Single Plan for Student Achievement El Camino High School at

Transcription

Single Plan for
Student Achievement
El Camino High
School at Ventura
College
33736765630298
Contact Information:
Cheryl Burns, Principal
[email protected]
61 Day Road
Ventura, CA 93003
(805) 289-7955
This page intentionally left blank.
El Camino High School
at Ventura College
Single Plan for Student Achievement
November 2015
The Single Plan for Student Achievement ............................................................................................................ 1
School Site Council Membership........................................................................................................................... 1
Recommendations and Assurances ..................................................................................................................... 2
District information ................................................................................................................................................. 3
District Profile ........................................................................................................................................................ 3
District Vision ......................................................................................................................................................... 3
District Mission ...................................................................................................................................................... 3
Educational Services Goals................................................................................................................................... 3
School Information .................................................................................................................................................. 4
School Motto.......................................................................................................................................................... 6
School Mission ...................................................................................................................................................... 6
Student Enrollment by Ethnicity – 2014-15 ........................................................................................................... 7
Student Enrollment by Grade – 2014-15 ............................................................................................................... 7
Student Enrollment by Subgroup – 2014-15 ......................................................................................................... 8
Highly Qualified Teachers ..................................................................................................................................... 8
Comprehensive Needs Assessment ..................................................................................................................... 9
Community Resource Guide ............................................................................................................................... 10
Programs Included in This Plan........................................................................................................................... 11
2015-16 School Goals for Improving Student Achievement ............................................................................. 12
VUSD - Local Educational Agency Plan (LEAP) Goals ....................................................................................... 12
VUSD - Local Control Accountability Plan (LCAP) Goals.................................................................................... 12
2015-16 School Goals for Improving Student Achievement ................................................................................ 12
2015-16 Centralized Support for Planned Improvements in Student Performance ........................................ 16
VUSD - Program Support Goals.......................................................................................................................... 16
El Camino High School at Ventura College - Program Support Goals ................................................................ 17
References ............................................................................................................................................................. 18
CAASPP – Grade 11 English Language Arts/Literacy 2014-15 .......................................................................... 18
CAASPP – Grade 11 Mathematics 2014-15 ....................................................................................................... 19
CST Science – Grade 10 2014-15 ...................................................................................................................... 20
CST Science – Grade 10 – 3 Year Comparison.................................................................................................. 20
2015-16 Supplemental Funds Program Budget .................................................................................................. 21
2015-16 Local Site Funds Program Budget ........................................................................................................ 22
VUSD - Parent Involvement Policy ...................................................................................................................... 23
Parent Involvement Calendar .............................................................................................................................. 24
Districtwide Intervention Programs ...................................................................................................................... 25
Teacher Mentoring Programs .............................................................................................................................. 26
Professional Development Plan .......................................................................................................................... 27
School Accountability Report Card ...................................................................................................................... 28
School Site Council Bylaws ................................................................................................................................. 29
Chart of Requirements ........................................................................................................................................ 34
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The Single Plan for Student Achievement
The Single Plan for Student Achievement (SPSA) for El Camino High School at Ventura College is a plan of
actions to raise the academic performance of all students to the level of performance goals established under the
California Academic Performance Index. California Education Code section 41507, 41572, and 64001 and the
Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for
programs funded through the Consolidated Application and ESEA Program Improvement into the Single Plan for
Student Achievement.
For additional information on school programs and how you may become involved locally, please contact:
El Camino High School at Ventura College
61 Day Road
Ventura, CA 93003
(805) 289-7955
[email protected]
The district’s Governing Board approved this revision of the school plan on May 24, 2016.
School Site Council Membership
California Education Code Section 64001(g) requires that the Single Plan for Student Achievement be reviewed
and updated at least annually, including proposed expenditures of funds allocated through the ConApp, by the
School Site Council (SSC). The current make-up of the SSC is as follows:
Name of Members
Cheryl Burns
Principal
Certificated
Staff
Classified
Staff
Parent or
Community
Member
Student
X
X
Tera Valdez
Mike Goldowitz
X
Katie Tapia
X
Anita Limon
X
Jan Elsenberg
X
Zac Avants
X
Debra Elsenberg
X
Number of members in each category
1
2
1
1
2
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Recommendations and Assurances
November 2015
The School Site Council (SSC) recommends this school plan and proposed expenditures to the district Governing
Board for approval and assures the board of the following:
1) The SSC is correctly constituted and was formed in accordance with district governing board policy and state
law.
2) The SSC reviewed its responsibilities under state law and district governing board policies, including those
board policies relating to material changes in the Single Plan for Student Achievement (SPSA) requiring
board approval.
3) The SSC sought and considered all recommendations from the following groups or committees before
adopting this plan:
Signature of Authorized
Representative
Staff/Leadership
Parent Leadership Team
4) The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes
all such content requirements have been met, including those found in district governing board policies and in
the local educational agency plan.
5) This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein
form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic
performance.
6) This SPSA was adopted by the SSC at a public meeting on: ________________________, 2015.
Attested:
Date
_________________, SSC Chairperson
Date
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District information
District Profile
Ventura Unified School District is the third largest district in the county and located on the California coastline, 63
miles northwest of Los Angeles. More than 17,000 students in grades kindergarten through twelve receive a
rigorous, standards-based curriculum from dedicated and highly qualified professionals. The district is comprised
of 17 elementary schools, 4 middle schools, 3 comprehensive high schools, 1 continuation high school, and 1
alternative high school.
District Vision
In the Ventura Unified School District, all students will receive an exemplary and balanced education fostering a
life-long passion for learning and engagement. We demand excellence of ourselves because our supportive
community has entrusted us with their children.
District Mission
The Ventura Unified School District will educate all students in safe, challenging and healthy schools.
We will:
Inspire all students to excel academically,
Honor the unique qualities and diverse backgrounds of all students,
Build supportive relationships,
Guide all students to reach their full potential,
Motivate all students to successfully pursue their chosen life paths, and
Engage all students to become responsible and contributing members of society.
Educational Services Goals
1. Ensure universal access to high quality instruction so all students will meet or exceed
state/federal standards.
