Visiting Committee Chairs:

El Capitan High School

Home of the Vaqueros

Mid-Cycle Progress Report

February 2016

Western Association of Schools and Colleges

Mid-cycle Progress Report

EL CAPITAN HIGH SCHOOL

MID-CYCLE PROGRESS REPORT

10410 Ashwood Street

Lakeside, CA 92040

Grossmont Union High School District

February 25, 2016

Accrediting Commission for Schools

Western Association of Schools and Colleges

El Capitan High School WASC Mid-cycle Progress Report

CONTENTS

I: Student/Community Profile Data .............................................................. 1

II: Significant Changes and Developments .................................................... 29

III: Ongoing School Improvement ................................................................... 32

IV: Progress on Critical Areas for Follow-up/Schoolwide Action Plan ............ 34

V: Schoolwide Action Plan Refinements ........................................................ 43

El Capitan High School WASC Mid-cycle Progress Report

I: Student/Community Profile Data

Include the following:

 An updated student/community profile that includes the following: a brief, general description of

the school and its programs; the school’s vision, mission, and learner outcomes; student and

faculty/staff demographics; and student achievement data for a three-year period.

 An updated summary of data with implications identified critical learner needs, and important

questions for staff discussion.

Note: Use the current student/community profile and summary that has been updated annually since the last

full visit and other annual progress reports. (See Task 1 of the Focus on Learning manual.)

Demographic Data

Community

El Capitan High School is part of the Grossmont Union High School District, which encompasses eleven

comprehensive high school sites (including two charter schools), one continuation high school, and a number of

specialized high school programs, spanning 475 square miles in the east county of San Diego. El Capitan is located

in the northeastern portion of the Grossmont District and serves approximately 1,600 students in grades 9

through 12. Our campus reflects the cultural and socioeconomic makeup of the Lakeside community. The

predominant native language is English, but El Capitan has seen an increase in the number of English language

learners in the last several years.

El Capitan strives to prepare its students for post-secondary opportunities, both educational and vocational.

Counselors meet with each student individually to discuss their post-secondary plan and guide students through

their academic decisions. This may include completing one of the three Career Technical Education (CTE)

pathways offered here at El Capitan High School which are Arts, Media & Entertainment, Building Trades &

Construction, and Agriculture & Natural Resources.

The El Capitan faculty and staff believe that collaboration among all segments of the community is essential. Over

the course of the past several years, El Capitan has engaged in the development of Professional Learning

Communities. Time has been set aside on Monday mornings for collaboration among department members for

the purpose of creating stronger, more cohesive curriculum, as well as the development of departmental policies.

Additionally, the major decision-making organizations on campus have representatives from all stakeholder

groups and are therefore collaborative as well. School Site Council, Faculty Senate, Student Senate, and the

Navigation Team meet on a monthly basis and represent teachers, students, classified staff, parents, and

administrators. Most recently, these groups have been working to shape the school’s mission and goals so that all

stakeholders will have a shared vision and purpose for El Capitan High School.

The 2010-11 administration of the California Healthy Kids Survey (CHKS) indicated that the climate of El Capitan

was not ideal for optimal student achievement; therefore, the school was awarded the Safe and Supportive

Schools (S3) Grant to support efforts in the area of improving school climate. Much work was done since then to

receive input from all stakeholders, and these groups have chosen to focus on pursuing EXCELLENCE for all (staff

and students alike) through a strong sense of COMMUNITY, supporting one another to achieve excellence at the

highest possible level.

El Capitan High School WASC Mid-cycle Progress Report

WASC Accreditation History for the School

El Capitan High School participated in a full self-study in March of 2006. We were granted a 6-year term with a 3-

year revisit. From the March visit in 2006, the WASC visiting committee cited our strengths as follows: (1) the

implementation of the Professional Learning Communities model, (2) the seven period day that allows for

collaboration among staff as well as academic support opportunities for students, (3) AVID program, (4)

library/media center that provides enriched learning extensions for students in a “user friendly format,” (5)

programs such as CTE courses, i.e. agriculture, culinary arts that connect classroom learning with real-world

experiences, i.e. Taylor guitar project, (6) community based support for El Capitan High School, i.e. parent

volunteers, businesses, El Capitan Stadium Association, and (7) extra and co-curricular activities, i.e. athletics,

visual/performing arts, peer mediation/tutoring. They cited recommendations as follows: (1) using data to

identify areas that focus on improving student achievement, individually and collectively, (2) developing additional

support programs such as AVID that provide a comprehensive model for addressing student academic needs, (3)

focusing on professional development that continues to emphasize discussions, sharing, learning among all school

stakeholders, including an emphasis on the use of data to improve student achievement, (4) continuing to expand

the academic programs that provide an “enriched” and rigorous course of study for all students (a-g courses), (5)

identifying and implementing software for the collection and disaggregation of data that provides teachers with

tools (data bank of content standards) that supports teachers in improving instruction, (6) revise/refine ESLRs to

reflect a broader range of stakeholder input, and (7) revise the school action plan to include tying specific

activities to the ESLRs. Moreover, the visiting committee identified four additional areas of need to be considered

in order to adequately address the needs of all learners, which are the following: (1) revision and creation of

additional ESLRs in order to guide and focus stakeholders in accomplishing the components of the action plan, (2)

the identification, collection, and analysis of data to provide direction to stakeholders in the school improvement

process, (3) a professional development plan that focuses on specific activities as defined in the action plan, and

(4) the expansion of support services and opportunities to encourage more students’ involvement in a rigorous a-

g course of study.

The 3-year revisit occurred in February of 2009. From that visit, the WASC committee cited our strengths as

follows: (1) modernization of our campus through funds provided by Propositions H and U, (2) teachers

participating in Professional Learning Communities and developing SMART goals for their teams, (3) changes in

math and English curricula and the development of support classes in both subject areas to ensure higher levels of

student success, and (4) the use of teacher web sites and posting grades online in an effort to improve

communication with students and parents. They cited recommendations as follows: (1) the site WASC

coordinator and designated administrator both complete WASC training in preparation for the next self-study, (2)

the site WASC coordinator and designated administrator use the most recent visiting committee’s report to

ensure the critical areas for follow-up are being addressed and that these are incorporated into the school’s goals

and SPSA, (3) as the entire administration for El Capitan High School is new since the last visiting team, the review

committee believes that the school is making steady progress in developing a new leadership team structure.

Each year the administrative staff meets to review data and discuss critical areas of need for the school and

develop goals to guide school-wide activities, (4) the school is taking incremental steps in addressing student

achievement through the continuation of Professional Learning Communities, the development of common

assessments, the use of data to determine student need, and support programs such as foundation classes in

mathematics and English language arts, and (5) the review committee believes that under the current leadership

team, El Capitan High School will be diligent about annually reviewing the action plan and utilizing the information

as part of its annual development of goals.

El Capitan High School WASC Mid-cycle Progress Report

El Capitan High School was due for a full self-study visit in the spring of 2012, but due to a 50% changeover in

administration, including a new principal, we requested a year’s postponement, which we were awarded.

The next full self-study was conducted in February of 2013. We as a school established that we would focus on

three main goals: (1) Academic Excellence, (2) Positive School Climate, and (3) Student Curiosity. All stakeholders

met and had discussion to identify both school-wide strengths and areas of growth for each of these three goals.

The WASC Visiting Committee agreed with “the school’s identified School-wide Areas of Strength and School-wide

Areas of Growth. These goals are relevant to the needs of the school. The school maintains three goals that have

different titles yet are highly interrelated. The goals contain specific areas for strengths and growth.” In addition,

the Visiting Committee identified the following School-wide Areas of Strength and School-wide Critical Areas for

Follow-Up:

School-wide Areas of Strength:

 Positive impact of collaborative work in implementing school-wide programs, including RTI, PBIS, S3

Grant Team, V-Crew, Camp Lead, Sights On Success (SOS), peer tutoring, AVID, and other initiatives

 Creating a caring, respectful learning environment where students are treated as individuals and invited

to participate in development of norms and reflections on behavior

 A safe campus with a significant reduction in disciplinary issues and suspensions

 Agriculture pathway, courses, and real-world learning experiences that prepare students for college and

careers

 Increase in AP course enrollment, tests taken, and tests passed

 Commitment to developing effective PLCs

 Variety of co-curricular and extracurricular activities to retain and support student interests

 Community support for school, students, and staff: scholarships, community partnerships, guest

speakers, sponsorships, etc.

 Excellent use of the Propositions to make improvements at ECHS

El Capitan HS uses the three goals throughout the Action Plan as areas for concentration for improvement. Each

of the goals has specific areas identified for improvement as seen earlier in this section. These and other Strategic

Actions are utilized throughout the Action Plan.

The staff has identified several areas for improvements that are not found in the three school goals but provide

support for the goals:

 Expand teacher and parent use of parent portal to access attendance, grades, etc.

 Provide additional site-based and site-driven Professional Development opportunities

 Methods to identify at-risk students

El Capitan High School WASC Mid-cycle Progress Report

School-wide Critical Areas for Follow-Up:

 Refine individual and PLC use of data to assess gaps in student needs to increase student success

 Establish and clearly communicate learner outcomes and increase the use of formative assessment

analysis to measure progress towards outcomes

 Provide increased site-based and site-driven professional development in areas such as technology

and student engagement in order to provide an equitable learning experience for all students

 Increase student engagement and learning through the use of instructional strategies and activities

that are student-centered and student-led

 Develop and implement a coordinated system among all stakeholders to improve attendance and

decrease tardies

School Purpose and Expected School-wide Learning Results

The mission of El Capitan High School is to pursue

EXCELLENCE through COMMUNITY

Our vision statement is:

El Capitan challenges all students to discover their passions in order to achieve their academic and personal goals.

Our community fosters academic excellence, developing engaged citizens who will make a difference in life.

We have three expected school-wide learning results, or goals:

1. Promote Academic Excellence

2. Develop Positive School Climate

3. Stimulate Student Curiosity

School Status/Enrollment

El Capitan High School is not a Title I school. We do not have any outside providers, external evaluators, formal

corrective action plan, or state/federally-imposed deadlines for improvement. The Grossmont Union High School

District (our district) is a Program Improvement district, primarily for not meeting subgroup proficiency rates in

ELA. Our district has a large population of immigrant students who are second language learners (although most

of these students do not reside within the El Capitan HS attendance boundaries), and the district has roughly 51%

of its students who qualify for free or reduced-price lunch. At the third week enrollment period for the 2015-16

school year, El Capitan High School had 1,595 students. As a district we have been experiencing a state of

declining enrollment over the last several years, and our school has seen lower enrollment numbers accordingly

each year, with the exception of this school year where our total number was almost the same as last year (2014-

15).

El Capitan High School WASC Mid-cycle Progress Report

Grade Level/Gender

Current enrollment by grade level and gender is as follows:

Male

Female

Totals:

Grade 9

206

214

420

Grade 10

211

184

395

Grade 11

184

195

379

Grade 12

195

172

367

Totals:

816

779

1,595

Ethnicity

The racial/ethnic makeup of El Capitan High School is primarily white (non-Hispanic), with the next largest ethnic

group being Hispanic/Latino. These two groups combined constitute approximately 89% of our school’s

population.

El Capitan High School

2015-2016 Demographics

(based upon 1,595 total students)

Racial/Ethnic Category

Percentage of Students

Number of Students

African-American

1.76%

American Indian or Alaskan Native

1.94%

Asian

1.25%

Hispanic or Latino

28.21%

450

Pacific Islander

0.19%

White (non Hispanic)

60.69%

968

Multiple or No Response

5.96%

Primary languages other than English

The vast majority of our students who speak a primary language other than English are Spanish speakers. In the

2015-16 school year, El Capitan High School had 56 English learner students enrolled.

El Capitan High School WASC Mid-cycle Progress Report

Title I

El Capitan High School is not a Title I school; however, the number of students who qualify for free or reduced-

price lunch has increased steadily over the last several years.

School Year

% of Students who Qualify

for Free/Reduced Lunch

2010-11

16.6%

2011-12

28.3%

2012-13

35.9%

2013-14

46.6%

2014-15

46.5%

Other Programs

The following chart indicates the number of students enrolled in various programs at El Capitan High School:

Honors

(Advanced

Placement)

AVID

Special Ed

(Students

w/IEPs)

CTE

(Career

Tech Ed)

Dual

Language

Immersion

# of students

1,042

876

234

641

These numbers are based on 1,595 total students enrolled. Please note that students may be in multiple

categories and may be taking multiple classes within a category.

Language Proficiency

The following chart shows the number of English learner students enrolled over the last few years, along with

the number of fluent English proficient students, and those students redesignated fluent English proficient:

2012-13

2013-14

2014-15

Total Enrollment

1,677

1,613

1,649

English Learners

Fluent English Proficient (FEP)

126

151

Redesignated (R-FEP)

El Capitan High School WASC Mid-cycle Progress Report

Attendance

Average Daily Rate of Attendance

For several years, the average daily attendance rate was around 93%. We have seen steady growth over the

last three years, as indicated in the following chart:

Average Daily

Attendance

Change from

previous year

2012-13

93.23%

-.45%

2013-14

94.28%

+1.05%

2014-15

94.81%

+.53%

Truancy and Tardiness Rates

The most current data we have for our truancy rates and tardiness rates are outlined in the chart below. Rates for

both truancies and tardies were on a steady decline over the course of these three school years. We are working

with our new student information system to retrieve this data for the 2013-14 school year and beyond.

Average truancy rate

(all-day truancies)

Average tardiness

rate

2012-13 SY

2.33%

1.08%

2011-12 SY

3.06%

1.35%

2010-11 SY

3.19%

1.84%

El Capitan High School WASC Mid-cycle Progress Report

Mobility/Transient Rates

The following chart shows enrollment in the first month of school and enrollment for the last month of school

over the last couple of years that this data is available to us. Our overall school enrollment has declined over the

last several years (as it has district-wide), and our enrollment this year (2015-16) at the week 3 mark was 1,595

students.

