Central Union High School School Accountability …...2013-14 School Accountability Report Card for Central Union High School Page 1 of 22 Central Union High School School Accountability

2013-14 School Accountability Report Card for Central Union High School Page 1 of 22

Central Union High SchoolSchool Accountability Report Card

Reported Using Data from the 2013-14 School YearPublished During 2014-15

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.

• For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

• View this SARC online at the school and/or LEA Web sites.

• For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

• For additional information about the school, parents and community members should contact the school principal or the district office.

About This School

Contact Information (Most Recent Year)

School Contact Information

School Name------- Central Union High School

Street------- 1001 Brighton Ave.

City, State, Zip------- El Centro, CA 92243-3110

Phone Number------- (760) 336-4300

Principal------- Michael Sterner

E-mail Address------- [email protected]

Web Site------- www.spartansnet.net

CDS Code 13 63115 1333004

District Contact Information

District Name------- Central Union High School District

Phone Number------- (760) 336-4500

Superintendent------- Bryan Thomason

E-mail Address------- [email protected]

Web Site------- www.cuhsd.net


School Description and Mission Statement (Most Recent Year)

El Centro is uniquely situated just under 20 miles from the US-Mexico border in a desert community known as the Imperial Valley. Central Union High School, also known as Central or CUHS was founded in 1908 and the school mascot is the Spartan. We serve a student body of more than 1,890 students, with large concentrations of English Learners(ELs) and Low Income (LIs) students. It is one of three schools in the Central Union High School District. Our school mascot is the inspiration behind our Mission Statement and expectations set forth in our Expected School-wide Learning Results.

OUR MISSION

We, at Central Union High School, strongly support the premise that our students must each have the opportunity to be graduated from this institution with the knowledge and skills necessary to function in an increasingly complex world. To this end, we are committed to the following Expected School Learning Results (ESLRs).

WE ARE SPARTA!

SOCIALLY CONSCIOUS• Serve in the community• Learn tolerance and be tolerant of others’ differences• Demonstrate good citizenship• Utilize appropriate language registersPROBLEM SOLVERS• Develop and utilize research skills for research presentations/papers• Apply knowledge in classroom assignments, projects, and presentations• Solve complex math problems (including word problems)ACHIEVERS IN ACADEMICS, ARTS, AND EXTRA-CURRICULAR ACTIVITIES• Increase literacy (reading, writing, speaking, listening) in all content areas• Utilize functional documents• Increase capabilities in math• Maintain a 2.0 GPA• Score proficient or higher on the CAHSEE• Participate widely in academic challenges and in clubs, sports, or other extra-curricular activitiesRESPONSIBLE• Demonstrate appropriate behavior• Maintain satisfactory attendance• Come prepared for class (assignments, supplies, PE clothes, etc.)• Develop college, career, and life skills• Utilize time effectivelyTECHNOLOGICALLY LITERATE• Utilize technology and write research papers with works cited• Collect and analyze data through Internet research• Evaluate the credibility and relevance of research findings• Utilize programs and applications to demonstrate proficiency of word processing and PowerPoint• Monitor and take action based on Student Portal and other school data (current grades, missing assignments, STAR, CAHSEE,

and CST/CMA/CAPA subtest scores)ANALYTICAL THINKERS• Inquire about complex concepts to gain understanding• Use higher order thinking skills to solve problems• Evaluate arguments (claims) of others and support one’s own arguments with clear evidence• Evaluate one’s own work and/or the work of others


Student Enrollment by Grade Level (School Year 2013-14)

Grade Level Number of Students

Grade 9------- 602

Grade 10------- 500

Grade 11------- 404

Grade 12------- 389

Ungraded Secondary-------

Total Enrollment------- 1,896

Student Enrollment by Group (School Year 2013-14)

Group Percent of Total Enrollment

Black or African American------- 1.8

American Indian or Alaska Native------- 0.7

Asian------- 0.6

Filipino------- 0.1

Hispanic or Latino------- 92.9

Native Hawaiian or Pacific Islander 0.1

White 3.7

Two or More Races 0.1

Socioeconomically Disadvantaged 74.3

English Learners 20.4

Students with Disabilities 9.2

A. Conditions of Learning

State Priority: BasicThe SARC provides the following information relevant to the Basic State Priority (Priority 1):• Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are

teaching;• Pupils have access to standards-aligned instructional materials; and• School facilities are maintained in good repair.

Teacher Credentials

School DistrictTeachers

2012-13 2013-14 2014-15 2014-15

With Full Credential 74 80 84 189

Without Full Credential 1 2 1 3

Teaching Outside Subject Area of Competence (with full credential) 1 1 1 5

Teacher Misassignments and Vacant Teacher Positions

Indicator 2012-13 2013-14 2014-15

Misassignments of Teachers of English Learners 0 0 0

Total Teacher Misassignments * 0 0 0

Vacant Teacher Positions 0 0 0Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.


Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)

Percent of Classes In Core Academic SubjectsLocation of Classes

Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers

This School 92.54 7.46

All Schools in District 88.33 11.67

High-Poverty Schools in District 88.33 11.67

Low-Poverty Schools in District 0.00 0.00Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2014-15)

Year and month in which data were collected: 2014 September

Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption

FromMost Recent

Adoption?

Percent of StudentsLacking Own

Assigned Copy

Reading/Language Arts 2003 Holt Literature & Language Arts 9-10-Class sets

2004-Holt Literature & Language Arts 11-Class sets

2000-Holt Elements of Literature 9-12 -Take Home Books

2005-Bedford-AP Literature -50 Essays: A Portable Anthology-Take Home Books

2005-Pearson-Everyday Use: Rhetoric At Work in Reading & Writing Class Set

2004-Bedford-Everything’s an Argument with Reading-Take Home

2005-Pearson AP 11th Grade Literature: Introduction to Fiction, Poetry & Drama- Take Home Books

2013 - Expository Reading and Writing Course modules (9-12)

Yes 0

Mathematics 2015 AP Statistics: The Practice of Statistics, 5th Ed., WH Freeman & Co2013- Holt McDougal Mathematics Exploration in CORE MATH (Algebra I, Geometry, Algebra 2)2007-PH 3rd Ed AP Calculus: Graphical, Numerical, Algebraic-Class Set &Take Home

2007-PH Pre-Calculus: Graphical, Numerical, Algebraic 7th ED-Class Set & Take Home

Yes 0



FromMost Recent

Adoption?


