MOJAVE UNIFIED SCHOOL DISTRICT
CALIFORNIA CITY high school
Single schoolwide plan
2008 – 2010
The Single Plan for Student Achievement
CALIFORNIA CITY HIGH SCHOOL
1563677-0114512
CDS Code
Date of this revision:
The Single Plan for Student Achievement (SPSA) 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 sections 41507, 41572, and 64001 and the federal No Child Left Behind Act (NCLB) require each school to consolidate all school plans for programs funded through the School and Library Improvement Block Grant, the Pupil Retention Block Grant, the Consolidated Application, and NCLB Program Improvement into the Single Plan for Student Achievement.
For additional information on school programs and how you may become involved locally, please contact the following person:
Contact Person: Harold Roney
Position: Principal
Telephone Number: 760-373-5263
Address: 8567 Bolden Drive California City, CA 93505
E-mail Address:
MOJAVE UNIFIED SCHOOL DISTRICT
The District Governing Board approved this revision of the School Plan on ____________.
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Optional Inserts: School Vision, Mission Statements and School Profile
Analysis of Current Instructional Practice Planning Guide
The following statements are adapted from No Child Left Behind (NCLB), Title I, Part A and the California Essential Program Components (EPCs). These statements may be used to discuss and develop findings that characterize the instructional program at this school for students:
· Not meeting performance goals / Far Below Basic
· Meeting performance goals
· Exceeding performance goals
Schools should analyze current district and school policies, procedures and practices regarding instructional practice for each of the questions below.
Standards, Assessment, and Accountability
· Use of state and local assessments to modify instruction and improve student
achievement
· Use of data to monitor student progress on curriculum-embedded assessments and modify instruction
CCHS is in the beginning stages of implementing new assessment strategies to evaluate student learning, including implementing quarterly teacher created benchmarks. The initial process is directed towards adopting standards-based textbooks. During the next few years, English, ELD, science, and related electives are scheduled for upgrades to standards-based textbooks.
The adoption of new textbooks is resulting in the implementation of standards-based assessment
strategies of CCHS students. The district and site textbook adoption schedule serve as the
foundation for the implementation of standards based instruction. Each of the newly adopted
textbooks are current in content, as well as being aligned with California State Standards.
teachers will start to evaluate students using standard-based curriculum resource materials
chapter reviews, chapter tests, and semester examinations
CCHS English teachers and the CCHS Library Technician are instituting the use of computer software and technology to evaluate student learning. CCHS has installed the Renaissance Learning computer web-based Accelerated Reader (AR) and STAR Math program on the school’s computer system. The AR program allows students to select reading materials within their zone of proximal development which allows for optimal reading growth.
The assessment component of the AR program is the STAR Reading package. CCHS English teachers use the STAR results to assess and evaluate student reading levels. Each student assessment is disaggregated into grade equivalent, percentile rank, and instructional reading level scores. Students are tested 2-3 times in a school year to monitor and track reading level development.
The CCHS math department incorporates the Algebra Readiness Test to determine student proficiency levels. The Readiness Test is given to all incoming 9th grade students. This assessment provides math teachers with an overall evaluation of student math skill levels as they enter the high school. Other readiness tests are used at the beginning of the school year to drive instruction. Algebra I is provided at a minimum for all students with tutoring for those not making sufficient progress toward CAHSEE success.
The CCHS ELL teacher and support personnel assess the second language learners on our campus. Each student is tested with the California English Language Development Test (CELDT). The ELL department utilizes the results of the CELDT to determine instructional readiness and language acquisition levels.
The teachers at CCHS use assessment results to enhance the educational environment for every student in many different ways. The findings of academic evaluations are used to reinforce and re-teach subject area concepts. Assessment results are used to restructure lesson plans and to change instructional methodologies. They are used to determine if students are learning educational objectives and meeting California content standards. Additionally, teachers use assessment results to make recommendations to the counseling staff for student program changes that more appropriately meet their educational needs. An example of this system is the IDMS program offered for math, and English of which CCHS has purchased in addition to cover science.
