Adelante High School

Adelante High School

Roseville Joint Union High School District Roseville, California

WWAASSCC 22000066

ROSEVILLE JOINT UNION HIGH SCHOOL DISTRICT BOARD OF TRUSTEES

R. Jan Pinney President Garry Genzlinger Vice President Paige K. Stauss Clerk Kelly Lafferty Member James Joiner Member

DISTRICT ADMINISTRATION

Tony Monetti Superintendent Richard Strickland Deputy Superintendent Don Genasci Assistant Superintendent, Personnel Dr. Steven Lawrence Assistant Superintendent, Instruction

ADELANTE HIGH SCHOOL

Gary W. Litke Principal Stephen F. Williams Assistant Principal Katie Palatinus Self-study Coordinator

Adelante High School 350 Atlantic Street

Roseville, CA 95678 (916) 782-3155

http://ahs.rjuhsd.com

March, 2006

Adelante High School

Focus On Learning Table of Contents

Preface

Introduction iFocus on Learning Team iiWASC Calendar iv

Chapter 1

Student Community Profile: Demographic Data 1Student Community Profile: Performance Data 9

Chapter 2

Student Community Profile: Analysis Summary 16 Chapter 3

Progress Report: Introduction 20Progress Report: Summary of the Major Changes to the School 21Progress Report: Accomplishment of Each School-wide Action Plan 24

Chapter 4

Self-Study Findings: Overview 36Self-Study Findings: Focus Group A 37Self-Study Findings: Focus Group B 48Self-Study Findings: Focus Group C 58Self-Study Findings: Focus Group D 71Self-Study Findings: Focus Group E 83

Chapter 5

School-wide Action Plan 98 Appendix

Adelante High School Preface

Adelante High School Preface WASC 2006

Introduction

The Focus on Learning process has allowed the Adelante staff, students and parents the opportunity to truly look at our school and reaffirmed for us the importance of continuation education. The value of an education is well-documented. Research and studies have confirmed that the lack of a high school diploma adversely affects a person’s ability to attain employment, limits career opportunities and results in lower wages. As we examined our strengths and areas of concern from the perspective of student learning it became clear that one of the very best things we do is come to know our students. The dedicated staff, caring atmosphere, comprehensive services, exemplary instructional strategies, flexible scheduling, individualized support and focus on defining an education purpose were keys to student success. Adelante High School joins schools across the nation facing the challenges of standards-based education, exit exams for high school students and meeting a greater diversity in our student populations than at any other time. We struggle with strategies, programs, curriculum, behavior issues, special programs and other options in order to meet the mandates that have been handed to us. Our examination of the state standards and our district Essential Knowledge and Skills has helped us better define what students should know and be able to do before graduating from Adelante High School. The process has allowed us to grow as professionals and identify ways to better serve the needs of our students as we prepare them to meet the demands of their adult roles and responsibilities.

i


Adelante High School Focus On Learning Team

Name Representation Barba, Marie Administrative Assistant Brown, Bruce Parent Brubaker, Larry Director, RJUHSD Pupil Personnel Carstens, Sarah Library Aide Cosby, Steve District Psychologist Dean, Bridgette Social Worker Intern Dominguez, Margaret Campus Monitor Dornhofer, Najla Lead Day Care Aide Duncan, Brittany Student Fischer, Fred Instructor Genzlinger, Garry Vice Pres, RJUHSD Board of Education Gieck, William Instructor Grayson, Tom Life Skills Hall, Jeanette Resource Aide Happ, Dana Teacher Aide Heath, David Student Heath, Janie Parent Hinojosa, Christina Student Huhtala, Lori Parent Jacobson, Cindy Instructor Jordan, Denise Parent Kehoe, Nancy Instructor Kehoe, William Instructor Labedis, Sherie Instructor Lashley, Lisa Computer Tech Aide Litke, Gary Principal McKenzie, Kathy Principal’s Secretary McPherson, Christine Day Care Aide Molloy, Bernard Instructor Olson, Dee Instructor Palatinus, Katie Instructor Papic, Anthony Instructor Robinson, Michael Parent Roenspie, James Instructor Tafoya, Frances Student Treto, Zenia Instructor Williams, Stephen Assistant Principal Zabkie, Janice Instructor

ii


Leadership Team Name Focus

Barba, Marie Culture Carstens, Sarah Instruction Litke, Gary Vision, Purpose & Governance Palatinus, Katie Self-study Coordinator Papic, Anthony Assessment Williams, Stephen Curriculum

iii


Adelante High School Staff Development WASC Task

Minimum day Fridays January 7 – June 3, 2005 January 7, 2005

No meeting – Packet to Review o 2000 Visiting Committee Report o 2000 Action Plans 1-5

January 14, 2005 Grand Opening of the “Binders” Working groups – Focus Group assignments Team Building Activities Calendars

January 21, 2005

End of grading period – no meeting Gather assessments/analyze for critical needs Document professional training

January 28, 2005

Review of 2000 visiting Committee Report- Strengths & Weaknesses Review of 2000 Action Plans Review of 3 year progress report Overview – AHS profile Group Work

o 2000 Action Plan 1 – Personal learning Plan o 2000 Action Plan 2 – Library

Document professional development

February 4, 2005 Review accomplishments of Action Plan 1 & 2

o Steve Williams, Gary Litke, Sarah Carstens Group Work – Action Plan 3 – Safety

o Committee of the Whole Continue – AHS profile Data Analysis

o Gary Litke Math/Science – Review Data for Critical Academic Need

o Anthony Papic, Katie Palatinus

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February 11, 2005 Small group work: Core curriculum areas

o Brainstorming Critical Academic Needs

February 18, 2005 Small group work: Core curriculum areas

o Prepare presentation to Committee of the Whole

February 25, 2005 Present small group findings: Math, Science, ELA, Social Studies, General

o Bill Kehoe, Katie Palatinus, Janice Zabkie, Cindy Jacobson, Marie Barba Group Work

o 2000 Action Plan 4 –Community Partnerships o 2000 Action Plan 5 – Authentic Assessment

March 4, 2005 No meeting – End of grading period March 11, 2005 No meeting – March 18, 2005

Focus Group Committee Selection March 25, 2005

No meeting – Spring Break

April 1, 2005 Focus Group Assignments/Explanation of Work

April 8, 2005

Focus Group Committee Work

April 15, 2005 Focus Group Committee Work

April 22, 2005

Focus Groups Committee Work April 29, 2005

No meeting – No School

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May 6, 2005 Group A – presentation to COW Group E – presentation to COW

May 13, 2005

Group B – presentation to COW May 20, 2005

No meeting – Career Fair Day May 27, 2005

Group C presentation to COW Group D presentation to COW

June 3, 2005

Focus Groups – Draft copy ready for read Professional Development Forms filled in Organize student work samples Student Survey – Graduates/Undergraduates Assessment/Instruction documents

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Adelante High School Staff Development WASC Task

Minimum day Fridays August 26, 2005 – March 8, 2006 August 26, 2005

Fall Goals – Calendar of Events New Focus Group Committee Member List Review Critical Areas of Need Gathering evidence – Use template

September 2, 2005

No meeting – Fill in evidence template September 9, 2005

No meeting September 16, 2005

Student Group Recommendations Individual Evidence template Peer visits – sign up Focus group work – Obtaining evidence

September 23, 2005

Student Group Status Peer Visit Protocol, Review Forms Critical Areas of Need - staff comments

September 30, 2005

No meeting – End of grading period

October 7, 2005 WASC training up date – Gary/Katie Student Group Report Peer Visits – Follow-up/reports PMFT – Personalized mobile File Tote Focus Group E report – Evidence status

October 14, 2005

Critical Areas of Need – Peer Visits – reports Developing Action Plans – Key Issues

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October 21, 2005 Key Issues/Developing Action Plans

October 28, 2005

Parent Group Work Report – Gary/Katie Superintendent Meeting – Gary Summary of Key Issues/Action Plans

November 4, 2005

No meeting November 11, 2005

No meeting – No school

November 18, 2005 No meeting

December 2, 2005

Continue to develop action plans/time lines WASC Chair person visit, other members Action Plans – Small group work-Prepare for presentations 12/9/05 Focus Groups – Distribute drafts next week

December 9, 2005

Presentations: Math, ELA, Student Skills Action Plans Focus Group Reports - Read Rough drafts/ edit

December 16, 2005

No meeting – Delivery of “Christmas” to adopted family

January 6, 2006 Developing Action Plans Focus Group Reports – Read Rough drafts/edit

January 13, 2006

Review Final Action Plan Focus Group Reports – Read Rough drafts/edit

January 20, 2006

Finalization for Printing

viii


January 27 – March 3 Complete documentation for evidence boxes

March 5, 2006

Leadership Team meet with Visiting Team March 6 - 8, 2006

Focus Group meetings with Visiting Committee and classroom observations.

ix

Adelante High School Chapter 1

Student Community Profile: Data and Findings

Adelante High School Chapter 1 WASC 2006 Demographic Data

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CHAPTER 1 STUDENT/COMMUNITY PROFILE

Demographic Data

The Roseville Joint Union High School District (RJUHSD) serves grades 9-12 and is located in Placer County with a small portion of the district’s southwest corner in Sacramento County. The total size of the district is 72 square miles and encompasses the communities of Roseville, Granite Bay and Antelope. Over the course of the past six years, Placer County has continued to be one of the fastest growing counties in the state with Roseville expanding its boundaries and population in response. Adelante is the continuation program for the RJUHSD and has been the only school fulfilling this role since our inception in 1966. The school has worked hard to develop a positive community perception and is seen as an important part of the educational community by our district, parents and business members. Over the years we have developed numerous partnerships to benefit our student’s personal and career growth and utilize a variety of resources to help us fulfill our school mission of providing a “supportive, structured education, designed to assist those students who want or need an alternative to the traditional high school setting. We encourage our students to develop an educational purpose and to prepare for the adult roles and responsibilities they will assume in the future.” (AHS Mission Statement, est. 1998, renewed 2000, 2003, 2005) Our WASC accreditation history has reflected the success Adelante has had with our students in that we have received full six year terms going back to 1976. In addition Adelante has been named a Model Continuation High School in 1991, 1998 and 2003. Our mission and purpose reflect our choice to adopt the U.S. Dept. of Labor SCANS skills as our “Expected Schoolwide Learning Results” (ESLRs) and their adoption by our district as the Essential Knowledge and Skills (EKS) all students should have upon graduation. We believe that it is the purpose of high school to prepare students for “what comes next” and that Adelante should focus on the academic, personal and behavioral skills students must have to meet the demands of college or career. Adelante receives school-wide Title 1 assistance in order to help us better serve our students, many of whom need additional reading/writing help in order to meet the educational and academic requirements for graduation and success after high school. Over the course of the last three years Adelante has seen a steady increase in our CBEDs enrollment, going from 180 students in October 2002 to 223 in October 2004 (Table 1). This represents a 25% increase in our enrollment during this time period and is our highest CBEDs total since 1991. The 04/05 CBEDs total can be directly tied to the increase in the overall number of enrollments at Adelante for the 03/04 school year, in that 260 new students came to us over the course of the year, with this number also representing a ten-year high (table 2). The 04/05 school year maintained this increase in transfer as 252 students came to Adelante in the past year.


Table 1: CBEDs Enrollment

2004 2003 2002

AHS % Dist. % AHS % Dist. % AHS % Dist.

Total Students 223 100 8387 100 210 100 8023 100 180 100 7724

Male 124 55 4181 49.8 130 62 4051 50.4 107 59.4 3892

Female 99 45 4206 50.2 80 38 3972 49.6 73 40.6 3832

White (not Hispanic) 135 60.5 6117 73 126 60 5966 74 114 63 5874

Hispanic 66 29.5 998 12 57 27 950 12 41 23 884

African American 11 5 328 4 15 79 295 3.6 10 5.5 282

223

228

213

238

196

227

260

050

100150200250300

1997 1998 1999 2000 2001 2002 2003

Year

Table 2: Total New Student Enrollments

1997199819992000200120022003

As reflected in our accreditation report from 2000 and continuing currently, students transferring to Adelante do so largely as a result of academic failure either in our district’s other programs or in schools attended prior to entering our district. Of our new students, 90% voluntarily transfer to Adelante at the beginning of one of our six grading periods. An analysis of data gathered in our yearly “Parent Satisfaction Survey” (Appendix) and our “Student Enrollment Interview” (Appendix) clearly shows that the majority of our students transfer because of poor grades and resulting credit deficiency or for attendance reasons that have also led to prolonged school failure. Further examination of our enrollment pattern indicates that the 4X4 block schedule at three of our four district comprehensive high schools has significantly impacted the number of students transferring from these schools as compared to the number of transfers from Roseville High School (RHS), the one comprehensive program that maintained the traditional six-period day. In the 4 years prior to the implementation of the block schedule, RHS transferred an average of 32 students to Adelante each year. The other comprehensive programs combined transferred an average of 54 students. In the 4 years after the conversion to the block at the other three schools,

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the average number of transfers from RHS has risen to 48, while the number of transfers from the other three schools combined has dropped to 43 (Transfer Summary: Appendix). The increasing number of students from Roseville High School also may explain the 6% increase in the number of Hispanic students at Adelante over the last three years and the disproportionate number (29.5% at AHS, CBEDS Table 1) as compared to the district total of 12%, as most of our Hispanic transfers come to us from Roseville High School which has a 20% Hispanic enrollment and serves the geographic portion of Roseville where most Hispanic residents live. Roseville High School’s traditional six-period schedule has impacted our transfer pattern because to earn the 220 credits required for graduation a student must pass 92% of his/her classes each semester. At the three comprehensive schools on the block schedule a student can earn 80 credits per year and must therefore only pass 68% of his/her classes in order to graduate on time. This disparity causes students to “get behind” much quicker at Roseville High School than in the other programs. As a result of this trend over time, Roseville High School has switched to the block schedule for the 05/06 school year. Impacts on transfer pattern will be evaluated over the course of the coming years. An overall analysis of the credit deficiency of students transferring to Adelante in the 03/04 school year (Table 3.) shows that over 56% of students came to us at least one full year behind in credits and that 66% of the students coming from a program in the Roseville High School District with this level of deficiency came from RHS. Of the students coming from the schools with block schedules, students a year behind were most often transferring much later in their high school careers however, leaving Adelante with very little time to help students overcome this deficiency. Too often, the “myth of 80 credits” keeps students in a program where they are failing classes but do not mathematically become deficient until it is too late. In addition, an analysis of student transcripts shows that student transfers who are “not deficient” based on total credits earned, are however, significantly behind in numerous academic course requirements that makes “catching up” much more difficult.

Table 3: Transfer Credit Deficiency

Credits Deficient: RHS WCHS GBHS OHS OOD TOTAL

(92% rate) (68% pass rate @ 4X4 schools)

No Deficiency 3 4 1 4 2 14

0 – 15 (Half Semester) 9 8 1 7 10 35

20 – 30 Up to One Semester 12 3 0 4 9 28

35 – 55 Up to One Year 27 7 3 7 19 63

60 – 85 Up to 1 ½ Year 7 1 2 0 11 21

90 – 110 Up to 2 years 6 0 0 0 8 14

Total 63 23 7 22 59 174

Further examination of our enrollment data shows that over 30% of our new students each year enroll at Adelante from out of district programs and schools (OOD, Table 4) and are usually significantly behind when they arrive (Table 3). The significant number of new students to Adelante from out of district schools reflects the growth of our community and the transient

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nature of our student’s educational career. We are often the third or fourth high school a student has attended and the credit analysis data clearly shows that these students come to us well behind academically. Data from the 2003 administration of the California Healthy Kids Survey (CHKS) showed that 45% of our students had moved “one or more times” in the previous year. Students who have not succeeded in our district Independent Study Program are also a significant factor and comprise approximately 20% of our new enrollments each year. These students typically have not succeeded at the comprehensive program and when not successful at Independence, get further behind before eventually coming to Adelante. Additionally students have come to us from Success High School, our district Opportunity program; however this program was closed at the end of the 04/05 school year. Overall school transfer data is summarized by percentage/school of origin in Table 4.

Table 4: Transfer School Percentage last 3 years

OOD32%

IS20%

RHS22%

OHS9%WHS

7%

SHS7% GBHS

3%

ISRHSOHSWHSGBHSSHSOOD

Given that student transfer is based primarily on a “history” of academic or attendance deficiency and that the motivation to change schools is primarily a factor of graduation status, our CBEDs enrollment figures are also reflective of this pattern. As shown in Table 5 below, 50% of the Adelante student body is made up each year of students who are “considered” to be 12th graders.

Table 5: Enrollment by Grade Level

Year Total CBEDs 10th 11th 12th 12th %

2004 223 17 82 124 55.6

2003 210 22 69 118 56.1

2002 180 22 64 94 52.2 However, given the student history of academic failure and lack of overall credit production, few of our 12th grade students are able to earn the required credits for graduation “on time”. Since our 2000 accreditation, there have been significant changes to Adelante course structures and requirements. Coupled with the accreditation team’s recommendation to “develop a more

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rigorous and articulated curriculum” and the need to address the state content standards in all academic subject areas and insure that students have completed the corresponding material and related assessments have changed our methodologies and processes for awarding credit. Specific course strands have been created with credits being awarded only after a student has shown/demonstrated competency with the material. This has made it much more difficult for a student to “make up” credit as compared to when credits were awarded solely for “productive hours”. Given the increased academic demands and transfer patterns of our students, only 50% of our current 12th grade students are even mathematically eligible for graduation with their class as shown in our “Senior Data List” and of these, half are “5th year seniors” who have not graduated with their class and have chosen to return and graduate a year (or in some cases 2 years) late (Appendix). This pattern is typical each year. Significant personal and behavioral factors play a role in the need for students to transfer to Adelante and impact their success over time in our program. Our students are more likely to be involved in “at risk” behaviors or have personal issues that affect their ability to meet responsibilities than do other students in the traditional programs. 2003 CHKS data found that over 45% of the students in the alternative programs (Adelante, Independence High School and Success High School) reported that during the past 12 months they were “so sad and hopeless almost every day for two weeks or more that you stopped doing some usual activities” as compared to 33% of students in the comprehensive high school programs. Other “at risk” factors found to be more prevalent among our students include drug use, with 55% of the Adelante students reporting alcohol use in the past 30 days as compared to 33% in the comprehensive schools and 34% of Adelante students reporting Marijuana use in that time period as compared to 12% in the traditional settings. Suspension rates for Adelante declined over the four years from ‘01 through ‘04, but remain higher than in the comprehensive high schools. In the 00/01 school year Adelante had 136 suspensions based on a CBEDs enrollment of 201. This translates to a suspension rate of .676. However, when the total number of students served during the year (356) is used as the population factor then the rate is reduced to .38. This compares to a rate of .44 in 03/04 when using CBEDs enrollment or .22 when the total number of students served in that year (425) is used as the comparison factor based on a total of 94 suspensions for 03/04. Expulsion rates remain very low with a high of 4 expulsions in the ‘01-‘02 school year, to only 1 expulsion in 03/04. However, the 04/05 school year saw a significant increase in suspensions, going to a total of 165 and expulsions returning to the 00/01 total of 4. An analysis of suspensions for 03/04 and 04/05 found that:

The percentage of minority students suspended (both male and female) stayed the same – roughly 20% of the total suspensions that mirrors the ethnic percentage of the total population.

White male students continue to have the highest suspension rate - 61% in 03/04 and 52% in 04/05.

Suspension of white female students increased by the 10% drop in male suspensions, going from 16% in ’03-‘04 to 27% in 04/05.


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Violations of Ed. Code 48900k (disruption of school activities) accounted for the predominance of change in the suspension rate increasing from 54 violations in 03/04 to 95 violations in 04/05. These were due primarily for failure to attend detention assigned for attendance issues or for classroom disruption.

Drug related violations continue to be the reason for expulsions over the course of the last 3 years.

The school believes however that our efforts to maintain appropriate discipline policies and hold students responsible for their behavior is appreciated and understood by parents. In our Parent Satisfaction Survey results from August 2004, 94% reported that “the discipline policies at Adelante were appropriate for the needs/problems of the students”. In accordance with our ESLRs related to Personal Development and Interpersonal Relations and our belief that disruptive activities should not be allowed to interfere with the educational activities of the students, the school feels that the increase in suspensions was the appropriate response to the behavior of the students involved. Specific to school efforts to help our students through the difficulties they experience in their lives, Adelante students reported through the CHKS that school is a valuable support system for them in that 86% of our population reported that they felt the “school environment was a high/moderate asset” to help them succeed. This compares to an 82% rate in the comprehensive schools. Data from our parent survey supports the CHKS finding that 95% of the respondents reported they “agree/strongly agree” that if their child had a problem at school he/she would feel free to talk with a teacher, counselor or administrator. However, these efforts are often not enough to help students overcome the emotional factors in their lives or the instability of life outside of school. These factors are the ones most often cited by the students who leave our school during the course of the year and are again reflective of the transitory nature of their school career. So, while we enrolled 260 new students in the 03/04 school year we also had 190 transfers out of Adelante. The high number of transfers out of Adelante is for reasons that most often include a student moving out of district, incarceration or transfers to an independent study program (either our district or local charter programs) and is characteristic of the pattern we see each year. The instability that drives the need to transfer has a significant impact on student attendance rates and overall success within the classroom. Socio Economic status (AFDC, Free/Reduced Lunch) plays a role in the demographic make-up of the school in that 28% of our students are eligible for these services but this does not seem to be as significant a factor in overall success as the emotional/personal needs of the students. Our students identified as “disadvantaged” based on socio-economic level had a higher percentage of students testing at the proficient level on the ELA STAR test then the population in general. The school grounds are clean and well cared for with excellent facilities and opportunities for students. The campus is located on the site of a former elementary school that was closed in the 1970’s and consists of 12 academic classrooms, a full woodshop and auto shop, two computer labs for general class/student use, a multi-purpose room for school presentations, a day care center, the administration building and our new library added in 2004. Four of the classrooms are permanent buildings that were part of the elementary program and include the day care center and


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the art room, which was originally the elementary school cafeteria. Six of the buildings are older portables moved here in 1980 when the campus relocated. These rooms, along with the administration building are scheduled for replacement during the 05/06 school year as part of the Adelante Facility renovation project included in the bond measure passed by local voters. Future improvements in this plan include a gymnasium, permanent library facility and new science classrooms. Adelante is well staffed to serve the needs of our student population. Our program is served by:

12 certificated teachers, all of who are NCLB compliant. Five of our instructors teach in academic content areas outside of their credential as authorized under education code for staffing requirements in a continuation program. These teachers are all NCLB compliant however based on HOUSSE 1 certification.

9 classified staff members who directly assist our students or program include: day care (2), teacher assistants (2), computer lab (1), library (1), office-classified/confidential (2), campus monitor (1).

1 Assistant Principal/Counselor (50/50 split) 1 Principal/Counselor (80/20 split).

Most of our teachers have spent the majority of their careers at Adelante High School and have an average of 21 years of teaching experience with over 18 years in the district. All teachers participate in district in-service/training activities at least once per year. In addition teachers participate in conference activities related to their content areas or strategies for addressing the needs of our student population through our site PAR fund allocation. During the 04/05 year we joined with two neighboring continuation programs to form departmental study groups to share teaching strategies and ideas. Teachers have been supported in this with a release day by department to meet with the other schools. In 03/04 an Adelante teacher team with departmental representatives from English, Social Studies and Science participated in the district led “Professional Learning Team” (PLT) training to develop powerful assessments and portfolios related to the content standards. In 04/05, several teachers began the district sponsored CLAD training to gain this certification and help us better serve the changing demographic population of our community. Over the last few years, 100% of the faculty has participated in staff development activities, visitations or conference opportunities related to the academic or social/emotional needs of our students beyond the required district staff development day. Co-curricular activities for the students are a regular part of the Adelante program and include:

Guest speaker presentations related to career or college opportunities Lunch-time workshops Ballet Folklorico Dance Group Basketball and Co-Ed softball league Field Trips: e.g. Asian Art Museum, Federal Reserve Day Care Trips: e.g. Pumpkin Patch, Zoo, Young Parents Picnic Winter Dance


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Bonsai Club Library Contests Senior/parent dinner Back to School Night Senior Trip and Graduation Luncheon Career Fair Multi-Cultural Night Voter Registration Drive Educational Presentations: e.g. Wolf Conservancy, Mid-East Forum Sierra College Career Day/college visitations

Faculty and student support for these programs is strong and involves all of our students in the activities over the course of the year. Our emphasis is to provide experiences that may not be available to students otherwise, to increase opportunities and understanding of work/college requirements, to enhance educational relevance and cultural understanding or to just have fun. Adelante is well-supported budgetarily. The school receives a site allocation based on our CBEDs enrollment and a base budget multiplier. To insure adequate funding, our CBEDs enrollment is adjusted to a minimum of 200 students in low enrollment years and Adelante’s based budget multiplier is 19% higher ($161/$136) than at the larger schools in recognition of fixed costs regardless of school size. From our site budget allocation, each teacher at Adelante receives a classroom budget reflective of needs and program (Appendix).

Adelante High School Chapter 1 WASC 2006 Performance Data

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Student Performance Data

The history of academic deficiency our students bring to Adelante is reflected not only in their credit history, but also in their state and local test performance. Measures of what our students “should” know indicate significant deficiencies brought on by their years of lack of success in school. The California Standards Tests as part of the state STAR program reflect this deficiency over the course of the last four years. During that period over 75% of both our 10th and 11th grade students have scored at Below or Far Below Basic in the English Language Arts test. While we have made significant progress in this area and reduced the number of students in these categories while increasing the percentage scoring in the proficient to advanced range, the majority of students continue to demonstrate significant academic deficiency. Percentages in the other CORE academic area tests are similarly low and reflect our students’ overall lack of academic preparation in all subject areas. In the 2005 CST for Algebra, taken at AHS for the first time in 2005, 21% of our students scored at the Proficient or higher level, thus exceeding both the district and state averages, however, 62% were at Below or Far Below Basic. In Science, 16% were at Proficient or higher with 55% in the lower range, and in Social Studies 7% were in the upper ranges while approximately 70% were in the two lower ranges. Examination of sub-groups is limited, as score reports for small populations are not reported. Table 6 summarizes information for the 01/02 through 04/05 school years on the CST for ELA and shows an increasing percentage of students scoring in the Proficient or above range over time, going from a combined total of 8% for 10th and 11th grade students in 2002 to 28% in 2005. When the percentages are applied to the total number of students in grade 10 and 11 and then figured as a percent of the total population, the ELA score report for Adelante in 2004 shows a total of 8% of the students scoring at or above the proficient level. This compares to a district percentage of 64% at or above the proficient level and a state average of 33%.

