Focus on Learning CASA GRANDE HIGH SCHOOL 2012 WASC

Western Association of Schools and Colleges California California State Department of Education

Focus on Learning Self-study

For

Casa Grande High School

333 Casa Grande Road Petaluma, California 94954

Steve Bolman Superintendent

Linda Scheele Principal

Stephen Owens Self-study Coordinator

February 26-29, 2012

Casa Grande High School 333 Casa Grande High School Petaluma, California 94954 (707) 778- 4677

Casa Grande High School Focus on Learning

Table of Contents

Introduction …………………………………………………………………...i-vii

CHAPTER 1: Student/Community Profile and Supporting Data…………………..1

CHAPTER 2: Student/Community Profile – Overall Summary from Analysis of Profile Data ……………………………………………………………….38

CHAPTER 3: Progress Report ………………………………………………………..42

CHAPTER 4: Self-Study Findings ……………………………………………………48 A. Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources B. Standards-based Student Learning: Curriculum C. Standards-based Student Learning: Instruction D. Standards-based Student Learning: Assessment and Accountability E. School Culture and Support for Student Personal and Academic Growth

CHAPTER 5: Schoolwide Action Plan ……………………………………………...108

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WASC Visiting Committee

Visiting Committee Chairperson Margaret Smith, Teacher

Visiting Committee Member Michael Herman, Teacher

Visiting Committee Member Fawn Myers, Assistant Principal Ann Sobrato High School

Visiting Committee Member Rebecca Walker, Principal Fort Bragg High School

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Casa Grande High School Administration

Principal Linda Scheele

Assistant Principals Eric Backman Betha MacClain Stephen Owens

Self Study Coordinator Stephen Owens

Petaluma Joint High School District Administration Steve Bolman, Superintendent Jane Escebedo, Associate Superintendent of Educational Service Ron Everett, Director of Human Resources Tricia Rast, Director of Special Services Dave Rose, Director of Student Services

Board of Education Mary Schafer, President Troy Sanderson, Clerk Michael Baddeley, Member Sheri Chlebowski, Member Carolyn Tennyson, Member

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Casa Grande High School 333 Casa Grande Road Petaluma, California 94954

Administrative Staff Principal Linda Scheele Assistant Principal Eric Backman Assistant Principal Betha MacClain Assistant Principal Stephen Owens

Counseling Staff Head Counselor Sharon Howell Counselor Leonor Garduno Counselor Kathy Jelin Counselor Paul Koene Counselor Brett Sklove

Department Heads English Larry Addington Dan D’Angelo Math Scot Wigert Physical Education Joanna Martin Mark Stratos Science Kelly Holly Social Science Thomas Griffin Brian Lochtan Special Education Diane McNamara Kelly Rankin Visual/Performing Arts Arlene Burney Harry Frank Vocational Education Don Billing World Languages Christiane Traub

WASC Focus Groups Chairpersons Category A – Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources Diane McNamara Category B – Standards-based Student Learning: Curriculum Tom Griffin Category C - Standards-based Student Learning: Instruction Jon Simon Category D - Standards-based Student Learning: Assessment Todd Creighton Category E – School Culture and Support for Student Personal and Academic Growth Culture Paul Koene

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Casa Grande High School Certificated Staff

ENGLISH Hilda Castillo-Abate *Larry Addington *Tom Griffin *Dan D’Angelo Kevin Harrington Julie Drogin *Brian Lochtan Shauna Ferdinandson Leroy Lounibos Mary Gardner Lynne Moquete Brett Hamner Rick O’Brien Athena Kautsch Elena Richer Nathan Libecap Todd Siders Mady Reilly-Cloud Jon Simon Elena Richer Mavis Weir Gay Robbins Kim Sharp SPECIAL EDUCATION Kim Tay Jeanie Baxter Jo Thinnes Matt Beaton Janis Dvorin MATH Stephanie Gryfakis Carly Brock Tom Kinney Debbie Elam-Hupp Mary Lim Megan Fontaine *Diane McNamara Melinda Maderious Molly Nagel Stacy Maderious *Kelly Rankin Angel Moquete Hal Thomas Beverly Peterson Nick Wilson Rick Pillsbury Nancy Pipkin VISUAL/PERFORMING ARTS Jamie Pugh *Arlene Burney Jon Simon *Harry Frank Mark Stratos Mollie Lounibos John Wedge David Meirik *Scot Wigert Sean Millard Josie Richter PHYSICAL EDUCATION John Rustan Heather Campbell James Forni VOCATIONAL EDUCATION *Joanna Martin Jonathan Beard Ron Petroni *Don Billing Sharon Roberts-Cagle Fred Brunton *Mark Stratos Megan Donner Danielle Walker SCIENCE Michal Buchmann WORLD LANGUAGES Grace Cottle Amy Hendricks Todd Creighton Pam Kester-McNees Jessica Dennen Shuyu Liu, *Kelley Holly Rebeca Martinez-Chavez Dan Hubacker *Christiane Traub Sten Mander Maria Walker Elaine Petersen ROP Rick Pillsbury Jonathan Beard Donna Reed Don Billing John Shribbs Fred Brunton Jennifer Titus Heather Campbell Melissa Wickencamp Dana Dickinson SOCIAL SCIENCE Jennifer Titus Paula Biancalana Chuck Wade

Kirianne Brackett *Department Chair Lisa Cain

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Casa Grande High School Classified Staff

CLERICAL STAFF COMPUTER TECH Linda Barbieri Joe Mannella Brenda Bellinger Stacy Fabian Elaine Fernandez Helen Holroyd Kelly Mace Kathy Moyles Cathy Powers Juanita Radford Marina Shudic Wendy Tegnell Eldean Volker Danielle Walker

INSTRUCTIONAL ASSISTANTS BILINGUAL INSTRUCTIONAL ASSISTANTS Nikki Bannister Mireya De la Cruz Eva Brennan Rosario Estrada Paula Butterworth José Luis Gutierrez Caitlin Cunningham Carmen Trejo Kate Curtis Michelle Dini Sara Dooley Anne Douglass Joshua Gorman Joshua Hunt Anna Offner Amy Parker Saila Qawasmi Maureen Slattery

CUSTODIAL STAFF CAMPUS SUPERVISORS Luis Alves Phil Emswiler Anibal Amaral Chuck Gantt Carlos Botelho Pamela Hubacker Jim Bush Nancy Mitchell Rene Campbell Caroline Purtell-Terry David Kuhn Johnny Turner Mario Medeiros Francesca Melogno

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CHAPTER I Student/Community Profile & Supporting Data CHAPTER I: STUDENT/COMMUNITY PROFILE AND SUPPORTING DATA

Community and School Information The City of Petaluma Serving as a backdrop for movies such as American Graffiti and Peggy Sue Got Married, Petaluma is a city with a rich history. Once known as the “Egg Capital of the World,” its agricultural roots continue to expand, as evidenced by the dairies, creameries, as well as the vast vineyards and wineries that lie to the north and east of the city. Nestled amidst the rolling hills of Sonoma County, Petaluma is approximately 45 minutes north of the internationally renown city of San Francisco. Today, downtown Petaluma is a favorite spot for tourists who are attracted to its Victorian architecture, river promenade, and cultural diversity. The city’s population is 57,900, of which 69% are White, 21% are Hispanic, and 5% are Asian. A third of its residents have at least a Bachelor’s degree and its median annual household income is around $72,000.

Casa Grande High School Casa Grande High School is one of two comprehensive high schools in the Petaluma Joint Union High School District. Opened in 1972, Casa Grande currently has an enrollment of about 1750 students; most of these students come from Kenilworth Junior High, Casa Grande’s primary feeder school. With the assistance of the Sonoma County Office of Education (SCOE), the district is considering merging with Old Adobe Elementary School District, which currently serves as a feeder school for Kenilworth Junior High. Over the years, Casa Grande has been experiencing a decline in enrollment: from 1840 students (CBEDS Oct. 2007) to 1750 (CBEDS Oct. 2011). Our CBEDS enrollment data also shows a change in the racial composition of the school over the last several years; from 2007 to 2011, there has been a decrease of 125 White students and an increase of 19 Hispanic students from 471 to 490. This represents a decrease from 61% to 57% of White students and an increase from 25% to 28% in the Hispanic population. There is also an increase in the number of students from East Asia, China, and the Pacific Rim. The school’s East Indian population grew from 19 students in 2007 to 27 in 2011. Its African-American population increased from 29 to 34, and its Chinese population declined slightly from 53 to 49 during the same period. The number of Pacific Islander, Filipino, and American Indian/Alaskan students has remained constant over the same period; there were less than 16 for each of these subgroups. During the same period, 2007-2011, Casa Grande’s English Language Learner (ELL) population decreased from 372 students to 301 students. The special education population has remained fairly constant, however; in 2007, 196 students were classified as “resource students” who received special education services and in 2011, 198 students received the similar services. As of October 2010, the total number of students who received free or reduced lunches increased from 264 students (18% of the student population) to 542 (29% of the student population). Despite the growing number of students who receive free or reduced lunches, Casa Grande does not receive Title I funds. Therefore, Casa Grande is not a Program Improvement school even though it did not Chapter I ~ Student/Community Profile & Supporting Data 2012 Casa Grande Focus on Learning Page 1

meet its AYP for the past two years. Petaluma City Schools District is in year two of PI and has begun several initiatives to increase student proficiency and achievement at Casa Grande and throughout the schools in the district. In 2004, residents of Petaluma approved a $456,000 parcel tax to help schools renew and upgrade technology: each year, Casa Grande receives $48,000. Visual and performing arts is allocated $20,000 annually. An additional $46,000 is allocated to improve the library media center. The passage of a new bond measure in 2007 ensures that this funding continues in perpetuity. New projects in 2005-2006 included the addition of nine classrooms, the creation of a student patio, and the refinishing of the exterior walls of the gym and locker rooms. The facades of M-wing, the Main Office building, and the Old Multi-Use (OMU) and New Multi-Use (NMU) complexes were refurbished during the 2007–2008 school year. In 2009, the facades of the library and the performing arts building were refinished, a computer lab was added to the library, and a new drama room with a black box theater and state-of-the-art lighting was completed. Casa Grande is committed to relevant hands-on learning as demonstrated by its implementation of Small Learning Communities (SLCs) and promotion of projects such as the steelhead trout/salmon fish hatchery and research facility, which was created fifteen years ago by student members of the United Anglers and community members. Casa Grande is the only high school nationwide where students are licensed to handle endangered species. The Anglers’ restoration projects continually receive national and international attention and are the recipients of numerous awards. Since the 2006 WASC visit, the staff at Casa Grande has pursued a variety of measures to improve student outcomes --- to better meet students’ cognitive and social needs. These efforts have been funded by a number of grants, including $200,000 under the High School Pupil Success Act; $400,000 from a federal Small Learning Communities Grant awarded in 2004; and, most recently, a five-year 1.25 million-dollar federal SLC grant awarded in June 2008. In 2007, two of our SLCs were awarded grants to increase rigor and relevance and to strengthen relationships between students and staff. The first was a four-year $250,000 Specialized Secondary Program (SSP) grant from the California Department of Education to support the Culinary, Academics, Tourism and Event Resources (CATER) SLC. The second, also from the California Department of Education, was a $150,000 Health Science Capacity Building grant awarded to Health Career Pathway SLC. In the last several years, Casa Grande High School has made the transformation from a traditional high school to one with wall-to-wall SLCs that prepare all students to succeed in post-secondary education and careers without the need for remediation. Utilizing research about the importance of 9th grade success, Casa Grande has made noticeable improvements in behavior, academic performance, and attendance of our 9th grade students. The progress with the 9th graders has encouraged the staff and other stakeholders to envision an entire campus culture of student support leading to outstanding student achievement. It has also clarified the need for additional services for our students. Our site has been supported in this effort by the Board of Education and District vision, adopted in 2006, that every student participate in “rigorous and relevant curriculum” that “all students graduate prepared for success in work, advanced study, and in the community” and that “students learn in a caring and safe environment where they

Chapter I ~ Student/Community Profile & Supporting Data 2012 Casa Grande Focus on Learning Page 2 are motivated to do their best work.” This new vision statement has been adopted since the high schools began SLC work. Starting in 2007-08 Casa Grande High School began the school year with wall-to-wall SLCs that prepare all students to succeed in post- secondary education and careers without the need for remediation. Ninth graders are scheduled into one of three SLC houses sharing a cadre of teachers for English, math and physical science. The three sophomore houses share common English, world history and biology teachers. Our CTE and college pathways are well-defined and accessible to all with both our English Language Development (ELD) Academy and our honors/Advanced Placement (AP) programs embedded into the SLCs. In an effort to better meet the needs of students and to more efficiently utilize resources, Casa Grande restructured the 11th and 12th grade career clusters for the 2010-2011 school year. Joining the Health Career Pathway (HCP) is Marketing, Media and Management (M3), Liberal Studies (LS), and the Green Career Pathway (GCP). Having four pathways allows for both greater student and teacher purity in the clusters. Casa Grande’s English Learner Academy was restructured during 2010/11 school. One of the goals of restructuring the EL Academy was to re-classifying students into mainstream classes and integrating them into the clusters and houses in the small learning communities. Another goal was for EL students to receive both core grade-level English classes with additional support in ELD courses. The English Language Development program at Casa has undergone significant changes between 2009 and 2011. For many years, the program was managed by a single English Language resource teacher, who held institutional knowledge for the entire program. With her retirement, faculty and staff have stepped in to develop common understandings and new practices. What was once a relatively insular program within our school has now become a program that engages teachers in all subject areas and builds collaboration across our school to support English Learners. With support of our district, we are now able to provide an additional prep period for our ELRT, Tom Griffin, who facilitates meetings, plans Bilingual Aide schedules, communicates important information throughout the school, supports teachers and students, and coordinates CELDT, reclassification and placement/enrollment of students. Over the past year, the ELD team has used common meeting time on Wednesdays to address program business and plan. Our ELRT also holds ELD Management Team meetings on a regular basis to engage members of the faculty in shared decision-making, student placement and reclassification discussions. At the district level, changes have been made to the reclassification criteria, which have increased the number of students who are eligible for reclassification. While 39 of our ELD students were reclassified in the spring of 2010, over 100 students were reclassified in 2011. The most significant changes to the reclassification criteria are the elimination of the use of grades and the change in qualifying baseline CST/ ELA scores from Proficient to Basic. The elimination of grades is intended to limit exclusion from reclassification on the basis of motivation or other non-academic factors. Rather than relying on grades, we ask for teacher recommendations. The change in qualifying CST scores helps Casa Grande to align with other schools throughout the state. The EL Academy continues to provide academic support to our RFEP students through SDAIE classes and bilingual tutorial. Other changes to our EL Academy within the past two years include the reorganization of course offerings to create appropriate levels for continuing student

Chapter I ~ Student/Community Profile & Supporting Data 2012 Casa Grande Focus on Learning Page 3 progress (See chart for details.). The Academy adopted new curriculum for our ELD 4 course to support academic language development. We are one of the first schools to pilot this new curriculum called “English 3D”. Students in ELD 4 also receive support for their core academic classes, including grade-level ELA and social studies. The teachers in the Academy are currently working to streamline communication between ELD 4 teachers and ELA teachers so that specific English Learner needs and learning gaps may be addressed. Our goal is to see an increase in the number of English Learners and RFEP students who graduate college and career-ready. Since the last WASC site visit in 2006, Casa Grande has restructured it Small Learning Communities to better serve students. The CATER cluster, for example, was restructured and named M3 -- Marketing, Media, and Management -- to meet the needs of students who are interested in multi-media marketing and event planning. The staff at Casa Grande is dedicated to meeting the ongoing needs of students by maintaining a rigorous and relevant curriculum as well as the goals outlined in the school’s mission and vision statements. The ninth and tenth grade SLCs are organized into Houses. The Houses consist of 120-200 students who share common teachers for three courses. The Clusters house between 100-200 students; these students choose an SLC that integrates academic and elective courses that focus on college and career preparation.

9th and 10th Grade Houses 2010 – 2011

SLC House Number of students Autumn 9th 201 Winter 9th 125 Spring 9th 147 Totals 473

Eclipse 10th 128 Equinox 10th 166 Solstice 10th 144 Totals 438

11th and 12th Grade Clusters 2010 - 2011

SLC Cluster Number of Students in 11th and 12th Grade Green Career Pathways (GCP) 101 Health Career Pathways (HCP) 231 Liberal Studies (LS) 128 M3 Multi-media Management 208 Total 668

Casa Grande’s SLCs provide students with an increased sense of belonging and personalization, as well as greater access to meaningful and relevant learning

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opportunities. By studying in smaller groups with the same teachers, young people feel more connected to school and staff and to their fellow classmates. The schedule allows students to better understand the connections between what they learn in all their classes and how this education prepares them for college, careers, and the world in which we live. LRH Consulting is working with Casa Grande High School to identify and develop sustainable SLC structures and practices designed to improve student learning and achievement. Emphasis is placed on the four primary goals of the SLC grant: increase academic rigor for all students, improve college and career readiness, increase personalized learning, and enhance professional collaboration. Casa Grande’s schedule consists of an alternating “A” and “B” Day schedule. Periods 1, 2, and 3 meet on “A” days. Periods 4, 5, and 6 meet on “B” days. Each period is 100 minutes long. Between first and second periods each day is a 30-minute tutorial and a 10-minute nutrition break. Casa Grande also offers a zero period (also known as “seventh period), which meets everyday from 7:20 to 8:10. Every Wednesday is an early release day; school ends at 2:00 and teachers attend House, Cluster, or Department meetings that are scheduled in the school calendar. During House and Cluster meetings, teachers collaborate on inter-disciplinary lessons, student interventions, and other issues. Ground breaking for Casa’s Outdoor Learning Environment began during the summer of 2011. The outdoor learning center will include an outdoor classroom and demonstration kitchen for students. The project is funded by the Specialized School Program Grant (SSP) and the funds raised by teachers.

Parent/Community Organizations Parents and community members are integral to Casa Grande’s success. Casa Grande honors, supports, and seeks parent involvement. There are a variety of opportunities for parents to participate in school decisions and student support.

Boosters Boosters is a very active club at Casa Grande High School; it raises funds for activities in the arts, academics, and athletics, thus fostering school and community interests. This past year the Boosters helped provide software and technology in the classrooms. It also helped fund landscaping projects at the school. Additionally, it purchased a new scoreboard for the football team as well as a new sign for the school’s front entrance.

English Language Advisory Committee (ELAC) This committee is for parents, staff members and students whose common goal is to inform and assist families of English Language Learners. ELAC meets four times annually. Parents, staff members, and students are encouraged to participate in District English Advisory Committee (DELAC) meetings.

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Parent, Teacher, Student Association (PTSA) The PTSA is a volunteer organization that represents Casa Grande through fundraising and organizing school events. In 2010/2011 the PTSA organized the Parent Education Nights presented by a Sonoma State instructor who addressed the challenges of raising teenagers in today’s world.

Project Graduation Parents and community members of this organization plan a safe, fun, and memorable graduation night for seniors at the school.

School Site Council (SSC) The School Site Council is a decision-making group including parents, students and school personnel. The group’s primary focus is on long-range goals that support instruction, the school’s Action Plan, and professional development.

Community Foundations Petaluma Educational Foundation (PEF) receives no public funding. The Foundation raises funds from individuals, corporations and other organizations. In addition, PEF manages Alphabet Soup, a thrift store located in downtown Petaluma. All proceeds from Alphabet Soup benefit the Foundation, which provides grants to teachers and schools in Petaluma.

Business Relationships Casa Grande has built strong relationships with local merchants and businesses. Pure Luxury Limousine partnered with Casa’s Boosters Club to donate money for a new scoreboard at the football field. The following are Casa Grande’s business partners:

 Point Reyes Bird Observatory  Redwood Credit Union  Daily Acts  Petaluma Fire Department  Petaluma Police Department  Petaluma Water Resources  Petaluma Health Center  Sonoma Repatory Theater  Century 21 Bundessen  Agilent  Thomas Harrigan Productions  Petaluma Area Chamber of Commerce  One Planet Fair Trade

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 Federal Reserve Bank of San Francisco  Star Staffing  Aqus Cafe  Petaluma Arts Center  Pure Luxury Limousine  Circle Bank

WASC Accreditation History of School

In 2006, the WASC visiting committee gave Casa Grande High School a six-year term of accreditation with a mid-term review expiring June 30, 2012.

State/Federal Program Mandates Casa Grande follows all required state/federal program mandates and offers student services through Special Education, Economic Impact Aid, and No Child Left Behind. Casa Grande administers the state/federally mandated California Exit Exam (CAHSEE) and the California State Test (CST).

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Mission and Vision Statements

Mission Our mission at Casa Grande High School is to provide rigorous and relevant learning in a personalized, supportive, and safe environment where students are prepared for the responsibilities and challenges of adulthood.

Vision Casa Grande High School strives to be an inclusive learning community where academic goals, ESLRs, and State Standards are met, civic involvement is a priority, and healthy lifestyles are valued.

ESLRS

Casa Grande High School is committed to preparing our students to be:

Complex Thinkers who use higher order reasoning skills to solve problems in real-life situations, access information, analyze and solve problems, and communicate ideas using appropriate technology.

Global Citizens who are considerate of the earth and demonstrate respect for and tolerance of its diverse peoples and cultures.

Highly Effective Communicators who gather information and organize and clearly express thoughts in written and spoken words.

Self-Directed, Life-Long Learners who demonstrate appropriate study, work, and life skills to achieve educational, career, and personal goals.

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School Status Casa Grande High School is neither a Program-Improvement nor a Title I school. However, Casa Grande has not met its AYP for the last two years. The school has made improvements in the number criteria and the sub-groups proficiency. In 2008/09 both SED and ELL subgroups failed to meet proficiency in math and English Language Arts (ELA). In 2009/10, only the ELL subgroup did not achieve proficiency in both math and ELA. Despite missing the target for AYP, our EL students improved from 29.2% proficient to 36.2% in ELA and 29.7% to 32.3% proficient in math. The site also improved from meeting 18 of 22 criteria in 2009/10 to 20 of 22 criteria in 2010/11. Although Petaluma City Schools is in Program Improvement, Casa Grande is not because the school does not receive any Title I funds. However, the site has a District/School Liaison Team (DSLT) to help evaluate the programs at the site and promote student success in both the district and Casa Grande High School.

2008-2011 Adequate Yearly Progress (AYP) Report Subgroups meeting percent proficient rate English Language Arts Met Target Met Target Met Target Met Target AYP 33.4 AYP 44.5 AYP 55.6 AYP 66.7 Year 2008 2009 2010 2011 Whole School Yes 66.7 Yes 69.2 Yes SH 72.7 Yes 70.5 White Yes 77.7 Yes 79.2 Yes 83.5 Yes 85.2 Hispanic/Latino Yes 38.6 Yes SH 43.4 Yes 48.3 No 38.6 ELL Yes SH 32.5 No 29.2 Yes 36.2 No 28 SED Yes 44.9 No 38.8 Yes SH 50.4 No 44.2 SPED 24.5 16.7 26.5 28.1

Mathematics Met Target Met Target Met Target Met Target AYP 32.2% AYP 43.5% AYP 54.8 % AYP 66.1 Year 2008 2009 2010 2011 Whole School Yes 63.3 Yes 65.5 Yes 67.8 Yes 69.7 White Yes 73.1 Yes 75.4 Yes 79.1 Yes 80.2 Hispanic/Latino Yes 33.6 Yes SH 37.8 Yes SH 42.4 Yes SH 46.1 ELL No 30.8 No 29.7 Yes SH 32.3 No 27.1 SED Yes 40.4 No 41.8 Yes SH 43.6 Yes SH 46.5 SPED 16.7 24 22.9 27.1 SH – Safe Harbor- subgroup shows progress in moving students from scoring at the below proficient level to the proficient level.

Enrollment by Grade Level from 2007 – 2011

Grade 2007/08 2008/09 2009/10 2010/11 Ninth 505 487 526 504 Tenth 537 486 446 486 Eleventh 475 502 406 408 Twelfth 376 415 461 372 Total 1893 1890 1839 1770

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Each incoming freshman class remains fairly constant with over 500 students entering Casa Grande each year. The exception was 2008 with 487 students. As the chart indicates, the 2008 freshman class consisted of 505 students (class of 2011) and had 372 during CBEDS in 2010. The net loss was 163 students. One of the reasons for the drop in enrollment was that many students transferred to the district’s continuation and alternative schools. During the 2009/10 school year, 77 students transferred from Casa Grande to continuation/alternative schools in the district. During the 2010/11 school year, 59 students transferred to similar sites. Casa Grande graduates approximately 73% of the original number of freshman students that started at the school.

Enrollment by Ethnicity from 2007-2011

Ethnicity 2007/08 2008/09 2009/10 2010/11 Hispanic or Latino any race 531 504 531 547 American Indian or Alaska Native 7 6 7 7 Asian 97 115 97 100 Pacific Islander 7 8 7 5 Filipino 20 35 20 25 African American 19 27 19 23 White, not Hispanic 1057 1143 1057 973 Two or more races 100 None reported 100 89 Not Reported 1 52 1 1 Total 1893 1890 1839 1770

Casa Grande has seen a decline in overall enrollment, from 1893 in 2007/8 school year to 1765 in 2010/11 school year. A possible cause for this decline is the economic downtown and the resultant high rate of unemployment in Sonoma County. The school experienced the largest decline in the White student population; there were 84 fewer students in this group. However, the school experienced a slight growth in the number of Hispanic students over the same period. There was an increase of 16 students in this category. The student population in other sub-groups has remained fairly constant over the same four-year period.

Predominate Primary Languages

Language Number of students English 1179 Spanish 476

There are 29 other languages reported as home languages other than English in 2011/12 school year.

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Language Proficiency

Proficiency Level Number of Students EL 4 207 EL 3 330 Reclassified-fluent English 45 proficient (R-FEP)

Special Needs and Other Programs for 2011/12 School year

Program Number of students Special Education 234 Advanced Placement 380 GATE 189 Honors 234 (62 non-weighted students)

2007 – 2011 Suspension Rates

Number of Suspensions Shown by Reason for Suspension 2009- 2010- Event 2007-08 2008-09 2010 2011 Caused, attempted to cause, or threatened to cause physical injury 25 41 31 22 Willfully used force or violence upon the person of another, except 9 9 11 5 in self-defense Possession of a weapon or dangerous object 3 6 2 5 Possession of/use of/sales or furnishing of a controlled substance. 53 37 42 37 Offered, arranged or negotiated to sell a controlled substance. 0 0 0 0 Attempted/committed robbery or extortion. 0 1 0 0 Attempted/caused damage to school or private property. 3 4 4 1 Attempted/ stole school property 6 6 7 3 Possession/use of tobacco product. 5 7 1 0 Committed an obscene act/engaged in habitual profanity/vulgarity. 1 5 0 2 Possession of / offered arranged/ negotiated to sell paraphernalia. 8 4 8 0 Disruption of school activities; defiance of authority. 19 27 47 23

Related to intimidation of a witness 0 0 0 0 Related to sexual harassment 1 0 2 1 Related to harassment, threats, or intimidation 3 5 4 10 Related to terroristic threats 1 0 1 Total 136 147 159 110

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Despite a student body of 1700 students, Casa Grande remains a safe campus. To ensure a safe and productive learning environment, the school has six campus supervisors monitoring student activity during the day, including lunch and tutorial. The Student Services Secretary assists the three Assistant Principals with minor disciplinary issues. She also records and tracks student infractions on the AERIES student data system. The use and possession of marijuana by students continues to pose a challenge. Casa Grande has elicited the help of counseling interns and a Project Success Counselor to create greater drug awareness and prevention programs on campus. Project Success is a resource funded by the district through the Safe Schools Grant. The Project Success counselor helps students identify drug and alcohol problems and assists in substance- abuse care. School Facilities

There are 70 classrooms on Casa Grande’s campus. Situated on a 67-acre plot, the school has a gymnasium, two multi-purpose rooms, a weight room, a library with a computer lab, a counseling/student support building, and a trout/salmon hatchery. There is also an athletic field for football and soccer. There are four baseball fields for baseball and softball, as well as a tennis court, which was resurfaced during 2010/11 school year with funds provided by Boosters and private donations. Solar panels located in the both the staff and student parking lots were installed in 2010/11. A federal grant funded the solar project.

