE PASSING RATES – CENSUS RESULTS (10TH GRADE) Class 2014 Class 2015 Class 2016 Test Date 2012 2013 2014 ELA Math ELA Math ELA Math # % # % # % # % # % # % tested passing tested passing tested passing tested passing tested passing tested passing All 415 95 408 95 401 97 380 97 493 96% 471 97% Caucasians 188 100 185 99 194 99 182 99 243 98% 236 98% Hispanics 100 83 99 85 92 91 87 91 131 92% 119 92% African Am. 7 -- 6 -- 6 -- 6 -- 7 -- 6 -- Asians 94 98 93 99 86 100 84 100 92 99% 91 100% SED 54 85 53 85 75 92 72 90 91 89% 79 94% Sp Ed* 34 79 27 63 44 75 31 77 60 75% 39 72% ELD 34 62 33 70 8 50 7 71 12 58% 9 56% Male 207 93 203 95 217 95 207 97 244 95% 234 97% Female 208 98 205 96 184 99 173 98 249 97% 237 97% Source: CAHSEE School Reports *Excludes students who took the test with modifications. --The number of pupils in this category is too small for statistical accuracy or privacy protection.
The passing rates for first-time test takers (sophomores) are consistently very strong, with 97% of all sophomores passing the English Language Arts and 75% passing the Math test. Caucasian passing rates have been at or above 99%, and Asian passing rates remain similarly high. All subgroups scored higher on the math section of this test in 2013 than in previous years. The fact that our identified subgroups are not at parity with our whole school student population is still a major concern.
CAHSEE PASS RATES FOR THE CLASS OF 2016 BY JUNE 2016 Seniors Enrolled June 2016 471 Seniors who Graduated 466 Seniors who Graduated with CAHSEE exemption N/A Seniors who did not Graduate 5 Source: Aeries Query
Los Altos High School continues to have an excellent graduation rate.
______Los Altos High School Single Plan 2016-17 14 88 SENIORS MEETING a-g COURSE REQUIREMENTS: 4-YEAR TRENDS % Meeting a-g ‘11 ‘12 ‘13 ‘14 ‘15 ‘16 Total School 69 74 76 77 77 77 % % % % % % Latino 31% 44% 39% 42% 51% 47% African American 36% 71% 40% 50% 25% 71% Asian 84% 93% 95% 90% 97% 96% Caucasian 88% 81% 88% 82% 83% 82% Two or more 82% Races Source: Dataquest website - http://dq.cde.ca.gov/dataquest/
Seventy-seven percent of all students have met basic eligibility requirements for UC/CSU admissions by completing a-g course requirements. The gap between Latino and African American and Asian and Caucasian students continues to be of great concern. Many of the students who do not complete the a- g requirements are missing Algebra II, two years of a World Language or have earned a “D” grade in one of the specified a-g classes.
COLLEGE ACCEPTANCE RATE – SELF-REPORTED 09/10 10/11 11/12 12/13 13/14 14/15 15/16 All Colleges/Universities 99% 99% 95% 96% 97% 97% 95% 4-Year Private/Public 66% 64% 60% 67% 70% 70% 69% Source: College Acceptance Rate report
Almost 99% of our students fulfill our high school graduation requirements. Ninety-five percent of those students go on to college*, with 69% reporting to be entering four-year universities directly out of high school. Students falling into the other 26% will enroll in two-year colleges, join the military or move directly into the workforce. *Note: As of 2014/15 LAHS no longer provides individual ranks for students.
CAREER TECHNICAL EDUCATION PROGRAMS Our Career Technical Education Program (CTE) is part of a Joint Powers Agreement with two other high school districts in our area. This enables us to have greater access to a wider variety of offerings for our students. On our campus, we currently have four CTE programs. They are as follows: Culinary Arts, Auto, Technology Education and Literacy in Schools (TEALS) and Project Lead the Way.
Our College/Career Resource Center currently offers a Senior Advisory program in which counselors offer advice to students who have voiced an interest in working after high school graduation. These students meet on a weekly basis to discuss and explore post-secondary work-related possibilities. Speakers are brought in from the community to discuss career options and students visit 2-year colleges in the area.
Our Special Education Department offers a Workability Program to students enrolled in resource or special day classes. We have a full-time Workability Coordinator who works with students and provide employment contacts for them in the community. He is available to help students fill out job applications, practice interviewing techniques and follows up with visits to the work sites once the student has obtained a job.
______Los Altos High School Single Plan 2016-17 15 89 COLLEGE ADMISSION TEST PREPARATION COURSE PROGRAM Through our College/Career Center, students can access services provided by various test preparation companies. A resource library is available for students who wish to engage in focused practice for a given test. Test taking skills are embedded in classes across the curriculum. The Tutorial Center provides services to help students prepare for standardized tests and college admission tests. The College/Career Center provides college admission test preparation through The Edge, an outside test prep vendor.
Additionally our AVID program works with an outside testing group, Revolution Prep, to provide a practice test in the spring and test prep classes each fall. The PRA from Princeton Review is a test that determines whether a student is stronger in the SAT or the ACT, is also available through the College/Career Center. With the support of our MVLA Foundation, we administer the PSAT school- wide during the school day. All sophomores and juniors take the PSAT while seniors and ninth graders are involved in post-secondary activities.
Our College/Career Center also holds Coffee Chats for parents. These chats focus on providing information for parents regarding everything from financial aid to college awareness and suitability and exploration of the various universities and colleges.
SCHOOL SUPPORT PRACTICES Los Altos High School works hard to maximize student attendance, and to teach students the importance of punctuality and attendance. Students are expected to be in class on time and we work closely with parents of students who exhibit attendance problems. The staff at Los Altos High School is committed to creating a safe, caring and personalized environment while maintaining a high standard of student behavior.
The counseling department at LAHS strives to help students attain their goals whether they involve going to college, entering the world of work or discovering other options. We assist students and parents in identifying academic and vocational needs, planning a course of study, answering questions or discussing problems that arise. We also provide them with referrals to community resources when needed during their annual meeting. Our goal is for students to enjoy their years at Los Altos and to graduate with academic and lifetime skills.
The College/Career Resource Center empowers students at all grade levels to discover and plan what they will do after high school. Students are provided the best and most current information regarding colleges, universities and careers.
The Library engages students at all levels to read, research, and create. Through our print and e-book collection, students can choose from over 100,000 titles for their personal and academic use. Our numerous subscription databases give students access to high quality content to meet all their research needs. In addition to these texts, students can also check out many multimedia resources to help them create engaging and innovative school projects.
Students requiring extra academic support find additional help in the Tutorial Center. Both peer and professional tutors specializing in academic areas offer help to individual students throughout the day during the hours of 8:00-4:30. Through our course offerings at LAHS, we offer 9th grade skills courses specifically focused on Algebra, English and World Studies.
______Los Altos High School Single Plan 2016-17 16 90 Los Altos strongly believes that a comprehensive high school must provide a rigorous academic program along with a complete extra-curricular program that includes a full range of athletic activities for boys and girls. More than half of our student body participates in our extensive athletic program. Since the school opened in 1954, Los Altos teams have won 249 Santa Clara Valley League Championships, 24 Central Coast Section championships and one State championship. Los Altos teams have also won 47 Scholastic Championship Team awards. During the 2015-2016 school year, 886 students competed in athletics - 11 students were 3-sport athletes and 134 students were 2-sport athletes. We are proud of the strong academic success of our athletes as well. 95% of our teams had an average team GPA of 3.0 or higher.
Co-curricular activities offer additional learning opportunities for students at Los Altos. Lessons learned in classes emphasize decision-making, dealing with consequences and working cooperatively. Students can also be involved in a variety of activities including but not limited to drama productions, the student newspaper, The Talon, the yearbook, The Aerie, Mock Trial, Robotics, Student Government (ASB), Latino Student Union (LSU), Model UN, Haiti Solidarity, One Dollar for Life (ODFL) Stand up to Cancer and Speech and Debate. This year LAHS had over 100 chartered student- led clubs.