Assigned Copy

Science------- AP Physics Textbook: College Physics, 10th Edition; Serway & Vuille, Cengage Learning

2014- AP Chemistry Pearson Prentice Hall Chemistry: The Central Science (AP Edition), 11th Ed.

2007-CA Holt Physical Science-Class Set, Take Home

2007-CA Holt Physical Science online access -Take Home

2007-CA Holt Physical science (Spanish ED)- Class Set

2005-Glencoe Biology: The Dynamics of Life) -Class Set & Take Home

2005-Biology: The Dynamics of Life w/access online-Take Home

2005-Glencoe-Biologia: Dynamicos de la Vida - Class Set

2007-Glencoe-Biology: Ninth ED -Take Home

2011Campbell & Reece AP Biology: Eighth ED -Take Home

2002-Glencoe-Physics: Principles & Problems-Class Set

1995-Glencoe-Physics: Principles & Problems -Take Home

2006-Freeman-Chemistry in the Community -Take Home

2005-Prentice Hall-Chemistry -Take Home

Yes 0



FromMost Recent

Adoption?


Assigned Copy

History-Social Science 2003-McDougal Littell-Modern World History: Patterns of Interaction Take Home, Class Set2003-MDL-Modern World History: Patterns w/online access Take Home

2003-McDougal-The Americans: Reconstruction to the 21st Century Take Home,Class Set

2003-McDougal-The Americans: Reconstruction to the 21st Century with online access Take Home

2003-Glencoe-Econ: Principles & Practices-Take Home & Class Set

2005-Econ: Principles & Practices (with online access)-Take Home

2003-Prentice Hall-Magruder’s American Government-Take Home, Class Set 2003-ML-

2014- AP European History: History of Western Society, 11th Ed (AP Version), Bedford/St. Martin's Press

2013- AP US History: The American Pageant, 15th Ed., Cengage Learning

2002-ML-The American Pageant-Take Home And Class Set

2005-MH-Economics: Principles, Problems, & Policies-Take Home, Class Set

Yes 0

Foreign Language 2006-Holt-Allez Viens!: Level 1 & 2-Take Home and Class Set

2002-MH-Dos Mundos, Fifth Edition -Class Set

2006-Espanol Para Nosotros: cursos para hispano hablante Level 1&2 online access- Take Home

1988,1994-DC Heath-Spanish for Mastery III -Take Home, class set

Yes 0

Health------- 2004-Glencoe Health, McGraw/Hill -Class Set, Take Home

2004-Glencoe Health, McGraw/Hill (with online access)-Take Home

Yes 0



FromMost Recent

Adoption?


Assigned Copy

Visual and Performing Arts Guitar: First-Year Guitar, 4th Ed., Class Guitar Resources, Inc.

Advanced Guitar: Second-Year Guitar, 2nd Ed., Class Guitar Resources, Inc.

2006-Glencoe-Music!: It's role and importance in our lives-Class Set

1994-Art in Focus: Third Edition-Class Set

Yes 0

Science Laboratory Equipment(grades 9-12)

Science Department Inventory of all materials and equipment completed October2013 indicates labs are well equipped and complete.

Yes 0

School Facility Conditions and Planned Improvements (Most Recent Year)

Maintenance is a continuous process due to the age of some of the buildings on campus; however, maintenance and custodial staff are excellent about ensuring that problems are reported and addressed in a timely manner.

This year, we plan to remodel the restrooms in the gym as well as continue installation of more ADA compliant, refrigerated drinking fountains. The maintenance staff will also move forward with plans to replace fencing around the southwestern parking lot as well as repaint many exterior surfaces around campus.

During the summer of 2013, cement work w as conducted to improve safety around campus. Many sidewalks were torn out and re-poured. Continued cement work will occur in Summer 2014 as well as some painting of buildings and replacement of some floor tiling.

Three years ago, the school underwent major construction/modernization. The east wing of the library building was modernized. It houses the counseling department, multiple computer labs, and a couple of classrooms. Modernization has also been completed on the multipurpose room, kitchen, and band room. Plumbing and electrical systems in the kitchen have been completely replaced. Modernization of the English building has also been completed. It was gutted and now more English classrooms are available in this building than w ere available before the construction.

School Facility Good Repair Status (Most Recent Year)

School Facility Good Repair Status (Most Recent Year)Year and month in which data were collected: 2014 July

Repair StatusSystem Inspected

Good Fair PoorRepair Needed and

Action Taken or Planned

Systems:Gas Leaks, Mechanical/HVAC, Sewer

[X]

Interior:Interior Surfaces

[X]

Cleanliness:Overall Cleanliness, Pest/ Vermin Infestation

[X] Spring 2015- Remodel restrooms in gym (lighting, restrooms, stalls, sinks etc.)

Electrical:Electrical

[X]

Restrooms/Fountains:Restrooms, Sinks/ Fountains

[X] Spring 2015- Addition of ADA, refrigerated drinking fountains with bottle refill station.


School Facility Good Repair Status (Most Recent Year)Year and month in which data were collected: 2014 July

System InspectedRepair Status Repair Needed and

Action Taken or PlannedGood Fair Poor

Safety:Fire Safety, Hazardous Materials

[X]

Structural:Structural Damage, Roofs

[X]

External:Playground/School Grounds, Windows/ Doors/Gates/Fences

[X] Spring 2015- Replace fencing around the parking lots, exterior surface painting

Overall Facility Rating (Most Recent Year)

Exemplary Good Fair PoorOverall Rating

[X]

B. Pupil Outcomes

State Priority: Pupil AchievementThe SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4):

• Statewide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized Testing and Reporting Program);

• The Academic Performance Index; and

• The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.