The school was originally built in 1974 but some of the buildings, especially the interiors, have undergone extensive remodeling. A new drama classroom was added and the music building was expanded in 2009.

School Facilities Good Repair Status – 2010- 2011 Item Inspected Good Fair Poor Systems: Gas Leaks, Mechanical/HVAC, Sewer X Cleanliness: Overall Cleanliness, Pest/Vermin Infestation X Electrical X Restrooms/Fountains: X Restrooms, sinks, fountains Safety: Fire Safety, Hazardous Materials X Structural: X Structural Damage, Roofs External: Playground/School Grounds, Windows, Doors Gates, X fences Overall Summary of Facility Good Repair Status X During the last site inspection all of the school’s facilities were determined to be in good condition.

Casa Grande has an excellent custodial staff that includes two daytime and six evening custodians who keep the school clean and in good condition.

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STAFFING INFORMATION For 2010 – 11

Teacher Qualification

Total Percentage Highly Qualified Teachers 86 100 Outside Credential Area 0 0 Emergency Permits 0 0 Intern Training Program 0 0 BTSA Training Program 5 Advanced Degrees 38 35 Masters 3 Doctorates 44 CLAD 86 100 NCLB - Highly Qualified 86 100

Certificated Staff Years of Service in LEA and Number of Years in Education

Years of Years In LEA Number of Years in Service Education/Teaching 0-5 17 10 6-10 28 24 11-15 18 22 16-20 9 10 21-25 4 9 26-30 3 6 31 or more 6 8

Certificated Staff by Ethnic Group and Gender

Ethnicity Total Percentage Male Female White 76 88 34 42 Hispanic 4 5 2 2 African American 1 1 0 1 Asian 4 5 0 4 Mixed 1 1 0 1 Total 86 100 36 50

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Staff Development and Training

The staff at Casa Grande High School has changed the structure of staff meetings into Staff Development Seminars (SDS). The changes in the format of the meetings were the result of the elimination of staff development days due to statewide budget cutbacks and the desire to make staff meetings more relevant and meaningful. These meetings are dynamic with high staff attendance rates. The SDS focuses on readings and discussions to help raise the academic standards and close the achievement gap for lower performing sub-groups.

2010/2011 Classified/Clerical Staff: 47

Custodians Clerical Library Bilingual Campus Instructional Computer Aides Supervisors Aides Tech 8 13 1 3 6 15 1

Casa Grande Athletics

Casa Grande High School has a rich tradition in athletics. Some of Casa Grande’s students athletes have been awarded scholarships to such universities as Yale, University of North Carolina, Chapel Hill, University of Nevada, Reno, and several California State Universities. Casa Grande has a diverse athletic program which offers sports ranging from badminton to varsity football.

Sport Boys Girls SCL Titles NCS Badminton (Var) 15 15 06, Badminton (JV) 6 8

Baseball (Varsity) 17 11, 09, 11 07, Baseball (JV) 18 Baseball (Frosh) 20

Basketball (boys V) 12 06, 11 Semi's 07, 08, 11 Basketball (boys JV) 12 Basketball (boys F) 15

Basketball (Girls V) 11 Basketball (Girls JV) 9 Basketball (Girls F) 11

3x state Q, 5th Cross Country (V) 29 16 inNCS Cross Country (JV)

Football (Varsity) 36 10, 08, 07, 06 Semis-10, 11 Football (JV) 40 Football (Frosh) 50

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Golf (boys var.) 12 11, Golf(boys JV)

Golf (Girls Var.) 10 Golf (Girls JV)

Soccer (boys V) 20 Soccer (Boys JV) 25

Soccer (Girls V) 27 10, 09, 08, 07, 06 10, 08, 07, 06 Soccer (Girls JV) 25

Softball (Var.) 12 06, 5 NCS PO app in Softball (JV) 12 last 5 years

Tennis (Boys V) 30 11, 10 Tennis (Boys JV) Sport Boys Girls SCL Titles NCS Tennis (Girls V) 19 SCL dbls 07, 08 Tennis (Girls JV)

Volleyball (Var.) 14 2010 NCS Qt final. Volleyball (JV) 13 Volleyball (F) 11

Wrestling (V) 14 2 3 wrestlers to State Wrestling (JV) 26

Track (V) Track (JV)

Swimming (V) 11 16 09, Swimming (JV) 3 12

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Casa Grande High School API 2008 - 2011

API GROWTH

Year Schoolwide White Hispanic/Latino Socio- Economically Disadvantaged Students with Disabilities English Language Learners 2007/08 749 790 638 656 502 619 2008/09 768 814 643 653 520 614 2009/10 791 832 693 694 517 648 2010/11 796 841 704 702 573 649

This data shows growth in the API between 2007 and 2011 in all areas. Casa Grande’s Hispanic/Latino sub-group has experienced a significant growth of 66 points during this period. The school wide API has increased 47 points during this time and is within reach of the state’s goal of 800. The only significant group to surpass 800 is the white population. It is encouraging that the school and every subgroup has made gains over time.

API School Wide

Year API API Growth Growth Similar Schools Similar Schools (growth) (base) Target Median API Growth Median API Base 2007-08 749 748 5 1 766 748 2008-09 768 749 5 19 766 762 2009-10 791 770 5 21 790 777 2010-11 793 796 3 3 802 797

Casa Grande has exceeded its API school-wide growth targets since 2007 and has improved 51 points during that same period. Since the last WASC visit in 2006, Casa Grande has restructured its Small Learning Community to address the needs of students, especially the needs of its Hispanic/Latino and Special Education students.

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White Students

Year API API Growth Growth Meet Subgroup (growth) (base) Target Growth Target 2007-08 790 793 10 -3 No 2008-09 814 790 5 19 Yes 2009-10 832 810 A 22 Yes 2010-11 841 833 A 8 Yes

Casa Grande’s white student population has exceeded growth rate for the past since 2008 – 2009 school year.

Subgroup: Hispanic/Latino

Year API API Growth Growth Meet Subgroup (growth) (base) Target Growth Target 2007-08 638 607 10 31 Yes 2008-09 643 638 8 5 No 2009-10 693 645 8 48 Yes 2010-11 704 697 5 7 Yes

Casa Grande’s Hispanic students have made the largest gains in API of all the indentified sub-groups with an increase of 66 percentage points.

Socioeconomically Disadvantaged

Year API API Growth Growth Meet Subgroup (growth) (base) Target Growth Target 2007-08 656 641 8 15 Yes 2008-09 653 656 7 -3 No 2009-10 694 656 7 38 Yes 2010-11 702 697 5 5 Yes

English Language Learners

Year API API Growth Growth Meet Subgroup (growth) (base) Target Growth Target 2007-08 619 575 11 44 Yes 2008-09 614 619 9 -5 No 2009-10 648 617 9 31 Yes 2010-11 649 652 7 -3 No

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Students with Disabilities

Year API API Growth Growth Meet Subgroup (growth) (base) Target Growth Target 2007-08 502 529 14 -27 No 2008-09 520 502 15 18 Yes 2009-10 517 523 14 -6 No 2010-11 573 540 13 33 Yes

All significant sub-groups met their target growth with the exception of Students with Disabilities in the 2009/10 school year. The Hispanic/Latino subgroup grew 57 points, the SED subgroups improved 38 points, and the EL students improved 29 points over the past four years. For the same period, Casa Grande students continue to sustain growth in all areas and outperform schools of similar ranking.

1. CALIFORNIA STANDARDS TESTS (CST)

STAR (CST) Testing Data Trends by Grade 2008-2011 Casa Grande High School STAR Testing Results for All Students

Data reported are the percent of students achieving in each category.

Subject 9th Grade 10th Grade 11th Grade English Language Arts 2008 2009 2010 2011 2008 2009 2010 2011 2008 2009 2010 2011 Advanced 25 32 34 37 23 26 29 33 23 21 27 35 Proficient 27 35 34 31 20 27 29 29 19 26 28 25 Basic 20 17 22 22 25 23 24 26 21 21 24 29 Below 18 11 6 9 16 14 10 9 16 16 11 7 Basic Far Below 10 5 4 233 17 11 7 2 21 16 11 4 Basic

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Data reported are the percent of students achieving in each category.

Subject 9th Grade General Mathematic 2008 2009 2010 2011 Advanced 3 2 2 3 Proficient 21 17 18 16 Basic 32 35 35 38 Below 26 34 26 31 Basic Far Below 17 13 19 12 Basic

The data demonstrates that more students are performing in the “basic” and higher range with fewer students in the “below basic” and “far below basic” range. However, more work is needed to get students to perform in the “proficient” and “advanced” levels across all grade levels. The math department developed a “math academy” four years ago to address the needs of incoming freshman students who lacked the necessary skills to succeed in Algebra I. Students were selected based on teacher recommendation from our feeder school, CST scores, student interviews, and grades. There have been significant gains in math test scores for those students. On the 2008/09 CST, of the 17 students who took the course, 47% were proficient and above. In 2009/10, 48% were proficient and above. Students who lack the necessary skills and tests scores were placed in a two-year Algebra I course, which includes Algebra 1A & 1B. Despite the two-year course, students are not achieving at the desired levels. The math department and the district’s Curriculum and Instruction Assistant Superintendant are creating a common formative assessment to help identify students’ strengths and weaknesses in Algebra.

Subject 9th Grade 10th Grade 11th Grade Algebra I 2008 2009 2010 2011 2008 2009 2010 2011 2008 2009 2010 2011 Advanced 4 7 5 5 1 0 3 4 3 0 0 3 Proficient 30 36 33 32 8 13 16 31 21 9 13 13 Basic 35 39 37 38 37 25 34 36 34 21 35 46 Below 26 15 21 21 39 44 34 26 32 45 35 35 Basic Far Below 5 4 3 4 16 18 13 2 11 24 17 3 Basic

Algebra I has been indentified as an area of improvement. This past year, the math department developed an assessment to measure student competency for test-taking skills as well as content knowledge. When the department receives the 2010/11 CST results, it will evaluate the success of the assessment. The district is in the process of developing an assessment to measure student knowledge in Algebra I. This is piloted in the fall of 2011/12 school year. Chapter I ~ Student/Community Profile & Supporting Data 2012 Casa Grande Focus on Learning Page 19

Subject 9th Grade 10th Grade 11th Grade Geometry 2008 2009 2010 2011 2008 2009 2010 2011 2008 2009 2010 2011 Advanced 36 31 24 22 2 3 1 4 0 3 0 3 Proficient 51 59 56 63 17 30 31 31 8 13 14 13 Basic 12 8 18 15 36 33 46 36 25 26 44 46 Below 0 2 2 0 24 28 20 26 48 45 35 35 Basic Far Below 0 0 0 0 10 6 2 2 19 14 8 3 Basic

Subject 9th Grade 10th Grade 11th Grade Algebra II 2008 2009 2010 2011 2008 2009 2010 2011 2008 2009 2010 2011 Advanced 37 8 48 23 6 8 12 9 2 0 3 1 Proficient 37 42 32 66 23 46 28 42 3 13 12 25 Basic 26 42 16 11 45 34 44 33 28 38 44 36 Below 0 8 3 0 20 12 13 15 39 32 29 28 Basic Far Below 0 0 0 0 6 0 2 1 27 18 12 10 Basic

Many students who take Geometry and Algebra II as freshmen and sophomores are more likely to demonstrate proficiency on the CST.

Subject 10th Grade 11th Grade Summative Mathematics 2008 2009 2010 2011 2008 2009 2010 2011 Advanced 28 52 40 45 22 20 27 19 Proficient 48 35 28 45 45 43 39 35 Basic 21 13 28 10 28 28 24 38 Below 3 0 4 0 4 8 10 8 Basic Far Below 0 0 0 0 1 0 0 0 Basic

Data reported are the percent of students achieving in each category.

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History 10th Grade 11th Grade World History United States History 2008 2009 2010 2011 2008 2009 2010 2011 Advanced 15 23 22 17 15 17 19 23 Proficient 25 29 31 25 25 33 28 30 Basic 30 25 26 28 32 25 29 23 Below 15 10 9 13 14 11 13 10 Basic Far Below 15 13 13 17 13 14 11 12 Basic

Data reported are the percent of students achieving in each category.

Science Subject 10th Grade 10th Grade 11th Grade Life Science Biology Biology 2008 2009 2010 2011 2008 2009 2010 2011 2008 2009 2010 2011 Advanced 27 35 39 34 18 24 23 25 7 7 5 17 Proficient 25 24 23 26 37 27 35 31 26 16 32 22 Basic 23 18 22 22 29 32 28 28 38 47 34 31 Below 11 11 7 8 9 8 9 10 14 18 15 13 Basic Far Below 13 11 8 9 7 10 4 6 15 13 14 17 Basic

Data reported are the percent of students achieving in each category.

Earth Science Subject 9th Grade 10th Grade 11th Grade Earth Science 2008 2009 2010 2011 2008 2009 2010 2011 2008 2009 2010 2011 Advanced 23 22 23 29 2 8 9 6 Proficient 30 32 35 28 5 19 9 3 Basic 28 32 25 27 34 19 22 39 Below 9 10 9 9 29 27 9 10 Basic Far Below 9 4 8 7 29 27 52 42 Basic

Data reported are the percent of students achieving in each category.

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Chemistry 11th Grade Chemistry

Year 2008 2009 2010 2011 Advanced 16 13 25 16 Proficient 40 45 37 36 Basic 39 32 31 44 Below 3 5 5 3 Basic Far Below 1 5 1 1 Basic

STAR (CST) Testing Data Trends by Grade 2008-2011

STAR Data for White Students and Significant Subgroups

STAR Data for White Students

Data reported are the percent of students achieving in each category.

English Language Arts Subject 9th Grade 10th Grade 11th Grade English Language Arts 2008 2009 2010 2011 2008 2009 2010 2011 2008 2009 2010 2011 Advanced 32 40 42 47 29 33 37 42 31 29 35 42 Proficient 30 39 39 35 23 29 31 32 24 28 27 30 Basic 20 14 13 14 22 21 22 18 21 20 23 23 Below 13 4 4 4 13 12 6 7 12 11 7 4 Basic Far Below 4 2 2 1 13 5 3 1 12 11 8 1 Basic

Casa Grande’s white students continue to improve with over 50% scoring “proficient” or “advanced” on the English Language Arts test. As the chart indicates, less than 20% of the students are scoring “below basic” and “far below basic” on their exams.

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Mathematics Subject 9th Grade 10th Grade 11th Grade Mathematics 2008 2009 2010 2011 2008 2009 2010 2011 2008 2009 2010 2011 Advanced 11 13 15 11 5 6 8 9 3 6 11 8 Proficient 37 37 38 42 20 32 25 35 18 23 18 25 Basic 31 35 30 28 42 30 44 31 32 35 39 37 Below 17 13 14 13 23 25 18 22 29 25 27 26 Basic Far Below 4 2 4 3 10 6 5 3 16 11 6 4 Basic

Students in Algebra IA & IB (ninth and tenth grade) continue to perform well on state tests. However, majority of the juniors tested were placed in the “basic” or “below basic” range.

Data reported are the percent of students achieving in each category.

Science Subject 9th Grade 10th Grade 11th Grade

2008 2009 2010 2011 2008 2009 2010 2011 2008 2009 2010 2011 Advanced 29 24 30 32 34 44 47 44 17 13 19 21 Proficient 32 34 38 36 29 24 29 27 36 41 38 39 Basic 29 32 22 24 20 18 17 18 38 35 35 34 Below 5 8 6 4 6 8 3 6 4 4 5 3 Basic Far Below 5 2 5 5 11 6 4 6 4 7 2 3 Basic

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STAR (CST) Testing Data Trends by Grade 2008-2011

Data reported are the percent of students achieving in each category.

Subject 10th Grade 11th Grade World History U.S. History 2008 2009 2010 2011 2008 2009 2010 2011 Advanced 19 26 25 19 21 21 25 26 Proficient 27 31 35 31 31 37 28 37 Basic 31 27 27 30 29 23 29 20 Below 13 6 6 11 10 8 12 7 Basic Far Below 10 10 7 9 9 10 6 10 Basic

STAR Data for Hispanic and Latino Subgroup

Data reported are the percent of students achieving in each category.

English Language Arts Subject 9th Grade 10th Grade 11th Grade English Language Arts 2008 2009 2010 2011 2008 2009 2010 2011 2008 2009 2010 2011 Advanced 6 10 10 4 4 10 4 9 4 4 9 15 Proficient 21 26 25 25 13 19 25 17 9 16 26 19 Basic 21 24 44 37 32 28 34 51 20 27 23 44 Below 31 29 11 28 26 19 22 17 24 30 20 15 Basic Far Below 20 10 10 6 26 23 15 6 42 23 22 6 Basic

The data shows that the number of Hispanic students performing at “proficient” and “advanced” levels is increasing over the four-year period. During this same period, there were far fewer students performing in the “far below basic” range. EL students were placed in an ELD support class in addition to their core content English class for greater language and literacy development.

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Mathematics Subject 9th Grade 10th Grade 11th Grade Mathematics 2008 2009 2010 2011 2008 2009 2010 2011 2008 2009 2010 2011 Advanced 0 4 5 4 0 2 2 2 2 2 2 2 Proficient 8 23 23 25 8 15 25 20 4 11 14 17 Basic 28 29 34 37 28 25 35 30 18 23 39 35 Below 50 34 23 28 50 45 32 40 44 43 28 36 Basic Far Below 14 10 15 6 14 12 7 7 32 20 18 10 Basic

The above data shows that Casa Grande’s Hispanic students are more proficient in mathematics. Freshmen and sophomores have shown the most improvement, with over a quarter in the subgroup performing at “proficient” and “advanced” levels. However, the data also reveals that many students are in the “basic” and “below basic” range on the state tests. In the fall of the 2011, an additional bilingual-aide was added to Casa’s staff. This brings the number of bilingual aides to four, three full-time and one part-time. The aide assists in the math

Data reported are the percent of students achieving in each category.

Science Subject 9th Grade 10th Grade 11th Grade Science 2008 2009 2010 2011 2008 2009 2010 2011 2008 2009 2010 2011 Advanced 10 8 10 18 9 14 16 9 5 3 8 12 Proficient 19 22 28 21 17 23 16 18 20 15 34 18 Basic 30 42 35 33 33 17 33 39 41 40 28 51 Below 20 19 12 17 24 24 16 13 20 23 18 10 Basic Far Below 21 8 15 11 18 22 19 20 15 18 12 10 Basic

The data shows that freshmen and juniors have made the largest gains in science. During the four years, nearly 40% of the freshmen and 42% of juniors are “proficient” or “advanced.” In all grade levels, there is a drop in the number of students performing at “below basic” and “far below basic” levels.

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History Subject 10th Grade 11th Grade History 2008 2009 2010 2011 2008 2009 2010 2011 Advanced 5 11 10 5 3 7 7 11 Proficient 13 24 24 10 12 24 21 16 Basic 32 21 20 23 35 28 33 33 Below 22 16 19 23 26 18 19 22 Basic Far Below 27 28 27 38 24 23 21 18 Basic

In 2009, there is an increase in the number of Hispanic students who demonstrate proficiency in history, but they have not shown significant growth afterwards. Many students still remain in the “below basic” and “far below basic” categories.

STAR (CST) Testing Data Trends by Grade 2008-2011 for English Language Learners

Data reported are the percent of students achieving in each category.

English Language Arts Subject 9th Grade 10th Grade 11th Grade English Language Arts # of students 105 99 78 115 90 82 72 59 81 82 63 42 2008 2009 2010 2011 2008 2009 2010 2011 2008 2009 2010 2011 Advanced 1 2 0 4 0 2 0 2 0 1 0 2 Proficient 8 18 14 20 4 4 10 5 5 7 8 5 Basic 23 28 53 41 29 29 38 47 10 20 29 48 Below 42 35 18 29 29 33 26 37 30 34 33 29 Basic Far Below 27 16 15 5 38 32 26 8 56 38 30 17 Basic

There is a higher percentage of freshman EL students attaining “proficient” or “advanced” scores than students at higher grade levels. For example, less than 10% of the eleventh grade students attained proficiency. There are also fewer students in the upper grades; this trend could be attributed to students being reclassified as fluent English speakers or transferred to alternative sites. Casa Grande has restructured the EL Academy to address the number of students who lack proficiency in English as well as other disciplines.

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Mathematics Subject 9th Grade 10th Grade 11th Grade Mathematics # of students 107 81 50 88 78 33 2008 2009 2010 2011 2008 2009 2010 2011 2008 2009 2010 2011 Advanced 1 0 2 3 0 0 0 0 3 2 1 0 Proficient 11 20 16 13 0 8 15 16 3 11 17 9 Basic 26 30 32 41 18 17 33 28 13 23 36 21 Below 42 36 29 33 65 58 43 40 43 43 29 52 Basic Far Below 21 14 21 10 17 18 10 16 38 20 17 18 Basic

To help address the deficiencies in math, the department has organized an after- school math tutorial at a centrally-located elementary school. The location is near an apartment complex and the neighborhood has a high concentration of EL students. This tutorial targets English Language learners, but attendance is open to anyone who wishes to attend. Students may receive help in all levels of math. Math teachers tutor on a voluntary basis. In the fall of the 2011, an additional part-time bilingual-aide was added to Casa’s staff. This brings the number of bilingual aides to four, three full-time and one part-time. The aides assists English language learners in Algebra and Geometry classes.

Data reported are the percent of students achieving in each category.

Science. Subject 9th Grade 10th Grade 11th Grade Science # of students 96 79 79 100 90 70 61 68 41 43 28 24 2008 2009 2010 2011 2008 2009 2010 2011 2008 2009 2010 2011 Advanced 2 1 1 7 1 0 3 3 0 2 0 4 Proficient 7 14 18 11 9 1 15 10 20 2 11 13 Basic 36 19 41 44 30 36 34 32 34 33 39 38 Below 25 24 19 22 31 27 20 21 24 33 25 25 Basic Far Below 29 11 22 16 29 36 28 34 22 30 25 21 Basic

Casa Grande’s EL students receive sheltered and SDAIE instruction in their science classes. There has been a significant effort to improve access to core curriculum for EL learners. Through this effort, more EL students can demonstrate proficiency on state tests.

Data reported are the percent of students achieving in each category.

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History/Social Sciences Subject 10th Grade 11th Grade History World History U.S. History # of students 89 62 62 68 80 80 62 44 2008 2009 2010 2011 2008 2009 2010 2011 Advanced 1 2 3 1 0 3 0 0 Proficient 7 8 7 6 10 3 9 Basic 22 25 21 15 29 29 29 25 Below 30 23 26 19 35 26 32 32 Basic Far Below 39 42 42 57 30 33 35 34 Basic

STAR (CST) Testing Data Trends by Grade 2008-2011 for Low-Socio- economic Students

Data reported are the percent of students achieving in each category.

English Language Arts Subject 9th Grade 10th Grade 11th Grade English Language Arts 2008 2009 2010 2011 2008 2009 2010 2011 2008 2009 2010 2011 Advanced 12 15 14 19 10 10 10 12 9 8 9 21 Proficient 17 23 32 28 12 20 25 23 13 18 26 19 Basic 19 27 34 34 26 22 32 42 18 24 24 41 Below 30 25 12 17 28 25 21 18 24 24 20 12 Basic Far Below 23 11 7 3 23 24 11 4 34 26 22 7 Basic

Mathematics Subject 9th Grade 10th Grade 11th Grade Mathematics 2008 2009 2010 2011 2008 2009 2010 2011 2008 2009 2010 2011 Advanced 7 5 5 5 3 4 5 2 3 4 5 2 Proficient 19 27 26 25 12 16 20 24 10 13 12 18 Basic 28 29 31 34 29 30 39 29 18 26 43 32 Below 31 29 24 28 45 28 28 38 48 41 28 35 Basic Far Below 16 10 19 8 12 12 8 8 21 16 12 12 Basic

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More students in the sub-groups are performing at “basic” or “proficient” or “advanced” levels while fewer students are performing at “below basic” and “far below basic” levels. However, math teachers recognize that more effort is needed to challenge students to perform at the “proficient” and “advanced” levels in all grades. In light of this, the math department developed a math academy three years ago to address the needs of incoming freshmen who were deficient in math skills. The instructor of the double- block class selects students for the math academy; this class meets daily rather than every other day. There have been significant gains in math test scores for these students. Also, to address the needs of students in Algebra IA, Algebra 1B, and Algebra I, the department has created an after-school tutorial at one of the local elementary schools. In addition, an SLC house is piloting a mandatory tutorial during the 30 minute tutorial block. On the average around 20 – 30 students attend the tutorial daily.

SED Students

Data reported are the percent of students achieving in each category.

Science Subject 9th Grade 10th Grade 11th Grade Science 2008 2009 2010 2011 2008 2009 2010 2011 2008 2009 2010 2011 Advanced 12 13 8 18 13 16 20 10 7 9 10 9 Proficient 18 20 32 19 18 22 17 17 27 15 33 17 Basic 28 41 32 36 29 16 31 38 40 42 29 52 Below 20 18 15 16 20 24 17 18 15 20 15 14 Basic Far Below 22 8 14 11 21 21 15 17 11 14 13 9 Basic

Data reported are the percent of students achieving in each category.

History World History U.S. History 10th Grade 11th Grade 2008 2009 2010 2011 2008 2009 2010 2011 Advanced 5 11 12 5 10 6 14 Proficient 17 23 23 17 16 25 17 20 Basic 31 24 23 38 39 28 33 28 Below 21 15 18 18 22 17 22 19 Basic Far Below 25 28 24 17 19 20 22 19 Basic

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STAR (CST) Testing Data Trends by Grade 2008-2011 for Students with Disabilities

Data reported are the percent of students achieving in each category.

English Language Arts Subject 9th Grade 10th Grade 11th Grade English Language Arts # of students 38 51 17 26 53 45 36 21 39 51 26 19 2008 2009 2010 2011 2008 2009 2010 2011 2008 2009 2010 2011 Advanced 3 8 6 19 2 2 5 10 5 6 4 5 Proficient 3 18 35 19 0 7 11 19 8 4 8 42 Basic 13 28 59 46 17 11 16 48 5 24 23 16 Below 34 23 0 15 17 36 32 24 21 24 15 37 Basic Far Below 47 25 0 0 64 44 35 0 62 47 50 0 Basic

STAR (CST) Testing Data Trends by Grade 2008-2011

Data reported are the percent of students achieving in each category.

Student with Disabilities Subject 9th Grade 10th Grade 11th Grade English Language Arts 2008 2009 2010 2011 2008 2009 2010 2011 2008 2009 2010 2011 Number of 49 36 16 26 60 45 36 22 45 53 27 19 Student with Scores Percent 4 16 41 38 2 9 16 29 11 7 11 42 Proficient & Above

Student with Disabilities Subject 9th Grade General Mathematics 2008 2009 2010 2011 Number 34 34 41 14 Student with Scores Percent 6 9 7 29 Proficient & Above

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Data reported are the percent of students achieving in each category.

