VALLEY OAK HIGH SCHOOL - Granicus

VALLEY OAK HIGH SCHOOL

MID-CYCLE PROGRESS REPORT

1600 Myrtle Ave,

Napa, CA 94558

Napa Valley Unified School District

March 7 - March 8, 2016

Accrediting Commission for Schools

Western Association of Schools and Colleges

Mid-cycle Progress Report

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Administration

Dr. Patrick J. Sweeney, Superintendent

Alejandro Hogan, Assistant Superintendent, Human Resources

Wade J. Roche, Assistant Superintendent, Business Services

Elena Toscano, Assistant Superintendent, Department of Instruction

Mark Morrison, Executive Director, Secondary Education

Ivan Chaidez, Executive Director of Achievement and Innovation

Board of Education

Robb Felder – President (Area 6)

Jose Hurtado – Vice President (Area 7)

Joe Schunk – Clerk (Area 4)

Helen Busby – Area 1

Carlos Hagedorn – Area 2

Thomas Kensok – Area 3

Frances Ortiz-Chavez – Area 5

Napa Valley Unified School District High Schools

American Canyon High School – Damon Wright, Principal

Napa High School – Annie Petrie, Principal

New Technology High School – Riley Johnson, Principal

Vintage High School – Mike Pearson, Principal

Napa Valley Independent Studies – Susan Hartman, Principal


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WASC Leadership Team

Sharla Seaman, Self-Study Coordinator

Administration

María L. Cisneros, Principal

Brian Marchus, Dean of Students

Amy Martenson, Counselor

District

Joseph Alvarez, Director of Alternative Programs and CWA - Learning Support

Partner (LSP)

Faculty

Gary Barraza – Social Studies

Mark Bourgeois – Social Studies/Math

Clark Bugbee – Physical Science

Evrim Cakir - Art and Digital Media

Stephen Federico – Social Studies

Nicholas Klima – Math

Julie Lovie - Life Science, Math, Leadership, APEX

John Mautner – English

Angie Markle – English

Sarah Saunders – PE, Intervention, Work Experience

Sharla Seaman – Resource Specialist, Math

Ryan Strole – English

Academic Specialist

JoAnn Clark

Classified Staff

Dianna White – Office Manager

Christina Bradley – Administrative Specialist

Andrea Cervantes – Community Liaison

Roberto Espinoza – Head Custodian

Marty Trout – Campus Supervisor

Maria Muñoz – Instructional Assistant

Shaun Keeler - Technician


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Western Association of Schools and Colleges

Visiting Committee

for

Valley Oak High School

28 662662830149

Committee Chair

Mr. Chuck Merritt

Principal

Committee Member

Mr. Mark Cameron

Vice-Principal

2016 Mid-Cycle Visit

March 7 & 8, 2015


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CONTENTS

I: Introduction and Basic Student/Community Profile Data 5

II: Significant School Changes and Developments 31

III: Follow-up and Progress Report Development Process 35

IV: Progress on the Critical Areas for Follow-up within the Action Plan 37

V: Schoolwide Action Plan 45

Action Plan Revision 47

Appendix 56


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I: Introduction and Basic Student/Community Profile Data

Include the following:

● A brief general description of the school, the schoolwide student goals, the student

demographics, and the faculty/staff demographics.

● A summary of the disaggregated and interpreted student achievement data since

the last full self-study, and how it may have impacted the entire school and

designated subgroups of students.

● The status of the school with respect to governing authority expectations,

e.g., program improvement school, year three; Academic Performance Index

(API); audit and resulting corrective action plan integrated into the single school

plan.

➔ Note: Utilize the current student/community profile and summary that has been

updated annually since the last full visit and other annual progress reports.

Valley Oak High School, formally known as Temescal High School, opened in 1975. In August

2002, the school moved to a new site and changed its name. Valley Oak High School (VOHS) is

the only comprehensive continuation high school for the Napa Valley Unified School District and

a former California Model Continuation High School. The school draws students from schools in

the town of Napa. American Canyon High School opened its own continuation school program in

2013 (Legacy High School) due to lack of transportation to VOHS.

The Napa Valley Unified School District (NVUSD) serves an area with a population of over

103,454. Over 18,610 students are enrolled in the districts 4 comprehensive high schools, 5

middle schools, an independent study high school, a continuation school and 24 elementary

schools. The district also operates a very successful adult school program, which will operated

under Napa Valley College in the near future.

The City of Napa currently has over 80,011 residents. The city is part of Napa County, which has

a population of 138,088 residents. The city demographics in which NVUSD resides is as follows:

Families below poverty level in Napa City is estimated at 11.7% compared to 10% in the

county

The Free and Reduced Price Meals increased from 44% in 2012-2013 to 46.8% in 2014-

2015. Currently, 82% of the students receive free or reduced lunch.


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Age Population Table

Ethnic Distribution in the city of Napa

(2014 Census Estimates)

Valley Oak High School serves a critical need within the NVUSD system. VOHS provides a small

nurturing educational environment where students are provided with opportunities to recover

credit while maintaining high expectations and rigor. The current enrollment is 154 students.

Through the “open-entry, and open-exit” system VOHS serves approximately 350 students per

year. Enrollment trends show demographic populations constant except for Hispanic students,

which continue to increase.

3-Year Enrollment Data

The current 2015-2016 breakdown is 27% Caucasian; 67% Hispanic, <1% African American, 3%

Native American, and <1% Filipino. The school day consists of 250 instructional minutes that are

administered via the block schedule. Classes are at a maximum of 20 students per teacher. Our

teachers know their students’ academic capabilities as well as their personal circumstances.

55.90%38.30%

5.93%

Community Ethnicity

White Hispanic Other

Age Category % of Population

(80,011) 2014 US

Census

Under 5 years 6.5%

5 to 9 years 6.4%

10 to 14 years 6.7%

15 to 19 years 6.9%

20 to 24 years 6.5%

25 to 34 years 14.1%

35 to 44 years 12.7%

45 to 54 years 14.0%

55 to 59 years 6.2%

60 to 64 years 6.2%

65 to 74 years 7.1%

75 to 84 years 4.4%

85+ years 2.4%

Year 2012 – 2013

School/CBEDS

2013-2014 2014-2015

White 44/187 (23%) 41/175

(23%)

29/160 (18%)

Hispanic 127/187 (68%) 122/175

(70%)

121/160

(76%)

African

American

4/187 (<1%) 2/175 (<1%) 2/160 (<1%)

Native

American

3/187 (<1%) 2/175 (<1%) 3/160 (<1%)

Other 9/187 (<1%) 8/175 (<1%) 5/160 (<1%)


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Students needing additional social/emotional support or students that have substance use issues,

are placed in counseling groups. Local community agencies and counselors hold groups on the

campus during school hours. Our small student population (maximum 220) gives the students an

opportunity to get to know each other, creating a sense of community and belonging, unique in the

public educational system. Students follow a block schedule with Monday being an anchor day.

Periods 1-4 meet every other day (alternative day) with 5th period meeting daily.

Three Year Enrollment Data by Grade (school actual vs CBEDS)

The actual enrollment numbers differ from CBEDS data collected due to the enrollment dates

and grade level of students that enroll after data collection. The numbers to the left are real

enrollment and numbers to the right are from mandated reporting in October.

Students are referred to Valley Oak from either Napa High, Vintage, New Tech or Napa Valley

Alternative High Schools. In addition, the Child Welfare and Attendance office places students

based on their credits. Students wanting or recommended to transfer meet with their school

counselor. Parents must sign the transfer agreement prior to being invited to orientation. Sites

are provided with the orientation dates & times, home school drop date and start date at Valley

Oak (appendix #1) . Orientations take place after every grading period (progress reports and end

of trimester). Parents must attend the orientation with students. Parents are provided with an

overview of school expectations, format, graduation requirements, credit makeup opportunities,

completed enrollment papers, counseling group permission forms, Valley Oak policies and

procedures. In addition, students are given an entrance math placement test to determine proper

math placement.

Graduation Requirements

Content Credits Required Content Credits

Required

English 40 Life Science (Env. 1) 10

US History 10 Physical Science (Env. 2) 10

Year 2012 – 2013

School/CBEDS

2013-2014 2014-2015

9th Grade 0/0 0/0 0/0

10th Grade 59 35 21

11th Grade 120 115 91

12th Grade 150 122 150

Total 329/187 272/175 262/160

https://docs.google.com/document/d/1Zrjb1XBTzsYCSPXq8ne1iOzSXRU3BIvyHZHJAQSeRR4/edit


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World History 10 *Math 30

Government 5 Art 10

Economics 5 PE 20

Electives 30 Total 180

*In 2008, the Board of Education changed its graduation requirements to align with the “a-g”

4-year entrance requirements. The class of 2016 is the first class that will have to meet all the

“a-g” graduation requirements that include 3-years of math. Students at VOHS have the same

requirements with the exception of the World Language, Senior Project and less elective credits.

We are very sensitive to the needs of all our incoming students. The first day for new students,

the principal and counselor provide an additional orientation to review expectations but most

importantly, review their transcript, breakdown the extra-credit process, review the bell schedule

and provide them with their class schedule. Students may concurrently take classes through Adult

Education for credit make recovery. Students in the district attending Adult Education classes for

the most part enrolled in the APEX On-Line learning system, while students at Valley Oak had

the option of a traditional class. Currently due to limited options for credit recovery in content

areas other than English, students must take APEX. Although Valley Oak students struggle with

completing the course work on-line, Adult Ed staff make an effort to place VOHS students with

the VOHS APEX teacher.

Building connections with students whether it’s in the classroom or on-line learning, the goal is

for students to feel a connection with the VOHS and start working towards meeting their goal of

graduation. Staff works with students in building their study habits, organizational skills,

perseverance, focus, and overall self-esteem. Teachers work every day to engage, empower and

help students discover their potential. We may not reach all, but those that take on the challenge

state that Valley Oak has changed their life (video by Mirna: Student Stories).

In order to address student academic needs, the staff developed its vision, mission and Student

Learning Outcomes (SLO), Theory of Action and Driving Questions to align with our belief in

inspiring on-going participation in the global community:

Vision:

Valley Oak High School inspires academic and personal growth while preparing students for

success in life.

Mission:

Valley Oak High School creates and maintains a safe and accommodating environment for every

student to pursue and achieve personal, academic and career goals. We provide opportunities

for students to become emotionally and physically healthy. We inspire environmental and social

awareness. We value the individual, embrace diversity, and celebrate creativity while

https://www.dropbox.com/s/j8rxj2jjljowy0m/Aegis%20Living%20-%20Mirna%20Hernandez%20Video%20Final.mp4?dl=0


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developing personal responsibility.

Theory of Action:

If we as a staff have a structured opportunity to clarify and deeply understand the Learning

Outcomes and inquiry based instructional approaches, then students can apply their knowledge

and be prepared to meet the demands of college or career preparedness.

Every day our teachers plan instruction around this driving question: How do we use a growth

mindset to continually improve our use of instructional strategies to increase student

engagement in 21st Century technology infused instruction?

The SLO’s are aligned to the three district goals: Career and College Readiness, Closing the

Achievement Gap, 21st Century Learning. In addition, at the site, we have added Developing

School Culture.

Student Learning Outcomes (SLO’s) are:

Students will…

Be effective communicators and collaborators through writing, speaking, listening,

performing, demonstrating, modeling, and analyzing

Be critical thinkers and problems solvers as measured through their application of

knowledge.

Be active and compassionate participants within the school community be meeting the

school’s academic and behavioral expectations

Work to develop self-determination and a sense of empowerment through creative and

real-world application projects, as evidenced through exhibition, performance, and

written expression

Become eco-literate citizens; environmental & social awareness will be evidenced

through their class work and actions

The SLO’s are measured through the 4C’s (Collaboration, Communication, Content/Critical

Thinking, Creativity) and Work Ethic. Teachers use the ECHO (Collaborative Learning)

platform to give feedback and grades in each category. Content teams agreed on the grading

scale for each of the areas (see ECHO demo for sample). Teachers work tirelessly to provide

content that is relevant and rigorous. Students continually question the connection between their

learning and world application. One student asked how is Algebra going to help them in the

future; the response was that our goal is to teach students critical thinking skills using Algebra as

the vehicle. Helping students make connections is an important part of the “why” of learning.

The benefits of using the ECHO platform in our classrooms is that students know their grades at

any given time. They are able to see their assignments and their overall grades. In addition,

students are able to see how they are performing under each of the 21st Century Skills (4C’s).

Parents are provided with a user name and password if they are interested in staying up to date


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with their child’s progress. The traditional progress reports and reports cards go out every 5 to 6

weeks. Under the trimester system, students are able to earn up to 5 credits per class plus an

additional 2.5 extra-credits with additional work (see table below)

Grading Breakdown

Percentage Grade Progress Report Credit and

Trimester *+Extra-Credit

Trimester Credit

90% and above A 2.5 5

70% - 89% B, C 2.0 4

60% - 69% D+ 1.5 3

55% - 59% D 1.0 2

50% - 54%% D- .5 1

Extra-Credit Guidelines Students must request extra-credit work in a timely fashion (recommended after progress

report and/or transcript review)

*Students must be passing class with a C- or better in order to request extra-credit

+The extra-credit will be awarded if final grade is a C- or above

Students can earn up to ½ of the full credit eared at Trimester

All extra-credit work is due two weeks prior to end of grading period for grading and any

edits that may be needed

Gender and Ethnicity:

The demographic data below reflects the VOHS enrollment percentages for the past three years.

The gender population favors more males to females-very common in alternative programs. The

Hispanic population continues to grow, while, white student population decreases.