• API/AYP Annual Measurable Objectives
• AVID
• Differentiation for all students
• Honors and AP enrollment for under-represented minority students
• Increase Parent Information Survey returns
• K-12 benchmarks in core academic areas
• Parent Academies
• Parent Involvement programs
• Response to Intervention implementation
• Small-learning communities
2. Improve the physical, emotional, and academic well being of all students.
• Assets Development
• District Wellness Policy
• Health/Nutrition and Fitness education programs
• SPARK Program
3. Develop, implement and expand pre-school, full-day, and extended-day programs to provide high
quality educational settings for students.
4. Provide staff development (administrators and teachers) to utilize data, research-based teaching
strategies and intervention models to guide instruction and enhance the learning environment for
all students.
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School Information
During the 2014-15 school year, El Camino High School served 271 students in grades 9-12. Student enrollment
included less than 1.1% students with disabilities, 0.4% English Learners, and 19.2% socioeconomically
disadvantaged. El Camino High School is one of five high schools in the Ventura Unified School District. El
Camino is located in the community of Ventura, which has a population of 103,000. The school strives to meet
the district mission of having “safe, challenging and healthy schools.”
El Camino High School at Ventura College is an outstanding option in the Ventura Unified School District that
provides an educational option for students to learn independently. Students select ECHS because of the flexible
schedule that accommodates a variety of individual learning needs. As a California state standards and
competency-based academic program, with an independent study delivery system, students are able to explore
additional pathways for academic, career and personal growth. Some of these pathways include enrollment in
classes at the local community college, career technical education, and participation in work experience. In
addition, many students cultivate talents in music, art, dance, and theatre. Some students pursue semi-pro and
even professional sports careers. A high priority for faculty is to establish a personal connection with each and
every student and to find creative ways to meet individual needs to ensure student success. El Camino’s
programs, class offerings, flexible setting, support services, emotional and academic counseling and educational
partnerships in the community reflect an understanding of the balance necessary to educate the whole child.
El Camino High School at Ventura College is the only independent study high school in the Ventura Unified
School district and is the only Middle College program in the district. ECHS is a true middle college academy
located on the Ventura College campus. El Camino High School at Ventura College students can access all of
the college facilities, including the library, student services center and the gymnasium.
Staff
The full-time principal holds a Pupil Personnel Services Credential as well as a Clear Administrative Credential.
The high school employs nine fully-credentialed classroom teachers, all of which hold a Master’s degree. One
full-time counselor plus one part-time counselor, one para-educator, one office manager, and one senior office
assistant complement teaching staff. One psychologist, available as needed, and a school nurse visit the campus
once during the week and are shared with other VUSD schools.
Enrollment
El Camino has an open entry and open exit enrollment policy; the attendance fluctuates throughout the year.
Each teacher works individually with a case load of 35 students. With the relocation of the program to the college
campus the site currently accommodates over 300 students.
Transience is a significant issue in servicing El Camino’s population. This school is one of only two schools in the
District with an open entry and exit policy. Tracking student participation in programs for achievement recognition
(such as GSE, CSF, GATE, UC A-G requirements, etc.) and monitoring student needs is a difficult task.
Curricular Program Emphasis
The Student Outcomes (ESLR’s) are a driving force in curricular development, teaching strategies and program
philosophy. The Expected School-wide Learning Results for every El Camino High student are:
SELF-DIRECTED ACHIEVER
• Formulates positive personal ethics and values
• Controls own daily learning plan
• Pursues realistic outcomes
• Evaluates progress on short and long term goals
EFFECTIVE COMMUNICATOR
• Combines listening with verbal, nonverbal and written skills
• Communicates in a variety of situations
• Utilizes technology with competence
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INVOLVED CITIZEN
• Exhibits self initiative
• Contributes to the welfare of self and others
• Supports and sustains both local and global environment
• Demonstrates physical, mental, and emotional well-being
PERCEPTIVE THINKER
• Identifies, analyzes, integrates, and applies information
• Seeks a variety of sources of references
• Makes responsible decisions
El Camino High School offers a completely individualized college-prep, four-year high school curriculum. In
addition, 54 classes meet the A-G certified course list requirements for admission to the University of California
system. Students may request enrollment to El Camino High School through the district’s Alternate Placement
Committee. Criteria for acceptance into the program includes: reading scores, math scores, past academic
history, attendance, and perceptions of parent, student, teachers, and counselor of an individual’s ability to work
independently.
After enrollment, students are assigned to their mentor teacher. Most new students enroll in a study skills course
entitled “ECHS Basics” with the counselor to facilitate a successful transition into independent study. All students
and parents must sign the independent study master agreement with their mentor teacher. Students must meet
at least weekly with their teacher to get assignments, take exams, receive instruction, and ask questions.
Between weekly appointments, students work independently on their courses. Communication between instructor
and student is encouraged throughout the week.
Teachers can be reached by phone or E-mail. Many students come and work with their teacher in the classroom
several times throughout the week. Students who are in need of intervention or more structure are required by
contract to be physically present on campus for multiple meeting times during the week to facilitate their success
in the program. Students must produce a minimum number of hours of work per week and attend all scheduled
appointments to meet attendance and productivity compliance requirements for independent study. El Camino
courses are proficiency based. A student must pass all exams with a 70% or better to receive credit for a course.
Each teacher provides individual instruction in all academic areas, for all grade levels, and may instruct upwards
of 90 courses per year. To accomplish this, each teacher has developed comprehensive resources of
instructional materials in each classroom that are shared among staff. These resources include extensive
supplemental materials to ensure that students are exposed to and demonstrate proficiency in state content
standards. The teachers are diligent about involving parents in the educational process. It is routine for teachers
to have regular contact with parents to communicate information and update them on their child’s progress,
mastery of standards, and academic planning.
Many students earn credits for work experience by working part time and attending an on-site Work Experience
class taught by an El Camino High School teacher. Students can also work with their teacher to create directed
study courses. Credits earned for independent study P.E. may include documented hours of physical education
involvement. Students may participate in athletic programs offered at the district’s two comprehensive high
schools. Community service credits can be earned by volunteering at local schools and community agencies.