Table 6: CST ELA Summary

2002 2003 2004 2005

10th 11th 10th 11th 10th 11th 10th 11th

%Advanced 0 0 0 2 2 0 0 3

Proficient 0 8 5 5 13 3 18 7

Basic 3 24 21 10 10 18 21 18

Below Basic 45 33 28 29 31 31 26 22

Far Below Basic 52 35 47 54 44 48 35 51

Statistically Significant Sub-groups

Male

%Advanced 0 0 0 3

Proficient 0 3 0 10* 14 0* 18 5


10

Basic 0 19 12 15

Below Basic 45 35 12 21

Far Below Basic 55 42 59 56

Female

%Advanced 0 0 0 3

Proficient 0 15 13 0* 16 7* 18 10

Basic 9 30 29 23

Below Basic 45 30 41 26

Far Below Basic 45 25 12 39

Sub group Percentages at Proficient/Advanced

Disadvantaged N/A 0 13* 0 14* 18 9

Ethnic N/A N/A 8 0 0 0

RSP N/A N/A N/A 0 0

* State reports included only the percentage of students scoring at Proficient or above N/A – reports not available due to statistically invalid sample size

In 2003 and 2004, Adelante met 3 of our 4 Annual Yearly Progress (AYP) goals, but the results were primarily reflective of the small school modifications or testing samples too small for inclusion. The state 2004 AYP report for Adelante indicates that goals were met for overall Participation Rate, Percent Proficient and Graduation Rate but not for API. Adelante did not receive a 2004 API due to not testing a significant percentage of students on one of the STAR content area exams (see AYP, API reports, Appendix). In 2003 Adelante had an API of 421 and increased to 564 in the 2005 testing. So, while our API increased significantly and we have made considerable progress helping our students meet state performance standards, we have been designated as a first year Program Improvement School because we did not receive a 2004 API. While the performance of Adelante High School students is well below the district and state averages, it is consistent with the academic history of our students and with similar “at risk” populations in other continuation schools. Simply as a “gauge” to compare our effectiveness with other “like” populations, the ELA scores for Adelante students in 2003 and 2004 were compared to the scores of students in the five other area continuation programs. While Table 7 summarizes the findings that show Adelante students performing above the level of students in like programs, the percentages highlight the academic deficiencies shared by most continuation students. When state standards test performance in the other content areas was examined, the results were similar


to the ELA percentages thus reinforcing the picture of our students having significant gaps in their learning, educational experience and overall school performance.

6%

8%

4% 4%

1%0%

5%6%

1%

4% 4%5%

0%

2%

4%

6%

8%

10%

AHS 1 2 3 4 5Like Contination Schools

Table 7: 2003 - 2004 % at Proficient & Above

CST - ELA

20032004

The California High School Exit Exam (CAHSEE) results for Adelante were also examined to provide a synopsis of our student’s abilities and needs, as a comparison to the performance of other students in the district and to exam the effects of our efforts to help students improve on this measure. Results from the 2002 – 2004 CAHSEE for all students taking the test while at Adelante (combined results) and the scores for 11th grade students taking the test in November of 2004 and Sophomores in March 2005 were examined and showed trends of significant improvement in both ELA and Math (Tables 8 & 9).

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33%41%

28%

44%

78%

44%

0%

10%

20%

30%

40%

50%

60%

70%

80%

2002 2003 2004 2005

Table 8: CAHSEE ELA Combined ResultsPercentage of Students Passing

10th

11th

0%

32%

11%

36%

57%50%

0%

10%

20%

30%

40%

50%

60%

2002 2003 2004 2005

Table 9: CAHSEE Math Combined ResultsPercentage of Students Passing

10th

11th

Scores on the Math portion of the exam ranged from 0% passing in 2002 (10th grade testing only) to a 50% pass rate in the most recent session for Juniors and 57% for sophomores a significant increase given the difficulty Adelante students have historically had with mathematics. Adelante’s 2000 accreditation report specifically examined this issue, as concern for our student’s lack of mathematics ability was a spearhead for change within that department. That report found 12


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that over 90% of our students were unable to pass our first Math Benchmark exam upon entry to our math program and came to us with a combined GPA of 0.6 in their math courses taken prior to enrolling at Adelante. The Math Benchmarks were established in 1999 to begin insuring that upon graduation students would be able to meet our ESLRs for basic math skills and were established as a school graduation requirement for the first time with the Class of 2001. Benchmark 1 consisted of basic numeric operations with whole numbers, fractions and decimals. Additional benchmarks were established for succeeding classes to correspond with the initial timeline for implementation of the Exit Exam. In comparison, testing information from our Student Data Sheet (Aeries-Student Information System) shows that 68% of our students are significantly underperforming in math. Our processes for remediation and progression through successive benchmarks tied to the Exit Exam have positively impacted our student success rate. Changes in state and district graduation requirements however have modified our mathematics program. Given that the Exit Exam is now required for graduation, we no longer require students to pass the benchmark tests prior to graduation. Instead, student mathematics needs are established based on specific subsets of the CAHSEE and are noted in the student Personal Learning Plan. These areas are then addressed within our Pre-Algebra class, in CAHSEE preparation classes prior to the exam, and as part of the Algebra requirement for graduation. ELA scores have also shown dramatic improvement over time and correspond with our English department restructuring of their program and requirements. An analysis of the specific score made by our eleventh grade students who had to retake the ELA exam in November 2004 after failing it as sophomores showed an average gain of over 38 points. Scores for sophomores taking the exam for the first time in March of 2005 were exceptional for our program with 78% passing the ELA portion of the exam. As noted earlier, student transfers to Adelante are primarily based on a history of academic failure and patterns of non-attendance. In 2000, our Alternative School Accountability Measures (ASAM) of “Percentage of Credit Completion” and “Percentage of ADA Attendance” were specifically chosen to measure student achievement in these areas. Measures in each of these areas for all “Long Term Students”, defined as those students enrolled for at least 90 consecutive days, have declined over the course of the last three years. Credit Completion rates based on the ratio of Credits Possible/Credits Earned was 85% in the 01/02 school year, 79% in 02/03 and 72% in 03/04. Attendance as measured by Possible ADA/Earned ADA has gone from 86% in 01/02 to 80% in 02/03 and 72% in 03/04. During the 04/05 school year staff discussed this decline in an effort to determine cause and a school-wide response. There was a general belief that the decline in credit production was a specific product of our shift from a “productive hour” based system to one that was more directly linked to content standard achievement and student performance prior to awarding of credit. Students are now required to complete specific assignments and assessments with evidence of “mastery” of the learning goals for specific course strand requirements in all CORE areas prior to awarding of credit. A student does not complete a course strand and receive the corresponding credits simply because they were in attendance and did some of the work. Minimum standards for learning and achievement have replaced our previous system and as a result, students with poor attendance or students who need to “redo” assignments in order to achieve mastery, do not advance as quickly. Students who do not attend


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well, choose not to complete assignments or are having behavioral problems found their schedules reduced and this in turn led to a decline in attendance rates. A student with only 4 periods must be in all classes in order to receive full ADA, while a student on a full 7 periods could still miss a few periods and by attendance standards for continuation education, still complete the required 15 hours per week. Our system thus had to make a choice between holding students accountable to their behavior and “suffering” statistically or not responding to student behavior and score “better”. We chose accountability. To this end, our 3rd ASAM measure tracked reading improvement for all students and reported gains on the Accelerated Reader “STAR” reading test for all long term students. The reading measure was instituted for 03/04 and as part of our Single School Plan, had set a goal of at least a .5 grade level improvement in all students who met the 90 day criteria. Given that most students test below grade level, statistically as a group they had never made grade level progress over time and had slowly slid back as they progressed over time. This assumption was proven true in the initial testing done at enrollment for all students in that the average grade level score was 8.1 with a scaled score mean of 901. Those students remaining in attendance after 90 consecutive days (n = 145) were retested and had a mean scale score of 966 equating to a grade level score of 9.0. The 04/05 school year saw similar increases in student reading levels going form a scaled score of 927 and a grade equivalent of 8.5 to a scale of 977 and a grade equivalent of 9.3. Our .9 and .8 grade level improvement scores in 90 days was in our mind a reflection of efforts staff have put in to require students to be productive and accountable to their work. To address those students who were not performing well, several efforts were made to motivate and support struggling students. An “adopt” a student process was instituted to target specific students with one-on-one staff intervention and follow-up as well as implementing a “study’-skills/tutorial” period for students needing additional assistance and/or time to complete their assignments. These systems were piloted in the spring of 2005 and will be incorporated again as need arises. The efforts of the staff and school to address the issues of attendance and credit production paid dividends as evidenced by our 04/05 ASAM report that showed an increase in attendance rates to 76% and greatly improved credit production to 90%. The analysis of school-wide data details a student population significantly behind in credits due largely to irregular patterns of attendance and a history of poor school performance. Testing indicates that the vast majority has not attained proficiency in any of the state content standard exams although significant progress has been made in the area of CAHSEE success. Observation of student behavior and analysis of credit production indicates that student success is largely impacted by poor study habits and a lack of putting education as a priority. These factors will impact our future student population in an even greater fashion as the district implements new graduation requirements for the class of 2009. For all incoming freshman in 05/06, the Roseville High School District has raised the graduation credit requirement from 220 to 260 and has eliminated academic courses that do not meet UC-CSU academic standards. Lower levels of English, non-academic science classes and math courses below Algebra 1 will no longer receive academic course credit. In addition, closing of the district Opportunity program may have an impact on the status of freshman who no longer will have this as an option. Instead the district is creating academic support classes for struggling freshman at each comprehensive site hoping that


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this intervention will allow these students to remain in the regular school. At Adelante, these changes will significantly alter our offerings and requirements. Students will need to enroll directly into an Algebra class regardless of ability, and will be supported with a Pre-Algebra class for elective credit to improve basic math understanding as needed. Completion of Algebra as quickly as possible becomes very important as the second year of math required for graduation becomes, by default, geometry as the district no longer awards math credit for courses below Algebra. The change for Adelante’s traditional population is huge, as it was only 4 years ago when we felt instituting a requirement for fractions (Benchmark 1) would be beyond many of our students. Science classes will also be affected in that district and NCLB restrictions will no longer allow us to give vocational science credits as part of our auto-shop program. Curricular changes across the district and the increased number of credits required for graduation will undoubtedly affect student transfer rates, credit and course needs and significantly impact our ability to help students “catch up” for graduation given that most are significantly deficient when they transfer to us under the current requirements.


Student Community Profile: Analysis Summary

Adelante High School Chapter 2 WASC 2006 Profile Analysis Summary

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CHAPTER 2 Student Community Profile

Overall Summary from Analysis of the Data What are the implications of the data with respect to student performance? Critical Academic Needs: After review of the Student /Community Profile including information related to transfer patterns, student performance data and school history information, the Adelante “Committee of the Whole” examined the “critical academic needs” of our students through the lens of our academic subject areas and support services. Each small group identified the over arching needs and areas of performance deficiency that characterizes our student behavior and academic patterns with that specific area. The identified needs included: English:

Poor student performance on key assessment measures: CST (STAR tests), CAHSEE District wide writing assessment data showing our students not performing to grade level

expectations (get writing assessment report from Lawrence/Brothers) 50% of students read below grade level (ASAM report at enrollment) with 50% of this

group reading at “critical intervention” level of below 6.8 grade level. Lack of fundamental student understanding of the writing “process” and “structure”

(thesis/evidence/conclusion) Lack of fundamental student understanding of basic grammar/sentence/paragraph

construction Need to address the “initial condition” of students (academic readiness) before instruction

and learning can effectively take place - (EKS skills) Social Studies:

Lack of student skills related to reading and application skills i.e. Evaluating Information/Sources, Vocabulary deficiencies related to social studies concepts or for general writing proficiency, Research skills (w/o resulting to plagiarism/cut & paste)

Lack of student Listening and Communication Skills i.e. following written/oral directions, inter/intrapersonal, peer/adult relationships & interactions, group work skills

Lack of “good student” abilities i.e. Pay attention, good attendance, time management, make-up/homework responsibility, organizational skills, note taking/study skills, MOTIVATION is often missing.

Science:

Lack of content specific vocabulary as well as basic grade-level vocabulary skills Students need to be able to create, read and analyze information from graphs/charts


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Lack of basic reading comprehension skills and specific reading “study skill” behaviors that allow student to “scan” materials for relevant information

Need to improve student sense of responsibility related to basic use and care of lab supplies and materials

Math: Student ability to grasp/learn basic math concepts is impacted by

Poor prior preparation in math – At enrollment, 60% of students unable to pass/show evidence of mastery of Math Benchmark 1.

Students lack understanding of basic math concepts and are unable to apply knowledge to application/word problems – Poor “math reading comprehension” skills

Personal factors disrupt sequenced instruction and learning that is critical to math success, i.e. Attendance, personal discipline, home life, motivation to learn or do well, work ethic, lack of student “resiliency” to try when material gets difficult, poor “student skills” related to being prepared for class/studying/having materials for learning

Support Services: (Office/Admin, Library, Day Care, Computer Lab, Activities)

Student success is impacted more by factors related to student behavioral/personal or “outside of school” issues than by academic ability i.e. Students can “do” the work, they just don’t complete the assignments Students demonstrate lack of motivation to “learn” and instead just turn in poor quality

work rather than give appropriate effort and care to assignments. Lack of motivation to “do well”/be successful in school.

Students don’t seem to know how to be “a good student” Need to help students overcome the “school is not a priority” syndrome Students do not “persist” and lack resiliency skills Poor time management skills – students procrastinate and don’t do assignments until at or

after the deadlines and due dates. Students do not “make up” work when absent. Students need encouragement in order to build confidence and give them courage to take

chances/try. Based upon the analysis of data from Part 1 of the Student/Community Profile, input from the academic departments and school services, and review of needs expressed by parents/community, the Adelante High School “Committee of the Whole” has identified the following Critical Academic Needs: Critical Academic Need #1:


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There is a need to improve the reading comprehension and written language skills of all students, with specific focus in the areas of reading comprehension/application, vocabulary, and writing across the curriculum Evidence to Support Critical Academic Need #1:

Data from all standardized measures shows significant need for improvement in ELA skills. Specific data includes: California Standards Test in ELA showing that 75% of our students are Below or Far

Below Basic 55% of 10th and 11th grade students have not passed the ELA portion of the California

High School Exit Exam 50% of our students are below the high school level on ASAM reading measures Teacher observations/student work analysis confirms that basic reading and writing skills

impact student achievement and impede mastery of the content standards in all subject matter

District-wide Writing Assessment data showing a mean score of for Adelante students as compared to a district wide average of ________

Critical Academic Need #2: There is a need to improve student understanding and application of basic mathematics principals in order to meet the expectations of the CAHSEE and enable success in Algebra and/or Geometry. Evidence to Support Critical Academic Need #2: Students coming to Adelante continue to have history of poor success in math as evidenced by:

50% of current 12th grade students have not passed Math portion of CAHSEE 60% of current 11th grade students have not passed Math portion of CAHSEE

Algebra is a significant challenge to graduation for our seniors and may cause some to have to return for a 5th year as their only remaining graduation requirement in that:

Of the 62 12th grade students “on track for graduation in June” related to total credits needed, 50% have not yet completed the Algebra requirements

90% of current 12th graders who ARE NOT “on track for graduation in June” have not yet completed the Algebra requirements

Currently, most Algebra students do not finish the requirements in a “one year” timeline primarily due to their difficulty with mathematics/history of poor math performance (student survey)


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Critical Academic Need #3: There is a need to improve the basic “school skills” of all students and to continually address the personal and behavioral factors that impede school success. Evidence to Support Critical Academic Need #2: Data to support the need to continually address student behavioral, personal and school skills issues includes:

ASAM data showing an 80% attendance rate for all students Transcript and report card analysis indicating that D/F rates continue to be a problem

supported by teacher observation that most D/F grades are a factor of incomplete/missing work rather than student inability to do the work.

ASAM data related to credit achievement indicates students are earning 72% of a available credit

CHKS data showing significant levels of at risk behavior including 45% transient rate among students, over 60% of students report recent drug/alcohol use, 45% reporting symptoms of depression.


Progress Report

Adelante High School Chapter 3 WASC 2006 Progress Report: Introduction

CHAPTER 3

Progress Report Introduction

Committee Work: The review and evaluation of the school’s progress on the 2000 WASC Action Plans and the Visiting Committee’s recommendations from the accreditation was completed based on the response from our “committee of the whole” and represented input from all staff members. The leadership team of Gary Litke, Principal, Katie Palatinus, Self-Study Coordinator, Lisa Lashley, Site Computer Technology Assistant, and Kathy McKenzie, Principal’s Secretary Registrar collected and synthesized the results of that dialogue to complete the report and their work was approved by all staff members. Process: The entire staff reviewed the recommendations from the WASC visit in 2000. Program changes were reviewed by the staff following the 00/01 and 02/03 school years for the 3rd Year Report , and again in the current accreditation process. We feel confident that we have addressed our previous action plans incorporating critical attention to the recommendations of the visiting committee. In preparation for the future an Adelante teacher and the principal were trained in the WASC FOCUS ON LEARNING format and participated in county training related to analysis of data. We have familiarized and involved the entire staff with the new self-study format in order to complete the analysis of our progress and needs for the future.

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Adelante High School Chapter 3 WASC 2006 Progress Report: Summary of Changes

CHAPTER 3

Progress Report Summary of the Major Changes to the School

The significant changes in our school and district reflect the unending commitment to processes that better serve the needs of our students and community. Our past and present efforts address the framework of the No Child Left Behind Act, school accountability and integration of the content standards for all students. The school and district believe in these concepts and the guarantee of a quality education for all of our students. We continue to support quality assessments, disaggregation of data that focuses attention on students who need additional help, that qualified teachers teach students and that Instructional Aids (Paraprofessionals) be qualified to assist in the classroom. The California State Board of Education named Adelante a Model Continuation High School in 2003. Changes in the teaching and support staff, since the last full accreditation, began with our social studies teacher and past WASC Site Coordinator, Kathi McCulla taking an administrative position out of district as we opened the 02/03 school year. Adelante acquired Cindy Jacobson as a full time teacher, filling the position left by Kathi. Cindy worked at Adelante at the end of the 99/00 school year in a temporary teaching assignment and was also part time during the 01/02 school year. Cindy was our first full time Algebra teacher beginning 02/03. Louise Jensen who had been our Family and Consumer Science (FACS) instructor and Parenting Coordinator left to be home with her infant daughter, prior to the 02/03 school year. Cindy Jacobson was able to teach a period of Parenting for our teen parents; however, we did lose the capability to offer a culinary arts curriculum when Louise left. Dexter Wold, an English and social studies teacher retired in 2004, opening a full time position for Zenia Treto, who now helps teach US History, Government, Economics, and a Personal Growth class. Zenia taught part time during the 03/04 school year as well. Anthony Papic transferred from the district’s opportunity school to join Adelante’s math department and teach Algebra full time in August of 2004. This gave Cindy Jacobson the opportunity to teach full time in the social studies department. Bernie Molloy joined the faculty in August 2006 and teaches World Studies and a section of US History. Other positions have embraced changes as well. Christine McPerson was hired in March of 2003 as a Day Care Aide. Marilyn Burt, who had been with Adelante for over 20 years as a Special Education Instructional Aide retired that same year. Jeanette Hall filled the position. Kelley Kukis also joined Adelante’s staff as an Instructional Aide in one of the computer lab classrooms in 2003. Kelley is currently working toward a teaching credential at CSUS and left to begin her student teaching. This position is now filled by Dana Happ who joined us in January, 2006. With the opening of the Adelante Library in 2004, the district approved a part time Administrative Assistant position which gave us the opportunity to hire Sarah Carstens to serve as our librarian. Also the custodial position changed in 2004 when Joe Palatinus was transferred from Roseville High School. The district has recognized Adelante’s need for additional support services and in response has assigned additional service personnel to our campus on a once per week basis. Our School

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Resource Officer, Lance Young, now is on campus one full day per week. In addition, Dr. Steve Cosby, one of our district school psychologists has now been assigned to Adelante one day per week as well. This is the first time we have had this service on other than an “on call” basis. We have also secured student service support from outside agencies that includes Social Work Intern Bridget Dean from the Roseville Police Dept. two days per week, Tom Grayson who provides a weekly “at risk” intervention program through a grant from the city of Roseville and Rebecca Keck who coordinates pregnancy prevention/group support to our female students through the Placer County Office of Education. With the passing of Measure J in November 2004, Adelante is in line to receive funding for a major renovation and upgrade of facilities. Construction of new classrooms and an office is to commence in the spring of 2006. Eventually the plan calls for a gymnasium/multi-purpose building, permanent library, and new science/technology building. A new student parking lot was completed in 2004 to handle parking needs as construction proceeds. Technology upgrades have improved the capability of technology integration in all classrooms and for support services. The computers in both our Writing Applications class and in one of our school labs were all upgraded within the last two years. In addition a school server was installed that allows teachers and students access to specific networks for saving/retrieving work from any computer on campus. The library and staff have provided another valuable resource for student learning and an increase in the availability of extra curricular activities and events. Adoption of a district wide student data management system offers more accountability and easy access of student records for students, parents, and school personnel. Students and Parents can get information related to attendance, school schedule and current class grades/assignments from any computer with internet access. During the course of the last six years, there have been major changes to education that have impacted the structure of Adelante. Algebra and passing of the CAHSEE are now state requirements for graduation. State content standards in all courses and the demands to meet the accountability measures for API and NCLB mean that our students must be held to a much higher standard than ever before. We have realigned course sequences and structures in English, Mathematics, Science and Social Studies to meet these demands and the recommendations of our previous WASC accreditation. Content Standard aligned textbooks are now regularly used in all of our CORE classes. Meeting the accountability standards requires that our assessments must ensure students are meeting these standards and that students do not complete “credit” requirements until they do. These realignments have come at a price however. We were forced to disband our FACS department in order to hire an Algebra teacher who met NCLB requirements. The English restructuring required that our construction class be put on hold in order to allow enough sections of the Writing and Reading Analysis classes to meet student needs. Algebra and the exit exam have made our Math Benchmark processes unnecessary. The intent of the Benchmark process is now met through the exit exam and our math remediation/pre algebra programs are geared to meeting this requirement.

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Student support services through technology have been expanded to include several on-line tutorials for remediation/extra practice. We have broadened our parent/community involvement programs to include a Multi-Cultural evening event and a career program that involves the Roseville Chamber of Commerce and their Leadership Class program to provide lunchtime workshops to address student employment needs/education and a comprehensive Career Fair for Adelante students each Spring. NCLB requirements for all teachers have been met, but have necessitated that our RSP program be realigned as a tutorial/support program rather than serve as direct subject matter instruction. The Special Education teacher works with the student to meet the same requirements as all other students, but can modify or adapt assignments/assessments to meet the needs of the students. The Senior Project components of English 12 were modified given the competing demands of finishing Algebra and the district abandonment of the Project/Presentation/Portfolio (P3) program. Success High School, the district Opportunity Program, was closed at the beginning of the 05/06 school year. The comprehensive high schools have been asked to address the needs of at risk/behavior problem 9th graders with onsite programs/services. We are unsure at this time what impacts this will have on our future transfer rates as these students are not eligible to attend Adelante until next year as we do not usually consider a transfer of a student until the sophomore year unless there is extraordinary circumstance. Adelante has been using a modified school calendar since 1995. In between some of our six-grading periods we have designated breaks. The teaching staff is not scheduled to work during these days, as these breaks are a realignment of the summer vacation schedule. Students have the opportunity (hence the acronym SOD days) during these breaks to earn school credit by participating in school related activities or in community service activities. Our registration process for ongoing students has been streamlined to ensure less time out of class for students completing their course selections each six weeks.