Enrollment

First Month

Enrollment

Final Month

Difference

% Difference

2011-12 SY

1716

1573

143

91.67%

2010-11 SY

1760

1671

94.94%

2009-10 SY

1848

1729

119

93.56%

Discipline Referrals, Suspension and Expulsion Rates

Suspension and Expulsion Rates

The number of suspensions and expulsions from 2010 through 2014 is outlined in the chart below. Starting with

the 2014-15 school year, we switched to a new student information system and are awaiting the data for the

school years following 2013-14. For this particular time period in the chart below, the number of suspensions has

decreased dramatically. The number of expulsions has gone up and down, ranging from as few as 7 to as many as

15 in any given school year.

# of Suspensions

# of Expulsions

2013-14 SY

2012-13 SY

156

2011-12 SY

178

2010-11 SY

192

El Capitan High School WASC Mid-cycle Progress Report

Discipline Referrals

We as a school have made a concerted effort to reduce the number of disciplinary referrals issued at El Capitan

High School. The following chart shows the dramatic reduction in the total number of referrals given from 2012

through this current school year (2015-16):

Referrals by Month, Totals by Year

Sept

Oct

Nov

Dec

Jan

Feb

Mar

April

May

June

TOTAL

12-13

226

494

179

125

166

160

220

168

188

1978

13-14

134

201

103

112

157

111

106

1144

14-15

117

101

786

15-16

125

363

Socioeconomic Status

Free/Reduced Lunch

The percentage of students at El Capitan High School who qualify for a free or reduced-price lunch has increased

dramatically over the last five years.

School Year

% of Students who Qualify for

Free/Reduced Price Lunch

2010-11

16.6%

2011-12

28.3%

2012-13

35.9%

2013-14

46.6%

2014-15

46.5%

El Capitan High School WASC Mid-cycle Progress Report

Parent Education Levels

The vast majority of our students’ parents are high school graduates and have had at least some college. These

numbers have remained fairly consistent over the last four years. The following chart shows parent education

levels for the last four years:

2012-13

2013-14

2014-15

2015-16

Not a high school graduate

12%

14%

High school graduate

29%

31%

32%

34%

Some college

37%

35%

34%

33%

College graduate

11%

10%

Graduate school

Declined to State

Safety Conditions, Cleanliness, Adequacy of School Facilities

Safety Conditions

Each classroom and office at El Capitan High School is equipped with emergency information, including evacuation

maps, first aid kits, and safety procedures for earthquake, fire, secure campus, and lockdown. We have an

administrative redbook that is updated on a yearly basis which includes emergency staging information, dates for

disaster drills, and important telephone numbers. We also have a staff redbook that outlines all safety

procedures, which is updated on a yearly basis as well. Our substitute folders also contain evacuation maps and

safety procedures. Our school safety team meets once a month and all staff members are given updates as

needed. We have 5 campus supervisors including a lead supervisor, and one School Resource Officer who is a

member of the Santee Sheriff’s Department and is assigned to our school with an office located in the main office.

El Capitan High School WASC Mid-cycle Progress Report

Cleanliness and Adequacy of School Facilities

Proposition H was a $274 million bond measure passed in 2004 by voters within the Grossmont Union High School

District to repair aging local high schools, improve student safety, qualify for state-matching funds and construct a

new school. Proposition U was a $417 million general obligation bond measure passed in November, 2008.

Combined with an additional $50 million in state matching funds, it would substantially complete the

modernization of all district schools, provide classrooms and equipment for Career Technical Education, and

construct a new high school in the Alpine/Blossom Valley area.

With the passage of Props H and U, all of the core academic subject areas at El Capitan High School are now

housed in modernized classrooms. Our classrooms are now equipped with state-of-the-art audio-visual resources

that promote increased learning, making lessons more engaging and interesting and grounding them in easily

understandable contexts. Our teachers make full use of these resources, combining a range of visual, audio and

real-world materials to stimulate the learning process. This variety appeals to all learning levels and all learning

styles, allowing our teachers to tailor their lessons to the needs of students as individuals, and classes as a whole.

In addition to our newly-remodeled classrooms, we have a new science building, agriculture complex, and PE

facility. The final buildings left to be remodeled are administration and guidance, library and computer labs,

performing arts (music, dance, theater), and building, trades and construction for the CTE pathway.

Staff

Certificated and Classified Staff

El Capitan High School has 4 administrators, 1 school facilities manager (classified management), 83 certificated

and 55 classified staff members, along with several volunteers. All staff members are NCLB compliant, as this is

one of our district’s requirements before hiring is allowed. Teachers are not permitted to teach a subject that is

outside of their credentialed area, and none of our teachers have emergency permits. All teachers are CLAD

certified, also per district policy, and all probationary teachers complete our own, district-developed BTSA

program so that their credentials are cleared by the time they obtain tenure. Many of our staff members are El

Capitan High School alumni.

Gender of Staff Members

The following chart outlines the gender of the staff at El Capitan High School for the 2015-16 school year:

Totals

Male Admin/Management

Female Admin/Management

TOTAL MANAGEMENT:

Male Certificated Staff

Female Certificated Staff

TOTAL CERTIFICATED:

El Capitan High School WASC Mid-cycle Progress Report

Male Classified Staff

Female Classified Staff

TOTAL CLASSIFIED:

Staff Development

The following is a list of professional development topics that have been available to our staff for the last few

years:

Achieve 3000 (Reading Program)

Administrative Apprentice Program

Administrative Professional Learning Community

AVID (Advancement via Individual Determination)

BTSA (Beginning Teacher Support Assessment)

Career-Technical Education and Linked Learning

Common Core English

Common Core Math

Common Core Implementation and Teaching Strategies

Critical Thinking

Dual Language Immersion

Google Suite (Docs, Drive, Classroom, etc.), including “Ninja” and “Samurai” Training

Growth Mindset

Infinite Campus (Student Information System) Training and Implementation

LINK Crew

Literacy

Next Generation Science Standards

PBIS (Positive Behavior Intervention and Support)

Technology Training (esp. use of teacher laptops and Chromebooks)

El Capitan High School WASC Mid-cycle Progress Report

Student Participation in Co-Curricular and Extra-Curricular Activities

Increasing student participation in co- and extra-curricular activities is a priority for El Capitan High School. We

also want to increase the number of students, staff, and community members who attend these events. The

following is a list of sports and academic activities offered on campus:

Activity

Academic League

JV Cheer

Varsity Cheer

JV Field Hockey

Varsity Field Hockey

JV Boys Tennis

Varsity Boys Tennis

JV Girls Tennis

Varsity Girls Tennis

JV Girls Water Polo

JV Boys Water Polo

Varsity Girls Water Polo

Varsity Boys Water Polo

JV Cross Country

Varsity Girls Cross Country

Varsity Boys Cross Country

Frosh Football

JV Football

Varsity Football

Girls Golf

Boys Golf

Frosh Girls Volleyball

JV Girls Volleyball

Varsity Girls Volleyball

El Capitan High School WASC Mid-cycle Progress Report

JV Boys Volleyball

Varsity Boys Volleyball

Frosh Baseball

JV Baseball

Varsity Baseball

Frosh Boys Basketball

JV Boys Basketball

Varsity Boys Basketball

JV Girls Basketball

Varsity Girls Basketball

JV Gymnastics

JV Lacrosse

Varsity Lacrosse

JV Boys Soccer

Varsity Boys Soccer

JV Girls Soccer

Varsity Girls Soccer

JV Softball

Varsity Softball

JV Boys Swim

Varsity Boys Swim

JV Girls Swim

Varsity Girls Swim

JV Boys Track

Varsity Boys Track

JV Girls Track

Varsity Girls Track

Varsity Wrestling

El Capitan High School WASC Mid-cycle Progress Report

The following is a complete list of all active clubs on campus this year:

 Academic League

 Anime

 ASB

 AVID

 Band

 Baseball

 Basketball

 Book Club

 Cheer

 Classic Book Club

 Class of 2016

 Class of 2017

 Class of 2018

 Class of 2019

 Color Guard

 Cousins and Friends

 Cross Country

 Dance

 Eye Candy Printing

 Fashion Club

 Fellowship of Christian Athletes

 Field Hockey

 Football

 Future Doctors of America

 Future Farmers of America

 Gay-Straight Alliance

 Global Language and Leadership Program

 Go Far Fitness

El Capitan High School WASC Mid-cycle Progress Report

 Golf

 Gymnastics

 Higher Ground

 Human Race Relations

 International Club

 Journal of the Arts

 Military Club

 Press Club

 Really Loud Gold Crowd

 Show Choir

 SMART Team

 Soccer

 Softball

 SPED

 Support Group Chat

 Swim & Dive

 Tennis

 Theater

 V-Crew

 Video Production

 Volleyball

 Water Polo

 Woodchucks

 Yearbook

El Capitan High School WASC Mid-cycle Progress Report

School Financial Support

Funding Sources

In addition to our site general fund allotment, El Capitan High School also receives the following monies:

El Capitan High School Funding

2015-16

The following state and federal funds were allocated to El Capitan High School. Approximate amounts are listed

below for the 2015-16 school year:

Agricultural Education Grant Funds (Program 802) $ 20,860

Purpose: Funding for Agricultural programs on campus such as Animal Science, Agricultural Biology, California

Agriculture, Plant & Soil Maintenance, and Farm Shop, as well as extracurricular Agricultural-related activities.

AVID (Program 092) $ 6,938

Purpose: To purchase supplies and additional books necessary for AVID classes.

EIA LEP Funds (Program 832) $ 6,456

Purpose: To assist site programs involving students who speak English as a second language; includes costs

relevant to site program management (including benefits and health & welfare), program supplies, equipment,

training, etc.

GATE (Program 805) $ 1,861

Purpose: To fund honors program for augmented curriculum and instruction.

Lottery (Program 502) $ 23,565

Purpose: To be used to provide ongoing improvements in instructional program. This fund has been allocated to

purchase standards-aligned textbooks.

MAA Funds (Program 308) $ 8,559

Purpose: The Medical Administrative Activities program provides help with health and wellness services and

Medicare to students and community.

TUPE Funds (Program 809) $ 19, 887

Purpose: The Tobacco Use Prevention Education program provides help with tobacco education to students and

community.

TOTAL AMOUNT of state and federal funds allocated to El Capitan: $ 88,126

El Capitan High School WASC Mid-cycle Progress Report

Student Performance Data

API

The state of California has suspended the Academic Performance Index and is in process of devising a new ranking

and reporting system.

The following chart shows overall API for El Capitan High School over the last three reporting years (API was not

calculated after 2013):

API

State-wide

Rank

Similar

Schools

Rank

Met

Schoolwide

Targets?

Met All

Student

Groups?

Met All

Targets?

2012-13

737

Yes

2011-12

740

2010-11

732

Yes

AYP

The calculation of Adequate Yearly Progress is in process of being revised to include various accountability factors

that may or may not have been used in previous years.

The following chart shows overall AYP for El Capitan High School over the last four reporting years via the previous

method:

Met AYP (All Criteria)?

2013-14

No (15 of 17 criteria met)

2012-13

No (16 of 18 criteria met)

2011-12

No (8 of 18 criteria met)

2010-11

No (14 of 18 criteria met)

El Capitan High School WASC Mid-cycle Progress Report

CAHSEE

The state of California has suspended the requirement of the California High School Exit Exam for graduation from

high school. The following chart illustrates scores from the last three years the CAHSEE was administered at El

Capitan High School (10

grade March administration):

Total Students

Tested, ELA

ELA # Passing

Scores (%)

Total Students

Tested, Math

Math # Passing

Scores (%)

March, 2014

351

303 (86%)

353

301 (85%)

March, 2013

373

311 (83%)

378

328 (87%)

March, 2012

392

327 (83%)

388

331 (85%)

March, 2011

433

371 (86%)

425

370 (87%)

CELDT

The following chart shows a 4-year summary of how many students at El Capitan High School took the CELDT test,

along with the numbers of students who scored in the ranges of each category. We experienced a decline in the

total number of EL students enrolled at El Capitan High School at the beginning of the 2012-13 school year, and

the trend over the last two years has shown the bulk of our students to score in the intermediate to early

advanced range.

Beginning

Early

Intermediate

Early

Advanced

Totals:

2014-15

2013-14

2012-13

2011-12

El Capitan High School WASC Mid-cycle Progress Report

CAASPP

For the first California Assessment of Student Performance and Progress protocol (2014-15 school year), the

following data was collected:

% Students

Not Met

Standard

% Students

Nearly Met

Standard

% Students

Met

Standard

% Students

Exceeded

Standard

ELA

21%

29%

35%

15%

Math

45%

31%

17%

50% of our students met or exceeded the standards for English-language arts, while 23% met or exceeded

standards for mathematics.

SAT and ACT Results

The following chart illustrates student SAT scores over the following 3-year period:

# of SAT

Test-Takers

Critical

Reading Avg.

Math

Avg.

Writing

Avg.

% of Scores

Above 1500

2013-14

143

489

506

472

41.3%

2012-13

507

521

494

54.5%

2011-12

513

535

495

56.5%

The next chart shows student ACT scores over the same 3-year period:

# of ACT

Test-Takers

Average

Score

% of Scores

Above 21

2013-14

22.25

65.52%

2012-13

21.00

54.39%

2011-12

22.63

64.41%

El Capitan High School WASC Mid-cycle Progress Report

AP Results

El Capitan High School offers 18 unique AP courses, and our goal over the last several years has been to increase

the number of students taking AP exams, as well as to increase the number of passing scores received on exams.

