Yucaipa High School Yucaipa, California WASC Report 2010-2011

Yucaipa High School
Yucaipa, California
WASC Report
2010-2011
Table of Contents
Chapter 1—School Profile
page 1
Chapter 2—Student Performance Data Analysis and
Determination of Critical Academic Needs
page 33
Chapter 3—Progress Since the Last WASC Visit
page 50
Chapter 4—Focus Group Committee Reports
Section A: Organization
page 66
Section B: Curriculum
page 95
Section C: Instruction
page 120
Section D: Assessment and Accountability
page 134
Section E: School Culture and Support for Student
Personal and Academic Growth
page 152
Chapter 5—Yucaipa High School WASC Action Plan
page 182
Appendix
page A
ii
WESTERN ASSOCIATION OF SCHOOLS AND
COLLEGES
VISITING COMMITTEE
CHAIRPERSON
Dr. George L. Blek
Consultant
MEMBERS
Mr. Steven Cazares
Assistant Principal
Mr. Kenneth J. Goeken
Assistant Director of Special Education
Mrs. Georgina Hanna-Wilson
Teacher
Mr. Robert Jauregui
Assistant Principal
Mrs. Sheila Masters
Guidance Counselor
Mr. Michael Zulfa
Principal
iii
YUCAIPA-CALIMESA JOINT UNIFIED SCHOOL
DISTRICT
BOARD OF EDUCATION
Mr. Jim Taylor
President
Dr. Chuck Christie
Clerk
Ms. Jane Smith
Member
Ms. Patty Ingram
Member
Mr. Matt Russo
Member
iv
YUCAIPA-CALIMESA JOINT UNIFIED SCHOOL DISTRICT
ADMINISTRATIVE CABINET
Dr. Sherry Kendrick
District Superintendent
Ms. Melissa Moore
Assistant Superintendent, Human Resources
Mr. George Velarde
Assistant Superintendent, Business Services
Dr. Victoria Schumacher
Assistant Superintendent, Educational Services
v
YUCAIPA HIGH SCHOOL
SITE ADMINISTRATION
Mrs. Sherry Smith
Principal
Mrs. Christina Pierce
Assistant Principal
Mr. Joe Hyde
Assistant Principal
Mrs. Christine Gianunzio
Assistant Principal
Mr. Matt Carpenter
Activities Director
Mr. Mark Anderson
Athletic Director
Mrs. Karen Brossia
Head Counselor
Mrs. Michelle Pauls
Counselor
Mrs. Myra Reichmann
Counselor
Ms. Lisa Reyes
Counselor
Mrs. Pam Sibley
Counselor
Mr. Evan Sternard
Counselor
vi
YUCAIPA HIGH SCHOOL
SELF-STUDY SUPPORT TEAM
Mr. Rick Piercy
Chairperson
Mr. Scott Kennedy and
Mrs. Christina Pierce
Report Co-Coordinators
Sara Cooper and
Debbie LeLong
Organization – Vision and Purpose, Governance, Leadership and Staff, and Resources
Focus Group A Co-Chairs
Sylvia Eichorn and
Kate Flowers
Standards Based Student Learning: Curriculum
Focus Group B Co-Chairs
Steve Randall and
Erin Wallace
Standards Based Student Learning: Instruction
Focus Group C Co-Chairs
Kathryn Elliott and
Danielle McCoy
Standards Based Student Learning: Assessment and Accountability
Focus Group D Co-Chairs
Karen Brossia and
Dave Matuszak
School Culture and Support for Student Personal and Academic Growth
Focus Group E Co-Chairs
vii
YUCAIPA HIGH SCHOOL
SELF-STUDY FOCUS GROUPS
CATEGORY A:
ORGANIZATION
Cooper, Sara
LeLong, Debbie
Bensley, Rodney
Brunette, Chris
Calbreath, Liz
Castro, Tommy
Davis, Mike
DeMarco, Melissa (par)
DesRochers, Joey
DeZonia, Chelsea (stu)
Eichman, John
Eminizade, Nikki (stu)
Gavigan, Sheryl
Gerber, Janet
Gill, Betty
Graham, Cheryl
Gustafsson, Jessica
Hicks, Brad
Huggins, Sheila
Kessinger, Ashli
Lopez, Tammy
Luine, Lorna
Marshall, Jeff
Martin, Monty
Maxwell, Teri
O’Reilly, Pat
Pedrino, Shelly
Graham, Cheryl
Piercy, Rick
Reichman, Myra
Reynard, Tony
Rodriguez, Yolanda
Russell, Michelle
Sellers, Teresa
Smith, Patrick
Taylor, Jim (board)
Wall, John
Westwick, Nathan
CATEGORY B:
CURRICULUM
Bagg, Mike
Eichorn, Sylvia
Flowers, Kate
Stange, Tana
Alexander, Cheryl
Allen, Christa
Alonzo, Jessica
Butler, Marianne
Campbell, Pam
Champion-Stucker, Cynthia
Chavez, George
Cheek, Tamani
Davis-Mundine, Laureen
Dryden, Bobi
Farrell, Winston (stu)
Gifford, Lori
Gonzalez, Rosa
Herold, Amber
Holton, Nigel
Johnston, Melinda
Kennedy, Scott
Kivett, Dave
Knopp, Brenda
Matyas, Helen
McLoughlin, Adrian
Mullen, Scott
Pauls, Michelle
Perotti, Marie
Rambaud, Trish
Richardson, Peggy
Riley, Cynthia
Sibley, Pam
Smith, Jane (board)
Steenhausen, Drew
Stout, Jeff
Taylor, John
Troy, Terry
Vermeersch, Sharon (par)
CATEGORY C:
INSTRUCTION
Randall, Steve
Wallace, Erin
Leemkuil, Brianna
Whiting, Sharon
Adams, Scott
Aguilar, Heather
Andrews, Lorraine
Beyronneau, Karen
Cook, Mark
Ennes, Donnette (par)
Estrella, Debra
Ethington, Bonnie
Fiello, Kristen
Full, Michael
Graham, Holly
Hampton, Mary
Hernandez, Stacy
Hill, Kelsey (stu)
Jones, Kim
Lacanlale, Donald
Matteson, Michael
Mitts, Carat
Mogensen, Marlene
Orr, Donna
Perazzo, Darla
Price, Justin
Reyes, Lisa
Reynolds, Paul
Roque, Tony
Schultz, Nick (stu)
Sherman, Erika
Solla-Smith, Kim
Torres, Julio
Weleff, Chris
Williams, Leann
CATEGORY D:
ASSESSMENT
Elliott, Kathryn
McCoy, Danielle
Grisafe, Lora
Solis, Frank
Calbreath, Andy
Carney, Jason
Castro, Jake
Chavez, Cindy
Christiansen, Janel
Christy, Nicole
Derby, Susanne
Edelman, Andrea (stu)
Franco, Margaret
Gorby, Michael
Gross, Brandee
Horn, Donna
Johnson, Susan
Kendrick, Kristy
Leon, Heather
Lewis, Kevin
Lybarger, Ty
Mead, Joe
Molina, Myrna
Perryman, Susan (par)
Salinas, Scott
Saline, Christiana
Seaton, Heather (par)
Skinner, George
Slider, Tom
Spurgeon, Terry
Sternard, Evan
Stewart, Tom
Sullivan, Shelby
Updike, Margaret
Valencia, Spike
CATEGORY E:
CULTURE
Brossia, Karen
Matuszak, Dave
Carpenter, Matt
Womack, Darryl
Adler, Stephanie
Anderson, Mark
Aranda, Vanessa
Bannister, Sharon
Cruz, Bobby
deBaun, Linda
Fletcher, Tammy
Gutierrez, Hope
Hitter, Lou
Kappeler, Jon
Leuty, Steve
Lievsay, Timothy
McDonald, Mary
McKibban, Teri
McManus, Audrey
Mobley, Mike
Morrison, Jasmin (par)
Murillo, Armondo
Nieto, Jimmy
Nixon, Lani
Parker, Melissa
Paul, David
Perez, Jeffrey (stu)
Perry, Steven
Pitcher, Jeff
Presler, Robert
Raymer, Melisa
Richter, Tammy
Sialana, Mike
Simon, Josh
Tate, Gary
Trujillo, Eric (SRO)
vonKaenel, Amber
Walker, Fred
Wolfe, Jody
viii
YUCAIPA HIGH SCHOOL
HOME GROUPS
ADMINISTRATION
MATHEMATICS
SOCIAL STUDIES
Christine Gianunzio
Joe Hyde
Christina Pierce
Sherry Smith
Christa Allen
Rodney Bensley
Andy Calbreath
Matt Carpenter
Bobby Cruz
Mike Davis
Holly Graham
Nigel Holton
Kim Jones
Danielle McCoy
Christiana Saline
Josh Simon
Shelby Sullivan
Amber vonKaenel
Nathan Westwick
Leann Williams
Vanessa Aranda
Sharon Bannister
Chris Brunette
Jason Carney
Tommy Castro
Tamani Cheek
John Eichman
Bonnie Ethington
Michael Full
Brianna Leemkuil
Heather Leon
Kevin Lewis
David Paul
Steve Randall
Drew Steenhausen
John Taylor
Terry Troy
COUNSELING
Karen Brossia
Michelle Pauls
Myra Reichmann
Lisa Reyes
Pam Sibley
Evan Sternard
ART
Linda deBaun
Lori Gifford
Brad Hicks
Debbie LeLong
Jeff Marshall
Robert Presler
ENGLISH
Scott Adams
Sara Cooper
Linda deBaun
Kate Flowers
Jessica Gustafsson
Ashli Kessinger
Monty Martin
Teri McKibban
Joe Mead
Carat Mitts
Scott Mullen
Donna Orr
Jeff Pitcher
Cynthia Riley
Patrick Smith
Scott Smith
Tom Stewart
John Taylor
Darryl Womack
FOREIGN LANGUAGE
Liz Calbreath
Susanne Derby
Sylvia Eichorn
Marlene Mogensen
Lani Nixon
Michelle Russell-Heinze
Julio Torres
PHYSICAL EDUCATION
Sheryl Gavigan
Sheila Huggins
Dave Kivett
Dave Matuszak
Paul Reynolds
Frank Solis
Jeff Stout
Jody Wolfe
SCIENCE
Jessica Alonzo
Janel Christiansen
Kathryn Elliott
Kristen Fiello
Lou Hitter
Jon Kappeler
Brenda Knopp
Donald Lacanlale
Michael Matteson
Pat O’Reilly
Rick Piercy
Tammy Richter
Tana Stange
Sharon Whiting
SPECIAL EDUCATION
Cheryl Graham
Hope Gutierrez
Amber Herold
Donna Horn
Adrian McLoughlin
Mike Mobley
Steve Perry
Justin Price
Tony Roque
Scott Salinas
John Wall
Erin Wallace
TECHNOLOGY AND
INFORMATION SCIENCE
Mike Bagg
Betty Gill
Scott Kennedy
Mary McDonald
Jeff Pitcher
ROP
Christina Biskup
Tammy Fletcher
Myrna Molina
Marie Perotti
Tony Reynard
Jean Valkenburg
Margie Vance
Chris Weleff
ROTC
TSGT Timothy Lievsay
LTC Emmanuel Valencia
ix
Chapter 1
School Profile
Chapter 1: School Profile
Demographic Data
Yucaipa, California
Yucaipa Community
Yucaipa High School is a part of the Yucaipa-Calimesa Joint Unified School District
located in Yucaipa, California. Yucaipa is part of the Inland Empire and is nestled in the
highland foothills of the San Bernardino Mountains, about an hour’s drive east of Los
Angeles. The city of Yucaipa is a one high school town. The school was founded in 1959
and moved to its present 70-acre Yucaipa Boulevard location in the mid-sixties. This one
high school town serves three distinct communities in two counties. San Bernardino
County contains Yucaipa and Oak Glen, and Calimesa is in Riverside County. Most
residents commute to other nearby cities, or to the urban sprawls of Los Angeles and
Orange County, for work.
Family and Community Trends
The median household income is $50, 693. Strong family values, with a focus on
education and youth activities, are central to this community. Between 2000 and 2008,
Yucaipa had a population increase of 20.7%. As of July 2008, the population of Yucaipa
was 52,063. At one time, the Inland Empire was one of the fastest growing areas in the
United States; however, recently this area has been severely impacted by the economic
and foreclosure crisis.
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2008 Demographic Data
Median Age
Median Household Income
Median Price New Home
Median Price Existing Home
Median Contract Rent
Owner Occupied Units
Renter Occupied Units
36.1
$50,693
$445,500
$269,000
$1,010
13,835
4,472
City’s Growth Trends
1990
1,418,380
2000
1,709,434
% Change
20.50%
1990
32,824
2000
41,207
% Change
25.50%
1990
13,319
2000
15,193
% Change
14.10%
Yucaipa High School
Population/County
2008
% Change
2014
2,055,766
18.60%
2,323,000
Population/City
2008
% Change
2014
52,063
25.70%
55,313
Households/City
2008
% Change
2014
18,307
19.70%
19,281
WASC Document
% Change
14.50%
2020
2,608,729
% Change
12.30%
% Change
6.80%
2020
59,074
% Change
6.80%
% Change
6.00%
2020
20,592
% Change
6.80%
3
Parent and Community Organizations
Parents and community members serve on district level and school level decision-making
committees. At the district level, parents are invited to participate in committees such as,
but not limited to, DSALT, textbook adoptions, the Budget Advisory Committee, the
District’s English Language Advisory Committee (DLAC), and the District’s Gifted and
Talented Committee (DGAC). At the school level, parents serve and participate on
committees such as, but not limited to the School Site Council (SSC), the PTSO, WASC
Leadership Team and WASC focus groups, the English Learner Advisory Committee
(ELAC), Dropout Advisory Committee, Turf and Track Committee, and the Gifted and
Talented Committee (GATE). Parents and community members have a direct and
positive impact on the school programs listed by providing input regarding fiscal,
operational, educational and cultural issues. Often, parent and community volunteers
provide assistance with tutoring, beginning of the year schedule pick up, registration,
school mailings and organize booster clubs through extra-curriculum programs such as
athletics, band and debate team. The school’s booster clubs are active and provide
extensive support to their respective programs. Because of the one-town high school
atmosphere, Yucaipa’s local businesses are always supportive of the school’s programs.
For example, local businesses have donated time and money to the athletic and band
programs, provided meals to students, and helped fund the new football turf. The city of
Yucaipa and the school district have graciously shared facilities to support local sports
and extra-curricular activities.
School/Business Relationships
Yucaipa High School has strong relationships with local businesses and post-secondary
institutions. Many students work and job-shadow at local businesses. The school’s work
experience and Career and Technical Education (CTE) Program is working diligently to
build relationships with local businesses in order to expand job-shadowing and mentoring
programs. Yucaipa High School has also recently implemented a STEM Engineering
Advisory Committee that acts as a liaison and support system for creating and building
connections between the school and the engineering community. Through the Career
Center, the school has maintained a strong relationship with Crafton Hills Community
College; local universities such as The University of Redlands, and local University of
California schools; and military services. These local schools provide site visits and
financial and academic information. For example, at Yucaipa High School’s College
Night, Crafton Hills Community College sends a bilingual representative to assist
students and parents with financial aid paperwork. This has become an annual event that
continues to expand along with our student population.
WASC Accreditation History
Yucaipa High School
WASC Document
4
Yucaipa High School last participated in the full WASC accreditation process during the
2004-2005 school year. At that time, we received a six-year accreditation with a threeyear interim visit in the spring of 2007.
Yucaipa High School Information
Yucaipa High School is rich in tradition and is noted for its beautiful college-like
campus. It is a comprehensive high school located in a semi-rural area of San Bernardino
County. The school has undergone several transformations in the past decade. In 1995 the
M, N (MPR), O, and P buildings were added; and in 2004, the Q (Math and Social
Studies/Activities Office, Career Center, and Student Store) and the T buildings
(Dance/Wrestling/Fitness Center) were added. The last two years, the district completed
modernization on the older portions of the I- building (administration building) along
with exterior surroundings including new handicap ramps and ADA compliant
bathrooms. This year, extensive work was done to house the new ninth grade students.
Fifteen portable buildings were added to provide classrooms for many of these additional
students. The building that used to house our previous agriculture classes is in the
process of being remodeled in order to provide additional science laboratory facilities.
A large, open quad created in the space amongst the M, N, P, and Q buildings sets the
scene for outdoor assemblies, rallies, and lunchtime carnival-like activities. From club
rush and patriotic observances to ethnic dance demonstrations during Multi-Cultural
Week, Yucaipa High School is proud to have such facilities, which augment the
experience of its students.
Due to housing and the economic crisis, the Yucaipa school district has experienced
decreasing enrollment. A new high school was to be established in 2010-2011; however,
due to the declining enrollment and as a means to fiscally conserve, the district made the
decision to keep the new school a middle school and eliminate the Yucaipa High School
Ninth Grade Campus. Ninth grade has now joined the main 10-12 campus in 2010-2011
making it a 9-12 comprehensive campus. Incoming freshmen come from two middle
school feeders, Park View Middle School and Mesa View Middle School.
In 2006-2007, Yucaipa eliminated the 4X4 block scheduling system, and reverted back to
a sixth period traditional day. Yucaipa High School continues to offer a wide variety of
core and elective courses to its students. Although the Yucaipa School District has been
hit with serious state and federal budget cuts, it continues to work hard not to let the cuts
affect student social and academic growth.
The district operates on a modified traditional calendar, starting classes in mid-August
and finishing the year in the second week of June. Students and staff take a one week
vacation for Thanksgiving, two weeks in December/early January, and two weeks for
Spring Break. (See calendar in Appendix.) With an agreement by bargaining units to
accept six furlough days to help solve the District’s budget crisis, the 2010-2011 school
Yucaipa High School
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5
year was subsequently shortened by five days. First semester ended immediately prior to
our Winter Break and Second semester will end June 2.
Beginning with the 2009-2010 school year and after reaching agreement with YCEA
(Yucaipa-Calimesa Educators’ Association), Yucaipa High School implemented a “late
start” teacher collaboration schedule.
Once a month for a sixty-eight minute period, teachers focus on school-wide topics in an
attempt to improve student learning. In these interactions, they analyze data, share best
practices, and develop strategies. Topics are selected by a joint pre-collaboration team of
teachers and administrators.
School Purpose
Vision
Yucaipa High School is a place where all students are:
• Challenged at their highest level
• Responsible citizens
• Able to develop connections between school and their future
• Supported by school and community
• Given access to all programs
• Actively involved with technology across the curriculum
Mission Statement
The students, parents, and staff of Yucaipa High School work hard to prepare students
with the academic, social, and aesthetic skills needed to become responsible, successful,
contributing members of our society. Our students can develop self-confidence, an
appreciation for others, and proper work ethics so they may experience the best that life
has to offer. Our environment, enhanced by supporting and caring relationships between
students, parents, staff and administration, provides the students with a variety of
opportunities to learn, to think critically, to set goals, and to make decisions.
Student Achievement Goals (formerly called ESLR’s)
In the 2009-2010 school year, Yucaipa High School decided to change the ESLR’s
acronym and name (Essential Student Learning Results) to Student Achievement Goals.
In addition, the newly formed WASC Leadership Team, with input from staff, parents,
and students, updated the terminology of these goals in order to make them more
measurable and clearly defined. During the WASC self-study review, Focus Groups and
Home Groups (departments) spent time analyzing these goals in depth as they relate to
instruction, curriculum, and assessment.
Yucaipa High School
WASC Document
6
The Yucaipa High School student is expected to be:
A Responsible Citizen Who:
● Respects cultural differences and shows concern for others
● Demonstrates a healthy lifestyle
● Cares for the environment
● Participates actively in the community
An Independent Learner Who:
● Sets and accomplishes personal goals
● Creates and completes a Personal Learning Plan
● Demonstrates academic honesty and integrity
● Prepares for the transition from high school to higher education or the workforce
● Meets or exceeds subject-specific content standards and district requirements for
high school graduates
A Critical Thinker Who:
● Practices complex problem solving in all areas
● Analyzes and evaluates data, and applies conclusions to real-life situations
● Utilizes technology as an academic resource
● Demonstrates competence in mathematical applications
● Reads fluently, with comprehension and analysis
An Effective and Creative Communicator Who:
● Works collaboratively to accomplish group goals
● Writes clearly and concisely
● Uses technology as a tool for communication and effective presentations
● Interprets and articulates ideas
Status of School Performance
Yucaipa High School is neither a Title I school, nor is it a part of the II-USP and the CSR
program. Overall, the school tends to do well academically, but sub-group achievement
has been a challenge over the last several years. More information on the school’s status
of school performance is outlined and detailed under the student performance data
section.
Enrollment
Over the last several years, the demographics have changed drastically. As seen in the
10-12 enrollment data graph, the enrollment has declined over the last three years.
Yucaipa’ enrollment in 2009-2010 was 2,169. Although the 2010-2011 data is not shown
on the chart below, the school’s current enrollment is 2,970. This larger enrollment
number is due to 9th grade students being included in the student body this year. Besides
this, the graph below clearly indicates a declining enrollment the last three years due
Yucaipa High School
WASC Document
7
primarily to the housing market and economic crisis. The school has seen an increase in
the number of Hispanic/Latino students and in English Language Learners and Special
Education students.
Yucaipa High School Student Enrollment
Specific Grade Level Enrollments
Grade Level
07-08
08-09
09-10
10-11
th
N/A
N/A
N/A
790
th
850
765
796
771
th
740
680
735
762
th
673
600
638
648
9 Grade
10 Grade
11 Grade
12 Grade
For the last three years the largest ethnic groups have been white (61%) and Hispanic
(31.5%). Other ethnic groups represented are Asian (1.07%), African American (1.9%),
American-Indian (.8%), Pacific Islander (.3%) and Filipino (.8%), and other for the
remaining .5%.
Yucaipa High School
WASC Document
8
Ethnicity
08-09
09-10
10-11
White
64%
62.50%
61%
Hispanic
30%
31.50%
31.50%
Asian
2%
2%
1.00%
Black/Other
4%
6%
3.50%
Special Populations
10-11
08-09
09-10
Learning Center
103
107
167
Specialized Instruction Classes
103
91
145
GATE
188
200
246
ELL (1-5)
97
97
131
Free/Reduced Lunch
692
797
1319
( inc l ud e s 9
th
g ra d e )
Language Proficiency Numbers
Over the last several years, Yucaipa High School has seen an increase in ELL students.
Because of this, the staff has recognized a need to provide culturally appropriate learning
opportunities. The district and school administration have made identifying and
appropriately testing English Language Learners in accordance with state and local
regulations a priority. The school district uses California English Language Development
Test (CELDT) and the CSTs in English Language Arts (ELA). In addition, ELL students
level 1 and 2’s and struggling 3’s are supported with ELD English and support classes.
ELL level 4 and 5 students are clustered into English Language Arts, Social Studies and
Science classes where teachers engage in SADAIE strategies to support these students.
More information about Yucaipa High School’s ELL program is detailed under School
Instructional Programs.
Academic Year
Total ELL
Students
% of Student
Population
ELL Spanish
Speaking
Students
ELL Other
Languages
07-08
106
5%
101
5
08-09
97
4%
96
1
09-10
97
4%
89
5
142
4.8%
134
8
10-11
*
*includes 9th grade students
Yucaipa High School
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9
CEDLT status of ELL students:
06-07
07-08
08-09
09-10
4
10
9
8
4%
8%
6%
8%
35
33
41
40
35%
27%
35%
38%
37
59%
39
35
37%
48%
34%
33%
16
13
11
9
16%
10%
9%
8%
8
9
16
14
8%
7%
14%
13%
100
124
31%
106
100%
100%
100%
100%
Advanced
Early Advanced
Intermediate
Early
Intermediate
Beginning
Number Tested
Yucaipa High School
WASC Document
10
Socio- Economically Disadvantaged
Free and Reduced Lunch
Yucaipa High School’s free and reduced population has increased each year. This school
year, Yucaipa High School has 45% of students who are on free and reduced lunch.
YHS Free and Reduced NSLP Percentages
School
Year
Free /
Reduced
01-02
325
1879
17
02-03
491
2002
25
03-04
418
2011
21
04-05
466
2096
22
05-06
458
2045
22
06-07
573
2069
28
07-08
560
2041
27
08-09
692
2012
34
09-10
797
2025
39
10-11*
1319
2905
45
Enrollment Percentage
*includes 9th grade students.
Class sizes
Yucaipa High School currently has 111 teachers including ROP instructors. Support
personnel include a principal, three assistant principals, six and one half counselors, one
librarian, one athletic director, one activities director, a San Bernardino Sheriff School
Resource Officer and 61 classified staff members. The school contains 124 classrooms, 5
class-size computer labs, a foreign language lab, and a media center.
Yucaipa High School’s class size in core and elective classes average thirty-six students
on a six-period day schedule. PE classes have an average of 55-60 students.
Yucaipa High School
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11
Graduation Rates
Yucaipa High School’s graduation rates have improved and drop - out numbers have
decreased. The school and the district’s 2008-2009 drop- out rates are better than the
county and have decreased significantly in the most recent data. In order to continue
focusing and addressing the drop-out issue, the Principal has implemented a Drop-Out
Committee. The Drop-Out Committee is comprised of district and school site
administrators, teachers, parents and community to discuss and create a plan to address
the drop-out rate.
The chart below contains the district’s current graduation status in relation to the 2010
AYP. The graduation rates were improved enough to allow us to meet Safe Harbor
requirements for many of our significant subgroups (as noted for all areas where a
“pending” from Sept 2010 was revised to a “Yes” in the revised AYPs that the California
State Department of Education released in January 2011).
Met All AYP
Components
Met ELA AYP
Components
Met Math AYP
Components
Met Graduation
Rate
YCJUSD (old)
No
No
No
pending
YCJUSD (revised)
No
No
No
Yes
Pending
Yes
Yes
Pending
Yes
Yes
Yes
Yes
Pending
Yes
Yes
Pending
Yes
Yes
Yes
n/a
Pending
Pending
Pending
Pending
Yes
Yes
Yes
n/a
YHS 9 (old)
No
No
No
Pending
YHS 9 (revised)
No
No
No
n/a
YHS (old)
No
No
Pending
Pending
YHS (revised)
No
No
Yes
Yes
Site
GVHS (old)
GVHS (revised)
GVHS IS (old)
GVHS IS (revised)
OVEC (old)
OVEC (revised)
This next chart provides details regarding the 2009 and 2010 graduation rate, as well as
the 2011 target graduation rate.
Site
2009 Grad
Rate
2010 Target
Grad Rate
2010 Actual
Grad Rate
Growth from
2009-2010
2011 Target
Grad Rate
YHS
80.76
81.68
92.73
11.97
90
Yucaipa High School
WASC Document
12
Dropout Rates
Drop Out Data: Adjusted Grade 9-12 1-Year Dropout Rate:
Year
2009-2010
Yucaipa HS
Not yet released
District
Not yet released
County
Not yet released
State
Not yet released
2008-2009
2007-2008
2006-2007
1.9%
4.5%
4.7%
4.0%
5.6%
5.6%
5.8%
5.9%
7.0%
5.7%
4.9%
5.5%
Attendance
Attendance at Yucaipa High School is both high and consistent, maintaining an Average
Daily Attendance (ADA) of approximately 95% in the last three years (95% in 20092010, 94.85% in 2007-2008, and 95.41% in 2008-2009). Yucaipa High School’s
Attendance office has worked diligently to improve attendance and maintain accurate
attendance records. This school year the school and district have made attendance a
priority. Parents were educated on the education code pertaining to attendance at Back-to
School Night and Freshman Orientation, and this information continues through
parent/student conferences. Teachers are required to enter daily attendance through our
ABI system. Furthermore, Yucaipa High School has dedicated one certificated support
staff member to oversee and monitor attendance issues taking place at the school. This
individual works closely with law enforcement officials and often conducts home visits,
and/or SART/SARB conferences.
.
An automated caller phone system notifies parents on each day of absence in one or more
periods. Attendance letters are sent home once a student reaches three unexcused
absences. Once a student has accumulated six verified and/or unverified absences, a
second attendance letter is sent to the parent; and a SART ensues. A frequent result is that
students attend Saturday School in order to recover ADA for these absences.
Students with excessive absences and/or truancies are sometimes given SART contracts
and thereby monitored closely. If teachers notice a serious attendance issue, they are
encouraged to contact parents immediately and complete an attendance alert form. This
puts a student into contact with an administrator regarding his/her attendance. If a
student exceeds the limits established by the administrative attendance contract, then
consequences may occur. Students who are identified as chronically truant are referred to
the School Attendance Review Board (SARB). Our school and district policy and
parental support are contributing factors to the low absence rate.
Yucaipa High School
WASC Document
13
Expulsions and Truancies
Between 2007 and 2010 school year, the expulsion and truancy numbers have decreased.
In 2007-2008, Yucaipa High School had 28 expulsions, 244 suspensions and a 24.1%
truancy rate. In 2008-2009, these numbers significantly decreased. Yucaipa had only 9
expulsions, 136 suspensions and a 20.55% truancy rate. Administration believes the
numbers have decreased due to having two lunches rather than one; developing new
clubs such as diversity council to help with racial and diversity tensions; and adding new
programs to assist at-risk students, EL students and Special Educations students. Refer to
tables attached.
Yucaipa High School Expulsion and Truancy Rate- Last Three year Comparison
Year
Enrollment Truancy Rate Expulsions
2009-2010
2008-2009
2007-2008
2006-2007
N/A
2,175
2,253
2,240
N/A
20.55%
24.10%
92.50%
N/A
9
21
10
Violence/Drug
Suspensions Expulsions
N/A
N/A
96
2
153
0
104
0
Dangerous
Incidents
N/A
7
0
0
Firearm Overall Total
Expulsions Suspensions
N/A
N/A
9
136
24
244
10
167
Yucaipa High School Staff Data
Teacher Certification Information
07-08
08-09
09-10
10-11
Certificated
95
93
89
117
Classified
72
67
61
72
National Board Certificated
0
0
0
1
Alternative Pathways
0
0
0
0
Pre-Interns
0
0
0
0
Emergency Permits
0
0
0
0
Advanced Degrees
55
53
54
67
Yucaipa High School
WASC Document
14
Staff Education Level
Data below is for the 2008-2009 school year and only shows 10-12 YHS teachers. (9th
grade was not a part of the Yucaipa High School that year)
Education Level
School
Gender
Doctorate
YUCAIPA
HIGH
Master's Degree
Master's Degree
+30
Bachelor's
Degree +30
Bachelor's
Degree
Less than
Bachelor's
Years of Service
Avg.
Avg.
Years of Years in
None Reported Total Staff
Ed.
the
Service
District
0 (0.0 %)
42
13.7
11
Female
0 (0.0 %)
2 (4.8 %)
17 (40.5 %)
20 (47.6 %)
3 (7.1 %)
0 (0.0 %)
Male
1 (2.7 %)
5 (13.5 %)
14 (37.8 %)
14 (37.8 %)
3 (8.1 %)
0 (0.0 %)
0 (0.0 %)
1 (1.3 %)
7 (8.9 %)
31 (39.2 %)
34 (43.0 %)
6 (7.6 %)
0 (0.0 %)
0 (0.0 %)
13 (4.1 %)
129 (40.8 %)
164 (51.9 %)
10 (3.2 %)
0 (0.0 %)
Total
Female
37
15.4
13.5
0 (0.0 %)
79
14.5
12.2
0 (0.0 %)
316
13.8
11.3
District wide
Male
Total
1 (0.9 %)
9 (7.9 %)
43 (37.7 %)
55 (48.2 %)
6 (5.3 %)
0 (0.0 %)
0 (0.0 %)
114
14.3
12.2
1 (0.2 %)
22 (5.1 %)
172 (40.0 %)
219 (50.9 %)
16 (3.7 %)
0 (0.0 %)
0 (0.0 %)
430
13.9
11.5
10.6
Female
52 (0.4 %)
2,666 (19.5 %)
2,463 (18.0 %)
5,749 (41.9 %)
2,752 (20.1 %)
24 (0.2 %)
0 (0.0 %)
13,706
12.5
Male
84 (1.5 %)
1,083 (19.8 %)
934 (17.1 %)
2,196 (40.1 %)
1,111 (20.3 %)
70 (1.3 %)
0 (0.0 %)
5,478
13.3
11
136 (0.7 %)
3,749 (19.5 %)
3,397 (17.7 %)
7,945 (41.4 %)
3,863 (20.1 %)
94 (0.5 %)
0 (0.0 %)
19,184
12.7
10.7
Countywide
Total
Statewide
Female
1,268 (0.6 %)
38,938 (17.5 %)
43,849 (19.7 %)
106,237 (47.8 %)
31,613 (14.2 %)
391 (0.2 %)
4 (0.0 %)
222,300
13
10.8
Male
1,252 (1.5 %)
15,697 (18.6 %)
15,201 (18.0 %)
38,205 (45.3 %)
13,483 (16.0 %)
414 (0.5 %)
4 (0.0 %)
84,256
13.3
11.1
3 (0.9 %)
3 (0.9 %)
1 (0.3 %)
4 (1.2 %)
None
Reported
Total
0 (0.0 %)
2,520 (0.8 %)
Yucaipa High School
54,638 (17.8 %) 59,053 (19.2 %) 144,443 (47.1 %) 45,100 (14.7 %)
WASC Document
0 (0.0 %)
320 (96.7 %)
331
7.9
6.8
805 (0.3 %)
328 (0.1 %)
306,887
13.1
10.9
15
Staff Development
Yucaipa-Calimesa Joint Unified School District is supportive of the professional
development of all teachers and staff, all of whom have the opportunity to participate in a
wide variety of staff development activities each year. The table below outlines a partial
list of those staff development activities that have, on the basis of assignment, been
available to Yucaipa High School teachers and support staff members.
Since the last WASC visitation, the following staff, professional and development
and trainings.
Since 2008
Training
Location
Participants
CLAD / BCLAD Training
Various
Certificated
BTSA Support Provider Training
County
Support Providers
California State/University of California
UCR
Counselors
School Safety and Security
District/School Site
Site Security/Certificated
AVID Training
RIMS
AVID Teachers
ABI
District
Certificated/Classified
AP Workshops
College Board
AP Teachers
SchoolFusion
School Site
Certificated
English Language Learner Training
School Site
Certificated
CAHSEE Workshop Intervention Training
School Site
CAHSEE Teachers
Data Director Training
District/School Site
Certificated
API/AYP Data Examination
School Site
Certificated
Secretary Training
District/School Site
Classified Training
Differentiation
District
Optional Buy Back days for
Certificated
Assessment Strategies
School Site
Certificated
Technology (CUE & District Technology
Liasons, Microsoft Word, PowerPoint, Email,
District and School Site
electronic ABI gradebooks, science data
collection devices and sensors)
Optional Buy Back days for
Certificated, Teacher
Collaboration (2008-2010)
Safety- sexual harassment,
earthquake and fire drills
Certificated and Classified
lockdown,
School Site
Textbook adoption training Science and
District
Social Studies
Certificated Science and
Social Studies teachers
2009 - 2010
New math textbook adoption training
Special education aide training
District
Certificated math teachers
District
Classified
2010 -2011
WASC Training
Pivot Learning
Accrediting Commission
District
WASC Leadership
Certificated
.
Yucaipa High School
WASC Document
16
Student Performance Data
Yucaipa High School Student Performance Data is detailed and discussed in chapter two.
Yucaipa High School Instructional Programs
Yucaipa High School’s instructional program has undergone extensive reconfiguration.
Most core departments have adopted textbooks aligned with state content standards,
developed end-of-course common finals, completed curriculum calibration, and
developed curriculum maps. Due to the recent budget cuts, YCJUSD could not afford to
purchase new ELA textbooks. Along with elective departments, the staff is working
towards infusing technology to enhance their learning environment and the school is
preparing students for careers that involve technology through Career Technical
Education classes, STEM opportunities, and the Perkins Grant.
Yucaipa-Calimesa Joint Unified School District continues to implement standards
alignment, curriculum mapping, and common assessments/course-ending examinations.
Currently this school year the school district has contracted with Intel Assess, a
professional test generating company, in the areas of ELA and Math. Standards
alignment has been in place and under regular review and readjustment for several years
now. Teachers continue to work in their departments to develop curriculum maps that
assure all students are progressing through the same curriculum in roughly the same
sequence with core standards alignment. Departments have been working towards
developing common course benchmarks and semester ending assessments. They engage
in discussions regarding student data accumulated from these common assessments, and
compare it with data from the related California Standards Tests (CSTs).
Through collaboration time built into the regular teacher schedule and voluntary PLC
meetings before and/or after school, Yucaipa High School teachers and staff are actively
involved in a functional, professional learning community model. Robert Du Four’s Big
Four questions provide a foundation for discussions as teachers “brainstorm” ways to
meet students’ academic needs and close the school’s subgroup population achievement
gap. This year, teachers will also be exposed to opportunities to learn more about
standards-based grading. Administration has supported teachers with research-based
information, professional books, staff developments, voluntary trainings and department
collaboration time in order to help teachers understand and learn how to incorporate
standards-based grading into their instructional programs. The standards-based grading
initiative is in the very early stages of exploration and Yucaipa High School is confident
that this topic will expand further in the next few years to come.
Academic intervention is offered during the school day through Learning Centers, ELL
Support classes, CAHSEE Math and English Support, AVID classes, and in-class peer
tutors. A+ Computer Lab, APEX Online Learning, and restart classes are provided for
credit-deficient students. This school year we are also looking to explore the
opportunities that APEX Online Learning offers for enrichment purposes. District
Yucaipa High School
WASC Document
17
adopted support materials such as Accelerated Reader, Read 180, and EL Hampton
Brown materials are used for systematic review and to support math and language arts
skills. Free after-school tutoring opportunities for intervention are available to all students
in the library four times a week, and English Language Learners have extra lunch access
to tutoring. Students needing assistance in writing skills have the opportunity to receive
extra help through the newly designed writing center available to them after school.
After-school restart classes and on-campus adult school classes in core subjects have
been added to assist students who are deficient in credits.
Yucaipa High School is known for its strong academic programs. In 2005, Yucaipa High
School received the title Distinguished School. The school has strong academic
programs for high achieving students, as well as a strong support program for students
struggling academically. The school’s classes are aligned with A-G requirements and the
school offers NCAA courses. Scholars are recognized as National Merit Scholars and are
recipients of highly recognized scholarships and awards, including appointments to the
military academies. Seventy-eight percent of YHS graduates attend two-year or fouryear colleges, universities, and/or technical schools. The school provides struggling and
at-risk students with support in the areas of mentoring and intervention programs.
All students are valued and respected at Yucaipa High School. Yucaipa High School
uses student performance data to create support programs for all students depending on
needs as well as interests. They are the following:
English Language Learner Program
The school’s performance data clearly indicates that English Language Learners are not
meeting No Child Left Behind expectations. As a result of this, Yucaipa High School has
made these students a priority and has worked diligently to create and maintain support
programs both socially and academically.
Yucaipa High School currently has approximately 142 English Language students. All
teachers and administrators have their CLAD certificate or the equivalent. One of the
assistant principals, previous ELL student herself, has worked extensively with ELL
students and parents, and oversees the program to ensure success for these students. For
example, she personally serves on ELAC, DLAC, the Master EL and ELSSA
Committees. Counseling reviews all ELL students’ CELDT levels, CST and previous
grades. This information is used to determine each student’s academic needs. Counselors
then work to schedule ELL students in appropriate classes. Recently Spanish for Native
Speaker classes were developed to further support the native Spanish-speaking students.
ELL students also have access to four ELL tutors on campus during the day. ELL support
lab and tutoring is provided to these students before school, during lunch and after
school. Ongoing staff developments and ELL teacher meetings are held as a means of
support. During these meetings, staff members discuss best practices, instructional
strategies, appropriate CELDT modifications, student progress, and creative intervention
programs in order to meet these students’ needs.
Yucaipa High School
WASC Document
18
Yucaipa High School also orchestrated a new ELL intervention “catch” plan. The plan
includes a review of all the ELL students’ transcripts and test scores. Those who were at
risk and/or credit deficient at the beginning of the school year attend meetings during
which a graduation plan is presented, attendance policies are explained, and a year-long
support plan created. These students will then be “monitored” throughout the year by
their counselor, ELD teacher, cluster teachers, and other ELL support staff members.
These students also have access and are encouraged to participate in extra-curricular
activities. Since 2008, the school has implemented a Diversity Council and Latino
Cultural Club. These two clubs have been extremely popular among the school’s Latino
population. Students are involved in school and community-based projects. They
generate culture-oriented lunch time activities that are designed to celebrate diversity.
This year, the Latino Cultural Club has adopted the theme “Break the Cycle,” which is
intended to educate Latino peers on the dropout rate and the importance of higher
education.
Students with Disabilities Program
The school’s performance data clearly indicates that students with disabilities comprise
another area of need. As a result of this, Yucaipa High School has made these students a
priority and has worked diligently to create and maintain support programs both socially
and academically for them, as well.
Services for students with disabilities are driven by each pupil’s learning needs as
documented in the Individual Education Program (IEP). Yucaipa High School has four
special education models: general education classes with learning center support,
Inclusion (special education teachers and regular education teachers co-teaching and
sharing students) specialized instruction classes (SAI), and Life Skills classes.
Students served by the General Education/Learning Center model receive intervention
strategies in the regular classroom as well as in small groups or individually in the
Learning Center determined by their IEP. Learning Centers are classrooms established to
enhance and support the welfare of special education students by more fully meeting the
intent of Federal and State mandates supporting Least Restrictive Environment and
academic and social goals. Learning Centers afford the opportunity for greater mixing of
various disabilities of students to improve academic skills and to promote self esteem,
empathy for individual differences, and life-long independence and success. Learning
Centers offer flexible scheduling in and out of general education classrooms, and they
promote more rapid transition out of the special education programs. The Learning
Center is an educational service delivery model designed to meet the individual needs of
special education students. This is accomplished through collaboration between general
classroom teachers and the Learning Center staff. The Learning Center staff consists of a
credentialed special education teacher, and one or two special education instructional
aides. First and foremost, the general education teacher provides the first level of
Yucaipa High School
WASC Document
19
academic support in the classroom. The Learning Center staff provides additional
support and intervention as needed.
The Specialized Academic Instruction class (SAI) is a form of Special Education service
in which an individual student’s needs are addressed, in most cases, in a more restrictive
environment than a student in a learning support class. This decision is based on students’
academic needs determined in an IEP meeting. Depending on the academic need, an SAI
student may be enrolled in all SAI classes, or a combination of SAI classes and general
education classes. The services to be delivered to the SDC student are documented in the
IEP. All SAI instructors use state adopted texts to teach core curriculum in which state
adopted content standards are addressed. The modifications made by the instructor for the
student are driven by each student’s assessment scores and the goals and objectives as
stated in the IEP. Using state adopted texts as a vehicle that addresses these standards not
only raise each student’s academic achievement but also helps raise CST and CAHSEE
scores as well.
Yucaipa High School implemented Inclusion classes at the ninth grade level this year.
Inclusion classes are specially designed classes that are split between SAI students and
general education students. In these classes the general education teacher and the special
education teacher team-teach and design the class at a level where SAI students can
access the regular curriculum and feel successful. Currently we have ninth grade
Inclusion classes in SAI Algebra, SAI Earth Science, SAI English, SAI World
Geography, and SAI Health. These classes have been very successful, and Yucaipa High
School is looking to expand the model to tenth grade classes next year.
Yucaipa High School also has Transition Partnership Program (TPP) classes for 12th
grade students. This class helps students’ research career opportunities after high school
and provides them with the support they need in order to assist with the transition from
high school. Each TPP student has a Department of Rehabilitation meeting during the
spring. The purpose of the meeting is to educate these students about the opportunities
that are available to them after high school.
Yucaipa High School also has a successful Life Skills program. This program focuses on
supporting and educating individuals with moderate to severe disabilities. Our program is
focused on the individual needs of each student as determined by appropriate assessments
such as The Brigance 2, Basics 2 Curriculum Framework for Students with Severe
Disabilities, criterion-reference assessments, and observational assessments. These
assessments decipher present levels of performance so a team can address the functional
academic and adaptive goals and thereby create objectives that are appropriate for the
individual student.
Life Skills teachers are using a curriculum that focuses on exposing students to functional
academics that are age and ability level appropriate. The Life Skills program accesses the
community each week when students travel by city bus to various work sites such as the
bank, grocery stores, theatres, parks, city colleges, post office, restaurants, and the public
library. Through collaboration with the ROP Work Ability 1 program, students receive
vocational training and work experience at local enterprises such as the animal-rescue
society (YAPS), Lloyd Copeland Garage Doors, Kopper Kettle, Gourmet Pizza Shoppe,
KinderCare, Crafton Hills Community College, and the Yucaipa Public Library. The
Yucaipa High School
WASC Document
20
teachers focus on the needs of these students and enjoy having the opportunity to give
these students skills to help them become independent citizens.
Raising a student’s academic achievement is a challenge, especially if the student has
existing behaviors that impede learning. As a result, behavior support plans are written
for any special education student who exhibits such behaviors. Case carriers monitor
students with a Behavior Support Plan (BSP) very closely, and IEP meetings are
reconvened if necessary. Students served by the SAI programs may further receive
interventions and strategies in the existing learning centers as well as mainstreamed
classes as written in each student’s IEP. It is the desired goal of the IEP team that these
interventions and strategies will help to raise a student’s academic achievement.
AVID Program
The AVID program at Yucaipa High School is designed for students who elect to take a
series of college prep courses and become part of a program that will prepare them for
entrance into a four-year college or university. This program has been very successful,
especially among the school’s subgroup populations such as ELL and socioecononomically disadvantaged students. The courses emphasize rhetorical reading,
analytical writing, collaborative discussion, tutorial inquiry study groups, preparation for
college entrance and placement exams, college study skills and test taking strategies,
note-taking, and research. AVID students generally come from groups underrepresented
at our four year colleges and universities. Over the years, the number of AVID students
has increased substantially.
This is discussed further in Chapter #3.
Gifted and Talented Education (GATE) Program / Advanced Placement
Programs
The GATE program at Yucaipa High School has historically been centered on two
categories, AP classes and fine arts/co-curricular offerings. The Advanced Placement
courses are offered in all academic subject areas and are extremely challenging to even
the brightest student. AP class enrollment is comprised of both GATE and non-GATE
students. A list of AP courses is listed below.
Advanced Placement Classes include:
AP English Language and Composition
AP Modern World History
AP U.S. Government
AP Art
AP Calculus
AP Biology
AP English Literature and Composition
AP US History
AP Macro Economics
AP Spanish
AP Statistics
AP Physics
AP Data
Yucaipa High School
WASC Document
21
2008
2009
2010
Number of tests taken
575
557
482
Number of tests passed
310
301
288
Percent of tests passed
54%
54%
60%
Percent passing Rate
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
Biology
Test
55%
71%
47%
-
70%
56%
62%
63%
44%
41%
Calculus AB
96%
79%
71%
83%
76%
86%
72%
72%
80%
65%
Calculus BC
79%
77%
61%
71%
81%
81%
71%
-
100%
100%
Economics: Macro
0%
71%
64%
50%
86%
52%
66%
63%
58%
75%
English Language & Composition
59%
56%
51%
37%
34%
30%
48%
55%
42%
61%
English Literature & Composition
49%
61%
65%
67%
58%
68%
77%
54%
62%
50%
European History
35%
36%
45%
34%
27%
47%
38%
41%
49%
45%
Government & Politics: US
75%
43%
45%
42%
57%
39%
58%
64%
66%
67%
Physics B
69%
75%
75%
59%
61%
68%
54%
65%
70%
33%
Psychology
Spanish Language
-
-
-
100%
0%
-
-
100%
-
-
56%
50%
64%
76%
68%
75%
52%
72%
83%
67%
38%
Statistics
20%
20%
-
-
-
-
-
25%
71%
Studio Art: Drawing
100%
100%
78%
56%
80%
77%
78%
80%
57%
40%
Studio Art: 2-D Design
48%
14%
100%
33%
100%
50%
50%
50%
0%
100%
U.S. History
32%
24%
29%
31%
26%
38%
38%
31%
33%
66%
Overall Number of students tested
52%
50%
51%
47%
47%
53%
51%
54%
54%
60%
AP TEST COMPARISONS +3
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
Biology
Test
22
17
34
-
37
16
21
19
16
17
Calculus AB
23
34
24
36
29
22
29
58
56
48
Calculus BC
24
31
31
34
27
26
17
-
1
4
Economics: Macro
1
7
11
28
21
27
41
43
43
32
English Language & Composition
63
39
82
67
58
69
122
99
112
114
English Literature & Composition
57
41
43
39
45
41
52
74
58
36
European History
49
66
42
111
124
105
112
54
72
53
Government & Politics: US
4
21
22
33
23
33
45
55
38
33
Physics B
26
24
20
32
13
22
13
17
20
12
Psychology
-
-
-
1
1
-
-
1
-
-
Spanish Language
32
42
25
25
22
12
25
32
35
36
8
Statistics
5
5
-
-
-
-
-
12
7
Studio Art: Drawing
2
6
18
18
15
13
9
10
7
5
Studio Art: 2-D Design
23
14
1
6
1
6
4
2
7
1
75
96
103
87
101
85
128
99
85
83
Total Tests Taken
U.S. History
426
463
478
543
528
511
628
575
557
482
# of Tests Passed
222
233
245
254
248
271
322
310
301
288
A large portion of our AP students are GATE students. GATE school site parent
meetings and district wide (DGAC) meetings are held several times a year. Additional
Yucaipa High School
WASC Document
22
workshops focusing on college readiness and the application process (fall) as well as
registration for the following year (spring) are held in the evening through our counseling
and career center departments.
SAT
Over the last several years, Yucaipa High School has averaged 40% of the Senior class
participating in the SAT. Below is a chart detailing information regarding the number of
students tested and the average scores.
Academic
Grade 12
Year
06-07
07-08
08-09
09-10
652
682
663
N/A
Number
Tested
263
264
259
Percent
tested
40.34
38.71
39.06
Critical
Reading
Average
480
499
498
Math
Average
Writing
Average
475
495
497
479
490
489
Total >
1,500
number
106
125
121
Total >
1,500
percent
16.3
47.03
46.7
CTE and ROP Programs
The Carl D. Perkins Vocational and Technical Education Act (Perkins) funds Yucaipa
High School’s Career Technical Program (CTE). It was originally authorized in 1984,
and reauthorized in 1998. The purpose of Perkins is to provide individuals with the
academic and technical skills needed to succeed in a knowledge- and skills-based
economy. Perkins supports career and technical education that prepares its students both
for post-secondary education and the careers of their choice. States receive block grants
and local districts apply for funds following criteria established by the state in accordance
with the stipulations of the federal law.
Local funds generally are to be used for the following types of activities in careertechnical programs:
• Serving as a catalyst for change by driving program improvement
• Developing a strong accountability system that ensures quality and results
• Strengthening the integration of academic, career and technical education
• Ensuring access to career and technical education for special populations, including
students with disabilities
• Developing and improving curriculum
• Purchasing equipment to ensure that the classrooms have the latest technology
• Providing career guidance and academic counseling services
• Providing professional development and technical assistance for teachers, counselors
and administrators
• Supporting career and technical education student organizations (pathways, technology
classes, etc.)
Yucaipa High School
WASC Document
23
Yucaipa High School is well known regionally for its innovative technology resources
and student programs. Over the past three years the technology department has been
concentrating on creating multiple pathways to allow for Career Technical Education
(CTE) opportunities for students in Desktop 3D, Engineering, Graphic Design, Computer
Aided Drafting, Video Production, Digital Journalism, and, most recently, Digital
Photography. The faculty uses a campus-wide website and communication hub that is
district supported. It unifies assignments, scheduling, lesson planning, documentation and
interactive online discussion for teachers and students. The Perkins Grant has allowed
Yucaipa High School to purchase important industry supported software as well as
hardware that foster innovative teaching such as electronic whiteboards, digital
projectors, document cameras, video cameras and digital SLR cameras. These technology
resources assist students in becoming effective and creative communicators (Student
Achievement Goals).
Yucaipa High School’s CTE program also collaborates with the Colton-RedlandsYucaipa Regional Occupational Program (ROP) to offer high quality courses for
students. Many courses are part of a sequenced program leading to either a certificate or
preparation for vocational certification tests. ROP courses in various career fields are
available on the YHS campus to students 16 years of age and older. Employability
Workshops teach interviewing skills and help students create resumes and complete
applications. The Workability I Program focuses on the vocational aspirations of
special-need students
CTE/ROP Course Offerings 2009-2010
Accounting I
Desktop 3-D Advanced Studio
Automotives Introduction (ROP)
Digital Video Intermediate Production
Automotive Steering, Suspension and Break (ROP)
Digital Video Advanced Production
Auto Engineering Performance (ROP)
Introduction to Design
Clinical Medical Assistance (ROP)
Law Enforcement Occupations (ROP)
Computer Graphic Design 1 (CTE)
Law Enforcement—CSI (ROP)
Computer Graphic Design 2 (CTE)
Medical Services Occupations (ROP)
Construction Technology (ROP)
Medical Terminology/Medical Front Office (ROP)
Child Care Occupations (ROP)
Physical Therapy Aide –Rehabilitation (ROP)
Desktop 3-D
Photography
Elementary School Teaching (ROP)
Principles of Engineering
Digital Publishing (Journalism)
Retail Merchandising (ROP)
Small Business Management (ROP)
Yucaipa High School
WASC Document
24
Counseling Department
The Yucaipa High School counseling and career center staff members have developed a
comprehensive guidance program that assists all students in acquiring the skills,
knowledge and attitudes needed to become effective students, responsible citizens, and
lifelong learners. One goal of the Yucaipa High School Counseling Department is to
design a personal learning plan that matches each student’s aptitudes and interests. Each
student is assigned to a counselor who assists with personal guidance, academic planning
and postsecondary preparation. The ultimate goal of our guidance program is to ensure
that all students graduate with the competencies necessary to make self-directed, realistic
decisions and to be successful contributors to society.
YHS Career Center
The Career Center is an extension of the Counseling Office. Its purpose is to provide
students with information and resources to explore employment and educational
opportunities. The goal of the Career Center is to help students present themselves as
candidates for employment as well as applicants for college, technical and vocational
schools. The Career Center also works with Regional Occupational Program (ROP),
organizes the school’s career fair, helps students to explore job and volunteer positions,
brings in college representatives and guest speakers, works with military recruiters on
ASVAB testing, and focuses on students who are interested in attending Crafton Hills
College.
Yucaipa High School
WASC Document
25
Career Center Activities and Student Participation
Name of Event
Total
Visitors to Career Center during school year
6266
Colleges & guest speakers
54
ASVAB test & Interpretations
175
Career Units with English classes
390
Crafton Hills Senior Day
226
CHC applications process
186
CHC placement test
183
CHC counseling (Extra counseling EOP)
140
CHC Orientation classes
188
Tutoring program
88
ROP Distinguished Student Awards
3 students
ROP Ambassadors
6 ambassadors
ROP Workability Program
25 students
Work Investment Act
6 students
Career Fair Vendors
30
Career Fair Seniors
400
Military (students that joined)
12
Military counseled students
300
Jobs obtained by students through Career Center
45
Volunteer
68
School Grading Policy
Yucaipa High School evaluates its students using the following letter grades: A, B, C,
and F. The D grade was eliminated many years ago in order to raise the bar for student
achievement. Students must meet or exceed course standards at a rate of at least 70% (or
whatever represents “meeting the standards” in that course) in order to receive credit for
coursework.
Recently, during the 2009-2010 school year, inquiries were raised by the YHS
Leadership Team members as to the effectiveness of the school district’s “No D Policy.”
The “No D Policy” became a subject of inquiry because there is a general concern among
Yucaipa High School staff members that the number of students failing courses, due to
the elevated passing percentage, is creating at-risk students who are becoming credit
deficient at a rate that is higher than it would be if there was a D grade. These inquires
triggered a large-scale analysis of the overall effectiveness of the “No D Policy” from its
inception. The results are displayed below.
Yucaipa High School
WASC Document
26
Course Specific Failure Rates- Semester 1
Academic
Year
Grade
Enrollment
Number
Failed
Percent
Failed
Enrollment
Number
Failed
Percent
Failed
Enrollment
Number
Failed
Percent
Failed
Enrollment
Number
Failed
Percent
Failed
2005-2006/T2
10
Eng/362
67
19%
Math/351
110
31%
SS/419
89
21%
Sci/368
72
20%
2005-2006/T2
11
Eng/330
58
18%
Math/291
98
34%
SS/397
80
20%
Sci/162
54
33%
2005-2006/T2
12
Eng/390
38
10%
Math/183
34
19%
SS/359
26
7%
Sci/136
22
16%
2006-2007
10
Eng/683
92
14%
Math/681
192
28%
SS/672
130
19%
Sci/663
198
30%
2006-2007
11
Eng/667
106
16%
Math/660
185
28%
SS/668
110
17%
Sci/395
110
28%
2006-2007
12
Eng/638
63
10%
Math/305
68
22%
SS/703
74
11%
Sci/166
38
23%
2007-2008
10
Eng/706
98
14%
Math/705
132
19%
SS/700
102
15%
Sci/693
182
26%
2007-2008
11
Eng/640
101
16
Math/638
147
23%
SS/636
105
17%
Sci/366
90
25%
2007-2008
12
Eng/601
29
5%
Math/422
44
10%
SS/609
45
7%
Sci/151
40
27%
2008-2009
10
Eng/725
98
14%
Math/720
155
22%
SS/722
120
17%
Sci/771
172
22%
2008-2009
11
Eng/661
84
13%
Math/635
138
22%
SS/669
95
14%
Sci/401
73
18%
2008-2009
12
Eng/519
21
4%
Math/405
42
10%
636%
58
9%
Sci/190
19
10%
2009-2010
10
Eng/799
116
15%
Math/778
198
25%
SS/761
117
15%
Sci/850
167
20%
2009-2010
11
Eng/722
113
16%
Math/715
184
26%
SS/707
117
17%
Sci/444
95
21%
2009-2010
12
Eng/718
16
2%
Math/449
45
10%
SS/683
25
4%
Sci/170
17
10%
Percent
Failed
Enrollment
Number
Failed
Percent
Failed
Enrollment
Number
Failed
Percent
Failed
Course Specific Failure Rates- Semester 2
Percent
Failed
Number
Failed
Academic
Year
Grade
Enrollment
Number
Failed
2006-2007
12
Eng/674
44
7%
Math/320
66
21%
SS/765
67
9%
Sci/151
33
22%
2007-2008
10
Eng/717
97
14%
Math/713
183
26%
SS/706
113
16%
Sci/698
153
22%
2007-2008
11
Eng/658
138
21%
Math/639
168
26%
SS/666
123
19%
Sci/346
68
20%
2007-2008
12
Eng/624
39
6%
Math/415
44
11%
SS/653
46
7%
Sci/142
32
23%
2008-2009
10
Eng/737
111
15%
Math/730
190
26%
SS/726
126
17%
Sci/696
131
19%
2008-2009
11
Eng/687
85
12%
Math/627
157
25%
SS/656
71
11%
Sci/343
70
20%
2008-2009
12
Eng/529
19
4%
Math/374
33
9%
SS/648
35
5%
Sci/156
18
12%
2001-2002/T1
10
Eng/261
29
Math/339
54
SS/361
61
Sci/350
45
2001-2002/T1
11
Eng/366
37
Math/325
62
SS/371
75
Sci/157
28
2001-2002/T1
12
Eng/434
31
Math/237
20
SS/308
31
Sci/134
8
2001-2002/T1
10
Eng/272
62
Math/400
74
SS/355
49
Sci/342
55
2001-2002/T1
11
Eng/348
40
Math/326
67
SS/360
67
Sci/162
19
2001-2002/T1
12
Eng/365
29
Math/192
23
SS/360
26
Sci/111
7
Enrollment
Through the YHS Leadership Team, the faculty is now working with YHS
Administration and District Administration to reconsider the “No D Policy” and its
implications on student achievement and graduation rates. In addition, the YHS
administration has begun the process of educating the faculty on standard-based grading.
Beginning in 2009-2010, and continuing into 2010-2011, the principal lead a voluntary
PLC group on standards-based grading. Administrators have encouraged teachers to read
How to Grade for Learning by Ken O’Connor and will facilitate discussion on its
contents during staff meetings, department-chair and department meetings.
Intervention Programs for At-Risk Students
Yucaipa High School provides a variety of resources for at-risk and/or under-achieving
students:
●
●
●
●
●
School Intervention Team (SIT)
School Attendance Review Team (SART)
AVID Program
SBCP
Individual Education Plan (IEP)
Yucaipa High School
WASC Document
27
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
504 Plans
School Resource Officer
Drop Out Committee
Bilingual Administrator for Spanish Speaking Students
Twenty-two special education aides
Comprehension EL support program
Four EL tutors
Lunchtime tutoring for EL students
Structured ELD program
After school tutoring
Peer tutoring through the Career Center
The Writing Center
Saturday school programs
Saturday School Algebra and Earth Science Support Academies
Transfer Committee
Grade Level Intervention Meetings
High School RTI Plan
Parent Community Organizations
Yucaipa High School is fortunate to have a high number of involved parents who offer
their time and support:
● Parent Booster Clubs for Co-Curricular and Extra Curricular
● PTSO
● School Site Council
● Parent Information Nights such as Parent Orientation, Back to School Night,
Financial Aide Night and ABC’s of College Planning
● Dropout Advisory Committee
● ELAC/DLAC
● GATE
Athletics
Sports are very important to the students and community of Yucaipa High School. The
school participates in the Citrus Belt League (CBL) and adheres to all CIF division
league rules and regulations. Each year, YHS holds mandatory parent and athlete
meetings to insure a safe, wholesome environment for fans, spectators, and the athletes.
In addition to this, Yucaipa High School is proud that many of our athletes are also strong
academic students, who are meeting all NCAA requirements, and in many cases,
obtaining academic and athletic scholarships to colleges and universities. This year, the
joint venture with the city and Crafton Hills College regarding the installation of a pool
has come to fruition. The pool, a modular stainless steel, state-of-the-art design, is on the
grounds of Crafton Hills College campus, just west of the high school.
Yucaipa High School
WASC Document
28
Yucaipa is a community that supports its school academically and athletically. Sports
continue to be very important with student participation approaching 1000 participants,
roughly one-third of our student population. The athletic philosophy has three
components:
1) Helping kids grow up
2) Enhancing academics
3) Striving for excellence
This three-pronged philosophy ensures a healthy environment for student-athletes within
the context of the overall educational goals of the district. The community has raised
funds and installed an artificial turf in the stadium. This improvement allows for football,
soccer, track, band, and physical education to use the stadium throughout the year –
something that was challenging with natural grass.
In 2007-08, Yucaipa High School boys’ swimmers were both CIF and National
Champions. In 2008-09, our girls’ soccer and boys’ water polo were CIF semifinalists
and our baseball team was 6th ranked in the nation. Our twenty-two sports are thriving.
In 2009-2010 Yucaipa High School also earned CIF second place in baseball and the
cross country team made the state finals.
MEN'S ATHLETICS
Fall
Cross Country
Football
Water Polo
Tennis
Winter
Basketball
Soccer
Wrestling (Coed)
Track & Field
WOMEN'S ATHLETICS
Fall
Winter
Cross Country
Basketball
Golf
Soccer
Tennis
Water Polo
Volleyball
Spring
Baseball
Golf
Swimming
Volleyball
Spring
Softball
Swimming
Track & Field
Band/ Choir/Performing Arts
Yucaipa High School has a thriving, award-winning music department consisting of a
wide variety of instrumental and vocal ensembles. Symphonic Band is the advanced
instrumental group and is the public musical representative for community and
competitive concert events. Concert Band is a training ensemble that prepares students
for advancement to the Symphonic Band. This year, Symphonic Band received the honor
of performing as a guest ensemble at Disneyland's Community Arts Showcase, and both