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Adelante High School Chapter 3 WASC 2006 Progress Report: Action Plans

CHAPTER 3

Progress Report Accomplishment of Each School-wide Action Plan

ACTION PLAN 1 – Develop comprehensive Personal Learning Plans and school-wide portfolios to be used as a basis for course selection, exploration of future options, and enable students to assess, accomplish and document the expected school-wide learning results. Progress: CORE academic alignments have been incorporated into the student’s “personalized learning plan (PLP)” (Appendix). The plan is developed with the student and parent upon enrollment and is updated each six-weeks based on student progress. The PLP includes student credit accomplishment, an achievement goal for each grading period, specific student vocational/career goals and ongoing testing information. During our 02/03 school year “program review” staff members identified targeted remedial and ELA content standard achievement as a critical area for student success, not only on the CAHSEE but also in the other course work as well. To that end the PLP has become a developing tool to define academic needs/goals and to monitor student achievement and growth. The PLP was expanded in the 03/04 school year to include a “prescriptive” assignment of student course work within our ELA curriculum based on site and state testing information. Students are placed into our ELA “skill-based” courses specific to the remediation and content standard needs identified in their CAHSEE results and our site based assessment. Progress in each of these prescriptive areas will be monitored through individual teacher assessment/credit accomplishment, our site testing processes and ongoing CAHSEE results. To help students document their ongoing improvement and learning, an ongoing portfolio of “best work” is kept in the counseling office. Test results, ongoing writing samples, and other examples of student learning and preparation are regularly added to highlight student academic achievement and career preparation. The Special Education department uses a “Workability Specialist” to help develop career skills and opportunities. This provides a full compliment of resume writing, filling out applications, job shadowing, interviewing, and job placement experiences for many students. Other departments are implementing career elements into their classrooms by requiring students to write essays on careers, displaying posters that show career and real world experiences which require the skills taught in math, inviting guest speakers from a multitude of professions to share job opportunities and requirements related to specific fields of study, having adults from the community working in the wood shop to model woodworking techniques and assist in student projects, and providing field trips to local and regional business so that students can see people at work and products or services they provide. Seniors fulfill a required unit on careers by researching “E-Choices” and creating a power point for a formal presentation to a panel of teachers, peers, administrators and staff of their choice. The library has collected information and resources about careers, vocations, and education that students have access to and the opportunity to check out for further

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exploration. The district provides students the opportunity to earn credit through an Occupation Work Experience (OWE) program. The coordinator visits campus on Fridays to interview and advise students on how to best utilize the program. Bulletin boards on campus have job listings posted on a regular basis to help keep students aware of up-to-date job and career opportunities. During the 01/02 school year, the students in a Peer Helping class partnered with the Roseville Chamber of Commerce Leadership Class to bring the first career campaign and fair to the campus. The students worked closely with 20 community leaders to help coordinate the events, conduct ongoing student career workshops during the spring grading periods and fair and host over 30 businesses at the fair. This partnership with the Chamber of Commerce has continued since the 01/02 school year with our fifth annual career campaign and fair plans in process. Each year a new group of 20 local professionals are selected to be a part of the Chamber Leadership Class. The amount of public support and change in perception about Adelante High School that this partnership has afforded us has been tremendous. Internships, job shadowing and career network opportunities have been a major outgrowth of this partnership, benefiting all members of the school community. Students are introduced to Adelante technology expectations and procedures as part of their Orientation class. Students are instructed in the use of our computer lab and instructed as necessary in basic word processing, internet research and “power point” skills. As part of the instructional process in our technology classes, students build specific vocational and college readiness technology skills by earning “proficiency certificates” at various levels in word processing, spreadsheet, data base, presentation, and desk-top publishing. These skill certificates become part of the student’s ongoing portfolio. Resumes, sample application forms, cover letters, job shadowing, community service experiences can all be documented and included in the portfolio. ACTION PLAN 2 – Establish a school library. Progress: This facility has been an improvement target over the last four years. A temporary site was established in the office during the 02/03 school year as we began to gather materials. A portable building was added to our campus during the fall of 2003 to be used as our library and was operational for a Grand Opening in February 2004. In November 2004 a school bond was passed in which a new facilities plan includes a new, larger building that will eventually be our permanent library. A site “library team” has overseen the development of the concept to best meet the needs of the school and has included teachers, students and community members. Team members participated in workshops, attended presentations, and visited other district libraries and a city library. Staff and students contributed ideas and requests through group discussions, surveys and questionnaires.

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The Roseville Rotary Club chose the Adelante Library as one of their Centennial Project endeavors. They were involved in obtaining books, helping with book inventory and processing, moving furniture, shelving books, assisting students, and continue to offer services resources as the library expands. Several other non-profit groups such as the Kiwanis club, individual parents, staff and community members also donated books. The Roseville Chamber of Commerce Leadership Teams have donated “favorite or inspirational” books on an individual basis for each of the 4 years (2001-2005) that they have partnered with Adelante in planning a career campaign and fair. An initial grant of $20,000.00 afforded the initial purchase of furniture, some technology equipment, and recommended books. Library technology needs have been included in school-wide technology budget requests and for the most part have been granted. There are 5 student computers and 1 staff computer with appropriate operating systems, Internet access and software for library use. Additional money available for library purchases include for the 03/04 school year $5000.00, and in 04/05 $500.00. The Adelante Peer Helping class co-sponsored with the Roseville Rotary Club a “Breakfast for Books” fundraising event in October 2002. The class purchased bean bag chairs, plants, a stereo, and art work for the library with the profits from the event. Sarah Carstens, hired in August of 2003 as an Administrative Assistant to operate and manage the library, has been available to assist students daily from 7:30 a.m. to 1:30 p.m. Teachers have access to the library at any time. Janie Heath, a parent volunteer, provided valuable support in not only preparing for the Grand Opening in Feb. 2004, but continued to work with Sarah on a regular basis throughout the rest of the 2004 school year. Members of the Roseville Rotary Club often volunteer on special occasions or as needed. Sarah has incorporated a variety of additional special events and activities into the library schedule and scheme. She has organized poetry contests, reading contests, art contests, chess tournaments, special musical artist days, and movies during lunch. Incorporated in the original library floor plan was a children’s section for use by the students in the parenting class and their children. We have since had to move the furniture to the day care class due to a need for more shelving space. Some of the children’s books are still available in library and others are located in the day care classroom. Sarah developed a library use policy that all new students receive during a library visit and tour in an Orientation Class. Individual students and small groups are given instructions and provided information about library resources as needed. The library use policy is posted. At various times during the school year teachers have held classes in the library. Sarah reports to staff regularly about how students are using the library. Sarah relies on recommendations from the staff to support her ongoing efforts to expand the library as a valuable school resource. Both district committees and several community groups also often use the library for after school meetings. Senior students give formal PowerPoint presentations in the library. Alternative School Accountability Measures (ASAM) were instituted for all continuation schools beginning in the 01/02 school year. For 03/04 the ASAM requires specific testing in reading and/or writing

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at a minimum of every 90 days. The STAR test is an approved instrument that Sarah administers in the library for all new students and organizes time schedules for retesting. ACTION PLAN 3 – Ensure school safety through involvement of parents, students, and community input. Progress: Through parent surveys, student surveys, and staff meetings safety needs and concerns at Adelante High School are continuously scrutinized. As a school we strive to maintain a “family atmosphere” and believe that our campus reflects this cultural perspective. However, in light of school and community violence nationwide, we are keenly aware of the need to be consistently vigilant and proactive. It is our belief that school climate is the critical element in school safety and contributes directly to student learning and achievement. In that regard all staff at Adelante High School work hard to maintain positive and nurturing relationships with students. Our annual parent survey has confirmed that this is a major part of Adelante’s success with students. Over 95%, or 48 out of 50 parent respondents in our 05/06 survey, agreed that the Adelante staff “treats students with respect and dignity”. In addition, 83%, or 43/50 parents reported that “Adelante has been a better experience for my child than his/her previous high school(s)”, with the other 15% responding that we were “still about the same”. As a result the school climate at Adelante has consistently been one that promotes a student’s sense of belonging thus leading to a very safe campus. The school has several communication systems in place that provide for an informed staff. Weekly staff meetings, bi-weekly student review meetings, informal collaboration, email, and site leadership “open door policy” allow us to continually examine what we do and what we need to do to deal with the isolated conflicts and other safety related issues that do occur. We have developed a number of external partnerships, internal controls, processes, formal response mechanisms and curriculum that address safety concerns on campus. Our Peer Helper’s class took the lead in this area in 00/01 with a school-wide student “safety” survey to gather feedback from students on perceptions of school safety and needs with campus wide events were planned in response to the survey information. In 01/02 the Peer Helpers research methodologies for preventing school violence and established a Students Against Violence Everywhere (SAVE) charter. As part of this research, the students and their advisor wrote a safe school grant for additional school activities. The grant application highlighted the need for community involvement and participation as a key ingredient of a safe campus. To this end, the students partnered with the Roseville Chamber of Commerce and Roseville Project Leadership to bring the first career campaign and fair to the campus. This annual event has enabled staff and students to develop a number of external partnerships and relationships that help students acquire a sense of belonging not only to the campus community but with the Roseville community at large. Students feel valued and this in turn has a positive impact on school performance.

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The nature of our school and student population lends itself to having to deal with social and personal issues that sometimes include inappropriate behavior, violent episodes, gangs, or drugs. To address this reality, the Adelante staff has participated in a “hostage training” program presented by the Roseville Police Department, yearly CPR and First Aid trainings and certification, and “gang” up dates by Roseville PD. Teachers attend conferences to gain a better understanding of the population we serve. Teachers have participated in an annual At Risk conference through CSUS. Our CORE (Campus Outreach for Referral & Evaluation) Team attends the Asilomar Opportunities conference providing the latest research. Placer County Office of Education offered a “Breakthrough Strategies for Troubled Youth” two day conference in Jan 04 that four staff participated in. The district provides workshops for suicide and stress management that students and staff are invited to. The staff spends valuable time reviewing and updating yearly our “crisis response” plan. It has been a long-term belief that having our Youth Services Officer on campus on a more regular basis was a critical safety issue. Currently Officer Lance Young is assigned to Adelante for a full day and is available when called for emergencies. Officer Young spends time with the students during lunch, visits classrooms as a guest speaker, works in an office easily accessible to students, and wanders through the campus in between classes. He is well liked by students and staff. For every practiced fire and lock down drill there is a debriefing and opportunity for improving procedures and practices. Maps for evacuation are posted in each classroom. Emergency phone numbers are posted. A plan for the special circumstances regarding our infants and their parents has been made and is shared and practiced with them. Specific local sites have been established for gathering places in case of school-wide evacuations. The crisis response teams that have been established meet to evaluate and fully understand their tasks in case of a crisis. The Peer Helping or Leadership class continues to represent the student body as a student safety team. Each year the class reviews the most recent Healthy Kids Survey and identifies one or more areas of concern. Students have participated in district wide mediation training and have attended a state conference for peer counselors. Each summer one or two students are selected as school representatives to attend the Rotary RYLA Leadership conference for a week at Lake Tahoe. One activity develop by the Peer Helping class was to have a contest to increase school-wide knowledge about our Crisis Response Plan. Students had to answers questions related to fire drills, lock down drills, evacuations, the crisis response team member tasks, etc. The leadership class writes and distributes student surveys when appropriate. Evidence continues to support the efforts of the leadership class to continue the immense undertaking of organizing the annual career campaign and fair. Adelante’s school safety plan was compiled with parent and community input. The Roseville Police Department, Fire and utility company are involved in the review and any revisions to be incorporated into the crisis response binders. Each classroom has an emergency supply box and our district nurse furnishes each classroom with an additional basic first aid box.

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With the passing of the school bond in Nov. 2004 Adelante will experience a full renovation of the campus, replacing portable buildings with permanent structures. Safety is always a main concern as plans for the construction and ultimately the new campus proceeds. The establishment of a school/community environment that is physically and emotionally safe, well disciplined, and conducive to learning is the foundation for grant writing to support targeted programs on campus. Funding for the career fair has been through the chamber leadership class donations and district allocated Carl Perkins funds. Annual Multicultural Nights, Cinco de Mayo celebrations, the Ballet Folklorico program are all partially funded through a “California Safe School” grant as well as Placer County Health and Human Services “Strengths and Assets” grants, the City of Roseville Citizen’s Benefit Funds, Sure West, John L. Sullivan, Gibson & Gibson Attorneys at Law, Sacramento Hispanic Chamber of Commerce, Denio’s Farmers market, H.E.A.R. (Hispanic Empowerment Association, Roseville), Kiwanis Club, and Dairy Foundation. The parenting program received grant money from Sutter Health for additional counseling, health education, nutrition and general child safety training. ACTION PLAN 4 – Continue to explore strategies that encourage parent and community involvement related to on-campus activities, internships, Regional occupational programs, and job shadowing. Progress: The staff and parents share a mutual responsibility for improving student achievement. The involvement of parents and community in the schools promotes higher grades and test scores, better attendance and more of a “sense of community”. Upon registration school administrators initiate a two-way, meaningful communication between home and school; provide a welcoming atmosphere for parents and actively solicit parent support through a “Parent Survey” that parents fill out at registration. This survey inquires about willingness and availability to participate within the activities of the school and seeks possible avenues for student job shadowing opportunities at the parent’s place of employment. These surveys are available for teacher/administrator reference. The school hosts an annual “Back to School Night” with an accompanying “Parent Forum”. Parents are encouraged to be part of school or district committees, which help guide our educational direction. Adelante has long been set up with networks, and post important events via announcements, bulletins, our own web site, and via email. The general community can easily link to our web site, be informed and know that they’re invited to events. The school district adopted an AERIES Windows-based student information system from Eagle Software. Aeries features include: student data, attendance, online access and browser interface, grade reporting/transcripts, scheduling, testing/assessment, medical, district integration, and government reports. With respect to communication to the parents, as of March ’05 parents have easy access to the database, and are well informed about what’s going on with their student.

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Other means of communication include a Principals newsletter, Student published newsletters (both of which are mailed home with report cards), individual telephone calls, and networking via email with community and parents alike. Seniors and their families are invited to a “Spaghetti Night” at which families are reminded about graduation requirements, the importance of tracking progress toward graduation, general academic and behavioral responsibilities of the seniors, scholarship opportunities, etc. Business/communication participation is actively sought and encouraged in partnership roles within the school. We have developed an extensive group of representatives from all aspects of business and community who work with the school and our students.

The leadership class partners with the Roseville Chamber of Commerce, Roseville Rotary, and Heald college

The Ballet Folklorico program partners with other schools, the City of Roseville, Placer County Health & Human Resources, Sure West, John L. Sullivan

The Library partners with Rotary & Kiwanis The Science department partners with the Roseville Shade Tree Program, UC Davis, Dry

Creek Conservancy, and ECORP (environmental consulting agency) The Wood Shop partners with Sun City Residents and Sierra Pines The Auto Shop partners with L&M Enterprises for internship opportunity The Social Studies department partners with Placer County Probation Peer Court

program The parenting and day care programs partner with Cal Learn and TAPP (Teenage

Pregnancy and Parenting Program) Adelante participates each year in the community sponsored Christmas Basket program English department partners with Rotary Clubs providing students opportunity to enter

speech contests The Bonsai club partners with Matsuda Landscape and Nursery

ACTION PLAN 5 – Continue to develop authentic assessment rubrics in reading, writing, listening, speaking, and problem solving in all the curriculum areas. Progress: It was the feeling of the staff that these issues should be examined and developed with regard to the changes in educational practices and expectations in California. Specifically the implementation of the state content standards, the California High School Exit Exam (CAHSEE), the state requirement for all students to pass Algebra (2004) and the implementation of the Alternative School Accountability Measures (ASAM), were significant factors facing Adelante High School as we began to address our WASC recommendations, and defined major changes in the expectations and curriculum for our students and school. Staff training related to the content standards, strategies for inclusion and in-service regarding best practices to help our students

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reach these targets was a priority before we could adequately and appropriately address the recommendations, given the needs of our student population. As such all staff members have participated in the following trainings over the last five years: 00/01 School Year:

Whole-staff review of state content standards by department. Departmental analysis of current standard alignment (“hits and misses”) and development

of “process recommendations”, direction/timelines for implementation. Training in “Content Standard Mapping” to help teachers align courses with required

standards and completion of course “map”. 01/02 School Year:

6 + 1 Writing Traits CAHSEE standards requirements “Atlas Rubicon” Content Standard Mapping tool SkillsTutor – online instructional support Intel-Teach to the Future

02/03 School Year:

Reading Strategies for Struggling Readers Assessment Literacy – R. Stiggins Visitation to area continuation schools to exam other “best practices”. School-wide “program review” to analyze needs/alignments

03/04 School Year:

Renaissance training in STAR testing – Reading program PASCO- Scientific Assessment Literacy GIS in the Classroom

04/05 School Year:

Data Driven Dialogue Aeries training Classroom Instruction That Works Assessment Literacy

The work done during the 00/01 school year was primarily to set the stage for progressive changes to program structure, course alignments and requirements. Individual departments worked together to formulate implementation plans for the 01/02 school year. Those changes focused on curriculum alignment and processes for curriculum articulation. Given that some departments or courses are taught by only one person and that students move in and out of courses every six weeks to accommodate transfers into the program, articulation of the instruction related to the specific content standards is our most challenging program realignment. In this

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regard, “articulation” for our program refers to instructional progression within a given course as well as between grade levels. To assist us with this process, Adelante has had teacher representation on the district articulation teams in the areas of English/Language Arts, Science and Math. In 01/02, processes were established for Science and for US History to begin the incorporation of the WASC recommendations. In Science specific course requirements were instituted for Integrated, Life and Physical Science. Course credit was linked to content standard specific exams and/or projects in each area in order to facilitate monitoring of assessment/achievement in our one teacher science department. The social studies department decided to target the junior year US History class for initial articulation and alignment as most students who transfer to our program are 11th grade students. Our three social studies teachers analyzed the state standards for the course, and divided the content into three thematic units; Political/Economic issues, Social/Cultural issues, and Foreign Relations/Wars. Specific content assignments and assessments were developed related to the issues, and all students must complete the course work for each thematic unit. To add “rigor and higher order thinking skills” to our curriculum for all students, a US History Project component was added to address the WASC recommendations and served as a vehicle to begin incorporation of our Action Plan related to course/project rubric development. The project requires a research paper addressing a thesis of the students choice in an area of US History that most interests them. All students must complete the research paper in order to complete the US History course requirements. ELA standards for MLA referencing were incorporated into the research paper to support this content standard in a cross curricular fashion. Over the course of the last six years, the mathematics department has focused on two primary areas: curriculum alignment to match the content standards addressed in the CAHSEE, which also prepares students for Algebra, and completion of Algebra. To address these needs the math department developed a series of “benchmark” exams tied to initial math understanding and the math applications required in the exit exam. In 00/01, all graduates were required to pass benchmark 1 in order to receive a diploma. In 01/02, benchmark 2 was added to the requirements and during 02/03 graduates were required to pass benchmarks 1, 2 and 3. To address the state requirement for mastery of 10 credits Algebra and address the need of students wishing to progress in mathematics, a part-time teacher with a math credential was added to our staff in 02/03. In 2004 the position was changed to full time. Thus, in order for Adelante students to satisfy state/district/site math requirements in 03/04, they had to complete the district approved Algebra course. In 05/06 the math department dropped the benchmark requirement because it was being covered by the CAHSEE. The district adoption of a requirement of 10 credits beyond Algebra for the class of 2009 has caused us to start planning for the possible hiring of another math teacher. In light of the significant math deficiencies noted in our student population as part of our WASC self study, this articulated process through the math

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content, CAHSEE, and district requirements represent a monumental shift in the mathematic rigor and expectations for our students. Like the social studies department, the English teachers have focused on initial alignment and articulation of curriculum for the junior year. The ELA standards for the CAHSEE were reviewed and “skill-based” course requirements were developed for Mechanics (Grammar class) and Writing (employing the 6 + 1 Writing Traits). Specific assessment/achievement targets were developed in each course and tied to rubrics to measure student achievement. The writing rubric related to the 6 + 1 Writing Traits is incorporated into social studies projects for US History and World History. ELA standards for correspondence and business letter applications have been in place in our technology based Writing Applications course, and although not specifically tested on the CAHSEE, course requirement were included in our junior year articulation alignment in that this directly supports the Writing requirements of the exit exam and the vocational needs of our students after high school. A district wide rubric is used to assess student writing. English teachers representing all the schools in the district meet as a committee and use this rubric to assess writing proficiency of all district students. This significant “ratcheting up” of instruction and expectations has had profound impacts in all classes. The traditional credit for “productive hour” for continuation schools no longer defines progress. Instead performance, quality and assessments determine student achievement and progress. Adelante teachers are using rubrics to evaluate more objectively and consistently. Rubrics are used to define how work will be evaluated and what is expected. Teachers are finding that rubrics enhance critical thinking and provide useful feedback. The rubrics being used provide benchmarks or “small chunks” of knowledge or skills which students find more accessible. ACTION PLAN 6 – Remediate student deficiencies in reading and writing. Progress:

Site based testing to address the WASC recommendation was instituted for all students in the 00/01 school year using the California Test of Basic Skills. The test was administered to all new students as part of their Orientation class and results made available to each staff member through a “Student Data List” (SDL). The STAR test is an approved instrument that has been used school-wide in place of the CTBS beginning since 03/04. As part of this assessment program, students are tested each six weeks using the Accelerated Reader electronic STAR reading test. Results are recorded on the SDL which is updated regularly in response to course/standards completion, and testing information from our Math Benchmarks and Reading Comprehension assessments. The SDL is sent electronically to each staff member. Parents of all new students are sent a letter detailing their student’s score and given ideas on how reading can be encouraged at home.

Analysis of our student testing data continues to show a significant gap for many students in their reading comprehension level and grade level placement. To address this English and Special Education Teachers were trained in the Accelerated Reader program and a specific “Lit Lab”

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course developed for students with reading ability at or below the 6.8th grade level. Adelante added the Accelerated Reader program during the 00/01 school year. In addition, reading achievement has been further addressed through addition of “Reading Analysis” and literature components in place since 03/04. Placement of students into these components is tied to our site testing processes as well as CAHSEE results.

The Alternative School Accountability Measures (ASAM) was instituted for all continuation schools beginning in the 01/02 school year. For 03/04 the ASAM required specific testing in reading and/or writing at a minimum of every 90 days. Reading teachers also do pre/post testing for those students who are in the reading classes to document learning. Our testing processes have been revised in order to test all entering students prior to assignment of their class schedule at AHS and include the STAR Reading test, a writing sample and a mathematics achievement test. This ensures that students are placed in the correct classes or remedial programs in order to support academic success and CAHSEE preparation. This test/assessment results has been incorporated into the student’s PLP and the Student Data List so that both student and teacher are aware of academic needs and progress All teachers were trained in 6+1 Writing Traits program with the intent to incorporate writing across the curriculum. The district adopted Holt English texts and material to be used district wide. The “district writing rubric” is used in all English classes. District prompts are used for this purpose. Beginning in 2004 all students in English classes submit student work to be assessed by three different district English teachers. The Holt program includes an online writing rubric. Students use this to practice their writing in order to become proficient and meet the English standards. ACTION PLAN 7 – Develop standards for school-wide assessment of student’s technology/computer skills including, hardware, software, and operating systems based on real world requirements for college and vocational entry-level positions. Progress: Adelante has a site technology team that meets annually to update the site technology plan in order to reflect current needs, direction and expertise. Our site computer technology assistant, Lisa Lashley, is trained and qualified to assist the other team members in creating a priority list to present to the district technology team for consideration during the Budget Development Meeting. The district also provides an annual technology budget (general fund money) based on enrollment that is to be used for technology operation, repair and maintenance costs. Adelante is fortunate to be able to provide and maintain three computer labs for student use and an English classroom with 12 computers for student use. Room 17 houses 17 student computers and was an addition to the campus in 2001. Classroom teachers and students who do not require the support of a lab assistant visit this facility on a period-by-period basis. Room 4 received 18 new Dell sx280s in the summer of 2004. Lisa Lashley works in this lab and provides teachers

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with training and mentoring activities related to technology integration. Teachers sign up to use this lab or Room 17. Room 12 was upgraded in 2003 when nearly all the Macs were replaced with Dell sx270s. A certified teacher, Dee Olson, teaches Writing Projects, Senior Project and basic technology skills here, where students regularly use a word processor, presentation software and web browsers. All staff now has a Dell sx270 or sx280 computer, a DeskJet or personal laser printer, Windows 2000 or XP and Office 2003 in their classrooms. Most teachers have one or more “student computers” in their classrooms. Computer based technology has been integrated into nearly all classroom curriculum to support learning activities. The Writing Application classes are aligned with English and technology standards. Students receive certificates of completion developed for specific skills. These certificates are placed in the student portfolio in the office. The Writing Projects class is a component in the 9th/10th grade English course work requirements. It is an optional class for the 11th/12th grade course work. Teachers and staff regularly use the Microsoft Office Suite for email, word processing, presentations and spreadsheets. They also use the web browser for internet research and the online student data management software (Aeries). In most classes, students produce work with Microsoft Word or PowerPoint. English writing classes also use the Holt Online Writing Assessment Program and SkillsTutor. Social Studies students use the internet for research projects and use GIS in the classroom curriculum. The Science teacher creates assignments for students that use Pasco Probeware, Microsoft Excel for tables and graphs, a digital camera and photo software, a scanner, and internet research. The Algebra teacher uses SkillsTutor and other math tutoring programs. The auto shop instructor has the Mitchell OnDemand auto repair manuals installed on one computer and instructs students in their use. Orientation requires a PowerPoint presentation, introduces students to the Holt Online writing rubric and familiarizes students to the school web site and network capabilities developed for convenience, safety, and efficiency. Recently a teacher and administrator took a class on media production with digital video. Adelante acquired the hardware and software needed to offer this as a class for students. The Art teacher advises the Yearbook class and uses the digital camera and receives technical and user support from Lisa. Currently, training occurs on an “as needed” basis. Lisa Lashley is available to assist with most training for activities addressing technology integration. Kathy McKenzie, our principal’s secretary, has been trained in AERIES and is able to assist teachers when needed. The district has a “Help” line where someone is available to answer questions at anytime during the day. Adelante shares an on-call district Computer Technician with another campus.

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Self-Study Findings

Adelante High School Chapter 4 WASC 2006 Self-Study: Overview

CHAPTER 4

Self-Study Findings Process Overview

We began our initial discussions and program review in January of 2005 in order to fully address the WASC criteria and examine the strength and areas of concern of our school. Adelante has modified Friday class schedules, so that students are finished around noon. This allows staff time for in-service opportunities, collaboration time, curriculum writing, or individualized student instruction. We used this opportunity to also work on our “WASC TASKS” either to meet as a committee of the whole (COW), in small groups, as teams, or work independently when appropriate. We agreed that the self-study process would be most valuable if we reviewed the recommendations of the visiting committee from 2000 as a “committee-of the-whole”. We agreed to form small committees to work on the criteria for each of the five focus groups. Teams of department members and other support staff agreed to work on developing ideas for Critical Academic Needs. Teachers made recommendations and students attended meetings in order to form the student group. Parents who had shown an interest in working with Adelante were invited to evening Parent Group meetings. Community members that have worked with us in the past were asked to read and comment on report drafts and were invited to participate in “WASC TASK” meetings on Fridays. District office personnel and a board member met with the entire staff during some of the Friday meetings. We agreed that open discussion, input from all staff members and trust in each other, would be necessary to mitigate the impacts of our diverse strategies. We recognized that a significant strength of our school staff is our diversity. Our different approaches and personalities define the school’s ability to reach each and every student and provide the means for achieving the mission of the school. Working on the recommendations from the visiting committee first gave us the opportunity to work on material that we were familiar with and to introduce some of our new staff members to our philosophy of continuous improvement. Often, we found that in reviewing the progress we made on our 2000 Action Plans, our dialogues became the catalyst for thinking about future programmatic revision, process development and innovative change to meet what is to come down the road. In the spring of 2005, the Focus Group Committees were formed. Staff volunteered to work on the committee of their choice. Committees met initially to review the criteria set forth by the WASC process. In the fall of 2005 committee members began to solicit, from the rest of the staff, information and evidence that was pertinent to their particular Focus Group topics. The committees spent several weeks compiling the input they received, presented rough drafts to the committee of the whole for editing and finally prepared a draft for final revision early in 2006.