Student with Disabilities Subject 9th Grade 10th Grade 11th Grade Algebra I 2008 2009 2010 2011 2008 2009 2010 2011 2008 2009 2010 2011 Number of 11 2 5 11 26 22 11 19 12 9 17 10 Student with Scores Percent 9 0 0 9 0 5 0 5 81 0 12 0 Proficient & Above

Student with Disabilities Grade 10th Grade 11thGrade Subject World History United States History 2008 2009 2010 2011 2008 2009 2010 2011 Number of 58 35 26 48 46 52 26 26 Student with Scores Percent Proficient 3 15 19 13 11 16 19 19 & Above

Student with Disabilities Subject 9th Grade 10th Grade 11th Grade Earth Science Biology Biology 2008 2009 2010 2011 2008 2009 2010 2011 2008 2009 2010 2011 Number of 33 17 26 36 22 23 15 30 16 18 11 8 Student with Scores Percent 9 13 27 13 33 4 20 17 6 0 36 21 Proficient & Above

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California High School Exit Exam

CAHSEE Results for Mathematics and ELA – Grade 10

2007 - 2008 2008 – 2009 2009 – 2010 2010 - 2011 Percent Number Percent Number Percent Number Percent Number Passed Tested Passed Tested Passed Tested Passed Tested English 88 492 89 428 91 399 88 456 Language Arts Math 88 485 88 432 90 393 90 452

An analysis of the data from 2008 – 2010 shows a slight increase in the percentage of students passing the California High School Exit Exam (CAHSEE). The number of sophomores taking the exam decreased between 2008 – 2010; however; there was a slight increase in the number of sophomores taking the exam in 2011. Casa Grande students continue to perform well on the CAHSEE Exam. For those sophomores who did not pass, Casa Grande offers a CAHSEE prep class for juniors and seniors who need additional support.

CAHSEE Results for Significant Subgroups by Year 2007 - 2008 English Language Arts Mathematics Number Passing %Proficient Number Passing % Tested Number % And Above Tested Number % Proficient And Above All 10th grade 492 434 88 68 485 425 88 63 White 305 288 94 88 298 279 94 75 Hispanic 135 98 73 38 134 97 72 32 English Language 87 51 59 19 87 52 60 14 Learners Socio- 158 117 74 44 155 117 75 39 economically Disadvantaged Special Education 37 21 27 24 35 19 54 9

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2008 - 2009 English Language Arts Mathematics Number Passing %Proficient Number Passing % Tested Number % And Above Tested Number % Proficient And Above All 10th grade 428 382 89 68 432 378 88 65 White 252 244 97 79 250 239 96 76 Hispanic/Latino 109 76 70 42 115 76 66 39 English Language 79 42 43 14 83 41 49 17 Learners Socio- 125 90 72 37 129 88 68 43 economically Disadvantaged Special Education 42 18 43 10 43 20 47 21

2009 - 2010 English Language Arts Mathematics Number Passing %Proficient Number Passing % Proficient Tested Number % And Above Tested Number % And Above

All 10th grade 399 363 91 72 393 354 90 68 White 233 226 97 83 229 220 96 80 Hispanic 112 87 78 46 111 83 75 42 English language 60 35 58 24 68 43 63 21 Learners Socio- 125 87 78 48 123 95 77 44 economically Disadvantaged Special Education 30 14 47 17 30 8 27 21

2010 - 2011 English Language Arts Mathematics Number Passing %Proficient Number Passing % Proficient Tested Number % And Above Tested Number % And Above

All 10th grade 456 402 88 70 452 408 90 69 White 260 250 96 85 257 243 95 79 Hispanic/Latinos 144 104 72 38 143 116 81 47 English Language 76 38 50 14 75 53 71 28 Learners Socio- 158 119 75 44 159 127 80 47 economically Disadvantaged Special Education 54 29 54 22 54 29 54 20

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2008-2010 Adequate Yearly Progress (AYP) Report

Subgroups meeting percent proficient rate English Language Arts Met Target Met Target Met Target Met Target AYP 33.4 AYP 44.5 AYP 55.6 AYP 66.7 Year 2008 2009 2010 2011 Whole School Yes 66.7 Yes 69.2 Yes SH 72.7 Yes 70.5 White Yes 77.7 Yes 79.2 Yes 83.5 Yes 85.2 Hispanic/Latino Yes 38.6 Yes SH 43.4 Yes 48.3 No 38.6 ELL Yes SH 32.5 No 29.2 Yes 36.2 No 28 SED Yes 44.9 No 38.8 Yes SH 50.4 No 44.2 SPED -- 24.5 -- 16.7 -- 26.5 -- 28.1 SH – Safe Harbor- subgroup shows progress in moving students from scoring at the below proficient level to the proficient level.

Subgroups meeting percent proficient rate Mathematics Met Target Met Target Met Target Met Target AYP 32.2% AYP 43.5% AYP 54.8 % AYP 66.1 Year 2008 2009 2010 2011 Whole School Yes 63.3 Yes 65.5 Yes 67.8 Yes 69.7 White Yes 73.1 Yes 75.4 Yes 79.1 Yes 80.2 Hispanic/Latino Yes 33.6 Yes SH 37.8 Yes SH 42.4 Yes SH 46.1 ELL No 30.8 No 29.7 Yes SH 32.3 No 27.1 SED Yes 40.4 No 41.8 Yes SH 43.6 Yes SH 46.5 SPED No 16.7 No 24 No 22.9 No 27.1 SH – Safe Harbor- subgroup shows progress in moving students from scoring at the below proficient level to the proficient level.

Students enrolled Algebra I and below by grade level.

Course 9th Grade 10th Grade 11th Grade 2010-11 Algebra IA SDAIE 40 13 2 Algebra IA 97 24 1 Algebra IB SDAIE 0 7 5 Algebra 1B 2 83 30 Algebra 1 SDAIE 15 0 0 Algebra 1 194 36 5 Algebra II SDAIE 0 1 4 Algebra II 13 84 104 Algebra II HNW 22 32 4 Algebra Academy 26 0 0

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2008-09 9th Grade 10th Grade 11th Grade Algebra IA SDAIE 48 7 3 Algebra IA 84 24 4 Algebra IB SDAIE 3 35 7 Algebra 1B 0 53 22 Algebra 1 SDAIE 23 61 Algebra 1 178 31 3 Algebra II SDAIE 0 0 14 Algebra II 10 40 139 Algebra II HNW 14 26 7 Algebra Academy 17 0 0

2009-10 9th Grade 10th Grade 11th Grade Algebra IA SDAIE 52 21 4 Algebra IA 86 20 3 Algebra IB SDAIE 0 14 2 Algebra 1B 1 58 22 Algebra 1 SDAIE 15 3 0 Algebra 1 184 29 4 Algebra II SDAIE 1 1 7 Algebra II 7 60 121 Algebra II HNW 23 22 7 Algebra Academy 29 0 0

The number of freshmen entering Algebra I each year remains fairly constant with approximately 200 students enrolling in the course. However, roughly half of all incoming freshmen enroll in Algebra I A or IB. In the past two years, there has been greater articulation between Kenilworth Junior High School, Casa’s main feeder school, and Casa Grande’s math department. These departments are attempting to identify seventh grade students who are deficient in math skills and to better prepare them for high school level math.

Graduation Rate – Percentage of class 2007 2008 2009 2010 96 94.5 92.37 94.79

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California English Language Development Test (CELDT) Results

Performance 2008 2009 2010 2011 Levels Number Number Number Number Tested Tested Tested Tested Advanced 38 (13%) 61 (19%) 31 (11%) 39 (14%) Early Advanced 106 (36%) 112 (34) 123 (43%) 104 (38%) Intermediate 85 (29%) 86 (26%) 88 (31%) 85 (31%) Early Intermediate 32 (11%) 42 (13%) 30 (30%) 34 (13%) Beginning 32 (11%) 24 (7%) 16 (16%) 10 (4%) Total Students 293 325 288 272

Advanced Placement Examination Results

Year Number of Number of Students Exams Score 3 Score 4 Score 5 2009 210 486 114 134 122 2010 273 581 173 137 106 2011 281 570 159 127 120

In 2011-2012 school year, 371 students took AP courses at Casa Grande. During last several years, there has been an effort to create more opportunities for students to take AP courses. Advanced Placement courses have been added to more Houses and Clusters to accommodate students from the various career pathways.

Advancement Placement Courses

Art III Spanish for Native Speakers III American Government Spanish IV & V Calculus Statistics Environmental Science United States History French IV & V World History Language and Composition Literature and Composition Macro-economics Physics Psychology

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Early Assessment Program (EAP) Data from 2008 - 2011

ELA 2008 2009 2010 2011 Number of students Tested 427 477 397 354 CST - Number of Students 437 483 401 358 Number of Students Ready 86 116 125 137 for College Percentage Ready for 20 24 31 39 College Participation Rate 98% 99% 99% 99%

The English department continues to make consistent gains with regards to college readiness as measured by the EAP. The 7% overall gain was just short of the 10% target. The 12% gain for Latino students (our largest subgroup) is a significant accomplishment.

Math 2008 2009 2010 2011 Number of Students Tested 107 241 212 205 CST - Number of Students 234 259 222 211 Number of Students Ready 20 39 33 36 for College Percentage Ready for 19 16 16 18 College Participation Rate 46% 93% 93% 97%

The English department continues to make consistent gains with regards to college readiness as measured by the EAP. The 7% overall gain was just short of the 10% target. The 12% gain for Latino students (our largest subgroup) is a significant accomplishment.

ACT Report 2008 – 2010

Year Grade 12 Enrollment Number of Students Tested Average Score 2007-2008 376 52 23.6 2008-2009 415 64 25.05 2009-2010 461 84 24.98

SAT Report 2008 – 2010

Year Grade 12 Number of Critical Math Writing Total >= Enrollment students Reading Average Average 1,500 tested Average number 2007-2008 376 168 523 534 525 101 2008-2009 415 182 535 543 530 113 2009-2010 461 174 530 560 539 126

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CHAPTER II Student/Community Profile Overall Summary What are the implications of the data with respect to student performance?

Casa Grande High School is a mid-sized comprehensive high school with a fairly stable student and staff population, in a supportive community. The student body is primarily white, with a significant and increasing Latino population, and more variable representation from Asian, African, Native American, Filipino and Pacific Islander student groups. There has been a significant increase in recent years in the school’s Socio-Economically Disadvantaged population, as measured by the number of students receiving free or reduced lunches; the number of English Language Learners over this same time period has decreased slightly, while the special education population has remained fairly stable. Community support is evidenced not merely in the ongoing participation of several parent groups in the life of the school, but also in the passage of two separate bond measures, in 2004 and 2007, which have made possible significant additions and improvements to the campus’s physical plant. Casa Grande has a long history of experimentation with innovative educational structures and programs. In 2003-04 the school introduced a Health Careers Pathway, an articulated sequence of courses in English, Science and Social Science with an emphasis on issues and applications in the health care field. The success of that pathway in engaging students and inspiring higher levels of student achievement, together with the potential availability of significant resources in the form of grant funding, convinced the faculty to attempt providing the benefits of Small Learning Communities to all students. Currently the school has ten functioning SLC’s, with three grade-level houses each at the freshman and sophomore levels, and four interest-based clusters or pathways at the junior and senior levels. Over the past four years Casa Grande has achieved a steady and significant increase in its schoolwide API, from 749 in 2008 to 296 in 2011. We are now four points away from achieving the statewide goal of 800. The greatest increase has been achieved by the Students with Disabilities subgroup, with a total improvement of 71 points. The Latino student subgroup has gained 68 points, the Socio-Economically Disadvantaged subgroup 52 points, and the White subgroup 51 points. The smallest increase is displayed by the English Language Learners subgroup, with a gain of only 30 points. The ELL subgroup greatly exceeded its growth targets in 2007-08 and 2009-10, but fell slightly short of the target in 2008-09 and 2010-11. The Latino and SED student subgroups also showed marked gains in 2007-08 and 2009-10, and fell short of their growth target in 2008-09. The Students with Disabilities subgroup fell far short of their target in 2007-08, and again in 2009-10, but posted a significant gain in 2010-11. The White student subgroup fell short of the target in 2007-08, but has exceeded the statewide goal of 800 in each of the past two years. Casa Grande’s CST scores present a mixed picture. Schoolwide, there has been a noticeable increase in the percentage of students scoring at the Proficient or Advanced levels in English/Language Arts at all grade levels. Ninth grade math scores have seen a notable increase in Proficient and Advanced students in Algebra II, and a slight decrease in General Mathematics. Algebra I and Geometry have remained relatively constant. Tenth grade math scores have seen marked improvement in performance in all classes; eleventh grade scores have improved in Geometry and Algebra II, but declined in Geometry and Summative Mathematics. History scores have been quite variable; with a Chapter II ~ Student/Community Profile – Overall Summary 2012 Casa Grande Focus on Learning Page 38 slight overall increase in Proficient and Advanced students in the junior-level U.S. History courses, but no discernible trend in sophomore World History. Science scores have also been variable, with a slight increase in Proficient and Advanced students in ninth-grade Earth Science and tenth-grade Life Science, and a slight decrease in Chemistry. For the most part, the performance of specific subgroups has reflected the overall patterns just described. Some specific areas of concern that arise from an analysis of subgroups scores include the Latino subgroup performance in mathematics, where a majority of students at all grade levels are achieving at the Basic or Below Basic levels, and the Latino subgroup performance in History, where a majority of the students are achieving at the Basic or Below Basic levels in U.S. History, and at the Basic or Far Below Basic levels in World History. The ELL subgroup performance is similarly weighted toward the lower achievement levels in all four subject matter areas. The SED student subgroup has shown marked increases in the Proficient and Advanced achievement levels in English, mathematics and history, but still has a majority of students achieving at the Basic or Below Basic levels in all grades in mathematics, history and science, and showed a slight decline in 2011 in the numbers of students achieving at the Proficient and Advanced levels in Science. The data for Students with Disabilities is not as complete, but the numbers that are available show improved achievement levels in all subjects except Algebra 1. Casa’s Exit Exam data present a fairly consistent picture, with a few curious anomalies. ELL performance on the English Language Arts exam has varied widely, decreasing and increasing by as many as 15 percentage points in successive years; the subgroup’s performance on the Mathematics exam dipped dramatically in 2008-09 and has since risen strongly. SED performance displays a similar pattern in mathematics. Students with Disabilities have displayed a consistent improvement in English over the past four years; the subgroup’s performance in mathematics dipped sharply in 2009-10 but rebounded strongly in 2010-11. These considerations clearly point to student achievement in mathematics and the overall performance of our ELL students as areas of critical need. The staff at Casa Grande has been proactive to help close the achievement gap between the ELL and white students. The math department has aligned its curriculum more closely to the Exit Exam in Algebra IB to help better prepare students for the exam and for higher level math courses. The ELD program has also been restructured to better address the needs of our English Learners. A new curriculum, “English 3D,” has been added, together with support for the students in meeting the requirements of their core academic classes, especially the grade-level ELA and social science classes. EL staff members hold a monthly meeting facilitated by the ELRT during the early release time on Wednesdays to discuss student placement and student and teacher needs, and the notes from their meetings are shared with the faculty. A greater number of students have been reclassified and placed into Casa’s SLCs at all grade levels. To also better serve students and place an emphasis on SLC purity, the number of freshman and sophomore Houses have been reduced to six and the number of Clusters for upperclassmen reduced to four. There is an effort in place to increase the number of AP course offerings in both Houses and Clusters. There is an ongoing effort to support underperforming students by identifying those students in House and Cluster meetings during the early release time on Wednesdays. The SLC Project Director has worked to

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focus the staff’s attention on student academic needs, with an emphasis on student interventions and cross-curricular lessons over the past two school years. These discussions are not limited to students’ academic needs. Teachers are identifying students with social and emotional needs as an added layer of support. The last two years Casa, with the support of the district office, has been fortunate to have counseling interns to offer support and guidance to students with greater needs. To help prepare all students for college the math department chair has campaigned to increase the number of juniors participating in the CSU Early Assessment Program. There has been a 51 percentage point increase in the number of student taking the exam since 2008, with 99% of our juniors participating in 2011. To help better inform parents of their students’ progress, the school’s website has been revamped to allow for greater access to students’ grades and assignments and better communication with their teachers at the start of the 2011-2012 school year. As teachers become more familiar with the new technology, parents will be better informed regarding their students’ grades and progress and will be able to use the website to communicate with teachers, counselors and administrators.

Critical Needs Critical Area of Need Number 1

Since 2008, Casa’s freshman class has improved its California State Tests (CST) achievement scores in ELA, moving from 52% proficient and advanced in 2008 to 68% in 2010. Despite consistent gains in ELA, the scores for freshman students at Casa Grande have remained relatively flat in other core subjects, including Algebra I, General Mathematics and Physical Science. Freshmen students who scored proficient and above range from 34% (2008) to 38% (2010) in Algebra I, 24% (2008) to 20% (2010) in General Mathematics, and 55% (2008) to 58% (2010) in Science. Students in four of Casa Grande’s major subgroups, Socially Economically Disadvantaged, English Language Learners, Latino, and Special Education still remain behind white students in CST achievement. The majority of students from each of the four sub-groups scored basic and below on the CST. In English Language Arts, 86% of English language learners (ELL), 53% of socio-economically disadvantage (SED) students, and 65% Hispanic/Latino students scored at the basic and below levels. In the same year, 72% of ELLs, 75% of SED students, and 72% of Hispanic/Latino scored basic and below in mathematics in 2010. In science, 79% of ELL, 61% of SED and 63% of Hispanic/Latino scored basic and below. Increase student achievement for freshman transitioning from eighth-grade to high school as measured by standardized test proficiency on the CST and GPA with an emphasis on the following sub-groups: Socially Economically Disadvantaged, English Language Learners, Latino students, and Special Education Students

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Critical Area of Need Number 2

Although many of Casa Grande’s courses meet a-g requirements, only 40-46% of our students meet the requirements for UC/CSU admission when graduating. Increase the number of students who qualify for admission to four year colleges by meeting UC/CSU a-g requirements and benchmarks, including the Early Assessment Program (EAP) college-readiness exam in math and English.

Critical Area of Need Number 3

Casa Grande has a 40 minute tutorial period between the first and second block everyday. Many students use the period for academic assistance and contact with teachers. However, many students in need of additional support are not utilizing the period to increase their achievement in the classroom or to receive assistance from their instructors. Increase the number of students attending the tutorial block and/or create a systematic, school-wide interventional plan that assists students in academic success.

Important Questions that have been raised by the Data Analysis of the Student Performance, Demographic, and Perception Data

 How can Casa Grande increase achievement for all students and close the achievement gap among our sub-groups?  How can Casa Grande increase the performance of all student demographics on the CST and CAHSEE?  How do standardized test scores such as the CST correspond to student performance based on grade?  What types of programs, interventions, resources, practices and policies do we need to put in place in order to assist all students to increase their academic achievement levels?  What types of staff development is needed to better prepare our staff to assist our students?  What are we presently doing to increase the number of students proficient in math, especially in Algebra 1A & 1B?

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CHAPTER III Progress Report As Casa Grande’s enrollment has grown, the demographics have changed, reflecting a range of socio-economic, educational and cultural backgrounds. The 2006 WASC visiting team noted areas of critical need were closing the achievement gap for Hispanic/Latino, English Learners, economically disadvantaged students and students with disabilities who were not reaching academic targets. In the “all students” population, the percent that score “not proficient” in English and math is decreasing. However, in the significant subgroup populations, the percent “not proficient” is much higher in both reading/language arts and mathematics than the general population. We realize that there is need to create additional support system, continue revising and evaluating our intervention strategies and make core curriculum more accessible to all students. The recent reduction in truancy rates for 9th grade students over the last two years has significantly contributed to the reduction in the school-wide rate of unexcused absences for full days or single class periods. The numbers of students who are referred to alternative or continuation schools due to lack of progress at our comprehensive high school as a result of poor attendance patterns has also declined during the past two years. In the first semester of 2007, 241 students, nearly 13% of all students, had attendance records that met the legal definition of “habitual truant” and received truancy notices. One-third (87) of these habitual truants (almost 5% of all students) continued to miss school and were involved in School Attendance Review Team (SART) meetings where the student and family met with an administrator and counselor before receiving another truancy notice. While the number of 9th grade students with truancy letters dropped by 50% in the last two years. Over the past three years, the staff has worked in Western Association of Schools and Colleges (WASC) focus groups, department groups, study groups on special topics, and emerging SLC groups to learn together, develop new systems for student support, and apply a clear focus on 9th grade success. Our school revised its mission statement to embrace rigor, relevance, and relationships and to firmly embed expectations that all students will be prepared for college and careers. In 2007 – 2008 Casa created 9th grade and 10th grade Houses. These small learning communities group approximately 160 students shared by a group of three to five teachers. Since the last WASC we have transformed our school with most students being a part of a small learning community. Much of the work that put us on the path to SLCs has been through grass-roots efforts of the teaching staff and community partners, the four clusters were born from teacher interest, passion and motivation. Three of the 11th/12th grade SLCs took steps to garner their own start-up resources through partnership building and successful grant writing at the state level. The majority of projects at Casa Grande begin as discussion items in Principal’s Advisory Council (PAC), a site-level group comprised of the administrative team and all department chairpersons, or at the SLC facilitators’ monthly meetings. There are many other representative bodies with decision-making authority, depending upon the parameters of the project, such as Site Council, Booster Club, SLC Teacher Leaders,

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Technology Committee, or one of the district level bodies such as the K-12 Staff Development Committee, K-12 Curriculum Development Committee, Secondary Principal’s meeting, Trust Agreement Committee and Augmented Cabinet. Typically, a staff-initiated idea or project is presented in one of these structured settings and then ripples outward using the shared-decision making process. In the case of SLCs, the members of each of these groups have been involved in the various phases of the SLC implementation process; all have approved and/or support the current implementation and improvement plans. In fall 2007, students were surveyed online to collect information to provide student insight into the SLC implementation plan. Since 2007, students have been surveyed annually to gather information regarding the SLCs and other school programs. From their input, we were able to identify the successes of our first SLC efforts with 9th grade students and confirm some of the gaps in support structures and strategies on our campus, both for academic help and for future planning for the SLCs. Early in fall 2007, all teachers were surveyed to be sure their ideas were included in future SLC plans. From that survey teacher needs and recommendations were identified for the proposed plans. It is noted that teachers want more training to effectively implement SLCs and more time to work with others in their SLC to collaboratively analyze student work, find ways to support students’ academic and personal needs and help students plan for the future. This collaborative time has been built into our early-release Wednesdays with alternating House, Cluster, and Department meetings. Further professional collaboration was integrated into our three annual Staff Development Days, however with the loss of our Staff Development days many teachers have started meeting after school, during lunch, on weekends, or taking release time through the SLC grant. The SLC grant funds teacher release time. These monies allow educators the time to create meaningful curriculum and pay themselves or substitutes for the time needed. In addition, our monthly faculty meetings have been transformed from typical “nuts and bolts” type meetings, into Staff Development Seminars, with a focus on Professional Learning Communities. School administrators (2.6 FTE Assistant Principals - .4 assistant principal is funded through the SLC grant - and 1 Principal) will continue to be instrumental to the success of our SLC plan. Each currently has responsibility for a 9th and a 10th grade House and at least one Cluster, and each has contributed to the development of future plans. The site administrators communicate regularly with district administrators to ensure that our site plans do not conflict with district budget plans, contract language, board policy, or staffing ratios. Casa Grande has a new principal this year. The former principal, Ron Everett is now a Director of Human Resources at the District Office and continues to provide invaluable support to Casa site administrators. Casa has found a strong level of support at the district level in all areas. Parents and community members have been included through formal meetings on site, newsletters, articles, and industry advisory group meetings. The school website explains the overall SLC plan at Casa Grande. With the formalization of career clusters for upper

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grade students, local business owners and representatives of regional occupation programs and higher education faculty have become part of career advisory groups and contributed to our ideas about career pathways for all students. The English Learner Advisory Committee (ELAC), PTSA, and Parent Booster groups are informed and have offered ideas to the SLC planning teams as well.

Significant Developments In an effort to continue to improve and make the SLC’s more effective for students, the staff collaborates regularly during early release Wednesdays for Cluster and Houses, on current best practices, discuss staff development and conferences, students of concern, plan student interventions with established programs, and researching additional grant monies that will support and sustain our desires to create an atmosphere of success within our SLC’s, 9th through 12th grade. The goal is to provide a supportive environment for every student (strong relationships) and to raise students’ academic achievement (with rigor and relevance) as measured by state testing and local measures but is still consistent with the Expected Student Learning Results (ESLRs) adopted in 2005. The ESLRS were revisited in January of 2011.

Administrative Team Since the last WASC visit, Casa Grande has welcomed Linda Scheele as principal in 2009. Three Assistant Principals have joined the administrative team as well. Eric Backman joined in 2009, Stephen Owens in 2009 and Betha MacClain in 2010.

New Program Offerings  Three clusters were added, two career pathways, Green and Marketing, Media & Management, and Liberal Studies  Six Small Learning Communities, three freshman and three sophomore houses  Read 180 Program, fall 2010  English 3D, and intervention program in ELD, fall 2011  Odysseyware, computer generated credit make-up program, fall 2011  Algebra 1A & 1B collaborative class  Restructure of ELD program

Implementation and Monitoring of the Schoolwide Action Plan Since the last WASC visit, the goals have been reviewed by the instructional staff. The goals are consistent with the Single Plan for Student Achievement and are reviewed and updated annually. There has been a greater emphasis on some goals such as closing the achievement gap for identified sub-groups and increasing literacy in English Language Arts and mathematics.

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Progress on School wide Action Plan:

Action Plan 1 Achieving Literacy Increasing literacy in math and reading so all students can achieve proficient in all subjects and find success in post secondary education, entering the workforce, and independent living. Casa Grande High School has implemented a new structure for faculty meetings; this format was introduced at the start of the 2008-2009 school year. The name of the faculty meeting was changed to Staff Development Seminars. These all staff meetings focus on best practices, reviewing data from the STAR and CAHSEE exams and other types of student interventions. The Read 180 program was implemented in the fall of 2010. This program has been targeted for ELL and Resource students. Since the last WASC visit, science and social sciences have expanded their course offerings to include SDAIE instruction for ELL Students. The math department has added an Algebra 1A & 1B SDAIE and collaborative course to support ELL and Resource students. To further assist students who are skill deficient in Algebra 1, Casa has added a double block Algebra course, Algebra Academy. In the Spring of 2010, the ALEKS math computer program was piloted in two sections of Algebra II. In the fall of 2011 the district purchased 70 site licenses and the library tech fund purchased an additional 45 licenses to assist students in the Algebra Academy and Algebra 1A and 1B classes. The ALEKs interventions will be implemented in January 2012. The math department will pilot a district-wide common assessment in 2012. The master schedule has reflected these changes to accommodate student interventions.

Action Plan 2 Closing the Achievement Gap of Special Education, English Learners, Economically Disadvantaged Students Closing the achievement gap of our English language learners, economically disadvantaged students, and those in special education so all students reach proficient levels in all subject and find success in post secondary education, entering the workforce, and independent living. Casa Grande High School is working to close the achievement gap for indentified sub-groups by implementing the following: Each department reviews disaggregated STAR data annually and identifies areas of student strength and weaknesses in math, English Language Arts, science and social sciences.

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The math department has implemented a weekly after school math tutorial for students at a centrally located elementary school. The Read 180 program was implemented as intervention for ELL and Resource students Small learning communities have created targeted interventions during the tutorial period for students with one or more F’s. The interventions vary between each small learning community, but have common goals to reduce the number of students receiving F’s and D’s. The math department piloted a common assessment for Algebra 1A &1B and 1 student that. The assessment uses languages and questions that are similar to those on the Exit Exam and STAR test. Casa Grande restructured its ELL program during 2010/11 school year. The goal of restructuring the EL Academy was for re-classifying students into mainstream a-g approved classes and integrating them into the clusters and houses in the small learning communities. Additionally, EL students receive both core grade level English classes with added support in ELD courses. During the summer of 2011, several teachers from math, English, science and social sciences attended a three-day workshop for instructional strategies for ELL students. Additionally, English 3D was to support EL students in ELD classes. Clusters have incorporated inter-disciplinary lessons to support students in the career pathways, such as Health Career, Marketing, Media and Management, and Green Careers. Open enrollment of most AP classes encourages all students to attempt one of the high level classes on campus.

