Yucaipa High School ACS WASC/CDE Self-Study Report
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Yucaipa High School ACS WASC/CDE Self-Study Report
YUCAIPA HIGH SCHOOL WASC SELF-STUDY REPORT 33000 Yucaipa Boulevard Yucaipa, CA 92399 Yucaipa-Calimesa Joint Unified School District April 2017 ACS WASC/CDE Focus on Learning Accreditation Manual, 2016 Edition
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Yucaipa High School ACS WASC/CDE Self-Study Report
WASC Visiting Committee Chairperson Mr. Bill Moyer Assistant Principal Chaparral High School
Members Mr. Roger Dohm Teacher/TOSA Poway High School Mr. Stephen Franklin Principal Dominguez High School Mr. Christopher Jackson Assistant Principal Eisenhower High School Mrs. Amanda Givens Teacher La Quinta High School Mr. Rick Motz Administrator Pomona Unified School District Mr. Jose Ornelas Administrator/Program Specialist Bell Gardens High School Mr. Joey Strycula Vice Principal Charter Oak High School
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Yucaipa High School ACS WASC/CDE Self-Study Report
Yucaipa-Calimesa Joint Unified School District Board of Education Patricia Ingram – President Sharon Bannister – Clerk Chuck Christie, Ph.D. – Member Jane Smith – Member Jim Taylor – Member
Yucaipa-Calimesa Joint Unified School District Administrative Cabinet Cali Binks Superintendent Sherri Black Assistant Superintendent, Human Resources Eric Vreeman, Ed.D. Assistant Superintendent, Educational Services George Velarde Assistant Superintendent, Business Services
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Yucaipa High School ACS WASC/CDE Self-Study Report
Yucaipa High School Administration Shad Kirkland, Principal Heather Seaton, Assistant Principal Julie Beck, Assistant Principal Tonna Stifle, Ed.D., Assistant Principal Matt Carpenter, Activities Director Mark Anderson, Athletic Director
Counseling Pam Sibley, Counselor (A-D) Karen Brossia, Counselor (E-Go & HBS) Diana Williams, Counselor (Gr-Mi) Katie McKee, Counselor (Mo-N & ENG) Angelica Echauregui, Counselor (O-Sa & ELL) Lisa Reyes, Counselor (Sc-Z & LPS) Bud Opdyke, School Psychologist Melissa Serns, Speech Pathologist
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Yucaipa High School ACS WASC/CDE Self-Study Report
Yucaipa High School Self-Study Support Team Report Coordinator Darryl Womack
Focus Group Leads Jason Mills – A Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources Tracy Vanderhulst & Melissa Simon – B Standards-Based Student Learning: Curriculum David Paul & Kevin Lewis – C Standards-Based Student Learning: Instruction Angela Rivas – D Standards-Based Student Learning: Assessment and Accountability Matt Carpenter & Karen Brossia – E School Culture and Support for Student Personal and Academic Growth Culture
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Yucaipa High School ACS WASC/CDE Self-Study Report
Focus Group A Organization: Vision and Purpose, Governance, Leadership, Staff and Resources Group Leaders Jason Mills TOA Shad Kirkland Administration Certificated Staff Bryan Andriese Jason Brush Tammy Carpenter Ayron Dalzell Carrie Aldrich John DeVries Kathryn Elliott Irving Fernandez Lorell Gifford Robert Guillen Amanda Heath Crystal Hickey
Science Math English Math Special Ed. English Science Math VAPA Social Studies English ROP
Ashley Hicks Brenda Knopp Carat Conley Lani Nixon Jeffrey Pitcher Katelyn Reid Lisa Reyes Tony Roque Josh Simon Mark Stafford Sharon Whiting
ROP Science Librarian Foreign Language Tech. & Info. Sci English Counseling Special Ed. Math Special Ed. Science
Classified Staff Basilio Barrio Mary Hamption Libby Hunter Brittney Jones Lee Jopling Ty Lybarger
Custodian Clerical Health Tech AVID Tutor Site System Tech. Custodian
Audrey McManus Kerri Sattler Jessica Smith Debra Tully Fred Walker Dianne Yett