The following chart illustrates our participation numbers and scores over the last four years:

Year

# Students

Tested

# Passing

Scores

Score

2014

244

201

105

102

2013

242

207

124

108

2012

182

238

111

2011

163

205

103

Report Card Analysis

D & F Rates

At the end of the 2013-14 school year, the D and F rate at El Capitan High School was exactly the same 23% it has

been in 2011, with the overall school-wide rate fluctuating slightly from a low of 20% to a high of 23% over that

four-year period. The following table illustrates the D and F rates by department at the end of the 2013-14 school

year, and indicates the change in percentage from the previous school year:

Department

2013-14

D & F Rate

Change from

Previous Year

Agriculture

14%

7% decrease

Art

21%

1% increase

English

30%

4% increase

World Language

12%

5% decrease

Industrial Arts

17%

7% increase

Mathematics

35%

3% decrease

Non-Departmental

13%

1% increase

Performance Arts

1% increase

Physical Education

24%

4% increase

CTE

10%

4% decrease

El Capitan High School WASC Mid-cycle Progress Report

Science

20%

3% increase

Social Science

26%

0% change

School-wide Total:

23%

1% increase

El Capitan High School WASC Mid-cycle Progress Report

A-G Requirements

All courses at El Capitan High School are offered at either the college prep or honors/AP level. With the exception

of a few special day (special ed) classes, we do not offer any courses at the applied arts or remedial levels. The

following chart shows the percent of graduates over the last 4 years who have successfully completed the A-G

requirements for entrance into the UC system:

Grad Year

% A-G Eligible

2014

93/285 (32.6%)

2013

116/342 (33.9%)

2012

91/315 (28.9%)

2011

108/331 (32.6%)

Local Data

Reading Data/Achieve 3000

For the last three years, El Capitan High School has implemented reading program Achieve 3000 for our 9

and

grade students. This year, the participating teachers are 9

grade English, 10

grade English, 9

grade

geography, 10

grade world history, 9

grade science, 9

grade technology, and 10

grade biology. In addition,

students enrolled in reading elective courses and “Succeed in High School” support classes are also participating.

The following chart outlines the number of students participating in Achieve 3000 by grade level, along with their

average lexile score that was measured in the fall of 2015. Participating teachers do one Achieve 3000 lesson with

their students each week. Average lexile levels are shared with all participating teachers each month. At the end

of the year we will test student lexile levels again to chart the growth students have made over the course of the

year.

Grade

# Students

Participating

Average

Lexile Levels

413

913

357

954

221

1070

920

El Capitan High School WASC Mid-cycle Progress Report

Completion Rates

Graduation Rates/Dropout Rates

The following two charts contain graduation and dropout rates for the last 4 years. There is some fluctuation in

these numbers from one year to the next during this time period. Our overall school enrollment has steadily

declined over the last few years, so our graduating class sizes have been proportionally smaller over this time

period. It is possible that the numbers are inconsistent because of the way these rates are reported at the state

level, which do not include students who either graduate early or graduate after four years. This information

serves as a reminder for us to keep our commitment to academic excellence, which includes ensuring that all

students achieve at their highest possible levels and graduate on time.

2013-14

2012-13

2011-12

2010-11

Cohort Students (starting 9

grade)

346

395

360

401

Cohort Graduates (until 12

grade)

277

333

307

318

Cohort Dropouts (from 4-yr time period)

Cohort Graduation Rate (4 years)

80.1%

84.3%

85.3%

79.3%

Cohort Dropout Rate (4 years)

13.6%

10.1%

7.8%

10.5%

2013-14

2012-13

2011-12

2010-11

# of Graduates

285

342

315

331

# of Dropouts

1-yr Dropout Rate

2.4%

2.7%

2.8%

2.1%

El Capitan High School WASC Mid-cycle Progress Report

California Healthy Kids Survey

When El Capitan High School received the Safe and Supportive Schools (S3) Grant in 2012, we were required to

track several identified domains and sub-domains from the CHKS in order to chart growth. The following are the

areas that were identified in this process:

Domain: Supports and Engagement

 Subdomain 1: High Expectations and Caring Relationships

 Subdomain 2: School Connectedness

Domain: Violence, Victimization & Substance Use

 Subdomain 1: Physical and Emotional Violence Victimization

 Subdomain 2: Substance Use at School

Since the completion of the S3 Grant, our school has continued to track our growth in these domains, along with

information provided to us by the state School Climate Index. Our district collects CHKS data as well for all of the

school sites as a data marker in our LCAP.

Our school climate report card shows the dramatic growth we’ve experience in our school climate over the last

several years. In December of 2015 we received a Golden Bell Award from CSBA for our school climate program.

2011

2012

2013

2014

Change +/-

SCI Score

278

292

305

318

+40

SCI State Percentile

+33

SCI Similar Schools Percentile

+50

D1S1: High Expectations

& Caring Relationships

287

298

309

320

+33

D1S2: School

Connectedness

283

287

290

294

+11

D2S1: Physical/Emotional

Violence (low)

275

284

293

302

+27

D2S2: Substance Use

at School (low)

277

301

324

348

+71

El Capitan High School WASC Mid-cycle Progress Report

CHKS Staff and Parent Survey Info

Staff Survey Highlights

The following table highlights a few of the indicators on the last three years’ worth of feedback from the

California School Climate Staff Survey module of the CHKS. The percentages indicated are the total that

marked “strongly agree” or “agree” for each indicator.

Indicator

2014-15

2013-14

2012-13

This school is a supportive and inviting place for

students to learn

98%

96%

95%

This school is a supportive and inviting place for

staff to work

95%

89%

88%

This school promotes participating in school

decision making

81%

85%

86%

This school is welcoming to and facilitates parent

involvement

93%

94%

This school works hard to ensure a safe and

supportive learning environment

95%

94%

81%

Adults at this school really care about every

student

94%

91%

90%

Adults at this school want every student to do

their best

95%

96%

91%

Rules in this school are made clear to students

82%

77%

70%

Students are taught that they can control their

own behavior

83%

N/A

In the 2014-15 survey, the staff indicated that the professional development that was most needed was serving

special education students (students with IEPs). Tied for second were the topics of closing the achievement gap

and meeting the social, emotional, and developmental needs of youth. The year prior, the staff indicated that

they needed more professional development in instructional methods. We use this information to drive the site-

based professional development opportunities for our staff, as well as topics of staff meetings and PLC

discussions.

El Capitan High School WASC Mid-cycle Progress Report

Parent Survey Highlights

The following table highlights a few of the indicators on the last three years’ worth of feedback from the California

School Parent Survey module of the CHKS. The percentages indicated are the total who marked “strongly agree”

or “agree” for each indicator.

Indicator

2014-15

2013-14

2012-13

This school promotes academic success for all

students

86%

88%

83%

This school is a safe place for my child

82%

86%

85%

This school has clean and well-maintained

facilities

92%

83%

80%

This school motivates students to learn

81%

84%

80%

This school has adults that care about students

82%

85%

84%

This school makes clear to students the

consequences of breaking rules

86%

91%

86%

This school keeps me well-informed of my child’s

progress

80%

85%

78%

This school encourages active parent

involvement and partnership

80%

78%

El Capitan High School WASC Mid-cycle Progress Report

Implications of Data/Overall Summary of Analysis

The data for El Capitan High School shows some exciting, positive trends. We are extremely proud of the work

we have done to improve our school climate and the CSBA Golden Bell Award that was given to us this year. As a

whole school effort, we have focused much of our energy on improving our climate and building positive

relationships. We hope to see an increase in participation in school events and continue this positive trend. We

have raised our attendance rates significantly over the last two years as well, and we have worked hard as a staff

to make school a place where students want to be. We are also very pleased with our discipline data and the

downward trend in the number of referrals we’ve seen over the last four years. During this time we have also

had a dramatic increase in students identified for free and reduced lunch. The percentage of students who

qualified went from 16.6% during the 2010-11 school year to 46.5% in 2014-15. This increase was due in part to

an improved effort to identify and address student needs on campus. We have been able to begin building a

true system of intervention that will help students struggling academically and socially. Through our Alpha Team

support meetings, we can more precisely identify student needs and what support would be most appropriate by

working with our Family Resource Center, Dropout Prevention Specialist, and using such school-wide efforts as

Positive Behavior Intervention and Support (PBIS) and Coordinated Early Intervention Services (CEIS). We are

disappointed in our declining enrollment, and unfortunately this decline is currently a trend across our district.

We will continue to look for ways to promote our school and make every effort to bring new students in to El

Capitan by offering exceptional programs and taking care to support each student according to his/her own

individual needs.

Important Questions

The most important questions El Capitan High School struggled to answer since the last full self-study were, what

is important to us as a school, and what is our shared mission? In the fall of 2011 we decided to ask the staff

what was important to them over the course of several staff meetings. Their answers were recorded, and we

found that the data we collected fell into two categories: items regarding academics, and items regarding school

climate. We named these two categories “excellence” and “community.” From this information, we developed

our current school mission, “excellence through community.”

In the spring of 2012 we held meetings with several stakeholder groups to develop our school goals, which would

fall under our new mission of excellence through community. These stakeholder groups included School Site

Council (which is made up of staff, students, and parents), Safe and Supportive Schools Grant Intervention Team

(also made up of staff, students, and parents), and the newly-formed Navigation Team (which is made up of

administration and all school program coordinators). After much discussion with these three groups, we

developed the following school goals, which all fall under the mission of excellence through community:

1. Promote Academic Excellence

2. Develop Positive School Climate

3. Stimulate Student Curiosity

Since 2012, our staff leadership groups, along with student and parent groups, have continued to refine what

these three goals look like and how we will know we have met these goals. We have dedicated ourselves to

make sure that every single thing we do as a school supports one of these three goals, getting us closer to

achieving our mission of “Excellence through Community.”

El Capitan High School WASC Mid-cycle Progress Report

II: Significant Changes and Developments

 Include a description of any significant changes and/or developments, i.e., program additions since

the last full visit, changes in student enrollment, staffing changes.

 Describe the impact these changes and/or developments have had on the school and/or specific

curricular programs.

We asked our staff the following question: What changes or developments have happened in the last three years,

and what has been the impact of these changes on the school? We had several staff meetings to gather input so

that we could answer this question, and information for each group was shared in Google docs for everyone’s

reference. The changes and implications as reported by staff are as follows:

Higher Academic Expectations: We expect our students to complete the most rigorous course of study as they

are able. We enroll our students in courses so that they will be A-G eligible upon graduation, even though these

are more rigorous than our district’s graduation requirements. We enroll our students into CTE pathways. We

grant open access for students to be able to take these courses. We re-structured some of the math pre-

requisites so that students would be able to enroll in certain science classes, such as physics and chemistry.

Teachers, especially in the math and English departments, are working on aligning their curriculum to Common

Core. The guidance team presents lessons to students at every grade level that steer them towards their post-

secondary options. The guidance team also re-named the “Career Center” to the “College & Career Center,” and

they offer college presentations, tutoring help with college applications, and financial aid help.

Change in Academic Course Offerings: We added a new math class, intermediate algebra, to replace consumer

math for seniors. This course meets A-G requirements and is more appropriate to prepare students for college.

We added several new AP courses, including AP Mandarin, AP physics, and AP computer science. We are no

longer offering AP art history, but we are hopeful we can add it back later.

Change in Elective Course Offerings: We no longer offer auto shop and have discontinued this program. We have

decreased the number of 2-D and 3-D art courses, but we hope to add some courses back to this department as

part of our GLLP program. We have decreased the variety of stand-alone electives we used to offer in our

Agriculture Program, but we are currently re-designing this pathway and plan on re-evaluating how we can re-

incorporate some of these courses back into the new program.

Addition of Support Classes: We’ve added “Succeed in High School” for students who are struggling in the core

academic classes. In addition to SHS we have created several “Peer Tutoring” classes so that we can send out

“expert” students to help their peers who are struggling in various courses. We have completely deleted study

hall, and there are very few students who are enrolled in “Office Assistant.” We have re-structured our AVID

program this year so that students are grouped by grade level and have clear expectations and benchmarks to

meet at each grade level. We offer “Transitional English” and “English 3D” to offer students the opportunity to

gain skills and recover credits in English. Three departments (English, social science, and science) use reading

program Achieve 3000 for all of our 9

and 10

grade students once a week in order to improve student reading

levels.

Global Language and Leadership Program: This is our dual language immersion program, which includes study in

Spanish and Mandarin. The community of Lakeside has a large population of students in grades K-8 who are in

language immersion for these two languages, and we have been partnering with our client district to create

courses for students at El Capitan High School to continue these studies. We have added several levels of

Mandarin language courses, a theater class taught in Spanish, and a world history class taught in Spanish.

El Capitan High School WASC Mid-cycle Progress Report

Students in GLLP graduate A-G eligible and have opportunities to receive articulated college credit. GLLP students

have 1:1 Chromebooks and unique learning opportunities, including study abroad programs. Graduates receive a

seal of tri-literacy. The impact on our staff has been the hiring of more world language teachers.

Learning Center: This is an opportunity for students who have not been productive in the mainstream school

program for a variety of reasons. Through the site learning center, we can ensure students receive a high school

diploma. We can also offer a flexible educational program for students who need to recover credits, and we can

create “hybrid” programs as necessary so that students can participate in specialized programs, such as electives

and pathways.

Access to Technology: Our district selected three schools to be 1:1 this year and issued Chromebooks to those

students. Unfortunately El Capitan is not scheduled to participate in this 1:1 program until the 2017-18 school

year, but we have multiple Chrome Carts that teachers share so that their students can have access to

Chromebooks. Our GLLP program is a pilot 1:1 program. Teachers incorporate technology whenever possible. All

of our algebra classes are equipped with graphing calculators for students. All information is available to staff via

a shared Google folder, “Vaqueros Need to Know.” Our school website is updated on a regular basis and has all

vital information for parents and community members. Our new student information system, Infinite Campus,

allows for student information (grades, attendance, etc.) to be available to students and parents at any time

online, which allows continuous feedback that helps all concerned to monitor real-time efforts of students.