Yucaipa High School
WASC Document
29
bands recently earned “Superior” ratings at the Serrano High School Music Festival. The
Symphonic Band also competed in the 2010 San Diego Heritage Music Festival.
There are also two after-school instrumental ensembles: the Thunderbird Marching
Regiment (in the fall) and the Jazz Band (in the spring). The Thunderbird Marching
Regiment, one of the top twelve marching bands in SCSBOA 1A category this year, is a
full, competitive marching band and color guard unit and competes throughout Southern
California. The YHS Jazz Band is a classic big band and performs at many community
events in the Yucaipa area and beyond.
The Concert Choir is a large, non-auditioned vocal ensemble available to any students
who wish to begin or develop their vocal training. Once a student has successfully
completed a year in Concert Choir, he or she becomes eligible to audition for the
Madrigal Singers, an elite group of vocalists who perform advanced high school choral
repertoire at many community and competitive events. The Madrigal Singers have
successfully competed in major events in the past few years as far as San Francisco, New
York, and China. This school year, they earned an “Excellent” rating at the Beckman
High School Choral Festival in Irvine and a Silver Rating at the 2010 San Francisco
Heritage Festival.
Clubs
Clubs are an integral part of students’ lives at Yucaipa High School. Students have a wide
variety of choices:
2010-2011 clubs
Alive Club
Best Buddies
Gay Straight Alliance
Jazz Band
Interact
Key Club
Invisible Children
Block Y
Motorsports
Mountain Bike Club
Gay-Straight Alliance
Snow riders Club
Dance Club
Diversity Council
California Scholarship Federation
Forever Dance Club
Leo's Club (Run off campus)
French Club
Co-ed Volleyball
Book Club
French Club
Latino Cultural Club
Friends of Rachel
School Safety, Cleanliness and Facilities
Yucaipa High School is committed to maintain a safe and orderly environment for all
staff and students. Our school has a Comprehensive Safe School Plan that is part of a
larger Comprehensive District Plan. The plan is evaluated and updated on an annual basis
by the school’s Safety Committee and the city’s local law enforcement agency, in
collaboration with YHS Administration. The campus monitor staff supervise the school
site, parking lot, and perimeters of the campus throughout the duration of the school day.
Yucaipa High School
WASC Document
30
The front gate is monitored and visitor names are logged along with license plate
numbers upon entering the campus. A surveillance system containing thirty two cameras,
which are located throughout the campus, is utilized and monitored. YHS is a closed
campus and is gated and fenced.
Emergency drills are conducted on a regular basis and provide opportunities for staff and
students to practice the correct procedures for possible incidences of fire, earthquake,
evacuation, and lockdown. Emergency Preparedness and Crisis Response Plan, Injury
and Illness Prevention Program, and Comprehensive School Safety Plan are written and
updated yearly. YHS has undergone inspection by the Fire Marshall in the summer of
2009 and was found to be in compliance with all applicable fire codes. Fire extinguishers
are checked on a monthly basis and recharged every July.
The facility is monitored regularly and includes precautions that proper lighting is
implemented, safe walkways are maintained, exit signs are clearly visible, gates are
locked appropriately, and restrooms and classrooms are maintained in a clean and
working manner. An assistant principal attends quarterly safety meetings and monthly
School-to Police meetings, which are held at the district office.
Yucaipa High School takes part in the San Bernardino County Sheriff’s Operation Clean
Sweep and Safe and Drug Free Program.
Yucaipa High School follows the safety plan developed for the school to ensure that all
students are provided a safe, drug free campus. Components of the plan are as follows:
● Providing communication through registration packets and principal’s newsletters
● Utilizing the services of the School Resource Officer and the Probation Officer
● Complying with the Yucaipa-Calimesa Joint Unified School District’s guidelines
of disciplinary actions for secondary students
● Acting upon the findings that result from the investigations done by the San
Bernardino County Sheriff’s Department during Operation Clean Sweep
● Attending monthly meetings with representatives from the Sheriff’s Department s
in the form of the Police/School Liaison Committee
● Arranging parent meetings to address specific incidents in school and community
● Presenting student assemblies to address the safety plan components
● Implementing the Crisis Response Plan for any school-wide emergency
● Heeding the guidelines of the PE curriculum
Drug Education is provided through a coordination of efforts with the staff and the
Associated Student Body using a variety of programs and methods:
● Red Ribbon Week
● Presentations by LLUMC students regarding AIDS awareness
● Assemblies supporting safe and healthy choices
● SLAM presentation prior to prom in Spring
● District Drug Task Force
We have implemented using drug sniffing dogs as part of campus safety at Yucaipa High
School. The district has contracted with Interquest Canine Detection Service to perform
Yucaipa High School
WASC Document
31
random searches of Yucaipa High School classrooms and grounds. The dogs are trained
to perceive illicit drugs, prescription drugs, alcohol, gunpowder, and some explosive
materials. There is evidence that such searches can reduce student inclination to bring
drugs, alcohol and weapons to school.
Yucaipa High School Fiscal Report
Fiscal Year
Accounts
07-08
Funding / Program
0 General Fund
3550 Perkins/VEA
4201/4203 Title III
6760 / 61
1x (Arts, Music, PE,Libr & Disc)
7396 / 98
7080 Supp Counseling
07-08
08-09
2,241
Enrollment
08-09
09-10
2,175
09-10
10-11
2,181
10-11
2,937
Exps
Per Pupil
Exps
Per Pupil
Exps
Per Pupil
Exps
Per Pupil
10,789,630
4,815
9,420,975
4,331
9,241,816
4,237
11,771,200
5,397
35,213
16
32,049
15
30,056
14
48,879
22
24,179
11
6,739
3
12,303
6
23,731
11
150,953
67
33,122
15
0
0
192,248
86
199,403
92
0
7091 EIA-LEP
3,277
1
13,466
6
7,200
3
10,677
0
5
7156 IMFRP
37,336
17
33,623
15
24,333
11
0
0
7250 SBCP
94,092
42
128,553
59
88,907
41
7390 Pupil Ret Blk Grant
23,240
10
23,512
11
0
233,350
107
0
●
Years 05-06 through 09-10 - Expenditures are actual and enrollment is for grade
configuration of 10th through 12th.
●
Year 10-11 - Expenditures based on budget and Unofficial CBEDS for grade
configuration as 9th through 12th.
●
Effective 08-09, midyear, some previously restricted programs became
unrestricted and are included, if applicable, in General Fund
Yucaipa High School
WASC Document
32
Chapter Two
Student
Performance Data
Analysis and
Determination of
Critical Academic
Needs
Yucaipa High School
WASC Document
33
Ch. 2 Student Performance Data
Analysis and Critical Academic Needs
Summary
The most recent WASC self-study process began in March 2009 as the newly formed
WASC Leadership Team reviewed school-wide performance data from the previous three
years. CST (overall and clustered), EAP and CAHSEE test results were compared and
analyzed. API and AYP reports were also reviewed during the analysis as the team
identified trends, strengths and weaknesses.
Based upon the findings and trends in data as shown in the tables that follow, the team
then proposed three areas of critical academic need. These were then presented to the
Department Chairperson Committee and the entire faculty. With their input, the three
critical academic needs were refined and written into their present form. The WASC
Leadership Team revised the ESLR’s to make them more measurable and also proposed
changing its name from ESLRs to Student Achievement Goals for the sake of having a
more self-explanatory term. These changes ensued after again getting more input from
the Department Chairperson Committee, from individual departments, and ultimately
from the entire faculty.
Conversations between the math and science departments confirmed that many students
struggle with fundamental algebra skills in their respective classes. Most classes in all
subjects deal with both the process and skills in writing. Therefore, the faculty agreed
that this would be a natural area to address in many different classes at various levels
across the curriculum. It was also readily apparent that English Learners and Students
with Disabilities are struggling to meet their learning targets and proficiencies, and
therefore need additional support and consideration to achieve academic success.
Critical Academic Needs
Our first, second, and third critical academic needs were correlated closely with our
Student Achievement Goals (formerly ESLRs) and are parenthetically quoted after each
critical academic need, below.
Improving Algebra I and related skills applies to A Critical Thinker Who
demonstrates competence in mathematical applications and practices complex
problem solving skills. (“Students will improve their algebraic skills in pertinent
subjects such as Algebra 1, Integrated Math I and II, Algebra II, and Chemistry.”)
● Improving writing conventions and strategies is directly related to An Effective
and Creative Communicator Who writes clearly and concisely and interprets and
●
Yucaipa High School
WASC Document
34
articulates ideas. (“Students will improve writing conventions and writing
strategies across the curriculum in order to improve ELA proficiency levels.”)
● Improving English language arts and math proficiencies in all subgroups, but
especially EL and Students with Disabilities, is encapsulated by An Independent
Learner Who prepares for the transition from high school to higher education or
the workforce and meets or exceeds subject-specific content standards and district
requirements for high school graduates. (“Subgroups, such as EL and students
with disabilities, will improve ELA and math proficiencies.”)
DATA AND ITS IMPLICATIONS WITH RESPECT TO STUDENT
PERFORMANCE
API
The first set of data analyzed was the overall API results. For the 2008-2009 academic
year, the data indicated that Yucaipa High School did meet the API school-wide growth
target. Yucaipa High School scored 773 and the growth target was 754. Although the
school made improvements in this area, the school did not make adequate progress in the
subgroup area of Student with Disabilities, and as a result the school did not make the
overall API growth. The data, below, is a detailed analysis of the 2008-2009. The team
surmised that although ELL was not a significant subgroup for the 08-09 school year, it
would probably be recognized as a distinct subgroup of its own in the future. Since data
indicated that this group had been performing lower than school averages in ELL and
mathematics, the team decided to target it for additional support and emphasis.
2008-2009 API Data
Number of
Students included
in the 2009 Growth
API
2009 Growth
2008 Base
2008-09 Growth
Target
2008-09 Growth
School wide
All Subgroups
Both School wide
and Subgroups
1342
773
754
5
19
Yes
No
No
API
Median API
Similar
Schools
2009
Growth
2008
Base
761
751
Yucaipa High School
Met Growth Target
Click on the median value heading to link to the list
of 2008 Base API similar schools. This list contains
schools which were selected specifically for the
reported school for the 2008 Base API Report.
WASC Document
35
2009-2010 Data
Subgroups
Subgroup API
Number of Students Numerically Significant
Included in 2009 API
in Both Years
Specific Subgroup
African American (not of Hispanic origin)
19
American Indian or Alaska Native
13
No
Asian
26
No
2009 Growth
2008 Base
2008-09
Growth Target
2008-09
Growth
Met Subgroup
Growth Target
717
700
5
17
Yes
No
Filipino
10
No
Hispanic or Latino
421
Yes
5
No
White (not of Hispanic origin)
845
Yes
798
779
5
19
Yes
Socioeconomically Disadvantaged
490
Yes
718
694
5
24
Yes
English Learners
127
No
Students with Disabilities
130
Yes
484
489
16
-5
No
Pacific Islander
After the results of the 2009-2010 performance data was released, the team met again to
analyze the new API data. Though Yucaipa High School performed well on its API (by
exceeding its school-wide growth of 773 by seven points), it did not meet its overall API,
for once again Students with Disabilities did not show adequate growth.
Number of
Students included
in the 2010 Growth
API
2010 Growth
2009 Base
2009-10 Growth
Target
2009-10 Growth
School wide
All Subgroups
Both School wide
and Subgroups
1374
780
773
5
7
Yes
No
No
Similar
Schools
API
Median API
2010
2009
Growth
Base
771
757
Met Growth Target
Click on the median value heading to link to the list
of 2008 Base API similar schools. This list contains
schools which were selected specifically for the
reported school for the 2008 Base API Report.
Subgroups
Specific Subgroup
Subgroup API
Number of Students Numerically Significant
Included in 2010 API
in Both Years
Black or African American
15
American Indian or Alaska Native
9
No
Asian
22
No
2009 Base
2009-10
Growth Target
2009-10
Growth
Met Subgroup
Growth Target
734
720
5
14
Yes
804
798
2
6
Yes
No
Filipino
10
No
Hispanic or Latino
440
Yes
8
No
White
825
Yes
Two or More Races
13
No
Native Hawaiian or Pacific Islander
2010 Growth
Socioeconomically Disadvantaged
519
Yes
737
718
5
19
Yes
English Learners
125
Yes
635
626
9
9
Yes
Students with Disabilities
158
Yes
487
480
16
7
No
AYP
The team also analyzed AYP information. In 2009-2010, Yucaipa High School met 15 of
18 criteria by achieving school-wide goals but fell short in the criteria concerning the
Yucaipa High School
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36
Hispanic and socioeconomically disadvantaged. (ELL and Students with Disabilities did
not have a large enough number to count.)
Another area of concern for the team concerned the low proficiency-percentage in
mathematics, so the team decided to scrutinize the math strands. (The result of this data is
shared later in the document under CST Data Strand Analysis.)
Criteria:
Participation Rate
Percent Proficient
Academic Performance Index (API)
EnglishLanguage Arts
Mathematics
Yes
Yes
Yes
No
Yes
- Additional Indicator for AYP
Yes
Graduation Rate
Met 2009 AYP Criteria
Participation Rate
GROUPS
School wide
Percent Proficient
EnglishLanguage Arts
Mathematics
EnglishLanguage Arts
Mathematics
Yes
Yes
Yes
Yes
African American or Black (not of Hispanic origin)
--
--
--
--
American Indian or Alaska Native
--
--
--
--
Asian
--
--
--
--
Filipino
--
--
--
--
Yes
Yes
Yes
No
--
--
--
--
White (not of Hispanic origin)
Yes
Yes
Yes
Yes
Socioeconomically Disadvantaged
Hispanic or Latino
Pacific Islander
Yes
Yes
Yes
No
English Learners
--
--
--
--
Students with Disabilities
--
--
--
--
In 2009-2010, the data revealed that Yucaipa High School once again did not meet
overall AYP. Aided by the 10% Safe Harbor Model, we made significant improvement
by meeting 17 of the 18 AYP criteria, but we did not make adequate progress regarding
Students with Disabilities, which clearly indicated our need to continue focusing on
improving this subgroup. The team also concluded that even though the math-growth
targets were met, the individual math strands should be of continued concern. (This
information is outlined under the CST Data Strand Analysis, below.)
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English-Language Arts
Participation Rate
GROUPS
Mathematics
Target 95%
Met all participation rate criteria? Yes
Target 95%
Enrollment First Number of
Day of Testing Students Tested
Rate
Met 2010 AYP
Criteria
Enrollment First Number of
Day of Testing Students Tested
Alternative
Method
Met all participation rate criteria? Yes
Rate
Met 2010 AYP
Criteria
Yes
786
768
98
Yes
787
775
98
Black or African American
10
10
100
--
10
10
100
--
American Indian or Alaska Native
5
5
100
--
5
5
100
--
Asian
10
10
100
--
10
10
100
--
Filipino
6
6
100
--
6
6
100
--
256
251
98
Yes
257
253
98
Yes
5
5
100
--
5
5
100
--
461
452
98
Yes
462
455
98
Yes
School wide
Hispanic or Latino
Native Hawaiian or Pacific Islander
White
Two or More Races
8
8
100
--
8
8
98
--
Socioeconomically Disadvantaged
310
300
97
Yes
310
302
97
Yes
English Learners
76
75
99
--
77
76
99
--
Students with Disabilities
94
82
88
--
94
88
94
--
English-Language Arts
Target 56.8 %
Alternative
Method
Mathematics
Met all percent proficient rate criteria? Yes
Target 58.0 %
Met all percent proficient rate criteria? Yes
GROUPS
Valid Scores
School wide
152
Number At or
Percent At or
Met 2010 AYP
Above Proficient Above Proficient
Criteria
116
76.3
Alternative
Method
Valid Scores
Yes
152
Number At or
Percent At or
Met 2010 AYP
Above Proficient Above Proficient
Criteria
122
80.3
Black or African American
1
--
--
--
1
--
--
--
American Indian or Alaska Native
0
--
--
--
0
--
--
--
Asian
1
--
--
--
1
--
--
--
Filipino
4
--
--
--
4
--
--
--
Hispanic or Latino
24
19
79.2
--
24
22
91.7
--
Native Hawaiian or Pacific Islander
0
--
--
--
0
--
--
--
122
94
77
Yes
122
97
79.5
Yes
--
White
Alternative
Method
Yes
Two or More Races
0
--
--
--
0
--
--
Socioeconomically Disadvantaged
37
26
70.3
--
37
26
70.3
--
English Learners
7
--
--
--
7
--
--
--
Students with Disabilities
17
9
52.9
--
17
10
58.8
--
Additional Subgroup API Information
Yucaipa High School’s Hispanic and Economically Disadvantaged student population
has made great strides in API growth. Each year they have made progress and have met
API targets. The 2009-2010 school year was the first year Yucaipa High School’s ELL
population was large enough to count as a significant subgroup.
Based on the increasing number of ELL students over the last few years, Yucaipa High
School expected the Hispanic subgroup to grow even more significant and, hence,
become an even more important area of focus.
Yucaipa High School’s Students with Disabilities student population has not met its
target for the last three years. As a result, improving the academic achievement of this
subgroup was selected as one of our critical academic needs for the upcoming school
year.
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Table 1: Academic Performance Index by Student Group
PERFORMANCE DATA BY STUDENT GROUP
PROFICIENCY
LEVEL
All Students
White
African-American
Number Included
2008
1351
2009
1342
2010
1374
2008
873
2009
845
2010
825
Growth API
754
773
780
779
798
804
Base API
735
754
773
761
779
798
Target
5
5
5
5
5
2
Growth
19
19
7
18
19
6
Yes
Yes
Yes
Yes
Yes
Yes
Met Target
2008
26
2009
19
Asian
2010
15
2008
22
2009
26
2010
22
PERFORMANCE DATA BY STUDENT GROUP
PROFICIENCY
LEVEL
Hispanic
English Learners
Number Included
2008
395
2009
421
2010
440
Growth API
700
717
Base API
665
700
Target
7
Growth
Met Target
2008
139
2009
121
Economically Disadvantaged
Students with Disabilities
2010
125
2008
398
2009
490
2010
519
2008
132
2009
130
2010
158
734
635
694
718
737
489
484
486
719
626
651
694
718
475
489
479
5
5
9
7
5
5
16
16
16
35
17
15
9
43
24
19
14
-5
7
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
CAHSEE
Overall, Yucaipa High School does relatively well on the CAHSEE exam. Below is data
comparing the last two years. The 10th grade data again indicated that English Language
Learners and Students with Disabilities had pass rates far below the school-wide pass
rate.
February 2010
February 2009
Census 2009
% passed
Mean Scale
Score
% passed
Mean Scale
Score
% passed
th
86
388
85
386
84
th
40
341
20
332
35
th
34
344
33
339
24
th
85
385
83
383
82
th
36
342
33
340
38
th
10 Grade Math Spec Ed
40
347
36
344
38
All grades ELA
82
383
82
384
n/a
All grades Math
79
381
79
380
n/a
10 Grade ELA
10 Grade ELA EL
10 Grade ELA Spec Ed
10 Grade Math
10 Grade Math EL
Yucaipa High School
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Grade 10- ELA CAHSEE Proficient and Above
Looking at the Grade 10 ELA CAHSEE data, Yucaipa high school needs to continue
working on increasing CAHSEE results for Hispanic, ELL and Students with Disabilities.
This data is another piece of information that supports the third critical academic need.
Year
Baseline
07 - 08
08 - 09
09 - 10
33.4%
44.5%
55.6%
Grade 10
all students
58.5%
61.6%
63.5%
Grade 10
Hispanic students
43.2%
49.8%
47.3%
Grade 10
ELL students
20.0%
20.7%
20.5%
Grade 10
Students with Disabilities
9.9%
19.4%
17.5%
Grade 10- Math CAHSEE/CAPA Proficient and Above
Looking at the Grade 10 Math CAHSEE data, Yucaipa High School needs to continue
working on increasing CAHSEE results for Hispanic, ELL, and Students with
Disabilities. The following data confirms the need to focus on the third critical academic
need.
Year
Baseline
07 - 08
08 - 09
09 - 10
32.2%
43.5%
54.8%
Grade 10
all students
55.7%
54.6%
55.9%
Grade 10
Hispanic students
43.1%
39.5%
43.3%
Grade 10
ELL students
23.5%
20.7%
28.4%
Grade 10
Students with Disabilities
13.4%
22.4%
15.1%
During the 2010-2011 school year, Yucaipa High School is rolling out a program
entitled, “Campaign 380” as a way to inform teachers and prepare students for the
CAHSEE. School site personnel are being provided with multiple resources designed to
help prepare students for all future CAHSEE administration. These resources are
primarily test preparation lessons based on release questions from past exit exams. The
preparation activities are essentially mini-lessons designed to take 10-20 minutes per day
for a total of three weeks. Many teachers utilize resources like this as “bell-work” and
typically administer these lessons at the beginning of each period.
EAP Data
This data supported the school’s need to focus especially on writing. After analyzing this
data, the school leadership made the decision to strongly encourage all 11th grade
students to complete the voluntary EAP tests in both ELA and in math. (Only 22% of all
11th grade students completing this “readiness” test appeared to have the skills necessary
for college level writing.)
EAP 2009 - 2010
Participation ELA
Percent Ready for
Percent Ready for Percent Ready for College
Participation Math
College ELA
College Math
Math - Conditional
YHS
YCJUSD
County
99%
88%
85%
22%
22%
15%
84%
82%
84%
9%
9%
9%
49%
49%
42%
State
84%
21%
77%
15%
42%
Yucaipa High School
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40
CST ELA and Math Analysis
English Language Arts
CST English Language Arts cluster analysis revealed that “writing strategies”
consistently had the second to third lowest mean percent correct out of all categories for
all grade levels (9-11) during the last three years.
Yucaipa High School
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Yucaipa High School
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Mathematics
The CST mathematic cluster analysis data revealed that students were having difficulty in
Algebra I, Algebra II, Integrated Math 1, and Integrated Math 2. It was the opinion of
many of our math teachers that the core of these difficulties stemmed from a lack of indepth understanding of the fundamental Algebra I concepts, which serve as a foundation
for the understanding of advanced mathematical relationships and skills. It was believed
that this deficiency may lead to difficulties in dealing with more complex ideas as
indicated in lower scores in such categories as functions, quadratics, and graphing of
equations. Lower scores in these strands support this hypothesis. Even though during the
past four years, math CST scores have generally improved overall in all classes, the
number of students in Algebra based classes that are % proficient or above averages 30%.
In addition, many of our science teachers, especially those incorporating algebra and
related math skills (Chemistry and Physics) into their classes noted difficulties our
students encounter when science concepts contain algebraic skills and relationships.
These factors led to the development of a critical academic need to ensure that all
students have a solid foundation in Algebra I skills.
The following CST data were examined and used to formulate this critical academic
need.
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Yucaipa High School
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Yucaipa High School
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.
Yucaipa High School
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Yucaipa High School
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47
Percent Proficiency and Above (Advanced) Based on CST Math Scores Algebra I Year
% Proficient or Above
06 ‐ 07
07 ‐ 08
08 ‐ 09
09 ‐ 10
5
1
0
14
Algebra II Year
% Proficient or Above
06 ‐ 07
07 ‐ 08
08 ‐ 09
09 ‐ 10
21
26
30
31
Yucaipa High School
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48
Integrated Math I Year
% Proficient or Above
06 ‐ 07
07 ‐ 08
08 ‐ 09
09 ‐ 10
23
3
1
4
Integrated Math II Year
% Proficient or Above
06 ‐ 07
07 ‐ 08
08 ‐ 09
09 ‐ 10
7
26
19
34
Summative Math Year
% Proficient or Above
06 ‐ 07
07 ‐ 08
08 ‐ 09
09 ‐ 10
25
34
34
43
IMPORTANT QUESTIONS THAT HAVE BEEN RAISED BY ANALYSIS OF
STUDENT PERFORMANCE, DEMOGRAPHIC, AND PERCEPTION DATA
●
●
●
●
●
●
●
●
●
How can we better support and accelerate achievement in our growing ELL
population?
How can we better support and accelerate achievement in our Students with
Disabilities?
Can we develop an emphasis of writing across the curriculum that reinforces and
increases writing skills and strategies of all of our students in all of their classes?
Why do so many of our students lack a fundamental understanding of Algebra I
and related skills, and how can we effectively address this deficiency?
How can we better support both the “middle student” who struggles in core
classes and the student who challenges himself/herself academically by enrolling
in advanced classes?
How can we emphasize and improve reading comprehension skills that increase
student success and achievement in all other academic areas?
Is our present traditional schedule and calendar the best suited for supporting the
academic needs of our students?
Is our present schedule the best for allowing faculty and staff adequate time to
develop and implement strategies that maximize our students’ academic
achievement?
How do we develop a school culture that truly values academic achievement and
success above all other competing interests?
Yucaipa High School
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49
Chapter 3
Progress Since the
Last WASC Visit
Yucaipa High School
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50
Chapter 3.
Progress since the last WASC visit
Significant Changes since the Last Full Visit
Since the 2004-05 school year, Yucaipa High School has changed in the following ways:
●
●
●
●
●
●
●
●
●
●
●
●
●
Added 9th grade students, staff, and facilities (2010-2011)
Transitioned through a new principal (2008-09) and six new assistant principals
Eliminated the 4x4 block schedule and replaced it with a traditional, six period
school day (2006-07)
Implemented a student “late start” schedule once a month with a 68 minute
teacher collaboration time built into the school day (2008-09)
Adopted Data Director enabling teachers and administrators to access assessment
data
Adopted ABI software so students and parents have immediate access to grades in
all classes; all teachers now post grades on ABI.
Adopted School Fusion software so students and parents have immediate access
to class assignments, class calendars, announcements, lecture notes, etc; most
teachers now utilize School Fusion to engage students and post important
information
Adopted AERIES electronic attendance; all teachers take attendance each period
electronically; this information is available to parents.
Added CAHSEE support classes
Added Saturday academies in ELA and Mathematics
Added new clubs such as Diversity Council, Gay-Straight Alliance, and Friends
of Rachel (the latter being a national service club teaching students to value and
treat others with respect, kindness, and compassion)
Expanded AVID program including the number of students enrolled as well as
support classes (tutorials)
All teachers are now trained and certified in teaching strategies and techniques for
ELL students; 100% of administrators and teachers are CLAD credentialed or
hold an equivalent certification
IMPLEMENTATION AND MONITORING OF SCHOOL WIDE ACTION PLAN
As the instructional leader of our school, the principal bears the primary responsibility for
implementing and monitoring the school wide action plan. The School Site Council with
teachers, classified staff, parents, and students oversee the Single Plan for Student
Achievement which incorporates the “action plan.” Each year the School Site Council,
with input from all representative groups, re-visits the plan, analyzes appropriate data and
statistics including projected growth targets, and makes adjustments/modifications if
Yucaipa High School
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51
necessary. The Department Chairperson Committee and Leadership Team also serve as
bodies through which the action plan progresses and evolves. Collecting and analyzing
student performance data is a vital component of the “action plan” and occurs on a
regular and ongoing basis through the various leadership groups, and at the individual
teacher level through faculty, department, and teacher collaboration meetings.
RESPONSES TO THE RECOMMENDATIONS OF THE 2005 WASC VISITING
COMMITTEE
1. “There should be a serious examination of the current 4x4 block schedule that
involves all the stakeholders in order to ascertain its effectiveness and whether other
models might be more effective in meeting the educational needs of all students.”
With an emphasis on CST scores and the emergence of the API as a measure used to
evaluate schools, the YHS staff (faculty and administration) realized that the 4x4 block
schedule by its very nature presented problems related to the state testing schedule in the
spring. Under the 4x4 block schedule, some students finished a class in January. Other
students who were enrolled in that same class in January did not finish the class until
June. Thus, the accelerated “term” that was part of the 4x4 schedule posed problems for
both groups of students taking CST exams in the spring. Fall term students had a twothree month “gap” from when they completed the course and the actual time when they
took the appropriate state exam in that subject. Teachers also had difficulty covering the
same standards with their spring-term students before the test day owing to the fact that
students had only started the course in January. In addition, it was believed that while
many students took advantage of the fact that the 4x4 schedule allowed them to complete
eight classes in a single year and “accelerate” their education, other students seemed to
use this “excuse” to fail classes since they had additional opportunities built into the
schedule to retake classes during upcoming terms. Even though students only took four
classes instead of six at any one time, it also appeared that for some students the
“accelerated “ pace of completing classes in a single term may have created difficulty in
successfully learning state standards in such a short time period.
Faculty and administration held numerous discussions to address these problems. One
“solution” to the testing time “gap” between completing a course and taking the state test
almost two months later was to establish review days for core classes immediately prior
to state testing for students completing classes during the fall term. Two separate
“review days” were eventually implemented in which students returned to their fall term
classes just before state testing. For students enrolled in spring-term class, teachers
adopted a “no frills approach” to ensure that all key standards were addressed. In
addition, the 4x4 block schedule allowed the flexibility of having some students who
encountered difficulty in their core subjects to be concurrently enrolled in support classes
(Geometry, Algebra 2, and Biology). These strategies demonstrated positive results as
indicated by the fact that during the final year of the 4x4 block schedule, our school’s
API rose 31 points registering its highest gain yet. Despite this success and our attempts
to adapt the many positive aspects of the 4x4 block schedule to the CST testing dates, the
Yucaipa High School
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52
YHS Administration and YCJUSD discontinued the 4x4 schedule after the 2005-06
school years.
With the loss of the 4x4 block schedule, many faculty still realized the instructional
benefit of “longer blocks of learning time” to increase student understanding. The
Leadership Team began to explore other models of “block scheduling.” A “block
scheduling” subcommittee was formed with volunteers to investigate the concept of a
traditional, yearlong schedule that still incorporated two-three “block days” with longer
periods of instruction. Committee members visited schools with modified, block
schedules, researched and investigated the idea further, and then developed a schedule
with three block days and two “traditional” six period days during the week. The block
days had eighty-seven minute periods similar to the ninety minute periods we had used in
the 4x4 block schedule. This hybrid schedule was then proposed to the staff. Numerous
meetings and discussions were held. In the spring of 2007, the faculty voted sixty-seven
percent in favor of adopting this new schedule. However, our governance system present
at that time required a seventy-five percent approval to proceed with its implementation.
Since that time, the faculty voted to change the seventy-five percent requirement for a
school wide change to a more realistic sixty-six percent requirement (2/3). The concept
of a modified “block schedule” is currently being revisited by Yucaipa High School
faculty.
2. “The Board, in cooperation with the site administration, should reconsider the
Efficacy of the requiring second year Algebra as a graduation requirement for all
YHS students beginning with the class that graduates in 2008.”
After the 2005 WASC recommendations, the YCJUSD Board of Education reconsidered
the efficacy of requiring a second year of Algebra. As a result of district and site level
discussions, the Board of Education made the decision to remove a second year of
Algebra as a requirement, and thereby align our graduation requirements to other
California schools.
3. “The faculty should re-examine its teaching strategies in an effort to advance
from ‘teaching to the standards’ to truly embracing ‘standards-based teaching.’”
During the last six years, the YHS faculty has made strides to advance from “teaching to
the standards” to truly embracing “standard-based teaching.” State Standards now drive
classroom instruction. Subject specific standards are posted and/or are clearly identified
during instruction. Teachers have created curriculum maps and assessments in ELA,
Math and Science. Administration and teachers use Data Director to analyze standardsbased data. Two staff meetings have been dedicated to analyzing content data involving
CST scores disaggregated into specific standard strands. Teachers are incorporating new
instructional strategies and new levels of standards-based questioning techniques to
support all students learning including English Language Learners and Special Education
students. Colleagues spend time during department meetings and collaboration time
discussing standards-based instruction – its meaning, implications, and possible
implementation.
Yucaipa High School
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53
During the last two years, teachers and administrators have participated in voluntary
professional learning communities that included discussions and professional book
readings on standards-based grading. Our site leadership team participated in a districtwide year-long professional learning community training involving standards-based
grading. In addition, teacher evaluations have been a tool used to open up discussions
about standards-based grading.
Yucaipa staff members continue to work on improving instruction and student success in
a standards-based learning environment with rich and lively discussions that take place
during PLC time and as they collectively begin to embrace standards-based teaching.
4. “The administration and faculty should expand the AVID program in order to
increase the number of students engaged in college preparatory courses and
completing the UC/CSU requirements.”
Since 2005, the number of AVID students and the number of AVID sections has
increased to meet student request. In light of the financial constraints placed on the
district the last couple of years, the Yucaipa High School administration has worked hard
to maintain the AVID program. Unfortunately, because of the district’s FTE situation,
class numbers rose in AVID classes this year and one combo class was created. This is a
temporary solution to the financial impact the state budget has had on the school and the
AVID program.
Over the last three years, the school’s AVID numbers have continued to rise. The
program has added new sections. In 2005, the school only had two sections, this year
Yucaipa High School has six sections.
NUMBER OF AVID ELECTIVE ENROLLMENT BY GRADE
Grade 9
2007 2008
0
2008 2009
0
2009 2010
0
2010 2011
87
Grade 10
51
63
59
61
Grade 11
56
53
51
72
Grade 12
27
35
52
37
Total Enrollment
134
151
162
257
Yucaipa High School
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54
PERCENTAGE OF EACH GRADE REPRESENTED BY AVID STUDENTS
Grade 9
2007 2008
0.0%
2008 2009
0.0%
2009 2010
0.0%
Grade 10
6.4%
8.2%
7.4%
Grade 11
7.7%
7.3%
7.0%
Grade 12
4.2%
5.6%
8.2%
Grade
The chart, below, reflects the fact that the majority of AVID students continues to be
Hispanic or Latino.
PERCENT OF AVID ELECTIVE ENROLLMENT BY ETHNICITY
American Indian or Alaska Native
2007 2008
0.0%
2008 2009
1.3%
2009 2010
1.2%
Asian
1.5%
2.6%
0.0%
Pacific Islander
0.0%
0.0%
0.6%
Filipino
0.7%
0.7%
0.0%
Hispanic or Latino
56.7%
64.2%
65.4%
Black or African American
3.0%
4.0%
4.9%
White
29.9%
20.5%
27.8%
Multi-Racial
0.0%
6.0%
0.0%
Other
8.2%
0.7%
0.0%
Ethnicity
AVID Junior/Senior Seminar is approved as an A-G course. By having AVID A-G
approved students can now receive college credit for taking AVID as an elective. The
school has also increased the number of tutors in its program. Currently, there are two
adult tutors and two college tutors recruited from the University of Redlands.
The district’s financial issues had an impact on the AVID program for the last couple of
years. Although the school was able to maintain the academic program, AVID teachers
were not able to attend conferences. The coordinators were able to continue attending the
coordinator workshops, but during the last two years, the AVID and administration teams
were able to attend neither summer nor fall sessions. However in 2010-2011 an AVID
team was able to attend the fall conference. Also, in the past, the AVID coordinator was
given an extra preparation period; however, with the tight FTE situation, that individual
Yucaipa High School
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55
had to pick up another class section. The coordinator’s position is now split between two
teachers and compensated with a stipend.
5. “Communication and guidance need to be augmented so that all students and
parents know and understand student progress toward the standards as well as all
the opportunities available to students upon graduation from Yucaipa High School
and in the future.”
Yucaipa High School has taken an active approach to increase communication and
guidance for all students and parents. Starting in ninth grade, students are provided with
four year graduation plans with counseling assistance. Each year during registration time,
counselors visit classrooms, holding collaborative discussions about registration. There is
a question/answer session at orientation night as well. Afterwards, counselors call in
students individually to discuss their needs and assist them in registering for classes.
Yucaipa High School holds several parent nights throughout the year such as Orientation,
Back to School Night, ABC College Planning, and Financial Aid Night. Yucaipa High
School has an interactive website that provides a variety of information about items such
as, but not limited to, the school, administration, counseling support, academic resources,
class web sites, sports, school bulletin, and extra-curricular activities. It is updated on a
daily basis.
Each teacher provides students with a detailed syllabus explaining the purpose of the
class, the grading policy, credits and assignments. Many teachers maintain a classroom
web site through “SchoolFusion” where notes and information about assignments are
posted. Yucaipa High School has an ABI (Aeries Browser Interface) computer Internet
program that allows students and parents to monitor grades and attendance.
ASB students read a daily bulletin during morning announcements and the bulletin is
posted on the Yucaipa High School web page. Yucaipa High School has a very
informative Career Center wherein students learn about post-secondary options, access
the COIN system to research careers and colleges, and speak to career counselors about
post-secondary options.
Administration utilizes Global Connect Communication System to send out mass
messages to students, parents and the community. During IEP meetings, there is a strong
emphasis on transition plans for students with disabilities. Each year, the transition plan
is updated. Counselors work closely with administration and conduct an extensive
graduation check on all seniors at the beginning of the year. Students who are creditdeficient meet frequently throughout the year with either the counselor and/or
administration. Students are given opportunities to recover credit through summer school,
A+ curriculum, and additional classes before school and after school, restart classes,
Saturday School, and have the option to attend Adult School. On a weekly basis, the
school administration meets with the counseling department to discuss at-risk students,
their goal being to create extensive intervention plans that can be updated annually. This
year, Yucaipa High School provided freshman with an in-depth Freshman Orientation at
the beginning of the school year (based on the RtI Intervention Model).
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56
6. “There should be a review of the process of developing the school’s master
schedule, especially with an eye towards using student data in its creation.”
The Yucaipa High School staff is always interested in exploring new and creative ways to
support at-risk students, sub-group populations and credit deficient students. Throughout
the year, administration scrutinizes and analyzes student data in order to help students
make a more meaningful master schedule:
●
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●
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CAHSEE classes are available to assist students who have not passed the
CAHSEE.
A math-flow chart was integrated to assist students in registering for the proper
math course. This articulation has been especially helpful with middle school to
high school transition.
Restart classes were added to the master schedule to assist students with credit
recovery opportunities.
Read 180 elective is available for struggling readers to help improve reading skills
Students such as, but not limited to, ELL, AVID, Special Education, and GATE
were clustered based on needs with teachers who had strong instructional
programs and used research-based strategies to meet their learning needs.
A “house” model is being considered that assigns special education teachers to
support non special education teachers, so special education students are better
supported.
An “inclusion” model, which will include tenth graders next year, has been
implemented for ninth graders, a model that is meant to help each student
transition into a least restrictive classroom environment.
An additional ELD class has been added to the master schedule to assist English
Language Learners, who are placed in this class according to CELDT scores and
academic needs.
A small team of teachers are exploring differentiated instruction opportunities for
Algebra II and ninth grade English.
Spanish for Native Speakers has been added to the master schedule.
The Writing Center is assisting students with paragraph and/or sentence structure,
thesis statements, editing and vocabulary.
7. “Communication between the District and the school needs to improve, especially
as it relates to facilities management, instructional programs and the adoption of
new policies.”
Communication between the district office and the school has improved. Yucaipa High
school staff members and district office personnel have worked collaboratively to build
positive working relations over the past several years. Some of the ways in which
communication has improved is as follows:
●
The District has worked diligently to include school site members on committees
such as, but not limited to, DSALT, PLC trainings, staff developments, DLAC,
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57
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DGAC, School to Police, Drop Out Advisory and curriculum mapping and
common assessments.
During the 2007-2008 and 2008-2009, the District implemented a “Welcome
Back” meeting for all district employees. Last year’s and this year’s “Welcome
Back” was cut in order to help conserve funds.
Over the last several years, Yucaipa High School has gone through extensive
facilities modernization. The administration building was completely remodeled;
older classrooms and the library were repainted and given new carpet. The
agriculture area that was no longer in use was cleaned up and the old agricultural
building is being redesigned for science laboratories.
The district has also made school grounds a priority.
The District and YCEA have worked together to design and implement Air
Quality lists.
With modernization, the district has had the opportunity to become more ADA
compliant.
District office personnel each year presents “Honorary Years of Service” pins at
Back to School staff meetings.
District Office Personnel have implemented question-and-answer “Road Shows”
to educate all staff members on the budget crisis and its impact on instructional
programs.
The new Assistant Superintendent of Human Resources has worked
collaboratively to develop and maintain positive working relationships with
YCEA and CSEA.
In the 9-12 expansion, 9th and 10th-12th grade teachers had articulation
opportunities in the spring in order to help make the transition easier.
District office and Yucaipa High School Administration worked collaboratively to
create and improve facilities in order to create a 9-12 comprehensive campus.
8. “Stakeholders should begin to discuss and strategize for the opening of a new high
school in 2010, as this will have significant impact not only on Yucaipa High School
but also on the entire community.”
Due to the recent economy and housing crisis, the Yucaipa–Calimesa Joint Unified
School District has seen a decline in enrollment. As a result, the Board of Education
determined that the school district was not in need of opening another high school. Mesa
View Middle School will remain a middle school. In order to be fiscally conservative, the
district made the decision to close down the 9th grade campus and move these students to
the high school making it a 9-12 comprehensive campus. To ease the transition, the
following was made a priority:
● Department articulation meetings.
th
● 9 grade teachers were invited to spring staff meetings and leadership meetings
th
● Priority was given to ensure 9 grade teachers had the proper facilities, voice in
transition decisions, classroom needs, instructional materials, etc.
th
● 9 grade representation was included on the WASC Leadership Team.
Yucaipa High School
WASC Document
58
9. “The school should work with the District to allocate time in the teachers’ work
day for professional development activities.”
The faculty began investigating this recommendation along with the possibility of
implementing a modified block schedule. Through the YHS Leadership Team the faculty
was surveyed on this topic. Results revealed an overwhelming support (80%) for the
concept of “collaboration” and/or “professional development” during the regular school
day. Up until this point in time, District “buy-back days” on a variety of topics
(technology, instructional strategies, and analyzing test results) were offered after school.
These days were “voluntary,” and teachers were compensated for attending them using
money received from the state. However, the District no longer received this money and
has since stopped offering these trainings. Teachers were also “released” from their
regular classroom duties to meet at the District Office to collaborate on specific topics
and complete specific tasks such as to curriculum pacing guides or common semester and
final exams. Substitutes covered the teachers’ classes during this time. In addition, a
portion of the monthly faculty meetings were also devoted to topics related to
professional development such as assessment strategies and differentiated instruction.
These “band-aid” attempts at professional development did not address the
recommendation effectively.
As the faculty explored the concept of allocating time for collaboration and professional
development within the regular school day, it became apparent through detailed analysis
that the YHS schedule simply did not have enough “total instructional minutes” to allow
this change without adding instructional minutes to the daily schedule. Any such change
would therefore necessitate negotiations between the District and the teachers’ union.
Again, through the YHS Leadership Team, a subcommittee of volunteers began
exploring this topic. After visiting several schools that have “collaboration and
professional development time” built into the teachers’ regular professional day, a plan
was formulated and presented to the faculty for a vote. The proposal added 10 minutes to
the professional work day while including teacher “collaboration and professional
development” time twice a month. The proposal did not pass.
In the spring of 2009 with additional faculty input, the proposal was modified to include a
single “collaboration and professional development” time during the school day for 68
minutes, but only once a month. The school day was lengthened by five additional
minutes to meet state guidelines for instructional time. A collaboration committee
including members of the Leadership Team, Department Chairpersons, and a separate
“sub-committee” developed the topics to be addressed during these times. The plan
passed with a 71% acceptance. (A 2/3 or 66.66% had been set as our new model for
achieving “consensus” in adopting any school wide change.) The plan was also accepted
by YCEA (Yucaipa Calimesa Educators Association). Topics for teacher collaboration
and professional development for our first year (2009-2010) included vertical and
horizontal teaming; technology skills; assessing and analyzing student data based on CST
scores (both school wide and subject/teacher specific); benchmark tests and semester
exams; realigning course pacing guides; and strategies for assisting students performing
Yucaipa High School
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59
at basic, below basic, or far below basic. At the end of the 2009-2010 school year, the
effectiveness of our “collaboration and professional development” times were evaluated
by the faculty. Concerns and/or suggestions for improving this time were incorporated
into the new plan proposed for the 2010-2011 school year. The new plan was then voted
on and received an approval of 86% to continue this schedule for the upcoming school
year.
Year One/What Did We Learn?
● Collaboration wasn’t ideal, but it was a start. Many and varied topics made
collaboration seem fragmented.
● A “voluntary” pre-collaboration team was developed to plan collaboration time.
The staff seemed concerned about getting more input on topics, and
administration seemed concerned about department accountability.
Year Two/Progress Being Made:
● A year-long theme based on department goals has been established as related to
data analysis, Student Achievement Goals (formerly ESLR’s), and our “Critical
Academic Needs.”
● Rick Du Four’s “essential” teaching questions have become a mantra:
○ What do we want students to learn?
○ How do we know students are learning?
○ What do we do with students who do not learn?
○ What do we do with students who learn?
The “pre-collaboration” team will be an established committee. The “voluntary” nature
of the committee made the meetings less effective since it was rarely the same group each
time. Pre-collaboration will meet prior to department-chair meetings so that when
department chairs meet; there will be carefully developed plans for collaboration time in
place. It was noted that collaboration time was only as valuable as the department
chairperson facilitating the meeting was prepared. The “Survey Monkey” program and
School Fusion blogs will be implemented to aid in ease and proliferation of staff input.
Departments will share progress or products to the entire staff as part of collaboration
accountability. Finally, school-wide topics will be handled in small group or department
settings.
10. “Departments and courses with high failure rates should reflect upon modifying
teaching and assessment practices to maintain high standards while demonstrating
more successful student learning outcomes.”
Yucaipa High School teachers have spent more much time reflecting on the number of
failing students and learning how to modify teaching and assessment practices to close
their failure gap. Teachers have been reviewing not only student failure rates, but also
CST results through Data Director. Teachers have been given opportunities to research
Data Director information and discuss ways to reduce failure rates during staff meetings,
department meetings, BRACE meetings, voluntary standards-based grading training,
during PLC time and through the evaluation process. Teachers have spent time discussing
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60
and answering Robert Du Four’s four big questions in order to help them determine
department instructional issues and ways to reduce student failure rates. Administrators
have assisted teachers on identifying failure rates and have worked with teachers to
identify exactly why they are failing. These discussions have included the concern of
English Language Learner and Special Education student failure rates. As a result,
several staff trainings have occurred to educate teachers on the latest ELL research-based
instructional strategies, namely how to modify for English Language Learner students,
how to interpret an IEP, and how to accommodate and modify for special education
students. Yucaipa High School has made progress embracing these students and learning
how to modify their instruction in order to meet their social and academic needs.
11. “The successful implementation of the YHS vision is dependent upon a
collaborative relationship between a strong leadership team and a willing faculty.”
Since the last WASC visit, Yucaipa High School faculty has seen a series of turnovers in
administration. Because of this turnover, it was clear that the new administration needed
to rebuild trust and relationships. Over the past three years, administration has made
building trust and relationships a priority. Administration and the school faculty work
collaboratively in areas such as these:
● Monthly leadership team meetings take place to discuss school issues and
strategize solutions.
● Monthly department meetings are held to discuss instructional needs and school
business issues.
● Monthly staff meetings occur when school business is shared and an instructional
component is included.
● The pre-collaboration team meets a week prior to collaboration days to determine
collaboration time focus and to monitor and analyze the year-long theme for
professional growth.
● A Dropout Committee was formed to address the drop-out issue and to discuss
solutions to help reduce the drop out numbers.
● BRACE cluster meetings are held to support teachers who work with special
education students, English Language Learners, and AVID students.
● Weekly administration meetings are taking place with administration, counseling,
the ASB director, and the athletic director to discuss upcoming events and/or
concerns.
● The Principal has facilitated voluntary standards-based grading PLC in order to
educate staff members on a standards-based grading system.
12. “The school’s action plan should be amended so that it becomes more closely
aligned with the school-wide critical areas for follow-up.”
Each year, Yucaipa High School administration and School Site Council review the
school’s yearly data in order to identify students’ academic needs. Adjustments to the
school site plan goals are made each year to address these needs. This year, the WASC
Leadership Team and School Site Council took things one step further. They worked
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61
closely to analyze, edit and align the School Site Plan to the WASC action plan. Both
documents address the school’s critical academic needs. In addition, the WASC
Leadership team included an action item to monitor and update the action plan on a
yearly basis.
STEPS TAKEN TO IMPLEMENT 2005 WASC SELF-STUDY ACTION PLAN
ACTION ITEM #1 – Communication
Communication among all stakeholders will increase, so that students, parents, faculty,
staff, and community will be aware of what is expected of and available to students who
attend Yucaipa High School.
Progress/accomplishments
● AERIES browser interface is used to electronically track and communicate
student attendance information on a daily basis.
● The faculty posts grades regularly on ABI so students and parents can monitor
academic progress.
● An interactive, current YHS web site is maintained providing students, parents,
and the community with important dates, announcements, events and club
information, etc.
● Email has greatly increased communication among staff, staff with students, and
staff with parents. Email addresses of all faculty members are available for
students and parents on the YHS web site.
● A voicemail system now works effectively in each teacher’s classroom
● An electronic marquee in front of the school now announces important dates and
events to the community.
● Most teachers maintain SchoolFusion pages for their classes which include such
features as a calendar of assignments, announcements, lecture notes, etc.
ACTION ITEM #2 – Guidance and Support
Opportunities for students and parents to access guidance and support resources shall
increase, so that all students will be successful in meeting graduation requirements and
preparing for life after high school.
Progress/accomplishments
● YHS Career Center regularly schedule college and technical school presentations
for interested students throughout the school year.
● Many departments have developed course-sequencing guides to assist students in
taking the correct courses for intended majors in post secondary institutions or
future, career choices.
● The counseling department has implemented a series of evening workshops for
students and parents dealing with the college application process as well as
financial aid.
Yucaipa High School
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62
●
●
●
●
●
The counseling department now assists students with on-line application process
for Cal State and UC institutions.
Through the counseling department, all students complete a graduation and postsecondary education plan that is revisited and updated as graduation approaches.
Department chairpersons assist counselors in monitoring student course selection,
especially for those courses requiring prerequisites.
New opportunities to support student learning and academic success have been
implemented including CAHSEE support classes, restart classes for students
failing core academic classes, peer tutoring, differentiated instruction, and
Saturday core subject “academies” for students needing extra help.
AVID program has increased the academic success, graduation rates, and
subsequent enrollment of traditionally under-represented student groups in four
year universities.
ACTION ITEM #3 – Student Personal Accountability
Appropriate student behavior and respect for themselves and for their school community
will increase and be conducive to learning and mastery of the standards.
A YHS Code of Conduct and Academic Integrity policy has been developed and
distributed to all students and parents. Student and parent signatures are required
on this form.
● Individual teachers review the Code of Conduct and Academic Integrity policy
and relate it to their classroom rules and guidelines as established in a course
syllabus.
● Administration monitors referrals issued to students for cheating and/or breaking
guidelines of academic integrity. Negative consequences increase as student
infractions increase.
● A student Diversity Council has been developed to promote positive student
attitudes towards others. Diversity Council sponsors assemblies and school wide
events that promote tolerance, understanding, and respect for others.
●
ACTION ITEM #4 – Core Academic Skills
The core academic skills – reading, writing, computation, and problem solving – will
improve, resulting in more students fulfilling graduation requirements.
Alternative mathematics courses, now being taught, include integrated math, math
tech prep, statistics, and AP Statistics.
● The Career Center, in conjunction with the counseling department, and teachers
have developed a peer tutoring program made available to all students needing
assistance. Teachers recommend “peer tutors” who are available in core
academic subjects each day after school in the library. Individual teachers also
●
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63
offer student tutoring on a voluntary basis before school, at lunch, and after
school.
● Student interventions are also offered through CAHSEE preparation classes,
restart classes and Saturday “Academies.”
● School wide “critical” academic needs being reinforced by all teachers include
writing and algebra skills, when and where appropriate.
Yucaipa High School
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64
Chapter 4
Focus Group
Committee Reports
Focus Group A: Organization – Vision and Purpose, Governance, Leadership
and Staff, and Resources
A1: Organization Criterion
1. “To what extent does the school have a clearly stated vision or purpose based on its
student needs, current educational research and the belief that all students can
achieve high levels?”
2. “Is the school’s purpose supported by the governing board and the central
administration and further defined by expected school-wide learning results and the
academic standards?”
A1 Summary:
Yucaipa High School has created clear and coherent Vision and Mission statements that were
developed with representatives of all stakeholder groups. This Vision and Mission are
acknowledged and supported by the District and Board. Yucaipa High School’s Vision and
Mission are based on student needs, state and national standards, current educational research,
and current student data gathered from all standardized test and content specific benchmark
exams. The Vision and Mission statements follow and support a belief that all students can learn
and will participate in a challenging curriculum that is rigorous and meaningful.
The curricular and instructional goals are based on the school’s vision of desired student
learning, established graduation requirements, national and state content standards, college
entrance requirements, student needs, and interests. The Vision and Mission statements are
further defined and clarified by Yucaipa High School’s “Student Achievement Goals” (formerly
ESLRs). Yucaipa High School’s adopted Student Achievement Goals are supported by all
stakeholders and are visibly and academically implemented through all aspects of this campus.
An annual process has been developed to monitor, review, and change (if necessary) the Vision
and Mission statements to ensure that they are current with national and state content standards,
that they incorporate current educational research, and that they address student needs.
Yucaipa High School
Chapter 4: WASC Self Study Reports
66
Findings
Evidence
General/School Wide Findings
Yucaipa High School has developed
clear Vision and Mission statements
that are based on student needs, state
and national standards, current research,
and current student data gathered from
standardized student assessments (i.e.,
CAHSEE, CELDT, EAP, AYP, API),
and content specific benchmark exams.
 See http://ycjusd.yhs.schoolfusion.us under
The Vision and Mission statements are
developed, assessed and modified by all
stakeholders and supported by the
District and Board. Revisions are made
annually by the participation of
department chairs, the school site
council, administration, and the YHS
leadership team. The last two in-depth
and formal reviews occurred in 2004
and 2010. Significant changes were
made in 2004, and minor changes were
made in 2010 to address growing
student needs, content standards, and
data collection results. All stakeholders
took part in these amendments.
 See the meeting notes from department
The Yucaipa High School Vision and
Mission statements are based on a strong
belief that all students can achieve
academic success. This shared belief is
put into action in a variety of classes,
programs, interventions, and all parts of

