Salinas High School SELF-STUDY REPORT

Salinas High School SELF-STUDY REPORT

726 South Main Street

Salinas, California 93901

Salinas Union High School District

April 9th- April 12th, 2018

Gdocs 2017 ACS WASC/CDE Edition

Salinas High School Self-Study Report

TABLE OF CONTENTS

Preface 3

Chapter I: Progress Report 10

Chapter II: Student/Community Profile and Supporting Data and Findings 20

Chapter III: Self-Study Findings 64

A: Organization: Vision and Purpose, Governance, Leadership,

Staff, and Resources 64

B: Standards-based Student Learning: Curriculum 90

C: Standards-based Student Learning: Instruction 107

D: Standards-based Student Learning: Assessment and Accountability 125

E: School Culture and Support for Student Personal and Academic Growth 137

Prioritized Areas of Growth Needs from Categories A through E 160

Chapter IV: Summary from Analysis of Identified Critical Student Learning Needs 161

Chapter V: Schoolwide Action Plan 163

Appendices 172

2 Link to Table of Contents


Preface

Salinas High School WASC Visiting Committee Name 1 Name 2 Name 3 Name 4 Name 5 Name 6 Name 7 Name 8

Salinas High School WASC Leadership Team

Diego Scott Mark Dover Chuck Felice Martha Getris Jesus Herrera Richard Hinojosa Cheralynn Johnston Patty Lamar Angelica Martinez Jason Butorac

Rachel Martinez Philip Moore Christina Pena-Macias Alex Schenk Angelica Simons Jessica Stewart Patricia Vargas Stefanie Zenk Barbara Hobson Andrew Rodriguez



Salinas High School 2016-2017 Focus Groups

Focus Group A Organization: Vision & Purpose, Governance, Leadership & Staff, & Resources

Mike Bissell Amy Campbell Ying Ying Chu Sherri Crowson Elizabeth Duethman Jennifer Fanoe Kacee Fujinami Nick Garcia Martha Getris

Kierin Harwood Darin Hershberger Trevor Hodgins Cheralynn Johnston Nathan McClain Kristin McCullough Shahida Merchant Dustin Nguyen Beth Oneto

Nick Perry Maggie Power Xochitl Reyes Alan Takemura Julio Torres Patricia Vargas Lisa Washington

Focus Group B

Standards-Based Student Learning: Curriculum

Lindsay Almond Jodi Bell Michelle Boulware Angela Calendar Thomas Carroll Adam Causey Tyson DenHerder Debbie Draper Chuck Felice Julie Gannon Laurel Gast

Sylvia Garcia Roberta Hays Lauren Jimenez Lori Johnson Yumiko Kishikawa Shelli Loftus Andy Mandon Juanita Martinez Rachel Martinez Lisa Meyers Philip Moore

Christina Pena Andrew Rodriguez Esperanza Sanchez-Zamora Diego Scott Sarada Sinha Jessica Stewart Megan Tan Nathan Voigtschild Brant Wilkinson

Focus Group C

Standards-Based Student Learning: Instruction

Gus Andersen Sarah Balbo Kelsey Beall Scott Brearton McKenzie Briney Catherine Brunner Micah Cabaccang Alison Ced Edgar Cortez Barry Covington Philip Deutschle

Mathew Eggleston Chris Evans Richard Hinojosa Holly Hollingsworth Jensen Kile Amanda Kinnett Cesar Lopez Jessica Lucido Jennifer McCord Kamimura Minako Gloria Bernabe-Moneypenny

Jose Montenegro Vivian Moises Craig Norman Lillian Owens America Reyes Al Smith Sheila Veltus James Warwick Chance Williams



Focus Group D Standards-Based Student Learning: Assessment/Accountability

Carrie Beckwith Alex Besaw Kathy Bravo Jill Camron Thomas Carroll Laura Dietrick-Smith Peter Gage Elvia Guzman Ingrid Herman Jordi Iglesias

Orlando Jauregui Tristan Jones Gustavo Lopez Michelle Lupisan Terry Madden Cara Maestri Michelle Moser Ernesto Pacleb Nick Perry Jesus Santos

Alexander Schenck Allan Schooley Alexander Stevens Ryan Sullivan Benjamin Tackett Bill Thompson Maria Toledo Lisa White

Focus Group E

School Culture and Support for Student Personal and Academic Growth

Bob Agan Jane Anderson Max Bell Leslie Bowling Roger Chagnon Mark Dover Jens Gordon Barbara Hobson Art Hunsdorfer

Gabrielle Hutchinson Joe Johnson Patty Lamar Hugo Mariscal Gina Martorella Mickie Mosley Pickard Naftoli Jeff Nakamura James Nichols

Lauren Reineking Patricia Rustad Tara Seagal Angelica Simons William Terri Katie Ugaz Diana Valle Stefanie Zenk Steve Zenk



Our Process During the 2016-2017 school year, former principal Judith Peterson helped Salinas High School begin preparation for the WASC self-study by electing a WASC coordinator and working with the school's Instructional Leadership Team (ILT) to review both the previous WASC accreditation report as well as the mid-term review documents. New principal Elizabeth Duethman has continued the WASC work by meeting weekly with the WASC coordinator and assembling an expanded ILT to assist in the review and creation of the site goals. In order to involve all stakeholders in the sites visions and decisions, SHS has developed multiple surveys and presentations to both inform and provide a platform for all voices to be heard. A list of major meeting dates and information are found below.

Important WASC Dates

Date What Where Who Notes

3/17- WASC Coordinator Meeting

Principal’s Office

Principal, WASC Coordinator, WASC lead administrator

Weekly meetings to discuss logistics, data, and next steps for self-study.

8/23/17 Classified Home Group Meeting

ASB Classified Staff Members



9/12/17 Site Leadership Team Meeting

Room 104 ILT Members

9/21/17 WASC Focus Group Meeting

ASB/300 buildings

Certified Staff Members

Completed an informational survey. Responses will be disaggregated at next meeting.

9/26/17 Site Leadership Meeting



ASB/300 buildings









ASB/300 buildings



Room 104 ILT Members WASC leadership

11/13-11/14/17 WASC Retreat District Office ILT Members WASC leadership

11/29/17 WASC Parent Meeting

Cafeteria Parents, students and community members


ASB/300 buildings


12/8/17 WASC Retreat District Office ILT Members WASC leadership

1/18/18 WASC Home Group Meeting

Cafeteria Certified Staff Members

2/1/18 WASC Home Group Meeting


2/13/18 WASC Pre-Visit Main Office Dr. Jane Hammaker Principal WASC lead administrator


Room 104 ILT Members WASC leadership

2/26/18 WASC Document Due

3/7/18 WASC Certificated




Meeting

3/22/18 WASC Certificated Meeting


4/8/18-4/11/18 WASC Self Study On-Site Visit

4/9/18 WASC Focus Group


4/11/18 WASC Home Group


Mission Statement Salinas High School students and staff will utilize critical thinking, collaboration, communication and creativity in order to be college and career ready. Schoolwide Learner Outcomes Since the last visit, the Schoolwide Learner Outcomes (SLO) have been modified to reflect some of the philosophical shifts that both the district and site have embraced. Upon attending Salinas High School, students will be:

Effective Communicators ● In the domains of speaking, listening, reading, and writing ● While participating in productive collaboration ● In their ability to interact digitally and developing the 4 C’s (Critical Thinking,

Collaboration, Communication, and Creativity)

Academically Proficient ● In the common core standards ● Upon graduation and be ready for both college and a career

Independent Thinkers ● Who can reason and solve complex problems ● Who can transfer learned skills to new situations ● Who are able to evaluate and validate arguments and information

Responsible Leaders ● Capable of making positive choices both on and off campus ● Who are both socially and globally conscious



We will use: “Cowboys know their CATL” as an acronym for students. This will help students to remember the SLOs and will be used on posters throughout the school. This is the same acronym we used previously with the ESLRs from our previous self-study, but these have been updated to reflect our current needs. Positive Behavior and Intervention Support and School Culture As a Positive Behavior and Intervention Support school, SHS prides itself on creating a welcoming and nurturing school environment. To simplify the behavioral expectations on campus, students are asked to be:

Safe Honorable Sensible

This motto is reinforced through the campus intervention team who work with students both academically and emotionally. We use the motto to frame all conversations around academic and behavioral expectations. We call this, “The Cowboy Way.”



Chapter I: Progress Report A. Previous WASC Self-Study and Significant Developments

In March of 2012, Salinas High School welcomed the WASC visiting committee and received a six-year accreditation with a mid-term visit. The mid-term visit took place in March of 2015. From 2012 to 2015, the school was able to address aspects of the critical areas of need as identified in the previous WASC report. Since the 2012 report, the site instituted weekly collaboration for all subject areas, hired two full time intervention specialists, and acquired Chromebooks for all students. SHS has aligned its Single Plan for Student Achievement (SPSA) and Local Control and Accountability Plan (LCAP) with the WASC critical areas. Highlighted below is a list of significant changes SHS has undergone since its last visit:

Administrative Changes

Following the 2012 WASC visit, principal Sascha Heckmann took a principalship out of country. To fill the vacancy, Salinas High School hired former middle school principal Judith Peterson from SHS’s primary feeder middle school Washington Middle School. Coming in with an understanding of the student body and community helped her ease into the position seamlessly. Her desire to continue the work of the previous principal allowed Salinas High School to move forward with the school’s long term goals. Judith Peterson retired in June of 2017 and was replaced by former assistant principal Elizabeth Duethman. The administrative team has made a commitment to honor the work of the previous administration and refine the programs set in place by their predecessors. The assistant principal positions on campus have shifted greatly since the last full accreditation visit with many of these hires happening within the last two years. SHS has been fortunate to make many of these hires internally with three of the assistant principals were previous teachers and/or administrators in the district. This has allowed more cohesion within the administrative team as it enacts the vision of the school and the district.

Positive Behavior Intervention and Supports

Since the mid term visit, Salinas High School has expanded upon its Positive Behavior Intervention and Support (PBIS) program. SHS now has a three tier intervention system. As of August 2017, Salinas High School has one full time intervention specialist in charge of Tier 1 intervention and one full time intervention specialist in charge of Tier 2 and Tier 3. The PBIS team has worked to develop behavioral norms on campus, and it continues to develop lessons that are delivered to all students reinforcing these behavioral expectations. Additionally, the PBIS team has developed a minor incident report form for teachers to use to track student behavior. Academically, the PBIS team works with collaborative teacher groups and individual teachers to set up interventions for low performing students and students with skill deficiencies.



Weekly Collaboration

As of 2016, the Salinas Union High School District shifted from a bi-monthly (once every other week) collaboration schedule to a weekly collaboration schedule. The district has implemented a Wednesday late start schedule to support our PLC meeting time. This was requested by both staff and administration for many years, and its implementation has allowed for deeper discussions in the Professional Learning Community (PLC) groups surrounding both student data and lesson design. This time has been invaluable considering the shift to the Common Core Standards and the ongoing demand for data. Many of the departments on campus are undergoing curriculum shifts as a result of district level decisions. This makes the new collaborative time more valuable than ever to help align goals, review data, and share best practices for each PLC group.

Instructional and Technology Coaching

In 2012, Salinas High School implemented an instructional coaching model on campus. Instructional coaches are teachers on special assignment who teach part time and mentor part time. The job has expanded from two coaches to four since 2012 and has allowed teachers more access to professional development and support. Instructional coaches develop and present professional development for staff, work one-on-one with teachers on a voluntary basis to develop or expand skills in the classroom, work with cohorts of teachers to introduce new ideas and teaching practices through learning walks, and assist in ensuring correct implementation of district initiatives to ensure fidelity amongst all school sites.

When the district opted to move toward a 1 to 1 Chromebook model, both teachers and administrators identified a need for professional development opportunities to support teachers with implementation. Initially, the district provided voluntary training for staff via a peer to peer model where expert teachers showcased their use of technology in the classroom through district sponsored workshops. In 2016, both the district and school site saw the need to expand the coaching on campus to address the implementation of technology initiatives across all disciplines. This led to the creation of the technology coach position at Salinas High School. SHS currently has three part-time technology coaches who assist with school wide professional development, introducing new applications to staff, and assisting teachers with implementing tech within their classroom. As a result of these efforts, many SHS teachers utilize Google Classroom and run a largely paperless classroom.

1 to 1 Chromebook Program

Since the last visit, Salinas High School has undergone major changes to move learning into the 21st century. Part of this revolves around the shift from a computer lab model to a full 1 to 1 model. As of 2016, all students receive a school issued Chromebook that they can take home. Students without an internet connection at home can checkout a Wi-Fi hotspot from the library. Students receive training on digital citizenship and lessons are put



in place to help students familiarize themselves with the Google Chrome OS and the available Google suite of applications. As some of the recent textbook adoptions have a paperless option, the 1 to 1 program has become essential for curriculum accessibility.

B. Progress on Previous WASC Goals

During the last full accreditation visit, the school identified three growth areas. These growth areas were affirmed by the visiting committee members. Below are the identified goals and the progress Salinas High School has made to address these needs:

Goal #1 Improve instructional strategies and practices to address the WASC critical areas of need:

i. improve the academic achievement of all students with special focus on underperforming subgroups, ii. implement cross-curricular reading and writing, and iii. improve students’ skills for life after high school.

In order to improve consistency of overall instructional strategies and practices, Salinas High School has implemented a number of targeted programs and provided teachers and students with multiple resources to enhance the learning environment. Staff members have access to professional development opportunities aligned with the site goals.

Below is a list of actions Salinas High School has taken to address the subgoals from the previous WASC visit.

i. improve the academic achievement of all students with special focus on underperforming subgroups Since the last full WASC visit, Salinas High School has implemented a three tier intervention system. Through the PBIS program, SHS has been able to establish a multilayered intervention program to help struggling students improve their academics. This, along with curriculum shifts and an emphasis on CM and GRR strategies has helped improve the academic success of SHS. Currently, SHS has a number of targeted tutorial programs available to students.

➢ The PBIS team has worked to establish a tutorial program staffed by both teachers and support staff. The tutoring programs vary in focus. SHS has a general tutorial program that focuses on helping students with immediate issues. The after school tutorial is staffed by at least one certificated staff member, and where appropriate, an academic aide qualified to support specific subject areas such as math.



➢ The Mentor Study Tables (MST) program is a strategic and methodical approach

that offers additional support to our newly arrived English Learners before, during, and after class instruction to meet the additional challenge of Common Core and its linguistic demands. This program is a system where adults in the school community monitor students to hold them accountable academically and aid them in assimilating into the school culture. Through the MST program and its inclusive support model, our NELs learn to adjust and excel in the classroom.

➢ Our Intervention Specialists work with our PLCs to determine students needing

academic intervention. PLCs use assessments to determine which students need extra support. Many times this may involve an opportunity for students to retake an assessment, thus improving their course grade. The PLC needs to provide specific information regarding the intervention, including staff requirements, list of students, and data to show the success of the intervention. The intervention team discusses and approves all after school tutorials. The Intervention Specialists support the PLCs by contacting families and reminding students of upcoming tutorial opportunities.

➢ The Intervention Specialists organize Saturday tutorials, known as Cowboy Catch

Up, that run for 4 hours. Students are invited because of academic concerns, either by the classroom teacher or Intervention Specialist. Students are supported by instructional aides and certificated staff. English and Math have been the primary focus. This has been a popular support with students.

➢ Athlete Morning Tutorial takes place during the school year and focuses on

ensuring student athletes are receiving academic support. This tutorial program numbers ebb and flow depending on the time of year. Fall numbers tend to be high but winter and spring numbers are lower. The AD on campus has opted to hold these tutorial when needs arise and makes sure to advertise the programs to students through the daily bulletin.

➢ Check In/Check Out (CICO) is a PBIS Tier 2 school wide intervention for students

who need more positive adult attention and structured feedback to be successful in school. Students who are displaying frequent minor behavioral violations across campus are often successful using this program. It is important that this is a POSITIVE experience for the student to give them an opportunity to improve their behavior.

➢ Cowboy Connection is a mentoring intervention designed to enhance student engagement at school and with learning for marginalized, disengaged students in


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Salinas High School, through relationship building, problem solving and capacity building, and persistence. A goal of Cowboy Connection is to foster school completion with academic and social competence. Though a small program, SHS is looking to enroll more students in the future.

➢ Pre Intervention Response Team Plans are behavior intervention plans that help

prevent behavior problems by addressing their cause. All of a student’s teachers, counselors and support staff provide information about student behavior to have better insight into the behavior needing to be addressed. An action plan is developed, shared with stakeholders , and monitored by the Intervention Specialist. If necessary, a referral will be filled out for an SST or to Monterey County Behavioral Health Education Services so the student can receive counseling. All interventions include a reward when a student shows improvement in targeted behavior.

➢ Monterey County Behavioral Health Education Services is partnering with Salinas High School to provide behavioral services for students in these areas: *mental health services: mood disorders (anxiety, depression, bipolar), Post Traumatic Stress Disorder, Oppositional Defiant Disorder, Gender Identity Disorders, eating disorders, impulse control disorders, psychotic disorders, Attention Deficit Disorders, Pervasive Developmental Disorders * Student Stressors: Domestic Violence, Abuse and neglect, Community Violence , Mindfulness, Substance Abuse, Bullying/Cyberbullying, Gang Affiliation , Absent parent/caregiver, Peer Pressure, Adolescent Development, Transition to Young Adulthood.

➢ EL Success Team meet monthly to discuss issues that our 388 EL students encounter. They assist in connecting our EL students with social and academic resources. The program has developed academic intervention programs specifically geared toward EL students and has worked to provide newcomer students with social opportunities on campus though things like intramural sports.

Along with the schools focus on intervention, there have also been curriculum shifts in most content areas. As a reaction to CCSS, the District Curriculum, Assessment, and Instruction (CIA) teams have collaborated to create updated curriculum that focus on increasing rigor for all students. As a site, Salinas High School focuses much of its professional development on CM and GRR strategies. Looking at the gradual increase in CAASPP scores and gradual decline of Ds and Fs given to students, SHS believes that their efforts are a contributing factor.


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Even so, staff still believes there is more work to do in order to align the many programs offered to students. Currently, certain departments, such as the English department, are meeting beyond contractual hours to work on vertical alignment. This work is supported by administration.

ii. implement cross-curricular reading and writing In order to establish a consistent cross-curricular reading and writing program, the instructional coaching team, in conjunction with the administrative team, has worked to both identify and train all teachers on campus in EL Achieve’s Constructing Meaning (CM) strategies and Gradual Release of Responsibility. Currently, 109 of the 127 teachers have been trained in at least five days of CM professional development. As for untrained teachers, many of whom are new, the district and school site have specific protocols to ensure that they get trained in a timely manner. The schoolwide professional development provided during staff meetings reinforces these site goals. Most staff meetings have some form of professional development developed by the instructional coaching team. Through CM training, SHS has been able to establish common instructional language across disciplines and some common writing practices. A good example of this is the use of the Says/Means/Matters chart and academic language frames. Most teachers on campus use some form of CM strategy on a daily basis. Even then, the quality and consistency of CM practice on campus varies. This is evidenced by the most recent self-evaluation report.

Though SHS has taken steps forward to establish both horizontal and vertical instructional consistency in reading and writing, this effort has been hindered by staff turnover and curriculum changes both at the district and state level. Even so, site administrators and most departments are dedicated to the appropriate implementation of Constructing Meaning on campus. Curricular consistency with reading and writing has been a major focus since the move to the CCSS. Each academic department has a steering committee in which department chairs throughout the district meet and discuss curriculum. Much of the curriculum is developed and agreed upon at the district level and implemented at the site level. Curriculum is developed at the Curriculum, Instruction, and Assessment (CIA) team meetings. Through these meetings, a scope and sequence is developed by the team and distributed out to school sites. The site is responsible for following the district scope and sequence to establish equity across the district. As a site, Salinas High School has made an effort to monitor student reading levels and develop strategies to improve reading. Currently, English teachers monitor students’ reading levels through STAR testing. Many teachers in the English and history classes also assign students Accelerated Reader (AR) point goals and some teachers provide students with SSR time to read. There has been a move recently to ensure students are reading


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material at grade level. The CIA teams have worked to identify and replace at appropriate lexile levels and provide students with necessary scaffolds while reading. Currently, the SHS coaching team is working to establish more consistency for teachers with both reading and writing. This year’s focus is interactive reading and note making. Coaches are providing teachers with reading strategies that students can use while reading texts. The goal is to establish consistency across disciplines.

iii. improve students’ skills for life after high school To address the third subgoal, Salinas high School has worked to strengthen existing programs and create new programs that reinforce both college and career readiness. All but 8 classes on campus meet the A-G criteria. Additionally, SWD are mainstreamed into courses as much as possible throughout the day. Students create a four year plan with their counselor to assist them with setting long term goals for their future. These plans can be changed as they discover their interests. SHS currently has two California partnership academies that focus on developing real skills for life after high school. The GREEN academy gives students the opportunity to learn about building using sustainable materials and working to create eco-conscious projects. The program gives students the chance to visit organizations that use green practices and explore how they implement these practices into their business model. Students also follow a cohort of other like minded students and take courses specifically geared for a career in the field of sustainable building and construction. Students do need to apply to this program during the second semester of their freshman year and room is limited. Like the GREEN academy, the FAST academy accepts students into its program starting their sophomore year. The FAST academy works to provide students training in the field of sports medicine. Classes are cohorted to allow students to take classes up to their senior year that focus on sports medicine. Students learn a number of practical skills that translate to a future in the field.

Salinas High students are also fortunate enough to have access to both ROP and Career Technical Education (CTE) programs on and off campus. As a graduation requirement, students must take at least a year of CTE. Courses on campus include culinary, pre-engineering, and graphic design. Students can opt to take classes like health occupations and dentistry off campus at the ROP center as well. For students planning to get ahead in their studies, they have the option to take a multitude of advanced courses. During their freshman and sophomore year, students can opt to take a placement test to enter GATE courses (English and History) as well as advanced math



courses. There are no specific prerequisites to take Advanced Placement courses, though students usually meet with counselors before finalizing decisions on these courses. Salinas High School currently offers 18 different AP courses for students. Students may also take courses at Hartnell Community College during after school hours. Achievements:

● Multi-tiered intervention program is in place ● Staffing and resources for intervention programs are supported through site

funding. ● Multiple reactive academic supports in place for SPED, EL, and SED students ● Continual focus on implementing behavioral interventions through PBIS focused

on social and emotional wellbeing of students ● Continued expansion of career pathways and academies on campus ● Focused teacher professional development for all teachers in the areas of CM and

GRR

Needs: ● Further refine tiered intervention with an emphasis on systematizing the work

being done in order to replicate success ● Expand career pathways in a way that allows all students to have more real word

applicable skills upon graduation ● Expand writing programs beyond the CM model to ensure consistent cross

curricular writing ● Work with PLC groups in order to expand the rigor of in-class reading and writing

for all disciplines Goal #2 Systematize common assessment process to inform instructional practice and provide intervention to low achieving students. Since the last WASC visit, Salinas High School has made strides in systematizing common assessment. Since the end of the No Child Left Behind era, the types of assessments given to students, along with the types of assessment systems used, have changed. New assessments are now better aligned with the Smarter Balanced Assessments (SBAC) than the previous benchmark exams. Depending on their discipline, teachers are asked to administer one of a number of district sponsored tests. The first, the Interim Assessment Block (IAB), is a set of state tests given to all students in English and math classes on a semiannual basis that mirror the types of questions found on the SBAC. There are multiple IABs available, and each covers different standards. The choice of IAB is determined at Curriculum, Instruction, and Assessment meetings at the end of the



school year; the CIA team selects IABs that are aligned with the current curriculum. Tests are administered two or more times a year. The results of these tests are reviewed by grade level teachers during pull out days. Depending on the test, teachers may be scoring tests, reviewing results, and/or creating remediation plans. Pull-out days can range from one to two days. IAB results are used by grade level teams to inform instruction, pacing, and intervention. Other district sponsored assessments, Performance Based Assessments (PBAs) are teacher created tests that are developed at the district level and administered in courses where IABs do not exist. Many of the PBAs are multi day tests. Results from the tests are reviewed during district pullout days and remediation can be developed from the the results. Because the district was an early adopter of CCSS, certain departments may have undergone multiple iterations of district level exams. Additionally, there have been initial issues with the movement from the previous data program Data Director to the more complicated Illuminate program. This, along with the changing tests have posed a challenge to teachers and administrators regarding how to read and access the data. Some of these issues have been resolved, though the issues teachers face vary from department to department. At the site level, teachers develop common assessments during weekly collaboration. Assessments vary between pre-assessment, formative, and summative. Collaborative groups spend time weekly reviewing data and discussing best practices. Additionally, PLC groups have the option of creating remediation for struggling students. Currently, the intervention specialists assist with creating remediation and help in identify students for the various programs we offer on campus. Moreover, teachers in their PLC groups create tasks and assessments for high skilled students to ensure that all students are challenged. Administrators also encourage teachers to develop common finals for their courses to establish equity amongst courses. Teachers submit their finals to the administrative team prior to finals week for approval.

Achievements: ● District level PBAs are administered by all core subjects ● Representatives from SHS are involved in the creation of both pacing guides,

curriculum development, and assessment creation at the district level. ● Weekly time is alloted to create and review student data

Needs:

● More training on assessing data is needed for all teachers ● Development of consistent common assessment from course to course varies ● The use of the intervention specialists on campus to assist with what happens when

students “don’t learn” is inconsistent 18

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● More training on how to react to common assessment data is needed to allow for more reteaching in the classroom

Goal #3 Improve internal and external communication to ensure equal access and knowledge for all stakeholders Salinas High School has put in a number of different programs and systems to allow for better communication of information to all stakeholders. Though communication has improved since the last site visit, the number of staff and programs have increased over the last three years making communication more complicated challenge than it was at the time of the last full site visit.

To communicate with students, teachers and staff use a number of different methods . Because of the 1 to 1 Chromebook rollout, most teachers use Google Classroom to inform students of assignments. Additionally, students are signed up for grade level classrooms allowing for the school to send information for PBIS along with other important grade level announcements. Daily events are shared via the daily bulletin which is announced on Tuesdays and Thursday and is shared online daily. Additionally, Cowboy TV advertises events and gives updates on school functions every Monday. Some programs also use Remind101 to share information with students. Social media such as instagram and twitter are also used to communicate information with students. To ensure that behavioral norms are shared equally with all students, the PBIS team develops lessons for students. All Cowboy Way lessons are delivered by staff on the given dates during a selected class period. These behavioral norms are also reinforced through the administration of a Good Job Cowboy acknowledgement card, weekly acknowledgment drawings for prizes, consistent message and the various posters posted around school to remind students to act Safe, Honorable, and Sensible. Staff communication takes place in a number of ways . The most common way is communication via email. Many meetings are sent to teachers via Google Calendar. This year, SHS has also developed a Staff Resource Page to help localize and disseminate information to all staff members. Administration has also began to send out a newsletter to all staff members via email called the Giddy Up Gazette. Here, the principal gives updates every other week to staff members. As for communication with parents, the school has developed a multitude of programs to reach out to parents and the community. For sports, SHS has an active booster club that raises money for various sport programs. Parents are also invited to attend the school site council to learn more about the school. For Spanish speaking parents, SHS offers an active ELAC group that meets monthly. Additional targeted parent programs include PIQE, CABE, and the strengthening family program. These programs are run by the community liaison and take place throughout the year.



For general communication, the school shares information through the Home Access Center, the school website, Cognos, and through social media. Parents also have access to the daily bulletin online and can get access to their students Google Classroom by request. Overall, communication has improved in some respects but it has also become more complicated. The district has realized this issue and has adopted Edupoint as a new student management system to help streamline modes of communication. Implementation of Edupoint will take place at the beginning of the 2018-2019 school year.

Achievements: ● Multiple opportunities for parent involvement on campus ● 1 to 1 Chromebooks have allowed for easier student access to important

information both in the classroom at at the site level ● All teachers use the HAC which allows students and parents to check grades and

progress ● Development of the Staff Resource Page (SRP) shows an attempt to consolidate

information for teachers Needs:

● More cohesion between various parent groups needed ● Refine communication methods for disseminating information ● Training for the new SIS



Chapter II: Student/Community Profile and Supporting Data and Findings

A. General Background and History The city of Salinas is located at the northern end of the agricultural area known as the Salinas Valley. It is roughly 20 miles from Monterey Bay and approximately 60 miles from San Jose giving residents access to diverse cultural and job opportunities. The town itself, often referred to as “The Salad Bowl of the World,” has an agriculturally driven economy and is considered one of the most innovative growing regions in the United States. Demographically, not much has 1

changed in Salinas since the last visit. As of 2016, Salinas is home to 150,441 residents. Of the population, 74% are Hispanic/Latino, 18% are White (not Hispanic/Latino), 6% are Asian, and 1% are African American. Salinas itself is a working-class city with many residents falling below 2

the poverty line. Household maximum education levels in the area are considered low in comparison to other cities in California. Even so, there has been a recent influx of more affluent and highly educated individuals due to its close proximity to San Jose. Founded in 1882, Salinas High School is the oldest high school in Monterey County. It is one of four comprehensive high schools in the Salinas Union High School District and is considered the flagship school of the district. The district also includes four middle schools, one continuation high school, one alternative school, the Salinas Education Center, and a Regional Occupational Center. The school is located on Main Street in South Salinas, making it a highly visible and accessible school site. Because of the extensive school boundaries of Salinas High School, the school serves some of the most affluent students in the county as well as some of the most economically disadvantaged. The school has four primary feeder schools, resulting in an ethnically and economically diverse student population. Although Salinas itself tends to be well-known for its gang violence due to heavy gang presence, Salinas High School itself has largely avoided much of this due to its geographical location in South Salinas. Even so, the school has implemented multiple safety protocols over the years to ensure a safe and secure environment both during and after school hours. Since the last WASC visit in 2012, there have been a number of substantial administrative changes. Judith Peterson accepted the principalship of Salinas High School after the departure of Dr. Sascha Heckmann in June of 2012. She has since retired and was replaced by former assistant principal Elizabeth Duethman in July of 2017. Salinas High School has also been fortunate enough to add an additional administrative position, moving from three to four, to help alleviate the workload of the administrative team. Changes in assistant principals have been frequent with three additions to Salinas High School since fall of 2016. Parent involvement is integral to the functioning of the site, both academically and in terms of school culture. Salinas High School has made a great effort to include parents in educational decisions through both the School Site Council (SSC) and English Learner Advisory Committee

1 https://datausa.io/profile/geo/salinas-city-puma-ca/ 2 https://suburbanstats.org/population/california/how-many-people-live-in-salinas



(ELAC). Both organizations meet regularly. In addition, parents are involved in Athletic Booster groups, Music Boosters, and FFA. The Rotary Club is actively involved in student activities as well. The SHS parent liaison and attendance clerk assist in contacting parents and conducting home visits for students who struggle with attendance. Moreover, having two full-time intervention specialists has also been helpful with communicating with parents whose children are struggling academically or socially. The Salinas High School Counseling department has regular and systematic contact with parents, both in person and with electronic methods. Parents can monitor their child’s progress through the digital platform ESchoolPlus. Additionally, parents receive information ranging from event announcements to student behavior reports via email, text, or phone call via Blackboard connect. Due to logistical issues with the student information system (SIS) Salinas Union High School District will be moving to Edupoint next year. The school is also utilizing parent surveys to gather feedback. Salinas High also has a strong vocational education component for students, offering 50 CTE classes, an Agriculture Pathway, and two California Partnership Academies. The Green Academy focuses on training students in sustainable building and energy, and a FAST Academy focuses on fitness and sports training. SHS has a Fine Arts department that includes the strongest music and theater contingencies in the district. The music department offers 15 sections of music and the Theater department offers 5 sections. The district has a state-of-the art Performing Arts Center located on the SHS campus that seats 800. The athletic program includes twenty-one varsity and junior varsity sports. Since the 2011-12 WASC full visit, SHS has continued to undergo several changes to facilities that promote a stronger sense of community and a positive learning environment. Salinas High School has some areas that were built as early as 1920, and thus require special care and maintenance. From the full visit and midterm accreditation visit, the following improvements were completed:

● Three new portable classrooms added due to increased student population ● New sod for the practice field ● New scoreboard for the stadium ● New rubber flooring for the weight room ● Upgraded ovens in the culinary classroom ● Additional storage areas for storing athletic equipment ● AEDs installed throughout campus ● Roofing repairs ● Redesign of our Migrant office to accommodate the need for private office space for

student support services. In addition to these upgrades, since the last accreditation site visit and progress report, SHS has continued to improve its infrastructure:

● Wireless access for students added. The system was also strengthened with additional routers throughout the campus



● 1 : 1 Chromebooks for all students and certificated staff ● LCD projectors installed in all classrooms and additional meeting rooms ● Document cameras for all classrooms ● Safety “Go” bags in all classrooms and offices ● ALICE Training offered for all staff ● Additional vehicles purchased for Athletics, Activities and FFA

For detailed information on our LCAP goals please access the following link to our SPSA. A brief description of our goals follows.

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet student performance targets. As a result, it has adopted the following school goals to raise the academic performance of students not yet meeting state standards:

Goal #1: The performance and opportunity gap will be eliminated- all students will graduate college. Goal #2: Recruit, hire, retain, and develop faculty, staff, and leaders that are qualified, high performing, diverse, and culturally competent.

Goal #3: All students will be engaged in teaching and learning environment that are safe, caring, and healthy.