Enrollment by Ethnicity

YEAR White Hispanic

African

American

Native

American Filipino Asian

2012-13 25% 66% <1% <1% <1% <1%

2013-14 25% 67% <1% <1% <1% <1%

2014-15 23% 71% <1% <1% <1% <1%

District Enrollment by Ethnicity (Hispanic and White)

YEAR White Hispanic

2012-

13 31% 52%

2013-

14 31% 52%

2014-

15 30% 53%

The African American population has been steady at 2% and the Filipino population at 6%

during these three year.


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Language Proficiency

English Language Learners are administered the California English Language Development Test

(CELDT) annually in listening/speaking, reading and writing. Approximately 57% of ELL

students scored at the Beginning, Early Intermediate, and Intermediate levels on the 2014-2015

CELDT test using overall scores. These students will not be re-designated as Fluent English

Proficient until they perform at the Early Advanced or Advanced levels. Approximately 43% of

ELL students scored at the Early Advanced and Advanced and of those 13.6% (3 studs) were

reclassified as Re-designated Fluent English Proficient (RFEP), approx. 2% higher than district

and state average.

Students score at the same levels across each of the tested strands as demonstrated in graph below.

Students tend to score a bit higher in the Listening and Speaking strand.

English is the primary language for Valley Oak High School, although for the majority of students

Spanish was their first spoken language. The 3-year comparison data for Title III indicate that

students met the same Annual Growth at 57% for AMA01 in 2013/13 and 2014/15. The growth

in both years is higher than the district’s average of 53%. No annual growth data was provided

for 2013/14 and percent attaining English Proficiency under AMA02>5 years. In the AMA02 <5

years, there was a 20% decline of students meeting English proficiency. Although there was a

decline, VOHS percent of students meeting English proficiency was within 9% of the district’s

average of 39% (NVUSD) to 30% (VOHS). The data for English learners in 2015 demonstrate

0%

20%

40%

60%

ADVANCED EARLY ADVANCED

INTERMEDIATE EARLY INTERMEDIATE

BEGINNING

1%

49%40%

1% 0.50%0%

40% 44%

12%1%1%

39% 43%

11%1%

CELDT 3-Year Comparison

2012-13 2013-14 2014-15

500

550

600

650

LISTENING SPEAKING READING WRITING

626

578 571 558

596574 574 570

602573 565 573

3-Year CELDT Strands Scale Scores

2012-13 2013-14 2014-15


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that of the 28 students in the cohort, there was an annual growth of 57% in the AMA01 and 30%

(9/30) of the students have taken longer than 5 years to attain English Proficiency level.

Overall, the percentage of English Learners in the district has remained relatively constant at an

average of 21% for the last three years (22% for 2014-2015). This rate mirrors the statewide

average (22.3% in the same year). Currently students are placed in the Exit Exam English or math

class. Instructional materials such as English 3D by Dr. Kate Kinsella have been purchased and

used as supplementary instructional materials. The focus of the program is to “ensure proficiency

in the language of school – the academic vocabulary, speaking, listening and writing vital to

success in school and life”. Both teacher and students are provided with a workbook and textbook

that focus on age appropriate, relevant and engaging topics where students get to discuss, debate,

summarize, and synthesize ideas in writing by using the respond, restate compare process. A high

level use of sentence frames are essential for students to engage in the writing.

Number and Percent of Second Language Learners

Enrollment 2012-2013 2013-2014 2014-2015

Total Enrollment 329 272 262

ELL 55 17% 41 15% 47 18%

Fluent 13 4% 12 4% 8 3%

Redesignated 115 35% 100 37% 67 26%

Students transferring to VOHS have functional verbal English skills and are academically behind

2 or more years. Staff development provided by the district academic specialist has been provided

to all teachers on effective teaching strategies for EL’s. Scaffolding instruction was the major

focus of the training. Teachers then refined lessons to integrate higher levels of scaffolding. As

mentioned above, English 3D has also been implemented in the Exit Exam classes to better support

EL’s and other students behind in their learning. EL’s in the Migrant Education program receive

additional academic support and guidance. A representative from the District’s Migrant Education

monitors progress and manages the Cyberhigh program. The online program is challenging and

we find that students are not very successful in completing the course even with support. VOHS

has seen an increase of 4.3% of migrant students over the last year.

0

10

20

30

40

COHORT # AMA01 AMA01 % COHORT # AMA02 <5 YRS

AMA02 <5 %

35

57%

34

50%

23 25

0%

28

57%

30

30%

3-Year Comparison of Title III Accountability Data

2012-2013 2013-2014 2014-2015


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The table below shows a 3-year enrollment and percentages of Migrant Ed students

2013-2013 2013-2014 2014-2015

Total Enrollment 329 272 262

Migrant Ed

Enrollment

50/15% 44/16% 51/20%

Socioeconomic Status

Napa is one of the world’s top destinations but many of our students come from families below

the poverty level. Currently, at VOHS, 82% of the students participate in the National School

Lunch Program (NSLP). Districts with 51% or higher receive additional supplemental funding to

provide additional resources for students. Over the last three years, the district has made a

tremendous effort in enrolling families in the program. At the site, application are included in

every orientation packet and provided throughout the first months of school in the cafeteria.

Number and Percent of NSLP Students in the last 3 years compared to NVUSD

2012-2013 2013-2014 2014-2015 2015-2016

Total Enrollment 329 272 173 154 (1/20/16)

NLSP Enrollment 187 55% 175 64% 118 45% 126 82%

NVUSD %age 8,024 44% 8,388 45% 8,365 45% NA

Completion and Exit Rates

Many students come to Valley Oak to “catch up” on credits and complete their graduation

requirements. Students leave VOHS as graduates, transfer students to Adult Education (age 18)

or transfer to county programs. Valley Oak High School awards its own diploma. Students

interested in taking additional courses are encouraged to enroll through the special admissions

process at Napa Valley College. A community college representative is available each week in

the spring semester to meet with students, focusing on the 12th grade students

Analysis of 12th grade class outcomes indicate that for the last three years, on an average, 42% of

non-graduating students transfer to continue their education at either Adult Ed, county programs,

probation or as a super senior at Valley Oak the following year. While 39% of the students on an

average have graduated the last three years (see graph below). Graduation rates vary year by

year with 2013-2104 having the lowest graduation rate at 31%. This is a big concern for staff

and will continues to address. Students that leave without graduating receive information on the

CHSPE, GED, and Adult Ed, community college and Conservation Corp and the world of work.

Graduation Rate

Graduation Rates 2014-15 2013-14 2012-13

VOHS 31% 46% 40%

District NA 85% 87%


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0000State NA 80% 78%

12th Grade Class Outcome Data Breakdown

REASON FOR DROP 2014-15 2013-14 2012-13

Transferred to non-NVUSD Public

School 7 3 6

Transferred to NVUSD Public School 2 7 2

Transfer to NCOE 8 6 6

Transfer to Adult Ed 15 8 41

Run away 1 1 0

Legal age 14 9 14

Detained-Juvenile Hall 5 5 1

Standard High School Diploma 47 56 60

CHSPE 1 0 0

Cert of Completion 2 0 1

Diploma/Exemption 2 0 5

Super Seniors (Continuing to 2015-

16) 28 9 13

Non Graduates at end of 12th grade yr 18 15 0

Transferred to CYA or Probation 0 2 0

Total 12 Gr Enrollment 150 121 149

The counselor meets with each 12th grade student to review their graduation plan and reviews it

throughout the year. Students know that they can graduate at after every grading period if they

have completed the required credits. Although every effort is made to counsel students to work

towards graduation, not all students graduate. The table below illustrates the number of 12th

grade students who exited VOHS without a diploma during the last three academic years.

3-Year 12th Grade Dropout Data

Year

#

Dropouts Percentage

2012-13 14 9.4%

2013-14 9 7.4%

2014-15 14 9.3%

Over 90% of the students that transfer to VOHS are below proficient, therefor, at VOHS the

primary focus is on remediation and building a connection to the school. The smaller class sizes

and highly trained staff provide a level of support not possible at the district’s comprehensive

high schools. Our accreditation provides the opportunity for qualified students to apply for state


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financial aid through the FAFSA process. The option for students to further their education lies

with the local community college, trade schools or the military. In order for students to connect

their learning to higher education and programs offered, Napa Valley College (NVC) is offering

an entry level college counseling class on the Valley Oak campus in the Spring 2015 for college

credit. The class is design to instruct students how to navigate ins and outs of higher education.

In the fall of 2014, 36.2% (21/58) of the class of 2014 is enrolled at Napa Valley College. Valley

Oak enrollment is 1.6% higher than NVC’s service area, i.e., St. Helena, Vallejo, and Calistoga.

The NVC counselor works with graduating juniors and seniors on a regular basis in the Spring

semester. Students are provided individual counseling to help them complete their college

admissions application, financial aid (FAFSA) and placement exams. The placement exams are

administered on the VOHS campus in the Spring semester. NVC staff assists in removing

barriers that may otherwise inhibit VOHS student from pursuing enrollment in higher education

in general. In the class of 2015, 35 students took the NVC placement exams. The data on how

many enrolled fall 2015 is not available at this time.

Instruction and credits:

The adoption of the Career and College Readiness for all adopted by the school board in 2010

continues to drive our instruction. Since the last visit, the district has maintain the same focus on

1) Career and College Readiness

2) Close the Achievement Gap

3) 21st Century Learning: 4C’s (Collaboration, communication, critical thinking and creativity)

NVUSD vision is to graduate students ready for the world of work and higher education by

providing access to 21st Century classrooms, highly qualified teachers and instruction focused on

inquiry, reading and writing. VOHS continues the above three goals to address instruction,

interventions and transferable skills. VOHS also offers Project Based Learning in its 12th grade

classes. The teams are: English and Government: Social Justice; Physical Science and

Economics: Ecological Economics. Although, most of the PBL units take place in the team

taught classes, other content areas are encouraged to collaborate. For example, in a resent unit in

science, Digital Art teamed up with Environmental Science to collaborate and design individual

projects e.g., green homes. Regardless of the subject, there is a strong focus on collaboration and

instilling strong work ethic habits that will help students achieve the critical thinking/creative

skills necessary regardless of future career or educational opportunities. Teachers work with

individual students and encourage them to do the best they can.

One student, Mirna H. has mentioned that Valley Oak has “saved her life”. She is more

confident because of the 1:1 support she has received from all of her teachers. She has not been

allowed to “fail” rather she has learned how to succeed. Mirna H. feels empowered by each and

every one of her teachers. Whether in traditional or project based classes, teachers know the

daily challenges their students face and work with them to build their individual success stories.

Students are provided timely opportunities after each grading period to review their transcript

and set goals as to what they need to accomplish before the next grading period. Students

develop an academic plan including extra-credit opportunities if required to complete academic

credits in specific classes.


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Attendance is critical for students to succeed in their goal of graduation. To earn credit students

must earn a 70% or better in their class (grading chart page 10). The change in transfer is part of

the master calendar change. In the Fall of 2013, the staff opted to change our quarter grading

system to trimester system. The changes happen to provide additional time for students to

complete their projects. The quarter system was too short for projects to be completed prior to

grades. This allows students to complete projects by the end of the grading period. In addition,

this new trimester system, allows for students to earn additional credit if they choose to do extra-

credit in their classes. This was a key element in the change because the 90% challenge exams

were no longer available for students to challenge. The exams are not aligned to the new

Common Core standards. Teachers opted to remove that option and provide the extra-credit

option connected to their current class. In addition, the students earning 90% or higher receive an

additional 1.0 credit in the content area, resulting in the opportunity to earn 5.0 credits in that

class. Students earn the right to request additional work if they maintain a C- or better in their

class. The Diamond of Success had a major revamp in the Spring of 2015; with the changes

implemented in Fall of 2015. The goal behind the change was to provide a clear understanding

for students using concrete data and easy to understand math based measurements for 3

categories: (attendance, referrals and GPA) (see major changes). At each grading period,

teachers review individual student data newly labeled: The Pyramid of Success. The new format

replacing the Diamond of Success with the Pyramid of Success provides an easy to understand

measurement(s) for determining student academic success. Students are provided measurements

in 3 areas: attendance percentage, gpa and number of behavioral infractions i.e., (referrals).

Students then, use their “How Loud can I get” log to monitor their progress (appendix 2). The

process is more concrete for students and families and it provides them the specific area(s) they

need to work on in order to be academically successful.

As mentioned above, the staff meets after each grading period to review each student’s progress

and to discuss individual student challenges i.e., (a student’s decline on the Pyramid). In

response to concerns outside of the Pyramid e.g., (emotional, economic, social and health) we

are developing a Wellness Team that will review data and teacher concerns to determine the type

and level of intervention needed. Teachers continue to provide individual and group

interventions during class (as determined by student needs), during our new Tutorial

[intervention] that are scheduled 4-times each grading period (2-weeks prior to the end of

grading period) and also the newly implemented [intervention] After School Academic Prep

(ASAP) (appendix 3). Teachers work tirelessly to design lessons that are creative and engaging

in order to promote student participation. The strength and success of our students lies in our

faculty and staff. We are knowledgeable, optimistic and energetic in our resolve to achieve

educational excellence. The staff is as adaptable, resilient and as dynamic as those we serve.