Special Education: Our numbers have increased in our moderate/severe program, and we are able to

accommodate both a 9-12 program and an adult transition program. The classes are located next to ASB and art,

in the “heart” of the campus, and students are given access to elective classes as they are able to attend. For our

mild/moderate program, we have made the shift to include as many students with IEPs as possible into our

general education program. The only classes we offer in SAI are math and reading, as student IEPs indicate need

year by year. Special ed teachers serve as liaisons to the math and English departments, and many of them co-

teach with general ed teachers. They also teach “Succeed in High School,” which is available to both general ed

and special ed students, and they teach other support classes such as algebra support and reading.

School Involvement and Support: We have created many opportunities for our students to be involved in school

by offering a wide variety of clubs and sports. We have also established opportunities for students to

demonstrate leadership to younger students and other peers. We have two sections of LINK Crew (“V-Crew”),

and these students help lead the PBIS (Positive Behavior Intervention and Support) efforts for our school. They

also support our freshmen as they transition through their first year of high school by conducting the SOS (“Sights

on Success”) program, which includes Freshman Orientation and SOS lunches throughout the first semester of

school. Our ASB student leaders put on programs that generate student interest and help them feel connected to

school. We have a new spirit group, the “Really Loud Gold Crowd,” that helps promote school spirit at events.

Student Behavior Expectations: We have established the “Black & Gold Code,” which is our expectation for

everyone at El Capitan High School, that “we respect ourselves, our community, and expect others to do the

same.” Teachers are encouraged to develop class norms with each class at the beginning of the year and use

reflective practices with students in dealing with misbehavior. We have a “reflection room” available in room 403,

where students can be sent to reflect more formally. These reflections are recorded for student Alpha Teams to

discuss. Alpha Teams are made up of an Assistant Principal, Guidance Counselor, and Academic Advisor. They

meet weekly and case manage their students, developing plans for support and follow-up. We have the added

support of a CEIS (Coordinated Early Intervention Services) Coordinator who meets with students and staff in

order to assist at-risk students so that they are successful.

El Capitan High School WASC Mid-cycle Progress Report

Attendance and Tardies: We have been working to find solutions that will result in higher student attendance

and lower tardy rates. Our primary goal has been to create a school environment where students will want to

attend. Various teachers have incorporated policies in their individual classrooms that will encourage students to

attend school. We added the position of a DPS (Dropout Prevention Specialist), and he checks up with students

who have more severe truancy issues. We developed a curriculum for Saturday School, including academic

makeup opportunities and a developed curriculum (“Saturday Character Academy”) for students to make up seat

time as well as learn about the importance of attending school. Both teachers and administrators may assign

students to Saturday School. We have replaced our 2-minute “scurry” bell with 1 minute of music during the

passing period, and this seems to have had a positive effect on students being able to get to class on time.

Facilities: Over the last few years, we have opened a new science building and a new agricultural complex. One

year ago we had a ribbon cutting for a brand new PE facility. The next phase in our facility upgrades include

modernizing more CTE classrooms and world language classes, and we plan on building a new multi-purpose

facility for performing arts, which will include our drama, music, and dance programs. After that we hope to be

able to modernize our library and administrative offices, and we have approved plans to install a traffic light at the

main entrance to the school, which will hopefully be installed this coming summer (2016).

El Capitan High School WASC Mid-cycle Progress Report

III: Ongoing School Improvement

 Describe the process of engagement of all stakeholders in review of the student achievement data

and the implementation and monitoring of the schoolwide action plan.

 Describe the process used to prepare the progress report.

We asked our staff the following questions: Describe the process used to examine our student data. Describe

how we, as a school, monitor data and our schoolwide action plan (our three school goals). Describe the process

used to prepare this WASC report. Who was involved, and how did all stakeholders have a chance to give input?

We had several staff meetings to gather input so that we could answer these questions, and information for each

group was shared in Google docs for everyone’s reference. The processes as reported by staff are as follows:

At every level of our campus we examine student data to get a better picture of how our students are achieving.

All stakeholders are exposed to data in regards to both academics and school climate.

Data is used in many different aspects of academics at El Capitan. School-wide, we track lexile levels for every

student in 9th and 10th grade through Achieve3000, which is completed across three disciplines (English, math,

and science). Students and teachers look at lexile growth throughout the year to monitor improvement in reading

levels and use this data to influence application of interventions.

For formative assessments, some departments are utilizing Illuminate to score student tests and provide instant

feedback on questions with which students are having difficulty. This allows teachers to quantify student

understanding and adapt their curriculum to target areas of need. A teacher using this program will be able to see

the percentage of students who answer a question correctly, allowing them to judge if they need to reteach the

material to the class or if the class has an adequate understanding of the concept or standard.

In preparation for CAASPP testing, English departments across our district have implemented three formative

assessments and a summative assessment for all students in 9

and 10

grade. There is also a summative

assessment given to all 11

and 12

grade students at the end of the first semester. The data from these

assessments will be used to assess the preparedness of our students and help to identify where additional

instruction may be required.

Outside of the classroom our guidance and administrative teams have been tracking our A-G completion rates,

graduation rates, SAT/ACT scores, and AP results to assess college readiness for all students. This data is regularly

discussed and used for decision making in both admin meetings and guidance meetings, particularly as we plan for

the master schedule of classes and design support classes and interventions.

Our school also regularly engages in examining data when looking at our school culture. Discipline referrals and

attendance data are recorded and shared through an all-staff folder in google drive (“Vaqueros Need to Know”).

This gives transparency to the data and allows staff to monitor our progress and see if interventions we have

implemented are being successful. There are weekly “Alpha Team” meetings (which include an Assistant

Principal, a Counselor, and a Guidance Information Specialist) for each section of the alphabet in which this group

examines the data collected from our “Reflection Room.” Our Reflection Room handles all low-level behavior

infractions, and when doing so collects data on which students are being sent there, what infraction was made,

El Capitan High School WASC Mid-cycle Progress Report

and what classroom they coming from. This data is used by the alpha teams to address any trends they may

notice and help inform them in their decision making for interventions

Our campus also has all students take the California Healthy Kids Survey every year to collect data on student,

staff, and parent views on safety, school connectedness, and other issues. The data from this survey is presented

to the staff every year to show our progress and identify critical areas of need. El Capitan has also created a

Positive Behavior Interventions and Supports (PBIS) Advisory Group that meets once a month to discuss the data

collected on school climate, evaluate the effectiveness of the interventions in place, and develop new

interventions if needed. This advisory group is comprised of teachers, classified staff, students, parents, and

administration, giving it diverse perspectives on data and making sure that all stakeholders are represented in this

decision-making. It is because of our attention to data that we have been able to improve the school climate on

our campus over the past four years, decreasing discipline referrals, increasing attendance, and increasing our

students’ rating of school connectedness to the highest in our district.

To prepare for the writing of this WASC report, the staff divided itself into five groups, each of which were led by

two staff members from the Navigation Team. The five groups met during collaboration mornings during the first

semester to work together to answer a set of questions. Each group, consisting of both certificated and classified

staff, was given a specific topic or set of questions to reflect upon in regards to information needed for our WASC

report. Within each group meeting, the staff was able to give their input and discuss these questions. If more

information was needed, staff members were identified to gather it and report back. These answers were

discussed and submitted via google docs and google forms for all in the group to see and review. The answers

from each group were then reviewed by the staff group leaders and compiled into a final google doc shared to all

other leaders for review and reference. This process allowed every staff member on campus have direct input on

the progress report and gave insight and perspective of how our school is making progress towards our goals from

many different viewpoints. By getting input from everyone and giving them an opportunity to discuss their

observations and concerns, this process empowered the staff to feel like they have a voice to be involved and

affect change in our school.

El Capitan High School WASC Mid-cycle Progress Report

IV: Progress on Critical Areas for Follow-up/Schoolwide Action Plan

 Provide analytical comments on the accomplishment of each schoolwide action plan section

referencing the critical areas for follow-up addressed through each section; provide supporting

evidence, including how each area has impacted student achievement.

 If any critical areas for follow-up were not included in the school’s action plan, indicate what actions

have been taken to address this issue and provide supporting evidence, including the impact on

student achievement.

Note: The school’s schoolwide action plan should have incorporated all the critical areas of follow-up or

major recommendations that were stated in the last self-study visiting committee report.

School-wide Areas of Strength and Growth, 2013

At the last full self-study visit in 2013, we identified areas of strength and growth that correlated with each

of our three school goals, as follows:

 Positive School Climate

o Increased efforts to improve community involvement, increased participation in events, decreased

number of student discipline referrals

o Personal, social, and emotional menu of interventions (i.e. PBIS, Insight, peer mediation, Camp LEAD,

Ready to Learn, LINK Crew, peer tutoring)

o Development of collaborative relationship between admin team and school staff in order to establish

shared leadership to move the school forward

o Increase staff involvement in school-wide committees and activities

o Improve sense of school pride (i.e. less trash left on campus, less use of inappropriate language, best

efforts on high-stakes testing, etc.)

o Maintain continuity of administration and school leadership

 Academic Excellence

o Growth in AP program (increased number of courses offered, students enrolled in AP, number of tests

taken, number of tests passed)

o Growth in academic achievement for English learner students (70 point gain on API)

o Growth in academic achievement for special education students (52 point gain on API)

o Develop better identification of at-risk students via the use of on-line, data-driven systems such as

Illuminate

o Continue to build a systematic approach to interventions (Response to Intervention), so that students

will be successful

o Improve the community’s academic perception of our school

El Capitan High School WASC Mid-cycle Progress Report

 Student Curiosity

o Programs to support students and connect them to school (i.e. SOS for freshmen, CTE exploratory wheel,

How to Succeed in High School course)

o Innovative teaching partnerships and strategies to improve student connectedness (co-teaching with

special education, team-building in classes, development of class norms)

o State-of-the-art Agriculture program (new facility, one of the largest FFA Chapters in the region,

increased amount of scholarship monies earned by students)

o Expand the use of critical thinking strategies that encourage depth of thinking (i.e. Bloom’s Revised

Taxonomy, Webb’s Depth of Knowledge)

o Provide more professional development opportunities that are site and/or teacher-driven

o Expand our menu of program options to attract a wide variety of students

The Visiting Committee at the time agreed with the school’s identified Schoolwide Areas of Strength and

Schoolwide Areas of Growth. These goals were relevant to the needs of the school. The school maintains

three goals that have different titles yet are highly interrelated. The goals contain specific areas for strengths

and growth.

In addition, the Visiting Committee identified the following school-wide areas of strength:

Schoolwide Areas of Strength

 Positive impact of collaborative work in implementing schoolwide programs, including RTI, PBIS, S-3

Grant Team, V-Crew, Camp Lead, Sights On Success (SOS), peer tutoring, AVID, and other initiatives

 Creating a caring, respectful learning environment where students are treated as individuals and invited

to participate in development of norms and reflections on behavior

 A safe campus with a significant reduction in disciplinary issues and suspensions

 Agriculture pathway, courses, and real-world learning experiences that prepare students for college and

careers

 Increase in AP course enrollment, tests taken, and tests passed

 Commitment to developing effective PLCs

 Variety of co-curricular and extracurricular activities to retain and support student interests

 Community support for school, students, and staff: scholarships, community partnerships, guest

speakers, sponsorships, etc.

 Excellent use of the Propositions to make improvements at ECHS

El Capitan HS uses the three goals throughout the Action Plan as areas for concentration for improvement.

Each of the goals has specific areas identified for improvement as seen earlier in this section. These and

other Strategic Actions are utilized throughout the Action Plan.

El Capitan High School WASC Mid-cycle Progress Report

The staff has identified several areas for improvements that are not found in the three school goals but

provide support for the goals:

1. Expand teacher and parent use of parent portal to access attendance, grades, etc.

2. Provide additional site-based and site-driven Professional Development opportunities

3. Methods to identify at-risk students

Likewise, the Visiting Committee identified the following critical areas for follow-up:

Schoolwide Critical Areas for Follow-Up

1. Refine individual and PLC use of data to assess gaps in student needs to increase student success

2. Establish and clearly communicate learner outcomes and increase the use of formative assessment

analysis to measure progress towards outcomes

3. Provide increased site-based and site-driven professional development in areas such as technology and

student engagement in order to provide an equitable learning experience for all students

4. Increase student engagement and learning through the use of instructional strategies and activities that

are student-centered and student-led

5. Develop and implement a coordinated system among all stakeholders to improve attendance and

decrease tardies

Recently we asked our staff to answer the following question: Comment on each goal in our school-wide

action plan in regards to how we are/are not reaching each goal. Be specific about what we are doing or

what we could be doing better. The following are comments shared by staff in meetings and via Google

docs for each of our three school goals:

Goal #1: Academic Excellence

 Increased Rigor: introduction of new classes (AP courses, intermediate algebra, peer tutors), students

encouraged to take 4 years of math, 3 years of science

 Students encouraged to complete A-G requirements, complete CTE pathways, complete GLLP (language

immersion) program

 Alignment of courses to Common Core (esp. algebra)

 “Boot Camp” for programs (college, CELDT)

 Increased access to technology for students

 Horizontal and vertical alignment of courses (English, social science)

 Students encouraged to take AP classes and take AP exams

 Almost no teacher assistants anymore - students encouraged to take an academic or other elective (no

study hall)

 “Succeed in High School” program for students struggling with core classes

 Peer tutors in all subject areas

 Academic Hall of Fame assembly for students with top gpas in all grade levels

 Analyze CAASPP data to improve scores each year

 Tutorials (after school)

 We are pushing students to be better, with implementing “growth mindset” this year, we are striving for

academic excellence. It is going to take time, but the more teachers who get involved in helping their

students be successful, the closer to excellence we will be

El Capitan High School WASC Mid-cycle Progress Report

Goal #2: Positive School Climate

 Black & Gold Code, developed by staff and students, which is the agreed-upon code of conduct school-

wide – We respect ourselves, our community, and expect others to do the same

 El Cap Update (monthly news video put on by students, school news, fun skits, extra-curricular info),

including PBIS (character building, citizenship development, student resource awareness and insight),

keeping everyone informed about upcoming events, highlighting student and staff achievements - The

kids love the El Cap Update. It makes them feel more connected with the school.