B. School Program Data College and Career Readiness Programs- Salinas High School offers a number of programs geared toward attaining real life skills. Below is a list of programs offered at SHS to prepare students for life after high school.

Advanced Placement At Salinas High School, students have access to 18 unique Advanced Placement courses. Courses range from the traditional English and history to AP Computer Science. All AP courses are approved through College Board and offer students the rigor of a college-level course. Students can receive college credit for their coursework and they receive additional GPA points. AP classes are open to all students. AVID AVID (Advancement Via Individual Determination) is a college readiness system designed to increase the number of students who enroll in four-year colleges. Although AVID serves all students, it focuses on the least served students in the academic middle. The formula is simple - raise expectations of students and, with the AVID support system in place, they will rise to the challenge. The AVID program helps students establish study


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skills and routines and provides tutoring to help students succeed. F.A.S.T. Academy The FAST (Fitness and Sports Training) Academy is a recognized California Partnership Academy in the Health Sciences. The focus of this program is anything related to sports, i.e., for athletes and those who support athletes. The FAST academy is devoted to healthy lifestyles of exercise and good nutrition. Students in this academy will go on to careers in sports training or fitness instruction, physical education, and health related fields with experience, confidence and an academic background to support and succeed in their field of study. Freshman Seminar Freshman Seminar is a support class that aids high risk students in transitioning from middle school to high school. The class provides organization tools, math support, and tutorial time to students. The goal of Freshman Seminar is to ensure student success in high school so that they are college and career ready.

GEAR UP Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) is a college outreach program that is federally funded by the U.S. Department of Education. GEAR UP aims to encourage, prepare, and support middle and high school students for postsecondary education. The program serves an entire cohort and follows the cohort into their first-year of college. CSUMB – GEAR UP program provided services for the 9th and 10th grade cohort at Salinas High school during the 2016-2017 academic school year. Currently, GEAR UP is working with the 10th and 11th graders at Salinas High School and will continue to work with this cohort as they transition into college. In addition to serving the 10th and 11th grade cohort, GEAR UP wants to provide resources and services for parents/guardians to better assist them as they support their student through the college process. The three national GEAR UP goals are as follows:

(1) Increase academic performance and preparation for postsecondary education; (2) Increase high school graduation rate and postsecondary education enrollment; (3) Increase students’ and families’ knowledge of postsecondary education.

Ultimately, GEAR UP believes every student should have the opportunity to apply, enroll, and graduate from college. CSUMB GEAR UP grant staff intends to deliver quality services to the cohort of students to support their postsecondary education. Staff act as the lead agency for fiscal administration, program coordination and service delivery. The CSUMB GEAR UP program provides components year round, including before, during, and after school, non-student days, and school breaks. These services meet program goals, objectives and outcomes as required by the U.S. Department of Education. To accomplish this task, this grant will engage the whole community: parents, students, schools, and business partners



to bring about the needed change for its students. Each objective reflects up-to- date research that encompasses effective practice and which is supported by strong theory. Services include, but not limited to the following: tutoring/homework assistance, financial aid advising, academic advising, mentorship, educational field trips, family/cultural events, summer programs, college visits, career exploration, classroom presentations, professional development opportunities, concurrent enrollment assistance

GREEN Academy The Green Academy prepares students for success in postsecondary education, career options in the construction industry, trade unions or alternative energy/environmental fields by presenting them with a comprehensive educational experience, consisting of engaging academics and rich hands-on learning. The goal is to graduate a diverse body of experienced, confident, and highly motivated students who possess a sound academic background built upon a thorough understanding of environmental issues and applied sciences, within a broad cultural and historical context. The intent is to provide this education through a multidisciplinary, student-led, experiential approach. Link Crew Link Crew is a big brother, big sister program that aids in the transition from middle school to high school. Upperclassmen assist freshman during orientation and by delivering lessons throughout the year. They also provide friendships through social follow ups, guidance through interventions such as link alerts and link applause, and provide tutoring. Parent Involvement Meetings Parent involvement meetings are every Thursday from 1pm-3pm. Spanish speaking parents are invited and presented with information on both in-school and out-of-school resources. The first half of the meeting consists of review school resources, school activities, community services opportunities for students and opportunities for parents to be involved at SHS. During the latter half of the meeting, school personnel or a representative from an community organization gives information on various topics or information about resources. Regional Occupational Program (ROP) ROP Provides a variety of work based, sometimes UC transferable courses that prepares students beyond most entry level positions. This program also includes providing college help, including community colleges. 4 year college, financial aid and placement tests. Grade levels receive career assessments with direction towards ROP classes and college majors.

Intervention Programs- Salinas High School has worked diligently since the last WASC visit to enhance the types of interventions offered to students on campus. Though academic intervention is an important part of a student’s academic success, SHS understands that there are also social, emotional, financial, and familial barriers that can contribute to the challenges a student faces in



their education. Below is a list of intervention programs offered by SHS to students and parents:

Community Liaison Community Liaisons from the district work together and facilitate the nationally recognized program called the Strengthening Families Program. The program is offered each semester at no cost to SUHSD families (dinner and childcare is included). The 7 week program encourages positive adult-adolescent communication. This preventative program is recommended for parents and their 10-14 year old student(s). Research shows that families that have successfully completed the program have more unified and the participating youth are less likely to participate in use of alcohol and tobacco and display less aggressive behaviors. It is typical for 10-15 families to participate in the program. 1-3 SHS families typically participate per semester. Each year the Community Liaison takes 4 parents to the 4-day CABE Conference. The California Association for Bilingual Education (CABE) is a non-profit organization that promotes bilingual education and quality educational experiences for all students in California. CABE has partnerships with many state and national advocacy organizations, all working to promote equity and student achievement for students with diverse cultural, racial, and linguistic backgrounds. Priority for the conference is given to English learner parents and Migrant parents. CABE 2018 will be held in March in Sacramento, CA. This year SHS is offering the The Parent Institute for Quality Education (PIQE) Program to SHS Spanish speaking parents. This 9 week program sponsored by the GEAR UP program. Meetings are held every Tuesday until 12/5/17 from 6pm-7:30pm. PIQUE's nationally recognized parent leadership programs “engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration in order to improve the academic success of students” (piqe.org). On October 10th, 75 parents signed up for the program. Graduation will be held on December 5, 2017. Credit Recovery For students who fail courses or fall behind in their coursework, Salinas High offers students the ability to recover credits. Students who are behind credits can take Programmed Logic for Automatic Teaching Operations (Plato) courses either during the school day or after school. Additionally, students can gain credits or replace credits through the various intersession opportunities available.

English Language Learner Services There are a total of 388 ELL’s, 75 of which are ELD 1, 2, and 3’s (newcomers) at Salinas High School. The English Language Learner Program supports the students and parents of ELL’s. The English Learner Advisory Committee (ELAC) meets monthly to inform parents of school, community and district activities. Each month it is a district requirement to cover


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certain topics (ex: school plan, school budget, instructional aide requirements, LCAP Plan, CELDT, Reclassification and Needs Assessments). SHS offers computer training to the parents and training on how to navigate the school’s computer software, so they can access their student’s grades, attendance, records, etc. Also, ELAC sponsors parents to attend the annual CABE Conference. On-site, the ELL department runs for the EL Academic Interventions. On Saturdays, SHS runs CELDT Bootcamp Interventions, Reading Interventions and Homework Catch-Ups. The department ensures that the EL’s have daily after school tutorials in history, math and English. In addition to the after school tutorials, the ELD program runs a lunch ELD 1, 2, 3 Math tutorial 5 days a week. The ELL students take 4 big field trips annually these include visits to universities, the Exploratorium in SF, Palace of Fine Arts, the Tech Museum in San Jose, the Adobe Tour in Monterey, etc. Every ELD student is pre-podded into the Master Schedule to ensure cooperative and supportive faculty are educating the students. All ELD 1 and 2 students have aides with them, in their pods, for content area and elective classes. The department runs sheltered World History and US History classes. The ELD 1’s and 2’s have their own bilingual counselor to ensure understanding of grades, credits and graduation requirements. EL Success Team-This group is comprised of about 20 teachers that come in contact with the ELL students throughout the day and they meet monthly. The group is made up of the ELL core content teachers, the teachers with which the ELD 1, 2 and 3 students are podded, student activities teacher, and the PBIS Intervention Specialists. The group’s goal is to create inclusive opportunities for the ELL students to be involved in the school. At each meeting, the program discusses ELL teaching strategies, behavior interventions, academic intervention opportunities, after school tutorials, choose a student of the month, and develop an monthly intramural sports plan for lunch competitions. The EL Program is responsible for all CELDT and ELPAC testing of the 388 ELL students.

Homeless Students and Foster Youth The Community Liaison works with the school registrar to identify homeless and foster youth to ensure that even though the youth’s living situation is unstable, their school site is stable.

All foster students are placed in one counseling caseload in order to streamline the information given to them and services available. The Community Liaison works closely with Mr. Hunsdorfer, counselor, to help students with basic needs that arise and any problems they encounter. Both the counselor and liaison connect foster youth with outside resources as needed and maintain communication with their social workers and other foster youth academic supports, provided by the county office of education.

Homeless youth/unaccompanied youth are supported by the Community Liaison and their varying counselors. Homeless youth are supported with school supplies, school clothing, PE clothing, laundry kits, hygiene kits, the lunch program (breakfast, lunch, and after



school snack), and city transportation. Liaison does home visits and works with homeless families to provide resources and transportation to these resources as needed.

Homeless, unaccompanied, and foster youths’ grades, attendance and behavior are monitored by the Liaison (along with their counselors) for referrals to academic, behavioral, and attendance interventions and supports.

Migrant Education SHS currently accommodates 95 Migrant students. Supplemental counseling services are provided throughout the school year to monitor student academic progress, credit evaluation and referrals to remediation program such as Cyber High Program in the winter, spring, summer intersessions. Additionally, the Salinas High School migrant counselor completes student’s individual learning plans to inform parents of their child’s needs and recommendations for academic and support services. Students with CELDT scores of 1, 2, 3, are highly encourage to attend the after school Rosetta Stone Academy or WRITE Academy in the fall. In addition to after school and Saturday Academies, migrant students get an opportunity to attend various workshops and college and career activities throughout the year. These activities include: A-G Senior Day to CSUMB, Monterey Peninsula College career exploration, the Speech and Debate Tournament in the spring semester, and various summer residency programs offered through a number of universities. School materials and supplies are offered to students as needed by the migrant student support clerk. Positive Behavioral Interventions and Supports Salinas High School participates actively in the district-wide initiative of PBIS, a multi-tiered systems of supports for all students. PBIS (Positive Behavioral Interventions & Supports) began its implementation 5 years ago.The site based PBIS leadership teams consist of: administrators, intervention specialists, teachers, school psychologists, counselors, a community liaison, instructional aides, and a student representative. As SHS has progressed in its implementation, it has looked at its gaps and areas of strength to continue to develop and improve a systematic approach to addressing both schoolwide and individual student needs. Currently, the Tier I and II systems are in full implementation with an eye to improving, and the Tier III system is being systematically framed with support of the Monterey County Children’s Behavioral Health and other community organizations. Throughout the year, staff have been delivering targeted behavioral lessons and acknowledging students who are engaging in appropriate and expected behaviors of being safe, honorable, and sensible. A focus on improving school climate and culture and reducing office discipline referrals and student time out of class is the major goal.


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This year SHS is implementing a minor incident behavior incident form, which will be used to generate more data on specific behaviors students engage in to use when evaluating programs effectiveness as well as programs needing to be adopted to meet students’ contextual needs. Salinas High School has received the PBIS Silver Seal from the California PBIS Coalition for two consecutive years with the goal of improving practices in alignment with indicators for success at the Gold and Platinum level.

Students With Disabilities SHS currently services 240 SWD students. Each student is assigned a case manager who writes and reviews the students IEP, monitors the students academic progress,and plans future schedules. SHS provides an after-school mentor study table to assist students with specialized academic assistance four days a week. Throughout the school day, six Individual Studies classes are available. Students may have this class assigned to their school schedule or may utilize the class as needed when the need to test in a separate setting or have specialized assistance that is not available in the general education setting. These classes are usually staffed with an educational specialist and a paraprofessional. Students are evaluated by our vocational evaluator and presented a vocational guidance report to assist them with potential ROP/CTE class selection and career pathways.

SHS is a full inclusion school so students who require additional support to be successful in the general education setting based on their IEP receive support in the form of co-teaching/ push-in or aide support. In the co-teaching model, an education specialist is paired with a general education teacher to collaboratively manage the success of these students where the number of students with disabilities in a co-taught class shall not exceed thirty-three percent (33%) of the total class roster. These two teachers have common prep time or meet after school to discuss and plan for the class. The number of students with disabilities in a class that follows the “push in” model shall not exceed twenty and one half percent (20.5%) of the total class roster. In this model an educational specialist is assigned to the general education classroom. The paraeducator supported classroom model does not exceed eleven percent (11%) of the total class roster. In this model, the paraeducator works with the small group of students with disabilities and communicates with the Individual Studies teacher and/or case manager of the student. Individual Studies classes support students with classwork and homework completion as well as provide additional time to test or separate setting for testing.

Substance Use Prevention Program The Substance Use Prevention Program is a school-based counseling program for students. The program aims to provide socio-emotional support to students and address and identify substance use and abuse issues. This program focuses on substance prevention and education, anger management techniques and provides additional support to all participants.

Services:


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● Individual and group counseling ● Consultation with parents/teachers/school staff ● Student and parent presentations (as requested) ● Information and referrals ● YATV (Youth Alternatives to Violence program) for self-referred, suspended,

and/or expelled students ● ADAPT (Alcohol and Drug Abuse Prevention Team) - a student-centered approach

to substance use prevention ● The 7 Challenges drug intervention program

Educational Coaching

Instructional Coaching Although the Instructional Coaching (IC) Team does not directly work with students, it is an integral part of our instructional practices here at Salinas High School. The IC team is made up of a group of teachers who receive release time during the day to develop school wide professional development opportunities for staff members and work to help both new and veteran teachers on campus refine their craft. Instructional coaches have been instrumental helping teachers implementation of both district and site initiatives such as Constructing Meaning and Gradual Release of Responsibility. Coaches conduct both individual coaching through Learning Observation Cycles and group coaching through various types of learning walks. ICs have also constructed writing workshops and helped to construct intervention services.

Educational Technology The job of the Site Educational Technologist (Site Ed Tech) is to build the capacity of the school and its staff to meet the learning needs of all students by supporting technology integration focused on 21st Century Skills and professional development initiatives. The Site Ed Tech supports his/her school's leadership team, providing job-embedded and ongoing professional development for teachers, staff, administration, and community members. He/she will provide support to the principal and staff in data analysis and professional development decision-making to improve the effective implementation of educational technology initiatives. Ultimately, the actions of the site edtech are focused on preparing students to be college and/or career ready.

Sports Salinas High School offers students seven fall sports, three winter sports, and nine spring sports to participate in. The sports programs are managed by a full-time athletics director (AD) who is responsible for ensuring that student athletes are prepared both academically and physically to play and succeed at their chosen sport. The AD is responsible for clearing students for athletic participations including making sure that their physical is current (within the last 12 months), the student has insurance, that they have received an IMPACT baseline test within the past 24 months, the student has signed a drug-free contract, and that the student’s grades for the last marking period are above a 2.0 with no more than 1 F and 1 unsatisfactory for citizenship. The


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AD also acts as a liaison between the school and the athletic boosters during their monthly meetings. Student-athletes turn in weekly grade checks to their coach, who then submits them to the athletic director for review. Any student-athlete with a grade below a C is referred to tutoring which can be before school, lunch, or after school. This could be with their teacher or one of our intervention tutors. C. Demographic Data From 2012 - 2016, Salinas High School’s enrollment has averaged near 2550 students. However, in 2017-18, SHS’s enrollment climbed above 2600 students. Of these students, 50% of the students are classified as socio-economically disadvantaged, 13% are English Learners, 68% are Hispanic, and 9% are students with disabilities.



Figure 1: Salinas’s student population has continued to increase along with Salinas’ overall population.

Figure 2: Enrollment by gender since the 2011-12 school year. On average, there are 5% more females to males on campus.



Figure 3: Salinas High demographics for the past 5 years. The number of Hispanic students has continued to increase while the number of white students has decreased.

Figure 4: Primary Language spoken at home for the 2017-18 school year. (note- more students have been added/dropped since the data was recorded in Jan 18’

Figure 5: English Language Proficiency. The number of EL students has remained steady but SHS has continued to have high reclassification rates (Figure 38) to increase the number of RFEP students.



Figure 6: Socio-economically Disadvantaged Students. The SED population has gradually increased, reflecting the changing demographic of Salinas.

Figure 7: Parent Education Levels from the 2017-18’ Student Information System. Approximately, 2500 parent-specific data was used to create this table. We noticed that SHS parents percentage was lower for graduating high school, but had a higher percentage than the district average for those parents/guardians that completed college degree. For more information regarding this data please click here.


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Figure 8: Student Significant Subgroups. As of 2016-17, SHS has the highest number of Youth in Transition (Homeless, Foster, and Group Home students) in the district. Similar to other schools in our district, our migrant numbers have continued to decrease due to the quality control guidelines/ regulations being reinforced by the state, and Migrant families do not move as much due to their immigration status.



D. Data on 8 State Priorities Conditions of Learning

Staff Qualifications - Salinas High currently has 144 certificated educators. The degree to which teachers are appropriately assigned pursuant to the Education Code and fully-credentialed in the subject areas and for the students they are teaching is as follows: 100% fully-assigned; 90% fully credentialed. The percentage of SHS teachers who have met the highly-qualified teachers’ requirement of the Elementary and Secondary Education Act (ESEA) is 96%. All teachers are instructing within their credentialed areas. Salinas’ teaching staff hold the following advanced degrees and certifications:

● Advanced Degrees: ○ 65 - Master’s degrees ○ 2 - Doctorate degrees ○ 10 - Administrative Credentials

● Other certificates, awards, and/or nationally recognized certifications: ○ 5 - working towards Masters; 2 - working toward Doctorate ○ Crystal Apple Awards, National Cyclist Coach, Ed Specialist, ESL

Certificates, ASL certificated, Hartnell Athletic HOF, and Rotary teacher of the year.

Figures 9 and 10 detail some of the information for our certificated staff. Our certificated positions have increased since 2011-12 as our student population has continued to increase. Over the course of the last two years SHS has added an additional assistant principal, two interventions specialists, and four instructional coaches.

Figure 9: Certificated Positions at SHS 2017-18.



Figure 10: Teaching Experience at SHS. The information was based on a survey taken during the 2017-18 school year for certificated staff.

SHS teaching staff participate in specialized training and support programs. Teams comprised of school wide attend conferences such as: PLC, PBIS, BLC, Model Schools, CADA, Pearson Assessment, NGSS, CABE, CSTA, NSTC, WRITE, Advanced Placement, AVID, CUE, STEM, ALICE and other conferences to be up-to-date on content and instructional approaches specific to staff’s roles on campus. Currently, there are 10 teachers who are in the district-sponsored teacher induction program. Of these teacher induction participants, 6 are in their first year, and 4 are in their second year. There are 3 main district initiatives that teachers at Salinas High participate in via specialized training. These include:

● Gradual Release of Responsibility (GRR) Model - This instructional model focuses on the process devolving responsibility within the learning process from the teacher to the eventual independence of the learner. Sometimes, this model is referred to as the “I do it, we do it, you do” model that includes demonstration, prompt, and practice.

● Constructing Meaning (CM) - This instructional process that provides teachers with the strategies and tools for weaving explicit language instruction into content area teaching. Constructing Meaning process prompts teachers to understand the role language plays in content learning, decide what language knowledge students need to access content and express understanding, and provide appropriate and explicit oral and written language instruction and practice.

● Common Core State Standards - Common Core State Standards - Content-specific

trainings specialize in building teachers’ skills around students using a multi-faceted knowledge of English in their writing and speaking to make informed and skillful language choices to express themselves and demonstrate their understanding of content readings and communicate original ideas through discussions, presentation, and written performance tasks.

Currently, there are 85% of teachers at Salinas High who are GRR and CM trained. There are 4 teachers who are currently being trained in GRR and CM. In terms of Common Core State Standards implementation, the following number of teachers are participating in


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these content-specific professional development events sponsored by the district:

● ELA/ELD scoring and calibration of Interim Assessment Block (IAB’s): 20 teachers

● ELA/ELD textbook adoption committee: 1 teachers ● ELA scoring and calibration of Performance Based Assessments (PBA’s): 20

teachers ● ELD collaborative: 4 ● ERWC trained teachers: 19 ● Springboard trained teachers: 20 ● Math scoring and calibration of IABs: 18 teachers ● Math scoring and calibration of Performance Task (PT’s) ● Math discourse: ● Math Common Assessments and Finals: 19 teachers ● Common Core Math: 17 teachers ● Pilot “College Readiness Math”- 4th year math: 1 teacher ● New AP Statistics and Computer Science: 1 teacher ● Science scoring and calibration of PBA’s: 11 teachers ● Earth science: 2 teachers ● Marine Biology: 1 teacher ● District science curriculum steering committee: 1 teacher ● Social Studies calibration of scoring of IAB’s: 17 teachers ● Co-Teaching Models

The SHS administration team also participates, as leads, in the following steering committees:

● Visual and Performing Arts ● Attendance ● ELA

Salinas High’s certificated and classified staff reflect the following genders and ethnicities:



Figure 11: SHS Staff Demographics 2017-18. The Totals reflect the number of teachers that participated in a recent survey taken in the December 17’

In addition, all Salinas High School paraeducators and behavioral specialist meet the requirements of ESEA. The number are as follows:

- Paraeducators: 9 - Behavioral Specialist: 2

All of our paraeducators and behavioral specialist have continued to pursue their educational goals and some continue to earn college-level credits in hopes of becoming full-time educators in the classroom.

Salinas High consistently scores exemplary marks on its Williams Act visit. All students have access to standards-aligned instructional materials. Salinas’ facilities are maintained in good repair, with science classrooms meeting the University of California A-G course requirements for laboratory times, chemical storage, and facilities.



Figure 12: Since the change to Common Core State standards 3 years ago, SHS has continued to increase the number of students who successfully remain A-G complaint for CSU and UC schools. Our SPED and EL are both below the school and district averages, but are also continuing to improve. SPED A-G is at 38.9% and ELL is at 3%. Supporting our EL populations continues to be an area of support/growth since our last WASC visit. Here’s a link with more A-G data including comparable schools. Pupil Achievement Outcomes -

Testing Data

Figure 13: CAASPP ELA percentage results for all 11th graders who took the SBAC ELA over the past 3 years. Since 2015, there has been an increase in the number of students either meeting or exceeding the SBAC results for a passing score. For a more in-depth look at CAASPP data for ELA please following the link.


https://docs.google.com/spreadsheets/d/1WoW5noo9mzPjrU59XiJrmkSVjn6j2PIlkcLDZ5ooBc8/edit#gid=0

https://docs.google.com/spreadsheets/d/1GP16vvv9KpjR4O5FiOGPLfG1VxCUWgRclHMRerwst-I/edit#gid=0


Figure 14: CAASPP ELA Results by Subgroup - Socio-Economically Disadvantaged Students. Similar to the overall scores, the # of SHS SED students who passed the ELA portion of the SBAC assessment has also continued to improve. For a more in-depth look at CAASPP data for ELA please following the link.

Figure 15: CAASPP ELA Results by Subgroup- English Learner. Since 2015, our EL students have increased over the last 3 years. For a more in-depth look at CAASPP data for ELA please following the link.





Figure 16: CAASPP ELA Results by Subgroup - Students with Disabilities. Ur teachers have continued to look for ways to support our SWD’s and improve our SBAC results. More importantly, to improve and prepare our SWDs with the educational tools needed for college/career. For a more in-depth look at CAASPP data for ELA please following the link.

Figure 17: CAASPP Math results for all 11th graders who took the SBAC Math over the past 3 years.Over the last 3 years, our math SBAC scores have continued to increase. Teachers are learning to modify/develop their teaching strategies to fit the new Common Core mathematics. For a more in-depth look at CAASPP Math data please following the link.



https://docs.google.com/spreadsheets/d/1U7H8SqN-wkg1mpGodQkJTDlcIip_FuXSGbRFyMDZ-x4/edit#gid=0


Figure 18: CAASPP Math results by Subgroup - Socio-Economically Disadvantaged Students. Our SED students have shown improvement since the initial 2015 assessment. For a more in-depth look at CAASPP Math data please following the link.

Figure 19: CAASPP Math Results by Subgroup - English Learner. Our EL students have some improvement in students “exceeding” standards, but continue to be an area of concern that increase the number of standards being “met” according to SBAC results. For a more in-depth look at CAASPP Math please following the link.





Figure 20: CAASPP Math Results by Subgroup - Students with Disabilities. Our SWDs show similar results to our EL students. For a more in-depth look at CAASPP Math data please following the link.

Figure 21: SHS 2017 ELA CAASPP Results by Subgroups. Our most improved subgroups are our Migrant and RFEP students. We are committed to improving how we support our ELs and Students with Disabilities.




Figure 22: 2017 Math CAASPP Results by Subgroup. The need for all subgroups to improve in the area of mathematics has been a concern throughout the SUHSD. The data shows that more support is needed among our various subgroup populations.

Figure 23: CST Science assessment ended after the 2012-13 school year. Since the ending of CST in 2013, we did notice an increase in scores overall.



Figure 24: Similar to the CST Science, SHS students tested in US History showed that almost 50%-60% of students tested scored proficient.

Figure 25: The data supports the ongoing commitment from SHS staff of endorsing a long-term view of physical education with the primary goal of promoting lifelong habits of physical activity.

Figure 26: CAHSEE - 10th grade ELA Results. Over 80% of our 10th graders passed the CAHSEE on their first attempt.



Figure 27: CAHSEE - 10th Grade Math Results. Similar to the ELA portion, over 80% had passed the mathematics portion on their first attempt.

Figure 28: Overall, we average about 30% of the total number of test taken in our school district. In 2015-16, about 40% of our 12th graders took the SAT before the completion of their 12th grade year.

Figure 29: SAT Scores in comparison with SUHSD averages. On average, we have had about 40% of our students score greater than or equal to a 1500.

Figure 30: Overall, we average about 25% of the total number of test taken in our SUHSD. In 2015-16, about 16% of our 12th graders took the ACT before the completion of their 12th grade year.



Figure 31: ACT Scores in comparison with SUHSD averages. On average, we have had about 70% of the students who took the ACT scored a 21 or better on the test.

Figure 32: SHS AP scores from 2014-2017.Since 2014, we have seen the total number of students with a score of “3 or better” increase overall. Several academic strategies are utilized to assist AP students. They include but are not limited to: added scaffolding pieces in lessons, using CM and GRR strategies to enhance learning, added tutorials at lunch, before and after school and retakes/relearning for any student who does not score a "C" or better on exams.



Figure 33: SHS AP Scores by AP exam taken from 2014 - 2017

Figure 34: On average, about 52% of students taking an AP test are passing with a score of 3 or better on each exam.

Figure 35: The Seal of Biliteracy is a district recognition for students who show proficiency in two or more languages by the time they graduate high school. The CDE issues a seal and insignia for student recipients. Over the past 4 years, Salinas’ number of students awarded the Seal of Biliteracy has gone up.



Figure 36: One of the SUSHD initiatives is to increase the number of students enrolling in a post-secondary education/career technical education. The SUSHD is now paying for all 10th and 11th grade students to take the PSAT/NMSQT in preparation for the SAT and ACT.

Figure 37: CELDT results over the past 5 years. Students who score advanced or early advanced have an opportunity to reclassify as Redesignated Fluent English Proficient (RFEP).

Figure 38: English Learner Reclassification Rate Comparisons with Salinas High and the overall district averages. Since 2011 the steady increase in the re-designation rates has led to a decrease in the percent of the student population classified as ELL while increasing the percentage of those classified as RFEP.



AMAO 1

Figure 39: AMAO 1- showing growth in English as measured by the CELDT AMAO 2*2014-15 was the last year CDE reported AMAO

Figure 40: AMAO 2- attaining English proficiency as measured by the CELDT

Figure 41: We continue to review student grade data to determine what forms of intervention are needed. We have seen a steady trend in the combined percentages of total D’s and F’s. However, the majority of these lower grades are students with multiple D’s and F’s. This is a newer data analysis that our administration and intervention teams are working on.



Figure 42: The number of SHS students enrolled in Career and Technical Education courses held steady to an average of 600 students over the last 3 years. Of those 602 students enrolled during the Fall 17’ semester, approximately 500 students earned A’s, 120 students earned B’s and another 60 students earned C’s. (Note some students are enrolled in multiple ROP/CTE courses depending on which program they are enrolled) Engagement Indicators (Parent and Student)

Parent Engagement There are multiple venues for parents to be engaged in their students’ education and the school. At Salinas High, the school uses multiple means of communication to solicit parent involvement. Phone calls, marque messages, and mailers are used to encourage parents to attend meetings where their feedback is sought in the decision-making of the school. For example, the following are regularly scheduled meetings where parents are invited and encouraged to attend:

● Parents on Campus for weekly meetings (PBIS, Boosters, etc) ● ELAC meetings ● School Site Council meetings ● Migrant Parent meetings ● LCAP Meetings ● PIQUE

Additional meetings are held throughout the year to encourage parents to be involved in students’ education. Such meetings include:

● Back to School Night ● Parent House meetings ● Title I meetings ● Safety meetings/Annual Safety Public meeting ● AP night ● College nights ● Senior Parent Night meeting ● Freshman Orientations ● FAFSA Workshops ● PSAT Workshops

Further engagement from parents is solicited through their participation at Salinas’ sports, club, and cultural events, where parents volunteer their time, help plan, and attend these



events. In addition, engagement from parents is solicited through online means. The school uses email to communicate with parents and offers them computer classes to help them increase their computer skills, with the goal of ensuring they know how to access staff’s emails, the Home Access Center, and perform other activities that will open electronic means for them to communicate and engage with the school and students’ education. To assist parents with using technology, they are offered evening workshops that teach them how to operate a computer, use email, and use the Home Access Center.

Student Engagement Student engagement begins with students regularly attending school. Salinas High makes every effort to ensure that students are present at school so that they may have access to a rigorous educational program that prepares them for college and/or a career. School climate is often measured by the number of suspensions, expulsions, or serious disciplinary incidents over the course of a school year. There are also other indicators of school climate that can be observed as evidence of a positive environment. The following figures examines SHS ADA, Chronic Absenteeism Rates, Tardiness Rates, Discipline Referrals, Suspension and Expulsion Rates.

Figure 43: Salinas High ADA rate continues to remain high at about 95% since 2012-13 school year.

Figure 44: Chronic Absenteeism rates are new data set for schools. Based on the new legislative laws that are requiring schools to review their Chronic absenteeism rates, the SUHSD is now addressing the need to reduce these rates.

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Link to Table of Contents


Figure 45: Salinas High average number of tardies have continued to decrease with efforts from the Intervention Specialist and Attendance team. In 2016-17, we develop a Tardy Intervention team to help with reducing the number of tardies overall.

Figure 46: Since 2012-13, the average number of referrals have continued to decrease. This is due to the school wide commitment to PBIS at SHS. Note that the years prior to 2015-16, all forms of discipline referrals including lunch detention and minor referrals were aggregated into the total referral number. Since then, the referrals have been disaggregated, and the current number reflects both major and minor referrals but not lunch detentions.

Figure 47: Suspension rates have remained around 5% over the past 4 years. Last year, we saw a significant decrease in the total number of suspension rate around 3.5% which comparable to the state average.

Figure 48: Since 2013-14 school year, the average number of students expelled from SHS is approximately 4 students/year. With the new California Dashboard data system, we can look further into our suspension/expulsion. We have also been able to look at the new California School Dashboard. Here is a link to some further data our school continues to investigate and share with our school administration and staff. Salinas High has seen a decline in suspension and expulsion rates may be attributed to prevention and intervention programs, such as the Positive Behavioral Interventions and Supports (PBIS) program, which began in 2012. Currently, the PBIS is a schoolwide program, where all students participate in Tier 1, while 5-10% of students participate in Tier 2, and a small percentage of students (lower than 5%) participate in Tier 3. Tier 2 and 3 are still evolving, with new systems and staffing established to strengthen the program.


https://www.caschooldashboard.org/#/Details/27661592734556/3/EquityReport


Salinas High is piloting the Interconnected Systems Framework (ISF) with the Monterey County Office of Education and the Monterey County Children’s Behavioral Health. Salinas High School has a Behavioral Therapist present on campus to support students in Tiers 2 and 3.

Figure 49: Graduation rates have been around the 90- 96% range with another 2-3% completing their graduation requirements during the summer. The following is a link with more comparable data from other local schools within the same district and other local districts in the Monterey County Area.

