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2009 Midterm Progress Report

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2009 Midterm Progress Report Powered By Docstoc
					Draft 12.28.10




                        2011 Midterm Progress Report
                 The Western Association of Schools and Colleges
                   And the California Department of Education
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                          RIO VISTA HIGH SCHOOL
                            410 South Fourth Street
                              Rio Vista, Ca 94571
                               (707) 374-6336 tel
                              (707) 374-6810 fax

                              Home of the Rio Vista Rams


Board of Education                         District Administration

Alicia Fernandez, President                Richard Hennes, Superintendent

William Schauer, Vice President            Thomas Anderson, Director

David Bettencourt                          Rose Ramos, Chief Business Officer

Sarah Donnelly                             Wayne Rebstock, Facilities Director

Marilyn Riley

Seann Rooney
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                           WASC Leadership Team



                            Victoria Turk, Principal

            Maria Elena Becerra, Coordinator of Secondary Education

                          Diane Applegate, Counselor

                           Mary Ann Cahill, Teacher

                            William Fulk, Teacher

                          Kevin MacGregor, Teacher

                         Marsha Montgomery, Teacher

                            Owen Murray, Teacher

                            Maureen Reis, Teacher

                           Heather Veasley, Teacher
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                         Rio Vista High School Administration

                                 Victoria Turk, Principal
                 Maria Elena Becerra, Coordinator of Secondary Education
                               Diane Applegate, Counselor
                           Christine Kelly School Psychologist
                            Linda VanDeMaele, School Nurse


                              Rio Vista High School Staff

                               Jim Bard, Industrial Arts
                        Dominic Ciaramitaro, Physical Education
                          Mary Ann Cahill, Special Education
                           Kim Ferierre, Special Education
                               Bill Fulk, Social Science
                            Brandi Gomes, English / AVID
                             Paul Heaney, Social Science
                           Kaitlin Kubli, Physical Education
                        Kevin MacGregor, English / Journalism
                                Ian Merill, Music / ELL
                        Marsha Montgomery, Home Economics
                            Owen Murray, Math / Science
                           Rosalie Ness, Special Education
                                    Ryan Pace, Art
                                 John Parsons, English
                          Maureen Reis, Science / Agriculture
                          Jessica Sanders, Foreign Language
                                  Alyson Stiles, Math
                         Donnie Surla, English / Drama/AVID
                          Heather Veasley, Special Education
                           Nancy Vielhauer, Science / Math
                               Larry Wright, Agriculture
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                            Classified Staff

                   Leticia Ruiz, Principal’s Secretary
                 Melinda Barkman, Attendance Secretary
                 Janet Blegen, Media Center Technician
                   Wendy Burghardt, Paraprofessional
                    Kim Esperson, Paraprofessional
                     Daniel Flores, Paraprofessional
                    Connie Grosse, Paraprofessional
                      Perry Lane, Paraprofessional
                           Sandy Marcantelli
                    Terri Nordyke, Paraprofessional




                              Custodians

                    Doug Reynolds, Head Custodian
                        Jon Garcia, Gardener
                       David Groves, Custodian
                      Darren Deflores, Custodian
                        Lori Stiles, Custodian



                            Cafeteria Staff

                             Diane Wold
                           Lise-Lott Nygard
                           Tracy McCarthy
                            Bernie Mustain
                              Dawn Dean
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                              TABLE OF CONTENTS


A Introduction                                    1

B Significant Developments                        15

C Implementation and Monitoring of Plan           18

D School wide Action Plan Progress                19

E   Critical Areas for Follow-Up                  52

F   Appendix
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A. Introduction

       Founded in 1915, Rio Vista High School has been a respected institution in the
community for nearly a century. The school is one of two high schools in the River Delta
Unified School District, a district that includes part of three different counties along the
Sacramento River. The district is approximately 45 miles long and covers about 500
square miles. It encompasses several small rural communities. The local economy is
supported mainly by agriculture, natural gas production and exploration and small
businesses.

       Rio Vista is a community deeply rooted in tradition. Many people who live here
went to Rio Vista schools their entire educational careers. Several of our staff members
call RVHS their alma mater. Consequently, community ties to the high school are strong
and deep, and the citizens have a sense of pride in the school as well as high expectations
for RVHS students.

         The small size and relative isolation of Rio Vista have created a school that must
be the principal source of activities and recreation for our students. The city has no
Movie Theater, bowling alley, teen center or dance club. There is no mall, no arena, no
tennis court and no cultural enrichment available locally. Stockton, Fairfield, and Lodi
are all more than 20 miles away and all require driving a stretch of highway 12 that is
known as “blood alley”. As a result RVHS is the hub of the community for teenagers and
adults. We provide our students with a wide variety of sports teams, and the majority of
our students participate in at least one athletic program each year. We schedule dances,
rallies, assemblies, and field trips whenever possible. The school has many active clubs
for students to join, depending on their interests. The Visual and Performing Arts
Department actively involves students and community members. The Drama Department
hosts 2 plays a year, the Music Department performs a winter and Spring Concert, and
the Art Department periodically displays student work. Their culminating activity is “An
Affair of the Arts” dinner, performance, and auction, which are sold out each year. The
Culinary Arts Department caters for school and community events. Each spring they
provide a restaurant for staff to enjoy. The Wood Construction Department contracts out
with community members for home projects. They are also a major contributor to
campus beautification. The campus has a radio station, KRVH, where student DJ’s
provide the music for a variety of events on campus and throughout the community.
School administration provides 4 Student Showcases where students are recognized for
achievement and effort.

        The city of Rio Vista has grown since the last full accreditation, but our school is
currently in declining enrollment. Our student population is 350 down from 451 over the
past 5 years. For the past decade, most of the new home construction in Rio Vista has
occurred at Trilogy, an active adult/golf course community. The golf course with its pro
shop and restaurant has provided many students with part time jobs. The retirees living
in Trilogy are a great resource for RVHS as substitute teachers, mentors, and tutors.
They do not, however, provide us with any new students



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       For decades people have predicted that the community would grow and the school
would need to be able to accommodate larger numbers of students. The school district
and the city planners have all been working with the developers. As a response to
impending growth, RVHS undertook and enormous renovation of the school. In the fall
of 2006 roughly one-third of the school was demolished and eleven portables were
brought in. To date the Visual and Performing Arts Theater, Building E and Building F
have been modernized. The Agricultural and Science Building is scheduled to break
ground in the summer of 2010. Seven portables have been removed from campus. The
administration wing is that last phase of modernization with projected completion in
2013.

                  WASC Accreditation History of Rio Vista High School

       2010-11              Current Progress Report
       2008-09              Accreditation of two years
       2007-08              Accreditation of one year
       2006-07              Visitation extended one year due to new administration
                            and construction issues
       2003-04              Midterm Visitation Report
       2000-01              Accreditation of six years
       1994-95              Accreditation of six years




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                                  School Purpose

                            District Mission Statement

       In a culturally diverse community, rich in agricultural and family tradition,
the River Delta Joint Unified School District will provide a safe, student-centered
education which promotes challenging academic standards enhanced by
technology, and encourages social responsibility resourcefulness and an
appreciation for continuous learning so that all students are prepared to realize
their maximum potential.

                                       Goals

   Our objectives, the desired and measurable results we plan to achieve, are
focused on student growth, success, and achievement.

    Students will be able to achieve success at the next educational level.
    Our high school graduates will feel satisfied with their preparation for post-
     secondary pursuits.

                                       Beliefs

    We believe in continuous learning.
    We believe in encouraging and assisting each other.
    We believe that development of self-respect and respect for others is
     essential.
    We believe that we are responsible for our actions and ourselves.
    We believe that the world is full of infinite opportunities.
    We believe that families and communities working cooperatively create
     opportunities for success.
    We believe that positive thinking develops a positive attitude.
    We believe that a sense of humor is healthful.
    We believe that some change is inevitable, and how we respond is our
     choice.

                            School Mission Statement

       Prepare all students to be life-long learners in a culturally diverse and
technologically complex society, and to be able to balance the multiple roles of
school, home, community, and career successfully.




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                                Academic Performance

    Improving student academic performance is the purpose of Rio Vista High School.
We strive to educate our students based on the California State Content Standards.
Student Outcomes (ESLR’s) are a driving force in curricular development and teaching
methodology. The Student Outcomes are a driving force in curricular development and
teaching methodology. The Student Outcomes are intended to challenge students to
become the following:

      Critical thinkers
      Skillful Communicators
      Responsible citizens
      Technology Users
      Career Planners
      Adaptable Workers

    Rio Vista High School provides students with opportunities to excel in areas of
special interest. In addition to the array of course offerings that meet the A-G University
of California/California State University, graduation requirement, California State
requirements, the school offers specialized course offerings. Our small student to
teacher ratio allows our teachers to adapt their teaching methodologies to best suit our
students’ learning needs. Differentiating instruction has become a priority in all
classrooms. Students who need additional support receive one-on-one tutoring in English
Language Arts and mathematics. All new textbook adoptions are approved through the
district curriculum council and meet state content standards. We have met our annual
AYP goals for all subgroups for the last three academic school years. We determine our
student’s academic success using a variety of measurements, including:

    Local assessments                                    AP Exams
    Quarterly benchmark assessments                      PSAT
    CAHSEE                                               Homework
    CST                                                  Projects
    SAT and ACT                                          School Behavior




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                                          Enrollment

        RVHS is in declining enrollment, however the last few years the student population has
stabilized around 350 students. RVHS enjoys a high graduation rate.


                         Male Population, 2009-2010 - CBEDS, 2009




                        Female Population, 2009-2010 - CBEDS, 2009




                                          Attendance

       Increasing the student attendance rate has been a school and district goal for many years.
Our daily attendance is over 97.10% and we are working to sustain our daily attendance at 97%.
Four Student Showcases highlight student achievement in co-curricular activities and 97%
Attendance Rates.




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                                         Suspension and Expulsion Rates

        The district has established a district-wide policy that emphasizes a positive learning
environment. Although a comprehensive list of basic rules and penalties is delineated in the
student handbook and posted in classrooms, the emphasis remains on student motivation and
positive behavior. Teachers receive on-going support from the administration and district
through workshops to maintain and improve classroom discipline.

                       Number of Suspensions Shown by Reason for Suspension

                                      Event                                          2007-08   2008-09   2009-2010
  Caused, attempted to cause, or threatened to cause physical injury                   11        25         15
  Willfully used force or violence upon the person of another, except in self-          1         0         0
  defense
  Possession of a weapon or dangerous object                                            1          0         0
  Possession of/use of/sales or furnishing of a controlled substance                   12         23         5
  Offered, arranged or negotiated to sell a controlled substance                        0          0         0
  Attempted/committed robbery or extortion                                              2          0         0
  Attempted/caused damage to school or private property                                 1          7         5
  Attempted/stole school property                                                       1          6         3
  Possession/use of tobacco product                                                     7          6         1
  Committed an obscene act/engaged in habitual profanity/vulgarity                      5         16         8
  Possession of/offered/arranged/negotiated to sell paraphernalia                       0          1         0
  Disruption of school activities, defiance or authority                               46        192        155
  Related to harassment, threats or intimidation                                        0          0         1
  Related to Terroristic threats                                                        0          0         0
                                                                            Totals     84        276        193

                                          Graduation and Dropout Rates

       RVHE students have a graduation rate of 92.2%. The dropout rate at RVHS is 7.8%.
Students and staff attribute these low numbers to the personal connections among students, staff
and the community, which lead to teacher and staff support for students entering RVHS.