California Assessment of Student Performance and Progress / Standardized Testing and Reporting Results for All Students in Science (Three-Year Comparison)

Percent of Students Scoring at Proficient or Advanced(meeting or exceeding the state standards)

School District StateSubject

2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Science (grades 5, 8, and 10) 47 41 45 43 42 43 60 59 60Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.


California Assessment of Student Performance and Progress Results by Student Group in Science (School Year 2013-14)

Group Percent of Students Scoring at Proficient or Advanced

All Students in the LEA 43

All Student at the School 45

Male------- 50

Female------- 41

Black or African American

American Indian or Alaska Native

Asian-------

Filipino-------

Hispanic or Latino 44

Native Hawaiian or Pacific Islander

White------- 89

Two or More Races-------

Socioeconomically Disadvantaged 40

English Learners------- 14

Students with Disabilities 24

Students Receiving Migrant Education Services 32Note: CAASPP includes science assessments (CSTs, CMA, and CAPA) in grades 5, 8, and 10. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Standardized Testing and Reporting Results for All Students (Three-Year Comparison)

Percent of Students Scoring at Proficient or Advanced(meeting or exceeding the state standards)


2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

English-Language Arts 44 47 48 43 45 47 54 56 55

Mathematics------- 32 34 28 28 31 26 49 50 50

History-Social Science 37 38 37 35 38 37 48 49 49Note: STAR Program was last administered in 2012-13. Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Academic Performance Index Ranks (Three-Year Comparison)

API Rank 2010-11 2011-12 2012-13

Statewide------- 6 6 5

Similar Schools------- 7 7 5Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced.


Academic Performance Index Growth by Student Group (Three-Year Comparison)

Actual API ChangeGroup

2010-11 2011-12 2012-13

All Students at the School 30 7 -15



Asian-------

Filipino-------

Hispanic or Latino 33 5 -12

Native Hawaiian/Pacific Islander

White-------

Two or More Races

Socioeconomically Disadvantaged 24 4 -10

English Learners 15 -31 -10

Students with Disabilities 39Note: "N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target information. “C” means the school had significant demographic changes and there is no Growth or target information.

Career Technical Education Programs (School Year 2013-14)

EXPLORING COMPUTER SCIENCE• New course offered 14-15• Exploring Computer Science is designed to introduce students to the breadth of the field of computer science through an

exploration of engaging and accessible topics. Rather than focusing the entire course on learning particular software tools or programming languages, the course is designed to focus the conceptual ideas of computing and help students understand why certain tools or languages might be utilized to solve particular problems. The goal of Exploring Computer Science is to develop in students the computational thinking practices of algorithm development, problem solving and programming within the context of problems that are relevant to the lives of today’s students. Students will also be introduced to topics such as interface design, limits of computers and societal and ethical issues

LAW ACADEMYThe Legal Services/Law Enforcement classes at Central High School are a collaborative effort between IVROP and Central High School. Students in the Law Academy are taught college level material and the senior class is articulated through the Imperial Valley College. Students are exposed to a variety of different career fields as they relate to law enforcement and legal services while enrolled in the program. During the course of a school year students take several field trips that are designed to expose them to the working conditions of judges, attorney's, correctional officers, and police officers. Students a volunteer their time at community events throughout the year. Students can volunteer to participate in a Mock Police Academy where they are exposed to increased stress levels and have to make split second decisions. Students are taught about evidence collection and crime scene investigations techniques. The academy culminates with a training exercise where the students have to apply what they’ve learned during the Mock Police Academy. Beyond the classroom activities the students are exposed to real world scenarios and taught that the decisions they make today will have everlasting implications in their lives in the future. It is the goal of the Legal Services/Law Enforcement Academy to teach the students about the career in addition to teaching students how to become model citizens of the community they serve.• Expanded the program to begin offering Sophomore level Law Academy course• Plans to articulate the Junior class will take place Spring 2015.

AUTO SHOPCentral’s automotive program is quite strong in preparing students for the workforce. Central participates in the Automotive Youth Education Services (AYES) program and is NATEF certified. NATEF was founded in 1983 as an independent, non-profit organization with a single mission: To evaluate technician training programs against standards developed by the automotive industry and recommend qualifying programs for certification (accreditation) by ASE, the National Institute for Automotive Service Excellence. Central’s auto program is certified in the areas of brakes, electrical/electronic systems, engine performance, and suspension and steering. Students in the automotive program participate in job shadowing and visit local dealerships for tours. Highly-qualified students are placed in internships with local dealerships.


• Recently certified in Light Duty Maintenance and Repair• Recently certified in Language Arts, Math, and Science

AP COMPUTER SCIENCE:• Added two additional sections of the course• Students host the Hour of Code

ROP COMPUTERIZED OFFICE & ACCOUNTING:• Students will earn a Volunteer Income Tax Assistance Certification. This certification is sponsored by the Internal Revenue

Service. This certification will allow students to prepare personal income tax for individuals that meet certain income requirements.

• Course articulated with Imperial Valley College

Career Technical Education Participation (School Year 2013-14)

Measure CTE ProgramParticipation

Number of pupils participating in CTE 589

% of pupils completing a CTE program and earning a high school diploma 10.25

% of CTE courses sequenced or articulated between the school and institutions of postsecondary education 23.0

Courses for University of California and/or California State University Admission

UC/CSU Course Measure Percent

2013-14 Students Enrolled in Courses Required for UC/CSU Admission 65.45

2012-13 Graduates Who Completed All Courses Required for UC/CSU Admission 28.20

State Priority: Other Pupil OutcomesThe SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8):

• Pupil outcomes in the subject areas of English, mathematics, and physical education.

California High School Exit Examination Results for All Grade Ten Students (Three-Year Comparison)

Percent of Students Scoring at Proficient or Advanced


2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

English-Language Arts 59 54 55 54 53 53 56 57 56

Mathematics 65 62 62 59 59 59 58 60 62Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.