Los Altos has a strong music department that includes a wide variety of both vocal and instrumental offerings that include marching band, orchestra, wind ensemble, chorale, Girl's Twenty-One, Varsity Men's Glee and our world-renowned Main Street Singers.
Other special programs include: ➢ AVID (Advancement Via Individual Determination) ➢ The Academy ➢ Mentoring ➢ ROP (Regional Occupational Program) ➢ SAT (Student Assistance Team) ➢ On-Site School Psychologists ➢ On-Site Behavioral Therapist ➢ Therapists, Therapeutic Special Day Class ➢ Counselors from CHAC (Community Health Awareness Council) ➢ Lucile Packard Children’s Hospital Health Van (once per month)
SCHOOL CLIMATE SCHOOL SAFETY AND CLIMATE FOR LEARNING Maintaining a climate that is conducive to academic excellence and safe for everyone is one of our highest priorities. Early interventions, including counseling and other school and community-based support services, as well as the work done by our Student Conduct Liaisons, support this focus. Working closely with our Student Resource Officer (SRO), we have trained staff to raise their awareness of areas of potential concerns.
Administrators work collaboratively with staff to develop behavioral expectations and enforce clear standards for student conduct. The district supports us in our efforts through rigorous follow-through on recommendations for expulsions and suspensions when necessary.
SUSPENSIONS: 4-YEAR TRENDS 09/10 10/11 11/12 12/13 13/14 14/15 15/16 ______Los Altos High School Single Plan 2016-17 17 91 # of students 70 62 59 43 20* 48 38 % total 4% 4% 4% 3% 1% 2.6% 1.8% population Source: Expulsion Report *Does not include Home Detentions.
The percent of suspensions has remained fairly consistent over the past two years. Our continued work with our SRO and parent education evenings has helped to decrease discipline actions. Assistant principals continue to use attendance meetings to build strong relationships with students and to monitor students who demonstrate at risk behavior. EXPULSIONS: TRENDS 09/10 10/11 11/12 12/13 13/14 14/15 15/16 Recommended 4 0 4 2 1 2 3 Expelled 0 0 0 1 0 0 0 Source: Expulsion Report
In lieu of expulsion, the district often transfers students who are not considered “dangerous,” but who have violated school policy or Ed Code, to a County Community Day School. The district follows policy and regulations to make sure families are accorded their due process rights under our “Involuntary Transfer Policy.”
SCHOOL FACILITIES During the 2009/10 school year, we worked with our community to pass a bond measure that allowed us to install solar panels in our student parking lot, decreasing our power consumption by half. In 2013, we opened 12 new classrooms in a new two story building and renovated three science classrooms in the existing 700 building. All other classrooms have been renovated within the last decade and are well maintained. Our maintenance staff consists of 9 full-time employees who are on duty from 6am until 11pm throughout the week. All classrooms and facilities are cleaned daily.
Working with the MVLA Foundation, we continue to incorporate technology into our classrooms. This year we implemented a Bring Your Own Device (BYOD) policy for the entire school. We distributed 800 Chromebooks to our students in the first week of school. The remainder of the students brought their own devices. We have been able to install document cameras and LCD projectors in all of our current classrooms. All teachers have classroom access to the internet, a standardized online grading and attendance system, and the Naviance college-readiness program. We continue to look for new technologies that enhance our students’ learning opportunities.
Our campus resembles a community college in its setting. We have a 380 seat theater, a large library and Tutorial center and a College-Career Center. We have two gyms, an Olympic-sized pool, dance room and a weight room that support our physical education and athletic programs. Our artificial-turf athletic field is surrounded by an eight lane synthetic track. We resurfaced our 12 tennis courts in 2012 and last summer (2015) replaced our artificial-turf athletic field. We have completed renovation of our softball and baseball diamonds, soccer field and other athletic facilities.
SCHOOL FINANCE In this district, per pupil expenditures in 2015/16 was approximately $15,988. The district offers a rich and comprehensive program of services that is designed to accommodate students with diverse needs. We have a very strong college preparatory program and many different support services for students
______Los Altos High School Single Plan 2016-17 18 92 whose academic talents are just beginning to unfold. To provide all students the opportunity to complete high school and to be prepared for post-secondary education, training and work experience, the district operates a multitude of alternative programs, each designed to cater to the needs of a particular group of students. The high school provides excellent services for Special Education students. We have three different Special Education programs on campus to provide support including Resource, Special Day Class and Therapeutic Program for our Emotionally Disturbed (ED) students. The Academy program is in its tenth year and continues to serve at-risk students who are not eligible for other support services. We also provide a wide array of alternative programs which include, among others, a summer school Bridge Program, a Middle College Program, Adult Education Concurrent Program, Alta Vista Continuation High School, Terra Bella Community School and Freestyle Academy of Communication Arts and Technology.
INSTRUCTIONAL PLANNING AND SCHEDULING SCHOOL INSTRUCTION AND LEADERSHIP During the 2012/13 school year, LAHS underwent our WASC Self-Study. We worked on our self- study for approximately 18 months before the visit and created a comprehensive Action Plan based on data review, stakeholder feedback and current needs within our demographics. We take pride in adhering to the action plan and using it as our compass, not only for professional development, but also for changes in our curriculum, instruction and assessment alignment. We use our WASC Action Plan as a living document that influences our daily decisions and direction. We received a six-year clear WASC accreditation during this visit.
Our Leadership Team is comprised of four Administrators, the department coordinators, six elected certificated staff members and one elected classified staff member. LAHS has a genuinely democratic and participatory culture. Administrators, teachers and classified staff see themselves as professionals playing a direct role in the decision-making process at our school. Virtually all new programs, professional development and curricular decisions have their roots in the WASC Action Plan. They have been developed, approved, assessed and revised through the Leadership Team and the innovation teams. Innovation teams bring together groups of teachers to develop specific proposals that bring to life the ideas and goals of the WASC Action Plan. Our WASC Action Plan focuses on continued academic achievement for every student, implementation of our Technology Plan and a cohesive, multi-year Staff Development plan.
The Leadership Team supports the improvement of instruction, curriculum and assessment, primarily through data analysis and teacher input. Test scores, grades, a-g completion rates, graduation rates and post-secondary plans are all taken into consideration when determining the focus of the school’s curriculum. The Leadership Team makes recommendations regarding course offerings and courses designated for class-size reduction. Members are also involved in vertical teams within the major departments to facilitate cross-grade level dialogue. Articulation with our partner schools has increased with public information nights as well as with visits to the individual schools. We seek to further define our academic expectations for all students and continue to work on the alignment of core curriculum.
Students, through our ASB, play an important role in the leadership of our school. This group also plays a key role in recognizing not only our staff but also their peers. Last year they hosted a quarterly Student Recognition lunch where every staff member chooses one student to acknowledge.
During the 2011/12 school year, there was a District Task Force established to study and make ______Los Altos High School Single Plan 2016-17 19 93 recommendations regarding assessment. This work included parents and students as well as staff and culminated in a proposal to the superintendent on a new board policy to address assessment and grading policies throughout the district. In 2012/13, this new policy was implemented throughout the district. While it was helpful to begin the alignment conversation regarding assessment, there is still work to be done at the course team level.
The next step in this work was a similar examination of current and possible best practices for Homework. Los Altos staff participated in a year-long review and discussion in 2015-16 that led to a revised Board Policy on Homework as well as Administrative Regulations to be followed by teachers at the Course Team and Department Level. Over the next few years we will continue to gather data, modify and refine our assessment work and use of Homework using these policies as our guide.
The district office and governing board, through the site administration and the regular minutes of the Leadership Team have been kept apprised of issues, proposals, programs and decisions made at the site level. The current superintendent and governing board have stated that it is their intention to develop district and board goals directly from the site’s WASC Report and Action Plan. The allocation of support and resources from the district will then be even more closely aligned with the site’s WASC Action Plan in the coming years.