                                     Graduation Rates Based on NCES Definition

    Year                           High School                         District             County           State
                             #                     %                      %                   %               %
    2007-08                  94                   92.2                  86.1                 78.8            80.2
    2006-07                  71                   92.2                  88.5                 80.4            80.6
    2005-06                  90                   95.7                  93.3                  84             83.4

                                                 Socioeconomic Status

        The key indicator used to determine the socioeconomic status is the percent of students
qualifying for free or reduced lunch. 37% of our student population is enrolled in the free and
reduced lunch program. Many of our families receive welfare, social security, or other state and
federal assistance programs.




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                            2010 Parental Education Level (STAR)

       Percentage with a response                                           87
       Of those with a response:
              1-Not a high school graduate                                  13
              2-High School graduate                                        24
              3-Some college                                                38
              4-College graduate                                            22
              5-Graduate School                                              4
       Average Parent Education Level                                      2.78


                            2010 Parental Education Level (STAR)
                               Special Needs: Special Education
       River Delta Unified School District belongs to the Sacramento County SELPA. For the
2009-10 and 2010-11 school years, the Special Education Department at RVHS consisted to two
resource (RSP) teachers, one Severely Emotionally Disturbed (SED), and one Severely
Handicapped Class (SH) who served 50 students. Each classroom utilizes qualified
paraprofessionals to assist teachers in service, delivery and instruction.
        Students in these programs have access to the general education curriculum as deemed
appropriate and beneficial by the IEP team and may receive direct instruction in core curriculum
areas in special education classrooms. Some students receive support through a course titled
“Study Skills”. The goal is always to find the least restrictive environment for students and to
ensure that their academic and social/emotional needs are met. All students in both the Resource
and Special Day classes are encouraged to participate actively in school activities.
                        Special Needs: Gifted and Talented Education
       GATE students at RVHS do not participate in a segregated program. Rather, they
enhance their gifts by selecting classes in their areas of interest and skill. Students who qualify
for GATE in a particular subject are able to excel in that subject area by enrolling in Honors or
Advanced Placement courses on site. In addition, students can enroll in online courses only
when the course they are electing to take is not offered at RVHS. They can also enroll in area
community college courses both during the school year and in the summer. In 2009-10 we had 5
students enrolled in community college courses and online courses. We currently have 4
students enrolled in community college courses and online courses.
                                               Staff
       The average class size at RVHS is 22.9 including the Resource Specialist Program and
ELD program. This equates to an average student to teacher contact ratio of approximately
137.4 students per teacher each day on our seven-period day.
       The average class size for the past five years at RVHS is a contributing factor to the
success of students. RVHS has tried to maintain low class sizes in spite of budget and staffing
reductions.



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         The staff is dedicated to the well-being and education of all students. This caring attitude
is translated into action in the form of quality and accommodating instruction, understanding of
individual families and true commitment to the school and its purpose.
                                 Teacher and Staff Information

                                                   2007-08            2008-09           2009-10
  Total number of teachers                           23                 21                23
  Teachers with full credentials                     21                 16                22
  Teachers with emergency permits                     2                  5                 0
  Teachers with waivers                               0                  0                 1
                                    Student Performance Data

API
         RVHS has used the Academic Performance Index since its inception in the 1990’s as one
of many measurement tools to gauge student academic success. However scores have fluctuated
the last five years. This issue is being addressed by ensuring that all course outlines in the core
curriculum areas are aligned with the California State Content Standards and include appropriate
benchmarks. This year we have also instituted school wide test chats and goals. RVHS had a
forty-three point gain overall in 2008 and the school was confident that that they would meet
their API target in 2009. However, 2009 Base API could not be reported because for at least one
Standardized Testing and Reporting (STAR) content area used in API calculation, the school
failed to test a significant portion of students who were not exempt for testing in 2009. While
unfortunate, RVHS did not allow this to hinder our progress. We continue to create programs
that target our low-performing students. Currently, students have tutoring resources available to
them during their lunch period and after school by credentialed staff.




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                 State Accountability: Academic Performance Index (API)




       RVHS API data lags significantly behind the California School Median. This is year two
of consistent administration. The new administration is addressing this issue of quality staff
development. This is the second year of Structures and Strategies, which addresses active
student to student and student to teacher interaction and engagement. Year 1 of Strategic
Schooling addresses the issue that is plaguing all of California: a lack of student seriousness
regarding the California Standards Test that prevents the reporting of accurate data.

                               California Standards Test (CST)

        Though the staff at RVHS realizes test results are only one measure of student
achievement, they have become increasingly important in assessing student learning. Teachers
have worked diligently to create quarterly benchmarks that align with the state standards and
prepare students for the annual CST testing. For the past three years students have been assessed
quarterly utilizing the benchmarks. Teachers implement test-taking strategies, review the
released test questions, conduct test chats, and incorporate them into their daily curriculum.




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                 California Standards Test Scores 2010




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Three years of student performance data (located in the Appendix) indicates that the achievement
gap in between White Students and Students with Disabilities, Socio-Economically
Disadvantaged, and English Language Learners is not closing.




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                                California High School Exit
                                     Exam (CAHSEE)




       In 2009-10 76% of tenth grade students passed the Math portion of the CAHSEE.
       Subgroups lagged significantly behind with only 46% of Special Education students, 50%
       of English Language Learners, and 64% of Socio-Economically disadvantaged students
       passing the exam. In 2009-10 83% of students passed the English Language Arts portion
       of the CAHSEE. Subgroups lagged significantly behind with 67% of Special Education
       students, 47% of English Language Learners, and 75% of Socio-economically
       Disadvantaged students passing the exam.
        RVHS continues to provide CAHSEE test preparation classes and early identification of
       at risks students to increase our passing rate.

                             Adequate Yearly Progress (AYP)



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      RVHS has met all the criteria used to determine the school’s Adequate Yearly Progress
(AYP) in both language arts and math.


                             AYP – Adequate Yearly Progress




                 English-Language Arts – Percent At or Above Proficient




                       Mathematics – Percent At or Above Proficient




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                 Three-Year Comparison of Advanced Placement Exam Results

        RVHS offers instruction and AP testing in Calculus, Literature, Language, Government
and Politics, US History, and Studio Art. In 2007-08, forty-one test takers attempted 41 exams.
Of the 41 exams takes, 18 (44%) earned a passing score of three or higher. In 2008-09 sixty-six
test takers attempted 96 exams with 29 (30%) earned a passing score of three or higher. In 2009-
10 fifty test takers attempted 23 (46%) earned a passing score of three or higher.

            Grade 12      Grade 11    Number of       Exams         Exams        Exams        Exams        Exams
           Enrollment    Enrollment   Test Takers    Score of 1    Score of 2   Score of 3   Score of 4   Score of 5
 2007-08       84            80            41            9            14           15            0            3
 2008-09       97            86            66           39            25           24            4            1
 2009-10       78            69            50            2            25           18            5            0


                                      SAT Exam Results for Seniors

        RVHS has seen a gradual increase in the number of students taking the SAT tests
annually. Staff continues to encourage students to challenge themselves by taking this test. Both
verbal and math score have increased.

                                            SAT Exam Results

 2007-08                84       30                 36            507           508             519
 2008-09                88       41                 47            481           477             519
 2009-10                78       41                 53            506           485             501


                                Students Meeting A-G Requirements

        Students meet with the counselor prior to the start of their freshman year to develop a
four year plan to ensure those desiring to go onto the University level will meet all A-G
requirements. The four-year plan is updated annually. The AVID program on campus works to
ensure that all enrollees complete A-G requirements as well.

                                Students Meeting A-G Requirements

                        Year                   # of Students                    Percentage
                        2007                         26                            23%
                        2008                         19                            21%
                        2009                         31                            35%
                        2010                         32                            41%

        Over the past two years the Principal, Vice Principal, and counselor have formalized the
4-year plan process. They have meet individually with all students to update the plan yearly. In
addition, all incoming ninth grade students meet with administration prior to enrolling to develop
a plan. All students are highly encouraged to meet the A-G requirements and not limit their
possibilities of higher education opportunities.




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        In 2010-11 larger numbers of students were prepared for Algebra 1 and an additional
section was opened. Collaboration with middle school teachers has resulted in Algebra
Readiness programs at both schools that are preparing more students for a rigorous math
curriculum.

B. Significant School Changes of Developments

    Since the last WASC visit of 2009, Rio Vista High School has had new developments in a
variety of areas. The following is a summary of the most significant.

New Administration

        The last full self-study in April of 2008 resulted in the Visiting Team’s recommendation
to the WASC Commission of a one-year term. During the 2008-09 school year RVHS had three
interim principals. A new superintendent was hired at the district level and he was extremely
involved in the high school and was supportive of positive change and ongoing improvement.
The result of the one-year term caused the district to seek support from a WASC consultant. The
revisit by David Brown and Robert Palous on May 27, 2009, resulted in the unanimous
conclusion that Rio Vista High School had made significant progress during the 2008-09 school
year. The School was awarded a three-year term with a revisit scheduled for the spring of 2011.

        New superintendent, Richard Hennes, was determined to provide a solid administrative
team at RVHS. He hired Victoria Turk, a district principal, with experience in K-12
comprehensive and alternative administration. Mrs. Turk hired a new vice principal, Ms.
Becerra, with experience in K-12 comprehensive and alternative education. Ms Becerra, also,
has an extensive background in English Language Development.

        Current administration is committed to a positive team-building concept involving all
staff. Staff has agreed to utilize every early release day for collaboration. The first Wednesday
is dedicated for staff meetings, the second for RVHS Leadership team, the third for data analysis,
and the fourth for department meetings. This was a voluntary commitment.

   Students and staff have had consistent leadership for the 2009-10 and 2010-2011 as both



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Mrs. Turk and Ms. Becerra continue to lead the school. The school has experienced a calm and
stable administrative environment.


Construction Finalized
         RVHS is in the final stages of renovation. Building E and Building F have been
modernized and classrooms were equipped with Promethean Boards and projectors. The radio
tower will be installed this spring to finalize the new radio room. The new Science building with
two state of the art laboratories and the school agriculture barn and facility will be complete in
the spring of 2011. This construction is at the far edge of the campus and the disruptions from
on-site construction activities have been intensively minimized. Six portable classrooms have
been replaced and when the Science Facility is complete two more will be replaced. Currently
fifteen teachers have state of the art classrooms. The campus has only four portable classrooms
and the plan is to relocate these teachers as the new building reaches completion. The present
facility has had a profound impact on the school’s learning environment.
Increase in Science and Math Offerings

         RVHS has been able to increase the math and science department staffing by .85
teachers. In the Math Department we currently offer two Algebra Readiness classes, one
Practical Math class, three Algebra classes, three Geometry classes, two Algebra II classes, one
Summative Math class, and one AP Calculus class. In the Science Department we offer one
Biology CP, one Honors Biology, two Ag. Biology CP, two Ag Earth, two Chemistry periods,
and two Physics periods. In 2010-11 two Physics classes, one Floral Horticulture, and one
Algebra 1 course were added to the master schedule. Almost all students in grades 9-11 are
enrolled in a science class and will take an End of Course CST. RVHS staff is participating in a
district wide committee that is researching the adoption of a third year of science as a graduation
requirement with the goal of helping to improve student achievement on standardized tests.
Improved Technology
        RVHS administration and staff have prioritized technology as the number one need on
campus. A 30-station computer lab with a Promethean Board was installed in Building E. A 20
station mini lab was installed in the Media Center. Each classroom in Building F has a teacher
station and three student stations. Building E was equipped this year with teacher stations and
two student stations. All classrooms in Building E & F (12) have Promethean Boards. Active
software continues to provide staff development. In addition, a staff member has received off
campus training and has been provided release time to train other educators. Student access to
technology has greatly improved thus allowing students to manage technology in an effective
manner to complete talk, products, and presentations


       All computers are equipped with Microsoft Office, Accelerated Reader, Accelerated
Math, and Lexia intervention. Internet connectivity is greatly improved.