California High School Exit Examination Grade Ten Results by Student Group (School Year 2013-14)

English-Language Arts MathematicsGroup Not

Proficient Proficient Advanced NotProficient Proficient Advanced

All Students in the LEA 47 28 25 41 41 18

All Students at the School 45 34 22 38 46 17

Male------- 48 35 16 40 42 18

Female------- 41 32 27 35 50 15



Asian-------

Filipino-------

Hispanic or Latino 46 34 21 38 45 17

Native Hawaiian or Pacific Islander

White------- 26 26 47 21 53 26

Two or More Races

Socioeconomically Disadvantaged 50 32 18 42 43 15

English Learners------- 82 17 1 73 22 4

Students with Disabilities 90 10 85 15

Students Receiving Migrant Education Services 52 32 16 50 40 10Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

California Physical Fitness Test Results (School Year 2013-14)

Percent of Students Meeting Fitness StandardsGradeLevel Four of Six Standards Five of Six Standards Six of Six Standards

-------9------- 15.5 25.9 29.4Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

C. Engagement

State Priority: Parental InvolvementThe SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):

• Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite.

Opportunities for Parental Involvement (Most Recent Year)

Parents are encouraged to participate in multiple activities at Central Union High School. Parental involvement is a key element in student academic achievement. CUHS works toward a team approach to student achievement which involves students, teachers, parents, staff members, and administrators. Parents and community members are welcomed in our school to help us continue a learning environment that helps our students feel encouraged and supported in their academic endeavors and extra-curricular activities.

BACK TO SCHOOL NIGHTBack to School Night is held 2-3 weeks into the school year and provides parents an opportunity to meet all the teachers in the student schedule. After a short general session in the gym to meet the principals and support staff, parents follow the schedule of their student. Each teacher takes the opportunity to explain expectations, grading policies, support options, etc.

TITLE I PARENT NIGHT


Each year, we hold a Title I Parent Night. The target group for this meeting is our Low Income (LI) families. The purpose of this meeting is to let parents know about the programs and services that are offered on and off campus to support success in high school courses, college applications, and financial aid application.

SCHOOL SITE COUNCIL (SSC)The SSC is a group that is meant to reflect and represent all of the stakeholders in a school. Members include the school principal, the program improvement resource teacher (PIRT), teachers and other staff, parents, and students. The Principal and PIRT are standing members while all other members are elected by their peers. Representatives serve two-year terms. This group is charged will approving and monitoring the Single Plan For Student Achievement (SPSA), the plan that dictates how the school can spend categorical funds for the following year.

LOCAL CONTROL AND ACCOUNTABILITY PLAN (LCAP) STAKEHOLDER MEETINGS (3)We have made a concerted effort district-wide to gather the input of our stakeholders to create a plan for the new state funding model. More meetings are scheduled in 14-15 to make additions and revisions to the year- 1 plan.

HIGHER EDUCATION WEEK I & IIIn partnership with Imperial County Office of Education, High Ed Week is a celebrated twice a year – in the fall for Seniors preparing for the college application process, and in the spring for Juniors making decisions about where to apply. Dozens of representatives from local, in-state, out-of-state, private, and technical colleges participate in a college fair on our campus. These representatives also participate in a High Education Fair at the Imperial Valley Mall, giving residents of all ages an opportunity be informed and create a vision for high education.

WASC FOCUS GROUPSParents and students are invited to attend our WASC Focus Groups to contribute to discussions about school improvement. Our counselors and Assistant Principal of Curriculum and Scheduling share about upcoming events and things students need to be prepared for in the upcoming year.

MONTHLY PARENT GROUP MEETINGSParent group meetings are another way that CUHS receives input and feedback from stakeholders and shares information with the local community.

ENGLISH LERNER ADVISORY COMMITTEE (ELAC)-The ELAC is a site-based group that monitors the programs and progress of our students acquiring English. In addition to monthly meetings, this group provides informational trainings for the parents of English Learners that include informative topics such as the requirements for the State Seal of Biliteracy, awards and recognition ceremonies, and student presentation and performance.

MIGRANT PARENT ADVISORY GROUP (MPAG)The MPAG is a site-based group that monitors the programs and progress of our migrant students and families.

EXTRA-CURRICULAR PARENT GROUPOur most active parents on campus include parents in the Spartan Band Boosters and the Spartan Athletic Club. The Great Spartan Band is a world renowned marching band that maintains a full schedule of events well beyond the football halftime shows. Parents assist with things like packing instruments for nearly 200 members, fundraising, serving water, mending uniforms, and chaperoning events. The Spartan Athletic Club unites the efforts of parents of athletes they work together to fund raise, to stock and work the snack bar at sporting events.

BLACKBOARD CONNECTBlackboard Connect is a school/classroom dialing system that allows users to send out mass messages in English and Spanish via telephone. The system is widely used by teachers, counselors, and administrators to relay important messages about parent meetings, deadlines, testing schedules etc.

PARENT/STUDENT PORTALSpartan Parent Portal is being fully implemented. Parents apply for a username and password at Back to School night or anytime in the front office. Then they are able to log-in to view their child’s attendance, missing assignments, grades, discipline records, etc. This has empowered parents to be proactive in the decisions that support their child’s academic and behavioral growth. Students also have access to a the Portal which allows them the opportunity be responsible for their progress.

SOCIAL MEDIA


We have recently started the Central Spartans Facebook page. In 3 months, over 800 people have requested our friendship. Information from our bulletin, links to scholarship applications, flyers, athletic event information are all examples of the type of information we can provide to our stakeholders via Facebook.

OTHER PARENT COMMUNICATIONStudent progress is shared with parents via mail every nine weeks. Progress reports to the parents of any student who is at-risk of earning a D or an F are sent out 4.5 weeks into each grading period. CUHS also mails home newsletters periodically throughout the year in both English and Spanish. The Imperial Valley Press is another avenue utilized for getting messages out to the community.