(If these Walls Could Talk Student Video link)

Student Support:

Students are provided with social-emotional and academic interventions to assist them in

integrating within the school learning environment. Site based interventions include tutorials,

counseling groups, instructional assistant support, after school (ASAP) referrals, Napa Valley

College Counseling 100 class. Valley Oak has a strong community network with local agencies

https://drive.google.com/a/nvusd.org/file/d/0BwWcWoHHvQMqaUs1SVdxMUZyanM/view?usp=sharing

https://drive.google.com/a/nvusd.org/file/d/0BwWcWoHHvQMqQmlFWW1pMnVIUWc/view?usp=sharing

https://www.youtube.com/watch?v=YPC_Gm9kA7g


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that provide a variety of counseling services to students on campus. In addition to support

services, students participate in campus clubs that are overseen by the newly implemented

ASB/Leadership class.

Students that are struggling academically are provided with individual instruction during regular

class time. In addition, content areas are regularly assigned a “tutorial priority date” in which,

the teacher can select students needing additional instruction in order to meet a specific standard.

Students not assigned to priority areas are then assigned to their other content teachers. Teachers

can provide targeted interventions in small groups or allow students to make up or improve on

their work. Students needing extended support beyond the tutorials and regular class are referred

to the After School Academic Prep (ASAP) and receive individual support from teachers

overseeing program. Additionally, high achieving students are rewarded for their academic

achievement (Level 4 on the Pyramid of Success).

The CAHSEE classes were offered to support students needing to pass the exam. Due to recent

changes in legislation we have adjusted our courses to better reflect current needs. We continue

to use the CAHSEE English class to support students that have not passed the exit exam due to

their continued need for remedial support. The CAHSEE math class was changed to Intro to

Math I. The district has adopted the new math curriculum and Intro to Math I provides the

proper intervention needed for students struggling with math (see new programs/updates).

Students are provided with after school tutorials once per week. Four content teachers in the

areas of math, science, English and social studies are available to work with students. Students

are recommended by teachers to attend the after school tutorial by completing the ASAP referral

A blackboard connect call is sent home advising families that their student was recommended for

tutorials (ASAP evidence).

Students with IEP’s are provided additional services by the resource specialist and instructional

assistant. They work together to push in services so that resource students can stay in the

classroom and benefit from traditional classroom instruction. Services are provided through the

collaborative model; small group instruction within the classroom or special small groups pulled

from the classroom (special direct instructional groups). In the Fall of 2014; a new Resource

specialist was hired. Fortunately, the new RS teacher was not new to Valley Oak. Ms. Seaman

decided to return to her special education roots and take over the RS position. Recently the

instructional aid was given a full time job as the Community Liaison. This created a void for the

fall semester. With no IA available, Ms. Seaman currently has to schedule herself in classrooms

in order to support students. She provided the accommodation information to teachers and work

with them to insure that they are followed. Hiring a new IA is top priority for VOHS to meet the

continuing needs of our students. Ms. Seaman’s time is currently divided between the two

periods of math I and as the school’s Resource Specialist. She regularly monitors individual

student progress or assists in individual classrooms supporting special ed students.

Valley Oak High School’s counseling services recognize the dignity and worth of each individual

and respect the differences that exist among all students. Students are encouraged to talk to a

trusted adult on campus when they have a problem or are in need of assistance.


18

The counselor leads all students through career exploration activities using the online program,

Naviance, with specific lessons happening at each grade level. These activities include goal

setting, career assessments, a resume, and a senior exit survey.

We aim to keep the focus on learning by helping to ensure a safe and positive learning environment

through our Positive Behavior Intervention and Support (PBIS) system. Our PBIS program

involves teaching (and re-teaching) our schoolwide behavioral expectations and reinforcing them

with “sprouting acorns,” which are tickets that can be turned in for entry into our raffles. Students

are also reminded of these expectations through character education messages read by students

and staff every Monday morning, using the Project Wisdom curriculum. In addition, last year, we

started the Safe School Ambassador program, a research-based bullying and violence prevention

program, which trains student-leaders to intervene when they see mistreatment on campus.

The Positive Behavior Intervention and Support (PBIS) team, made up of the counselor, principal,

dean, parent liaison, two teachers, and a student, meets after every grading period to review

behavioral data generated from SWIS to develop additional targeted schoolwide (Tier 1)

prevention efforts (i.e. re-teaching of expectations) to address specific behaviors of concern.

In addition, the school is in the process of developing a wellness team, made up of the counselor,

principal, parent liaison, school social worker, and school psychologist, to use multiple gating to

identify students in need of research-based Tier 2 behavioral supports. In October, multiple gating

begins with each teacher nominating up to six students of concern (three with internalizing

behaviors and three with externalizing behaviors), followed by teacher behavioral evaluations on

these students. The wellness team then looks at data on the referred students (from both SWIS

and ARIES) to finalize the Tier 2 students (up to thirty students). The same process is done in the

spring to identify students for the following year.

Our Tier 2 supports includes a 5th period intervention class through which students get social-

emotional learning (Life Skills Training), mindfulness lessons, self-monitor using point charts,

teacher mentoring, and time to catch-up on work they have fallen behind on in other subjects. Pull-

out skill-based educational support groups are also offered as a Tier 2 intervention. Currently,

community providers (Wolfe Center, Napa County Office of Education, and Planned Parenthood)

are offering groups focusing on substance abuse prevention (currently 5 students), Latina

empowerment (6 students), and non-violent communication (5 students), respectively. SSTs will

be offered to students not responding to these Tier 2 interventions and in need of an individualized

plan (Tier 3), which may include a Behavior Support Plan (up to ten students). We have a District

therapist on campus who is also available to provide weekly therapy to these Tier 3 students;

currently seven students are receiving weekly therapy on campus.

Attendance:

Attendance is very important at Valley Oak High School and it receives a great deal of attention.

All of the students (100%) currently enrolled at VOHS have been behind in credits primarily

because of poor attendance or non-attendance at their previous traditional high schools. The goal


19

of VOHS is to provide a safe learning environment where students want to attend and learn and

move towards meeting graduation requirements. As a result students transferring to VOHS mid-

year find it difficult to adjust and engage in a new culture that provides a level of support that they

are not accustomed to. In the past, there were many schoolwide culture building activities but as

the staff focused more and more on standards based instruction using district approved textbooks,

the time has become more valuable. Student attendance overall hold at a steady 89% for all

students and 89% for students enrolled 90 days or more. In 2014-2015 the overall attendance rate

was 88.61% compared to 87.9% in 2011-2012, slight increase. Students enrolled for 90 days or

more; the change has been minimal – 2014-2015 89% from 90% in 2011-2012. Over the last three

years, the average attendance has been 88%; while the 90+ day enrolled averaged 89%. (see chart

below).

3-Year Attendance Rate Summary

Attendance rates All

Enrolled 90+

Days Percent of 90+ enrolled

2012-2013 89% 89% 170/263 = 65%

2013-2014 88% 88% 168/255 = 66%

2014-2015 88% 89% 170/263 = 65%

Average 88% 89% 65%

Parents receive a phone call the day of the student’s absence. Both the attendance clerk and

Community Liaison call the families.

Facilities and Technology

Valley Oak High School is scheduled to undergo major facilities upgrades summer 2016. The

site has not received major repairs or painting since it’s opened its doors in 2002. Custodian staff

maintains the campus cleanliness and a safe learning environment. All classrooms have wireless

access and students are able to use their personal laptop or use a school laptop. VOHS is

fortunate to have a part time computer technician. His role is critical in maintaining our

technology up and keeping it up and running. He was able to come in during the summer and

organize our technology infrastructure. He works directly with the principal on key technology

initiatives.

Currently, the site has 148 Chromebooks that were purchased by the district, site funds and

donations. Teachers are able to reserve Chromebooks throughout the week. A checkout system

was created to facilitate sharing of devices. Two programs have their specific computers,

Digital Media and PBL. The use of technology on a daily basis is critical for every classroom.

The majority of the site budget is used to purchase new Chromebooks or upgrade them. With the

move to the digital platform for grading, daily agendas and instructional materials, it is

imperative that all students have access to a computer. We are currently working on a better

system where all teachers have access to a minimum number of Chromebooks throughout the

day. A well maintained physical plan contributes to a positive school; a culture that includes

respect, compassion, responsibility and safety.


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Staff

Valley Oak High School staff is a dynamic and collaborative group. Since the last school visit,

we have 8-new staff members; 2 English, 1 PE, 1 Social Studies, 1 math teacher, administrative

assistant, community liaison, Special Education instructional aide, 20% Academic Specialists, part

time social worker, part time computer technician, part time psychologist, part time nurse and

Resource Specialist. Among our ranks we have the 2015-2016 Napa County Teacher of the Year.

Six of the 11 teachers have been teaching at Valley Oak 5 or more years. Administratively the

staff has remained with a full time principal and 80% Dean of Students. In addition to a full time

counselors, one Resource Teacher, one RS instructional aide, 11.2 teachers, one campus

supervisor, one custodian, one part-time social worker, one cafeteria staff, an on-call nurse, a part-

time school psychologist, an Office Manager, and 60% Administrative Assistant & Community

Liaison and an on-call Resource Officer. Ten of the 11 teachers are teaching within their credential

area. We started the year without a math teacher due to a hire that was waiting to be released from

his contract in another district. Unfortunately, that district did not release him and we hired the

long term sub as an intern. Demographically, the staff is 77% non-Hispanic and 23% Hispanic.

54% of the staff, classified and certificated are female.

Staff participates in professional development aligned to the Districts 3-Goals for student

achievement (below). Site goals are bulleted below the NVUSD goals. Site teams have been

created to create action plans for each of the goals. The district has been focused on systems

alignment and expects school sites to develop the same process. The work of the focus groups

will help align best practices schoolwide. The goals are adjusted on a yearly basis. Bottom line is

that these goals address student needs regardless of the year in which they are entering.

District Goal 1: College and Career Ready

Scaffolds used during instruction to support ELL’s and all students

Critical Reading/Thinking of text in content areas

Implement writing-to-learn strategies

Visible daily driving question in content areas that drives instruction (on board)

District Goal 2: Equitable Access to Close the Achievement Gap Improve SRI Reading and SMI Math Scores

Regular review of Pyramid of Success and SWIS Data

Developing a successful student growth mindset

District Goal 3: 21st Century Skills Students will have understanding of grading in schoolwide learning outcomes (4C’s and

Work Ethic)

Students using PBL learning to promote the 4C’s and Work Ethic

Students develop research skills through inquiry

VOHS Goal 4: Developing School Culture Regular review of Pyramid of Success and SWIS Data

Developing a successful student growth mindset


21

Student led conferences

Implement breakfast with Principal once per Trimester for EL parents

Redesign Open House with family centered activities in collaboration with Leadership

class

Teachers are strongly encouraged to attend conferences, workshops, and seminars to improve

instruction within their disciplines and share insights and research with colleagues. The district

offers a wealth of opportunities through the LeadIn PD series. Many of the trainings have focused

on engaging the reluctant learner, scaffolding, Common core and EL. The teaching staff prefers

PD to take place at the site and we have been able to bring in district level academic specialist to

present PD in the following areas:

Site Based (partial list)

Common Core Training (series)

o ELA and EL

o Common Core in the content areas

Teach Like a Champion – Led by Academic Specialist

School City (student data bank)

Google trainings

ECHO trainings

State Assessments

Rubric development

Reading Strategies

Learning Walks (site and off-site)

PBIS (Positive Behavior Intervention Strategies)

Influencers Conference Series

o Transforming School Culture

o Formative Assessments and Standards Based Grading

o Simplifying Response to Intervention

Additionally some staff members participate in districtwide committees through (partial list):

Fullan – System Alignment work

Data.Com

Benchmarking (math team)

Writing Leads Cohort

Instructional Leads Committee

Academic Specialist training of Effective Coaching

APEX – online learning (Adult Education)

PBIS (Positive Behavior Intervention Strategies)

The Napa County Office of Education continues to offer various Dinner Series opportunities from

technology integration, parent education, assessments and Career Technical Education. The

training increases teacher ability to be creative and innovative within the classroom and

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schoolwide.

Our ability to create meaningful professional relationships with our students achieves an

atmosphere of success and hope. “Significant adult relationships are the number one resiliency

factor for all teens” (National Research Institute). The philosophy is to provide the strength of a

comprehensive school in an alternative setting, which is defined by providing academic support

and a family atmosphere.

School Discipline and Safety

Valley Oak High School is committed to provide a safe campus that supports student learning and

teaching. At the start of the school year and at every orientation students are introduced to our

four guiding principles: respect, responsibility, safety and compassion. Students, parents, and staff

agree that Valley Oak is a safe environment for students to learn. Like most continuation high

schools, many students struggle with a positive connection to school, therefore many students

exhibit at-risk behaviors. To further improve students’ connection to school and to reduce (at risk

behavior [where possible] we have implemented the Safe School Ambassadors Program (see

Support Services).

In 2009-2010 Napa Valley Unified School district implemented a research based program called

Best Practices (Positive Behavior Intervention and Support-PBIS), developed by Jeff Sprague

PhEd. The goal is to implement restorative practices at all school sites. The district discipline

policy was re-written to reflect the need for schools to address discipline from a restorative format.

The district’s suspensions and expulsion rates were insurmountable and the costs astronomical. In

an effort to keep students in the unified, schools were directed to develop a program using BEST

practices; where students are taught the expectations in each school area.

Valley Oak is advancing in its schoolwide implementation. The basic expectations are our guiding

principles – to be: safe, responsible, respectful and VOHS added compassionate. Staff created a

matrix describing each expectation in specific areas campus wide, i.e. cafeteria, bathrooms, office

and classrooms (appendix #4). The matrix is revisited by the BEST/PBIS team and refined as

needed. The team meets once a month to review discipline data, Pyramid of Success (previously

called the Diamond for Success) data and the 5th period intervention class data. In addition the

team participates in district PD facilitated by NVUSD behavior specialist. Each school site is

expected to evaluate itself every semester using the BEST/PBIS Implementation Rubric. The

school sites have also been provided with a student management program for discipline (outside

of the big 5 offenses) called SWIS to track the referrals sent to the office. The goal is to identify

the time, location and reason for referrals so that the staff can address any particular issues. In the

past, the data showed that most issues happen at the start of class or the last 10 minutes of class.