Action Plan 3. Personalize the School Experience for academic Success Personalizing school in smaller learning communities (SLC) so students are noticed and included, have at least on adult on campus to go to for help, guidance, and personal support, and can achieve proficiency in all area.

Casa Grande has created three new clusters since the 2006 WASC visit. Two of the new clusters are; Marketing, Media & Management and Green careers Pathways. The third cluster is Liberal Studies. Casa has also created three Freshman House and three Sophomore Houses. The main goal of each house is to give students a more personalized educational experience. (course offerings in appendix) The visual and performing arts are an important part of the school’s culture and SLC organization. Students may select one of the career pathways and enroll in one of the departments classes as an elective.

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Student data from the school’s data system, Aeries, is distributed to teachers in each SLC at the end of each six week grading to monitor students’ progress and target interventions. Students are surveyed annually to determine how well connected they feel toward school and their academics. Small learning community teacher collaboration time is used for inter-disciplinary planning, discussion for student interventions (academic and social/emotional), and professional development. A new website was implemented in the fall of 2011 to improve parent to school access for student progress and communication with teachers, counselors, administration and school staff. The website interfaces with Aeries the student data system. Teachers in each House/Cluster work together identify and plan interventions for students of concern. They also attempt to make personal connections during tutorial and help students toward success in academics.

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CHAPTER IV Self-study Findings Category: A

Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources

Focus Group Chairs: *Diane McNamara – Special Education Rick O’Brien – Social Science

Focus Group Members:

Larry Addington - English Jeannie Baxter – Special Education Don Billing – Career Technical Education Jessica Dennen - Science Megan Donner – Culinary Arts Shauna Ferdinandson - English Harry Frank - Art Mary Gardner - English Sharon Howell - Counselor Mary Lim – Special Education Amy Parker – Special Education Instructional Assistant Beverly Peterson - Mathematics Ron Petroni - PE Jamie Pugh - Mathematics John Rustan - Drama Linda Scheele - Principal Jen Titus - Science

*Teacher/Parent of student at Casa Grande High School.

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A1. To what extent does the school have a clearly stated vision or purpose based on its students needs, current educational research and the belief that all students can achieve at high levels?

Is the school’s purpose supported by the governing board and the central administration and further defined by expected school-wide learning results and the academic standards?

Evidence:

 Casa Grande High School Mission, Vision, and Expected Schoolwide Learning Results (ESLRs) (evidence attached) o Posted in every class and office o Mission and Vision posted on front page of Casa’s website  Reviewed tri-annually - last reviewed and approved by all staff in Spring 2011  Single Plan for Student Achievement – maintained and updated annually by Site Council and aligns with the ESLRs, as well as District Goals

Counseling Department Philosophy Statement aligns with school ESLRs (evidence attached)

 Small Learning Communities (SLCs) created in 2005 to personalize learning o SLCs align with ESLR’s and District Goals o 4 SLC Goals (evidence attached) o Students randomly assigned to 9th and 10th grade Houses o Students self-select thematic clusters in 11th and 12th grades. Cluster choices are Green Careers Pathway, Health Careers Pathway, Liberal Studies, Media, Marketing & Management o Staff collaboratively wrote SLC common practices for Houses and Clusters (evidence attached) o The process of project based learning is the ESLRs in practice o Senior Project requirement for all students enrolled in English 12 classes. Senior Project requires a research paper and a presentation to community members o Senior Project collaboration between American Gov and English 12 classes  Mandatory Tutorial for students as determined by each SLC or Department (evidence attached)  Students of the Month selected by each SLC  Brown Bag Lunch Speakers every Thursday to personalize learning for SLCs. (evidence attached)  Analyze STAR test results and provide courses as results indicate o Senior Math Seminar – to encourage students to continue in math after completion of Algebra 2 o Algebra 1+ Algebra Workshop o CAHSEE Prep class o ELD + grade level English o Algebra 1a or Algebra 1 o Big House Library Homework Lab

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 SDAIE and nonSDAIE courses are mixed – classes are half SDAIE and half native English speakers  Education Plan – student written education plan, outlining courses year by year to achieve academic goals – counselors present and write 4-year plans with all 9th grade students prior to students selecting courses for the Sophomore year (evidence attached)  I-Search self-exploration project in all 10th Grade English classes – collaboration between counselors and 10th grade English teachers to present career information to students. Site purchase of Career Cruising, a proprietary, comprehensive online Career Exploration program. Students complete an online career inventory, research three careers of interest, and write research paper (evidence attached)  Big House Library Homework Lab  Teacher/Department dedicated study sessions available after school o Math tutoring at McDowell Elementary o Chemistry o Final study sessions by subject o AP curriculum study sessions after school for English 11 AP, Physics AP, and US History AP  Student centered meetings to individually support learning: SSTs, IEPs, 504’s, counselor/parent/student meetings, SLC Student of Concern, and individualized house interventions based on student needs  Array of student support services: academic counselors, Project Success, on-site mental health therapists, school psychologist, school nurse, Student Assistance Program, monthly Parent Education class in the evening, Coffee with Counselors twice yearly outreach to parents in off-site location  Alliance for Climate Education (ACE) annual presentation for all Freshmen to education all freshmen about global warming and encourage them to Do One Thing (DOT) to reduce carbon emissions  Outdoor Learning Environment (OLE) – planned outdoor learning environment on campus which will include when completed: demonstration kitchen, amphitheater, composting garden, native plants, walking paths  Native Plant Nursery – propagation and growth of native plants on site, student workers under the guidance of physical science teacher  Student centered and organized clubs, each club has a teacher mentor (evidence attached)

Summary of Findings –

The Mission of Petaluma City Schools District and Casa Grande High School is to prepare all students, in a rigorous and safe educationally-rich environment, to flourish as responsible adults, in an ever changing world. Petaluma City Schools and Casa Grande is committed to closing the achievement gap and preparing students for college and career. We believe it is our responsibility to provide a challenging and supportive learning community in which all students can achieve their highest academic potential and fulfill their potential as life long learners for the twenty-first century. Casa Grande’s ESLRs were revisited by the staff in their home groups in January 2011. The Single Plan for Student Achievement aligns with Petaluma City Schools and Casa Grande’s mission, vision and goals. The Single Plan is updated and annually with input from stakeholders from the community, staff and student body and approved by Petaluma City Schools Board of Education. It is data-driven using results from the CAHSEE and STAR tests as well local data such as attendance, suspensions, student D/F rate. In addition, the plan focuses on the school climate ensuring that all students experience a safe and supportive learning environment by student parent, and staff surveys. These expectations and results are communicated to all

Chapter IV ~ Self‐study Findings 2012 Casa Grande Focus on Learning Page 50 stakeholders using a variety of tools. ESLRs are posted in all classrooms. Students and parents receive an annual information packet including the Casa Grande Parent/Student Handbook at the beginning of every school year. Counselors have a well-articulated program of communication with parents and students to ensure all students are on track for graduation, meet college entrances requirements, and have access to support program as needed. Teachers provide student with course guidelines and class polices. The principal and staff work closely with PTSA and booster organizations. The school website is utilized by all stakeholders. Staff is informed and involved through department meeting, all-staff meetings, articulation days, and small learning community meetings. The Beginning Teacher Support and Assistance (BTSA) program is a vehicle used to inform and support new teachers. Decision making occurs on many levels. Casa Grande adheres to the districts philosophy of shared decision making. Consensus building through shared decision offers the faculty and administration to have say in the decisions affecting student learning and curriculum.

Areas of Strength

 Full implementation of small learning communities  Senior Projects  Teacher inspiration, creativity, and collaboration  Honors and AP courses available in every curricular are  Integration of student support services (counseling department) with core academics and curriculum

Areas of Need or Growth

 All seniors should complete senior projects (currently seniors in English 12 AP are exempt)  Senior projects should be shared by all Casa staff and all departments (i.e., all staff are mentors for several students and all courses participate in support of senior projects)  All students should be in SLC  Honors/AP classes should be in each SLC. Currently many honors and AP courses are taught by one teacher, so the honors and AP students are clustered in one house  Teaching assignments shouldn’t be based on teacher seniority  More information available on the Casa website regarding structure of school, philosophy, goals, SLC common practices

A2. To what extent does the governing board have policies and bylaws that are aligned with the school’s purpose and support the achievement of the expected schoolwide learning results and academic standards based on data-driven instructional decisions for the school?

To what extent does the governing board delegate the implementation of these policies to the professional staff?

To what extent does the governing board regularly monitor results and approve the single schoolwide action plan and its relationship to the Local Educational Agency (LEA) plan?

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Evidence: (list pieces of evidence with bullets with a brief annotation if necessary; one or two sentences)  Governing Board: o PCS School Board meets twice monthly on the first and third Tuesday. o Board policy including selection, composition, and specific duties of the governing board is set forth on the district website.  Relationship of Governance to Vision and ESLRs: o District policy is supportive of the school’s mission, vision, and ESLRs.  Understanding the Role of Governing Board: o Community shareholders are welcome at board meetings and are afforded an opportunity for public comment. o School board meetings are recorded and televised by Petaluma Community Access television for public viewing. o Petaluma City Schools maintains a website publicizing agendas for upcoming board meetings as well as archiving minutes. o Community shareholders can reach all members of the school board through email as provided by the district’s website. o The Superintendent’s Lay Advisory Committee meets monthly, providing community support and input to the district.  Governing Board’s Involvement in Review/Refinement: o The school site annually submits to the district its Single Plan for Student Achievement which provides a basis for distribution and allocation of school site funds.  Professional Staff and Governing Board: o Contracts between the governing board and the school staff define staff professional rights and responsibilities. o Distract Staff attend Graduation Ceremony  Board’s Evaluation/Monitoring Procedures: o The school site annually submits its School Accountability Report Card (SARC) for district review.  Complaint and Conflict Resolution Procedures: o School community members are annually provided with the Parent Student Handbook. This handbook describes school policy, student behavior standards, contact information, etc. o Annual Notice is provided to all shareholders on complaint and conflict resolution procedures. o District discipline policy is posted in all classrooms as well as in the handbook.

Areas of Strength  Petaluma City Schools provides information on School Board meetings and activities using multiple media options including televised meetings.  Petaluma City Schools maintains a user friendly website with comprehensive information on district policy, mission, and vision.

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 Casa Grande High School has recertified ESLRs, Mission, and Vision that are aligned with those of the governing board.  Student representatives share evidence of Casa Grande High School’s activities as related to ESLRs at monthly School Board meetings.

Areas of Need or Growth  Schoolwide professional development activities related to District and site goals of increasing student performance through data-driven instruction have been reduced due to budget constraints.  Increase the number of staff development opportunities  Improve communication between the site, district office and governing board regarding instructional practice and curriculum needs  Faculty involvement in district level meetings

A3.A3. ToTo what what extent, extent, based based on student on student achievement achievement data, does data, the schooldoes the school leadership and staff make decisions and initiate activities that focus on all students achievingleadership the and expected staff school make wide decisions learning and results initiate and academicactivities standards? that focus on all students achieving the expected school wide learning results and Toacademic what extent standards? does the school leadership and staff annually monitor and refine the single school wide action plan based on analysis of data to ensure alignment withTo what student extent needs? does the school leadership and staff annually monitor and refine the single school wide action plan based on analysis of data to ensure alignment with student needs?

Evidence:

 Single Plan for Student Achievement  Student test results (CAHSEE, STAR & EAP)  Site Council Meeting Minutes  English Language Development Committee  SLC, Department and Staff Meeting Agendas  PAC and SLC Chairperson Meetings Minutes  Staff Development Seminars (Staff Meetings)  District Power Standards  District mission and goals

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Summary of Findings

The administrative and certificated staff studies a variety of student data including STAR and CAHSEE test results to guide instruction for the school and curriculum areas. This information helps guides instructional and curriculum decisions for the school and identified sub- groups. The departments review STAR data during the first department meeting at the beginning of each school to address student curricular weaknesses. Some questions and prompts analyzed by teachers in departments include:

 Teachers by department review the scores of their own students. Teachers are encouraged to pay particular attention to those subcategories that show both the strongest and weakest  Which subcategory shows the area of most needed growth  How can the department use Wednesday planning time and specific instructional strategies to help improve your overall performance in the area? Next Steps?  The number and percent of students proficient in Algebra I  Scores for content areas of each test

During 2010-11 schoolyear a committee chaired by the site’s ELRT was formed to address the instructional needs of Casa’s Hispanic/Latino students. This body convenes on every third Wednesday, during the early release collaborative time to discusses and plan with teacher from all disciplines, including electives, to help address the needs of Casa’s ELL population. A double block schedule which includes English Language Development and grade level core English classes has been added to students’ schedules that are English Language Learners. This is a baseline year and the success of the new schedule will not be known until end of the school year.

Areas of Strength

 Formation of ELD Committee (chaired by ELRT)  Staff collaboration in departments and small learning committees  Support for ELD education  District creation of Algebra I common assessment  District identified power standards  Staff participation and flexibility in an ongoing effort to help close the achievement gap for all students

Areas of Need or Growth

 Ongoing effort to identify site use of tutorial period for student support and interventions  Ongoing effort to review student performance data based on student grades and common assessments, and state and federally mandated assessments

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A4. To what extent does a qualified staff facilitates achievement of the academic standards and the expected schoolwide learning results through a system of preparation, induction, and ongoing professional development?

Evidence:

 As stated in the Student Accountability Report Card (SARC) report, 100% of the teachers assigned to teach the Core Academic areas are highly qualified. This report can be found on the Petaluma City Schools website (http://www.petalumacityschools.org/ ).

 Also located in the Petaluma City Schools website are the employment policies and the determination of the qualifications of each position that comes up. This website has a copy of the Petaluma Federation Teachers contract and pay schedule.

 All new teachers enroll in the Beginning Teacher Support and Assessment (BTSA) program for two years. New teachers are partnered with mentor teachers and attend seminars that enable them to succeed as a beginning teacher.

 An internal survey was conducted this year (2011) with all staff (45 certificated and 12 classified responded). The 77% of the staff expressed satisfaction with the process in which classes are assigned within the department. 51.8% of the staff is satisfied with the communication process between the administration and staff with 48.2% expressing satisfaction sometimes. 60.7% of the staff feels their expertise is being utilized by the administration while 39.3% only felt sometimes their expertise is used. 67% of the staff feels the administration is accessible. Only 32.1% feels the administration is sometimes or never accessible.

 The faculty handbook contains emergency procedures, administration responsibilities, master schedule, bell schedule, and other information that teachers may need to know.

 Attached to this report in the appendix is the “Shared decision making and training” document. As stated in the introduction of the “Shared decision making and training”, this “is an integral part of the process of improving student learning”. This evidence shows that the Staff at CGHS, administration and students will collaborate to develop the best learning model for the population at Casa Grande High School.

 Casa Grande High School has effective existing structures for internal communication, planning and resolving differences. For example, the staff has access but not limited to developing internal surveys; sending emails; Principal’s Advisory Committee (PAC) meetings; Site Council meetings; House and Cluster Chapter IV ~ Self‐study Findings 2012 Casa Grande Focus on Learning Page 55

meetings (faculty is divided up by houses which is determined by grades taught and/or Clusters which is determined by career pathways), and Small Learning Communities (SLC) meetings.

Summary of Findings

It is our belief that Casa Grande High School exceeds the expectations of having qualified staff facilitating the students’ achievement of academic standards. There are many evidences that the school has in place a system of preparation, induction and ongoing professional development. The staff is well versed in collaborating between and within departments as well as with the administration. The staff shows dedication in Professional Growth with the attendance in seminars and use of Staff Development days for training. There is one minor area of need. It is to establish a procedure to resolve differences amongst the staff and/or administration. Currently, there is no formalized method to mediate or resolve any problems other than going directly to the Department Chair or Administration for resolution. This could also indicate that there have been no issues that haven’t been able to be resolved to everyone’s satisfaction in the past.

Areas of Strength

 BTSA Program  Faculty Handbook  Shared Decision Making Resource Guide  Access to email  PAC meetings  Site Council meetings  SLC meetings  House and Cluster Meetings  Highly Qualified Teachers in Core Curriculum  Access to survey making and taking  Staff Development meetings  SARC report  Department meetings – lunch and after school  Professional Development seminars  Staff development Days  Administrator’s responsibilities sheet

Areas of Needs or Growth

 A formalized policy to resolving differences

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A: 5 To what extent are leadership and staff involved in ongoing professional development that focuses on identified student learning needs.

Evidence:

1. To what extent is staff supported by time, personnel, and material and fiscal resources for planning and professional development to facilitate all students achieving the academic standards and the expected school-wide learning results?

 The master schedule was created with common preps for cluster teachers who requested it, giving them 100 minutes every other day for collaboration time.  Once a week students are released at 2 pm so that teachers have 90 minutes or more of collaboration time in departments, houses, and clusters, on a rotating basis.  After three staff development days were cut due to budget constraints, one staff development day was re-instituted this year prior to the start of school.  Two teacher work days are provided each year, one per semester.  With the cuts to staff development days, faculty meetings became SDS (Staff Development Seminars) where, on a monthly basis, teachers have time to discuss student achievement data, as well as receive professional development in things ranging from bullying and harassment, to website training.  Site and SLC funds provide release days for teachers doing senior projects, attending conferences, doing classroom visits as a follow-up to EL training, and creating cross-curricular curriculum, among other things.  SLC funds provide training for teachers on Project-Based Learning, done by the Buck Institute.  Administrators act as liaisons to departments and small learning communities in order to support teachers and students.  SLC funds provide for a half-time secretary to support SLCs.  A half-time Career Center Technician provides support for teachers in the area of job shadows and internships and for students and counselors regarding post- secondary scholarships and opportunities.  Something needed here to describe the fabulous Danielle Walker!  20 teachers, representing all core academic areas, received 3 days of professional development prior to school, as well as 4 follow-up days during the year, for training in teaching EL students in the core areas.  The district provided funding for English 3D, a new program to teach long-term ELs.  Five full-time counselors provide academic and social/emotional support for students, as well as professional collaboration for teachers in houses and clusters.  School Site Council, with a budget of just over $100,000 annually, and represented by all stakeholders, provides funding for teachers to attend conferences and professional development. In addition, funds are used for intervention programs such as Read 180, for students reading below grade level.

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 Lottery funds provide approximately $16,000 annually for supplementary materials for teachers. Funds are allocated semi-annually by PAC, made up of department chairs.  Measure C funds provide approximately $50,000 annually for libraries, technology, and fine arts. This funding is used for computers, for databases, and for other library materials. Our librarian also provides support for teachers in serving all students.  A parcel tax provides $10,000 annually for our band program and another $10,000 annually to be split between drama and art.  The district provides a release period for our ELRT, ASB teacher, and our athletic director.  ROP, funded at SCOE, provides 2.2 FTE each year for Career Technical Education.  Counselors attend post-secondary conferences each for the University of California, California State University, Financial Aid, College Board, career, and conferences for social emotional support for students

2. What evaluation procedures are used and how effective are they in promoting professional growth?

 All teachers are required to turn in a professional development plan each year.  Teachers are evaluated every four years according to the 2009 California Standards for the Teaching Profession and the PFT contract. Probationary and temporary teachers are observed at least four times each year with two formal evaluations. Permanent teachers are observed at least once with one formal evaluation during their evaluation year.  New teachers participate in BTSA for two years.  Peer Assistance, Peer Review (PAPR) is peer support provided to any teacher requesting it and to any teacher receiving an unsatisfactory evaluation.  Petaluma City Schools is participating in the Sonoma County Teacher Evaluation Collaborative. This is a county-wide collaborative of school districts to get information about and discuss alternative methods of evaluation. Participants include district office personnel, administrators, and teachers, including the PFT president and vice-president. This is through an MOU between PFT and the district. Both teachers and administrators recognize that the current system of evaluation could be more effective. There is no predetermined outcome for participation in this collaborative.

3. What is the occurrence and extent of monitoring?

 Administrative walk-throughs occur, but are irregular. Casa administration is attempting to create a more regular presence in classrooms in order to better support teachers as well as to acknowledge best practices.  In some instances, one-on-one conversations occur following walk-throughs.  Casa administrators participated in district Instructional Rounds training in 2010, however this was not implemented district-wide.

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 Monitoring may increase depending upon student and parent feedback, as well as administrative observations.

4. How was the professional development plan developed and its priorities set?

 Through the negotiation process with PFT, the professional development plan was created as an annual requirement for all teachers in exchange for the evaluation cycle being extended to once every four years for permanent teachers. This evaluation model was intended to make teachers more responsible for their own professional development and to allow administrators to concentrate on fewer teachers each year, thus enhancing the quality of supervision. The plan is shared with an administrator and the teacher’s professional growth team.  The model for the professional development plan emerged from Petaluma School District’s trust agreement committee (made up of five teachers and five administrators).  Teachers link their professional development plans to at least three of the California Standards for the Teaching Profession and specify observable outcomes for each part of the plan.

Areas of Strength  Staff development is a vital part of Casa Grande High School. It is built into the school’s weekly Small Learning Community and monthly staff meetings.  There is wide spectrum of staff development opportunities.  Opportunities are provided at a variety of sites that are accessible to teachers, such as the district office and the school campus.

Areas of Need or Growth  Teachers need follow-up staff development sessions to review and implement new practices and technologies.  Staff Development Sessions have replaced the traditional faculty meeting, thereby significantly reducing the amount of communication teachers have with each other and administration.  Departments that are not connected to small learning communities do not have access to resources such as funding and time that is allotted to SLCs, hence, where is the equity? (WL)

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A6. To what extent are the human, material, physical, and financial resources sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards and the expected schoolwide learning results?

Evidence:

 Major – state - ADA  Lotto Funds  PAC (principal’s advisory committee)  Property Funds (make list) at least 2 different bonds passed to support schools – Parcel tax Petaluma 3 years ago….D.O. Tax is recurrent.  EETT – tech grant (Enhancing Education Through Technology)  SLC grant (Small Learning Communities)  SIP = 100,000/yr. (School Improvement Plan - site counsel)  PEF – D.O. (Petaluma Educational Foundation)  ROP (Regional Occupational Program)  SPED (Special Education)

Summary of Findings The District Office of Petaluma City Schools has the power to distribute funding to the schools. There are multiple sources of funds to support our district. The largest chunk comes from Sacramento and gets divided up per populations in districts. There are lotto funds, property bonds, Small Learning Community grant, SIP, grants, ROP and Special Ed funds

Areas of Strength  Both leadership and staff discuss resource allocations and both are aligned with the school’s vision and mission statements.  Both have the primary goal of students’ healthy life styles, achievement and civic involvement.  Casa Grande has five counselors to maintain a low counselor to student ratio.  MFT interns and Guidance Coordinator provide direct services to students and families

Areas of Needs or Growth

Provide more information to faculty on sources and allocation of funds that affect school programs.

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Category B:

Casa Grande High School Standards Based Student Learning: Curriculum

Focus Group Chair: Tom Griffin – Social Science

Focus Group Members:

Carly Brock - Mathematics Michal Buchmann - Science Julie Drogin - English Megan Fontaine - Mathematics Kevin Harrington – Social Science Kathy Jelin - Counselor Brian Lochtan – Social Science Mollie Lounibos – Social Science *Pam McNees – World Languages Elaine Petersen - Science Rick Pillsbury – Mathematics/Science Kim Sharp - English Mark Stratos – Mathematics/Social Science Jo Thinnes - English John Wedge - Mathematics Nick Wilson – Special Education

*Teacher/Parent of student at Casa Grande High School.

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B1 To what extent do all students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the expected schoolwide learning results?

Casa Grande High School has a clearly defined pathway to high school graduation. All students take four years of English, two years of history, mathematics, science, and physical education. They also take an additional year of a math or science- related course, a year of a fine arts or foreign language, a semester of economics, a semester of government, and a semester of Human Interaction. In addition, students complete thirteen semesters of elective coursework. All required courses are standards- based. Except ELD and RSP math and English courses, all required courses are college- preparatory; therefore, they fulfill California State University and University of California admission requirements. Casa Grande’s English curriculum is a literature-based program that focuses on reading and writing while exposing all students to significant literary works. All students read two core literary works at each grade level, three or four additional novels or plays chosen by their teachers from a board-approved extended literature list, and a wide range of short stories, articles, essays, poems and news reports. Students learn and practice analytic, synthetic and evaluative skills as they explore aesthetic, ethical and cultural issues. The English department’s curricular map outlines the concepts as well as critical thinking and writing skills that all students are expected to master at each grade level. The department’s English 9/10 Handbook, provided to all freshman and sophomore students, outlines the department’s expectations for student writing, and provides tips and examples to assist students in improving their practice. The Handbook includes the Petaluma High School District’s Power Standards for instruction in English Language Arts, and a student-friendly version of the department’s common rubric for scoring essays. Casa Grande requires students to take two years of math. Most students take a year of Algebra 1 and a year of Geometry. Students who need extra assistance to master algebraic concepts have the option of taking a two-year sequence of Algebra 1A and 1B, or Algebra Academy, a two-period program which covers the standard Algebra 1 curriculum while providing an additional period of practice, reinforcement and support. The department also offers collaborative classes in Algebra 1A and 1B, a course team- taught by a math and an RSP teacher. Graduates from these courses are encouraged to take Algebra 2, Senior Math Seminar, AP Statistics, Trigonometry/Math Analysis, and Calculus. The Math Department updates and revises its curricular maps every year in light of student performance in class assessments, California Standards Tests, as well as the district’s Power Standards. All teachers follow the department’s grading policy, and students take a common final exam in all courses. In science, all students take Physical Science and Biology, and are encouraged to continue with either the traditional sequence of Chemistry and Physics or with courses chosen from a variety of electives. All science courses stress critical thinking skills, the scientific method, laboratory skills, authentic assessment, an appreciation of physical systems, and the critical necessity for responsible stewardship of the natural world. These

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skills enable our science students to practice complex thinking and global citizenship, to demonstrate effective communication through a variety of methods, and to become life- long learners (ESLRS). CTE standards are also incorporated into Clinical Biology, Anatomy & Physiology, Honors Biology, Ecology, GCP and HCP Chemistry. Science teachers meet regularly throughout the year to align instruction, and students in Biology take midterm and common final exams. As for Social Science, all Casa Grande students take a year of World History and a year of United States History, generally in their sophomore and junior year, respectively. In their senior year, students take a semester of Economics and a semester of American Government. In addition to presenting the evolution of human development, history classes emphasize the importance of social and cultural changes as well as political conflict and technological innovation. The goal is to equip students with the breadth of knowledge and the critical thinking skills needed in the more challenging senior-level courses. The Social Science Department has identified common themes and common units for all core courses; it also started common formative assessments in the World History classes last year. Casa Grande’s Physical Education program emphasizes physical health and fitness, an appreciation for and the mastery of both competitive and collaborative skills, and an understanding of the psychological and sociological principles that apply to the learning and performance of physical activity. Freshman-level courses emphasize the concept of fitness in helping students develop a personalized fitness program for a healthy lifestyle. In order to achieve this goal, students participate in cardiovascular, flexibility, strength-training activities, as well as dance programs. They also participate in various individual and group sports. Sophomore-level courses emphasize team strategies, communication skills, group problem-solving and critical thinking skills; the goal is to help students build upon their prior knowledge and to create their own long- term fitness programs. Both freshman and sophomore courses are standards-based, and teachers consult on a daily basis to ensure that instructional activities and techniques are aligned in all sections of the department’s courses. Physical Education students also take a common final. Casa Grande’s World Languages Department currently offers an articulated series of courses in Spanish, French and Mandarin Chinese. All courses emphasize a facility in language-use across the four domains of reading, writing, listening, and speaking, as well as an appreciation for language as an expression of culture. Instructional goals and assessment practices are aligned across all classes at all levels. All classes are performance-based; however, emphasis is placed on critical thinking, understanding the principles and techniques of quality performance, and the historical context of significant schools of artistic expression. Students are expected to master the fundamental techniques of expression in each of the disciplines, but they are also encouraged to develop their own creativity and voice. World Languages offers two alternative pathways to the mastery of Spanish, in addition to the standard four-year sequence. Spanish in the Workplace is a four-year sequence that covers the same conceptual material as the standard pathway, but its emphasis is on workplace/career applications and skills necessary for occupational success. Spanish for Native Speakers is a three-year literature-based program designed to deepen and advance the students’ native-language