State Priority: Pupil EngagementThe SARC provides the following information relevant to the Pupil Engagement State Priority (Priority 5):

• High school dropout rates; and• High school graduation rates.

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

School District StateIndicator

2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

Dropout Rate 6.7 6.8 4.5 9.2 6.5 6.4 14.7 13.1 11.4

Graduation Rate 87.40 87.63 90.80 84.49 84.38 85.99 77.14 78.87 80.44

Completion of High School Graduation Requirements (Graduating Class of 2013)

Graduating Class of 2013Group

School District State

All Students 96.72 96.69 84.56

Black or African American 100.00 100.00 75.90

American Indian or Alaska Native 0.00 50.00 77.82

Asian------- 100.00 106.67 92.94

Filipino------- 0.00 0.00 92.20

Hispanic or Latino 97.53 96.79 80.83

Native Hawaiian/Pacific Islander 100.00 100.00 84.06

White------- 81.25 93.22 90.15

Two or More Races 100.00 100.00 89.03

Socioeconomically Disadvantaged 105.99 104.40 82.58

English Learners 43.86 48.80 53.68

Students with Disabilities 72.73 80.00 60.31


State Priority: School ClimateThe SARC provides the following information relevant to the School Climate State Priority (Priority 6):

• Pupil suspension rates;• Pupil expulsion rates; and• Other local measures on the sense of safety.

Suspensions and Expulsions

School District StateRate

2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Suspensions------- 34.5 30.0 4.1 29.7 29.0 5.1 5.7 5.1 4.4

Expulsions------- 0.4 0.1 0.0 0.2 0.0 0.0 0.1 0.1 0.1Note: The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment x 100.

School Safety Plan (Most Recent Year)

Each year, Central Union High School, per Ed. Code 35294, reviews the status of incidents involving crime and violence on the school campus. Included in the CUHS Safety Plan are child abuse reporting procedures, routine and emergency disaster procedures, procedures for notification of teachers of dangerous pupils, a sexual harassment policy, and a school discipline policy. The plan is reviewed and updated by a team which includes administrators, teachers, classified staff, and parents. The plan is then available for review by the community and is additionally reviewed by the School Site Council and School Board. The procedures are in the Faculty and Student Handbooks and/or the School Safety Plan. Other safety practices include annually updated safety procedures and faculty training at the beginning of the school year. In 2009-10, we began 3-in-1 drills (lockdowns, earthquakes and fire).

Two full-time security guards, two part-time security officers, a school resource officer, and a district community liaison officer monitor student activity, assist in potentially dangerous situations, and investigate absences. A drug and alcohol counselor facilitates support groups.

Central Union High School provides all students and their families with discipline guidelines that are aligned with District policy and the California State Education Code. Both parents and students acknowledge that we are partners by signing and supporting our Student Compact. The district strictly enforces an anti- discrimination policy that prohibits harassment of students or staff based on race, gender, disability, religion, sexual orientation, age, ethnic group identification, ancestry, national origin, color or mental or physical disability. In addition, all 9th graders receive a special presentation by the School Resource Officer, Assistant Principal of Student Services, and the School Psychologist, which outlines our expectations for student behavior and highlights anti-bullying measures. All 9th grade students also review harassment curriculum in Introduction to Computer classes. CUHS has a School Resource Officer on campus as well as two full-time security guards and two part-time security guards who assist administrators and staff with supervision before, during, and after school. Central maintains a closed campus. All visitors must sign in at the front office and sign out upon leaving.

CUHS is committed to providing a safe, attractive, and orderly environment, which promotes learning. To achieve this, the CUHS Safety Plan and Crisis Prevention Plan are reviewed and updated yearly with the staff and approved by the school board. The Safety Plan was last reviewed and approved by the School Site Council in January of 2014. The SSC will review the Safety Plan for next year in Spring 2015.


D. Other SARC Information

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

Adequate Yearly Progress Overall and by Criteria (School Year 2013-14)

AYP Criteria School District

Made AYP Overall No No

Met Participation Rate: English-Language Arts Yes Yes

Met Participation Rate: Mathematics Yes Yes

Met Percent Proficient: English-Language Arts No No

Met Percent Proficient: Mathematics No No

Met Graduation Rate (if applicable) Yes Yes

Federal Intervention Program (School Year 2014-15)

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2010-2011 2010-2011

Year in Program Improvement* Year 4 Year 3

Number of Schools Currently in Program Improvement --- 3

Percent of Schools Currently in Program Improvement --- 100.0Note: Cells with “---“ do not require data. * DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process.

Average Class Size and Class Size Distribution (Secondary)

2011-12 2012-13 2013-14

Number of Classrooms Number of Classrooms Number of ClassroomsSubject Avg.ClassSize 1-22 23-32 33+

Avg.ClassSize 1-22 23-32 33+

Avg.ClassSize 1-22 23-32 33+

English-----------------

26.4 18 41 16 27 20 40 20 25 31 54 4

Mathematics----------

32.3 6 10 38 30 11 15 34 30 8 24 30

Science-----------------

31.9 2 16 24 31 3 35 15 28 7 39 5

Social Science----------

31.5 6 4 25 31 8 6 31 30 8 17 23Note: Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.


Academic Counselors and Other Support Staff (School Year 2013-14)

Title Number of FTEAssigned to School

Average Number of Students perAcademic Counselor

Academic Counselor------- 5 410

Counselor (Social/Behavioral or Career Development) 0 ---

Library Media Teacher (Librarian) 1 ---

Library Media Services Staff (Paraprofessional) 1 ---

Psychologist------- .08 ---

Social Worker------- 0 ---

Nurse------- .4 ---

Speech/Language/Hearing Specialist .1 ---

Resource Specialist------- 1 ---

Other------- .5 ---Note: Cells with “---“ do not require data. One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13)

Expenditures Per PupilLevel

Total Supplemental/Restricted

Basic/Unrestricted

AverageTeacherSalary

School Site------- $8121.00 $2093.81 $6027.19 82,780.52

District------- --- --- $6422.64 $72,674

Percent Difference: School Site and District --- --- -6.2 13.9

State------- --- --- $4,690 $70,245

Percent Difference: School Site and State --- --- 28.5 17.8Note: Cells with “---“ do not require data.