 Golden Bell Winner for 2015 from CSBA for school climate

 V-Crew (our LINK Crew program for juniors and seniors who guide freshmen through their first year of

high school

 Attendance incentives, such as “Must be Present to Win” giveaways that happen each week randomly in

any class

 High levels of parent participation (parent volunteers, highest number of parents taking CHKS from any

school in our district)

 CHKS results from students, staff, and parents indicate positive school climate

 Low numbers of student discipline referrals

 Student recognitions, ie Athletic Hall of Fame, Academic Hall of Fame

 More leadership opportunities for all students, including new Ag Leadership class, ASB, peer tutors, V-

Crew

 “El Cap Community” for staff

 Camp LEAD

 Joint staff-student events (ie basketball, dodgeball)

 New student activities, extended lunches, optional rallies, carnivals

 Passing period music

 Reflection room (403) where students are sent as needed for a “time-out” and can reflect upon their

behavior that was inappropriate, identifying how it violated the behavior code, and making a plan not to

repeat the behavior

Goal #3: Student Curiosity

 Teachers integrate more high-interest activities to spark curiosity

 Students can create projects that use various technologies (increases curiosity and collaboration, ie

Google Classroom)

 Club days, increased numbers of clubs and various options for students

 Succeed in High School classes to help students be more successful in the core academic classes

 AVID (Advancement via Individual Determination)

 CTE pathway promotion

 Special education integration and inclusion, co-teaching

 Field trips, guest speakers, presentations

 Movement towards “growth mindset” philosophy for all staff and students

El Capitan High School WASC Mid-cycle Progress Report

We also asked staff to comment on what they believed was our progress as a school to address each of the

five WASC recommendations for school-wide areas of growth/critical areas for follow-up. The following are

their comments for each area:

WASC Rec #1: Refine individual and PLC use of data to assess gaps in student needs to increase student

success

 Achieve 3000 - 3 departments participating plus “Succeed in High School” courses, regular training

sessions and staff meetings, sharing data on a monthly basis - this program assesses students’ reading

lexile levels monthly. Teachers are able to track changes in their students’ lexile levels. A pre-test is

given yearly at the beginning of school, and a post-test is administered at the end of the year to check

student growth.

 Analyze CAASPP results and begin to discuss implications in math and English classes

 Fitnessgram for PE

 Discipline data - dramatic decrease in number of referrals over the last four years

 Attendance data - increase over the last two years

 D/F rates – available in shared Google folder, but not currently analyzing on a regular basis

 A-G completion rates – percentage of graduates shared each year, but not currently analyzing or

disaggregating, counselors program students into courses so that they have every opportunity to meet

A-G requirements

 Adult transition program (mod/severe) - collaborates with other schools in the district as well as with

community partners to help students meet social goals, employment goals, and community

awareness/involvement goals.

 Not all departments are meeting consistently during collaboration time on Monday mornings

WASC Rec #2: Establish and clearly communicate learner outcomes and increase the use of formative

assessment analysis to measure progress towards outcomes

 English dept (district-wide) - formative and summative assessments (work in progress)

 Math dept (district-wide) - beginning conversations, science and social science to follow

 Various site level common assessments and common projects/labs

 Social Science - use test bank from Illuminate (work in progress)

 Achieve 3000 reading program, track student lexile levels

 Learning Center for students behind in credits or who need specialized academic program

 Chromebooks for students in specific programs, ECHS will be a 1-1 school with a Chromebook for every

student starting with the 2017-18 school year

 CTE establishing occupational skills and developing industry-based certifications to allow for assessment

of employable skills and achievement

 Not all depts work in teams or have common curriculum/assessments, singleton courses

El Capitan High School WASC Mid-cycle Progress Report

WASC Rec #3: Provide increases site-based and site-driven professional development in areas such as

technology and student engagement in order to provide an equitable learning experience for all

students

Site opportunities:

 Growth Mindset

 Infinite Campus (SIS)

 AP by the Sea

 AVID

 BTSA

 PBIS (Positive Behavior Intervention and Support)

 TIC (Trauma-Informed Care)

 Restorative Practices

 Critical Thinking

 New teacher training/orientation to the site

 Achieve 3000

 Illuminate

 District opportunities:

 Technology

 Google Chrome

 SDAIE

 Google Ninja/Samurai

 Co-Teaching (sped + core)

 Learning Center (Apex, E2020)

 Common Core (English, math, science, social science)

 CTE

 Math

 NGSS

 Apex, Edgenuity

WASC Rec #4: Increase student engagement and learning through the use of instructional strategies and

activities that are student-centered and student-led

 Class norms, individualized by classroom

 Independent study, increased options for students

 Collaborate activities, esp. Google Classroom, Google Docs

 Project-based learning

 Student-inquiry based projects

 Student-constructed rubrics

 Socratic Seminars

 Math/Science labs

 More curricular and extra-curricular opportunities for students to be involved and apply

knowledge/skills

El Capitan High School WASC Mid-cycle Progress Report

WASC Rec #5: Develop and implement a coordinated system among all stakeholders to improve

attendance and decrease tardies

 Learning Center to give students opportunities to complete high school course of study

 Students seem more comfortable within the school environment and want to be here

 Students seem to be more motivated in class

 Individual teachers have implemented procedures to give credit for attendance and participation

 Teachers can assign Saturday School (“Saturday Character Academy” or makeups) in addition to

administration assigning as a disciplinary consequence

 Incorporation of music instead of a scurry bell to decrease tardies and lingering in the hall

 MBPTW (“Must be Present to Win”) randomly-awarded gift cards to students who are present in class

 Communication with parents re absences and tardies (scheduled phone calls, emails, Dropout

Prevention Specialist, VP contact)

 CEIS (Coordinated Early Intervention Services)

 FRC (Family Resource Center)

Finally, we aligned our three school goals to the 8 Priority Areas for the State of California, the Grossmont Union

High School District Goals as outlined in our LCAP, and the WASC-Recommended Critical Areas for Follow-Up.

Following is a chart that shows each school goal, its alignment to these other areas, the measurable objectives for

the school to check progress towards meeting these goals, and the action items the school plan on taking to

address each goal. Our entire SPSA is included in Chapter V: Schoolwide Action Plan Refinements.

El Capitan High School WASC Mid-cycle Progress Report

2015-16 SPSA Overview:

Goal #1: Promote Academic Excellence

8 State Priority Areas:

Basic Services

Implementation of State Standards

Course Access

Student Achievement

Other Student Outcomes

District Goals:

Increase student achievement for all students

Implement curriculum and assessments aligned to the CCSS/NGSS and ensure student

achievement information is used in guiding instruction

Employ the highest quality staff and provide them with the structures and resources for focused

collaboration and professional development

WASC Recommendations:

Refine individual and PLC use of data to assess gaps in student needs to increase student success

(critical area for follow-up #1)

Establish and clearly communicate learner outcomes and increase the use of formative assessment

analysis to measure progress towards outcomes (critical area for follow-up #2)

Measurable Objectives (School):

Increase student participation in AP/honors courses and AP exams

Increase student graduation rates, A-G completion rates, and CTE participation and completion

rates

Improve CAHSEE pass rates in ELA and math, and meet or exceed our growth targets for CAASPP

Utilize technology and other resources to support all academic needs

School Action Items:

Provide academic support for students

Provide support for staff

Increase AP and college readiness

Goal #2: Develop Positive School Climate

8 State Priority Areas:

Basic Services

Other Student Outcomes

Parent Involvement

Student Engagement

School Climate

District Goals:

Ensure emotional and physical safety and support for students and staff

Support programs and activities that connect students to school and promote a positive school

El Capitan High School WASC Mid-cycle Progress Report

culture

Increase parent and community input and participation

WASC Recommendations:

Increase student engagement and learning through the use of instructional strategies and activities

that are student-centered and student-led (critical area for follow-up #4)

Develop and implement a coordinated system among all stakeholders to improve attendance and

decrease tardies (critical area for follow-up #5)

Measurable Objectives (School):

Increase school-wide attendance and increase participation in curricular and extra-curricular

events

Expand and promote “Excellence through Community” initiatives (ie “El Cap Update,” PBIS, V-

Crew, “Black and Gold” code)

School Action Items:

Provide intervention and support for at-risk students

Increase school communication

Goal #3: Stimulate Student Curiosity

8 State Priority Areas:

Course Access

Other Student Outcomes

Student Engagement

School Climate

District Goals:

Ensure college readiness and career preparation for all students

Increase access to educational technology and develop additional blended learning opportunities

WASC Recommendations:

Provide increased site-based and site-driven professional development in areas such as technology

and student engagement in order to provide an equitable learning experience for all students

(critical area for follow-up #3)

Measurable Objectives (School):

Increase opportunities for student choice to develop curiosity and buy-in (ie classroom norms,

reflections)

Increase collaboration and communication among staff, students, and school community

Provide opportunities for Professional Development to all staff

Promote critical thinking strategies

School Action Items:

Increase student engagement

Expand and enhance access to technology

Increase CTE and career readiness

El Capitan High School WASC Mid-cycle Progress Report

V: Schoolwide Action Plan Refinements

 Comment on the refinements made to the single schoolwide action plan since the last self-study visit

to reflect schoolwide progress and/or newly identified issues.

 Include a copy of the school’s latest updated schoolwide action plan.

The staff has identified the following refinements to each of our school goals since the last self-study: (These

three goals are outlined in our school-wide action plan, along with alignment to state, district, and WASC

recommendations, measurable objectives, and action items. The entire action plan (SPSA) is included in this

chapter.)

Goal #1: Academic Excellence

 Increased Rigor: introduction of new classes (AP courses, intermediate algebra, peer tutors),

students encouraged to take 4 years of math, 3 years of science

 Students encouraged to complete A-G requirements, complete CTE pathways, complete GLLP

(language immersion) program

 Alignment of courses to Common Core (esp. algebra)

 “Boot Camp” for programs (college, CELDT)

 Increased access to technology for students

 Horizontal and vertical alignment of courses (English, social science)

 Students encouraged to take AP classes and take AP exams

 Almost no teacher assistants anymore - students encouraged to take an academic or other elective

(no study hall)

 “Succeed in High School” program for students struggling with core classes

 Peer tutors in all subject areas

 Academic Hall of Fame assembly for students with top gpas in all grade levels

 Analyze CAASPP data to improve scores each year

 Tutorials (after school)

 We are pushing students to be better, with implementing “growth mindset” this year, we are

striving for academic excellence. It is going to take time, but the more teachers who get involved in

helping their students be successful, the closer to excellence we will be

Goal #2: Positive School Climate

 Black & Gold Code, developed by staff and students, which is the agreed-upon code of conduct

school-wide – We respect ourselves, our community, and expect others to do the same

 El Cap Update (monthly news video put on by students, school news, fun skits, extra-curricular info),

including PBIS (character building, citizenship development, student resource awareness and

insight), keeping everyone informed about upcoming events, highlighting student and staff

achievements - The kids love the El Cap Update. It makes them feel more connected with the

school.

 Golden Bell Winner for 2015 from CSBA for school climate

El Capitan High School WASC Mid-cycle Progress Report

 V-Crew (our LINK Crew program for juniors and seniors who guide freshmen through their first year

of high school

 Attendance incentives, such as “Must be Present to Win” giveaways that happen each week

randomly in any class

 High levels of parent participation (parent volunteers, highest number of parents taking CHKS from

any school in our district)

 CHKS results from students, staff, and parents indicate positive school climate

 Low numbers of student discipline referrals

 Student recognitions, ie Athletic Hall of Fame, Academic Hall of Fame

 More leadership opportunities for all students, including new Ag Leadership class, ASB, peer tutors,

V-Crew

 “El Cap Community” for staff

 Camp LEAD

 Joint staff-student events (ie basketball, dodgeball)

 New student activities, extended lunches, optional rallies, carnivals

 Passing period music

 Reflection room (403) where students are sent as needed for a “time-out” and can reflect upon their

behavior that was inappropriate, identifying how it violated the behavior code, and making a plan

not to repeat the behavior

Goal #3: Student Curiosity

 Teachers integrate more high-interest activities to spark curiosity

 Students can create projects that use various technologies (increases curiosity and collaboration, ie

Google Classroom)

 Club days, increased numbers of clubs and various options for students

 Succeed in High School classes to help students be more successful in the core academic classes

 AVID (Advancement via Individual Determination)

 CTE pathway promotion

 Special education integration and inclusion, co-teaching

 Field trips, guest speakers, presentations

 Movement towards “growth mindset” philosophy for all staff and students

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The Single Plan for Student Achievement

School:

El Capitan High School

CDS Code:

37681303731809

District:

Grossmont Union High School District

Principal:

Laura Whitaker

Revision Date:

November 3, 2015

The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students.

California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act

(ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program

Improvement into the SPSA.

For additional information on school programs and how you may become involved locally, please contact the following

person:

Contact Person:

Laura Whitaker

Position:

Principal

Phone Number:

(619) 938-9111

Address:

10410 Ashwood St.

Lakeside, CA 92040

E-mail Address:

[email protected]

The District Governing Board approved this revision of the SPSA on December 2015.