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Adelante High School Chapter 4 WASC 2006 Self-Study: Focus Group A

Focus Group Category A

Organization: Vision and Purpose, Governance, Leadership and Staff and Resources

A1a. To what extent does the school have a clearly stated vision or purpose based on its

student needs, current educational research and the belief that all students can achieve at high levels?

A1b. To what extent is the school’s purpose supported by the governing board and the

central administration and further defined by expected school-wide learning results and the academic standards?

A2a. To what extent does the governing board have policies and bylaws that are aligned

with the school’s purpose and support the achievement of the expected school-wide learning results and academic standards based on data-driven instructional decisions for the school?

A2b. To what extent does the governing board delegate implementation of these policies to

the professional staff? A2c. To what extent does the governing board regularly monitor results and approve the

single school-wide action plan and its relationship to the Local Educational Association plan?

A3a. To what extent based on student achievement data, does the school leadership and

staff make decisions and initiate activities that focus on all students achieving the expected school-wide learning results and academic standards?

A3b. To what extent do the school leadership and staff annually monitor and refine the

single school-wide action plan based on analysis of data to ensure alignment with student needs?

A4. To what extent does a qualified staff facilitate achievement of the academic standards

and the expected school-wide learning results through a system of preparation, induction and ongoing professional development?

A5. To what extent are leadership and staff involved in ongoing research or data-based

correlated professional development that focuses on identified student learning needs?

A6. To what extent are human, material, physical, and financial resources sufficient and

utilized effectively and appropriately in accordance with the legal intent of the program to support students in accomplishing the academic standards and the expected school-wide learning results?

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A1a. To what extent does the school have a clearly stated vision or purpose based on its student needs, current educational research and the belief that all students can achieve at high levels?

A1b. To what extent is the school’s purpose supported by the governing board and the

central administration and further defined by expected school-wide learning results and the academic standards?

Adelante’s Mission Statement was adopted in conjunction with our district statements of Essential Knowledge and Skills (EKS), which were subsequently adopted as our Expected School -wide Learning Results (ESLR) for our 2000 accreditation. The district EKSs were developed after a two year study of the needs of parents, community, business and higher education as to what they believed every student “should know and be able to do” after high school graduation. The statements were modeled after the US. Dept. of Labor Secretary's Commission on Achieving Necessary Skills (SCANS) and they remain Adelante’s ESLRs. The Adelante staff is committed to the belief that the purpose of high school is to prepare a student for “what comes next”, whether that is a career or further education. We believe that each student needs to establish his/her own individual educational goals and that it is our mission to provide the opportunities, instruction and guidance to help achieve those goals. As such, our mission statement reflects our individual approach to our students and their goals for the future: Adelante Mission Statement: It is the mission of Adelante High School to provide a supportive, structured education designed to assist those students who want or need an alternative to the traditional high school setting. We encourage our students to develop an educational purpose and to prepare for the adult roles and responsibilities they will assume in the future. Our site mission statement is similarly reflective of the district mission and guiding principals: District Mission Statement: The Roseville Joint Union High School District will provide all students with a rigorous and relevant education designed to give them the opportunity to acquire, apply and practice the knowledge, skills and behaviors needed to fulfill their adult roles and responsibilities in the twenty-first century. District Guiding Principles: The Roseville Joint Union High School District is committed to the following guiding principles:

Students are the center of everything we do. Our district will change and adapt to best serve our students.

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Students will experience in school what they are likely to experience after graduation through work that requires them to solve problems and to apply learned skills and behaviors in real-life situations.

Students will be guided and supported by valued staff members, who seek, develop, and implement successful practices and innovative ideas.

Students will be served through a process of continuous assessment and improvement that requires and values the active participation and contributions of students, parents, staff and other stakeholders.

Students will be provided with a safe and supportive learning environment that involves the active participation of the educational staff, students, parents, and community members.

Students will be served through the continuous improvement of communications and working relationships with all district customers.

Our mission statement reflects our belief that Adelante can help each student achieve their individual goals, but is also cognizant of our student profile data and the reality many face when they come to our school. California Healthy Kids Survey (CHKS) data shows that our students need significant support personally and behaviorally in addition to their academic needs and as a result have gotten far behind in their educational progress. Because of this, some may have to consider options that do not include graduation from high school. It is our belief that by helping students meet our EKSs/ESLRs they will be better prepared to meet the challenges of employment or further education even if they do not receive a diploma. The needs of our students are evaluated individually at enrollment and a program is developed to help each student achieve his/her goals. The California Education Code mandates continuation schools to have a vocational emphasis, small class sizes and provide intensive counseling services. Our district, parents and constituent groups support our mission to serve the diverse needs of our students in ways that help them become better students, citizens and adults. Currently the school is working with the District on a vocational certificate that would allow students to participate in the “graduation ceremony.” Our mission statement is reviewed yearly with parents at our “Back to School” nights and is distributed as part of our Student Handbook and Parent/Visitor Guide and is posted on our web site and throughout the campus. The mission statement is reviewed yearly in response to our Parent Compact in which we ask parents to define for us what they believe is the “purpose of high school.”

“To prepare my child for his future as an adult, to give basic fundamentals for a successful life”

“To prepare children to become successful adults” “To fulfill your dreams” “To build a knowledgeable self reliant adult, who has something to offer”

Adelante High School is an integral part of the district “team” approach to educating all students and helping them achieve high standards to the best of their ability. Two Adelante staff members

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are part of the district Continuous Improvement and Leadership Team (CILT), which seeks to identify the educational research and data supporting what critical academic skills and behaviors are needed by graduates to meet career and workforce demands. This group is comprised of district staff, board members, parents, teachers and administrators from all schools in the district. The Adelante Mission Statement supports the belief that we need to help each individual student achieve his/her personal educational purpose. This philosophy will take on even greater significance given the changes to the district graduation requirements resulting from the recommendations of the CILT team. Two of our staff are also members of the District Integration Team that examines instructional issues or district wide restructuring plans. Throughout the district teachers felt the need to create a “Faculty Senate” in 2005. The purpose of this group is to have a process in place for discussion of non union issues and the opportunity to make formal recommendations to leadership at individual school sites as well as to the district office and to board of directors. Two Adelante High teachers are representatives at the district level and another is a member of the site Senate group. The principal meets with the superintendent once per month as part of the Principal’s team with the comprehensive high school administrators and once per month as part of the Alternative Administrator team meeting. In addition, the principal is part of the district Leadership Team that meets twice per month with the superintendent, assistant superintendents, district program directors and all the principals. Adelante was recognized by the California Department of Education as a “Model Continuation School” in 1991, 1998, and 2003. Evidence:

Student Enrollment Interview Back to School Presentations Student Handbook Parent/Visitor Guide School Web Site District Web Site School Accountability Report Card (SARC) School Site Plan (Single Plan for School Achievement) Parent Compact Parent Satisfaction Survey Principal Team Alternative School Admin Team Leadership Team CILT Team Integration Team Faculty Senate CSEA Negotiation Team RSEA Negotiation Team/Treasurer District Technology Team

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A2a. To what extent does the governing board have policies and bylaws that are aligned with the school’s purpose and support the achievement of the expected school-wide learning results and academic standards based on data-driven instructional decisions for the school?

A2b. To what extent does the governing board delegate implementation of these policies

to the professional staff? A2c. To what extent does the governing board regularly monitor results and approve

the single school-wide action plan and its relationship to the Local Educational Association plan?

The district governing Board has long been a supporter of Adelante High School and the needs of the students within our program. As such, policies and procedures are in place that support our alternative schools and the needs of our students. Proposed changes to the district graduation requirements may require Adelante to provide more varied options for students and the site administration is working closely with the superintendent to exam our future direction and offerings to students who are unable to meet the expectations for graduation. Evidence:

Board Policy 6300: It is the policy of the Board of Trustees to maintain an alternative school program that provides students (a) an opportunity to complete high school; (b) a program of individualized instruction to emphasize occupational orientation or a work study schedule; and/or (c) a specially designed program of individualized instruction to meet the needs of students with a wide range of abilities and diversity of personal problems.

Board Policy 6146: ….The Governing Board – in recognition of its responsibility for the education of all youths in the district, including those who drop out of school- shall make available to all the school district youths alternative programs for meeting standards that will enable them to acquire a high school diploma.

Board Policy 6147:

…The following requirements shall be met to graduate from one of the high schools in the Roseville Joint Union High School District:… IV. Meet district requirements in reading, writing, mathematics and other Essential Knowledge and Skills requirements (EKS). (Note: The district EKS have been adopted as the Adelante High School ESLRs).

In addition to specific Board Policies, procedures and practices are in place to ensure that

the needs of the Adelante students and staff are met. These include: 41


o AHS representation on all district teams: i.e. CILT, Integration Team.

Leadership/Admin Teams, Technology Team

o AHS representation at district wide groups: i.e. Faculty Senate, CSEA and RSEA Negotiating Teams

o AHS representation on all district subject-area Departmental Teams

o Provisions for adequate staffing are “built in” to the district budgetary process.

o Budget “Purpose, Constraints and Guidelines” document

o Site Budget resources are provided on an “ADA” basis per school site with a higher dollar allocation per student for Adelante than allocated to the comprehensive high school sites. In addition supplements are given to accommodate student need from categorical funding that includes: Carl Perkins (vocational programs), GATE (gifted), TUPE/DATE (drug & tobacco education), and Title 1

o District Assessment Plan outlines specific data driven targets for the district and includes target areas for alternative school students. Yearly results are included in the report to the board as part of the Single School Plan.

A3a. To what extent based on student achievement data, does the school leadership and staff make decisions and initiate activities that focus on all students achieving the expected school wide learning results and academic standards?

A3b. To what extent do the school leadership and staff annually monitor and refine the

single school wide action plan based on analysis of data to ensure alignment with student needs.

Adelante High School uses a variety of achievement data sources in order to make decisions regarding student placement and progress. Our EKS/ESLRs are an important part of the process in that they identify key areas of student behavior that must be addressed in order to make academic progress. The areas of Personal Development/Responsibility and Interpersonal Relations are key areas of focus for our Student Evaluation Review (SERVE) committee. SERVE is comprised of all teachers, staff and administrators who voluntarily meet twice a month during lunch to review student progress in these areas. Students with attendance, behavioral or academic problems are identified and referred for intervention by the administration. Our Alternative School Accountability Measures (ASAM) of attendance and credits earned by each student are a significant focus for SERVE and the administration. Attendance is reviewed weekly and parent contacts are initiated as needed. When appropriate, referrals to our Campus Outreach for Referral

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and Evaluation (CORE) team for drug, alcohol, behavior and general health concerns are made after SERVE review to support our EKS/ESLR commitment to Personal Development and Systems. Credit production is reviewed at the conclusion of each of our six-week grading periods and interventions are planned based on staff input and individual student performance data. Accelerated Reader STAR reading measurements are also part of our ASAM measures and these scores are used to place students in our reading support class, Academic Literacy. California Standards Test data, while important, does not play a significant role in curricular decisions. We know that our students are significantly behind in most measures of academic performance; that is why they come to us. Our curricular focus is to make sure our courses are aligned to the content standards, but in ways that reflect the reality of our students’ readiness. A more relevant measure is the CAHSEE exam which guides student placement in mathematics and English courses. Students needing remediation based on CAHSEE results are placed in CAHSEE math and English support classes to coincide with this exam. In addition, our students participate in the district wide “writing assessment” and these results will eventually be part of our placement and course requirements. As part of our Committee of the Whole philosophy the teachers, staff and administration share ideas and implement courses/programs that meet the needs of our students. Teachers and staff are encouraged to try new ideas or approaches, create class opportunities or activities that promote achievement or provide extra opportunity for students. Evidence:

Bi-monthly SERVE Meeting CORE Team meetings/referrals Weekly Staff meeting New Courses/Student opportunities including: Career Fair Lunchtime Career Workshops CAHSEE preparation class Personal Development Class Psychology Class Music Day Cinco de Mayo Ballet Folklorico Multi-Cultural Night Leadership/Peer Helper Class Community Service Class Field Trips Restructuring of Eng. Language Arts Curriculum Restructuring of Social Studies Curriculum Restructuring of Algebra Curriculum/Instruction College/Career presentations

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Drama Library activities Parenting Class/Day Care activities & grant support Video Production Class Web Design class Algebra and Geometry classes

Our original Single School Plan was written and developed in conjunction with our WASC three year review and incorporated the goals outlined in the Roseville High School District Achievement and Assessment Plan for all schools. The SSP also included Adelante’s ASAM measures of attendance, credit achievement and reading improvement. The plan was reviewed by staff, parents and students and approved by the Board of Trustees. The SSP was instrumental in helping the school develop our library and incorporating these services into reading improvement strategies. The plan was reviewed and updated for the 03/04 and 04/05 school years to evaluate and guide further program improvements. Evidence:

03/04 SSP 04/05 SSP

A4. To what extent does a qualified staff facilitate achievement of the academic standards and the expected school wide learning results through a system of preparation, induction and ongoing professional development?

A5. To what extent are leadership and staff involved in ongoing research or data-based

correlated professional development that focuses on identified student learning needs?

Adelante has the most “experienced” faculty in the district, averaging 22 years of experience in education and 18 years within the Roseville High School District. This is in fact down from our average of 24 years experience as a faculty during the 02/03 school year in that retirement is beginning to catch up with our staff. We had a two teachers retire recently, one at the end of the 03/04 and the other at the end of the 04/05. New teachers are able to utilize the advice and support of a staff with many years of experience working with continuation school students, but they also bring a fresh perspective and enthusiasm to the campus that is good for all. In addition, new teachers are provided with support from BTSA training sessions and a BTSA mentor who makes regular classroom visitations for suggestions and help.

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All certificated staff members have full credentials as compared to a state average of 86%. While some staff are teaching classes outside of their credential area as authorized under Ed. Code provisions for continuation schools, all teachers are No Child Left Behind (NCLB) compliant in their assigned classes based on HOUSSE I certification processes. All teachers participate in the district Training Day, site training/updates and are encouraged to attend conferences or trainings in their academic subject area or that relate to the needs of at risk students through the use of PAR funds. Evidence:

Stiggens Assessment Training (all staff) 6 + 1 Writing Traits (all staff) Assessment/Portfolio Development Teams – (Science, English & Soc. Studies

teachers) Reading in Secondary Education – RISE (all staff) Cross-cultural Language and Academic Development (CLAD) training Accelerated Reader strategies and conference (Academic Literacy teachers) Understanding by Design (all staff) California Continuation Education State Conference (multiple staff) Northern California At-Risk Conference (multiple staff) National Social Studies Conference (social studies teachers) National Mathematics Conference (algebra teacher) California Mathematics Conference (algebra teacher) Algebra Readiness and Math Support Strategies (Sac. Co. Office of Ed.) (math

teachers) The Power of Community regional training (Parenting and Day Care staff) Calif. Alliance Concerned with School Age Parenting and Pregnancy (Parenting/Day

Care staff) Breakthrough Strategies for Troubled Youth (social studies and special ed. staff) California Association of Resource Specialist Conference (Resource Specialist) Teaching Reading Made Easy (Resource Specialist /Academic Literacy teacher) Motivating the Unmotivated (Resource Specialist /Academic Literacy teacher) Literacy – Discover a World of Opportunity (spec. ed/Academic Literacy teacher) Data Driven Dialogue – Placer County Office of Ed. (WASC lead teacher &

Administration) Teaching Strategies A, B & C (English Teacher) Differential Strategies for Reading in the Content Areas (English teacher) California Automotive Teachers Conference (auto teacher) Getting Students to Succeed Conference (English teacher, CORE team member) Writing Projects Concentrating on CAHSEE (English teacher) Gang/Drug Awareness training (all staff)

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A6. To what extent are human, material, physical, and financial resources sufficient and utilized effectively and appropriately in accordance with the legal intent of the program to support students in accomplishing the academic standards and the expected school wide learning results?

Adelante moved to its present site in 1980. Over the years we have had excellent support from the district to ensure that our facility, staff and financial resources were sufficient to meet the needs of our program and students. We enjoy one of the most comprehensive continuation facilities in the state. In addition to our regular academic classrooms, our students are supported by additional programs and facilities that include a day care room with play-yard, two computer labs for student or class use, a computer instruction lab, a large art room, full woodshop and full auto shop classroom, a multi-purpose room and as of 2004, a new library. The library and the second computer lab have been the newest additions to the campus since 1990 when two classrooms and the multi-purpose room were added. The other classrooms have been here since Adelante came to this site in 1980 and have had to have numerous repairs to keep them viable. Re-roofing, new paneling and flooring have kept them cosmetically appropriate, but the district has recognized the need to replace these buildings. The Bond measure passed in November, 2004 included financing for a complete modernization of the Adelante campus. The first phase will (hopefully) begin in spring 2006 and will include five new classrooms, a new administration building and redesign the interior landscaping and hallways of the campus. The second phase of the proposed renovation will include a new Science wing and library facility overlooking the creek behind the campus, renovation/modernization of the art room, and addition of a multipurpose building that includes a gymnasium, classroom space and kitchen facility. Due to financing concerns related to the total scope of the District Facility Plan, Adelante’s multipurpose building and gymnasium has been deferred by the board. This will impact our ability to close the campus and add vocational programs in the future. The district has made a strong commitment to insuring that all students have access to technology and Adelante has been included within the district technology plan. All teachers have their own staff computer with email account and access to staff server for instructional storage. There are 103 computers available for student use, a ratio of 1 for every 2 students on campus. The majority of the computers on campus are less than 3 years old. We also have digital cameras, video cameras and laptop computers for student and/or staff use that are checked out through the office. If computers are donated directly to the school by individuals, we use them as “loners” for students who may not have access to a computer at home. As with all schools in the district, our budget is based on our CBEDs enrollment number from the previous year with a specified dollar amount multiplied by this figure to create our site allocation. Our site multiplier is higher than that used for the comprehensive high schools in order to compensate for our smaller student population. In addition, the district has agreed to use a base of

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200 students at a minimum to ensure that we have adequate resources during those years when we may have a smaller opening enrollment. Staffing requirements have become an issue as we have addressed the demands of the content standards, the increased state graduation requirements for algebra and the exit exam, NCLB and CLAD certification. These issues have forced us to alter the structure of our program in that we needed to hire a credentialed algebra teacher in 2004, but had to give up our Family and Consumer Science Teacher in order to do this. Our staffing ratio of 1:20 did not allow us the luxury of hiring a replacement for the retiring FACS teacher and add our needed algebra position. In addition, realignment of our English Language Arts program to address CAHSEE forced us to discontinue our construction class. Based on the recommendation of the district CILT team, the Roseville Joint Union High School District has changed the graduation requirements for the class of 2009 (current freshmen) and beyond. These changes include raising the total required credits from 220 to 260, eliminating pre-algebra level courses for math credit while requiring a second year course beyond Algebra for graduation and requiring all science and English courses be college-prep or UC approved. These changes will have a significant impact on our staffing, offerings and program direction in that we will have to provide more options for students too far behind or unable to meet the significantly increased demands. Evidence:

CBEDs staff reports Site/District Budgets District Facility Development Plan Library Addition District Graduation Requirements

Areas of Concern: Focus Group A:

Develop a Staffing Plan to address curricular and vocational needs of students Correlation of plan/WASC report to Single School Plan for 2005/06 and beyond

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Adelante High School Chapter 4 WASC 2006 Self-Study: Focus Group B

Focus Group Category B

Standards Based Learning: Curriculum

B1. To what extent do all students participate in a rigorous, relevant, and coherent

standards-based curriculum that supports the achievement of the academic standards and the expected school-wide learning results?

B2. To what extent do all students have access to the school’s entire program and

assistance with a personal learning plan to prepare them for the pursuit of their academic, personal and school-to-career goals?

B3. To what extent are students able to meet all the requirements of graduation upon

completion of the high school program?

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B1. To what extent do all students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the expected school-wide learning results?

Adelante’s EKSs and ESLRs are incorporated into all curricular efforts throughout the school. The 2005/06 school year represented the 4th year of standards-based instruction across the curriculum. As in past years, basic skills continue to be the focus in academic and core classes, with a continued emphasis on student listening, speaking, reading, and writing skills. The English Graduation Requirements (40 credits) are broken down into components that align the completion of the requirements with the CA State English Standards, CAHSEE ELA and STAR – Writing / Essay, Literary Response, Conventions, Reading Analysis (Drama), Writing Applications, and Senior Careers. Writing across the curriculum has taken on a larger role with the increased emphasis in writing throughout the district with two district wide writing assignments each year, as well as on the CAHSEE ELA portion of the exit exam. Now that the CAHSEE is here to stay, we believe the adoption of a standards-based curriculum has adequately addressed the need to prepare students to pass this exam and has certainly provided a more rigorous learning environment for our students. Life Science (10 credits) is divided into 4.0 credits of Life Science or Biology and 6.0 credits of any other “life science”, such as environmental science or integrated science, where CA State Biology Standards are also addressed. Physical Science (10 credits) is divided into 4.0 credits of Physical Science and/or Earth Science and 6.0 credits of any other “physical science”, where CA State Science Standards are addressed. Currently, up to four (4) Physical Science credits may be obtained by enrolling in Auto Tech during the grading periods physics standards are taught. Our district does not grant science credits for a “non-science” ROP program (i.e. Auto Technologies) even though surrounding districts continue to do so. The recent change in our district graduation requirements around science mandate that all courses meet the A-G college requirements. However, allowances are made for courses taken in alternative programs whether within or outside the district, due to limitations of program and the need for more flexible options. Thus, when AHS can accommodate the NCLB restrictions, course credit will be granted for vocational science in selected units of the Auto Technologies program. The Social Science curriculum is aligned with the state standards and has certainly become more rigorous, coherent, and articulated within the department and throughout the campus. Over the past 3 years, the department has focused attention on integrating technology into the curriculum. The Social Science Department’s use of the Student Public Drive for assignments and work drop and the Staff Public Drive, which has a district wide folder with lesson plans, has provided a real boost towards accomplishing this department goal. Additionally, teachers within the Social Science Department have begun to integrate a team teaching component to their classes. This practice is currently being used with the US History Project. The “early returns” are that it has

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been a really positive new addition to the Department and will continue to help more students successfully complete the US History Project. US History is divided into 6 parts (1.5 credits for each part – 9.0 credits total) and the US History Project (1.0 credit to equal 10.0 credits). USA1 and USA2 to include: Political/Economic Issues. USB1 and USB2 to include: Cultural/Social Issues. USC1 and USC2 to include: Foreign Relations/Wars. In World Studies, the discussion and implementation has begun to align the World Studies curriculum to state standards. With regards to Government and Economics, a system to track students with curriculum aligned to the content standards has been designed and will be implemented by the start of the 06/07 school year. The goal is to ensure all Social Science students are exposed to all of the Social Science content standards. Math Benchmark classes have been re-evaluated in 05/06 and are no longer the basis for “pre-algebra” instruction. The Math Department is using a newly district adopted standards based textbook for Pre-Algebra (Pre-Algebra, Fourth Edition, K. Elayn Martin-Gay) with the goal of remediating student deficiencies as quickly as possible and moving students into Algebra. Students needing Pre-Algebra before moving to Algebra 1 begin Pre-Algebra using the text and the newly developed Chapter Assignment Sheets. With the Algebra 1 requirement now firmly in place, students are placed as soon as they demonstrate sufficient skills in Pre-Algebra. A matrix for student placement in math has been developed within the department (Table A: Math Placement Matrix, next page) Students who have passed the CAHSEE Math test are placed directly into Algebra 1 with (or without) Pre-Algebra exposure per teacher recommendation (depending on how many math credits they need and their current skill level). One example of the success of this approach is in the number of students taking the STAR Algebra test. In the 03/04 school year, we tested 11 total students who qualified to test in Algebra. This past testing (04/05), we tested 40 total students who qualified in Algebra (5 credits or more completed by testing time). For those students who have successfully completed 10 credits of Algebra 1 and still need math graduation credits, content standards aligned Geometry is also offered.

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Table A: Math Placement Matrix

Passed CAHSEE Not Passed CAHSEE

Passed Pre-Algebra

Grade 10/11/12:

Grade 10/11/12: Start Algebra w/Chap. 3 Support class may be recommended Start Algebra w/Chap. 3 Required CAHSEE prep class until

passed.

Special Education has developed tutorial classes to support the regular classroom teachers and special education students. No Child Left Behind (NCLB) has presented some obvious challenges in terms of special education (in relation to our master schedule), but to the credit of the Adelante staff, we have shifted to this “new” format rather painlessly. Adelante also receives school-wide Title 1 assistance in the form of an aide (Dana Happ) in the Writing Applications class, a librarian (Sarah Carstens) and supplemental materials used across the curriculum in order to help us better serve our students. The EKS/ESLRs are the basis for our policies around attendance (i.e. tardies/missed periods reflect “personal responsibility”), behavior, awarding of credits, performance standards within the classrooms and the structure of assignments and projects. As an example, our strands for English 12 are considered the “demonstration year” for our EKS/ESLRs in that the “Basic Skills” of Speaking/Listening are part of our Public Speaking class while the “Use of Technology” requirement is assessed in the Career Project class. These links occur throughout our curriculum and school structure. EVIDENCE:

EKSs ESLRs Master Schedule PLPs Student Handbook Parent/Visitor Guide Adelante Web site District Web site

Not Passed Pre-Algebra

Grade 11/12: Grade 11/12: Pre-Algebra Class Chap.1-5 Algebra w/Chap. 3 on teacher

recommendation

Start Algebra w/Chap 3 and Pre- Algebra Class

Grade 10: Earn 10 credits of Pre-Algebra

then, 10 credits of Algebra Grade 10: Pre-Algebra Chap. 1-5 Required CAHSEE prep class Will not take the CAHSEE until

March

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Student Public Drive (for teacher assignments / student work drop) Staff Public Drive SARC Lunchtime Career Workshops District Writing Assessment Mini Research Paper World Studies curriculum alignment with CA Framework US History Project aligned with EKSs

o US History Project Government/Economics curriculum aligned with CA Framework

o Stock Portfolios o Supply/Demand Graphs

B2. To what extent do all students have access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal and school-to-career goals?