Types of Services Funded (Fiscal Year 2013-14)

On-going Professional DevelopmentInstructional Coach – We support ½ of the District-wide Instructional position. The coach is available to all teachers for training and one-on-one coaching. The coach also facilitates the English Curriculum and Assessment Team (ECAT).

English/Mathematics Curriculum and Assessment Teams (ECAT/MCAT)- These teams are district-wide teams comprised of one representative per grade-level/content, per school. These team works collaboratively to design district common assessments aligned to common curriculum guides that the larger English and Math teams have created.

Trainings, Workshops, and Conferences- Teachers attend various professional development workshops to learn effective teaching strategies that align to the demand Common Core State Standards and/or build our Common Language of Effective Instruction (see description in PD section).

Special Programs and Events

Advanced Placement (AP)- Our AP program provides students the opportunity to engage in rigorous coursework in several subject areas. In the spring, students are able to take an assessment to determine the extent to which they have mastered the skills in the course. If they perform well enough on the assessment, students are exempt from taking that course in college and may be eligible to receive college credit for the high school class.

Super Saturdays- Group study and tutoring sessions preparing students for high-stake testing.

Imperial Valley Regional Occupation Program (IVROP)


Advancement Via Individual Determination (AVID)- Our AVID program continues to be a model of implementation. AVID’s target audience are students who 1) would be a first generation college-goer, 2) comes from a low income household, and/or 3) maintains an average GPA (2.0-3.5). AVID works with these students, beginning in 9th grade, to develop the skills necessary to be successful in college and beyond. In addition to dedicated, outstanding teachers who manage the program, AVID employs several tutors that work with students 2-3 time per week during the school day. AVID supports students through every step of the college application process, from field trips to colleges, to applying for financial aid, to filling out applications and writing the personal statement, to celebrating all of the college acceptance letters.

Migrant Education Program- The goal of the Migrant Education Program is to ensure that all migrant students achieve challenging academic standards and graduates with a high school diploma (or GED) and demonstrates preparation for responsible citizenship, further learning, and productive employment. Migrant Services provides additional help for students through specialize counseling and referral services, dedicated tutoring and credit recovery contracts utilizing the PASS program. A class offered during the school day to migrant students is designed to build academic skills and to help students make progress toward improving GPA and meeting graduation requirements.

Legal Services/Law Enforcement Academy- provides core teachers sharing the same cohort of students, tutoring in areas of weak performance. The Academy requirement is 75% high-risk students.

Academic Decathlon, Mock Trial, Science Fair-

Additional Support for English Learners and Struggling Students

Support Classes- English and math support classes for "at-risk" sophomore English Learners and for Juniors and Seniors striving to meeting graduation requirements.

Teaching Individuals Positive Skills (TIPS) classes provide additional academic support during the school day for students who qualify for special education services.

READ 180- classes offered for English Learners.

Accelerated Language- Based on the premise that English learnings must not only learn the content from the current year, they must also learn English at an accelerated rate. Utilizing Kate Kinsella's English 3D and Academic Vocabulary Toolkit. 1 and 2 classes offered for English Learners

Credit Recovery- Edginuity (formerly E2020) is offered for students needing to make up credits toward graduation. Priority is given to Seniors and Juniors attempting to get back on track for graduation.

Technology AccessComputer Labs 1 & 2- manned by a technology aid during the school maintained through categorical funding.

Library Services- The library staff and the computers in the library are available before school, during lunch, and after school.

Computer-based Intervention Software- Accelerated Math, iPASS by iLEARN, Study Island, and Rosetta Stone programs are being used to provide individualized programs of study for students in math, English, and Spanish classes.

Computers and printers available in classrooms for student use and to provide supplemental instructional opportunities.

Tutoring During and After SchoolAVID Tutors- Tutors work during the school day in the AVID classrooms. They are provided PD to growth their tutoring skills and maximize the time with students.

Algebra Intervention- Three times a week, four certificated math teachers run an after-school tutoring program that allows students more time to master learning targets and an opportunity to retake assessments and replace poor grades.

Supplemental Education Services (SES) Tutoring- Based on our school’s Program Improvement status, we allocate funds for Low Income students, struggling with Math or English, to work with outside tutoring agencies approved by the California Department of Education.


Student WellbeingSchool Nurse- Our school nurse splits her time between the schools in our district. She is on call to help our students with any medical need the may have.

Student Resource Officer - Services of a full time police officer on campus to assist in establishing a safe learning environment.

Truancy Officer – Monitors student attendance by contacting families, performing home visits, and counseling students.

California School Age Families Education (CALSAFE-) program for pregnant and parenting students.

Student Support Team (SST)- This group convenes upon request of the Assistant Principal in charge of discipline for students struggling with grades, attendance, and behavior. The parents and student are invited to participate. During the meeting, the AP, the counselor, parents, and student work together to explore resources available and create a plan to ensure academic and/or behavioral improvement.

Teacher and Administrative Salaries (Fiscal Year 2012-13)

Category District Amount State Average for Districts In Same Category

Beginning Teacher Salary $42,325 $42,325

Mid-Range Teacher Salary $71,390 $66,555

Highest Teacher Salary $97,454 $86,253

Average Principal Salary (Elementary) $0

Average Principal Salary (Middle) $0

Average Principal Salary (High) $112,136 $117,349

Superintendent Salary $146,342 $154,891

Percent of Budget for Teacher Salaries 41 36

Percent of Budget for Administrative Salaries 6 6For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

Advanced Placement Courses (School Year 2013-14)

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science ---

English------- 5 ---

Fine and Performing Arts ---

Foreign Language 2 ---

Mathematics 2 ---

Science------- 6 ---

Social Science 9 ---

All courses 24 0.5Note: Cells with “---“ do not require data.