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Custodian Inst. Aide Secretarial Inst. Aide Campus Monitor Inst. Aide
Yucaipa High School ACS WASC/CDE Self-Study Report
Focus Group B Standards-Based Student Learning: Curriculum Group Leaders Tracy Vanderhulst Melissa Simon Dr. Tonna Stifle
Math English Administration
Certificated Staff Heather Aguilar Rodney Bensley Michael Davis Kristen Fiello Ethan Dotson-Kelly Alfredo Ibarra Donald Lacanlale Heather Leon Monty Martin Danielle McCoy
TOA Math Math Science Math Foreign Lang. Science Social Studies English Math
Michael Mobley Abbey Macias Robert Presler Jr Patrick Smith Sarai Stamper John Taylor John Wall Diana Williams Kirk Young Nicole Young
Special Ed. ROP VAPA English Physical Ed. Social Studies Special Ed. Counseling VAPA Social Studies
Classified Staff James Archer Terri Bub Pamela Campbell Peter Carr Barbara Dryden Wendy Garcia Michael Gorby Emily Harris
Inst. Aide Clerical Custodian Campus Monitor Inst. Aide EL Tutor Inst. Aide AVID Tutor
Stacy Hernandez Jason Davis Cynthia Armstrong Shelly Pedrino Sandra Rutherford Christian Meza Stashia Robbins
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Clerical Site System Tech. Inst. Aide Clerical Clerical CN – Custodian Inst. Aide
Yucaipa High School ACS WASC/CDE Self-Study Report
Focus Group C Standards-Based Student Learning: Instruction Group Leaders David Paul Kevin Lewis Heather Seaton
Social Studies Social Studies Administration
Certificated Staff Christa Allen Matthew Arreola Christina Biskup Jason Carney Ethan Linstrom Angelica Echauregui Margaret Flores Danielle Gialich Sarah Gray Hope Gutierrez Lori Harrison Lauren Herold Taylor Horspool
Math Special Ed. ROP Social Studies English Counseling English English Social Studies Special Ed. Physical Ed. Science Science
Scott Kennedy Priscilla Mora Michael Matteson Katie McKee Marlene Mogensen Carl Opsahl Rick Piercy Justin Price Tamara Richter Scott Smith Andrew Steenhausen Erin Wallace Leann Williams
Tech. & Info. Sci Special Ed. Science Counseling Foreign Lang. Math Science Special Ed. Science English Foreign Lang. Special Ed. Math
Classified Staff Cynthia Best Jami Castro Valerie Garza Zachery LaRue Darla Perazzo
Inst. Aide Inst. Aide Clerical Inst. Aide Inst. Aide
Reyna Salemi Teresa Sellars Sarah Tinkham Randy Vasquez
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Inst. Aide Inst. Aide Campus Monitor Custodian
Yucaipa High School ACS WASC/CDE Self-Study Report
Focus Group D Standards-Based Student Learning: Assessment and Accountability Group Leaders Angela Rivas Julie Beck
English Administration
Certificated Staff Jessica Alonzo Steven Mulvihill Tamani Cheek Jaime Crawford John Eichman Julie Haggerty Bradley Hicks Nigel Holton Sheila Huggins Lisa Swank Brianna Leemkuil
Science Special Ed Social Studies English Social Studies Social Studies Tech. & Info. Sci Math Physical Ed. English Social Studies
Robert Maldonado Theresa McKibban Scott Mullen Vince Petta Tanya Rayfield Mike Rosano Scott Salinas Megan Shaangelyan Pamela Sibley Thomas Stewart Julio Torres Jody Wolfe
ROTC English English Math Social Studies ROP Special Ed. Special Ed. Counseling English Foreign Lang. Social Studies
Classified Staff Kim Whitefeather Margaret Franco Lora Grisafe Nancy Hearon Susan Johnson Melinda Johnston Bryan Lopez
Inst. Aide Inst. Aide Secretarial Inst Aide Clerical Clerical Custodial
Teri Maxwell Debbie Palluth Yolanda Rodriguez Christina Robson George Skinner Trishia Smith Nanette Vazquez
Clerical Secretarial Inst. Aide Inst. Aide Custodian Campus Monitor Secretarial
Students and Parents Madison Braden
D
Student
David Parsons
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Student
Yucaipa High School ACS WASC/CDE Self-Study Report