EDUCATIONAL PRACTICES ALIGNMENT OF CURRICULUM, INSTRUCTION AND MATERIALS Our school curriculum is closely aligned to state standards in all core subject areas. All major departments have had the opportunity to review their curriculum and make modifications in terms of both horizontal and vertical alignment. There is a new District-wide policy for adopting textbooks and supplemental materials. Department Coordinators from both sites work collaboratively with a small group of teachers to pick instructional materials that will be used on both campuses. A subcommittee meets to review materials to ensure their alignment before a purchase is authorized. The Board approves all purchases of instructional materials, and certifies that they meet state content standard requirements.
The district and school closely monitor student performance. Each fall, a comprehensive analysis of students' academic achievement is presented to the School Board. All data is disaggregated to better monitor the achievement of sub-groups on specific performance indicators. Our school continues to communicate to parents the increasing alignment of our curriculum to state standards. The publication and internet posting of the SARC, school newsletters, bulletins, and the summer mailer all communicate vital information to parents and our community. A curriculum handbook is made available on-line for each family at the time of registration. Additionally, all families have access to an AERIES Browser ~ Student Information System (SIS) that allows them to look at their student’s information, including attendance, grades, homework and graduation status.
We continue to investigate how Common Core Standards may impact our curriculum, instruction and assessment. Course teams are looking at their instructional practices and curriculum to see how they can support student learning and expose them to Common Core activities.
AVAILABILITY OF STANDARDS-BASED INSTRUCTIONAL MATERIALS Standards-aligned textbooks and instructional materials for all students are sufficient in both quality and quantity in each subject area. The board annually reviews the quality and sufficiency of
______Los Altos High School Single Plan 2016-17 20 94 instructional materials in a public hearing. The board has declared, as one of its priorities, to ensure that every student and teacher have the necessary materials for teaching and learning to occur at the highest level. We currently have a replacement cycle for textbooks by department. We are continuing to purchase classroom sets of books so that students will not have to transport a multitude of books between home and school. Our BYOD policy has decreased the need for students to bring and/or use books. Many teachers supplement the use of books by using primary source and other instructional materials online.
ALIGNMENT OF STAFF DEVELOPMENT Teachers at LAHS spend approximately five days each year in school and/or district directed professional development. Additional staff development opportunities are available to teachers and staff through Curriculum Institute funding. Our school-wide focus has been on using classroom-based data to improve instruction and assessment. In addition to full and partial staff development days, course teams work collaboratively on a regular basis to align curriculum and assessment to Common Core/NGSS standards and to best practices, based on the analysis of classroom-based data.
In-service decisions are based on student performance data, the WASC action plan, and objectives identified by the school's Leadership Team. A group of staff members organizes and develops the in- service plans for each year, based on the goals of our WASC Action Plan. In August, at our annual retreat, we analyze district wide data to ascertain patterns that help us determine long term staff development plans. Also taken into account are the School Board's district-wide goals.
SERVICES PROVIDED BY CATEGORICAL FUNDS TO ENABLE UNDER-PERFORMING STUDENTS TO MEET STANDARDS The district is committed to providing additional personnel including a community liaison and expanded instructional aide hours to support students in their mainstream classes. The community liaison also works with parents and LUCHA to ensure increased awareness and parental involvement. All teachers at Los Altos High School have a Cross-Cultural Language and Academic Development (CLAD) credential or a Specially Designed Academic Instruction in English (SDAIE) certificate. New staff members are required to complete their SDAIE certification before they are granted tenure in the district.
USE OF THE STATE AND LOCAL ASSESSMENTS TO MODIFY INSTRUCTION AND IMPROVE STUDENT ACHIEVEMENT Long before the state implemented its accountability system, the district office regularly collected, analyzed and disseminated student performance data to provide the basis for educational and fiscal decisions, both at the district and site level. The board adopted a set of performance indicators that reflect State and District accountability goals, as well as the WASC Action Plan goals for each site. The Educational Services Department at the district office is responsible for the collection of data and for assisting the high school principals and staff with data analysis and the preparation of a comprehensive, annual student performance report that is presented to the board each November.
The Leadership team at LAHS is instrumental in advancing our interest in common assessments and the horizontal and vertical alignment of curriculum, assessments and instructional practices as well as grading practices.
______Los Altos High School Single Plan 2016-17 21 95 USE OF DATA IN ACADEMIC AREAS EXPERIENCING LOW STUDENT PERFORMANCE Grade data is core to the direction and effectiveness of our curriculum, professional development and overall vision. It is a primary focus for both our Leadership Team and the department coordinators. Coordinators analyze and disseminate data within their departments, looking for trends in student performance and patterns in teacher results. Since 2006, the administrative team has performed quarterly walkthroughs in every classroom. Additionally, administrators are assigned to specific core departments as a liaison. Over the course of the year, administrators visited their core department classrooms and created partnerships with their assigned coordinator, analyzing data and planning for future direction.
PARENT-SCHOOL COLLABORATION We encourage all families to get involved with their student and their activities at Los Altos High School. We have numerous active parent groups that help to create an atmosphere of academic excellence as well as superior extra-curricular activities the students have come to expect. Active parent organizations include the following: Parent Teacher Student Association (PTSA), Parent Volunteers, District ELD Parent Support Group (DLAC), Visual and Performing Arts Boosters, Athletic Boosters, LUCHA, and the MVLA Foundation.
The district enjoys extraordinary support from the community in addition to a high level of involvement from parents. The commitment of hundreds of volunteers through numerous active parent groups and booster clubs and countless partnerships with business, industry and agencies provide monetary support, equipment donations, services-in-kind, participation in decision making and more. Some of the many opportunities for parental and community include: volunteering in the Tutorial Center and the College Career Center, Mentor Tutor Connection Program, AVID Mentors, PTSA Parent Volunteers (work at the front office desk), Writer's Workshop, Science and Technology (STEM) Speakers, History Week, Parent Evening Community Speakers, and Scholarship opportunities through local community clubs.
SCHOOL, DISTRICT AND COMMUNITY BARRIERS TO IMPROVEMENTS IN STUDENT ACHIEVEMENT One of our biggest challenges stems from the fact that our 8th grade students come from two different elementary districts. Expectations and student performance vary from one middle school to another, as does their socio-economic status. The number of English Language Learners differs significantly as well. The impact of this is felt most notably in the areas of math and science. The socio-economic and language disparity of our student population continues to present a challenge. We serve students from the highly affluent Los Altos Hills community to the students who live in high density rental properties in poorer areas of our tri-city community. This creates a vast spectrum of educational needs and the school is continually grappling with the challenge of meeting these needs.
LIMITATIONS OF THE CURRENT PROGRAM TO ENABLE UNDER- PERFORMING STUDENTS TO MEET STANDARDS Based on data collection and our WASC self-study, we have identified our under-performing student populations and we are focused on providing additional academic support. We are focusing on how to ______Los Altos High School Single Plan 2016-17 22 96 best provide support for our Hispanic and Socio-Economically Disadvantaged (SED) students. We currently have several support options in place; however, they are competing for the same students and the same dollars. Our greatest challenge continues to be the performance of all students in math and science.
LAHS, as part of its WASC review, has set the following growth targets for the period from 2013 to 2018.
ACTION PLAN ITEM #1: Alignment
A. Continue the vertical alignment of curriculum within departments, focusing on the vertical alignment of skills and concepts. B. Continue the horizontal alignment of curriculum, instructional practices and assessment strategies within each course team. C. Further align curriculum, instruction and assessment standards with partner middle schools. D. Align curriculum, instructional practices and assessment strategies with the Common Core Standards, focusing on critical thinking, reading, writing, and communication skills across the curriculum. E. Align Administrative Staff in the implementation of federal, state, district, and school policies.