Internships enable students to gain on-the-job experience and explore vocational options. El Camino High works
with organizations offering Internships to ensure work-related activities are in alignment with school policies and
educational objectives.
El Camino students are encouraged to take additional classes, not only for credit, but also for enrichment, career
exploration, and advanced study through both the district’s Adult Education Program and Ventura Community
College. Up until 2005 ECHS was a part of the state-funded Middle College High School grant, which allowed
students to enroll concurrently at Ventura College. When the grant funding ceased, ECHS was able to continue
all services as a function of the program. The El Camino counselor meets regularly with students to advise on
college classes, assist with enrollment and provide support during the semester. During the 2012-13 school year,
95% of students were concurrently enrolled in classes offered at Ventura College.
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School Connectedness
Every spring a parent survey is distributed to all ECHS families. In May 2013, survey results showed that 100%
of parents reported that they knew what was expected of their student to be successful prior to entering the
program and that they had terrific access to teachers. All areas identified in 2013 have been addressed.
Attendance and Achievement Data
Staff and students have worked hard to increase daily student attendance. Attendance rates have increased from
82.3% in 2008 to 91% in 2014. In independent study, a student’s attendance is based upon their work
production. Therefore, increasing attendance at El Camino results in more courses being successfully completed
to competency by students. Additionally, in-house attendance procedures, teacher expectations, increased
parent/student conferences, counselor interventions, scrutiny by the placement committee to ensure admittance
of appropriate students and a Fundamentals course have contributed to increased actual attendance over the
past four years.
100%
95%
90%
85%
80%
75%
70%
65%
60%
55%
50%
78.15%
67.31%
69.65%
82.30% 83.20%
87.00% 87.84%
90.95% 90.60% 91.00%
71.80% 72.19%
59.74%
El Camino falls into the small schools accountability measurement system. In terms of achievement data, El
Camino’s goal is to have 98% of students attend all mandatory testing, including CAHSEE and CST’s. Because
95% of the students in each grade had to participate in testing, El Camino’s small enrollment numbers meant that
even one student being absent could result in ECHS not making the accountability measurement in regards to
attendance. It was a huge endeavor to ensure attendance during testing because many students and parents
choose alternative education programs like El Camino’s because of their wish to avoid participation in
standardized testing. Additionally, the majority of students utilize the program because of the flexibility it provides
in scheduling. Many students hold jobs or are taking courses at the community college. Scheduling set times to
attend standardized testing was a goal students had to commit to in order to be successful. The staff worked
throughout the year to provide information to parents and students about testing. They prepared students both
academically and emotionally for the testing windows. Various leadership committees including School Site
Council, Parent Leadership Team, and the Associated Student Body worked throughout the year to strategize
how to ensure attendance on testing days.
School Motto
El Camino High School, Where Academic Excellence Is Individualized.
School Mission
We exist to provide students with an academic environment rich in choice, challenge, accountability and caring.
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Student Enrollment by Ethnicity – 2014-15
68.6%
Black or African
American
American Indian or
Alaska Native
Asian
Filipino
Hispanic or Latino
White
21.8%
1.5%
3.0%
0.4% 0.7%
Two or More Races
4.1%
Student Enrollment by Grade – 2014-15
81
100
59
80
60
89
42
40
20
0
Grade 9
Grade 10
Grade 11
7
Grade 12
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Student Enrollment by Subgroup – 2014-15
19.2
20.0
18.0
Percentage
16.0
14.0
12.0
10.0
8.0
6.0
0.4
4.0
1.1
2.0
0.0
Socioeconomically
Disadvantaged
English
Learners
Students with
Disabilities
Highly Qualified Teachers
During the 2014-15 school year, 97% of El Camino High School classes were taught by highly qualified teachers.
The Ventura Unified School District and its governing board desire “to employ the most highly qualified person
available for each open position. The Superintendent or designee shall develop recruitment and selection
procedures which include:
•
•
•
•
•
Assessment of the district's needs for specific skills, knowledge and abilities
Development of job descriptions which accurately describe all essential and marginal functions and duties
of each position
Dissemination of vacancy announcements to ensure a wide range of candidates
Screening procedures which identify the best possible candidates for interviews
Interview procedures which determine the best qualified candidate for recommendation to the Board
The Superintendent or designee shall recommend only those candidates who meet all qualifications established
by law and the board for the position. Nominations for employment shall be based upon screening devices,
interviews, observations and recommendations from previous employers.” (Board Policy 4111)
“Recognizing the importance of teacher effectiveness in improving student achievement, the Governing Board
desires to recruit, hire and train teachers who possess the subject matter knowledge and teaching skills required
by the federal No Child Left Behind Act in programs for educationally disadvantaged students and for students in
core academic subjects. All teachers newly hired to teach core academic subjects in a program supported by
Title I funds shall be "highly qualified" as defined by federal law and the State Board of Education.” (Board Policy
4112.24)
Ventura Unified School District is not considered a high-need district in regards to acquisition of high quality,
highly-qualified teachers; therefore its schools do not qualify as “high-need” schools. A “high need local
educational agency” is defined (NCLB, Public Law 107–110) as:
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•
November 2015
that serves not fewer than 10,000 children from families with incomes below the poverty line; or ‘‘(ii) for
which not less than 20 percent of the children served by the agency are from families with incomes below
the poverty line; and
for which there is a high percentage of teachers not teaching in the academic subjects or grade levels
that the teachers were trained to teach; or ‘‘(ii) for which there is a high percentage of teachers with
emergency, provisional, or temporary certification or licensing.
Based upon the most current data available (2010 U.S. Census Bureau http://www.census.gov/cgibin/saipe/saipe.cgi, the district’s estimated percentage of student population of children ages 5-17 living in poverty
is 12.8%. For the 2014-15, school year, there are no teachers working out of field, on an emergency provision, or
temporary certification or licensing. (Note: any interns working for the district are assigned to Special Education
services; these interns have already completed a regular credential or different credentialing program.)