Academic progress is monitored through the PLP, which details student career goals, high school course/credit needs, progress on our academic “benchmarks” and state/local testing results. The PLP is developed in conjunction with information received from the student and parent during our “enrollment interview”, as well as transcripts and transfer information from other schools. At that time the student’s yearly and long range goals are discussed and needed support services or auxiliary opportunities (i.e. ROP, Sierra College, and concurrent Adult School) are identified and planned. Testing information related to the California High School Exit Exam (CAHSEE), our District Wide Writing Assessment and the Accelerated Reader STAR scores are considered also as tools to help the student and school counselor identify areas for extra support or assignment to a specific support or remediation class. The PLP also includes a “course planning” section that the student and counselor can use as needed to outline expectations and needs for the year. The PLP is updated each six weeks as grades/credits are received based on student achievement during the previous grading period. Registration is done school-wide each grading period. This registration process helps familiarize teachers with what is being taught in the classes/content areas outside of their own. Prior to registration, teachers fill out a “Furlough List”. The “Furlough List” provides teachers the opportunity to request that a particular student not re-enroll in their class for the next grading period, which may be due to the student’s lack of productivity or inappropriate behavior. A “Food For Thought” sheet is given to the teachers prior to registration so they may help students register for appropriate classes based on the student PLP. The process allows the administration time to review individual schedules and make adjustments to the master schedule to ensure that

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all students are placed into the classes they need. The Master Schedule continues to be “needs based”, with heavy emphasis in the core areas of reading, writing, and math. Multiple assessments are used to guide and target instruction and address state content standard requirements in the core areas. Services are provided by the regular program to enable underperforming students to meet the standards. Adelante utilizes the Accelerated Reader STAR computerized reading test as an assessment tool for all students. All students are tested for ELA grade level performance ability upon enrollment and every 90 days thereafter. Students with significant deficiencies in their reading or writing performance levels (below 6.8 grade equivalent) are enrolled in the “Lit Lab”, an ELA support class. Students receive classroom instruction and individualized support in order to meet specific benchmark requirements and/or performance standards. STAR reading scores are used as a placement tool for specialized instructional and support services. Students are also given the opportunity to enroll in a Study Skills class each grading period, for additional time, support, and instruction in their academic classes. Students are able to select their classes each six weeks throughout the school year and are provided a master schedule with multiple opportunities for core classes (reading, writing, math), vocational and career classes, and classes of personal interest. Classes with a Career Technical Education component are a significant vehicle for electives at Adelante. Data from the 2005 CBEDs indicates that 57% of our students were enrolled in a vocational class at that time. English course sequences are based on state and site measures to ensure students receive instruction in areas where they are deficient. Adelante’s Senior English 12 represents a combination of an English Essay class (1.5 credits), a Literature class (1.5 credits), a Public Speaking class (1.5 credits), a Careers class (2.0 credits), and 3.5 credits of any additional English (Conventions, Writing Applications and/or Reading Analysis). The matrix developed by the Math Department is used to place students in appropriate Math classes. ELA and Math CAHSEE Prep classes have been designed to prepare those students needing either part of the CAHSEE to graduate. For students who have successfully completed 10 credits of Algebra 1 and still need math graduation credits, content standards aligned Geometry is offered. Students enroll in Social Studies classes based on credit needed in each of the courses. Students need to have passed USA1, USB1 or USC1 prior to enrolling in USA2, USB2 or USC2. There are no restrictions as to the sequence in which students take the A, B or C components. Life Science curriculum is presented in six week units, which include the following standards based content:

Principles of cellular biology, including respiration and photosynthesis Molecular and Mendelian genetics Viruses and Bacteria Human anatomy and physiology

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Plant biology Ecology

Physical Science/Earth Science curriculum is presented in six week units, which include the following standards based content:

Energy – Thermodynamics Laws of Motion, Electromagnetism, Gravity Physical and chemical processes that formed Earth (Plate Tectonics, Moving continents,

building mountains, volcanism, earthquakes) Geologic factors that make California special

Space Science Meteorology Oceanography

Students are informed of the content being taught each of the 6-week grading periods, and by using the PLP know which science classes they need. All students have access to a curriculum that will develop the skills needed to be successful after high school. Students understand the connection between their high school course work and academic performance. Through standards aligned textbooks and materials and available online resources, all students have access to developmental and grade level appropriate materials. Students may check out textbooks from the library, which encourages students to complete assignments at home. Online tutorial and resources are also available for student use at home or after school in one of the computer labs. Our school serves students who, in general, have had a history of school failure and as a result may be performing well below grade level or require additional assistance in order to be successful. We attempt to take students “from where they are” and move them forward. Student learning and instructional needs are supported by an RSP teacher for special education, a variety of vocational classes and/or opportunities, instruction in technology applications, academic benchmarks related to content standard requirements, personal development courses and school-wide activities that support responsible decision making, careers or post-high school education. EVIDENCE:

PLPs Off Campus Work (OWE) Student Opportunity Day Project (SOD) Careers Class Career Fair Independent Study PE Community Service Projects Field Trips Master Schedule Adelante Web Site Psychology Class Personal Growth Class

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RSP Tutorial (modified rubrics) Lunchtime Career Workshops College / Career Presentations International Day Ballet Folklorico Lord’s Gym Sacramento Athletic Conference (SAC) Weekly Staff Meetings Bi-weekly SERVE Meetings WorkAbility for Special Education Social Worker (intern) Online resources:

o AHS Web Site – http://ahs.rjuhsd.com/ o SkillsTutor – www.myskillstutor.com o NewsBank – www.infoweb.newsbank.com o Britannica Online – www.search.eb.com o eChoices – www.echoices.com o Hotmath – www.hotmath.com o Classzone – www.classzone.com o Holt Online - http://my.hrw.com/ o HRW - http://go.hrw.com/gopages/index.html

B3. To what extent are students able to meet all the requirements of graduation upon completion of the high school program?

As noted in our School Accountability Report Card, Adelante has institutionalized strategies to support student personal and academic growth. Our students respond well to the individualized support, counseling and encouragement they receive from the entire staff. Teachers are dedicated to maximizing the learning potential of all students and modifying their instructional strategies to meet the needs of all learners. Students are challenged with a curriculum that has become much more rigorous over the course of the last six years. Adelante teachers have devoted a great deal of attention to aligning course work with the California state content standards and we have articulated the sequences to insure that students are addressing and meeting those standards as they progress through our curriculum. Strands have been created in English Language Arts that are aligned to the components of the exit exam. U S History has arranged the curriculum in three thematic strands that examine the standards from different perspectives. A US History project was added to address research and writing standards that will prepare students for college or work. Algebra has been structured to insure that students address all the required content standards through course sequencing that provides direct instruction of content with progress that is individualized as students master the material. Science requirements are structured to insure that students receive specific content

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http://ahs.rjuhsd.com/

http://www.myskillstutor.com/

http://www.infoweb.newsbank.com/

http://www.search.eb.com/

http://www.echoices.com/

http://www.hotmath.com/

http://www.classzone.com/

http://my.hrw.com/

http://go.hrw.com/gopages/index.html


standard instruction while allowing options within the classes required for graduation. All CORE classes have access to content standard based/district adopted textbooks. Students can check out a text through our library for home use if/when necessary. Our program offers a variety of vocational options including auto shop, woodshop and day care. Our Advanced Auto and Writing Applications classes are articulated with Sierra College through 2 + 2 agreements. Students experience real world applications of their skills through class projects that include power point presentations, internet research projects, career integration and integrated source material. In addition, students are offered the opportunity to participate in career/college presentations, Career Fair lunchtime workshops, OWE, ROP or classes taken at Sierra College to expand their links with “what comes next”. Support programs are in place to address the needs of students who may need extra assistance in order to meet the demands of the curriculum. Testing is provided during the first week of enrollment to assess student reading level. Students reading below 6.8 grade level are placed in an Academic Literacy class to provide additional reading activities. This class also serves as a study hall for students requesting additional time or teacher help to complete assignments. Our special education teacher provides services to students with learning disabilities through a specific RSP tutorial class or within the regular education classroom with the Spec. Education students. Student progress is regularly reviewed based on 3 week progress reports, report cards each six weeks with updates to the PLP and reassignment of course schedule to reflect student needs and progress. Students needing extra support to meet the requirements of the exit exam are enrolled in preparation classes prior to the exam and additionally have access to online support tutorials. Our six-week scheduling cycle and the numerous educational options we can provide insure that the needs and “purpose” of each student can be addressed. EVIDENCE:

PLPs Peer Helpers, Leadership Class Recovery Class Online support: SkillsTutor, Hotmath, HomeLink Day Care Nursery Parenting Class US History Project RSP Tutorial Classes (modified rubrics) SARC Master Schedule CAHSEE Prep Class Psychology and Personal Growth classes Adelante Web Site Weekly Staff Meetings, Bi-weekly SERVE Meetings Algebra sequence Study Skills Classes Special Education support Extra credit opportunities

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Areas of Concern – Focus Group B:

Teachers need more release time for collaboration. Students need additional tutoring time. Access to computers for students/families that don’t have one at home. ROP classes on campus.

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Adelante High School Chapter 4 WASC 2006 Self-Study: Focus Group C

Focus Group Category C

Standards Based Learning: Instruction

C1. To what extent are all students involved in challenging learning experiences to achieve

the academic standards and the expected school-wide learning results? C2. To what extent do all teachers use a variety of strategies and resources, including

technology and experiences beyond the textbook and the classroom, that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels?

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C1. To what extent are all students involved in challenging learning experiences to achieve the academic standards and the expected schoolwide learning results?

C2. To what extent do all teachers use a variety of strategies and resources, including

technology and experiences beyond the textbook and the classroom, that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels?

Adelante High School has been serving the academic, emotional and personal needs of our students for over thirty-five years. Although AHS is an alternative program we are still held to the same standards and graduation requirements for all our students as the other schools in our district. To best meet the varied ability, readiness levels and learning styles of our students, teachers must use a variety of methods, strategies and techniques to engage our students in the learning process. Teachers and staff have been working diligently to link the state standards and our district EKSs to all modes of instruction. They have familiarized themselves with and utilized a variety of information sources to define curricular content and instructional strategies, including state curriculum frameworks, state standards, benchmark documents, as well as locally developed standards. Teachers have enrolled in district staff development courses that support and encourage innovative methods of instruction. There is support for teacher collaboration to plan and evaluate learning experiences.

Evidence:

Stiggens Assessment Training (all staff) 6 + 1 Writing Traits (all staff) Assessment/Portfolio Development Teams – (Science, English & Soc. Studies teachers) Reading In Secondary Education – RISE (all staff) CLAD training Accelerated Reader strategies and conference (Academic Literacy teachers) Understanding by Design – (all staff) California Continuation Education State Conference (multiple staff) Northern California At Risk Conference (multiple staff) National Social Studies Conference (social studies teachers) National Mathematics Conference (algebra teacher) California Mathematics Conference (algebra teacher) Algebra Readiness and Math Support Strategies (Sac. Co. Office of Ed.) (math teachers) The Power of Community regional training (Parenting and Day Care staff) Calif. Alliance Concerned with School Age Parenting and Pregnancy (Parenting/Day

Care staff) Breakthrough Strategies for Troubled Youth (social studies and Spec. Ed. Staff) California Association of Resource Specialist Conference (spec. ed. Teacher)

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Teaching Reading Made Easy (spec. ed/Academic Literacy teacher) Motivating the Unmotivated (spec. ed/Academic Literacy teacher) Literacy – Discover a World of Opportunity (spec. ed/Academic Literacy teacher) Data Driven Dialogue – Placer County Office of Ed. (WASC lead teacher &

Administration) Teaching Strategies A, B & C ( English Teacher) Differential Strategies for Reading in the Content Areas (English teacher) California Automotive Teachers Conference (auto teacher) Getting Students to Succeed Conference (English teacher, CORE team member) Writing Projects Concentrating on CAHSEE (English teacher) Gang/Drug Awareness training (all staff) Northern California At Risk Conference

Learning is linked to standards. Students are encouraged to take an active role in learning. Upon enrollment, as well as during each six-week registration process, all students have guided counseling to ensure that they enroll in classes that will provide them the means to graduate. The personal learning plan has become the principal tool that students use to choose courses that will help them work toward his or her goal of graduation. Students have the option to decide which classes they register for each grading period, as long as they opt for classes that fill in the gaps between what they have earned and their graduation requirements, or classes that are geared for remediation in a subject that they need additional help with. Aeries has given teachers and staff the capability to access all student current transcripts and test score results, which enables them to guide the students through the registration process with the most up to date data. A “Senior List” is another tool used by administration and teachers to ensure students stay on track toward graduation. Learning experiences are structured to include some student choices relative to their interest, learning styles, and teacher expectations. Increased accountability measurements and graduation requirements, along with the relatively small number of staff, has increasingly limited the number and types of class offerings. All students choose from the same master schedule. In English, course “strands” are aligned with the components of the CAHSEE: Writing, Literature, Conventions, Reading Analysis and Writing Applications, with the Writing and Literature components required each year as these are the basis of the ELA standards. English 9 and 10 are designated as the “instructional years” in that all students complete each of the five strands in order to meet the requirements for that year. English 11 is identified as the “remediation year” in that if a student has not passed the exit exam, they are placed into the strands that correspond with the test sections from the CAHSEE where the student did not meet the standards requirements. English 12 is a “demonstration year” related to our EKS, in that each senior is required to take a Public Speaking and Career Project class that culminate in a presentation before a panel of his/her goals and plans for after high school.

Mathematics takes a similar approach with Pre-Algebra; however, student work is individualized in areas of deficiency around the exit exam strands of number sense, probability/statistics and measurement/geometry. The strands for Algebraic Functions and Algebra are incorporated into our Algebra 1 course that is part of the graduation requirements for all students. The goal of the

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mathematics department is to move the student into the Algebra course as quickly as possible as the course represents a major challenge for most of our students. The Algebra course is based around direct and individualized instruction related to specific chapters of the text and allows each student to move through the material as they master each concept based on completion of specific assignments and success on the related chapter assessments.

In Social Studies the department has targeted the US History course for specific attention, as most of our students come to us as Juniors or Seniors who have not yet met this specific requirement. The course is broken into three thematic units, with each unit comprised of two six week sessions. To ensure mastery, students must meet a rigorous standard of proficiency (minimum 75%) to complete each strand component; however, the structure of the course allows each student to “redo” any assignment or project that does not meet this standard. In addition, a critical “EKS” standard is included as part of US History, in that each student must complete a research paper to earn the final credit for the course. The paper is graded based on a department “rubric” and is read by each of the department instructors to ensure that the student meets the standards. Science instruction is planned around “thematic units”. All sophomores and juniors in attendance take the California Standards Test in Earth Science, therefore much of the Physical Science instruction is based on the following content: Astronomy and Earth’s Place in the Universe, Solid Earth – Dynamic Earth Process and California Geology, Earth’s Energy- Biogeochemical cycles, and the structure and composition of the Atmosphere. Beginning in 2006 students will be taking the CST in Biology. Units addressed in the life science classes include: Cell biology, Genetics, Ecology & Evolution, and Physiology. Science laboratory facilities and supplies are limited, however each unit offers students laboratory experience, the opportunity to work with science tools and equipment and practice using the scientific method. Students can also earn some physical science credit by meeting the requirements in our automotive class in which the curriculum addresses state science standards. Topics include: the understanding and repair of engines, transmissions, braking systems, electrical systems and the use of diagnostic and testing equipment. Evidence:

California State Standards District Essential Knowledge and Skills District Graduation Requirements California Standardized Tests

o STAR o Earth Science/Biology o Blueprints o CAHSEE

Personal Learning Plan Aeries - Student Information Database Senior List Enrollment Process

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Registration Process Master Schedule

Differentiated instruction and intervention account for the variety in learning experiences students encounter in the academic classes. Courses have been redefined and modified on a regular basis to ensure that the instructional program is challenging, satisfying, rigorous and aligned with the content and performance standards and EKS. Individual student achievement and behavior concerns are discussed at weekly staff meetings, bi-monthly SERVE meetings, CORE team meetings, and during frequent informal conversation among staff. These dialogues are all efforts to positively affect student learning experiences. Support classes such as the RSP tutorial, the Study Skills, Pre-Algebra and Literature Lab have been added to the master schedule and modified to assist students that have difficulty in meeting the challenges of some of the required classes. Many teachers adjust their personal schedules to offer tutorial sessions before school, during lunchtime, or after school. Online tutorials are available and easily accessed on our web site. Test scores have improved in response to these efforts with consistent gains in CAHSEE, STAR and CST results in ELA, Algebra and Earth Science. Evidence:

Bi-monthly SERVE Meeting CORE Team meetings/referrals Weekly Staff meeting New Courses/Student opportunities including:

o Restructuring of Eng. Language Arts Curriculum o Restructuring of Social Studies Curriculum o Restructuring of Algebra Curriculum/Instruction o Restructuring of Science Curriculum o CAHSEE preparation class o RSP Tutorial class o US History Project o Study Skills class o Pre-Algebra class o Literature Lab class o Personal Development Class o Psychology Class o Leadership/Peer Helper Class o Video Production Class o Web Design class o Algebra and Geometry classes o Online tutorials o AHS Web Site

Technology is an integral tool in the learning process for all students. They are able to improve their research skills, apply knowledge of software programs, explore topics and use technology to

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produce products or work on projects. Adelante High School is very fortunate to have 3 fully functioning computer labs, one of which is the Writing Application and Senior Careers classroom. An English Writing classroom has 14 computers, and in addition, at least one teacher and one student computer are in use in each of the remaining classrooms. The library also houses 5 student computers and the necessary technology hardware for presentations. Teachers sign up on a period-by-period basis to take whole classes to the two open computer labs. Lisa Lashley, the computer lab assistant, is a tremendous resource for both teachers and students. Lisa designed and updates the Adelante web site. She has taught an introductory web design course to several interested individual students. Lisa also searches for and keeps staff informed of helpful and appropriate web sites that coincide with the content and skills teachers want students to learn or that are useful for the extracurricular activities. Teacher web pages are linked from the Adelante Student Portal (on our web site) and offer student access to specific assignment help, resources or course information. In addition, parents can access information about student progress, attendance data or credit needs through HomeLink, the home access to the district student information system, Aeries. HomeLink allows parents or students to check on individual needs/progress from any computer that can access the internet. Evidence:

Computer Labs - Rooms 4, 12, 17, Library Lab Use Schedule Digital Cameras/Video production equipment Scanners PASCO Equipment Auto Technology

o Automotive diagnostic & testing equipment o Mitchell OnDemand – Auto Repair and Estimating Software o ALLDATA – Auto Diagnostic and Repair Software

English Writing class – Room 6 Teacher/student computer all classes “Lashley Finds” AHS Web Site/Student Portal HomeLink program GED Online or CD

Activities and classes whose purpose is to also assist students in achieving standards and EKS, include the Leadership Class, Yearbook and Activities Class, Parenting Class, Day Care, the Interact Club, Basketball, Softball, Ballet Folklorico, Multicultural Night, Career Fair, Winter & Spring Dances, Career Workshops, Guest speakers, Music Day, College/Career Presentations, Library Activities, Parenting, Field Trips and teacher aide positions. Evidence:

Field Trips

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Career Fair Lunchtime Career Workshops Music Day Cinco De Mayo Ballet Folklorico Multi-Cultural Night College/Career presentations Drama Library activities Parenting Class/Day Care activities & grant support Teacher Aide

Student work and teacher observation information are the best pieces of evidence for demonstrating strategies that actively engage students, emphasizing higher order thinking skills. Student work has been collected by teachers and staff that exhibits student ability to do research, and present information in a variety of formats. Students are required in several classes to keep a portfolio and to organize their work. Students work together on long term projects such as the president project, the monetary system project, the aquatic toxicology project, the career fair, the multicultural night, the WASC student project, they also have individual long term projects like the US History paper and the senior career project.

Teachers are making students accountable for self-assessments more often. They are asked to self reflect and make recommendations for a strategy to improve their own learning. Several classes have written and modified rubric-scoring guides for better student understanding of expectations. Teachers are posting learning standards around the classrooms, on assignment handouts, and in calendars. Teachers have been trained in “unpacking the standards” to make the language and expiations written in a way so that they are more student friendly. Students have access to their own records through HomeLink, which has inspired many of them to be proactive and actively engaged in their own learning. Evidence:

Student work collected by teachers in classrooms Office portfolio files Student led grant writing Student self-assessments Rubrics Standards posted in classrooms Mission statement posted around campus Access to HomeLink

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Staff Peer Visits: As part of the WASC process, Focus Group C recommended staff participate in peer visitations. Staff signed up to make at least 4 peer classroom visits or peer visits, non-classroom (for out of classroom visits with office, administration, off campus support services, etc). The tabulated results of 30 visits are an attachment. Teachers retained their individual peer visit forms in their Focus Group C evidence file. The committee of the whole determined the purpose of the visits:

As an informational tool to determine what is offered here at AHS To increase awareness of the variety of teaching strategies & resources used (academic

classrooms, office, administration, computer labs, web site, library, shops, OWE on Fridays, I.H.S., Youth Resource Officer, Psych. support services)

To see how technology is used To become aware of general safety, cleanliness, and “feel” of classrooms To observe use and availability of resources, materials, and space To notice demographics and distribution of students

Visitations that occurred outside of the classroom:

Mr. Monetti – District Superintendent Mr. Litke – Principal Mr. Williams – Assistant Principal Kathy McKenzie – Principal Secretary/Registrar Marie Barba – Attendance Clerk Sierra College Debbie Lum - Juvenile Hall (IEP meeting) Roseville Police Department Social Worker Intern

Areas of Concern – Focus Group C: Teacher, student and parent groups feel that the course work at Adelante has become much more rigorous and standards aligned since our previous accreditation. The formalization of the Personal Learning Plan in relation to the coursework, testing requirements and remediation needs has become a valuable tool to help students understand what they need to do in order to meet requirements. However, many of our students struggle with the demands in that their academic skills and/or study/behavioral weaknesses inhibit their ability to meet the rigor. As such the following have been identified as needs to help students meet the curricular demands:

Additional “study/remediation” periods Support for students who do not have “computer access” at home Tutors or more “one on one” help in Algebra Need for more “alternatives” for students who are too far behind to graduate i.e. vocational opportunities/offerings

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Development of “certificate” program for students not meeting “credit” requirements but having mastered identified academic/vocational standards

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C1 Evidence: From staff surveys All students are involved in challenging learning experiences to achieve the academic standards and the expected school-wide learning results. (EKS) (If we were to video tape the following…. what would we see the students doing?)

Briefly explain Strategies/Resources

Examples of student work (presentations, group work, discussions, investigations, performances, essay, reports, projects, journals, portfolios, tests…..)

What can you offer for evidence? US History: Civil War quilts, American Revolution project, atomic bomb

paper, Spanish-American War PowerPoint presentation, incorporation of women’s history

Government: group presentations, mock trial, debates, Supreme Court case poster and presentation, president research, political spectrum, island activity, “how you are affected by the government”

Economics: counties research project, nominal and real data, stock market portfolio, stock market evaluation, budget project, goods and services, Kingdom of Mocha

World Studies: vocabulary building projects, country projects, essay, portfolio

Computer Applications: keyboarding, writing projects, letter writing, essay writing, PowerPoint presentations

Industrial Arts: Project rubrics, portfolios, Job Sheets Science: note taking, discussion, group work, laboratory experiments &

write-ups, illustrating observations, data gathering, creating tables & graphs, internet search, research presentations, creating models, portfolios

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Students know beforehand the standard or expected performance level for study.

Math: Students know algebra requirements and Benchmark requirements, sample tests given, syllabus given with class vocabulary

English: District-wide writing samples given, class rubrics, standards posted/reviewed as part of each assignment.

Day Care: Expectations given in student orientation, parent meeting, lesson plan calendar, posted rules

Science: Grading period calendar, list of targets or standards, sample portfolios, pre-tests, quizzes, assignment rubrics, copy of science blueprint, class syllabus

Computer Applications: EKS sheets, grading period calendars Individual assignment rubrics given Student designed rubrics Points possible posted on assignments CA state standards posted in class, given as handouts, included in Holt text,

and orally reinforced General school expectations presented in student handbook and at

orientation

Differentiation of instruction is occurring

RSP tutorial class RSP rubric for US History project Extra test time and extended project deadlines for RSP students Opportunity to redo assignments lower than 75% GATE activities Variety in types of assessments including reading, writing, essays, short

response questions, portfolios, oral presentations, small group work, computer work

Instruction is audio, visual, kinesthetic Tiered activities Tutoring opportunities

Students recognize the standards and the EKS and expected level of performance (Rubrics)

Rubrics for Public Speaking, Day Care, English writing EKS introduced in student handbook and at orientation CA state standards posted in class Social Studies students required to earn a 75% to pass classes English students must demonstrate writing ability at the “3” level to

graduate District-wide writing assessment Regular grade checks given

C2 Evidence: From staff surveys

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All teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels. (If we were to video tape the following…. what would we see the students doing?)