CCHS has assessment monitoring systems that extend from the school site, to the district, and into the community. The school principal reports to the district and school board assessment results. These communicated assessment findings consist of CCHS STAR Reading, CAHSEE, and ELL score summaries. Reports will be given to the school board by the site administrator on the number of CCHS students who are accepted to colleges and universities when the school will be offering 12th grade. The college acceptance letters will be posted in the career center, located near the CCHS counseling office.
CCHS will start to collect, communicate, disseminate, and disaggregate assessment results in more statistical based format. This will be achieved through our establishment of a school site Data Collection Team, the IDMS system, and the Accelerated Reader program. CST’s and CAHSEE result, when made available, will be reviewed and analyzed. The results of this data analysis are then shared with school staff, administrators, district office personnel, school board members, and other members of the community.
Assessment results are reported to community through sources that are produced on the CCHS campus. The counseling office has form letters that are mailed to parents explaining and informing them about the academic standing of their student. These form letters include graduation checks, academic progress reviews, deficiency notices, SB813 information, and CAHSEE status. In addition to this, CCHS also employs monthly grade checks for additional parent support / updates. Information is also reviewed with the School Site Committee.
The implementation of the time-banking schedule has created an on-site monitoring system for the review of assessment findings. The time-banking, a result of collaboration between the school site and district, has created staff-development days. During staff-development days, time is scheduled to discuss assessment finds among the CCHS staff. It also allows for time to discuss ways to improve instruction in group settings or department meetings. In addition to this collaboration CCHS has made several actions to collaborate with its senior high school in the Mojave School district.
Staffing and Professional Development
· Status of meeting requirements for highly qualified staff
· Principals’ AB 75/430 training on State Board of Education adopted instructional materials
· Sufficiency of credentialed teachers and teacher professional development in AB 466
· Alignment of staff development to content standards, assessed student performance and professional needs
· Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches)
· Monthly teacher collaboration by grade level (*K-8) and department (9-12)
NCLB requirements are difficult in a small departmentalized school and yet, California City High School has met compliance. Teachers are currently enrolled in classes for further promotion and are well aware of the requirements placed upon them to always meet compliance. School administration works closely with personnel and the district administration to monitor specific needs in regards to credentialed personnel. Currently at California City High School there are no specific ELA math or language arts classes however, SADIE techniques are used across curricular areas. Processes are being transitioned toward a homeroom for ELL.
The principal has completed the clear credential. The principal completed this accreditation. Which had a primary focus of standards, curriculum, and accountability.
Staff development within the district is determined based on needs presented by staff, administration, and information gathered through data. While some of our staff development is research based determined through inquiry some is strictly based on current needs.
Assistance for ELA and mathematics teachers is limited to inservices and conferences available through the district, the county, and other providers. At this time, district and school “experts” or coaches are not widely available but we have the greatest assistance for teachers in these areas based on collaboration with colleagues.
Since CCHS started time banking, one minimum day each month is provided for collaboration across grade levels and curricular areas. Staff uses this opportunity to look at data, assessments, and instructional techniques.
Teaching and Learning
· Alignment of curriculum, instruction, and materials to content and performance
standards
· Adherence to recommended instructional minutes for ELA and mathematics (K-8)
· Lesson pacing schedule (K-8) and master schedule flexibility (9-12) for sufficient
numbers of intervention courses
· Availability of standards-based instructional materials appropriate to all student groups
· Use of SBE-adopted and standards-aligned materials, including intervention materials, and for high school students, access to standards-aligned core courses
Both California City High School and the Mojave Unified School District strive to align curriculum textbooks, instructional materials, to state curriculum standards. Following the district adoption schedule, new textbooks aligned to content standards are adopted. Teachers strive to supplement textbooks with appropriate materials and teaching strategies to insure the standards are addressed in their lessons. Weekly and long range planning include individual content standards. While pacing schedules and plans for each curricular area have been discussed California City High School has not implemented them at this time. Classroom visits and weekly lesson plan checks are used by administration to insure content standards are addressed. Continued staff development and collaboration in the area content standards is imperative to student success.