Focus Group E School Culture and Support for Student Personal and Academic Growth Group Leaders Matt Carpenter TOA/Activities Karen Brossia Counseling Certificated Staff Michael Bagg Andrew Calbreath Liz Calbreath Linda deBaun Tana DeLeon Michael Full Sheryl Gavigan Jessica Gustafsson Ty Hudson David Kivett Alex Rivas
Tech & Info Sci. Math Foreign Lang. VAPA Science Social Studies Social Studies English AVID/VAPA Physical Ed. Science
Jeffrey Marshall Adrian McLoughlin Myrna Molina Mark Anderson Christiana Saline Nathan Worsey Frankie Solis Shane Strickland Loren Trathen Amber vonKaenel Mark Watkins
VAPA Special Ed. ROP Athletics Math VAPA Physical Ed. Foreign Lang. Physical Ed Math Tech. & Info. Sci
Classified Staff Josh Helman Jackie Brownlee Brandee Gross Betsy Hampton Rebecca Hearon Dora Holt Rosa Madrid
Campus Monitor Inst. Aide Inst. Aide Clerical Inst. Aide Campus Monitor EL Tutor
Austin Doty Erica Cruz Jimmy Nieto Melissa Raymer Melissa Roman Yvette Rosevear Michael Sialana
Campus Monitor EL Tutor Campus Monitor Secretarial Campus Monitor ROP Campus Monitor
Students and Parents Dharma Hall
Student
Erin Estey Jamie Stuart
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Parent Parent
Yucaipa High School ACS WASC/CDE Self-Study Report
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Yucaipa High School ACS WASC/CDE Self-Study Report
TABLE OF CONTENTS Preface ............................................................................................................ 14 Chapter I: Student/Community Profile and Supporting Data and Findings ... 17 Chapter II: Progress Report ............................................................................ 73 Chapter III: Student/Community Profile — Overall Summary from Analysis of Profile Data and Progress ................................................................................ 82 Chapter IV: Self-Study Findings ..................................................................... 89 A: Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources ......................................................................................... 91 B: Standards-based Student Learning: Curriculum ..................................... 119 C: Standards-based Student Learning: Instruction ...................................... 147 D: Standards-based Student Learning: Assessment and Accountability ........ 177 E: School Culture and Support for Student Personal and Academic Growth ................................................................................... 201
Prioritized Areas of Growth Needs from Categories A through E .......... 226 Chapter V: Schoolwide Action Plan .............................................................. 227 Appendices ........................................................................................................ i
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Yucaipa High School ACS WASC/CDE Self-Study Report
Preface Explain the school self-study process used to accomplish the outcomes of the self-study, i.e., timeline, stakeholder involvement, any modifications from the model self-study process. By addressing these outcomes of the self-study, the school will have accomplished: 1. The involvement and collaboration of all staff and other stakeholders to support student achievement. 2. The clarification and measurement of what all students should know, understand, and be able to do through schoolwide learner outcomes and academic standards. 3. The analysis of data about students and student achievement. 4. The assessment of the entire school program and its impact on student learning in relation to the schoolwide learner outcomes, academic standards, and ACS WASC/CDE criteria. 5. The alignment of a long-range action plan to the school’s areas of need; the capacity to implement and monitor the accomplishment of the plan.