Figure 50: Since 2013, SHS dropout rates have been steadily declining. We did have an in increase during the 2015-16’ school year.


https://docs.google.com/spreadsheets/d/12T9ekfLb9A1SJQRfKtb-lQOTIXODfY8cBGNFfmZoyys/edit#gid=0


E. Perceptual Data Student Experiences and Perceptions Healthy Kids Survey data In April, 2017, 9th and 11th grade students participated in the California Healthy Kids Survey. 68 % of the freshman class (437 students) and 42% of the junior class (244 students) took the survey. The data revealed:

Positive Acknowledgements: Students who feel that there is a teacher or adult on campus that tells them that they are doing a good job pretty much true and very much true: 9th grade: 62% 11th grade: 66%

Students who feel that the adult on campus always wants them to do their best pretty much true and very much true: 9th grade 73% 11th grade: 74%

Students who feel that their teachers believe they will be a success pretty much true and very much true: 9th grade: 65% 11th grade: 68%

School Connectedness: Students agree/strongly agree they feel happy at this school: 9th grade: 59% 11th grade: 54%

Students agree/strongly agree they feel part of this school: 9th grade: 50% 11th grade: 43%

Students feel that adults are caring as pretty much true and very true: 9th grade: 50% 11th grade: 57%

Students feel that staff listens to them when they have something to say as pretty much true and very true: 9th grade: 54% 11th grade: 66%

Implications from the survey: For the most part, the data displays that students feel there are adults on campus that want them to succeed. There is a subtle increase over the course of two



years that displays that students are positively acknowledged for their work and are expected to do well. There is an issue regarding student connectedness on campus, however. Around half of the students surveyed do not really feel part of the school. This is an issue that needs to be addressed. The school does offer a number of extracurricular activities by way of clubs and sports, but there is a large portion of the student population that is not being reached through these means. A closer look at the disconnected students on campus is needed as the school moves forward. Parent Experiences and Perceptions Parents were also asked to participate in the California Healthy Kids survey in April 2017. A total of 102 parents completed the survey. Their results yielded the following information:

Ethnic/Race Breakdown: Asian or Asian American: Hispanic or Latino: White: Two or more races: Not applicable, not sure, or declined to answer:

4% 33% 44% 7% 10%

Free or Reduced Price Meals Eligibility:

Yes: No: Not applicable, not sure, or declined to answer:

24% 73% 3%

School Promotes Academic Success for All Students:

Strongly agree: Agree: Disagree: Strongly Disagree:

29% 56% 7% 3%

School Motivates Students to Learn:


20% 64% 12% 1%



School Encourages Students of All Races to Enroll in Challenging Courses:


27% 45% 11% 2%

School Has Adults That Really Care About Students:


29% 60% 7% 2%

School is a Safe Place for Students:


28% 62% 9% 1%

School Provides Quality Counseling and Supports for Students with Social or Emotional Needs?


24% 43% 10% 2%

School Provides Opportunities for Meaningful Student Participation:


30% 46% 5% 5%

School Treats All Students with Respect:

Strongly agree: Agree: Disagree:

34% 48% 10%



Strongly Disagree: 3%

School Promotes Respect for All Cultural Beliefs and Practices:


21% 48% 10% 3%

School Provides Culturally Appropriate Materials:


20% 30% 14% 1%

Harassment or Bullying:

Not a Problem: Small Problem: Somewhat a Problem: Large Problem: Don’t know/NA:

9% 27% 18% 24% 22%

Students Disrespecting Staff:

Not a Problem: Small Problem: Somewhat a Problem: Large Problem: Don’t know/NA:

10% 20% 24% 18% 28%

School Clearly Communicates Consequences of Breaking Rules:


37% 45% 4% 3%

School Enforces Rules Equally:

Strongly agree: Agree:

21% 48%



Disagree: Strongly Disagree:

12% 6%

School Allows Input and Welcomes Parents’ Contributions:


19% 61% 11% 2%

School Encourages Me to be an Active Partner with the School in Educating My Child:


20% 30% 14% 1%

School Staff Take Parent Concerns Seriously:


21% 59% 14% 2%

Parents Feel Welcome to Participate at this School:


16% 64% 14% 1%

Attended a School or Class Event:

No: Yes:

17% 83%

Attended a General School Meeting:

No: Yes:

18% 82%



Served on a School Committee:

No: Yes:

88% 12%

School Has Clean and Well-Maintained Facilities and Properties:


23% 73% 2% 1%

Implications from the survey: Some interesting information and various points of consideration are as follows:

- Over 80% of parents surveyed feel the school promotes academic success for all students - Over 80% believe their student has opportunities to enroll in challenging courses - Over 90% of the parents believe that the school has adults that really do care about their

student - About 80% feel that all students are treated with respect - And about 90% feel that SHS is a safe place

Faculty Experiences and Perceptions The third part of the California Healthy Kids survey was to ask our SHS staff to also participate. Overall, about 50 teachers participated and the following results yielded some very interesting information: Staff Working Environment:

Supportive and Inviting Place to Work:


25% 65% 8% 1%

School Uses Objective Data in Decision Making:


27% 60% 10% 0%



Staff Feel Responsibility to Improve School:

Nearly all adults: Most adults: Some adults: Few adults: Almost none:

14% 49% 34% 3% 0%

Staff Support and Treat Each Other with Respect:


10% 67% 23% 0% 0%

Promotes Staff Trust and Collegiality:


17% 64% 17% 3% 0%

Staff Participate in Decision Making:


10% 66% 16% 3%

Safe Place for Students:


24% 68% 7% 1%

Safe Place for Staff:


35% 57% 7% 1%



School Encourages Parental Involvement:


26% 69% 4% 0%

School Encourages Parental Partnership in Child’s Education:


22% 63% 10% 1%

Teachers Communicate with Parents about Academic Expectations:


6% 72% 18% 0%

Implications from the survey: Overall, the data shows that the staff feels confident in the school environment. Most staff members feel that they work in a professional and safe environment.

F. Implication of the Student Performance Data and Progress Based on the analysis of students’ performance data and progress, the implications are as follows:

● Increase A-G Completion Rates - Increase A-G completion rates for all students by increasing the awareness, planning, and monitoring of students’ four-year plans.

○ Progress: From the data found in figure 12, staff concludes that there is a marked increase in students who are A-G eligible. Although the increase is decent in comparison to the schools in the district and the county and state averages, there is still much work to do. Only 50% of students at this point are graduating A-G eligible, and in comparison to some of the top performing schools in the county, Salinas High School is still behind. For example, SHS is a full 11% behind Monterey High School in the Monterey Peninsula Unified School District. Because of the geographic and demographic similarities between the schools, the staff feels that they have more work to do to increase student A-G eligibility.

● English Learners - Increase the achievement of EL students at SHS by refining



interventions and enrichments for English learners. ○ Progress: Though the school offers a number of intervention programs that are

specifically geared toward increasing achievement for EL students, the data shows only slight increases in achievement. This is seen both through the CAASPP scores for English and math and reinforced by the amount of EL students receiving Ds and Fs. Many of the EL students at SHS are not A-G eligible. This is likely due to the limited course selection that EL students have in their academic schedule.

● Students with Disabilities - Increase the achievement of SWDs by continuing to improve both intervention and enrichment.

○ Progress: There has been a slight increase since the last full WASC visit in the academic achievement of the SWD population. Though this population receives a number of different academic and social supports on campus, the academic achievement has not shown any significant increase.

● Suspension rates and school climate: Decrease the suspension rates on campus and

improve school climate for all students. ○ Progress: According to the data, the suspension rates for the most part have

decreased on campus. There are, however, increases in certain demographic groups including Filipino and African American populations. This is highlighted as a point of improvement through the California School Dashboard. Though the D and F rates have decreased over the last three years, there are still a significant number of students receiving Ds and Fs. This results in lower A-G completion rates. The academic issues highlighted are part of a larger issue on campus. As the demographics have changed over the last 6 years, there is an increased number of students who feel disengaged from the overall school culture. This point is evidenced by the Healthy Kids survey, where close to 50% of the students do not feel a sense of belonging to the school. Given this, there is a need to work on developing this sense of belonging to foster a more positive social environment.

Questions Raised by the Analysis of Data

● What other tools do our interventionists need to increase student success? ● How do we increase pathway completion? ● How do we increase the number of A-G qualified students? ● What can we do to decrease the numbers of Ds and Fs? ● In what ways is our school adapting to our changing demographics?



Chapter III: Self-Study Findings

Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources A1. Vision and Purpose Criterion The school has a clearly stated vision and mission (purpose) based on its student needs, current educational research, the district LCAP, and the belief that all students can achieve at high academic levels. Supported by the governing board and the district LCAP, the school’s purpose is defined further by schoolwide learner outcomes and the academic standards.

Online Programs: iNACOL Standard A: Mission Statement: The mission statement of a quality online program clearly conveys its purpose and goals. It serves as the basis for the program’s day-to-day operations, as well as a guide for its strategic plans for the future. Communications between and buy-in from stakeholders is a critical component of a mission statement. [iNACOL Standard A, 2009]

Indicators with Prompts

Vision – Mission – Schoolwide Learner Outcomes – Profile A1.1. Indicator: The school has established a clear, coherent vision and mission (purpose) of what students should know and demonstrate; it is based upon high-quality standards and is congruent with research, practices, the student/community profile data, and a belief that all students can learn and be college and career ready.

A1.1. Prompt: Evaluate the degree to which the development of the school’s statements has been impacted by pertinent student/community profile data, the district LCAP, identified future global competencies, current educational research and an overall belief that all students can learn and be college and career ready.

Findings Supporting Evidence At the time of our last WASC visit our mission statement was: “All students will graduate college and career ready.” Over the intervening years it became clear that the mission statement was not emphasized with fidelity, with all stakeholders. The tenets of the school plan still supported the mission statement, yet it did not seemingly resonate with students and staff. When polled, very few of our staff members could identify the mission statement from a list. Only 16.8% of our staff surveyed could recognize the correct mission statement. It was clear that a new mission statement would need to be developed, one with more resonance. We began by gathering input from students, parents, classified staff, and certificated staff. We used a variety of methods, including Google surveys, in person interviews, and meetings. This information was used to format a number of choices, which were then brought back to the same stakeholder groups for revision and comment.

● Staff Survey ● Mission statement

development feedback process

● LCAP document ● Senior evaluations



With the input gathered from classified staff, certificated staff, students, and parents, we have transitioned to the following mission statement: Salinas High School students and staff will utilize critical thinking, collaboration, communication and creativity in order for students to be college and career ready. One consideration of our current mission statement is our district LCAP plan. Currently the LCAP plan has three goals:

1. The performance and opportunity gap will be eliminated- all students will graduate college and/or career ready.

2. Recruit, hire, retain, and develop faculty, staff, and leaders that are qualified, high performing, diverse, and culturally competent.

3. All students will be engage in teaching and learning environment that are safe, caring, and healthy.

Our mission statement is aligned with LCAP goal number 1. The other two goals support implementation of our mission statement. Another consideration was our current district technology plan. We need to prepare our students for a career utilizing and possibly creating technology that does not even exist at this time. Our district’s technology mission statement is:

The Salinas Union High School District promotes the use of technology to facilitate creativity, efficiency, analysis, and collaboration. The SUHSD expects that students will be able to use technology responsibly to create, collaborate, explore, and think critically. Furthermore, the SUHSD supports teachers, staff, and parents with training and the selection and evaluation of software to integrate technology into the curriculum.

By combining our feedback from stakeholders, the district LCAP goals, and our district technology goals, we have created a mission statement that will be authentic, rigorous and attainable.

Development/Refinement of Vision, Mission, Schoolwide Learner Outcomes A1.2. Indicator: There are effective processes in place to ensure involvement of all stakeholders in the development and periodic refinement of the vision, mission, and schoolwide learner outcomes.

A1.2. Prompt: Evaluate the effectiveness of the processes that engage representatives from the entire school, the district board, business, and the community in the development and periodic refinement of the vision, mission, and schoolwide learner outcomes.



Findings Supporting Evidence In recent years, School Site Council looked at school data to allocate funds to determine programs that would benefit from the monies. In department chair and PLC lead meetings, there was not much emphasis on the development and maintenance of the mission statement. The focus at Salinas High School was on the LCAP process and goals. Much of our forward momentum was as a result of the Single Plan for Student Achievement (SPSA), which outlines our district and site LCAP goals. Since the last WASC visit, there have been a number of administrative changes at both the site and district level contributing to the lack of emphasis on the last set of goals and the mission statement. Our administrative team has changed again and this will present an opportunity to renew our commitment to the mission statement, ensuring that it maintains relevance in the years without a WASC visit. Schoolwide Learner Outcomes, formerly ESLRS, were part of our last full WASC visit. We used the acronym CATL as an awareness tool. The poster says, “Cowboys Know Their CATL.” C stands for Communicators, A for Academics, T for Thinkers, and L for Leaders. As with the mission statement, our awareness of the Schoolwide Learner Outcomes has fallen off in the years between our WASC visits. We have taken our previous SLOs and have orchestrated a revision process, including matching them to our new mission statement.

● Mission Statement Refinement and Awareness Plan Timeline

Understanding of Vision, Mission, and Schoolwide Learner Outcomes, District LCAP A1.3. Indicator: Students, parents, and other members of the school and business community demonstrate understanding of and commitment to the vision, mission, the schoolwide learner outcomes, and the district LCAP.

A1.3. Prompt: Evaluate the degree to which the school ensures that students, parents, and other members of the school’s community understand and are committed to the school’s vision, mission, and schoolwide learner outcomes. Findings Supporting Evidence Salinas High School has a strong tradition of active parent, student, and community groups such as our Athletic, Music and FFA Booster Clubs, ELAC, Migrant parents group, and School Site Council. Currently, these groups are single issue groups, and we as a school recognize the need for more cohesion between the groups to address the schools vision and mission. These groups are committed to their specific purpose, but are operating in silos. What is missing is the link between the groups, which might possibly include a parent group as an umbrella organization. One area of success in adhering to our school’s vision and our LCAP goals is in the area of PBIS. At the time of our last WASC visit PBIS

Parent, Student and Community Groups

● Music Boosters ● Athletic Boosters ● FFA Boosters ● ELAC ● School Site Council ● Migrant Parent

Group ● AVID ● ASB ● Green Academy


https://docs.google.com/a/salinasuhsd.org/document/d/1cHCGJ3VdKpiGXY2uSOOc2dN6O3TudTvxMnyYgmpfXvc/edit?usp=sharing




had not yet been implemented. Today it is an integral part of our culture at SHS. In our most recent PBIS SAS report we are at an 82% rate of implementation in communicating the school-wide expectations for behavior, students should be “Safe, Honorable, and Sensible,” which aligns with our school’s vision. We hold two LCAP meetings per year. These are generally not well attended meetings. A part of that meeting is to have parents complete a survey, so we put the link on our website and encourage parents to complete the survey at other events such as open house.

● FAST Academy ● PBIS ● PBIS SAS Report



A2. Governance Criterion

The governing board (a) has policies and bylaws that are aligned with the school’s purpose and support the achievement of the schoolwide learner outcomes and academic, college, and career standards based on data-driven instructional decisions for the school; (b) delegates implementation of these policies to the professional staff; and (c) monitors results regularly and approves the single schoolwide action plan and its relationship to the Local Control and Accountability Plan.

Online Programs: iNACOL Standard B: Governance Statement: Governance is typically provided by a Board of Directors, an Advisory Board or an ISCHOOL Board. In a quality online program, governance and leadership work hand-in-hand, developing the operational policies for the program and its leadership and staff. [iNACOL Standard B, 2009]


Governing Board and District Administration A2.1. Indicator: The district policies and procedures are clear regarding the specific duties and roles of the governing board and district administration in their relationship to the school and staff.

A2.1. Prompt: Determine the clarity of board policies and procedures regarding the roles of the board and district administration, including supporting the school’s vision, mission, schoolwide learner outcomes, monitoring student progress, engaging parent and community participation in site governance, implementing complaint procedures, and reviewing program effectiveness in alignment with the district LCAP requirements. Findings Supporting Evidence Salinas High School has SSC, ELAC, and migrant parent meetings which provides an approval feedback and communication loop. When new issues or changes arise at the district level, these groups are asked to help disseminate the message. SUHSD has Board Policies and Administrative Procedures for how our governance groups should operate and what the group’s role is in school governance. Each year, the Director of Special Projects conducts training for School Site Council and ELAC groups. The Director of Special Projects also meets with site administration throughout the year, monitoring meeting agendas, minutes, and budgets. Our district administration creates an LCAP plan that aligns with our board goals. This plan is handed to the sites for annual review by stakeholder groups including certificated staff, students, classified staff, parents, and administrators. The school budget is aligned to the LCAP goals, with an approval process that include School Site Council. Data is reviewed with different stakeholder groups, but is definitely an area of growth for SHS. SUHSD has DELAC meetings. We have a site representative that reports back to our ELAC group. All textbooks go through a textbook review process by teachers, district officials, school board members, and parents.

● LCAP Survey ● SUHSD Board Policy and

Administrative Procedures ● SSC Minutes, Agendas, and

Budget ● ELAC Minutes and Agendas



A2.1. Additional Online Instruction Prompt: Evaluate the policies related to online instruction for effectiveness in clarifying the vision for the school’s use of various types of online curriculum, instruction and support methodologies; this includes, upgrading or updating technology, acceptable use policies, CIPA policies, and policies to ensure internet safety. Findings Supporting Evidence N/A

Understanding the Role of the Governing Board A2.2. Indicator: There is clear understanding about the role and responsibilities of the governing board and the professional staff.

A2.2. Prompt: Determine the extent to which there is clear, sustainable understanding regarding the relationship between the governing board and the professional staff. Findings Supporting Evidence In general, there is not a clear understanding about the role and responsibilities of the governing board. Some staff, due to their role in the district, may know more about the School Board and know our specific School Board representative Mrs. Lila Cann. Much of the information staff gets about the School Board business comes from the media. Newspapers, television and social media are common outlets for our staff to learn about School Board news. Union members receive a monthly email titled, “Eyes on the Board.” The publication gives insight on important issues addressed at school board meetings. Much of the information provided is specific to union member issues. There is a public comment portion of the School Board agenda. Our staff that belong to the SVFT and CSEA bargaining units are represented at board meetings by their officers. School governance groups have a difficult time recruiting members, let alone guests. Due to the makeup of SSC we do have students, staff and community members. Currently there is not a regular means of communicating the actions of the SSC. Information is supplied on an as needed basis. SSC minutes and agendas are on our school website and easily accessible to the public.

● Anecdotal staff interviews ● Eyes on the Board Email ● SHS website

Governing Board and Stakeholder Involvement

A2.3. Indicator: Parents, community members, staff and students are engaged in the governance of the school.

A2.3. Prompt: Evaluate the ways the school community and parents are a) informed as to how they can participate in the school’s governance and b) engaged in the governance of the school through their participation on the School Site



Council, ELAC, district LCAP committees and other advisory or shared decision-making groups that provide guidance or direction to the school. Findings Supporting Evidence Our school sends out a monthly parent newsletter to update parents on PBIS lessons that have been given, upcoming parents meetings for ELAC, SSC, and Migrant parents, and upcoming school events. A daily bulletin is emailed via Blackboard to parents with each day’s morning announcements. These are also posted to the school website. Our website has a calendar of parent engagement activities. Parents stay updated on student performance via Home Access and Google Classroom. Parents of students involved in music, athletics, and agriculture are notified of upcoming Booster Club meetings via mail, email, and social media. Parents have the opportunity to participate in monthly SSC, ELAC, and Migrant meetings. Parents, students and staff approve budget items for our LCFF budget. There is a safety committee that meets several times a year. The Safety Plan is presented for public feedback usually in February. The final plan is approved by SSC. Parents are able to give input when adopting new curriculum. New curriculum is to be available for inspection at the district office. A variety of parent nights are held each year such as Open House, Back to School Night, Junior Parent Night, Senior Parent Night, Incoming Freshman Night, College Basics and AVID Night. We receive parent volunteers for various activities through ASB, textbook disbursement, and Herd Roundup (schedule pick up).

● Parent Newsletter ● Daily Bulletin email ● Google Classroom ● Home Access ● SSC agendas and minutes ● District and SHS websites ● Site calendar

Board’s Evaluation/Monitoring Procedures A2.4. Indicator: There is clarity of the evaluation and monitoring directed by the governing board and carried out by the district administration.

A2.4. Prompt: Determine the degree to which there are evaluation and monitoring procedures conducted by the district administration and reported to the governing board, including the annual LCAP assessment of district goals and the Eight State Priorities, the review of student performance toward career and college readiness, assessment of overall school programs and operations, and the fiscal health of the school.


https://www.salinasuhsd.org/Domain/16


https://www.salinasuhsd.org/Page/694#calendar979/20180209/month

https://ca02208720.schoolwires.net/cms/lib/CA02208720/Centricity/domain/28/6000-6999/bp/BP%206161.1.pdf


Findings Supporting Evidence The district administration prepare any data pertaining to the LCAP to the School Board. The district administration prepares an executive summary regarding LCAP/LCFF. The site contributes information via the SARC. District principals also prepare a site specific presentation on their school’s progress that is presented at the District Leadership Council. There is a system of evaluation in place for all staff outlined in our Board Policies. Additional information can be found in the CSEA and SVFT contracts. Probationary certificated staff are evaluated each year. The process includes two observations, a professional growth plan, and a final evaluation. Tenured teachers are evaluated usually every 3 years unless an extension is granted. In addition to this process administration conducts regular walk throughs in all classrooms. Classified staff are evaluated at least once each year unless there is unsatisfactory job performance. PLCs review student data on a regular basis, though this would be a growth area. The administrative team reviews data as a group and may engage in discussion with PLC groups as well, but again this is an area of growth. Our student behavior data through SWIS is reviewed at weekly PBIS meetings. It is also reviewed at the Safety Plan meetings and with campus supervisors.

● School Board Policies ● Employee contracts ● PBIS minutes ● SARC

Complaint and Conflict Resolution Procedures A2.5. Indicator: The established governing board/school’s complaint and conflict resolution procedures as they apply to the school’s stakeholders are effective.

A2.5. Prompt: Evaluate the effectiveness of the established governing board/school’s complaint and conflict resolution procedures, including the ways the complaint procedures are communicated to parents. Findings Supporting Evidence SHS maintains a website with contact information. There is information about the counselors, administrators, and other important contact information. SHS has a full time bilingual receptionist that is able to direct incoming calls to the correct resource. We also have multiple staff members in our attendance office that greet the public walking in to our school and are also bilingual.

● School Board Policies ● Uniform Complaint procedures

on the website ● Conflict resolution guidelines ● SHS Website


https://www.salinasuhsd.org/site/handlers/filedownload.ashx?moduleinstanceid=363&dataid=292&FileName=SUHSD_LCAP_Executive_Summary_2015.pdf

https://www.salinasuhsd.org/site/handlers/filedownload.ashx?moduleinstanceid=366&dataid=302&FileName=SHS%20SARC%202015-16.pdf

https://ca02208720.schoolwires.net/cms/lib/CA02208720/Centricity/domain/28/4000-4999/bp/BP%204115.pdf

https://www.salinasuhsd.org/site/handlers/filedownload.ashx?moduleinstanceid=219&dataid=1616&FileName=CSEA%20Contract%202016-2019%20-%20Final%20Draft%20%20Corr.pdf

https://www.salinasuhsd.org/site/handlers/filedownload.ashx?moduleinstanceid=219&dataid=126&FileName=SVFT_Agreement_2016-2018-with_TA_Changes_for_website_1.pdf

https://www.salinasuhsd.org/Page/25


SUHSD has established a Uniform Complaint procedure that is available on our website in both English and Spanish. In addition the procedure is posted in every classroom and in the various offices around our site. There are forms available in the office. When a complaint is received by the district it is forwarded to the principal who will take appropriate action. Conflict resolution between students and staff is handled by a combination of efforts from counselors, intervention specialists, and administration. Conflict resolution between employees is handled with the assistance of administration and union representatives. This may also include support from our Human Resources department.


https://www.salinasuhsd.org/Page/1046


A3. Leadership: Empowerment and Continuous Planning and Monitoring Criterion

Based on student achievement data, the school leadership, parent/community, and staff make decisions and initiate activities that focus on all students achieving the schoolwide learner outcomes and academic, college, and career standards. The school leadership and staff annually monitor and refine the single schoolwide action plan and make recommendations to modify the LCAP based on analysis of data to ensure alignment with student needs.

Online Programs: iNACOL Standard C: Leadership: The leadership of a quality online program is accountable to the program’s governance body, and is responsible for setting and meeting the operational and strategic goals in support of the program’s mission and vision statements. [iNACOL Standard C, 2009]

Online Programs: iNACOL Standard D: Planning: A quality online program makes planning, managed by the leadership and staff of the organization a regular part of the program. There are several types of planning activities, including strategic planning, long-range and operational planning, which identifies annual goals. Effective planning is not a one-time activity, but instead should provide opportunities for reflection on how to improve the organization’s performance. [iNACOL Standard D, 2009]

Online Programs: iNACOL Standard F: Commitment: In a quality online program governance, leadership and staff are responsible for creating an organization that demonstrates a commitment to attaining the program’s goals and mission statement. Everyone within the organization understands the mission statement and works to achieve it. [iNACOL Standard F, 2009]

Online Programs: iNACOL Standard I: Integrity and Accountability: In a quality online program, leadership is transparent in its management of the program, providing regular and timely information on progress towards attainment of goals, alignment with policies and standards, and achievement of student learning outcomes. [iNACOL Standard I, 2009]

Indicators with Prompts Broad-Based and Collaborative

A3.1. Indicator: The school’s broad-based, collaborative planning process is a continuous improvement cycle that a) assesses data to determine student needs, b) collaboratively determines and implements strategies and actions and c) monitors results.

A3.1. Prompt: Determine the effectiveness of the continuous school improvement planning process to ensure that it is broad-based, collaborative and fosters the commitment of the stakeholders. Findings Supporting Evidence Mentor Study Tables, PBIS instruction, intervention specialists, and PLC’s are all ways that SHS monitors student progress and develops actions plans in order to meet student needs and increase student achievement. These programs work together to tailor plans for specific student needs. Our district supports PLCs by making almost all Wednesdays late start days. Data has shown that students who participate in Mentor Study Tables and interventions improve academically and behaviorally.

● Various intervention programs ● Data collected by Intervention

Specialists ● Wednesday Collaboration

Schedule ● Data gathered through

Illuminate

Single School Plan for Student Achievement Correlated to Student Learning



A3.2. Indicator: The school’s Single Plan for Student Achievement (SPSA) is directly correlated to and driven by the analysis of student achievement data.

A3.2. Prompt: How do staff ensure that the analysis of student achievement of the critical learner and college- and career-readiness needs, schoolwide learner outcomes, and academic and career-readiness standards are incorporated into the SPSA and impact the development, implementation, and monitoring of the SPSA and the LCAP?

Findings Supporting Evidence The district’s SPSA goals are developed as a result of student achievement data, which in turn aligns with our site SPSA goals. Our LCAP budget funds the programs that support these goals and these programs are reviewed constantly by our administration team, intervention specialists, and Instructional Leadership Team (ILT). In addition to these teams, Department Chairs and Course Leads provide input into the school’s direction based on data brought forward from department meetings and PLC findings. Much of this information is used to plan for professional development, in order to support the instructional parts of our SPSA goals. Currently our Intervention Specialists work with PLCs in determining what academic interventions are needed. The PLCs evaluate assessment results, determine which students need what interventions, hold intervention, and reassess students. The PLCs collect data which is used by the various teams to determine what further supports might be needed. The PLCs are supported by our intervention team who organize the intervention and contacts students and families. A good example of the process is our Mentor Study Table program. This program was brought by our intervention specialist and EL specialist to School Site Council. They brought data that showed the gap between our EL student success and our general population. The goal was to close that gap, which is one of our LCAP goals, through the use of lunchtime and after school study tables. Money was allocated so the educational assistant could attend math classes each day, thus they were better prepared to support the EL learners. Improving instruction is another way we take action in achieving our goals. We use an instructional coaching model supported by the district. Teachers participate voluntarily in coaching cycles which includes professional development, learning walks, observation and feedback. Our instructional coaches support teachers in examining data to inform their instruction.

● PLC Notes ● Intervention success data ● Department Chair and Course

Lead notes ● School Site Council notes

Staff Actions/Accountability to Support Learning A3.3. Indicator: The school leadership and staff demonstrate shared decision-making, responsibility, and self-reflection on actions and accountability for implementing practices and programs that support student learning.



A3.3. Prompt: Determine the effectiveness of the processes and procedures for involving staff in shared decision-making, responsibility, and self-reflection on actions and accountability to support student learning throughout all programs. Findings Supporting Evidence We are intentional about our plan for action and accountability with our leadership groups at SHS. On a monthly basis School Site Council, ELAC, Migrant Parent Group, Boosters, Department Chairs, Course Leads, Classified and Certificated Staff meet to discuss student supports. In addition our PBIS team, Instructional Coaches, EL Specialist, School Counselors, and PLCs meet with administration to monitor and adjust our progress on the SPSA. Our administration team is made up of the principal, 4 assistant principals, the activities director, and athletic director. This group meets 2-3 times per week and much of the focus is on student success in both academic and behavior realms, and how instruction might need to change in order to support our students. This team pulls together work being done in the aforementioned groups in order to form a comprehensive plan that aligns with our SPSA.

● Notes and agendas of various groups as noted on the left at SHS

Internal Communication and Planning A3.4. Indicator: The school has effective existing structures for internal communication, planning, and resolving differences.

A3.4. Prompt: Evaluate the effectiveness of the existing structures for internal communication, planning, and resolving differences among the staff or administration.

Findings Supporting Evidence Via monthly PAL meetings, union site reps meet with administration to give voice to issues that certificated staff are having. A summary of the concerns and admin response is then emailed to certificated staff. Monthly CSEA meetings give an opportunity for certificated staff to have issues addressed as well. Weekly PLC meetings give staff the ability to plan curriculum, pacing, and assessments. These meetings are held for one hour before school every Wednesday, and are organized by course. Monthly classified staff meetings are held to discuss issues, new job opportunities, duty changes, upcoming student events and any other topics as necessary. Administration meets 2-3 times a week to discuss academic and behavioral instruction to support students. Stand up meetings occur between administration every day to relay the day's events.

● PAL meeting notes ● PLC meeting agendas ● PLC Google classrooms ● Staff Resource Page (SRP) ● Giddy Up Gazette Staff

Newsletter ● Tech Talk Newsletter


https://sites.google.com/salinasuhsd.org/shs-staff-resource-page/home

https://drive.google.com/drive/folders/0Bzu62s36U5KpRjhFLVlTbjNlbjA?usp=sharing

https://drive.google.com/drive/folders/0Bzu62s36U5KpRjhFLVlTbjNlbjA?usp=sharing

https://docs.google.com/drawings/d/16v31Xqlc0Iya12lU_GiUPNfvxIPSxHh2Xr7HfJwABNk/edit?ts=5a86269f


The principal meets with the instructional coaches and technology coaches once a week to discuss progress on projects. These meetings are also used to plan professional development activities for staff meetings. A Staff Resource Page (SRP) has been created to provide staff links to important information. Announcements, procedures, forms, and professional development all have a place on the SRP. A bi-monthly publication called the “Giddy Up Gazette” was started in the current school year to improve staff culture. Interviews of staff members, good news items, and staff shout outs are featured in each issue. The “Giddy Up Gazette” is emailed to all staff, posted on our SRP, and printed for viewing in the Staff Lounge and Main Office. Google Classroom is used for various stakeholder groups. There is a separate classroom for PLC leads, Department Chairs, and certificated professional development. Professional development presentations are also linked on the SRP.


https://sites.google.com/salinasuhsd.org/shs-staff-resource-page/home


A4. Staff: Qualified and Professional Development Criterion

A qualified staff facilitates achievement of the student academic standards and the schoolwide learner outcomes through a system of preparation, induction, and ongoing professional development. There is a systematic approach to continuous improvement through professional development based on student performance data, student needs, and research.

Online Programs: iNACOL Standard E: Organizational Staffing: A quality online program recognizes appropriate levels of staffing are critical to the success of an online program. Staff should be well-trained in order to successfully meet their performance goals, and are provided with appropriate levels of support, resources, feedback and management. [iNACOL Standard E, 2009]


Qualifications and Preparation of Staff A4.1. Indicator: The school has procedures to ensure that staff members are qualified based on staff background, training, and preparation.

A4.1. Prompt: Evaluate the procedures to ensure all staff members in all programs, including online instruction, are qualified for their responsibilities based on employment policies and practices, staff background, training, and preparation. Findings Supporting Evidence All new teachers to the district attend New Teacher Orientation during the summer that introduces teachers to the district’s integrated attendance and gradebook system, connects them with other new teachers in their subject area, and begins training related to curriculum. Teachers in the first two years of their credential are required to complete an Induction program in order to obtain a clear credential. SUHSD supports these probationary teachers with Teachers on Special Assignment (TSA) that arrange mentors, provide additional support and professional development. SUHSD has been awarded a grant to support new teachers. This funding gives each new teacher $500 for classroom supplies. We also have funding to support a stipend for a teacher leader that arranges bi-monthly meetings for new teachers. Pertinent and timely topics are presented. For example training was provided for how to finalize grades before the first progress reports were due. LCFF funds are used to provide outside professional development for teachers such as “Tools for Teaching.” Second year teachers continue to participate in professional development throughout the school year focused on learning Constructing Meaning, the district-adopted program to increase academic language usage in all subjects.

● New Teacher Orientation ● Induction program ● Constructing Meaning Institute ● New Teacher Meeting

Agendas and Notes



Staff meetings are utilized to provide additional training in school wide teaching strategies. District and site instructional coaches are available to recommend teaching strategies and share best practices. A schoolwide professional development training is held for all teachers the first day back to school. Teachers in all core content areas participate in professional development throughout the academic year. Professional development focuses on curriculum as well as calibrating and scoring assessments. Teachers have the opportunity to attend a number of educational conferences throughout the year. These include, but are not limited to, summer institutes, AP conferences, assessment conferences, PLC conferences, AVID trainings, amongst others.