       The majority of teachers utilize an electronic grade book. Our student information
system (AERIES) interfaces with our student data system (SchoolPlan) and teachers have


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immediate access to test scores.

       The district and school web page continues to provide updated information on teachers
and school activities to our families. The district also purchased ConnectEd (an auto-dialer
system) that allows us to communicate with parents on a regular basis and in case of
emergencies. Our Booster Club has recently purchased an Electronic Marquee to continue
improving our means of communication with the community.


Ongoing Staff Development
        RVHS contracted with a consultant from San Joaquin County Office of Education to
provide twenty days of training and coaching for teachers. Structures and Strategies focus on
academic success for all students. Key concepts taught are activating prior knowledge,
contextualizing, teaching academic vocabulary, and structured interaction. This was 5 days of
staff development and the remaining 15 were used to actively observe and model effective
student-to-student interactions.
        Administration has instituted a walk-through form that focuses on student engagement
and provides immediate feedback to teachers.

Student Showcases
        Current administration implemented a Student Showcase in the fall of 2009. The initial
showcase focused on student CST scores. The 198 students that scored proficient or above were
acknowledged and given a $5.00 gift card. The second quarter showcase acknowledged 145
honor roll students and 58 were acknowledged for improvement or outstanding
accomplishments. These students also received $5.00 gift cards. And finally 237 students were
entered into a raffle for an I-Pod and treated to a barbecue lunch for achieving 97% attendance
rates. Showcases continued for semester and third quarter honoring both achievement and
attendance.
        This year’s first Student Showcase acknowledged 240 students who scored proficient or
better on the CST and any students who improved their test score by a level or more. First
quarter Showcase acknowledged 156 Honor Roll students and 55 Teacher’s Choice Award
Winners. Also, 165 students were invited to a 97% Attendance Barbecue. We continue to
acknowledge them with $5.00 gift cards, but have added “Rams Success” bracelets in various
colors to mark the 500, 400, 350, improved levels CST Club.

Future Completion of Science Labs

       RVHS continues to suffer from the lack of well-developed and planned science labs. The
addition of science staff with extensive experience in scientific laboratories has been a positive
addition. All staff looks forward to the completion of the Agriculture Facility that will be
equipped with two scientific labs. RVHS students will benefit greatly with the addition of two
science labs, which will allow all students to access a high quality science curriculum. Staff has
been intensely involved in the development of the building.




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Ongoing Special Education Staff Turnover

        The Special Education staff at RVHS continues to experience intense staff turnover. The
addition of a new Special Education Director with extensive experience has been a distinct
advantage. RVHS has instituted a Learning Center to meet the needs of both special education
and regular education students. Teachers in the Learning Center co-teach academic subjects with
subject specific teachers. They also modify assignments and assist in the planning and grading
of the subject matter. Currently all staff have been willing to experiment with the new model
and provide a better learning opportunity for all students.


Strategic Schooling
        RDUSD administrative staff attended a two-day workshop on Strategic Schooling with
Dennis Parker and Charlotte Knox. All district staff has begun implementation of their goal setting
protocol. All students have done a test chat with instructors of core academic areas. These test chats
have included two-year reviews of data, identification of goals, and plans for how to achieve their
goals, which goals will help them, and how they will celebrate those they have attained.

        In addition, all teachers are instituting standards checks on Fridays. During this time students
and teachers identify the standards that have been both introduced and mastered.

        RVHS has instituted a school wide binder that will house test scores, test chats, and standards
check-offs for all students. RVHS is an AVID site and staff has agreed to implement two other
AVID strategies. All students will be required to take Cornell Notes in all classes and teachers are
introducing and implementing Socratic Seminars school wide. These proven methodologies prepare
all students for college readiness and success in a global society. Our AVID teacher has received
AVID training in a variety of strands for over five years. Again, administration has provided release
time for the instructor to provide staff development to RVHS staff.

C. Implementation and Monitoring of the Plan

        The RVHS Leadership Team, Department Chair Team, the School Site Council, and the
WASC Focus Groups monitor the action plan internally. These teams consist of teachers, team
leaders, administration, counselor, parents, and students. The teams meet on a monthly basis to align
professional development to the action plan, to monitor the implementation of the action plan, and to
suggest mid-course corrections.

      The WASC Focus Groups continue to meet on a monthly basis. Their focus is the successful
implementation of the Action Plan. They study and access the school’s programs and make
recommendations through their efforts.

        The School Site Council meets monthly and considers and approves the allocation of
resources that are depending on categorical funding. The SSC also approves and monitors the Single
Plan for Student Achievement (SPSA), which is integrally connected with the self-study action plan.

        Rio Vista High School Leadership Team and Department Chair teams also meet monthly to
discuss curriculum and school policy.



                                                                                                     19
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       The RVHS WASC self-study Action Plan correlates and demonstrates compatibility with
RVHS’ SPSA. Through RVHS’s self-study process in 2009 it was determined that three major
growth areas would become the focus for the 2011 Revisit.

Growth Area 1: IMPROVE COMMUNICATION BETWEEN THE school, DISTRICT, PARENTS, AND COMMUNITY.
Growth Area 2: PROVIDE RVHS WITH A FUNCTIONAL AND EFFECTIVE TECHNOLOGY AND COMPUTER
SYSTEM.
Growth Area 3: RVHS WILL IMPLEMENT A PROVEN DATA ANALYSIS SYSTEM TO DRIVE INSTRUCTIONAL
PRACTICES AND TO IMPROVE STUDENT ACHIEVEMENT IN ENGLISH/LANGUAGE ARTS, ALGEBRA I, SOCIAL
SCIENCE, AND SCIENCE.

       The 2009 visiting team identified the following critical areas:

      Develop a staff development plan
      Align Action Plan with School Plan for Student Achievement
      Improve data analysis as a basis for instructional improvement
      Align curriculum with state content standards
      Review the value of combining curricular departments
      Align the California Partnership Academy career pathways
      Develop a Technology Plan




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    D. Schoolwide Action Plan Progress

Growth Area 1: Improve communication between the school, district, parents, and community.

Goal 1: Communication between the school site, the district and the parent and community will
be enhanced. This goal will be measured by a survey given to all of these groups in the fall and
another given in the spring.

Rationale: Better communication between parents and the school will help create a stronger
support system in achieving school goals. Parents need to feel that the school is open and
accessible to them and that they are participants in their children’s education

Growth: The spring survey will indicate an overall approval rate of at least 75% in the first year
and overall approval rate of 90% in the second year with at least 50% of families responding

ESLRs Addressed: Skillful Communications: convey coherent messages verbally and in
writing; receive and interpret the messages of others; establish and accomplish effective
communication through collaborative processes


Steps                  Date     Report on Progress
1 Determine type
of survey to be
given: online,
paper, or
combination
a. Select survey       Fall     Instrument selected and distributed both by phone and mail. Phone
instrument             2009     process (auto-dialer) was most productive.
b. Determine how                Decision reached.
survey will be
tabulated
c. Specify specific             Surveys refined and completed. Surveys were mailed home in the
dates in the fall of            fall of 2009 and the spring of 2010. The initial survey met limited
2009 and spring of              results. Only 25% of the parents responded, but of those who did
2010 for survey to              respond, 84% of the parents indicated they had good-to-adequate
be given.                       communication with the school.
                                The planned spring survey was not done.
d. Print and/or put    Fall     2 surveys have been completed online:
surveys online, with   2010
appropriate                     Question                                   Fall 2010     Winter
instructions (Staff)            2010
                                The district feels that the site
                                administrator and personnel                Yes           Yes
                                are timely in the district
                                request for information .




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                                  The site completes all reports               100%          100%
                                  on time and accurately

                                  The district prefers to communicate
                                  with the site administration
                                  and staff by:                               Email
                                                                              Voicemail
                                                                              Memo
                                                                              In person

e. Administrator      Fall        Surveys done in both English and Spanish and completed and
survey to parents     2010        tabulated. 50% of parents responded. Two questions were asked.
utilizing the
automatic dialer                  Questions 1: Are you able to contact your child’s teacher by
                                  phone or email for appointments.
                                          96% of English speaking parents said yes
                                          74% of the Spanish speaking parents said no
                                  Question 2: Does the school inform you of major events, testing
                                  dates, athletic schedules, school policies, rules, students’
                                  expectations, scholarships, financial aid, free and reduced lunch
                                  applications?
                                          53% of English speaking parents said yes
                                          72% of Spanish speaking parents said yes
f. Determine what     Fall 2010   After analyzing the information yielded by the survey, it was
changes should be                 decided to recalibrate the survey questions to give us more target-
made based on                     specific data.
survey results
g. Make appropriate   Winter      Update the survey so that when it is given in the Spring it will
changes based on      2010        yield better information.
survey results
2. Use school         August      The River Delta Unified School District maintains a web page:
web page for          2010        www.riverdelta.org. Rio Vista High School has a link on the page
community to                      that includes a wide variety of updated forums. RVHS is currently
access school                     in the process of utilizing the journalism class to update all aspects
information                       of RVHS’s web page.
                                  The webpage is current and updated regularly.
3. Parent email       Ongoing     The creation of a parent e-mail database began in the fall of 2009.
data base created                 Monthly newsletters, which included an e-mail address where
and utilized                      parents could input their e-mail address was met with little
                                  moderate success. In the winter of 2010 a dial message sent to
                                  parents requesting their e-mail address was met with little to
                                  moderate success. In the fall of 2010 a listing of staff e-mails was
                                  mailed to parents with student report cards. Besides the staff
                                  directory there was a spot to list parent e-mails, phone numbers,
                                  and emergency contacts. This mailing included a self-address
                                  stamped envelope. This mailing was met with high parent
                                  response. Our current parent e-mail database includes 110
                                  contacts, which is approximately 49% of our families. We


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                                continue to mail the staff directory and request for parent
                                information home with every progress report and report card.
                                Teachers and parents both report to improved communication via
                                e-mail contact.
4.                                   The River Delta Unified School District purchased an
Communication                          automated dialer system in the spring of 2009. Rio Vista
tools                                  High School utilizes the auto dialer to inform parents of
implemented                            upcoming events, ASB activities, athletic events, school
since WASC                             parent/student meetings, detentions, absences, emergency
2009 visit                             purposes, and safety issues. Anywhere between 30-50
                                       dialers are sent per month with over 80% of contacts
                                       listening to full message.
                                     Administration sends out monthly newsletters in English and
                                       Spanish. The newsletter includes school information,
                                       message from the principal, college entrance and
                                       scholarship information, and upcoming events.
                                     Students at RVHS regularly publish the Rams Ear, which is
                                       distributed to students, parents, and community members.
                                     Some school clubs and departments have Facebook accounts
                                       corresponding with the public and alumni on their
                                       activities and upcoming events. RVHS is in the process of
                                       developing a Facebook page for homework.
                                     RVHS Booster Club purchased an installed an electronic
                                       marquee. The marquee is updated weekly and informs
                                       students, parents, and staff of upcoming events. The
                                       marquee is located in a high traffic area of the campus.
                                     Staff committed to 3 arena style conferencing forums to
                                       better communicate with parents. All teachers report to the
                                       gym for two-hour blocks. Parents are both invited and
                                       encouraged to attend the arena and speak one on one with
                                       their child’s teachers. Arena conferences were held in
                                       September, November, an additional one will be held in
                                       March.




Summary of findings: As a result of the efforts instituted since the last WASC visit,
communication between the school site, the district office, and the community has been
enhanced. The auto dialer has yielded the most positive results. Parent attendance at the arena
conferences has improved.