* Where there are student course enrollments.

Professional Development

Every year, prior to the return of students, the district holds staff development opportunities for the teachers. One day is set aside for new staff members and two are utilized for whole staff training. In addition, there is one day set aside in March for staff development.


The district has also dedicated time for staff development on our Collaborative Wednesdays (CW). Thirteen Wednesdays out of the year, students are released at 12:05 PM. Teachers report at 1:00 and work collaboratively with their content teams on curriculum, assessments, best/teaching strategies, etc. Sometimes, these minimum Wednesdays are also used for presentations or professional development (PD) provided by our Instructional Coaches or other staff members. In total, approximately eight school days are set aside for school or district-wide professional development. In addition to these district and site sponsored days, teachers are released from their duties during the school day to attend training on or off campus.

2014-15 Professional Development Opportunities

BACK TO SCHOOL PDBased on feedback from teachers, the district leadership team opted not to invite any outside guest speakers to present new information, but decided instead to use the resources within the district to design our own PD. Topics included:1) An introduction to our district-wide book study of Building a Culture of Hope by Robert D. Barr & Emily L. Gibson.2) A common overview of our district-wide Common Language of Effective Instruction.3) An introduction to the newly revised Teacher Evaluation System, which designed and delivered by a representative committee of teachers and administrators.

BUILDING A CULTURE OF HOPE (District-wide)All teachers and administrators in the district were provided a copy of this inspiring book. In light of the major funding shift in California - which allocates additional resources to school serving high concentrations of English Learners (ELs), students from Low Income (LI) families, and Foster Youth (FY) - this book highlights measures that schools can take to improve the likelihood of success in high school and beyond for these high risk populations. The staff at CUHSD is reading assigned chapters before each site designated CW and lead through a reflective discussion with colleagues. Teachers and students are also participating in a survey to get a sense of the hopefulness of our schools. Building a Culture of Hope has been included in our district-wide Common Language of Effective Instruction.

COMMON LANGUAGE OF EFFECTIVE INSTRUCTION (District-wide)Beginning last school year with the input of several stakeholders, the Instructional Coaches developed a set of high impact strategies that should be present in most, if not all lessons. Those strategies are described below in the 2013-14 PD opportunities.

LEARNING WALKS (Site-based)Based on the success and positive feedback from both teachers and students, Learning Walks remain a central strategy for promoting the Common Language of Effective Instruction, as well as providing job-embedded professional development for participating teacher.

FOCUS ON CHECKING FOR UNDERSTANDING (Site-based)Based on administrative walk-through observation data, a special emphasis is being placed on our piece of our Common Language regarding Checking for Understanding. Additional site PD is being provided for all staff and administrators will be collecting and reporting Checking for Understating throughout the year. The goal is to increase the instances of teachers stopping to check for student understanding during lessons, in order to make instructional decisions.

COMMON LEARNING OPPORTUNITIES, by Department (Site-Based)Because our district office has worked diligently to increase the amount of available substitute teachers and provide compensation for Saturday/after hour training, we have the opportunity to send entire departments to local opportunities learn together from experts in their field. Those opportunities include:1) Dan Meyer: Intellectual Need in the Math Classroom at Imperial County Office of Education2) Paul Anderson: Effective Classroom Design to Future Proof Your Science Classroom at Imperial County Office of Education3) Getting to the Core of the Common Core for English Language Arts – Designed and presented by Imperial County Office of Education


BACK TO SCHOOL PDBack to school PD included an address by the Superintendent reporting on the most current district and school-wide data from California Standardized Tests (CST) and the California High School Exit Exam (CAHSEE).

In a presentation by our district Supervisor of Instruction and English Learners, a plan was articulated for a placement of ELs at each proficiency level. Teachers were requested to focus on increasing the following:


1) Student Talk - Increasing the amount of structured student interaction focused on academic content,2) Checking for Understanding- Increasing the quantity and the quality of teacher checks for student understanding to make instructional decisions during lessons, and3) Close Reading of Expository Text- Increasing the amount and complexity of texts that students encounter throughout the school day.

Guest Presenter, Regina Melrose, presented her method of self-regulation called the 60-Second Fix. Information was shared about physiological effects of a stressed brain and its effect on learning. We also learned a breathing technique to teach students to distress and prepare the brain to learn.

NEW INSTRUCTIONAL COACHES (District-wide)In this school year a significant structural change was implemented. The Instructional Coach positions went from a site-based position filled by literacy experts, to district-wide positions filled by one literacy expert and one science/math expert. This allowed new kinds of opportunity for PD.

REVISION OF CURRICULUM GUIDES to Reflect Incorporation of the Common Core (District-wide)The district and the sites made a concerted effort to protect the Collaborative Wednesday time in order to maximize the time content teams had together.

CONTENT TEAM LEAD TRAINING (District-wide)In light of the unprecedented demands of transitioning to the CA CCSS, the district leadership team recognized that building teacher leadership was an essential component of the transition. Each grade level/content area team appointed a lead person from each site to act as a liaison between schools and a point of contact for the Instructional Coaches. In the fall these content lead representatives were invited for PD at the district office. In that training, the role of the content lead was defined and participants were introduced to the essential coaching skills of listening, paraphrasing, and asking empowering questions. They also reviewed the essential components of a Professional Learning Communities (PLCs) and the importance of high-functioning teams in those PLCs. Finally, expectations for work to be completed throughout the year were delineated.

CONTENT TEAM PULLOUT DAYS (District-wide English and Math Teams)English and Math teams were tasked with redesigning their Curriculum Guides to reflect a transition to the CA CCSS. In addition to the district-wide CWs, individual teams where provided release time in order to realign curriculum. All English and Math teams were provided 1 (in some cases 2) days, facilitated by the Instructional Coach, to reorganize curriculum as a district team.