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
Yucaipa High School


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
“Principal’s Office” tab to reference
established Vision and Mission statements.
Data Director software-reference/ CAHSEE
and CST Rest Results.
Content Specific Benchmark ExamsReference Results/Data from Department
Chairs.
Teacher Collaboration Meetings
Department Meetings (Home Groups)
Faculty Meetings
chair meetings, school site council meetings
and leadership team meetings.
 See 2004 Vision and Mission Statements.
 See 2010 Vision and Mission Statements.
AP Classes
Restart Program
After-school Tutoring
0 and 7 Period Options
Peer Tutoring
ELL Programs, 504’s, IEP’s
Chapter 4: WASC Self Study Reports
67
campus life that support student
learning.

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
Parents are informed and educated on
the school’s Vision, Mission, and
Student Achievement Goals and their
connection with academic performance
standards.
 Parent Survey #3-5
 School Site Plan and School Site Council
The Vision and Mission statements and
the faculty’s underlying philosophy of
overall student success are further
defined and clarified through the Student
Achievement Goals. These goals take
the broad Vision and Mission objectives
and are applied within the classroom and
school wide activities. These goals are
measurable, obtainable and give clear
direction and purpose to our site.
All YHS staff members have influence
and support the implementation of the
Vision, Mission, and Student
Achievement Goals within the
classroom. These goals were developed
to complement and assist teachers in
Yucaipa High School
Counseling and Career Center
Saturday Academic Academies
Global Connect Phone Service
SchoolFusion
Student Achievement Goals
Meetings
 Development of WASC Critical Academic
Needs
 Principal’s Newsletter
 Parent Meetings (Back to School Night,
Parent Orientation, College Night, Financial
Aid Night, booster organizations, parent
conferences)
 Certificated and Classified/Surveys
 Extra-curricular Activities (athletics,



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
performing arts, lunchtime activities, clubs,
assemblies)
Staff-student Discussions
Grade Level Assemblies
Department Meetings
Parent Conferences
504’s, IEP’s, Parent/Student EL Meetings
Counselor Career Units
Teacher Syllabi
 Faculty, Classified, Department,

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Collaboration, Administrative Meetings
Data Director Information
School Site Plan
Classroom Discussions and Expectations
Class Syllabi
Chapter 4: WASC Self Study Reports
68
aiding students in mastery of content
standards and preparedness for
standardized assessments that contribute
to AYP and API.
 Registration Packets
Department Findings
All departments provided feedback on
how they implement and reinforce the
Vision, Mission, and Student
Achievement Goals.
 Department Reports
Challenged at their highest level
All departments reported that they strive
to implement a challenging, rigorous,
and relevant standards-based curriculum
while offering support systems for
struggling students. Teachers also
reported that they take student levels
and abilities into consideration and
modify instruction accordingly.
Examples include the use of both
heterogeneous and homogeneous
grouping, cooperative learning,
classroom simulations and projects,
graphic organizers, interactive
notebooks, and rich-print environment.