Areas for Follow Up:

      Continue refining survey process to enhance the quality of the data

      Improve communication between the school and non-English speaking parents


                                                                                                  23
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                 24
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Growth Area 2: Provide RVHS with a functional and effective technology and computer
system

Goal 2: RVHS will utilize a functional and effective technology and computer system
throughout the school to assist the faculty and students in meeting their academic and
technological needs, education, and growth. Students and faculty will be asked periodically (at
least 3 times) during the school year to indicate on a five point scale the extent to which
technology is being used effectively.

Rationale: “Research shows that the kind of active learning necessary to master principles and
concepts and explain student work is easier to implement in a technology-rich environment
where students have a rich array of information to work with 9rather than only preselected,
quality filtered textbook content), and when technology-based tools such as databases, analytic
software, and composition software help them to extract understanding from information
(Becker, 2000).

Growth target: All students and faculty will average a score of 3 or higher by the spring of
2010

ESLRs Addressed: Technology Users: manage technology in an effective manner to complete
a task, product or presentation; select and use a variety of technologies.


Steps                             Date     Report on Progress
1. Each classroom will be                  All classrooms in Building E have one designated computer for
equipped with a computer and               teachers and two for students, and a Promethean Board and
peripherals                                projector. Building E also houses a 30-station computer lab.
                                           The theater is equipped with an LCD monitor and sound and
                                           lighting systems. All classrooms in Building F have a
                                           designated computer for teacher and three for students, a
                                           Promethean Board and projector. In addition Building F houses
                                           a new and updated Radio Station with state of the art
                                           technology. The current Agriculture Building has a mini lab
                                           with 6 machines that access all school wide software in addition
                                           to software relating to agricultural studies. The new Agriculture
                                           and Science Building will be equipped with teacher and student
                                           computers, Promethean Boards, projectors, and teacher
                                           instructional stations. The media center has been updated to a
                                           20-station student computer lab for access before, during, and
                                           after school. Staff has identified a need to improve technology
                                           in the Industrial Arts Building. Computers and software to
                                           address drafting and Computer Assisted Design (Cad) is
                                           needed.

2. Purchase software based on              RVHS has a multitude of software based on department needs


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Draft 12.28.10

needs assessment completed by        and the recommendation of the advisors. Currently, Microsoft
departments                          Office is installed on all machines. These include Word, Excel,
                                     and PowerPoint. The network utilizes Internet Explorer,
                                     Firefox, and Safari as browsers. Computer labs have Lexia, a
                                     web-based remedial software program that is utilized by at-risk
                                     and special education students. Odyssey, a web-based program,
                                     is available for both credit recovery and CAHSEE prep classes.
                                     RVHS has purchased a web-based site license for Renaissance
                                     learning. Staff uses STAR Reading and STAR Math to access
                                     current student levels of performance. All English classes and
                                     Special Education classes use Accelerated Reader and
                                     Accelerated math to supplement State-adopted curriculum. All
                                     teacher computers access Outlet for their calendar and email
                                     needs.
3. Update Media Center lab           The Media Center has been equipped with twenty computers on
                                     a thin client network. The computers access all available
                                     software at RVHS. The addition of a Media Center Computer
                                     lab has increased student access to technology before, during,
                                     and after school.
4. Tech training for staff           RVHS staff has received three trainings on Promethean Boards.
                                     Active Ware software staff development was initially brought to
                                     staff in the fall of 2009 and the spring of 2010 to train staff of
                                     utilization of Promethean Boards. While this was a good
                                     introduction, staff determined that more individual training was
                                     needed. A current staff member has attended various
                                     ActiveWare trainings and is able to provide small group and
                                     individual trainings. In the spring of 2010 and again in the fall
                                     of 2010 the trained teacher was released from class to train
                                     RVHS staff members during their prep period.

                                     In addition, training on SchoolPlan (data analysis) and WebPro
                                     (RVHS web page) is provided during staff meetings and
                                     collaborations.
5. Develop and administer a          To accomplish this component of the goal it was essential to have the
survey that will provide exact       necessary technology in place on campus. Now that this is in place
areas of technological needs         work will be expedited and should be completed by the spring of
                                     2011.
a. Develop 5-point scale             A 5 point scale has been developed and will be distributed to
                                     students and staff in the winter of 2010.
b. Determine how results will be     Results will be tabulated utilizing an electronic scanner
tabulated
c. Specify dates in the fall and     All of this will be done beginning in the Spring of 2011
winter of 2009 and spring 2010 for
survey to be given
d. Print and/or put 5-point scale
online, with appropriate
instructions



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e. Tabulate results and analyze
findings
f. Determine what changes should
be made, based on tabulated results
g. Make appropriate changes based
on tabulated results
h. Print and/or put 5-point scale
online, with appropriate
instructions
i. Make appropriate changes based
on tabulated results
j. Print and/or put 5-point scale
online, with appropriate
instructions
k. Make appropriate changes based
on tabulated results




Summary of Findings: Technology at RVHS has improved. The school staff and School Site
Council are committed to provide a fully functioning technology component with the support
necessary to operate efficiently. The technology survey will be critical in the continual
development of technology at RVHS.

Areas for Follow-Up:

       Complete Step 5

       Draft a plan that addresses the areas of needs revealed by the survey




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Growth Area 3: RVHS will implement a proven data analysis system to drive instructional
practices and to improve student achievement in English/Language Arts, Algebra I, Social Science,
and Science.



Goal 3: RVHS will implement a proven data analysis system to drive instructional practices and
to improve student achievement in English/Language Arts

Rationale: Although students are making incremental improvement in standardized test taking,
there needs to be greater improvement to meet state mandated targets

Growth: Student achievement will be measured by improvement in STAR/CST results each
spring. School-wide: Increase by 10% the number of students in the Advanced/Proficient levels
and decrease by 10% the percentage of students in the BelowBasic/Far Below Basic levels.
Socio-economically Disadvantaged: Increase by 10% the number of students in the
Advanced/Proficient levels and decrease by 10% the percentage of students in the
BelowBasic/Far Below Basic levels. Special Education: Increase by 10% the number of
students in the Advanced/Proficient levels and decrease by 10% the percentage of students in the
BelowBasic/Far Below Basic levels.

ESLRs Addressed: Skillful Communications: convey coherent messages verbally and in
writing; receive and interpret the messages of others; establish and accomplish effective
communication through collaborative processes


Steps                Date       Report on Progress


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Draft 12.28.10

1. Review CST         On-            Word Analysis and Vocabulary and Reading
cluster and           going             Comprehension are a strength area.
CAHSEE results                       Clusters targeted for growth are: Literary Response
to identify
                                        and Analysis and Written Conventions and Writing
strengths and
growth areas in                         Strategies.
ELA.                                 83% of RVHS sophomores passed the CAHSEE ELA.
                                     76% of RVHS sophomores passed the CAHSEE Math.
                                     Integrated CAHSEE preparation into English Language
                                        Development and Special Education classes.
                                     Offer CAHSEE Prep class to all 11th & 12th grade
                                        students not passing the exam.
                                     Administer a mock CAHSEE exam to all 9th grade
                                        students during the STAR testing window. Results
                                        from exam are used to target potential 10th grade
                                        students into preparation classes.
2. Develop            Fall      Three years of Student Performance Data (located in Appendix)
departmental goals    2009-10   indicate:
related to specific                  50% of 9th graders scoring Proficient or above in ELA.
areas of need
                                     50% of 10th graders scoring Proficient or above in ELA.
found in data
analysis                             Significant decline in 11th graders scoring Proficient or
                                        above in ELA.
                                     25% of all students are scoring Below Basic and Far Below
                                        Basic in ELA.
                                     Socio-economically Disadvantaged, Special Education, and
                                        English Language Learners continue to lag behind the all
                                        student and white student population.

                                Department Goals:
                                    Standards based textbooks, exams, and assignments.
                                    District wide ELA collaboration
                                    Four quarter district benchmark assessments

3. Identify           Fall            Target students identified (Appendix)
students in the       2010            Student conferences and goal setting
FBB and BB
                                      Staff in process of identifying strategic standards
proficiency levels
                                   
4. Refine common      Fall            Course outlines reviewed and revised
pacing and            2009            Pacing guides updates
sequencing            Fall            Quarterly benchmark assessments revised
                      2010            Benchmark data analysis and collaboration (Appendix)
                      On-
                      going
5. Create common      On-           Common Final Exam Reviews/Final Exams refined yearly
exams for             going         District collaboration with ELA teachers has resulted in the
literature                            identification of appropriate supplemental novels


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6. Develop            Fall         75% of staff trained and utilizing Expository Reading
successful lessons    2009           and Writing Course developed by the California State
and practices for     Fall           University Early Assessment Program task force
writing               2010
conventions           On-          Principles include:
                      going
                                   Integration or interactive reading and writing process
                                   Rhetorical approach to texts that fosters critical
                                      thinking
                                   Materials and themes that engage student interest and
                                      provide a foundation for principled debate and
                                      argument
                                   Classroom activities designed to model and foster
                                      successful practices of fluent readers and writers
                                   Research-based methodologies with a consistent
                                      relationship between theory and practice
                                   Built-in flexibility to allow teachers to respond to varied
                                      students’ needs and instructional contexts
                                   Alignment with ELA Content Standards


                                   Continued staff development identified as an area of
                                     need

7. Incorporate test   Fall 2010    Test released questions used as reference in creating
taking skills and     On-going       benchmark assessments
strategies through                 Staff development in unwrapping test release questions
the use of CST
                                   Warm-up activities included in all classes
released questions
on tests and warm-
ups
8. Emphasize re-      Winter       Quarter 1 and 2 benchmarks analyzed to determine areas of
teaching and spiral   2010           weakness
reviews of skills     On-          Pacing guides have built in reviews
                      going        Academic Testing Vocabulary instituted
9. Learn and          August       Year 2 Structures and Strategies: activating prior
utilize               2010           knowledge, contextualization, teaching academic
engagement and        On-            vocabulary, and structured interaction
formative             going        Teacher share, reflect, and collaborate with staff
assessment                           development coach
strategies
10. Provide           Fall           Year 2 Accelerated Reader and STAR Diagnostic
Reading               2009           All students have ZPD and reading goals
Intervention          Fall           Computer based intervention: Lexia and Odyssey
courses as            2010           ELD period with state adopted text


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needed               Ongoing         CAHSEE Preparatory class
11. Involve all      Fall            School-wide implementation of Socratic Seminars, Cornell
departments in       2009              Note-taking, and Critical Reading
emphasizing          Fall            Implementation of Expository Reading and Writing
Writing Reading      2010            Cross curricular lesson planning with Social Science staff
across the           On-
curriculum           going




Summary of findings: Ensuring the success of all students in ELA and ELA remediation is an
ongoing task. Subgroups of Special Education, Socio-economically disadvantaged, and English
Language Learners continue to lag behind the categories of all and white students. Ongoing staff
development in active student engagement has occurred for the past two years and needs to
continue

Areas for Follow Up:

      Continue to analyze data and collaborate with colleagues

      Continue effort to provide reading remediation

      Train all staff and cross-curricular staff in Expository Reading and Writing course

      Continue Structures and Strategies staff development



Growth Area 3: RVHS will implement a proven data analysis system to drive instructional
practices and to improve student achievement in English/Language Arts, Algebra I, Social Science,
and Science.



Goal 4: RVHS will implement a proven data analysis system to drive instructional practices and
to improve student achievement in Algebra I

Rationale: Although students are making incremental improvement in standardized test taking,
there needs to be greater improvement to meet state mandated targets

Growth: Student achievement will be measured by improvement in STAR/CST results each
spring. School-wide: Increase by 10% the number of students in the Advanced/Proficient levels
and decrease by 10% the percentage of students in the BelowBasic/Far Below Basic levels.
Socio-economically Disadvantaged: Increase by 10% the number of students in the
Advanced/Proficient levels and decrease by 10% the percentage of students in the


                                                                                                31
Draft 12.28.10


BelowBasic/Far Below Basic levels. Special Education: Increase by 10% the number of
students in the Advanced/Proficient levels and decrease by 10% the percentage of students in the
BelowBasic/Far Below Basic levels.