California City High School meets state mandated instructional minute requirements. The total number of instructional minutes is 65,726. Limited disruptions to the instructional program are attempted at each level. Schools in the Mojave Unified School District participate in time banking providing one minimum day a month allowing additional time for staff development, collaboration, and articulation.
Opportunity and Equal Educational Access
· Services provided by the regular program that enable underperforming students to meet standards
· Research-based educational practices to raise student achievement at this school
The “regular” program at California City High School, that is that which provides students basic
graduation requirements and skills to pass the California High School Exit Exam. Research
based programs include: implicit instruction, SDAIE instruction, and benchmark testing.
Instruction in the regular program includes: Language Arts, Mathematics, Science, History,
Physical Education, and Vocational Education. We have determined Underperforming Students
as those that are performing Below and Far Below Basic on the California Standards Test in the
area of Language Arts and Math. Students not reading within two years of grade level, not
having passed the CAHSEE, or behind thirty five or more credits may also be considered
Underperforming.
These students may be included in a variety of services offered in the regular education
program including: Accelerated Reader: a research based program designed to increase
Independent reading levels, Chariot Software ; a web based CAHSEE preparation program,
Algebra A/B: a two year algebra program, Study Skills: a class teaching AVID like strategies
including note taking, organization, and time management. The addition of a counselor shared
in the district provides students another opportunity for additional academic guidance. In addition, California City High School some teachers voluntarily provide extra assistance for students outside the regular class period.
INVOLVEMENT
· Resources available from family, school, district, and community to assist under-performing students
· Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary schools, in the planning, implementation, and evaluation of consolidated application programs (5 EC CCR 3932)
College Community Health is available to families in both communities to provide counseling services. California City Collaborative and East Kern Resource Center can assist students and families in need each meets monthly. Parents are encouraged to participate in school activities ranging from PACIM (Parent and Community Involvement Meetings,) ELAC (English Language Advisory Council) to Parent Conferences, from Sporting Events to School Site Council.
Community assistance comes from a variety of groups and organizations. These include but are not limited to: Civic clubs and organizations, Organized Youth Sports, Boys and Girl Scout programs, churches, local events including Tortoise Days, and strong involvement with the Miss California City scholarship programs.
School support is widespread from the growing opportunity for an R.O.P. program providing vocational training to students on and off campus, both during and after school hours; Summer School opportunities; local business support; College Community Services: providing on site counseling; and highly trained teachers and staff including a full time librarian and part time technical assistance and a multi dimensional counseling program.
District support services include support personnel, special education staff, bilingual coordinator, and funding assistance.
FUNDING
· Services provided by categorical funds that enable underperforming students to meet standards
· Fiscal Support
California City High school is fortunate to receive funding from a variety of sources. Underperforming students are supported through every funding area possible including Innovative Strategies and allowing the school to be creative in ways to encourage this group of students. Safe and Drug Free Schools and Carl Washington funding aids in the assistance in keeping a safe school campus and encouraging positive character, allowing students to focus on learning. School Improvement Program allows the school site council to determine specific needs of students and designate funds accordingly each year. The counseling office provides assistance with personnel including a shared counselor. Funds to assist students to pass the CAHSEE have been used to purchase a computer program. English Language Learners are assisted by a part time paraprofessional is funded by EIA/LEP funds. Students with specific learning disabilities are provided assistance according to their IEP’s by two certificated staff, and one classified employee.. Students considered under-performing are monitored by school, by both personnel formally and informally throughout the year to ensure their needs are being met. This is done via mentoring groups of counseling, administration, classified, and certificated employees acting as mentors.