Staff Assignment and Preparation A4.2. Indicator: The school has a process to assign staff members and provide appropriate orientation for all assignments, including online instruction and focused programs, to maximize the expertise of the staff members in relation to impact on quality student learning.

A4.2. Prompt: Evaluate the process to assign staff members and provide an appropriate orientation process, including online instruction and focused programs, to maximize the expertise of all staff members in relation to impact on quality student learning. Findings Supporting Evidence Toward the end of the year, all teachers are given a sheet to indicate what classes they would like to teach the following year. In addition, department chairs give teachers an opportunity to choose their prep period and classes they’d like to teach. The classes listed at that time are estimates of what will be needed in the new school year. The administrator in charge of the master schedule takes this into consideration when making the schedule for the upcoming school year. Teachers are appropriately matched with their credential and expertise. In addition, the master scheduler tries to limit the number of preps required to two. Across content areas, orientation availability differs. The math department has summer training available through the district and Monterey County Office of Education for teachers who are teaching a new curriculum. Teachers throughout the district are involved in Steering Committees that provide direction for the various content areas, including training. Some teachers on campus are also involved in

● SUHSD professional development calendar

● Staff meeting agendas and presentations



the Curriculum, Assessment, and Instruction (CIA) team for the district. These teachers assist in developing the scope and sequence for their selected subject and decide on the trajectory of the district’s curricular focus. SUHSD Edcuational Services department arranges training for new and existing curriculum. This is supported by calibrating walk throughs to ensure that teachers have the training needed in order to be successful. There is also training available over the summer for teachers who are new AP teachers and AVID teachers.

Defining and Understanding Practices/Relationships A4.3. Indicator: The school implements a clear system to communicate administrator and faculty written policies, charts, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff.

A4.3. Prompt: Evaluate the system used to communicate administrator and faculty written policies, charts, pacing guides and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. Determine the degree of clarity and understanding of these by administration and faculty. Findings Supporting Evidence Salinas High School has an internal website called the Staff Resource Page (SRP), that communicates information with staff and provides a location for forms that relate to operational practices. Digital copies of handouts that are provided to teachers at the beginning of the year explaining responsibilities and departments overseen by each administrator are uploaded. ELAC and SSC minutes are uploaded and available to review in order to provide transparency in decision-making processes regarding LCAP. While this resource has much of the information needed by teachers to understand responsibilities, practices, and processes, it is an underutilized tool. This is a new site that has been developed to increase clarity and transparency, but it is has not been universally adopted by all staff members. Pacing guides for each core content area are provided by the district, posted on the district internal website, and are shared digitally with the appropriate teachers. School Board policies are posted on the SUHSD website. Currently there is not a district or site staff handbook. This is an area of growth for our school.

● Staff Resource Page ● Pacing Guides

Support of Professional Development/Learning and Measurable Effect on Student Learning A4.4. Indicator: The school effectively supports professional development/learning with time, personnel, material,



and fiscal resources to facilitate all students achieving the academic, college- and career-readiness standards, and the schoolwide learner outcomes.

A4.4. Prompt: Determine the effectiveness of the professional development support, time and resources to meet the needs. To what measurable effect have the professional development/ learning activities, including coaching and mentoring, had on student learning.

Findings Supporting Evidence Second year teachers attend five days of training for Constructing Meaning and Gradual Release of Responsibility throughout the school year. Substitute teachers are assigned and all materials necessary to complete the training are provided. Teacher leaders including instructional coaches are trained annually as a trainer to support all teachers in CM and GRR. All teachers participate in PLCs. SUHSD supports PLCs with funding for course lead stipends and a weekly late start schedule for meeting. Both district and site funds provide additional professional learning opportunities. Site LCFF funds are used for additional professional development outside of the district. Examples of these conferences include AP, AVID, PBIS, Pearson Assessment Conference, RTI, ISTE, and CUE. There needs to be more follow through in bringing ideas learned at conferences into practice at SHS. We have been fortunate in the number of opportunities offered in the last six years, but there isn’t a clear data link to show that it has impacted student achievement.

● Constructing Meaning Institute training and lists of those completing the training.

● Attendance sheets from various training conferences.

A4.4. Additional Online Instruction Prompt: Evaluate the processes and procedures for involving online staff members in professional development activities that enhance the use of technology in the delivery of instruction and support student learning.

Findings Supporting Evidence Not applicable

Supervision and Evaluation A4.5. Indicator: The school implements effective supervision and evaluation procedures in order to promote professional growth of staff.

A4.5. Prompt: How effective are the school’s supervision and evaluation procedures? Findings Supporting Evidence New teachers are under a probationary contract for two years that requires one scheduled observation and one unannounced

● Observation notes ● Induction program



observation each year. Each observation is followed up with a meeting with the supervising administrator to review the evaluation. They also complete a professional growth plan that is reviewed with the principal. Newly credentialed teachers participate in the Induction program and are paired with a mentor teacher. The program requires observations and frequent collaboration in order to assess and recommend the teaching candidate for a Clear credential. Tenured teachers are observed and evaluated every other year by an administrator. Instructional academic coaches lead learning walks that allow colleagues to observe teaching and reflect on the positives and negatives. Learning walks involve cohorts of teachers and may be subject specific, strategy specific, or a combination of the two. Administration conducts walk throughs. Data from those walkthroughs is used to plan professional development and refer teachers to our instructional coaches. Currently we do not have a good walkthrough data capture tool. This is currently being worked on in the high school principal PLC. Principal Duethman has organized walkthroughs with assistant principals by content area. This process will change as the walkthrough tool is finalized. APs regularly attend PLCs in their assigned content areas where data and instructional practices are examined. In order to better plan walkthroughs each administrator has a designated coaching day. The number of visits each week is tabulated and administrators set individual goals for weekly walkthroughs.

● Learning walks ● SVFT contract ● School Board policies

A4.5. Additional Online Instruction Prompt: How effective is the school’s supervision and evaluation procedures in order to promote professional growth of online instructional staff, including their technological competencies and use of technology within the curriculum, and their fulfilling requirements for quality student-teacher interaction?

Findings Supporting Evidence N/A



A5. Resources Criterion The human, material, physical, and financial resources are sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) and LCAP to support students in accomplishing the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes.

Online Programs: iNACOL Standard G: Financial and Material Resources: A quality online program has adequate financial and material resources to accomplish the mission of the organization. These resources are appropriately planned for and expended using sound business practices. [iNACOL Standard G 2009]


Allocation Decisions and Their Impact A5.1. Indicator: There is a relationship between the decisions about resource allocations, the school’s vision, mission, the schoolwide learner outcomes, the critical learner needs, the district’s LCAP and the Single Plan for Student Achievement (SPSA), the academic standards, and the college- and career-readiness standards. The school leadership and staff are involved in the resource allocation decisions.

A5.1. Prompt: Evaluate the extent to which the resources are allocated to meet the school’s vision, mission, the schoolwide learner outcomes, the critical learner needs, the student needs identified in the district LCAP and the SPSA, the academic standards, and the college- and career-readiness standards. Determine the extent to which leadership and staff are involved in the resource allocation decisions. What impact has the process for the allocation of resources made on student learning? Findings Supporting Evidence The SHS LCAP plan is generated from the District LCAP plan. Data used to inform the District LCAP plan has also been used at SHS to determine needs and monitor success or failure of those provisions put in place to support students. Various stakeholder groups are part of the process, but largely it has been the work of the principal and other administrators, with the School Site Council providing comment and approval. In the past input from staff has largely taken the form of meeting with the principal with suggestions, then coming to School Site Council for approval. The principal considers school goals, including previous WASC goals, in determining what programs were needed at SHS and how to best fund them. With a healthy budget this has been largely successful, but it does leave a good portion of stakeholders in the dark about what money is available and how it is being used. Departments and programs have not had a set budget in the last five years. This year we are in the process of establishing reasonable budgets to be monitored by the APs and department chairs. The hope is that more stakeholders will be involved in the process of allocation of funds. Training on school budget basics has been conducted this school year for department chairs and SSC.

● School Site Council Minutes ● SHS LCAP Plan ● SHS Budget ● Department budget worksheets ● Budget basics presentation



Practices A5.2. Indicator: There are processes operating in relationship to district practices for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices.

A5.2. Prompt: Evaluate the effectiveness of the school’s processes in relationship to district practices for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices, including protections against mishandling of institutional funds. (Note: Some of this may be more district-based than school-based.)

Findings Supporting Evidence The SHS principal meets multiple times a year with the Chief Business Officer and the Accounting Manager. The budget is reviewed along with any issue regarding spending and accounting principals. The SHS principal works closely with our Instructional Services leadership and Special Projects director on the current year budget and looking ahead to the next year. The budget for SHS goes through District channels for approval.

● Meeting Notes ● SPSA ● SHS Budget

Facilities A5.3. Indicator: The school’s facilities are adequate to meet the students’ learning needs, support the educational program (i.e., accomplish the vision, mission, and the schoolwide learner outcomes) and are safe, functional, and well-maintained.

A5.3. Prompt: Determine the extent to which the facilities enable the school to maintain a learning environment to meet the educational health and safety needs of students. Findings Supporting Evidence The school is inspected in accordance to the Williams Act to ensure the facilities are safe for students. Any issues are corrected through the collective work of teachers, custodial staff, and administration. In addition, the assistant principal that oversees facilities meets regularly with the facility support staff, including our Plant Manager. The Facilities Committee meets on a weekly basis. The assistant principal and plant manager issue work orders for repairs and improvements. More complicated work takes place during student breaks including winter break, spring break and summer. There are specialized classrooms for the ROP and CTE programs. The metal and wood shops are well-equipped for students to learn basic metal and woodworking, construction technology, mill cabinetry and welding. There are also properly equipped classrooms for pre-engineering, drafting, and sports training. An onsite greenhouse and school farm is utilized by agriculture science programs. Other science programs have used these in the past, but currently do not.

● Williams Act report ● Classrooms ● Greenhouse ● Work orders through School

Dude application ● Facilities meetings binder ● Plans for a new addition to

SHS



Currently, the school facilities are overcrowded as the district is building a new high school that was set to open in 2019. Unfortunately the new school has been delayed a full year. SHS will face overcrowding in the near future. Many teachers are sharing classrooms with one another. This allows class sizes to be reasonable, but it requires teachers to travel and prep in other areas on campus. There is a plan to add a new classroom building, including a new administration building, in the next five years.

Instructional Materials and Equipment A5.4. Indicator: The policies and procedures for acquiring and maintaining adequate instructional materials and equipment, such as textbooks, other printed materials, audio-visual, support technology, manipulatives, and laboratory materials are effective.

A5.4. Prompt: Evaluate the effectiveness of the policies and procedures for acquiring and maintaining adequate instructional materials and equipment, such as technology tools and software, the support systems for technology, software, textbooks, other printed materials, library media resources, manipulatives, and laboratory materials for instruction including online.

Findings Supporting Evidence SHS has a textbook room which is supervised by a full time textbook clerk. The textbook clerk is in charge of textbook inventory, dispersing of textbooks at appropriate times, and issuing fines for missing books. The clerk also inspects materials for damage and overuse, issuing purchase orders for new materials as necessary. In addition to textbooks, the clerk also manages our Chromebooks for our 1:1 initiative. The clerk issues Chromebooks and swaps damaged Chromebooks in a timely way in order to limit issues with access. The Williams Act is followed at SHS and there are periodic checks to make sure all students have the textbooks they need. The district provides our site with 0.6 FTE Ed Tech position. SHS has made additional budget allocations to bring that amount to 1.2, shared between 3 teachers. The Ed Techs provide professional development on using tech in the classroom. This includes training on how to best utilize students’ Chromebooks. They help with lesson design using tech. Limitations with the Textbook room system include hours of operation and keeping track of inventory. Student materials may be lost or stolen and the associated fees can be a hardship. Our textbook clerk works hard with students to resolve issues. If a

● Textbook Room ● Library ● Math Curriculum through

MVP Math ● 1:1 Chromebooks ● Chromebook repair ticket ● Destiny reports for textbook

inventory ● Williams report



textbook is found at a later time after the fee has been paid, a refund is issued. Our library offers a wide variety of recreational reading materials, along with curriculum support materials. SHS has a full time certificated librarian and a librarian clerk to assist staff and students. In addition to hard copy books, they assist in a library computer lab with student research. They have internet hotspots that students can check out if they don’t have internet access at home. Our librarian works closely with our content area teachers, in particular ELA and Social Studies, on holding special sessions on research tools. Students come to the library as a class for instruction and the librarian works directly with the teachers on planning the lessons to meet the needs in the content area. The district-wide adopted math curriculum for the first three years of math is available online free to students and teachers. The district produces physical workbooks of this curriculum. However, there are often workbook shortages at the beginning of the year and teachers and students must utilize other means in order to do the work. This includes accessing the lessons online with district Chromebooks the school checks out to each student or teachers providing paper copies for each student. The district has provided a Chromebook for each high school student. In order to maintain the Chromebooks, teachers randomly perform checks in the classroom. Students who have issues with their Chromebooks are directed to the textbook room in order to get repairs. Students who do not have internet access at home can check out a Kajeet from the library. The district maintains a tech support group. Staff can access immediate help by dialing extension 7070. We have an assigned tech support staff member that will troubleshoot in person.

Well-Qualified Staff A5.5. Indicator: Resources are available to enable the hiring, nurturing, and ongoing professional development of a well-qualified staff for all programs such as online instruction and college and career.

A5.5. Prompt: Determine if the resources are available to hire, nurture, and provide ongoing professional development for a well-qualified staff. Include specifics if online, IB, and/or college and career preparation programs are in place.

Findings Supporting Evidence The district provides a hiring bonus for new teachers. There is a shortage of applicants who are well-qualified in science and special

● District hiring bonus ● New Teacher meeting notes



education. Our district regularly holds teacher recruitment fairs. SHS administration are part of this process. In addition, a close relationship exists with CSUMB and we have a large number of co-teachers each year. We have hired quite a few of these co-teachers as permanent teachers at SHS. New teachers in the district are supported by instructional coaches, technology coaches, the mentor teacher holding new teacher meetings, and their respective department chair. Newly credentialed teachers participate in the district-sponsored Induction program. Through this, they are connected to a mentor at school who can support them in the classroom. In addition, there is support from the district’s new teacher support specialist and induction advisor. New teachers are given $500 to purchase instructional materials, classroom necessities, or other materials to support their teaching. A teacher is given a stipend funded by District LCAP funds to run monthly meetings for our new teachers. The meetings are optional and teachers are given an EWA for their time. The meeting topics include subjects such as using our online grading program, PBIS, discipline, using 1:1 devices with students, classroom management techniques, and insurance information. New teachers have been offered professional development outside of the district such as Fred Jones Training. Professional development is available for both new and veteran teachers. In addition to district Gradual Release of Responsibility and Constructing Meaning training, ERWC training for new English teachers and MVP training for new math teachers is provided. All teachers can attend district technology training during winter and summer breaks. Throughout the year, there are other opportunities for professional development. These are presented through department meetings or invitations are extended from school or district administration to attend. Often, not all teachers are aware of the available professional development and due to budget constraints, not all can attend. Our site LCAP plan has included funding for professional development to support our LCAP goals. In recent years we have sent large groups of staff to PBIS, Pearson Assessment Training, RTI, Break Through Coaching, ISTE, CUE, PLC, AVID, California Mathematics Council , NCTM, and NGSS. Our Instructional Coaches help support our onsite professional

● District Recruitment Fair plans ● LCAP plan ● Professional Development

Plan notes ● Staff meeting presentations ● Staff Resource Page



development. Working with the principal, they plan professional development that takes place during professional development days and staff meetings. The planning supports the District goals around CM and GRR. There are 6 different components of CM planning process, and each year we focus on one of them. The instructional coaches work with our ed tech coaches to incorporate technology in the professional development, highlighting tech methods that can be used in the classroom.

Long-Range Planning A5.6. Indicator: The district and school’s processes for regularly and effectively aligning the Local Control Accountability Plan (LCAP) with site resource decisions ensures the continual availability and coordination of appropriate funds to support students’ achievement of the critical learner needs, the academic standards, college- and career-readiness standards, and the schoolwide learner outcomes.

A5.6. Prompt: Evaluate the effectiveness of these processes.

Findings Supporting Evidence The process for developing the site LCAP goals and subsequent funding has been largely left to the principal and School Site Council. Teachers that have a particular need will present at School Site Council to gain approval. Those approvals will then become part of the LCAP budget. The principal would share the information. Most of the feedback was anecdotal and thus, most staff feel disconnected with the LCAP. Our practice has been refined and we now have staff present a justification with appropriate data to explain requests to be included in the Single Plan for Student Achievement (SPSA). Use of district LCAP monies that are assigned to our site are aligned with our site goals. That district support has allowed us to use site categorical funds for innovative programs such as Mentor Study Tables. At times we have paired district funds with our site monies to further strengthen a district initiative. A good example of this would be our instructional coaches. We are alloted 1/0 FTE and we have regularly supplemented this with site funds to increase the number of instructional coaches working with our teaching staff.

● School Site Council Agendas and Minutes

● Single Plan for Student Achievement (SPSA)

● LCAP budget



ACS WASC Category A. Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources:

Summary, Strengths, and Growth Needs

Review all the findings and supporting evidence and summarize the degree to which the criteria in Category A are being met.

Include comments about the degree to which these criteria impact the school’s ability to address one or more of the identified critical learner needs (Chapter IV).

Summary (including comments about the critical learner needs)

Salinas High School continues to be a successful comprehensive high school as shown by the award of the Gold Ribbon last year. Since the last WASC report we have had a great many changes in leadership. This self-study has provided an excellent opportunity for the school community to review our history, reflect on accomplishments, and to focus on the identified critical learner needs. While some of the same work continues, there are new areas of focus. What emerged specifically in this area is to keep our focus on the mission, impart goals to all stakeholder groups, and adjust as our student and staff needs change. All staff need to have input in developing our school’s vision, mission and goals. Prioritize the strengths and areas for growth for Category A.

Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources: Areas of Strength

● District funding for special programs and specifically allocated site funds that can be used to meet our site’s specific goals

● 1 : 1 Chromebooks in the hands of all students ● Instructional coaching program ● Ed Tech specialists for tech support are utilized by staff. ● SSC is efficient and thoughtful with required business and has been supportive of teacher

suggestions for programs ● PBIS student support is strong, particularly in tier 1 ● Routine maintenance of facility is strong. ● Means of communication such as the SRP are now in place. ● District support of the LCAP alignment between site and district goals. The site is

supported by the Director of Special Projects and the CBO.



Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Areas of Growth

● Concerted efforts to communicate the mission statement and Schoolwide Learner Outcomes, keeping them alive between WASC visits.

● More certificated staff input into site LCAP goals and SPSA, along with the budget decisions.

● Staff handbook is needed, both printed and digital. ● PBIS needs more connection with staff and positive supports for staff. Current focus is

largely on the student. ● More parent involvement is needed, perhaps in the form of an umbrella group that brings

together existing groups such as Boosters and ELAC. ● Facilities are stretched to the limit due to high student population. ● Creation and maintenance of a site master calendar is needed. ● Continued training and awareness on communication tools that now exist for staff.



Category B: Standards-based Student Learning: Curriculum

B1. Rigorous and Relevant Standards-Based Curriculum Criterion

All students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. Through standards-based learning (what is taught and how it is taught), these are accomplished.

Online Programs: iNACOL Standard J: Curriculum and Course Design: A quality online program will have a well thought-out approach to its curriculum and course design whether it develops its own courses and/or licenses curriculum from other educational providers. [iNACOL Standard J, 2009]


Current Educational Research and Thinking B1.1. Indicator: The school uses current educational research related to maintain a viable, meaningful instructional program that prepares students for college, career, and life.

B1.1. Prompt: Evaluate how effective the school uses current educational research related to the curricular areas to maintain a viable, meaningful instructional program for students. Findings Supporting Evidence Salinas High School uses current educational research to prepare students for a college and career ready life. Administrators, teachers, and support staff attend trainings and seminars that provide instructional and engagement strategies that encourage student learning and professional growth. The school has adopted both Gradual Release of Responsibility (GRR) and Constructing Meaning (CM) to address the learning needs of all students with a special emphasis on its EL population. These two programs have shaped the lesson planning and instruction of teachers in all subject areas. Salinas High School provides many opportunities for its staff to collaborate, discuss, and compare topics such as best practices and areas for growth. Most Wednesdays throughout the school year are collaboration days. Students come to school an hour later and the first hour of the day is for PLCs to collaborate. Teachers also are pulled periodically throughout the year to meet with other course alike teachers in the district to calibrate assessments. This ensures that standards are similar, not only among teachers in a school, but also across the district. Staff take advantage of professional development opportunities that provide information about current educational research and allot time for reflection in order to incorporate best practices into the classroom instruction. Staff attended several trainings over the summer last year including the Constructing Meaning Seminar, AVID summer institute, and the Assessment Conference. Teachers have attended PBIS conferences and Mindfulness training this year. Salinas High School provides dedicated time for its staff to collaborate and discuss and compare

● Collaboration and PLC Meeting Agendas, Notes and Minutes

● Conference records, and summary reports by all attendees.

● Special Professional Development Budgets

● District provided staff development and flyers.

● Surveys on Professional development needs.

● Performance Based Assessments

● Weekly collaboration meetings on Wednesday Mornings from 8:00 to 9:00

● Section Specific Pacing Guides. ● PLC Agendas and meeting

notes ● (Add possible chart of teachers

collab groups as Evidence) ● New Teacher Training and a 2

year- long introduction support program.

● District Course Description Handbook

● Master Schedule ● Student 4-year plan documents



topics such as best practices and areas for growth. These collaboration efforts have proven to be useful and therefore the district has increased the allotted staff meeting opportunities from bi weekly to weekly. These designated times for collaboration are designed so teachers meet in specific subject and/or class like groups. This allows the time to be spent specifically on the standards and the place at which classes should be in reference to the district pacing guide as well as the district provided, teacher created, summative assessments. For core content areas, much of the curriculum is developed by the Curriculum, Instruction, and Assessment collaborative hosted by the district. Here assessments, commonly known as Performance Based Assessments (PBA) are developed by teacher leaders from each school site. From there, a scope and sequence is created to help standardize the instructional focus for each subject. In order to acclimate new teachers to the professional and academic expectations of the site, new teachers attend one week of training provided by the district office concerning classroom management, lesson plan development, and instructional practices. First and second year teachers receive support from both the site and district through the new teacher induction program. The site also offers after school new teacher support meetings throughout the year.

Academic and College- and Career-Readiness Standards for Each Area B1.2. Indicator: The school has defined academic standards and college- and career-readiness standards for each subject area, course, and/or program.

B1.2. Prompt: Determine the extent to which there are defined academic standards and college- and career-readiness standards for each subject area, course, and/or program that meet state or national/international standards and, where applicable, expectations within courses that meet the UC “a-g” requirements. (This includes examination of the annual submission of course syllabus approval to UC for all AP courses. Verify that the facility requirements for "wet labs" are met for all lab science courses.) Findings Supporting Evidence Our district’s graduation requirements mirror the CSU/UC A-G requirements and are made available through a course description booklet. Students and families are first introduced to this when pre-registering for grade nine. This booklet informs them about the A-G requirements, pathways and course options. The requirements are also revisited and stressed at additional times, such as when creating 4 -year plans.

● District provided standards-based and objective based

● All core classes follow common core standards.

● A-G requirements are a focus of our site.

● Intervention on campus to ensure students are completed A-G courses.



Salinas High School has on average 18 Advanced Placement classes and many honors level classes. A grade of “A” or “B” in these classes is one way to determine a student’s college readiness. These high rigor classes are in addition to the rigorous expectations in our typical core subject area classes. They are all considered College Preparatory level to build student academic momentum/college readiness. Departments do this in various ways, including: In Science, there are AP tests and comprehensive finals, scientific journal reading and analysis. Students are using scientific literature to predict outcomes in scientific problems, and there are inquiry based laboratories. College Readiness in math is determined by the 11th grade SBAC math test. Students receive a score of 1, 2, 3, or 4. A score of 3 or 4 is considered college ready. Teachers have access to their students scores through illuminate. Students also take the Accuplacer for junior college in their senior year. The test places them into a possible college math class. Students that receive a transferable level college math class are considered college ready. In CTE classes, building both career skills and college readiness skills is integral to the classes. The construction tech classes and Industrial Drafting classes are articulated with the local community college, Hartnell. If a student receives an A or B grade in these classes, they will receive 3 college units and these units are transferable. Salinas High also has several CTE classes such as Graphic Design and Construction Tech that are A-G approved. The school is working to have the majority of the elective classes A-G approved. In English Language Arts, teachers are very focused on data to help determine college readiness. ELA teachers look at the results from the CAASPP, ACTs and SATs, AP testing and grades. ERWC classes also use data from the accuplacer to address student learning gaps.

B1.2. Additional Online Instruction Prompts: Evaluate the extent to which the online curriculum/courses consistently meet state academic standards. Determine if there is effective integration of outsourced curriculum into the program.


Congruence

B1.3. Indicator: There is congruence between the actual concepts and skills taught, the academic standards, the



college- and career-readiness standards, and the schoolwide learner outcomes.

B1.3. Prompt: Evaluate the extent to which there is congruence or consistency between the actual concepts and skills taught, the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes.

Findings Supporting Evidence Salinas High School has been practicing the PLC (Professional Learning Community) model for several years. This model allows educators to collaborate, share best practices, build assessments, and integrate college and career readiness standards into practice. In compliance with state standards, our PLCs meet in common curriculum groups. This helps build consistency in the pacing, curriculum and assessments that staff are using with our students. All of the curriculum is based on state standards. As our PLCs evolve, we are learning to have more data driven conversations. Currently most PLCs are not utilizing data to improve and innovate instruction. The district is making some much needed improvements to their practices and systems that will allow for more useful and consistent data. We are working this year to bring back the focus of our PLCs on data and using the cycle of inquiry to make decisions. Over the summer, teachers from the high schools in our district meet to develop district level assessments including the PBAs (Performance Based Assessments) & HLAs (Historical Learning Assessments) for the different core content areas. The development and administering of these assessments builds congruence and consistency both at our site and with schools within in the district. These PBAs are linked to state standards and the Common Core standards, along with the district pacing guides for the content areas. In mathematics, teachers create common Performance Tasks (PT) and finals that are used district wide. These tests align with the Common Core State Mathematics Standards and Smarter Balanced Assessment Consortium (SBAC) criteria. Teachers are working on improving the meaningfulness of HLA's as a writing assessment. They are also working on collaborating with all departments outside of English to address the writing skills necessary to support Smarter Balanced Assessment performance by students. Most classes at SHS are approved A-G courses. The graduation requirements for the district are aligned with the A-G requirements. English Language Arts completed a new textbook adoption in 2017 and began teaching the Springboard and English 3D curricula for the 2017-2018 school year. Both curriculums emphasize student collaboration, both skills necessary to meet the demands of the Common Core Standards. All ELA teachers went through professional development for the new curriculum on a series of

● Common Assessments from PLC groups around campus

● PBAs & HLAs ● Common District PTs and

Finals ● Course descriptions ● Field Trips to colleges with

FAST Academy. ● Green Academy is a

Lighthouse School ● PSAT tests implemented

district wide ● Increase in enrollment in AP

courses and subsequent exams. ● PSAT Day at SHS and scores

for all 10th and 11th grade students.

● AP test records and scores ● Green and FAST academy

projects ● Springboard and English 3D

textbook training



Saturdays. They also continue to have PD pull out days in order to adjust the pacing and continue to develop the best practices for the new curriculum. Additionally, teachers are meeting outside of the classroom, including paid planning on Saturdays provided by the district office. Our students are finding this curriculum challenging, so teachers are working diligently to scaffold instruction for this new curriculum. Salinas High has other programs and academies that help align the standards in courses with college and career readiness. AVID is offered in all four grades and in our feeder middle schools. This program is a direct link to help underrepresented students access college. We have two academies, Green and FAST. The two academies tie the curriculum to hands on, real world learning that provides them with career skills. The past two years, the district has paid for all 10th and 11th grade students to take the PSAT. Students are given these results, which can help them adjust their study plans and assist in planning for college. The data is also collected at the site level, though the site has not yet used this information in a way that allows for remediation in a systematized manner. Last year, the district also began paying for all AP students’ tests. This allowed more students the opportunity to take multiple tests without having to choose between them due to financial restraints. After the last WASC visit, the use of the ESLRs was not forefront in the building of curriculum. Although, since the ESLRs were relevant, we found that they were still covered, just not explicitly. As we built the SLOs for this WASC visit, we worked to make sure they were modified to reflect some of the philosophical shifts that have happened over the past 6 years both within the district and the site. It is our goal to be more explicit about how we discuss, enact, and assess our progress on these updated SLOs as we move forward.

Integration Among Disciplines B1.4. Indicator: There is integration and alignment among academic and career technical disciplines at the school and where applicable, integration of outsourced curriculum into the program so that curricular integrity, reliability, and security are maintained.

B1.4. Prompt: Evaluate to what extent is there integration among disciplines and where applicable, integration of outsourced curriculum into the program so that curricular integrity, reliability, and security are maintained. Findings Supporting Evidence Salinas High School utilizes numerous outsourced curriculum programs among departments. The physical education program uses Fitness Gram to track whether

● Fitness Gram program ● iCEV and Certificates from

course completers ● CASE website



students are in the state determined “Healthy Fitness Zone”. The agriculture program uses iCEV and CASE curriculum to enhance the overall curriculum. iCEV allows students to work towards industry recognized certificates. The Curriculum for Agricultural Science Education, CASE, is a special curriculum to enhance project based learning. Our Ag program is home to one of the 15 CASE certified teachers in the state of California. Our ELD program uses Learning A-Z, Side by Side and Rosetta Stone in working with students. These programs provide targeted vocabulary and audio texts to help students build academic and functional language. Rosetta Stone also helps build oral language production and allows students to work at an individualized pace. It also provides practice packets and exams similar to the ELPAC testing in reading and listening to help students prepare. Other programs that utilize outsourced curriculum are Read 180, Edge, Plato, Springboard. Salinas High School is on the 6th year of using Constructing Meaning in the classroom. Constructing Meaning, CM, is a cross curricular program that is geared to helping all students be proficient in writing and reading. CM was implemented to reinforce the Common Core standards and strengthen students critical thinking skills. It creates a k-16 bridge.

● Constructing Meaning ● Plato program ● GRR Trainings and

Evaluations based on GRR lessons

Articulation and Follow-up Studies B1.5. Indicator: The school articulates regularly with feeder schools, local colleges and universities, and technical schools. The school uses follow-up studies of graduates and others to learn about the effectiveness of the curricular program.

B1.5. Prompt: Determine the extent to which the school articulates curricular programs and expectations with its feeder schools, local colleges and universities, and technical schools. Explain how the school uses follow-up studies of graduates and others to learn about the effectiveness of the curricular program. Findings Supporting Evidence Salinas High School works to build bridges with our feeder schools in order to make the transition easier for our incoming freshmen. One aspect is that Salinas High School offers two Shadow Days for incoming 8th graders to come to SHS and “shadow” a student. This allows students to see the school and follow a student through their class schedule. There is also a parent meeting component where a basic introduction to the school, its academics, activities and programs is given and there is time for the parents to ask questions. As pre-registration begins, counselors go to the feeder schools for presentations to all 8th grade students. The presentation outlines the basic courses and curriculum, along with programs and activities

● Shadow day sign in and agenda

● Counselor visits to feeder schools presentation

● Agenda and presentation from parent night

● Presentation, four year plan sample

● Freshman Seminar Roster ● Application, test scores ● Course catalog ● Advisory committee minutes



students can get involved in. The counselors go back for a second day where they meet with students and collect their pre-registration sheets. In February, there is a parent night for all incoming 8th grade parents, hosted by the counseling staff. This night acquaints parents with the pre-registration forms, what classes students will be taking as a freshman and what the graduation requirements are for the district. Current freshman have access to freshman seminar in the summer and during school. Freshman are targeted from their middle school performance, grades, and attendance to be eligible for seminar. The seminar class gives them support and strategies to be success in high school. Salinas High School has a Career Center that houses a Career Counselor. The Career Counselor is tied to ROP, and works with the counselors to build a robust school to career pathway. All freshmen get a presentation about A-G requirements, graduation requirements and how to build a 4 year plan. Then they use a computer program called “Career Cruising” to give them their first vocational survey. They then use the results of this survey to build a four year plan. This plan is on Google Drive in a Google Classroom, so students can work with counselors over their four years at SHS to revise their four year plan. During their sophomore year, they revisit their four year plan and begin to do some research on careers they are interested in and what they need to take in high school to help them reach that career. As seniors, students are expected to complete an application for the local community college. They also take an exam, called the Accuplacer, which is the placement exam for the community college. This is done through their senior english classes. This assures that all students have a plan for after graduation. The Career Center on campus works with senior students in their English classes to complete the FAFSA. Salinas High also hosts CSU and UC application workshops in the Fall. Our academies and our ROP classes are also articulated with the local community colleges. Some of our ROP classes are dual enrolled with Hartnell College. All ROP classes also have an Advisory Committee of local business people who support the classes in career readiness.

● FFA/Ag survey ● Post grad data through

California Ag



Our FFA/Agriculture program does follow up surveys with students from their program after high school to follow up on the effectiveness of the program and if they are continuing in pursuing agriculture as a career.