Briefly explain Strategies/Resources

Use of technology AlphaSmart word processors Hot Math DVD and Video Computers: Word processing, PowerPoint, internet research Music archives Student and Staff Public Drives PASCO instruments (science) Graphing calculators

Experiences beyond text book

Guest speakers Science investigations Grocery store ad shopping Field Trips Leadership class projects Day Care Simulations Web Searches Videos Class Discussions

Various learning styles are approached

Role play Music Book work Hands-on activities Simulations for kinesthetic learners Self-paced classes Read aloud and silently Video Production Accommodations/modifications for disabilities

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Teachers work as coaches to facilitate learning

High standards set Individual instruction to help students pass Constant supervision Modeling Corrective Recasting Facilitating work groups Allowing correction of below C assignments Guide Revision and Rewriting HomeLink, email

Students, over time, are becoming more adept at gathering information and presenting it…

Algebra tests kept and compared throughout semester Sample tests and quizzes allow students to assess growth Multiple drafts of papers are completed Vocabulary quizzes to measure growth As students progress, they can become T.A.’s to help others Students taught how do identify reputable internet sources Students learn how to use a work without plagiarizing

Student work demonstrates: Relate new to past

knowledge use of analogies,

metaphors Critique, evaluate

Algebra curriculum spirals through foundational concepts Self and peer critique used Discussion of literary metaphors Literary text connected to prior knowledge Connecting past events to present (Pearl Harbor to 9/11) Using models Using KWLH – Know, What, Learn, How to learn more chart Pre/Post Tests

Students can think, reason and problem solve Individually Group work

Students turn algebraic equations into word problems Groups work to solve problems together Day Care work done individually and in groups Critical Analysis of literature T.A. students help others Group Roles and responsibilities defined Develop questions Participate in planning of activities/functions Brainstorm Grant writing Diagnostics – Auto shop Hypothesize

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Students have tools to gather and create knowledge and communicate

Math tools: calculators, graphing calculators, compasses, protractors

Digital cameras Encyclopedias AIMS SkillsTutor Holt Online School Library Computer Labs HomeLink

Student work reflects: Library/multimedia Assess data,

original documents Experiences that

link them to real world

US History Project paper includes bibliography/ works cited US History Project uses primary sources Students create posters and maps Research gathered and presented in speeches Budget project Stock portfolio project Aquatic Toxicology project Shade Tree Program Leadership Class

Students have opportunities for shadowing, apprenticeships, & real world applications

WorkAbility T.A. experience Day Care class provides real world childcare skills Community Service opportunities Auto Internship Career Fair OWE Woodshop “mentors”

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Adelante High School Chapter 4 WASC 2006 Self-Study: Focus Group D

Focus Group Category D

Standards Based Learning: Assessment and Accountability

D1. To what extent does the school use a professionally acceptable assessment process to

collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community?

D2a. To what extent do teachers employ a variety of assessment strategies to evaluate

student learning? D2b. To what extent do students and teachers use these finding to modify the

teaching/learning process for the enhancement of the educational progress of every student?

D3. To what extent does the school with the support of the district and community have

an assessment and monitoring system to determine student progress toward achievement of the academic standards and the expected school-wide learning results?

D4. To what extent does the assessment of student achievement in relation to the academic

standards and the expected school-wide learning results drive the school’s program, its regular evaluation and improvement and usage of resources?

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D1. To what extent does the school use a professionally acceptable assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community?

Adelante teachers and staff are well integrated into district and site processes that examine data related to the performance of our students “as a group” and as individuals. On the district level, Adelante has one administrative and two teacher representatives who serve on the Continuous Improvement Leadership Team. This group is made up of district, school, community and parent representatives to examine site and district-wide data related to student achievement on a variety of measures including CAHSEE, CST, SAT scores and report card grades (D/F rates). The group annually reports findings and recommendations to the district board for action related to programs or processes that will improve overall student achievement. Sites also report individual assessment results to the group, and for AHS these include our Alternative School Accountability Measures (ASAM) and improvement in student GPAs (fewer D/F) after transfer to our program. At the site, the administration collects both site and individual student data on a regular basis and shares this with staff and community. Site data around the California Standards Tests (CST) and the exit exam is shared with teachers as it is released during our weekly staff meetings or as part of our student review team, SERVE. The data is discussed and utilized to make program improvements or allocate resources in order to best address the academic needs of the students. This information is shared with parents and community through our reports back to the CILT team, HomeLink, AHS Newsletter, at Back to School Night presentations and in our School Accountability Report Card. Our parent group uses the information to make recommendations related to school processes and student support services. Evidence:

CILT team State Test Results (CST, CAHSEE, STAR data) SERVE meeting minutes HomeLink AHS Newsletter Back-to-School Night SARC Parent Group

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D2a. To what extent do teachers employ a variety of assessment strategies to evaluate student learning?

D2b. To what extent do students and teachers use these finding to modify the

teaching/learning process for the enhancement of the educational progress of every student?

All teachers have been trained over the course of the last few years in the assessment strategies related to the work of Stiggens, Marzano and “Lesson by Design” (backwards mapping). In addition an Adelante team of teachers, a Professional Learning Team (PLT), participated in a district wide effort to develop assessment portfolios and strategies based on the concepts of assessments “Of” and “For” Learning. This work has translated into the use of a variety of assessments within the classroom to monitor student progress and learning. Teachers utilize a wide range of strategies to assess state content standards and our EKSs including classroom, department and district rubrics, oral review, quizzes, tests, demonstrations, research papers, projects and portfolios. Also, student work is measured and grades are issued in relation to effort and participation and previous student work and productivity. It is clear through ongoing evaluation of student work and classroom performance that there is a strong emphasis to hold students accountable to learning, the state standards and our EKSs. Individual student assessment information is a major factor in student class placement and services. Data is tracked on the Personal Learning Plan and in our student information system (Aeries and Staff Public Drive) related to individual student performance on the reading assessment used as part of the ASAM, the District Wide Writing Assessment and the subset performance for each area of the CAHSEE. These measures contribute to student placement in support service classes (Academic Literacy, Study Skills, Tutorial, CAHSEE Math and English), the sections of our ELA courses that a student must take/pass. Disaggregation of data is, in most cases, difficult or statistically invalid because of our small school size. We have found that overall student performance is a better measure for school-wide intervention and that “individualized” attention for all students supports our efforts in the most effective fashion. In previous years, comments on our “Parent Satisfaction Survey” reflected that more emphasis should be on “correct work” rather than only on “work completed” that formed the basis for class credit based on “productive hours.” Over the course of the last six years, this strategy has changed drastically as specific attention to student and school accountability to the standards has influenced our program. This has resulted in our Social Studies Department requiring a minimum of “75%” correct on any assignment and for overall performance in class in order to pass, while allowing the student to “redo” any assignment not meeting the standard. In Algebra and Science, a similar strategy is used on all tests and quizzes prior to a student moving ahead with the material to ensure student understanding before moving on to more difficult material. Growth is monitored school-wide using mid-grading period progress reports and in the classroom through portfolio checks, student “self” assessments and monitoring of their own work. Students then have the opportunity and responsibility to redo or complete missing work. Student growth

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and achievement are monitored through regular updates of the PLP. Specific criteria monitored are course and credit progress, progress in each of the strands of the CAHSEE and writing improvement as measured by performance on the District Wide Writing Assessment. Students who are having difficulty with the content of a course or the academic requirements are served in a variety of ways to ensure that they receive the help/support that is needed in order to be successful. The SERVE team meets voluntarily bi-weekly to review student progress or share information related to student needs and performance. The administration does an intervention with the students discussed at the meeting. Teachers will work individually with students having difficulty in class and often stay in at lunch or after school to offer assistance. Students needing additional time on assignments can use the computer lab and library at lunch or can be placed in a study skills or tutorial support class as part of their regular day. Students who are experiencing difficulty that may be related to a learning disability are referred to our Special Education Dept. for review and placement if eligible. Our goal is for all students to be successful, and their progress is regularly monitored related to attendance, effort, academic achievement and progress towards graduation. Staff review continues to affirm that if a student desires to be successful there are numerous support systems, both personal and academic to address student need. When students are not ready to apply themselves to meet the academic demands of class or school, our processes become geared to helping students address their behavioral needs as this is a precursor to success in school, on the job and in life in general. Evidence:

CILT team District Assessment Strategies Professional Learning Team (PLT) Aeries: Teacher Grade Books PLP Performance data

o ASAM results o District Wide Writing Assessment o CAHSEE o SARC

Master Schedule Parents Satisfaction Survey Curriculum Syllabi Mid-Grading period progress reports Special Education Referral Forms Staff Meeting notes/SERVE reviews Aeries HomeLink/Staff Public Drive

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D3. To what extent does the school with the support of the district and community have an assessment and monitoring system to determine student progress toward achievement of the academic standards and the expected school wide learning results?

D4. To what extent does the assessment of student achievement in relation to the

academic standards and the expected school wide learning results drive the school’s program, its regular evaluation and improvement and usage of resources?

Adelante High School acknowledges the emphasis by federal, state and district administration to use assessment results and data as the basis for program and academic decisions. Therefore, assessment and accountability do play an important role in the development of our school program and the allocation of resources. The performance data recorded on the PLPs is used to determine the type of intervention needed for the students and to make sure appropriate individualized services are provided to them. The effectiveness of our interventions is measured not only by individual student improvement, but also by school-wide performance on the related measures. The results of the state testing are shared with the staff after each CAHSEE and in the fall upon release of the CST results. Departments use data from these tests to realign curriculum and ensure that we are addressing the most relevant standards within our classes. At Adelante, analysis of data around CAHSEE and the CST resulted in the restructuring of our English Language and Science class offerings and the addition of the CAHSEE Math and English classes. As a result our CAHSEE scores and CST Earth Science scores have improved. Algebra class structure was changed from one with solely an individualized approach to a direct instruction with individual support model. Students are placed in Algebra sections according to their achievement within the material. CST Algebra scores for Adelante were above state and district averages for percentages of students at “proficient” or above. At the site level, budget and resource allocations are influenced by assessment results. At the end of each school year, the staff meets to prioritize facility, equipment, academic and supplementary material and staffing needs. Funding and resource allocations are adjusted accordingly. Also, as a direct result of concerns over the attendance data in the ASAM, a detention program and weekly attendance monitoring were developed. Our attendance rate improved from 72% to 75% between the 03/04 and the 04/05 school years. Our ASAM rate for credit production went from 72% to 90% in the same reporting period. Evidence:

PLP Performance data

o ASAM results

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o District Wide Writing Assessment o CAHSEE o SARC

Master Schedule Curriculum Syllabi Technology access Site budget allocations

Areas of Concern – Focus Group D:

A need to continue to develop curriculum and teaching strategies to include more writing and vocabulary building and to assess student achievement in these areas across the curriculum.

A need to more fully address the fact that some low scores may be due to something other than curriculum, assessment processes or instruction. Students need to be “ready” to work hard on learning and be accountable to apply themselves.

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D1 and D2 Evidence: From staff surveys

The nature and types of student assessments o Assessments “Of” and “For” Learning o Quizzes, tests, oral review, worksheets, demonstrations, projects, papers o Rubrics: ELA and US History project rubric, Special Education rubric for US

History Project, District Wide Writing Rubric, Vocational project rubrics o Algebra tests o Portfolios o Skills sheets

How is growth determined, and how is that information used?

o Portfolio “checks” o Redo of missing/incomplete/incorrect work o Student self assessments o Monitoring of credit production o Student data list o Report card analysis o Tracking of course/credit completion on PLP o Progress on District-Wide Writing Assessment o Meeting performance standards required for credit o Teacher monitoring of individual student work quality/performance o Woodshop, Art and Day Care – Project Rubrics

Basis upon which student grades and performance levels are determined.

o Comparison to Calif. Grade level content/performance standards o Performance on assessments that measure what students need to “know and be

able to do” related to content standards o High expectations with opportunity to “redo” work if under the 75% o Participation and effort in “performance classes” i.e. Wood/PE/Art o Comparison of student work to class/dept./district rubrics o Completion of required work at appropriate levels o Final “demonstrations” i.e. Career Project, Public Speaking

Examples of standards based curriculum:

o Daily reading o Use of “source” & “real life” documents/materials o Use of learning techniques: summarizing/analysis/synthesis/evaluation o Student creation of “real life” products – newsletters, reports, articles, research o Writing/oral reports in academic classes o Standards alignment for lesson/class incorporated in assignments o Standards aligned textbooks in all CORE classes o CAHSEE remediation/study skills/tutorial classes to help students meet standards o District-wide writing assessment

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o MLA format/research project for US History o Alignment of ELA course/strand structure to address standards o Algebra progress/class assignment based on meeting standards prior to

advancement

How are assessment results used for re-evaluation of curricular objectives and instructional approaches?

o Whole class analysis of test results to determine “gaps” and to reteach o Individual work with students to “reteach” concepts in a different way o Oral review sessions o Study sheets to check for understanding o Student evaluation of class and their own learning o Comparison of student work and improvement over time o CAHSEE remediation classes o “Redo” work not completed/understood o GED class

Student work that demonstrates real life performance tasks

o Lab write ups o Newsletters o Creation/analysis of surveys o Research projects o PowerPoint presentations o Stock Portfolios o Budgets o Peer Helper projects/interaction with community o Grant Writing/Multicultural events o Community support projects (i.e. Christmas Family/Canned food drive) o Presentations to community (Rotary Club) o Career Fair/Roseville Leadership Class partnership o Public Speaking/Career Project for Eng. 12 o Business Applications o Skill demonstrations - Vocational Classes o Teacher Assistants o Environment Science projects

How is assessment used to improve instruction?

o STAR/Accelerated Reading results place student in support class o Re-evaluation of course objectives and targets to CST results o CAHSEE remediation classes development o Teacher development of “clear targets” for students o Standards targeted and used as reference for teaching o Staffing adjustments

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How is student accomplishment of academic standards/ESLRs (EKS) monitored? o ABI – Aeries online system available to student/parent/teacher o PLP updates each six weeks o Teacher individual record and review with student o Senior Student Data lists updated each six weeks and placed on staff Public

Drive o Students monitor their own achievement and learning needs and goals in

relationship to PLP credit goals o Counselor/Administration review each six weeks o Mid-grading period progress reports - Mailed and online in HomeLink o Reports Cards each six weeks – Mailed and online in HomeLink o Teacher e-mails to parents

How is growth determined and monitored?

o SERVE team reviews of individual students (every two weeks) o CCEA 5 stages of growth model o Student willingness to try o Credit production and classroom success o IEP meetings and goals o PLP reviews with staff or Admin. each 6 weeks or as needed o Improved performance on ASAM reading test/CAHSEE results/District Writing

Assessment, CST, daily work and classroom assessments o Mid-grading period progress reports - Mailed and online in HomeLink o Reports Cards each six weeks – Mailed and online in HomeLink

Analysis of student work.

o All staff visitations to classes o Development of Critical Areas of Academic Need (CANs) o Consensus around student deficits related to study skills o Understanding of and ability to use real world documents/charts/graphs o Lack of student ability to apply what they read – i.e. textbook material, word

problems, manuals, laboratory protocol, directions o Many students “can do the work” just “won’t do the work” o Lack of student awareness of “quality work” or the desire to do “quality work”

D3 and D4 Evidence: From staff surveys

How are the district and Board involved in the process of assessment? o CILT o Published district and site test results o Development of district rubric for ELA o District approved release time for assessing writing samples o District wide training workshops focused on assessment and writing targets o Development of district final for Algebra in progress

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o Development of district Biology assessment in progress

How involved is the school staff in the assessment process? o Ongoing teacher and staff training and workshops o Department collaboration time to create assessments o STAR/Accelerated Reader test given every 90 days to all students o Voluntary SERVE meetings bi-weekly during lunch o Weekly staff meetings o Senior student data list o Enrollment interviews o Department collaboration time to write curriculum o Regular formal discussion about performance data

ASAM results District Wide Writing Assessment CAHSEE SARC Report card grades

In what ways are students and parents involved in the process of reviewing student

performance? o Teacher/Student conferences o STAR Reading tests results are sent home to parents of new students o Aeries allows parents and students access to their grades and attendance o Parent conferences o I.E.P. meetings o Staff emails or calls to parents about student performance o Report cards sent home every 6 weeks o Failure notifications during grading period o Personal Learning Plan o Attendance caller every night

How do we communicate to the community the progress of our students towards meeting

the standards? o School newsletter o Standardized test results in the newspaper o Articles in the newspaper o School web site o Reports to the School Board o Graduation ceremony o Scholarship awards o Community presentations o SARC o CILT o Back-to-School night

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o Ballet Folklorico o Multicultural Event o BECOME awards o Rotary visits o Career Fair

How intimately are the parents, DO, and Board kept informed about our students’

progress? o Superintendent and Board Member Visitations o Aeries o Sacramento Bee/Roseville Press Tribune articles o Scholarship applications o CILT o ASAM o SARC o Suspension/Expulsion totals o I.E.P. meetings o District-wide committees o Test scores in paper o Report Cards each 6 weeks o Parent Group meetings o Regular Newsletters

What are some examples of responses to our assessment from community members?

o Parent survey o Graduate survey o Model schools visits o Scholarships o 6-Year WASC o Model School o Letters of appreciation from parents o Student thank you letters o Parent calls

How have assessment results changed our school’s programs?

o STAR/Accelerated Reading results can qualify a student for Lit Lab class o Realignment of ELA/SS/math/science classes and curriculum to match/meet

standards o Rising expectations o Benchmark tests o Library facilities o CAHSEE classes o Standards targeted o Staffing needs

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o Master schedule changes

How have all the stakeholders been involved in a results-driven continuous planning process?

o CILT o WASC

How do our assessment results influence school, DO, and Board allocation of resources?

o Staffing o Facilities o Texts o Equipment o Budgetary supplements

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Adelante High School Chapter 4 WASC 2006 Self-Study: Focus Group E

Focus Group Category E

School Culture and Support for Student Personal and Academic Growth

E1. To what extent does the school leadership employ a wide range of strategies to

encourage parental and community involvement, especially with the teaching/learning process?

E2a. To what extent is the school a safe, clean and orderly place that nurtures learning? E2b. To what extent is the culture of the school characterized by trust, professionalism, high

expectations for all students and a focus on continuous school improvement? E3. To what extent do all students receive appropriate support along with an

individualized learning plan to help ensure academic success? E4. To what extent do students have access to a system of personal support services,

activities and opportunities at the school and within the community?

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E1. To what extent does the school leadership employ a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process?

There are a variety of strategies used by the school staff and school leadership to encourage the involvement of parents and others in the community. The school welcomes interested parents and/or community members to participate in helping students achieve their school and personal goals. We believe it is essential to the success of Adelante to have parents, guardians, and community members participating in improving our school. As stated in our School/Parent Compact, involving parents and guardians of the district is fundamental to a healthy system of public education consistent with Board Policy 1221.2. This policy states that “The district is strongly committed to the inclusion of parents and community members as active participants in district level and school level decision-making processes. The district and each district school shall implement processes to involve parents, guardians, and community members.” As part of our enrollment process, parents complete a “Parent Compact” that surveys availability for parental volunteers, career speakers or “job shadowing” opportunities. The responses are collected and used by teachers/administration throughout the year to help provide student services and opportunities. Parent input is requested on a regular basis through our newsletter and website, at Back to School Night and during our Senior Dinner. At Adelante we have incorporated our policies and beliefs into a program of school activities and events to ensure that we open our school to parents and the community. The parent group formed as part of the WASC process, decided to create an ongoing “Parent Connection”, which would have regularly scheduled meetings. Based on the identified student and school needs, they would adopt projects and solicit other parent involvement. They have had meetings in January and February 2006. These include:

School Sponsored Activities:

o Back to School Night o Senior/Parent Night o College Night o Grandparents Day/Kid’s Day o Grandparents are included in field trips o Parent Volunteers in Library o Evaluation panel members for Senior Careers presentations o RYLA Leadership Camp o Community Service Grants o APE-Adelante Projects for the Environment

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Raku Creek Week Tree Planting Creek Cleaning Water Symposium Aquatic Toxicology/UC Davis

o Field Trips o Red Ribbon Week o Fund Raising Events o Dances o Cinco de Mayo o Multicultural Night/Grant class o Sports Teams o Career Fair o Bonsai Club o Adelante All Year Reunion o Christmas Family o Leadership Class/Peer Helpers o Personal Growth Class o College/Career presentations o Parenting Class speakers/Grant o Religion Forums/Guest Speakers from Community and CSUS student groups

Student Participation in Community Events:

o UC Berkeley Student Rights Conference o Poetry Contests/Roseville Public Library o Art /Technology District Contest o CCEA District XII Spelling Bee o Chess Tournaments o Ballet de Folklorico o Rotary Speech Contest o Voting Poll Workers o Media Production/Video Class – PCOE grant

Parent Contact:

o Yearly Parent Satisfaction Survey o Nightly Attendance Caller o HomeLink--Aeries Home Access for Assignments, Attendance and Grades o Printed Aeries Assignments/Attendance/Grades sent home by teachers o Email/phone calls to Parents o IEP/504 Meetings o Parent Contact regarding SERVE or CORE Referrals o Mid-grading period Deficiency Notices mailed o Mailed Report Card each six weeks

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o Mailed Newsletter each six weeks o Career Fair Newsletter o Individual Enrollment Testing w/ Test Assessment Results sent home o Student Recognition Awards sent home with students o Progress Reports o Voluntary Drug Tests o Student Behavior Contracts o AHS Web Site o Parent Connection

Group Representatives from Business and Community:

o APE: Roseville Urban Forest Foundation Dry Creek Conservancy Paddon & Associates Architects City of Roseville Sierra College Aquatic Toxicology/UC Davis

o Career Development Class: HP, Volt o Career Opportunities/Speakers: ITT, Heald College, WYO Tech, ROP o Woodshop: Sierra Pine, Sun City Woodworker’s Club o Auto Shop: Kragen Auto Supply, MI Automotive o Street Law Representative from UC Davis

Community Volunteers/Supporters:

o Hewlett Packard o Rotary Club-Centennial Project o Hiro Matsuda – Bonsai o Eric Peach - RAKU o Wal-Mart o Lord’s Gym o Airtime Ministries o Bob Kraft – Community Volunteer o Sun City Volunteers (last 5 yrs) - Woodshop o Old Roseville Association o Hispanic Association o City of Roseville Leadership Class o Roseville Library o Almost Perfect Book Store o RYLA Sponsorships o Physician sponsored physicals for athletes/students o Referrals to Sacramento Dental Society

Grants & Donations:

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o Sutter Roseville: Public Health Nurse, TAPP, KISS-Smoking Cessation o HP Fuller Corporation: Day Care/ Parenting Class/ Instructional Materials,

Folklorico Mirrors/ Cinco de Mayo o City of Roseville: Folklorico Dancers o Hewlett Packard: Folklorico Dancers o Placer County Strength and Assets Program: Folklorico Dancers, Multicultural

Night, Activity Class o Coca Cola Foundation: Folklorico Dancers o Dairy Ice Cream: Folklorico Dancers o Sierra Pine: MDF for woodshop

Scholarship Providers:

o Roseville Rotary o Granite Bay Rotary o Soroptomist International Thelma Zerbe Memorial o Roseville Host Lions Club o Roseville Emblem Club o Kiwanis Club o JRL Memorial o Fred Cummins/Joe Duarte Optimist Club o Adelante Staff o RJUHSD Administration o Bob Howe Memorial o RW Finley

E2a. To what extent is the school a safe, clean and orderly place that nurtures learning?

Adelante High School provides a safe, clean and orderly place in which students and staff work and learn. The school community is very proud of the “family atmosphere” that exists on campus and strives to maintain it. Students indicate that they feel respected by peers and teachers alike, and because of that, they feel that Adelante is a positive place to come to school. Students, parents and community members all speak passionately about the degree of caring that exists on campus, the motivation that results when students find success, and the nurturing environment that enables that success. Over and over again, Adelante people refer to their school community as a family; a place where people “look out for one another” and grow to be mature, focused, and confident young people.

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Our “Parent Satisfaction Survey” confirms this opinion in that 93% of the respondents indicated that they “strongly agree” or “agree” that the “Adelante Staff treats students with respect and dignity.” In addition, responses from the last district/school Healthy Kids Survey found that 85% of the Adelante students reported school to be a high to moderate asset in helping them be successful, a percentage higher than that received by any of the comprehensive high schools. In May of 2005, 126 graduates and former students attended Adelante’s first All Class Reunion. On the questionnaire they were asked to fill out, many commented on the positive and nurturing experience they had while at Adelante. Our processes and policies reflect a system that believes all students are responsible for their behavior, supports student personal and academic growth and is based on being “firm, fair and flexible”. Students are acknowledged for their contributions and performance on a regular basis through our weekly “Outstanding Achievement” awards and at our school-wide awards program that occurs at the conclusion of each grading period. Students are recognized for GPA, credits, attendance and individual achievement in class from their teachers (Computer Program Skill Awards). Student and school safety are continuing priorities that are addressed on a regular basis. Yearly reviews of the Crisis/School Safety Plan, updates related to gangs/drugs from the Roseville Police Department and regular First Aid/CPR training for the staff are commitments of the administration to ensure that the staff is fully trained and aware of the safety needs of the school. Ongoing issues related to school safety or student concerns are addressed at our weekly staff meeting or bi-weekly Student Evaluation Review (SERVE) meeting. Evidence:

Student Awards Program/Student of the Grading Period “wall” in the office Regular meetings of faculty/staff to address/train related to safety and/or student needs Well-maintained campus/grounds Good visibility of administration throughout the day Neighborhood Watch/Involvement Alarm System/Loud Speaker Intercom/Inside and Outside of Classrooms Visitors must check in and sign in at office/Visitor Pass must be worn Student Parking Passes Administration/Counseling immediately available to the students as needed Teacher/Staff openly express care and concern for the students

o Parent Survey results o Graduate Questionnaire

District Psychologist – Steve Cosby available weekly or on call Individual Parent meetings with administration and teachers as needed Full time campus monitor Nightly Calls to parent if student is absent and weekly calls to ALL parents for

attendance Enrollment Processes that review rules and expectations with each parent & student

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Student Handbook/Parent Handbook Web Site information/HomeLink Aeries access for parents Homeless services through district coordinator Yearly review/update of School Safety Plan - Crisis Response binders in all classrooms Emergency Kits in strategic positions Policies/practices - Wanderer’s List, 10 Minute Rule (No student out of class first/last 10

minutes) Emergency Call Buttons / Phones in every classroom Practice Drills—Fire and Intruder Regular Visits from Probation School Youth Resource Officer on campus one day a week/available daily Nurse available on call District Nurse and Public Health Nurse involved in Parenting Class Good access to county/district wide services for students on campus Internal structures support student safety, personal development, and educational needs Parenting/Day Care Classes, Leadership/Peer Helper Classes, Recovery Class Curriculum/Master Schedule used to address student needs Strong support staff/programs: Campus monitor, classrooms aides, CORE team Clean and good working restroom facilities

E2b. To what extent is the culture of the school characterized by trust, professionalism, high expectations for all students and a focus on continuous school improvement?