The Ventura Unified School District’s Human Resources Division is responsible, in partnership with El Camino
High School’s administrative team, for recruiting and placing qualified teachers in the classroom. To date, the
district only employs highly qualified teachers to fill vacant teaching positions. When a vacancy exists, teaching
positions are posted on the EdJoin.org website. All applicants must have the following to apply:
•
•
•
•
•
•
Letter of Application
Resume
Three Letters of Reference
Copy of Credentials
Copies of Transcripts*
Copy of CBEST, MSAT, CSET, or PRAXIS Test Scores* (*not required for non-academic Adult Ed
assignments)
Comprehensive Needs Assessment
El Camino High School completed a comprehensive needs assessment survey of all students enrolled, including
migratory students, which included the analysis of student performance in relation to the state academic content
standards. During a leadership team meetings, grade level collaboration, and staff meetings, administration and
leadership team members considered the results of the following to identify areas of strength and weakness:
ü
Analysis of Student Performance Data:
o CELDT Reports
o Chapter End Final Exams
o Work Samples
o Grades
o Credit Checks
o Ventura College Assessments – ELA & Math
o SBAC
o CST Science
ü
California School Climate Survey
Conclusions from the needs assessment survey were used to identify SPSA goals and program support goals.
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Community Resource Guide
The Ventura Unified School District publishes a Community Resource Guide for its student, parents, and
community. The guide is available at the district office and on the district website www.venturausd.org. The
guide provides local and community resource contact information for:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
After School Childcare & Activities
Alcohol, Tobacco, Other Drugs
Clothing, Food, Shelter
Counseling
Educational Resources
Family Support
Health Information
Healthcare
Hot Line Numbers
Local Alcohol & Drug Intervention List
Low or No-Cost Health Insurance for Children
Miscellaneous
School-Law Partnership
Student Assistance/Support
Teen Services
Transportation
Tutoring
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Programs Included in This Plan
The School Site Council intends for El Camino High School at Ventura College to participate in the following
programs:
State Programs
Allocation
Supplemental Funds Program
$
4,164.00
$
38,984.00
$
0.00
$
43,148.00
2015-16 Budget $3,328 + $836 (2014-15 C/O) = $4,164
Site Based Funds Program
2015-16 Budget $14,905 + $24,079 (2014-15 C/O) = $38,984
Other (Gifted and Talented Education)
Total amount of state categorical funds allocated to this school:
Federal Programs Under the Elementary Secondary Education Act
Allocation
Total amount of federal categorical funds allocated to this school:
Total amount of state and federal categorical funds allocated to this school:
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0.00
$
43,148.00
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2015-16 School Goals for Improving Student Achievement
VUSD - Local Educational Agency Plan (LEAP) Goals
Goal #1: All students will reach high standards, at a minimum attaining proficiency or better in reading and
mathematics, by 2013-14.
Goal #2: All limited-English proficient students will become proficient in English and reach high academic
standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Goal#3: All students will be taught by highly qualified teachers. Goal #4: All students will be educated in learning environments that are safe, drug-free, healthy and conducive to
learning. Goal #5: All students will graduate from high school.
VUSD - Local Control Accountability Plan (LCAP) Goals
Goal #1: Implement CCSS in all classrooms.
Goal #2: Improve student achievement.
Goal#3: Increase graduation rates and decrease dropout rates.
Goal #4: Increase student connections to school.
Goal #5: Increase family involvement.
Goal #6: Provide appropriate school facilities to enhance and maximize learning opportunities that are:
welcoming, safe, maintained, and in good repair.
2015-16 School Goals for Improving Student Achievement
The School Site Council has analyzed the academic performance of all student groups and has considered the
effectiveness of key elements of the instructional program for students failing to meet API and AYP growth
targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the
academic performance of student groups not meeting state standards.
Goal #1: Strategic placement of students in grade level math and science courses with particular emphasis in
pacing courses to hit power standards prior to spring SBAC administration and ECHS and VC course finals.
Goal #2: Prescriptive and diagnostic assessments of students in math throughout the year to determine strategic
intervention methods for individual students.
Goal #3: Increase number of graduates who meet the A-G requirements and are UC/CSU eligible by 5%.
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Goal #1: Strategic placement of students in grade level math and science courses with particular emphasis in
pacing courses to hit power standards prior to spring SBAC administration and ECHS and VC course finals.
Describe how this goal aligns to the district’s LEA Plan goals:
*Meet the API school wide growth targets or exceed 800.
*Decrease the percentage of students performing below proficient in ELA and Math by 10%.
What data was used to form this goal:
VC placement results for math, grades and course exam results
Individuals Involved in analyzing data and formulating goal:
SCC, counselor, teachers and principal
What did the analysis of the data reveal that led to this goal:
More work needs to be done in math to continue growth in that area. Math continues to be a relative weakness
for our school.
Identify targeted student groups and expected growth:
All students/all subgroups will be placed in grade appropriate math classes. Those scoring basic and below will
be targeted with appropriate intervention.
What data will be collected to measure student achievement?
Teachers will monitor course assessments to check for understanding. Common Core tasks and course tests
will be collected and evaluated to measure student achievement. VC results will be collected and evaluated.
Identify the process for monitoring and evaluating collected data:
Progress will be monitored and evaluated at regular curriculum meetings throughout the year.
Describe the actions to improve achievement to exit program improvement (if applicable):
N/A
Strategies/Action Plans
Placement of student in grade
appropriate math and science
classes, including Ventura
College classes.
Start &
Completion
Dates
Fall 2015
Spring 2016
and ongoing
Personnel
Responsible
Principal,
Counselor
All Teachers
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Funding
Source &
Amount
None
Process for Evaluation
of Implementation
Ongoing monitoring of
classes scheduled in Q
and on VC database.
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Goal #2: Prescriptive and diagnostic assessments of students in math throughout the year to determine strategic
intervention methods for individual students.
*Meet the API school wide growth targets or exceed 800.
*Decrease the percentage of students performing below proficient in ELA and Math by 10%.
Common Core performance tasks, course exams, VC/ECHS Math grades, and API data.
More work needs to be done in math to continue growth in that area. Math continues to be a relative weakness
for our school.
All students/all subgroups will be placed in grade appropriate math classes using VC placement results. Those
scoring basic and below will be targeted with appropriate intervention.
Teachers will monitor course assessments to check for understanding. Common Core tasks and course tests,
and grades will be collected and evaluated to measure student achievement.