ESLRs Addressed: Skillful Communications: convey coherent messages verbally and in
writing; receive and interpret the messages of others; establish and accomplish effective
communication through collaborative processes


Steps                 Date      Report on Progress
1. Review CST         On-            Number Properties are a strength area.
cluster and           going          Clusters targeted for growth are: Graphing Systems of
CAHSEE results                          Equations
to identify
strengths and
                                     76% of RVHS sophomores passed the CAHSEE Math.
growth areas in                      Integrated CAHSEE preparation into English Language
Algebra.                                Development and Special Education classes.
                                     Offer CAHSEE Prep class to all 11th & 12th grade
                                        students not passing the exam.
                                     Administer a mock CAHSEE exam to all 9th grade
                                        students during the STAR testing window. Results
                                        from exam are used to target potential 10th grade
                                        students into preparation classes.
2. Develop            Fall      Three years of Student Performance Data (located in Appendix)
departmental goals    2009-10   indicate:
related to specific                  Small percentages of 9th grade students achieving
areas of need                           proficiency. In 2008 3% of 9th grade students were
found in data
                                        proficient or above. In 2009 7% of 9th grades students
analysis
                                        were proficient or above. And in 2010 16% of 9th grade
                                        students were proficient or above
                                     Socio-economically Disadvantaged, Special Education, and
                                        English Language Learners continue to lag behind the all
                                        student and white student population.

                                Department Goals:
                                    Standards based textbooks, exams, and assignments.
                                    District wide Math collaboration with feeder schools
                                    Four quarter district benchmark assessments

3. Identify           Fall          Target students identified (Appendix) and mentors assigned
students in the       2010          Student conferences and goal setting
FBB and BB
                                    Staff in process of identifying strategic standards
proficiency levels
4. Refine common      Fall          Course outlines reviewed and revised
pacing and            2009          Pacing guides updates
sequencing            Fall          Quarterly benchmark assessments revised


                                                                                              32
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                     2010          Benchmark data analysis and collaboration (Appendix)
                     On-
                     going
5. Create common Fall              Common Final Exam Reviews/Final Exams refined yearly
semester final       2009          District collaboration with all Algebra teachers
exams                Fall
                     2010
                     On-
                     going
6. Target students Fall            Algebra Readiness class created at RVHS and middle
for Algebra          2009            school
tutorial class based Fall          Target students identified by teacher collaboration
on need              2010          Algebra B class fazed out.
                     On-
                     going

7. Provide            Fall 2010    Algebra Readiness class scheduled at RVHS and middle
Algebra tutorial      On-going       school
class
8. Incorporate test   Fall 2010    Test released questions used as reference in creating
taking skills and     On-going       benchmark assessments
strategies through                 Staff development in unwrapping test release questions
the use of CST
released questions
                                   Warm-up activities included in all classes
on tests and warm-
ups
9. Emphasize re-      Winter       Quarter 1 and 2 benchmarks analyzed to determine areas of
teaching and spiral   2010           weakness
reviews of skills     On-          Pacing guides have built in reviews
                      going        Math Boot Camp scheduled for Spring 2011
10. Learn and         August       Year 2 Structures and Strategies: activating prior
utilize               2010           knowledge, contextualization, teaching academic
engagement and        On-            vocabulary, and structured interaction
formative             going        Teacher share, reflect, and collaborate with staff
assessment                           development coach
strategies
11. Develop a list Winter          Begin process
of common           2011
vocabulary terms
to be taught in all
classes:
emphasize
vocabulary
instruction to
increase student
understanding
12. Analyze         Winter         New Algebra Teacher


                                                                                             33
Draft 12.28.10


semester grades      2011            Semester grades are compared with Benchmark
for students in      On-               assessments to insure student achievement in
Algebra              going             classroom correlates with student achievement on
                                       the CST’s
13. Investigate                      Vertical collaboration with feeder school
structures and                       Algebra Readiness text adopted
programs to re-                      Algebra Readiness class scheduled
design Algebra                       Elimination of Algebra A & B
program as                           Algebra I class scheduled
necessary
14. Develop                          Special Education staff in conjunction with subject content
Learning Study                         teachers will implement a CST Boot Camp
Team to develop                      Two groups of students will be targeted: 1) Below or Far
pilot lessons                          Below Basic, and 2) Basic students.
utilizing various                    Camps will focus on engagement strategies to understand
engagement                             vocabulary and develop good test taking strategies
strategies




Summary of findings: Ensuring the success of all students in Math and Math remediation is an
ongoing task. Subgroups of Special Education, Socio-economically disadvantaged, and English
Language Learners continue to lag behind the categories of all and white students. Ongoing staff
development in active student engagement has occurred for the past two years and needs to
continue

Areas for Follow Up:

      Continue to analyze data and collaborate with colleagues

      Continue effort to provide Algebra remediation

      Complete Step 11

    Continue Structures and Strategies staff development




Growth Area 3: RVHS will implement a proven data analysis system to drive instructional
practices and to improve student achievement in English/Language Arts, Algebra I, Social Science,
and Science.




                                                                                                34
Draft 12.28.10


Goal 5: RVHS will implement a proven data analysis system to drive instructional practices and
to improve student achievement in Social Science.

Rationale: Although students are making incremental improvement in standardized test taking,
there needs to be greater improvement to meet state mandated targets

Growth: Student achievement will be measured by improvement in STAR/CST results each
spring. School-wide: Increase by 10% the number of students in the Advanced/Proficient levels
and decrease by 10% the percentage of students in the BelowBasic/Far Below Basic levels.
Socio-economically Disadvantaged: Increase by 10% the number of students in the
Advanced/Proficient levels and decrease by 10% the percentage of students in the
BelowBasic/Far Below Basic levels. Special Education: Increase by 10% the number of
students in the Advanced/Proficient levels and decrease by 10% the percentage of students in the
BelowBasic/Far Below Basic levels.

ESLRs Addressed: Skillful Communications: convey coherent messages verbally and in
writing; receive and interpret the messages of others; establish and accomplish effective
communication through collaborative processes


Steps                 Date      Report on Progress
1. Review CST         On-          World History
cluster and           going            5 reporting clusters range from 53-58% scoring
CAHSEE results                            proficient or better
to identify                        US History
strengths and
growth areas in                        5 reporting clusters range from 47-57% scoring
Social Science.                           proficient or better

 2. Develop           Fall      Three years of Student Performance Data (located in Appendix)
departmental goals    2009-10   indicate:
related to specific   On-            Less then 40% of students score proficient or better on
areas of need         going             World History and US History CST’s.
found in data
analysis.
                                     Socio-economically Disadvantaged, Special Education, and
                                        English Language Learners continue to lag behind the all
                                        student and white student population.

                                Department Goals:
                                    Standards based textbooks, exams, and assignments.
                                    District wide Social Science collaboration
                                    Four quarter district benchmark assessments

3. Identify           Fall          Target students identified (Appendix) and mentors assigned
students in the       2010          Student conferences and goal setting
FBB and BB
                                    Staff in process of identifying strategic standards
proficiency levels


                                                                                             35
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4. Refine common      Fall           Course outlines reviewed and revised
pacing and            2009           Pacing guides updates
sequencing            Fall           Quarterly benchmark assessments revised
                      2010           Benchmark data analysis and collaboration (Appendix)
                      On-
                      going
5. Create common      Fall         Common Final Exam Reviews/Final Exams refined yearly
semester final        2009         District collaboration with all Social Science teachers
exams                 Fall
                      2010
                      On-
                      going
6. Incorporate test   Fall 2010    Test released questions used as reference in creating
taking skills and     On-going       benchmark assessments
strategies through                 Staff development in unwrapping test release questions
the use of CST
released questions
                                   Warm-up activities included in all classes
on tests and warm-
ups
7. Emphasize re-      Winter       Quarter 1 and 2 benchmarks analyzed to determine areas of
teaching and spiral   2010           weakness
reviews of skills     On-          Pacing guides have built in reviews
                      going        CST Boot Camp scheduled for Spring 2011
8. Learn and          August       Year 2 Structures and Strategies: activating prior
utilize               2010           knowledge, contextualization, teaching academic
engagement and        On-            vocabulary, and structured interaction
formative             going        Teacher share, reflect, and collaborate with staff
assessment                           development coach
strategies
9. Develop a list     Winter       In process
of common             2011
vocabulary terms
to be taught in all
classes:
emphasize
vocabulary
instruction to
increase student
understanding
10. Analyze           Winter
semester grades       2011         Semester grades are compared with Benchmark
for students in       On-             assessments to insure student achievement in
Social Science        going           classroom correlates with student achievement on
                                      the CST’s
11. Investigate                    Vertical collaboration with feeder school
structures and                     Institute Socratic Seminars to improve student interaction



                                                                                             36
Draft 12.28.10


programs to re-                     Cornell Note Taking strategies to ensure all students access
design Social                         the curriculum
Science program
as necessary
12. Develop                         Special Education staff in conjunction with subject content
Learning Study                        teachers will implement a CST Boot Camp
Team to develop                     Two groups of students will be targeted: 1) Below or Far
pilot lessons                         Below Basic, and 2) Basic students.
utilizing various                   Camps will focus on engagement strategies to understand
engagement                            vocabulary and develop good test taking strategies
strategies




Summary of findings: Ensuring the success of all students in Social Science is ongoing task.
Subgroups of Special Education, Socio-economically disadvantaged, and English Language
Learners continue to lag behind the categories of all and white students. Ongoing staff
development in active student engagement has occurred for the past two years and needs to be
continued

Areas for Follow Up:

      Continue to analyze data and collaborate with colleagues


      Complete Step 11

    Continue Structures and Strategies staff development




                                                                                               37
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Growth Area 3: RVHS will implement a proven data analysis system to drive instructional
practices and to improve student achievement in English/Language Arts, Algebra I, Social Science,
and Science.

Goal 6: RVHS will implement a proven data analysis system to drive instructional practices and
to improve student achievement in Science.

Rationale: Although students are making incremental improvement in standardized test taking,
there needs to be greater improvement to meet state mandated targets

Growth: Student achievement will be measured by improvement in STAR/CST results each
spring. School-wide: Increase by 10% the number of students in the Advanced/Proficient levels
and decrease by 10% the percentage of students in the BelowBasic/Far Below Basic levels.
Socio-economically Disadvantaged: Increase by 10% the number of students in the
Advanced/Proficient levels and decrease by 10% the percentage of students in the
BelowBasic/Far Below Basic levels. Special Education: Increase by 10% the number of
students in the Advanced/Proficient levels and decrease by 10% the percentage of students in the
BelowBasic/Far Below Basic levels.

ESLRs Addressed: Skillful Communications: convey coherent messages verbally and in
writing; receive and interpret the messages of others; establish and accomplish effective
communication through collaborative processes


Steps                 Date      Report on Progress
1. Review CST         On-          Science
cluster and           going            Less then 35% of students score Proficient or
CAHSEE results                            better in Life Science
to identify
                                       Less then 32% of students score Proficient or
strengths and
growth areas in
                                          better in Biology
Social Science.                        Less then 27% of students score Proficient or
                                          better in Chemistry
                                       Less then 27% of students score Proficient or
                                          better in Earth Science

 2. Develop           Fall      Three years of Student Performance Data (located in Appendix)
departmental goals    2009-10   indicate:
related to specific   On-            Lack of consistency in student and curriculum schedules
areas of need         going             leading to poor performance on both formative and


                                                                                                38
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found in data                           summative assessments
analysis.                             Lack of science lab facilities resulting in a down trend in
                                        CST scores.