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

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

Yucaipa High School
Home Group Feedback
Classroom Observations
Teacher and Student Surveys
AP Classes
ELL
CAHSEE Support
Class Syllabi
Science Notebooks
Interviews
Teacher Lesson Plans
Standards-based Grading
Tutoring
Team Teaching (in some math classes)
504 Plan Modifications/Accommodations
Grading Rubrics
Writing Center
Peer Tutoring Program
Tutoring (by teachers before and after
school/during lunch)
Learning Centers
Restart Program and Summer School
Read 180 Software Program
PowerPoint
Restart Classes
Saturday Academic Academies (algebra
Chapter 4: WASC Self Study Reports
69


and earth science)
Writing Center
Differentiation
Responsible citizens
All departments reported that they
implement activities that help students
develop into responsible citizens.
Activities include classroom
management and expectations,
opportunities for students to share their
thoughts, opportunities to work in
cooperative groups, sportsmanship,
Code of Academic Honesty and
Integrity, connection with
environmental issues, community
service, and Acceptable Use Policy on
the Internet.
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Classroom Observation
Certificated/Student Surveys
Class Syllabi
Club Charters
Student/Teacher Discussions
School-Wide Assemblies
Grade-level Behavior-modification
Assemblies
Discipline Chart
YHS Website
Registration Packets
IEP Individual Goals
Career Units
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Lesson plans
Simulations
Lab Activities
CTE/STEM Projects
ROP Classes
Classroom Observations
Teacher/Parent/Student Surveys
Blog activities
Elective Courses
Connections between the school and
future
All departments reported that they
understand the importance of
connecting their academic content to
real-life applications. These include
classroom simulations, History Alive,
current events, labs, problem- solving
activities, guest speakers, and projects
where students apply previous
Yucaipa High School
Chapter 4: WASC Self Study Reports
70

knowledge to make real-life
connections.
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Service-oriented clubs (iMatter, Best
Buddies, Interact, Block Y, Friends of
Rachel)
Community events
PE Fitness Portfolio
IEP Transition Plans
Math Tech Prep
Solar Boat Competition
Support by school and community
Due to the fact that Yucaipa and
Calimesa support one high school,
community members support the high
school in a variety of ways. Examples
include funding raising activities,
booster club support, food for school
events, donations of equipment, and
parent/community volunteers for the
support of sporting events, testing,
tutoring, speech/debate, and the band.
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Booster Club
Community service Organizations
(Kiwanis, Rotary)
PTSO
Lion’s Club
Community Recreation Programs
News Mirror and Press Enterprise
Newspaper Articles
School site festivals and competitions
Athletic Events
Visual and Performing Arts Events
(exhibits, contests, concerts, and
performances)
Access to all programs
Yucaipa High School offers universal
access to its classes and programs.
Students have access to higher level
courses as well as support and
intervention classes, and trade/career
oriented programs. Counselors work
closely with students to place them in
appropriate classes according to desires
and learning needs. All classes
contribute to students achieving
graduation requirements. In science
classes, students have access to earth
science, biology, marine biology,
chemistry, chemistry, AP Biology, AP
physics, anatomy and physiology. In
Yucaipa High School
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Master Schedule
Graduation Plans
Career Units
Counseling Notes
Tutoring Logs
CTE Meetings
ROP Meetings
Administration/Counseling Weekly
Meetings
Course Guides
Counseling Registration Classroom Visits
Counseling Appointments
A-G Requirements
Board Policies on Graduation
Chapter 4: WASC Self Study Reports
71
English classes, students have access to
regular English (in all four grades),
Honors English (in 9th and 10th grade),
AP Language and Composition (in 11th
grade), and AP Literature and
Composition (in 12th grade). In social
sciences classes, students have access to
World Geography, US History, Modern
World History, AP European History,
AP US History, Government, and
Economics, and AP Government and
AP Economics. In math classes,
students have access to Algebra I,
Integrated I and II, Geometry, Algebra
II, Trigonometry/Math Analysis, AP
Statistics, Statistics, and AP Calculus.
Elective classes include Performing
Arts (Band, General Music, Madrigals,
Choir, Drama), ROP (Medical
Terminology, Medical Occupations,
Woodshop, Auto Engine Performance,
Construction Technology, Retail
Merchandising, Small Business, Law
Enforcement), English (Forensics,
Creative Writing), Foreign Language
(Spanish, French, German), Fine Arts
(AP Studio, Beginning/Advanced Art
and Design, Ceramics, Arts & Crafts,
Photography), and Principles of
Engineering, Technology (Desktop 3D,
Graphic Design), support classes
(AVID and Athletic Conditioning). In
addition, students with special needs
have access to, depending upon their
IEP needs, Learning Center, SI, and
Life Skills classes; and ELL students
have access to ELD English classes and
related support classes.
Yucaipa High School
Chapter 4: WASC Self Study Reports
72
Technology across the curriculum
Faculty reported that most teachers are
incorporating technology on a daily
basis into their classes in order to
enhance the learning environment and
to communicate with students and
parents more effectively. Some teachers
reported that they utilize PowerPoint,
LCD projectors, laptops, and ELMO in
lieu of traditional equipment. Some
teachers incorporate innovative,
technology tools such as Interwrite
Smart Boards, digital software, multimedia input devices, science-based
data-collection devices/sensors, and
blogging.
Teachers reported that beyond phone
calls and conferences with parents,
teachers communicate with parents via
ABI, SchoolFusion, and email.
Yucaipa High School
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CAD Software
Video/Photo Editing Software
Digital Presenter & Projector
PowerPoint
Graphing Calculators
Data Collection Devices and Sensors
Classroom Observations
Teacher/Parent/Student Surveys
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Teacher/Parent/Student Surveys
Chapter 4: WASC Self Study Reports
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A2: Governance Criterion
“To what extent does the governing board have policies and bylaws that are aligned with
the school’s purpose and support the student achievement goals (formerly ESLR’s) and
academic standards based on data-driven instructional decisions for the school; delegate
implementation of these policies to the professional staff; and regularly monitor results and
approve the single school-wide action plan and its relationship to the Local Educational
Association (LEA) plan?”
A2 Summary:
Board members are community members who are elected to four year terms. All meetings of the
YCJUSD Board are conducted in strict compliance with the Brown Act. The Board sets policy
for YHS graduation requirements, approves textbook selection, and provides support to YHS in
implementing its programs as well as expectations for curriculum, instruction, program
functions, and policies of the school.
The school Board regularly evaluates and monitors student performance, overall school
operations, and fiscal health of the school. The Board oversees all finances of the District.
The Board is involved in the ongoing and year-to-year regular review and refinement of the
school’s Vision, Mission, and Student Achievement Goals through it policies. The
superintendant and assistant superintendants maintain regular communication with the
administration at YHS and report regularly to the Board. The Board is also provided an annual
report on results of the state testing.
YHS is the only accredited comprehensive high school within the YCJUSD and is recognized as
such by the California Department of Education. YHS is administered by a principal who is
supported by an administrative staff of assistant principals and teachers who are charged with the
implementation of ED code, Board policies and administrative regulations.
YHS maintains a School Site Council which consists of parents, students, community members,
and staff. The School Site Council annually examines, updates and revises if necessary the
Single Plan for Student Achievement which incorporates the WASC Action Plan. The Single
Plan for Student Achievement is then approved by the Board annually. Parents may participate
as members of the School Site Council, English Language Advisory Council, Gifted and
Talented Education, and other advisory committees such as Parent Teacher Student
Organization.
Yucaipa High School
Chapter 4: WASC Self Study Reports
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District Level
The policies and procedures regarding
the selection, composition and specific
duties of the Yucaipa Calimesa Joint
Unified School Board members are
implemented according to Board
policies and CDE ED Code.
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The Board’s policies and procedures are
directly connected to Yucaipa High
School’s Vision, Mission, and Student
Achievement Goals.
 Local Education Agency Plan
Board Member Interview
District Interviews
Board Meeting agendas/Minutes
Board Policies
CDE Ed. Code
Board Member and District Administrator
Administrative Interview
 Evidence Narrative
 Board Policies, YHS Vision Statement
 Board Member Interviews
 District Administrator Interviews
Some community members understand
the Board’s role.
 Parent Survey
 Parent Interview
 Minutes of the Regular Meetings of the
The Board is involved in the ongoing
and year-to-year regular review and
refinement of the school’s Vision,
Mission, and Student Achievement
Goals (SAGs) through its policies.
Yucaipa-Calimesa Joint Unified School
District
 Board Member Interviews
 District Administrator Interviews
 Single Plan for Student Achievement
Document
Yucaipa High School
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The Board is responsible for setting
policy, and the professional staff is
responsible for implementing those
policies.
 Board Member Interviews
 District Administrator Interviews
 Site Administrator Interviews
 Weekly Principal’s Bulletin
 Weekly Board Report
 Faculty Handbook
 Teacher Evaluations
 Teacher/Administrator Discussions
 Faculty Meetings
The Board regularly evaluates and
monitors student performance, overall
school operations, and fiscal health of
the school.
 Board Member Interviews
 District Administrator Interviews
 Weekly Board Reports
 Board Meeting Packets
Site Level
YHS is an accredited high school
within the YCJUSD and is recognized
as such by the California Department of
Education.
 Board Policies,
 Minutes of the regular meetings of the
Yucaipa Calimesa Joint Unified School
District
 GG Member Interviews
 District Administrator Interviews
YHS maintains a School Site Council,
which consists of parents, community
members, and staff. This body adheres
Yucaipa High School
 Single Plan for Student Achievement
Document
Chapter 4: WASC Self Study Reports
76
to all state regulation associated such an
organization.
 ELAC Agendas/Minutes
 GATE Agendas/Minutes
 PTO Agendas/Minutes
Parents are encouraged to participate in
the school’s governance.
 Board Policy and Administrative Regulations
 Board Packet Agendas
 Parents may participate as members of the
School Site Council, ELAC, GATE, and
other advisory committees. Membership in
YHS’s Parent Teacher Student Organization
is encouraged. Parents are encouraged act as
leaders and participants in PTSO as well.
 Parents can access the District information
through its website.
 Additionally, parents may speak at governing
Board meetings during the public
participation section or speak about agenized
items.
Broad based and Collaborative
The Department Chairperson
Committee is composed of teachers
elected by their peers to represent their
respective departments. The school
principal and assistant principals also
attend these meetings. During monthly
meetings, this group addresses and
decides curriculum and budgetary
issues. Generally, the principal sets the
agenda; however, department
chairpersons often bring up issues that
have arisen within their own
departments. Student achievement data
(including AYP, API, CAHSEE pass
rates, CST results, and graduation rates)
are reviewed annually.
Yucaipa High School
 Department Chairperson Minutes
 Development of CAHSEE Support Classes
 Implementing New Classes (such as
Statistics, AP Statistics, Spanish for Native
Speakers, Principles of Engineering, and
Restart classes for credit-deficient students.
Chapter 4: WASC Self Study Reports
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A3: Leadership and Staff Criterion 1
“To what extent based on student achievement data, do the school leadership and staff
make decisions and initiate activities that focus on all students achieving the expected
school-wide learning results and academic standards? To what extent do the school
leadership and staff annually monitor and refine the single school-wide plan based on
analysis of data to ensure alignment with student needs?”
A3 Summary:
Yucaipa High School’s formalized governance system consists of four main interactive bodies
with representatives from all members of the school community. The four leadership bodies
include the Department Chairperson Committee, the Leadership Team, the newly formed PreCollaboration Team, and the School Site Council. These groups work together to ensure that
school wide decisions, activities, programs, and classes focus on the student achievement goals
(ESLRs) and academic standards. The school leadership and staff annually monitor and refine
the single plan for student achievement by analyzing student achievement data ensuring that
student needs are addressed through allocating appropriate time and resources and by offering
appropriate programs and classes. The school community and leadership work together to
develop a positive school culture, to celebrate excellence in both academic and co-curricular
areas, and to encourage and challenge all students to achieve their highest potential. All school
stakeholder groups have opportunities to express new ideas and provide input for school wide
polices, programs, and decisions with the overall goal of improving student achievement and
fulfilling the school vision and mission. This input is valued, respected, and often serves as the
impetus for positive, effective school-wide change.
Broad based and Collaborative
The Department Chairperson
Committee is composed of teachers
elected by their peers to represent their
respective departments. The school
principal and assistant principals also
attend these meetings. During monthly
meetings, this group addresses and
Yucaipa High School
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Leadership Team Minutes
Leadership Team Charter
Change of school wide approval needed to
implement a change in schedule from 75%
to 66.666%.
Development of the ballot and
implementing staff voting for “late start”
collaboration schedule.
Chapter 4: WASC Self Study Reports
78
decides curriculum and budgetary
issues. Generally, the principal sets the
agenda; however, department
chairpersons often bring up issues that
have arisen within their own
departments. Student achievement data
including AYP, API, CAHSEE pass
rates, CST results, and graduation rates
are reviewed annually.
The Leadership Team consists of peerelected classified staff and peer-elected
certificated staff. The administration
attends meetings in the form of the nonvoting principal or an assistant
principal representative. Monthly
Leadership Team meetings are open to
all staff members who may attend and
address topics as “visitors.” A
chairperson is elected by the team to
run the meetings. With input from all
staff, the chair also organizes the
agenda. The main purpose of the
Leadership Team is to bring schoolwide issues to the attention of the
administration. The Leadership Team
is also the body through which school
wide changes are initiated and votes
conducted.
Most faculty believe they are well
represented through their
representatives on various leadership
bodies.
Yucaipa High School
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Faculty Survey
Pre-Collaboration Team Minutes
Topics/Format for Teacher Collaboration
Meetings are formally developed.
The Late Start/Teacher Collaboration days
occur monthly and the last 65 minutes.
Teacher Survey
Chapter 4: WASC Self Study Reports
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The School Site Council consists of
faculty, classified, parent, and student
representatives, all elected by their
peers. The principal is also a member
of this group and generally sets the
agenda. The main goal of the School
Site Council is to monitor and update
the Single Plan for Student
Achievement, making adjustments in
resources, time, and programs/classes.
Student achievement data including
AYP, API, CAHSEE pass rates, CST
results, and graduation rates are
reviewed annually and used in making
revisions to the plan if needed. The
Single Plan for Student Achievement
incorporates the WASC Action Plan
objectives.
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School Site Council Minutes
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CASHEE Support Classes
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ELL Aides and Tutoring
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Tutoring Programs at Lunch and After
School for all Students
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Club and Class Advisor Stipends
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Single Plan for Student Achievement
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Saturday Academic Academies
The newly formed Pre-Collaboration
Team consists of Leadership Team
members, department chairpersons, and
“at large” staff members whose primary
responsibility is to establish topics and
guidelines for teacher collaboration
held once a month. The principal and
assistant principals also attend these
monthly meetings. This team has
developed an evaluation system for
accessing the effectiveness of teacher
collaboration time.
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As stated above, the Late Start/Teacher
Collaboration day occurs monthly, minutes
are kept, and topics/formats are developed.
The Student Council provides input and
feedback regarding school-wide
decisions such as changing and
updating the school-wide Student
Achievement Goals, developing
Critical Academic Needs, selecting
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Student Council Agendas and Minutes
Yucaipa High School
Chapter 4: WASC Self Study Reports
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appropriate student motivational
speakers, and planning school wide
activities.
School Plan Correlated to Student
Learning
The school’s Single Plan for Student
Achievement is adjusted each year
based upon student assessment data
such as AYP and API results, class
failure rates, CAHSEE pass rates, and
graduation rates. Learning targets are
set both school wide and for specific
subgroups. Each year, the plan is
approved by the YCJUSD School
Board. The Single Plan for Student
Achievement has been rewritten to
include the newly updated Student
Achievement Goals and Critical
Academic Needs. The Single Plan for
Student Achievement is aligned with
the WASC Action Plan.
AYP and API results, class failure rates,
and CAHSEE pass rates are also shared
with the Department Chairperson
Committee as well as with the entire
faculty at faculty meetings. Individual
departments work together to develop
strategies to address student deficiencies
and improve student performance
through department meetings and
teacher collaboration meetings.
Yucaipa High School
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School Site Council Agendas and Minutes
School Board Agendas
Single Plan for Student Achievement
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Faculty Meeting Agendas
Department (Home Group) Agendas and
Minutes
Pre-collaboration meetings
Teacher Collaboration Meetings
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A4: Leadership and Staff Criterion 2
“To what extent based on student achievement data, does the school leadership and staff
make decisions and initiate activities that focus on all students achieving the expected
school-wide learning results and academic standards? To what extent does the school
leadership and staff annually monitor and refine the single school-wide action plan based
on analysis of data to ensure alignment with student needs?”
A4 Summary:
All certificated and classified staff are fully qualified for their assigned areas based on district
certification requirements. Student achievement data are considered when creating the master
schedule. Formal evaluation and informal observations are used to monitor teacher effectiveness
on a regular basis. Department chairpersons consider expertise as well as teacher preference as
they work with administrators in developing the master schedule. The four main leadership
groups function effectively in internal communication, planning, and addressing staff concerns.
Yucaipa High School’s leadership and staff regularly engage in professional decision-making,
and they initiate school-wide and department-specific activities that focus on all students
achieving the expected school-wide learning results and academic standards. The Administrative
Team annually monitors and refines the single school-wide action plan based on analysis of data
to ensure alignment with student needs, but this is not typically done in conjunction with staff
members.
Employment Policies/Practices
The District and school site have clear
employment policies and practices
related to the statutory qualification
requirements of staff working at
Yucaipa High School.
The Human Resources Department has
dedicated staff members who create and
Yucaipa High School
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Credential Analyst/Personnel Technician
(Certificated & Classified) E-mail
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Edjoin.org communicates vacancy
Chapter 4: WASC Self Study Reports
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announcements for certificated and
classified positions.
implement the screening process for all
applicants seeking employment in the
district. This process involves checking
that teachers and paraprofessionals are
fully qualified for assigned areas based
on District and State certification
requirements.
Qualifications of Staff
The District and school site have
established procedures to ensure that all
teachers and paraprofessionals are fully
qualified for assigned areas based on the
District and State certification
requirements.
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Site administration conducts formal
evaluations and informal observations of
certificated and classified staff.
Monitoring may also include peer
support systems to identify needs for
ongoing support.
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The District credential analyst reviews
monthly reports from the San Bernardino
County Superintendent of Schools regarding
upcoming credentials set to expire.
Expiring Credential Alerts are submitted on
employees’ check stubs about credentials set
to expire in 180 days.
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Information from Site Administration
PAR Committee (Peer Assistance and
Review)
Mission Terms Statement
Evaluation forms with teacher objectives is
based on the California Standards for the
Teaching Profession.
The process of assigning staff members
in order to maximize the use of their
expertise is effective.
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Information from Site Administration
Interviews with Principal
Staff requests are processed through the
Department Chairs to ensure staff
expertise and experience are
appropriately applied throughout the
department.
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Department Meeting Minutes
Maximum Use of Staff Expertise
Yucaipa High School
Chapter 4: WASC Self Study Reports
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When developing the Master Schedule
administration makes a concerted effort
to place teachers in appropriate classes
based on teacher data, student
performance, and individual requests
and characteristics.
Assessment data is regularly used to
make decisions regarding student
placement as well as most teacher
assignments and staffing.
All teachers are credentialed in their
area of instruction.
 Department Meeting Minutes
 Department Teaching “Grid” with Teacher
Class Requests Submitted to Administration
 CST Scores
 Class Pass/Failure Rates
 No Child Left Behind requires all teachers to
be “highly qualified.”
 District Requirements
Defining and Understanding
Practices/Relationships
There are written policies and handbooks
that define staff responsibilities,
operational practices, decision-making
processes, and relationships of leadership
and staff. These are not readily
accessible to all credential and classified
staff.
The Principal’s Weekly Bulletins
regularly address issues relating to
operations practices and staff
Yucaipa High School
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Faculty Handbook
Leadership Team Bylaws
School Site Council Bylaws
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Principal Bulletins
Staff Meeting Agendas
Leadership Team Minutes
Chapter 4: WASC Self Study Reports
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responsibilities. Informational items are
routinely given at staff meetings to
ensure clarity of District and site
policies.
Internal Communication and
Planning
Yucaipa High School has a Leadership
Team, Pre-Collaboration Committee,
School Site Council, and a Department
Chair Committee. These groups are
made up of administration, teachers,
parents, students, and classified staff as
appropriate. Staff members have the
opportunity to submit questions and
concerns regarding school issues to the
teams. The teams evaluate and act on
areas of concern and communicate with
the staff. These forums allow for
communication in which all staff
members have a voice. Through the
existing structures, YHS is able to
expedite the process of conveying
information regarding student and staff
related material (i.e. school policies and
procedures, expectations and
responsibilities of staff, District
memorandums).
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Collaboration Schedules
Department Chairperson Meeting Agendas
Pre-Collaboration Committee Agendas
School Site Council Agendas and Minutes
Staff Meeting Agendas
Principal Bulletins
Leadership Team Agendas and Minutes
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Department Meeting Agendas
Staff Meeting Agendas
School Site Council Agendas and Minutes
Staff Actions/Accountability to
Support Learning
Participants within the Leadership
Team, the Pre-Collaboration Committee,
the School Site Council, the Department
Yucaipa High School
Chapter 4: WASC Self Study Reports
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Chair Committee, and faculty meetings
are functional and effective at
facilitating internal communication,
planning, and conflict resolution. On the
agendas and in the minutes of these
participants’ groups can be found
evidence of communication, planning,
and resolution of issues. (The processes
and procedures for involving staff in
shared responsibilities, actions, and
accountability to support student
learning include collegial strategies that
implement innovations and encourage
improvement.)
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Leadership Team Agendas and Minutes
Pre-Collaboration Committee Agendas
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Department Meeting Agendas
Pre-Collaboration Committee Agendas
Staff Meeting Agendas
Leadership Team Minutes
School Site Council Agendas and Minutes
Teacher Collaboration Topics
Development of Collaboration Schedule
Formation of the Pre-Collaboration
Committee
Exploration of Alternate Schedules to better
support student learning
Evaluation of Existing Processes
The school leadership groups
continually review the existing
processes to determine the degree to
which actions of the leadership and staff
focus on successful student learning.
This is an ongoing process involving the
various members of the leadership
structure and has proven to be effective.
Student Assessment data (AYP, API,
CST scores, AP scores, class failure
rates, benchmark exam data) is a
frequent topic as these groups work to
improve Yucaipa High School.
Yucaipa High School
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A5: Leadership and Staff Criterion 3
“To what extent are leadership and staff involved in ongoing research or data-based
correlated professional development that focuses on identified student learning needs?”
A5 Summary:
Identifying student learning needs has been and continues to be the focus of Yucaipa High
School’s professional development plan. Steps have been taken to continually improve teaching
practices. The staff has been supported by the administration to enrich the school environment
and support all students. Current educational theory topics are incorporated into professional
development opportunities. We are currently in the process of implementing a Professional
Learning Community through staff development activities.
Support of Professional Development
The staff is supported by time, personnel,
material, and fiscal resources for
planning and professional development
to facilitate all students achieving the
academic standards and expected schoolwide learning results. Staff meetings,
teacher collaboration meetings, and
department meetings include and support
professional development topics and
activities. Staff meeting topics have
included training on Data Director,
SchoolFusion, ABI, assessment
strategies, ELL strategies, and
differentiation. Teachers are encouraged
to attend Voluntary PLC meetings before
and after school dealing with topics such
as standards-based grading. The
Principal’s Weekly Bulletin emphasizes a
different educational strategy or tool each
Yucaipa High School
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Faculty Meeting Agendas
Teacher Collaboration Meeting Topics/
Agendas
Department Meeting Agendas
Chapter 4: WASC Self Study Reports
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week. Some teachers have been able to
attend professional development outside
the district at local, state, and national
conferences (such as AVID, AP, and
Teachers Teaching with Technology).
Supervision and Evaluation

Staff are formally and/or informally
observed in the classroom one to four
times per year. Teacher observations and
evaluations emphasize the standards for
the teaching profession including
effectiveness of instruction as well as the
professional development of the
educator. A teacher who receives a less
than satisfactory evaluation has the
following resources for improvement:
peer observation/coaching, suggested
reading, attending conferences, and/or
specific course or workshops.

Administration Observation and
Evaluations
Teacher Survey
Measureable Effect of Professional
Development
Yucaipa High School needs to improve
its procedures for monitoring the
effectiveness of professional
development. Presently, the principal in
conjunction with the District
administration, sets topics for
professional development presented
during staff meetings. The PreCollaboration Committee sets the topics
for teacher-collaboration meetings each
month and has developed a “feedback”
system for monitoring the effectiveness
of these meetings. Yucaipa-Calimesa
Yucaipa High School
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Staff development is aligned with the Single
Plan for student achievement.
The principal has a short term plan and
three year plan.
Collaboration Team agenda/minutes
Leadership Team minutes
Department Chair meeting minutes
Department Meeting agendas and minutes
Teacher/Parent/Student Surveys
Chapter 4: WASC Self Study Reports
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School District has established some staff
development protocols which are part of
the principal’s personal three year staff
development plan. In general, teachers
believe that the topics and training they
receive through staff meetings and that
are part of collaboration meetings are
helpful. However, at this time, there
appears to be no defined process in place
for quantifying and linking the
effectiveness of professional
development on improving student
performance.
Yucaipa High School
Chapter 4: WASC Self Study Reports
89
A6: Resources Criterion
“To what extent are the human material, physical, and financial resources sufficient and
utilized effectively and appropriately in accordance with the legal intent of the program(s)
to support students in accomplishing the academic standards and the expected school-wide
learning results?”
A6 Summary:
Yucaipa High School utilizes human, material, physical and financial resources effectively and
appropriately with the legal intent to support students in accomplishing the academic standards
and the Student Achievement Goals. Monies have been allocated for academic support programs
such as CAHSEE support classes, re-start classes for credit recovery, AVID, EL support, and
Saturday Academies for core classes.
Findings
Evidence
Allocation Decisions
Working with funds provided to the
school by the District, the Department
Chairperson Committee and School Site
Council are involved in the decisionmaking process regarding resource
allocation to programs and classes at
Yucaipa High School. The Single Plan for
Student Achievement, the School Vision,
Mission, Student Achievement Goals,
Critical Academic Needs, Academic
Standards, and student assessment data
are used as the foundation for making
these decisions.
Yucaipa High School
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Department Chairperson Committee
Agenda
School Site Council Agenda and Minutes
Chapter 4: WASC Self Study Reports
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Each department is allocated a certain
amount of money by the principal. Both
collectively within a department, and as
individuals, teachers then make decisions
on how to utilize the financial resources
they are provided for classroom supplies
and instructional materials. School
supplies and materials are available to
meet the needs of all students and are
supported by appropriate funds. Every
classroom has sufficient, but not up-todate core textbooks and supplemental
materials.




Department Meeting Agendas and
Minutes
Department Budgets
Teacher Instructional Materials Budgets
Teacher/Parent/Student Surveys
Parent involvement in the decisionmaking process at the school Board level
needs improvement.

Teacher/Parent Surveys
Practices
Yearly audits are conducted beginning at
the District level through the supervisors
for Food Services, Associated Student
Body, attendance reports, the Inventory of
Assets and Capitalized Equipment and
Proper Disposition of Surplus Property,
and health benefits. An external auditor
comes in annually.
Both a District and school-site budget are
developed by the Assistant Superintendent
of Business Services and subsequently
approved by the Yucaipa-Calimesa USD
School Board. The school -site budget is
discussed and approved by the elected
Yucaipa High School





District Business Manager Communiqué
Yearly formal internal ASB Audit of the
Activities Office
ASB Treasurer of Student Council and/or
the file.
School Board Agendas and Minutes
School Site Council Minutes
Chapter 4: WASC Self Study Reports
91
School Site Council members
Facilities

Teacher, Parent, and Student Surveys
Instructional supplies and materials are
available and adequately meet the needs of
all students. However, as State and
District budgets decrease, a strain on
resources is emerging within the
classrooms. For example, many teachers
are now purchasing classroom supplies
and instructional materials from their own
funds. All classes have limited access to at
least three computer labs.



Fire Marshal Inspection
Teacher/Parent/Student Surveys
Classroom Observations
Some classrooms, departments, and
individual teachers utilize modern
instructional technologies (such as
computer project units, smart boards, and
ELMO) while others do not, or do not
have these available.




Computer Lab Logs
Leadership Team Agenda and Minutes
Teacher/Parent/Student Surveys
Classroom Observations
At least one department, English, does not
have current, standards-based textbooks.


Teacher Survey
English Department Meeting Agendas and
Minutes
Department Chair Meeting discussions
The school is clean, safe, free of graffiti
and able to adequately support all classes
and programs.
Instructional Materials and Equipment

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Chapter 4: WASC Self Study Reports
92
Focus Group A - Unordered List of Areas of Strength
●
YHS has a strong, site-based governance system that involves four Leadership bodies
(Department Chair, Leadership, Site Council, and Collaboration Committee) that enhance
communication between staff and administration. These groups are composed of
representatives from all stakeholders. In association with the entire school community,
these groups interact to monitor student assessment data and propose necessary changes
to address student needs and improve student achievement. A positive working
relationship exists between the faculty, staff, parents, students, and administration.
●
The school leverages its resources effectively. Examples include teacher collaboration
time, technology/equipment allocation, increased special program participation, and
support (AVID), all of which allow, among other things, for students to access their
grades and assignments online and increase the number and diversity of elective and
support-course offerings that are available.
●
The Vision and Mission statements are clearly defined.
●
The Board and site administration work well together.
●
The District has and uses clear employment policies consistent with statutory
requirements. All staff members are appropriately placed according to expertise.
Teachers are credentialed and work in their field of credentialing.
Focus Group A – Prioritized List of Areas for Growth (highest to lowest)
1. With staff input, Yucaipa High School needs to develop a clear, written, staff-
development plan along with a procedure for evaluating its effectiveness related to
improving student learning.
2. More faculty and staff involvement is needed at the District level when considering
district-wide decisions (two examples being professional-development topics and the noD policy).
Yucaipa High School
Chapter 4: WASC Self Study Reports
93
3. The school needs to be brought up to date in terms of educational technology in all
classes and computer labs. Alternate funding resources should be sought to purchase and
reduce the technology learning gap.
4. More staff development and teacher collaboration time is needed to address such areas as
improving technology skills, assessing student data to modify instruction, and developing
benchmark exams.
5. The school needs to continue to increase parent and student awareness and access to
resources and programs that monitor and increase student achievement, and it needs to
actively involve them in school-wide decision making and governance. The faculty
handbook, including written policies and procedures, needs to be more accessible and
constantly refined to reflect changes within the school and educational policies. The
school should consider the possibility of formulating a parent/student handbook.
6. The School Wide Action Plan needs to be revisited by all leadership groups on an annual
basis in relation to the most recent student achievement data. A formal and annual
discussion, evaluation, and revision process for the school Vision and Mission statements
should be incorporated into meeting agendas, and all stakeholders should be involved.
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Chapter 4: WASC Self Study Reports
94
Focus Group B: Standards Based Learning: Curriculum
B1: Curriculum Criterion
“To what extent do all students participate in a rigorous, relevant, and coherent standardsbased curriculum that supports the achievement of the academic standards and the
expected school-wide learning results?”
B1 Summary:
Yucaipa High School students are engaged in an accessible and meaningful curricular program.
Students have access to a large variety of college-preparation, career-oriented and vocationbased courses that meet students’ needs for the future. In addition, many support classes are
scheduled to meet the needs of special-needs students. Many teachers apply current-educational
research in their classes to support student learning. Courses use defined subject-specific state
and/or national academic standards that are linked with concepts, skills and Student
Achievement Goals (SAGs).
Curriculum in individual disciplines is rigorous, with a variety of honors and advanced
placement courses offered in all core subject areas, as well as some elective courses. Students
regularly engage in curriculum that ties previous knowledge, concepts being taught in the
classroom, and real-world applications. Courses are closely aligned to the State Standards.
Departments are making strong efforts to integrate curriculum to support our identified critical
areas of need. Additionally, curriculum is reviewed annually to insure that it meets A-G
requirements for the University of California and California State University.
Findings
Evidence
Current Educational Research and Thinking
All teachers use current educational research.
Most employ a variety of educational research
such as standards-based grading, differentiated
instruction, Bloom’s taxonomy, sheltered
English instruction for ELL students, formative
assessments, constructivist teaching and learning
theory, Web 2.0 technology, and collaboration to
create meaningful learning for students.
Yucaipa High School

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YHS WASC Teacher Survey
YHS WASC Classified Staff Survey
Classroom Observations
SchoolFusion Teacher Websites
Chapter 4: WASC Self Study Reports
95



Standards-based Grading Voluntary
PLC Meetings
Principal’s Newsletter
Staff Meeting Minutes

Department Chair Meeting Minutes
Teachers in Professional Learning Communities
(PLCs) engage in collective inquiry working
collaboratively by using critical questions
involving teaching and learning.

Principal communications
Many departments have shared best practices or
instructional strategies, and standards-aligned
lessons with other department members during
late start/collaboration time.


Collaboration Meeting Summaries
Pre-Collaboration Minutes
Some faculty attend workshops and conferences
throughout the year such as AP Conferences, Ed
Tech Conference, and the CUE Conference.
Some of these professional development
workshops and conferences attended by teachers
are self-initiated. Opportunities for professional
development initiated by District and
Administration have been limited for some
teachers.

YHS WASC Teacher Survey
Information regarding current best practices,
such as standards-based grading and the forty
developmental assets are provided to teachers in
staff meetings, PLC meetings and through
weekly principal’s newsletters.
Department chairs participate in professional
reading, which is shared with their departments.
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Chapter 4: WASC Self Study Reports
96
Academic Standards in Each Area
Each content area has defined state and/or
national content standards where students
receive a rigorous academic curriculum aligned
with the standards. All core classes and some
elective classes incorporate State Standards into
their curriculum. Many departments have
already developed curriculum maps; some are in
the process of developing curriculum maps.
Many departments have common course
outlines/syllabi and common assessments
aligned to the standards. Common grading
policies are being developed in some
departments, but they are not in place in most
core and elective courses. Some departments
have used late start/collaboration meetings to
develop these.






Staff Curricular B1 Documents
Survey
California Content Standards (CDE)
California Frameworks
Department Curriculum Maps
Collaboration Meeting Summaries
Department Benchmark Assessments
The English department is currently developing
curriculum maps aligned to the State Standards
in English Language Arts in 10th and 11th
grades. (9th grade completed the maps during
2009-2010.) Teachers communicate the
standards/objectives for the day’s lesson through
a variety of methods. Some of the methods are
syllabi, handouts, classroom posters, whiteboard
and projector postings, and verbal statements.
Some departments do not have current
standards-based textbooks in place. The English
and foreign language departments have
textbooks that are over ten years old.







Department Meeting Minutes
Course Syllabi
Classroom Posting of the Standards
Classroom Observations
Teacher Evaluations by Administrator
Course Textbooks
Teacher Interviews




YHS WASC Teacher Survey
Collaboration Meeting Summaries
Department Meeting Minutes
School Vision, Mission Statement,
Congruence
Many staff members provide standards-based
assessments or rubrics to clarify standards and
performance levels to students. Departments
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Chapter 4: WASC Self Study Reports
97
Student Achievement Goals, Critical
Academic Needs, and DuFour’s Big
Four Questions.
have begun productive discussions as to how
their departments address and incorporate into
the curriculum, instructional strategies and
assessments, Vision and Mission statements,
Student Achievement Goals (formerly known as
ESLRs), Critical Academic Needs and DuFour’s
Big Four questions.
Seniors are required to complete ten hours of
community service as part of their government
and economics class, helping them to develop as
responsible citizens. Students from all grade
levels have an opportunity to participate in
different types of community service activities.

YHS Service Clubs’ Community
Service Sign-ups and Records.
Each student receives a Code of Academic
Honesty and Integrity form that they sign,
promising to adhere to the school’s academic
integrity expectations, thus fulfilling the Student
Achievement Goals of an independent learner
who demonstrates academic honesty and
integrity.

Code of Academic Honesty and
Integrity (signed by students)
Most students see a clear relationship between
the concepts being taught in the classroom and
the material on which they are being assessed.
Most teachers frequently make connections with
classroom learning and concepts and real-world
applications. Guest speakers from various career
and technical fields are invited to speak in
classrooms as well. Most teachers frequently
promote life skills that develop students as
responsible citizens in the world outside of the
classroom.




Benchmark Scores
YHS WASC Student Survey
YHS WASC Teacher Survey
Department/Home Groups’ Written
Responses to WASC Leadership
“Homework Request”
Community Guest Speakers from
Various Fields (FIDM, Graphic
Designers)
Teacher Interviews
CST Scores
Yucaipa High School
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Chapter 4: WASC Self Study Reports
98
Student Work—Engagement in Learning
On a daily basis, students are engaged in indepth standards-based curriculum that focuses
on creating independent thinkers and creative
communicators. Students are involved in a
variety of standards-based activities that build
upon prior knowledge. Most teachers and
students use technology on a daily basis as an
academic resource as well as a tool for
communication and effective presentations that
promote student engagement and critical
thinking.
Students are able to monitor their own progress
using a variety of technologies. All teachers
report grades using an online grade book (ABI)
that allows parents and students to view
students’ progress. Due to changes in ABI
parent and student log-on, some students have
experienced trouble accessing this program.
Many teachers also use SchoolFusion to post
homework, make announcements, submit files
that include classroom notes, provide links to
websites that provide instructional resources and
tutorials, allow students to submit projects, and
allow student comments on class discussions.
Students can serve as active members of school
websites by viewing, peer-editing, evaluating
and in some ways administrating student
assignments, blogs, and surveys.
Advanced students in publication classes
function as editors/leaders, advising and editing
other students’ work.
Yucaipa High School
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
YHS WASC Student Survey
YHS WASC Teacher Survey
Engagement Study
Discovery-based Projects
Classroom Observations


ABI
YHS SchoolFusion Classroom
Websites

School Student Publications
(Epigraph)
Chapter 4: WASC Self Study Reports
99
Accessibility of All Students to the
Curriculum
All students have access to a rigorous academic
curriculum aligned with the state and/or national
standards that allow them to meet the graduation
requirements, college entrance requirements,
and provide them with career-related technical
skills.




YHS Course Guide
YHS WASC Student Survey
YHS WASC Parent/Guardian Survey
YHS WASC Teacher Survey
The school has an open access policy for AP
classes, providing that students have met
prerequisites and there is space available.


AP Course Listing
AP Test Results


YHS Course Guide
Interview with Counseling
Department Chairperson.


Ninth Grade Inclusion Program
Accommodation/Modification/IEP

At-a-glance Sheets



Classroom Observations
YHS WASC Teacher Survey
Master Schedule
YHS graduation requirements are closely
aligned with A-G and NCAA requirements.
Students with special needs are supported in a
variety of ways to provide them access to a highquality curriculum, including an innovative
ninth grade inclusion program. A special
education teacher co-teaches with an English or
math teacher within a regular education
classroom. This special education teacher
provides modifications and academic support for
her students Most teachers differentiate within
their lessons to meet the needs of special-needs
students. Students with an IEP have access to a
learning center staffed by a credentialed special
education teacher and an aide.
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Chapter 4: WASC Self Study Reports
100
The school also offers support classes for the
approximately 130 English Language Learners
(ELL) enrolled at Yucaipa High School. Two
ELD (English Language Development) courses
are offered to level one and two English learners
and struggling level three ELL students. In the
ELD writing class, support is also offered for
other subject areas. These classes are taught by a
teacher who was previously a CLAD instructor.
ELL students are strategically clustered and
heterogeneously mixed throughout the regular
class offerings with three to four ELL students
per class. (All teachers at YHS are CLAD
certified.)


Interview with Vice Principal
YHS Course Guide
Supplementary teacher resource materials for
ELL students are available in the following
subject areas: History, World Geography, Earth
Science, Chemistry, English 9-12, Geometry and
Algebra II. After several years, YHS has met its
AYP goal with ELL students but this is still an
area that requires constant attention in order to
facilitate success and access to the curriculum
for ELL students.

Textbook Department List of
Supplementary Materials for ELL
Students
Many ELL students have the opportunity to
enroll in the Spanish for Native Speakers I and II
courses that challenge and meet the needs of the
Spanish native speaker in a Spanish language
class that also fulfills the A-G college entrance
requirements.

ELL Student List
A number of ELL students (levels 4 or 5) are
enrolled in AVID. AVID teachers are
researching the possibility of having an
ELL/AVID program for 9th and 10th grade
students.

AVID Student List
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Chapter 4: WASC Self Study Reports
101
The counseling department recognizes the need
to increase the number of female students in
career and technical courses. Therefore, it is
taking active measures to increase the number of
female students registering for career and
technical courses.

Career Technical Education (CTE).
(Teachers, counselors and
administrators attend non-traditional
population workshops.)
A representative of the physical education
department expressed concern about limited
elective course enrollment numbers, gender
diversity in PE electives, and course offerings
for students with disabilities. In addition, there is
disagreement about our District’s interpretation
of Senate Bill 601/602. Yearly, during
registration, alternatives are available for sign up
but like other electives on campus, without
enough student demand these courses are not
full enough to be viable.

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
WASC Curriculum Feedback From
P.E. 2010 Document
Senate Bill No. 602
Interview with Principal
YHS Course Guide
Registration Data
A majority of students and parents surveyed
found the overall curriculum to be sufficiently
challenging, relevant and coherent. Also, the
majority stated that they were able to take the
classes they needed to graduate. Some students
have not been able to take the classes that they
indicated as their first choice out of the three
choices originally selected by the student at the
time of registration. Elective offerings have been
limited due to budget constraints. Yucaipa High
School recognizes the need to promote elective
courses equally.


YHS WASC Parent Survey
YHS WASC Student Survey
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Chapter 4: WASC Self Study Reports
102
Integration Among Disciplines
Integration among disciplines at the school is
increasing, especially involving the areas of
critical academic need: writing, algebraic
functions, and ELL and special needs students.
The English, History and Foreign Language
departments have begun discussing ways to
improve student writing in the 2010-2011 year.
During 2009-2010, the Science and English
department have begun focusing on writing, an
area that represents one of the Critical Academic
Needs. The school does not currently have a
systematic approach to writing across the
curriculum, but this is being investigated by the
English department.