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Table of Contents

School Vision and Mission ......................................................................................................................................................4

School Profile..........................................................................................................................................................................4

Programs ................................................................................................................................................................................4

Staff---.....................................................................................................................................................................................4

Parent Involvement ................................................................................................................................................................8

Comprehensive Needs Assessment Components ..................................................................................................................8

Data Analysis .................................................................................................................................................................8

Surveys ..........................................................................................................................................................................8

Classroom Observations................................................................................................................................................8

Analysis of Current Instructional Program ....................................................................................................................8

Description of Barriers and Related School Goals ................................................................................................................10

School and Student Performance Data ................................................................................................................................11

CAASPP Results (All Students) .....................................................................................................................................11

CELDT (Annual Assessment) Results............................................................................................................................13

CELDT (All Assessment) Results...................................................................................................................................14

Title III Accountability (School Data) ...........................................................................................................................15

Title III Accountability (District Data)...........................................................................................................................16

2014-15 California High School Exit Exam (CAHSEE) Results.......................................................................................17

California Standards Test - All Students ......................................................................................................................19

California Standards Test - African American Students...............................................................................................21

California Standards Test - Asian Students..................................................................................................................23

California Standards Test - Hispanic/Latino Students .................................................................................................25

California Standards Test - White Students.................................................................................................................27

California Standards Test - English Learner Students ..................................................................................................29

California Standards Test - Socio-Economically Disadvantaged Students...................................................................31

Planned Improvements in Student Performance .................................................................................................................33

School Goal #1.............................................................................................................................................................33

School Goal #2.............................................................................................................................................................38

School Goal #3.............................................................................................................................................................43

School Goal #4.............................................................................................................................................................48

School Goal #5.............................................................................................................................................................49

Centralized Services for Planned Improvements in Student Performance ..........................................................................50

Centralized Service Goal #1 .........................................................................................................................................50

Centralized Service Goal #2 .........................................................................................................................................51

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Centralized Service Goal #3 .........................................................................................................................................52

Centralized Service Goal #4 .........................................................................................................................................53

Centralized Service Goal #5 .........................................................................................................................................54

Summary of Expenditures in this Plan..................................................................................................................................55

Total Allocations and Expenditures by Funding Source ..............................................................................................55

Total Expenditures by Object Type..............................................................................................................................56

Total Expenditures by Object Type and Funding Source .............................................................................................57

Total Expenditures by Goal .........................................................................................................................................58

School Site Council Membership ..........................................................................................................................................59

Recommendations and Assurances......................................................................................................................................60

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School Vision and Mission

El Capitan High School’s Vision and Mission Statements

The mission of El Capitan High School is to pursue EXCELLENCE through COMMUNITY.

El Capitan High School's Vision Statement: We challenge all students to discover their passions in order to achieve their academic

and personal goals. Our community fosters academic excellence, developing engaged citizens who will make a difference in life.

School Profile

El Capitan High School is part of the Grossmont Union High School District, which encompasses eleven comprehensive high school

sites, one continuation high school, and a number of specialized high school programs, spanning 475 square miles in the east county

of San Diego. El Capitan is located in the northeastern portion of the Grossmont Union High School District and serves approximately

1,600 students in grades nine through twelve. Our campus reflects the cultural and socioeconomic makeup of the Lakeside

community. The predominant native language is English, but El Capitan has seen an increase in the number of English language

learners in the last several years. El Capitan strives to prepare its students for post-secondary opportunities, both educational and

vocational. Counselors meet with each student individually to discuss their post-secondary plan and guide students through their

academic decisions. El Capitan High School offers three Career Technical (CTE) Pathways, which are Arts, Media, & Entertainment,

Building Trades & Construction, and Agriculture & Natural Resources. We have a solid AVID program, a strong Link Crew program

("V-Crew"), a robust Advanced Placement (AP) program, and we offer the Global Language and Leadership Program (GLLP), which is

a dual language immersion program in Spanish or Mandarin.

The El Capitan faculty and staff believe that collaboration among all segments of the community is essential. Over the course of the

past several years, El Capitan has engaged in the development of professional learning communities. Time has been set aside on

Monday mornings for collaboration among department members for the purpose of creating stronger, more cohesive curriculum, as

well as the development of departmental policies and alignment to the Common Core State Standards. Additionally, the major

decision-making organizations on campus have representatives from all stakeholder groups and are therefore collaborative as well.

School Site Council, Faculty Senate, Student Senate and Navigation Team meet on a monthly basis and represent teachers, students,

classified staff, parents and administrators. Most recently, these groups have been working to shape the school’s mission and goals

so that all stakeholders will have a shared vision and purpose for El Capitan High School, which is to pursue EXCELLENCE through

COMMUNITY.

Programs

Staff---

El Capitan High School

Staff Roster – SY 2015-16

ADMINISTRATION:

Whitaker, Laura – Principal

Cota, Joe B. – Assistant Principal

Nicholson, Lynelle – Assistant Principal

Watkins, Dave – Assistant Principal

Storton, Michele – MSF

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CERTIFICATED:

Anders, Abby – Social Science

Andrews, Gene – Science

Arevalo, Natasha – World Language

Barnett, Michelle – English/AVID

Blackman, Lindsey – Special Ed.

Calbow, Eric – Special Ed

Carroll, Christine – Counselor (co-chair)*

Cavazos, Jason – AVID/CEIS

Chang, Chi-Ping – World Language

Cota, Joe C. – Industrial Technology*

Cox, Jesse – Special Ed.

Craig, Danny – Social Science*

Cranmore, Patti – English

Crooks, Susan – Social Science

Davis, Ben – Special Ed.

Dennison, Bob – Science

Dobbins, Christine – Special Ed.

Dredge, Mary – Psychologist

Dreis, Denise – English & Yearbook

Dyer, Don – Agriculture/CTE Coordinator

Ehrenfeld, Susan – English

Fillius, Kelly – English/AVID

Franz, Karl – Social Science

Furrow, Ross – Social Science

Galea-Martinez, Sandy – Science/AD

Gampel-Qualin, Lindsay – Drama

Garcia, Deana – Social Science/ASB

Grabiel, Stephanie – Special Ed

Graham, Kevin – Science*

Grossini-Concha, Gina – Visual Arts*

Haughey, Miriam – Visual Arts

Hein, Nicholas – Math

Hermsmeier, Ashley – English

Herrera, Noemi – World Language

Heth, Hilary – Special Ed

Hostetler, Beth – PE*

Huttenbrauck, Jesse – English, ELD, AVID

Jacobs McKee, Judy – Special Ed*

Lara, Noelia (Nelly) – World Language

Lieberknecht, Scott – Math

Logan, Kelly – English & Journalism*

Ludwig, Tyler – PE

Maniscalco, Tina – Special Ed/PLUS

Meade, Jesse – Agriculture*

Mendoza, Monica – Speech Therapist

Miller, Elisa – World Language

Miller, Jane – Special Ed., AVID

Millsap, Dustin – Social Science

Nau, Hilary – Science

Nowlin, Chris – Performing Arts

O’Meara, Chansamone – Librarian

Oliver, Jeannine – Counselor

Palmer, Amy – Math (co-chair)*

Palmer, Bryan – Math

Perez, April – Agriculture

Picon, Stephanie – Counselor (co-chair)*

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Read, Lisa – Counselor, FRC

Rhodehamel, Jivan – English

Ritts-Williams, Barbara – Special Ed

Robbins, Joanna – Performing Arts*

Rosenberger, Dena – Science

Russell, Mary – PE

Schroeder, Tom – Learning Center

Schuldies, Bob – Social Science

Shea, Erin – Math

Sheppard, Walter – On-site Sub

Springer, Nicholas – Math

Stirling, Robert – Social Science/P.B.I.S.

Thalman, Kay – Math (co-chair)*

Trochta, Sherry – Math

Tronto-Arneman, Eloise – Special Ed*

Tweet, Jay – Social Science

Van Nostrand, Mic – Science

Vandervort, Susan – English

Wall, Michael – World Language*

Wargo, Tim – Special Ed/PLUS

Webb, Chris – Visual Arts

CLASSIFIED:

Anderson, Steve - Custodian

Arikian, Teresa – Cafeteria

Arneman, Janette – Special Ed Aide

Ball, Tanya – Special Ed Aide

Belcher Katie – Special Ed Aide

Bitondo, Bree – Finance Technician

Cervantes, Victor – Custodian

Chapman, Barbara - Cafeteria

Crowder, Heidi – Senior Secretary

Crowle, Julie – Receptionist

Cruz, Jackie - Special Ed Aide

Dasher, Cindy – FRC/Special Ed

Davis, Ray – Special Ed Aide

Elder, Heather – Special Ed Aide

Farra, Katie – Special Ed Aide

Fee, Jennifer – Special Ed Aide

Frick, Joshua – Athletic Equipment Attend.

Frizzell, Betty – Custodian

Guillen, Yolanda – Utility

Herman, Joe – GIS

Hidalgo, Manny- Dropout Prevention Spec

Holland, Barbara – Special Ed Aide

Hopper, Susan – Special Ed Aide

Jimenez, Rosa – Cafeteria

Juracka, Erin – Special Ed Aide

Kennedy, Scott – Campus Supervisor

Kennison, Glory – Cafeteria Supervisor

Kilander, Kim – Administrative Secretary

Kirst, Kim – Special Ed Aide

Loza, David – Special Ed Aide

MacArthur, Cristi – Senior Secretary

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Mattison, Lori – Cafeteria

McKee, Raeanne – Cafeteria

Meredith, Ken – Grounds

Special Ed Aide – Meyer, Jonathan

Ninteman, Shrisse – Campus Supervisor

Quinones, Frank – GIS

Riese, Mary Jo – Cafeteria

Romero, Sharon – Cafeteria

Russell, Erica – Special Ed Aide

Sabin, Spencer – Campus Supervisor

Sahib, Sadeer – Special Ed Aide

Sarmiento, Rudy – Campus Supervisor

Shaffer, Catherine – Cafeteria

Smith, Debbie – Special Ed Aide/Comm. Liaison

Sterling, Morgan – LVN

Sutton, Ken – Lead Campus Supervisor

Veliz, Luis – Special Ed Aide

Villa, Roman – Head Custodian

Walters, Tammy – SST

Ward, Jason - SRO

Will, Jevel – Attendance Clerk

Wright, Dave – Technology Specialist

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*Department Chair

Revised 5/8/2014

Parent Involvement

Comprehensive Needs Assessment Components

Data Analysis

Please refer to the School and Student Performance Data section where an analysis is provided.

Surveys

This section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results

from the survey(s).

Classroom Observations

This section provides a description of types and frequency of classroom observations conducted during the school-year and a

summary of findings.

Analysis of Current Instructional Program

The following statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential Program

Components (EPCs). In conjunction with the needs assessments, these categories may be used to discuss and develop critical

findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are:

• Not meeting performance goals

• Meeting performance goals

• Exceeding performance goals

Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or

general descriptions. Each successive school plan should examine the status of these findings and note progress made. Special

consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of

categorical programs.

Standards, Assessment, and Accountability

1. Use of state and local assessments to modify instruction and improve student achievement (ESEA)

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

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Staffing and Professional Development

3. Status of meeting requirements for highly qualified staff (ESEA)

4. Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on

SBE-adopted instructional materials) (EPC)

5. Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA)

6. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC)

7. Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve)

(EPC)

Teaching and Learning

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

9. Adherence to recommended instructional minutes for reading/language arts and mathematics (K–8) (EPC)

10. Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses (EPC)

11. Availability of standards-based instructional materials appropriate to all student groups (ESEA)

12. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school

students, access to standards-aligned core courses (EPC)

Opportunity and Equal Educational Access

13. Services provided by the regular program that enable underperforming students to meet standards (ESEA)

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14. Research-based educational practices to raise student achievement

Parental Involvement

15. Resources available from family, school, district, and community to assist under-achieving students (ESEA)

16. Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary

schools, in the planning, implementation, and evaluation of ConApp programs (5 California Code of Regulations 3932)

Funding

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

18. Fiscal support (EPC)

Description of Barriers and Related School Goals

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School and Student Performance Data

CAASPP Results (All Students)

English Language Arts/Literacy

Overall Achievement

Grade Level

# of Students

Enrolled

# of

Students

Tested

% of

Enrolled

Students

Tested

# of

Students

With Scores

Mean Scale

Score

Standard

Exceeded

Standard

Met

Standard

Nearly Met

Standard

Not Met

Grade 11

360

301

83.6

285

2578.0

All Grades

360

301

83.6

285

READING

WRITING

LISTENING

RESEARCH/INQUIRY

Demonstrating understanding

of literary & non-fictional texts

Producing clear

and purposeful writing

Demonstrating effective

communication skills

Investigating, analyzing, and

presenting information

Grade

Level

Above

Standard

At or

Near

Standard

Below

Standard

Above

Standard

At or

Near

Standard

Below

Standard

Above

Standard

At or

Near

Standard

Below

Standard

Above

Standard

At or

Near

Standard

Below

Standard

Grade 11

All Grades

Conclusions based on this data:

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School and Student Performance Data

CAASPP Results (All Students)

Mathematics

Overall Achievement

Grade Level

# of Students

Enrolled

# of

Students

Tested

% of

Enrolled

Students

Tested

# of

Students

With Scores

Mean Scale

Score

Standard

Exceeded

Standard

Met

Standard

Nearly Met

Standard

Not Met

Grade 11

360

299

83.1

284

2551.1

All Grades

360

299

83.1

284

CONCEPTS &

PROCEDURES

PROBLEM SOLVING &

MODELING/DATA ANALYSIS

COMMUNICATING

REASONING

Applying mathematical concepts and

procedures

Using appropriate tools and strategies to

solve real world and mathematical

problems

Demonstrating ability to support

mathematical conclusions

Grade Level

Above

Standard

At or Near

Standard

Below

Standard

Above

Standard

At or Near

Standard

Below

Standard

Above

Standard

At or Near

Standard

Below

Standard

Grade 11

All Grades

Conclusions based on this data:

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School and Student Performance Data

CELDT (Annual Assessment) Results

2014-15 CELDT (Annual Assessment) Results

Advanced

Early Advanced

Intermediate

Early Intermediate

Beginning

Number Tested

Grade

Total

Conclusions based on this data:

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School and Student Performance Data

CELDT (All Assessment) Results

2014-15 CELDT (All Assessment) Results

Advanced

Early Advanced

Intermediate

Early Intermediate

Beginning

Number Tested

Grade

Total

Conclusions based on this data:

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School and Student Performance Data

Title III Accountability (School Data)

Annual Growth

AMAO 1

2012-13

2013-14

2014-15

Number of Annual Testers

Percent with Prior Year Data

100.0%

Number in Cohort

Number Met

Percent Met

78.0%

59.1%

46.8%

NCLB Target

57.5

59.0

60.5

Met Target

Yes

Attaining English Proficiency

2012-13

2013-14

2014-15

Years of EL instruction

AMAO 2

Less Than 5

5 Or More

Less Than 5

5 Or More

Less Than 5

5 Or More

Number in Cohort

Number Met

Percent Met

60.3%

35.7%

36.4%

NCLB Target

21.4

47.0

22.8

49.0

24.2

50.9

Met Target

Yes

Adequate Yearly Progress for English Learner Subgroup

AMAO 3

2012-13

2013-14

2014-15

English-Language Arts

Met Participation Rate

Met Percent Proficient or Above

Mathematics

Met Participation Rate

Met Percent Proficient or Above

Conclusions based on this data:

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School and Student Performance Data

Title III Accountability (District Data)

Annual Growth

AMAO 1

2012-13

2013-14

2014-15

Number of Annual Testers

1,916

1696

Percent with Prior Year Data

100.0

Number in Cohort

1,916

1696

Number Met

1,190

977

Percent Met

62.1

57.6

NCLB Target

57.5

59.0

60.5

Met Target

Yes

Attaining English Proficiency

2012-13

2013-14

2014-15

Years of EL instruction

AMAO 2

Less Than 5

5 Or More

Less Than 5

5 Or More

Less Than 5

5 Or More

Number in Cohort

1,006

1,228

980

1074

Number Met

181

646

135

474

Percent Met

18.0

52.6

13.8

44.1

NCLB Target

21.4

47.0

22.8

49.0

24.2

50.9

Met Target

Yes

Adequate Yearly Progress for English Learner Subgroup at the LEA Level

AMAO 3

2012-13

2013-14

2014-15

English-Language Arts

Met Participation Rate

Yes

Met Percent Proficient or Above

Mathematics

Met Participation Rate

Yes

Met Percent Proficient or Above

Met Target for AMAO 3

Conclusions based on this data:

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School and Student Performance Data

2014-15 California High School Exit Exam (CAHSEE) Results

Grade 10 Combined Test

English-Language Arts

# Tested

# Passed

% Passed

# Not Passed

% Not Passed

Avg.

Score

% Prof. and

Above

All Students Tested

383

333

87.0

13.0

383.0

52.0

Male

188

158

84.0

16.0

378.0

44.0

Female

195

175

90.0

10.0

388.0

61.0

Race/Ethnicity

American Indian or Alaska Native

Asian

Pacific Islander

Filipino

Hispanic / Latino

82.0

18.0

370.0

32.0

African American

White

253

227

90.0

10.0

388.0

60.0

Declined to State

83.0

17.0

380.0

44.0

Language Fluency

English Only Students

328

289

88.0

12.0

385.0

54.0

Initially Fluent English Proficient (IFEP)

Redesignated Fluent English Proficient (RFEP)

92.0

8.0

379.0

51.0

English Learner Students

33.0

67.0

338.0

8.0

Economic Status

Non-Economically Disadvantaged Students

330

289

88.0

12.0

384.0

53.0

Economically Disadvantaged Students

81.0

19.0

373.0

44.0

Unknown

86.0

14.0

380.0

52.0

Special Education Program Participation

Students Receiving Services

61.0

39.0

356.0

16.0

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2014-15 California High School Exit Exam (CAHSEE) Results

Grade 10 Combined Test

Mathematics

# Tested

# Passed

% Passed

# Not Passed

% Not Passed

Avg.

Score

% Prof. and

Above

All Students Tested

384

331

86.0

14.0

381.0

51.0

Male

188

161

86.0

14.0

383.0

55.0

Female

196

170

87.0

13.0

380.0

46.0

Race/Ethnicity

American Indian or Alaska Native

Asian

Pacific Islander

Filipino

Hispanic / Latino

84.0

16.0

373.0

35.0

African American

White

253

224

89.0

11.0

385.0

57.0

Declined to State

83.0

17.0

378.0

47.0

Language Fluency

English Only Students

329

289

88.0

12.0

383.0

53.0

Initially Fluent English Proficient (IFEP)

Redesignated Fluent English Proficient (RFEP)

86.0

14.0

380.0

43.0

English Learner Students

42.0

58.0

342.0

0.0

Economic Status

Non-Economically Disadvantaged Students

331

286

86.0

14.0

383.0

53.0

Economically Disadvantaged Students

84.0

16.0

372.0

31.0

Unknown

86.0

14.0

372.0

33.0

Special Education Program Participation

Students Receiving Services

42.0

58.0

349.0

12.0

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School and Student Performance Data

California Standards Test - All Students

English-Language Arts

Performance Data by Grade Level

English-Language Arts

% At or Above Proficient

% Basic

% Below Basic

% Far Below Basic

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 9

Grade 10

Grade 11

All Students

Mathematics

Performance Data by Grade Level

Mathematics

% At or Above Proficient

% Basic

% Below Basic

% Far Below Basic

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Performance Data by Grade Level

General Mathematics (Grades 6 & 7 Standards)

% At or Above Proficient

% Basic

% Below Basic

% Far Below Basic

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 9

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Performance Data by Grade Level

Algebra I

% At or Above Proficient

% Basic

% Below Basic

% Far Below Basic

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 9

Grade 10

Grade 11

Performance Data by Grade Level

Geometry

% At or Above Proficient

% Basic

% Below Basic

% Far Below Basic

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 9

Grade 10

Grade 11

Performance Data by Grade Level

Algebra II

% At or Above Proficient

% Basic

% Below Basic

% Far Below Basic

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 9

Grade 10

Grade 11

Performance Data by Grade Level

Summative High School Mathematics (Grades 9-11)

% At or Above Proficient

% Basic

% Below Basic

% Far Below Basic

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 10

Grade 11

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School and Student Performance Data

California Standards Test - African American Students

English-Language Arts

Performance Data by Grade Level

English-Language Arts

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 9

Grade 10

Grade 11

African American Students

Mathematics

Performance Data by Grade Level

Mathematics

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Performance Data by Grade Level

General Mathematics (Grades 6 & 7 Standards)

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 9

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Performance Data by Grade Level

Algebra I

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 9

Grade 10

Grade 11

Performance Data by Grade Level

Geometry

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 9

Grade 10

Grade 11

Performance Data by Grade Level

Algebra II

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 10

Grade 11

Performance Data by Grade Level

Summative High School Mathematics (Grades 9-11)

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 10

Grade 11

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School and Student Performance Data

California Standards Test - Asian Students

English-Language Arts

Performance Data by Grade Level

English-Language Arts

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 9

Grade 10

Grade 11

Asian Students

Mathematics

Performance Data by Grade Level

Mathematics

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Performance Data by Grade Level

General Mathematics (Grades 6 & 7 Standards)

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

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Performance Data by Grade Level

Algebra I

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 9

Grade 10

Grade 11

Performance Data by Grade Level

Geometry

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 9

Grade 10

Grade 11

Performance Data by Grade Level

Algebra II

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 10

Grade 11

Performance Data by Grade Level

Summative High School Mathematics (Grades 9-11)

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 10

Grade 11

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School and Student Performance Data

California Standards Test - Hispanic/Latino Students

English-Language Arts

Performance Data by Grade Level

English-Language Arts

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 9

351.4

Grade 10

338.3

Grade 11

321.6

Hispanic/Latino Students

Mathematics

Performance Data by Grade Level

Mathematics

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Performance Data by Grade Level

General Mathematics (Grades 6 & 7 Standards)

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 9

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Performance Data by Grade Level

Algebra I

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 9

302.5

Grade 10

291.4

Grade 11

Performance Data by Grade Level

Geometry

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 9

Grade 10

305.9

Grade 11

287.7

Performance Data by Grade Level

Algebra II

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 10

358.5

Grade 11

270.6

Performance Data by Grade Level

Summative High School Mathematics (Grades 9-11)

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 10

Grade 11

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School and Student Performance Data

California Standards Test - White Students

English-Language Arts

Performance Data by Grade Level

English-Language Arts

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 9

370.8

Grade 10

349.5

Grade 11

340.6

White Students

Mathematics

Performance Data by Grade Level

Mathematics

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Performance Data by Grade Level

General Mathematics (Grades 6 & 7 Standards)

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 9

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Performance Data by Grade Level

Algebra I

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 9

313.5

Grade 10

282.0

Grade 11

272.5

Performance Data by Grade Level

Geometry

% At or Above Proficient

Mean Scale Score

Grade

Level

2013-14

2014-15

2013-14

2014-15

Grade 9

283.6

Grade 10

316.4

Grade 11

281.7

Performance Data by Grade Level

Algebra II

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 9

Grade 10

347.4

Grade 11

290.7

Performance Data by Grade Level

Summative High School Mathematics (Grades 9-11)

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 10

Grade 11

341.2

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School and Student Performance Data

California Standards Test - English Learner Students

English-Language Arts

Performance Data by Grade Level

English-Language Arts

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 9

320.6

Grade 10

306.8

Grade 11

292.3

English Learner Students

Mathematics

Performance Data by Grade Level

Mathematics

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Performance Data by Grade Level

General Mathematics (Grades 6 & 7 Standards)

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

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Performance Data by Grade Level

Algebra I

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 9

290.6

Grade 10

Grade 11

Performance Data by Grade Level

Geometry

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 10

Grade 11

Performance Data by Grade Level

Algebra II

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 10

Grade 11

Performance Data by Grade Level

Summative High School Mathematics (Grades 9-11)

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 10

Grade 11

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School and Student Performance Data

California Standards Test - Socio-Economically Disadvantaged Students

English-Language Arts

Performance Data by Grade Level

English-Language Arts

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 9

345.6

Grade 10

335.7

Grade 11

329.3

Socio-Economically Disadvantaged Students

Mathematics

Performance Data by Grade Level

Mathematics

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Performance Data by Grade Level

General Mathematics (Grades 6 & 7 Standards)

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 9

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Performance Data by Grade Level

Algebra I

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 9

300.3

Grade 10

283.0

Grade 11

Performance Data by Grade Level

Geometry

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 9

357.0

Grade 10

305.5

Grade 11

279.1

Performance Data by Grade Level

Algebra II

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 10

358.7

Grade 11

287.7

Performance Data by Grade Level

Summative High School Mathematics (Grades 9-11)

% At or Above Proficient

Mean Scale Score

Grade

Level

2012-13

2013-14

2014-15

2012-13

2013-14

2014-15

Grade 10

Grade 11

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Planned Improvements in Student Performance

School Goal #1

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for

students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related

actions, and expenditures to raise the academic performance of students not yet meeting state standards:

SUBJECT:

Subgroup:

LEA GOAL:

Extend learning opportunities for students

Increase site-based Common Core support

Create comprehensive program evaluation tools for students, staff and parents

--------

SCHOOL GOAL #1:

Promote Academic Excellence

California State Priority Areas:

Basic Services

Implementation of State Standards

Course Access

Student Achievement

Other Student Outcomes

WASC Recommendations:

1. Refine individual and PLC use of data to assess gaps in student needs to increase student success.

2. Establish and clearly communicate learner outcomes and increase the use of formative assessment analysis to measure progress towards outcomes.