Chapter IV ~ Self‐study Findings 2012 Casa Grande Focus on Learning Page 63 skills. Both programs are admissible for UC/CSU credit, and students from both programs are eligible for the department’s Advanced Placement courses. Human Interaction is a School Board-mandated course for all ninth grade students that covers a range of topics regarding personal, social and emotional health. Themes and concepts introduced in the course are taken up in the students’ subsequent English, Science, and Social Science courses. Instruction is designed to emphasize the social consequences of personal decisions as well as to provide a supportive environment where students can explore potentially sensitive issues. The course is matched in the students’ class schedules with one of three elective choices: Computer Literacy, Public Speaking, and Geography and World Civilizations. All three are designed to provide the students with skills and concepts fundamental to their future academic success. Public Speaking and Geography and World Civilizations are approved for UC/CSU admissions credit. In a time of decreasing funding and increasing regulation, Casa Grande has worked hard to offer a strong electives program. This includes the alternative ways of fulfilling graduation requirements offered in the Honors and Advanced Placement classes and our Small Learning Communities, and a wide range of electives. The Vocational and Technical Education department offers articulated course sequences in Culinary Arts, Child Development, Event Planning, Automotive Technology, 3D Animation, Drafting (conventional and computer-assisted), Computer Graphics, and Web Design. All of these courses stress theoretical understandings as well as practical applications, and the practical skills needed in the workplace. The Physical Education Department’s two-year Sports Medicine sequence similarly stresses conceptual understandings, practical skills, and personal qualities necessary for effective job performance. The Science department offers a number of upper division courses, including chemistry, physics, astronomy, human anatomy and physiology, biology (clinical applications), ecology applications, and advanced placement environmental science. All these courses focus on practical applications and hands-on activities and are attached to career pathways within the SLCs. These are a-g courses, where they are currently approved or in the process of being approved for UC/CSU admissions credit. In addition, the department sponsors the Health Occupation Students of America (HOSA) Club, and will offer a HOSA class next year, specifically designed to prepare students for careers in the health sciences by connecting the core academic and career technical education standards for the Health Science and Medical Technology sectors. The department also offers courses in Wildlife Biology and United Anglers Field Studies. Wildlife Biology is designed for students with a genuine love of animals; it explores the life of certain species in their natural habitat as well as the nature and the consequences of human/animal interactions. In Field Studies, students participate in waterway restoration, resource conservation and public awareness activities, while operating the Conservation Salmon Fish Hatchery, the only fish hatchery in the United States maintained by students on a high school campus. The Social Science department offers a range of semester electives; the number of electives offered depends on student interest. Current offerings include Comparative Religion, Women’s Role in History, Legal Studies, Psychology, and Sociology. All of these courses stress critical thinking and abstract reasoning and skills appropriate to other disciplines. These courses have been approved for UC/CSU admissions credit. In addition to the standard math sequence described above, the Math department offers an

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Advanced Placement Statistics course and a Senior Math Seminar, a course that provides students who have mastered Geometry and Algebra 2 an opportunity to explore the practical applications of math and deepen, extend, and refine their skills. This course is also approved for UC/CSU admissions credit. The English department has been most impacted by the constraints on the master schedule due to a reduction in funding and an increase in regulation, and by the school’s move to Small Learning Communities. While it has offered a variety of electives in the past, its current elective choices are Public Speaking (for ninth graders) and Journalism and Newspaper Production (which produce the school’s award-winning newspaper, the Gaucho Gazette). Journalism is UC/CSU-approved. In addition to its performance-based courses, the Visual and Performing Arts department offers a Music Appreciation class which explores music’s role in personal expression and social influence. Like all the department’s courses, Music Appreciation is approved for UC/CSU admissions credit. School-wide electives include Yearbook, Leadership Seminar, and Interdisciplinary Seminar /Academic Decathlon class. In Yearbook, students design, produce and fund the school yearbook. In Leadership Seminar, students plan and implement activities and programs designed to build school spirit. Both courses are performance-based but require as well the mastery of a wide range of technical skills. In Interdisciplinary Seminar/Academic Decathlon, students research and tutor each other in a wide range of topics as preparation for the national Academic Decathlon program. Casa Grande has enjoyed unparalleled success in Academic Decathlon competitions over the last thirty years. Casa Grande offers a comprehensive Advanced Placement program. Currently, it offers the following AP courses: English Language and Composition, English Literature and Composition, Spanish Language, Spanish Literature, Spanish for Native Speakers, French, Calculus AB, Statistics, Physics, Environmental Science, World History, United States History, Psychology, American Government, Macroeconomics, and Visual Art. This year, sixteen students are taking Calculus BC on an independent study basis; next year we anticipate enough students will be ready for a full section of Calculus BC. Honors courses are offered in English 9 and 10; Mandarin 3 and 4; Algebra 2 and Math Analysis; Physical Science, Biology, and Chemistry. These courses offer an excellent preparation for Advanced Placement course work, but they are not prerequisite to admission to AP classes. Casa Grande encourages all students to excel by considering advanced course work at any point in their academic careers. Casa Grande has a long history of involvement with Small Learning Communities. The Freshman Block, Changing Perspectives, The American Dream, and Rebels, Revolution and Resistance are all examples of interdisciplinary team-taught programs that have been offered in the past. Interdisciplinary approaches combining traditional stand-alone classes have included the English Learners Academy and the Health Career Pathway. Several years ago, the faculty made a commitment to deliver the benefits of Small Learning Communities to all students. This has required some experimentation to develop SLCs that are evenly balanced in the number and types of students enrolled. Currently, the freshman and sophomore classes are each divided into three separate houses. Ninth grade houses share common teachers in English, math, and Physical Science while tenth houses share common teachers in English, World History, and Biology. Eleventh and twelfth grade classes are divided into clusters with common

Chapter IV ~ Self‐study Findings 2012 Casa Grande Focus on Learning Page 65 teachers in English, Social Science, and elective classes based on thematic areas of interest. For the past two years four clusters have been offered: Green Careers Pathway; Health Careers Pathway; Liberal Studies; and Marketing, Media, and Management. Achieving consistency in student placement—ensuring that all students in a house or cluster work with the same teachers in all subjects—remains a significant challenge to the effective implementation of the SLC model. Still, it is clear that the SLC structure has encouraged the development of more creative, collaborative, and personalized approaches to instruction. All houses and clusters have developed and implemented interdisciplinary lessons, units, or projects and have adapted to the needs, interests and abilities of students in SLCs. All houses and clusters have developed or are developing curricular maps to more effectively align instruction in the various disciplines. In some instances, changes in SLC staffing have slowed this alignment process, but this effort remains a priority in the development of collaborative instruction. The Senior Project remains Casa Grande’s capstone of an integrated instructional program. This is a year-long project in which the students select a topic of personal interest to research and to devote a minimum of twenty hours to create a physical product or to participate in a community project. The students develop a project portfolio, write a research paper, and present their findings and accomplishments to a panel of teachers and community members at the Senior Board presentations at the end of the year. Since its inception, this project has been overseen by the English department, but this year, the project is being undertaken by the junior and senior level Clusters in the hopes of strengthening interdisciplinary collaboration as well as alleviating the project’s impact on the English curriculum. Casa Grande’s program for English Learners has undergone significant changes over the past few years. For many years the program’s centerpiece was the English Learners Academy, a Professional Learning Community that offered an articulated sequence of courses for English Learners in the core subjects of English, Mathematics, Science, Social Science, and the Spanish for Native Speakers program. While working with this model, the school achieved significant gains in the performance of its English Learners subgroup on the California Standards Tests, and developed a substantial knowledge base of effective teaching practices for working with these students. Over the past two years, however, the school has tried to take advantage of this more extensive knowledge base by blending the English Learners population more completely into the SLC structure. English Learners at all stages of language development currently receive two periods of instruction in English, with a focus on the language acquisition content and language development strategies appropriate to their level of development. Students in ELD 1A/1B or ELD 2/3 are scheduled primarily in content-area classes that emphasize Specially Designed Academic Instruction in English (SDAIE) techniques. Students in ELD 4 are placed in content-area classes that utilize such techniques as appropriate, and receive content-area support in the ELD 4 classes. The school’s invaluable Bilingual Instructional Assistants are placed primarily in those classes where language development issues seem to pose the greatest obstacles to the students’ success, but are also scheduled with the aim of promoting the success of those English Learners who appear ready for the challenge of advanced course work. For students whose Individual Educational Plans acknowledge a need for a more structured instructional program, Casa Grande’s Resource Specialist Program offers a

Chapter IV ~ Self‐study Findings 2012 Casa Grande Focus on Learning Page 66 range of courses designed to address specific learning needs. Most students in the program benefit from the Study Skills class, which provides a learning skills curriculum and one-and-one and group support in their content-area classes with their RSP Case Manager and Instructional Assistant. RSP English and Math Review classes are designed to introduce and reinforce the fundamental skills necessary for productive citizenship, and to prepare the students for entry into college preparatory course work in their respective disciplines. The Reading Learning Center class focuses specifically on developing reading and literacy skills. The Life Skills class, for Special Day Class students, focuses on the development of a range of personal, occupational, academic and self-advocacy skills; the Workability class provides students with on-the-job experience, and the skills and concepts necessary for finding, obtaining and being successful in a job or a career. In addition, the department sponsors a Social Thinking Skills seminar to assist students in learning how to read, interpret and transmit verbal and nonverbal cues to social interactions. Students in the program whose academic progress no longer requires such specialized settings are still monitored by their Case Managers on a watch- and-consult basis. Casa Grande’s faculty is strongly committed to improving practice through professional development. Teachers regularly attend a wide range of workshops and conferences throughout the year, and site and district administration have worked to present the latest research on teaching techniques to teachers here in site-based workshops. Several years ago we were privileged to have Dr. Anthony Muhammed present to the staff a site-based workshop on the pyramid of intervention. For the past two years, the Buck Institute for Education has held workshops on campus on project- based learning, in which teams of teachers develop curricular projects for use in their own classrooms. Seventeen teachers from Casa attended the first year and sixteen teachers the second. This past summer, in response to requests from teachers for assistance in teaching English Learners, the district sponsored a three-day workshop on campus on Powerful Instruction for English Language Learners in the Content Classroom, which was attended by twenty Casa teachers. Participation in the summer workshop includes three follow-up dates during the school year for teachers to practice and refine the skills and techniques that they learned. Many departments regularly send teachers to a variety of seminars and workshops. The Mathematics department sponsors the attendance of several teachers each year at the California Mathematics Council Conference at Asilomar. Science teachers attended California Science Teaches Association and National Science Teachers Association Conferences. This year the Marketing, Media and Management cluster sent a team of teachers to the Monterey Institute for Technology and Education. The Health Careers Pathway sends several teachers each year to California Department of Education workshops on integrated instruction and the California Technical Education Standards. Teachers in the sophomore Eclipse House are participants in a new national pilot program, Cultural Differences in Health Care Practices, an interdisciplinary curricular project sponsored by the National Consortium for Health Science Education. Resource Specialist Program teachers are regular attendees at Sonoma County Office of Education workshops on issues ranging from dealing with specific disabilities or working with students in the autistic spectrum to more general concerns, such as supporting English Learners or transition planning. Teachers in Social Science are frequent participants in

Chapter IV ~ Self‐study Findings 2012 Casa Grande Focus on Learning Page 67 the National Council for the Social Studies annual conferences, and teachers in English, Mathematics, Science, Social Science and Studio Art are regular participants in Advanced Placement workshops sponsored by the College Board. Teachers in the English, Math, Science and Social Science departments also review on a yearly basis their students’ achievement on the California Standards Tests. Both individually and as a department, teachers analyze student performance in each test cluster and each student subgroup, looking for areas of strength and areas of need. Teachers then discuss means of improving student performance and share strategies that seem to have been most successful in promoting student understanding and fostering student achievement. The continuing improvement in Casa Grande’s API seems to indicate that this approach has been effective in producing a stronger alignment between the material of instruction and the state standards. At the same time, a review of the evidence submitted to this focus group clearly shows an emphasis on the Expected Schoolwide Learning Results of clear communication, critical thinking and global citizenship. Hopefully, success in these areas is inspiring in the students a desire to be life-long learners as well, but a verification of that supposition requires reference to a different sort of data.

B2

Do all students have equal access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal and school-to-career goals?

Casa Grande strives to ensure that all students are aware of their educational choices and are able to take advantage of the full range of course offerings. Casa Grande’s Course Handbook is updated yearly to include new course offerings and modifications to existing courses. To ensure that all students are aware of graduation requirements and course offerings each year, counselors conduct classroom presentations at all grade levels, including incoming freshman at Kenilworth Junior High. Students complete their course selection forms by choosing their core classes, listing their first and second choice electives, and getting their parents’ or guardians’ signatures of approval. Counselors also meet with all freshmen to develop an initial four-year learning plan. They meet with students and their parents to review and revise these plans during their sophomore year. However, students and parents, regardless of grade levels, are invited to consult with their counselor at any time. Counselors also monitor student progress and review transcripts each semester to ensure that all students are on track for graduation. Class selection and adjustments to schedules are made with individual students during Individual Educational Plan and Student Study Team meetings, and on an as-needed basis. The Counseling department collaborates with English, ELD, and RSP teachers to provide all sophomores with a well-structured career discovery and research presentation. The goal is to raise awareness about career choices and to assist the students in completing an I-Search Career Exploration paper before the school’s annual Cluster

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Night; this helps facilitate the students’ choice of electives and a cluster that aligns with their career interests. The SLC structure has allowed Casa Grande to introduce a new level of intervention for students who are struggling, or, perhaps, inappropriately placed. A part of each SLC meeting is devoted to a discussion of students who are doing well as well as students who are not performing well. For students who are doing well, the SLC team recognizes the most deserving as Students of the Month. For students who are not doing well, the team decides the form of intervention needed and selects a teacher to lead the intervention. Students in the RSP program are also monitored by their Case Managers, who consult with their content area teachers after the close of each grading period, and more frequently if necessary. Casa Grande’s English Learners Resource Teacher monitors the progress of the English Learners and provides the necessary recommendations for student success. Providing access to advanced-level courses remains one of Casa Grande’s areas of improvement. The Latino population, in particular, is underrepresented in honors and AP courses. Aggravating this situation are program changes, master schedule constraints, and budget cutbacks. Casa Grande currently offers fewer sections in the Native Speakers program than in previous years. Likewise, fewer English Learners are enrolled in advanced math and science classes while this population is increasing. More aggressive efforts should be made to identify, promote, and place these students in honors and advanced courses. Casa Grande employs a variety of formal and informal ways to encourage parent involvement. Three of the eleven-member School Site Council are parents; their support has been crucial in maintaining a range of course offerings and meaningful staff development. Parents are encouraged to be active participants in Student Study Team and Individual Educational Plan meetings, and are provided translations if necessary. Parents also act as advisors and judges for Casa Grande’s Senior Project program each year. In addition to the traditional Back-to-School Night and Open House, Casa Grande sponsors a number of evening presentations for parents throughout the year, with topics ranging from college application and financial aid to course selection for juniors and seniors at Cluster Night, where teachers in each cluster present highlights of their program. Cluster Night also showcases the range of core and elective course offerings in each cluster, and sophomore and junior parents and students have the opportunity to meet with SLC teachers in each of the clusters. Casa Grande’s English Learners Advisory Committee meets four evenings a year. The primary goals of the committee are to keep parents informed about the nature of the English Learners Program and their students’ options for continuing their education, and to solicit parental input on improvements to the program that would better meet their students’ needs. Unfortunately, changes in both the structure and the personnel of the EL Program these past two years have significantly disrupted the continuity and the dynamism of this committee’s work, and its meetings have recently tended to emphasize information over input. Strengthening the committee’s ability and willingness to provide programmatic advice and oversight is a major goal of the EL staff. Every January, Casa Grande holds an Eighth Grade Parent Night. The aim of this is to provide eighth grade students and parents the opportunity to learn about the many elective offerings available in the ninth grade. Parents rotate through eight classrooms,

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meeting over fourteen teachers who provide a brief overview of their programs and answer any questions. Teachers in Solstice House held a Solstice House Parent Night this year, which was very well-attended and very well-received. Many teachers communicate regularly with parents via email, and Casa Grande’s new website makes it possible for parents to check homework assignments and student performance in some courses online. Of course, parental input is an essential feature of each self-study, in which parents have consistently indicated a high degree of satisfaction with Casa Grande’s curricular program.

B3 To what extent are students able to meet all the requirements of graduation upon completion of the high school program?

On the surface it would appear that Casa Grande High School has been highly successful in ensuring that all students meet graduation requirements upon completion of their high school program, as Casa has consistently reported graduation rates above 90%. This apparent consistency conceals, however, some troubling trends and discrepancies. To begin with, although the vast majority of students graduate, only 46% do so by fulfilling requirements for CSU admission, despite the fact that the vast majority of Casa’s courses are UC/CSU approved. Student performance on the California Standards Tests displays wide variations in achievement between different student groups, with a majority of the students in the English Learners, Hispanic, Resource Specialist Program and Socio-Economically Disadvantaged subgroups scoring Basic or below in English, math and science. While student proficiency as measured on the CST has improved in some areas, most notably in ninth grade English Language Arts, achievement levels in math and science have been generally stable, and variable in history. Tenth grade performance on the initial administration of the California High School Exit Exam has been generally good, compared to the statewide average, but is still below the uniform success that is desired, and passing rates decline in subsequent administrations. Over the past few years Casa Grande’s reported graduation rate has actually declined slightly, from 96% in 2007 to 91.6% in 2010. Casa Grande employs a number of strategies to assist students in meeting graduation requirements. The English and mathematics classes all incorporate lessons prior to each administration of the CAHSEE to review and reinforce the skills and concepts emphasized on the test. A CAHSEE Prep class is provided for juniors and seniors who might particularly benefit from focused support in those areas of instruction. The ELD 4 program includes both instruction in English Language Development and targeted support for language development in the content area classes. The English department offers an after-school English Make-Up Class, which meets four days a week, and provides students a similar opportunity to refine their language skills while receiving content-area support. For the past three years, several math teachers have volunteered their time to staff a Wednesday after-school tutorial at McDowell Elementary School, an elementary school about two miles from Casa Grande that was formerly attended by many Casa students. This program has been remarkably well-attended. Casa Grande has

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also begun a Wednesday afternoon Homework Lab in the school library, in which teachers who are not involved in SLC meetings are available in the library to assist students. This year the district has begun a pilot program with Odysseyware, primarily as a means for students to recover lost credit. Finally, Casa Grande’s daily schedule provides a half-hour tutorial period every day (twenty minutes on Wednesdays), between the two morning class periods, during which students are encouraged to consult with the teachers of the classes in which they need most assistance. The morning tutorial period has been a subject of intense discussion at Casa Grande for the past several years. Although the program is neither intended nor designed to provide assistance to all students, the overall student participation rate is clearly much lower than expected, especially among those students who could benefit most from the extra help. In the last few years, departments and SLCs have experimented with a number of innovations to encourage or require student participation in tutorial. Several SLCs have developed mandatory tutorial programs for students who are struggling in one or more classes. The Math Department now offers a Geometry tutorial on Tuesdays, and the Bilingual Instructional Assistants offer daily tutorial help in a dedicated classroom, with assistance from some of the EL teachers. These interventions have demonstrated varying degrees of success in increasing student engagement, but they all testify that Casa Grande teachers are determined to promote student involvement in and responsibility for their own education. In recent years Casa Grande has placed increasing stress on real world applications and career preparation. All students complete a personal interest inventory as a part of their I-Search Project in their sophomore English classes. The SLC clusters in the junior and senior years are largely based upon career interests, and field trips and job shadows are employed in the different clusters to encourage students to explore career opportunities. Students are encouraged to use their Senior Projects to explore career interests and develop opportunities for life-long learning. Casa Grande continues to explore opportunities for effective partnerships with Santa Rosa Junior College to increase student awareness of the manifold resources and opportunities that the Junior College provides. This partnership also strengthens students’ preparation for college placement tests and course requirements. The Health Careers Pathway has been working with the college to develop a Medical Terminology course which will allow Casa Grande students to earn JC credit. The Child Development program has an articulation agreement with the college that allows our students to earn up to three units of college credit by successfully completing the final exams for the college’s Development Trends in Children course sequence. Currently, about 60% of Casa Grande’s students enroll in a college program immediately following their high school graduation; about one-third of all graduates are enrolled in two-year institutions and about one-fourth are in four-year colleges. The retention rate for college freshmen is about 90%. The overall college graduation rate, including Associates and Bachelors Degrees, for the class of 2006 shows that 85% of those initially enrolled had graduated by June of 2011.

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Areas of strength:  Standards-based curriculum  Diverse elective offerings;  SLC structure facilitates a personalized learning environment

Areas of growth or need:  Increase identified subgroup student participation in advanced courses.  Increase ELAC membership and strengthen its advisory role.  Increase the number of students who have fulfilled UC a-g requirements.

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Category C: Standards-based Student Learning: Instruction

Focus Group Chair: *Jon Simon - Mathematics

Focus Group Members:

Jonathan Beard – Culinary Arts Paula Biancalana – Social Science Grace Cottle - Science Debbie Elam-Hupp - Mathematics Stephanie Gryfakis – Special Education Amy Hendricks – World Languages Athena Kautsch - English Anna Koval - Librarian Betha MacClain – Assistant Principal Stacy Maderious - Mathematics Joanna Martin - PE Sean Millard - Musis Kelly Rankin – Special Education Donna Reed - Science Elena Richer – English/Social Science Gay Robbins – English Brett Sklove - Counselor Chuck Wade – Career Technical Education Mavis Weir – Social Science Melissa Wickenkamp - Science

*Teacher/Parent of student at Casa Grande High School.

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At Casa Grande High School: C1. All students are involved in challenging learning experiences. C2. Students are aware of expected performance levels. C3. Staff members differentiate instruction. C4. Teachers use a variety of methods to deliver instruction. C5. Teachers use a variety of resources to deliver instruction. C6. Real world experiences are available to students.

Summary of Findings: C1. All students are involved in challenging learning experiences.

All core classes at Casa Grande High School are college prep, meeting UC a-g requirements. An increasing number of diverse students are taking and passing Advanced Placement classes and tests. Some of these courses, such as AP Psychology, are open to all upper class students with no placement requirements. In 2010, 273 students (about 30% of the junior/senior population) took at least one AP class, with a total of 579 AP tests taken. 72% of the scores were 3 or higher, indicating a passing score. This represents more students taking and passing AP tests than any other school in the county. A concerted effort is made to mainstream as many EL and special education students as possible into as many core classes as they can take, including English. Support for these students includes aides, team teachers (such as in the algebra collaborative), tutoring and various modifications (including SDAIE methods.) Teachers at Casa Grande provide students with many challenging educational opportunities outside the classroom. For instance, after school study sessions in physics, chemistry, and government are available. Tutoring in the library is provided after school for all interested students bi-monthly. After-school math tutoring is available at McDowell Elementary School. A CAHSEE prep course is also available to students. The Counseling department has purchased a subscription for a college and career advisory program that all sophomores use. In addition counselors now use terminology consistent with a-g requirements in dialogues with students, setting the expectation that students will be qualified and prepared for challenging academic experiences after they leave Casa Grande. Counseling also presents college application workshops to seniors. College application essays are edited on an individual basis by English teachers.

C2: Students are aware of expected performance levels.

Many teachers use rubrics, models and samples of exemplary work to make students aware of expected performance levels. Many textbooks publish the standards that students are to learn. Posted agendas show students what they are expected to learn during a lesson. In the 9th and 10th grades, students are in Houses. There is a mandatory tutorial program in each freshman House. In the 11th and 12th grades, students choose a career cluster based upon their goals and interests. Curriculum is delivered by teams of English, social studies, and elective teachers. Students have the opportunity to follow career pathways such as Health Careers and begin a sequence of courses and experiences that

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can lead directly to certificate or degree programs at college. One component of the SLC structure involves regular meetings within SLC teams. These teams consist of core subject and elective teachers, counselors and administrators. At team meetings, 80% percent of the time on the agenda focuses on students. The SLC team creates detailed intervention plans for students who have “D” or “F” grades in any of their core subjects. One member of the team serves as a Leader for each student of concern. After the plan is developed, the Leader meets with the student to communicate interventions as well as expected outcomes and performance standards. The CGHS librarian, in collaboration with teachers, designs and implements workshops for students in grades 9-12 focusing on research methodologies using printed media as well as online databases. Students are educated about proper citations, credible sources, and plagiarism. Students are trained to access and navigate multiple online sites (petadata.info, turnitin.com, easybib.com) which provide professionally reviewed articles and reliable content. To foster academic and social success in high school, administrators and counselors teach a series of targeted topics in all 9th grade classrooms. These workshops aid in transition from middle to high school; key topics include school policies, study skills, internet safety, and bullying. A variety of teaching modalities are utilized to engage a spectrum of student learning styles. Portfolios are kept and used for assessment in some English classes. These follow the students, making them aware of their previous and current writing levels and how they should improve each year.

C3: Staff members differentiate instruction.

Casa Grande uses technological advancements to enable students to access information, such as QR barcodes. Some teachers record (podcasting/screencasting) lectures and post them online (in some cases daily) and most make use of the new Edline website where students and parents can access grades, assignments, course information and links to resources. Some students take quizzes on the website. Core novels and physical science textbooks in English and Spanish are available as audiobooks to download onto students’ iPods or iPhones or they may be on loan from the library. Science teachers make their demonstrations available online. Teachers provide more personal instruction through individual after school tutoring, Mentors for Senior Projects, after school tutoring at McDowell School in math, Homework Lab twice monthly, and individual after school study sessions for exams. Senior project interviews include teachers from multiple disciplines. Evidence that Casa Grande teachers personalize education includes the healthy family survey which- shows most students have an adult on campus they can talk to about a problem. Students of concern in Clusters and Houses are discussed by several of their teachers and the pyramid of intervention (such as mandatory tutorial) is used to address their needs. To reach a spectrum of learning modalities, teachers employ a variety of techniques (see section C4). All teachers have EL or SDAIE training and have received staff development in differentiation of instruction.

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To meet a variety of student needs, Casa Grande offers AP, Honors, EL, College Prep, remedial classes and special education services. Interdisciplinary instruction in clusters further individualizes instruction.

C4: Teachers use a variety of methods to deliver instruction. Teachers use a variety of methods to deliver instruction. Some of the techniques that teachers use to engage students in instruction are lecture, group work, real world connections and experiences, and a variety of assessment techniques. One area of delivery is through direct instruction and lecture. Teachers use Socratic questioning, guided practice, labs, demonstrations, and activities to access prior knowledge. Teachers utilize technology to support instruction through the use of Power Point presentations, audio books, LCD projectors, document cameras, interactive white boards, and DVDs. Teachers in common SLCs deliver and develop integrated curriculum to connect a common idea and reinforce student understanding. Teachers also deliver instruction using group work methods. A team of teachers has been trained in Complex Instruction methods, which address social status, accountability, and diverse learning styles. In all science courses on campus, there are groups of students working together, gathering information to further their understanding of the concepts. Many classes seat students in pairs or small groups and use dialogues and small discussions to further understanding of concepts. Academic Decathlon utilizes a coaching model to facilitate learning. Real world connections are a powerful way to engage students with curriculum. A variety of field trips occur during the year that allows students the opportunity to have hands-on learning in multiple contexts. There are many teachers who bring guest speakers to the campus to help engage students and provide different views of a large array of topics. In Event Planning, students create events and carry them out. In Web Design, students create T-shirt designs that are being used for the student body. Math students work on design projects in trigonometry based on real-world problems. The Fish Hatchery students are involved in creek and habitat restoration and fish re- population. In addition, the structure of the Small Learning Communities helps connect students’ educational experience to life after high school. In order to create lifelong learners, students are trained to use a variety of assessment feedback to further learning. Formative assessment, peer editing, portfolio building, research papers, individual, group and senior projects all provide opportunities for students to further their understanding of subject matter.