During the 2009-2010 school year departments
began to have inter-departmental collaboration.
For example, the Foreign Language Department
and History Department discussed ways for
students to make connections and reinforce their
knowledge of content acquired in one subject
from the other subject with regards to historical
figures, world events and social and political
issues. The science department integrated
algebraic functions into their lessons with using
proportions to find the distance of planets and
stars. Furthermore, the math department,
specifically in the areas of geometry
incorporated concepts of drafting and design
while evaluating properties of triangles and their
congruencies. Algebra II and Chemistry teachers
worked during collaboration to discuss ways to
help make students more successful in both
disciplines.

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
Yucaipa High School

2009-2010 Collaboration Summaries
2009-2010 Inter-departmental
Collaboration Minutes
Critical Academic Needs (CAN)
Goals
Math Curriculum
Department Meeting Minutes
Classroom Observations
State and National Content Standards
Collaboration Meeting Summaries
Chapter 4: WASC Self Study Reports
103

Department Chair, Pre-Collaboration
Team and Leadership Team Meetings
and Minutes
The District has a policy of on-going evaluation
of the curriculum for each program area. The
English Department is completing curriculum
maps and has developed preliminary benchmark
assessments.



Data Director
Board Policies
ELA Benchmarks
The math department developed curriculum
maps two years ago and also created benchmark
assessments in 2010. There is further need for
revision of the benchmark assessments in some
courses.

Math Benchmarks


Department Meeting Minutes
Collaboration Summaries


Leadership Team Meeting Minutes
Leadership Team Survey of Faculty
Regarding the “No D” Policy
Pre-Collaboration Team Meeting
Minutes
Department Chair Meeting Minutes
School Site Council meeting minutes
The Department Chair, Pre-Collaboration Team
and Leadership Team meetings facilitate
horizontal and vertical articulation within
departments and between various departments.
Curricular Development, Evaluation, and
Revisions
All departments meet once a month for
department meetings and again for a late-start
collaboration meeting. Curricular issues, grading
policies, and critical areas of need are frequently
discussed at these meetings.
Regarding grading policies’ impact on
curriculum, the “No D” policy has been a
frequently discussed topic. The District
perspective since the last WASC review in 2005
has been in support of this policy. During 2009
and 2010, this policy was brought to the
Leadership Team Committee by faculty
members. A survey was conducted of the
Yucaipa High School
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Chapter 4: WASC Self Study Reports
104
faculty. More than 66% of the faculty that
responded favored re-implementing the D grade.
The YHS Leadership Team then sent a letter to
the Assistant Superintendent of Educational
Services requesting the District reconsider its
present No D Grade Policy. At the time of this
writing, this issue remains under discussion.
Policies—Rigorous, Relevant, and Coherent
Curriculum
Yucaipa High School assesses the curriculum
and its rigor, relevancy and coherence in a
variety of ways. Each year, before the master
schedule is created, the administration,
counseling, and department chairs balance
scheduling concerns with the interests of
students and staff, and, in so doing, attempt to
provide appropriate curriculum opportunities to
all. For example, the administration makes sure
ELD classes do not conflict with Spanish for
Native Speakers classes. Another example is
making sure AP classes do not conflict with one
another. Administrators and counselors meet
twice a year to review A-G course rigor.





Board policy
Administration Meeting minutes
Department Meeting Minutes
Leadership Team Meeting MInutes
Counseling Meeting Minutes
YHS has many opportunities in place for
students to complete courses, such as the A+
Curriculum program, Restart class, 0-7 period
class offerings and summer school. Algebra and
Earth Science are offering Saturday Academies
in order for students to improve their grades.



A+ Curriculum
Master schedule
YCJUSD 2010 Summer School
Registration Form
Yucaipa High School
Chapter 4: WASC Self Study Reports
105
This being said, Yucaipa High School
recognizes the need to establish a more
standardized routine of examining curriculum
rigor, relevancy and coherency.
Articulation and Follow-up Studies
The school has developed two CTE (Career and
Technical Education) pathways that prepare
students for direct entry into industry or postsecondary education. Project Lead the Way
(PLTW) is a pathway under STEM (Science
Technology, Engineering and Math) that affords
students interested in a career in engineering
priority admission to Cal Poly Pomona and San
Diego State University. A number of courses are
offered under the Health Science pathway, some
leading to certification (Certified Medical
Assistant). YHS is currently in the process of
developing several more.CTE pathways.






Career Technical Education (CTE)
Meetings and Agenda
Perkins Meeting and Agenda
Course Guides
ROP
K-14 Alliance
Interview with Counseling
Department Chairperson
Follow-up studies are informally being done in
small groups (for instance, in AVID and Career
Technical Education), but this is not being done
systematically. Counseling staff who have
participated in follow-up studies with CalPath (a
group of area counselors) have had significant
trouble locating graduates based on the
information provided by the students during
their senior year.
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Chapter 4: WASC Self Study Reports
106
B2: Curriculum Criterion
“Do all students have equal access to the school’s entire program and assistance with a
personal learning plan to prepare them for the pursuit of their academic, personal, and
school-to-career goals?”
B2 Summary:
All students at Yucaipa High School have equal access to the school’s entire academic program
and are given assistance in developing an individual graduation plan to prepare them for the
pursuit of their academic, personal and school-to-career goals. Evidence of this includes a variety
of course offerings, opportunities for student-parent-staff collaboration, and yearly contacts with
counselors to develop and monitor student plans that facilitate transitions from high school to
college or the workforce.
Yucaipa High School’s open enrollment policy allows all students to take AP classes and, hence,
experience a college-level curriculum while gaining advanced preparation for post-secondary
studies. Several different career pathways such as STEM (Science, Technology, Engineering and
Mathematics) are offered for students wanting to pursue a career in science, technology,
engineering and math related fields. Counselors assist students in the selection of the required
courses to help students realize their post-secondary plans and career goals. Enrollment in these
courses assists students with achievement of the academic standards and Student Achievement
Goals, preparing them for a successful career in the global marketplace.
Yucaipa High School offers opportunities to students for career exploration based on their
interests and future goals, The Career Center, for example, sponsors activities that prepare
students for post-secondary education and pre-technical training. In this way, students are able to
explore future options and make connections between their current educational coursework and
their future educational and vocational aspirations. College-preparatory programs such as AVID
offer support to students with their core classes and prepare them for the rigors of college.
Students, parents and counselors take part in creating a learning plan based on students’ interests
and post-secondary plans. Parents, students, teachers and counselors help to monitor these plans
when the students’ interests, needs and goals change.
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Chapter 4: WASC Self Study Reports
107
Findings
Evidence
Equal Access to the School’s Program and Personal
Learning Plan Assistance
Yucaipa High School students can choose from a variety of
course offerings that allow students to set and accomplish their
academic personal and school-to-career goals. Students are
allowed full access to the same curriculum, including ELL
students and special-needs students. To better prepare students
for the transition from high school to higher education, Yucaipa
High School has open access to AP classes, affording students
the challenge of a college level curriculum (provided the
prerequisites are met and there is space available). This open
access policy at Yucaipa High School allows students to select a
variety of courses based on their personal, career and academic
goals. Due to budget constraints, access may be limited. Some
students are further supported through the AVID program where
students receive support with their core classes. Through ROP,
students can participate in one or more career-related and
technical-education classes.










YHS Course Guide
ROP 2010-2011
Schedule and Course
Descriptions
YHS WASC Student
Survey
YHS WASC Parent
Survey
YHS WASC Teacher
Survey
YHS WASC
Classified Staff
Survey
AP Course Listing
AP College Board
Approved Syllabus
YHS Course Guide
Class Rosters
Showing Enrollment
of ELL, Special Ed,
etc.
Most students create and complete an individual graduation plan
with the assistance of the counselors. This graduation plan is
used as a basis for course selection and exploration of future
career options. Counselors meet with students at each grade level
(whole class or by small group).

Individual Graduation
Plans
At the 11th and 12th grade levels, counselors conduct a career
unit in English classes where they do a credit check and revise
the earlier plan received by the student. In the senior counseling

Counselors’ schedule
meetings with
students, often
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Chapter 4: WASC Self Study Reports
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unit, students are divided into three to five breakout groups, for
example, (A-G), community school and trade tech. The 10th
grade English curriculum maps now include a career unit to be
conducted in conjunction with the Counseling Department.




through the Career
Center, in each grade
level to check current
course work, grades,
and goals.
Duties for All
Counselors List
National Standards
for Counseling
Counselor Interview
10th Grade English
Curriculum Maps
Variety of Programs – Full Range of Choices
Yucaipa High School provides some avenues for career
exploration, preparation for post-secondary education and/or
pre-technical training for all students. College representatives
from public and private schools are invited to speak to students
in the Career Center throughout the year. Professionals from the
community including professionals such as graphic designers are
invited to classrooms to give informational speeches to students.





YHS WASC Student
Survey
YHS WASC Parent
Survey
YHS WASC Teacher
Survey
FIDM (Fashion
Institute of Design
and Merchandising)
Guest Speakers from
Various Professional
and Technical Fields
Students have access to COIN, an online career guidance system
allowing students further opportunity for career exploration.
COIN can be accessed from school or their home computer.

COIN Online Career
Guidance System
Comprehensive career assessment is available through ASVAB,
a test administered by the U.S. military to measure students’
knowledge and skills in a number of areas helping students with
career selection. About 600 juniors and seniors took the ASVAB

The Armed Services
Vocational Aptitude
Battery (ASVAB)
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Chapter 4: WASC Self Study Reports
109
last school year (2009-2010) through the YHS Career Center.
The results that students receive within several weeks after
taking the test indicate what career paths they scored into and
should pursue.
Advancement Via Individual Determination (AVID) has a
college preparatory program and classroom activities that
prepare them for post-secondary studies.

AVID program
Another opportunity for career exploration is provided through
counseling in the form of career units.

Counselors and
Career Center staff
are available to help
students.
There are annual
visits from counselors
for students to
evaluate their current
post high school goals
with their course
selections for the next
year, re-evaluate their
current career goals
and further explore
options.

Student-Parent-Staff Collaboration
Students, staff, parents, and counselors meet in parent or teacher
requested 504 or IEP meetings to help students plan a personal
Yucaipa High School
Chapter 4: WASC Self Study Reports

National Standards
for Counseling
110
course of study for the following year. These meetings take into
account a student’s strengths and weaknesses, academics,
behavior plans and needs, and interests.

Counselors’ schedules
for meeting with
students for each
grade level to check
current course work,
grades, goals, and
utilize the Career
Center.
Parents can access the ABI program available on the
SchoolFusion website for information about their student’s
grades, attendance, and class progress (e.g. homework
assignments). The YHS SchoolFusion website also provides
information on school activities, calendar of events, and other
school-related information.


ABI/SchoolFusion
YHS WASC Parent
Survey
AVID parent information sessions are held to familiarize parents
with the goals of AVID. Parents learn about the college-going
process and related needs for their students. Students who
participate in AVID agree to enroll in a rigorous college
preparatory sequence of courses that includes at least one AP
course each school year.

AVID parent
information sessions
Meetings are held for parents of English Language Learners
(ELL) and Gifted and Talented Education (GATE) students to
disseminate academic and other school-related information such
as homework policy, support offered to these students, college
information, timelines and A-G requirements.

ELAC Agenda and
Meeting Minutes
GATE Agenda and
Meeting Minutes
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Chapter 4: WASC Self Study Reports

111
Monitoring/Changing Student Plans
Ninth and tenth graders are seen in the classroom by counselors
and given a course guide/review at the time of registration. The
eleventh and twelfth grade counselors conduct a college unit in
English classes where a credit check is completed and students’
earlier plans are monitored or changed. As part of the senior
college/career unit, students are grouped by post-secondary
interest and are given specific information accordingly.
Students’ plans are then updated and reviewed by semester.

In the AVID program, AVID teachers are allowed complete
access to their students’ ABI data. This allows the AVID teacher
to discuss and monitor their students’ actions across the
curriculum.

AVID Curriculum 912
Students are allowed to enroll in an AP class if they want to take
on the challenge of an advanced placement class and wish to
receive college credit by taking and passing the AP Exam at the
end of the course. If a student is not finding success in an AP
class, the counselors speak to the teacher, and the student and
parent/s decide whether the student will remain in the class or be
switched into a regular class. This is done on a student by
student basis. The (AP U.S. History has a college unit after the
AP testing is completed.)

AP US History
College Board
Approved Syllabus
Parents, teachers, students, and counselors can request repeated
meetings for 504 or IEPs as needed to address student academic
or behavioral issues. Students with IEPs are assigned to a case
carrier who routinely monitors students’ progress and
communicates with teachers, students, and parents as needed to
support student learning.


IEP meetings
504 Plans and
Meetings
Yucaipa High School
Chapter 4: WASC Self Study Reports


Interview with
Counselors
National Standards
for Counseling
A counseling plan is
made for all grade
levels regarding
student college and
career plans.
112
Post High School Transitions
For students interested in continuing their education after high
school at the local community college, Crafton Hills College,
there are various ways that the Career Center provides assistance
to students with this transition. In the spring, Crafton Hills
workshops are held, beginning with a tour of Crafton. Students
are given help in the application process, study guides are
provided to prepare for the college placement test, and
appointments with college counselors are set up. The college
counselors go over the placement, make suggestions for classes
and write up an Education plan. Qualified students are informed
of the EOP program as well.

AVID students receive support with their core classes and tutor
assistance with college tutors that allow students to achieve
academic success in high school. AVID also prepares students to
enter and succeed in college by teaching basic skills required to
manage college level courses and graduate.





Crafton Hills Senior
Day
List of Career Center
Events 2009-2010
AVID Visits to
College Campuses
AVID Standardized
Test Preparation
WCR (Writing,
Inquiry, Collaboration
and Reading) Based
Lessons in AVID
Classes.
Cornell Note Taking in
All AVID Classes
Students who are on the Arts and Media Pathway can receive
unit credit from Crafton Hills College by receiving a ‘C’ or
better in Advanced 3D class or Advanced Graphic Design and
passing the final at Crafton.

Interview with CTE
Teacher
The Transition Partnership Project (TPP) is a partnership
between YCJUSD, SELPA and the Department of
Rehabilitation. It is a career education class partly funded by the
Department of Vocational Rehabilitation to support the
mandated transition needs stipulated in the revised IDEA 2004
for special needs students. Students participate in specialized

Transition Partnership
Project (TPP/English
12)
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Chapter 4: WASC Self Study Reports
113
academic instruction in English 12 and Career Choices
curriculum. The career assessment inventories and coordinated
set of transition activities administered by the TPP staff give
students needed job skills. Students are linked to work
experience programs and also apply for Department of
Rehabilitation services for post graduation employment services.
The SI Life Skills classes provide support to individuals between
the ages of 14 and 22 who are intellectually disabled (ID). Each
student has an Individual Transition Plan (ITP) in addition to an
Individual Education Plan (IEP). Students are given work
experience on campus with various jobs such as Xeroxing for the
staff, doing laundry, and running errands. Students are given
access to the surrounding community when the students travel
by bus to various localities such as the bank, grocery stores,
park, post office and various work sites. Students are given
opportunities for career exploration and receive vocational job
training as well as assistance in job placement. Students are
supported in preparing for the transition from high school to the
workplace/independent living by providing them with necessary
job and life skills. Students who have gone through the program
frequently gain paid positions in the community, and some
become volunteers at, for example, YAPS (Yucaipa Animal
Placement Society) and the Yucaipa Library.
Yucaipa High School
Chapter 4: WASC Self Study Reports




ROP Workability
Program
Interview with SI Life
Skills Teacher
List of Students Who
Received Job
Placement in the
Community
ITPs/IEPs
114
B3: Curriculum Criterion
“To what extent are students able to meet all the requirements of graduation upon
completion of the high school program?”
B3 Summary:
Upon graduation, most students at Yucaipa High School are able to meet all the requirements of
graduation through a rigorous academic curriculum aligned with District, State and/or National
standards and State frameworks. All students have access to a variety of course offerings that
allow students to not only meet graduation requirements but fulfill the A-G requirements for UC
and Cal State University entrance. There has been an increase in the number of career-related
technical programs offered to students that provide them with career-related and technical skills
that prepare them for the transition from high school to post-secondary studies or the workforce.
Through the Career Center, students are afforded various opportunities (including workshops and
visitations) for exploration of college and career opportunities that suit their interests and
strengths.
Findings
Evidence
Fulfillment of Graduation Requirements
Upon completion of the high school program, most
students meet the graduation requirements. The staff
monitors progress of students toward these requirements,
ensuring students’ understanding of these requirements.
Support is provided to ensure that students are meeting all
requirements. Students are required to complete 225 credits
out of a normal six-classes-per-year, 240-unit pace.
Students are offered multiple paths to graduation:






Graduation Checks by
Counselors
Parent Meetings,
Workshops, Phone Calls
Registration Process
Zero Period (flexible
scheduling)
List of Graduation
Requirements
YHS Course Guide
1. The Basic Graduation path sees students complete the
225 credits in designated subject areas.
2. The A – G path contains the minimum requirements of
the Basic Graduation path except that it encourages
students to take college-preparation classes, i.e., a fouryear opportunity door.
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Chapter 4: WASC Self Study Reports
115
3. The Basic Graduation path is supplemented by Adult
Education enrollment.
4. The Green Valley High School path involves a transfer
from YHS and graduation from GVHS.
Students can receive supplemental instructional support to
help them pass the California High School Exit Exam by
taking CAHSEE support classes.

CASHEE Math and
English Support Classes
Students have the opportunity to re-take certain classes
during summer school.

Summer School Course
Offerings
The graduation rate for 2008-2009 was 92.7%. The dropout
rate for 2008-2009 was 1.3%.

YCJUSD Graduation Rate
Chart







College Visits
Career Days
Financial Aid Nights
College Parent Nights
College Application
Resume Writing
Personal Statement and
College Exploration
Workshops

YHS Course Guide

YHS WASC Teacher
Survey
YHS WASC Student
Survey
Classroom Lesson Plans
Classroom Observations
Real World Applications – Curriculum
In past years, during 1-2 day career units across grade
levels, students participate in skills and personality
assessments that helped them to better understand careers
and college opportunities that may best suit their personal
strengths. Resumes were also created with students.
Unfortunately, with recent budget constraints many of
these activities have been eliminated.
Some courses on campus bring in guest speakers to connect
the curriculum with real-world applications. Also, all ROP
courses on campus meet industry standards. Students can
earn certificates, such as the Certified Medical Assistant
certificate (CMA).
Many teachers incorporate real-world application projects
within the curriculum. This includes, but is not limited to,
physics and math classes whose members work with a
business to analyze energy efficiency.
Yucaipa High School



Chapter 4: WASC Self Study Reports
116
Meeting Graduation Requirements
Students at Yucaipa High School have a variety of
academic support programs to ensure students are meeting
all requirements including passing the CAHSEE. CAHSEE
Support classes are offered within the actual school day as
an elective. CAHSEE tutoring is also available. These
include Restart classes, which allow students to begin a
course anew after school and on weekends. This flexibility
allows students to meet the graduation requirements.


CAHSEE Support Classes
(LC)
CAHSEE Tutoring Sign-in
Sheet
CAHSEE Pass Rate
Restart Classes – Offered
After School and on
Weekends
Graduation Checks
Other interventions in place to help students stay on the
path to graduation include the Read 180 program, a
program through Scholastic. This program provides
students who are reading below grade level the opportunity
to improve their reading level. This class is an elective
class and provides students with high-interest books
appropriate to the student’s reading/instructional level.
Computerized modules are utilized where students receive
individual assistance, and they also receive instruction
from the teacher in small groups.

Read 180 Program



Lunch and After-School
Free Peer Tutoring Offered
Through Counseling
Writing Workshops
Independent Study
Contracts
IEP Goals/Supports that
Facilitate Graduation
YHS Course Guide
Master Schedule
Chapter 4: WASC Self Study Reports
117
Free T-Bird Peer tutoring is available during lunch time
and after school, and the YHS Writing Center helps
students develop their writing skills in the EMC during
both lunches and often after school as well. Support classes
for students who are placed in classes such as SI Modern
World History, SI Math, SI Biology, SI English classes)
per IEP recommendations are offered.






The inclusion of these support programs have helped
students meet high school graduation requirements and
allowed close monitoring of these students’ learning plans.
Yucaipa High School
Focus Group B – Unordered List of Areas of Strength
• Teachers adhere to State Standards providing students with quality curriculum.
• A large portion of the faculty have embraced professional development topics regarding
current educational research, standards-based grading, best practices, and the overall concept of
a professional learning community.
• Teachers collaborate within departments using time set aside to come together and discuss
teaching strategies, curriculum pacing, and a variety of other concerns among the department.
Example of our collaboration include data analysis, best practices, grading policies, curricular
maps and assessment, supportive subgroup and special needs students, use of technology, and
innovative teaching strategies.
• The concept of teachers interacting as part of a Professional Learning Community is
developing. Teachers are investigating such topics as standards-based grading, sharing best
practices, analyzing student achievement data, and developing common practices.
Collaboration time, department meetings and faculty meetings are used to foster these
interactions and provide time to accomplish specific tasks.
• The Career Center is staffed full-time and available 7:30 am to 3:00 pm. Students have access
within this center to obtain information on colleges, career, technical and military pathways.
• Students are supported through a variety of programs and classes including: IEPs, Special
Education programs, ELL programs, AVID program, CAHSEE support classes, Saturday
Academies, tutoring programs, Read 180, TPP classes and SI Life Skills classes, AP classes for
GATE students and Restart classes for credit deficient students.
Focus Group B – Prioritized List of Areas for Growth (highest to lowest)
1. Curriculum maps, benchmarks and standards-based textbooks need to be in place for all
departments and course offerings.
2. An expansion of our elective course offerings needs to occur and result in a greater variety of
career pathway courses that create connections to industry, prepare students for post-secondary
education, and/or lead to certification in a particular field.
3. A systematic approach to writing should be provided to support departments that are
focusing on the second critical area of need dealing with writing.
4. Improvement and expansion of the AP, ELL and GATE programs needs to occur.
Yucaipa High School
Chapter 4: WASC Self Study Reports
118
5. A systematic method of following up with graduates to learn about their post-high school
education and career needs to be developed.
(Information pertaining to counseling growth occurs in Focus Group E)
Yucaipa High School
Chapter 4: WASC Self Study Reports
119
Focus Group C: Standards Based Student Learning: Instruction
C1: Instruction Criterion
“To what extent are all students involved in challenging learning experiences to achieve the
academic standards and Student Achievement Goals (formerly ESLR’s)?”
C1 Summary:
California State Standards, State Curriculum frameworks, as well as national guidelines serve as
the foundation for instruction in each academic area. School-wide Student Achievement Goals
are emphasized and reinforced in specific classes throughout the school. Teachers employ a
variety of innovative, instructional strategies based upon educational research, professional
development, and collaboration that actively involve students in learning. Teachers work hard to
develop a “community of learners” in each of their classes while using performance data and
differentiation to address individual student needs.
Findings
Evidence
Results of Student Observations and
Examination of Student Work
Most students are engaged in classroom lessons
as active learners. Among classes containing
mostly freshmen and sophomores, particularly
those that are not considered college
preparatory, there are more instances in which a
lack of engagement appears. There was some
indication that EL students and, to a lesser
extent, special education students are more
likely to have less engagement within the
classroom.

Most teachers utilize a variety of strategies
(direct instruction, interactive notes or
notebook, cooperative groups, peer tutoring,
project-based learning, technologies, classroom



Yucaipa High School


Department Lists (of strategies that
engage students)
Teacher/Parent/Student Surveys
Classroom Observations
Teacher/Parent/Student Surveys
Classroom Observations
Home Group (department)
Responses
Chapter 4: WASC Self Study Reports
120
simulations, PowerPoint presentations) to
engage students of all ability levels and
backgrounds in the learning process.
Students are aware of specific content standards
and how the school-wide Student Achievement
Goals apply in each of their classes.



Student Surveys
Classroom Observations
Student Interviews






Teacher/Parent/Student Surveys
Class Syllabi
Classroom Observations
Class Websites (SchoolFusion)
PLC Meetings
Collaboration Meetings



Teacher/Parent/Student Surveys
Classroom Observations
Home group (department)
Responses
Student Understanding of Performance
Levels
Teachers clearly communicate the state
standards and performance levels for all areas
of study to students through a variety of
methods. Predominantly, this information is
disseminated to all students at the beginning of
the semester. Most teachers communicate the
standards or lesson objective/s before or during
each chapter or unit through a variety of
methods including syllabi, handouts, verbal
communication, class websites (SchoolFusion),
and classroom posters. Some teachers post and
identify the standard and/or objective for each
lesson on a daily basis. Some teachers, as a
way of implementing “standards based grading”
procedures, equate levels of performance as
delineated in state, standardized tests scores to
classroom assessments in this manner:
(Advanced = A, Proficient = B, Basic = C,
Below Basic and Far Below Basic = F).
Differentiation of Instruction
Most teachers employ specific techniques to
engage EL students (use of REALIA,
vocabulary development, demonstrations),
learning disabled, and GATE students. Some
Yucaipa High School
Chapter 4: WASC Self Study Reports
121

IEP Meetings
Students have a clear understanding of the
expected level of performance based on the
California State Standards and school-wide
Student Achievement Goals. Students are aware
of the meaning of performing “far below
basic,” “below basic,” “basic,” “proficient,” and
“advanced” on state tests department
benchmarks.


Student Surveys
Student Interviews and Dialogue
(with 50 students)
Classroom Observations
Students indicate that teachers clearly
communicate course curriculum content,
grading methods, and test requirements.
Students have a positive perception regarding
their learning experiences. They indicate that
their coursework is relevant and teachers
actively engage and support their learning
process.


Most students believe that the classes that they
are currently taking are preparing them for next
year’s coursework and for college, that classes
were challenging, and that teachers supported
them in the learning process. Students also
indicated that they understood how their
performance on standardized tests affected the


teachers are commonly using differentiation as
a technique to engage students with diverse
backgrounds (ELL) and ability levels. Teachers
differentiate instruction on a variety of levels
(at the class level: core vs. Honors vs. AP
classes, and within classes: heterogeneous and
homogeneous grouping strategies, re-teaching,
peer tutoring), and also evaluate its impact on
student learning within the classroom.
Student Perceptions
Yucaipa High School



Student Surveys
Student interviews and dialogue
with 50 students
Classroom observations
Student surveys
Student Interviews and Dialogue
(with 50 students)
Classroom Observations
Chapter 4: WASC Self Study Reports
122
choice of classes in high school. Most students
responded that their teachers effectively
communicate course outlines, grading methods,
and test requirements
Students, in general, were familiar with the
school wide Student Achievement Goals
(formerly ESLR’s) and how these were being
emphasized by teachers in specific classes.
Yucaipa High School


Student Survey
Classroom Observations
Chapter 4: WASC Self Study Reports
123
C2: Instruction Criterion
“To what extent do all teachers use a variety of strategies and resources, including
technology and experiences beyond the textbook and the classroom, that actively engage
students, emphasize higher order thinking skills, and help them succeed at higher levels”:
C2 Summary:
Instructional approaches involve all students as active learners and help them develop an array of
techniques to organize, access, scaffold, and apply knowledge and skills. Varieties of teaching
and learning technologies enhance instruction and help motivate students. Courses are evaluated
and modified to ensure that they are current, rigorous, and relevant to students. Students are
involved in problem solving; constructing meaning; analyzing and synthesizing information;
inquiry; critical thinking; communicating visually, in writing, and orally; and are presented with
opportunities to improve and revise their work. Teachers function both as content experts as well
as coaches and/or facilitators of student learning. Students utilize library and electronic
information sources to conduct research projects in many classes. Students are frequently
provided opportunities to apply their learning to real world experiences or simulations,
participate in selected educational activities outside the classroom, and make connections
between classroom concepts and their future education and career interests and goals.
Current Knowledge
Most certificated staff have participated in
content-related reading, and all of the staff
collaborated on developing summative vs.
formative assessment strategies, standards-based
teaching, differentiation, and ELL strategies.
They also have focused on improving technology
skills such as ABI, SchoolFusion, Data Director,
electronic grade book, PowerPoint, email,
graphing calculators, data collection and science
sensors, smart boards, and ELMO). Half of the
staff participated in conferences (AVID, AP,
ELL/SDAIE, RIMS/CTAP, CUE, World
Yucaipa High School






Teacher Survey
Collaboration (via faculty, and G
meetings)
Conference Request Forms
Previous District “buy-back” Days
Voluntary PLC (meetings before
and after school)
Teacher Interviews
Chapter 4: WASC Self Study Reports
124
Language Jamboree) and continuing education
classes (both in the area of educational research
as well as their specific content areas).

District Teaching Requirements
Teachers employ a variety of instructional
strategies to function as coaches to facilitate
student learning. These include differentiation in
the form of small group instruction and
alternative assessments, SADIE and EL
techniques.

Student, Parent, and Teacher
Surveys

Classroom Observations
Teachers implement technology-based lessons
and/or presentations such as via PowerPoint,
ELMO, smart boards (in all departments);
graphing calculators, data collection devices, and
software applications (in the technology and
mathematics departments); Socratic seminars (in
the English and History departments);
simulations and role playing via History Alive,



Teacher/Parent/Student Surveys
Classroom Observations
Home Group (department)
Responses
All teachers are certified to teach English
Language Learners. More than half have
watched related TV or DVD programs or done
individual Internet research. Some foreign
language teachers have traveled outside the
country to increase their understanding of the
language and culture that they teach, while other
teachers have completed advanced degrees in
their subject areas or in education. During
monthly department meetings, faculty members
share instructional strategies, analyze student
performance data, and address areas for
improvement.
Teachers as Coaches
Yucaipa High School
Chapter 4: WASC Self Study Reports
125
Simulated United Nations, and mock trials for
Socrates, Galileo, and King Charles (in the
History Department); inquiry/open-ended
laboratory investigations, project-based learning
as with cell and atom models, genetics and
ecology posters (in the Science Department);
geometry constructions, graphing functions,
history posters that outline important events,
cooperative learning and grouping of students (in
the science, English, mathematics, history, fine
arts, PE, and Foreign Language Departments),
and guest speakers (in the Science, Foreign
Language, History, and English departments).
Examination of Student Work
Teachers organize student learning to assist
students to construct meaning; understand basic
concepts and vocabulary; build upon prior
knowledge; apply concepts to new situations;
develop higher order thinking and problem
solving skills; communicate effectively through
a variety of modalities; research, evaluate, and
analyze data; and to function as both an
independent and collaborative learner.



Most departments and most classes within each
department incorporate at least one activity or
project that requires the student to apply
previously learned knowledge. Within core
classes taught by various teachers, the specific
project and number of projects done may vary
significantly, but there are a number of courses
in which the same project is used by all teachers
of the same course.

Yucaipa High School






Teacher/Parent/Student Surveys
Classroom Observations
Home group (department)
Responses
Cornell Note Taking (Science,
History) and Interactive Notebooks
(History)
Graphic Organizers (History,
English, Science)
Growth in Writing (English)
Lab Reports (Science)
Department lists of projects that
require use of previous knowledge
(Home Group Responses)
Teacher/Parent/Student Surveys
Classroom Observation
Chapter 4: WASC Self Study Reports
126
Projects that require organizing, accessing and
applying knowledge are found within core
classes as well as advanced classes within most
departments. The Math Department, for
example, utilizes the Kings Pathway project in
Algebra I and Integrated I as well as several
culminating projects in the Statistics class. In
science, students develop observation, data
organization and analysis skills (in Earth Science
and Biology), and they refine and develop these
skills further (in Chemistry, AP Biology, and AP
Physics).




Teacher/Parent/Student Surveys
Classroom Observations
Department Responses (Home
Groups)
Collaboration Minutes
Most students participate in at least one such
project during the academic year with many
participating in multiple projects.

Student Survey
Most parents surveyed believed that curricular
assignments are built upon previous classes and
knowledge, and that their students participate in
several projects emphasizing past knowledge,
research, and discovery.

Parent Survey
Students actively use and are exposed to a
variety of technologies in computer labs
(research projects in English, History, and
science; software applications in technology
classes) as well as individual classrooms
(ELMO, PowerPoint presentations, graphing
calculators, science data collection devices and
sensors, smart boards).



Teacher/Parent/Student Surveys
Classroom Observations
Department Responses (Home
Groups)
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Chapter 4: WASC Self Study Reports
127
Many teachers structure learning in integrated
blocks or sequences that build upon each other.
Cornell note-taking as well as other interactive
notebook strategies are used in many subjects
(science, history, mathematics) to assist students
in constructing and building meaning in related
concepts.



Teacher/Student Surveys
Classroom Observations
Department Response (Home
Groups)