Growth Targets:
A1. All departments will continue to work on vertically aligning curriculum, instruction, and assessment, on an ongoing basis. Departments will agree on the skills and concepts that students would be expected to master at each level of the curriculum. B1. Each course team will develop a list of items on which they agree to align and a timetable for implementing that agreement. Alignment will focus on curriculum and assessment and will incorporate the best practices, determined through creative collaboration within the course team, in each area. B2. Course teams continue to work on calibrating their assessments as part of the process toward alignment. C1. Efforts will be made to develop a shared definition of aligned curriculum, instruction and assessment (with a focus on assessment) will be developed with our partner middle schools and will then be used as an assessment tool to measure our progress in alignment with our partner schools. D1. Departments and course teams will align to Common Core Standards. E1. The Leadership Team will assess the degree of Administrative alignment and develop targets for administrative alignment.
ACTION PLAN ITEM #2: Achievement
A. Prepare each student to meet proficiency standards set by the State, including Proficiency on Common Core Standards (when in place), California Standards Tests in each subject area, and passing the CAHSEE. B. Increase the proportion of all students, and each subcategory of under-represented students, who satisfactorily meet a-g requirements for UC/CSU admission prior to graduation. ______Los Altos High School Single Plan 2016-17 23 97 C. Increase the proportion of all students, and each subcategory of under-represented students, who complete AP and Honors courses and take AP tests. D. Create alternate pathways for students to succeed in high school and with post-high school plans. E. Monitor the achievement of EL and Redesignated students, using a variety of measures, to track their achievement on all benchmarks, plus CELDT. Develop interventions at the course, department and school-wide level to address any areas of concern.
Growth Targets:
A1. There will be an ongoing growth, in the proportion of the class as a whole and for each sub- group in the class, which passes the CAHSEE when students first take it as sophomores, over the years 2013-2018. A2. There will be ongoing growth, in the proportion of the school as a whole and each sub-group, in the percentage of students who score Proficient or better on the subject CSTs, with demonstrable movement toward parity among the sub-groups. A3. School-wide average performance on subject CSTs, and each sub-group's performance on subject CSTs, will show ongoing growth, until CSTs are no longer used as a mandated assessment. When another statewide assessment is created, we will have the same goal for those assessments. A4. No entering students will be prevented from graduating based solely on their failure to pass the CAHSEE. A5. Average scores in subject CSTs/another state assessment for grade cohorts of students will show an ongoing pattern of growth for the graduating classes of 2013-2018. A6. Students will demonstrate proficiency in Common Core Assessments.
B1. Increase the proportion of students in a graduating class that meets the UC/CSU entrance requirements from 69% to 80% by the spring of 2018. B2. Increase the proportion of each sub-group of students that meets the UC/CSU entrance requirements on an annual basis, with demonstrable movement toward parity among the sub- groups. B3. Decrease the proportion of students who earn grades of “D” or lower to 15% or less, with demonstrable movement toward parity among the sub-groups.
C1. Increase the number of students, as well as the proportion of each sub-group of students, successfully completing AP courses on an annual basis, with demonstrable movement toward parity among the sub-groups.
D1. Explore alternative courses that help students meet graduation requirements and offer more career opportunities and preparation. D2. Increase the breadth of course offerings that meet a-g requirements.
E1. Ensure ELL progress toward ELD and school-wide academic achievement goals.
ACTION PLAN ITEM #3: Community:
A. Further develop a school culture and professional climate that fosters a commitment to professional growth, high quality work and personal satisfaction for each member of the school community. ______Los Altos High School Single Plan 2016-17 24 98 B. Further develop a school culture where students feel physically, mentally, and emotionally safe. C. Further develop a school culture where parents feel that their voices are heard and respected. D. Further develop a climate of personal and professional respect where all voices are heard.
Growth Targets:
A1. Ongoing growth in the proportion of students and staff who report through survey data being satisfied or very satisfied with the climate of respect and professionalism they experience on campus. A2. Complete a critical evaluation of the time staff have for horizontal and vertical alignment, inter- departmental collaboration, professional development, and fun by Spring, 2013. A3. Provide training to staff for conducting effective meetings. A4. Provide better Staff Development opportunities for classified staff.
B1. Provide safety training for staff including crisis management, drug awareness, CPR, CERT, First Aid. B2. Provide programs for staff and students to foster acceptance and address bullying, including emotional and cyber-bullying. B3. Provide programs and training on recognizing and reacting to student stress, anxiety, and depression.
C1. Provide better information for parents and greater means for parental involvement in school decisions.
D1. Continue to increase staff and students comfort in expressing opinions at the school-wide, department, and course team level.
ACTION PLAN ITEM #4: Accountability and Responsibility
A. Refine and improve our process for decision-making, emphasizing the use of the decision- making quadrants in a clear, consistent, visible manner. B. Ensure that Professional Development efforts are addressing our Action Plan targets C. Improve the process for parents and students to provide feedback to staff. D. Develop and maintain norms for collaborative work, decision-making and implementation of decisions at the course, department and school-wide level. E. Develop and implement school-wide systems that reinforce a culture of learning and accountability for all students. F. Use data at the course, department and site level to develop curriculum, instruction and assessment that addresses questions raised in our self-study. These studies would be largely is based on data gathered on site, such as homework completion/achievement, course-level assessments, departmental student surveys, etc.
Growth Targets:
A1. Provide annual re-education of staff on the decision-making process (Q1, Q2, Q3, and Q4) at LAHS. A2. Implement an assessment of the effectiveness of decision-making processes at LAHS ______Los Altos High School Single Plan 2016-17 25 99 A3. Increase the use of data in making decisions.
B1. Align our Professional Development with the Action Plan. B2. Train new staff in school policies and prior Professional Development topics.
C1. Create new methods for parents to provide feedback to staff members.
D1. Develop agreements for collaborative work, decision-making and implementation of decisions at the course team level by 2014. This includes an agreed-upon accountability system.
E1. Improve the mechanisms for holding students responsible for their behaviors.
F1. Use data, especially common assessments at the course level, to improve instruction.
ACTION PLAN ITEM #5: Technology
A. Continue to effectively integrate technology into the instructional program, communications systems, collaborative processes, and administrative work to match Common Core Standards. B. Budget permitting, expand access to new technologies and equipment. C. Train staff to effectively incorporate new and existing technologies in their work.
Growth Targets:
A1. Align technology with Common Core Standards. A2. Improve the general use of technology in the classroom and administration.
B1. Purchase new equipment and training per District guidelines and as budget permits. B2. Improve technical support as budget permits.
C1. Increased training for staff, students, and parents in using SIS, Naviance, MVLA Website C2. Incorporate Technology into Professional Development each year.
______Los Altos High School Single Plan 2016-17 26 100
Form C: Programs Included in this Plan (2015-16)
Check the box for each state and federal categorical program in which the school participates and, if applicable, enter amounts allocated. (The plan must describe the activities to be conducted at the school for each of the state and federal categorical program in which the school participates. If the school receives funding, then the plan must include the proposed expenditures.)