                                  Department Goals:
                                      Re-organization of Science Department
                                      Increase 3-year science requirement
                                      Green Energy Pathway established
                                      Sequence of science classes
                                         9th: Earth Science
                                         10th: Biology or Honors Biology, Intro Green Energy
                                         11th: Honors Biology, Chemistry, Physics, Green Energy
                                         ROP
                                         12th: Honors Biology, Chemistry, Physics, Physiology, AP
                                         Chemistry, Green Energy ROP
                                      Standards based textbooks, exams, and assignments.
                                      District wide Social Science collaboration
                                      Four quarter district benchmark assessments

3. Identify           Fall            Target students identified (Appendix) and mentors assigned
students in the       2010            Student conferences and goal setting
FBB and BB
                                      Staff in process of identifying strategic standards
proficiency levels
4. Refine common      Fall              Course outlines reviewed and revised
pacing and            2009              Pacing guides updates
sequencing            Fall              Quarterly benchmark assessments revised
                      2010              Benchmark data analysis and collaboration (Appendix)
                      On-
                      going
5. Create common      Fall            Common Final Exam Reviews/Final Exams refined yearly
semester final        2009            District collaboration with all Social Science teachers
exams                 Fall
                      2010
                      On-
                      going
6. Incorporate test   Fall 2010       Test released questions used as reference in creating
taking skills and     On-going          benchmark assessments
strategies through                    Staff development in unwrapping test release questions
the use of CST
released questions
                                      Warm-up activities included in all classes
on tests and warm-
ups
7. Emphasize re-      Winter          Quarter 1 and 2 benchmarks analyzed to determine areas of
teaching and spiral   2010              weakness
reviews of skills     On-             Pacing guides have built in reviews
                      going           CST Boot Camp scheduled for Spring 2011


                                                                                                     39
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8. Learn and          August        Year 2 Structures and Strategies: activating prior
utilize               2010            knowledge, contextualization, teaching academic
engagement and        On-             vocabulary, and structured interaction
formative             going         Teacher share, reflect, and collaborate with staff
assessment                            development coach
strategies
9. Develop a list     Winter        In process
of common             2011
vocabulary terms
to be taught in all
classes:
emphasize
vocabulary
instruction to
increase student
understanding
10. Analyze           Winter
semester grades       2011          Semester grades are compared with Benchmark
for students in       On-              assessments to insure student achievement in
Science               going            classroom correlates with student achievement on
                                       the CST’s
11. Investigate       On-      In process:
structures and        going         Counseling Department met with all 9th-11th students not
programs to re-                        enrolled in science class in the fall of 2010
design Science                      Resulted in over 90% of students in 9th-11th grades enrolling
program as                             in science class
necessary                           3-year science requirement adopted for 2011-12 school year
12. Develop           On-           Special Education staff in conjunction with subject content
Learning Study        going            teachers will implement a CST Boot Camp
Team to develop                     Two groups of students will be targeted: 1) Below or Far
pilot lessons                          Below Basic, and 2) Basic students.
utilizing various                   Camps will focus on engagement strategies to understand
engagement                             vocabulary and develop good test taking strategies
strategies




Summary of findings: Ensuring the success of all students in Science is ongoing task.
Subgroups of Special Education, Socio-economically disadvantaged, and English Language
Learners continue to lag behind the categories of all and white students. Ongoing staff
development in active student engagement has occurred for the past two years and needs to be
continued

Areas for Follow Up:



                                                                                               40
Draft 12.28.10


      Continue to analyze data and collaborate with colleagues


      Complete Step 11

    Continue Structures and Strategies staff development




   E. Critical Areas for Follow up

        As a result of the WASC visit in May of 2009, the RVHS Action Plan was revised by
integrating the seven Critical Areas into various sections of the Plan. For review, the WASC
Critical Areas and their alignment to each section of the action plan is as follows:

   1. Staff Development Plan

       Following new administration in the fall of 2009, the Leadership Team has added new
       and meaningful Staff Development that addresses school wide goals and best teaching
       practices. Prior staff development included:
            Benchmark Assessments-Development, Implementation, and Application
            Promethean Active Classroom Training
            SchoolPlan management System Training
            Data Analysis Training
            Guided Language Acquisition Development (GLAD) training
            Response to Intervention Training
            Providing differentiated instruction to ELL students

       During the 2009-2011 school years the following staff development trainings have been
       or are scheduled to be implemented:

                Year 1 and Year 2 Structures and Strategies Modeling and Coaching
                Strategic Schooling


                                                                                               41
Draft 12.28.10


                CSU Expository Reading and Writing Course
                AVID Training
                School-wide AVID Training (Cornell Note Taking, Socratic Seminars, Critical
                 Reading).
                Special Education
                EDGE (ELD) curriculum training

   2. Align the Action Plan with the School Site Plan.

       The 2008-09 School Site President took an active role in the development and alignment
       of the WASC Action Plan with the School Single Plan for Achievement. The goals were
       aligned as closely as possible and financial support was identified in the School Site Plan
       to ensure that the WASC Action Plan could be implemented. The 2009-10 School Site
       Council and current 2010-11 President and councils worked closely with the principal to
       ensure that the site plans reflect the WASC Action Plan items.

   3. Improve Data Analysis as a basis for instructional improvement.

       Since 2008 quarterly benchmark assessments in all core academic areas and some
       elective areas have been given and will continue to be administered on a nine-week
       interval system. Teachers are provided with immediate feedback via the SchoolPlan data
       management system and can adjust their curriculum as necessary to ensure all students
       are meeting or exceeding the standards. Teachers received training on the use of
       SchoolPlan and have been provided with personal logins and passwords to allow them to
       analyze data not only from local benchmarks but from state testing as well.
       In the 2010-11 school year all members of core academic subjects were provided with
       release time to meet district-wide to revise pacing charts, aligning benchmark questions,
       incorporating calendars to California Standards Tests and district curriculum.

   4. Align curriculum to state content standards.

       Course outlines in the core content areas have been developed and approved by the
       district Board of Trustees. These outlines include state content standards, benchmarks,
       and ESLR alignment. All content areas have developed benchmark assessment for all
       four quarters. All benchmark assessments have been entered into SchoolPlan. The
       results of the benchmark assessments are also immediately available upon being entered
       into the system and teachers have been trained on how to access the results. Teachers
       meet on several occasions throughout the year to make revisions and improvement to the
       benchmark assessments based on student performance.

   5. Given the size of the school, review the value of combining curricular departments.

       In 2008 Interdisciplinary teams were developed through the use of Focus Groups formed
       on the basis of the WASC criteria. These groups have continued to function even after
       the 2008 WASC visit was completed. These Focus Groups have meet monthly beginning
       in 2009 and continue to the present.


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Draft 12.28.10


       An instructional leadership team has been developed and consists of administration,
       teachers, and counselors. This team meets monthly to discuss school policy and ongoing
       improvements. Department Chairs meet together quarterly to discuss goals and integrate
       interdisciplinary academics. Department Chairs meet with their individual department
       members twice quarterly.

   6. Align the California Partnership Academy career pathways.

       Shortly after the WASC visit in 2007, the Career Pathways teachers, the counselor, and
       administration made an appointment with the California Department of Education
       Academy personnel and rigorously reviewed the requirements and components of the
       California Partnership Academy. It was determined that the small size of RVHS was not
       conducive to an Academy approach. RVHS withdrew from the California Partnership
       Academy in June of 2008.
       Administration and district office personnel are currently working with Sacramento
       Count Regional Occupation Program to institute a “Renewable Energy” program
       supported by EnXco (a wind energy company).

   7. Technology Plan

       A site technology plan has been developed and aligned with the district technology plan.
       The plan incorporates all components identified during the last WASC visit. The
       following technology is available at RVHS:

                30-station computer lab in Building E
                Promethean Boards installed in Building E classrooms
                Teacher machine and 2 student machines in Building E classrooms
                Printers in Building E classrooms
                20 station computer lab in Media Center
                Promethean Boards installed in Building F classroom
                Teacher machine and 3 student machines in Building F classrooms
                Teacher printers and networkable printers in Building F classrooms
                6-station mini lab in Agriculture Building
                Microsoft Office on all school machines
                Web based software installed (Lexia, Odyssey, STAR Reading, STAR Math,
                 Accelerated Reader, Accelerated Math).
                Improved Bandwidth, technology, and identified technological support.




                                                                                             43
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                 Appendix




                            44
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                                 Student Performance Data

      Table 1: English Language Arts
      Table 2: General Mathematics
      Table 3: Algebra I
      Table 4: Geometry
      Table 5: Algebra II
      Table 6: Summative High School Math (Grades 9-11)
      Table 7: World History
      Table 8: U. S. History
      Table 9: Science (Grade 5, Grade 8, and Grade 10 Life Science)
      Table 10: Biology/Life Sciences
      Table 11: Chemistry
      Table 12: Earth Science




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Table 1: Academic Performance– ELA


                                      All Students                 All Students                 All Students
                                        Grade 9                     Grade 10
Student Academic Performance                                                                     Grade 11
                               2008      2009        2010   2008      2009        2010   2008      2009        2010
    Percent at or above
                           %    52        56          56     53        43          49     45        52          35
             Proficient
       Percent at Basic    %    28        18          17     26        32          28     27        23          29
Percent at Below Basic     %    10        16          15     14        8           14     20        14          15
  Percent at Far Below
                           %    10        10          11     7         17          9      8         13          21
                  Basic
                           %   100        100        100    100        100        100    100        100        100



Student Academic Performance   Students by Disability       Students by Disability       Students by Disability




                                                                                                                      46
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                                       Grade 9                   Grade 10
                                                                                            Grade 11
                               2008      2009    2010    2008      2009     2010   2008      2009      2010
   Percent at or above
                           %    0         21      23      *         *        25     19         *        *
            Proficient
      Percent at Basic     %
Percent at Below Basic     %
  Percent at Far Below
                           %
                  Basic
                           %   100       100      100    100       100      100    100        100      100



                                 Socio-Economically        Socio-Economically        Socio-Economically
                                   Disadvantaged             Disadvantaged             Disadvantaged
Student Academic Performance           Grade 9                  Grade 10
                                                                                            Grade 11
                               2008      2009     2010   2008      2009     2010   2008      2009      2010
    Percent at or above
                           %    30        42       38     32         7       39     39         36       35
             Proficient
       Percent at Basic    %
Percent at Below Basic     %
  Percent at Far Below
                           %
                  Basic
                           %   100        100      100    100       100     100    100        100      100




                                    English Language          English Language           English Language
                                        Learners                  Learners                   Learners
Student Academic Performance            Grade 9                   Grade 10
                                                                                            Grade 11
                               2008      2009     2010   2008      2009     2010   2008      2009      2010
    Percent at or above
                           %    *         33       18     27         *       20     28         27       *
             Proficient
       Percent at Basic    %
Percent at Below Basic     %
  Percent at Far Below
                           %
                  Basic
                           %   100        100      100    100       100     100    100        100      100




                                                                                                              47
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Table 2: Academic Performance– General Math

                                         All Students                    All Students                 All Students
                                           Grade 9                        Grade 10
Student Academic Performance                                                                           Grade 11
                               2008         2009        2010      2008      2009        2010   2008      2009        2010
   Percent at or above
            Proficient
                           %        0      -                18
      Percent at Basic     %       24      -                39
Percent at Below Basic     %       29      -                21
  Percent at Far Below
                  Basic
                           %       47      -                21
                           %       100         100          100   100        100        100    100        100        100