The WASC self-study process at Yucaipa High School is an ongoing learning experience for all staff members. Throughout the six-year cycle maintenance of the WASC document has traditionally been assigned to one of the YHS assistant principals. WASC updates are addressed with some regularity at staff meetings at a minimum of once per semester. Updates and changes have been made to the WASC document through the years as changes to standards, assessments, staff, facilities and programs create the need for revision. Traditionally, as the WASC cycle nears its end administration seeks a coordinator to facilitate the development of the final WASC document with input from all stakeholders. That coordinator was secured in the winter of 2016 and given two release periods to begin facilitating the WASC self-study process in earnest. As of the beginning of the 2016-17 school year the WASC coordinator, aside from subbing for one assistant principal from August through October, has been released from teaching duties to focus on facilitating, monitoring, formatting and publishing the self-study document. Although it is an ongoing, school wide process, as in years past, year six of the accreditation cycle saw the establishment of focus group leaders and the division of staff members into respective focus groups. Each group leader was chosen based on their particular expertise in one or more areas of focus. Leaders were then trained in the WASC process and their specific role in that process. Each was given a copy of the Focus on Learning WASC Process Guide, templates for their individual area and the previous Yucaipa High School WASC report and mid-cycle documentation. In February of 2016 the Yucaipa High WASC coordinator, administrators and teachers attended Day 1 ACS-WASC Webinar Training and Day 2 ACS-WASC Training at the Riverside Office of Education. Focus group leaders used full-day release time to train and collaborate in March and again in May. As additional experience the YHS WASC coordinator was a member of a WASC visiting committee in early March. One staff collaboration day in April and another in May were dedicated specifically to focus groups and their study of YHS as it pertains to their area of concentration. Data analysis drives instruction and decision-making at Yucaipa High School. While state and federal assessments continue to change it has become increasingly evident that localized assessments are becoming more and more important to individual schools 15
Yucaipa High School ACS WASC/CDE Self-Study Report
and their staff. What were formerly California State Standards (CSTs), Adequate Yearly Progress (AYP), Academic Performance Index (API), California Standards Tests (CSTs), Standardized Testing and Reporting (STAR) and California High School Exit Examination (CAHSEE) results have transitioned to Common Core State Standards (CCSS), Smarter Balanced Assessment Consortium (SBAC), California Assessment of Student Performance and Progress (CAASPP), PSAT, SAT, ACT, Advanced Placement (AP) and common formative assessments (CFAs). Assessment data is also utilized to determine student scheduling needs. For instance incoming 9th grade students’ CAASPP, CFAs, and Renaissance Learning STAR results are utilized to identify students in need of additional math support and subsequently their science placement. STAR data will also be an additional data point on EL reclassification. At Yucaipa High School our primary focus, recently, has been the creation and implementation of departmental CFAs. For the most part these CFAs are still in the developmental stage, although English Language Arts has been using them to drive instruction since piloting them in 2015-16 and Mathematics is piloting department-wide CFAs this year. As technology continues to transform and improve, YHS has worked diligently to keep up with the ever-changing technological advancements. Since the last WASC visit, YHS has gone from approximately 148 student computers to nearly 900 computers, which includes 17 portable Chromebook carts. We have transitioned from Outlook to Office 365, Aeries Browser Interface (ABI) to Aeries.Net and School Fusion to SchoolBlocks. While change is not always easy and there are often more stumbling blocks that arise during the process, it is the vision of our district and school to remain technologically relevant as we move forward. Resources, both material and personnel, are allocated in the areas of technology with the sole purpose of preparing students for success in both college and career pathways. Although much of 2015-16 was spent gathering and analyzing data to sustain a successful academic program for YHS students, assessing the entire school program and its impact on student learning in relation to the Graduate Profile, academic standards, and ACS WASC/CDE criteria began in the winter of 2016 and has continued through the spring, summer and into fall. Focus groups met monthly and communicated as needed via email to address their prompts and to determine school wide strengths as well as the growth areas needing the most attention. The focus groups, focus group leaders and the self-study coordinator met approximately forty times, individually or in teams, during this time to synthesize data and summarize conclusions. The current Action Plan was reviewed and the identified needs were addressed. The final document was presented to all stakeholders in February 2017 in preparation for the Visiting Committee’s visit in April 2017.