The data is now showing that most classroom disruptions are happening in the middle of a

period/block whether it is an electronic device, defiance, disruption or lack of productivity

infraction.

Valley Oak has a comprehensive school safety plan, Standardized Emergency

Management/National Incident Management System (SEMS/NIMS), which is monitored and

modified by the School Site Council. A confidential emergency phone tree is distributed to each

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23

teacher. As a part of the opening of school, the staff reviews emergency responsibilities,

evacuation routes, and lock down procedures. The Dean of Students meets as needed with

members of the Crisis Management Team to share updates based on feedback and re-teaching

proper procedures for drills. (EB–Admin)

Creating a safe and nurturing environment in our school is the responsibility of all members of the

staff and community. Parents appreciate how clearly and visibly the expectations are provided to

students. Students strongly agree that Valley Oak is a safe place to learn. Many of them refer to

it as their “Valley Oak family”. Rules, regulations, and procedures are designed, posted, and

implemented to ensure a safe learning environment. Staff developed the Behavior Intervention

Steps System to better address classroom behaviors and the referral process (Appendix 5). Each

tier provides specific steps for teachers before students are removed from class. More often than

not, we are able to address a behavior issue before it escalates. Our small school allows us to

address any behavior needs in an efficient and timely way.

Valley Oak High School is a safe place for students. The primary responsibility for school safety

is assigned to the Dean of Students, the Principal’s designee. Students who commit serious

offenses such as repeated campus disruption, sale of controlled substances, etc., can be suspended

up to two days with counseling. Students who commit violent offenses or threaten the safety of

others can be recommended for expulsion and possibly expelled, per NVUSD Board Policy. A

school resource officer is available to Valley Oak on an on-call basis.

Listed below are suspension and expulsion rates for the last three years site vs CDE:DataQuest

reports

2012-2013 2013-2014 2014-2015

Enrollment #s site vs CDE 329 (267) 272 (253) 262 (245)

Suspension #s/ CDE stds 106 (54 stds) 74 (44 stds) 56 (30 stds)

Total Days of Suspension 159 168.95 75.42

Suspension rate/ CDE 32.2% (20%) 27.2% (17%) 21.3% (12%)

Expulsion #s 0 0 0

We have historically calculated our suspension rate by dividing the number of suspensions by the

total number of students we have had enrolled in a school year. This year we added a row

(please see table above) showing the total number of days suspended for the last three year

suspension data. Prior to last year, students were suspended for 3 – 5 days. Last year, as part of

our restorative practices, we decreased the number of suspension days for each infraction to 1 -2

days. Students are counseled and provided with a contract outlining expectations when they

return to class. As a result, the number of suspensions and the total days of suspensions are

decreasing. District suspension calculations are higher than state reported data for VOHS.

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https://docs.google.com/document/d/1pd-Ig8U5WPpydzjTyEtX_wfzV7ngo--HQTfiRnZjRWs/edit


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In the last three years expulsions have been decreased to zero. Approximately four years ago the

Napa Valley Unified School District’s expulsion language was placed in our Formal Reprimand

contracts. Therefore, if a student violates their Formal Reprimand contract they will be

transferred to the Napa County Office of Education (NCOE). The formal reprimand process

benefits students by not having an expulsion on their record.

VOHS receives a number of students on contract from their previous schools. Although they are

on contract, students are provided with the support necessary to succeed and get off contract.

We strive to help students connect with school, through intervention services and strategies to

assist them in overcoming challenges.

During the WASC visit three years ago we reported that “Detentions increased due to an effort to

address tardies, the school implemented a tardy policy where students that arrived tardy had to

serve detention during lunch. At the beginning this was a little helpful but students started not

serving detention at lunch, then it turned into a detention after school; then they did not serve that

detention then it turned into defiance which ended in suspension. The policy was eliminated this

year due to the lack of effectiveness.” Starting in the 2014-2015 school year we re-implemented

the tardy policy where students serve time during lunch. Currently if students that do not serve

their lunch time detention it is recorded as a behavior infraction in lieu of an after school

detention. The behavior infraction affects their level on the Pyramid of Success. The new policy

has reduced tardiness from an average of 35 a day to 15 or less per day. As a result our

suspension rate has decreased significantly. Parents continue to receive electronic (EdConnect)

phone calls and emails, along with personal calls from Community Liaison indicating that their

son/daughter arrived tardy or is absent from school.

The district has hired Community Liaison’s and social workers to work to support sites in

increasing attendance rates. VOHS Community Liaison (Andrea) is bilingual and is able to

communicate with all families. Families are grateful for that extra support and have come to trust

Andrea and feel a stronger connection to school. The staff continues to look for ways to encourage,

motivate and find connections to better support students. Students transferring to Valley Oak have

not responded to traditional, large school settings. Valley Oak offers a small learning environment,

low student to teacher ratio (1:20). As mentioned previously the small setting allows teachers to

provide targeted instruction based on individual needs.

Student Assessment and Performance

Valley Oak students are assessed in various ways from in class formative and summative, district

level assessments, bench-mark assessments and state level assessments. District and state level

assessments are now available to teachers through School City in addition to Aeries. Staff has

been provided with training on the use of these online tools (appendix #6 SRI Analysis form).

Teachers are very aware of academic needs of the students including those with IEP’s and 504

plans. Accommodations are taken into consideration when assessing students. As mentioned

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25

previously, students enter and exit Valley Oak at different times, therefore, the data is not reflective

of students’ on-going progress. The CST and CAASPP data reflects one grade level; of which

none of those students take the test the following year. In addition, some students are enrolled less

than 6 months prior to taking the state tests.

In the last administration of the CST’s, Valley Oak improved by 39 points. The growth target was

16 (2012 Base of API 489 to 2013 API @ 528) while, NVUSD’s API declined by 10 (2012 Base

of 786 to 2013 Base of 776). In 2013-2014 students took the practice test for the new state test –

the CAASPP. Results were not provided to sites since the state used those scores to set the

proficiency targets. Due to changes in testing, the 2014-2015 CAASPP results have become the

school’s baseline for future years.

The table below shows the CST results by significant subgroups along with the CST 10th grade

science for 2014. All subgroups improved from the previous year by 25 points or more; the

Hispanic subgroup had the largest increase.

2012-2013 — Significant Subgroups 2014 CST – 10th Grade Science

Results

Mean score 306.1

% Advanced 5%

% Proficient 14%

% Basic 29%

% Below Basic 33%

% Far Below Basic 19%

No CST 10th grade Science 2015 results due to low 10th

grade enrollment

The following graphs reflect the 2015 CAASPP results for all students including significant

subgroups. The results continues to show that students at VOHS have high levels of academic

gaps. Tracking schoolwide growth using standardized testing is very difficult. Teachers must

use classroom based assessments and grades to determine student progress. The results are used

in a general way – identify general gaps, examine individual growth, implement additional

instructional strategies to better support student and provide them with opportunities to practice

the testing format.

Student Groups

# of students included

Sub Group

API

Hispanic (29 stds) 529 (+64)

White (19 stds) 556 (+40)

Socio-economically

Disadvantaged (29 stds)

536 (+60)

English Learners (16

stds)

493 (+25)

Base API* (52 stds) 528 (+39)


26

Students continue to demonstrate academic gaps in both math and English. In addition, students

taking state assessments do not see the importance of the test since it is not connected to their

credits. Changing student’s mindset around testing continues to be a challenge. The chart below

shows the gaps within the student subgroups. English learners had more students at “standard

nearly met” than any other subgroup. 8% of SED students scored at “standard met”.

0%

10%

20%

30%

40%

50%

60%

MET STANDAD

NEARLY MET

BELOW

9%

23%

60%

2015 CAASPP English Overall

0%

20%

40%

60%

80%

100%

MET STANDAD

NEARLY MET BELOW

0% 4%

84%

2015 CAASP Math Overall

0%

10%

20%

30%

40%

50%

60%

70%

9% 8%0%

8%

23% 21%27%

21%

60% 58%67%

63%

2015 CAASPP English Results

Met Standad Nearly Met Below

0%

50%

100%

0% 0% 0% 0%4% 4% 0% 3%

84% 83%73%

84%

2015 CAASPP Math Results



27

In the achievement charts above, many more students were at standard nearly met in ELA in the

areas of reading, listening and research and inquiry. In math, solving/analysis and reasoning had

more students at standard nearly met.

The charts below breakdown the data by ethnicity and gender; Hispanic students and females

have higher scores in English but they mirror in math.

0%10%20%30%40%50%60%70%

9%3% 1% 3% 1%

23%

51%

30%

51%45%

60%

47%

68%

47%53%

All Students Achievement in Each Area - English


0%

20%

40%

60%

80%

100%

0% 0% 0% 0%4% 4%

23%30%

84%96%

77%70%

All Students Achievement in each area - Math


0%

20%

40%

60%

80%

100%

MET STANDARD

NEARLY MET BELOW

0% 3%

82%

9% 9%

73%

Math CAASPP Results by Ethinicity

Latino White

0%

20%

40%

60%

80%

MET STANDAD NEARLY MET BELOW

8%

25%

57%

9% 9%

73%

English CAASPP Results by Ethinicy

Latino White


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The overall analysis of the Smarter Balance: CAASPP is that our students continue to be behind

and require additional targeted support. Students enter Valley Oak with everything stacked

against them. Fortunately, once students start classes and their educational plan is provided, they

begin to be optimistic about graduating. Often the challenge is to fight the instinct that lead them

to failure in the past and replace it with a Growth Mindset (Carol Dweck, Ph.D) for success. The

staff tries very hard every day to encourage students understand and develop A Growth Mindset

while supporting students at all academic levels.

Literacy is the number one area where all students that have transferred to VOHS struggle with.

In 2014-2015, VOHS adopted the Scholastic Reading Inventory (SRI) to gauge students’ reading

levels and monitor their progress. The opportunity for additional resources came from the newly

implemented Data.Com. Data.Com is an opportunity for school sites to share their goals for the

year and to focus on one critical goal that they want specific feedback on. Through that process,

we were able to access additional resources, such as the SRI licenses to administer the test.

VOHS data showed that our students were low readers but had no formal way of assessing it

with a data proven test. The SRI was administered two different times in 2014-2015 and once so

far in 2015 – 2016. In the first administration of the 2015-2016 school year, student’s average

raw score is at 940 compared to the final raw score of 864 last year; an increase of 76 points.

The tables below provide an overview of the results.

0%

20%

40%

60%

80%

MET STANDAD

NEARLY MET BELOW

3%

26%

62%

13%20%

59%

CAASPP English Results by Gender

Female Male

0%

50%

100%

MET STANDAD

NEARLY MET

BELOW

0% 0%

85%

0% 7%

82%

CAASPP Math Results by Gender

Female Male

820840860880900920940

864

940

VOHS SRI Average Raw Scores

0%

20%

40%

60%

80%

2014-2105 2015-2106

64%58%

24% 27%

9%15%

3% 1%

VOHS SRI 2014-2015 & Fall 2015

BB Basic Proficient Advanced


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In the 2015-2016 school year, the SRI will be administered 3-times (October, January & May).

The staff reviews results after each administration and in their content teams discuss what

supports are needed to address the gaps (appendix #6: Data Analysis Form). At each

administration students are provided with their last Lexile score and level (appendix #7). They

are to keep track of their scores and set a goal for next administration.

In addition to the SRI, fall of 2015, students enrolled in math took the Scholastic Math Inventory

(SMI). The raw score of the first administration was 668. The SMI will be administered in three

times per year: October, January and May. In addition to the SMI, the math department

administers the districtwide benchmarks in Math I and II. Last year, the Math I students scored

an average of 34% proficient. The district average was 51%. Valley Oak students performed

better than two of the comprehensive high schools. In Math II, students did even better. 31% of

the students scored proficient and above compared to the district’s average of 38%. VOHS

students outperformed two of the comprehensive high schools by 4% & 8% respectfully. In the

Fall 2015 – 23% of the students scored at proficient or above with 17% at Basic, 44% at BB and

17% FBB. The districts proficiency is at 23%. The math department PLC bi-weekly to review

testing results, pacing calendar and student placement. They have implemented a quick

assessment for all new students to take prior to starting at Valley Oak. The math team scores the

test and makes placement recommendations to counseling.

District Writing Assessment

Prior to this academic year, the students took the District Writing Assessment every February. A

passing score is a 7 out of 12. Each paper is holistically read two times using the DWA Writing

Rubric. The DWA changed 2014-2015 to reflect the CAASPP ELA testing. Students are

provided with an article or two and they must answers the prompt and site evidence. In 2012-

2013 & 2013-2014, students were provided only with the prompt. The results are as follows:

The percentage of scores decreased overall not just at VOHS but districtwide. In 13-14 NVUSD

had 66% of the students score at proficient and in 14-15 that dropped to 30%. The change of the

DWA format resulted in lower scores, students’ schoolwide need to be better prepared for this

type of assessment. In 2015-2016, the DWA will not be administered in the district. District

level writing committee cohorts are working on developing a new local assessment for all

students. Stay tuned!