C5: Teachers use a variety of resources to deliver instruction.

Resources used to deliver instruction at Casa Grande High School include hardware, software, and human resources. Hardware includes lab equipment in the physical and biological sciences, including a state-of-the-art fish hatchery on campus. Five of the eleven science classrooms have a student to computer ratio of 2:1. Teachers use many small electronic devices: digital audio players, voice recorders, cameras, cell phones, and graphing calculators. The library downloads books onto iPods and iPhones for students. If students do not have these devices, the library loans them these devices so students can access audio books. There are also large electronics, such as overhead projectors, digital

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projectors, “smart boards,” computers in both labs and classrooms, and a large telescope available at Casa Grande. Software resources include Edline (used for formative assessment and to show students assignments), turnitin.com, audiobooks, Careercruising.com (I-Search), Read 180, Odysseyware, Edusoft, grade book programs, easybib.com, petadata.info, online access to media, podcasting and screencasting, and Aleks. Human resources include professional learning communities where teachers share their instructional expertise with one another. Formal training sessions on the school’s new Edline website and turnitin.com are provided. In addition, grade book software tutorials and college application workshops are also scheduled. Sharing of techniques learned at conferences (such as the Miramonte method for approaching standardized test questions) is done in both formal and informal meetings. PLCs include Houses at the freshman and sophomore levels and Clusters at the junior and senior levels. Community members serve as guest speakers, advisors (senior projects) and job-shadow mentors. Peer instruction is demonstrated through music performance self-critiques and tutoring offered by calculus students during Wednesday’s Homework Lab.

C6: Real world experiences are available to students.

Teachers at Casa Grande involve their students in a wide variety of real world experiences. This helps emphasize higher order thinking skills. Many departments use a wide variety of technology to enable students to have access to information. Many classrooms have been outfitted with smart boards, which provide teachers and students the ability to do live podcasts of lectures as well as to finish assignments. The new school website provides teachers with the ability not only to inform students of their grades and assignments, but also to allow students the opportunity to access online information about research topics, current events, and career/college opportunities. This year, teachers in 11th and 12th grade clusters have been collaborating to revamp Senior Project. The librarian helps students and teachers on various aspects of research: to avoid plagiarism (turnitin.com) and to utilize credible and the latest databases on a wide range of topics (delicious.com). In the last two years, cluster teachers have demonstrated interest in participating in Senior Project, thus expanding Senior Project beyond the auspices of the English department. In addition, Casa Grande has solicited the help of Sonoma State University instructor, Susan Victor, who encourages graduate SSU students to volunteer as Senior Project proofreaders and judges. Also, Kate Keaton, from Sonoma County Library, is working with Casa Grande’s librarian to make available the most current research/resources to our students. The Counseling department and the Career Center collaborate with staff members to provide students with updated information on college application workshops and guest speakers from both universities and various careers who are available on campus. These opportunities help provide students with guidance on the choices they make after they leave Casa Grande. The Physical Education department provides many opportunities for student learning for real world application. The goal of the Physical Education department is to give students a variety of ways to apply concepts and themes introduced in Course I and Course II to lifetime fitness. Through the use of cardiovascular, strength, and sports- related activities, students learn how to achieve and maintain a healthy and active

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lifestyle. Students are exposed to a variety of activities: alpine climbing, orienteering, combatives (including tae kwon do and self-defense), Lacrosse, field hockey, golf, and Sepak Takraw. Health-related themes are introduced through a series of handouts and the course textbook, which covers nutrition, conflict resolution, movement analysis, human anatomy, and physiology. The World Language department uses a wide variety of strategies that allow teachers to work as coaches and to facilitate learning for all students. Several real world experiences are provided through job shadows, country research projects and other cultural hands-on projects. In the workplace program, students use their knowledge of the language and apply it in a job setting. Guest speakers are also brought in to discuss the use of world languages in the job market. In the AP courses, students listen to authentic sources, such as news broadcasts and radio podcasts, from other countries to have real cultural experiences. In other levels, students listen to music, look at art, and learn about food from other countries. Several projects revolve around researching certain aspects of the culture and presenting it to the class in the target language. Several courses in the Social Science department employ guest speakers, field trips, and job shadowing to provide real world connections to the curriculum. The visual arts, literature, music, primary source documents and recordings and current events are all used in the history classes to enrich the students’ understanding of history and to make connections to the contemporary world. Casa Grande High School offers a well-rounded, comprehensive Performing Arts program that includes three concert bands, two jazz ensembles, a choir, and a drama program. Each of these curricular areas provides opportunities for the students to work as a team toward a common goal by performing at a high level for the public at large. Within these disciplines, there are several experiences available to students that offer real world experiences in the performing arts industry. Some of these include drama productions for the public, adjudicated music festivals and concerts performed throughout the state (including overnight tours), guest speakers and clinicians from the music industry working with the students, and students acting as leaders within the classroom as they lead sectional rehearsals. The Wildlife Biology program incorporates outdoor experiential education through field studies at Shollenberger Park in Petaluma. Blood pressure monitoring is taught in Honors Biology, Clinical Biology, and Human Anatomy and Physiology classes. First Aid/CPR/AED certification is completed in both Clinical Biology and Human Anatomy and Physiology classes. Astronomy students have access to telescopes to experience universal as well as nightly stargazing. In the English department, real life experiences begin with the reading of a wide variety of novels; these literary works introduce students to a wide range of possibilities available to them as they grow and develop into young adults. Additional experiences include the I-search project at the sophomore year; this project provides students with the opportunity to explore colleges and career choices. This exploration is further advanced in the senior year with the Senior Project, which is currently being revamped to include more collaboration between teachers of senior English and teachers within each cluster. Each cluster will be able to adapt the project to fit their particular areas of interest. Within the social studies department, students are offered many real life experiences through the use of guest speakers, field trips, and collaborative cluster projects. Many juniors and seniors are involved in job shadows, internships, and

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community projects through collaborative assignments with social studies, English and selective clusters. Elective courses within the department, such as Legal Studies, are taught by teachers who have real life experiences in the subject. Government and economics teachers work with English teachers to provide students the support necessary for the completion of their Senior Projects. The math department uses problems at all levels that require students to apply math to real-world scenarios. One example is the triangular pools project assigned to all math analysis classes. This project requires students to submit a proposal to a fictional design board advocating for one of several possible designs of a triangular pool. Other projects have students peer-tutoring logarithms or interviewing someone who uses logarithms at work. The United Anglers program, using the hatchery on campus, involves students in habitat restoration. The culinary program often provides food for meetings and Staff Development days using fresh ingredients grown on campus. The journalism program incorporates a variety of skills--writing, photography, fine art, editing, technology, and design. Students in the web design and 3D Animation programs complete dozens of projects each year for clients from the community. Students in the drafting program learn how the build and design projects that relates to industry standards. Students in the automotive program learn how to diagnose and repair vehicles to manufacturers’ standards.

Areas of Strength:

Professional Development:  Teaching self-evaluation  Peer-to-peer feedback  Sharing of best practice  More opportunities for professional development within the clusters/houses and more faculty taking advantage of professional development (on an individual basis and on a shoestring budget)

Curriculum & Instruction:  Teaching strategies learned at EL training – academic vocabulary, window, Cornell note- taking  Complex instruction in social studies classes (the Stanford University model)  Integrated curriculum in houses and clusters  Increasingly we’re taking learning outside the classroom, making assignments more project-based and real-world oriented (H.I. Do-Good Project, M3 client services assignments, HCP/LS field trips, the Hatchery/Anglers, the FARMS program)  Allowing students more opportunities to self-select projects that come from their milieu  There are opportunities for professional development within the clusters/houses and many faculty are taking advantage of professional development (on an individual basis and on a shoestring budget) such as the 2010 Educating for Careers Conference attended by 17 teachers representing 10 SLCs or the 2011 Buck Institute PBL Workshop attended by 10 teachers.

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Areas of Need or Growth:

 Increase the number of students who are prepared for success in their post- secondary careers (e.g., qualify for a certificate program, college acceptance, pass the EAP/EPT/ELM, complete articulating (UC a-g) courses with the community colleges)  Better utilize tutorial time for instruction, differentiation, and individualized intervention  Improve use of and access to technology in instruction, student support, and communication

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CATEGORY D. STANDARDS-BASED STUDENT LEARNING: ASSESSMENT AND ACCOUNTABILITY

Focus Group Chair: *Todd Creighton - Science

Focus Group Members:

Matt Beaton – Special Education Fred Brunton – Career Technical Education Heather Campbell – PE Hilda Castillo-Abate – Social Science Brett Hamner – English Kelley Holly – Science Tom Kinney – Special Education Shuyu Liu – World Languages Melinda Maderious – Mathematics Stephen Owens – Assistant Principal Nancy Pipkin – Mathematics Josie Richter – Art Todd Siders – Social Science Kim Tay - English Hal Thomas – Special Education Christiane Traub – World Languages Maria Walker – World Languages Scot Wigert – Mathematics

*Teacher/Parent of student at Casa Grande High School.

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The Assessment and Accountability Focus Group is composed of 15 teachers representing nearly all of Casa Grande’s departments: Science, Special Education, World Languages, English, Social Studies, Math, Visual Arts and Physical Education. The members of this group volunteered to be a part of the accreditation process and had a choice as to which of the criteria groups to join. We met on a number of Tuesday and Wednesday afternoons to gather data, discuss the criteria, and ultimately to report our findings. D1. To what extent does the school use a professionally acceptable assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community?

Evidence:

 Edusoft Assessment Management System  Aeries School Information System  Casa Grande HS website  STAR/EAP scores mailed home and on transcripts  READ 180 parent letters sent home by mail  6 week progress report grades sent home  Teachers online grades  Senior Projects  Teacher website pages  Workability  Cluster Night  Back to School Night  Liaison to community  SARC

Summary of Findings:

Casa Grande is committed to reviewing and analyzing testing data such as STAR, CAHSEE, EAP and AP to improve student performance and achievement. Student data and information is reported to stakeholders in a variety of ways. The administration and teaching staff review the progress of students using Edusoft and Aeries student data systems. Using these two data systems, teachers are able to review STAR and CAHSEE test scores. Student data is reviewed on Aeries to determine student progress, grades, and attendance. Contact information is quickly retrieved by staff members without the need for additional support. At the beginning of the 2011 school year, Casa Grande switched to a new web- based provider -- Edline -- that will eventually allow parents and students to access information more easily. Teachers (individually and as a department) are in the process of making the switch to this new program. Initial reports seem to indicate that Edline is a major improvement compared to the previous system. Parents have access to their

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children’s attendance and report card grades as well as some classroom assignments. However, until all teachers use Edline, parents will only have access to a portion of the desired information. Some teachers currently use the grade program that is part of our AERIES attendance reporting system. The use of this grade program will allow parents updated grade reports from those teachers using this system. Currently less that 20% of Casa Grande teachers use the AERIES grade program. The Casa Grande website provides a wealth of school-related information in English and in Spanish, including the Casa Connection newsletter, school calendar, course and student handbooks, contact information, important testing dates, and community partners. Other information -- STAR and AP test scores, CASHEE results, graduation rates and the School Accountability Report Card -- will be posted as time and resources allow.

Areas of Strength:

 Staff uses data from Edusoft to modify instruction and further develop assessment  Casa Grande has increased the use of technology to disseminate information to all stakeholders.  There has been an increase in the number of staff members who publish assignments, grades, and class information online.  The school continues to mail home important documents, such as report card grades and STAR test results, rather than rely solely on electronic communication.

Areas of Need:

 Increase staff development opportunities for teachers in the use of Edusoft, school website, Turnitin.com, and Aeries grade program.  Identify and maintain relevant data and resources on the school’s website/Aeries in a timely manner.  Develop a long-range plan in gathering, analysis, and dissemination of student data for teachers and other stakeholders

D2. To what extent do teachers employ a variety of strategies to evaluate student learning? To what extent do students and teachers use assessment results to enhance the educational progress of every student?

Evidence:

 Test and quizzes  Final exams  Classroom projects  Homework assignments (essays, reports, research papers)  In-class work  Experiments

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 Oral presentations  Senior Projects  Standardized test results (STAR, CAHSEE, EAP, AP)  Peer Revision/Critique/Constructive Feedback (both online and classroom)  Portfolio Assessment  Self Assessment/Reflection

Summary of Findings:

Math The Math department employs multiple strategies ranging from daily informal checks to formal chapter tests. On a daily basis, teachers will check homework to monitor student’s progress. Daily warm-ups are done in order to spiral the concepts. Common exercises are used in Algebra I, IA & IB, and Math Analysis to ensure that all students are exposed to preparatory materials for CAHSEE, CST, and EAP assessments. Students may be asked to come to the front of the class to do the problems and explain the processes for the solutions. Students may be asked to complete a “pass out of class” problem to determine if they have mastered certain topics. Frequent quizzes are given to determine if the students are mastering the sub- topics. These, along with the daily checks, allow the teacher to determine if any concept needs to be re-taught or reinforced. Chapter tests are then given to determine mastery of a topic. The department developed a “pacing” guide, which keeps all sections of classes within several days of each other within the respective curricula. While a formalized system of common assessments, such as chapter tests, has not been established within the department, the “pacing” guides as well as frequent informal sharing of tests between teachers provides for de facto common assessments. Additionally, the department employs alternate assessments; examples of these include group or pair quizzes as well as application projects that provide students with an opportunity to explore real world topics. Throughout in each subject area in the Math department, common final exams are given and are scored using an agreed-upon point system. Common final exams graded using a common point system ensures consistency of content taught in individual courses and student progress through the content sequence regardless of which math teacher the student has. The common finals were designed based on California State Math Standards. The Math department uses CST results from General Math and Algebra 1 to create a CAHSEE preparation curriculum for Algebra IA & IB classes with a large proportion of 10th grade students. The common finals for Algebra 1 and Algebra 2 (multiple choice portion) are available on Edusoft for school-wide comparison. This allows teachers in the department to analyze the data, but the department needs time to use this analysis to refine curriculum.

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World Languages The World Languages department uses a wide range of assessments, covering the four modes of communication: speaking, listening, reading, and writing. The department also assesses the cultural component of the language, as well as vocabulary and grammar. Assessments range from informal to formal, diagnostic to formative to summative, and consist of many different formats. Speaking is assessed informally throughout the class when students are expected to use the target language. Discussions in the target language are conducted everyday on topics found in the readings or listening that is done in class or as homework. Formal oral assessments are given regularly. Students are given a prompt that they have to answer orally. Prompts can be pictures or picture sequences to describe, questions from the teacher, cultural comparisons, etc. Formal presentations of projects and skits are also used to assess speaking proficiency. Appropriate rubrics are used to grade students’ performance. Listening comprehension is assessed through many modalities as well. Informally, students’ reactions to directions given in the target language, directed drawing on individual whiteboards, vocabulary games such as bingo are used. More formally, quizzes and tests usually contain a listening component, where students must answer comprehension questions after listening to an audio prompt, from simple one-line questions to complex authentic pieces such as podcasts or videos. Reading comprehension is another component that is assessed regularly in the department. Teachers employ diverse texts, from textbooks, to dialogues, poems, articles, literature, and many others. The reading is always followed by comprehension questions that need to be answered in different ways: orally, multiple-choice questions, or essays. Writing is also assessed on all levels. An example of informal, on-the-spot visual assessment is the use of individual whiteboards: students write down vocabulary, grammar, listening comprehension, and/or spelling answers with immediate feedback from the teacher. Sometimes students have to write scripts for skits to be presented orally or they have to produce written materials, ranging from fill-in-the-blank answers or sentence completions to formal quizzes and tests, e-mail correspondence, letters, postcards, culminating with formal multi-paragraph essays. To assess the students’ cultural knowledge, teachers assign various types of projects. These include research reports that are written and presented orally as well as more hands-on projects, such as cooking for the class and making an art piece in the style of an artist from one of the countries where the target language is spoken. Some assessments are comprehensive, covering many skills and tasks, and do not fit in a specific category. For example, some teachers assign portfolio projects, where proficiency in speaking, writing, reading, and understanding must be demonstrated. Another example is a letter to parents that students write at the end of every grading period, explaining what they learned during that period. That letter is in English, and then they must translate it in the target language for the teacher. In Spanish, common quizzes and tests are given throughout each level. The final exams contain three parts: a speaking portion, an essay, and a multiple-choice vocabulary, grammar, listening and reading comprehension portion. Students know that they have learned when, at the end of the four-year course, they are able to communicate by speaking spontaneously and writing in the target

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language, and to understand authentic materials, written or audible, in the target language. At the end of level one, students must demonstrate the ability to perform greetings and introductions, express likes and dislikes, make requests, and provide some information. At the end of level two, students must demonstrate the ability to make requests, express their needs, understand and express ideas, describe and compare, and use and understand expressions of emotion. At the end of level three, students must demonstrate the ability to express, understand and support opinions, narrate and understand narration in the present, past and future, give and understand advice and suggestions. At the end of level four, students must demonstrate the ability to communicate effectively in an interpersonal as well as presentational setting, and to interpret authentic written, audio, and visual materials. At all levels, students must demonstrate appropriate understanding of the culture of the countries where the target language is spoken.

Social Studies World History and U.S. History have used STAR testing as a form of evaluation to determine areas of weakness and strengths within department. As a result the department has shared instructional strategies to improve results. The discussion in department meetings has also turned to looking at the test results from the same students in the 10th grade World History and 11th grade U.S. History classes. The most successful collaboration has been through the sharing of meaningful and successful lessons. In 2010-2011 World History teachers used a common essay assignment as a common assessment for the 10th grade class. In U.S. History a timeline activity has been used as a common assessment for the course. Over the past two years, the 12th grade Government and Economics teachers have collaborated with their clusters’ English teachers in overseeing various aspects of the Senior Project. In addition to paper-and- pencil testing, Social Science teachers have also used student-created websites and Powerpoint presentations as assessment tools.

English English department teachers use a variety of strategies to evaluate student learning. One of the predominant modes is writing, from sentence structure to paragraph development to formal essay. This year, teachers use Turnitin.com for research papers to evaluate students’ research skills as well as mechanics and spelling. It also allows teachers to include marginal commentaries online and to grade electronically. Turnitin.com also supports student collaboration and peer editing and revision. Many teachers have students write self-assessments and reflections for larger written projects. Some teachers use writing portfolios to assess students’ growth throughout the school year. Freshman and sophomore teachers have a common portion in their final exams. The questions on this portion of the final are based on grade-level requirements articulated in the English Handbook and the English department’s Curriculum Map. Freshman teachers also use a common writing sample as a yearly assessment. Freshmen and sophomore lexile levels are evaluated using the Renaissance Learning website; teachers use this information to differentiate instruction. Teachers assess and evaluate STAR test scores by strand, and grade-level teachers collaborate to develop strategies and lessons to ensure students are exposed to those skills

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and concepts needed to improve performance on state-mandated tests. Most teachers use disaggregated STAR and CAHSEE data to evaluate student progress. Senior teachers work closely on the senior project; the evaluation of these projects (both the research paper and the oral presentation) is based upon rubrics established by the senior teachers. The rubric for the research paper is the result of the collaboration of both English and social studies teachers. All English classrooms utilize formative assessments for speaking, listening, reading, and writing: interviews, informal presentations, speeches, group projects, and discussions. Physical Education There are two courses of Physical Education offered at Casa Grande. The first (Course 1) is normally taken by 9th graders and the second (Course 2) is normally taken by 10th graders. Successful completion of Course 1 is a required prerequisite for Course 2. Both courses are divided into 6 thematic units. Each unit runs the length of one of the six grading periods at Casa Grande (3 in the fall and 3 in the spring). At the beginning of each unit, students are given the rubrics that correspond to the lesson and are asked to self assess. At the middle of the unit, the students are paired up and perform a peer assessment. At the end of each unit the students are given an individual written assessment about kinesiology and nutrition. In addition to the written assessment, the students are given a skills test. During the skills test, common rubrics are used and students are evaluated by direct observation by the instructor. During the assessment process, students are encouraged to develop personal goals for a healthy active lifestyle. The Physical Education Department uses common rubrics and methods of assessment for all students.

Science All Casa Grande students must complete a standards-based science sequence of physical science and biology. Physical science teachers use a set of common assessments; these tests and quizzes share about 80% of the same questions between classes. Labs, presentations and lectures are also very similar. There is also a common set of student projects that are shared between teachers but there are slight variations in teacher expectations. There are currently three sections of SDAIE physical science that follow the same scope, sequence, and assessments as the mainstream classes, differentiated mainly by the increased emphasis on academic language and scientific vocabulary. Two sections of honors physical science are taught this year. This class is taught at an accelerated pace and covers the standards in more depth, but most of the assessments and experiments are shared with the regular classes with the inclusion of additional assessments. The biology teachers use some common assignments and tests as well as shared labs. Biology classes also include four periods of SDAIE instruction as well as three periods of honors biology. Additionally, there are sections of chemistry for 11th and 12th graders differentiated by regular, honors, or SLC-related (2 sections). Regardless of the “flavor” of chemistry, all chemistry classes are standards-based classes, but the teachers of these classes do not use common assessments. However, they do share similar experiments and student expectations.

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The rest of the classes in the department are either singletons or taught by one teacher. Nearly all AP students in physics take the AP test at the end of the course and 87% passed last year. This year Casa Grande is offering AP Environmental Science for the first time; students in APES are also expected to take the AP test. Nearly every teacher in the science department posts grades in the classroom and many send home individual progress reports in addition to the 6-week school-mandated report. Some of the teachers in the department post grades online and nearly all of the teachers in the department regularly maintain a class web page. Every 9th through 11th grade science student at Casa Grande will take a science STAR test and each year, teachers in the department analyze the results to determine areas of strengths and weaknesses as a way to help improve the following year’s instruction. Science teachers look at CST results in Earth Science to revisit the curriculum covered in 9th grade physical science and biology teachers do the same with 10th grade biology.

Special Education The Special Education department, as mandated by the state, tests students triennially. The results of these assessments are used to place students in the appropriate classes. Students with reading difficulties are placed in the Read 180 program, where they are continually assessed as an integral part of this program. These assessments track each student’s progress as they move towards reading at grade level. The results of these tests are also used to monitor the student’s growth and to determine individual goals. The CST testing data culled from the Edusoft program is used to identify areas of weakness. Teachers respond to this by creating lessons on topics that are problematic. Resource students are also assessed for their readiness to CAHSEE and STAR tests as part of the Study Island program. Areas of weakness are identified and remediation is able to take place prior to the administration of these two tests.

Visual and Performing Arts A variety of assessments is used by Visual and Performing Arts teachers to enhance student achievement. These assessments include written tests, sketchbooks, journals and portfolios. Written tests are routinely administered to gauge the mastery of elements and principles of aesthetics. Teachers employ sketchbooks and journals to monitor student learning and understanding of art history and art vocabulary. Sketchbooks and journals are also used as a communication tool between teacher and student. Teachers are able to give feedback, offer suggestions, and brainstorm ideas with students. As an assessment tool teachers are able to use these to strengthen the student’s art concepts. Portfolios, which are a compilation of art projects, are used to assess the progress of the students. Teachers are able to determine if students have mastered key concepts or if they need to revisit these concepts. In the Performing Arts classes students are assessed in many different ways. Because of the nature of the class, participation is critical and students are assessed on their class and performance participation. Improvement and focus during class, as well as performances, are noted to assess progress towards performance goals. In addition, students in Music Appreciation use weekly homework, tests, unit projects, as well as a concert review paper to demonstrate knowledge of the basic music principles.

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Career Technical Education (CTE) In Auto and Drafting classes visual observation and instructor critique of student work is constant. Students in auto classes need to take and pass quizzes and tests before going on to the next project. Drafting students need to master skills before they are allowed to continue on to the next assignment. Drafting students are expected (but not required) to maintain a portfolio of their work. All instruction in Auto and Drafting classes follows CTE standards. Furthermore, the curriculum in Auto classes aligns with the curriculum at the Santa Rosa JC; students may challenge for JC credit in these classes. Also, Drafting students submit work for judging by community members at the local fair. Beginning Culinary assesses students in four areas: participation through the completion of daily cooking project; a Daily Reflection; a “Cooking at Home” project (every 6 weeks) where students create a balanced menu with descriptions, make a shopping list, cook a three course meal and turn everything in with a parent reflection; and gardening students create goals, take pictures of progress, and end the day complete a written reflection. The culinary teacher and students go over each assessment to make sure that there is an understanding of what needs to be learned to move forward to the more complex lesson. They are constantly working for greater clarity and understanding. Students in the 3D Animation and Web and Graphic Design classes master CTE standards, and are given formative assessments, including online evaluations, learning games, and interactive assessments, that are used to drive the development of curriculum, and to determine appropriate instruction . These students also complete work for real- world clients, who provide important feedback and assessment throughout the course of the projects. Curricula in these classes are aligned with the curriculum at the Santa Rosa JC, and students who successfully complete these courses at Casa Grande may challenge JC courses for credit.

Areas of Strength:

 All of the departments use a variety of methods to assess learning.

Areas of Need:

 Departments need to increase the use of common assessments.  More contractual and department time for common assessments and collaboration.  Develop benchmark quizzes for standard sets in each core subject area  Do not analyze data to guide departmental decisions for instructional practices or curriculum

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D3. To what extent does the school with the support of the district, and community have an assessment and monitoring system to determine student progress toward achievement of the academic standards and the expected schoolwide learning results?

Edusoft Yearly tabulation of CST data by department is distributed by our Data Intervention Specialist. Each teacher is given their individual results with the overall department results included. Teachers rank their strengths and weaknesses by strand to look for overall department trends. Based on these strengths and weaknesses, some departments set curriculum goals for the upcoming year based on the past year’s results to the extent that time allows. All departments who give CSTs engage in this exercise in the first month of the school year.

Aeries In 2006, Casa implemented the Aeries system for attendance, grades, standardized test scores, discipline history, transcripts, class schedule, parent contact and other student information. Some teachers are using the Aeries grade book that connects to the website (Edline) so parents and students can access student grades remotely. Teachers early in the school year can easily look up student grades, CST scores and CELDT test scores in prerequisite courses to confirm correct placement and identify students they may need timely intervention. Teachers can review student transcripts to determine graduation status for seniors. Teachers can view the intervention tab to review previous academic interventions taken on behalf of students as well as access discipline and attendance records.

Edline This year Casa began a new website allowing faculty, parents, and students to access information about student progress in their classes as well as student attendance. Class- based websites with a calendar are used by teachers to post upcoming assignments, test and project due dates as well as posting electronic versions of classroom documents.

SLC grant In 2008 Casa received a $1.25M Smaller Learning Communities (SLC) grant. This grant created smaller structures within the school to create a more personalized learning environment for most students. Each year as part of the grant renewal process, Casa produces an Annual Performance Review (APR). Portions of this APR include: CAHSEE, CST, attendance, graduation rates, college entrance and completion rates (National Student Clearing House), EAP results and discipline reports. Juniors and seniors are scheduled into self-selected SLCs that are based upon student interest and long-term career goals. Throughout the year teachers in these clusters weave together curricular themes that integrate the core curricula with the school ESLR’s. Freshmen and sophomores are placed in SLC houses based on common core

Chapter IV ~ Self‐study Findings 2012 Casa Grande Focus on Learning Page 90 classes randomly. but each 9th or 10th grade house has their own set of unique themes and goals to help students succeed and to help support the ESLRs. In November, 2011 Jamie Myers the EAP coordinator from Sonoma State University met with faculty to discuss the EAP program as well as methods of instruction to help improve student results as a means of preparing students for college readiness.