Home Group (department)
Responses
Teacher/Parent/Student Surveys
Classroom Observations
Real World Experiences
All departments reported that students are
involved in learning experiences that emphasize
real world applications or experiences.
Examples follow.
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History
In the History Department, students are given the
opportunity to apply their new knowledge within
the classroom through projects and simulations.
History also works to create real-world
connection within the class in many different
ways. During lectures, connections are made
through discussion and examples. Through
activities and simulations, students can see how
things work in the real world, for example
through a 1800’s farming game, a stock market
project, elections and congressional law making
simulations. Students also connect to the real
world through assignments and guest speakers.
Students are exposed to real-world technology
through the use of the SchoolFusion websites,
including interactive blogging, online homework
submission, online quizzes, posted make up
work and notes; Internet research for projects
(such as academic digital collections); and the
use of presentation software PowerPoint
projects.
Yucaipa High School
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Mock United Nations
Real-life Day-to-day Economic
Simulation
French Revolution Simulation,
Industrial Production Simulation
Trials (Socrates, King Charles,
Galileo
Current Events Assignments)
Community Service Requirements
for Twelfth Graders
Senior Poll Workers
Guest Speakers (Vietnam, WWII,
Current Military, City Council,
UCR Psychology, Trade Schools,
etc.
Speech and Debate Team
AVID (Junior Class Trip, Field Trip
Museum of Tolerance, Career Fairs)
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Foreign Language
In the Foreign Language Department students
are given ample opportunities to apply their
knowledge within the classroom. Teachers use
role play to allow students to be actively
involved in the learning process as well as
dialogue which engage and motivate students to
use speaking and listening skills in Spanish.
Letter writing and the use of current events are
also strategies that encourage students to actively
use their knowledge. Current events allow
students not only to go beyond their everyday
experience but to see what is occurring in the
Spanish-speaking community. Non-Spanish
speaker students also conduct interviews with
native Spanish-speaking students within the
school to encourage peers to get to know each
other.
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Role Play
Dialogue
Letter writing
Current events (for example, online
newspapers; Spanish newspaper,
i.e., La Prensa)
Interviews (non-native speakers of
on-campus native speakers)
Cultural Events (Dia de los Muertos,
Cinco De Mayo, and Mexican
Independence)
Class Discussions on both Current
Events and Historical Events.
Literature-embedded Discussions of
Controversial Issues
Use of research skills to find a
current event and develop a written
or oral response.
English
In the English Department, students are given the
opportunity to apply their new knowledge within
the classroom through projects, oral
presentations, collaborations in small groups,
and class discussions. English teachers work to
create real-world connections within the class
through the use of literature and applicable
business or college writing skills. Students are
often asked to discuss current events or share
personal experiences that connect to the
literature. English teachers often integrate, as
part of their lessons, current cultural or social
issues that relate to the fiction or nonfiction
selected in order to motivate a higher-level of
interest in the students. As part of class
discussions, English teachers work to connect
political, social or historical issues to the
literature to allow the students to develop a wellYucaipa High School
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There is discussion about the
differences between reality vs.
fiction and how they affect real
world events or decisions by
developing a brochure.
SchoolFusion is used for blogging
on social or ethical dilemmas that
are present in the
curriculum/literature.
College-application essays respond
to various issues in a personal
narrative form.
Students examine current political
speeches, discursive advertisements,
and campaign commercials
(regarding appeal strategies).
Regarding moral issues in the
family and the community,
persuasive writing is generated.
There is participation in the Poetry
Chapter 4: WASC Self Study Reports
129
rounded perspective and often encourage them to
think globally about a topic. Within the written
and oral discussions students are encouraged to
develop and demonstrated their argumentative
and discursive skills on a cultural, social,
political or ontological issue and apply it to the
activity, lesson or literature. Opportunities to
experience real-world situations and discuss an
applicable solution presently are connected to inclass discussions of curricular assignments with
room for growth outside the scope of English or
class.
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Out Loud National Competition.
Graphic Organizers (such as a K-WL chart) is used in order to
demonstrate prior and learned
knowledge on a specific topic.
Analysis of subject-specific topics
(such as archetype heroes in
Beowolf).
Science
The Science Department teachers have made it a
common practice within their classrooms to tie
in real-world experiences in the classroom as
well as outside of the classroom in their
everyday lives. Teachers utilize their lab
activities, classroom lectures, and technology to
incorporate these examples of science in
everyday life into the students’ curriculum. This
is accomplished by incorporating the latest
scientific data, events, techniques, or examples
into their lectures, activities, and technology use
as well as personal experiences. Teachers also
practice implementing examples of current
science into their labs, lectures, and technology
by embedding current trends, fads, or examples
that are relevant to students lives or interests.
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Yucaipa High School
Use of current events in classroom
activities, labs, and lectures that are
in the news, on the World Wide
Web, or featured on television. (Ex:
Hurricanes on the Weather Channel,
Iceland Volcanic Eruption 2009,
Tornado coverage, Oil spill in the
Gulf, latest Astronomy-Comet
Hartley 2, Biomedicine, Human
clinical trials, Space related physics,
etc.)
Teachers personal experiences in
field of Science brought into the
classroom and used. (Diving, Stormchasing, volcano research, geology
related experiences, science related
trips in specific science areas)
Hands on Field activities for
students to experience it as it applies
outside of the classroom.
(Clubs/Ecology club, Field trips,
Star Parties, visits to the San
Andreas Fault locally, experiments
done outside near campus that relate
to earth science, biology, chemistry,
physics, or marine biology)
Students do projects or activities
where they create the science using
Chapter 4: WASC Self Study Reports
130
their personal life experiences or
personal interests to incorporate the
science.
Special Education
The Special Education Department has taken
several steps to provide students with
opportunities for real-world experiences. When a
student is on an IEP, it is required that they have
a transition plan to life outside of public
education. Each student is given goals and
objectives to reach for planning their life after
high school. We work with the Department of
Rehabilitation for services they can receive after
they leave high school. We have the workability
program that prepares them for the workforce
post graduation. The TPP class is another avenue
in which we prepare them for the real world. The
Transition Partnership Program is a class where
they learn to fill out job applications, resumes,
and learn to interview. There are guest speakers
from different areas of the private sector that
help give the students an idea of what goes on in
real world applications of what they learn. All of
these programs provide the student transition to
life outside high school.
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Students have learned steps in the
job application process.
The students can use the
accommodations and modifications
in their IEP in state colleges and
junior colleges.
Mathematics
The Math Department members work to
incorporate real-world examples into their
teaching. They discuss how understanding the
equations helps in job fields such as construction
or civil engineering. They work to use real-life
examples for finding information such as
knowing the area to replace carpet in a home or
the height of a building without having to
actually measure it. Several math teachers speak
Yucaipa High School
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Construction Related Geometry
Civil Engineering Examples:
Earthquakes, Building and Bridge
Design, Hydrology and Drainage.
Costs (replacing carpet, square feet
calculations)
Financing Home or Car
In Trigonometry, students find the
height of flagpoles and trees.
In Statistics, guest speakers talk to
Chapter 4: WASC Self Study Reports
131
from their own experience as civil engineers or
bring in guest speakers who talk about how they
use math in their jobs every day. One class that
really stands out is an elective called Tech Prep
Math, which consists completely of everyday
Math. They discuss many practical math-related
items such as interest rates, investment, debt/
income ratio, and mortgages. The class is a
project-oriented class in which the students do
simulations of budgeting, accounting, financial,
investment situations, etc., that they will often
see as adults.
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the class about using math in
particular types of jobs such as land
surveyors, GIS specialists, statistical
analysis of airline travel.
In Tech Prep, students research
historical trends in rental rates vs.
home prices and the ramifications of
buying home furnishings with credit
cards. They also use calculators to
determine debt levels, interest
payments, investments, and interest
compounding.
Technology Department
Yucaipa High School has growing career and
technical programs that emphasize job skills.
Within the different pathways, we are in several
different stages of development: Two pathways
are in the planning stage (arts/media/
entertainment and marketing/sales/ service), four
others are in the planning stage in that they have
classes offered but don’t have links to jobs or
colleges (finance and business/education and
child development/information technology/
business trades and construction), and two others
are fully functioning (health science and medical
technology/engineering and design). We also
have career-related class offerings in law
enforcement, automotive engineering, and
ROTC.
Yucaipa High School
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Art/Media emphasizes arts,
performing arts, digital publishing,
photography and film production.
Finance/Business emphasizes
accounting, business law, retail
merchandising and small business
ROP Education emphasizes
elementary school teaching.
Information Tech emphasizes
Desktop publishing, and graphic
design, and construction technology.
Health Science/Medical/Medical
Terminology emphasizes physical
therapy, sports medicine, and
attaining a certified medical
assistant certificate.
Engineering/Design/Introduction to
the Principles of Architecture
Design emphasizes civil
engineering, capstoning, and
admission to Cal Poly Pomona.
Chapter 4: WASC Self Study Reports
132
Focus Group C - Unordered List of Areas of Strength
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Teachers use a variety of instructional strategies to actively involve students in the
learning process including but not limited to direct instruction, peer teaching, cooperative
groups, technology-based lessons (software applications, PowerPoint lectures, DVD or
video clips, graphing calculators, data collection devices and sensors, ELMO), interactive
notebooks, simulations, project based learning, and role playing.
Students frequently apply their learning to real-world simulations, learning experiences
outside the classroom, and to their prospective educational and/or career goals.
Teachers assist students in learning more difficult concepts by having students build on
prior knowledge and skills.
All teachers are certified to teach ELL students.
All teachers provide students and parents with a detailed class syllabus that explains
grading, classroom procedures, and student expectations for learning and behavior.
Focus Group C - Prioritized List of Areas for Growth (highest to lowest)
1.
Teachers need to more clearly identify content standards and expected levels of
performance, so students can focus on specific learning targets. When feasible, grading
rubrics can be developed and used to facilitate this process.
2.
All teachers need to relate student learning to specific content standards, school-wide
Student Achievement Goals, and the Critical Academic Needs.
3.
A cross-curricular approach is needed to develop a strategic instructional process that can
help all students organize, access, and apply knowledge to a new concept or skill (i.e.,
define the question or problem, conduct research, create or develop a procedure or
summarize findings, and then test or apply what has been learned).
4.
Increased support is needed for EL and Students with Special Needs especially within
core classes.
Yucaipa High School
Chapter 4: WASC Self Study Reports
133
Focus Group D: Standards-based Student Learning: Assessment and
Accountability
D1: Assessment and Accountability Criterion
“To what extent does the school use a professionally acceptable assessment process to
collect, disaggregate, analyze and report student performance data to the parents and other
shareholders of the community?”
D1 Summary:
The Yucaipa High School community regards assessment as very important to the educational
process. There is an integrated system of monitoring in place to allow for detailed access to a
variety of sources of data. Teachers use regular formative and summative assessments to
monitor student achievement and make decisions regarding instruction. Teachers select the most
relevant assessments to guide their ongoing monitoring of student achievement. Depending on
the assessment, the results are analyzed by teachers and the results are reported to students and
parents in order to provide feedback regarding how individual students are progressing towards
mastery of the content standards in their classes. Teachers report student achievement in the
form of a letter grade on all progress reports and report cards. District policy dictates that letter
grades must be reported in the form of A, B, C or F. As maturing individuals, students connect
their achievement to their achievement goals. Students are encouraged to consider their
academic progress when planning for their future, both in school and beyond. Parents have
access to and are regularly informed regarding student data, progress, and performance . All
members of the Yucaipa High School community from administration and teachers to parents
and students have access to abundant assessment information.
Yucaipa High School
Chapter 4: WASC Self Study Reports
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Findings
Evidence
Professionally Acceptable Assessment Process District and School
The school and District maintain Data Director
and ABI programs to collect, monitor and
disaggregate student achievement data. Data
Director compiles year to year results of STAR
tests as well as some school-based assessments.
STAR results are also mailed home annually to
all parents as soon as those results are available
from the State. All parents and students are
provided with confidential log-in access to allow
them access to ABI. The school mails out
teacher-generated progress reports quarterly to
all students (more often for students in jeopardy)
as well as formal report cards at the end of each
semester in January and June.
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Data Director
ABI
Fall STAR Report Letters
Progress Reports
Report Cards
Staff
Teachers employ a variety of assessment
strategies. Summative assessments suited to
content areas are used by most teachers to
provide the formal grade-related data and to
guide instruction. Formative assessments are
used daily by almost all teachers to guide their
classroom instruction. Data Director provides
teachers with feedback regarding their student
results from the prior year, in specific standards
clusters. These results are analyzed by
departments to reflect on the effectiveness of
curriculum maps as well as to initiate discussion
regarding best practices. Collaboration time is
often focused on how to include student
achievement data in making instructional
decisions, particularly for subgroups such as
ELL and special education students. The
Yucaipa High School
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Data Director
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ABI
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Teacher Surveys
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Classroom Observations
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Home Group Research
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Collaboration Time Agendas and
Minutes
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Progress Reports
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Report Cards
Chapter 4: WASC Self Study Reports
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majority of teachers update their ABI records at
least weekly to provide ongoing information
about student achievement. Progress reports are
completed at the quarters for all students, with
students in jeopardy of failing a class receiving
an extra progress report in advance of both the
“official” progress report as well as the actual
report card.
Parents and Students
Students and parents report that teachers use a
wide variety of assessment strategies to assess
student learning. A large majority of students
feel that teacher assessments accurately reflect
their classroom learning. The majority of both
students and parents report that teachers employ
a wide variety of instructional and assessment
strategies. Almost all parents report feeling well
informed regarding the progress of their student
in terms of learning the standards relevant to
their classes. ELL parents report similar results,
but with smaller majorities. The majority of
students and parents use assessment information
of all kinds to help them plan the program of
their students.
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Parent Surveys
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Student Surveys
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STAR Results Letters
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Progress Reports
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Report Cards
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Teacher Websites (SchoolFusion)
Basis for Determination of Performance
Levels
Staff
The determination of performance levels is at the
discretion of the classroom teacher. Performance
levels take the form of a letter grade of A, B, C or
F, as directed by District policy. The letter
grades are intended to match State performance
levels with A corresponding to “advanced,” B to
“proficient,” C to “basic” and F to both “below
Yucaipa High School
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School G Grade Policy
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Teacher Survey
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Student Survey
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Parent Survey
Chapter 4: WASC Self Study Reports
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basic” and “far below basic.” Teachers compile
the results of the assessments and have
individualized methods to categorize where
students fit into the performance levels. The
teacher then reports a final letter grade. The
letter grade is reported on the formal report cards
at the ends of both semesters. Letter grades are
used to determine student program needs.
Students may be required to retake classes that
are required for graduation or as a prerequisite
for another class. Letter grades are also used
during registration to help inform students,
parents and counselors about the most
appropriate course selections for subsequent
years.
Yucaipa High School
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Course Guide
Chapter 4: WASC Self Study Reports
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D2: Assessment and Accountability Criterion
“To what extent do teachers employ a variety of assessment strategies to evaluate student
learning? To what extent do students and teachers use these findings to modify the
teaching/learning process for the enhancement of the educational progress of every
student?”
D2 Summary:
Yucaipa High School uses a multitude of formal and informal assessments to monitor student
progress. These assessments are used as a basis to enhance the teaching/learning process.
Depending on the content area, teachers select the most appropriate assessment for measuring the
learning of students in their own classroom. Yucaipa High School is continuing to incorporate
the District’s Data Director system to analyze current and past students’ CST, CAHSEE scores
and results of District benchmarks. These scores are analyzed within departments and by
individual teachers during department meetings and collaboration time, and subsequently used to
guide instruction, evaluate and monitor student performance, develop department goals, and
identify areas to improve instruction. As they incorporate assessment information into classroom
instruction, teachers emphasize the student achievement goals (formerly ESLR’s) to ensure
students develop the skills to think critically and communicate effectively while becoming
responsible, independent, and reflective learners. ABI and SchoolFusion are valuable tools in
keeping students and parents aware of their educational progress within their individual courses.
Findings
Evidence
Appropriate Assessment Strategies:
All departments and teachers use a wide variety
of assessments when evaluating student
learning projects, tests, quizzes, benchmarks,
papers, quick writes, folders, notebooks, mini
papers, movie assignments, and portfolios.
 Department Homework
 Parent Survey
 Student Survey
 Teacher Survey
 Data Director
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 CAHSEE
 Teacher Rubrics
 Classroom Observations
A large majority of the students surveyed
agreed that teachers’ assessments accurately
reflected what they have learned.
 Student Survey
Demonstration of Student Achievement:
Formative and summative benchmark
assessments are used in core departments to
demonstrate mastery of academic standards.
These benchmarks were developed by
departments and through the District office
using the Intel Assess company. The District’s
formative benchmarks were developed as a
requirement tied to the PI status of the District.
Variety of student work is displayed within
classrooms demonstrating student achievement
of standards.
Students demonstrate student achievement goals
daily. All classroom discussions, in-depth
practice of academic standards, note-taking,
teacher prompts, student questioning, daily
assignments being submitted, correct use of
subject vocabulary by students, cooperative
groups, and connections to the real world are all
examples of students thinking critically, being
independent learners, effective and creative
communicators, and responsible citizens while
addressing academic standards.
Yucaipa High School
 Department Benchmarks
 District Benchmarks
 Data Director
 Intel Assess
 Classroom Observations
 Student Work
 Department Homework
 Classroom Observations
 Student Work
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Curriculum Embedded Assessments:
Departments use collaboration time to evaluate
and sometimes modifying curriculum maps and
benchmark assessments to increase student
achievement on CST and CAHSEE scores in
English Language and mathematics. Student
Achievement Goals also address mathematics
and English Language. They are discussed
during collaboration and by departments with a
special emphasis on how to increase
achievement of ELL students. All student CST
scores are readily available to all teachers.
Teachers and departments can access their
previous and current students’ CST scores to
identify areas of weakness/strengths, so they
may modify/enrich the teaching learning
process.
 Monthly Collaboration Feedback
 Pre-Collaboration Minutes
 Department Minutes
 CST Scores
 CAHSEE
 Data Director
Student Feedback:
Most students and parents agreed that they are
regularly informed about their academic
progress by their teachers on in class
assignments, quizzes and tests scores through
the use of ABI and teacher/student/parent
discussions, emails, school-progress reports. A
large majority of students and parents agreed
that ABI was updated regularly, keeping them
informed of course progress. While most
students agreed their teachers updated ABI at
least weekly a smaller majority reported they
did not check ABI as frequently. Approximately
half of the students do not view ABI as a source
of teachers informing them of their progress in
the class. A large majority of teachers stated
they update ABI weekly, and most teachers also
employ additional forms of communicating
grades to students and parents.
Yucaipa High School
 Student Survey
 Parent Survey
 Teacher Survey
 Department Homework
 Teacher Rubrics
Chapter 4: WASC Self Study Reports
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Modification of the Teaching/Learning
Process:
A vast majority of teachers review their
students’ performance weekly using both
formal and informal assessments. This vast
majority use class discussions and student
responses to modify teaching/learning daily or
weekly while most teachers modify based on
formal assessments. Modifications include reteaching and differentiated instruction.
Modifications and adaptations are also used for
ELL, SE, and 504-plan students. These students
may have modified grading and support
services. Oral assessments, peer
teaching/tutoring, think pair share, SDAIE
strategies are used to enhance the
teaching/learning process.
 Classroom Observations
 Teacher Survey
 Team Teaching
 T-Bird Peer Tutoring Learning Centers
 A+ Curriculum
Monitoring of Student Growth:
ABI is the only uniform system YHS uses as a
way of monitoring and communicating student
growth to all stakeholders. YCJUSD directly
mails CST and CAHSEE data to all students’
guardians. This information is also available to
all teachers through Data Director for their
former and current students. Counseling
regularly meets with students who are not on
track to graduate based on their current grade
level. All teachers have their own
individualized methods of monitoring their
students’ progress through, for example,
SchoolFusion class blogs, progress reports, ABI
updates, CST scores, formative, and summative
assessments.
Yucaipa High School
 Teacher Survey
 SchoolFusion Teacher Websites
 Department Homework
 Teacher Rubrics
 Counseling
 Class Syllabi
Chapter 4: WASC Self Study Reports
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D3: Assessment and Accountability Criterion
“To what extent does the school with the support of the District and community have an
assessment and monitoring system to determine student progress toward achievement of
the academic standards and the Student Achievement Goals?”
D3 Summary:
Yucaipa High School has an effective monitoring and assessing system in place to both
determine and share student progress. Assessment data is stored and analyzed over multiple
years via the Data Director system, while new learning is tracked on a daily basis via ABI. All
teachers use ABI to monitor student progress and to communicate grades to parents. Teachers
are also able to access Data Director to view past student performance on a wide variety of State
and school-based assessments. Parents and students have access to information regarding
student academic progress. All parents and students are provided with access codes to log in to
the ABI system where they can check grades in classes as well as attendance. In addition, the
District annually mails reports home regarding STAR testing results and CA-PFT results. The
school sends progress reports to parents twice per semester approximately every 6 weeks, before
distributing finalized grade report cards at the end of each semester.
Findings
Evidence
Assessment and Monitoring Process
School and District
District has put in place two monitoring
systems, Data Director and ABI. Data Director
compiles assessment results from the school
level and State in one place to track progress
from year to year. ABI is a site- level device to
provide day-to-day grade support for teachers.
ABI is accessible to students and parents to
provide accurate, up-to-date information
regarding student achievement in their current
classes. In addition, schools, district-wide, have
Yucaipa High School
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School Computer Network
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Interviews with District
Administration
Chapter 4: WASC Self Study Reports
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adopted SchoolFusion as a communication tool
where teachers construct individualized
websites to upload information and other
documents relevant to their class.
The school has provided ongoing training for
teachers in the effective use of Data Director,
SchoolFusion and ABI. Collaboration schedule
provides for ongoing use of Data Director by
staff to evaluate classes and department
program effectiveness. Administration has
provided reports inside of Data Director to
facilitate teacher understanding of CST
information. SchoolFusion is used to varying
degrees by the staff. Some teachers update
daily, some weekly, others monthly, and a few
teachers don’t use it at all.
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Interviews with Site Administration
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Collaboration Topic Schedule
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Multi-year Data Results Binders for
Teacher
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School Network
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Teacher Survey
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Home Group Homework Answers
Staff
Teachers use Data Director to access multi-year
student assessment data. CST results can be
viewed and programs can be assessed. During
collaboration time, teachers work together to
improve instruction on standards clusters and to
examine best practices. Subgroup needs can be
identified and weaknesses addressed. Most
departments report use of assessment data in
modifying instruction both day-to-day, as well
as with ongoing reviews of instructional
effectiveness as measured by formal means.
Yucaipa High School
Chapter 4: WASC Self Study Reports
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Students and Parents
Students report accessing ABI to track their
own progress in classes. Students also report
using SchoolFusion to access information,
announcements and assignments as required by
their teachers.
 Student Survey
Parents (both English speaking and the parents
of ELL students) use ABI extensively to
monitor the progress of their children. They are
able to access SchoolFusion to keep in touch
with teachers and to access information about
what is going on in classrooms. While a
majority of ELL parents do use ABI, the
proportion is much smaller than that of Englishspeaking parents.
 Parent Survey
Reporting Student Progress
School and District
Educational Services Division, at the District
office, maintains benchmark data on student
achievement through Data Director and STAR
reporting. The division regularly shares
achievement data through weekly Board
communications and cabinet meetings. The
Board annually hears a report on STAR data
with comparisons to prior years’ scores, state
and county. The YHS principal regularly shares
site data with cabinet and Board via a weekly
letter. The District directly mails parents the
results of STAR, CAHSEE, CELDT and CAPFT results. The principal shares AYP and API
results with the staff and parents at the
beginning of the school year as it becomes
available.
Yucaipa High School
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Interviews with District
Administration Staff
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Interviews with School Administration
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Principal Weekly Newsletters
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Faculty Meeting Agendas
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Principal Newsletter
Chapter 4: WASC Self Study Reports
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The school sends out regular progress reports
and report cards to communicate classroom
progress.

Progress Reports

Report Cards
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Parent Survey

Student Survey
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District Mailings
Parents and Students
Parents and students have direct online access to
current classroom achievement via the ABI
system. In addition to this, the school also
sends out hard-copy progress reports. From the
District level, the assessment results of STAR,
CAHSEE, CELDT and CA-PFT are directly
mailed to parents as soon as the CDE makes
them available to the District. Parents report a
variety of methods for communicating with
teachers such as email, regular mail, telephone,
direct conferencing. Most parents report a high
level of understanding regarding their students’
achievement and progress.
Staff
Teachers are required to use and maintain ABI
as a method of managing grades. Most teachers
report using ABI at least once a week or more
to keep grades updated and accurate. Many
teachers additionally use alternative methods of
communicating progress to parents, such as
emails, telephone, websites and print-outs.
Yucaipa High School
 ABI Data
 Teacher Survey
 Teacher Websites
Chapter 4: WASC Self Study Reports
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D4: Assessment and Accountability Criterion
“To what extent do the assessment of student achievement in relation to academic
standards and the Student Achievement Goals (formerly ESLR’s) drive the school’s
program, its regular evaluation and improvement and usage of resources?”
D4 Summary:
Yucaipa High School and District continually monitor student achievement and progress using a
comprehensive system of assessments. The assessment system emphasizes student knowledge
and performance. The student academic goals (SAG) are the foundation of the holistic school
program. The school program is extensively influenced by feedback and data related to student
performance. As a consequence, the school program is highly responsive to both the assessment
system as a source of data and information and the Student Achievement Goals to ensure that all
students meet and/or exceed graduation requirements, and are well prepared for life after high
school. The information gathered as a result of this monitoring is instrumental in guiding most
of the program decision making inside the Yucaipa High School community. The school, with
support of the District, assesses its progress in meeting academic standards by analyzing internal
assessments, state assessments and standardized tests (CAHSEE, STAR, CST, CELDT, CAPFT) as well as review of state and federal school performance indicators (API and AYP).
These and other indicators such as graduation rates, attendance, and college attendance rates are
monitored and reviewed both as a whole school but also disaggregated by subgroup breakdown.
School performance data is analyzed at the site level and the district level to determine school
needs. Programs are developed and/or modified, and resources allocated and adjusted
accordingly.
Findings
Evidence
Students and Parents
Yucaipa High School parents and students are
becoming more educated about using the ABI
grade reporting system. The majority of both
parents and students report that they use ABI
regularly to monitor progress in classes.
Yucaipa High School
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Student Survey

Parent Survey
Chapter 4: WASC Self Study Reports
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Parents are informed of student progress and
report feeling involved with the planning of
their students’ academic program. Parents
report feeling more informed about their
students school-based assessments than they do
regarding state assessments. ELL parents report
lower levels of communication and
understanding regarding their student’s progress
and their own uses of digital communication
devices, although still a majority use them and
do feel informed. Parents feel included in
decisions and planning regarding their student’s
school program.
Students report that they monitor their own
progress using ABI, but to a lower degree than
their parents. The large majority of students
report that teachers regularly update their ABI
at least once a week. Students sometimes apply
their knowledge of progress and assessment
results to making plans about their academic
future. Students feel that the assessments given
by their teachers match what they are taught and
are learning.
Parents and students have been included on all
WASC Focus Group committees. Parents and
students were extensively surveyed to ensure
that their input would be a part of the WASC
review process.
Staff

Parent Survey

Student Survey

Parent Survey
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Student Survey

WASC Focus Group Rosters

WASC Focus Group Minutes
Yucaipa High School teachers feel that program
decisions at the school level are correlated with
assessment data. Most teachers regularly
Yucaipa High School
Chapter 4: WASC Self Study Reports
147
update ABI (once a week or more) and rely on
it as the most important element in
communicating with parents and students.
Most teachers report using SchoolFusion to
some degree, although it varies. Most teachers
use regular (once a week or more) formal
assessments to make decisions about and guide
their instruction, but a larger majority of them
use informal assessments more frequently to
modify the day to day instruction. Academic
teachers do report difficulty reconciling
covering standards with the pressure to teach to
mastery. Course-specific, teacher-created
common assessments are in place in most
departments, and teachers collaborate in order
to make the tests and curriculum maps effective.

Teacher Survey
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Home Group Homework Results
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Classroom Observations
School and District Leadership
Programs and facilities are in place to support
students in planning their programs to achieve
success. This happens, for example, through
AVID, CAHSEE support, ELL support,
Learning Center, Writing Center,
Career/College Center, and AP classes.
 Interviews with Administration and
Staff
District is kept informed regarding overall
student progress in the form of the monthly
council meetings as well as presentations to the
Board. District reports to parents in the form of
letters to that share state testing data (STAR,
CA-PFT, CAHSEE, CELDT). The District
regularly shares achievement information with
the Board with the weekly communications and
cabinet meetings. There is an annual meeting to
share STAR results, API and AYP data. The
District has also purchased programs such as
 Interviews with Administration
Yucaipa High School
 Master Schedule
 Council Meeting Minutes
 School Board Minutes
 Education Services Mailings
Chapter 4: WASC Self Study Reports
148
“Intel-Assess” to help develop standards-based
benchmark assessments for ELA and Math.
“Read 180” is a program specifically purchased
to specifically address learning needs identified
via assessments.
In the period since the 2005 WASC review,
assessment results have caused several program
changes at Yucaipa High School. For example,
students are placed into math and science
classes based on both performance and state
assessments. Students are pre-screened before
final enrollments are done. As a result, the
master schedule is determined based on the
learning needs of students. CAHSEE support
classes are designed to help students improve
their test results. Teachers offer outside of class
tutoring, and peer tutoring is available at lunch
and after school. The AVID program has
grown quickly to help address the learning
needs and support for post-secondary goals for
students that are often underrepresented (ELL
and socioeconomically disadvantaged) in
choosing college as a desired outcome of the
student academic goals. The student learning
center and writing center are examples of new
programs to address the support needs of
students. Saturday “academies” assist students
with difficulties in specific core subjects.
Restart classes are offered to students who
failed in their first attempt at completing core
classes.
The principal shares information weekly with
the staff using a Friday newsletter, and with the
community at large via the school website.
Each newsletter includes a professional
development piece.
Yucaipa High School
 Interviews with Administration
 Master Schedule
 School Facilities
 Restart Classes
 Saturday Academies
 Weekly Newsletters
 School Website
Chapter 4: WASC Self Study Reports
149
The professional development of the staff is
driven by the desire to improve student mastery
of standards. Monthly faculty meetings
regularly include agenda items dedicated to
sharing information about student achievement
and subgroups, and the staff is very concerned
about supporting all subgroups with
improvement in all academic areas. The
collaboration schedule is continuously evolving
to assess the success of instruction based on
student performance. Departments meet
monthly to discuss their program in addition to
the collaboration time. There are various
committees dedicated to the achievement of
student subgroups (ELAC, GATE, etc.) that
incorporate parent participation.
 Teacher Survey
Most departments at YHS reported that parent
and student involvement in decision making is
very important in areas that affect the student.
Teachers reported that as parent and student
awareness and use of ABI has increased, both
groups tend to be more involved and interested
in monitoring progress.
 Teacher Survey
 Interviews with Administrators
 Minutes of Meetings
 Schedule of Collaboration Events
 Department/Home Group
Questionnaire
Focus Group D - Areas of Strength
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ABI provides faculty with an effective tool for communicating academic progress to
students and parents.
Faculty can access and analyze standardized, student assessment data through Data
Director to support, modify, and improve instruction to address student academic needs.
Teachers use a variety of assessment strategies (summative and formative, formal and
informal) to gauge student academic progress, and guide instruction.
Decisions directly affecting instruction and programs, including professional
development, master schedule, and student support, are all made in conjunction with
assessment data analysis.
Yucaipa High School
Chapter 4: WASC Self Study Reports
150
Focus Group D - Prioritized list of Areas for Growth (highest to lowest)
1. All teachers need to update ABI regularly to provide accurate, current information to
students and parents regarding student academic progress.
2. All parents and students, including ELL, need access to ABI so student progress can be
effectively monitored.
3. A system needs to be developed for tracking and analyzing student progress towards
school-wide Student Achievement Goals, especially as they apply to each core
department and elective classes.
4. Teachers need more time to work with assessment data available through Data Director
in order to plan and/or modify instruction as necessary.
5. Teachers need more training in “standards-based grading” and differentiated instruction.
Yucaipa High School
Chapter 4: WASC Self Study Reports
151
Focus Group E: School Culture and Support for Student Personal and
Academic Growth
E1: School Culture and Student Support Criterion
“To what extent does the school leadership employ a wide range of strategies to encourage
parental and community involvement, especially with the teaching/learning process?
Evaluate the strategies and processes for the regular involvement.”
E1 Summary:
Parents and the community are an integral part of the success of students at Yucaipa High
School. Yucaipa High School continues to develop a system to help parents be more involved,
and for the community to share its expertise with our students. With a community that is
becoming more diverse, Yucaipa High School continues to learn more about the community that
we serve, and how we can best meet the needs, and utilize the resources that our ever-changing
population offers. Recently, Yucaipa High School has done a much better job of communicating
to Hispanic parents in their native language. Parents regularly serve on committees when
required, but have been regarded as a required element rather than a valued resource. Yucaipa
High School actively makes use of parents who want to be involved, but it does not have a
system in place for involving parents and community members regularly in problem solving and
major decision making.
Findings
Evidence
Regular Parent Involvement
Parents are valued members of the Yucaipa
High School community. Most parents of
Yucaipa High School students feel that they
are well informed. Teachers have access to
numerous methods of communication with
parents, and parent feedback and interaction is
valued. Most parents feel that they are an
Yucaipa High School
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Chatter (home calling system)
School Website
Mandatory Parent Meetings for
Athletic Teams
Email Accounts for all Teachers
SchoolFusion Classroom Websites
Marquee
Parent Survey
Chapter 4: WASC Self Study Reports
152
important part of the planning and execution of
their students education program.
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IEP/504 Meetings
Booster Clubs
Parents are active members of the decision
making process on campus. They are part of
various leadership teams including School Site
Council, English Language Advisory
Committee (ELAC), and the Parent Teacher
Student Organization (PTSO). Parents are also
partners in the textbook adoption process, and
they regularly help with events on campus such
as schedule distribution and testing support.
Parents also play a key role in the support of
extra-curricular activities such as band,
athletics and choir.

School Site Council Agenda and
Minutes
PTSO Agenda and Minutes
Recognizing the increased diversity of our
students, specifically the Hispanic students,
steps have been taken to ensure that students
are able to read documents in their native
language.
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The school website can be translated
into multiple languages.
Most publications are sent home in
English and Spanish.
All parent meetings are offered in
English and Spanish.
Use of Community Resources
The community around Yucaipa High School
plays an active role in helping students to
achieve their goals. Local area experts are
often sought out to share their expertise with
our students. Students are offered the
opportunity to work at local businesses during
school hours for elective credit and local
professionals donate their time in areas where
the school cannot adequately meet the needs of
students. Yucaipa High School has formed
partnerships with the city and local youth
organizations to best utilize facilities.
Yucaipa High School
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Service clubs on campus are linked to
service clubs in the community.
Lunchtime speakers appear at club
meetings.
S.L.A.M. assemblies – using local law
enforcement, fire department, and
ambulance services – occur.
Facilities improvements are made with
community support/resources.
Volunteer coaches contribute.
Athletic physicals are done by local
doctors with proceeds donated back to
the athletic department.
Health classes have rape-precaution
Chapter 4: WASC Self Study Reports
153
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Community police officers (School Resource
Officers) are utilized daily to ensure the safety
of students on campus.
Students are consistently offered opportunities
to meet with local professionals to research
vocational/educational opportunities for their
future.
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speakers.
Gyms and sports fields are shared with
local youth teams.
Youth Basketball donates money to
YHS athletics.
Health classes get CPR instruction from
the fire dept.
Job fairs are sponsored by Counseling
and the Career Center.
Lunch time booths with local
businesses offer employment
opportunities.
Work Experience Course
School Resource Officer
Career Center Info
Career Fair
Parent/Community and Student
Achievement
Teachers use a variety of methods to
communicate student achievement goals
(SAG) and content standards to parents and
sometimes to the community as a whole.
The counseling office uses specific events to
contact parents to address those areas.
Yucaipa High School
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YHS Website
ABI
SchoolFusion Websites
Course Syllabi

ABC’s of College Planning Parent
Night
Financial Aid Parent Night
Incoming 9th Grade Parent Night
4 Year Planning at Back-to-School
Night.
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Chapter 4: WASC Self Study Reports
154
Parents have the opportunity to initiate a
student intervention team in order to discuss
the best ways to meet their student’s needs.

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Confidential Counselor Notes in Aeries
Intervention Team Meetings
Parents annually receive a document that
outlines graduation requirements and course
prerequisites. Parents are then able to help
choose courses and map out an educational
plan for their student.

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YHS Course Guide
Parent Signatures on Course Schedule
Requests
Yucaipa High School
Chapter 4: WASC Self Study Reports
155
E2: School Culture and Student Support Criterion
1. “To what extent is the school a safe, clean and orderly place that nurtures learning?”
2. “To what extent is the culture of the school characterized by trust, professionalism, high
expectations for all students and a focus on continuous school improvement?”
*Two E2 Documents were written resulting from disagreements within the E Focus group.
These two “versions” were then considered side by side. The E2 subgroup as well as the entire
E Focus Group then voted on which version to include in the WASC document. The
document that appears here is included because it received the most votes and is considered to
represent the “majority” opinion. The “minority” report appears in the Appendix. *
E2 Summary:
The environment at Yucaipa High School is safe, secure, clean and orderly. Facilities at Yucaipa
High School are appropriately maintained to provide a safety-first campus. Most staff members
believe that matters of safety take priority at YHS. The Yucaipa High staff agrees that students
and staff are safe, the campus is secure, and that site and District Administration generally
address concerns in a timely manner. There are procedures in place at both the site and district
levels that provide for student safety and discipline, campus security, facility maintenance and
staff support that reflect an on-going desire to foster and maintain a safe, secure, clean and
orderly environment regardless of budgetary issues and funding.
A positive school culture is characterized by professionalism, trust and respect. Faculty and staff
tend to believe that they are valued as members of the Yucaipa High School educational
community as demonstrated through collaboration, staff development, department and staff
meetings and various opportunities provided by administration for staff input into the overall
school program. Staff members share a common sense of purpose and are encouraged to increase
their effectiveness in helping students reach their academic potential.
Findings
Evidence
Safe, Clean and Orderly Environment
Teachers, custodians and administrators work with
students as a team to maintain a safe, clean and
orderly environment. Most teachers agree that,
while they would enjoy smaller class sizes, the
contractually agreed upon sizes are acceptable and,
Yucaipa High School
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E2 Department Questionnaire
WASC Student Survey
WASC Parent Survey
WASC Teacher Survey
Physical Education State
Framework
Chapter 4: WASC Self Study Reports
156
although not optimal, manageable. Some teachers
in physical education classes have expressed safety
concerns dealing with recent increases in class size.
Policies and practices to facilitate work orders are
generally effective according to most staff
members. Site work orders are entered into the
District’s “Webworks” system which forwards the
work orders to the District Maintenance
Department where they are prioritized and assigned.
Work orders are prioritized based on safety first.
“Emergency” work orders are called in and usually
repaired or disabled within hours. Maintenance
priorities are not site-level decisions. All parties
agree that YHS is an appropriately safe facility with
administration and staff that demonstrate concern
for the safety and well-being of all students. Most
staff members, with the exception of some physical
education teachers, agree that safety work orders
are appropriately prioritized and completed in a
timely manner and that classrooms are maintained
in safe and working order.
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E2 Department Questionnaire
Custodial Interviews
Work Order Records
District Maintenance Records
Most teachers agreed that all students are scheduled
appropriately and safely in classes. Most teachers
believe that scheduling is appropriate and safe – the
exceptions concerning open enrollment in
Advanced Placement classes (when students
become daunted by the rigor) and physical
education and technology classes (where the
supervision of some special-needs students is a
concern).
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E2 Department Questionnaire
IEP Records that indicate
“appropriate placement”
Yucaipa High School
Chapter 4: WASC Self Study Reports
157
Some staff members voiced concern that students
with a history of violent behavior are placed in
classes without proper teacher notification.
Administration says that teachers are, in fact,
notified in writing when a student with a history of
violence becomes part of their class and
administration believes that most teachers cannot
recall these sorts of notification because there are
not many students at YHS with violent backgrounds
to report. Students with a history of criminally
violent behaviors are placed in alternative
educational facilities within our district or in county
programs.

Administrative support and policies that assure a
safe environment are generally effective.
Administration employs a well thought out and
thorough plan for disaster drills. Drills are regular
and conducted efficiently by administration and
staff. However, there were concerns raised
regarding disaster drills during lunch and/or passing
periods to more fully prepare for genuine nonscheduled disasters.
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Disaster Plan
Disaster Drill Schedules
Disaster Drill Debrief Results
and Recommendations
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E2 Department Questionnaire
Security Monitor Interviews
Campus Entrance and Exit Logs
Administrators and security monitors are
consistently present during lunch and passing
periods to support a safe environment. Security
monitors rotate hourly to provide fresh eyes to
problem areas. Student disruptions such as fights
are rare and effectively controlled. Staff feedback
suggests the need for increased campus security to
match the increase in student enrollment.
Yucaipa High School
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Administrative Records of staff
notification
Records of students currently
enrolled with a criminal history
of violent behavior
E2 Department Questionnaire
Chapter 4: WASC Self Study Reports
158
Administration, staff and students work well
together to maintain a safe school environment. The
administration of consequences to support a safe
environment is generally effective. Policies are
clearly defined and communicated. Staff provided
mixed responses when asked about consistency
among administration in assigning consequences.
While most staff members believe that discipline is
fair and firm, according to surveys, it is not always
consistent from administrator to administrator.
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Discipline is generally swift and effective. Security
monitors are effective in patrolling the campus
throughout the day. Entrances to the campus are
monitored and logs are maintained to provide
written records of all visitors to the campus. The
School Resource Officer effectively utilizes the
“Clean Sweep” Citation program to support school
discipline. The physical education department
makes sportsmanship training and conflict
resolution training a top priority that helps to set a
school-wide atmosphere of respect and tolerance.
ASB clubs also promote programs that teach and
positively enforce tolerance and school unity. The
end result is that Yucaipa High School is noted
county-wide as one of the safest learning
environments and safety is, perhaps, our school’s
greatest strength.

Many activity-based classes review safety
guidelines and procedures.
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Yucaipa High School
E2 Department Questionnaire
Aeries Discipline Query and
Results
Administrative Discipline Chart
Security Monitor Rotation
Schedules
Campus Entrance and Exit Logs
“Clean Sweep” Program
Records
Physical Education Department
Records
Physical Education State
Standards
ASB Safety and Tolerance
Activities
Science department syllabi and
lab report procedures.
Art department syllabi and
lesson plans
ROP (Auto, Woodshop,
Medical syllabi and lesson
plans)
Chapter 4: WASC Self Study Reports
159
The overwhelming response from students is that
they feel generally safe on campus. Parents believe
that the school facilities are safe, functional and
well-maintained. Parents generally agree that YHS
provided a safe learning environment for all
students, and the consensus among teachers and
staff is that they, too, feel safe on campus. YHS
reflects the generally safe conditions of the
community.
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WASC Student Survey
WASC Parent Survey
WASC Teacher Survey
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WASC Parent Survey
WASC Student Survey
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Principal Interview
WASC Teacher Survey
Ninth and tenth grade teachers
do bell work and sponge
activities daily to prepare
students for the CAHSEE.
Saturday Academies employ a
“boot camp” approach to SAT,
CAHSEE, or CST preparation.
Data Director is utilized to
identify “bubble” students who
benefit from extra instruction.
Most teachers often volunteer
their lunch period, after and
before school time for tutoring,
club activities, and other
support activities.
The PE department runs a
lunchtime intra-mural program.
Coaches monitor and assist
High Expectations/Concerns For Students
YHS demonstrates significant caring, concern, and
high expectations for students in an environment
that honors individual differences and is conducive
to learning. Parents surveyed feel that YHS is
generally responsive to their concerns. Students
surveyed feel that their teachers, counselors, and
administrators are responsive to their concerns.
Caring and high expectations for all students is
demonstrated in a variety of ways. This is
demonstrated throughout the school.
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Yucaipa High School
Chapter 4: WASC Self Study Reports
160
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Citizenship and ethical values are demonstrated by
students in a variety of classes and programs
throughout the school.
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Yucaipa High School
students with academic
deficiencies.
Administration and staff
support and encourage students
to perform well on all
standardized testing.
There is an academic code of
honesty and integrity.
Co-curricular clubs reinforce a
community service focus and
promote positive citizenship
and ethical values.
Athletes are held to a code of
conduct.
Good sportsmanship is
demonstrated in PE classes and
athletic teams.
ASB club activities are
numerous and they emphasize
tolerance and harmony on
campus.
The Block Y letterman club
began a program to pledge
competing as a clean athlete,
not to use performanceenhancing drugs (PEDs), and to
avoid cheating-to-win.
Students regularly demonstrate
good ethical behavior in class,
during lunch, and during
passing periods.
Physical Education Department
Block Y SchoolFusion Page
PEDS: High School Sports
Dirty Little Secret (PowerPoint
Program)
Chapter 4: WASC Self Study Reports
161
Students surveyed overwhelmingly feel that
teachers promote the development of life skills by
helping them, for example, to respect cultural
differences, to demonstrate a healthy lifestyle, to
care for the environment, and to participate actively
in the community, all of which aims toward helping
them to become responsible citizens. Teachers
report that they, indeed, frequently promote life
skills that develop responsible citizens.
Yucaipa High School promotes a rigorous and
comprehensive program through AVID, AP classes,
extra and co-curricular activities, UC, A-G, and
NCAA requirements.
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WASC Student Survey
WASC Teacher Survey
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Master Schedule
AVID Course Curriculum
E2 Questionnaire –AVID
WASC Student Survey
AP Curriculum
Course Guide
Career Center Support
IEP Goals