Progress will be monitored and evaluated at regular curriculum meetings throughout the year.
N/A
Start &
Completion
Dates
Personnel
Responsible
Funding
Source &
Amount
Students scoring basic and
below in math will be given a
quick review of basic skills
before starting Algebra/Math1 or
current expected math class.
This may include Pre-Algebra at
VC.
Fall 2015
and ongoing
Principal
All Teachers
Supplemental
$1000
Student work, course
assessments, Carnegie
data, Common Core task
results, APEX and CST
data will be monitored at
curricular meetings
throughout the year.
Analysis of specific math strands
where students are performing
poorly and develop
supplementary interventions in
those areas.
Fall 2015
and ongoing
Principal
All Teachers
Supplemental
see above
assessments, Carnegie
data, Common Core task
results, APEX and SBAC
data will be monitored at
curricular meetings
throughout the year.
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Process for Evaluation of
Implementation
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Goal #3: Increase number of graduates who meet the A-G requirements and are UC/CSU eligible by 5%.
*Maintain ongoing focus on personal, social and vocational goals.
Student transcripts, Q data, four year plans
More work needs to be done to continue growth in this area.
All students/all subgroups will be placed in college-prep classes as much as possible. Those not on track to
complete A-G requirements will be made aware of options to remedy situation.
Student transcripts, Q data
Progress will be monitored and evaluated at regular intervals throughout the year.
N/A
Start &
Completion
Dates
Personnel
Responsible
Funding
Source &
Amount
Process for Evaluation of
Implementation
Students will review 4 year plan
during master contract meeting
and VC advisement each
semester.
Fall 2015
and ongoing
Principal
Counselor
All Teachers
Supplemental
$500
assessments, Grades,
Carnegie data, VC data,
APEX and SBAC data will
be monitored at curricular
meetings throughout the
year.
Students/Parents will receive
information annually regarding
A-G requirements and other
pertinent college bound
information
Fall 2015
and ongoing
Principal
Counselor
All Teachers
Supplemental
see above
4 year plans, transcripts,
newsletters, college
information nights, college
library.
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2015-16 Centralized Support for Planned Improvements in Student
Performance
VUSD - Program Support Goals
The Student Performance and Program Evaluation Department provides direction, coordination, and assistance
to schools in carrying out a District Title I program for disadvantaged students. These include areas of program
development, Single Plan Review, management, legal compliance, evaluation, fiscal accounting, staff
development, and community advisory processes, as well as responsibility for District and state required reports
and documents. The Director and teacher specialists provide technical assistance for schools.
Bilingual Education
The Bilingual Education Programs Department provides centralized services to support English Learners at all
schools in accordance with the VUSD English Learner Master Plan. These services include professional
development in best practices for English Learners, translation support, assistance in developing site EL
programs, analysis of EL achievement and ELD data, selection and purchase of supplemental instructional
supplies, compliance monitoring, program evaluation, direction/support for ELAC and DELAC, coordination of EL
services with other district programs and Spanish language learning opportunities for staff..
Curriculum & Instruction
The Curriculum & Instruction Department provides support, and coordination for the School and Library
Improvement plan, technology grant plans and implementation, curriculum development, and professional staff
development to improve student achievement; the Child Welfare & Attendance Department provides Student
Attendance Review and Student Attendance Team assistance with student attendance and behavior issues,
which impact student learning.
Gifted and Talented Education
The Gifted and Talented Education Office provides direction, coordination, and assistance in carrying out the
GATE Program. This includes accounting, management, legal compliance, evaluation, placement and
identification, the community advisory processes, as well as providing District and state required reports.
Assistance to schools is provided by the GATE Coordinator and secretary.
Migrant Education
The Migrant Education Program provides for the coordination and implementation of various services in
partnership with the Ventura County Office of Education, and the local colleges and universities. Services include
identification and recruitment, monthly parent advisory committee meetings, early child development supports,
supplemental instruction, summer school, emergency medical services, Spelling, Speech & Debate Tournaments,
college tours, academic counseling, credit recovery courses, Family Literacy Programs, Migrant Family
Conference, informational events, computer program trainings, accounting, management, legal compliance,
evaluation, as well as providing district and state required reports. Services are provided to academically support
and ensure that migratory students receive the appropriate opportunities to help reduce with the educational
disruption and other problems as a result of repeated moves. Service to the schools are provided by the Migrant
Teacher Specialist and Parent Liaison/Recruiter.
Indian Education
The Indian Education Program is a federally-funded program serving only American Indian or Alaskan Native
students in all grade levels who have an Indian Student Eligibility Certification Form 506 completed by their
parents and on file in our Indian Education Office. The main focus of the program is to encourage all students of
American Indian descent to finish high school and attend college. The Indian Education program was
implemented to reduce the high drop-out rate among Native Americans throughout the United States
Elementary grade students (K-6) are engaged in a rigorous, standards-based hands-on Indian Education
curriculum and reading development. Students participate in fun activities which explore their Native American
history, heritage, and culture. Intervention and tutoring are available based on individual progress in meeting state
proficiency standards and basic skills acquisition.
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November 2015
All qualifying 6-12 students have access to counselors who are experienced in working with students of American
Indian and Native Alaskan descent in the areas of personal and academic counseling as well as tutoring in all
areas of the middle school and high school curricula. Students in grades 6-9 are engaged in cultural
presentations, heritage lessons, successful time management and study skills lessons, goal setting for middle
school success and high school expectations, thinking about college and post high school educational and career
planning, and basic skills support for language, reading and mathematics. Students in grades 9-12 are provided
career counseling which includes information about special grants, scholarships, and financial assistance, and are
engaged in activities to facilitate a better understanding in such areas as individual tribal history and history of
other tribes.
Instruction and support are administered at each qualifying student’s school site through a series of monthly
sessions which may include 1) small group instruction based upon reading and language development, through
interactive discussion, 2) hands-on learning activities, 3) booklets, and 4) MSPowerpoint lessons. The school’s
Indian education teacher or 6-12 counselor work with the district’s Indian Education Coordinator to develop a
specialized curriculum and appropriate support services. Tutoring services are determined by the school
administrator and Indian Education Coordinator.