State Programs Allocation California School Age Families Education Purpose: Assist expectant and parenting students to succeed in school. Economic Impact Aid/State Compensatory Education Purpose: Help educationally disadvantaged students succeed in the regular program. Economic Impact Aid/English Learner Program Purpose: Develop fluency in English and academic proficiency of English learners. High Priority Schools Grant Program Purpose: Assist schools in meeting academic growth targets. Instructional Time and Staff Development Reform Purpose: Train classroom personnel to improve student performance in core curriculum areas. Peer Assistance and Review Purpose: Assist teachers through coaching and mentoring. Pupil Retention Block Grant Purpose: Prevent students from dropping out of school. School and Library Improvement Program Block Grant Purpose: Improve library and other school programs. School Safety and Violence Prevention Act Purpose: Increase school safety. Tobacco-Use Prevention Education Purpose: Eliminate tobacco use among students. List and Describe Other State and Local funds (e.g., Gifted and Talented Education) GATE
Total amount of state categorical funds allocated to this school $ 0
______Los Altos High School Single Plan 2016-17 27 101
Federal Programs under No Child Left Behind (NCLB) Allocation Title I, Neglected Purpose: Supplement instruction for children abandoned, abused or neglected who have been place in an institution Title I, Part D: Delinquent Purpose: Supplement instruction for delinquent youth Title I, Part A: Schoolwide Program Purpose: Upgrade the entire educational program of eligible schools in high poverty areas Title I, Part A: Targeted Assistance Program Purpose: Help educationally disadvantaged students in eligible schools achieve grade level proficiency Title I, Part A: Program Improvement Purpose: Assist Title I schools that have failed to meet NCLB adequate yearly progress (AYP) targets for one or more identified student groups Title II , Teacher Quality Purpose: Supports sustained and intensive high quality professional development to support student achievement Title II , Part A: Teacher and Principal Training and Recruiting Purpose: Improve and increase the number of highly qualified teachers and $66,090* principals Title II , Part D: Enhancing Education Through Technology Purpose: Support professional development and the use of technology Title III , Part A: Language Instruction for Limited-English Proficient (LEP) Students Purpose: Supplement language instruction to help limited English proficient $33,320* (LEP) students attain English proficiency and meet academic performance standards Title IV , Part A: Safe and Drug-Free Schools and Communities Purpose: Support learning environments that promote academic achievements Title V: Innovative Programs Purpose: Support educational improvement, library, media, and at-risk students Title VI, Part B: Rural Education Achievement Purpose: Provide flexibility in the use of NCLB funds to eligible LEAs Other Federal Funds (list and describe)
Carl Perkins Vocational Education $64,747*
Total amount of federal categorical funds allocated to this school $164,157*
Total amount of state and federal categorical funds allocated to this school $ 164,157* *amount reflects District total allocation
______Los Altos High School Single Plan 2016-17 28 102 BUDGET MVLA Union School district’s Basic Aid distinction allows our school site to operate with a per pupil expenditure of approximately $15,988. The site allocation is proportionately distributed among the educational departments after operating expenses are budgeted. The district makes specific adjustments to the staffing allocation to allow for the state and/or federal guidelines for special populations. The district has added a bi-lingual community liaison and a bi-lingual counseling secretary to the general fund expenditures.
Form C: Programs Included in this Plan Check the box for each state and federal categorical program in which the school participates and, if applicable, enter amounts allocated. (The plan must describe the activities to be conducted at the school for each of the state and federal categorical program in which the school participates. If the school receives funding, then the plan must include the proposed expenditures.) State Programs Allocation California School Age Families Education
◻ Purpose: Assist expectant and parenting students succeed in school. Economic Impact Aid/State Compensatory Education ◻ Purpose: Help educationally disadvantaged students succeed in the regular program. Economic Impact Aid/English Learner Program ◻ Purpose: Develop fluency in English and academic proficiency of English learners. High Priority Schools Grant Program ◻ Purpose: Assist schools in meeting academic growth targets. Instructional Time and Staff Development Reform ◻ Purpose: Train classroom personnel to improve student performance in core curriculum areas. Instructional Materials Realignment Program ◻ Purpose: Funds are intended for purchase of grades 9-12 standards-based instructional materials Peer Assistance and Review
◻ Purpose: Assist teachers through coaching and mentoring. Pupil Retention Block Grant ◻ Purpose: Prevent students from dropping out of school. School and Library Improvement Program Block Grant
◻ Purpose: Improve library and other school programs. School Safety and Violence Prevention Act
◻ Purpose: Increase school safety. Tobacco-Use Prevention Education
◻ Purpose: Eliminate tobacco use among students. List and Describe Other State and Local funds (e.g., Gifted and Talented
Education)
◻ GATE
Total amount of state categorical funds allocated to this school $0
103
Federal Programs under No Child Left Behind (NCLB) Allocation Title I, Neglected ◻ Purpose: Supplement instruction for children abandoned, abused or neglected who have been place in an institution Title I, Part D: Delinquent
◻ Purpose: Supplement instruction for delinquent youth Title I, Part A: Schoolwide Program ◻ Purpose: Upgrade the entire educational program of eligible schools in high poverty areas Title I, Part A: Targeted Assistance Program ◻ Purpose: Help educationally disadvantaged students in eligible schools achieve grade level proficiency Title I, Part A: Program Improvement ◻ Purpose: Assist Title I schools that have failed to meet NCLB adequate yearly progress (AYP) targets for one or more identified student groups Title II , Teacher Quality ☑ Purpose: Supports sustained and intensive high quality professional $66,090* development to support student achievement Title II , Part A: Teacher and Principal Training and Recruiting ◻ Purpose: Improve and increase the number of highly qualified teachers and principals Title II , Part D: Enhancing Education Through Technology
◻ Purpose: Support professional development and the use of technology Title III , Part A: Language Instruction for Limited-English Proficient (LEP) Students ☑ Purpose: Supplement language instruction to help limited English proficient $33,320* (LEP) students attain English proficiency and meet academic performance standards Title IV , Part A: Safe and Drug-Free Schools and Communities ◻ Purpose: Support learning environments that promote academic achievements Title V: Innovative Programs ◻ Purpose: Support educational improvement, library, media, and at-risk students Title VI, Part B: Rural Education Achievement
◻ Purpose: Provide flexibility in the use of NCLB funds to eligible LEAs Other Federal Funds (list and describe) $64,747* ☑ Carl Perkins Vocational Education
Total amount of federal categorical funds allocated to this school $164,157*
Total amount of state and federal categorical funds allocated to this school $164,157* *amount reflects District total allocation
104 Alta Vista High School Single Plan for Student Achievement For 2015-2016 Published 2016-2017
Bill Pierce, Principal Dr. Jeff Harding, Superintendent 1325 Bryant Ave. 1299 Bryant Ave. Mountain View, Ca 94040-4599 Mountain View, Ca 94040-4599 (650) 691-2433 (650) 940- 4650 [email protected] [email protected] www.mvla.net
Mountain View – Los Altos Union High School District
105 SCHOOL PROFILE
Alta Vista High School is the alternative high school for the Mountain View-Los Altos Union High School District and the Palo Alto Unified School District. The campus is located in a residential neighborhood next to Mountain View High School, and the district office. The school has a capacity of 170 students, grades 9 through 12. Our student demographics on C-BEDS day were: 18% Caucasian, 69% Hispanic, 5% African American, 4% Asian, and 4% other.
Our staff includes one principal, two special education teachers, six full time and three part- time general education teachers, four instructional aides, a director of community resources coordinator, a part time computer technician and an office manager. Additional counseling services are provided by counselors assigned to our campus from the Community Health Awareness Council (CHAC) and from Asian American for Community Involvement (AACI). Stanford Medical School sends the Health Van to our campus every month and their nutritionist is here every week. Alta Vista High School has been fully accredited by the Western Association of Schools and Colleges since 1999 and we received a clear six year accreditation last year. AVHS has also been recognized as a Model Continuation High School by the State of California since 1999.
All of our courses have been aligned with State Content Standards for Public Schools and we are moving to alignment to the new common core standards. Our English and math classes are designed to make sure they prepare students to pass the California High School Exit Exam. Our students must meet the same graduation requirements expected of students at the traditional schools. Special Education classes are available on site for those students who qualify. All courses required for graduation are offered on site including such electives as yearbook, art, computer information technology, construction, health science careers and a wide variety of online courses. Students also take additional classes at our local community colleges, adult education center, Moffett Independent Study Program and at the traditional campuses. In addition to passing all required courses, seniors must also complete a comprehensive Exit Portfolio prior to graduation.
Several or our staff member and our programs have been singled out for honors and awards. Our Case Management program won the California School Boards Associations Golden Bell Award for "Outstanding Student Support Program" in 1999 and was named and "Exemplary Program" by the CCEA in 2002 and again 2004. Our English Department Chair achieved National Board Certification last year. Our math instructional aide was honored as Classified Person of the Year and our mentor coordinator was named Support Person of the Year by the CCEA as well. Our science teacher was named the Mountain View-Los Altos Teacher of the Year and the CCEA Teacher of the Year and our principal was named administrator of the year by both CCEA and ACSA.
106
VISION & ESLR’S
Alta Vista High School – “Where innovation is a daily practice.”
Our mission is to provide a rigorous learning environment that is safe, caring and flexible so that students can graduate high school.