B2. Access to Curriculum Criterion All students have equal access to the school’s entire program and are provided assistance with a personal learning plan to meet the requirements of graduation and are prepared for the pursuit of their academic, personal, and career goals.

Online Programs: iNACOL Standard H: Equity and Access: A quality online program’s policies and practice support students’ ability to access the program. Accommodations are available to meet a variety of student needs. [iNACOL Standard H, 2009]


Variety of Programs — Full Range of Choices B2.1. Indicator: All students are able to make appropriate choices and pursue a full range of realistic college and career and/or other educational options. The school provides for career exploration, preparation for postsecondary education, and pre-technical training for all students.

B2.1. Prompt: Evaluate the effectiveness of the processes to allow all students to make appropriate choices and pursue a full range of realistic college and career and/or other educational options. Discuss how the school ensures effective opportunities for career exploration, preparation for postsecondary education, and pre-technical training for all students.

Findings Supporting Evidence All students have opportunities to make appropriate choices and pursue a full range of realistic college and career options. Counselors and students collaborate to create a four year plan for each freshman. The process starts with a presentation given to all freshman about the opportunities Salinas High School has to offer. Freshmen are then given a Career Cruising Survey to help guide them in possible fields of study. After the survey is complete, students complete a four year plan with help from their counselors. Students evaluate their four year plans in their sophomore year and make changes if necessary. Salinas High School provides for career exploration, preparation for postsecondary education, and pre-technical training for many students. Career Technical Education is provided by CTE credentialed teachers from the Mission Trails ROP program. We currently offer 26 ROP and career training courses. Many of our CTE courses are A-G approved. Some CTE courses provide entry level certifications of competency or an industry certification. Examples include technical theater, graphic design, dental assisting, welding, and iCEV agriculture certifications in Animal Science, Plant Science, and Veterinary Science. We also work close with Mission Trails ROP (Regional Occupational Program) which serves the county but is managed from our district. ROP has many courses for students both at our site and at there site that our students take to earn certifications. These courses are very industry specific and offer students opportunities to network in the industry through activities such as job shadowing. On campus academies prepare students for career and college

● 100% of students have a four year plan in counselor records

● Counselor records ● PSATs, ASVAB, Career

Cruising ● FAST and GREEN academies ● OSHA10 certifications ● Counselor records and number

of presentation by colleges ● ROP course catalog ● iCEV certificates ● IEP paperwork ● Guest speakers ● Resumes ● AVID and CA Scholarship

Federation, GearUp ● Course Catalog and AP Test

Data



courses in the applicable fields. For example, The Fitness and Sports Training Academy (FAST) and The Sustainable Design and Green Construction Academy (SDGC) create a school within a school culture and create a career focus for students involved. Our AVID program identifies students who are first generation college students and provides them with skills and motivation to pursue higher education. Our Advanced Placement courses are open to all students in grades 10th, 11th, and 12th. We currently offer 18 advanced placement offerings. All special education students have access to the entire school program and assistance with an Individualized Education Plan (IEP)to prepare them for the pursuit of of their academic and career goals. Special Education teachers and teacher aids assist classrooms to provide students with the least restrictive environment. IEPs are created, reevaluated, and changed as needed. Input is given by all the students teachers, their counselor, and their case carrier.

❏ School recognizes successful college and university entry, but does not ever publicly recognize student career success.

❏ School has programs for preparing underserved populations

for college success Accessibility of All Students to Curriculum B2.2. Indicator: A rigorous, relevant, and coherent curriculum that includes real world applications is accessible to all students through all courses/programs offered. B2.2. Prompt: Evaluate students’ access to a rigorous, relevant, and coherent curriculum across all programs that includes real world applications. To what extent do the instructional practices of teachers and other activities facilitate access and success for all students? Findings Supporting Evidence Students have many opportunities to access a rigorous and relevant curriculum at Salinas High School. Science is implementing NGSS standards that are rigorous and emphasize real world problems that often involve the use of simulations and current research. With the district providing 1:1 access to Chromebooks, students are accessing the curriculum and collaborating with each other on line. This also promotes digital instruction/collection of student work/assessment/feedback for anywhere, anytime learning that allows access and success for all students.

● Chromebook contract ● Science Course Pacing Guides ● Digital Portfolio ● ELD 1 & 2 ● Mathematics Vision projects ● iCEV certificates and plaque ● Springboard English

Curriculum ● HLA ● Print out of student certificate. ● Print out of student work.



EL and SPED students are grouped in pods based on their level when they first arrive at school. Each pod has a mentor in math and an instructional aid that follows them for support. The math department uses Mathematics Vision Project that has real world applications embedded into it.Mathematics Visions Project is the name of the "textbook" curriculum. The curriculum is designed so that students work through tasks to understand the mathematics needed to solve the problems. So each module uses real world applications to teach the new mathematical concepts. It is effective in helping our students become better critical thinkers and problem solvers. iCEV is a program that specializes in Career Technical Education and industry backed certifications for students. Students complete course work that goes along with the current curriculum and are tested along the way. Students must pass every module and a final exam to receive the certification. Currently the South Coast Region pays for licenses. Students enrolled in Ag can receive industry certifications in Plant Science, Animal Science, Food Science, and Veterinary Science. The new English curriculum addresses speaking and listening standards into the daily lesson plans, which require students to collaborate. Springboard English curriculum provides content aligned to ELL standards. In our Visual and Performing Arts classes, students learn skills that they can take into their lives as adults, either in leisure time or as a career. Students are creating a digital portfolio, which is a skill that has real world applications. CTE classes offer a direct link to real world application of the course content:

● Mill Cabinet 3 capstone students take an online assessment Quarter 3 to ensure that they are OSHA compliant. Passing rate has been 100% for the past four years that it given.

● First year Business Technology students sign up to an online typing program, Quarters 2-4, 85% of students type at a rate of 35 WPM by the end of May, to meet local and market demand for keyboard typing.

● Students will receive a print out of their certificate and are mandated to have it in their binder all year.

● Student portfolios in the Cloud.

● IEP Transition Plan



● All Culinary students take an online safety and sanitation course to gain certification for employment in the hospitality industry for California. They take the test 1st quarter, 100% of students enrolled in the class take the course with a passing rate of 95%.

In the CTE department students create a digital portfolio of best work samples for employment readiness. Students with IEPs have Transition Plans as part of their Annual and Tri-annual plans, as well as meeting with a Transition counselor. This has direct relevance to real world application.

B2.2. Additional Online Instruction Prompt: Evaluate the procedures to ensure that students have access to courses that meet the UC “a-g” requirements, including lab courses.

Findings Supporting Evidence

Student-Parent-Staff Collaboration B2.3. Indicator: Parents, students, and staff collaborate in developing and monitoring a student’s personal learning plan and their college and career and/or other educational goals. (This includes the evaluation of whether online instruction matches the student’s learning style.)

B2.3. Prompt: Evaluate to what extent parents, students, and staff collaborate in developing, monitoring, and revising a student’s personal learning plan and their college and career and/or other educational goals. Findings Supporting Evidence Salinas High parents are involved in monitoring their student's personal learning plan. Parents are invited to pre-registration counseling in addition to junior and senior evaluations. During these sessions parents have the opportunity to speak with counselors and give input on students four year plans. Parents can request weekly progress reports for their students. Wednesday is progress report day at our school. AVID, ELD, Student Athletes, Livestock Exhibitors, and any other student who wants a weekly progress report can take one to each of their teachers. Weekly progress report Wednesdays are an important part for monitoring students success and keeping them on track.

● ELAC Parent Meetings ● Piqe Program ● Weekly Progress Reports ● Student plans ● ROP pathway completion rates



Students have the opportunity to revise their learning plans and take part in career aptitude testing. This is done through meetings, both group and individual, with the student’s academic counselor and with the Career Counselor. As freshmen, they meet in groups and use the Career Cruising program to take an aptitude test and then use the results to build their 4 year plan with the guidance of counselors. As sophomores, students meet again in small groups to revisit their test results and to up date their 4 year plans. As junior and seniors, students meet individually with their counselors to continue revising both career and academic goals and plans. Students who utilize an IEP meet with a transition counselor their senior year to discuss opportunities for them after high school. This is first done in their ninth grade class by the counselors and career center working together with the PE department, a class all ninth graders have. They leave class for a few days early in the year to create their 4-year plan. Students revisit their plans in the 10th grade year and adjust it if needed. 10th Grade Career Assessment Plans are utilized by the Career Counselor and school counselors to continuing monitoring students career goals and their 4 year plans. The student plans are on Google Drive, so they are readily available to students, parents and staff. ROP classes use plans that each students fills out for how they will be a program completer for that pathway. This is part of what is part of the new California Dashboard. This ensures that students are career ready upon completion of the ROP pathway.

Post High School Transitions B2.4. Indicator: The school implements strategies and programs to facilitate transitions to college, career, and other postsecondary high school options and regularly evaluates their effectiveness.

B2.4. Prompt: Evaluate the effectiveness of the strategies and programs to facilitate transitions to college, career, and other postsecondary high school options.

Findings Supporting Evidence Salinas High School implements a variety of strategies and programs to facilitate the transition for students between highschool and their post secondary options. The Migrant Program, AVID program and the Green and FAST academies provide field trips to community colleges, 4 year universities, and industries so students can examine the breadth of options open to them after high school. As part of these programs, the field trips are evaluated yearly and updated based on the wants and needs of the students currently in the programs. Academies are

● Trips to colleges and Career Academies

● Announcements of Field trips ● Industry certificates ● Banners and Plaques ● 4 year plans ● College Reps on campus

announcements ● Ribbons and Banners ● AET record books online



also evaluated yearly by the state. ROP programs work with members of their industries with their advisory councils. This means that the skills that are being taught are continuously being updated and thus, remain current with industry standards. The ROP program also provides industry recognized certifications in certain disciplines, so students are immediately hireable upon graduation. Through the Salinas High School Career Center, students are able to take vocational surveys through the Career Cruising software. When students get the results, they then can build or revise their 4 year plan to meet the requirements for that career. The Career Counselor also invites college representatives on campus frequently, so students can attend these sessions and see what various colleges offer. The Agriculture classes have CDE (Career Development Events) which allow students to pick what they are interested in and then compete with the skills they learn against other students in the state. These contest are hosted by universities and community colleges, so students are exposed to colleges. Ag students are also required to have record books and to keep detailed records, which is a skills that will benefit them in all aspects of post high school life. The Salinas Union High School District has implemented graduation requirements that are aligned with entrance into California State Universities. This assures that every graduate has the correct A-G classes for college admittance. Students are not all A-G eligible upon graduation, because students must have a C or higher to be considered A-G eligible. Students can graduate with a D in classes. This causes them to not be considered A-G eligible. The breadth of Advanced Placement (AP) classes as Salinas High School allows students access to rigorous curriculum and instruction that prepares students for college level classes. As students pass the AP exams in the spring, they earn college credit. Each year the AP team evaluates the effectiveness of the classes and works to improve instruction to allow for a higher pass rate for students. Salinas High has also added an AP computer science class with another one to be added for the 2018-2019 school year. These were added in direct response to student demand and also in response to some out of state colleges that require computer science for acceptance. The whole school has implemented the almost daily use of Chromebooks so that students have the post secondary skills necessary for both college and career. Through evaluation of this

● District Grad Requirements ● List of AP classes ● AP pass rates ● Tech coach notes ● Lesson plans ● LCAP goals ● Dashboard results



roll out, the school has implemented tech coaches to help support teachers in developing lesson plans that incorporate technology and teach the technological skills to students that they will need as adults. As a district, along with Salinas High School, college and career readiness is a goal. SUHSD has it as one of its three LCAP goals. This provides focus and constant evaluation of the effectiveness of the programs in the district and sites. With the implementation of the California Dashboard, Salinas High School will be able to access data on college and career readiness easily, which will make improving the effectiveness of the programs easier because strengths and weaknesses will be readily apparent.



ACS WASC Category B. Standards-based Student Learning: Curriculum Summary, Strengths, and Growth Needs

Review all the findings and supporting evidence and summarize the degree to which the criteria in Category B are being met.



As concluded by the focus group information and data, Salinas High School has a number of successful programs serving a wide range of students on campus. There are a variety of classes offered on campus that reinforce both college and career readiness. Though this is the case, there are some issues that are hindering students from completing CTE tracks including amount of space in students schedule. Many disciples have updated or are in the midst of updating their curriculum to match CCSS. This has also affected assessment. The collaborative time available to teachers is valuable. There is still work to do to maximize their efficiency and ensure that the discussions are data driven in all content areas. Though support on campus exists for struggling students, there is still a need to refine this work by targeting intervention, especially for those students that are far below grade level in reading, writing, and math. Prioritize the strengths and areas for growth for Category B.

Category B: Standards-based Student Learning: Curriculum: Areas of Strength ● All teachers are part of a PLC that meets most Wednesdays for collaboration. ● The culture of collaboration among staff is positive and professional. ● Salinas High School offers a variety of co-curricular activities for all students, including

clubs, athletics, music and drama. ● Salinas High School offers a variety of ROP/CTE classes that help students to be career

ready. ● The district initiatives help support staff training in strong instructional practices. ● The AVID program is strong with 2 sections for each grade level. ● The district supports the sites in providing training for new teachers. ● PBAs (Performance Based Assessments) are district wide and aligned to state standards.

Data from the PBAs is shared and discussed in PLCs. ● New textbook adoption for ELA has increased rigor. ● SLOs are relevant and easy to apply to all curricular areas. ● Positive relationship with feeder schools to ease transition to high school. ● Academies provide curriculum tied to students career goals.

Category B: Standards-based Student Learning: Curriculum: Areas of Growth

● The school needs to provide more support to students who struggle with the curriculum

due to lack of prior skills or knowledge.



● SHS needs to provide more opportunities for personal collaboration between staff, students and parents to explore post-secondary education options and career choices.

● The school could engage in more cross-curriculum integration and allow more time to plan with feeder schools and within departments for vertical alignment.

● Salinas High School needs to continue to explore ways to better meet the needs of struggling students.

● CTE tracks need to be more clearly defined and articulated for all students.



Category C: Standards-based Student Learning: Instruction

C1. Challenging and Relevant Learning Experiences Criterion

To achieve the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes, all students are involved in challenging and relevant learning experiences.


Results of Student Observations and Examining Work C1.1. Indicator: The students are involved in challenging and relevant work as evidenced by observations of students working and the examination of student work.

C1.1. Prompt: Evaluate the degree to which all students are involved in challenging and relevant learning to achieve the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. Include how observing students working and examining student work have informed this understanding. Provide evidence on how the school has evaluated the degree of involvement of students with diverse backgrounds and/or abilities and how the school has modified instruction based on these findings.

Findings Supporting Evidence Rigor, Differentiation & Remediation Academics at Salinas High School are driven by the CCSS and Schoolwide Learner Outcomes. This requires students to meet minimum A-G requirements. These courses are rigorous and have high expectations of all students; moreover, differentiation of instruction is essential in these courses. In addition, Advanced Placement, Honors, and GATE courses are offered for advanced students. Teachers utilize a variety of learning modalities to create the opportunity for all students to access the curriculum. These modalities include: District Benchmarks, and Pacing Guides for Departments. Remedial language and reading courses for ELs and EOs include: Academic Language & Literacy (ALL) courses for Advanced English Learners including long-term ELs who haven’t redesignated, English Language Development (ELD) courses for newcomers and student who score at lower levels on CELDT, Read 180, Scholastic System 44 reading remediation for EL and EO student in Functional Academics. After school tutorial is available to students Monday through Thursday. Cowboy Catch Up is offered for students through GEAR UP on Saturdays. Professional Learning Communities (PLCs) meet weekly throughout the year to determine best practices to implement lessons in our classrooms. Our PLCs provide common assessments, performance, competency, formative/summative assessments, and insure teacher

● Master Schedule ● District PLC Links ● Pacing Guides

9th Grade ELA Scope & Sequence 10th Grade ELA Scope & Sequence 11th Grade ELA Scope & Sequence 12th Grade ELA Scope & Sequence

● District Wide Performance Based Assessment (PBA) PBA 1 PBA 2

● Historical Literacy Assessment (HLA)

● IABs ● Freshman Springboard Coming

of Age Unit- The Value of a College Education Sample Lesson Plan

● Common Core State Standards


https://drive.google.com/file/d/0Bzu62s36U5KpMDZSNDd4elk5X1VpOGdLTXJfcHIyVWRmSzdZ/view?usp=sharing

https://sites.google.com/a/salinasuhsd.org/department-collaboration/shs

https://drive.google.com/file/d/0B0gNSto_i9iOWUk2TTEwT2FCTmM/view

https://drive.google.com/file/d/0B0gNSto_i9iOWUk2TTEwT2FCTmM/view

https://drive.google.com/file/d/0B0gNSto_i9iOSHhYc1ZaVEMxOHc/view

https://drive.google.com/file/d/0B0gNSto_i9iOSHhYc1ZaVEMxOHc/view

https://drive.google.com/file/d/0B0gNSto_i9iOZmZQUjFwTkJJekk/view

https://drive.google.com/file/d/0B0gNSto_i9iOZmZQUjFwTkJJekk/view

https://drive.google.com/file/d/0B0gNSto_i9iOdUU2b0RiYlpZT2M/view

https://drive.google.com/file/d/0B0gNSto_i9iOdUU2b0RiYlpZT2M/view

https://docs.google.com/document/d/1TthfOsasozuLdfIoTXhJp8SBlCw9lKNWACLCL7BaICY/edit

https://drive.google.com/file/d/0B0gNSto_i9iOOUlHeWlNal9neGs/view

https://docs.google.com/document/d/1hrqvNnVH4kN4b1V9W64-Q0bfy_UTCGjTwqiaD1Wxy5g/edit?usp=sharing

http://www.corestandards.org/


fidelity to the district approved curriculum pacing guide. Interventions are implemented in several departments, most notably the Social Studies and departments, in which students are assigned mandatory intervention based on performance. Instructional Coaching A group of Salinas High School teachers work as Instructional Coaches and as Technology Coaches. These positions are part-time teacher on special assignment positions (TOSA) meaning that the coaches also teach classes during the day. Instructional coaches focus on implementing new best practice techniques around instruction and model different effective strategies in staff meetings. Instructional coaches also create professional development courses for new teachers including workshops in Constructing Meaning (CM) and Productive Group Work (PGW). Technology coaches work to discover and provide assistance to teachers in implementing educational technology. Opportunities are provided for the new technology to be shared with the staff of Salinas High. The Salinas Union High School District also holds a technology conference twice a year. Teachers experience a variety of inservices and are given opportunities to master new technology in “Tech Tuesday” district workshops as well. Career & Technology Education During their senior year, students are expected to take the Accuplacer, a junior college placement test for English and Math. SUHSD also administers a free PSAT for all sophomores and juniors through College Board. ASVAB Testing is available for juniors and seniors. College and career readiness standards are addressed directly by our Regional Occupational Program. Career & Technical pathway programs include: ROP, FFA, Green Academy, FAST Academy, Graphic Design, and Welding/Woodshop. Moreover, an advisory committee meets twice per year which helps guide curriculum and instruction and maintain best practices. Mathematics SHS Math Curriculum is aligned to CCSS, which applies problems to real world contexts. This real world application boosts student interest and engagement making it relevant to their own lives and putting it into perspective to which they can relate. There are several bilingual paraprofessionals which are assigned to classrooms with ELs and assist in bridging the language gap in this application.



Student involvement is measured through formative assessment such as warm-ups, pair-share work, reflections, web-based applications such as Kahoot! and exit tickets. Teachers utilize Google Classroom and a variety of other platforms in their classroom. A partnership with California State University, Monterey Bay has established a program which prepares students at their own pace for college readiness tests in mathematics (csumb.edready.org) Special Education Individualized Studies classes are offered to students with disabilities (SWDs) with mild to moderate disabilities for remediation and advancement toward IEP goals. Salinas High also provides a modified core curriculum (Basics2) for severely handicapped students. All of these options ensure that students are receiving challenging and relevant work and being challenged according to their individual abilities. A full inclusion model has been implemented since 2009. Students with mild-moderate disabilities are fully included in the general education classroom and in A-G courses. Students in Functional Academics, Social Communication, and Life Skills programs have mainstreaming opportunities in elective classes, and other courses such as Health and Physical Education. Within this model, several classes are selected to be co-taught classes with one general education teacher and one special education teacher which is based on student need.

C1.1. Additional Online Instruction Prompt: Evaluate the effectiveness of timelines and pacing guides for completing coursework for asynchronous online instruction.


Student Understanding of Learning Expectations C1.2. Indicator: The students understand the standards/expected performance levels for each area of study.

C1.2. Prompt: Examine and evaluate the extent to which students understand the standards/expected performance levels that they must achieve to demonstrate proficiency. Findings Supporting Evidence Teachers utilize daily objectives which align and connect lessons to learning targets and unit goals linked to the CCSS. Teachers post daily learning targets and agendas visibly in their classrooms. The daily objectives are written utilizing the CM language functions the students will use within the lessons and include the product the students will produce during the lesson. For some classes, students write the daily learning goal, in other classes students orally explain their understanding of the expectations to the class, and the teacher clarifies any misunderstanding of the academic expectations.

● Classroom ● Whiteboards/easels/ student

notebooks ● Learning targets ● Scoring rubrics, both teacher

and student generated ● Rubric example ● Learning goals posted online

via Google Classroom, class


https://docs.google.com/document/d/18nTkvTezq2mW08UrZHWLePy7EpD4XjqXhImsw7zqdwE/edit?usp=sharing

https://docs.google.com/document/d/1u7uST5AaLDw8qEh7vwyyAfRXaBB-StYRQx5JcsDWYWs/edit

https://docs.google.com/document/d/1rUoR3xqiNknGwEWWDLDHQDDsMcjuAeJ3IJIgX_U_C6Q/edit?usp=sharing



For complex performance tasks, such as essays, projects, and multi-stage experiments, teachers create student-oriented rubrics which specify learning goals, student performance expectations, and scoring standards. This provides clarity for both teachers and students as to how students achieve their academic expectations. During a class activity, teachers reinforce the current academic expectations with verbal acknowledgments, examples, and mini-assessments. Many teachers utilize student reflections throughout units and after unit assessments so that students have the ability to self-evaluate their progress toward learning goals and define areas for improvement. The Professional Learning Communities (PLCs) at Salinas High School administer common summative assessments. There is an altered finals schedule at the semester and at the end of the year to provide additional time for students to complete their end of semester projects and finals. PLCs at Salinas High School administer common semester finals. All teachers are expected to give end of term finals reflecting learning goals studied where student proficiency is evaluated. The district also employs quarterly Interim Assessment Benchmarks (IAB) which measure student achievement in ELA and Mathematics addressing Common Core standards. Teachers from each grade level or subject meet as teams (PLCs) to review student work and discuss results. Findings direct future instruction and guide intervention strategies when necessary. English Language Arts The District has adopted for the English Language Arts classes a rigorous curriculum from the College Board. One of the more innovative approaches employed involves backward design whereby students understand the end product for each Embedded Assessment. The embedded assessments found in each unit range from argumentative synthesis essays to graphic novel creation. Students first create a graphic organizer to understand the assessment task and the expectation. Teachers also review the provided rubric with students at the beginning of the unit, breaking down key components for an effective essay. By previewing the key concepts and vocabulary for the unit, students are better prepared to understand unit activities. Students are then able to identify and analyze the skills and knowledge necessary to be successful in

website, and other e-postings. ● Example of a learning goal

from Global Language ● Student projects ● Student poster of Unpacking

the Embedded Assessment



https://drive.google.com/open?id=0B6SdYDuJdwLDc00tbFNiMnZROWp0N2lKdlY3bTdid2xZNFVr

https://drive.google.com/open?id=0B6SdYDuJdwLDc00tbFNiMnZROWp0N2lKdlY3bTdid2xZNFVr


writing their essays.

Differentiation of Instruction C1.3. Indicator: The school’s instructional staff members differentiate instruction, including integrating multimedia and technology, and evaluate its impact on student learning.

C1.3. Prompt: Determine how effectively instructional staff members differentiate instruction, such as integrating multimedia and technology, to address student needs. Evaluate the impact of this on student learning.. Findings Supporting Evidence Teachers at Salinas High School are committed to differentiating instruction so that all students can access curriculum. Students are intentionally grouped by teachers. Salinas High School embraced the power of differentiation and technology by rolling out a 1:1 Chromebook implementation last year. Teachers were also issued Chromebooks to use a variety of web-based programs to infuse technology in the classroom to help our students become 21st Century learners. Technology coaches provide support and introduce teachers to more efficient ways of teaching with technology. Technology is used at Salinas High to stimulate student engagement and bring challenging concepts to life. The following are examples of departments at SHS and what they use: Special Education The Special Education department uses many apps and programs for special education students including: Bookshare, Dragon Speak, Brain POP, PowToons, Rosetta Stone, Google Translate, and Voice-to-Text. English Language Arts ELA uses Springboard Online, Quizlet, Structured Student Talk, YouTube, Adobe Spark, Google Slides, PowerPoint, and Prezi. Other departments such as: science, fine arts, career technical education courses provide multiple opportunities for student projects and presentations. Career Technical Education Pre-engineering class uses a cloud based interactive software and

● Google Classroom ● Student Portal ● Example of fine art project ● Example of YouTube video /

part of lesson


https://docs.google.com/document/d/1WQrbUZuMzA79yQVc03jG3EduM5bOFZ8zaq6PDkd_Ue8/edit?usp=sharing

https://docs.google.com/presentation/d/11RJeJa93iojccItJYGh4nnBdz6NJ3fA39KvRDR1iXF8/edit?usp=sharing

https://mail.google.com/mail/u/0/#search/cheralynn.johnston%40salinasuhsd.org/15fc70d478841862?projector=1

https://mail.google.com/mail/u/0/#search/cheralynn.johnston%40salinasuhsd.org/15fc70d478841862?projector=1


lessons. Plato software is used for individualized online credit recovery. Teacher also use self-paced work through Google Classroom, Google forms. Fine Arts Teachers incorporate projects that involve multimedia and technology.



C2. Student Engagement Criterion

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.

Online Programs: iNACOL Standard K: Instruction: A quality online program takes a comprehensive and integrated approach to ensuring excellent online teaching for its students. This process begins with promising practices but is equally committed to continuous improvement and adaptation to student learning needs through professional development. [iNACOL Standard K, 2009]


Current Knowledge C2.1. Indicator: Teachers are current in the instructional content taught and research-based instructional methodology, including the integrated use of multimedia and technology.

C2.1. Prompt: Evaluate the extent to which teachers effectively use a variety of strategies including multimedia and other technology in the delivery of the curriculum. Findings Supporting Evidence Teachers use multimedia and technologies to engage students. Students are assigned to Chromebooks with a 1:1 ratio. Teachers are provided with Google Classroom with their roster provided. It is a school wide teacher expectation to implement Chromebook use in instruction. Professional development is provided for use of technology per content area. Students use Chromebooks individually and as groups. Teachers are encouraged to infuse web based resources such as Kahoot, Quizlet, and Padlet into their lessons. Students are able to submit assignments on Google Classroom. Teachers also use Turnitin.com, Edpuzzle, Socrative, Illuminate, Powtoon, and Story Bird. Technology-based courses at Salinas High School include: Plato by Edmentum for credit recovery and remediation, Cyber High Credit Recovery for Migrant Students, classes including Graphic Design, Art in the Digital Age, Business Technology, Computer Business Applications, Drafting, and English Language Arts 9-11. The fine arts department utilizes Google Classroom. The fine arts teacher incorporates HyperDocs into her lessons. These HyperDocs make the lessons more engaging. Music Department The music department utilizes online testing software. Students play their instrument into the microphone and the software grades the accuracy of their playing and provides instant feedback. Finale is a software notation system that students use to compose music. For

● Chromebook rollout ● Google classroom ● Springboard online/MVP ● Digital/Audio workshops ● Business tech / Graphic design ● Digital PBIS lessons ● CM / GRR Strategies ● Technology coaches / Tech

Tuesdays ● Tech Tips ● Online databases ● Fine Arts

● Example of HyperDoc ● Music Program

● Smart Music ● QR Reader (band

attendance) ● Soundation ● Soundtrap ● Flat.io (music notation

software)


https://docs.google.com/presentation/d/1xy3RlOQi5zo3qkb3V7F6XrHBioSdZGgmaDkf5aVwKvg/edit?usp=sharing

https://www.smartmusic.com/

https://chrome.google.com/webstore/detail/scanqr/nihhbejdflkeingkkpakffdlmepaeaah?hl=en-US

https://soundation.com/

http://www.soundtrap.com/

https://flat.io/profile?m=indiv2edu


music technology and production, music teachers use Soundation as a Digital Audio Workshop (DAW). Due to the large size of our school band, music teachers utilize personalized QR codes as an efficient way to take attendance.

C2.1. Additional Online Instruction Prompt: Evaluate how teacher technology competencies are assessed during online instruction.

Findings Supporting Evidence Not Applicable

Teachers as Coaches C2.2. Indicator: Teachers facilitate learning as coaches to engage all students.

C2.2. Prompt: Evaluate and comment on the extent to which teachers use coaching strategies to facilitate learning for all students. Provide examples such as equitable questioning strategies, guided and independent practice, project-based learning, and other non-didactic techniques to engage students in their own learning.

Findings Supporting Evidence Teachers at Salinas High School are equipped with the knowledge needed to facilitate learning as coaches to engage all students. Salinas Union High School District trains all of their teachers in Constructing Meaning strategies and Gradual Release of Responsibility (CM and GRR), respectively. CM strategies teaches students to be independent learners by providing students with the guidance needed to complete their work. Teachers use techniques/strategies such as: sentence frames, think/pair/share, small groups, elbow partners, etc. Gradual Release of Responsibility (GRR) guides and coaches students through whatever project or assignment teachers are asking them to complete and master. Using the strategy of “I do, We Do,You Do” shows students how an activity should be done and passes the responsibility to the students Teachers utilize a variety of methods to question students such as random selection, equity popsicle sticks, equity note cards, and the Randomly app. Teachers provide students with sentence frames when answering questions. Teachers target student strengths and determine the need for areas of improvement & set goals for learning. Teachers and administration focus on increasing students’ intrinsic motivation and facilitate extrinsic motivation when necessary through the use of incentives. Teachers use collaboration and exploratory group learning.

● CM materials ● Number of teachers trained in

CM/GRR: 121 ● Test data- district/state, teacher

observation record ● Good Job Cowboy

Acknowledgement Tickets and raffles with prizes that include school spirit merchandise, front of the line passes through PBIS

● Clubs & Club Advisors, before school , lunchtime, and after school tutoring



Use of student-centered learning (student-led classes such as PE Leadership, ASB Leadership)

Examination of Student Work C2.3. Indicator: Students demonstrate that they can apply acquired knowledge and skills at higher cognitive levels to extend learning opportunities.

C2.3. Prompt: Evaluate the extent to which students demonstrate a) that they are able to organize, access and apply knowledge they already have acquired; b) that they have the academic tools to gather and create knowledge and c) that they have opportunities to use these tools to research, inquire, discover, and invent knowledge on their own and communicate this.

Findings Supporting Evidence Teachers use Google applications throughout the school including Google Docs and Classroom to collect and review student work. Research is conducted then presented on templates which can then be submitted through Classroom, assessed, and ultimately returned to students with feedback to increase proficiency. Salinas High students utilize World Book Online, SIRS Researcher, Teen Health & Wellness to facilitate research-based projects. Students then can demonstrate mastery of the expected CCSS. Students and parents have open access to class grades through the use of Home Access (eschools). In this way, students and parents can evaluate when it might be necessary to retake an assessment or make up missing work to raise their grade. Next year, the district will be transitioning to a new electronic school system/database, Synergy by Edupoint. Teachers use myriad ways to review student work utilizing online resources. The most widely used application by teachers for reviewing student work is the Google Classroom application. Students submit assignments to Google classroom. Students are able to receive feedback through the application and comments feature on Google doc directly on their submitted work. Teachers utilize applications such as Google Forms for formative and summative assessments. English Language Arts The English department uses Turnitin.com as a department to evaluate student work and detect plagiarism. The department also uses the Springboard online portal, which offers an assessment feature for teachers. Teachers are able to load individualized rubrics into the Springboard online portal and assess student work utilizing the rubrics via the platform. Teachers also use the Turnitin.com platform which includes the option for voice comments, essay

● Research-based essays, graphic organizers, templates.

● Senior Research Paper ● Embedded Assessments in

Springboard ● IABs ● McGraw Hill social studies

textbook online ● MVP (online math curriculum) ● Turnitin.com submission

receipt with teacher feedback to student.

● Google doc submission with teacher comments included.

● Turnitin.com essay submission report with teacher feedback included.

● Kaizena feedback



coding, and written comments on submitted work. Teachers are also able to ensure that students have collected research then presented written work without plagiarizing. Social Science Social Studies teachers use the application Kaizena to provide voice comment feedback to students on submitted work.

C2.3. Additional Online Instruction Prompt: Evaluate and comment on the effectiveness of reviewing student work online and online communications to determine the degree to which students are analyzing, comprehending, and conducting effective research.

Findings Supporting Evidence N/A N/A

C2.4. Indicator: Students demonstrate higher level thinking and problem solving skills within a variety of instructional settings.

C2.4. Prompt: Evaluate and provide evidence on how well the representative samples of student work demonstrate that students are able to think, reason, and problem solve in group and individual activities, projects, discussions and debates, and inquiries related to investigation.