0%

20%

40%

60%

80%

OVERALL GRADE 10 GRADE 11 GRADE 12

17%

67%

8%19%

13%0% 3%

18%

2-Year Comparisong for DWA Proficient %age

2013-2014 2014-2015

0%5%

10%15%20%25%30%

3%

9%14%

29% 29%

3%

9% 11%

19%14%

Percent Proficient by Subgroup

2013-2014 2014-2015

https://docs.google.com/document/d/1Qvw9NyTK29_HUjN5iZlIL1wlw_WlPnXgOALec48_fAU/edit


30

Reading and writing gaps continue to be a focus at VOHS. The Career and College Readiness

PLC charge with developing a system-wide writing and reading plan while the Closing the

Achievement Gap PLC is in charge of developing the action plan to address intervention services

needed to support students in meeting school wide goals. The Leadership PLC oversees progress

and implementation of goals.

California High School Exit Exam (CAHSEE)

In the 2015-2016 school year the CAHSEE was cancelled state wide. Students will no longer

need to take the assessment to meet graduation requirements. VOHS experience a 15% decrease

in passing scores in math and 7% in English from 2012-2013 to 2014-2015. Students were

provided with targeted classes both in English and Math and after school tutorials. RFEPs had

higher passing rates in the ELA part than any other subgroup. The socioeconomically

disadvantage subgroups passed the test at higher rates than all other subgroups.

Regardless of the CAHSEE administration, this year VOHS continues to provide after school

support through our ASAP program (#AfterSchooAcademicPrep). The intervention is staffed

with four teachers; each representing a core content area (math, English, Social Studies and

Science). Students are referred by teachers, using the referral form or students can self-elect to

attend. As VOHS moves forward and going deeper with Common Core assessments, teachers

will be asked to utilize the materials offered through the CAASPP website. VOHS will continue

to refine its assessments practices to better monitor student progress throughout the year.

0%

20%

40%

60%

TOTAL % PASSED

SPEC ED EL RFEP SED NOT SED

33%

0%17%

43%29%

0%

34%

5% 10%20% 24%

6%

26%10% 15%

38%24% 26%

3-Year CAHSEE ELA Summary

2012-13 2013-14 2014-15

0%

20%

40%

TOTAL % PASSED

SPEC ED EL RFEP SED NOT SED

36%

0% 3%

26% 31% 27%32%

4% 0%10%

21% 18%21%7%

18% 18%28%

12%

2-Year CASHEE Math Summary

2012-13 2013-14 2014-15


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II: Significant School Changes and Developments ● Include a description of any significant changes and/or developments, i.e., program

additions since the last full visit, changes in student enrollment, staffing changes.

● Describe the impact these changes and/or developments have had on the school

and/or specific curricular programs.

Valley Oak High School continues to evolve in order to meet the ever-changing academic and

social-emotional growth needs of students while maintaining high expectations. In partnership

with Napa Valley Unified School District, administrators and teachers are continuing to

participate in a three-year district-wide development plan supported by quarterly professional

trainings facilitated by Michael Fullan’s Transformational Leadership Systems. The Fullan

training consists of collaboration between five participating local districts that provides educators

with the opportunity to create and evaluate learning and intervention strategies that support

student achievement. Valley Oak has incorporated these methods to create targeted plans which

address student learning goals identified through the WASC process. Data collected continues to

inform ongoing instruction and assessment. Valley Oak growth targets have additionally been

supported through a range of foundational changes, including an onsite Academic Coach,

Learning Walk Evaluations, and Influencer Leadership trainings.

As a continuation school, Valley Oak High School values positive interventions that support

students in a three-tiered Response to Intervention. A variety of school-wide changes have been

established to encourage student engagement and academic progress. In order to provide

students with extended time for in-depth inquiry and project development, a trimester calendar

replaced the previous quarterly system. In addition, data-driven tutorials were instituted during

the school day in order for students to receive targeted re-teaching or individual support in

academic areas of need. After school educational support is provided by the newly formed

ASAP (After School Academic Prep) program, which gives students an opportunity to receive

individualized instructional support as needed for assignment and project completion. Informal

assistance is also available through teacher support during lunch and after school that supports

students in obtaining additional scaffolding needed for successful learning.

Evaluation of the previous Diamond of Success, now the Pyramid of Success, informed

significant design changes. Student levels continue to be achieved through data averages of

three areas of success: Grade Point Average, Attendance, and Citizenship. A self-monitoring

piece was added to the model in order to provide a concrete structure that supports utilization and

increased meaning for students. Levels are reviewed twice per trimester, allowing students

repeated opportunities to evaluate their progress, set new goals, and attain a higher level on the

Pyramid. Positive reinforcement of student growth occurs through increasing incentives at each

level. Those students who demonstrate an increased need for support are provided with the

additional opportunity of participating in an on-site intervention class that addresses academic

access, organization and study skills, and social/emotional growth.


32

Through collaboration between the district coordinators of Positive Behavior Intervention

Strategies (PBIS/BEST) and Valley Oak’s PBIS/BEST professional learning community,

restorative practices have continued to be a focus of behavioral intervention and support. All

students are taught schoolwide shared values and expectations regularly throughout the school

year, in addition to opportunities to participate in ongoing advisory lessons directed at creating

culture and building connection. Collected data through the School-Wide Information System

(SWIS) allows administrators and teachers to identify targeted behaviors that require additional

re-teaching and modeling for students who require increased levels of support. Additionally, a

Wellness Team was established to provide further assistance for students requiring tier two and

tier three interventions. The continuing provision of on-site counseling services is an essential

component to support students who are at-risk, as well as those who face emotional crisis and

trauma.

Student attendance concerns are being addressed through new and ongoing programs. Tardiness

to classes is restored by attending lunchtime detentions that include short, focused lessons on a

variety of topics. Saturday school was recently implemented to provide additional ways for

students to connect and explore their learning and community, as well as restore their attendance

percentages.

School culture is always a strong focus at Valley Oak, creating community and a sense of

belonging for students. New additions include the leadership class and lunchtime

clubs. Sprouting Acorn slips replaced Valley Oak Bucks, which are given to students who

demonstrate our shared schoolwide values of being safe, respectful, responsible, and

compassionate. Sprouting Acorn recognitions are added into a weekly drawing to reinforce

positive behaviors. The Safe School Ambassadors program was established to provide

leadership training for students who then use the skills they learn to become role models and

mentors for peers on campus.

The Napa County Office of Education recognized Valley Oak teacher, Julie Lovie, as Teacher of

the Year. Ms. Lovie epitomizes the very definition of excellence in teaching, and has been a

strong leader in the area of school culture. She demonstrates best practices in her delivery of

instruction, in addition to offering a variety of extracurricular opportunities that provide students

with a sense of belonging. In a collaborative effort, Ms. Lovie and the site principal, Maria

Cisneros, are responsible for the creation of the Valley Oak leadership class, where at-risk

students are able to build leadership skills, coordinate school-wide events, and demonstrate

model behavior for peers. Ms. Lovie is the coordinator of the Valley Oak Chapter of Friday

Night Live, which is a weekly after-school event that incorporates student awareness of the

impact of healthy choices, the consequences of substance abuse, and the benefit of community

involvement, supplemented by off-site conferences and training opportunities. Additionally, she

has coordinated a lunch club program, where Valley Oak teachers and leaders serve as sponsors

of high interest student gatherings to enhance a sense of schoolwide community. She is a teacher

who expresses great concern and care for students, and demonstrates this by helping to create a

positive school culture. Ms. Lovie is the public recognition of both her personal efforts, and the


33

collaborative results of an entire staff that is fully dedicated to student learning, and can only be

accomplished through the support of a strong leadership that maintains clear vision.

A variety of courses, curriculum and strategic practices have been added to support student

learning. New courses include CTE Digital Media, Counseling 100 (offered onsite through Napa

Valley College), Chicano Studies, Horticulture, APEX online for credit recovery, English 3D,

and Work Experience. Elective classes that closed include television/media production and One

World percussion due to low enrollments in the elective program and retirement of One World

percussion teacher. All teachers and students are using the online ECHO grading program to

access projects and monitor grades. Beginning with the class of 2016, graduates must meet the

“a-g” requirements which includes three years of math. District adoption of textbooks, as well as

extensive professional development training, supports the addition of extended math

requirements. IXL is an online program which is also used to support acquisition of math and

skills by students. Valley Oak faculty continues to refine the reading and writing plan, in

coordination with the district, to meet student literacy needs.

Assessment to inform instruction is critical to the success of students. The district has

incorporated the use of School City STARS to provide tools for assessment and access to

extensive data for planning. The Scholastic Reading Inventory (SRI) and the Scholastic Math

Inventory (SMI) are administered each trimester to identify student growth and inform

schoolwide literacy and math interventions. District benchmarks and end of course assessments

are used in all math courses, and have been updated to include Smarter Balance models. To

address the twenty-first century skills of college and career preparedness, Naviance online is

used by students to assess interests, identify education requirements, build job skills, and provide

next steps in future planning.

District and on-site professional development has been extensive. Principal, Maria Cisneros, has

supported teachers by providing professional development trainings for common core, new

strategies, and curriculum needs, in addition to continually obtaining teacher input to ensure that

ongoing professional education and training needs are met. Provision of collaborative planning

time between teachers has been ensured by the leadership to support teachers in planning

curriculum and delivery, and to evaluate student work to inform ongoing

instruction. Wednesday early release days were restructured to provide efficiency and time

management for professional development and planning time. Additionally, an increasing

number of teachers are participating in district led professional learning communities and

trainings, and content leads regularly attend the district’s writing cohort and math team

meetings. To further develop and direct ongoing focus toward achieving school-wide learning

goals, professional learning communities were created, termed Goal Groups, which meet

regularly to address the identified essential goal areas: College and Career Readiness, Closing

the Achievement Gap, Twenty-First Century Learning, and School-Wide Culture Building.

These groups are led by site academic specialists.

Staffing additions and changes include new teachers Evrim Cakir, Stephen Federico, Nick

Klima, Sarah Saunders, and Ryan Strole. Teachers who transferred or retired include John

Hannaford, Joel Mellinger, Keith Sedgley, and Kelli Watkins. Lisa Miller served as Valley


34

Oak’s on-site academic coach, and was replaced in the current school year by Joann Clark. New

support staff consist of Cristina Bradley (office administrator) and Andrea Cervantes (on-site

position change from resource instructional assistant to Community Liaison). Danielle Swafford

(social worker), and Corinne Gomez (school psychologist) joined Valley Oak part-time to

support students in the area of wellness. Shaun Keeler is on-site two times a week to support the

maintenance and operations of technology, which has had a dramatic impact on students being

able to consistently access technology for classroom learning.

New facilities, equipment, and services that support students in the learning environment include

the addition of Chromebooks with charging carts, with a nearly one-to-one ratio for student use

in all classes. School-wide wireless was installed to support twenty-first century skills and

learning through technology. Cafeteria meal options that meet nutritional standards and appeal

to students have changed significantly after ongoing communication between Valley Oak

faculty, students, and food services, along with the support of the new district director. Physical

structures were improved with the addition of new gutters, and the school site is scheduled to be

entirely painted. Earthquake reinforcement with design elements are also scheduled to take

place.

Valley Oak is constantly changing in an effort to provide all students with opportunities that

support learning, growth, and achievement. The strong leadership at Valley Oak, along with the

deep dedication of all staff members, serves to implement best practices in all areas of academic

and social-emotional growth, enabling seamless transitions that guide ongoing positive change

toward ever-expanding improvement. Every addition or change is carefully considered in an

effort to answer the question of impact on student life-long learning and achievement goals. In

the words of our principal, Maria Cisneros, “It’s all about the students,” to which the faculty

replies in unison with an enthusiastic, “Everything is connected!” The level of commitment to

student development is demonstrated through a shared belief that all students are capable of high

levels of achievement, attainable through collaborative efforts of staff members, students, and

families.


35

III: Follow-up and Progress Report Development Process

● Briefly comment on the school’s follow-up process. Include a description of the

committee that has been responsible for overseeing the progress of the school’s

action plan and the preparation for the visit.

● Describe the process to prepare the progress report. Include to what extent

stakeholders were involved in the preparation of the report.

● Describe the process to present the progress report to the governing board.

The current WASC review process began in the Fall Semester of 2013. Following the initial

WASC visitation, which resulted in Valley Oak’s six year accreditation, the faculty studied the

schoolwide critical areas of follow-up recommended by the visiting team, and began determining

ways in which they could be implemented. Facilitation of content and gathering of WASC-

related materials to support ongoing inquiry were prepared by the school principal, office

manager and teacher chairperson. Weekly staff meetings consisted of examining ways to

continue to practice and effective instructional strategies, integrate common core standards,

apply best practices through Positive Behavior Intervention Strategies, support student literacy,

and expand parameters of tracking student enrollment and post-graduation transition. Data and

work that was representative of instruction and student learning was also shared to support

ongoing decision-making by participants.

The Valley Oak High School community values input from all stakeholders when implementing

schoolwide goals for student learning and growth. In addition to collaborative efforts of the

entire staff, parent and student online surveys were created to specifically target identified

areas. Results of feedback were used in determining changes being implemented, as well as

refinement of current practices. Community meetings that focused on gathering further

information on Valley Oak’s areas of strength and recommended areas for growth were attended

by school staff, parents, and students. This global participation in creating our school vision,

critical areas of follow-up, student learning outcomes, and action plan was essential, in order for

full ownership and meaningful implementation to occur.

In addition to student demonstration of learning through projects and classwork, concrete data

was used throughout the process, consisting of standardized test results such as the

CST’s/CAASPP, CAHSEE, CELDT, District Writing Assessment, Scholastic Reading

Inventory, and the Scholastic Math Inventory. School-compiled response to intervention data

unique to our population, identified through the Pyramid of Success, was also an important

indicator of student’s needs. Results from these areas drove decision making, and continue to be

shared on a regular basis with all stakeholders. Along with tangible data, the idea that all goals

should be measurable encouraged groups to think in creative and meaningful ways, while

ensuring that accountability remained ever-present.