E2 Questionnaire Department
Response
Leadership Team Minutes
Department Chair Minutes
Professional Learning
Communities (PLC) Agendas
Security Staff Meetings
Custodial Meetings
Collaboration Planning
Meetings
Monthly Collaboration
Meetings
Department Meetings
Atmosphere of Trust, Respect, and
Professionalism
There is significant evidence in department
questionnaire responses and elsewhere that YHS
demonstrates an atmosphere of trust, respect, and
professionalism. Responses from departments were
overwhelmingly positive regarding a positive
working relationship with mutual respect among
staff. Collaboration within departments is
excellent. Department meetings are conducted with
a positive atmosphere that accepts feedback from
all stakeholders. Evidence that there is mutual
respect between administration and departments
regarding policy was mixed. though most
departments reported that within their departments,
they have a good working relationship with each
other and with the administration.
Yucaipa High School
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Chapter 4: WASC Self Study Reports
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Yucaipa High School is a focal point in the
community and one that boasts a good atmosphere.
One example of an outstanding school atmosphere
is the recent demonstration of school spirit during
the KIIS FM 92.7 radio school spirit competition.
YHS won the southern California competition.
During competition and the resulting free concert,
there was an outstanding display of school
cohesiveness and positive atmosphere by students,
faculty, and administration.
Yucaipa High School
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Spirit Rally Video
Chapter 4: WASC Self Study Reports
163
E3 and E4: School Culture and Student Support Criterion
“To what extent do all students receive appropriate support along with an individualized
learning plan to help ensure academic success?”
“To what extent do students have access to a system of personal support services, activities
and opportunities at the school and within the community?”
E3 & E4 Summary:
Yucaipa High School (YHS) serves approximately 3,000 students. The Yucaipa High School
counseling and career center staff members have developed a comprehensive guidance program
that assists all students in acquiring the skills, knowledge and attitudes needed to become
effective students, responsible citizens, and life-long learners. The approach at YHS is schoolwide, focusing on students’ personal, career, and academic interests and goals. Our goal is to
design a personal learning plan that matches each student’s aptitudes and interests. Each student
is assigned to a counselor who assists with personal guidance, academic planning and postsecondary preparation. Counseling services include appropriate placement and support for
students qualifying for EL and/or Special Needs classes. Free academic tutoring is available to
all students through a wide array of programs. The ultimate goal is to ensure that all students
graduate with the competencies necessary to make self-directed, realistic decisions and to be
successful contributors to society.
Findings
Evidence
Adequate Personalized Support
Many opportunities are available through the
academic program, extracurricular activities,
counseling and health services for students to feel
connected to the school and supported by it.
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School Events Calendar
Master Schedule
Yucaipa High School has a full time health
technician who reviews and maintains student
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Nurse’s Office
Yucaipa High School
Chapter 4: WASC Self Study Reports
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health records and works with the staff concerning
special health needs and restrictions of students.
The counseling staff works with the students to look
at prior experiences and personal needs in relation
to both academic courses and career interests.
Counselors regularly present and advise students on
pertinent information on graduation requirements,
A-G college entrance requirements, college testing,
community college requirements, NCAA
requirements, military and career exploration.
Seniors are offered college and career interest
workshops including UC application and personal
statement workshops, CSU application workshops,
career exploration and resume building workshops.
The Career Center is an extension of the counseling
office providing many students with pertinent
occupational information and resources to explore
vast employment and educational opportunities.
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Student Files in Nurse’s Office
Health Notes in Aries
Notes in IEP
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Shared Counseling Calendar
College/Career Unit PowerPoint
Career/Life Activity Sheets in
Counseling Office
Student Sign-up Sheet for
Senior Workshops in
Counseling Files
Transcripts and Individualized
Learning Plan
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Yucaipa High School
Career Center
Student Sign-in Sheet in Career
Center
College Presentation Sign-up
Sheets
Job and Volunteer Board
Career Center Webpage
Posters Around Campus
Crafton Hills College Senior
Day Roster and Sign-up Sheet
Completed Applications for
Crafton Hills College
Recruiter Sign-in Sheet
ASVAB Sign-in Sheet
ASVAB Results in Career
Center Files
Crafton Hills College Priority
Registration, Testing, Data in
Career Center Files
Chapter 4: WASC Self Study Reports
165
Yucaipa High School hosts Career/Technical Fairs
for all seniors for the purpose of promoting
technical careers. Future plans for the expanding
these events include military options and additional
career/technical schools to promote their offerings.
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Yucaipa High School has offered a peer tutoring
program since the beginning of the 2007/08 school
year. The goal of this program has been, and
continues to be, empowering struggling students to
succeed through the supportive efforts of their
fellow students. Students who have participated
actively in the tutoring process have reported
improved test scores as well as overall
improvement in semester grades.
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For students and parents who would like to have a
one-on-one tutor, YHS offers a paid tutoring
program. In 2010-2011 we currently have 80
student tutors. The information about the tutoring
service is promoted on the YHS Career Center
website and a flyer is sent to all elementary and
middle schools with a contact person at each site.
The Career Center has the master list and it is given
to teachers upon request.
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The counseling staff consists of five full-time and
one half-time credentialed counselor. The
counseling program includes personal crisis
intervention and one-on-one academic counseling
based on student needs. While the counseling office
does not log outcomes, many students are assisted
in solving immediate problems that interfere with
their academic and personal/social development.
As student advocates, the counseling staff
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Yucaipa High School
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Information is shared through
YHS website.
Dates and times for event are in
the shared counseling calendar.
A list of participants is kept in
career center files.
“Chatters” to parents
communicate.
Tutoring records are kept in the
counseling office.
Observation of tutoring services
occur at lunch in counseling
office and after school in the
library
A community service time log is
kept with the Government/
Economics teacher.
YHS Website
Career Center Files
A tutor roster and student
contact information is kept in
files and in computers in the
Career Center.
Information is shared in the
daily bulletin.
Shared Counseling Calendar
Counseling Office
Group Permission Slips
Chapter 4: WASC Self Study Reports
166
recognizes the uniqueness and individual worth of
each student. The counseling program focuses on
each student’s potential for growth within the
context of his or her individual family and culture.
Group counseling is also available when a need is
identified.
Direct Connections
Individualized learning plans are created with/for
each student at YHS at the time the student enrolls.
The plan is updated annually by counselors and
shared with students during College/Career Units.
The individualized learning plans allow students to
track their progress toward meeting graduation
requirements, A-G college entrance requirements,
and NCAA requirements. Students will
schedule/plan courses to be taken throughout high
school to achieve their individual goals.
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The school psychologist at YHS supports students
in crisis through screening and referral to
behavioral support agencies including Loma Linda
University Behavioral Medical Center, Arrowhead
Regional, and various counseling agencies in the
area. Referrals are made for Early Periodic
Screening and Diagnostic Team for counseling
services for students with emotional and/or mental
health problems. When necessary, students
receiving special education services are referred to
AB2726 Outpatient Mental Health Services.
Collaboration with special education staff is
provided for accommodation and/or modifications
to students’ curriculum, research-based
interventions, and positive behavioral supports.
YHS provides on-site solution-focused brief
counseling with students as needed with parent
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Yucaipa High School
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College/Career Units
College/Career Unit PowerPoint
Binders of individualized learning
plans are in the counselor office.
Confidential counseling notes are
in Aries.
Individualized Education Plans
(IEP)
Student Intervention Team
Meeting Notes
Chapter 4: WASC Self Study Reports
167
permission. Staff attends IEPs as necessary to
collaborate and consult on the services and supports
for special education students to assist them in
accessing the general education curriculum.
With the new integration of the ninth campus,
Special Education teachers at YHS will begin
meeting with Special Education teachers from our
two middle schools in the spring of each academic
year for articulation purposes. Middle school
teachers will bring a student file complete with the
student’s IEP and Behavior Support Plan (BSP) to
share with the newly assigned case carrier. The
new case carrier is given the student file and any
pertinent information regarding the individual
student and their needs. When a student is
promoted to the next grade level at YHS, files are
once again shared with the student’s newly assigned
case carrier.
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When a student with an IEP or Section 504 plan is
going to graduate from YHS with a high school
diploma, they are given a Summary of Performance
(SOP). The student will take the SOP and a copy of
their IEP or Section 504 plan to the Student’s with
Disabilities Office at the educational institution of
their choosing. The SOP outlines accommodations/
modifications that have helped assist in a student’s
success at YHS and new
accommodation/modifications that are
recommended to toward successful scholarship in a
higher education environment.
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YHS staff has access to a Student Resource Officer
(SRO) at all times. When a student is in crisis and
may cause harm to self, the counselor or
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Yucaipa High School
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Individualized Education Plans
(IEP)
Meeting dates at Student Services
Student files are in case carriers’
classrooms.
Cumulative records are in the
registrar’s office.
Student Meetings for 504 on
Students on Shared Counseling
Calendar
Confidential Counseling Notes in
Aries.
IEP
Interviews occur with Student
Resource Officer (SRO).
Confidential counseling notes are
Chapter 4: WASC Self Study Reports
168
in Aries.
administrator will contact the SRO to meet with the
student and evaluate his/her safety. When
necessary the SRO will contact the Child Crisis
Response Team who comes to the school site to
interview the student and together decide the most
appropriate course of action.
Counselors, School Psychologist, administrators
and other school staff make referrals when
appropriate for support services. When a student is
facing individual, family or school-wide problems,
they are provided with a list of resources in their
community to help them learn to cope with the
issues and become successful in life and at school.
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Confidential counseling notes are
in Aries.
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Confidential counseling notes are
in Aries.
Registration forms are in
counseling files.
Grade rosters are in registrar’s
office.
Attendance records are in
attendance office.
Strategies Used for Student
Growth/Development
Over the past three years Restart classes have been
an outstanding way for students to recover credits
for classes that they were unable to complete with a
C- grade or better. Restart classes are offered in the
core subject areas and taught by highly qualified
teachers. Many at-risk students have recovered
credits through Restart classes.
The Yucaipa Adult School (YAS) allows YHS
students the opportunity to recover a maximum of
20 credits required for graduation. Students must
complete a total of 45 hours and all of the work for
the course to receive credit. Adult Education classes
are offered once every quarter and throughout the
summer. Due to transportation issues, some
students were unable to take advantage of this credit
recovery program in years past. In 2009 the Adult
School began offering classes on the Yucaipa High
Yucaipa High School
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YAS Data in Notebook
Individualized Learning Plans
Confidential Counseling Notes
YAS Transcripts
Chapter 4: WASC Self Study Reports
169
School campus. Data from July 2007 through 2010
shows that concurrently enrolled minors at the
Yucaipa Adult School have been successful in
completing graduation requirements.
Support Services and Learning
Instructional aides are present in general education
to support teachers with special education students.
They ensure that students receive the
accommodations and modifications described in
their IEPs. They are linked to special education
staff in their classrooms to provide accountability
for students and act as liaisons between general
education and special education staff.
Learning Center students receive one period of
specialized academic instruction. They are directly
supported by a team consisting of one special
education teacher and an aide and also through the
information indirectly provided by other aides (that
are present in the pertinent classrooms, as noted
above). These students, throughout the year, receive
support in their core academic classes while
working on IEP goals and while learning test-taking
strategies that are meant to help them when taking
the CSTs and the CAHSEE.
SI students receive two or more courses of
specialized academic instruction. They are
supported by a special educator and an instructional
aide in a core academic class such as math, science,
history or English. In the 9th grade these students
are mainstreamed into health and world geography
classes and have the opportunity to be a part of an
inclusion earth science, English or algebra course.
These courses offer students access to the general
Yucaipa High School
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Aide Schedule
Special Education Classrooms
IEP
Case Carrier Files
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Master Schedule
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CASHEE pass rates
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Special Education Department
meeting minutes
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Instructional Aide Schedules
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Learning Center Curriculum
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Master Schedule
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Instructional Aide Schedule
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Special Education Department
meeting minutes
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Collaboration Time minutes
Chapter 4: WASC Self Study Reports
170
education curriculum while having a special
educator who directly supports them with necessary
accommodations and modifications. Ideally, the
goal is for both educators to become fluid in their
roles to become in essence co-teachers working for
the success of all students.
YHS offers three Life Skills classes with students
ranging in age from 14-22. The students are placed
in their core subject classes according to their
ability. All Life Skills students are taught
important job skills, life skills and social skills.
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Life Skills Curriculum
Interview with Life Skills Teacher
ROP Workability
Lesson Plans with TPP teacher
ABI
All special education students have access to the
services offered through the Career Center which
includes attendance at college fairs, a visit to
Crafton Hills College, and access to the COIN
website where students may take a variety of
assessments to help guide them in career choice as
well as to explore a variety of jobs, including
descriptions and requirements. Students often
create portfolios that they can revisit in each year of
their high school experience.
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Crafton Hills College Website
Student Transcripts
GATE Parent Night Agendas
Career Center
Special education students are served by a
knowledgeable counseling staff that provides
information regarding graduation checks to ensure
that students are meeting the required credits
necessary for graduation. The counseling staff is an
integral piece of a team (that also consists of special
education staff, administration, and each student’s
family) that crafts a path that leads to graduation.
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Student, Parent, and Teacher
Surveys
Individualized Learning Plan
Counseling Department Senior
Interviews/Graduation Checks
(sign-in sheets)
Yucaipa High School
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Chapter 4: WASC Self Study Reports
171
During the junior and/or senior year, a student can
take advantage of being a concurrently enrolled
high school student at Crafton Hills College. (Few
YHS students take advantage of this concurrent
enrollment opportunity.)
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Counseling Department
Yucaipa High School offers a comprehensive
program of services to English Language Learners.
These services are of critical importance, as
research has indicated that this group of students is
consistently at risk of under-performance and nongraduation when compared to their peers who are
native English speakers. English Language
Learners (ELL) are given the CELDT (California
English Language Development Test) on a yearly
basis to assess their English language fluency and
proficiency. Based upon these results and in
collaboration with counselors, teachers and
administrative staff, ELL students are placed in
what is considered the most appropriate English
class for their proficiency level. The goal of this
process is to ensure the greatest possible access to
the core curriculum while at the same time
facilitating primary language support where needed.
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Master Schedule
Cumulative Records
CELDT Scores
Aid Schedule
ELD Room in D-5
“Brace” Cluster Lists
Aries Face Sheet
Students who have a physical or mental impairment
which substantially limits learning are offered
services under Section 504. Meetings are held
annually for students who have a Section 504 plan
with the student, parent, teachers and an
administrator. During this meeting reasonable
accommodations are offered to support the student
in the general education classroom.
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504 folder in Counseling Office
Meeting Records in Shared
Counseling Calendar
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504 Tag on Student Schedule and
Aries Face Screen
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Shared Counseling Calendar
Cumulative Record
Student Intervention Team (SIT) meetings are held
to discuss the progress a student is making in
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Chapter 4: WASC Self Study Reports
172
his/her classes. The team includes the student,
teachers, parents, an administrator, a counselor and
any other staff who can provide input on the
student’s progress. During the meeting,
interventions that are currently taking place in the
classrooms are discussed as well as outcomes of
those interventions, and further interventions are
planned that may help the student be successful at
YHS. SIT paperwork is completed using input from
all members of the team, including California Star
Testing results and vision and hearing results from
the school nurse. The paperwork is then signed by
all members of the team. Approximately six weeks
after the initial meeting, the second SIT meeting
takes place and includes all of the members from
the initial meeting. Interventions are reviewed and
modified as needed. During the second SIT
meeting, a student may be designated for
assessment by the school psychologist, and SIT
paperwork is sent to the District office. When
interventions are assisting the student to become
successful in class, paperwork is filed in the
student’s cumulative record folder.
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Paperwork at Student Services
Confidential Counseling Notes
Vision and Hearing Results
Yucaipa High School has an effective support
system in place to equip students to pass both parts
of the California High School Exit Exam
(CAHSEE). To begin with, students who are
unable to pass the initial Grade 10 administration of
the CAHSEE are afforded numerous additional
opportunities to achieve passing scores. Juniors are
given two opportunities, if needed, during the year
to take the test, and they have an additional three
chances given to them during grade 12. Three
weeks before each and every CAHSEE
administration, students are encouraged to
participate in a free tutoring class held after school.
This tutoring offers in-depth help in the subject
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Data director
Master Schedule
Tutoring Schedule
CAHSEE Mathematics and
English-Language Arts Study
Guides
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Counselors keep record of
students passing CAHSEE on
Individual graduation plans.
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Chapter 4: WASC Self Study Reports
173
content that is specific to either the English
Language Arts or Math portions of the CAHSEE.
Additionally, CAHSEE Mathematics and EnglishLanguage Arts study guides are provided at tutoring
and for any other students requesting one. CAHSEE
support efforts are not limited to the above
resources. In addition, counselors and
administrators screen student CAHSEE scores on a
yearly basis for the purpose of identifying students
who might benefit from a more extensive
preparation plan. This screening uses the standard
established by the California Department of
Education, which has identified a score of less than
325 as being indicative of a need for extensive help.
Students whose score or scores have fallen below
this mark are placed into a CAHSEE support class.
This becomes one of the student’s six scheduled
classes. The student earns elective credits toward
graduation while benefiting from an in-depth
curriculum of preparation specific to either the ELA
or Math portions of the test.
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Chapter 4: WASC Self Study Reports
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Equal Access to Curriculum and Support
Each year, in late February, counselors begin the
registration process for all students. Through
history classes, counselors provide information to
help students self-select classes for the following
year. Information on graduation requirements,
college entrance requirements and NCAA
requirements are reviewed. Each student is
provided with a course selection sheet to complete
at home with his or her parent/guardian.
Approximately three days after the class
presentation and dissemination of materials,
students meet individually with their counselors to
return the course selection sheet and discuss any
questions they may have. The same process is
conducted at Yucaipa's two middle-school
campuses. In addition to the course selection sheet,
incoming 9th grade students are provided with a
hard copy of the YHS course guide outlining all
course offerings, grade level availability, college
preparation and NCAA-approved courses. The
course guide is also available on the school website.
Incoming 9th grade students and their
parent/guardian are invited to an information night
at YHS before course selection sheets are collected.
The purpose of this meeting is to provide
information on graduation requirements, college
entrance requirements, and special programs
(AVID, EL, AP, special education). Information
night is an opportunity for parents and students to
meet the administrators, counselors and a staff
member representative from every department.
Yucaipa High School
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Shared Counseling Calendar
Meetings with Administration
Letters to Parents
Chatters
9th Grade Parent Night
Website
Parent Night Agenda
Course Guide
Chapter 4: WASC Self Study Reports
175
Site administration and counselors work to develop
the Master Schedule, which will provide diverse
class options. YHS is now on a traditional sixperiod school day. In 2006 the school transitioned
from a four-period block schedule to support
student learning and retention of curriculum taught
in core subjects. It was evident that students who
took core classes on block schedule consistently
scored lower on the California Star Test (CST). It
was observed that students who took a math course
that was completed before January and then took
the CST at the end of April forgot key information
in the interim. The six-period school day gives
students an entire eighteen-week semester to digest
the content of the class. It also continues instruction
of the core subjects through the CST testing period.
This year the principal assembled a team of
teachers to explore the possibilities of a modified
block schedule.
Classes at all levels are characterized by diverse
student groups. All students, whatever their
abilities, are continually encouraged to meet the
challenges of a standards-based curriculum.
Advanced placement/ honors courses are available
to all students, including GATE, ELD and special
education students, giving them open access to the
thirteen AP/honors courses that are offered each
year. While arranging the Master Schedule, it is
important that there are as few period conflicts as
possible to allow students to take as many
AP/honors courses as they elect.
Yucaipa High School
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Master Schedule
Shared Counseling Calendar
Data Director
Interview with Principal
Leadership Team Minutes
Department Chairperson
Committee Minutes
Pre-collaboration Team Minutes
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Master Schedule
Course Guide
Chapter 4: WASC Self Study Reports
176
Yucaipa High School works with the ColtonRedlands-Yucaipa Regional Occupational Program
(CRY-ROP) to provide a collaborative team of
academic and ROP occupational teachers who
integrate academic and vocational competencies to
provide sequenced paths within career majors. High
school students can explore career options and
apply academic skills to practical problems,
enabling them to prepare for the school-to-work or
college transition. ROP courses are offered to
anyone who is 16 years of age or older. Course
content is validated by local business advisory
committees, reflecting current industry standards,
and approved by the ROP's Governing Board. All
ROP courses include instruction on employmentseeking skills including how to fill out a job
application, interview techniques and resume
preparation. Currently there are eleven different
ROP classes offered at YHS.
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Shared Counseling Calendar
Master Schedule
CRY-ROP Website
Flyers
Career Center
Advancement Via Individual Determination
(AVID) has been an elective option for students for
the past 15 years. The program has grown and now
encompasses all four grade levels as we have
transitioned to a 9-12 campus in 2010-11.
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AVID Coordinator
Master Schedule
Field Trip Permission Slips
A-G list
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ASB Room
Master Schedule
ASB Advisor’s Calendar
School Bulletin
Rally Videos
Club Lists
ASB Student Accounts
Co-Curricular Activities
Yucaipa High School’s Associated Student Body
(ASB) is an elected/appointed group of 25-30
students who serve a variety of roles on campus.
ASB plans school dances, rallies, assemblies and
senior end-of-year activities. They oversee
lunchtime activities, clubs, and all money that
comes into ASB accounts ensuring that this money
is spent on students. All ASB students are placed in
the elective ASB class where they learn leadership
skills and team-building.
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In 2008 Yucaipa High School began the Leadership
Diversity Council (LDC). LDC consists of
approximately 50 students in grades 9-12. These
students are selected through an interview and
recommendation process. Although five staff
members are present at all meetings and activities
promoted by LDC, it is entirely student run. LDC
helps students learn about and analyze various
issues regarding stereotypes, discrimination,
diversity, and understanding. Through fundraising
efforts, LDC members are able to attend field trips
and bring guest speakers/assemblies to YHS to,
among other things, encourage the student body to
respect cultural differences and to display concern
for others.
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Meeting Minutes
Student Schedules
Applications
Field trips
Assemblies
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School Event Calendar
Club student sign-in sheets
Activities Office
Physicals
Game Videos
Yucaipa News Mirror
Athletic Calendar
Team Roster
Coach Roster
Student Involvement in Curricular / CoCurricular Activities
The diverse student population participates in a
wide variety of school-sponsored activities such as
clubs, sports, drama and core activities designed to
maximize opportunities for success.
YHS offers nineteen athletic opportunities for
students to be involved in during fall, winter and
spring. To participate in YHS athletics, students
must have an annual physical, a completed
emergency card, a 2.0 grade point average or better,
and the YHS Athletic Code of Ethics must be
signed by both the student and his or her
parent/guardian. Involvement in YHS athletics
allows students the opportunity to take pride in
their school and learn team and leadership skills. A
full schedule of sports is available for student
participation in the fall, winter and spring.
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Chapter 4: WASC Self Study Reports
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Students can also participate in band, color guard,
cheerleading, and dance team.
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Co-curricular Advisor Stipends
There are many active clubs on campus for students
to participate in community service projects,
support the student body and make connections to
curriculum. Each club has a staff member
volunteer as the advisor to help students become
more connected to their school and learn the
importance of helping others.
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Club List in Activities Office
Bulletin Announcements
Yucaipa News Mirror
Club Meeting Minutes
Advisor’s Calendar
Club Roster
Yucaipa High School’s forensics program was
established in 1968 and continues to train students
in the art of public communication and promotes
debate and inquiry. The YHS debate team competes
at the state level every year and has won many
awards.
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Forensic Classroom Website
Forensic Classroom
Trophies
Local Newspapers
Yucaipa High School offers two distinct print
• School Magazine/Yearbook
publication classes for students interested in digital
media and publishing, yearbook and Digital Publish • Journalism Awards
(a digital student news magazine).
• Local News Coverage
• SchoolFusion Website
Student Perceptions
After interviewing and dialoguing with student
• Interviews in Binder
representatives including English Language
Learners, Advanced Placement students, students in
the AVID program, and students on an
Individualized Educational Plan, it was clear that
most students feel YHS offers a wide variety of
support services. Most of these students have taken
advantage of our free and paid tutoring programs as
well as the YHS library and computer labs. They
Yucaipa High School
Chapter 4: WASC Self Study Reports
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have also expressed that making personal
connections with staff at YHS has further benefited
their success in education.
Focus Group E - Unordered List of Areas of Strength
• The school website is a valuable and informative tool to support parent involvement in the
educational experience.
• YHS allows access to parents and community members who seek out opportunities to be
involved.
• YHS supports students through its extensive counseling, career center, credit recovery and
comprehensive EL and Special Education services.
• Students, teachers, and parents feel that YHS is generally safe, and teachers make an effort to
maintain a safe learning environment.
• Students feel that teachers & administrators demonstrate care, concern, and high expectations.
Teachers demonstrate a genuine atmosphere of trust, respect and professionalism
• Discipline is generally swift and effective.
Focus Group E - Prioritized List of Areas for Growth (highest to lowest)
1. Communication and involvement needs to be strengthened with all parents and
community members in regards to site decisions, the school-wide achievement goals, and
content standards.
2. Class sizes should be reduced in activities-based classes to numbers supported by
California State Department of Education safety recommendations.
Yucaipa High School
Chapter 4: WASC Self Study Reports
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3. All school site work orders need to processed in an efficient and timely manner.
4. Special needs students in activities classes need to be monitored more closely in order to
ensure appropriate placement, and general education teachers need to be better equipped
and more empowered to make accommodations and modifications for these special-needs
students.
5. YHS needs an effective method for tracking the academic and career paths and success of
its students after graduation
Yucaipa High School
Chapter 4: WASC Self Study Reports
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Chapter 5
Action Plan
Yucaipa High School
Chapter 4: WASC Self Study Reports
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YucaipaHighSchoolWASCActionPlan
ACTION PLAN GOAL #1: IMPROVE AND EXPAND EFFECTIVE COMMUNICATION WITHIN THE SCHOOL COMMUNITY
Rationale
 Communication between teachers and students was chosen by each focus group as an area for growth.
 YHS WASC Student, Parent, and Teacher Surveys indicated there was “room” for improvement in questions related to various
aspects of communication
Student Achievement Goals (SAG) Addressed: All Student Achievement Goals will be directly and/or indirectly addressed and
supported.
Growth Targets
 Student, parent, teacher, and alumni communication will continue to improve by an annual average of at least 5% as measured by
responses in future surveys.
TASK
PERSON(S)
RESPONSIBLE
RESOURCES
TIMELINE
HOW TO ASSESS
PROGRESS
HOW TO
REPORT
PROGRESS
Objective 1: Increase the effectiveness of the school’s communication with students and graduates
Teachers will regularly
update and maintain their
online grades (ABI) to
provide accurate, current
information to students
and parents regarding
student academic progress.
YHS Administration,
Department
Chairperson’s
Committee, Faculty,
Registrar’s Office
Up to Date Aeries/ABI
or similar enterprise
level software, how to
keep a proper grade
book training,
troubleshooting,
support, increased
Internet bandwidth,
preventative site and
District database
preservation measures
Annual student and
parent surveys each
spring. Set
department goals for
increased inputting
and updating.
An increase in
student and parent
usage. Evaluate
consistency for each
department.
Principal’s
newsletter, school
website, discussions
in department
chairperson
meetings,
department minutes
183
YucaipaHighSchoolWASCActionPlan
TASK
Research, pilot and
implement a systematic,
analytic method to track
and evaluate graduates’
post-high school education
and careers.
PERSON(S)
RESPONSIBLE
Career Center,
Counseling,
Activities Office,
ASB, Principal’s
Office
RESOURCES
Explore computer
software, release time,
third party consulting /
communication
services.
TIMELINE
2011-12 Research.
2012-2013 Pilot
Programs. 20132014 program
launch
HOW TO ASSESS
PROGRESS
Annual updates and
discussions. Annual
software survey
results will be
created, delivered,
logged and
evaluated.
HOW TO
REPORT
PROGRESS
Principal’s
newsletter, school
report card,
counseling and
career centers will
post statistics,
department chair
and leadership
minutes.
Objective 2: Increase the effectiveness of the school’s communication with parents and the community
Implement parent training
and support for tracking
grades through ABI and
class activity through
SchoolFusion.
Increase parent and
community
communication and
involvement with school
including the possibility of
developing an online
parent/student
informational and
procedural handbook.
Computer resource
assistant, Principal’s
secretary, teachers,
district tech teacher
on assignment.
YHS administration,
counseling, faculty,
Computer resource
assistant, faculty,
YHS Administration,
Department
Chairperson’s
Committee
Training manual
(screencasting),
funding, evening
classes, back to school
orientation, FAQ
webpage/in registration
packets.
20 % proficient by
June 2011. 60%
proficient by June
2012. 80%
proficient by June
2013. Ongoing
improvement 2014.
Global connect, school
webpage, parent
newsletters, back to
school packets,
syllabus; Online/
collaborative
presentation software,
release time,
collaboration.
Fall: Educate and
publicize school
vision, mission and
achievement goals.
Spring: Evaluate
parent participation.
Annual: ongoing
each year; 20122013 begin
exploration of online parent/student
handbook.
Parent surveys/
inquiries to parents
through School
Fusion, software
usage tracking and
monitoring logins.
Tracking parent
participation,
feedback and
survey.
Results are posted
regularly.
Principal’s
newsletter, website,
school site counsel
and PTSA,
department
chairperson, and
ELAC minutes,
news publicity;
monitor “number of
hits” with a
preliminary on-line
handbook.
184
YucaipaHighSchoolWASCActionPlan
TASK
PERSON(S)
RESPONSIBLE
RESOURCES
TIMELINE
HOW TO ASSESS
PROGRESS
HOW TO
REPORT
PROGRESS
Objective 3: Increase the effectiveness of the school’s professional communication (between staff, District office, and other schools)
Calendar (highlighting Fall 2011
District office, Asst.
recommended
District events and
Superintendent of
committees
decisions that affect
Formation of
Educational
Yucaipa High School), established (CIMA),
committee meeting Committee Minutes
Services, Principal,
Winter: Committees
Development of
Increase staff participation
reports. Number of
and reports. Faculty
Department
meet and determine
decision-making
in district-wide decisions
faculty involved on meeting agendas.
Chairperson
next steps. Spring:
committees that
District committees.
Committee,
Evaluation of the
include District and
Leadership Team,
progress. Ongoing:
Yucaipa High School
faculty
Annually.
staff.
Principal’s Office,
Custodial Staff,
20% of all orders
Pending work
Principal or
Online work order
Facility/Athletic
handled online by
orders would be
designee will
service system reDirector, concerned
Streamline work order
June 2012. 60% of
qued for follow up, provide annual
evaluation and
communication and follow faculty members,
all orders handled
reporters could
completion data,
Asst. Superintendent reimplementation,
up between site and
online by June 2013.
check status of
progress report for
of Business Services, committee meetings
District office.
100% following
work orders online. campus work orders.
District Maintenance among stakeholders
2013.
and Operations
Clarify the roles of the
major leadership
committees on campus
(Dept. Chair, Precollaboration, and
Leadership Team, School
Site Council)
Principal, Dept.
Chairperson
Committee, PreCollaboration,
Leadership Team,
School Site Council
(Core group of
leaders from each
committee to meet
with YHS Admin)
Time, staff feedback
Begin discussions in
Spring 2011. By Fall
of 2011, clear
delineation of
responsibilities.
Written document
that clearly
delineates the roll of
each and the
interaction of the
committees
included in the
faculty handbook
Minutes and
feedback, faculty
survey, Leadership
Team minutes
185
YucaipaHighSchoolWASCActionPlan
TASK
Improve working
relationships between
general education and
special population
teachers.
Improve, upgrade, and/or
replace the school’s bell
system
PERSON(S)
RESPONSIBLE
Special Ed teachers,
YHS Administration,
General education
teachers, district
student services,
psychologists, EL
teachers and support
staff.
Principal, Leadership
Team
TIMELINE
HOW TO ASSESS
PROGRESS
HOW TO
REPORT
PROGRESS
Google Docs or some
other collaborative
means of sharing
live/static documents,
IEPs, training, CELDT
level abilities, and
modifications.
Financial support.
2011-2012 training.
2012-2013 first steps
of implementation.
Monitor usage of
documents, teacher
survey results,
special education
student academic
progress. Improve
parent survey
feedback.
Regular review of
program. School
Site Council reviews
usage.
Funding, bidding,
fund-raising, District
support
By June 2012, three
bids on service. By
June 2013 funds
secured, By June
2014 new system
Teacher survey
results
Principal’s
newsletter, faculty
meeting agenda.
RESOURCES
186
YucaipaHighSchoolWASCActionPlan
ACTION PLAN GOAL #2: IMPROVE AND EXPAND DELIVERY OF CURRICULUM AND INSTRUCTIONAL STRATEGIES
THAT SUPPORT ACHIEVEMENT AND SUCCESS OF ALL STUDENTS
Rationale
 YHS subgroups (EL and Students with Disabilities) have not met AYP/API target scores.
 Not all students entering Yucaipa High School graduate. “Drop out” rate needs to continue to be lowered.
 Proficiency levels in core classes at Yucaipa High School need to meet the federal mandate of all students being proficient in all
subjects by 2014. Proficiency levels remain below targeted levels needed to meet this mandate.
 Class failure rates especially at the 9th grade level continue to be relatively high, creating credit deficiency in some students as they
progress through school.
 At present no school wide system within the regular school day exists to help students encountering difficulty in core classes.
 Inter-department, school-wide strategies (writing, reading, problem solving) will enable teachers in various disciplines to reinforce
essential student learning outcomes (Student Achievement Goals, Critical Academic Needs, Core Standards).
Student Achievement Goals (SAG) Addressed: All Student Achievement Goals will be directly and/or indirectly addressed and
supported.
Growth Targets
 Student graduation rates will increase on an annual basis.
 Student proficiency rates in all core subjects and within all subgroup categories as measured on CST scores will continue to increase
on an annual basis.
 AYP and API scores will increase by at least 5% on an annual basis.
 Pass-Fail rates department wide in all core classes will increase by at least 5% on an annual basis.
187
YucaipaHighSchoolWASCActionPlan
TASK
PERSON(S)
RESPONSIBLE
RESOURCES
TIMELINE
HOW TO ASSESS
PROGRESS
HOW TO
REPORT
PROGRESS
Objective 1: All EL and Students with Special Needs will have enough support to achieve academic success.
Increase support for EL
and Students with Special
Needs especially in core
classes.
YHS Administration,
Assistant
Superintendent of
Educational Services,
YCJUSD
Board of Education,
Dept. Chairperson
Committee
Financial
support;
Personnel
investment, Staff
development
2011-2012
(immediate need)
and on-going
Addition of support
personnel and
mechanisms for
assisting EL and
Students with
Special Needs.
Department and
school-wide
summaries;
Faculty/Student/