Findings Supporting Evidence Student work demonstrate that students are able to think, reason, and problem solve in group and individual activities, projects, discussions and debates, and inquiries related to investigation. Students are able to use their Chromebooks to conduct research and inquiries in their classes. They go to the library to learn about the different search engines that are available to them. Plus, the librarian teaches our students different strategies to do research. Mathematics Based on research, students solve real life context problems by using mathematical models. The curriculum used in mathematics involves a lot of open-ended and real-life context problems, but teachers could improve the lessons by creating contexts that are more relevant and interesting for students. English Language Arts Socratic seminars allow students to discuss ideas at a deeper level. Students must first gather evidence and create questions. During the discussion, students are responsible for the discussion. This allows them to expand on their learning by asking questions for further inquiry, demonstrate their knowledge of that subject, and to think of the subject in a new way. Global Language Students work individually, in pairs and in small groups to engage in formative and summative communicative tasks using all three

● 1 to 1 Chromebook Access ● Class sign in sheets for the

library ● Socratic Seminars ● MVP Tasks ● Role-play, letter writing, video

projects, end of the semester Classroom Writing Competency Assessment

● Sample student work ● Academies/AVID ● AVID TRF Process


https://docs.google.com/document/d/1MBUTHi38c0Zvn2oeERc8cSVjSMRxVgx_Nb8MqHciTuY/edit?usp=sharing

http://www.laquintahs.org/ourpages/auto/2009/8/23/54170499/10%20Steps%20in%20the%20AVID%20Tutorial%20Process.pdf


modes of communication. NCSSFL-ACTFL Can-Do statements are used for students to self assess their learning. Examples include role-playing activities, letter writing, video projects, end of the semester Classroom Writing Competency Assessment Academies (AVID, GREEN, FAST) There are 10 steps in the AVID Tutorial Process:

1. Students take Cornell notes in academic classes 2. Students complete the tutorial request form including 2

higher level questions 3. As students enter the room the teacher collects the questions 4. During the tutorial, students are broken up into small groups 5. One student begin the tutorial process by asking the

questions. Tutor and group members ask questions to guide the student presenter through the inquiry process.

6. Group members/tutor check the student presenter’s understanding of the answer to his/her question by asking clarifying questions.

7. Steps 5 and 6 are repeated for all group members. 8. Students complete a written reflection on their learning

(content and/or process). 9. Students turn in their Tutorial Request Forms to

teacher/tutor for grading and feedback. 10. Teacher/tutors/students debrief the tutorial process. Students

verify their learning in their academic classes. C2.5. Indicator: Students use technology to support their learning.

C2.5. Prompt: Evaluate the extent to which representative samples of student work demonstrate that students use technology to assist them in achieving the academic standards and the schoolwide learner outcomes. Findings Supporting Evidence SUHSD has provided each student with a personal Chromebook used in school and at home for a variety of assignments. This enhances the ongoing academic experiences for all at Salinas High School. The school also provides online access for all students while at school, and provides some students with wireless hotspots to provide internet access for students who are unable to acquire internet access at home. Plato is an online credit recovery program used across multiple disciplines. The curriculum is self paced and is monitored by the Plato teacher. All students are enrolled in Google Classroom a content management system, where teachers have set up digital classrooms where activities, discussions, grades, and feedback can provide.

● Blogs ● Google Docs ● PowerPoints / Slides ● Prezis ● Seesaw portfolios ● Websites / Weebly / Google

Sites



Mathematics Students are able to easily access their Math book, Mathematics Vision Project, online. The text is available to students in both English and Spanish which is beneficial to the large EL population. Within the online text there are also embedded video links which give students a deeper understanding of math concepts. English Language Arts College Board Springboard digital textbook

C2.6. Indicator: Students use a variety of materials and resources beyond the textbook.

C2.6. Prompt: Evaluate the extent to which representative samples of student work demonstrate student use of materials and resources beyond the textbook; availability of and opportunities to access data-based, original source documents and computer information networks; and experiences, activities and resources which link students to the real world. Findings Supporting Evidence Samples of student work demonstrate student use of materials and resources beyond the textbook; availability of and opportunities to access data-based, original source documents and computer information networks; and experiences, activities and resources which link students to the real world. Students have access to hands on extension activities. Students have access to several computer information networks and research platforms in their core content classes. Our teacher librarian provides common research lessons to students in English and Health courses utilizing the SIRS Researcher, World Book Online, and the Teen Health and Wellness online databases. The Springboard ELA curriculum implemented in grades 9-11 utilizes images related to content to activate background knowledge for students within each unit. Teachers utilize a variety of resources in the classroom such as teacher created video content, interactive notebooks, and curated online articles through platforms such as Newsela. Students have access to the Coughdrop digital platform for functional communication and checks for understanding on materials learned for Salinas High’s Social Communications course. Science

● GFL: Cooking videos and the Day of the Dead altars

● ROP: Poinsettia growth and sale

● Aquatic and fish system and FFA SAE supervised projects with profit record book.

● Farm projects. ● Math performance task. ● Students attend Christmas in

the Adobes in Monterey ● Watch Coco movie in the

theater. ● San Francisco Floral market. ● Mathletics. ● List of SHS Clubs ● List of databases available for

SHS students ● CTE YouTube link ● PowerPoint presentations,

Google Slides, Google Forms, Kahoot, Quizlet Live

● Sample project - mentions student website

● CTE videos, radio nacional


https://www.mathematicsvisionproject.org/

https://www.mathematicsvisionproject.org/

https://docs.google.com/spreadsheets/d/195w03ORUgeIV2-9xo35IZnDZiLD3g059wyJ8L0nDoxg/edit#gid=0

https://www.youtube.com/channel/UCSKRF4kA7luLg3




Our science department use: PowerPoint presentations, stemscopes (cloud and inquiry based curriculum), google extensions, various support materials including Biozone NGSS activities. Using http://www.sciencejournalforkids.org/ Peer reviewed articles from respected scientific journals adapted for teenagers District science website https://sites.google.com/a/salinasuhsd.org/suhsd-science/resources/biology Amoeba sisters website and videos. Many more here is our science department resource page Science Dept. Resource Page Special education services support students in general curriculum with Chromebooks, website access, library databases, assistive technology (dragon speak, book share, snap and read, audiobooks through textbooks) Fine Arts In Art class, students create their own websites. They have digital portfolios. Career Technical Education In the CTE classes students create their own websites, digital portfolio and instructor created Youtube.com channel (instructional videos on machine tool safety and processes for completing class projects).. Instructional material and video are uploaded to Google Classroom. LJ Learning Management System (Pre-Engineering)

espanola, ● Springboard ELA curriculum

visual prompts

Real World Experiences C2.7. Indicator: All students have access to and are engaged in career preparation activities.

C2.7. Prompt: Evaluate the degree of and the effectiveness of student access to career awareness, exploration and preparation that may include such activities such as job shadowing, internships, apprenticeship programs, regional occupational programs, career academy programs, on-the-job training programs, community projects and other real world experiences that have postsecondary implications.

Findings Supporting Evidence Salinas High School is a part of the Mission Trails Regional Occupational Program which is part of a joint agreement between six local school districts to provide training for students in our area. Salinas High has developed strong Career Technical Education courses that emphasize career readiness for all students. Regional Occupational Program courses on site include Art History of Floral Design, Retail Sales, Mill Cabinet, Advanced Culinary, Art in the Digital Age, Graphic Design, Drafting 3-4, Computer Business Applications, Physical Therapist Aide and Sports

● STEM day at Hartnell ● ASVAB Testing ● Guest Speakers ● Vocational Evaluations for

students with IEPs ● Biliteracy Pathway ● FFA/School Farm ● Observatory ● ROTC available at other sites ● IEP Transition Plans


http://www.sciencejournalforkids.org/

https://sites.google.com/a/salinasuhsd.org/suhsd-science/resources/biology

https://sites.google.com/a/salinasuhsd.org/suhsd-science/resources/biology

https://docs.google.com/document/d/1VKq6OR-0j3tSSUnBTID1Id97OJP22k6FMXL5pbUTTiI/edit?ts=5a8d9249

https://www.youtube.com/channel/UCSKRF4kA7luLg32Ar74b1Jg


Medicine. The following courses are College A-G Certified: Art History of Floral Design, Art in the Digital Age, Graphic Design, Sports Medicine, Animal Care, Dental Careers (at ROP center) and Advanced Culinary. COOP classes give students credits for working based, in part, on ROP/CTE classes Each ROP/CTE course has an advisory committee which provides much of the following: Career Speakers, Mock Interviewers, curriculum guidance, job shadowing, internships and more. CTE courses at Salinas High School include Agricultural Mechanics, Welding, Woodshop, Drafting 1-2, Culinary 1-2, Pre-Engineering, Construction Technology 1-4, Business Technology and Intro to Sports medicine. Students are bussed to the Mission Trails ROP Center where they take additional classes in Fire Science, Law Enforcement, Dental Careers, Health occupations, Medical Assisting, Foundations of Nursing, Industrial Welding, Engine Maintenance & Repair and Auto Service. Salinas High Lighthouse Academies Salinas High School has two academies within the school. The Fitness And Sports Training (FAST) Academy prepares students for an exciting future in sports training, sports therapy, recreation, or nutrition. Students matriculate through Intro to Sports Careers (10th), Physical Therapy (11th) and Sports Medicine (12th). The 12th graders provide much of the athletic training for our sports teams before and during games. The GREEN Academy prepares students for an exciting future in Construction, Environmental Engineering and Solar & PV installation and more. Students matriculate through Construction Technology, Mill Cabinet and MCC: Building Scaled Structures. Students participate in internships, dual college credit courses and joint projects with Hartnell Community College, SUHSD or private businesses. The Career and College Center The Career and College Center at Salinas High School provides services to all students regarding career awareness, preparation and exploration by the use of career pathways. The following career activities work through core classes to meet the needs of each student:

● Study Abroad/International Field Trips through clubs

● Career Center ● Co-Op Class ● Registration forms for

CTE/ROP Classes. Course manuals.

● Assessment results, stored on Google Classroom… cumulative files.

● College presentation sign-in sheets.

● 4 year plan templates ● Community Service bulletins

and announcements. ● 1:1 Student Chromebook

Checkout List ● Google Classroom Lists

(students pre-loaded)



9th Grade Career Activities: Students are introduced to a three day curriculum by teachers at the Career and College Center which includes: career assessment, developing a career plan and developing a four year high school plan. The 60 hour community service graduation requirement is also introduced along with the concept of job shadowing. 10th Grade Career Activities: Students update their career plan and update their career Assessment and pathway. 11th Grade Career Activities: 3.5 hour ASVAB test, 1 hour interpretation and career guidance activity. 12th Grade Career Activities: Steps to Success Program: each student is guided through the 5 steps towards the Community College. Hartnell Community College guides the student through application (1st step), financial aid (2nd), orientation (3rd) and placement test (4th). These steps are all done on the Salinas High Campus during class time. Students choosing to attend Hartnell are then ushered to “Panther Day” on the last Saturday of April to register for classes ahead of all other students in the college. The Career Center is the hub for college, military and CTE class recruitment, as well as documenting and facilitating the community service requirement. Over 30 colleges representatives visit with students each year. Military personnel talk with interested students and set up physical fitness training modules in P.E. classes. All ROP/CTE students are registered through the Career Center. Students are pre-registered for classes based on their 4 year plans which are Career Pathway driven, maintained by Career Center personnel. The Career Center also disseminates work permits and monitors student academic progress for eligibility. Students are recruited for our 2 academies based on career assessments from the Career Center. Students at Salinas High School are required to complete 60 hours of community service as a graduation requirement. Our students complete these community service hours in a variety of ways,



providing many unique real world experiences for our students. Our students have completed community service hours at local hospitals, Laguna Seca Race Track, Big Sur Marathon, Habitat For Humanity, Dorothy’s Kitchen, Fishes and Loaves (rebuilding and giving away computers), Salvation Army after school tutoring, Monterey Bay Aquarium, the Steinbeck Center, SPCA and many, many more. Our Advancement Via Individual Determination (AVID) program schedules field trips to various colleges throughout the year to prepare our students for applying to colleges. Many courses at Salinas High School include and schedule guest speakers who provide insight into different career paths. Salinas High School has several courses specifically designed to meet the demand for real world experiences within online instruction. Our AP Computer Science, Business Technology, Automotive Drafting, and Art in the Digital Age courses have a specific focus on teaching students career skills utilizing online tools and applications. SHS also has two academies that specifically support students utilizing online instruction. The Green Academy focuses on teaching sustainability and engineering. Students at Salinas High School are issued individual Chromebooks at the beginning of their freshman year. Wireless hotspots are available for students to check out at the Salinas High School library to take home, providing internet access for all students. Students are preloaded onto Google Classroom for each course at the beginning of each school year, ensuring that each student has access to common applications. On Google Classroom, students are asked to complete assignments, edit and submit documents, and utilize other Google applications depending on the task including Google Forms, Google Slides, Google Cardboard. The Google Classroom application provides many opportunities for our students to become tech literate, preparing students for real world experiences later in life. At Salinas High School, students use many online platforms for student collaboration: Seesaw, Adobe Spark, Blogs, Google Applications. Assessment at Salinas High is offered online in a variety of ways including Google Forms and Illuminate. District testing such as the



Interim Assessment Benchmarks (IABs) are also administered online.

C2.7. Additional Online Instruction Prompt: Evaluate the effectiveness of opportunities within online instruction for real world experiences and applications for the students.

Findings Supporting Evidence N/A N/A



ACS WASC Category C. Standards-based Student Learning: Instruction: Summary, Strengths, and Growth Needs

Review all the findings and supporting evidence and summarize the degree to which the criteria in Category C are being met.



In the past six years, Salinas High School has made it a priority to increase the technology available in the classrooms to help improve instruction and student engagement as well and increase college and career readiness skills. The past several years have seen increased usage of Chromebook with district wide one-to-one implementation of Chromebook in the 2016-2017 school year. The increased use of technology has helped teachers to individualize assignments based on students’ needs and to better prepare them for online standardized tests. Through the use of technology, students also have greater access to a variety of resources and more ownership over their learning. Prioritize the strengths and areas for growth for Category C.

Category C: Standards-based Student Learning: Instruction: Areas of Strength ● All teachers are part of a PLC that meets most Wednesdays for collaboration. ● The culture of collaboration among staff is positive and professional. ● Salinas High School offers a variety of ROP/CTE classes that help students to be career

ready. ● The district initiatives help support staff training in strong instructional practices. ● The AVID program is strong with 2 sections for each grade level. ● The district supports the sites in providing training for new teachers. ● PBAs (Performance Based Assessments) are district wide and aligned to state standards.

Data from the PBAs is shared and discussed in PLCs. ● New textbook adoption for ELA has increased rigor. ● SLOs are relevant and easy to apply to all instruction. ● Positive relationship with feeder schools to ease transition to high school. ● Academies provide curriculum and instruction tied to students career goals.We have the

FAST and Green Academies.

Category C: Standards-based Student Learning: Instruction: Areas of Growth

● The school needs to provide more support to teachers who struggle with the instruction of students with varying disabilities (learning, emotional, and physical) and language barriers.

● SHS needs to provide more opportunities for personal collaboration between staff, students



and parents to explore post-secondary education options. ● Though certain practices, such as Constructing Meaning, are site wide initiatives, the

efficacy of some of these practices vary. There is a greater need for consistency. ● There is a need for writing instruction that meets the needs of the population of students at

SHS in all disciplines. ● Salinas High School needs to continue to explore ways to better meet the needs of

struggling students.



Category D: Standards-based Student Learning: Assessment and Accountability

D1. Using Assessment to Analyze and Report Student Progress Criterion

The school staff uses a professionally acceptable assessment process to collect, disaggregate, analyze, and report student performance data to the school staff, students, parents, and other stakeholders.


Professionally Acceptable Assessment Process D1.1. Indicator: The school uses effective assessment processes to collect, disaggregate, and analyze student performance data.

D1.1. Prompt: Evaluate the effectiveness of the school’s assessment processes. This would include the collection of data from state, national and local sources; the disaggregation of data for ethnic groups, socioeconomic status, and students with disabilities; and the analysis of performance that provides feedback as to how students are meeting the expectations of the academic standards (including Common Core) and the schoolwide learner outcomes.

Findings Supporting Evidence The faculty and staff at Salinas High School are supported at both the site and district level to assess and analyze student performance data. With the implementation of E-School Plus administration, certificated staff, and students/parents are able to easily access student data in order to create educational plans for college and career readiness. District Steering Committees, comprised of administration, a Teacher on Special Assignment and site department chairs, work collaboratively to create district curriculum and pacing guides as well as interim assessment benchmarks (IAB’s) and performance based assessments (PBA’s). Assessments are put into a central data source, Illuminate, for teachers and administration to analyze student performance within their professional learning communities (PLC). PLC’s are given time once a week to meet to discuss student performance, reteaching opportunities, and common assessments. All departments now participate in PLC’s and are represented with a course lead. Students’ English proficiency is supported by supplemental programs such as Reading Inventory, Accelerated Reader, Rosetta Stone, READ 180, and the English Learner Program. Students are monitored closely on their reading level progress and programs are either a stand alone support class or a supplemental program that tracks a students progress and aligns the support accordingly. English Learner students are also given extra support classes and assessed twice a year for growth and reclassification purposes. Salinas High School is in its fifth year of implementing Positive

● The ESchoolPlus (Home Access Center - HAC)

● Student Chromebooks with wi-fi

● Student 4-year plans ● IAB’s/PBA’s are created

collaboratively by District Teacher Leads and District Steering groups

● Weekly PLC’s ● Illuminate Digital Results ● Accelerated Reader ● Rosetta Stone ● READ 180/Systems 44 ● CELDT (ELPAC) ● School climate/discipline data

generated from SWIS ● PBIS

lessons/surveys/acknowledgements

● FitnessGram test results ● CAASPP Interim Benchmark

Data ● Report Cards

○ Quarter/Semester Grades

○ Progress Report Grades (mid Quarter grades)



Behavior Intervention Systems (PBIS) and monitoring school discipline data through the Schoolwide Information System (SWIS). PBIS has proven to make positive changes in school culture amongst students and staff, as resources develop and refine to deliver services that are beneficial to our student body. There is a direct correlation between healthy students and student performance. Salinas High School has created and maintained an environment which supports and promotes a healthy lifestyle and lifelong fitness. The physical education department conducts three fitness assessments per year to satisfy not only the state requirement but also monitor student fitness levels and goal setting.

Monitoring and Reporting Student Progress D1.2. Indicator: The school informs and creates understanding through effective processes in order to keep district, board, parents, and the business and industry community informed about student progress toward achieving the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes.

D1.2. Prompt: Evaluate the effectiveness of the processes that inform and create understanding of the appropriate stakeholders (governing board members, teachers, students, parents, business/industry community) about student achievement of the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes.

Findings Supporting Evidence Salinas High School strives to create a welcoming and safe environment to promote a high level of student and parent/community engagement. We have both a Community Liaison and Migrant Liaison who assist with outreach to various stakeholders that range from site involvement to community resources. Counselors create 4-year plans as freshmen begin their high school careers along with student/parent informational nights ranging in topics covering Advanced Placement (AP) courses, the Advanced Via Individual Determination (AVID) program, and Free Application for Federal Student AID (FAFSA) guidance. There are various advisory committees on campus that students and/or parents/community members may participate on including: English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), School Site Council (SSC), Safety Committee, Positive Behavior Intervention System (PBIS), and Title I Annual Review Committee. Additional means of informing students, parents, or stakeholders about assessment results information shared at IEP and 504 meetings, auto-dialer messages, personal phone calls, emails and parent conferences. Additionally, some student groups such as

● Weekly liaison meetings ● Counselor Pre-registration

presentations (all grades including incoming freshmen)

● AP data on courses taken and tests passed

● AVID data on students attending college

● Committee attendance records and mtg. Minutes

● SWIS data ● Grade Reports ● School to home teacher

communication ● Grade check forms



student-athletes and AVID students are asked to complete weekly grade checks. These forms are completed by teachers and brought home to share a students current academic progress. These grade check forms are signed by parents or guardians and brought back to their respective teacher or coach. Finally, Salinas High School has also grown from one Intervention Specialist to two. This particular position is the backbone of PBIS and organizing tier teams, intervention programs, school wide expectation lessons, and school discipline/climate data analyzation. Our Intervention Specialist consistently work with students, parents, and the community to inform families of various academic supports and interventions based on data from PBIS lessons and/or grade reports.

Monitoring of Student Growth D1.3. Indicator: The school has an effective system to determine and monitor all students’ growth and progress toward meeting the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes, including a sound basis upon which students’ grades are determined and monitored.

D1.3. Prompt: Evaluate the effectiveness of the system used to determine and monitor the growth and progress of all students toward meeting the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes, including the basis for which students’ grades, their growth, and performance levels are determined.

Findings Supporting Evidence Salinas High School teachers use a variety of student assessments including formative, summative and criterion-referenced. All stakeholders have access to E-School Plus to record and monitor student mastery and progress via the HAC. Student Study Teams (SST’s) have also been re-implemented to provide additional academic support for students. Department PLC’s, performance based assessments and state assessments are a few tools utilized to track student growth and then generate reteaching priorities for student success. College and career-readiness has always been a priority at Salinas High with the following academies: FAST (Fitness and Sports Training), GREEN (Sustainable Design and Construction). These provide students an opportunity for exposure into career specific fields before they even begin a college experience. The Advancement Via Individual Determination (AVID) program continues to be supported by both the district and site level. We currently have eight sections, two per grade level, and a site team comprised of five teachers, one administrator and one counselor. Students are taught organization and study skills, exposed to college campuses with field trips, and college tutors are hired to support

● Home Access Center ● PLC meeting minutes ● State Assessments ● Illuminate Reports ● Senior data on students

attending college ● Pathway completion

percentage



academic tutorials. Students are also exposed to the “career cruising” assessment as a freshman which then evaluates his/her interests. Our Regional Occupational Program then offers seven different pathways which include: Agriculture and Natural Resources, Arts/Media and Entertainment, Building Trades and Construction, Engineering and Design, Health Science and Medical Technology, Hospitality, and Public Services. Our site academic counselors continuously monitor and evaluate students with their 4-year plans. These meetings with both parent(s) and student are critical in academic success at the high school level and with the transition into college and career readiness.

D1.3. Additional Online Instruction Prompts: Evaluate the effectiveness for determining if a student is prepared to advance to the next unit, course, or grade level. Evaluate how course mastery is determined and evaluate the “steps” or “gates” that are in place to prevent students from proceeding to the next unit if mastery has not been demonstrated. Evaluate the effectiveness of the procedures for grading student work whether it is done electronically or individually by the teachers. Evaluate how teachers ensure academic integrity and determine students are doing their own work in the online environment. Comment on the degree to which the results for state-mandated assessments and the high school exit exam are used in decisions about student achievement and advancement and improving the instructional program.


N/A



D2. Using Assessment to Monitor and Modify Learning in the Classroom Criterion

Teachers employ a variety of appropriate formative and summative assessment strategies to evaluate student learning. Students and teachers use these findings to modify the learning/teaching practices to improve student learning.

Online Programs: iNACOL Standard L: Assessment of Student Performance: A quality online program values student academic performance and takes a comprehensive, integrated approach to measuring student achievement. This includes use of multiple assessment measures and strategies that align closely to both program and learner objectives, with timely, relevant feedback to all stakeholders. [iNACOL Standard L, 2009]


Appropriate Assessment Strategies D2.1. Indicator: Teachers consistently use appropriate formative and summative strategies to measure student progress and guide classroom instruction.

D2.1. Prompt: Evaluate the effectiveness, the appropriateness and the frequency of the assessment strategies, especially student work, based on the programmatic goals and standards to determine student achievement.

Findings Supporting Evidence PLC teams use appropriate formative and summative strategies, engage in conversations regarding student progress and classroom instruction, and maintain a focus on programmatic goals and standards. Data from assessments is then used to drive future instruction which may include reteaching or differentiated instruction of groups of students or individuals in order to achieve mastery. This is evident in classes such as history, math, and English where teachers develop remediation based on assessment data. Technology has advanced within our school site with one on one chromebook use, Google Classroom, and eSchoolPlus where learning and accountability are much more transparent.

● PLC assessment templates ● Illuminate Digital Data ● Google Classroom ● STAR/Accelerated Reader ● Home Access Center

D2.1. Additional Online Instruction Prompts: Evaluate the use of student work and other online assessments (formative and summative) that demonstrate student achievement of academic standards and the schoolwide learner outcomes.


N/A

Demonstration of Student Achievement D2.2. Indicator: Teachers use the analysis of assessments to guide, modify and adjust curricular and instructional approaches.

D2.2. Prompt: Examine the effectiveness of the processes used by professional staff to use formative and summative assessments to guide, modify and adjust curricular and instructional approaches. This includes how professional learning communities and subject matter teams collaborate to collect, analyze, and use assessment data for the basis of curricular and instructional decisions.



https://docs.google.com/document/d/1yjYuaC_SL2hicHmKw9o_O_AI3ob4Q67ZRnMlNCHiqeE/edit#heading=h.fbilban45bid


PLC teams and teachers analyze data to guide, modify and adjust curricular and instructional approaches. Both district assessments and common finals are becoming more frequently developed and given across all disciplines.

Both the English and Math PLCs have worked with district Educational Services department to develop common finals, curriculum and other educational supports to ensure staff develop and student learning. As part of the district initiatives, more curricular areas are also creating positions for teachers on special assignment which include History, Global Languages, etc. These teachers work with Educational Services to provide support for all district initiatives which include common finals and district benchmarks/assessments such IABs, PBAs, and PTs.

Overall, the data collection and analysis processes are still developing. More teachers are discussing student data from the district or state assessments with more valuable conversations around what the work tells us. The data conversations are moving away from just looking at the data into ways to provide intervention or scaffold the learning for all students to be academically successful.

● Department PLC Google Classroom shared with admin

● PLC Meeting Minutes ● District infrastructure includes

PLC webpage with support tools and materials

Student Feedback D2.3. Indicator: Student feedback is an important part of monitoring student and classroom progress over time based on the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. Interviews and dialogue with representative students inform the degree to which learning experiences are understood and relevant in preparing students for college, career, and life. D2.3. Prompt: Using interviews and dialogue with students, evaluate the extent to which students understand the expected level of performance based on the standards and the schoolwide learner outcomes in relation to preparation for college, career, and life. Evaluate the effectiveness of the student-teacher interaction and monitoring of student progress based on student feedback.

Findings Supporting Evidence Counselors meet with students regarding the A-G requirements and what paths they should embark upon to be both career and college ready. Specifically, English teachers have discussions with students to evaluate if they understand the performance level they are expected to be at, and how these learning outcomes prepare them for college, career, and life.

The Career and College Center at SHS also offers student supports services which include the Career Cruiser, ASVAB, and FAFSA application. Career Cruising is an online assessment given to all 9th graders to help develop their 4 year plans.

Students also participates in surveys such as the California Healthy Kids Survey and Tobacco Surveys respectively. The CHKS survey is done yearly, and we were asked this 2017-18 school year to participate in the Tobacco Survey which took place in February 18’

● PBIS lessons ● CA Healthy Kids Survey ● Tobacco Survey ● Career Cruising ● ASVAB ● PSAT (students fees

funded by District funds) ● Advanced Placement

Tests (student fees funded by District funds)

● AVID ● Academies ● CTE Pathways


https://sites.google.com/a/salinasuhsd.org/department-collaboration/shs


Throughout the year students also participate in school wide PBIS lessons. At the end of each lesson, there is usually some form of checking for understanding via Google Forms or online support worksheet. This student data is easily accessed by our PBIS teams and shared with the administration team, certificated and classified staff.



D3. Using Assessment to Monitor and Modify the Program Schoolwide Criterion

The school, with the support of the district and community, has an assessment and monitoring system to determine student progress toward achievement of the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. The system drives the school’s program to continually improve and to allocate resources to effectively meet student needs.

Online Programs: iNACOL Standard R: Program Evaluation: A quality online program recognizes the value of program evaluation. Program evaluation is both internal and external and informs all processes that affect teaching and learning. Internal evaluations often are more informal in nature and may provide immediate feedback on a targeted area of inquiry. External program evaluations typically look at the entire program from an objective perspective that will bring additional credibility to the results. [iNACOL Standard R, 2009]

Online Programs: iNACOL Standard S: Program Improvement: A quality online program establishes a culture of continual program improvement. Improvement planning focuses on using program evaluations, research, and promising practices to improve student performance and organizational effectiveness. It fosters continuous improvement across all aspects of the organization and ensures the program is focused on accomplishing its mission and vision. [iNACOL Standard S, 2009]


Schoolwide Assessment and Monitoring Process D3.1. Indicator: The following stakeholders are involved in the assessment and monitoring process of student progress: district, board, staff, students, parents, and the business and industry community.

D3.1. Prompt: Evaluate the impact of stakeholder involvement in assessing and monitoring student progress. Include district, board, staff, students, parents, and the business and industry community. Findings Supporting Evidence The school district annually evaluates and presents assessments data for the school to share with the community and the school board. The school site council, which is made up of teachers, parents, students and the principal, is routinely informed of the students progress as measured by grades, district assessments, and state testing (SBAC). Additionally, both the CAHSEE and CST were eliminated. State data is received from the district via the state. These scores are then distributed to school sites via out district assessment director.

● School Site team minutes ● English Learner Advisory

Committee ● School Site Council (SSC) ● District English Learner Adv.

Comm. (DELAC) ● AVID ● Migrant Program ● Academies ● A-G

D3.1. Additional Online Instruction Prompt: Evaluate how the school ensures that all online students have access to state-mandated tests and that results are reported to all stakeholders.


Curriculum-Embedded Assessments D3.2. Indicator: The school regularly examines and analyzes standards-based curriculum-embedded and standardized assessments for English language and mathematics in all subject areas.

D3.2. Prompt: Evaluate the effectiveness of how the entire school examines and analyzes standards-based curriculum-embedded as well as other standardized assessments (Smarter Balanced, SAT, ACT, EAP, others) for English language and mathematics. Include how this assessment data is collected, analyzed, and used as the basis to make decisions and changes in the curricular and instructional approaches. Comment on how this process impacts



the instruction of second language learners by modifying the teaching and learning process. Findings Supporting Evidence

Both English and Mathematics departments use the Interim Assessment Blocks (IABs) through the CAASPP system. Specific blocks or test are divided up between the student grade levels, so all blocks will be assessed prior to the actual SBAC state assessment. In addition, the are practice SBAC assessment through the CAASPP website that teachers can access and provide to their students.

PLC teams also examine and analyze their content specific data. Data from these assessments are reviewed at district release days.The teams then plan for next steps.

PSAT data is used by counseling department to determine readiness for AP subjects, however, any student, regardless of PSAT scores can enroll in an AP class. Specific assessments are used to determine what students need additional support due to their second language learner status.

● Ed. Services Dept. ● Teachers on Special

Assignment which assist with an ELA and Math Steering Comm.

● District approved curriculum and pacing guides

● Common unit assessments and finals

● IAB’s

Schoolwide Modifications Based on Assessment Results D3.3. Indicator: The school uses assessment results to make changes in the school program, professional development activities, and resource allocations demonstrating a results-driven continuous process. D3.3. Prompt: Comment on the overall effectiveness of how assessment results have caused changes in the school program, professional development activities, and/or resource allocations, demonstrating a results-driven continuous process. Examine examples and comment on the overall effectiveness of changes in the online opportunities, professional development of the staff, and the resource allocations to support student achievement and their needs.

Findings Supporting Evidence There are some assessments that are utilized to determine changes in school programs such as the inclusion of a College Math Readiness Assessment.

The school has moved this year to a PLC driven model where resources are allocated to teams that are providing standards based instructional support to help students achieve mastery.

Professional development is based on student and teacher needs.

● assessment used for college math readiness link

● District Initiatives ● Common Core Standards ● PLC Meeting Minutes

D3.4. Indicator: The school periodically assesses its curriculum and instruction review and evaluation processes.

D3.4. Prompt: Evaluate the process that the school utilizes to review and assess the effectiveness of each program area, including graduation requirements, credits, course completion, and homework and grading policies, to ensure student needs are met through a challenging, coherent, and relevant curriculum. Findings Supporting Evidence The administrative team receive results from district assessments across most curriculums. Based on the school subject, teachers and are also shared assessment data and asked to share this information among their PLC teams.

District Benchmarks ● IABs ● DFAs ● PTs ● HLAs



Student grades are also shared with the administrative team. One of the administrators along with our Intervention Specialist looks at the grades to help consider ideas for student academic intervention/support.

● Common Finals ● Grades (quarter/semester)

D3.5. Indicator: The school employs security systems that maintain the integrity of the assessment process.

D3.5. Prompt: Evaluate the selection of and the use of proctors, the security systems for test documents, and the means to maintain the integrity of the assessments. Findings Supporting Evidence The school maintains an appropriate system to ensure the integrity of the assessment process. Appropriate security systems for test documents are in place to ensure the integrity of the assessments are maintained. All district and state testing is done through the use of secure web browsers. In our district, all student Chromebooks have an Air Secure web browser where all other uses of the Chromebook are disabled and only the CAASPP website is available. This offers teachers access to monitor/proctor a students’ testing progress throughout any assessment.

● Proctor training ○ Sign in sheets

● Materials in locked office ● Air Secure



ACS WASC Category D. Standards-based Student Learning: Assessment and Accountability: Summary, Strengths, and Growth Needs

Review all the findings and supporting evidence and summarize the degree to which the criteria in Category D are being met.