The school is more than just a warm and friendly environment and it is clear that the priority is learning as reflected in our Mission Statement. Students are expected to try and to achieve given the support of the faculty and staff. The staff works together in a trusting, collegial and professional relationship, which benefits the students and provides a basis for continuous school improvement. The entire school community shares concern over the state initiatives related to accountability, but is able to work together to focus on ways to measure student improvement and progress. Students continually comment on their increased pride and confidence after completing “harder” classes. Teachers demonstrate sensitivity to and knowledge of the complex issues facing their students and are continually seeking ways to improve the school’s programs and the students’ learning, while continuing to provide the supportive and encouraging environment so needed by these at-risk students. Student issues are discussed with all staff at our bi-weekly SERVE meeting, while school/educational issues are regularly addressed in our weekly staff meeting. Both activities are used to address those issues that will benefit students and/or the school and participation by all staff members is the norm. Decisions are generally made as a “committee of the whole” with an attempt to reach consensus whenever possible. The input of all

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staff members is respected equally with openness and trust valued by all. Continuous improvement in the methodologies we use for working with our population and in our teaching practices/approaches are the focus of inservice, training and conference attendance by teachers and administrators. The district and school participates in the BTSA program to support new teachers and we currently have one teacher involved in this program for the 05/06 school year. In addition all teachers have participated in visitations to other continuation high schools and Adelante has hosted a number of schools who have come to view our program as a result of our status as a state Model Continuation High School. Evidence: Teacher Professionalism

Teacher of the Year/Teacher Makes a Difference awards from District and PCOE Student-Teacher Evaluations Parent Satisfaction survey results related to teacher involvement All staff attend conferences, inservice/trainings Peer and/or administrative evaluation process BTSA membership/support for new teachers CCEA/CDE recognition as a Model Continuation High School 3 times: 1991, 1998, 2003 Weekly staff meetings/bi-weekly SERVE meetings Core Team for student support Representatives to all District Office Teams RSEA Officers and Representatives / CSEA Representatives Title 1 Aide Special Ed Aide Technology Aide

E3. To what extent do all students receive appropriate support along with an individualized learning plan to help ensure academic success?

Adelante High School has a comprehensive support system in place to ensure successful student personal and academic growth. The school staff utilizes a variety of strategies to assure that their diverse student population is achieving their learning potential. These strategies include project based assignments/assessments, instructional/scoring rubrics, computer/online tutorials and support, cooperative projects, oral presentations and instruction organized into 6 week blocks to enable timely review/intervention as necessary. A timely system to test the reading level of all new students and all ongoing students at least twice per year is in place and a Reading/Study Skills support class is in place to assist students who need additional help or time. This system is supported by extensive resource services provided by the district, business community and the public at large. The district includes Adelante in all programs and supports our curriculum with

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full access to categorical funding sources. Parental and community participation is incorporated whenever possible to help enable students to accomplish the expected school-wide learning outcomes as evidenced by outreach programs from Lord’s Gym, Golden Sierra Life Skills, PCOE, Roseville Police Dept. Social Work Intern, Roseville Chamber Leadership Class and numerous donations from the public/community to support student activities. Teachers use a variety of methods, strategies and techniques to engage students. Individualizing class content to the needs and interests of students along with employing the growing trend toward using group or individual projects has resulted in more student involvement, learning and success. Students are able to take advantage of our “student network” and save/access all their work from any computer on campus. Students have access to all curricular offerings, including vocational classes offered on campus. The new student ‘interview” process enables the administration to review options with each student and parent as part of our intake process. Students have access to ROP programs throughout the district and county, “Academic Enrichment” courses through Sierra College, concurrent courses for our “seniors” through the Roseville Adult School and employment options through our Outside Work Experience Coordinator. Support classes exist within the regular school program and include Recovery class/CORE team support for students with drug/alcohol issues, a special education program to support students with learning disabilities, classroom aides in our computer labs and a library with half-time library aide and parent volunteers to support student learning. Each student is given a Personal Learning Plan (PLP) that serves as their record of credits earned and credits still needed for graduation and outlines courses students need to complete based on CAHSEE results. Student support needs, vocational interests and graduation goals are recorded on the PLP, which is used as a tool for student conferences and planning, to monitor their progress toward graduation and to assist with course selection for each grading period. Parents can monitor student academic progress and attendance through our online “HomeLink” program. Teachers are informed about student needs and progress through our SERVE meetings, online “student data sheets” and the Aeries information system. Evidence:

Administrative Support for Teachers and Students o HomeLink o AlphaSmart on loan o Aeries/ABI system

Library Flexible Computer Lab availability staff/students Online Learning Resources

o SkillsTutor o Hotmath o Classzone

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o Holt Online o AHS Web Site – Student Portal

Title 1 Aide, Special Ed Aide, Technology Aide Psychologist on campus one day a week R.P.D Social Worker intern At-Risk-Intervention specialist Roseville Chamber Leadership Class Weekly LRT for Special Ed Grades and credits mailed after each six week grading period Core Team referrals Bi Weekly SERVE meetings Peer Helper program/Leadership class/Grant writing class Student Data Sheet Teacher referral forms: One Credit List, Bad News Pairs, and Furlough requests Mid-grading period failure notices Evening Attendance Caller/Daily for absences/Weekly to all parents regarding attendance Star Reader Tests when enrolled and every 90 days thereafter Career Fair: Resume class/How to Interview/Dress for success, etc Personal Growth Class ELA stranding to support student needs/CAHSEE prep. H Drive: a place for students to save all work for four years Student Public Drive: Teacher Assignment and Work Drop Folders Three Flexible Computer Labs Computers in every room Donated computers on loan Digital cameras and video/ TV w VCR or DVD in every classroom Textbooks available to check out Six Week Grading Periods 4 to 8 period days Teaching to Standards Special projects and opportunities beyond the master schedule:

o APE Projects o Field Trips o Bonsai Class o Ballet de Folklorico o Chess Tournaments o Poetry Contest o Jam Session o Job Shadowing o SOD Projects

Sierra College 2+2 Articulation High School and College credit awarded to students who take classes at one of local

colleges Summer School availability through Independent Study

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Resource Specialist Program GATE Technology Integration across curriculum Credit available through the Adult School program GED Prep Class

E4. To what extent do students have access to a system of personal support services, activities and opportunities at the school and within the community?

Adelante High School’s heart and soul is their focus on the needs of Adelante students. The system of support begins with an individualized approach to students, which occurs from the moment of the student’s enrollment. “Enrollment Interviews” are held with each student and their parent(s) to ensure that learning and personal goals become a part of the student’s daily action plan while attending Adelante. The staff commitment is to make each student become a part of the Adelante Family. Evidence:

Individual approach beginning with enrollment interview

o Enrollment interview binders o Parent Satisfaction Surveys o Student Handbook o Parents Guide o Star Reading Test o Teen Parents Enrollment appointments as needed

Emotional/ Personal Support Services for Students

o Youth Resource Officer o School Nurse o District Psychologist o District Office Support o Larry Brubaker, Director of Pupil Personnel o Homeless Grant o OWE (Outside Work Experience) o GED Preparation Classes o WorkAbility

94 o Date and Tupe Intervention/CORE Team


o On Campus Drug Testing o Bi Weekly SERVE (Student Evaluation Review) o Recovery Class o Rebekah Keck/girl’s groups o Truant Officer/Mike Salsbury o Parent Project Program o Tom Grayson to provide 10 hours a week with at risk students/gangs, drugs o Peer Counseling/Leadership Class o College Interns/Placer County Dept. of Ed. Intern o Foster Youth Services Counselors o Smoking Cessation Class (Saturdays) o Living Life on Life’s Terms Class/Jim Roenspie o Personal Development Class o Probation Services o Lord’s Gym/Airtime Ministries o Student Psychology Class

Teen Parenting Program

o Infant and Toddler Learning Center Class o Parenting Class o School Nurse o Grant for Public Health Nurse o Sierra Family Services o Inventory of Support and Community Resource (rm. 3) o WIC o TAPP o Cal-Learn o Quilter’s Guild o Family Resource Center

Career/Higher Education

o ROP o OWE o WorkAbility o Student Opportunity Days o High School & College Credit awarded to students who take classes at colleges o Career Fair o Career Workshops at lunch o College Night o Military Recruiters o Community College Speakers o Scholarships to Graduating Seniors

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o Career Development Class o Orientation Class o Three Computer Labs o Computers in every room o Career Classes o Career Software - E Choices o Online Resources/Tools

Holt Online SkillsTutor Britannica Online ESRI Mapping

o Adelante High School All Year Reunion o Consumer Economics o Library Resources o Leadership Class

Connect students with school, real world and expected learning results

o Library o Field Trips o Guest Speakers and presentations to whole school o Yearly Events

Senior/Parent Dinner Back to School Night College Night Red Ribbon Week

o “Kid’s Can” Can Drive o Adopt a Family o School-wide Barbeques o Winter Dance/Valentine Dance/Ice Cream Social o Cinco de Mayo o Multi-Cultural Day o Career Fair o Lunchtime Workshops o Summer Groove o Sports Activities/ Basketball and Co Ed Softball o Senior Luncheon o Senior Trip o Raku o Ballet de Folklorico o Bonsai Club o Mid East Forum o Economics Class simulations o Community Service Class

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o Grant Writing Proposals Class/Student produced o Creek Week o Adelante All Year Reunion

Areas of Concern – Focus Group E: Though our school has a comprehensive support system to ensure the academic success of the students, we see a need for more individualized instruction for many of our students, especially in math. Many of our students have behavioral problems or lack the personal and school skills needed to fit into the classrooms. The 4-period days and existing programs are not enough to motivate the behavior change needed for all students to succeed. We see a need to help our students make stronger ties to school and career goals. Some students do not see the benefits of doing well in school as a stepping stone for their future education or careers. Due to a high rate of tardies and attendance problems after lunch the staff came to a consensus that it would be a benefit to close campus at lunch. Our concern is that the decision to defer the building of our gymnasium, made by the board, will impact our ability to make such program changes any time soon.

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School-wide Action Plan

Adelante High School Chapter 5 WASC 2006 Action Plan: Writing

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ACTION PLAN: ELA – Writing

Objective: Student writing skills will be improved through a coordinated school wide approach to “writing across the curriculum.” Students will improve their writing skills to meet the requirements of the CAHSEE. Students will develop writing skills that will allow them to successfully transition to college or work. Rationale: Student success while in high school and in post high school opportunities is enhanced by the ability to write effectively. Data taken from CAHSEE subtests, District Wide Writing Assessment and through analysis of student work shows this to be a continuing area of student need. Relationship to Standards: Key ELA standard for all grade levels Relationship to EKS/ESLRs: EKS # 1: Basic Skills – Reading, Writing and Math

Steps Timeline Persons Responsible and Necessary

Resources

Methods of Assessment and Reporting

Provide teacher training inservice related to relevant tools and concepts Review 6 + 1 & “Language” of Writing

District Wide Writing Rubric scoring

Use of Writing Prompts Vocabulary Development

Fall 06

English Dept. Chair

AHS Administration

District Curriculum Dept.

Teacher/Dept. participation

Incorporate “non English department” teachers into the scoring of the District Wide Writing Assessment by “inviting” other department members to participate in the district scoring process.

Fall 06 / Spring 07 (ongoing)

Social Studies, Science and Math Dept. Chairs

AHS Administration


Teacher/Dept. Participation

District developed “survey” of Writing Assessment Needs

Department work to integrate “Writing Across Curriculum” concept and tools into the structure of

Spring 07 AHS Dept. Chairs Teachers

Faculty Meeting reports and review

Adelante High School Chapter 5 WASC 2006 Action Plan: Writing

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the lessons and assessments in all classes Formalize placement of selected writing into student portfolio after each grading period. Analyze student needs based on Rubric scores and improvement

Spring 07 AHS Dept. Chairs Teachers AHS Admin

District Wide Writing Assessment scores and tracking of student improvement

English Dept. Training in “How to move students up the rubric ladder” Development of specific department strategies and interventions for poor writers

Fall 07 English Dept. Chair

English Teachers AHS Admin. District Curriculum Dept.

Teacher participation and response

ELA Department use of District Wide Writing Assessment Data for student class placement and identified remediation.

Spring 08 English Teachers AHS Counselor

AHS SERVE Meeting Notification to parents of remediation needs through letter or at intake based on district assessment scores.

Adelante High School Chapter 5 WASC 2006 Action Plan: Math

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ACTION PLAN: Math

Objective: Continue to examine the delivery of the district math requirements related to CAHSEE, Pre-Algebra, Algebra, and Geometry. Rationale: Student ability to pass the CAHSEE, Pre-Algebra, Algebra, and Geometry. Relationship to standards: All instruction aligned to the state math content standards. Relationship to EKS/ESLRs: Meet or exceed all.

Steps Timeline Persons Responsible and

Necessary Resources Methods of Assessment

and Reporting

Identify school wide math needs with respect to CAHSEE, Pre-Algebra, Algebra and the coming of Geometry in fall 2008.

Fall 06 (ongoing)


Site Administration Math Department

STAR and CAHSEE math scores and Pre-Algebra and Algebra chapter scores (Geometry to begin in Fall of 2008).

Develop a chart/table to plot the Progression of the math curriculum with respect to CAHSEE, Pre-Algebra, Algebra and Geometry (when it arrives).

Fall 06 (ongoing)


Dialogue to consensus State math content standards alignment

Implement the AHS math progression for all students in CAHSEE, Pre-Algebra, Algebra, and Geometry (in fall of 2008)

Fall 06 (ongoing)


Dialogue to consensus State math content standards alignment

Stay informed on CAHSEE, STAR and district math graduation requirements.

Fall 06 (ongoing)

District Office of Administration

Site Administration Math Department Site Staff

Attend district CAHSEE, STAR, math meetings

Report changes to CAHSEE, STAR, and math requirements

Attend CAHSEE, STAR, and math conferences

Adelante High School Chapter 5 WASC 2006 Action Plan: Math

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Stay informed on status of the alternative graduation certificate, district ROP center, and GED requirements.

Fall 06 (ongoing)

Site Administration Site Staff

Attend district meetings re: alternative graduation certificate, ROP, and GED

Report back to staff

Develop a plan to deliver math tutoring in CAHSEE, Algebra and Geometry.

Fall 06 –CAHSEE Fall 06 –Algebra Fall 08 –Geometry

Site Administration Math Department Site Staff

Math department evaluation

Student math work Student surveys

Develop a staffing plan and funding plan to include: a teacher’s aide in Algebra, a Geometry teacher, and a teacher’s aide in Geometry.

Fall 06 (ongoing)


District Dept. of Personnel


District budget priority Site budget priority

Adelante High School Chapter 5 WASC 2006 Action Plan: Vocational Program

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ACTION PLAN: Vocational Program and related Staffing Plan

Objective: The school will develop alternative options/educational paths for students not on a “graduation track” or for those wanting to include a vocational education specialization as part of the elective requirements. The school will develop a staffing plan that meets the demands for additional vocational course offerings and supports the increased graduation requirements of the district. Rationale: Data shows that the majority of students enter Adelante almost one year behind in credits and it is projected that this deficiency will increase with the implementation of the new district graduation requirements of 260 credits, algebra/geometry in mathematics and college prep English and Science courses. Many students will be unable or unwilling to meet the requirements and this will necessitate development of other options through high school. Creation of a “certificate” program with specific educational and vocational components will give students a reason to continue with their education and transition to career or further education. Relationship to Standards: Meets CTE and educational standards for transition to work/career Relationship to EKS/ESLRs: Consistent with the EKS based on the US Dept. of Labor SCAN Skills and the school mission to help each student develop his/her own educational purpose and prepare for the next steps after high school.



and Reporting

Work with district CTE committee and 49er ROP to investigate and expand ROP programs in the district and placement onto the AHS campus

06/07 school year

AHS principal District CTE Coordinator

District Supt. of Curriculum

49er ROP

CTE review and report to District Leadership Team

Develop district wide Student Survey to determine vocational training interests and needs – match to ROP programs and local community college training and certificate options Select/recommend specific

06/07 school year

AHS Principal District CTE Coordinator

Report to District CTE committee

Recommend strands/training options

Adelante High School Chapter 5 WASC 2006 Action Plan: Vocational Program

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ROP courses for inclusion at AHS

Develop AHS staffing and facility plan for vocational options and district graduation requirements.

07/08 school year

AHS Principal District Facilities Committee

District Supt. of Personnel

District CTE Committee

District Board Approval

Develop the vocational/educational sequences/requirements leading to a “Certificate of Completion” for non- graduation students or as part of elective strand. Meeting the Certificate requirements would allow student participation in the graduation ceremony as an alternative to a diploma.

07/08 school year

AHS Principal AHS Staff District Supt. of Curriculum

District CTE coordinator

Proposal to District Integration Team

Approval by District Board

Implement/offer ROP and Certificate Course offerings/requirements to junior transfers

08/09 school year

AHS staff Report to District Integration Team and District Leadership Team on implementation

Adelante High School Chapter 5 WASC 2006 Action Plan: Student Services

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ACTION PLAN –Student Services Objective: This action plan will address student behavioral, personal and school skill factors and provide opportunity to treat specific needs. (Failing the 2nd half of a grading period, “under the influence”, “above the influence”) Rationale: Data shows CHKS data showing significant levels of at risk behavior including 45% transient rate among students, over 60% of students report recent drug/alcohol use, 45% reporting symptoms of depression. Relationship to Standards: D& F Grades in academic course work are a factor of missing/incomplete work rather than inability to complete work. Relationship to EKS/ESLRs: Applies to ALL

Steps Timeline

Persons Responsible and Necessary

Resources Methods of Assessment

and Reporting

Establish committee to investigate: Counseling and emotional support programs

Assessment and referral strategies

Intervention techniques to address the needs of underperforming students or those in need of emotional/behavioral intervention

Fall 06 / Spring 07

AHS Administration Teacher/staff

representatives School Psychologist Community

Representation

Report to Committee of the Whole and to parents through staff meetings, newsletters, webpage

Investigate funding opportunities including: Categorical programs Grants Medical Reimbursement

to support

Spring 07 AHS Administration Director of Categorical

Funding School Psychologist

Report to Committee of Whole

District Deputy Supt. – Business

Adelante High School Chapter 5 WASC 2006 Action Plan: Student Services

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Develop plan for AHS transitional program

Fall 07 AHS Admin/Staff Team Present to Committee of Whole

Parent/Student/Community Reps.

Present plan to DO Fall 07 AHS Admin/Staff Team Board of Education Approval

Implement plan Spring 08 AHS/Community Team Report to Committee of Whole

Parents, community through web page, newsletters

Evaluation and review of the plan and service to students and adjust the service or components to address determined needs

Fall 09 (ongoing)

AHS Administration Community Partners

Committee of Whole

Adelante High School Chapter 5 WASC 2006 Action Plan: Student Support Services

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ACTION PLAN: Student Support Services

Objective: Adelante will develop additional programs to help students make stronger ties to school and career goals. Rationale: Data shows CHKS data showing significant levels of at risk behavior including 45% transient rate among students, over 60% of students report recent drug/alcohol use, 45% reporting symptoms of depression. The school needs to provide additional resources to help students deal with the emotional/behavioral issues that impact their ability to be successful academically and/or in transition to career or college. Relationship to Standards: D and F Grades in academic course work are a factor of missing/incomplete work rather than inability to complete work. Relationship to EKS/ESLRs: Develop General Workplace Skills related to a particular career area so they can become:

An Ethically and Socially Skilled Person

A Productive and Safe Worker

A Lifelong Learner

A User of Technology and Resources

An Effective user of Systems

Adelante High School Chapter 5 WASC 2006 Action Plan: Student Support Services

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and Reporting

Assess student body to determine what factors or activities can be used to help motivate students.

Fall 06

AHS Administration AHS Leadership/Peer Helper class

Committee of Whole report

Newsletter/webpage report

Implement “student incentive program” based on results of assessment: include parents/community in planning acquiring needed incentives.

Spring 07 AHS Administration Committee of Whole Parent/Community Reps

Committee of Whole Newsletter/webpage

report Community

letters/support Board of Education

report

Develop a “mentor/transition” program for seniors to link each graduate with an employer/mentor for job shadowing, internships and/or transitional support

Fall 06 create ties Spring 07 assign mentors

AHS Administration District CTE Coordinator

District Internship Coordinator

AHS Peer/Helper Leadership class

Roseville Chamber Leadership class

Committee of Whole Report

Newsletter/webpage report

Report to Board of Trustees

Strengthen/expand role of existing site programs and add new to develop school/educational links to include: Parent group Advisory/Buddy program

6 week awards Wall of Fame Website profiles Field Trips Family Night Activities

Development – Fall 06 and ongoing Implementation – Spring 07 and ongoing

AHS Administration AHS Peer Helper/Leadership

AHS parent/community reps.

Committee of Whole report

Newsletter/Webpage report

Community letters

Adelante High School Chapter 5 WASC 2006 Single Plan for Student Achievement

Single Plan For Student Achievement At Adelante High School

3 1 6 6 9 2 8 3 1 3 0 3 0 9

CDS Code

Date of this revision: Dec. 2005

This is a plan of actions to be taken to raise the academic performance of students and improve the school's educational program. For additional information on school programs and how you may become involved, please contact the following person:

Contact Person: Gary Litke Position: Principal Telephone Number: (916) 782-3155 Address: 350 Atlantic Street Roseville, CA 95678 E-mail address: [email protected]

Roseville Joint Union High School District

The District Governing Board approved this revision of the School Plan on: _______

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PURPOSE OF THIS TEMPLATE Use of this template in whole or in part is voluntary.

This template meets the content requirements of amended Education Code Section 64001 for a single school plan for pupil achievement. The plan must:

1. Align with school goals for improving pupil achievement based on verifiable state data

2. Identify the means of evaluating progress towards those academic performance goals; 3. Address how funds will be used to improve the academic performance of all students

to the level of the API; 4. Identify how state and federal requirements will be implemented, and be consistent

with federally required district improvement plans; 5. Consolidate all plans required by programs funded through the Consolidated

Application for which the school receives an allocation and, when feasible, other categorical programs;

6. Be developed, approved and annually reviewed and updated by the school site council, including proposed expenditures of funds allocated to the school through the Consolidated Application;

7. Be developed with the review, certification and advice of applicable school advisory committees;

8. Be reviewed and approved by the local governing board whenever there are material changes affecting the progress of students covered by these programs.

This template provides a single, comprehensive school plan to improve the academic performance of students. Its use requires collection and analysis of student performance data, setting priorities for program improvements, rigorous use of effective solution strategies, and ongoing monitoring of results. The template provides a structured means to improve teaching and learning to meet state content and performance standards. To accomplish this purpose, the template includes elements found by educational research and professional practice to be essential to the success of plans to improve student academic performance. In addition, if all applicable portions of the template are properly completed, school plan content requirements will be met for all programs for which the school has an allocation in the Consolidated Application. Schools operating School-Based Coordinated Programs must include instructional and auxiliary services to meet the special needs of English learners, educationally disadvantaged pupils, gifted and talented pupils, and pupils with exceptional needs.

Schools operating School-wide Programs under E.S.E.A. Title I may use this template to describe strategies that provide all children opportunities to reach proficient and advanced levels of academic achievement, using methods that are based upon scientific research or proven practice.

This template may also be used in developing action plans under the Immediate Intervention Underperforming Schools Program (II/USP), the High Priority Schools Grant Program for Low


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Performing Schools, and the Comprehensive School Reform Demonstration Program. Information and assistance on II/USP is available online at http://www.cde.ca.gov/ta/lp/iu/.

Keric Ashley, Manager Consolidated Programs Accountability Unit

California Department of Education 916-657-3745

[email protected]

http://www.cde.ca.gov/ta/lp/iu/

mailto:[email protected]


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School Vision and Mission “Adelante High School provides a supportive, structured education designed to assist those students who want or need an alternative to the traditional high school setting. We encourage our students to develop an educational purpose and to prepare for the adult roles and responsibilities they will assume in the future.” (Adelante High School Mission Statement) The Adelante High School Mission statement was developed in concert with the input of parents, students and business as we examined what all students should know and be able to do after graduation from high school. As part of a district wide process that included input from all constituents, the district Essential Knowledge and Skills (EKS) were developed to guide the instructional practices of all schools in the district and outline what all students are expected to know and be able to do. The EKS serve as Adelante’s Expected Student Learning Results (ESLRS) and are the structure around which courses taught. The EKS call for mastery of adult world skills and behaviors in

BASIC SKILLS: Reading, Writing, Mathematical Operations, Speaking and Listening THINKING SKILLS: Visualize, interpret, think creatively, solve problems PERSONAL DEVELOPMENT: Responsibility, self respect, organization,

perseverance RESOURCES: Identify, organize, plan and allocate INTERPERSONAL: Work well with others INFORMATION: Acquires and uses information for problem solving, products or

processes SYSTEMS: Identifies and understands processes, roles and interrelationships TECHNOLOGY: Uses a variety of technologies appropriately and ethically

The EKS reflect the national report, “Secretary’s Commission on Achieving Necessary Skills; What Work Requires of Schools”. As such, the district EKS and our resulting school ESLRS accurately reflect the mission and purpose of Adelante High School; helping our students prepare for “what comes next”.