Our vision is to be a place where all students become responsible young adults who can think critically, communicate effectively and achieve academically.
Alta Vista High School Expected Schoolwide Learning Results 1. Critical Thinkers and 2. Responsible and Self- 3. Academic Achievers Effective Communicators Directed Young Adults
Students will be critical Students will be Students will be academic thinkers/effective responsible and self- achievers who: communicators who: directed young adults who demonstrate:
• Read, interpret, • Effective time • Produce quality work. evaluate, and analyze management and • Demonstrate information and points study habits. ownership of their of view. • A strong work ethic. academic standing and • Clearly express • Excellence in progress. information and points attendance and • Meet or exceed district of view verbally and in punctuality graduation written form. • The ability to plan for requirements. • Utilize technology their future. • Know how to identify ethically to support • The ability to pursue and access academic learning and physical, mental, and resources at demonstrate emotional well being. postsecondary understanding. • The capacity to work institutions. collaboratively. • An understanding that their words, actions, and attitudes have an effect on others.
107 STUDENT DEMOGRAPHICS
School Enrollment on CBEDS Day 2013/2014 2014/2015 2015/2016 On Site/Total On Site/Total On Site/Total 123/129 121/128 104/113 “On Site” refers to students in attendance at AVHS. “Total” includes our students attending Moffett Independent Study and Middle College. . Total Number of Students Who Were Enrolled At Some Point over the Course of Each School Year 2013/2014 2014/2015 2015/2016 227 214 167 Since AVHS is an open entry/open exit school, we enroll many more students over the course of a school year than actually attend at any given time.
Reasons for Referral to Alta Vista High School Self- Credit Attendance Behavior 8th Grade Total Referral Deficiency MVHS 12 19 10 6 8 55 LAHS 6 23 30 8 19 86 PAHS 0 3 1 1 0 5 GHS 3 7 3 1 0 14 TBA 2 5 0 3 0 10 Total 23 57 44 19 27 170
MVHS – Mountain View High School LAHS – Los Altos High School GHS – Gunn High School PAHS – Palo Alto High School TBA – Terra Bella Community High School
Transfers from Alta Vista High School MVHS LAHS PAHS GHS AE COM MOVE GRAD INST TOTAL 6 19 3 5 11 13 14 28 1 100 AE – Adult Education COM – County Community School MOVE – Moved out of district GRAD – Graduate INST – Institutional Placement
108 Percent Ethnic Distribution 2011-2012 2012-2013 2013-14 2014-15 2015-16 AV MVLA AV MVLA AV MVLA AV MVLA AV MVLA African 9 2 8 2 5 2 9 2 5 2 American Asian 5 22 7 23 8 21 8 23 4 23 Caucasian 24 51 21 49 20 47 18 46 18 45 Hispanic 54 20 57 22 60 20 59 26 69 26 Other 8 5 7 4 7 10 6 3 4 4 It is evident that the AVHS ethnic distribution does not match the district's distribution. This has been the case since the inception of the continuation program. Addressing the achievement gap is a district wide priority.
Number of Special Education Students 2013/2014 2014/2015 2015/2016 Special Day Class Students 17 (7%) 35 (16%) 27 (16%) Resource Students 23 (10%) 20 (9%) 19 (12%) Total 40 (17%) 55 (25%) 46 (28%) Exited Students 5 (2%) 8 (4%) 0
Special education students can only be referred to AVHS after an IEP Team meeting determines that AVHS is the best placement for the special education student. In the past, special education services were limited at AVHS. As a result, some special education students were asked to exit special education prior to attending AVHS so that their individual needs could be met. Now AVHS offers special education services to RSP and mild/moderate SDC students. Special education students at AVHS receive case management services to determine placement, to achieve goals and to meet service needs.
Percent of Free and Reduced Lunch Students 2013/2014 2014/2015 2015/2016 Alta Vista High School 67 66 47 MVLA District 19 20 17 Evidence indicates that AVHS has a higher percentage of students on the Free and Reduced Lunch program than do the traditional schools.
109 English Language Learner Designation
2013/2014 2014/2015 2015/2016
English Only 104 (50%) 93 (43%) 71 (51%) Initially Fluent (FEP) 5 (2%) 5 (2%) 1 (.5%) EL 71 (31%) 70 (34%) 53 (23%) Redesignated Fluent 38 (17%) 46 (21%) 42 (25%)
STAFF DEMOGRAPHICS
AVHS currently has a staff which includes one principal, one advisor/teacher, two full time special education teachers, six full time general education teachers, four instructional aides, a community resources coordinator, a part time computer technician and an office manager.
Staffing Breakdown Total # Male Female Avg. Age Avg. Years Avg. Total in District Years Teaching Administrative 1 1 52 29 29 Teachers 11 6 4 43 12 12 Classified 5 1 4 43 6
Ethnicity of Staff Administrative/Teaching Classified Staff Staff African American 0 1 Asian 0 1 Caucasian 8 3 Hispanic 2 1
Highest Educational Level of Staff Doctorate Master's+30 Master's Bachelor's+30 Bachelor's Administrative 1 Teachers 1 9 Classified 1 2 1
110 TEACHER EVALUATION
Our District is committed to keeping only the best teachers. Our highly competitive salary schedule attracts teachers from throughout the state. We aggressively interview in a timely manner to ensure the broadest spectrum of candidates. The interview process includes an administrator, and subject teachers. Once teachers are hired, they are introduced to the district through a three-day orientation at both the district and site level. We also have a comprehensive Beginning Teacher Support and Assessment (BTSA) program with a full- time district coordinator. The administration is committed to timely evaluations and feedback for all employees. Temporary and probationary teachers are guaranteed a minimum of three class room visits and subsequent evaluations plus a comprehensive final evaluation by the end of February.
Our District has established a comprehensive teacher evaluation process based on the California Standards for the Teaching Profession. Prior to granting tenure, we carefully observe, evaluate and render a final assessment as to the qualifications of non-tenured teachers at our site. We carefully assess each teacher’s classroom effectiveness, using the following State Standards: Engaging and supporting all students in learning Creating and maintaining effective environments for student learning Understanding and organizing subject matter for student learning Planning instruction and designing learning experiences for all students Assessing student learning Developing as a professional educator
Tenured teachers, who are highly qualified and have earned satisfactory evaluations, may opt for an alternative evaluation method (2B) whereby they work in teams to explore professional development areas that are specific to their interest and/or needs.
SUBSTITUTE TEACHER AVAILABILITY Substitute teachers for the Mountain View-Los Altos Union High School District are supplied by Kelly Educational Services. All substitutes have a minimum of a Bachelors degree; have passed the California Basic Skills Test (CBEST) and hold the required credential to provide this service.
PROFESSIONAL DEVELOPMENT All staff development activities that are available for staff at the traditional high schools are open for AVHS staff as well. An abbreviated list of professional development workshops, conferences and activities includes participation in: WASC and Model Continuation High School trainings, National Dropout Prevention trainings, Beyond Diversity, Accelerated Math, MVLA Learning Palooza, Wharton School of Business: High School Economics Seminar, Reading Apprenticeship Workshop, California Teacher Education Association Common Core and Beyond Seminar, US Department Of Education Teaching Ambassador Fellowship, Stanford History Education Group: Reading Like a Historian Workshop, Coalition of Essential Small Schools trainings/workshops and Google Apps for Education (GAFE).
111 INSTRUCTION While continuation high schools must offer at least 900 minutes of instruction each week, we offer 1,250 minutes of direct instruction each week, with an additional 150 minutes of targeted tutorial time available in each content area. Since some staff members arrive early and stay late, there is generally an adult available on site from 6:30 A.M. until 4:00 P.M. each day, affording students a much longer school day for those who wish to come in early or stay after regular school hours.
The MVLA governing board adopted the state content standards as the district’s minimum standards for all core academic classes. In those subject areas where there are no state standards, the state frameworks serve as the basis for curricular planning. AVHS’ curriculum is comprehensive and extensive for a continuation school; offering an array of electives in a number of different fields in addition to core requirements. The teaching staff stays current with the latest pedagogy. Instructional practices are frequently research-based and differentiated according to student performance results.