Overall, Salinas High uses a wide variety of assessments to evaluate student learning, ranging from state/federal mandated systems to common formative assessments in PLC groups. Assessments are made to accurately reflect learning from all students and to guide further instruction and placement of students in the most challenging course they can be successful in. Both ongoing trainings and on-site instructional coach support are helping teachers become more proficient in creating, using, and reading assessment results. Currently the site-assessment variety is growing. Students are less likely to be assessed through multiple-choice questions, and are now increasingly being asked to defend answers, use textual support, create, and apply the information. Further, Chromebooks are allowing students to more effectively collaborate through designing presentations, making videos, tracing strategies, or visually represent a concept. Teachers are also using more checking for understanding for almost daily formative assessments. They use technology in the forms of Kahoot, Google Forms, Socrative or Nearpod. They collaborate in their PLCs to discuss/modify common finals, and they work with course leads to support academic learning for all students. Prioritize the strengths and areas for growth for Category D.

Category D: Standards-based Student Learning: Assessment and Accountability: Areas of Strength ● Development of Common Assessment across all curriculums ● District Benchmarks already in place: IABs, TFIs, PTs, HLAs, etc. ● District PLC templates and District Initiatives for PLC teams ● District initiatives such as:

○ Offering all students more opportunities to pay for AP tests ○ Paying for all 10th and 11th graders to take the PSAT

● Use of technology safeguards to support district assessments and state testing

Category D: Standards-based Student Learning: Assessment and Accountability: Areas of Growth



● To further improve PLC teams having more data discussions with results from Common

Assessments and district benchmark data (formative and summative assessment data) ● More training for PLC leads on how to analyze data and use it more effectively to make

the proper next steps. ● More work around calibration to ensure a school-wide accountability on a similar rubric to

be able to more effectively look at the collected data from assessments. ● Further training for teachers on how to use all technology assessment tools.



Category E: School Culture and Support for Student Personal and Academic Growth

E1. Parent and Community Engagement Criterion

The school leadership employs a wide range of strategies to encourage family, business, industry, and community involvement, especially with the learning/teaching process.

Online Programs: iNACOL Standard Q: Parents/Guardians: In a quality online program, parents and guardians play an integral part in their students’ educational life. They work as a team with faculty, administrators, guidance services, and organizational support to ensure a quality educational experience for their students. [iNACOL Standard Q, 2009]


Regular Parent Involvement E1.1. Indicator: The school implements strategies and processes for the regular involvement of all stakeholder support groups in the learning and teaching process, including parents of non-English speaking, special needs and online students.

E1.1. Prompt: Evaluate the strategies and processes for the regular involvement of the family, business, industry, and the community, including being active partners in the learning/teaching process. Comment on the effectiveness of involving parents of non-English speaking, special needs and online students. Findings Supporting Evidence Salinas High School staff is deeply involved in the partnership with parents, community, and neighboring businesses. Salinas High School involves family in events such as Back to School Night, AVID family nights, Computer classes, ELAC and Migrant meetings, CABE Conference parent participants, El Cafecito, Strengthening Families conference, PIQE, School Site Council, Athletic Boosters, FFA Boosters, Music Boosters, etc. Parents are informed of events and meetings through different medians: email, Blackboard Connect, auto-dialer, Home Access Center (HAC) and our school webpage is frequently visited. SHS systematically sends updates on progress grades or published work, automated phone calls to remind parents of upcoming events, meetings, or individual student concerns, online newsletters, announcements via the school website, and SHS is always upgrading the website to facilitate our communication with parents. Our intervention specialists and classified staff also make personal phone calls to get parents involvement. All of our communication with parents is sent bilingually to increase participation of the Spanish-only population. Academically, parents are involved in the creation of action plans for their students in regards to IEPs, 504s, graduation planning, SSTs, Behavior Academic Plans, encouraged and trained to check grades and attendance in our Home Access Center, etc. Aside from academics, parents are involved with

● Parent Sign -in Sheets and Agendas

● School Website ● E-School Notes ● HAC Reports ● Bilingual Agendas to parent

meetings ● Electronic presentations for

Parent meetings. Student-Parent Handbook.

● Photos ● Behavior/Academic Plan ● AVID Parent Sign -in Sheets

and Agendas ● SSC Sign -in Sheets and

Agendas ● ELAC & DELAC Parent Sign

-in Sheets and Agendas & Presentations

● Copies of IEPs and 504s ● Donation letters ● Invitations to events ● PBIS posters for business ● Logs of home visits ● Blackboard Connect Reports ● Parent Workshop Presentations




Homecoming Parades, Sober Grad Nights, Athletic Games, Senior Prom, Back to School Night, and various fundraisers. Parents are involved in decision making for the individual student but also in school wide decision making. The School Site Council (SSC) at Salinas High School includes parents, students, teachers, classified staff, and administrators. The members of the site council are generally elected by their peers. The SSC is lead by a parent who is elected as chairperson. Part of the roles and responsibilities is working with the principal to develop, review and evaluate school improvement programs and school budgets. English Learners are 15% of our population and Salinas high school strives to help parents and students acclimate to our school community. As student enters our school, students and parents are informed of the academic opportunities at our school site. We hold monthly English Learners Advisory Committee (ELAC) meetings for parents. At these meetings parents assess the needs of the English Learners and share their finding with School Site Council to discuss and budget for necessary supports. Staff and ELAC representatives attend monthly District English Learners Advisory Committee to represent SHS and to share with other schools the programs implemented at our school and to express the needs of our students to District administrators.Our ELAC representatives and Community Liaison Participate in the annual CABE conference and share their learning experiences with the rest of ELAC parents. Salinas High School has the high number of students with Special needs and 504 Plans. SHS also has a high percentage of students who exit these programs in our district. This is due to the systematic collaboration of our Special Education teachers with parents, students, administrators, teachers, support certificated and classified employees to create Individualized Education Programs (IEP). They communicate on a regular basis with parents in regards to progress, academic needs, social expectations, and the setting of learning goals. Communication with businesses is strong. SHS receives not only monetary contributions for local and bigger corporate businesses, but the voluntary participation from many of these great has been tremendous over the past 5-6 years. Major ag companies support programs such as our FFA program. A local 7-11 donated $1500 worth of gift cards for our needy families during Christmas. Through our CTE/ROP, Academies, and health classes; local businesses collaborate with staff and students with on site presentations and projects . Neighboring businesses allow us to post



the PBIS expectations so that the message is reinforced outside of school. SHS has a diverse group of support staff that continuously communicates with parents. We have a strong community liaison who makes parent visits, issues reminders, supports foster families and youth, facilitates weekly Spanish-language meetings, presents parent/family workshops, accompanies parents to the CABE conference and attends DELAC meetings. Our Migrant coordinator, EL specialist, and Intervention specialists are consistently working with local businesses and families via phone, email, or in person.

Use of Community Resources

E1.2. Indicator: The school uses community resources to support student learning. E1.2. Prompt: Evaluate to what extent the school solicits and employs business and community resources to support and extend learning. Determine how effectively community members expertise and services, such as professional services, business partnerships, guest speakers, job fairs, field trips to local employers, and evaluation of student projects and classroom presentations, provide real world applications of the learning standards and schoolwide learning outcomes.

Findings Supporting Evidence SHS consistently uses community resources to support student learning. Partnerships between the FAST academy and Balance Physical Therapy. Salinas High, the Salinas High Athletic Booster Club, the District, and Balance Physical Therapy have a partnership and a MOU regarding services and budgeting to provide athletic training to our entire athletic programs and coverage during sports contests. The FAST students are seen working with our sports teams by providing water, taping/icing, and supporting our FAST teacher during athletic contest. Co-Op students have a job and can participate in an X-period class and earn Career Technical Education or elective credits while they work. ROP center open house presents all courses and certificate programs offered at the center. Other community resources include, but not limited too, are as follows:

● Guest speakers: In most disciplines, you will typically see guest speakers signing in to present on campus. Even our own campus supervisor, Jason B, speaks to our health classes 1-2 times a year. Speakers from the local community, from other states, and around the world come to SHS to share their knowledge with our students.

● Field trips: Students and teachers attend field trips

throughout the year which include career and college trips,

● Copies of Work permits ● Class Rosters ● Club List




job shadowing, social engagement (Sheila Veltus, speech therapy), motivational, technology, exploratorium, colleges, aquarium, tech museum)

● Real world projects

○ Green academy -- owl boxes, solar charging stations on campus, solar project to provide power for entire campus, water reclamation project, garden planter boxes for culinary classes, bicycle repair stations on campus.

○ FAST academy: field trips to colleges, sports medicine facilities, trainer position on site and at all sports events.

● Career Center;

○ college visits, ROP class coordination and student placement. Student work permits.

○ Student 4 year plans and career exploration on the ‘Career Cruising” program

○ ASVAB testing



E2. School Environment Criterion The school is a) a safe, clean, and orderly place that nurtures learning and b) has a culture that is characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement.

Online Programs: iNACOL Standard P: Organizational Support: A quality online program has organizational support to oversee the instructional learning environment as it is conveyed through technology. Some organizational support services may be distributed between the programs and other entities, depending on the physical location where the students are taking their online courses. [iNACOL Standard P, 2009]


Safe, Clean, and Orderly Environment E2.1. Indicator: The school has existing policies and regulations and uses its resources to ensure a safe, clean, and orderly place that nurtures learning, including internet safety.

E2.1. Prompt: Determine the extent to which the school has implemented policies and committed resources to ensure a safe, clean, and orderly environment that nurtures learning. Evaluate the effectiveness of the school’s practices and procedures for all aspects of student safety including: effective operating procedures for internet safety, bullying, drug and alcohol abuse education and intervention, conflict intervention, use of derogatory or hateful language especially in the context of race or gender, disaster preparedness and other safety topics of local concern that may interfere with learning.

Findings Supporting Evidence Salinas High School has invested a large part of its resources to support an environment that is safe, clean, and conducive to learning. Our students and parents annually receive a copy of the SHS student handbook. Included in the handbook is safety information, including evacuation route and procedures relating to specific drills. We run fire, lock-down and earthquake drills to ensure that in the event of an actual emergency our staff and students are prepared and respond in a timely and orderly manner. Exits are clearly marked at each exit. It was voted one of California’s most beautiful high schools on social media. There are eight campus supervisor positions to cover our campus. Our campus supervisors enforce school wide policies and assist students and staff when needed. One of those individuals monitors our detention center. Of the eight, two are Security Officers Leads who start at different times. We have supervisors on campus from 7:15 am to 8 pm. Salinas High continues to be a closed campus. Only juniors and seniors who are on track for graduation can obtain an Off- Campus Privilege permit to go off site during lunch time. Our supervisorial staff are situated at the exit and entry points at lunch time. There is only one entry point, through our attendance office in front of the school, to Salinas High after the school day begins. We have one

● Staff had to complete a google forms questionnaire about safety

● Class completed questionnaire and reviewed safety docs.

● About half our staff has been ALICE trained. (Alert Lockdown Inform Counter Evacuate)

● Off Campus stickers ● Swis Data records ● Record of lessons delivered ● PBIS Posters ● PBIS Lessons based on referral

data in SWIS (matching) ● Disaster Drills scheduled ● ALICE trained staff ● Guest speakers calendar ● Visitor sign ins ● Roster of students served ● Swis Data ● Behavioral Health Therapist on

site daily. ● Community Health Services

counselor on site daily. ● Sign in lists


https://www.aceable.com/blog/the-40-most-beautiful-high-school-campuses-in-california/

https://www.aceable.com/blog/the-40-most-beautiful-high-school-campuses-in-california/


probation officer on campus daily who works as a liaison between the law enforcement and our school to provide safety and support. Attendance is taken daily each period electronically and our 3 attendance clerks monitor our student population notifying parents daily of their students absences, tardies and truancies. To maintain a clean environment we employ a team of 9 custodians six days a week. Large repairs are handled by the the administrator in charge of facilities in conjunction with the district office. Our students operate a recycling club that maintains classroom recycling bins. Through the implementation of PBIS and a gradual shifting of our school’s discipline policies and practices, SHS is moving towards being a school that solves challenges with students, striving to keep all students in the learning environment, instead of removing them from SHS. Also, through the use of PBIS and school-wide implementation of lessons, students at Salinas HS are explicitly taught academic and behavior expectations, proper ways to use the internet, expectations to treat one another with kindness and respect, use of anti-bullying practices, and safe alternatives when having fun that don’t involve the use of alcohol or other harmful drugs. Our lessons are driven by Swis data. Salinas HS has a plan(s) in place for disaster preparedness. Staff and students are constantly trained and we practice frequently the methods and procedures if a disaster occurs. Our Health classes address issues related to school and personal safety like bullying, drug and alcohol abuse education, sex education, and offers presentations on the context of gender orientations. Our EL recent arrivals, receive academic and language support to better understand the content of our the Health curriculum. As much as possible, Spanish presentations are given to students with limited English skills. We also have two outside agencies for more student support. The Community Health Services provides mental and emotional support to our students who need counseling outside of academics. We also have the Monterey County Behavioral Health Services that provide behavioral support for students Salinas High also has a surveillance camera safety system which consist of 57 cameras throughout the campus hallways and outdoor areas. Administration also has a picture book to help identify pupils.

● Presentations to staff from MCBHS

● Camara records ● Photos ● Sign ins for trainings ● Probation officer on campus ● 2017-2018 Officer Diana

Manuel ● Migrant Program records ● AT dept/ Admin ● Lanschool Software on

teachers’ computers ● Technology contracts (link)



E-Schools also contains the pictures the readily locate students who have been identified. A good portion of the staff attended ALICE (Alert, Lockdown, Inform, Counter, Evacuate) training on a Saturday last Spring 17’. This training educated our staff on best practices in case of an active shooter or dangerous intruder on campus. Salinas High has a partnership with Monterey County Probation Department which provides the school with a full-time probation officer who is housed on the campus. The officer works closely with students who are on probation and with administration when safety issues arise. Our Migrant Education Programs provides free dental and vision screening in addition to academic services. When areas of concern arise, students are referred to appropriate agencies for financial assistance for visal or dental services. The District provides internet safety monitoring services by Go Guardian Gaggle (monitors Gmail and Google Drive), and Fortigate Firewall and Cisco umbrella services that blocks inappropriate websites depending on prior searches. Teachers can also access online safety monitoring tools, such as Lanschool, to view what students are accessing on their computer during instructional time. In addition, students sign a technology user agreement before they obtain their chromebook.

High Expectations/Concern for Students E2.2. Indicator: The school demonstrates caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning.

E2.2. Prompt: Evaluate to what extent the school has created and supported an atmosphere of caring, concern, and high expectations for students in an environment that honors individual differences. Determine how effectively school policies, programs and procedures support student learning by examining information such as: proportionality of discipline data, use of positive behavior strategies by staff, restorative justice practices, celebrations of students’ heritage and ethnicity and other information or practices that support a caring, learning environment.

Findings Supporting Evidence Salinas High has a strong ASB program that helps celebrate our diverse student population. SHS has activities that include food fairs, music, folklorico dancing, spirit rallies, and theater presentations. We have over 100 clubs on campus that offer students a place to enjoy extra curricular interests and explore new activities including a national award winning robotics club, LBGTQ, language

● Quarterly festivities in the inner court at lunch.

● List of clubs attached. ● Photos of ASB activities ● No Senior Left Behind

Program ● Photos of Cowboy of the week,




groups (French, Spanish, Japanese, ASL), creative writing, Rotary Interact, and so on. Salinas High has devoted five years to the development of a Positive Behavior Intervention System. This program has emphasized the explicit teaching of behavioral expectations while encouraging the acknowledgement of behaviors that meet school norms. This acknowledgement includes in a system of rewards, “Cowboy Cowboy Way Cards,” that is meted out each time a staff member sees a student acting in a way that aligns with the school’s behavioral creed: “Safe, Honorable, Sensible.” This school motto establishes shared values for the school community which provides a baseline for our PBIS Cowboy Way System of supports. Through explicitly teaching school expectations, we bolster the school’s values by constantly reminding students of how their actions align with the above creed. Also, the detention hall reinforces this disciplinary model by encouraging our students to reflect on their behavior. Students in detention don’t just whittle the time away. PBIS uses Check In/Check Out and Check and Connect as ways to support students. Every school year, we celebrate Mexican holidays such Independence Day Cinco de Mayo, and Day the Dead through lunchtime food fair & culture celebrations. This year, we included celebrations for El Salvador, to include our increasing Salvadoran population.These events are sponsored by the Associated Student Body (ASB). During these food fairs, students buy all sorts of food items from the many student clubs. As well, you may see (or hear) the following during food fair lunches; students listening to music, viewing special dance performances, participating in contests, attending cultural exhibits, or just having a good time within the inner quad area of the school..

month. ● CICO incentive cards ● Great job Cowboy Cards ● Behavior Reflections ● List of Post Suspension ● Restorative Practices meetings ● Photos of events

Atmosphere of Trust, Respect, and Professionalism E2.3. Indicator: The school has an atmosphere of trust, respect, and professionalism.

E2.3. Prompt: Evaluate the degree to which there is evidence of an atmosphere of trust, respect, and professionalism. Examine the quality and consistency of communication and collaboration between and among the school’s leadership, staff and stakeholders; this includes the degree to which stakeholders are involved in the review of the Single Plan for Student Achievement and District’s Local Control Accountability Plan and to what extent they are included in decision-making.

Findings Supporting Evidence There is a moderate to high degree of trust and respect shown through PBIS lessons and staff dedication to modeling positive behavior. Students learn about basic social skills and expectations in class and outside the school setting.

● PBIS TFI ● Collaboration minutes ● Coaching Cycles schedules ● Admin Classroom visit doc



Communication and collaboration is done through regular monthly staff meetings that often include staff development activities, weekly departmental PLC meetings as well as annual conferences and workshops, and support from instructional and technology peer coaches. The level of trust among teachers is evidenced by the number of teachers opening their doors for observation cycles. Administrators provide feedback to teachers after walk-throughs. Student trust is evidenced by the large number of students that spend their lunch times in our classrooms. LCAP is determined by administration, and school site council members which includes community, parent, staff, administration and student members. This group of people will make decisions about the site’s focus for learning and allocation of monies. There is a large degree of trust, respect, and professionalism between the Administration and staff at Salinas High School. Communication exists between the staff and administration and there is an openness within the administration to listen and move in a different direction if a policy is not effectively serving the staff and students of the school. Through weekly collaboration, the staff is able to analyze student data and discuss teaching methods and policies that are effective and ineffective with the ultimate goal being to provide the students with a quality atmosphere and educational setting. The administration works diligently to ensure rules, policies, and disciplinary issues are dealt with to ensure a safe, clean, and orderly place that nurtures learning. Administration works closely with teachers, interventions specialists, campus supervisors, and law enforcement to ensure a safe campus at all times. Disciplinary issues are dealt with in a timely and consistent manner and there are intervention policies in place to help the students get back on track with their education and behavior. The support provided for students at Salinas High School is demonstrated by multiple programs accessible by diverse groups of students. Acts of bullying, although present at Salinas High School are less common due to a respect for peers among the students at the school. Issues of bullying are dealt with swiftly and effectively by the Administration and Intervention Specialists. Students accused of bullying are not just disciplined but counseled as to why their actions are an act of bullying and ways that they can more effectively deal with issues that arise between peers. A re-entry after suspension system is in place for students to reflect

● Open door policy in classrooms seen during lunch hours

● Union & Admin PAL notes ● PAL meetings (Schenck) ● PLC Notes ● PLC Interventions



on their behavior. Intervention Specialist meets with students using Restorative Practice questions. Go Guardian is an electronic monitoring system in place for internet use which alerts administration to questionable content with students. The administration is diligent about involving the Counseling staff with such incidents in order to maintain a consistent and appropriate use of the internet system at Salinas High School. Students can report to any staff member an incident of bullying or harassment. A district TIP LINE will be created soon. Links are located on the district and school website. Forms are located in the main office.



E3. Personal and Academic Student Support Criterion

All students receive appropriate academic support and intervention to help ensure school, college, and career success. Students with special talents and/or needs have access to a system of personal support services, activities, and opportunities at the school. These are enhanced by business, industry, and the community.

Online Programs: iNACOL Standard N: Organizational Support: A quality online program has student support services to address the various needs of students at different levels within the organization. The levels of support are appropriate and adequate for a student’s success. [iNACOL Standard N, 2009]

Online Programs: iNACOL Standard O: Guidance Services: A quality online program has guidance services to support students and parents to ensure success of the online program. Depending on the program, these services are either directly provided by the program or a service provider, or in the case of supplemental programs, these services may be provided by the local school. [iNACOL Standard O, 2009]


Adequate Personalized Support E3.1. Indicator: The school has available and adequate services to support student’s personal needs.

E3.1. Prompt: Evaluate the availability and effectiveness of academic and personal support services, including referral services, to support students in such areas as physical and mental health, and career, academic and personal counseling, including an individualized learning plan.

Findings Supporting Evidence Salinas High School provides a wide range of support to ensure the academic success of all students. We strive to support all of our students to meet academic standards and graduation requirements, and to enrich their high school experience. The Counseling Department at Salinas High School provides a wide array of services to meet the needs of our students, parents, and community. Salinas High School currently employs six full time Academic Counselors, one full time Regional Occupation Program Career Counselor, and one 60% Academic Counselor. In addition to the Counseling staff, there is an A-G coordinator that updates class curriculum needed for the California State University and University of California systems, Gear Up program (10th and 11th grade students), which provides information to students about college choices, an AP coordinator, and the ROP Career Counselor provides information on ROP classes both on and off campus and career choices. There is a support system in place at Salinas High School that includes a full time Behavioral Health Services Counselor that provides group and personal Counseling for our students five days a week, two Intervention Specialists that provide tutorial, support, counseling, and other services needed for academic success to those students that are struggling academically, a Community Liaison that provides support such as transportation, supplies for school, lunch

● A-G coordinator release time to coordinate with Gear Up on site

● Monday thru Friday office hours for both Behavioral Mental Health therapist and Community Health Services counselor

● Community Liaison provides support and communications between foster Youth and staff

● Specified counselor assigned to the EL population.

● EL Specialist ● Migrant Counselor ● ROP counselor ● Flex hours for counselors when

needed ● Cowboy Catch Up program

offered approximately twice a month or as needed. (closer to grading periods)

● Outside agencies hours vary but are located within 2-3 blocks of the school site.



programs, and any other services for Homeless and Foster Youth, and an Attendance Office Manager that provides home visits for students that are having a difficult time attending school and monitors attendance issues. ELD 1 and 2 students have an assigned Academic Counselor and EL Specialist that oversees the services for all ELs (Recent arrivals and Long Term) services. The EL department focuses on LPAC tutorials and test administration. They also provide cultural experiences for EL students along with academic support in class and after school. Migrant students have an additional counselor that provides all services to the cohort including advising, tutorials, credit accrual, field trips and Saturday interventions. The Academic Counseling staff along with the ROP Career Counselor provides in-service to students regarding graduation requirements, development of four year plans, college and career counseling, assistance with college and financial aid applications, our year academic plans, and assistance to those students that are behind on graduation requirements. Counselors are available from 8:00 AM until 3:00 PM daily and they are available during the student lunch hour for drop in services. A counselor is available every weekday from 7:00 AM until 8:00 AM for parents to drop in or make an appointment before work. On most days, a counselor is available after school until 5:00 PM for appointments or drop in services, and there is a counselor available on Monday and Wednesday evenings from 6:30-8:00 PM for parents to make appointments that are unable to take time off work. Intervention Specialists organize and facilitate interventions such as: Saturday tutorial services for students in need of help, individual and group counseling, they provide lesson plans to teachers for Positive Behavior Interventions and Supports (PBIS), and are always available to help Counselors and teachers to develop strategies for increasing student success in the classroom. Referrals for all services can be made by any staff member by using the PBIS referral form available electronically on google docs. Any student can be referred to our behavioral mental health counselor or our Community Health Services counselor, both on campus daily from 8-5. Outside agencies commonly used include Epicenter, Peacock Acres, our Community Liaison, Children’s Behavioral Health Services. Local colleges actively participate in on campus activities including completion of college applications, FAFSA workshops and applications. Communications between counselors, students, and parents are performed via email, face to face contact, or phone. The Home Access Center (HAC) is also available to parents on the district website so parents can keep daily track of student progress.

(within walking distance. ● Application turned in as an

assignment in ELA classes. ● HAC

E3.1. Additional Online Instruction Prompts: Comment on the availability and adequacy of the academic



counseling, college preparation support, personal counseling, and health services provided for the students involved in online instruction.


N/A

Support and Intervention Strategies Used for Student Growth/Development E3.2. Indicator: Strategies are used by the school leadership and staff to develop and implement personalized approaches to learning and alternative instructional options.

E3.2 Prompt: Evaluate the effectiveness of the types of strategies used by the school leadership and staff to develop and implement personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum. This includes strategies such as personalized learning, the use of small learning communities and the implementation of alternative learning options. Findings Supporting Evidence After and before school and Saturday tutorials are available to all students. These allow the student to work one-on-one with the instructor on issues they are having. They may attend any and all of these. All teachers are required to offer tutorials. PLCs have been implemented here at SHS for a few years now and this allows for teachers to work together on a regular basis to improve student learning by sharing information/assessments, by planning together, by pacing together so students are all on the same track at the same time. The Social Studies Department collaborates and designs differentiated instruction to address students’ needs. Teachers generate a list of students who didn’t pass an assessment and then provide them with instruction before or after school. Students then retake the exam and are able to improve their grade.

● Tutorial announcements and attendance sign in sheets

● PLC notes and assessment data

E3.2. Additional Online Instruction Prompt: Provide evidence that the processes and strategies are effective for incoming students with regard to orientation or induction and the ongoing monitoring and support of the students to ensure all have a full opportunity for academic success.


N/A

Support Services and Learning – Interventions and Student Learning E3.3. Indicator: The school leadership and staff ensure that the support services and related activities have a direct relationship to student involvement in learning based on the academic standards and the schoolwide learner outcomes, e.g., within and outside the classroom, for all students, including the EL, GATE, special education, and other programs.

E3.3. Prompt: Evaluate the extent to which student learning needs are accurately identified in a timely manner and the appropriate support and intervention services are provided. Examine how the school monitors the effectiveness and appropriateness of intervention for each student within and outside the classroom. Evaluate the processes that



are used to identify underperforming or struggling students and the interventions to address these identified student learning needs. Comment on how interventions support and coordinate with regular classroom learning for all students, including those with special needs receiving services from ELL, GATE, Title I and special education.

Findings Supporting Evidence Student learning needs are identified by using E-School data, teacher referral, progress and quarter report grades, and support programs monitoring. Referrals to interventions vary from informal to targeted. Progress is monitored using the same methods, students, teachers, and parents have the option to do so using HAC. Most of our interventions (academic & behavioral) effectiveness are evaluated by data results. There are multiple methods of school wide interventions: After school tutoring, during and after school credit accrual in Plato, students can attend after school tutorial depending on subject area (math in a separate classroom from English and other subjects), Cyber High (credit accrual for Migrant students), Winter, Spring and Summer sessions, and PLC driven interventions. The after school interventions, as their name implies, take place after school in various rooms on campus. Each room specializes in a different subject, allowing students to show up for whichever brand of tutoring they require. Teachers of the varying subject volunteer to stay after school and help students in their subject. Students of any class and ability level can freely show up and receive tutoring. With regards to the grade level interventions, the selection process is much more formalized and the timing is coordinated with the Springboard curriculum. SHS is a designated Title I school this allows for any student in need of support has access to all opportunities offered at any given time. Programs such as after school tutorials, “Cowboy Catch Up” which is a Saturday tutorial for students, Mentor Study Tables for ELs and students in SPED programs, Athletes academic monitoring by weekly grade check, AVID tutoring and monitoring, GEAR UP tutoring in class and in after school tutorials, PLC Interventions, tutoring hours provided by teachers, Saturday and after school college application workshops for Seniors, Winter and Spring Intercessions for students that need to catch up on credits, college support for first generation college students, an outside agency that provides group and individual counseling for students that are having emotional problems, and a large comprehensive program that caters to the needs, interests, and desires of all of the students at Salinas High School

● PLC notes and assessment data

● Tutorial announcements and attendance sheets

● Mentor Study Tables, EL and SPED, data

E3.3. Additional Online Instruction Prompt: Evaluate the extent to which the support services and related activities



have a direct relationship to student involvement in learning with respect to equity of access, availability of computers and internet.


N/A

Equitable Support to Enable All Students Access to a Rigorous Curriculum E3.4. Indicator: Through the use of equitable support all students have access to a challenging, relevant, and coherent curriculum.

E3.4. Prompt: Evaluate the school’s effectiveness in a) regularly examining for disproportionality in the demographic distribution of students throughout the class offerings (e.g., master class schedule and class enrollments) and b) providing additional and available support to provide equitable access to challenging, rigorous courses for all students ( i.e., extra class time, tutoring, or types of alternative schedules available for repeat or accelerated classes, summer classes, class periods beyond the traditional school day).

Findings Supporting Evidence Our master schedule uses all six periods to offer advanced classes so that all populations are able to access them. EL students may be in a double period of English Language but will be able to enroll in honors math or another advanced offering. There are single period offerings during the day that include sheltered history classes (in Spanish), each level of EL and ALL is offered only 1 time during the day. AP and honor classes are open to all students, GATE classes are open to only students meeting testing criteria which prevents many EL’s from enrolling. We are in the process of eliminating GATE from our course offerings (only 9th and 10th grade English) and offering honors instead. In addition to scheduling, all teachers are trained in CM (Constructing Meaning) and GRR (Gradual Release of Responsibility) to facilitate equitable access of challenging curriculum to ALL students . In our U.S. History courses, we work extensively to make sure our curriculum is rigorous, relevant to kids’ lives, prepares them for higher education. Students in all U.S. History courses take a 10 question forced response common assessment at the end of every unit. These assessments have been created through the U.S. History PLC with the intention to provide students an with unbiased rigorous assessment of their knowledge Any students who does not achieve a passing score with a 6 or better are assigned a mandatory remediation after school. In these remediation sessions, one or two teachers will spend 40 minutes reviewing, responding to questions, and reteaching the content is a variety of methods that best serve the students who need to remediation. Review Packets and worksheets are created with specifics in mind for our transition EL students. At the end of remediation, students are given the same test again and have the opportunity to demonstrate their new knowledge of the content.

● Master Schedule ● Course Catalog



Co-Curricular Activities E3.5. Indicator: The school ensures that there is a high level of student involvement in curricular and co-curricular activities that link to the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes.

E3.5. Prompt: Evaluate the availability to and involvement of students in curricular and co-curricular activities. Determine the effectiveness of the extent to which co-curricular activities link to the academic standards and schoolwide learner outcomes. Examine the process that the school utilizes to evaluate the level of involvement for all students in a variety of activities. Findings Supporting Evidence The beginning of the student involvement with curricular and co-curricular activities begins even before the first day they enroll on the campus. Middle school presentations by counselors prior to registration, freshmen orientation in July and counselor meeting with individual students to provide information about opportunities when needed/appropriate.

Each student is processed through the counseling department and given 6 classes to be taken during the school day to assist them in being college and career ready. Each student is assigned an ID number, ID card, home access number, and student handbook during enrollment. Each student is aligned on the A-G pathway to college ready and acceptability. Students meet with their assigned counselor to discuss their four year plans and their academic progress throughout the calendar year. Students failing in any A-G area are recommended for early intervention and support to stem any deficiencies prior to grade reports. These supports include two full-time certificated intervention specialists, EL Specialist, Migrant Counselor, and various part time paraprofessional staff who support the academic progress of students. The data is captured in our yearly SARC and SWIS data collection of academic and behavior school wide.

Co-curricular activities begin with the Associated Student Body. This body represents every student enrolled in at least one class at Salinas High School. Each student is considered a member of the Associated Student Body (ASB). Elected student body leaders represent and govern student affairs for the duration of one school year. There is a full time Activities Director who oversees the ASB Leadership, student clubs, student affairs, and finance office. There is a full-time ASB bookkeeper who works with students and staff on all club finances. ASB meets daily during 4th period to discuss, plan, and organize all student events and activities for the school year. A yearly master activities calendar is posted on the website and available year around for student and parents to view. Spirit weeks are offered throughout the year to include students in various activities linked to culture and climate. Examples of these include Welcome Back Week, Anti-bullying Week, Ally-Week, Homecoming Week, Winter Week, Multicultural Week, Kindness Week, College Week, Red Ribbon Week,

● Student Handbook ● Course Catalog ● Career Counselor

materials ● Counselor records



Week of Giving, and Senior Farewell Week. Student Senate includes a member from each 5th period class and discusses activities and how the classes perceive the direction of the elected officers.

Students get involved with the ASB and Student Senate by applying to serve as a student leader. There are elected, appointed, and volunteer positions found in the student leadership group. Direction of activities and events are part of the routine of all ASB organizations. The yearly healthy kids survey results shared with the Activities Director and shared with student leadership give a glimpse of how they are perceived by students and what improvements are needed. Google surveys have been established protocols for students to get instant feedback into activities needs and desires of the general student population. These surveys have led to dress up days suggested events, election results for activities, intramural sport offerings, and theme ideas. There is a daily bulletin produced by the student leadership which includes all club meetings and information needed by students that include activities, athletics, meetings, and events that need advertisement. This daily bulletin is read publicly by students twice a week and sent out daily for public consumption which includes student emails, parent and community emails, and the school website.