--------

Data Used to Form this Goal:

--------

Findings from the Analysis of this Data:

--------

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How the School will Evaluate the Progress of this Goal:

Measurable Objectives:

1. Increase student participation in AP/Honors courses and AP exams

2. Increase student graduation rates, A-G completion rates, and CTE participation and completion rates.

3. Improve CAHSEE pass rates in ELA and math, and meet or exceed our growth targets for CAASPP.

4. Utilize technology and other resources to support all academic needs.

--------

Actions to be Taken

to Reach This Goal

Timeline

Person(s)

Responsible

Proposed Expenditure(s)

Description

Type

Funding Source

Amount

Provide Academic Support for

Students

by offering tutorials and Saturday

School, such as Saturday Character

Academy

Provide Academic Support for

Students

by offering preparation for

standardized tests (ie AP, CAHSEE,

SAT, ACT, CAASPP)

Provide Academic Support for

Students

by providing reading support

programs, such as Achieve 3000 and

Edge

Provide Academic Support for

Students

by offering support classes during the

school day (ie peer tutor classes,

reading, AVID, Succeed in High

School)

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Actions to be Taken

to Reach This Goal

Timeline

Person(s)

Responsible

Proposed Expenditure(s)

Description

Type

Funding Source

Amount

Provide Academic Support for

Students

by providing support classes and

program monitoring for English

Learner students

Provide Academic Support for

Students

by offering mentoring through the

Family Resource Center, Special

Education Department, Coordinated

Early Intervention Services (CEIS), and

Sights on Success (SOS)

Provide Academic Support for

Students

by increasing the use of technology

school-wide

Provide Academic Support for

Students

by supporting staff and student

monitoring of student grades and

transcripts on a regular basis (ie

through guidance office, CEIS, AVID,

DPS)

Provide Academic Support for

Students

by holding student intervention

meetings as appropriate (ie 504, IEP,

CEIS, SART, SST, CSAT, weekly Alpha

Team meetings)

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Actions to be Taken

to Reach This Goal

Timeline

Person(s)

Responsible

Proposed Expenditure(s)

Description

Type

Funding Source

Amount

Provide Support for Staff

by offering collaboration time on

Monday mornings and professional

development opportunities during

the school day, after school, and

during summer (ie AVID Summer

Institute, annual UC/CSU conference,

AP by the Sea, Google Ninja training)

Provide Support for Staff

by providing upgraded technology

and professional development

Provide Support for Staff

by providing time to develop

common curriculum, common

assessments, cross-curricular

planning, and opportunities to do

peer observations and consultations

Provide Support for Staff

by continued, increased

communication and sharing student

information among programs that

will support students (ie IEP

information, CEIS monitoring, and

grade monitoring)

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Actions to be Taken

to Reach This Goal

Timeline

Person(s)

Responsible

Proposed Expenditure(s)

Description

Type

Funding Source

Amount

Increase AP and College Readiness

by offering a variety of college prep

and advanced placement courses and

by providing the support necessary to

help students be successful in those

courses

Increase AP and College Readiness

by encouraging students to take their

most rigorous course of study,

including extra recommended years

of study, and programming them into

the appropriate classes

Increase AP and College Readiness

by communicating with students,

parents, and community members

regarding college preparatory classes

and programs

Increase AP and College Readiness

by offering extracurricular

opportunities to students, such as

field trips to colleges, college

presentations (ie College Night, "Got

Plans?"), and workshops (ie financial

aid, college applications, scholarship

applications)

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Planned Improvements in Student Performance

School Goal #2

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for

students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related

actions, and expenditures to raise the academic performance of students not yet meeting state standards:

SUBJECT:

Subgroup:

LEA GOAL:

Enhance social/emotional support for students

Increase intervention opportunities for students within the school day

Increase parent involvement

--------

SCHOOL GOAL #2:

Develop Positive School Climate

California State Priority Areas:

Basic Services

Other Student Outcomes

Parent Involvement

Student Engagement

School Climate

WASC Recommendations:

1. Increase student engagement and learning through the use of instructional strategies and activities that are student-centered and student-led

2. Develop and implement a coordinated system among all stakeholders to improve attendance and decrease tardiness

--------

Data Used to Form this Goal:

--------

Findings from the Analysis of this Data:

--------

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How the School will Evaluate the Progress of this Goal:

Measurable Objectives:

1. Increase school-wide attendance and increase participation in curricular and extra-curricular events.

2. Expand and promote "Excellence through Community" initiatives (ie "El Cap Updates," PBIS, V-Crew, "The Gold Standard," "Black and Gold" code).

--------

Actions to be Taken

to Reach This Goal

Timeline

Person(s)

Responsible

Proposed Expenditure(s)

Description

Type

Funding Source

Amount

Provide Intervention and Support for

At-Risk Students

by offering support classes, as well as

tutorials, accessible to general ed,

special ed, and English learner

students

Provide Intervention and Support for

At-Risk Students

by offering credit recovery for credit

deficient students and a site Learning

Center for students who need an

alternative educational program

Provide Intervention and Support for

At-Risk Students

by identifying students early through

CEIS (Coordinated Early Intervention

Support) and providing monitoring

and mentoring

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Actions to be Taken

to Reach This Goal

Timeline

Person(s)

Responsible

Proposed Expenditure(s)

Description

Type

Funding Source

Amount

Provide Intervention and Support for

At-Risk Students

by supporting the Lakeside Family

Resource Center on campus, giving

students and families access to

counseling services and support

groups

Provide Intervention and Support for

At-Risk Students

by implementing ECHS Multi-Tiered

System of Support and utilizing

positive behavior supports (PBIS) for

students, including student

reflections for discipline and the

"Black and Gold" code

Provide Intervention and Support for

At-Risk Students

by providing "V-Crew" (Link Crew)

and building student leaders who can

mentor their peers (ie SOS program

for freshmen and promoting "The

Gold Standard" school-wide)

Provide Intervention and Support for

At-Risk Students

by implementing a coordinated

system to increase student

attendance and decrease tardies

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Actions to be Taken

to Reach This Goal

Timeline

Person(s)

Responsible

Proposed Expenditure(s)

Description

Type

Funding Source

Amount

Provide Intervention and Support for

At-Risk Students

by holding support meetings as

appropriate (ie SST, 504, IEP, CSAT,

CEIS, weekly Alpha Team meetings,

Insight, SART)

Increase School Communication

by providing numerous means of

disseminating information to the

entire school community (ie phone

calls, text messages, school website,

teacher websites, social media,

emails, meetings, tours, banners,

posters)

Increase School Communication

by supporting a system in which

student information can be readily

shared among pertinent staff

members

Increase School Communication

by promoting the "El Cap Update,"

student bulletin, and classroom

presentations

Increase School Communication

by articulating regularly with client

districts and promoting ECHS to the

community

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Actions to be Taken

to Reach This Goal

Timeline

Person(s)

Responsible

Proposed Expenditure(s)

Description

Type

Funding Source

Amount

Increase School Communication

by providing a Community Liaison to

coordinate information and work

with parents

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Planned Improvements in Student Performance

School Goal #3

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for

students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related

actions, and expenditures to raise the academic performance of students not yet meeting state standards:

SUBJECT:

Subgroup:

LEA GOAL:

Expand online course opportunities

Expand and enhance access to technology for student and staff

Expand linked-learning pathways

--------

SCHOOL GOAL #3:

Stimulate Student Curiosity

California State Priority Areas:

Course Access

Other Student Outcomes

Student Engagement

School Climate

WASC Recommendations:

Provide increased site-based and site-driven professional development in areas such as technology and student engagement in order to provide an equitable learning experience

for all students.

--------

Data Used to Form this Goal:

--------

Findings from the Analysis of this Data:

--------

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How the School will Evaluate the Progress of this Goal:

Measurable Objectives:

1. Increase opportunities for student choice to develop curiosity and buy-in (ie classroom norms, reflections).

2. Increase collaboration and communication among staff, students and school community

3. Provide opportunities for Professional Development to all staff

4. Promote critical thinking strategies.

--------

Actions to be Taken

to Reach This Goal

Timeline

Person(s)

Responsible

Proposed Expenditure(s)

Description

Type

Funding Source

Amount

Increase Student Engagement

by providing high-quality, relevant

instruction to students, using

effective teaching and critical

thinking strategies, including SDAIE,

AVID, and literacy strategies

Increase Student Engagement

by giving students an opportunity to

learn in a variety of ways (ie group

work, hands-on projects,

discussions), including using

technology (ie Google Suite) for

various purposes

Increase Student Engagement

by providing multiple opportunities

for students to be involved, such as

clubs, sports, leadership groups, and

intervention programs like Insight

and Camp LEAD

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Actions to be Taken

to Reach This Goal

Timeline

Person(s)

Responsible

Proposed Expenditure(s)

Description

Type

Funding Source

Amount

Increase Student Engagement

by providing student incentives and

promoting programs that encourage

positive behavior (ie "V-Crew," ASB,

PBIS)

Increase Student Engagement

by providing students with choices to

increase buy-in (ie classroom norms,

PBIS discussions, Student Senate,

Career Cruising)

Increase Student Engagement

by offering programs with

academically-linked courses, such as

CTE Linked Learning Pathways and

Global Language and Leadership

Program (GLLP)

Increase Student Engagement

by promoting multi-cultural

awareness and persepctives (ie

through GLLP, EL program, Multi-

Cultural Week, and activities and

mentoring with local client schools)

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Actions to be Taken

to Reach This Goal

Timeline

Person(s)

Responsible

Proposed Expenditure(s)

Description

Type

Funding Source

Amount

Expand and Enhance Access to

Technology

by giving staff and students access to

updated technology (ie upgraded

computers, Chrome books, graphing

calculators, science probes and hand-

held data collection devices, video

equipment for "The El Cap Update,"

and Skype capabilities for

communication with international

sister schools for GLLP)

Expand and Enhance Access to

Technology

by using online resources to increase

student achievement, such as

Achieve 3000, standardized test

preparation, and online courses

(Apex, Edgenuity)

Increase CTE and Career Readiness

by promoting CTE pathway events

through school communications, and

providing field trips, guest speakers,

competitions, internships,

certifications and other learning

opportunities

Increase CTE and Career Readiness

by incorporating career "soft skills"

wherever possible, including

communication, presentation, time

management, and teamwork skills

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Actions to be Taken

to Reach This Goal

Timeline

Person(s)

Responsible

Proposed Expenditure(s)

Description

Type

Funding Source

Amount

Increase CTE and Career Readiness

by offering "capstone" courses for

pathways that include projects,

internships, presentations,

certifications, articulated college

credit and exhibitions

Increase CTE and Career Readiness

by offering Linked Learning pathways

that incorporate CTE classes linked

with core academic courses,

sequenced pathways, partnerships

with businesses, industry advisory

councils, articulation with colleges,

and certifications

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Planned Improvements in Student Performance

School Goal #4

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for

students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related

actions, and expenditures to raise the academic performance of students not yet meeting state standards:

SUBJECT:

Subgroup:

LEA GOAL:

--------

SCHOOL GOAL #4:

--------

Data Used to Form this Goal:

--------

Findings from the Analysis of this Data:

--------

How the School will Evaluate the Progress of this Goal:

--------

Actions to be Taken

to Reach This Goal

Timeline

Person(s)

Responsible

Proposed Expenditure(s)

Description

Type

Funding Source

Amount

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Planned Improvements in Student Performance

School Goal #5

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for

students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related

actions, and expenditures to raise the academic performance of students not yet meeting state standards:

SUBJECT:

Subgroup:

LEA GOAL:

--------

SCHOOL GOAL #5:

--------

Data Used to Form this Goal:

--------

Findings from the Analysis of this Data:

--------

How the School will Evaluate the Progress of this Goal:

--------

Actions to be Taken

to Reach This Goal

Timeline

Person(s)

Responsible

Proposed Expenditure(s)

Description

Type

Funding Source

Amount

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Centralized Services for Planned Improvements in Student Performance

The following actions and related expenditures support this site program goal and will be performed as a centralized service. Note: the total amount for each categorical

program in this section must be aligned with the Consolidated Application.

Centralized Service Goal #1

SUBJECT: Centralized Services for Planned Improvements in Student Performance in

SCHOOL GOAL #1:

--------

Actions to be Taken

to Reach This Goal

Timeline

Person(s)

Responsible

Proposed Expenditure(s)

Description

Type

Funding Source

Amount

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Centralized Services for Planned Improvements in Student Performance

Centralized Service Goal #2

SUBJECT: Centralized Services for Planned Improvements in Student Performance in

SCHOOL GOAL #2:

--------

Actions to be Taken

to Reach This Goal

Timeline

Person(s)

Responsible

Proposed Expenditure(s)

Description

Type

Funding Source

Amount

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Centralized Services for Planned Improvements in Student Performance

Centralized Service Goal #3

SUBJECT: Centralized Services for Planned Improvements in Student Performance in

SCHOOL GOAL #3:

--------

Actions to be Taken

to Reach This Goal

Timeline

Person(s)

Responsible

Proposed Expenditure(s)

Description

Type

Funding Source

Amount

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Centralized Services for Planned Improvements in Student Performance

Centralized Service Goal #4

SUBJECT: Centralized Services for Planned Improvements in Student Performance in

SCHOOL GOAL #4:

--------

Actions to be Taken

to Reach This Goal

Timeline

Person(s)

Responsible

Proposed Expenditure(s)

Description

Type

Funding Source

Amount

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Centralized Services for Planned Improvements in Student Performance

Centralized Service Goal #5

SUBJECT: Centralized Services for Planned Improvements in Student Performance in

SCHOOL GOAL #5:

--------

Actions to be Taken

to Reach This Goal

Timeline

Person(s)

Responsible

Proposed Expenditure(s)

Description

Type

Funding Source

Amount

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Summary of Expenditures in this Plan

Total Allocations and Expenditures by Funding Source

Total Allocations by Funding Source

Funding Source

Allocation

Balance (Allocations-Expenditures)

Total Expenditures by Funding Source

Funding Source

Total Expenditures

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Summary of Expenditures in this Plan

Total Expenditures by Object Type

Object Type

Total Expenditures

The Single Plan for Student Achievement

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Summary of Expenditures in this Plan

Total Expenditures by Object Type and Funding Source

Object Type

Funding Source

Total Expenditures

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Summary of Expenditures in this Plan

Total Expenditures by Goal

Goal Number

Total Expenditures

Goal 1

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School Site Council Membership

California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the

principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school

personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected

by pupils attending the school. The current make-up of the SSC is as follows:

Name of Members

Principal

Classroom

Teacher

Other

School Staff

Parent or

Community

Member

Secondary

Students

Stephanie Grabiel, Chairman

Laura Whitaker

Lindsey Blackman

Mary Dredge

Ashley Hermsmeier

Elisa Miller

Jane Miller

Sherry Trochta

Joe Herman

Deb Smith

Kim Kilander

Kim Gioscia

Tami Gritz

Camy Johnson

Deanne Markle

Marti Wilmot

Jayden Anderson

Marie Cook

Hunter Fermil

Cameron and Hayley Gritz

Numbers of members of each category:

At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers,

and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers

must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers

of parents or other community members selected by parents, and students. Members must be selected by their peer group.