PARENTAL INVOLVEMENT Alta Vista High School parents may participate in a variety of ways. The school has a School Site Council that meets as needed and we have had parent representation on the MVLA Foundation Board and District Budget Advisory Committee. AVHS holds quarterly Parent Nights. These evenings are designed to give parents an opportunity to get to know each other better, receive updates on school activities and to hear guest speakers. The agendas for these meetings include topics covering college entrance, scholarships, Community Resources services, substance abuse prevention and much more. Parents have also been an integral part of our WASC and Model Continuation School process.
SCHOOL SITE COUNCIL MEMBERSHIP
Education Code Section 64001(g) requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated through the Consolidated Application, by the school site council. The current make-up of the school site council is as follows:
Names of Members Staff Student Teacher Member Principal Parent or Assistant Assistant Principal/ Principal/ Secondary Secondary Classroom Community Other School Other Bill Pierce X Olivia Cloutier X Debi Rudd X Wendy Dowling X Leslie Schwarz X Number of members of 1 1 1 1 1 each category
112 STUDENT ACHIEVEMENT DATA
Diplomas, Certificates of Completion and GED Awarded by Graduating Class
2013-2014 2014-2015 2015-2016 Alta Vista Diploma* 46 20 29 GED/CHPSE* - 1 - Certificate of Completion 1 - - Grad., CAHSEE 2 2 - exempt/waived Annual Total 49 23 29
*All students in these groups passed both sections of the high school exit exam. Many students arrive at our site needing to pass the CAHSEE; over 85% of students are able to pass both sections by the time they fulfill their graduation requirements.
CAREER TECHNICAL EDUCATION PROGRAMS AVHS has three different CTE programs on our campus including Computer Information Technology, Health Science Careers, and Construction Technology. We also offer a CTE Transition Program through the Veteran’s Hospital in Palo Alto for our special education students. Additionally, our school offers a work experience program (WEEP). Students may earn up to 10 credits per semester. Our Special Education Department offers a Workability Program to students enrolled in resource or special day classes. We have a full-time Workability Coordinator who works with students and provides employment contacts for them in the community. He is available to help students fill out job applications, practice interviewing techniques and follows up with visits to the work sites.
SCHOOL SUPPORT PRACTICES Alta Vista High School is based on the premise that a school can only succeed if it addresses the “whole” student by attending to students’ academic needs along with their psychological, emotional and family needs. In order to achieve this goal, we implemented a community resources coordinator position for our school which provides complete wrap around services for our student population. The community resources coordinator is responsible for enrolling all new students to Alta Vista High School and assesses each student during the enrollment process before developing a plan to address the student’s needs. Assessment tools include information gleaned from a personal interview with the student and parent or guardian (questions regarding academics, basic needs, family functioning, health issues, income and employment, legal issues), and Health/Medical and Social/Behavior Development questionnaire completed by the parents. Once the assessment and evaluation are complete, students are referred to onsite support services and families are referred to onsite or community based services. Students’ needs are monitored throughout their stay at AVHS and success is noted by an increase in students’ attendance, improved GPA, decreased amount of behavior referrals, increased graduation rates and counselor’s
113 evaluation of students’ emotional stability. The services provided by the Case Management Program are the foundation upon which the successes of our students are built. Other special programs and options include:
Adult Education Program - Students near 18 years of age and not able to graduate from their high school may choose to complete their studies at Adult Education.
(CHSPE)California High School Proficiency Exam - An alternative to the high school diploma for students 16 and 17 years of age. Passing this test allows a student to leave high school, with parent permission, prior to graduation.
(CHAC)Community Health Awareness Council- Counselors work with students and families on personal issues (e.g. poor interpersonal skills, substance abuse, divorce, and death.)
The Adolescent Health Van – On site medical and psychiatric services for uninsured students and limited services for insured students.
Mentoring – A program designed to expose students to different career opportunities and to stay in school.
Community College Classes – Students may take courses at the local community colleges for double credit. Students should make sure that appointments and classes are outside of Alta Vista High School hours.
Community Service - Students who perform volunteer community service may earn credit toward graduation. All community service projects must be pre-approved by the principal.
(G.E.D.)Graduation Equivalency Diploma – A test given as an alternative to the traditional high school diploma for 18 year old students. Students who are 17 ½ years of age may transfer to Adult Education in order to study for this equivalency test.
Home/Hospital Instruction - Students who are unable to attend regular classes, and have obtained medical verification, are eligible if the absence is for a period in excess of two weeks.
Independent Study - For students with special personal or school needs who need to work from home rather than attending school regularly.
(CTE) Career Technical Education Classes - These classes are offered at various sites and are designed to provide a student with experiences in the area of his/her possible career choice.
County Community School (Terra Bella Academy) – One of several schools run by the County Office of Education. Theses schools are designed for students who are habitual truants, who have continuing discipline issues or have been expelled from school.
114
Special Education - Special Education programs and services are available to all eligible students. Parents who have reason to believe that a student needs special education services may contact the school.
Young Parents Program - Pregnant or parenting teens and young adults may choose to participate in this program offered at the Adult Education Center.
(WEEP) Work Experience Education Program – Students who work more than 10 hours a week may earn up to 10 credits every semester by attending the WEEP class and completing additional assignments.
Workability - This program places Special Education students in jobs and follows up with continuing support. School Climate SCHOOL SAFETY AND CLIMATE FOR LEARNING
Suspension and Expulsion Rates Maintaining a climate that is truly conducive to learning is one of our highest priorities. The “Rate of Suspensions” as calculated by the State divides number of students suspended during the year by the CBEDs enrollment number. The “Rate of Suspensions Total Enrolled” divides the number of students suspended by the total number of students enrolled over the course of the year. Because of early interventions, including case management support, counseling and other school and community based support services; we enjoy a low suspension and expulsion rate. The principal works collaboratively with school site staff on developing and enforcing uniform behavioral standards.
School District
2013/ 2014/ 2015/ 2013/ 2014/ 2015/
2014 2015 2016 2014 2015 2016 Number of 86 74 85 321 208 221 Suspensions-any part of a day* Rate of Suspensions 4.7 12.8 12.8 .9 1.6 1.6 (from SARC) Number of .4% .4% .5% .2% .14% .14% Suspensions/ Total stu school days Number of 0 0 0 0 0 0 Expulsions Rate of Expulsions 0 0 0 0 0 0
115 SCHOOL FACILITIES Alta Vista High School students and staff enjoyed beautiful campus, built especially for our alternative programs. The campus features 7 regular classrooms, a library, an art room and technology center, an administrative building, a service kitchen and a large multi-purpose building with an indoor/outdoor stage. We have our own parking lot and a volleyball/ basketball court. Our maintenance staff consists of 3 full-time employees who are on duty from 6 am until 11 pm throughout the week. The grounds and all classrooms and facilities are cleaned daily.
SCHOOL FINANCE Per Pupil Expenditures in this district is approximately $12,000. The district offers a comprehensive program of services that is designed to accommodate students with divergent and disparate needs. MVLA has very strong college preparatory programs and many different support services for students whose academic talents are just beginning to unfold. To provide all students the opportunity to complete high school and to be prepared for post secondary education, training and work experience, the district operates a multitude of alternative programs, each one designed to cater to the needs of a particular group of students. The high schools provide excellent services to English Language Learners and Special Education students. We also provide a wide array of alternative programs in addition to Alta Vista High School which include among others a Young Parents Program, a summer school Bridge Program, AVID, a Middle College Program, Eating Disorder Program and Freestyle High - Academy of Communication Arts and Technology.
Instructional Planning and Scheduling
SCHOOL INSTRUCTION AND LEADERSHIP The leadership team at Alta Vista High School consists of the principal, case manager and two teachers. All of these individuals are an integral part of making decisions regarding activities to help our students achieve the ESLRS and the state standards.