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Yucaipa High School ACS WASC/CDE Self-Study Report
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Yucaipa High School ACS WASC/CDE Self-Study Report
Chapter I: Student/Community Profile and Supporting Data and Findings Prepare a student/community profile. Include data and findings for the following: Demographic data, including the refined schoolwide learner outcomes Disaggregated and interpreted student outcome data Perception data summaries, if any.
Demographic Data Yucaipa, CA Yucaipa Community Yucaipa High School is a part of the Yucaipa-Calimesa Joint Unified School District located in Yucaipa, California. Yucaipa is part of the Inland Empire and is nestled in the foothills of the San Bernardino Mountains, about an hour’s drive east of Los Angeles. The City of Yucaipa is a one high-school town. The school was founded in 1959 and moved to its present 70-acre Yucaipa Boulevard location in 1970, and celebrated its 50th Anniversary in 2009 at the original campus on 6th Street in Yucaipa. This one high-school town serves three distinct communities in two counties. San Bernardino County contains Yucaipa and Oak Glen, and Calimesa is in Riverside County. Most residents commute to other nearby cities, or to the urban sprawls of Los Angeles and Orange County, for work.
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Yucaipa High School ACS WASC/CDE Self-Study Report
Family and Community Trends The median household income as of the 2014 census was $58,506. Strong family values, with a focus on education and youth activities, are central to this community. In 2015, Yucaipa had a population of 53,328 an increase of only 1,261 from 2011 when the population had grown to 52,067 during a dramatic population boom just before the recent economic and foreclosure crisis severely impacted area growth and housing construction. From 2000 – 2010 the City of Yucaipa had grown from 41,207 – 51,367 critically impacting the growth of the school district.
2015 Demographic Data 2015
2008
Median Age
37.9
36.1
Median Household Income
$58,506
$50,693
Median Price New Home
$425,252
$445,500
Median Price Existing Home
$302,250
$269,000
Median Contract Rent
$1,424
$1,010
Owner Occupied Units
12,771
13,835
Renter Occupied Units
5,063
4,472
Population Estimates (PEP) 2011
52,067
-
2012
52,459
+0.8%
2013
52,802
+0.7%
2014
53,043
+0.5%
2015
53,328
+0.5%
Source: Annual Estimates of the Resident Population: April 1, 2010 to July 1, 2015
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Yucaipa High School ACS WASC/CDE Self-Study Report
Race & Origin Based on 2014 Data Non-Hispanic
36,208
69.1%
White
33,014
63.0%
Black
723
1.4%
American Indian
302
0.6%
Asian
878
1.7%
Islander
348
0.7%
Other
0
0.0%
Two or More
943
1.8%
Hispanic
16,198
30.9%
Total Population
52,406
-
Source: American Community Survey 2014
Educational Attainment No Diploma
4,535
13.2%
High School Graduate & Equivalency
9,061
26.5%
Associate Degree & Some College, No Degree
13,889
40.6%
Bachelor’s Degree
4,342
12.7%
Graduate or Professional Degree
2,380
7.0%
Population 25 Years and Over
34,207
Source: American Community Survey 2014
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Yucaipa High School ACS WASC/CDE Self-Study Report
Household Types Family households (families)
13,287
74.5%
With own children under 18 years
5,860
32.9%
Married-couple family
9,962
55.9%
With own children under 18 years
4,075
22.8%
Male householder, no wife present
1,080
6.1%
With own children under 18 years
561
3.1%
Female householder, no husband present
2,245
12.6%
With own children under 18 years
1,224
6.9%
Nonfamily households
4,547
25.5%
Householder living alone
3,766
21.1%
65 years and over
1,924
10.8%
17,834
-
Total households Source: American Community Survey, 2014
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Yucaipa High School ACS WASC/CDE Self-Study Report