Throughout the review process, Valley Oak’s ongoing goal development organically aligned

with the objectives established by the Napa Valley Unified School District to guide student

learning. Twenty-first century skills that support college and career readiness are the

overarching goals that support student achievement through application of acquired


36

skills. Valley Oak has addressed its combined WASC and district focus by creating Professional

Learning Communities (PLC’s) in which each staff member participates, covering dedicated

areas of significance that impact students and families. The PLC’s are comprised of four

separate groups which focus on College and Career Readiness, Closing the Achievement Gap,

Twenty-First Century Skills/Technology, and School Culture. The addition of these PLC’s

support, enhance, and facilitate movement toward schoolwide improvement by sharing and

incorporating best practices, in alignment with identified research-based practices.

The WASC review process has provided an opportunity for all stakeholders connected with the

Valley Oak High School community to reflect on the many strengths that provide a foundation

for student achievement, as well as explore ways in which continued expansion and application

of new methods and strategies guarantee equitable access to the curriculum for all

students. Valley Oak High School maintains high expectations for all students within a

community of inclusiveness, promoting a sense of belonging and safety that ensures that social

emotional, as well as academics, are addressed for every individual. Promoting a strong sense of

independence and lifelong learning goals for each student is the empowering force that dictates

changes which benefit students and enable them to achieve their full potential.

In an alliance with WASC representatives and Napa Valley Unified School District, Valley Oak

High School continues to identify and improve on schoolwide learning objectives that support

students and families. The action plan included in this document generates new directions for

growth, representing a concerted and thoughtful effort by all members who are part of a unique

learning experience. Valley Oak High School is an extraordinarily unique and inspiring

environment which values input from all individuals which it serves, and promotes engaging and

meaningful educational opportunities for all students.


37

IV: Progress on the Critical Areas for Follow-up within the

Action Plan

● List the critical areas for follow-up and reference the schoolwide action plan

sections where each critical area for follow-up has been addressed. If any critical

areas for follow-up were not included in the school’s action plan, indicate what

actions have been taken to address this issue.

➔ Note: The school’s action plan should have incorporated all the critical areas of

followup or major recommendations that were stated in the last full visiting

committee report.

● Comment on the progress made to date for each critical area for follow-up and cite

evidence and examples of the impact on student learning.

Following the celebration of Valley Oak High School’s identified strengths, stakeholders turned

their attention to the Schoolwide Critical Areas for Follow-up and Ongoing School Improvement

recommendations of the visiting team. Each area was studied, welcoming input from all

stakeholders in order to guide next steps in the self-evaluation process. Planning and

implementation of professional development opportunities and professional learning

communities to address these new goals directed achievement in each area, in addition to

informing ongoing development of practices.

Schoolwide Critical Area for Follow-up and Ongoing School Improvement #1

Continue and expand effective instructional strategies, specifically making sure that each

lesson has a clear goal or objective tied to the subject matter content. These goals should be

communicated to the learner for the lesson and reinforced during projects that span a length of

time.

Action Plan Section: Goals 1 & 2

Student engagement strategies, collaborative learning opportunities, and explicit instruction of

organizational skills were identified as areas that would increase effective instruction and

increasingly support student learning. There was an interest by stakeholders to continue to

expand schoolwide practices, ensuring that learning objectives were defined, posted, and

understood by students. Engagement of students in daily curriculum and projects was a

significant focus, and common practices were put into place to ensure that all students are able to

continually access the learning environment.

CATEGORIES and EXAMPLES:


38

Engagement Strategies Teach Like a Champion Strategies

o Opening and Closing Activities

o Beginning Warm-ups

o Exit tickets

o White boards

o Frontloading Vocabulary; Word Walls

o Think-Pair-Share

Inquiry Based Learning and Checking for Understanding

Academic Vocabulary

Partners in Learning Log

Collaborative Learning Collaborative Group Structures and Facilitation

Use of Google Docs for shared projects

Partner in learning log (students complete every day)

Explicit Instruction of Organizational Skills Use of Graphic Organizers

ECHO Online Grading Program

o submission of assignments

o student review/monitoring of progress

Work ethic rubric worked on by entire staff


Integrate identified current successful practices with the common Common Core State

Standards (CCSS) as the training for CCSS begins.

Action Plan Section: Goals 1 & 2; Goal 3 for Math

Valley Oak High School faculty have easily embraced the common core state standards, which

support in-depth examination of content. The 4 C’s focus (critical thinking, collaboration,

communication, and creativity) established by the district and implemented at the school site

align with common core standards, and have guided lesson design and assessment practices.

Student learning experiences reflect the opportunity to apply these skills in all content areas,

creating twenty-first century learners who are lifelong learners who are able to achieve their

goals of graduation and well beyond.


Professional Development On-Site


39

o Weekly early release on Wednesdays incorporates professional development

o Goal Groups established to address school wide learning

o Anchor Reading Standards used to create smart goals and evaluate student work

District Wide

o Teacher leads to district to identify common practices

o Michael Fullan — three year plan

o District Student Engagement Strategy Workshop

o Influencers Training

Instructional Strategies Assessment informs instruction

o Reteaching for skill proficiency

Scaffolded learning

Learning objective posted on board daily-Students required to write it as part of their

warm up

School-Wide Close Read Strategies and Highlighting

Math quizzes for check in-Review for re-teach and retake if students struggle

Academic vocabulary posted/Lessons start with academic vocabulary

School wide close read focused on analysis and summary

District common core aligned with Math curriculum (incorporates PBL)

Identification of “Big 6” schoolwide essential reading/writing standards

Opportunities for student to correct or redo assessments following reteaching; extension

activities available

Frontloading Vocabulary; Word Walls; Vocabulary paired with visuals

Maker classes established

Science Labs supporting curriculum

Guest Speakers

Increased opportunities for academic discussion

o Critical Friends

o Socratic Seminar

o Student Learning Walks

Use of Cornell Notes

Lesson Design Written steps/instructions accompanying visuals

California Environmental Initiative is common core aligned

Chicano Lit/ CAHSEE English classes using standards-based grading

Scaffolding to support expository writing citing evidence including concrete details

Use of technology to support student learning

Multi-modal delivery of instruction

ECHO online program for project/assignments, daily agendas, rubrics, and objectives


40


Use PBIS strategies to improve classroom management practices (i.e. seating charts, classroom

, etc.) to support student academic engagement.

(Goal 4)

Action Plan Section: Goal 4

Based on recommendations and district/site Best Team support, Valley Oak stakeholders have

continued to address ongoing improvement in the areas of restorative discipline and classroom

management. Establishing schoolwide and classroom based shared values are at the core of

shared learning with students. Building on shared values resulted in practical application of a

variety of approaches that support positive student reinforcement, tangible reward systems, club

and leadership opportunities, and classroom management practices. Resulting data continues to

direct interventions and management strategies that influence academic and social/emotional

growth for students.


Schoolwide Practices School wide and classroom shared values and behavioral expectations taught in advisory

classes, clearly posted, and positively reinforced

o Schoolwide Behavioral Expectations

o Universal Guidelines for All Settings

o PBIS Lesson Plans

School and classroom environments structured intentionally to support student behavior

o Sprouting Acorns given out and posted in Advisory Classes

o Raffles (Sprouting Acorns) helds weekly or at end of each grading periods

o Seating Charts

o Classroom routines (Daily warm up; Learning objective & agenda clearly posted)

Schoolwide and classroom culture and community building activities are planned and

executed

o Monday morning Words of Wisdom messages

o Academic Award assemblies

o Lesson plans of circle sharing activities in classrooms

o Positive interactions between students & staff can be observed

o Safe School Ambassador Program (list of participants; attendance roster)

o Sign up sheets for lunchtime & after-school clubs (ie: GSA, FNL, Coloring, Film)

o Master schedule reflects Leadership Class

o School wide activities:

Food days

Peace Day


41

Halloween activities

Film Festival

Red Ribbon Week

Anti Bully Day

Distracted Driving Awareness

Casey’s Pledge

Every 15 Minutes

Restorative Discipline practices

o Staff meeting agenda reflecting staff provided with “Continuum of Corrective

Consequences” and have agreed upon three things before sending a student to the

office.

o Reflection forms

o Apology letters

o Tardy students — Lunch time detentions

o “Character Development” hour

Data Collection and Review Provide targeted, data driven behavioral interventions for Tier 1 and Tier 2 students,

using SWIS, Pyramid Review Data and staff recommendations.

o SWIS Data

o Pyramid Review Data

o Pyramid of Behavioral Expectations

o PBIS and staff meeting agendas

o Master Schedule reflects 5th Period Intervention

o Counseling services and Counseling Groups calendar

o Notes from parent conferences, 504 review meetings, and SST meetings


Continue to strengthen the schoolwide Writing Plan and develop a schoolwide Reading Plan to

support student literacy.

Action Plan Section: Goals 1 & 2

Closing the achievement gap for reading, written language, and communication was initially

identified as a Critical Area of Need, and continues to be an area of focus. The combination of

ongoing improvements in instructional strategies, intervention, and assessment through data

analysis strengthens and supports student literacy. Classroom teachers have had extensive

professional development to support instructional delivery of content which enhances student

access to learning and materials. Intervention strategies were evaluated and revised, as well as

new programs created to assist students in knowledge acquisition and project completion.


42

Additionally, student self-monitoring practices were put in place to enable students to track

progress and create personal learning goals.


Instructional Strategies Assessment informs instruction

o Reteaching for skill proficiency

Scaffolded learning

Learning objective posted on board daily-Students required to write it as part of their

warm up

School-Wide Close Read Strategies and Highlighting

Math quizzes for check in-Review for re-teach and retake if students struggle

Academic vocabulary posted/Lessons start with academic vocabulary

School wide close read focused on analysis and summary

District common core aligned with Math curriculum (incorporates PBL)

Identification of “Big 6” schoolwide essential reading/writing standards

Opportunities for student to correct or redo assessments following reteaching; extension

activities available

Frontloading Vocabulary; Word Walls; Vocabulary paired with visuals

Maker classes established

Science Labs supporting curriculum

Guest Speakers

Increased opportunities for academic discussion

o Critical Friends

o Socratic Seminar

o Student Learning Walks

Use of Cornell Not

Technology infused instruction

Citing of text and concrete details to support writing

Inquiring and Checking for Understanding

Use of Graphic Organizers

Use of rubrics

Growth Mindset and Resiliency Training (staff and students)

Intervention Strategies Tutorials based on

o grade data

o priority lists

o sign up lists

Afterschool Academic Prep Support (ASAP)

o Attendance rosters (% attendance)

Lunchtime learning support in classrooms

Implementation of Student Self-Monitoring Charts and Practices


43

Schoolwide Assessment Data Scholastic Reading Inventory (SRI) each trimester

Scholastic Math Inventory (SMI) each trimester

Data.com

Smarter Balance Assessment

Classroom formative and summative assessments

District Benchmarks


Monitor graduation rates of Valley Oak students as well as students that transfer to Adult

Education in order to measure the effect of changes to the graduation requirements.


All staff members of Valley Oak High School strive to support success in student

achievement. Tracking student progress throughout their enrollment onsite is essential in order

to support student goals of learning and achievement. There is a significant connection, care,

and concern shown toward students at Valley Oak, and tracking of adult school and post-

graduation status remains essential to supporting transition. Graduation rates, adult school

transfers, and college enrollment are areas that will continue to require ongoing tracking and

open communication between agencies.


Monitor graduation rates and students that transfer graduation rates Identify number of credits obtained prior to enrolling at Valley Oak

Graduation Rates

Graduation rates for students that have transferred from Valley Oak to Adult Education

Senior Outcomes Exit data provided for 12th grade enrollment (number of grads, non-grads, transfers, etc.)

Onsite class offered through Napa Valley College to support transition


Develop articulation with the comprehensive high schools to establish more timely and

appropriate placement of students at Valley Oak.



44

Supporting all student learning requires an environment that is structured and

predictable. Valley Oak stakeholders had an interest in being a school that represents student

achievement through maintaining high expectations. Acquisition of knowledge and skills that

will support students in their transitions to college and career require attention to routine grading

periods and an environment that reflects a sense of stability. Specific referral and orientation

schedules allow new students to enroll at Valley Oak during the closing of grading periods,

allowing continuing students to experience long-term dedicated time toward learning with

predictable entry periods of new students into the classroom dynamic. Benefits to new students

of coordinated entry dates, which have increased, allow incoming enrollees to participate in the

new project lessons that begin at grading periods, thereby reducing the impact of transferring that

would otherwise disrupt learning. Ongoing communication between agencies is essential to

ensure that referrals and enrollments continue to support the learning environment of all students.


Communication District level counselor meetings

Orientation Calendar provided to comprehensive high schools

Community Liaison 80% provides orientation dates/time to parents of incoming students

Referral Process Changed transfer request form

Simplified Referral Process

Dean of Students serves as placement coordinator

Placements opportunities increased to 6 orientations per year


45

V: Schoolwide Action Plan

● Comment on the refinements made to the schoolwide action plan since the last full

selfstudy visit to reflect schoolwide progress and/or newly identified issues.

● Include a description of the school’s procedures for the implementation and

monitoring of the single schoolwide action plan.

● Comment on the integration of plans into one single schoolwide action plan.

● Include a copy of the school’s latest updated schoolwide action plan.