El Camino High School at Ventura College - Program Support Goals
The School Site Council has analyzed the planned program improvements and has adopted the following
program support goals, related actions, and expenditures to raise the academic performance of students not yet
meeting state standards. The program support goals should identify direct services to students and education
support service to school staff provided by the district office staff from categorical funds allocated to the school.
None.
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at Ventura College
References
November 2015
CAASPP – Grade 11 English Language Arts/Literacy 2014-15
Standard
Exceeded
Standard Met
Standard Nearly
Met
Standard Not Met
84
31
53
1
1
2
1
19
100.0%
36.9%
63.1%
1.2%
1.2%
2.4%
1.2%
22.6%
Grade 11
84
2664.5
31
2666.9
53
2663.0
1
*
1
*
2
*
1
*
19
2634.9
44%
42%
45%
*
*
*
*
37%
40%
45%
38%
*
*
*
*
32%
12%
10%
13%
*
*
*
*
26%
4%
3%
4%
*
*
*
*
5%
84
84
84
84
84
56
4
18
1
2
66.7%
4.8%
21.4%
1.2%
2.4%
56
4
18
1
2
45%
*
33%
*
*
46%
*
50%
*
*
5%
*
17%
*
*
4%
*
0%
*
*
18
Mean Scale Score
Percent of
Enrolled Students
Tested
84
84
84
84
84
84
84
84
Number of
Students With
Scores
Number of
Students Tested
All Students Tested
Male
Female
African American
American Indian or Alaskan Native
Asian
Filipino
Hispanic or Latino
Hawaiian or Pacific Islander
White (not Hispanic)
Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
Migrant Education
Foster Youth
Number of
Students Enrolled
English Language Arts/Literacy
14-15
2672.7
*
2646.2
*
*
at Ventura College
November 2015
CAASPP – Grade 11 Mathematics 2014-15
Standard
Exceeded
Standard Met
Standard Nearly
Met
Standard Not Met
84
31
53
1
1
2
1
19
100.0%
36.9%
63.1%
1.2%
1.2%
2.4%
1.2%
22.6%
Grade 11
84
2606.4
31
2605.7
53
2606.8
1
*
1
*
2
*
1
*
19
2588.1
15%
13%
17%
*
*
*
*
11%
21%
29%
17%
*
*
*
*
32%
35%
19%
43%
*
*
*
*
11%
29%
39%
23%
*
*
*
*
47%
84
84
84
84
84
56
4
18
1
2
66.7%
4.8%
21.4%
1.2%
2.4%
56
4
18
1
2
14%
*
6%
*
*
21%
*
17%
*
*
41%
*
44%
*
*
23%
*
33%
*
*
19
Mean Scale Score
Percent of
Enrolled Students
Tested
84
84
84
84
84
84
84
84
Number of
Students With
Scores
Number of
Students Tested
All Students Tested
Male
Female
African American
American Indian or Alaskan Native
Asian
Filipino
Hispanic or Latino
Hawaiian or Pacific Islander
White (not Hispanic)
Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
Migrant Education
Foster Youth
Number of
Students Enrolled
Mathematics
14-15
2609.5
*
2578.6
*
*
at Ventura College
November 2015
CST Science – Grade 10 2014-15
55%
60%
% Advanced
50%
40%
% Proficient
27%
% Basic
30%
12%
% Below Basic
20%
5%
10%
1%
% Far Below Basic
0%
Grade 10 14-15
CST Science – Grade 10 – 3 Year Comparison
CST Science
Grade 10
12-13
13-14
14-15
Students Tested
72
72
77
% of Enrollment
100.0%
100.0%
100.0%
Students with Scores
72
72
77
Mean Scale Score
388
389.2
397.5
% Advanced
38%
42%
55%
% Proficient
42%
38%
27%
% Basic
18%
14%
12%
% Below Basic
3%
6%
5%
% Far Below Basic
0%
1%
1%
20
at Ventura College
November 2015
2015-16 Supplemental Funds Program Budget
21
at Ventura College
November 2015
2015-16 Local Site Funds Program Budget
22
at Ventura College
November 2015
VUSD - Parent Involvement Policy
The Governing Board recognizes that parents/guardians are their children’s first and most influential teachers and
that continued parental involvement in the education of children contributes greatly to student achievement and
positive school environment. In order to engage parents/guardians positively in their children’s education, the
superintendent or designee shall ensure that staff members at each school:
•
Help parents/guardians develop parenting skills and provide home environments that support their children’s
academic efforts and their development as responsible members of society.
•
Inform parents/guardians that they can directly affect the success of their children’s learning and provide them
techniques and strategies that they may use to improve their children’s academic success and help their
children in learning at home.
•
Initiate consistent and effective two-way communication between the home and school so that
parents/guardians may know when and how to help their children in support of classroom learning activities.
•
Receive training that fosters effective and culturally sensitive communication with the home, including training
on how to communicate with non-English speakers and how to give parents/guardians opportunities to assist
in the instructional process both at school and at home.
•
Encourage parents/guardians to serve as volunteers in the schools, attend student performances and school
meetings, and participate in site councils, advisory councils and other activities in which they may undertake
governance, advisory and advocacy roles.
School plans shall delineate specific measures that shall be taken to increase parental involvement with their
children’s education, including measures designed to involve parents/guardians with cultural, language or other
barriers, which may inhibit such participation. Parents in Ventura Unified School District are involved in the
development of each site’s Single Plan for Student Achievement through surveys, focus groups, and advisory
councils.
VUSD Board Policy 6020, USC Title 20
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at Ventura College
November 2015
Parent Involvement Calendar
Individual classes and grade levels have parent meetings and send home class newsletters on a regular basis.
There are also many activities within classes and grade levels in which parent participation is sought. Parent
involvement at all levels is an essential component of the culture of El Camino High School.