All Salinas High School clubs are chartered through the ASB and are assigned a staff adviser. Each club has published meetings and minutes are provided for every meeting involving clubs. Teachers are incentivized to advise clubs by adjunct duty credit hours being waived in lieu of them being a club adviser. This has stabilized the number of club offerings and created the opportunity for students to self-organize a vast variety of clubs. (Clubs list attached as evidence)

Athletics is one of the largest and varied student activity programs at Salinas High. Last year witnessed 1653 student athletes participate in after school athletics. This is 63.5 % of the schools 2,600 population. The Salinas High Student Athlete is held to high academic and participation standards. They are required to carry a 2.0 grade point average, have no more than 1 U or 1 F, have a doctor physical (free of charge at SHS), sign and abide by the sportsmanship and drug free contract, and take the baseline concussion test prior to beginning any practice or activity in the sport of choice. Salinas offers all Central Coast Section (CCS) competitions sports with the exception of badminton and gymnastics due to facility needs. This includes Fall sports: Football, Girls’ Volleyball, Girls’ Tennis, Girls’ Field Hockey, Girls’ Golf, Sideline Cheer, Boys’ and Girls’ Cross Country, and Boys’ and Girls’ Water Polo. Winter Sports include; Boys’ and Girls’ Basketball, Boys’ and Girls’ Soccer, Sideline and Traditional Competitive Cheer, and Boys’ and Girls’ Wrestling. Spring offerings include; Boys’ Baseball, Girls’ Softball, Track and Field, Boys’



and Girls’ Swimming and Diving, Boys’ Golf, Boys’ Tennis, Boys’ Volleyball and Boys’ and Girls’ Lacrosse.

Academic support for athletes have been administered through the Full-Time Athletic Director and Full-Time Athletic Secretary. The supports include before and after school tutorial administered by certificated and Paraprofessional staff. Athletes are required to attend mandatory tutoring if a grade falls below a “C” in any subject. The student’s grades are checked weekly by the Coach, and then the Athletic Director. There is a process of grade checks that are completed every Wednesday by every sport in season and submitted to the Athletic Director for compliance. Students must attend any assigned tutoring before they are eligible to go back to the sport for practice or competition. These protocols have resulted in significant gains in both team GPA’s as well as individual academic achievement. The CCS team GPA awards were given to Salinas this last year were for Boys’ Volleyball 4th with 3.5692, Boys’ Tennis 2nd with 3.775, and Boys’ Golf first in CCS with 3.9545. Golf was also named the highest GPA in the State. For the Fall, our Football program was 4th with 3.4268, Boys’ Cross Country was 3rd with 3.8400, and Girls’ Golf was 3rd with 3.7818. All varsity programs have had an average GPA above 3.0 for the past four years.

In addition to the regular interscholastic athletic program, Salinas High participated in Unified Sports last year in the sport of basketball with the three other schools in our district. We played a home and away game during the lunch hours two days a week for three weeks. For this, there are two general education students and three special needs students on the court at a time. Practices are held during physical education classes and also during lunch. Our “fragiles” who can not compete on the court serve as cheerleaders, and had a halftime routine last season. This year, we are adding another school to the schedule, and we are also going to compete in track and field in the spring.

Academic support for athletes and the general student body has been enhanced by the PBIS program at Salinas High School. The Salinas High School “Cowboy Way” uses the acronyms “SHS” which stands for Safe, Honorable, and Sensible. The Cowboy Way is a focus on behaviors that can help all people on campus engage in building and maintaining a healthy school climate. Understanding expected behaviors both in and out of the classroom ensures learning can take place for all students. These expectations are delivered to students through the use of PBIS lessons in their academic classes. These lessons are developed through the PBIS staff which includes staff, students, and parents. Lessons focus on respecting yourself, others, and the campus as a whole. Staff members are a big part of the process in more than lesson delivery. They possess “Cowboy Way Cards” which are given to students that are caught doing the right thing.



These cards are entered into bi-weekly drawings for prizes which include gift cards, spirit wear, game tickets, and more. PBIS also awards student of the month shirts to students who are nominated by teachers, staff, community members, and other students.

Co-curricular programs are varied as they include our Elective programs such as Yearbook Program, Cowboy TV (Club), Community Service (Career Center), Rotary Interact (Club), National Honor Society (Club). There are also Career Co-Curricular programs such as PBIS, FAST Academy, Green Academy, AVID, ROP, and FFA.

Yearbook class aligns extremely well with the common core standards. Students must collaborate to create a yearbook. The students are involved with every step of creating the yearbook. Yearbook is unique in that yearbook is an actual business that sells an actual product. The deadlines are genuine and students must learn to collaborate to finish their tasks on time or face penalties. Cowboy TV a club at Salinas High is linked to the ROP program, and this program gives students the opportunity to explore Journalism through visual media arts. It is administered in cooperation with Monterey County Office of Education and allows students to explore the field of digital media for career exploration. This also serves as the schools once a week media presentation to all students at Salinas High. The newscast format and freelance stories are varied and give the program a face to the club and is one of our most popular and practical on campus. The two largest service clubs on campus are the Rotary Interact Club and National Honor Society. Each club in its constitution is based on service learning projects that embrace community service and give back to the community. Each member of the club are required to put in community service hours and produce the service learning project to the advisers. These groups are responsible for many of the extra community service opportunities for the entire campus. These projects are often a result of student engagement with the business community and nonprofit agencies. Rotary currently has many community projects the students are participating in to include stuffing bags at the food bank twice a month, clean up at Tatum’s Garden, beach clean ups, purchasing Christmas packages for families in need and YMCA tutoring. National Honor Society currently has the students collecting toiletries for the women's shelter, working with the local foster youth programs at the Epicenter to provide free tutoring and will create Valentine’s cards for convalescent homes in February 2018. In addition to the service clubs there is our Career Center which is linked to the ROP program within the district. There is one Full-Time Career Counselor and one Full-time Administrative Assistant to direct the program. One of the requirements to graduate from Salinas High School is the 60 hour requirement for all students to have completed prior to graduation. These hours are made up of non-profits, community


https://www.youtube.com/user/shscowboytv?disable_polymer=true


organizations, and school wide hours. Each grade level is expected to gain a minimum of 15 hours per year to stay on track for graduation. Last year’s students completed 43,929 hours in Community Service in the name of Salinas High School. One incentive for students to stay on track is the off-campus privilege awarded to 11th and 12th grade students who have met specific metrics for graduation completion. This privilege allows these students to have off-campus lunch through the school year. Many of our Co-Curricular opportunities are tied into ROP programs which are Career Technical opportunities and are tied to small and large industries throughout the Salinas Valley. We have three large ROP opportunities which are embedded into the career ready curriculum. These programs are FFA, FAST Academy, and Green Academy. The FFA program is tied to local industries in farming and livestock. These students are learning career ready skills and developing business opportunities personally with the program being tied to local industry. Students are offered many core subjects in the area of their career courses tied to FFA. FAST Academy is a cohort of students who are being practically trained and exploring the careers in the fitness and sport training field. This cohort offers hands on delivery of such service as athletic training, sports management, sport science, physical therapy, and general Kinesiology. The students are exploring career choices and are in the same cohort with individuals in the same career pathway. Green Academy is built around sustainable green technology and is creating a career pathway immediately upon high school graduation for students to get jobs or pursue further college study in all areas of sustainable energy and usage. Projects from this Academy have developed, built, and put into use solar technology on campus for student use by creating table charging stations for Chromebook and cell phone charging. Students can eat their lunch while sitting with their devices as they charge by the free use of the sun power. The Green Academy has also built sustainable herb beds for the culinary arts program to grow fresh herbs for their students to explore the field of culinary arts using home grown pesticide free herbs. A project built by our Green Academy and is used by local business Waste Management is the construction and installation of owl boxes to be used at collection sites. These boxes will house owls which will eat the mice at the waste sites and thus eliminate the use of pesticides to kill rodents. This green technology is assisting the community in embracing technologies to promote and help our environment. These students are gaining not only career skills, but skills they can use to educate the masses on our environment. ROP is tied together with Nepris which is a network of professional that are working with schools to deliver virtual field trips, Skype Q/Q sessions, tours, and live chats with teachers in their classrooms. Meetings, guest


http://www.shsgogreen.com/

https://www.nepris.com/


speakers and industry professionals and business can be discussed with classes via videoconferencing, easily and conveniently for students and teachers. Archived chats, tours and more may be accessed offline and played at a later date for the convenience of students. There are many opportunities for student engagement and leadership through these programs and academies. The use of field trips are an essential piece of all of these programs. The field trips are often tied directly to industry or to mentors and businesses that can benefit from our students and their knowledge. The field trips are also to potential colleges and universities in which are students will utilize to further their academic interests. The attached is a sample of field trips that have been taken or will be offered this calendar year for student engagement. Salinas High School has a concurrent enrollment agreement with Hartnell College. Each year Hartnell College has all senior students take the placement test and enrollment application forms for admittance to the college. This is completed by every senior student as to promote the college and the opportunities it can give our students for future academic and career learning. The concurrent enrollment and link to Hartnell College has provided the opportunity for our Green Academy to assist in the Tiny House project which witnessed the construction of a small house with green technology and sustainable usage. Many field trips are tied into the concurrent enrollment opportunities with Hartnell. These include the trips by students to Levi Stadium, Waste management, Cal Poly, Fresno State and more. Yearbook class aligns extremely well with the common core standards. Students must collaborate to create a yearbook. The students are involved with every step of creating the yearbook. Yearbook is unique in that yearbook is an actual business that sells an actual product. The deadlines are genuine and students must learn to collaborate to finish their tasks on time or face penalties.

E3.5. Additional Online Instruction Prompt: Evaluate the school’s processes to address the needs of socialization for the students and involvement in the school. Provide evidence about the effectiveness of the students’ involvement in school and community activities, such as clubs, yearbook, newsletter, newspaper, field trips, volunteer work, service projects, college courses, etc.


N/A


https://docs.google.com/spreadsheets/d/1jsiugRHMimLe2_ZNUk-pxrCDSj_ozCcqiZQhbQ1GExM/edit#gid=0


ACS WASC Category E. School Culture and Support for Student Personal and Academic Growth: Summary, Strengths, and Growth Needs

Review all the findings and supporting evidence and summarize the degree to which the criteria in Category E are being met.



Overall, the Salinas High community is growing in resources and positive motivation with a strong culture and pride on campus, evidenced by the fact that many of our former SHS students have returned to work on campus, as well as generations of families that continue to go through the doors of SHS. The local community continues to provide many types of support to ensure all students have opportunities to grow. There are also a wide variety of campus clubs, sports teams, and activities for students to get involved in and to stay connected. We have many opportunities for students to become involved to support education and a sense of community. At SHS, we have many supports in place which include safety and positive interventions. As the school continues to grow, we do recognize the need for further improvement of our facilities to support all students. We need to continue to improve our parent involvement and communication. Prioritize the strengths and areas for growth for Category E.

Category E: School Culture and Support for Student Personal and Academic Growth: Areas of Strength ● Parental support and participation at extra curricular events and programs ● Salinas High provides a safe and clean environment where all students can learn ● Student involvement in extra and co- curricular activities ● There exist an atmosphere of trust respect and professionalism among staff. ● *Students have academic and personal support and opportunities to enroll in a rigorous

academic program

Category E: School Culture and Support for Student Personal and Academic Growth: Areas of Growth

● The school needs to leverage the support and involvement of the significant student populations that correlate with the student demographics to maximize the impact of the learning and teaching process.

● The school needs to collaborate with outside resources and businesses to expand learning opportunities.

● Increase parent involvement and parent communication ● Evaluate and improve a school safety plan



Prioritized Areas of Growth Needs from Categories A through E

Prioritize the growth areas from the five categories.

● More certificated site input into site LCAP goals and SPSA ● Concerted effort to communicate the mission statements and schoolwide learner outcomes ● PBIS needs more connections with staff and positive support for staff ● Bring together existing parent groups ● Review facilities use on campus ● Continue to explore ways to meet the needs of struggling students ● CTE pathways need to be more clearly defined and articulated for all students ● Engage in more cross curricular integration ● Provide more support to teachers who struggle with instruction of students with varying

disabilities and language barriers ● Increase efficacy of common site wide practices ● Provide professional development for data analysis ● Improve data discussions during PLCs ● Collaborate with outside resources and businesses to expand learning opportunities ● Increase parent involvement and communication ● Evaluate and improve school safety plan



Chapter IV: Summary from Analysis of Identified Critical Student Learning Needs

Introduction After reviewing the information and data collected throughout the WASC process, the administrative team, the Instructional Leadership Team, and the WASC Leadership Team were able to identify both strengths and areas of growth based on the research conducted in chapters 1-3 of the WASC report. Though area of focus #1 was an identified growth area prior to the self-study process due to the new California Dashboard accountability indicators, area of focus #2 and area of focus #3 were formed specifically from the data compiled through the self-study report. All three identified areas are supported by the findings in the self-study. The following is a list of both strengths and areas of growth: Strengths

1. PLC structure and growing competency in interventions. 2. Technology use by students and staff, particularly with the implementation of 1:1 devices. 3. Funding autonomy with LCFF has enabled us to implement student support programs such

as Mentor Study Tables and PLC driven interventions. 4. Instructional Coaches and Ed Tech Coaches have provided supports for teachers in

improving instructional practices. 5. PBIS has continued to grow as a program in strength and visibility, impacting the student

behaviors at SHS. 6. There is a wealth of rigorous academic courses, plus a variety of activity and athletic

opportunities for students. 7. There is a culture of trust and professionalism among the staff.

Areas of Growth

1. There is a need for more frequent and targeted communication with students, families and staff.

2. Facilities use needs to be addressed, both due to overcrowding and overbooking. 3. There are concerns about student and family knowledge of what it means to be college and

career ready. 4. There is still a need for an improved intervention system for students’ academic and

behavior needs, including our EL and SWD student groups. 5. Instructional and assessment best practices need to be strengthened and aligned. 6. There needs to be more training on the use of student data in PLCs. 7. Further training on technology, particularly in the area of data and assessment.



Finalized Critical Learning Areas From the above information, Salinas High School was able to identify the following areas of focus:

Area of Focus #1: Ensure that all students are college and career ready.

Area of Focus #2: Ensure that all students feel that Salinas High School is a positive community for social-emotional and academic growth.

Area of Focus #3: Evaluate and shift instructional and assessment practices to meet the changes in expectations of college and career readiness for our students.



Chapter V: Schoolwide Action Plan

Introduction

The Creation of The Action Plan The following action plan is based on the research done by the WASC focus groups as and the synthesis of the data in chapter 2. Initially, the WASC Coordinator, the principal, and the assistant principal in charge of WASC formed conclusions based on the WASC data and identified a list needs. This small team then identified tangible goals that would eventually form the basis of the areas of focus. From there, the conclusions were vetted by both the Instructional Leadership Team (ILT) and the administrative team. These areas of focus were reworked and reworded based on the data and observations on campus. Next, the WASC leadership team met and listed off a set of issues and concerns that they felt needed to be addressed in the Action Plan. The identified needs from this group were compared to the identified needs of the ILT group. Finally, the WASC Coordinator used the information to adjust the Action Plan and reconcile any differences between the ILT and WASC Leadership Team. The following action plan is a result of these efforts. Schoolwide Plan for Monitoring and Revising These Action Plans SHS will monitor and revise this action plan continuously through our existing and improving stakeholder groups including department chairs, PLC leads, SSC, WASC Focus groups, ELAC, PBIS Team, Admin Team, and ASB. We will plan for a quarterly review of the entire action plan to be overseen by the WASC leadership team. In the past the action plan, mission, and vision have disappeared from the focus of SHS staff and students. While excellent work was still occurring, it was not explicitly connected to the previous self-study. We believe that a quarterly review of the entire action plan will provide this necessary monitoring. The action plan is a living document and will be revised to accommodate our changing demographics and needs, of both students and staff.

Area of Focus #1: Ensure that all students are college and career ready.

Goal: To increase the number of students that are rated as college and career ready by the College and Career Index on the California Accountability Dashboard.

● Increase our overall CCI percentage by 10% by May 2019. Currently our percentage is 47.7% for all students.

● Identify students that are on the bubble of being A-G qualified. Support those students with academic interventions and options to remediate failing grades.

● Identify areas of improvement within student groups, in particular our EL and SWD students in order to modify and adjust our current support model of Mentor Study Tables.

● Refine our course selections to provide more opportunities for CTE completers, which provides another method to increase the percentage.

● Provide information on A-G, AP Course offerings, CTE courses, and more, to the community, families and students, utilizing all of our support services, including GEAR



Up (through 2020), Intervention Specialists, Counselors, and LINK Crew. ● Organize certificated staff into grade level support teams which will focus on the issues

particular to each grade level. ● Consistently provide information to our students about their progress and what it means

to be college and career ready, adapting message for particular grade levels through grade level support teams..

● Investigate and implement possible options such as a “school within a school” concept and unit recovery interventions.

● Increase the number of students that complete and pass AP courses and tests. ● PLCs to focus on high impact areas for their content and student needs. ● Review bell schedule to make sure it supports college and career ready students.

Explore the possibility of revising the bell schedule, including the idea of increasing the number of periods.

● Investigate the year round options for student support, including additional remediation, acceleration, and exploration opportunities.

Rationale: Although the Salinas High School CCI is significantly higher than all the other schools in our district, we recognize the need to increase the percentage of students that are deemed college and career ready. The factors that go into this calculation include: A-G qualification, CTE completers, SBAC scores, AP test scores, and dual enrollment. This index is actually providing us the means to bring these different areas of focus together, concentrating our efforts on truly producing students that are college and career ready.

Action Steps Timeline Person(s) Responsible

Resources Assessment/ Evidence

● Organize certificated staff into grade level support teams

● Appoint a grade level administrator

● Teams determine plan of action for the school year

Summer 2018

Admin Team, all certificated staff, student support groups such as GEAR Up, LINK Crew and AVID

Grade level calendar, A-G materials, professional development, EWAs for meetings

● Student awareness survey, pre/post

● California Dashboard CCI

● Ensure that the master schedule and available course selection aligns with A-G, AP and CTE student needs

December 2018

Assistant Principal, master scheduler, counselors, CTE director

Course catalogue

● Analysis of course catalogue, that all students will have the opportunity to be considered College and Career Ready on the CCI

● PLCs determine essential skills necessary for units of

On-going PLCs, Assistant Principals, Principals,

Course Scope and Sequence, State

● Intervention data ● Grade reports ● PLC minutes



study and plan interventions for those that fail

Intervention Specialists

Standards, assessment data

● AP teachers and counselors conduct AP awareness sessions

● AP contracts required for all students

Spring 2018

AP teachers, Counselors, Assistant Principal that oversees AP, AP Coordinator

Course catalogue, AP test calendar and requirements, AP contract, meeting agendas

● AP Test results ● Enrollment

numbers ● Parent and student

meeting agendas

● Develop A-G, CTE and AP awareness for students utilizing Google Classroom

Start Fall 2018, ongoing

Grade Level Support Teams, Admin Team, Counselors, Instructional Coaches, Ed Tech Coaches, Intervention Specialists, GEAR Up, AVID

Grade level Google Classroom sites

● Analyze the number and quality of lessons

● Number of views on Google Classroom

● Develop a plan for students to learn about the new Student Information System (SIS)

● Students will be given opportunities to review progress frequently with teachers in order for be more informed about their current progress

Fall 2018 Grade Level Support Teams, Admin Team, Counselors, Intervention Specialists, GEAR Up, AVID

Edupoint Synergy SIS, calendar for progress checks, lessons for new SIS

● Calendar ● Lessons for new

SIS

● Determine what being on the “bubble” means and what data sources are the best to review.

● Identify and support students on the “bubble” for passing courses with tutorials

On-going PLCs, Intervention Specialists, EL Support Team, SWD Teachers, Grade Level Support Teams

Grade reports, Recommenda- tions from PLCs

● Grade reports



● Explore “school within a school” concept, visiting other schools in our district and outside our district

● Develop a plan for SHS, bringing plan to various stakeholder groups including students, SSC, Department Chairs, ELAC, etc.

Begin Spring 2018 for possible inclusion 2019-20 school year

Grade Level Support Teams, Admin Team, Counselors, Intervention Specialists

Other schools with the “school within a school concept,” research data sources on the concept

● Visit notes ● Meeting agendas

and notes

Area of Focus #2: Ensure that all students feel that Salinas High School is a positive community for social-emotional and academic growth.

Goal: To increase the number of students that feel part of Salinas High School as indicated on the Healthy Kids Survey given to 9th and 11th grade students.

● Currently 50 % of 9th graders agree/strongly agree that they feel part of this school. We will strive to increase this number by 10%, to 60%, by May 2019.

● Currently 43% of 11th graders agree/strongly agree that they feel part of this school. We will strive to increase this number by 7%, to 50%, by May 2019.

● Determine through intermediate student surveys why there is a decrease of feeling part of the school between 9th and 11th grades.

● Form grade level support teams which will determine what needs are particular to each grade level.

● Increase the number of grade specific informational events, both with students and families.

● Improve LINK Crew presence, developing an action plan to support 9th graders. ● Work with PBIS and ASB to increase the number of positive experiences available for

students. Improve existing programs. ● Increase the role of students in the running of our school, which would include

investigating the leadership positions that could be added such as student court and a revamped Student Senate.

● Offer more professional development on mindfulness practices and increase the use of mindfulness practices in the classroom, athletics and discipline related areas such as our suspension room.

● Offer improved and new opportunities for academic support and remediation. ● Provide support personnel in our classified area with professional development to echo

the work being done by certificated staff. This would include PBIS, mindfulness and behavior support.



● Modify our School Safety Plan to reflect ALICE training and new practices in school safety.

● Examine and modify security procedures for visitors to our campus. ● Conduct a facilities use study in order to improve use of space and provide adequate

learning spaces. ● Address concerns about facilities in regards to student lunch period, athletics, tutorials,

mental health support, and activities.

Rationale: Students that are happy to be at Salinas High School will be more successful in their coursework, and as such, will increase the number of students that are college and career ready. (Goal #1)



● Organize certificated staff into grade level support teams

● Appoint a grade level AP

● Teams determine plan of action on culture and climate for the school year

● Survey is written for pre/post data and determining why student connectedness decreases between 9th and 11th grades

Summer 2018 Principal, Assistant Principals, all certificated staff, student support groups such as GEAR Up, LINK Crew and AVID

Grade level calendar, Healthy Kids Survey data, professional development, EWAs for meetings

● Student awareness survey, pre/post

● Healthy Kids Survey

● Continue the work of bringing Mindfulness professional development opportunities to staff and supporting those teachers that would like to implement

● Continue professional development opportunities for

On-going Intervention Specialists, Admin Team, participating staff members

Mindfulness practices materials, MCOE support staff

● SWIS data ● Healthy Kids

Survey



classified staff, particularly those that deal with Tier 2 and 3 students

● Use Mindfulness practices with our Tier 2 and 3 students

● Branch into Athletics with Mindfulness practices

● Meet with student leadership in ASB regarding promoting school activities and other connectedness ideas such as Student Senate and Student Court

Summer 2018 Principal, Activities Director, ASB Officers, Club Officers

Activities Calendar, other schools’ activities calendars


Meet with PBIS teams to revise plan for:

● student culture and climate

● academic interventions

Summer/Fall 2018

PBIS Teams, Grade Level Team Leaders, LINK Crew

PBIS District resources, PBIS conferences, MCOE training, weekly meetings


Survey ● PBIS Team

meeting agendas and notes

● Monthly classified staff meetings with professional development to support goals

On-going Classified staff, Admin Team, PBIS Team

District initiatives for professional development, joint Admin and CSEA Rep feedback, PBIS Team


Survey

● Develop a LINK Crew action plan to increase the presence and number of activities for our 9th graders throughout the school year

● Review the LINK

Summer 2018 and On-going

LINK Crew students, LINK Crew advisors, PBIS Team, Admin Team, Counselors

LINK Crew training for advisors, master scheduling

● LINK Crew meeting agendas and notes




Crew organization, consider bringing back a LINK Crew class, and additional advisors

Area of Focus #3: Evaluate and shift instructional and assessment practices to meet the changes in expectations of college and career readiness for our students.

Goal: 90% of certificated staff will participate in professional development on instructional and assessment practices in order to decrease the percentage of Ds and Fs by 10%.

● Each PLC will have a plan in place for intervention. ● Each PLC will regularly analyze and receive training on student data, looking for ways

to improve curriculum, assessments and instructional practices. Particular emphasis will be on those students earning Ds and Fs.

● Certificated staff will communicate with families when a student is below 60% or has a significant grade change about a plan for recovery.

● Each PLC will look to standardize grading practices within the content areas. ● Certificated staff will participate in professional development in assessment practices.

This will include conferences, in house professional development, book studies, and work with instructional coaches.

● Admin Team and PLC leads will investigate and implement ways for students to do unit recovery rather than full on remediation of a course. Explore use of programs such as Plato.

● Systems will be created and improved to request support from intervention specialists, counselors, administration, and mental health providers.

● Teachers will continue the work of CM and GRR, and as a school we will look for new learning that will bolster our existing practices.

● Increase the amount of student collaboration and participation in the classroom though instructional practices.

Rationale: Incredible instruction and assessment is happening at Salinas High School, but there is a need to disseminate these great practices to further improve our students’ success. We do have differences in grading practices that create conflicts between students and staff that might be decreased with further work in the area of assessment. There is a strong need to identify best practices in instruction and assessment, and then to share and standardize those practices. We have a large number of Ds and Fs, which is decreasing the number of students that are A-G qualified.



● Book studies Spring/Summer Admin Team, Visible Learning ● Meeting notes



with teachers on John Hattie’s work on visible learning

● One group will be focused on math and the other on literacy which will be applicable to all content areas

2018 Instructional Coaches and teacher volunteers

for Literacy, Grades K-12: Implementing the Practices That Work Best to Accelerate Student Learning (Corwin Literacy) 1st Edition by Douglas Fisher (Author), Nancy Frey (Author), John Hattie (Author)

Visible Learning for Mathematics, Grades K-12: What Works Best to Optimize Student Learning (Corwin Mathematics Series) 1st Edition by John Hattie (Author), Douglas Fisher (Author), Nancy Frey (Author), Linda M. Gojak (Author), Sara Delano Moore (Author), William L. Mellman (Author)

and attendance sheet for book studies

● PLC notes

● PLC professional development around instructional practices and assessment

Summer 2018 PLC leads, Admin Team, Instructional Coaches

Pearson Assessment Conference July 2018 PLC Conference Solution Tree

● Site Professional development plan

● PLC minutes ● Walk through

data ● Grade reports

● Conference attendees plan how and what to

Summer 2018 Conference attendees

Conference resources

● PLC minutes ● Professional

Development plan


https://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&text=Douglas+Fisher&search-alias=books&field-author=Douglas+Fisher&sort=relevancerank

https://www.amazon.com/s/ref=dp_byline_sr_book_2?ie=UTF8&text=Nancy+Frey&search-alias=books&field-author=Nancy+Frey&sort=relevancerank


https://www.amazon.com/s/ref=dp_byline_sr_book_3?ie=UTF8&text=John+Hattie&search-alias=books&field-author=John+Hattie&sort=relevancerank

https://www.amazon.com/John-Hattie/e/B001JSFFRK/ref=dp_byline_cont_book_1




https://www.amazon.com/s/ref=dp_byline_sr_book_4?ie=UTF8&text=Linda+M.+Gojak&search-alias=books&field-author=Linda+M.+Gojak&sort=relevancerank

https://www.amazon.com/s/ref=dp_byline_sr_book_4?ie=UTF8&text=Linda+M.+Gojak&search-alias=books&field-author=Linda+M.+Gojak&sort=relevancerank

https://www.amazon.com/s/ref=dp_byline_sr_book_5?ie=UTF8&text=Sara+Delano+Moore&search-alias=books&field-author=Sara+Delano+Moore&sort=relevancerank

https://www.amazon.com/s/ref=dp_byline_sr_book_6?ie=UTF8&text=William+L.+Mellman&search-alias=books&field-author=William+L.+Mellman&sort=relevancerank

https://www.amazon.com/s/ref=dp_byline_sr_book_6?ie=UTF8&text=William+L.+Mellman&search-alias=books&field-author=William+L.+Mellman&sort=relevancerank


disseminate to full staff

● Admin Team Walkthroughs with an observation tool that supports the professional development plan

On-going Admin Team, Instructional Coaches, PLC Leads

Walk through tool

● Walk through data

● PLC minutes

● Create a professional development plan for SHS, with both site and outside opportunities, incorporating existing practices of CM and GRR, blended with new practices on instruction and assessment

Summer 2018 and On-going

Admin Team, Instructional Coaches, PLC Leads, Department Chairs, District Instructional Services

Existing plan, student data, district plan

● Student achievement data

● Certificated evaluations


● PLC minutes

● Weekly Instructional Coaching meetings to review walk through and learning walk data, and continuous implementation of professional development plan

On-going Principal, Instructional Coaches

Data collected from walk throughs and learning walks


● Learning walk information

● Refine systematic intervention system to support students

On-going Admin Team, PLCs, Intervention Specialists

Google forms and sheets, student data from PLCs

● Student grade reports for those receiving intervention

● Assessment data from PLCs



Appendices:

A. Local Control and Accountability Plan (LCAP)

B. Results of student questionnaire/interviews

a. School Climate Survey (Survey and Results) b. Tobacco Survey

C. Results of parent/community questionnaire/interviews

a. Parent LCAP Survey b. Parent LCAP results (English and Spanish)

D. The most recent California Healthy Kids Survey

a. Student Data b. Parent Data c. Staff Data d. School Climate Report Card

E. Master schedule

a. Fall

b. Spring

F. Approved AP course list

G. UC a–g approved course list

H. Additional details of school programs, e.g., online instruction, college- and

career-readiness programs, partnership academies, IB, AVID

I. California Local Control Funding Formula (LCFF) Eight State Priorities Rubric

Performance information

J. School accountability report card (SARC)

K. CBEDS school information form

L. Graduation requirements

M. Any pertinent additional data (or have on exhibit during the visit)

a. Bright Bytes Survey 2017

b. CA School Dashboard

N. Budgetary information, including school budget

O. Glossary of terms unique to the school.


https://www.salinasuhsd.org/site/handlers/filedownload.ashx?moduleinstanceid=363&dataid=1288&FileName=SUHSD_LCAP9.8.17.pdf

https://www.pbisapps.org/Resources/SWIS%20Publications/School%20Climate%20Survey%20Suite%20Manual.pdf

https://docs.google.com/document/d/1Vtb3msCHUaQ3fRM8NIbfwEtvCJdzs772L7KcV6p7DAk/edit

https://docs.google.com/forms/d/e/1FAIpQLSfavLR4Z4QtiOLvs97U7lNQ_Fgsh1eG2MVxU_Fl8sG-m296Tw/viewform

https://docs.google.com/spreadsheets/d/1Nwq43DhMjk8OwvHMtDpnsg2rD9Dq0qkHzj-xDZEE44Y/edit#gid=715669704

https://docs.google.com/spreadsheets/d/139o43gxXvaWoLUugBgpDMiDPh7TU89UKVj2d84Arnhk/edit#gid=1675904715

https://drive.google.com/file/d/0B0B3NMmhx9CAT0hDel95NEZYWWE3OWhtZ3VMZlkwdjdKVjBr/view?usp=sharing

https://drive.google.com/file/d/0B0B3NMmhx9CANmtsbWwtbGE1MWFVcWdFWFlTblhPZEtpYXRN/view?usp=sharing

https://drive.google.com/file/d/0B0B3NMmhx9CARDIyRGRyREZINDRFTXBQZWlnaXMydU11d3Br/view?usp=sharing

https://drive.google.com/file/d/0B0B3NMmhx9CAcGVxRlQ4VFJNV0JWUFZkenJ6MzNmODQtUmtZ/view?usp=sharing

https://drive.google.com/file/d/1yCJb2NmZWgzfpvVNwxLfITw_QAfacgl5/view?usp=sharing

https://drive.google.com/file/d/1L86Xao5HWTQbeuGBQyl495aZkw9twRJw/view?usp=sharing

https://apcourseaudit.inflexion.org/ledger/

http://www.ucop.edu/agguide/

https://docs.google.com/document/d/1L-3SO_GdC-H63SuUC-cTmOXC5ixz7qcHosrpwmB38og/edit?usp=sharing

https://docs.google.com/document/d/1L-3SO_GdC-H63SuUC-cTmOXC5ixz7qcHosrpwmB38og/edit?usp=sharing

https://drive.google.com/file/d/0Bzu62s36U5KpRjdmMWhzUzE4M2VfTnd5bEtPWURveHROaEhV/view?usp=sharing

https://drive.google.com/file/d/0B7ZjZ6OrvMPxRERBSTRCYVJSSnoyWEplT0FrQ0RrRDd2M3JF/view?usp=sharing

https://www.salinasuhsd.org/domain/373

https://docs.google.com/document/d/1oLrpXhY7iqeIRko3Y6UhQTIZQlHlSlW1pf0ptNrD54Q/edit

https://www.caschooldashboard.org/#/Details/27661592734556/3/EquityReport

https://drive.google.com/file/d/1Pr2y1kYpd-d7CSca1r3JFENq1ViAVHli/view?usp=sharing

https://docs.google.com/document/d/1p1nhKnHm5_xWXrq5Mp93DoSxrt3dzZd4N0V9D_rxp9M/edit?usp=sharing

Salinas High School SELF-STUDY REPORT

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