Areas of Strength:

 Students have the opportunity to explore career pathways in their junior and senior years.  I-search for sophomores engaged in career-based research.  Research papers at all four class levels

Areas of Need:

 Currently there is no direct method of assessing student achievement of the ESLRs  More time is needed to develop common assessments, writing across the curriculum, and the Bay Area Writing Project in all departments.

D4. To what extent does the assessment of student achievement in relation to the academic standards and the expected school wide learning results drive the school's program, its regular evaluation and improvement and usage of resources?

Evidence:

 Math department, biology, PE, Spanish, English 9 & 10; world history common assessment  After school English makeup program  STAR Test scores  AP test scores  EAP Results  9th grade transition teams/ meetings  Pyramid of interventions  Walk-throughs  I-Search  SLC Grant  AP Workshops  SLC Coordinator/secretary  Peer tutoring  Senior projects  Counseling intern program Chapter IV ~ Self‐study Findings 2012 Casa Grande Focus on Learning Page 91

 Read 180 and English 3D  Study Island/ ALEKS  Wednesday homework labs

Summary of Findings All departments that administer STAR tests use data from the test results to improve pedagogy on a yearly basis. Many departments meet with feeder junior high school to discuss scope and sequence of instruction. The 9th grade science teachers determine curriculum based upon the 8th grade teachers content. Each SLC has been working on implementing mandatory tutorials, where students are required to attend due to grades or other criteria SLC houses use monies to implement instructional material at the 9th and 10th grade level for core classes. Students that participate in a Senior Project demonstrate all aspects of the ESLRs. Peer tutoring has allowed students to get one-on-one help from other students in a variety of core subjects. Data showed that too many CGHS students do not meet CSU/UC Math requirements; the math department now offers AP statistics and a Senior Math seminar class for students that are not ready for the rigors of advanced math classes but plan to attend college. School Site Council as well as PEF regularly contribute money and other many resources to support teachers. Additionally, Site Council funds ___ sections at Casa Grande HS this year to help offset reduced monies in the District budget.

Areas of Strength:  SLCs regularly meet to discuss curriculum, students of concern, and academic interventions.

 There is in place a comprehensive intervention plan for students once identified. There is an after school English makeup class for students who need credits in English. Casa Grande is implementing a credit recovery program (Odysseyware) that will allow students the ability to make up deficient credits in English, math and social studies. A CAHSEE prep class is offered during the school day to help those students that have yet to pass the test.

 Almost every student completes a Senior Project that incorporates research paper on an area of interest and an oral presentation to a panel of community members and staff

Areas of Needs or Growth

 Further use of Edusoft and Aeries to help teachers identify students in Casa Grande’s major subgroups.

 The staff and school needs to continue to define and further refine the Pyramid of Intervention to address the needs of Casa Grande’s major subgroups. Chapter IV ~ Self‐study Findings 2012 Casa Grande Focus on Learning Page 92

 The various and disparate efforts to address these populations need to be better clarified for the faculty.

 Provide training on how to use the RENlearn program to address discrepancies in student reading levels.

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

Focus Group Chair: Paul Koene - Counselor

Focus Group Members:

Eric Backman – Assistant Principal Arlene Burney – Music Kiri Brackett – Social Science Lisa Cain – Social Science Mady Cloud – English Dan D’Angelo – English Janis Dvorin – Special Education Stacy Fabian – Student Records Clerk James Forni – PE Leonor Garduno – Counselor Paul Koene – Counselor Nathan Libecap – English Sten Mander – Science Rebeca Martinez-Chavez – World Languages David Meirik – Art Angel Moquete – Mathematics Lynne Moquete – Social Science Sharon Roberts-Cagle – PE John Shribbs – Science Danielle Walker - Business

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Indicator E-1A: The school leadership employs a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process.

Findings and Evidence

 A new website was purchased specifically to create more user-friendly and efficient means for parents, students, and teachers to exchange information. A “training of trainers” was organized in the summer of 2011 by one of the assistant principals. Staff members who participated were then able to train others on how to use the new website features to communicate with students and families. Additionally, staff development time has been dedicated to training all teachers and specific staff members on how to use the website. Technology training sessions are being held weekly starting in November, 2011. Teachers are beginning to add web page content to classroom calendars as well as posting grades, assignments, test and quiz dates, online. See www.casagrandehighschool.org.

 Teachers, counselors, and administrators organize and participate in many events to get parents the information they need to help students at home and to participate in the school community. Topics addressed include course selections, post-secondary preparation, and extracurricular activities. These events are promoted via email, listings on the website calendar, daily announcements, and flyers sent home with students. Examples of these regular meetings include Band Boosters, Athletic Boosters, Casa Boosters, PTSA, bimonthly English Learner Advisory Committee meetings, Freshman Parent Night, Senior Overview For Parents, Back-To-School Night, Open House, College Night, College Application Workshops, Financial Aid presentations with community college advisor, parent/student FAFSA workshops, Cluster Night, and 8th Grade Parent Night

 Parents are notified daily if their student is absent via the school auto-dialer. Messages are in Spanish or English.

 Student Attendance Review Team (SART) meetings are held on campus both in the evenings and during the school day to allow both students and parents to learn about the academic and possible legal ramifications of truancy as well as to discuss with an administrator and/or a counselor the challenges surrounding attendance. Bilingual aides are present to translate.

 Student leadership, clubs, staff, and the school often partner with local businesses to support fundraising efforts and to provide rewards and/or food and beverages for students. Some examples include class fundraisers at local restaurants such as Mary’s Pizza Shack, Beyond the Glory, and Applebee’s; Outdoor Learning Environment (OLE) fundraiser at Whole Foods; local business donations of gift certificates and movie passes to recognize STAR test takers; Starbucks donations for “Coffee With Counselors” community outreach events.

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 The voluntary weekly progress report is a tool used by parents to help them to monitor the performance of struggling students. It requires students to request information from teachers. It also requires teachers to provide a summary of this information in written form. Finally, it requires parents to review the progress reports with their son or daughter.

 When a house or cluster determines that a student is at risk and could benefit from mandatory tutorial or some other intervention, a letter is mailed home to the parents to inform them about the concern. Parents are asked to sign off on the plan and return the form to the school as a show of support for the program.

E1- B. Strategies and processes for regular involvement of parents and community. Comment on the effectiveness of involving non-English speaking families.

Findings and Evidence

 Dr. John Shribbs, Casa Grande’s science teacher, runs the Community Engagement & Youth Development Program run on campus. Casa Grande also offers advanced child development classes to help teach and place students in elementary school classrooms as helpers and tutors.

 Casa Grande teachers employ field trips and off-campus learning opportunities to have students experience learning at a variety of destinations within same day driving distance of Casa Grande (e.g. Sonoma State University, Santa Rosa Junior College, San Francisco Mural Walk, Exploratorium, Sacramento governmental offices, Point Reyes, Technology Museum in San Jose, Laguna Farms in Sebastopol, Safari West, Luther Burbank Gardens, FARMS, SLEWS, and Water Treatment Plant).

 Bimonthly ELAC meetings are held with an administrator, teacher, counselor and a Spanish-speaking translator present.

 Coffee With Counselors are daytime events held at various feeder schools and neighborhoods in the Casa Grande service area two or three times per year. They are meant to make counselors more accessible to parents who may not be able to come to events on campus after school or in the evenings. School counselors, bilingual aides, and, occasionally, administrators are present.

 Home correspondence in is sent in Spanish and English, depending on the correspondence language specified by parents in student records.

 Site- and district-based Bilingual Instructional Assistants (BIAs) are available for parent/staff meetings and there is a bilingual assistant in the Main Office.

 Headsets are available for families to listen to Spanish translation of presentations.

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 Once a month, an EL (English Learners) committee, comprising of teachers and staff members, meets to discuss areas of progress, support, improvement, and need for Casa Grande’s students who are English learners. All teachers are invited to the EL meeting, and the meeting notes are sent to all staff members to promote an awareness that every student counts at Casa Grande. Typically, all departments are represented. While this is not open to parents or community members, the meeting is open to any and all staff members, not just those who teach EL students.

E1-C. The school effectively uses community resources to support students such as professional services, business partnerships, and speakers.

Findings and Evidence

 School counselors recruit candidates for extracurricular college preparatory programs such as Upward Bound, a federally-funded program, and 10,000 Degrees, a privately funded program, to help low SES, first generation college- bound students qualify for and enroll in college. Some other community-based programs that work to help reach out to students are Camp RYLA Summer Leadership Camp sponsored by Rotary Club, Tomorrow’s Leaders Today, Summer Search, and QuestBridge.

 Counselors and administrators refer students and families to outside services such as Petaluma Health Center, Petaluma People Services (low cost counseling agency), Committee on the Shelterless (COTS), Hospice of Petaluma, Social Advocates for Youth, and Positive Images, to name a few. Go to http://www.casagrandehighschool.org/pages/Casa_Grande_High_School/Counsel ing_Resources/Counseling/Local_Resources for a more comprehensive list of local resources.

 School has MOUs with Sonoma State University School of Education and School of Counseling to provide on-site training and professional supervision for student teachers, pre-service school counselors, and MFT interns in exchange for their teaching and counseling services. There is also a partnership with Sunny Hills Services to facilitate the Proactive Group (a.k.a. anger management group) on campus for referred students.

 The Book Club sponsors talks by local and national authors in the library during the school day. See the Bighouselibrary.com calendar.

 Through the “Brown Bag Luncheon” guest speaker series, the Event Planning classes (part of the Marketing, Media, and Management cluster) invite and host adults working in careers that are linked to specific clusters to speak to students. The schedule is advertised in advance via emails, morning announcements, the school website, and by teachers in the classrooms. The guest presentations occur during lunch and are open to all students.

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 Human Interaction is a 9th Grade “health” course that is a district-wide graduation requirement. A big part of this semester-long course is the myriad guest speakers who come to talk to students about serious teen-related issues.

 Several courses (e.g. Spanish for the Workplace 2-4, Clinical Biology, Health Careers Co-op, Business Co-op) have components that connect students to professionals throughout the community in the form of job shadows and internships.

 Senior projects are a major component of the senior English and Government/Economics classes. They connect students to community members in several ways. Volunteers serve as mentors and advisors for all seniors who write a research paper and work a minimum of 20 hours outside of school on a community service project (which, by definition, brings students in direct contact with and involvement in the community.). Community members also volunteer to judge the senior project presentations in the spring. Parents are required to sign a document committing their support to the senior project.

E1-D. The school ensures that parents & school community understand student achievement of academic standards/expected school wide learning results through the curricular/co-curricular program.

Findings and Evidence

 Large meetings and events for parents and students are conducted throughout the year (e.g. Back to School Night, 8th Grade Parent Night, Open House, Cluster Night, 9th Grade Parent Orientation, and Senior Overview)

 On a more personal level, counselors meet with students to create Education Plans, facilitate Student Study Team meetings with teachers and families, participate in Small Learning Community meetings, and also facilitate parent- teacher conferences.

 There is regular and frequent communication between school and families regarding student achievement and progress. Six-week progress reports are mailed to all parents. Beyond this, some teachers also send out three-week progress reports to parents.

Areas of Strength

 The large number of after school and evening events presented by administrators, teachers, and counselors are very effective ways to reach a large number of families throughout the school year.

 Through the use of bilingual aides, Spanish-speaking families can communicate in person, via telephone, or written correspondence with any

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counselor, teacher or administrator. The school is able to have translators available for all individual and team meetings between families and school personnel.

 Feedback from parents has been very positive regarding the increase in online access to teachers’ grade book information.

Areas of Need or Growth

 Spanish translation at school-wide parent-centered events is not usually provided for by the school. Consistent presence of a translator and availability of headsets at events make information more accessible and events more welcoming to Spanish speakers.

 The daily tutorial period has been a topic of discussion not just among staff members but also among the administrators. This block of time that has been set aside for students to receive academic assistance is perceived by many to be underutilized if not a complete waste of time for a large percentage of students. Administrators and staff leaders are investigating the use of tutorial as well as examining more effective options to increase student achievement, especially for students who currently do not use tutorial and are underperforming.

 Casa Grande uses technology to better communicate with students and families about what is going on in the classroom and around campus. Casa Grande needs a more comprehensive and efficient system of its technology inventory. It also needs to provide staff (and community) training on how to use or access these resources, as well as solicit feedback for improvement on the training. For example, despite the addition of a new website, less than 20% of the teachers post current information such as homework or grades online. Attendance could be made available to parents online, but it is not. Students and parents could opt to do their course selections online, but this is not currently permissable by the district.

E2-A The school is a safe, clean, and orderly place that nurtures learning.

 Casa Grande practices regular “duck and cover” code red and fire drills; it has clear evacuation plans posted in every classroom. Each teacher has a red emergency bag in his/her room close to the teacher’s desk. If there is something missing from the emergency bag, each teacher can get replacement items from the emergency rescue group. There are new evacuation locations stenciled on the asphalt next to the gym so every teacher knows where to evacuate. Each teacher has a red/green flag to show the search and rescue group. Green means all students are present; red means someone is missing. Every classroom has doors with locks that work; many doors can be unlocked from the inside and the outside. The parking lots are covered with PV panels that generate electricity. The lots are supervised by the campus supervisors in the morning when the

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students arrive and in the afternoon when the students leave. There are drop-off and pick-up locations in the back and in the front of the campus.  The current “on time policy” that has been in place since the spring of 2010 has dramatically decreased tardies. Students who come to class after the starting bell are issued after-school detention for the first offense as well as for subsequent tardies. If they do not serve the after school detention, they are issued in house suspension as a consequence. Tardies have dropped by a significant number since this policy was instituted.  As part of a progressive disciplinary response to disruptive behavior, lunchtime and after-school detentions are used to help guide students into making better and more mature behavioral choices.  All emergencies are reported to the front office staff. In case of emergency, staff members call the principal’s secretary, not 911. The emergency phone number is 1010. Every teacher has a red sheet that explains the emergency procedures.  Littering remains a problem. To address this, Casa Grande has placed numerous trash and recycling cans around campus, especially next to buildings and in common areas. The janitorial staff promptly cleans up every day after tutorial and after lunch. If the students trashes the M-wing, the halls are closed during lunch.  The CGHS staff includes six campus supervisors. They are highly visible on campus before, during, and after school including sport events and other student- centered extra-curricular activities. The campus supervisors are well trained and experienced in drug and alcohol-related concerns, gang awareness, and other student safety areas they might encounter around campus. The team has created very positive relationships with students. Their presence creates a very real sense of safety among students, teachers, and staff as they proactively build rapport with students throughout every day of the school year.  Classroom trash cans and blue recycling cans are emptied every night.  The Casa Grande campus is organized in a logical way. The main office is at the very front of the school, close to Casa Grande Road. To the northwest of the main office, there are two multi-purpose rooms between the main office and the library. The music and the drama departments are housed in the brand new G- Wing, just north of the library and the multi purpose rooms.  The M-wing is located at the front of the school, south west of the main office The M-wing is divided in to three major parts: the social science classrooms at the southeast end of the building, close to Sonoma Mountain High School; the English classrooms to the northwest in the center of the building; and the math classrooms are located farthest north, closest to the center of the campus. The M- Wing rooms have been re-numbered. Room M-1 is closest to Casa Grande Road and the numbering proceeds counter-clockwise around the building, until you reach room M-24.  The R-wing is to the west of the M-wing. It contains all of the World Language classrooms. Unfortunately, not all of the social studies, English, and math classrooms fit in the M-wing, so they are in the R-wing as well.  The H-wing is to the north of the M-wing, located in the center of campus next to the library so all the students can get there easily. The H-wing houses the Student Services Center, the Counseling staff, and the Photography department.

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 The I-wing is to the north of the H-wing. It contains four Biology classrooms. The E-wing is to the west of the H-Wing, at the back of the school, between the H-wing and the gym. The E-Wing houses physical science, technology, art, and culinary arts classes. There is a special science wing At Casa Grande called the Hatchery. It was funded by the United Anglers and a special board of directors. The Hatchery Building contains a state of the art fish hatchery and a classroom.

E2–B. The school has an atmosphere of trust, respect, and professionalism.

Findings and Evidence

 SLC staff survey shows evidence of increased collaboration and professionalism among staff members.  A number of administrators have had experience teaching at Casa Grande or very recently taught at other schools similar to Casa Grande in size and demographics. This has helped contribute to a healthy working relationship between administrators and certificated staff where both parties trust and respect each other and treat each other professionally.  Many teachers and staff have or have had other professions in addition to being educators. There is a blend of professional characteristics from myriad sources broadening the definition, description, and expertise of a Casa educator. We are or have been healthcare providers, researchers, lawyers, musicians, independent contractors, small business owners, etc. (e.g. K. Backman, Meirik, Donner, Lochtan, L. Lounibos, Wade, Mander, Frank, Holly, etc.)  Counseling staff have worked or continue to work in other professional fields. (e.g. ROP teacher, community college counselor and instructor, hospitality, business management, domestic violence counseling, etc.)  Human Interaction is a 9th grade course and is a district graduation requirement. The curriculum is centered around helping teens make healthy and informed choices and to develop trust and respect for self and others. This helps to train 9th graders in these areas for future years of high school.  All classes are taught by fully-credentialed and highly-qualified teachers.  Teacher’s Aides (TA’s) are students helping teachers who are trusted to work independently. Over one hundred students are TA’s each year. They retrieve mail, run errands, grade homework, etc. which allows teachers and counselors to spend more time on tasks which require greater skill and expertise (e.g. teaching and counseling) than those basic administrative tasks.  Librarians work and teach with trust, respect, and professionalism, in their work with students and teachers. They have created a student-focused, teen-friendly, and technology-rich learning environment in the library. Students can be seen sitting reading, working on PCs, and researching, before and after school, during classes, and during breaks.  Every student who has received a five day suspension for a serious rule infraction (i.e. fighting or alcohol/drug use/possession) must attend a site hearing with a parent/guardian prior to re-entering . This is a student-focused meeting. The district director of student services, an administrator, the student’s counselor and

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others as needed (e.g. bilingual aide, case manager) are also present to achieve the most important goal: to help the student to have a successful return to school.  SLC meetings have created norms and routines to create trust, respect, and professionalism for staff and students. Counselors and other staff have been trained in and utilize the Masonic Student Assistance Program method to generate achievable goals for supporting students of concern when they are discussed in SLC meetings.  The administration has introduced small but meaningful ways to allow staff to be recognized by peers in staff meetings for doing good work (e.g. Faculty Awards, Casa Kudos). Peers show one another respect by honoring them for good works, great and small, and by doing it in front of all staff, it allows others to learn more about what is happening in other classrooms, departments, and offices around campus.  Professional collaboration has increased among teachers in SLCs over the last four years.

Areas of Need or Growth

 Increase collaboration between departments to strengthen the understanding, trust, and respect between disciplines.  Increase use of technology in classrooms for staff and students  Increase the focus on Professional Development for teachers in Staff Development Seminars.  Continue to develop school-wide safety plan that includes a reliable method of taking attendance during drills and emergencies.

E3: All students receive appropriate support along with an individualized learning plan to help ensure academic success.

Findings and Evidence

 Students complete a six-year education plan with their counselors in the 9th and 10th grade years. The initial plan is created with all 9th graders in a classroom guidance lesson. Students and families may choose to meet with a counselor to further develop their personal secondary and post-secondary goals and the pathways to achieve them. Students keep a copy of their Education Plans, and counselors keep a copy on file.  Small Learning Communities and individual teachers have plans for how they utilize the tutorial period as an academic intervention for students at risk of failing a class. CGHS is developing a three-tiered student Intervention strategy to identify and support students at risk.  In response to teacher requests as well as part of an effort to increase all students’ academic performance, the administrators and counselors have developed several 20-minute classroom activities into a 9th Grade Transition Curriculum to present in to all freshmen during the school year. Topics range from healthy homework

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habits and how to study for finals to healthy and responsible electronic communication (and the dangers of being irresponsible) and A-G requirements.  Casa Grande aims to include personalized instruction in all subject areas,

o In the fall, Small Learning Community staff conduct senior project panels to provide students with guidance and support at the beginning phase of their senior projects to help them vet ideas and come up with challenging and achievable projects. o Job shadows are required in the Health Careers Pathway (HCP Cluster), Marketing, Media & Management Cluster and Spanish in the Workplace courses. o Classroom Wikis for homework o Instructional accommodations are made on an individual basis to find ways to help students with specific needs via Home/Hospital instruction, Resource Specialist Program, 504 Plans, and in meetings with teachers, parents, and students.

 Classes specifically designated as being for students with disabilities have at least two or more adults (one teacher and one aide) working in them to allow for more one-on-one and small group help.  The beginning level ELD classes and many SDAIE classes have bilingual instructional aides assigned to work with students in class.  The CGHS library (a.k.a. Big House Library) provides a central location for students to engage in academic activities.

o A research lab that includes 66 computer stations o A credentialed full-time teacher/librarian o Learning tools (MP3 players, audiobooks, podcasts, digital video recorders, etc.) o A comfortable and accessible environment to encourage studying and collaborative learning. o Houses the Wednesday After-school Homework Lab o Community events, such as the Fall Author Series give different classes and clubs the opportunity to collaborate in meaningful and authentic ways.

 Counselors provide a structure for success o Counselors work with 10th grade English classes on the I-Search Project during which students take self-assessments (e.g. interest surveys) and investigate possible future careers. o Counselors host a financial aid college night, providing students and parents a place to learn how to fill out appropriate financial aid forms. o Counselors meet with seniors in order to assist them with building and structuring resumes o Counselors host “Coffee with Counselors” with incoming freshmen parents

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o All counselors are assigned to a Small Learning Community in which they discuss students struggles and success and review the list of students with D’s and F’s o Students at risk of not graduating meet individually with counselors to come up with graduation plans a minimum of once per semester.

 CGHS understands that not all student needs are met by the traditional comprehensive educational model within the confines of the normal 8:20 am – 3:00 pm school day. School staff (primarily counselors, but also teachers and administrators) actively seeks out students needing alternatives. Counselors walk students through these options step-by-step to help them obtain diplomas when the traditional approach is insufficient or unworkable: o Partnering with the Petaluma Adult School allows students at risk of not graduating the opportunity to take summer and evening classes through adult education classes o Odysseyware is a web-based classroom currently being used for students who need to make-up credits for graduation and college eligibility. o The after school English class is also available to students who have previously failed an English course and need the extra time and support to succeed in English class. o Zero period classes are options for those who need or want access to more courses than allowed in the normal 8:20 am – 3:00 pm school day. o Counselors educate and assist students interested in concurrently enrolling in independent school online courses and junior college classes in order to make-up credits or to advance in their studies. o In cases where CGHS is not meeting the student’s needs, counselors and administrators work closely with students and families to explore alternative education sites within the district and make referrals as needed.

Areas of Strength

 Increased professional collaboration between departments and interdisciplinary subjects.  Aeries has enabled teachers to have a better understanding of student's academic strengths and weaknesses which encourages further collaboration.  CGHS and the PUSD have several unique options for students in need of non- traditional scheduling in order to access learning opportunities.  There is a high priority on maintaining a strong group of student support staff on campus including a school psychologist, speech and language specialist, school counselors, on-site MFT’s, and interns.

Areas of Need or Growth

 While Small Learning Communities and teachers have began to implement tutorial plans for students with D’s and F’s, success has been mild. Investigate ways that tutorial time can benefit those who are not currently using that time to improve academic performance.

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 A Pyramid of Intervention with Tier One (i.e. general/mainstream educational accommodations available to all teachers for any student), Tier Two (e.g. ELD, IEP, 504 Plans, Algebra Academy) and Tier Three (highest level of intervention such as alternative site placement) interventions has been in development. However, a solidified Intervention plan still needs to be approved by Principal's Advisory Committee and applied school-wide.

E4 - Students have access to a system of personal support services, activities, and opportunities at the school and within the community.

Findings and Evidence

 Teachers, administrators, counselors, and staff all have open door policies. Office and classroom doors are open before school, during tutorial, after school (and often during lunch).  Each student is assigned a school counselor by alphabet. (see Counseling Staff list at: http://www.casagrandehighschool.org/pages/Casa_Grande_High_School/Counsel ing_Resources/Counseling/Staff)  Students are divided between assistant principals by alphabet.  9th and 10th grade students are part of Small Learning Communities known as Houses which are interdisciplinary teams of teachers who share a group of students and who meet to discuss and plan school engagement activities for the students in their house as well as recognitions of achievement (e.g. Students of the Month) and interventions for shared students of concern.  11th and 12th grade students chose to take classes within an SLC Cluster where they share the same English and Social Science teacher as well as elective teacher(s). These teachers collaborate on lessons, activities, field trips in effort to increase student engagement. They also discuss shared students of concern in Cluster meetings.  Every school counselor is an integral team member of both a House and a Cluster (a.k.a. Small Learning Communities). This helps bring in the counselor’s perspective on students of concern. See SLC member lists.  The Counseling Dept. uses technology and social media to communicate with and send information to students and their families. See the Facebook fan page (https://www.facebook.com/pages/Casa-Grande-High-School-Big-House- News/149198818452676), Twitter feed (http://twitter.com/casacounseling), and the Counseling Dept. (http://www.casagrandehighschool.org/pages/Casa_Grande_High_School/Counseling _Resources/Counseling) and College & Career Center (http://www.casagrandehighschool.org/pages/Casa_Grande_High_School/Counseling _Resources/7746760196347288578) web pages for examples.  All 8th graders and their parents/guardians are invited to attend the 8th Grade Parent Night, an evening event in the second semester when teachers showcase the elective programs and courses available to incoming freshmen. See school calendar.

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 In the fall, 9th graders attend presentations by counselors which provide them with an overview of high school. They are informed of high school graduation and college eligibility requirements. See Freshman Overview Lesson Plan.  In the spring, freshman students receive their first high school transcript and they use the transcript to create an educational plan with counselors. They can then meet individually with their counselor (with or without parents) to create a more personalized plan that will help them to achieve their secondary and post- secondary educational goals.  During 10th grade, students complete the I-Search unit (a career-related research project about themselves) via English 10 classes. Counselors facilitate career exploration activities and discussions while English 10 teachers help students complete a written assignment about a career each student has chosen to research. Some English teachers/counselors also teach students how to write an employment cover letter and how to fill out an application form. See I-Search Lesson Plan.  In the fall of 11th and 12th grades, counselors present Junior and Senior Overviews to make students aware of post-secondary options and to provide them with a guide as to how to stay on track to reach post-secondary goals. See Junior and Senior Overview Lesson Plans.  Large group presentations open to the public include 8th Grade Parent Night, Freshman Parent Night, Senior Overview, Financial Aid Info Night, College Night, Cluster Night and bi-monthly ELAC meetings. See school calendar.  Parents/guardians, students, teachers, administrators, counselors and other staff may generate student referrals for higher level of intervention (e.g. Project Success, MFT interns, police, CPS, Student Assistance Program, etc.)  Casa Grande is fortunate to have a part-time College and Career Center technician who also has her Pupil Personnel Services certification.

o The center hosts visitors from college admissions, trade schools and the military. Most of the information available in the Career Center is also available on line at: http://www.casagrandehighschool.org/pages/Casa_Grande_High_School/ Counseling_Resources/7746760196347288578 o This is also a place where students may obtain information about scholarships, job opportunities, work permits and other college and career information.