July
January
Ongoing parent orientation meetings
VC Advisement
College Planning
Master agreement academic planning meetings
Parent Information night for incoming 8th grade
students
• Parent Leadership Team meetings
• Fun Night
• Renaissance Planning Committee
February
•
•
•
•
•
August
•
•
•
•
•
Parent orientation meetings
VC Advisement
Parent Leadership Team meetings
Fun Night
September
Back to School Night
Dinner Night
Fun Night
October
•
•
•
•
•
•
•
•
•
•
College Planning
Fun Night
SSC meetings
WASC Focus Group
Fun Night
Renaissance Event
Dinner Night
March
•
•
•
•
•
•
•
•
•
•
•
April
•
•
•
•
•
November
May
VC Advisement
College Planning
Parent Leadership Tem meetings
Fun Night
December
•
•
•
•
•
•
•
•
•
•
•
•
•
•
SSC/School Safety Committee Meeting
VC Advisement
College Planning
Parent Leadership Team meeting
SSC/School Safety Committee Meetings
Prom Planning Committee
College Planning
WASC Focus Group
Prom Planning Meeting
Graduation Planning Committee
Renaissance Planning Committee
June
•
•
•
•
•
24
Graduation Planning Committee
Graduation
Renaissance Event
at Ventura College
November 2015
Districtwide Intervention Programs
Language Arts
Gr.
9-12
Intervention Model
B.A.R.K. – (BHS only)
FIRE (FTHS only)
EL Block Classes (BHS & VHS
Only)
CAHSEE ELA Classes
AVID, After-school Tutoring
EDGE Classes for
Struggling Learners
EL @ CELDT Level +
Reading
Cyberhigh
Methodology
Peer Mentors
Intervention Classes
Standards Aligned
Instruction
Standards Aligned
Instructional Matl’s
Research Base
DuFour, Marzano
Professional
Development
Site Based
Adult Education
Mathematics
Gr.
9-12
Intervention Model
B.A.R.K. (BHS Only)
FIRE (FTHS only)
After School Tutoring (BHS Only)
CAHSEE Math Classes (Math Topics)
AVID
Sheltered Instruction Observation
Protocol (SIOP)
Double math periods (Alg. 1A/1B
Algebra 1A stand-alone
Algebra 1B stand-alone
Algebra in Spanish
Methodology
Peer Mentors
Intervention classes
Standards Aligned
Instruction
Standards Aligned
Instructional Matl’s
Math Steps
25
Research Base
DuFour, Marzano
Professional
Development
Site-Based
Adult Education
at Ventura College
November 2015
Teacher Mentoring Programs
The district offers several programs to support professional growth and improve instruction in the classroom.
•
The Beginning Teacher Support and Assessment (BTSA) serves newly credentialed teachers during
their first and second year of service. Teachers are assigned a Support Provider who provides support in
alignment with the California Standards for the Teaching Profession. The newly credentialed teachers
and their assigned support provider establish a coaching partnership using a formative assessment
model focused on professional growth, support and reflection on best teaching practices. The first year in
BTSA concentrates on classroom management and engaging students in learning. The second year
teacher works more closely with content standards and assessment. Beginning Teachers and Support
Providers meet individually and together as well as attend after school meetings. There are
approximately six after school meetings held throughout the school year. The Course of Study is aligned
with prescribed BTSA events. Satisfactory completion of the course of study is required for continuing
employment.
•
The Peer Support and Assistance (PSA) program is available to permanent Certificated Bargaining
members (veteran teachers) in accordance with the district’s Collective Bargaining Agreement. The PSA
program is designed to improve the quality of instruction through expanded and improved professional
development and peer assistance. The PSA program is a locally developed teacher resource program.
Teachers may volunteer for the PSA program or given a formal Improvement Plan as part of their
performance evaluation process. The assistance plan may include activities to improve either instructional
practice, content knowledge/subject and preparation, or both. Qualified, experienced teachers are
assigned to work with PSA teacher volunteers/referrals by demonstrating, observing, coaching,
conferencing, referring or by other activities, which, in their professional judgment, will assist in
professional growth and improvement.
The assigned support provider, PSA participating teacher, and principal work together to establish
mutually agreed upon performance goals, develop the assistance plan and develop a process for
determining successful completion of PSA Program. Progress is evaluated periodically through written
reports which are reviewed with the participating teacher.
Classroom Organization and Management Program (COMP) - COMP workshops provide the opportunity to
develop Teaching Standard #2-Creating and Maintaining Effective Environments for Student Learning. The
program is designed for all teachers, however, new teachers are encouraged to participate in the series. The
COMP workshop series includes:
•
•
•
•
•
•
•
•
Module I
Module 2
Module 3
Module 4
Module 5
Module 6
Module 7
Module 8
Organizing the Classroom
Planning and Teaching Rules and Procedures
Managing Student Academic Work
Maintaining Good Student Behavior
Planning and Organizing Instruction
Conducting Instruction & Maintaining Momentum
Getting Off to a Good Start
Climate, Communication, and Self-Management
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at Ventura College
November 2015
Professional Development Plan
El Camino High School believes strongly in providing all employees opportunities to develop professional skills
and abilities as well as acquire training on current trends aimed at improving student achievement. The goals
developed for this year’s school plan have identified the areas and groups of teachers that will require additional
support and training to ensure students meet state proficiency targets. The School Accountability Report Card,