and Parent
surveys; CST
Scores, API and
AYP for specific
subgroups.
Objective 2: All classes in all departments will utilize pacing guides, benchmark assessments, and up-to-date standards-based
instructional materials and textbooks.
YHS Administration,
Department and
Develop (if needed) and
utilize curriculum maps,
Dept. Chairperson
All classes and all
school-wide
benchmark exams, and up Committee, Assistant Planning,
departments by 2012- Number of classes
summaries;
development, and
to date standards based
Superintendent of
2013; annual
and departments
Faculty/Parent/ and
textbooks and instructional
assessment time,
Educational
Services,
assessment
and
meeting
the
objective
Student surveys;
materials in all
financial support
YCJUSD Board of
evaluation
CST scores, API and
departments and classes.
Education
AYP
188
YucaipaHighSchoolWASCActionPlan
TASK
PERSON(S)
RESPONSIBLE
RESOURCES
TIMELINE
HOW TO ASSESS
PROGRESS
HOW TO
REPORT
PROGRESS
Objective 3: Develop and implement an effective method for student intervention within the regular school day that is accessible to all
students.
Formulate and adopt a
schedule and/or effective
school wide method for
assisting students
encountering difficulty in
core subjects and
fundamental skills
(interventions) that is part
of the regular school day.
YHS Administration,
Dept. Chairperson
Committee,
Leadership Team,
Faculty and Staff
Planning,
development, and
assessment time,
financial support
Beginning Spring
2011,
implementation
2012-2013
Progress toward
goal, faculty and
staff meetings and
discussions;
implementation and
evaluation of
schedule
Department Chair
Meetings, Faculty
Meetings,
Leadership Team
Meetings
Objective 4: Develop and implement a school-wide approach to writing across the curriculum and reading for comprehension.
A systematic approach to
writing “across the
curriculum” and “reading
for comprehension” should
be developed, emphasized,
and implemented in all
departments.
YHS Administration,
Dept. Chairperson
Committee, Faculty
Planning,
development, and
assessment time
All classes and all
departments 20122013
Number of classes
and departments
meeting the
objective
Department and
school wide
summaries;
Faculty/ Student/
and Parent Surveys;
CST Scores, API
and AYP
189
YucaipaHighSchoolWASCActionPlan
TASK
PERSON(S)
RESPONSIBLE
RESOURCES
TIMELINE
HOW TO ASSESS
PROGRESS
HOW TO
REPORT
PROGRESS
Objective 5: Standards will be clearly identified in all classes along with expected levels of student performance using grading rubrics
when appropriate.
Within departments and
Department and
classes, specific content
Number of classes
school-wide
standards should be clearly
and departments
summaries;
identified with expected
All classes and all
Planning, development,
Dept. Chairperson
meeting the
Faculty/Student/
levels of student
departments 2012Committee, Faculty and assessment time
objective,
and Parent surveys;
performance clarified.
2013
departmental
CST scores, API
Grading rubrics should be
reports
and AYP
developed and used to
facilitate this process.
Objective 6: Expand course offerings in electives, Honors, and AP classes while developing a greater emphasis on career and educational
pathway choices for students.
Course offerings in
electives, Honors, and AP
classes should be expanded
Addition of new
with the goal of developing YHS
Planning, development,
classes,
a greater variety of career
Administration,
Master Schedule,
and
assessment
time;
development of
and educational “pathway”
Counseling, Dept.
Student and Parent
financial support;
On-going, 2014-2015 career and
choices for students that
Chairperson
Handbook, and
create connections to
possible personnel
educational
Committee, CTE
YHS Course Guide
industry, prepare students
support/changes
pathways for
Committee
for post-secondary
students
education, and/or lead to
job-related skills and
certifications.
190
YucaipaHighSchoolWASCActionPlan
TASK
PERSON(S)
RESPONSIBLE
RESOURCES
TIMELINE
HOW TO ASSESS
PROGRESS
Objective7:Allactivity‐basedclasseswillsupportsafestudent/teachersupervisionratios(classsize).
YHS
Administration,
Safety Committee
YHS faculty in
meetings, Meetings
activity-based
with YHS
Begin exploring the
classes, YHS Safety
Work with the District to
Financial support;
Administration and
process, 2011-2012;
Committee,
address class size issues
YCEA-YCJUSD
Assistant
target for agreement
Counseling,
especially as they relate to
Negotiations
Superintendent of
2012-2013
Assistant
activity based classes.
Educational
Superintendent of
Services
Educational
Services, YCJUSD
Board of Education
HOW TO
REPORT
PROGRESS
Reduction and/or
compliance in class
size and California
State Department
Education safety
recommendations,
191
YucaipaHighSchoolWASCActionPlan
TASK
PERSON(S)
RESPONSIBLE
RESOURCES
TIMELINE
HOW TO ASSESS
PROGRESS
HOW TO
REPORT
PROGRESS
ACTION PLAN GOAL #3: REFINE AND DEVELOP ADDITIONAL OPPORTUNITIES FOR PROFESSIONAL GROWTH
Rationale
 All certificated staff need to continue to develop their skills as professional educators.
 More time during the regular, professional work day is needed for professional growth.
 Professional Learning Communities (PLC) encourage professional growth and empower staff with new skills to improve student
achievement and success.
Student Achievement Goals (SAG) Addressed: All Student Achievement Goals will be directly and/or indirectly addressed and/or
supported.
Growth Targets
 During the next five years, time for teacher collaboration and professional growth within the regularly scheduled work day will
increase from its present allotment of approximately 65 minutes once a month.
 Over the next two-three years, Professional Learning Communities (PLC) will be incorporated into regular staff meetings,
department meetings, and collaboration time.
 The percentage of teachers utilizing standards based grading, differentiation, student achievement data, and student intervention
strategies to improve instruction and student success will increase on an annual basis by at least 5-10%.
192
YucaipaHighSchoolWASCActionPlan
TASK
PERSON(S)
RESPONSIBLE
RESOURCES
TIMELINE
HOW TO ASSESS
PROGRESS
HOW TO
REPORT
PROGRESS
Objective 1: Develop a site-based, comprehensive staff development plan that is aligned with the District-wide plan.
YHSAdministration,
Dept.Chairperson
Withstaffinput,develop
Planningtime,
Classpassandfail
Completion,
Committee,
andimplementaclear,
staffsurveysand Latespringofeachyear
rates,CSTscores,
implementation,
written,comprehensive LeadershipTeam,
–plandevelopment;
discussions,
APIandAYPdata,
evaluation,and
Pre‐Collaboration
staffdevelopmentplan
Earlyspringofeach
financesas
alongwithan
reviewoftheplan graduationrate
Team,District
needed,student year‐planevaluation
appropriateevaluation
onanannualbasis data
Assistant
assessmentdata
tool.
Superintendentof
EducationalServices
Objective 2: Add professional development, collaboration time, and the growth of a Professional Learning Community (PLC) during the
defined work day.
YHS
Administration,
Investigate,develop,and Dept.
Spring2011–Fall2011
Department
implementaplanfor
Chairperson
Planningtime,staff (staffdiscussions,
Chairperson
addingprofessional
Committee,
Completion,
surveys,feedback,
schoolvisitations,plan
Committee
development,
Leadership
implementation,
anddiscussions,
development)
minutes,
collaborationtime,and
Team,Pre‐
evaluation,and
visitationstoother
2011‐2012,2012–
LeadershipTeam
theProfessional
Collaboration
reviewoftheplan
schools,financesas 2013plan
minutes,Pre‐
LearningCommunity
Team,District
onanannualbasis
needed
implementation(MOU)
Collaboration
(PLC)withinthedefined Assistant
withannualevaluation
TeamMinutes
workday.
Superintendent
ofEducational
Services
193
YucaipaHighSchoolWASCActionPlan
TASK
PERSON(S)
RESPONSIBLE
RESOURCES
TIMELINE
HOW TO ASSESS
PROGRESS
HOW TO
REPORT
PROGRESS
Objective 3: Staff will increase its use of standards based grading, differentiation, student achievement data, instructional technologies,
and interventions to improve student achievement.
Provide staff with
additional training and
collaboration time in
Number of training
the areas of: standards
sessions offered on
YHS Administration, Planning time, staff
based grading,
each topic on an
survey and
Dept. Chairperson
differentiation of
annual basis,
discussions, finances
Committee,
instruction,
Participation reports
Late spring of each year
amount of teacher
as needed,
Leadership Team,
instructional
following teacher
– planning of staff
collaboration time
instructional leaders,
Pre-Collaboration
technologies,
training and
activities and
on an annual basis.
professional resources
Team, District
appropriate student
collaboration
finalization in the fall
Analysis of
(textbooks, journal
Assistant
interventions (for
classroom data
articles, other
Superintendent of
example EL and
(surveys, student
schools)
Educational Services
Students with Special
assessment data)
Needs),
student data analysis,
and educational
technologies.
194
YucaipaHighSchoolWASCActionPlan
ACTION PLAN GOAL #4: INCREASE AVAILABILITY AND EFFECTIVE USE OF APPROPRIATE INSTRUCTIONAL
TECHNOLOGIES IN ALL CLASSES TO IMPROVE STUDENT ACHIEVEMENT
Rationale
• Students need to see a consistent application of technology across all subject areas.
• Only 49% of instructors incorporate appropriate technology into their classroom daily.
• Students are enthusiastic about using technology at school.
• There are faculty complaints about quality and availability of school technology.
Student Achievement Goals (SAG) Addressed: All Student Achievement Goals will be directly and/or indirectly addressed and
supported.
Growth Targets
 Percentage of students utilizing curriculum-based technology skills in core classes will continue to increase on an annual basis by at
least 5%.
 Secure funding and complete upgrade of all lab computers by January 2015.
195
YucaipaHighSchoolWASCActionPlan
TASK
PERSON(S)
RESPONSIBLE
RESOURCES
TIMELINE
HOW TO ASSESS
PROGRESS
HOW TO REPORT
PROGRESS
Formation of and
regular meetings of
Technology Steering
Committee;
Completion of YHS
Technology Plan
short and long term
goals; purchase and
use of new
technologies; Parent,
student, and teacher
surveys
Annual report by
Technology Steering
Committee; Meeting
agendas and minutes;
Principal
communications
Objective 1: Improve and increase the use of educational technologies in all classes.
Implement a YHS
Technology Steering
Committee to oversee
funding opportunities,
make
recommendations for
purchases, co-ordinate
staff development,
and update and
manage the YHS Site
Technology Plan
Principal, technology
coordinator,
technology teachers,
collaboration
workshop attendees
Secure grants/
partnerships/
matching fund
sources to support
professional
development and
technology
conference
attendance. District
and site funding as
appropriate.
Fall 2011 – form
committee with
representatives from
all departments
Winter – Planning
Spring 2012 – set
long range goals and
evaluation; each
subsequent year: Fall
– revisit goals;
Winter and Spring –
implementation, and
Spring – evaluation;
Ongoing 2012-2016
196
YucaipaHighSchoolWASCActionPlan
ACTIONPLANGOAL#5:MONITOR,UPDATE,REVISEIFNECESSARY,ANDREVISITTHESCHOOL‐WIDEACTIONPLAN
ANNUALLY
Rationale
 Yucaipa High School needs a better system for addressing and integrating the WASC Action Plan items into annual administrative
and school wide goals.
 Yucaipa High School did not systematically revisit, update, and emphasize the Action Plan and its link to the Single Plan for
Student Achievement (School Site Plan)
Student Achievement Goals (SAG) Addressed: All Student Achievement Goals will be directly and/or indirectly addressed and
supported.
Growth Targets
 Assessment and evaluation of appropriate Action Plan goals and objectives will occur each year.
197
YucaipaHighSchoolWASCActionPlan
TASK
PERSON(S)
RESPONSIBLE
RESOURCES
TIMELINE
HOW TO ASSESS
PROGRESS
HOW TO
REPORT
PROGRESS
Objective 1: The School Wide Action Plan needs to be revisited by all leadership groups on an annual basis in relation to the most recent
student achievement data.
Student assessment
data (CST, API,
Department Chair,
AYP); Student,
Fall: Review action
Department Chairperson
Leadership Team,
Principal,
parent, and teacher
plan based on
Committee, Leadership
School Site Council,
Department
surveys; Completion
current assessment
Team, School Site
and PreChairperson
and progress toward
data.
Council, and PreCollaboration Team
Minutes, agendas,
Committee,
Action Plan specific
Spring: ReCollaboration will work
meeting agendas and
release time
Leadership Team,
goals and objectives;
evaluation of goals,
together to accomplish
minutes; Faculty
School Site Council,
Annual update of
objectives and
Action Plan goals and
meeting agendas;
and PreSingle Plan for
timelines (all
objectives.
Principal’s
Collaboration Team
Student
groups)
newsletter
Achievement
(School Site Plan)
Objective 2: The Principal will oversee all appropriate objectives of the Action Plan on an annual basis and coordinate the actions of the
appropriate leadership groups.
Annual WASC
Fall: Review goals,
Action Plan
objectives, and
Check off what has
Progress Report by
Ensure that the Action
Time; All YHS
timelines; Winter:
been accomplished
Principal to staff,
Plan is revisited, updated,
Principal
leadership groups;
Take appropriate
for goals and
School Site Council
and revised if necessary.
Faculty and staff
action; Spring:
objectives
and WASC
Evaluate, assess, and
leadership
report
198
Appendix
A YUCAIPA HIGH SCHOOL MASTER SCHEDULE: 2010-11
FACULTY
ROOM
EXTENSION
LUNC
PER. 1 (7:55-8:51)
PER 2 (8:58-9:56)
PER 3 (10:08-11:04)
EMERGENCIES DIAL 1-911 FROM CLASSROOMS
PER 4 (11:11-12:44)
PER 5 (12:51-1:47)
English 12
English 12
Integrated Math 1
Algebra 1
Biology
Biology
PER 6 (1:54-2:50)
H
Adams, Scott
A-6
1006
A
English 12
English 12
English 12
Allen, Christa
P-7
1757
A
Integrated Math 1
Integrated Math 1
Alonzo, Jessica
E-6
1206
A
Marine Biology
Biology
Biology
Aranda, Vanessa *
Q-206
1192
Psychology
Psychology
Psychology
Bagg, Mike *
M-206
1612 (2 & 3)
Ext. 1616
Desktop 3D
Desktop/Adv Desktop 3D
Bannister, Sharon
Q-202
1188
B
MWH
MWH
Bensley, Rodney
P-10
1760
A
Algebra 1
Biskup, Christina
O-14/13
1714/13
B
Brunette, Chris
Q-209
1195
Calbreath, Andy
Q-208
1194
Calbreath, Liz
A-11
1011
Carney, Jason
P-6
1756
Carpenter, Matt
P-1/N-2
Castro, Tommy
Integrated Math 1
Psychology
US History
Ext. 1616
Ext. 1616
Ext. 1616
MWH
MWH
MWH
Algebra 1
Algebra 1
Algebra 1
Algebra 1
Sports Med/Phys Ther
Sports Med/Phys Therapy
Sports Med/Phys Therapy
Sports Med/Phys Therapy
Sports Med/Phys Ther
US History
US History
Gov/Econ
Gov/Econ
Gov/Econ
Integrated Math 2
Integrated Math 2
Algebra 2
AP Spanish
Spanish 2
Spanish 2
B
Econ/Gov
Econ/Gov
US History
Econ/Gov
Econ/Gov
1751 (1,2)
B
Algebra 2
Algebra 2
Ext. 1125
Stu Council (N-2)
Ext. 1125
Ext. 1125
O-10
1710
B
World Geography
World Geography
World Geography
World Geography
World Geography
Cheek, Tamani
P-4
1754
B
AP USH
AVID 12
AVID 9/10
Christiansen, Janel
E-2
1202
A
Biology
Cooper, Sara
C-1
1127
A
Cruz, Bobby
E-8
1208
A
A
AP USH
Honors Eng 10
AP USH
Algebra 2
Algebra 2
Spanish 2
Biology
Biology
Biology
Biology
Honors Eng 10
Honors Eng 10
Honors English 10
English 10
Geometry
Princ of Engineering
Geometry
Algebra 1
AVID 10
Algebra 1
B Davis, Mike
P-8
1758
deBaun, Linda
G-105
1305
Derby, Susanne
A-1
1001
Eichman, John
P-2
Eichorn, Sylvia *
AP Calculus AB
Algebra 2
English 12
Adv. Drama
English 12
B
French 2
French 2
1752
B
Gov/Econ
Gov/Econ
Gov/Econ
AP Euro History
A-9
1009
B
Spanish 2
Spanish 3
Spanish 3
Spanish 2
Spanish 2
Elliott, Kathryn *
M-101
1601
A
Chemistry
Chemistry
Chemistry
Chemistry
Chemistry
Ethington, Bonnie
Q-205
1191
B
MWH
AP Euro History
MWH
MWH
MWH
Fiello, Kristen
E-4
1204
A
Biology
Biology
Marine Biology
Marine Biology
Marine Biology
Fletcher, Tammy
A-14
1014
B
Med Term/Off
Med Occ
Med Occ
Flowers, Kate *
L-3
1553
A
English 9
Honors Eng 9
Honors Eng 9
English 9
English 9
Q-105
1185
US History
US History
F-2
1252
Health
Health
Health
Gifford, Lori
I-209
Arts & Crafts 2
Arts & Crafts 2
Arts & Crafts 2
Gill, Betty
Comp. Graph. Des 1
Comp Graph Des 1
Full, Michael
A
Med Term/Off
French 1
World Geography
US History
US History
B
Health
Health
Health
1409
B
Arts & Crafts 2
Arts & Crafts 2
M-202
1608
B
Graham, Cheryl
I-103
1403
A
Graham, Holly
O-6
1706
Gustafsson, Jessica*
A-16
1016
Gutierrez, Hope
I-101
Herold, Amber
Gavigan, Sheryl
Algebra 2
AP Calculus AB
Algebra 2
Drama
English 12
French 1
French 1
Forensics
CAHSEE/Eng Supp
Comp. Graph Des 1/2
Comp. Graph. Des 1
SI Life Skills/Math
SI Life Skills/Math
SI Life Skills/Health
SI Life SkillslCom/LS
Algebra 1
Algebra 1
Geometry
A
English 11
AP Eng Lang/Comp
AP Eng Lang/Comp
1401
A
SI Life Skills/Lang
SI Life Skills/Lang
SI Life Skills/Com/LS
C-5
1131
A
Learning Center
SI English 9-12
SI English 9-12
Hicks, Brad
E-8/9
1209
B
Intro to Design (E-8)
Art & Design 2
Art & Design 2
Art & Design 2
Art & Design 2
Hitter, Lou
M-105
1605
A
Chemistry
AP Physics B
Chemistry
Chemistry
Chemistry
ROOM
EXTENSION
LUNCH
PER. 1 (7:55-8:51)
PER 4 (11:11-12:44)
PER 5 (12:51-1:47)
PER 6 (1:54-2:50)
FACULTY
PER 2 (8:58-9:56)
PER 3 (10:08-11:04)
SI Life Skills
Geometry
English 11
Geometry
English 11
SI Life Skills
SI Life Skills
SI English 9-12
C Holton, Nigel
O-5
1705
A
Horn, Donna
D-4
1144
A
Huggins, Sheila
Gym
1502
B
Jones, Kim
Q-101
1181
Kappeler, Jon
O-15
1715
A
Kennedy, Scott
M-203
1609
B
Kessinger, Ashli
L-5
1555
Kivett, Dave
Gym
1456
Knopp, Brenda
E-1
1201
Lacanlale, Donald
M-102
1602
Leemkuil, Brianna
Q-201
LeLong, Debbie *
TPP 1/SI Eng 12
Statistics
Honors Geometry
Geometry
Geometry
TPP 1/SI Eng 12
TPP 1/SI Eng 12
Learning Center
PE 2
PE 2
PE 2
AP Statistics
Statistics
Earth Science
Earth Science
Photography
Yearbook/Dig Pub
Honors Geometry
Honors Geometry
PE 2
PE 2
Statistics
Integrated Math 2
Earth Science
Earth Science
Earth Science
Photography
Photography
Photography
Honors English 9
English 9
PE 1
Athletic Cond
Biology
Biology
Honors Eng 9
Honors Eng 9
PE 1
PE 1
Biology
Biology
Biology
A
Human Anat/Phys
Human Anat/Phys
Human Anat/Phys
Biology
Biology
1187
B
US History
US History
US History
US History
MWH
I-208
1408
B
Beg. Ceramics
Beg. Ceramics
Beg/Adv Ceramics
Beg. Ceramics
Leon, Heather
P-3
1753
B
MWH
MWH
MWH
MWH
Lewis, Kevin
O-11
1711
B
World Geography
World Geography
World Geography
Marshall, Jeff
I-210
1410
Art & Design 2
B
Art & Design 2
Martin, Monty
C-3
1129
A
English 11
English 11
Matteson, Michael
E-5
1205
A
Earth Science
Earth Science
Matuszak, Dave *
Gym
1454
B
PE 2
PE 2
McCoy, Danielle *
P-5
1755
A
Algebra 2
McDonald, Mary
L-1
1551
A
A+ Curriculum
English 9
PE 1
Beg. Ceramics
MWH
World Geography
World Geography
Art & Design 3/
Art & Design 3/
Art & Design 2
AP Studio Art
Arts & Crafts 3
AP Eng Lit/Comp
AP Eng Lit/Comp
English 11
Earth Science
Earth Science
PE 2
PE 2
Weight Training/Fit
Algebra 2
Algebra 2
Trig/Math Analysis
Trig/Math Analysis
A+ Curriculum
A+ Curriculum
A+ Curriculum
A+ Curriculum
Earth Science
(7th period –
A+ Curriculum)
D McKibban, Teri
L-2
1552
McLoughlin, Adrian
F-1
1251
Mead, Joe
L-8
1558
Mitts, Carat
L-4
1554
Mobley, Michael *
F-4
1173 in
EMC (205)
A
A
A
English 9
English 11
English 9
SI Algebra
Learning Center
SI Algebra
English 9
English 9
English 10
English 10
English 11
English 11
English 11
AP Eng Lang/Comp
Learning Center (F-4, ext
1257)
SI Earth Science
Inclusion (O-2/ex 1702)
English 9
English 9
SI Algebra
SI Earth Science
Inclusion (O-2/1702)
AP Eng Lang/Comp
SI Earth Science
Inclusion (O-2/1702)
Mogensen, Marlene
A-4
1004
Spanish 2
Span Native Spkrs 2
Spanish 2
Spanish 2
Spanish 2
Molina, Myrna
H-9
1352
Construction Tech
Construction Tech
Construction Tech
Construction Tech
Construction Tech
Mullen, Scott
A-3
1003
A
Read 180 (F-6/1256)
English 11
English 11
English 11
English 11
Nixon, Lani
L-9
1559
B
Spanish 1
Spanish 1
Spanish 1
Spanish 1
Spanish 1
O’Reilly, Patrick
O-2
1702
A
Earth Science
Earth Science
Earth Science
Earth Science
Earth Science
Orr, Donna
D-1
1141
A
ELD Eng 9-12
English 11
English 11
ELD Writing 9-12
Paul, David
O-12
1712
B
MWH
MWH
MWH
US History
US History
Perotti, Marie
Q-106
1186
Small Business
Small Business
Perry, Steven
O-8
1708
A
SI US History
Learning Center
Learning Center
SI US History
Piercy, Rick
M-104
1604
A
AP Biology
Chemistry
Chemistry
Chemistry
Pitcher, Jeff
A-7
1007
English 10
English 10
G-102
1302
O-7
1707/
Presler, Robert
Price, Justin
Retail Merch
ELD Writing 9-12
Small Business
Chemistry
Multimedia Prod
Multimedia Prod
Adv/Dig Video Prod
B
Concert Band
General Music
Madrigals
Wind Ens/Symph Band
A
SI Algebra
SI Algebra
Learning Center
SI Algebra
LUNCH
PER. 1 (7:55-8:51)
PER 2 (8:58-9:56)
Concert Choir
1455 (PE)
FACULTY
ROOM
EXTENSION
PER 3 (10:08-11:04)
PER 4 (11:11-12:44)
PER 5 (12:51-1:47)
PER 6 (1:54-2:50)
E Randall, Steve
Q-203
1189
B
Econ/Gov
Econ/Gov
Reynard, Tony
C-4
1130
B
Law Enforcement
Law Enforcement
Reynolds, Paul
Gym
1452
B
Richter, Tammy
E-3/
1203
E-5
1205
Riley, Cynthia
C-2
1128
A
Roque, Tony
F-4
1257
A
Russell, Michelle
A-12
1012
Salinas, Scott
I-102
1402
Saline, Christiana
O-9
1709
Schleiden, Megan
M-103
1603
Simon, Josh
Q-207
1193
Smith, Patrick
L-7
1557
Smith, Scott
A-5
1005
Solis, Frank
Gym
1453
AVID/P1
1751 (6)
E-3
Econ/Gov
PE 1
PE 1
Biology (E-3)
Biology (E-5)
English 12
English 12
English 12
Learning Center
SI Gov/Econ
B
Spanish 1
Spanish 1
SI Life Skills Lang
SI Life Skills Math
SI Life Skills Science
A
Geometry
CAHSEE Math Supp
Geometry
A
SI Biology
SI Biology
Geometry
Trig/Math Analysis
Trig/Math Analysis
English 9
English 9
AP Eng Lit/Comp
German 1
A
AP Eng Lit/Comp
AP Gov & Politics
AP Gov & Politics
Law Enforcement
Law Enforcement
Law Enforcement
PE 1
PE 1
PE 1
English 12
English 12
SI Math/Algebra
SI Math/Algebra
Inclusion (P-10)
Inclusion (P-10)
Spanish 2
Spanish 1
Spanish 1
SI Life Skills
SI Life Skills
Geometry
Learning Center
English 9
Geometry
SI Algebra 1/Math
Geometry
Trig/Math Analysis
English 9
English 9
German 1
German 1
AVID 9 (P-1)
B
PE 2
PE 2
PE 2
PE 2
1203
A
(0 & 1 per) Biology
AVID 9
AVID 11
AVID 11
Q-204
1190
B
US History
US History
Gov/Econ
US History
US History
Stewart, Tom
A-2
1002
A
English 10
English 10
English 10
English 10
Stout, Jeff
Gym
1451
B
(0) PE 2 & (1) PE 1
PE 1
PE 1
PE 1
P-9
1759
Geometry
Geometry
Geometry
Stange, Tana
Steenhausen, Drew
Sullivan, Shelby
English 9
Geometry
Geometry
F Taylor, John
Q-103
1183
B
Honors English 10
Torres, Julio
O-4
1704
B
Span Native Sprks 1
Troy, Terry
A-8
(office)
1008/
Gov/Econ
Work Exper 12
Work Exper 11
1712 (2)
(O-12)
(only meets Wed. - E11)
(only meets Wed.
E-11)
Spanish 1
English 10
English 10
Spanish 1
Spanish 1
O-12 (2)
Valencia,Spike/
Lievsay, Timothy
L-10/ 11
1560/
AFJROTC 4
1561
Manage Cadet Corps
A-15
1014
Vance, Margie (ROP)
E-10
1210
Von Kaenel, Amber
Q-104
1184
A
F-4/
1254
A
L-7
1557
Wallace, Erin *
D-3
1143
A
Weleff, Chris
H-8
1351
B
Westwick, Nathan
M-201
1607
Whiting, Sharon
M-106
Williams, Leann
AFJROTC 3
Aerospace Science
AFJROTC 2
MWH
English 10
Spanish 1
AFJROTC 1
AFJROTC 1
Medical Occ.
CMA (per 6 & 7)
Elem School Tchr
Elem School Tchr
Child Care Occ.
Child Care Occ.
Child Care Occ.
Trig/Math Analysis
Trig/Math Analysis
Integrated Math 2
Integrated Math 2
Integrated Math 2
SI Eng 9
SI Eng 9
SI English 9-12
Inclusion (L-7)
Inclusion (L-7)
(F-4)
Learning Center
SI Econ/Gov
SI MWH
SW MWH
Auto Eng Perform
Auto Eng Perform
Auto Eng Perform
Auto Eng Perform
Auto St/Sus/Brks
B
Tech Prep Math 1
Tech Prep Math 1
Tech Prep Math 1
Tech Prep Math 1
Tech Prep Math 1
1606
A
Earth Science
Earth Science
Earth Science
Earth Science
Earth Science
Q-102
1182
A
Geometry
Integrated Math 1
Geometry
Integrated Math 1
Geometry
Wolfe, Jody
F-3
1253
B
Health
Health
Health
Health
Health
Health
Womack, Darryl
D-2
1142
A
(0 & 1st per) English
10
English 10
Analysis/Creative
Writing
English 10
Wall, John
Learning Center (F4)
G STUDENT’S LAST NAME
COUNSELOR
EXTENSION
A – Bi
Pam Sibley
1116
Bj – E
Karen Brossia
1115
F – Ka
Michelle Pauls
1112
Kb – M
Evan Sternard
1021
N – Sa
Myra Reichmann
1113
Sb – Z
Lisa Reyes
1114
DISCIPLINE AND ATTENDANCE ISSUES
9th and 10th graders
Christine Gianunzio - Cheryl
ext. 1109
11th graders
Joe Hyde – Lora
ext. 1105
12th graders
Christina Pierce – Marianne
ext. 1107
LIBRARY HOURS:
7:30 a.m. – 4:00 p.m. – Mon. – Thurs.
7:30 a.m. – 3:00 - Friday
H Yucaipa High School Bell Schedule
REGULAR SCHEDULE
LATE START DAYS
RALLY SCHEDULE
SEMESTER FINALS
MINIMUM DAY
SCHEDULE
Lunch A
Lunch A
Rally A/Lunch A
Per 1
7:55 AM-8:51 AM
Collab
7:55 AM-9:00 AM
Pass
8:51 AM-8:58 AM
Pass
9:00 AM-9:07 AM
Per 1
Per 2
8:58 AM-9:56 AM
Per 1
9:07 AM-9:51 AM
Break
9:56 AM-10:01 AM
Pass
Pass
10:01 AM-10:08 AM
Per 3
10:08 AM-11:04 AM
pass
11:04 AM-11:11 AM
Lunch A
11:11 AM-11:41 AM
Pass
11:41 AM-11:48 AM
Per 4
11:48 AM-12:44 PM
Pass
12:44 PM-12:51 PM
Per 5
Day 1
Per 1 7:55 AM-8:30 AM
Per 1 7:55 AM-9:55 AM
Pass
7:55 AM-8:45 AM
Break 9:55 AM-10:08 AM
Per 2 8:37 AM-9:12 AM
Pass
8:45 AM- 8:52 AM
Pass
Pass
9:51 AM- 9:58 AM
Per 2
8:52 AM-9:42 AM
Per 5 10:15 AM-12:15 PM
Per 3 9:19 AM-9:54 AM
Per 2
9:58 AM-10:44 AM
Break
9:42 AM-9:48 AM
Day 2
Break 9:54 AM-10:04 AM
Break
10:44 AM-10:49 AM
Pass
9:48 AM-9:55 AM
Pass
10:49 AM-10:56 AM
RALLY A 9:55 AM-10:34 AM
Per 3
10:56 AM-11:40 AM
Per 3
10:34 AM-11:24 AM
Pass
11:40 AM-11:47 AM
Pass
11:24 AM-11:31 AM
Lunch A
11:47 AM-12:17 PM
Lunch A
11:31 AM-12:06 PM
Pass
12:05 PM-12:12 PM
Pass
12:17 PM-12:24
10:08 AM-10:15 AM
Per 2 7:55 AM-9:55 AM
Break 9:55 AM-10:08 AM
Pass
10:08 AM-10:15 AM
Per 4 10:15 AM-12:15 PM
Day 3
Pass
8:30 AM-8:37 AM
9:12 AM-9:19 AM
10:04 AM-10:11 AM
Per 4 10:11 AM-10:46 AM
Pass
10:46 AM-10:53 AM
Per 5 10:53 AM-11:28 AM
Pass
11:28 AM-11:35 AM
Per 6 11:35 AM-12:10 PM
Per 3 7:55 AM-9:55 AM
Per 4
12:24 PM-1:08 PM
Per 4
12:12 PM-1:00 PM
12:51 PM-1:47 PM
Pass
1:08 PM-1:15 PM
Pass
1:00 PM-1:07 PM
Pass
1:47 PM-1:54 PM
Per 5
1:15 PM-1:59 PM
Per 5
1:07 PM-1:55 PM
Per 6
1:54 PM-2:50 PM
Pass
1:59 PM-2:06 PM
Pass
1:55 PM-2:02 PM
Break 9:55 AM-10:08 AM
Pass
10:08 AM-10:15 AM
Per 6 10:15 AM-12:15 PM
I J E2 Minority Report
K Yucaipa-Calimesa Joint Unified School District
K- 12 Calendar 2010-2011
Revised to Reflect 175 Day Instructional School Year
2010
JULY
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
AUGUST
SEPTEMBER
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
H
N T T T
H
OCTOBER
NOVEMBER
DECEMBER
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
H
2011
JANUARY
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
T
H H
H H
H
FEBRUARY
MARCH
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
H
H
H
APRIL
MAY
JUNE
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
H
H
2010-2011 Trimester/Semester Dates
Legend
T
District Holidays
Calimesa, Chapman Heights, Dunlap, Meadow Creek
T = Teacher Prep Day (students not in attendance)
Ridgeview, Valley, Wildwood, and Yucaipa Elementary Schools
H = Holiday
N= New teachers only
All Schools NOT in attendance
July 5
1st Trimester - August 16 - November 8
September 6
2nd Trimester - November 9 - March 2
November 11, 25-26
3rd Trimester - March 3 - June 2
December 23, 24, 30, 31
January 17
November 22 - 26
Thanksgiving Holiday Recess
February 14 & 21
1st Quarter - August 16 - October 8
December 20 - 31
Winter Recess
April 22
2nd Quarter - October 11 - December 17
March 14 - 25
Spring Recess
May 30
Park View, Mesa View, Yucaipa High School, Green Valley High School
3rd Quarter - January 4 - March 11
June 2
Last Day for Students
4th Quarter - March 28 - June 2
June 3
Last Day for Teachers
Teacher Prep Days
(Students not in attendance)
August 11,12,13
January 3
June 3
Calimesa Elementary School
Chapman Heights Elementary School
District Education Center
Dunlap Elementary School
Early Childhood Development Center
790-8570
790-8080
797-0174
797-5171
790-8550
H
Green Valley High School / Yucaipa Adult School
Meadow Creek Elementary School
Mesa View Middle School
Oak View High School and Education Center
Park View Middle School
790-8580
790-3207
790-8008
797-7931
790-3285
Ridgeview Elementary School
Valley Elementary School
Wildwood Elementary School
Yucaipa Elementary School
Yucaipa High School
790-3270
797-1125
790-8521
797-9163
797-0106
E2: a) To what extent is the school a safe, clean, and orderly place that nurtures
learning and b) to what extent is the culture of the school characterized by trust,
professionalism, high expectations for all students, and a focus on continuous
school improvement?
E2 Summary: a) Yucaipa HS is a safe, clean, and orderly school that nurtures
learning. However, there is room for improvement—particularly in activity
courses. Evidence from those department questionnaires and other sources
suggest that existing policies and use of resources may at times compromise a
safe learning environment. There are concerns about the process by which
safety work orders are addressed. Class sizes and appropriate student
placement must improve in order to secure a truly safe school culture. b) A
positive school culture is characterized by professionalism, trust and respect.
Evidence of staff commitment to continuous school improvement can be found in
WASC student, teacher, and parent surveys. Evidence can also be found in
department questionnaire answers, in every department meeting, peer coaching,
and other formal and informal collaboration. Evidence of students contributing to
a positive school culture can be seen school wide.
Findings
Safe, Clean, and Orderly
Environment
Evidence
Department answers to E2
Questionnaire.
Teachers, custodians, and
WASC Student Survey
administrators work with
students as a team to
WASC Parent Survey
maintain a safe, clean, and
orderly environment.
WASC Teacher Survey
However, there is significant
room for improvement. Clear
evidence from department
questionnaires suggest that
existing policies and use of
resources too often do not
foster a safe learning
environment. There is a
systemic failure both at the
site and district level that too
often fails to complete safety
work orders in a timely
manner. And class sizes and
appropriate student placement
must improve in order to
secure a truly safe school
culture.
Comment [18]: Evidence would need to
be able to defend these statements
- stkennedy
The evidence defends these statements.
-Matuszak
Comment [1]: Bold statements with
crucial evidence needed to support.
Not currently supportive.
- stkennedy
Crucial evidence can be found in the
Evidence Binder.
-Matuszak
M
Safety work orders are too
often not appropriately
prioritized and completed on a
timely basis. This is
particularly true with safety
work orders submitted by the
physical education, art, and
science departments where
safety is a daily concern.
(English, Language, Math,
reported no difficulties.)
Nearly half of the high school
facilities are physical
education facilities. PE safety
work orders are too often not
completed for months, even
years. The lack of timely
attention to safety work orders
presents a significant risk to
students. For example, after
nearly seven years without
heat in the PE locker rooms
and weight room a Williams
Act complaint was filed by a
PE teacher.
Great attention is placed on
safety by teachers, especially
the PE staff. Facilities are
regularly inspected and safety
work orders are routinely
submitted. But, too often they
are not completed on a timely
basis. Much attention by the
PE staff to streamlining and
restructuring the work order
system to improve its
efficiency has been met with
resistance from site and
district administration and the
Maintenance and Operations
department (M & O).
Increased class sizes are a
significant concern regarding
safety. Many departments
have serious concerns about
the dramatic increase in class
Safety work order answers
from PE, Art, Technology,
and Science departments
to E2 Questionnaire.
Examples of unfulfilled
work orders submitted in
binder.
Samples of safety
communications from the
PE department submitted in
binder.
Comment [2]: Are these infrastructure
orders or safety items...need to look at
them.
- stkennedy
They are both. Either way, they are safety
concerns. See Evidence Binder.
Williams Act complaint and
response.
Samples of safety
communications from the
PE department submitted in
binder.
Communications regarding
work order system revision
submitted in binder.
Class size answers to E2
Questionnaire from
departments.
N
sizes—particularly activity
classes where safety is the
greatest concern. This is
particularly true in PE where
class sizes have increased
from 45 to more than 60. (The
PE State Framework suggests
40 or less.) The science
department reports unsafe
class sizes 36 and suggests
32 as a safe size. The art
department reports unsafe
class sizes of 38 and that 30
is a safe number. Even some
core subjects reports unsafe
class sizes. English
department reports an unsafe
number of 36 students and
believes 30 is a safe number
to monitor students. Social
Science reports 36 and a
suggested safe number of 30.
Special education, language,
Math, and technology
reported safe class sizes.
The appropriate and safe
placement of students in
courses requires
improvement. PE and Art
report significant problems.
(English, reports no problem
in this area.)
Special needs and low
performing students are
routinely placed in regular PE
classes. With class sizes of
60, those students are placed
at risk. Full-time Adapted and
Modified PE classes where
students once received
specialized and individual
instruction, have been
eliminated.
Concerns are widespread
about the safe placement and
notification to teachers about
PE State Framework
Comment [3]: Not accurate as per Rick
Piercy- stkennedy
It is accurate according to the evidence
submitted by the science department. See
Evidence Binder.
-Matuszak
Comment [4]: Needs verification from Art
Dept. Chair – stkennedy
Verification from the Art dept. chair was in
the Evidence Binder. Please review it.
-Matuszak
Comment [5]: Maybe this is not so much
a safety issue as it is a quality of education
issue. We could move this issue to
another location in our document-perhaps instruction.
- stkennedy
Students placement
answers from departments
in E2 Questionnaire.
No, it is a safety issue and should remain
in this section.
-Matuszak
Comment [6]: Is this a PE issue being
expanded to include other departments?
- stkennedy
PE class rosters and
schedule of classes.
This is as it states an issue with the Art
and PE departments.
-Matuszak
Modified PE memo
Comment [7]: Language this bold is a
flag.
- stkennedy
What word will suffice and convey the
same message?
-Matuszak
Student placement answers
from departments to E2
O
students with violent histories.
Current practice blocks
teachers from classroom
access to student disciplinary
histories. Access for teachers
can only be obtained from
administrative computers.
There is a need for better
communication from
administration to teachers
about transfer students with
violent backgrounds. There
was unanimous agreement by
all departments that teachers
should be notified at the time
of enrollment of any history of
violence.
Administrative support and
policies that assure a safe
environment are generally
effective. Administration
employs a well thoughtout and
thorough plan for disaster
drills. Drills are regular and
conducted efficiently by
administration and staff.
However, there was an
overwhelming request by
teachers for disaster drills
during lunch and passing
periods to fully prepare
students for a disaster.
Administrators and security
monitors are consistently
present during lunch and
passing periods to support a
safe environment. Security
procedures are in place to
monitor the ingress and
egress of campus visitors.
Student disruptions, i.e.,
fights, etc., are rare and
effectively controlled.
Significant staff feedback
suggests the need for
increased campus security to
Questionnaire.
Comment [8]: Where was this? Evidence
is needed. – stkennedy
See Evidence Binder for documentation.
-Matuszak
Disaster plan and schedule.
Comment [9]: These seems contradictory
to previous statements.
- stkennedy
This statement is supported by the
evidence.
-Matuszak
Comment [10]: Be careful of hyperbole
here.
- stkennedy
This statement is supported by the
evidence in the Evidence Binder.
-Matuszak
Answers to campus
security questions from
departments to E2
Questionnaire.
Comment [19]: Focus Group needs to
show the WASC leadership this evidence
to insure its credibility.
- stkennedy
Visitor logs
Gianunzio memo
All Security responses are included in the
Evidence Binder and supports the
findings.
-Matuszak
Comment [12]: Is the word “significant”
accurate in this statement?
- stkennedy
Yes, see the Evidence Binder.
P
match the dramatic increase
in student enrollment.
The administration of
discipline to support a safe
environment is generally
effective. Policies are clearly
defined and communicated.
However, there were
mixed responses by staff
regarding consistency and
timeliness. Strong feelings
were voiced by some staff that
there must be more
consistency among
administrators in
administering discipline. And
there is concern that discipline
is not always administered in
a timely fashion.
The overwhelming
response from students is that
they feel generally safe on
campus. (Thirty-five percent
reported that they feel very
safe. Forty-seven percent
responded that they feel safe.)
Parents believe that the
school facilities are safe,
functional, and well
maintained. (Sixty percent feel
safe while thirty-two percent
believe that they are
somewhat safe.)
Parents generally agree
that YHS provides a safe
learning environment. (Fifty
percent of parents surveyed
feel that YHS is generally
safe. Forty-one percent
strongly agree that we are
safe.) And the overwhelming
response from teachers was
that they too feel safe on
campus. YHS reflects the
generally safe conditions in
Comment [11]: Contradictory to beginning
of the paragraph.
- stkennedy
Discipline answers from
departments to E2
Questionnaire.
This statement is supported by evidence in
the Binder.
-Matuszak
Teacher Survey Results?
Comment [13]: This needs to be
quantified with evidence – stkennedy
This is quantified in the Evidence Binder.
WASC Student Survey #16
WASC Parent Survey #12
WASC Parent Survey #36
WASC Teacher Survey #43
Q
the community.
Administration, staff, and
students generally work well
together to maintain a safe
school environment. Discipline
is generally swift and
effective. Security monitors
are very effective in patrolling
the campus throughout the
day. The campus sheriff
deputy effectively utilizes the
“Clean Sweep” program that
supports school discipline.
The Physical Education
Department makes
sportsmanship training and
conflict resolution training
(Standard 3) a top priority that
helps to set a school-wide
atmosphere of respect and
tolerance. ASB clubs do the
same. The end result is that
Yucaipa High School is noted
county-wide as one of the
safest learning environments
and it is, perhaps, our schools
greatest strength.
Comment [14]: Contradictory...
- stkennedy
Don’t see the contradiction. Regardless, it
is supported by the evidence.
-Matuszak
Clean Sweep Program
Comment [15]: Either we believe the
school could improve its security
measures or they are effective. One or
the other...
On the one hand, our monitors are doing
their best but the reality is, that we need
more to be effective with this increased
population.
- stkennedy
PE State Standard #3
PE standards based
assessment S:3
They are generally effective, but need
improvement. Your comments may be
supported with evidence. Please see the
Evidence Binder.
-Matuszak
High
Expectations/Concerns for
Students
YHS demonstrates significant
caring, concern, and high
expectations for students in
an environment that honors
individual differences and is
conducive to learning. Parents
surveyed feel that YHS is
WASC Parent Survey #43
generally responsive to their
concerns. (Ninety-three
percent of parents surveyed
believe staff, teachers, and
administrators are generally
responsive, responsive, or
very responsive to their
R
concerns.) Students surveyed
feel that their teachers,
counselors, and
administrators are responsive
to their concerns.
Caring and high
expectations for all students is
demonstrated in a variety of
ways:
1. Ninth and tenth grade
teachers do bell work
and sponge activities
daily to prepare
students for the
CAHSEE.
2. Saturday Academies
employ a “boot camp”
approach to SAT,
CAHSEE, or CST
preparation.
3. Data Director is utilized
to identify “bubble”
students who benefit
from extra instruction.
4. Most teachers often
volunteer their lunch
period, after and before
school time for tutoring,
club activities, and
other support activities.
5. The PE department
runs a lunch-time intramural program.
6. Coaches monitor and
assist students with
academic deficiencies.
7. Much support and
encouragement is
offered by
administration and staff
to perform well on all
standardized testing.
Citizenship and ethical
values are demonstrated by
students in a variety of ways:
1. Good sportsmanship is
WASC Student Survey
#24-26
Principal’s response to
inquiry.
WASC Teacher Survey #25
PE department feedback
S
demonstrated in PE
classes and athletic
teams.
2. ASB club activities are
numerous and they
emphasize tolerance
and harmony on
campus.
3. The Block Y
letterman’s club began
a program to pledge
competing as a clean
athlete, not to use
performanceenhancing drugs
(PEDs), and to avoid
cheating-to-win.
4. Students regularly
demonstrate good
ethical behavior in
class, during lunch, and
during passing periods.
Students surveyed
overwhelmingly feel that
teachers promote the
development of life skills that
help them become
responsible citizens. Teachers
report that they frequently
promote life skills that develop
responsible citizens.
(Seventy-five percent of
teachers surveyed reported
that they frequently promote
life skills that develop
responsible citizens.)
The AVID program
supports students progress
by:
1. Enrolling students in a
rigorous college prep
curriculum.
2. Offering a framework of
support structures that
enables students to
become competitive in
Block Y school fusion page:
PEDs: High School Sports
Dirty Little Secret (Power
Point program)
WASC Student Survey #5
WASC Teacher Survey #14
AVID response to E2
T
the college application
process.
3. Offering classroom
tutorials with AVID
trained tutors.
4. Offering AVID course
curriculum based on
WICR.
Atmosphere of Trust,
Respect, and
Professionalism
There is significant
evidence in department
questionnaire responses and
elsewhere that YHS
demonstrates an atmosphere
of trust, respect, and
professionalism. Responses
from departments were
overwhelmingly positive
regarding a positive working
relationship with mutual
respect among staff.
Collaboration within
departments is excellent.
Department meetings are
conducted with a positive
atmosphere that accepts
feedback from all
stakeholders. Evidence that
there is mutual respect
between administration and
departments regarding policy
was mixed. The PE
department reported a strong
feeling of mutual respect
during opposing views
regarding policy. The English
department reported
existence of a uniformity of
silence and unwillingness to
“fight the system” when
opposing administrative
policies.
Department responses to
E2 Questionnaire
Comment [16]: contradictory to previous
work order statements and others. –
stkennedy
I don’t believe so. Prior comments refer to
safety. This comment refers to the
academic atmosphere, of trust, respect,
and professionalism. Perhaps we need to
talk about this.
-Matuszak
Comment [17]: Wording is shocking.
Implies a real tension with Admin. Please
clarify with evidence.
- stkennedy
It may be shocking, but accurate. It is
supported by comments from the English
dept. See Evidence Binder.
-Matuszak
Textbook adoption
evidence needed here.
U
Perhaps the best example
of an outstanding school
atmosphere is the recent
demonstration of school spirit
during the KIIS FM 92.7 radio
school spirit competition. YHS
won the southern California
competition. During
competition and the resulting
free concert, there was an
outstanding display of school
cohesiveness and positive
atmosphere by students,
faculty, and administration.
Spirit rally video.
Assessment ---Unordered List of Areas of Strength
• Effort by teachers to maintain a safe learning environment are exemplary.
• Students, teachers, and parents feel that YHS is generally safe.
• Discipline is generally swift and effective.
• Students feel that teachers & administrators demonstrate care, concern, and
high expectations.
• YHS demonstrates a genuine atmosphere of trust, respect, and
professionalism.
School Culture and Student Support ---Prioritized List of Areas for Growth
(in order of most to least need)
1. Improve the safety work order system from site to district levels. The
safety work order system requires a complete overhaul:
a. Redesign the work order request form to include the following priorities:
1. Safety
2. Security
3. Instruction (Work orders that support instruction.)
4. Routine, i.e., door stops, painting, etc.
b. Restructure the M & O feedback system to the work order requestor in
order to allow instant and accurate feedback on the status of the work
order.
c. Re-open the lines of communication between the work order requestor
and M & O. And lift the ban on communication between staff and site
groundskeeper.
2. Reduce class sizes to assure student safety—particularly in activity
courses and appropriately place students in courses to assure their safety—
particularly students with special needs. Reinstate the full-time Adapted PE and
Modified PE courses.
V