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School Profile

Adelante is the continuation program for the Roseville Joint Union High School district, the only school in our district of over 8000 students that fulfills that role. Adelante was established in 1966 and moved to its present site in 1980. The student body at Adelante reflects a diverse group of young people ranging from 15 to 20 year of age with approximately 50% in 12th grade (reflective of years in school, not credits), 30% in 11th grade and 20% in 10th grade. We serve very few freshmen, as these students are enrolled in our district opportunity program if the need arises. The common denominator for all students transferring to Adelante is class failure and/or an inability to adapt to the traditional high school setting, structure and demands. Over the last year and a half, 90% of all transfers have been voluntary requests by the student and parent, coming from each of the four comprehensive high schools in our district, the district independent study program and the opportunity school. Our 2005 CBEDS report showed 190 students. This number however does not accurately reflect the total number of students served at Adelante each year. Our population is rather transitory in that while we maintain an average of approximately 200 students at any one time, we serve roughly 350 - 400 students per year. Students transfer in or out of our program at each of our six week grading periods, with traditionally over 1/3 of our new students coming from out of district schools as move-ins to Roseville. A survey of our population showed that 60% of the students reported attending two or more high schools prior to coming to Adelante, with 25% of that group having attended three or more. As such, Adelante’s student body reflects an ethnic distribution that largely mirrors the district as a whole, with approximately 70% of our population being White, 20% Hispanic, 7% African American and 3% other minorities. A faculty of eleven teachers, two administrators/counselors and eight classified personnel serves Adelante’s students. Classes are organized into six-week grading periods with credits earned based on student attendance and completion of required course work/learning/standards. Adelante offers all classes necessary for graduation from the Roseville High School district and offers a variety of support, elective and vocational classes to help students reach their educational, personal and career goals. In addition, three computer labs serve campus and student needs. Graduation from Adelante requires completion of the same credit and subject requirements as in all other schools of our district with “content standard” benchmarks and/or assessments incorporated into the CORE curriculum that must be passed satisfactorily to earn those specific subject area credits.


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School Accountability Report Card

The following information is a summary of the data included in the SCHOOL ACCOUNTABILITY REPORT CARD for Adelante High School

• School and district drop-out rates have decreased over the last 3 years • Expenditures per pupil on a district wide basis are $5,537 for all educational services. At

Adelante, services include Spec. Education, Title t, ROP/OWE opportunities, Vocational Education, Parenting/Childcare classes and a variety of personal support and counseling programs.

• Class size at Adelante High School averages 15 students • All teachers at Adelante High School are fully credentialed. All teachers meet the

provisions of the No Child Left Behind Act through course work/degree or HOUSSE 1 provisions.

• There are two credentialed counselors/administrators serving the needs of Adelante’s students. Counseling needs are supplemented through partnerships with county social and health care workers.

• Parents, students and community members consistently see Adelante High School as a safe, clean and welcoming learning environment.

• In 99/00, Adelante received the maximum 6 year accreditation from the Western Association of Schools and Colleges through the “Focus on Learning” process.

• Adelante is undergoing a WASC review in 2005-2006 • Adelante offers up to 344 instructional minutes per day. Education Code provisions

require only 180 instructional minutes for continuation schools. All 180 school days exceed this requirement.

The School Accountability Report Card is available from your school or district office.


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ANALYSIS OF CURRENT EDUCATIONAL PRACTICE

The following statements characterize educational practice at this school:

1. Alignment of curriculum, instruction and materials to content and performance

standards:

CORE academic programs (English, Math, Science and Social Studies) have or are in the process of aligning curriculum with the state content standards, and are developing performance standards and benchmarks for all students. Board Approved/content standard aligned textbooks are available to all students in each of the CORE areas.

2. Availability of standards-based instructional materials appropriate to all student groups: Through standards aligned textbooks/materials in all CORE classrooms and available on-line resources, all students have access to developmental and grade level appropriate materials specific to the state content standards. Curriculum maps are utilized district wide to support alignment with the standards across the curriculum.

3. Alignment of staff development to standards, assessed student performance and professional needs: Staff development opportunities, district “buy back days” and our Peer Assistance Review plan target standards based instruction, content standard mapping, assessment strategies and the achievement of “at risk” students. In-service opportunities that specifically address the needs of at risk students continue to be a priority for the Adelante staff. Specific writing standards instruction, use of technology based learning programs and development of curriculum maps tied to the standards were the 01-02 focus for staff development. In 02-03 and 03/04, staff development focused on reading improvement strategies and alignment of our ELA courses to the specific content standards of the CAHSEE. In 04-05 teachers participated in work surrounding the Stiggins and Marzano research regarding effective instructional practices. 05-06 targets are related to “at risk services” and the social/emotional needs of our students as well as integration of instructional strategies to support student learning.

4. Services provided by the regular program to enable under performing students to meet standards: All students are tested for ELA grade level performance ability upon enrollment and every 90 days thereafter in accordance with the requirements of the Alternative School Accountability Measures for the California State Dept. of Education. Students with significant deficiencies in their reading or writing performance levels (below grade level score of 6.8) are enrolled in “Lit Lab/Academic Literacy”, an ELA support class. Students receive classroom instruction


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and individualized support in order to meet specific benchmark requirements and/or performance standards. Technology based “on-line” tutorial/instruction is also available for student use at home.

5. Services provided by categorical funds to enable under performing students to meet standards: Title 1 students receive individualized help from a credentialed instructor and the services of a classroom aid for ELA. Reading and writing instruction is incorporated into individualized, real world applications of technology. Special Education students are served by an RSP teacher and a classroom aide through tutorial assistance and modifications of course work in accordance with the IEP. In mathematics students receive small group as well as individualized instruction to meet the state Algebra requirement. In addition, pre-algebra material aligned with the California Exit Examination standards are incorporated into required Pre-Algebra. Mathematics classes that must be passed by all students prior to graduation or passing of the CAHSEE. Supplemental tutorial and enrichment instruction are available through online resources (Skills Tutor, Digital Curriculum, Hotmath and Classzone) that are available to the student at school, home or at community technology centers (Roseville Science and Technology Access Center, Roseville Public Library, Lord’s Gym). Additional resources will be applied towards CAHSEE remediation classes for seniors who will need to pass this assessment for graduation this year. Additional materials, online resources and tutorial support will be supplied from state categorical funding supplied for this purpose.

6. Use of state and local assessments to modify instruction and improve student achievement: Adelante utilizes the Accelerated Reader STAR computerized reading test as an assessment tool for all students. Results are used as a comparison to results reported on standardized state measures. STAR scores are used as a placement tool for specialized instructional and support services. Students with identified deficiencies in reading achievement are served through a “Lit Lab/Academic LIteracy” course utilizing the Accelerated Reader materials and ongoing STAR reading achievement assessments to measure progress. Local/site benchmark assessments are used to guide and target instruction and address state content standard requirements in the CORE areas. Our Math program is conducted in response to student performance on the CAHSEE and delivers related instruction in areas of student deficiency. ELA course sequences are based on state and site measures to insure students receive instruction in areas where they are deficient with section requirements aligned/based on the standards incorporated into the CAHSEE. Science has incorporated specific course exams for Life, Physical and Integrated Science standards. All students are expected to meet these standards prior to course completion and/or receiving a diploma.


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7. Number and percentage of teachers in academic areas experiencing low student performance: As the continuation school for the district, virtually all of our students enroll because of poor/low academic performance at the comprehensive high schools. Of our current population, (as of 12/2005) 75% have cumulative GPAs of less than 2.0. This compares to 66% in 2004. Analysis of student transcripts shows students to be farther behind in credits (and resulting GPA) when they enroll than previously. Many of our students, 38% in 05 and 42% in 04 have a grade level score in reading of below 9th grade. Of the group reading below grade level, 50% are identified as needing significant remediation with reading scores below 6.8. This level has remained relatively unchanged over the course of the last three years. On the ELA California Standards Test as part of the state ’05 STAR testing, 61%% of our sophomores and 73%% of our Juniors scores “Below Basic” or Far Below Basic”. This is an improvement for both groups over ’04 results but still shows significant deficiency in the majority of our student body. The STAR data as a result, virtually 100% of our 11 teachers (all but one teach an academic class) work with students who are demonstrating low student performance.

8. Family, school, district and community resources available to assist these students:

Adelante offers an extensive body of community resources for students on the AHS campus. Placer County Teenage Parent Program (TAPP), County Public Health, Student Management Advocacy Resource Team (SMART), ROP/OWE and Workability, and Placer County Office of Education (PCOE) Prevention Services all offer counseling/support to assist students at AHS. The Roseville Police Dept. Services Division has placed a Social Worker Intern at AHS for the 0506 school year. In addition, AHS offers “on-line” tutorial services in CORE subject areas for all students and a daily “Recovery” class for students needing support/help with a substance abuse problem.

9. School, district and community barriers to improvements in student achievement:

Students come to AHS because of what is usually a long history of school failure and poor academic achievement. Key barriers to achievement are overcoming student resistance to remediation, their poor attendance patterns and the rather short length of time most students are at AHS. An analysis of data from the 0405 school year shows that while our CBEDS enrollment was 220 our total enrollment for the year was over 400. During the course of the 0405 year, we dropped over 200 students with over 50% of that total being students who moved out of the district. In addition, the students often exhibit behavioral patterns that require intervention before the student is capable of addressing his/her learning needs. This pattern is reflected in the CDE 5 stage model of continuation school success and Accountability Plan.


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10. Limitations of the current program to enable under performing students to meet standards:

AHS can offer the appropriate level of instruction and assistance to all students. Overcoming the “barriers to learning” and helping students reach grade level performance standards often takes more time than we have with students who may only be with us for one or two semesters at most. Student performance consistent with the content standards or testing “proficiency measures” is most often beyond the preparedness of our students, and because of their proximity in age to leaving school, they will often “opt out” or transfer into another educational option (Independent study, GED prep) rather than continue in school and attempt to remediate years of academic underachievement. Students come to Adelante with the stated purpose to “make up credits”. Credit production is more and more tied to student proficiency rather than a traditional continuation school model of credit for seat/productive hour time. Thus credits are not “made” up as fast and students don’t “make up” their credits in time to graduate with their class. We currently have 91 12th grade students but of these, only 40 are on track to graduate by the end of the school year. In addition, 23 of the 91 12th grade students are “Fifth” year seniors (2 are actually 6th year seniors). The persistence rate of each student and how far they are from graduation when we get them is a critical factor that cannot be predicted, only monitored upon enrollment of individual students. “Meeting the Standards” is currently defined in many instances by doing well on the mandated state tests. Over 60% of the students who take the state STAR tests at AHS each spring have been with us for less than one full semester and have not had significant opportunity to address their learning needs or achievement of the standards. Given that the majority of our transfers are Juniors they are not tested again to measure progress/growth within our school other than on our local measures.


Student Performance Data Summary

Academic Performance Index (API) School Report Adelante’s base API was established in 2003 at 421. Adelante did not receive a 2004 API due to not testing the required percentage of students on the ELA portion of the California Standards Tests. Our API of 564 in 2005 showed a growth of 143 points, well beyond our state growth target, but because we did not have a 2004 API, Adelante was identified as a Program Improvement School in 2005.

Student Testing And Reporting

Student Performance by Content Clusters or Standards

X All Students

Student Group Time in Program (if reported by cohort): Not available

School Year: 2005 School Year: 2004 School Year 2003 Content Clusters or Standards

(list)

% Below/Far Below Basic

% Below/Far

Below Basic

% Below/Far Below

Basic

English/Language Arts 10thgr 61% 11th 73%

10th gr. 75% 11th 79%

10th gr. 75%, 11th gr. 83%

World History 10th gr. 66% 10th gr. 71% 10th gr. 90% US History 11th gr. 75% 11th gr. 75% 11th gr. 68% Algebra All grades 62% Science All grades 55% All grades 68%

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Local Measures of Student Performance

Scores are stated as described Subject: Reading Reader STAR used for ASAM

Year:

Year:

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2004/5 2003/4 8.1/9.0 All Students 8.5/9.3

Student Groups (list)

RSP 6.1* Economically Disadvantaged 8.81*

OTHER LOCAL/SITE MEASURES:

ASAM:

Attendance: %Credits Earned:

75%

90% 72%

72% Local Accountability Measures:* 0.72/2.17 GPA (#D’s/F’s)** 0.76/2.61

*Pre measure not available.

*As part of our district processes for analyzing student performance, specific indicators have been identified for the alternative high school programs. The District Assessment and Accountability Plan for the alternative schools includes the “number of students” receiving at least 1 D or F on their report card. Analysis of the data shows the 100% of all students transferring to AHS this year met that criteria in the semester prior to transferring to Adelante. To more accurately assess student progress at Adelante, we have amended the criteria to exam GPA in the semester immediately before transferring to AHS from one of our comprehensive high schools and comparing that to the GPA in the student’s first grading period at the school. In that respect, of the students examined the average GPA was 0.76 in 03/04 and 0.72 in 04/05. During the first grading period at Adelante for these students, the mean GPA improved to 2.61 in 0304 and 2.17 in 0405. While there are still numbers of students who receive at least one D or F, the overall improvement is significant and more telling than a percentage with D’s/F’s.


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STUDENT PERFORMANCE DATA SUMMARY (continued)

School Demographic Characteristics

Data listed below are from the October CBEDS data collection Ethnic/Racial Parent Education Level NA African American not Hispanic 5% Not high school graduate American Indian or Alaska Native 3% High school graduate Asian 2.5% Some college Filipino 2% College graduate Hispanic or Latino 23% Graduate school Pacific Islander 1.5% Average Parent Education Level N/A

Average Class Size (CBEDS) 14 White not Hispanic 63% Participants in Free or Reduced Price Lunch 15% English Language Learners (Stanford 9) 0 Multi-track year-round school? (CBEDS) No

Student Groups Performing Below Standards or Expectations 04/05

Group Grade Level Performance Gap

All Students 10/11 CST: ELA 87% below proficient

Title I and SCE participants 10/11 CST: ELA 89% % below Proficient

Gifted and Talented NA: too few students

Special Education participants NA: too few students


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Conclusions from Student Performance Data: Performance data is consistent with student history and achievement as well as with STAR data for all groups. Students are generally 2-4 grade levels deficient and in many cases far lower. Data reinforces our belief that remedial and academic support programs are vital to help students improve ability, but performance at levels consistent with state identified “proficiency” is an ideal that most students will struggle to obtain if at all in the time they are with us. Conclusions from Parent, Teacher and Student Input: Parents recognize student academic deficiency. Parents express that student “failure” in the comprehensive programs comes from the inability of those programs to work with the students “at their level” and “at their rate of speed”. Adelante attempts to work with the student “from where they are” and build from that point. However, remediating academic deficiencies and helping students achieve content standard requirements has a significant impact on graduation rates and use of student elective course allocations. Parents and teachers understand the importance of holding students accountable for their learning and achievement of standards as a prerequisite to credit advancement and graduation. School Goals for Improving Student Achievement: Data shows and confirms school belief that ALL of our students are in need of academic support and remediation of basic skills. As a result, school goals continue to focus on the needs of ALL students and the interventions/programs that support improved academic performance, access to appropriate materials and development of specific content requirements that are aligned with state content standards and the performance level of our students. Goal #1: Improve student writing skills – WASC Action Plan 1 Goal #2: Improve student mathematics performance – WASC Action Plan 2 Goal #3: Expand vocational programs and develop staffing plan to support needs of all students – WASC Action Plan 3 Goal #4: Expand emotional and behavioral support system for all students – WASC Action Plans 4 & 5


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PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE

The content of this school plan is aligned with school goals for improving student achievement. School goals are based upon an analysis of verifiable data, including STAR results, but are primarily based on local measures of pupil achievement. Accurate measures of performance and ability related to the “at risk” students served at Adelante High School is better and more reliably measured through regular and specific assessments. The Adelante Student Review Team (SERVE) reviews school and individual student performance data. Based upon state, local and site data the school has established the following performance improvement goals.

GOAL # ‘s_1-2_ for Improving Student Achievement: Goals 1 & 2 were developed to guide curriculum development, assessment strategies and staff development activities to support English and Math instruction and achievement. Student groups participating in this goal: All Performance gains expected for these students: On average, students will show a Minimum 0.5 grade level improvement in Reading achievement for each year at AHS Accelerated Reader “STAR” scores as a measure. Improvement in percentage of students who have passed ELA portion of CAHSEE will increase by at least 5%. Sampling to include only those students who have been at Adelante for a minimum of 90 school days. Means of evaluating progress toward these goals: Analysis of performance on Language Arts benchmark assessments (District wide Writing Assessment), and enrollment trends in remedial/tutorial reading/writing classes. Group/individual student data needed to measure academic gains: Yearly Accelerated Reader “STAR” grade level performance scores, CAHSEE ELA results/passing rates, District Wide Writing Assessment scores. GOAL #4 for Improving Student Achievement: Goals 3-5 were developed to support student integration of school performance and purpose. Vocational/Career preparation as well as emotional and behavioral support programs improve student performance in all classes and lead to accomplishment of school ESLRS/EKS. Performance gains expected for the students: Students will demonstrate improved performance on ASAM measures related to credit production and attendance. Means of evaluating progress toward this goal: ASAM measures will improve by 5% yearly.

Description of Specific Actions to Improve Educational Practice

Implementers/ Timeline

Related Expenditures

Estimated Cost

Funding Source

Alignment of instruction with content standards: Teachers will continue to develop lessons and projects related to the content standards. Specific “cross curriculum” writing prompts will be developed by all CORE subject area teachers to support improvement in

06/07 school year for development of writing across curriculum. 07/08 for math restructuring

Additional supplementary Math/English materials as necessary

$2500

Title 1 Catagorical funding for CAHSEE support


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writing to the 5 paragraph model/specific mode of writing. Student assignment to ELA requirements will be based on needs identified by site level assessment and CAHSEE results with additional writing classes assigned for those needing improvement based on CAHSEE or district wide writing assessment data. Mathematics instruction specific to Pre-algebra/CAHSEE preparation will be streamlined to move students into Algebra as quickly as possible. Geometry has become a graduation requirement for the class of 2010 and will eliminate pre-alg as a math course. The math dept. will need to restructure to develop support/remediation classes AND enrollment in Alg/geom. In order for students to progress.

Timelines consistent with WASC Action Plans 1 & 2

Improvement of instructional strategies and materials: Specific “cross curricular materials” and writing prompts to improve student comprehension of CORE class standards. Mathematics materials/support classes & structure will be developed to allow students to move directly to Alg. and into geometry when required. Tutoring services will be sought to allow for more one on one instruction

Timelines consistent with WASC Action Plans 1 & 2

CAHSEE/math support materials

Extended learning time: “Study Skills/Ac. Literacy” classes have been added to allow additional time for students to work on assignments and receive tutorial help. These classes will be expanded as necessary to meet student needs with specific criteria developed and

Fall 06/07 and ongoing


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communicated to students who are not achieving to expectations. Additional “on line” tutorials will be made available for students wanting to remediate skills from home.

PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE (continued)

Description of Specific Improvements to be Made in

Educational Practice

Implementers/ Timeline

Related Expenditures

Estimated Cost

Funding Source

Increased educational opportunity: Our library is currently open through lunch. We will continue to request additional funding to support making our librarian a full time position for 0708 school year. Additional tutorial support will be sought utilizing AVID tutors as available. Grants and outside funding sources will be sought to develop counseling/behavioral intervention programs for students not meeting expectations of performance in classroom or at school. This would allow students normally placed on a 4 period schedule to be in school all day as part of the coordinated counseling effort.

AHS Adm. AHS staff team Consistent with WASC Action Plans 4 & 5 Dist Categorical Funds manager Dist Asst. Supt. Business

Additional staffing support Library and math tutors.

$5000 librarian $2000 Tutors

Title 1 Categorical support funding for CAHSEE Support

Staff development and professional collaboration: AHS will provide 6 + 1 Writing Traits instruction to teachers and training related to use of the District Wide Writing Assessment Rubric. Teachers will be invited to participate in district wide scoring processes. AHS teacher/adm team will participate in district and site training for development of

06/07 school year AHS Adm/teacher team AHS Committee of the Whole

Conference attendance/materials

$3000

Staff Devel. And PAR funding


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Declarative Procedural Knowledge Chart process by all teachers. Site support for increased department work/staff dialogue and curriculum alignment work on Friday Minimum Days. Staff participation in conference opportunities specific to needs of at risk students and continuation education. AHS staff will continue to support student recovery from substance abuse through weekly collaboration as part of our CORE team.

Stipends

$4,500

Safe School Catagorical

Involvement of staff, parents and community: Parents and community are an active part of our school community. Home/school communication and community involvement were seen as major strengths of the school in our WASC accreditation review. Parents receive reports of student classroom progress each six weeks, and a weekly telephone call regarding overall attendance. (nightly following an absence). Community members are active participants in our career fair program. This program is to be expanded to include a mentoring program, pairing all seniors at Adelante with a community/business mentor. Assessment results are shared with parents through mailing of ASAM testing, CAHSEE results and STAR reports. Individual review with parents as part of our “Personal Learning Plan” review with parents at the beginning of each year.

06/07 and ongoing Counseling dept.

Increased mailing costs

$300 Site budget allocation


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Auxiliary services for students and parents: To further assist students with academic deficiency, on-line tutorials are available for all students enabling them to receive extra help from home at any time. These services are to be expanded with tutorials specific to the CAHSEE. Services and opportunities for Vocational Education will be enhanced through modernization of equipment and additions of ROP opportunities on the campus. Career opportunities/awareness will be fostered through site Career Fair.

Timeline Consistent with WASC Action Plan # 3

Web site tutorial subscriptions ROP development/portables Career Fair Support materials

$2500 TBD $1000

Title 1 and CAHSEE Support funding Dist. Facility Funding GATE/Carl Perkins

Monitoring program implementation and results: Individual student progress will be reviewed each six-weeks with recommendations for assistance made based on classroom performance, testing results and progress towards meeting “benchmark” performance requirements. Monitoring of WASC Action Plans and SSP will be ongoing by our WASC Leadership team and the Adelante Committee of the Whole. Our 3 year progress will be reported to the Board and to the community through our web-site.

AHS Committee of Whole AHS WASC Leadership Team AHS Site Council

None None NA


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CENTRALIZED SERVICES EXPENDITURES

The following services in support of this plan are to be provided by district staff from categorical funds allocated to the school through the Consolidated Application and other sources. At least 85 percent of expenditures from Consolidated Application programs must be spent for direct services to students at school sites.

Proposed Expenditures

Estimated Cost Funding Source

Library Aide to Full time (07/08) $5000 Title 1

AVID Tutors $2000 Title 1, CAHSEE Cat.

CORE TEAM stipends $2,500 Safe School Cat.

Online Tutorial/Instruction $2,500 Title 1, CAHSEE Cat.

Vocational Education Materials/Workshops

$12,000 Carl Perkins

Staff Development/Conference $5000 Staff Dev., PAR funds

Content Standards/CAHSEE support materials

$2500 Title 1, CAHSEE Cat.

CELDT testing $1,000 English Learner


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CATEGORICAL FUNDING ALLOCATED TO THIS SCHOOL

The following state and federal categorical funds were allocated to this school through the Consolidated Application, Part II. Additional funds (listed under "Other") may be allocated to the school in accordance with district policy.

State Programs Economic Impact Aid/ English Learner Program Amount: $1000 Purpose: Develop fluency in English and academic proficiency of English learners. Professional Development: PAR Amount: $5000 Purpose: Promote school improvement by long-term professional development of school staff. Other State or Local funds (list and describe) Amount: Carl Perkins/Voc. Ed $12,000 GATE $2,000 CAHSEE Support $10,000

Federal Programs Elementary and Secondary Education Act: Title I: Targeted Assistance Program Amount: $ 30,000 Purpose: Help educationally disadvantaged students achieve grade level proficiency. Other Federal Funds (list and describe): Safe Schools Funding $2,500 Total amount of state and federal categorical funds allocated to this school: $62,500


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SCHOOL SITE DESIGN TEAM MEMBERSHIP

Education Code Section 64001 requires that this plan be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the council is as follows:

Names of Members Pr

inci

pal

C

lass

room

Te

ache

r

Oth

er S

choo

l St

aff

Pare

nt o

r C

omm

unity

M

embe

r

Se

cond

ary

Stud

ent

Gary W. Litke X

Katie Palatinus X

Bill Kehoe X

Cindy Jacobson X

Kathy McKenzie X

Lori Huhtala X

Janie Heath X

Bob Brown X

David Heath X

Frances Tafoya X

Numbers of members of each category

1 3 1 3 2

At elementary schools, the council must be constituted to ensure parity between (a) the principal, classroom teachers and other school personnel and (b) parents of pupils attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must, in addition, be equal numbers of parents or other community members selected by parents, and students. Teachers, other school personnel, parents and (at secondary schools) students select representatives to the council (Education Code 52012).


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RECOMMENDATIONS AND ASSURANCES

The school site council recommends this school plan and its related expenditures to the district governing board for approval, and assures the board of the following: 1. The school site council is correctly constituted, and was formed in accordance with district

governing board policy and state law. 2. The school site council reviewed its responsibilities under state law and district governing

board policies, including those board policies relating to material changes in the school plan requiring board approval.

3. The school site council sought and considered all recommendations from the following groups or committees before adopting this plan

• School Advisory Committee for State Compensatory Education Programs

• English Learner Advisory Committee

• Community Advisory Committee for Special Education Programs

• Gifted and Talented Education Program Advisory Committee

• X Other (list) Site Committee of the Whole, Dept. teams, Library Team, Technology Team,Site Peer Helper student group.

4. The school site council reviewed the content requirements for school plans of programs

included in this Single Plan for Student Achievement, and believes all such content requirements have been met, including those found in district governing board policies and in the Local Improvement Plan.

5. This school plan is based upon a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

6. This school plan was adopted by the school site council on: 1/19/06 .

Adelante High School

Documents

Transcript of Adelante High School