                                   Students by Disability         Students by Disability       Students by Disability
                                         Grade 9                        Grade 10
Student Academic Performance                                                                           Grade 11
                               2008         2009        2010      2008      2009        2010   2008      2009        2010
   Percent at or above
            Proficient
                           %   *           *            *


                                                                                                                            48
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       Percent at Basic    %   -            -          -
Percent at Below Basic     %   -            -          -
  Percent at Far Below
                  Basic
                           %   -            -          -
                           %       100          100        100    100    100      100   100     100       100




                                    Socio-Economically             Socio-Economically    Socio-Economically
                                      Disadvantaged                  Disadvantaged         Disadvantaged
Student Academic Performance              Grade 9                       Grade 10
                                                                                               Grade 11
                                   2008         2009       2010   2008   2009    2010   2008   2009       2010
    Percent at or above
                           %        *            -          24
             Proficient
       Percent at Basic    %        *            -          -
Percent at Below Basic     %        *            -          -
  Percent at Far Below
                  Basic
                           %        *            -          -
                           %       100          100        100    100     100     100   100     100       100




                                        English Language            English Language      English Language
                                            Learners                    Learners              Learners
Student Academic Performance                Grade 9                     Grade 10
                                                                                               Grade 11
                                   2008         2009       2010   2008   2009    2010   2008   2009       2010
    Percent at or above
             Proficient
                           %        *            *          *
       Percent at Basic    %        -            *          -
Percent at Below Basic     %        -            -          -
  Percent at Far Below
                  Basic
                           %        -            -          -
                           %       100          100        100    100     100     100   100     100       100




                                                                                                                 49
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Table 3: Academic Performance– Algebra I

                                      All Students                 All Students                 All Students
                                        Grade 9                     Grade 10
Student Academic Performance                                                                     Grade 11
                               2008      2009        2010   2008      2009        2010   2008      2009        2010
    Percent at or above
                           %    3          7         16      0          7          4      0          0          *
             Proficient
       Percent at Basic    %   21         53         32      31        33          20     12        31          *
Percent at Below Basic     %   69         33         35      54        20          40     53        54          *
  Percent at Far Below
                           %    7          7         16      15        40          36     35        15          *
                  Basic
                           %   100        100        100    100        100        100    100        100        100



                               Students by Disability       Students by Disability       Students by Disability
                                     Grade 9                      Grade 10
Student Academic Performance                                                                     Grade 11
                               2008      2009        2010   2008      2009        2010   2008      2009        2010
   Percent at or above
                           %    *          *          *      *          *          *      *          *          *
            Proficient
      Percent at Basic     %
Percent at Below Basic     %
  Percent at Far Below
                           %
                  Basic




                                                                                                                      50
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                           %   100       100      100      100    100      100   100       100      100



                                Socio-Economically          Socio-Economically    Socio-Economically
                                  Disadvantaged               Disadvantaged         Disadvantaged
Student Academic Performance          Grade 9                    Grade 10
                                                                                         Grade 11
                               2008      2009     2010     2008   2009    2010   2008     2009      2010
   Percent at or above
                           %    *          *           *    *       *       *     0         *        *
            Proficient
      Percent at Basic     %
Percent at Below Basic     %
  Percent at Far Below
                           %
                  Basic
                           %   100        100      100     100     100     100   100       100      100




                                    English Language         English Language         English Language
                                        Learners                 Learners                 Learners
Student Academic Performance            Grade 9                  Grade 10
                                                                                         Grade 11
                               2008      2009     2010     2008   2009    2010   2008     2009      2010
   Percent at or above
            Proficient
                           %    *          *           *    *       *       *     *         *        -
      Percent at Basic     %
Percent at Below Basic     %
  Percent at Far Below
                           %
                  Basic
                           %   100        100      100     100     100     100   100       100      100




                                                                                                           51
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Table 4: Academic Performance– Geometry

                                      All Students                 All Students                 All Students
                                        Grade 9                     Grade 10
Student Academic Performance                                                                     Grade 11
                               2008      2009        2010   2008      2009        2010   2008      2009        2010
    Percent at or above
                           %   10         38         43      5          6          11     0          0          0
             Proficient
       Percent at Basic    %   41         31         39      33        25          39     28        25          29
Percent at Below Basic     %   41         24         17      52        56          28     61        44          71
  Percent at Far Below
                           %    7          7          0      10        13          22     11        31          0
                  Basic
                           %   100        100        100    100        100        100    100        100        100



                               Students by Disability       Students by Disability       Students by Disability
                                     Grade 9                      Grade 10
Student Academic Performance                                                                     Grade 11
                               2008      2009        2010   2008      2009        2010   2008      2009        2010
   Percent at or above
                           %    -          *          *      -          *          *      *          -          -
            Proficient
      Percent at Basic     %
Percent at Below Basic     %
  Percent at Far Below
                           %
                  Basic
                           %   100        100        100    100        100        100    100        100        100




                                                                                                                      52
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                                Socio-Economically          Socio-Economically    Socio-Economically
                                  Disadvantaged               Disadvantaged         Disadvantaged
Student Academic Performance          Grade 9                    Grade 10
                                                                                         Grade 11
                               2008      2009     2010     2008   2009    2010   2008     2009      2010
   Percent at or above
                           %    *         36           *    *       *       *     *         *        *
            Proficient
      Percent at Basic     %
Percent at Below Basic     %
  Percent at Far Below
                           %
                  Basic
                           %   100        100      100     100     100     100   100       100      100




                                    English Language         English Language         English Language
                                        Learners                 Learners                 Learners
Student Academic Performance            Grade 9                  Grade 10
                                                                                         Grade 11
                               2008      2009     2010     2008   2009    2010   2008     2009      2010
   Percent at or above
                           %    *          *           *    *       *       *     *         *        *
            Proficient
      Percent at Basic     %
Percent at Below Basic     %
  Percent at Far Below
                           %
                  Basic
                           %   100        100      100     100     100     100   100       100      100




                                                                                                           53
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Table 5: Academic Performance– Algebra II

                                      All Students                 All Students                 All Students
                                        Grade 9                     Grade 10
Student Academic Performance                                                                     Grade 11
                               2008      2009        2010   2008      2009        2010   2008      2009        2010
   Percent at or above
                           %                                 0          7          24     0          0          0
            Proficient
      Percent at Basic     %                                 31        54          41     10        36          27
Percent at Below Basic     %                                 48        32          29     55        27          36
  Percent at Far Below
                           %                                 21         7          6      35        36          36
                  Basic
                           %   100        100        100    100        100        100    100        100        100



                               Students by Disability       Students by Disability       Students by Disability
                                     Grade 9                      Grade 10
Student Academic Performance                                                                     Grade 11
                               2008      2009        2010   2008      2009        2010   2008      2009        2010
   Percent at or above
                           %                                 -          -          *      -          -          *
            Proficient
      Percent at Basic     %
Percent at Below Basic     %
  Percent at Far Below
                           %
                  Basic
                           %   100        100        100    100        100        100    100        100        100




                                 Socio-Economically           Socio-Economically           Socio-Economically
Student Academic Performance
                                   Disadvantaged                Disadvantaged                Disadvantaged



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                                      Grade 9                 Grade 10
                                                                                        Grade 11
                               2008    2009     2010   2008    2009      2010   2008     2009      2010
   Percent at or above
                           %                            *        *       27      *         *        *
            Proficient
      Percent at Basic     %
Percent at Below Basic     %
  Percent at Far Below
                           %
                  Basic
                           %   100     100      100    100      100      100    100       100      100




                                 English Language        English Language            English Language
                                     Learners                Learners                    Learners
Student Academic Performance         Grade 9                 Grade 10
                                                                                        Grade 11
                               2008    2009     2010   2008    2009      2010   2008     2009      2010
   Percent at or above
                           %                            *        *        *      *         *        *
            Proficient
      Percent at Basic     %
Percent at Below Basic     %
  Percent at Far Below
                           %
                  Basic
                           %   100     100      100    100      100      100    100       100      100




                                                                                                          55
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Table 6: Academic Performance– Summative High School Mathematics (Grades 9-11)

                                          All Students                 All Students                 All Students
                                            Grade 9                     Grade 10
Student Academic Performance                                                                         Grade 11
                                   2008      2009        2010   2008      2009        2010   2008      2009        2010
   Percent at or above
                           %                                                                  10        16          15
            Proficient
      Percent at Basic     %                                                                  55        32          15
Percent at Below Basic     %                                                                  35        40          27
  Percent at Far Below
                           %                                                                  0         12          42
                  Basic
                           %       100        100        100    100        100        100    100        100        100



                                   Students by Disability       Students by Disability       Students by Disability
                                         Grade 9                      Grade 10
Student Academic Performance                                                                         Grade 11
                                   2008      2009        2010   2008      2009        2010   2008      2009        2010
   Percent at or above
                           %                                                                  -          -          -
            Proficient
      Percent at Basic     %
Percent at Below Basic     %
  Percent at Far Below
                           %
                  Basic
                           %       100        100        100    100        100        100    100        100        100



                                     Socio-Economically           Socio-Economically           Socio-Economically
                                       Disadvantaged                Disadvantaged                Disadvantaged
Student Academic Performance               Grade 9                     Grade 10
                                                                                                      Grade 11
                                   2008       2009       2010   2008       2009       2010   2008      2009        2010
    Percent at or above
                               %                                                              *          *          *
             Proficient




                                                                                                                          56
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       Percent at Basic    %
Percent at Below Basic     %
  Percent at Far Below
                           %
                  Basic
                           %   100     100      100   100     100     100   100       100      100




                                 English Language       English Language         English Language
                                     Learners               Learners                 Learners
Student Academic Performance         Grade 9                Grade 10
                                                                                    Grade 11
                               2008   2009     2010   2008   2009    2010   2008     2009      2010
   Percent at or above
                           %                                                 *         *        *
            Proficient
      Percent at Basic     %
Percent at Below Basic     %
  Percent at Far Below
                           %
                  Basic
                           %   100     100      100   100     100     100   100       100      100




                                                                                                      57
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Table 7 Academic Performance– World History

                                          All Students                 All Students                 All Students
                                            Grade 9                     Grade 10
Student Academic Performance                                                                         Grade 11
                                   2008      2009        2010   2008      2009        2010   2008      2009        2010
   Percent at or above
                           %                                     33        30          28
            Proficient
      Percent at Basic     %                                     33        24          33
Percent at Below Basic     %                                     13        15          7
  Percent at Far Below
                           %                                     22        31          32
                  Basic
                           %       100        100        100    100        100        100    100        100        100



                                   Students by Disability       Students by Disability       Students by Disability
                                         Grade 9                      Grade 10
Student Academic Performance                                                                         Grade 11
                                   2008      2009        2010   2008      2009        2010   2008      2009        2010
   Percent at or above
                           %                                     *          *          42
            Proficient
      Percent at Basic     %
Percent at Below Basic     %
  Percent at Far Below
                           %
                  Basic
                           %       100        100        100    100        100        100    100        100        100



                                     Socio-Economically           Socio-Economically           Socio-Economically
                                       Disadvantaged                Disadvantaged                Disadvantaged
Student Academic Performance               Grade 9                     Grade 10
                                                                                                      Grade 11
                                   2008       2009       2010   2008       2009       2010   2008      2009        2010
    Percent at or above
                               %                                  8         7          22
             Proficient
       Percent at Basic        %
Percent at Below Basic         %
  Percent at Far Below
                               %
                  Basic



                                                                                                                          58
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                           %   100     100      100   100     100     100   100     100       100