COMMON LANGUAGE OF EFFECTIVE INSTRUCTION (District-wide)In an attempt to articulate and focus on the instructional practices that yield the most desirable student outcomes and to develop a common understanding of these practices, the leadership team worked together to develop the CUHSD Common Language of Effective Instruction. The Common Language has become the focus of the Learning walks described below. The elements of our common language include:1) Learning Targets- What all students should be able to do, successfully and independently, by the end of the lesson. (DataWorks)2) Gradual Release Model- I do, We do, You do together, You do alone (Doug Fisher and Nancy Frey)3) Checking for Understanding- Continuous monitoring during the lesson to ensure that students are learning what is being taught while it is being taught. (DataWorks)4) Structuring Time, Content, and Student Talk- Procedures and routines that help maximize class time, organize instruction and increase the amount of academic talk between and among students (Rick Morris, Lisa Delpit, Kate Kinsella)5) Close Reading- The purposeful re-reading of complex text. (Doug Fisher and Nancy Frey)6) 21st Century Skills - Communication, Collaboration, Critical Thinking, and Creativity (BUCK Institute of Education, Catalina Foothills School District)

LEARNING WALKS (Site-based)This year marked a shift from an observation protocol called Data-in-a-Day, to a PD opportunity called a Learning Walk (LW). Learning Walks are classroom visitations in small groups of 6-8 teachers that are expertly facilitated to ensure a positive, nonjudgmental experience, focused on the learning of the walkers, rather that the teachers we see. The first hour and a half of the LW day is used to provide common definitions and examples of the elements of the Common Language of Effective Instruction. After the overview, the whole group walks into classrooms together, observes for 8-12 minutes, then comes out to debrief evidence of the Common Language and to reflect on their own practice using statements framed in the first-person called “I” Statements. At the end of the walk, teachers fill out an electronic feedback form and do one last reflection with the whole group about the most important take-away from the day. Based on that feedback and reflection, we consider this job-embedded, reflective learning opportunity to be one our most successful endeavors of the year.


MODEL LESSONS Incorporating the Common Language of Instruction (Site-based)The Instructional Coaches modeled lessons in both math and social studies classrooms. Teachers cycled through on their preparation period to observe the lesson and see the Common Language of Instruction in action. At the end of the day, teachers met to debrief the lesson they observed in a similar fashion to the Learning Walks.

TRAINING CAMP- EVENING PD SERIES (district-wide)Instructional Coaches provided evening training (4-7pm) on topics including:Project-Based Learning, Improving Writing Instruction w/ Step Up to Writing Strategies.

GOOGLE DRIVE AND EDMODO - Prep Period PD (Site-based)Instructional Coaches provided two technology-based training to teachers who elected to attend during their preparation period. Teachers learned the basic features and capabilities of Google Drive and Edmodo.


Common Core State Standards - Roll-out (District-wide)Our main push in 2012-13 was to acquaint ourselves with the Common Core State Standards (CCSS).

Understanding by Design (UbD) (Site-Based)Staff worked to get to know the components of the unit design model by Grant Wiggins, Understanding by Design (UbD). Several CWs were devoted to assisting teachers in becoming familiar with these topics.

Focus on Literacy Instruction (School-wide)Professional development opportunities headed by our Academic Coach (in 2012-13) on campus focused on literacy strategies in preparation for the Common Core and all that it requires of students. Strategies that were being taught included IVF statements (Identify, Verb, Finish the Thought) and four corner questioning. Once a month during prep periods, teachers met with the Academic Coach to learn next steps for implementation.

2014-15 ELD and Support Curriculum

Course “Ideal” Student Placement 2013-14 Curriculum 2014-15 Curriculum Additional ResourcesELD A/B CELDT 1

Fewer than 5 years in US schools

# correct on Edge placement exam = 0-18

Edge Fundamentals (Red)

Edge Fundamentals (Red)

Edge On-line access for planning, student books and online testing

Rosetta Stone @ SHS

ELD C/D CELDT 2 Fewer than 5 years in US

schools # correct on placement

exam = 19-28

Edge Level A (Orange)

Edge Level A (Orange)

English 3D Course 1 in Sem. D (Getting Started and Issue 1)

Edge On-line access for planning, student books and online testing

Rosetta Stone?

10 SA CELDT 2 Fewer than 5 years in US

schools

Differentiated grade level materials

Differentiated grade level materials

TELD CELDT 2 Fewer than 5 years in US

schools # correct on placement

exam = 29-36

Edge Level B (Blue) Edge Level B (Blue) English 3D Course 1

10 Support CELDT 3-5 10th grade Taking CAHSEE

Study Island Teacher Created

Materials (Balcom)

Study Island Teacher Created

Materials (Balcom)

Accelerated Language 1 (Per. 1-7)

CELDT 3 Taking TSB ELA Usually LTEL

English 3D Course 1 English 3D Course 2

Accelerated Language 2 (Per. 8 2 days per wk.)

CELDT 4-5 Taking regular ELA Usually LTEL

Academic Vocabulary Toolkit

Academic Vocabulary Toolkit

AVID Strategies

WRAP CELDT 1-2 More than 5 years in US

READ 180 READ 180

CUHSD Common Language of Effective InstructionLearning Target – What all students are expected to be able to do, successfully and independently, by the end of the lesson (DataWorks)

Gradual Release of Responsibility – Who is doing the heavy lifting?

Checking for Understanding- Continually verifying that students are learning what is being taught when it is being taught. (DataWorks)

Structure and Collaboration – Structures to maximize instructional time; Structuring content with graphic organizers; Structuring student talk with sentence frames

Close, Critical Reading – Careful and purposeful reading of a text. “Reading with a pencil.” D. Fisher

Building a Culture of Hope – an instructional approach that emphasizes social and emotional growth to help children succeed in the classroom

The 4Cs - Communication, Collaboration, Critical Thinking, Creativity (p21.org)

Documents

Central Union High School School Accountability …...2013-14 School Accountability Report Card for Central Union High School Page 1 of 22 Central Union High School School Accountability