The leadership team members meet regularly with the staff during regular staff meetings, professional development and WASC meetings. In addition to providing an opportunity to impart critical information, these meetings are a huge part of our team building. The first item for discussion at every staff meeting is “good news.” The staff shares good things going on in their classrooms or personal lives, and the leadership team shares what positive activities are encouraging student success on our campus. Additionally, staff meetings are utilized to discuss student concerns, new enrollments, policies, procedures, and upcoming activities. Curriculum development meetings are dedicated to the implementation of our WASC goals.
The district office and governing board, through the site administration and the regular minutes of the Leadership Team, have been kept apprised of issues, proposals, programs and decisions made at the site level. The superintendent and governing board have committed to developing district and board goals directly from the site’s WASC reports and Action Plans.
116 This has resulted in an even closer alignment of support and resources from the district with the site’s WASC Action Plan.
Educational Practices Alignment of Curriculum, Instruction and Materials Our school curriculum is closely aligned to state standards in all core subject areas. All major departments have had the opportunity to review their curriculum and make modifications in terms of both horizontal and vertical alignment. Instructional materials are reviewed to ensure their alignment before a purchase is authorized. The Board approves all instructional materials purchases annually, and certifies that they meet state content standard requirements. The district and school closely monitor student performance. Each fall, a comprehensive analysis of students' academic achievement is presented to the School Board. All data are disaggregated to better monitor the achievement of sub-groups on specific performance indicators. Our school effectively communicates to parents the alignment of curriculum to state standards. The publication and internet posting of the SARC, school newsletters and bulletins, school website and monthly progress reports all communicate vital information to parents and our community at large.
Availability of Standards-Based Instructional Materials Standards-aligned textbooks and instructional materials for all students are sufficient in both quality and quantity in each subject area. The board annually reviews and certifies sufficiency of instructional materials in a public hearing. The board has declared that one of its priorities is to ensure that every student and teacher has the necessary materials needed for teaching and learning to occur at the highest level.
Alignment of Staff Development Teachers at AVHS spend six days each year in school and/or district directed professional development. Teachers are involved in the decision as to what type of staff development is needed. The decision is based on an analysis of student performance data, the WASC action plan, Model Continuation School Program and goals and objectives identified by the school's leadership team.
Services Provided by Categorical Funds to Enable Under- Performing Students to Meet Standards The student population at AVHS, by virtue of the fact that AVHS is a continuation school, is made up predominantly of underperforming students. Alta Vista High School receives a modest amount of categorical funds to enhance generous funding for its program from the district's General Fund. Title I money is used to purchase additional instructional aide time to assist students in the classrooms. Title IV funds are used to supplement counseling interventions through the community-based CHAC (Community Health Awareness Council) program. AVHS also receives a generous share of the district's Instructional Materials funds.
117 Use of the State and Local Assessments to Modify Instruction and Improve Student Achievement Long before the state implemented its accountability system, the district office regularly collected, analyzed and disseminated student performance data which was used as the basis for making educational and fiscal decisions, both at district and site levels. The board adopted a set of performance indicators ten years ago which have undergone minor revisions to reflect new state accountability regulations. The educational services division at the district office was and still is responsible for the collection of data and for assisting the high school principals and staff with data analysis and the preparation of a comprehensive, annual student performance report that is presented to the board each November.
The district office regularly collects, analyzes and disseminates student performance data which is used as the basis for making educational and fiscal decisions, both at district and site levels. The board has adopted a set of performance indicators that reflect State and District accountability goals as well as the WASC Action Plan goals for each site. The educational services division at the district office is responsible for the collection of data and for assisting the high school principals and staff with data analysis and the preparation of a comprehensive, annual student performance report that is presented to the board each November.
Number and Percentage of Teachers in Academic Areas Experiencing Low Student Performance Alta Vista High School is a continuation school in the Mountain View/Los Altos Union High School District. Alta Vista High School students come from very diverse socioeconomic and ethnic backgrounds and have transitioned from traditional high schools for credit deficiency, poor attendance or personal choice. All AVHS teachers work exclusively with underperforming students initially. One of the primary goals of AVHS is to help students move from a pattern of low academic performance to one of high academic performance. This goal is achieved through our individualized academic approach and the myriad of support programs offered.
School, District and Community Barriers to Improvements in Student Achievement Transience of our students at AVHS remains high due to the nature of the school's population. While new students arrive weekly, if not daily, many students find AVHS to offer an educational program that is more suitable to their learning styles, hence students often do not return to their home school when they have met the conditions for return.
Limitations of the Current Program to Enable Under Performing Students to Meet Standards The focus of the school is by its very nature, to help underperforming students meet standards. To that end, all teachers are trained to work with at risk youth, and a plethora of support services exists at Alta Vista High School to address the needs of the "whole child" in an effort to help each and every student reach his or her academic potential.
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Form C: Programs Included in this Plan (15-16)
Check the box for each state and federal categorical program in which the school participates and, if applicable, enter amounts allocated. (The plan must describe the activities to be conducted at the school for each of the state and federal categorical program in which the school participates. If the school receives funding, then the plan must include the proposed expenditures.) State Programs Allocation California School Age Families Education Purpose: Assist expectant and parenting students succeed in school. Economic Impact Aid/State Compensatory Education Purpose: Help educationally disadvantaged students succeed in the regular program. Economic Impact Aid/English Learner Program Purpose: Develop fluency in English and academic proficiency of English learners. High Priority Schools Grant Program Purpose: Assist schools in meeting academic growth targets. Instructional Time and Staff Development Reform Purpose: Train classroom personnel to improve student performance in core curriculum areas. Instructional Materials Realignment Program Purpose: Funds are intended for purchase of grades 9-12 standards-based instructional materials Peer Assistance and Review Purpose: Assist teachers through coaching and mentoring. Pupil Retention Block Grant Purpose: Prevent students from dropping out of school. School and Library Improvement Program Block Grant Purpose: Improve library and other school programs. School Safety and Violence Prevention Act Purpose: Increase school safety. Tobacco-Use Prevention Education Purpose: Eliminate tobacco use among students. List and Describe Other State and Local funds Instructional Materials IMFRP Art & Music Block Grant Art & Music PE Instr.Mat. Discret.Block Sch-Site CAHSEE Ind.Int.Mat.
Other State funds total: $ 0 Total amount of state categorical funds allocated to this school $ 0
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Federal Programs under No Child Left Behind (NCLB) Allocation Title I, Neglected Purpose: Supplement instruction for children abandoned, abused or neglected who have been placed in an institution Title I, Part D: Delinquent Purpose: Supplement instruction for delinquent youth Title I, Part A: Schoolwide Program Purpose: Upgrade the entire educational program of eligible schools in high poverty areas Title I, Part A: Targeted Assistance Program Purpose: Help educationally disadvantaged students in eligible schools achieve grade level proficiency Title I, Part A: Program Improvement Purpose: Assist Title I schools that have failed to meet NCLB adequate yearly progress (AYP) targets for one or more identified student groups Title II , Teacher Quality Purpose: Supports sustained and intensive high quality professional $66,090* development to support student achievement Title II , Part A: Teacher and Principal Training and Recruiting Purpose: Improve and increase the number of highly qualified teachers and principals Title II , Part D: Enhancing Education Through Technology Purpose: Support professional development and the use of technology Title III (Immig. Ed)
Title III , Part A: Language Instruction for Limited-English Proficient (LEP) Students Purpose: Supplement language instruction to help limited English $33,320* proficient (LEP) students attain English proficiency and meet academic performance standards Title IV , Part A: Safe and Drug-Free Schools and Communities Purpose: Support learning environments that promote academic achievements Title V: Innovative Programs Purpose: Support educational improvement, library, media, and at-risk students Title VI, Part B: Rural Education Achievement Purpose: Provide flexibility in the use of NCLB funds to eligible LEAs Other Federal Funds (list and describe) Carl Perkins Vocational Education $64,747*
Total amount of federal categorical funds allocated to this school $164,157*
Total amount of state and federal categorical funds allocated to this school $164,157* *amount reflects District total allocation
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