The action plan is reviewed annually as part of the Single Site Plan for Student Achievement

(SSPSA). The SSPSA must clearly identify action plan goals that are align to district goals and

address how we are meeting student needs with funding provided to the site. The new funding

structure under the LCAP requires specific tasks connected to either Base or supplemental

funding. Staff, school site council and parents provide feedback. Stakeholders review initial

plan and again reviews the results in order to develop goals for following year. That feedback is

incorporated into the plan accordingly and approved by the School Board.

In August of 2014-2015 we revised our schoolwide action plan to align with the goals of our

district. Therefore, the format of our site goals from initial self-study has changed to include

four separate categories that reflect each of the goals. The goals are driven by site PLC’s, where

teachers assume ownership and monitor progress of each goal. The refinements that have been

made are aligned to the 3-goals for our district that focus on graduating students well prepared

for college and career. Our goals are revised year by year to reflect the current academic and

social needs of our student population.

District Goal 1: College and Career Ready

● ELD scaffolds used during instruction to support ELL’s and all students

● Critical Reading/Thinking of text in content areas

● Implement writing-to-learn strategies

● Visible daily driving question in content areas that drives instruction (on board)

District Goal 2: Equitable Access to Close the Achievement Gap

● Improve SRI Reading and SMI Math Scores

● Regular review of Pyramid of Success and SWIS Data

● Developing a successful student growth mindset

District Goal 3: 21st Century Skills

● Students will have understanding of grading in schoolwide learning outcomes

(4C’s and Work Ethic)

● Students using PBL learning to promote the 4C’s and Work Ethic

● Students develop research skills through inquiry


46

VOHS Goal 4: Developing School Culture



● Student led conferences

● Implement breakfast with Principal once per Trimester for EL parents

● Redesign Open House with family centered activities in collaboration with

Leadership class


47

Action Plan Revision (2015-2016)

Goal 1: College and Career Ready

● ELD scaffolds used during instruction to support ELL’s and all students

● Critical Reading/Thinking of text in content areas—extend Close Reading

protocol

● Implement timeline of Writing-to-Learn strategies aligned with Common Core

● Daily learning objective (language objective) or essential question posted on

board or ECHO Agenda, in all content areas that drives instruction.

Rationale: Data continues demonstrate the high level of need of reading and writing remediation

for all students including all subgroups. The three site level goals reflect the professional

learning needs of current staff.

Baseline Data (2015):

● CAASPP English

○ 9% Met Standard (MS)

○ 23% Nearly Met Standard (NMS)

○ 60% Not Met Standard (NMS)

● DWA (district has discontinued assessment)

○ 11th Grade: 3% met proficiency

○ 12th Grade: 18% met proficiency

● SRI

○ 12% of students are at Proficient or above(Lexile

Raw Score 940)

● CELDT

○ 52% at Early Advanced or Advanced

Growth Targets: Increase CAASPP results by 5% from MS, NMS, NMS

Increase SRI Lexile score by 5% across all levels (BB, B, P & Advanced)

Increase CELT scores from Intermediate to EA/Advance by 5%

Progress Monitoring Tools; SRI in October, January & May, CASSPP results, common

Assessments

Report Progress: Site Council, PLC’s, Students, Content Teams, SSPSA

Tasks Individuals

Responsible

Professional

Development

& Resources

Improveme

nt

Assessment

s

Timeline Reporting

1. PD on ELD

scaffolding for

Close Read and

collaborative

discussions

District ELD

Coach & Site

Academic

Specialist

ELD Presentation

(Oct. 12, 2015),

Read/Retell

Relate graphic

organizer,

Academic

Observed

teachers using

Read/Retell

Relate strategy

during Teacher

Learning

Initial PD on

10/12/15,

ongoing use of

Read/Retell

Relate &

collaborative

Student work

samples

SRI data

CELDT data


48

Language Scripts

Walks on Oct.

15, 2015

discussions

CASSP results

2. PD on

Critical

Thinking in

Reading

District Writing

Cohort Site

Lead, Academic

Specialist,

District

ELA/ELD

coaches

District and Site

Lead create PD

Looking at

student work

during PLC

meetings.

PD to be

provided in

February, 2016

Student work

samples,

CASSP results,

SRI data

3. Develop

Writing to

Learn strategies

aligned to

Common Core

District Writing

Cohort lead,

ELD District

coaches,

Academic

Specialist

Create timeline of

roll out of

common core and

then create PD

Looking at

student work

Timeline will be

created by

February, 2016

PD calendar

Implementation

4. Daily

learning and

language

objective

communicated

to students to

drive instruction

Site Leadership

team

Academic

Specialist

PD on how to

write a learning

objective,

language

objective, and

how to use

ECHO Agenda

Students will

understand

objective for

the day,

participation

and work ethic

increases.

District Training

on new ECHO

format on April

4-5.

Teacher samples

of ECHO

agendas.

Student written

reflections on

impact of

having learning

and language

objective.

5. Students will

practice resume

writing,

interview skills,

personal

statement

writing and

career

exploration

Admin

Counselor

Students

English

Teachers

Guest Speaker

Community

members

College/Career

Curriculum

Interest Inventory

assessments

Funding for Field

trips

Resume,

Rubrics

assessing

employable

skills,

Assessment

results, job

research

documents

Fall 2015

On-going

Student exit

survey;

identifying area

of moving on to

college or career

Goal 2: Equitable Access to Close the Achievement Gap

● Improve SRI Reading and SMI Math scores



Rationale: Closing the achievement gap in reading and math continues to be critical area of

need. Ongoing professional development on research based instructional practices, interventions

and assessment will lead to an increase in student literacy and engagement. Professional learning

on the California Common Core standards will enable teachers to provide rigorous instruction.

Baseline Data:

CAASPP Math

o 0% Met Standard (MS)


49

o 4% Nearly Met Standard (NMS)

o 84% Not Met Standard (NMS)

SRI

o 12% of students are at Proficient or above(Lexile Raw Score 940)

SMI

o 5% scored at Basic

o 95% scored at BB

NVUSD Benchmark 1

o 34% Proficient in Math 1

o 31% Proficient in Math II

Pyramid of Success

o 17% @ Level 4

o 44% @ Level 3

o 23% @ Level 2

o 15% @ Level 1

SWIS Office Referrals

o 0-1 office Referrals 45%

o 2-5 Office Referrals 33%

o 6+ office Referrals 12%

Growth Targets:

● Increase CAASPP results by 5% from MS, NMS, NMS

● Increase SRI Lexile score by 5% across all levels (BB, B, P & Advanced)

● Increase SMI score by 5% across all levels (BB, B, P & Adv.)

● Pyramid Review @ Trimester Increase Level 3 & 4 by 10%

● Increase % meeting proficiency in district Math Benchmarks by 5%

● Decrease office referrals by 10% in each level (0-1; 2-5; 6+)

Progress Monitoring Tools: SRI, SMI, CASSP, Common Assessments, Pyramid Review,

SWIS data


Tasks Individuals

Responsible

Professional

Development

& Resources

Improvement

Assessments

Timeline Reporting

1. PD on

ELD

scaffolding

for Close

Read and

District ELD

Coach & Site

Academic

Specialist

ELD

Presentation

(Oct. 12,

2015),

Read/Retell

Observed

teachers

using

Read/Retell

Relate

Initial PD on

10/12/15,

ongoing use

of

Read/Retell

Student work

samples

SRI data


50

collaborative

discussions

Relate

graphic

organizer,

Academic

Language

Scripts

strategy

during

Teacher

Learning

Walks

Relate &

collaborative

discussions

CELDT data

Annual

Growth &

proficiency

CASSP

results

2. PD on

Critical

Thinking in

Reading

Site

Academic

Specialist

District and

Site Lead

create PD on

Critical

Thinking

Looking at

student work

during PLC

meetings.

PD on

Critical

Thinking in

Reading to be

provided in

February

Spring 2016

Student work

samples,

CASSP

results, SRI

data

3. Students

will review

their

Individual

Growth

Report prior

to taking SRI

in January to

target area of

growth

needed to be

proficient.

Admin Review

Growth

reports with

teachers, so

they

understand

how to

present to

students.

SRI results,

student

monitoring of

progress

Students

review

Growth

Reports

January, May

2016 and

ongoing

SRI results

4. Create

timeline for

Common

Core

implementati

on in all

content areas.

Admin

Academic

Specialist

Teachers

District

Academic

Specialists

Copy of

CCSS

Training

calendar

(ELD/ELA

Site Lead

meetings,

Writing

Cohort

meetings)

Teacher

collaboration

SRI/SMI

scores

School

Rubrics

aligned with

CCSS

Practice

CASSPP

tests

Spring 2016

through Fall

2016-17

school year

Timeline for

implementati

on

CASSP

common

assessment

data

SRI/SMI data

Lesson plans

in all content

areas

Learning


51

and PD

Curriculum

alignment

Instructional

materials for

reading and

writing

Walks

5. Administer

SRI 3x year

Admin

Teachers

Students

Scholastic

Inventory

access

Technology

access for

students

Testing

schedule

Students

review and

monitor

individual

growth

reports

SRI scores

2015-16

ongoing

Review

student

results

Meet with

students

regarding

progress

6. Students

demonstrate

skills learned

through

common

assessments

and

participate in

benchmarks

in Math.

Administer

SMI 3x year

Admin

Math

Teachers

Admin

District Math

Coach

SMI

assessments

Department

collaboration

Assessment

calendar

Student

access to

technology

Data Review

Increase # of

students

passing at

70%

Fall 2015-16 Student result

comparison

Earned

credit/grades

Goal 3: 21st Century Skills

● Students will have understanding of grading in schoolwide learning outcomes

(4C’s; Collaboration, Communication, Creativity, Critical Thinking)


52

● Project Based Learning (PBL) environment where students actively explore real-

world problems and challenges and acquire a deeper knowledge of content.

● Tech-infused classrooms; Students utilize 1;1 computer technology, Use of

Google Apps, use technology to as learning tool (research & collaboration)

Rationale: Technology infused classrooms promote development of 21st century skills, by

preparing our students for success once they graduate from Valley Oak.

Baseline Data:

● ECHO gradebook analysis (Average grades)

○ Collaboration 63%

○ Agency (Work Ethic) 82%

○ Written Communication 63%

○ Critical thinking/Creativity 66%

Progress Monitoring Tools; ECHO gradebook, student reflections


Tasks Individuals

Responsible

Professional

Development

& Resources

Improvement

Assessments

Timeline Reporting

1. Calibrate

4C’s rubrics

and Work

Ethic Rubric.

Academic

Specialist

Goal Group

leader

staff

Review

current

rubrics,

CASSP

rubric to

correlate

Staff will be

aligned with

grading

outcomes-

consistent

schoolwide

February;

goal group

leads

discussion

work ethic

and written

communicati

on rubric

Student work

samples

Student

reflection on

learning

outcomes

2. Staff

“needs

assessment”

on PBL

implementati

on.

Academic

Specialist

will draft

staff survey

Survey

identify PD

needs.

Resources are

LeadIn Napa,

NTN

Coaches, and

Academic

Specialist.

Staff will

implement

PBL projects

in all content

areas.

Survey will

be completed

by March,

2016.

PD will be

determined

for May and

June, NTN

trainings.

Survey

results, PD

agendas,

observations

from teacher

learning

walks

3. Staff

survey to

Academic

Specialist

District Tech

Dept

Consistent

use

Survey will

be given in

Survey

results


53

determine

level of

comfort using

Google Apps

(docs,

presentations

) and other

technology

applications

will create

and facilitate

survey.

provides after

school 45

minute

workshops on

Google apps,

they can help

deliver PD on

site as well

schoolwide

of Google

docs for

student

assignments

in ECHO and

student

collaboration

April 2016.

PD needs

will be

addressed in

May.

4. Students

will

incorporate

the 4C’s in

presenting

research to a

community

panel, in all

content areas

Teachers 4 C’s rubrics

and staff PD

as needed on

research and

inquiry

Review of

SWLO’s in

ECHO

gradebook,

Pyramid

Review

Projects

designed to

incorporate

the 4C’s, and

identify

community

partnerships

Staff will

implement

2016-17

Learning

Walks, PLC

meetings;

Reviewing

student work

5. Provide

opportunities

for students

to practice 4

C’s in Math

and PrBL

projects

Math

Teachers

Admin

Academic

Specialist

District Math

Coach

PrBL

curriculum

and lesson

design

Teacher

collaboration

on project

design,

department

meetings

4 C’s Rubric

Student

completion

and

presentation

of work

ECHO

grades,

student

reflection

Spring 2016,

on-going

2016-17

Student

understandin

g of PrBL,

CCSS

Student work

Learning

Walks

VOHS Goal 4: Developing School Culture


● Developing a successful student growth mindset, based on the work of Carol

Dweck.

● Redesign Open House with family centered activities in collaboration with

Leadership class, student led conferences


54

Rationale: Our school will have a safe, welcoming and inclusive environment for all

students and families. Successful students feel connected to their school and teachers.

Baseline Data:

● Pyramid of Success

○ Pyramid of Success

■ 17% @ Level 4

■ 44% @ Level 3

■ 23% @ Level 2

■ 15% @ Level 1

● SWIS Office Referrals

■ 0-1 office Referrals 45%

■ 2-5 Office Referrals 33%

■ 6+ office Referrals 12%

● Positive Behavior Intervention Supports (PBIS)

○ Level 4 on Implementation Level 4 – Green

● Healthy Kids survey October 2015

Progress Monitoring Tools; Pyramid of Success, SWIS, PBIS data, HKS,

Student/Teacher/Parent Surveys


Tasks Individuals

Responsible

Professional

Development

& Resources

Improvement

Assessments

Timeline Reporting

1. Pyramid/

SWIS data

review

Counselor,

Admin,

teachers

Pyramid/SWI

S data reports

needed

# of students

at level 4 will

increase,

identify

interventions

for tier 2 and

3 students.