also included in this plan, provides: 1) an overview of the basic structure of staff development practices at the site
and district level, and 2) site-based areas of concentration. The following chart identifies the monthly staff
development that will occur at El Camino High School:
27
at Ventura College
November 2015
School Accountability Report Card
(enVision will insert final report upon completion)
28
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November 2015
School Site Council Bylaws
29
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November 2015
30
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November 2015
31
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November 2015
32
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33
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November 2015
Chart of Requirements
Pupil Retention
Block Grant
School & Library
Improvement BG
School Safety Block
Grant
Title III, English
Learners
Title II, Improving
Teacher Quality
Quality Education
Investment Act
Title I, Program
Improvement
Title I, Schoolwide
Title I, Targeted
Assistance
EIA, State
Compensatory
Education
LEGAL CITATION
EIA, English
Learners
REQUIREMENTS
X
X
I. Involvement
Involve parents and community in
EC 52055.750(b)
planning and implementing the school
EC 35294.1(b)(2)(C)
plan
5CCR 3932
X
X
X
X
X
X
20 USC 7115(a)(1)(E)
X
20 USC 6314(b)(1), (2)(A)
EC 64001(a)
Written notice of program
improvement status
20 USC 6316(b)(3)
X
X
20 USC 6315(c)(1)(G)
Advisory committee review and
recommendations
X
X
X
X
X
X
X
EC 52055.755
X
X
X
II. Governance and Administration
Single, comprehensive plan
EC 64001(a), (d)
X
X
X
X
X
EC 52853
X
X
X
X
X
X
X
EC 41572
X
EC 41507
X
EC 35294.1(a)
X
20 USC 6315(c)(1)(B)
X
20 USC 6314(b)(2)(A)
X
School Site Council (SSC) constituted EC 64001(g)
per former EC 52012
X
X
X
X
X
X
X
X
X
SSC developed SPSA and
expenditures
X
X
X
X
X
X
X
X
X
EC 64001(a)
EC 41572
X
EC 41507
X
EC 35294.1(b)(1)
SSC annually updates the SPSA
EC 64001(g)
X
X
X
X
X
X
X
X
EC 35294.2(e)
Governing board approves SPSA
EC 64001(h)
X
X
X
X
X
EC 52055.750(a)(5)
X
X
X
X
X
X
Policies to ensure all groups succeed 20 USC 6316(b)(3)
(specify role of school, LEA, and SEA;
and coordination with other
20 USC 6316(b)(3)
organizations)
X
X
III. Funding
Plan includes proposed expenditures
to improve academic performance
EC 64001(g)
X
X
X
X
X
EC 52853
X
X
X
X
X
20 USC 6316(b)(3)
X
20 USC 6315(c)
X
20 USC 6314(b)(2)(A)
Describe centralized services
expenditures
5 CCR 3947(b)
X
X
X
X
X
X
X
X
34
X
at Ventura College
Comprehensive assessment and
analysis of data
EC 64001(f)
X
X
EC 52055.740(a)(1)(D)(5)
X
X
X
20 USC 6314(b)(1), (2)(A)
X
EC 64001(f)
X
X
X
X
X
EC 52853
X
X
X
X
X
Evaluation of improvement strategies
Assessment results available to
parents
EC 35294.2(e)
X
EC 32228.5(b)
X
EC 35294.2(e)
X
20 USC 6314(b)(2)(A)
X
V. Staffing and Professional Development
Provide staff development
EC 52853
X
X
X
X
X
EC 52055.750I
X
EC 32228(b)(2)
X
20 USC 6316(b)(3)
X
20 USC 6315I(1)(F)
X
20 USC 6314(b)(1), (2)(A)
Budget 10 percent of Title I for staff
development
20 USC 6316(b)(3)
Provide highly qualified staff
EC 52055.740(a)(1)(D)(3)
X
X
X
20 USC 6315I(1)(E)
X
20 USC 6314(b)(1), (2)(A)
Distribute experienced teachers
X
EC 52055.750(a)(10)
X
VI. Opportunity and Learning
Describe instruction for at-risk
students
EC 52853
Describe the help for students to meet EC 64001(f)
state standards
X
X
X
X
X
X
X
X
X
X
20 USC 6314(b)(1), (2)(A)
X
20 USC 6315(c)
Describe auxiliary services for at-risk
students
EC 52853
X
X
X
20 USC 6315(c)
X
5CCR 3934
X
X
20 USC 6314(b)(1), (2)(A)
Avoid isolation or segregation
X
X
X
X
35
X
X
X
X
X
School & Library
Improvement BG
X
IV. Standards, Assessment, and Accountability
Pupil Retention
Block Grant
X
School Safety Block
Grant
Title I, Program
Improvement
X
Title III, English
Learners
Title I, Schoolwide
X
Title II, Improving
Teacher Quality
Title I, Targeted
Assistance
X
Quality Education
Investment Act
EIA, State
Compensatory
Education
LEGAL CITATION
EIA, English
Learners
REQUIREMENTS
November 2015
at Ventura College
X
X
EC 64001(f)
Define objectives
20 USC 6316(b)(3)
Steps to intended outcomes
5CCR 3930
X
X
X
X
X
Account for all services
5CCR 3930
X
X
X
X
X
X
X
X
X
X
5CCR 3931
Provide strategies responsive to
student needs
X
X
20 USC 6315(c)
X
20 USC 6314(b)(2)(A)
X
Describe reform strategies that:
20 USC 6314(b)(1), (2)(A)
X
-Allow all to meet/exceed standards
20 USC 6315(c)
-Are effective, research-based
20 USC 6316(b)(3)
X
X
X
20 USC 6315(c)(1)(c)
X
20 USC 6314(b)(1)(B)
X
-Strengthen core academics
EC 52054
X
-Address under-served populations
EC 52054
X
-Provide effective, timely assistance
20 USC 6314(b)(1)(I), (2)(A)
X
-Increase learning time
20 USC 6316(b)(3);
X
20 USC 6314(b)(1)(B),(2)
-Meet needs of low-performing
students
-Involve teachers in academic
assessments
X
20 USC 6315(c)(A);
X
20 USC 6314(b)(1)(B),(2)
X
20 USC 6314(b)(1)(H), (2)
X
-Coordinate state and federal
programs
20 USC 6315(c)(1)(H)
-Transition from preschool
20 USC 6314(b)(1)(J), (2)(A)
X
X
20 USC 6315(c)(1)(D)
X
20 USC 6314(b)(1)(G), (2)(A)
Enable continuous progress
Acquire basic skills, literacy
X
X
5CCR 3931
X
X
X
X
X
5CCR 3937
X
X
X
X
X
Align curriculum, strategies, and
materials with state standards or law
EC 52853
X
X
X
X
X
Provide high school career
preparation
5CCR 4403
X
36
X
School & Library
Improvement BG
X
Goals based on performance
Pupil Retention
Block Grant
X
VII. Teaching and Learning
School Safety Block
Grant
Title I, Program
Improvement
X
Title III, English
Learners
Title I, Schoolwide
X
Title II, Improving
Teacher Quality
Title I, Targeted
Assistance
X
Quality Education
Investment Act
EIA, State
Compensatory
Education
LEGAL CITATION
EIA, English
Learners
REQUIREMENTS
November 2015

Single Plan for Student Achievement El Camino High School at

Transcription

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