                                 English Language       English Language      English Language
                                     Learners               Learners              Learners
Student Academic Performance         Grade 9                Grade 10
                                                                                   Grade 11
                               2008   2009     2010   2008   2009    2010   2008   2009       2010
   Percent at or above
                           %                          13       *       7
            Proficient
      Percent at Basic     %
Percent at Below Basic     %
  Percent at Far Below
                           %
                  Basic
                           %   100     100      100   100     100     100   100     100       100




                                                                                                     59
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Table 8: Academic Performance– U. S. History

                                          All Students                 All Students                 All Students
                                            Grade 9                     Grade 10
Student Academic Performance                                                                         Grade 11
                                   2008      2009        2010   2008      2009        2010   2008      2009        2010
   Percent at or above
                           %                                                                  33        51          34
            Proficient
      Percent at Basic     %                                                                  44        24          24
Percent at Below Basic     %                                                                  11        16          10
  Percent at Far Below
                           %                                                                  12        10          31
                  Basic
                           %       100        100        100    100        100        100    100        100        100



                                   Students by Disability       Students by Disability       Students by Disability
                                         Grade 9                      Grade 10
Student Academic Performance                                                                         Grade 11
                                   2008      2009        2010   2008      2009        2010   2008      2009        2010
   Percent at or above
                           %                                                                  6          *          *
            Proficient
      Percent at Basic     %
Percent at Below Basic     %
  Percent at Far Below
                           %
                  Basic
                           %       100        100        100    100        100        100    100        100        100




                                     Socio-Economically           Socio-Economically           Socio-Economically
                                       Disadvantaged                Disadvantaged                Disadvantaged
Student Academic Performance               Grade 9                     Grade 10
                                                                                                      Grade 11
                                   2008       2009       2010   2008       2009       2010   2008      2009        2010
    Percent at or above
                               %                                                              25        36          16
             Proficient
       Percent at Basic        %
Percent at Below Basic         %
  Percent at Far Below
                               %
                  Basic
                               %   100        100         100    100       100        100    100       100         100




                                                                                                                          60
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                                 English Language       English Language      English Language
                                     Learners               Learners              Learners
Student Academic Performance         Grade 9                Grade 10
                                                                                   Grade 11
                               2008   2009     2010   2008   2009    2010   2008   2009       2010
   Percent at or above
                           %                                                12       36        *
            Proficient
      Percent at Basic     %
Percent at Below Basic     %
  Percent at Far Below
                           %
                  Basic
                           %   100     100      100   100     100     100   100     100       100




                                                                                                     61
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Table 9: Academic Performance– Science (Grades 5, 8, and Grade 10 Life Science)

                                          All Students                 All Students                 All Students
                                            Grade 9                     Grade 10
Student Academic Performance                                                                         Grade 11
                                   2008      2009        2010   2008      2009        2010   2008      2009        2010
   Percent at or above
                           %                                     24        34          34
            Proficient
      Percent at Basic     %                                     41        28          35
Percent at Below Basic     %                                     20        23          10
  Percent at Far Below
                           %                                     15        15          22
                  Basic
                           %       100        100        100    100        100        100    100        100        100



                                   Students by Disability       Students by Disability       Students by Disability
                                         Grade 9                      Grade 10
Student Academic Performance                                                                         Grade 11
                                   2008      2009        2010   2008      2009        2010   2008      2009        2010
   Percent at or above
                           %                                     *          *          17
            Proficient
      Percent at Basic     %
Percent at Below Basic     %
  Percent at Far Below
                           %
                  Basic
                           %       100        100        100    100        100        100    100        100        100



                                     Socio-Economically           Socio-Economically           Socio-Economically
                                       Disadvantaged                Disadvantaged                Disadvantaged
Student Academic Performance               Grade 9                     Grade 10
                                                                                                      Grade 11
                                   2008       2009       2010   2008       2009       2010   2008      2009        2010
    Percent at or above
                               %                                 13         7          25
             Proficient
       Percent at Basic        %
Percent at Below Basic         %
  Percent at Far Below
                               %
                  Basic
                               %   100        100         100    100       100        100    100       100         100




                                                                                                                          62
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                                 English Language       English Language      English Language
                                     Learners               Learners              Learners
Student Academic Performance         Grade 9                Grade 10
                                                                                   Grade 11
                               2008   2009     2010   2008   2009    2010   2008   2009       2010
   Percent at or above
                           %                          20       *       7
            Proficient
      Percent at Basic     %
Percent at Below Basic     %
  Percent at Far Below
                           %
                  Basic
                           %   100     100      100   100     100     100   100     100       100




                                                                                                     63
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Table 10: Academic Performance– Biology/Life Science

                                          All Students                   All Students                 All Students
                                            Grade 9                       Grade 10
Student Academic Performance                                                                           Grade 11
                                   2008      2009        2010   2008        2009        2010   2008      2009        2010
   Percent at or above
            Proficient
                           %        *         20         42      22          31          32     *         59          *
      Percent at Basic     %        *         50         38      53          44          29     *         25          *
Percent at Below Basic     %        *         19         13      18          13          19     *          8          *
  Percent at Far Below
                  Basic
                           %        *         11          6      6           13          19     *          8          *
                           %       100        100        100    100          100        100    100        100        100



                                   Students by Disability       Students by Disability         Students by Disability
                                         Grade 9                      Grade 10
Student Academic Performance                                                                           Grade 11
                                   2008      2009        2010   2008        2009        2010   2008      2009        2010
   Percent at or above
            Proficient
                           %        -          *          *      *            -          *      -          -          *
      Percent at Basic     %
Percent at Below Basic     %
  Percent at Far Below
                           %
                  Basic
                           %       100        100        100    100          100        100    100        100        100



                                     Socio-Economically           Socio-Economically             Socio-Economically
                                       Disadvantaged                Disadvantaged                  Disadvantaged
Student Academic Performance               Grade 9                     Grade 10
                                                                                                        Grade 11
                                   2008       2009       2010   2008         2009       2010   2008      2009        2010
    Percent at or above
             Proficient
                               %    *          4          42     18           *          15     *          *          *
       Percent at Basic        %                                     -         -
Percent at Below Basic         %
  Percent at Far Below
                               %
                  Basic
                               %   100        100         100    100         100        100    100       100         100




                                        English Language              English Language              English Language
Student Academic Performance
                                            Learners                      Learners                      Learners




                                                                                                                            64
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                                            Grade 9                     Grade 10
                                                                                                     Grade 11
                                   2008       2009       2010   2008      2009       2010   2008      2009        2010
   Percent at or above
                               %    *          *          *      *         *          *      *          *          *
            Proficient
      Percent at Basic         %
Percent at Below Basic         %
  Percent at Far Below
                               %
                  Basic
                               %   100        100        100    100       100        100    100       100         100




Table 11: Academic Performance– Chemistry

Student Academic Performance              All Students                All Students                 All Students



                                                                                                                         65
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                                          Grade 9                      Grade 10
                                                                                                    Grade 11
                                   2008    2009     2010    2008        2009        2010   2008       2009     2010
   Percent at or above
            Proficient
                           %                                27          *            18     22         13       4
      Percent at Basic     %                                53          *            70     43         58       50
Percent at Below Basic     %                                13          *            6      17         21       29
  Percent at Far Below
                  Basic
                           %                                7           *            6      17         8        17
                           %       100     100       100        100         100     100    100        100      100



                                   Students by Disability       Students by Disability     Students by Disability
                                         Grade 9                      Grade 10
Student Academic Performance                                                                        Grade 11
                                   2008    2009      2010   2008        2009        2010   2008      2009      2010
   Percent at or above
            Proficient
                           %                                -           -            *      -          -        -
      Percent at Basic     %
Percent at Below Basic     %
  Percent at Far Below
                           %
                  Basic
                           %       100      100      100        100         100     100    100        100      100



                                     Socio-Economically          Socio-Economically          Socio-Economically
                                       Disadvantaged               Disadvantaged               Disadvantaged
Student Academic Performance               Grade 9                    Grade 10
                                                                                                    Grade 11
                                   2008    2009      2010       2008        2009    2010   2008      2009      2010
    Percent at or above
             Proficient
                               %                            *               *        18     *          *        *
       Percent at Basic        %
Percent at Below Basic         %
  Percent at Far Below
                               %
                  Basic
                               %   100      100       100        100        100     100    100        100      100




                                      English Language            English Language               English Language
                                          Learners                    Learners                       Learners
Student Academic Performance              Grade 9                     Grade 10
                                                                                                    Grade 11
                                   2008    2009      2010       2008        2009    2010   2008      2009      2010
    Percent at or above
                               %                                  *             *    *      *          *        *
             Proficient




                                                                                                                      66
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       Percent at Basic        %
Percent at Below Basic         %
  Percent at Far Below
                               %
                  Basic
                               %   100        100         100    100       100        100    100       100         100




Table 12: Academic Performance– Earth Science

                                          All Students                 All Students                 All Students
                                            Grade 9                     Grade 10
Student Academic Performance                                                                         Grade 11
                                   2008      2009        2010   2008      2009        2010   2008      2009        2010
   Percent at or above
            Proficient
                           %        -          *          9      -          *          27     -          *          *



                                                                                                                          67
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       Percent at Basic    %        -         *       22        -         *       27     -         *        *
Percent at Below Basic     %        -         *       26        -         *       27     -         *        *
  Percent at Far Below
                  Basic
                           %        -         *       43        -         *       20     -         *        *
                           %       100       100      100      100       100      100   100       100      100



                                   Students by Disability      Students by Disability   Students by Disability
                                         Grade 9                     Grade 10
Student Academic Performance                                                                    Grade 11
                                   2008      2009    2010      2008      2009    2010   2008     2009      2010
   Percent at or above
            Proficient
                           %        -         *        *        -         *        *     -         *        *
      Percent at Basic     %        -         *        *        -         *        *     -         *        *
Percent at Below Basic     %        -         *        *        -         *        *     -         *        *
  Percent at Far Below
                  Basic
                           %        -         *        *        -         *        *     -         *        *
                           %       100       100      100      100       100      100   100       100      100



                                     Socio-Economically          Socio-Economically       Socio-Economically
                                       Disadvantaged               Disadvantaged            Disadvantaged
Student Academic Performance               Grade 9                    Grade 10
                                                                                                Grade 11
                                   2008      2009     2010     2008      2009    2010   2008     2009      2010
    Percent at or above
             Proficient
                               %    -          *           *     -         *       *     -         *        *
       Percent at Basic        %    -          *           *     -         *       *     -         *        *
Percent at Below Basic         %    -          *           *     -         *       *     -         *        *
  Percent at Far Below
                  Basic
                               %    -          *           *     -         *       *     -         *        *
                               %   100        100      100      100       100     100   100       100      100




                                        English Language            English Language         English Language
                                            Learners                    Learners                 Learners
Student Academic Performance                Grade 9                     Grade 10
                                                                                                Grade 11
                                   2008      2009     2010     2008      2009    2010   2008     2009      2010
    Percent at or above
             Proficient
                               %    -          *           *     -         *       *     -         *        *
       Percent at Basic        %    -          *           *     -         *       *     -         *        *
Percent at Below Basic         %    -          *           *     -         *       *     -         *        *


                                                                                                                  68
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  Percent at Far Below
                  Basic
                          %    -     *     *       -     *      *       -     *       *
                          %   100    100   100    100   100    100     100   100     100


Conclusions drawn from the Student Performance Data:

        1. CST growth is sporadic.

        2. Significant subgroups of Students with Disabilities, Socio-economically
           Disadvantaged, English Language Learners continue to lag behind All Students and
           White Student subgroups.

        3. Small numbers of Students with Disabilities, Socio-economically disadvantaged, and
           English Language Learners are enrolled in higher-order subject matter.

        4. Quality Staff Development for student engagement and test preparation is needed.




                                                                                              69
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