Review

occurs twice

every

trimester;

after progress

reports and

report card

grades.

Pyramid data,

student

grades

2.Students

will learn

about the

growth

Mindset and

connect that

Teachers;

Whole Staff

Work Ethic

Rubric, staff

meeting time

to discuss.

Calibration of

Work Ethic

Schoolwide

common

grading

practices/exp

ectations of

work ethic.

Review work

ethic rubric

in February

2016.

Review

ECHO

gradebook on

Work Ethic

grades


55

with our Work

Ethic Rubric

Rubric.

direct instruct

on growth

mindset

3. Redesign

Open House

April 7th.

Goal Group

4 &

Leadership

Goal Group

and

leadership

class need

time to meet,

develop

success

indicators.

Parent/

student

survey at end

Open House

to determine

success

indicators.

Goal Group

will meet in

February,

then review

plan with

Leadership

class

Survey

results

Event

pictures

agenda

4.

Communicate

student

progress to

parents

Teachers

Admin

Counselor

Teachers will

communicate

regularly

with parents

via email and

phone calls

ECHO

gradebook

and login

Progress

reports/transc

ripts

Increased

communicati

on with

parents

Parent

understandin

g of student

progress

towards

graduation

2015-16 and

on-going

Teacher

feedback and

discussion at

staff

meetings,

SST meeting

reports

Pyramid

Review and

student

discussion

5. Increase the

number of

students who

report feeling

safe at school.

Counselor

Admin

Teachers

BEST Team

Wellness

Team

Community

Partnerships

-LGBTQ

Connection

-Aldea

Safer School

Ambassador

Program

launched in

December

2015

Schoolwide

LGBTQ

lesson

Launched

GSA club

Student exit

survey

Healthy Kids

survey given

each year in

October

October

2015-

ongoing

HKS results

Site survey

results

Discipline

data


56

Appendix:

1. Orientation Dates for Sites 2015-2016 57

2. Pyramid of Success Student Progress Check “How Loud Can You Get” 58

3. ASAP – After School Intervention 59

4. Behavior Expectations Matrix 60

5. Behavior Intervention Steps 62

6. Staff SRI Analysis Form 63

7. Student SRI Progress Check 65


57



Orientation Dates for the

2015-2016 Academic School Year

Dear High School Counselors:

First of all thank you for supporting and providing alternative options for your students. They are very

fortunate to have you as their advocate. We hope the additional orientation dates will better serve you

and students.

Here are the orientation dates for 2015-2016 school year. We hope this will provide a timely transition

for all. Please note that we have changed our schedule to a trimester schedule. The change better serves

PBL implementation and it provides students the opportunity to earn 5 credits per class per trimester.

Please click here for earned credit breakdown.

Please send the referrals as soon as you have completed parent/student meeting and at least 3 weeks

prior to orientation dates. We will keep a list of referrals by arrival date. This process will assist VOHS

in calling parents on a timely basis for orientations. VOHS will continue to make these phone calls. All

orientation times will be at 2:00 PM. A parent or guardian mus accompany student.

Tremester Orientation Date *Home School

Drop Date

Start Date at VOHS

August 6 & 11 , 2015 August 19, 2016

1st Progress Report October 7, 2015 October 8, 2015 October 9, 2015

1st Trimester November 18, 2015 November 19, 2015 November 20, 2015

2nd Progress Report January 27, 2016 January 28, 2016 January 29, 2016

2nd Trimester March 2, 2016 March 3, 2016 March 4, 2016

3rd Progress Report

April 20, 2016

April 21, 2016

April 22, 2016

2016-2017 May 26th – English

*Students are to turn in all their books and/or pay fees owed

https://docs.google.com/document/d/1lGEcXJv8LuMZKC0bpiFD_jeD7Le_7_FWFA8fWuBWw8g/edit


58

Pyramid of Success Student Progress Check

VOHS ACORN - HOW LOUD CAN YOU GET?????

Name: _____________________ Date: ____________________

Shade your scores for each category starting with the line below #1 up to the line above your

score based on your Pyramid of Success levels.

Average

Level Progress

Report 1

Trimester

1

Progress

Report 2

Trimester

2

Progress

Report 3

4

3

2

1

Honoring Our Past… Connecting to the Future… What does your horizon look like?

Please note:

Master copy in evidence box. Actual document could not be attached

___ Progress Report #1

___ Trimester #1


___ Trimester #2



59

ASAP – After School Academic Prep (intervention)

VALLEY OAK HIGH SCHOOL AFTER SCHOOL ACADEMIC PREP

(ASAP)

DATE:

STUDENT NAME:

REFERRING TEACHER: SUBJECT:

DESCRIPTION OF ASSIGNMENT (ATTACH WORK:

ASAP TEACHER COMMENT:

ASAP TEACHER SIGNATURE:

AREA BE SAFE BE RESPECTFUL BE RESPONSIBLE BE COMPASSIONATE

School-

wide

- During emergency evacuations, stay calm

- Listen and follow instructions of school

personnel at all times

-Be drug, alcohol & tobacco-free

-Resolve conflicts peacefully or ask for

help to resolve them

-Be kind in your words and actions

-Non-offensive clothing must be worn at

school

-Keep your hands and feet to yourself

-Inform staff of unsafe area/spill

-Stay in the cafeteria, the quad, and on

the basketball courts during break and

lunch

-Be sober and free of drug paraphernalia

-Electronic devices will be turned off and

put away during instructional time

-Actively listen to designated speaker

-Use appropriate voice and words

-Non-offensive clothing must be worn at

school

-Keep your hands and feet to yourself

-Only use your possessions and ask

permission to use others’

-Only spit in trash cans

-Clean up after yourself

- Students will attend school

regularly and on time

-Students will clear absences and

take care of other office business

outside of class time

- Listen and follow instructions of

school personnel at all times

-Secure electronic devices and

other personal possessions at all

times

-Follow the school dress code at all

times and at all school events

-If you find any personal property

on campus, please turn it into the

main office

-Place trash and recyclables in

proper containers.

-If you are called to the office,

please return to class in a timely

manner

-Be kind to others

-Compliment others

-Help others

-Welcome visitors, new

students and students that

share our campus

-Respect diversity

-If you witness

bullying/harassment, speak up

in a non-confrontational way

and/or get an adult to help.

-If you notice somebody is hurt

physically or emotionally

encourage peer to get help

from a trusted adult

Multi-

Use/Eating

Areas

-Enter and exit buildings in orderly manner

-Line up in a single-file and wait your turn

to be served

-Keep walkways/doorways clear

-Only sit on benches and keep feet on

ground

-Place trash and recyclables in

proper containers.

-Only eat food that belongs to you

-Show appreciation towards

cafeteria staff

Restrooms -Wash your hands after restroom use

-Use student restrooms for intended

purpose only

-Put paper towels in trash bins

-Give others privacy and respect

-Keep your restrooms clean and free of

graffiti

-Inform adults of messes,

vandalism or other illicit activities

-Use restroom during break &

lunch


61

Office

Areas

-If in the office stay in designated area -State your purpose politely

-Say “thank you” when helped

-Use a quiet voice

-Obtain permission to use any phone

-Take responsibility for your

actions/be honest

-Show appreciation towards

office staff by using kind words

and actions

Front of

School

-Look both ways when crossing street

-Follow speed limit laws

-Watch for pedestrians and other cars

-Carry skateboards at all times

-Walk cautiously through the parking lot

-Stay on sidewalk while waiting for a ride

-Walk quickly when crossing street -Hang out in the cafeteria, quad, or

on basketball courts during break

and lunch.

-Lock bikes on bike rack

-Be aware of your neighbors

Students will “Be Safe,” “Be Respectful,” “Be Responsible,” and “Be Compassionate.”

Remember that your actions are a reflection of everyone at Valley Oak High School/Horizons Community Day School.

Behavior Expectations Matrix

ACORN Behavior Intervention Steps

Driving question: How do we work together to provide a classroom environment that promotes continual academic and personal growth in meeting 21st Century Skills?

Step I (Classroom Level) ● Clearly define, post and teach expectations unique to your classroom and consistently enforce.

● Strengthen classroom routines and structures.

● Reward positive behaviors, and strive for a 4:1 ratio of positive to negative interactions with students.

● Consider using class contingencies to further incentivize positive behavior (ex: every

completes=community building activity).

● Do what you can do in class to correct misbehavior. (Refer to Continuum of Corrective Consequences.

Commit to trying three before sending a student to the office for a minor behavior.)

Step II (Student Reflection/Restorative Discipline) ● After either three minor behaviors or one major behavior, refer student to the office

● Send student to office using the behavior referral form in either an electronic or hard copy. (If emailing

form, please include both Admin and Counselor on email.)

o work must be provided if student is to stay for rest of period.

● Teacher makes phone call or sends email home and forwards date, time and content of discussion.

● Administration meets with student to review incident.

● Student completes behavior reflection form.

● Administration or Counselor debriefs reflection form with student, reviews/re-teaches expectations, and

(on second and third incident) works with student and referring staff member (when possible) to come to

a restorative consequence.

● Administration or Counselor writes what Administrative decision was taken on referral form and puts

copy in teacher box. Data is collected in SWIS.

Step III (Parent/Teacher Conference) - Dean ● If behavior continues, after three office referrals, Dean calls home and sets up Parent/Teacher

Conference - meeting request form

● Teacher provides content on parent communication from STEP II referral form.

● Meeting consists of strengths, concerns, and action plan, using Parent Conference Form.

● Team reviews the plan 3 weeks later with teacher and student.

STEP IV (Student Contract)

● If behavior continues, after one more office referral, office schedules meeting with parent to place

student on a Productivity/Behavior Contract.

STEP V (Child Welfare and Attendance Contract)

● Formal Reprimand – Placement at NCOE (or Adult Education).

STEP VI: (Alternative Placement) ● NCOE or Adult Education

https://drive.google.com/a/nvusd.org/file/d/0BwWcWoHHvQMqV2lOZjJtZ1dhcU0/view?usp=sharing

https://drive.google.com/a/nvusd.org/file/d/0BzakzMlpydQ4YWV4SUFreEVLeFU/view?usp=sharing

https://drive.google.com/a/nvusd.org/file/d/0BzakzMlpydQ4NXFPTy1ITGRrRUk/view?usp=sharing

https://drive.google.com/a/nvusd.org/file/d/0BwWcWoHHvQMqYzUxVHdmR2Y0Tm8/view

https://drive.google.com/a/nvusd.org/file/d/0BwWcWoHHvQMqa3c3X2VKcmZ3cjg/view?usp=sharing

https://docs.google.com/document/d/1fBR5uV2Cwi8gd_tpkXK7Q8sCT1uJD_u_uHEuSh5Rwuw/edit


63

VOHS SRI Data Analysis for Teacher

Date:

Course:

Period:

1. _____% of our students scored at the 8th grade level or better. _____% of our students scored at grade

level or better. Make a prediction:

a. What % of your students scored at the 8th grade level or better?

b. What % of your students scored at grade level or better?

c. Who do you think were your top 3 scorers?

d. Who do you think were your lowest 3 scorers?

2. Look at the data:

a. Highlight only the students that are currently enrolled in your class:

i. Advanced - blue

ii. Proficient - green

iii. Basic - yellow

iv. Below Basic - pink

b. Calculate:

i. % of students basic or better:

ii. % of students proficient or better:

c. Organize: It may be helpful to go into School City here and sort. If you were going to organize

your students into groups and differentiate the reading levels, how many groups would you have,

who would go in each group, and what would the target reading level be for each group? Look at

the lowest and highest scores in each category to establish the bands for each group.

d. What are the supports that you need to address the gaps?

Advanced/Proficient Basic Below Basic


64

3. Reflection:

a. What are the implications as you plan instruction to insure that all students (EL’s, RS),

have the ability to access the content? How can you extend activities to include writing,

speaking and listening? - quick write

b. Talk in your content team ways that you are scaffolding content. - Leads take notes

c. What do we need to get good at?

Sample:

Advanced/Proficient

1190-1390

Basic

988-1145

Below Basic

553-976


65


Scholastic Reading Inventory (SRI)

Student Self-Monitor Form

2015-2016

All students will be taking the Scholastic Reading Inventory Test. The test measures your level of reading by providing

you with a Lexile score. The goal for you to do your best and get a Proficient score. That means for 11th & 12th grade a

Lexile score of 1185-1385 or above; 1080-1335 and above for 10th grade students by the end of the school year. Those of

you that have already hit this mark, your goal is to be at the Advanced levels at 10th grade: higher than 1340; 11th & 12th

grade: higher than 1390. Lexile score of 1185 (Proficient) or above by the end of the year. Below is your last test score

so you are aware of your start place.

Lexile Level Grade 11 & 12 Targets Grade 10th Targets

Advanced 1390 & Above 1340 & Above

Proficient 1185-1385 1080 – 1335

Basic 985 – 1180 890 - 1075

Below Basic 0 – 980 0 - 885

Below is your last test score:

Student Name: Grade Lexile Score:

Chart your current score; then at the end of the test, write down your new score and chart it too.

Current Score January Score May Score

Advanced

Proficient

Basic

Below Basic

Using the Reading Lexile level table above find your Lexile score and shade the appropriate box. Turn in your completed

form to your Advisory teacher to place in your green folder.

You are a MIGHTY Acorn!!!

Documents

VALLEY OAK HIGH SCHOOL - Granicus