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WASC - SPSAFirst Single Plan Established with WASC in 2007, Before 2007 No Formal Analytic Process for Program Evaluation
Academic Performance Index-
WASC Cans(Critical Academic Needs)
1. Curriculum alignment, scope and sequence, curriculum mapping, incorporation of Essential state standards, and articulation with the middle school
2. Disaggregation and analysis of student data across a range of assessments, subject areas, and grade level progression
3. Grade-specific and subject-specific performance benchmarks and rubrics for each course
4. Increase electives appropriate for all students
5. Restate achievement goals in attainable growth targets
6. Incorporation and assessment of school-wide expected learning results (ESLRs).
7. System of goals and evaluation for the IB program
SVHS PLC StrategiesReview and Analyze Student Achievement
Define Essential Standards from State Content Standards
Align Curriculum to State Content Standards
Design Scope & Sequence of Curriculum
Define Achievement Goals, Implement Curriculum
Monitor Achievement and Modify Curriculum
cahsee
Consistent Strong Performance
2nd Highest County Pass Rate
Conclusions indicated by the 2009 CAHSEE data:English-Language Arts Test 2007- Of 229 Grade 10 students tested, 93% passed 2008- Of 224 Grade 10 students tested, 96% passed 2009- Of 201 Grade 10 students tested, 96% passedMathematics Test 2007- Of 228 Grade 10 students tested, 93% passed2008- Of 224 Grade 10 students tested, 96% passed 2009- Of 201 Grade 10 students tested, 96% passed
English CST Progress
Proficiency Growth indicates improvement in % of students at Proficient or Advanced performance.
English-Language Arts Department Goal for 2010:The English Department will increase the number of students achieving proficiency in CST/ELA to 81%. Proficiency includes Proficiency and
Advanced categories.
Curriculum RedesignJamie Tuckey, English 2,3,4
Transition from Literature-based to CST Blueprint
Unit Emphasis on CST Skills
In-Depth address to CST Blueprint
Increased horizontal alignment between teachers
Stronger Assessment alignment to Essential Standards
Mathematics
Goal for 2009-2010 SPSA:For mathematics courses, the percent of
Proficient and Advanced students will increase to 59% proficient and advanced on the 2010 CST.
Math CST ProgressGeneral Math
Algebra I
n=17
n=105
n=10
n=120
(Scope- Pre to Alg 1A, Frosh Only)
(Scope- Alg 1A/1B/Alg 1)
Math CST ProgressGeometry
Algebra II
Summative Math
n=151
n=190
n=108
n=192
n=168
n=131
Includes Soph/Jrs. in Precalculus, Math Studies, Math Survey, Statistics, IB Math SL/HL1
(Scope- Alg 1/Geom/Alg 2/Statistics)
Math Action PlanToni Dunn, Algebra I & II
Major Accommodations
Alignment of:
Scope & Sequence aligned with STAR/CST testing
Essential Standards aligned with State Essential Stds. (Blueprint)
Common Assessments and Collaborative Analysis between Teachers
Assess regularly, Re-Teach/Adjust Curriculum to fill-in knowledge gaps for students as Necessary
Increased (5)6-8/9-12 Articulation to improve Continuum of Content
Use High Probability Instructional Strategies (Marzano), Training & Implementation
Comprehensive HSProviding broad scope of Course Offering in a “shrinking” economy
Sustain IB Program and Course Offerings
The IB program provides a high rigor level of instruction for college-prep students. The effectiveness of the program is evaluated through the student's performance on Internal Assessments, paper projects, End-of-Course Exam results, and college acceptance rates for IB diploma grads.
In 2008-2009, SVHS performed and comprehensive Five-Year Review of the IB program as mandated by the IBO. A major focus of the self-study was to rate ourselves against a formal set of standards and to identify our strengths and areas for growth. These areas for growth have then become our IB goals for the next five years. The goals were created with initial action plans to be expanded upon over the coming year.
Sustain and Increase R.O.P. offerings
Culinary Arts, Careers in Marketing II, Digital Photography; SVHS has sustained the addition of one new course each year for four straight years through the support R.O.P.
Meeting Diverse Needs of Learners
Safe Place to Learn
Monitor Trends in Behavior
Healthy Kids Survey
CDE Cut (maybe gone)
“Too Good For Drugs”
Building Healthy Ideals and Resilience
AIM- InterventionValerie Bariteau, Asst. Principal
Any student identified by
School
Police
Parents
Required participation in Intervention Program
8 week series (w. Pre-/Post Assess), Group Work
Coping skills, peer pressure
RAAP- Project Success
Prevention Series
Targeting 10th grade students, small groups
Expands 9th grade Health Curriculum
Continues to develop coping/peer pressure skills
Intervention Groups
Contrast to other schools...