 Casa Grande employs three full-time Bilingual Instructional Assistants (B.I.A.) to assist in classroom instruction, parent-teacher communication, and teacher- student interventions and meetings. The schedule for BIAs is updated each semester and sent to all staff members.  Once a month, the EL teachers’ (English Learners) committee meets to discuss areas of progress, support, improvement, and need for Casa Grande’s students who are “developing” English learners. All teachers are invited to the EL committee meeting, and the meeting notes are sent to all staff. Typically, all departments are represented.

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 Conducting freshman transition lessons throughout the year is one way that Casa Grande supports the 9th grade class. Administrators and/or counselors visit 9th grade classes (rotating between English, PE, and Physical Science) and hold discussions and teach study skills, successful high school habits, internet safety and responsibility, and other topics that might be requested by teachers or decided by the administrators and the counseling department.  The school recognizes that students need extra support outside of the classroom. Whether it is to understand a concept, get help with an assignment, or to study for an exam, a variety of options are promoted by the school leadership. An important example is the weekly, teacher-run math lab at McDowell Elementary School located in a neighborhood with a significant Latino and low-SES population. Another example is the Big House Library Homework Lab.  Counselors, teachers, RSP teachers, administrators all participate in IEPs, SSTs, or other interventions. Plans are created. Follow up intervention forms are distributed on a regular basis to check on student progress. These include fast forms, teacher feedback forms, and others.  Casa Grande Booster Awards and Senior Awards are two annual events that the school and the community use to recognize students for their achievements in scholastics, athletics, and community service.  The Math Department and Resource Specialist Program staff have created collaborative math classes that include a math teacher, RSP teacher, and an instructional aide to help students with significant challenges in math.  SLCs are trying a variety of mandatory tutorial methods to get failing students into classrooms to receive assistance during the tutorial period.

Areas of Strength

 Despite budget cuts, Casa Grande has maintained a student-to-counselor ratio that is significantly better than the California state average.  School staff members make referrals for students when they have concerns about behavior or academics.  Casa Grande staff members acknowledge the work that counselors do to provide student support. They give counselors time within and outside of the classroom to work with students via academic, career and personal/social focused activities and curricula.

Areas of Need or Growth

 Survey students to determine student awareness of support services available to them, to ease students’ comfort in accessing these services, and most importantly, to match the types of needs students have with the kinds of services offered by the school.  Determine effectiveness of classroom guidance curricula (e.g. grade-level overviews, 9th grade transition lessons, etc.).  Increase student awareness of support systems offered at CGHS.  Expand extra support systems for students who are struggling academically.

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CHAPTER V Schoolwide Action Plan Chapter V: Schoolwide Action Plan

The Schoolwide Action Plan was developed at the conclusion of the writing of the self- study of the Focus on Learning process. All stakeholders were given opportunities to give input in both focus and home groups during the writing of the self-study chapter. The leadership team met to reduce redundancies by departments and determine what actions are needed in the coming years to most positively affect change at Casa Grande High School. The 2012 Action Plan kept one of the goals of 2006 Action Plan, to reduce the achievement gap among identified sub-groups.

An attempt was made to align the Schoolwide Action Plan, the goals of the Small Learning Communities, and the Single Plan for Student Achievement, and focus on student achievement at Casa Grande.

A WASC leadership team consisting of the focus group chairs, the principal and assistant principals, and the self-study coordinator guided the self-study process. In January 2011, home groups reviewed the ESLRs with minor modifications. During the Spring and Fall semesters of 2011, the focus groups met six times and the home groups held four meetings. During the initial meetings, stakeholders focused on clarifying the schools ESLRs, analyzing student achievement data, discussing student work in terms of quality and the degree to which they addressed to the ESLRs. Stakeholders studied the WASC criteria and a rubric, the draft of the Student/Community Profile with data of the achievement of student subgroups. The work of the home group and focus groups was summarized in writing by the focus group chairs and shared with the WASC Leadership Team. The writing of Chapter of IV, involved most faculty members in a series of four focus group meetings culminating with the focus group chair writing a draft for each category. At a home group meeting in November, stakeholders responded to the draft for final input. The Focus Group chairs took these edits and forwarded the final drafts to the self-study coordinator. The staff was integrally involved in the self-study and the creation of the action plan for Casa Grande High School.

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Casa Grande High School Action Plan Action Plan Goal # 1 Close the Achievement Gap for indentified sub-groups: Hispanic/Latino students, English Language Learners, Special Education Students, Economically Disadvantaged Students (SED) Rationale: 1. A significant number of our students in identified sub-groups score below basic in CST’s and English Language Arts and Mathematics. 2 In 2010-11 the following sub-groups did not make AYP in English Language Arts: Hispanic/Latino, SED, and ELL. In mathematics ELL did not make AYP.

ESLRS Addressed: All ESLRs addressed

Task Person(s) Responsible Resources Timeline How to Assess Progress Staff Development Continue supporting ELD4/AAE Teacher *English 3D August 2011 and *CELDT test scores ELL in ELA classes ELRT *Staff development as ongoing *STAR test scores with ELD 4 (Advanced ELA Teachers appropriate *CAHSEE test scores Academic English) EL Management Team *B.I.A.s *Lexile scores Counselors Master Schedule *College Prep English class grades Administration Increase AP participation

Review and revise Tutorial investigation Meeting time Spring 2012 Student D/F rate current tutorial committee- followed by ALEKS – district office STAR & CAHSEE scores structure as needed to whole staff consensus funding Student Surveys address needs of all Library – homework students particularly lab, computer lab struggling students Master Schedule

Math & English Teachers B.I.As 2012-2014 Passing, advancing and retention rates Collaborative classes RSP Teachers Master schedule STAR and CAHSEE test results with RSP and EL EL Management Team Read 180 students in mathematics Counselors English 3D and ELA Administration ALEKS Study Island Increase STAR and Teachers Study Island with Ongoing Increase the number of students scoring CAHSEE results student response system proficient or higher/ moving to higher Common Assessment in category on state mandated tests Algebra I

Task Person(s) Responsible Resources Timeline How to Assess Progress Staff Development Familiarize staff with Teachers, administrators, District Wiki, Assistant Spring 2012 - ongoing Through staff discussion and DO support common core standards DO superintendent of instruction, professional training Improve writing and All Departments Training in literacy Ongoing Improvement in core classes D/F rate, STAR literacy skills across the development and test, GPA, CAHSEE, increase number of curriculum language arts students meeting of a-g requirements Read 180 Increase EAP achievement 3D English

Action Plan Goal # 2 Professional Development to increase teacher skill in: A. Instruction B. Technology

Rationale: Based on the results of the self-study, professional development in needed for instruction and curriculum to address the diverse needs of Casa Grande’s students and provide training for teachers in technology for classroom use.

Objectives: 1. Time and training on specific hardware and software use. 2. Time and training on developing curriculum and assessment using technology to enhance student learning. 3. Time and training to understand and implement Common Core Standards

ESLRs: All ESLRs addressed

Task Person(s) Responsible Resources Timeline How to Assess Progress Staff Development Objective A. Professional Development for Instruction Train teachers how to Director of Curriculum and Dedicated staff development days Regular ongoing Increased test scores, GPA’s, use RTI techniques Instruction trainings in promotion rates, graduation rates, and strategies in all Director of Special classrooms and A-G completion rates, classrooms. Education outside the regular Increase EAP achievement in ELA Admin school day and math Counselors National Student Clearinghouse data Teachers Decreased truancy ;transfers to Staff alternative ed sites, 504’s needed/requested, SELPA referrals Professional District Office Funding for release time Spring 2012 – Curriculum Guides Development to align Administration ongoing new Common Core Department Chairs standards with District K12 Curriculum existing curriculum Committee Create new District Office Funding for release time 2012 - ongoing Curriculum Guides curriculum as needed Administration Vertical teams meeting time for new Common Department Chairs between middle/high school Core standards and District K12 Curriculum coaching assessments Committee Provide professional Department Chairs Bay Area Writing Project across Fall 2012, pending Implementing training development for Faculty the curriculum. staff development writing across the Assistant Superintendent of SLCs days curriculum Curriculum and Instruction Site Council funding

Task Person(s) Responsible Resources Timeline How to Assess Progress Staff Development Increase teachers Department Chairs SCOE 2011-2012 - ongoing Number of teachers trained trained in Expository Faculty District Funding Reading and Writing Curriculum (ERWC) across the curriculum

Training in how to Administration Time, contacts, funding for experts 2012 – 2013 and Increase in student literacy teach literacy and subs ongoing Objective B. Professional Development for the use of technology for instruction. Staff Development for All staff Time Spring 2012 and Increased relevant use of best practices using After school workshops ongoing technology in the classroom technology which SDS includes training for use of SMART Board, Edline, Study Island, Student response system to enhance instructional practices Increase teacher use Staff Dedicated staff development days Fall 2012 Percentage of teachers with of all aspects of Admin and after school workshops current grade book and class Edline. Website work information viewable (school website) Director of Technology online. Professional Faculty District Office 2012- 2013 - ongoing Scheduled Trainings development for Technology intervention software Tech Committee (ALEKS, Odysseyware, and Study Island) Implement online Director of Technology AERIES/ABI 2013-14 Active use of online course course selection Counselors Computer lab selection (ABI) Department chairs District office support Support staff Provide staff Administration School-site Council and 2011-2012 – ongoing Scheduled trainings development for Teachers designated to Technology funding instructional provide training Edline technology District-provided training

Action Plan Goal # 3 College and Career

Rationale: Of the seniors graduating in 2011, 37% of the students met UC/CSU requirements. Objective: Increase student connection between secondary education opportunities/choices and post-secondary life and learning. ESLRS: All ESLRs addressed

Task Person(s) Responsible Resources Timeline How to Assess Progress Staff Development Develop web-based, Counselors Software training (Edline, Kuder,) Initial training to start in Curriculum in place by Fall portfolios for students Faculty Curriculum development 2012. 2013 (including education Student survey plan, resume, etc.) that are updated annually. Develop and implement Department chairs Presentation materials to students and Fall 2012 development Implementation of plan a six-year plan for Counseling parents, 6-year plan and pilot for Number of students with six- students during ninth- College & career center implantation in fall year plan grade coordinator 2013 Student survey

Continue and expand SLC Coordinator SLC Grant Spring 2012- ongoing Number of guest speakers SLC lunches/ Career SLC Community Library Number of students attending speaker series Outreach Liaison speakers series Librarian Increase Expository SLC Coordinator SCOE 2011 – ongoing Student writing samples Reading and Writing Administration Release time curriculum Curriculum (ERWC)/ Counseling EAP training Continued support for Administration Master Schedule Fall 2012-onging Number of students enrolled honors and AP students Counseling Curriculum in AP courses (Increase diversity of Department Chairs students in AP and supporting those student

Increase number of Counselors ROP courses 2011 - ongoing Number of students enrolled students concurrently Administration Santa Rosa Community College in courses enrolled in local SLCs SLCs Number of classes that community college Ellen Lewis, PCS community articulate with community particularly those in entrepreneur college articulated courses

Task Person(s) Responsible Resources Timeline How to Assess Progress Staff Development

Increase a-g completion Administration Staff Fall of 2012 - ongoing EAP test results rate and increase Counselors Department chairs Number of students accepted to number of graduates Faculty Counselors post-secondary institutions attending college Bilingual instructional aides National Student Clearinghouse data

Increased number of a-g course offerings

Increase number of students taking more Math and Science Master Schedule Fall 2012 - ongoing Number of students enrolled than 2 yrs of science Departments in math and science courses and math Counselors EAP results CSU proficiency requirements

Assess the effectiveness All Spanish teachers Time to collaborate with RSP teachers Ongoing Test scores of RSP students, of modified assessment successfully completing tools currently used in Spanish courses Spanish FL classes

Action Plan Goal #4 Develop response systems that address student Social/Emotional/Academic needs

Rationale: The self-study indicates the need to explore and revise options for student interventions academically and for social and emotional needs. Objective 1 & 2: Identify areas of need that should be addressed by current and/or new support systems. Prepare incoming freshman with necessary skills for rigors of high school. Objective 3: Improve communication between teachers, administrators, and counselors to identify students with needs and develop appropriate interventions ESLRs: All ESLRs Addressed

Task Person(s) Resources Timeline How to Assess Progress Responsible Survey parents regarding Administration SLC Facilitator 2010 - ongoing annually Survey results social/emotional/academic Teachers Survey author needs and support systems. Counselors Data analyst

Survey students regarding Admin Survey author 2007 - ongoing annually Survey results Social/Emotional/Academic Teachers Data analyst needs and support systems. Counselors Continue to evaluate and Administration Administration 9 lessons during 2011-12 Student GPA’s revise Freshman Transition Counselors Counselors school year and each year Course completion with Curriculum based upon needs Instructional minutes thereafter credits earned and survey results. Teacher feedback Attendance data After school tutoring Department Chairs Library – Homework Lab 2011 - Ongoing Student participation in such programs Faculty McDowell Library (math programs SLC Facilitator tutorial) Student grades/test performance Student GPA Attendance data Reduce the number of students Staff, administrators, Response to Intervention Ongoing Reduced number of student who transfer to an alternate Counselors Staff Development transfers setting within PCS School psychologist, Read 180 Speech and Language English 3D

Increase knowledge of Department chairs REN Star Reading Fall 2011 – ongoing REN Star data students’ reading and math Administration assessment Math assessment results abilities Math assessments Collect data from feeder Administration Aeires Spring 2012 and each Master Schedule schools for eighth-grade for to Counselors Kenilworth Junior High subsequent spring Number of students requiring low performing/high risk School interventions (non-promotes),and ELL STAR scores D/F rate students

Task Person(s) Resources Timeline How to Assess Progress Responsible Improve communication from Administration SLCs Spring 2012 - ongoing Attendance counselors to teaching staff Counselors Staff Development Parent survey regarding struggling students Faculty Bilingual Instructional Parent Conferences Aides Students staying in class Student service secretary. Reduce the number of students transferring to alternative sites Develop an effective pyramid Administration Staff Development Fall 2012 – ongoing Increase number of students of interventions that addresses Counselors Counseling Interns attending tutorial the academic/emotional needs Faculty SART/SARB Reduce the number of D/F’s of under-achieving students Student Assistance Project Success Program (SAP) team ELD support Classes School Psychologist Improve parent education and Administration Edline Spring 2011 – ongoing Number of parents attending communication Counselors SSU Parent Education Back to School and Cluster ERLT Night Nights Autodialer Parent Survey ELAC Number of parents attending Edline – Casa Grande SSU Parent Education Nights Website Develop mandatory time and Tutorial Exploratory SLCs Fall 2011 – Fall 2012 Program Implementation structure that supports all Committee ELAC Ongoing Number of students attending students Administration Administration interventions such as tutorial Counselors Counselors period Faculty Faculty D/F rate of students

Appendix

Appendix 2012 Casa Grande Focus on Learning Page 117

CASA GRANDE HIGH SCHOOL

DAILY SCHEDULE

Casa Grande offers a block schedule Monday through Friday. Each course meets for 100 minutes every other day. Zero period courses meet for 50 minutes daily. “A” day = Periods 1, 2, 3 “B” day = Periods 4, 5, 6 BELL SCHEDULE 2011-2012 Monday, Tuesday, Period Thursday, Friday Wednesday Zero 7:20 - 8:10 7:20 - 8:10 First/Fourth 8:20 - 10:05 8:20 - 9:50 Tutorial 10:05 - 10:35 9:50 - 10:10 Second/Fifth 10:45 - 12:25 10:20 - 11:45 Lunch 12:25 - 1:10 11:45 - 12:25 Third/Sixth 1:20 - 3:00 12:35 - 2:00

IMPORTANT DATES August 17, 2011 First day of school (A day schedule) August 25, 2011 Back to School Night January 9, 2012 Second semester begins (A day schedule) March 29, 2012 Open House May 25, 2012 Graduation (4:30 PM)

FINALS DAILY FINALS SCHEDULE

December 20, 21, 22, 2011 Final One 8:30 – 10:25

May 23, 24, 25, 2012 Study Break 10:25 – 10:40 Final Two 10:50 – 12:45

Appendix 2012 Casa Grande Focus on Learning Page 118

Casa Grande High School

ABSTRACT AND FOCUS AREAS 2010/2011

The Casa Grande Secondary School Plan: Is a one-year plan with annual revisions based on the analysis of multiple measures of student achievement including: CST assessments, the California English Language Development Test (CELDT), CAHSEE, D & F rates, and graduation rates. Involves 1775 students 9-12  Has a SIP budget of approximately $105,000.  Links all expenditures including professional development to school wide goals.  Involves staff and School Site Council in planning, implementing and evaluating the school program.

ANALYSIS OF (2010) DATA Assessment (CST) data demonstrate the following:

LANGUAGE ARTS

 All students- 60% scored proficient or above: a +9 three year growth

 Latino students- 37% scored proficient or above: a +13 three year growth  SED students- 39% scored proficient or above: a +11 three year growth  English Learners- 11% scored proficient or above: a +2 three year growth  SWD- 22% scored proficient or above: a +12 three year growth

MATH  All students- 39% scored proficient or above: a +9 three year growth  Latino students- 30% scored proficient or above: a +17 three year growth  SED students- 24% scored proficient or above: a +6 three year growth  English Learners- 13% scored proficient or above: +7 three year growth  SWD- 10% scored proficient or above: a decline of 1 over three years

All students, including subgroups, are experiencing steady growth in language arts. All students, with the exception of students with disabilities, are experiencing steady growth in math.

Appendix 2012 Casa Grande Focus on Learning Page 119

TARGET GOALS FOR (2010-2011)

Goal 1: Increase literacy across the curriculum so all students achieve proficiency in all subjects. Measurable objectives: By Spring (2011):  66.7% of students in grades 9-11 will score proficient or above on the CST.  Reduce by 10% the number of students scoring below proficient on the CAHSEE (10th grade census)

Goal 2: To Increase proficiency in math so all students can achieve at the proficient or above level in all math and math related subjects. Measurable objectives: By Spring (2011):  66.1% of students in grades 9-11 will score proficient or above on the CST.  Reduce by 10% the number of students scoring below proficient on the CAHSEE (10th grade census)

Goal 3: To support, through SIP funds, professional staff development as it relates to goals 1 and 2.

Goal 4: Support the continued beautification of the Casa Grande campus and the continued formation of a safe and nurturing school culture.

Appendix 2012 Casa Grande Focus on Learning Page 120

Student Survey Zoomerang Survey Results

CGHS - SLC House Survey, Fall 2011 Response Status: Completes Filter: No filter applied Jan 09, 2012 11:16 AM PST

1. What grade are you in?

Grade 9 384 51% Grade 10 370 49% Total 754 100%

2. Have you discussed Small Learning Community Houses with your parent or guardian?

Yes 105 14% No 651 86% Total 756 100%

3. What House are you a part of?

Spring- Teachers: Robbins, Cloud, Creighton, Dennen, Brock, Stratos, Lim, McNamara 146 19% Autumn - Teachers: Kautsch, Gardner, Libecap, Mander, Pipkin, Pugh, Petroni, Baxter 90 12% Winter - Teachers: Addington, Libecap, Shribbs, Wickenkamp, Maderious, Wedge, Campbell, Forni, Wilson 99 13% Eclipse - Teachers: Gardner, Sharp, Holly, Titus, Biancalana, O'Brien, Weir, Elam-Hupp, Dvorin 101 13% Solstice - Teachers: Tay, Libecap, Petersen, Dennen, Lounibos, O'Brien, Fontaine, Kinney 138 18% Equinox - Teachers: D'Angelo, Ferdinandson, Buchmann, Harrington, Castillo-Abate, Moquete, Rankin 79 10% Not sure 104 14% Total 757 100%

Appendix 2012 Casa Grande Focus on Learning Page 121

4. Do you believe that your high school experience is improved because you are part of a House?

Yes 269 35% No 489 65% Total 758 100%

5. Do you believe that your Grade 9 House helped you cope with high school? (If you are currently in Grade 10, please answer based on your experience last year.)

Yes 276 37% No 479 63% Total 755 100%

6. Is what you are learning in one class connected to any other class?

Yes 458 61% No 296 39% Total 754 100%

7. Do you think that what you are learning is preparing you for your future college and career goals?

Yes 444 59% No 87 12% Not sure 225 30% Total 756 100%

8. Do you think that 9th grade house students and teachers should stay together in the 10th grade houses?

Yes 182 24% No 160 21% Does not matter 406 54% Total 748 100%

Appendix 2012 Casa Grande Focus on Learning Page 122

9. Would you like to be in a subject-themed Cluster in the 10th Grade? (For example, your English, World History, and elective class would be related to a theme such as art, health careers, green careers, or business and marketing.)

Yes 320 43% No 173 23% Not sure 258 34% Total 751 100%

10. Do you know where you can go for academic guidance and help?

Yes 606 81% No 143 19% Total 749 100%

11. Do you feel there is an adult on campus that you can go to for personal support?

Yes 485 65% No 263 35% Total 748 100%

12. Have you worked with a teacher or counselor to develop an adademic plan that reflects your personal needs and interests?

Yes 229 31% No 513 69% Total 742 100%

13. Do you feel more connected to any of your teachers as a result of being in a House?

Yes 297 39% No 471 63%

Appendix 2012 Casa Grande Focus on Learning Page 123

14. What are your plans immediately after graduation from high school? (Check all that apply)

Part-time employment 286 38% Full-time employment 145 19% Apprenticeship 38 5% Vocational school 13 2% 2-year college 133 18% 4-year college 523 70% Military service 69 9% Other 123 16% Undecided 110 15%

15. What ideas do you have that might improve Casa Grande's Small Learning Communities?

502 Responses

16. What was the best, most interesting assignment or learning activity you have done so far this year that is connected to your House? Please explain:

517 Responses

Appendix 2012 Casa Grande Focus on Learning Page 124

Casa Grande High School 2012-2013 11th & 12th Grade Clusters

Green Career Health Career Pathway(GCP) Pathway(HCP) Required Core: Required Core: English & Social Studies 11 & 12 English & Social Studies 11 & 12 Electives: Electives: Chemistry GCP Anatomy & Physiology Ecology Applications Chemistry HCP Environmental Science AP Global Electives Clinical Biology United Anglers Refer to Course Selection HCP Co-Op ROP Wildlife Biology sheet for complete listing Sports Medicine Advanced Art I HOSA Acting Beginning Advanced Placement Auto I Band Choir Child Development Culinary Arts Beginning Drafting English Language Academy Journalism Marketing, Media Liberal Leadership 3 Mathematics & Management (M ) Science Required Core: Studies(LS) . English & Social Studies 11 & 12 Required Core: Sports Medicine Electives: English & Social Studies 11 & 12 World Languages Algebra II Electives: Business Co-Op Acting Intermediate Entrepreneur Acting Advanced Event Planning Art II Event Planning Advanced Semester Length Electives: Pastry and Baking Legal Studies Culinary Arts Advanced Sociology Computer Graphic Design ROP Comparative Religion Trig./Math Analysis Women’s Role Web Design Photography Advanced Yearbook Intro to Psychology

CGHS 12/21/2011C G H S

Appendix 2012 Casa Grande Focus on Learning Page 125

1.1 Enrollment - Primary Status by Subgroup Academic Year: 2011-2012 LEA: Petaluma Joint Union High

View: Snapshot School Type: ALL Created Date: 01-24-2012

As Of: 10/5/2011 School: Casa Grande High

Subgroups Gifted and Primary English Title III Eligible Talented Title I Part C Special LEP (EL + Socio-Economically School Code School Name Enrollments Learners Immigrants Education Migrant Education Selected RFEP) Disadvantaged 4930012 Casa Grande High 1746 205 20 186 8 216 439 617 TOTAL-Selected Schools 1746 205 20 186 8 216 439 617

Grade: 01-First Grade,02-Second Grade,03-Third Grade,04-Fourth Ethnicity/Race: ALL Gender: ALL Grade,05-Fifth Grade,06-Sixth Grade,07-Seventh Grade,08- Eighth Grade,09-Ninth Grade,10-Tenth Grade,11-Eleventh Grade,12-Twelfth Grade,KN-Kindergarten,UE-Ungraded Elementary,US-Ungraded Secondary

This report is confidential and use is restricted to authorized individuals.

- The data on this report is filtered by the user selections that appear on the last page of this report. Page 1 of 1 1.3 Enrollment - Primary Status Disaggregated Academic Year: 2011-2012 LEA: Petaluma Joint Union High

View: Snapshot School Type: ALL Created Date: 01-24-2012

As of: 10/5/2011 School: Casa Grande High

Am Indian/Alskn Nat Hwiin/Othr Total Hispanic Nat Asian Black/African Am Pac Islndr White Multiple Missing School Code School Name Grade Gender # # % # % # % # % # % # % # % # % Total - Selected Schools 1746 557 31.90 % 2 0.11 % 129 7.39 % 23 1.32 % 4 0.23 % 951 54.47 % 80 4.58 % 0 0.00 % 4930012 Casa Grande High Total 1746 557 31.90 % 2 0.11 % 129 7.39 % 23 1.32 % 4 0.23 % 951 54.47 % 80 4.58 % 0 0.00 % 09 Total 467 150 32.12 % 0 0.00 % 36 7.71 % 5 1.07 % 0 0.00 % 251 53.75 % 25 5.35 % 0 0.00 % M 233 72 30.90 % 0 0.00 % 20 8.58 % 2 0.86 % 0 0.00 % 126 54.08 % 13 5.58 % 0 0.00 % F 234 78 33.33 % 0 0.00 % 16 6.84 % 3 1.28 % 0 0.00 % 125 53.42 % 12 5.13 % 0 0.00 % 10 Total 494 183 37.04 % 1 0.20 % 41 8.30 % 10 2.02 % 2 0.40 % 241 48.79 % 16 3.24 % 0 0.00 % M 272 98 36.03 % 0 0.00 % 23 8.46 % 5 1.84 % 0 0.00 % 137 50.37 % 9 3.31 % 0 0.00 % F 222 85 38.29 % 1 0.45 % 18 8.11 % 5 2.25 % 2 0.90 % 104 46.85 % 7 3.15 % 0 0.00 % 11 Total 443 138 31.15 % 0 0.00 % 24 5.42 % 6 1.35 % 1 0.23 % 248 55.98 % 26 5.87 % 0 0.00 % F 230 70 30.43 % 0 0.00 % 12 5.22 % 3 1.30 % 0 0.00 % 131 56.96 % 14 6.09 % 0 0.00 % M 213 68 31.92 % 0 0.00 % 12 5.63 % 3 1.41 % 1 0.47 % 117 54.93 % 12 5.63 % 0 0.00 % 12 Total 342 86 25.15 % 1 0.29 % 28 8.19 % 2 0.58 % 1 0.29 % 211 61.70 % 13 3.80 % 0 0.00 % F 181 45 24.86 % 0 0.00 % 13 7.18 % 1 0.55 % 0 0.00 % 117 64.64 % 5 2.76 % 0 0.00 % M 161 41 25.47 % 1 0.62 % 15 9.32 % 1 0.62 % 1 0.62 % 94 58.39 % 8 4.97 % 0 0.00 %

Grade: 01-First Grade,02-Second Grade,03-Third Grade,04- District of Geographic Residence: ALL Graduating Class Year: ALL Fourth Grade,05-Fifth Grade,06-Sixth Grade,07-Seventh Grade,08-Eighth Grade,09-Ninth Grade,10-Tenth Grade,11-Eleventh Grade,12-Twelfth Grade,KN- Kindergarten,UE-Ungraded Elementary,US-Ungraded Secondary English Language Acquisition Status: ALL Ethnicity/Race: ALL Gender: ALL

Title I Part C Migrant: ALL Title III Eligible Immigrant: ALL LEP (EL + Selected RFEP): ALL

Gifted and Talented: ALL Socio-Economically Disadvantaged: ALL Special Education: ALL

Primary Residence Category: ALL Interdistrict Transfer: ALL

This report is confidential and use is restricted to authorized individuals.

The data that appears on this report are filtered by the user selections that appear on the last page of this report. - Page 1 of 1