Parent and Community Relations As a one high-school town, Yucaipa is a tight-knit, family oriented community and, as such, parents are invited and welcome to become involved in a number of school-related activities. There are opportunities for parents to have a say in the decision-making process at Yucaipa High School as well as help with extra-curricular activities. Examples of parent involvement include: School Site Council (SSC); Parent, Teacher, Student Organization (PTSO); English Language Advisory Committee (ELAC); and Linked Learning Academy Advisory Boards. By definition, a true Booster Club is organized and run by parties outside of the confines of school structure, guidelines and laws. There are currently three programs that run outside Booster Clubs: Football; Band; and Cross Country/Track. The rest of the YHS extra-curricular programs run their fundraising and purchasing through our ASB/Activities Office. Twenty-two sports, thirty-eight clubs, nine programs (specific subject areas, AVID, Mock Trial, JROTC for example), each grade-level class and our three Linked Learning Academies maintain accounts with our ASB/Activities Office, have loyal parent, alumni and community bases, and regularly solicit monetary support for their programs. Parents are encouraged to join various school support groups to assist extra-curricular activities such as sports, theater, cheer, choir and band. Our parent-groups spend countless hours volunteering in support of these groups helping the programs with their time, talent, and/or finances.
YHS Athletic Hall of Fame To help celebrate the school’s 50th Anniversary the YHS Athletic Hall of Fame commenced with its inaugural class in 2008. With a commitment to fostering positive community outreach, specifically with alumni relations in mind, the YHS Athletic Hall of Fame has now inducted 50 individual members and two teams. The honorees include 43 athletes – the earliest from the class of ‘61, five former coaches spanning the years from as early as the school’s second year, 1959, the 1997 CIF, State and National Champion Girls’ Cross Country team, the 1991 CIF Champion Baseball team, and, since 2012, the committee has inducted two Distinguished Service recipients. Every decade, beginning with the class of 1961, is represented in The YHS Athletic Hall of Fame. A committee of nine alumni, coaches and current staff members accepts nominations for consideration and selects inductees based on a pre-determined set of standards (See Appendix).
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Yucaipa High School ACS WASC/CDE Self-Study Report
School/Business Relationships Business and community members also play a significant role as part of the Yucaipa High family. Local service organizations sponsor clubs on campus to provide community volunteer opportunities for students creating an environment of outreach and service teaching students to give back to their city in various ways. Kiwanis International sponsors the Key Club, Rotary International sponsors the Interact Club, and the Leos Club is sponsored by Lions International. The three YHS Linked Learning Academies (college and career academies) – Engineering, Health and Biomedical Sciences (HBS), and Law and Public Safety (LPS) each have advisory boards made up of working professionals with backgrounds in specific fields within the different learning academies. Board members serve a variety of purposes in the academy setting. They oversee project development and help to steer curricular decisions. Some advisory board members mentor students and/or teachers, evaluate final projects and give real world feedback. Many arrange or conduct classroom presentations and mock interviews and some open their businesses for student internships. A vital component of the academies are the relationships with industry professionals. We have been extremely fortunate to build positive relationships with industry leaders who understand the importance of the connection between these pathways and their industries. We currently have over 100 individuals whom we contact for support of our three pathways. These industry professionals range from business owners to community outreach officers, post-secondary institutions and community members. These individuals have either served as advisory board members for one of the academies, organized field trips for our students to visit their businesses, or worked with our students on industry-themed projects and curriculum. The individuals who serve on our academy advisory boards meet with our academy teacher teams and academy leadership to review curriculum and projects, mentor student groups, and provide vital feedback on the industry-specific instruction taking place in the classrooms. Some of these members, as well as other industry professionals, provide classroom presentations about their industry and the specifics of a career in their area of expertise that students would not necessarily know otherwise. They also help to coordinate and plan work-based learning opportunities for our students. An example of this is one of our local fire stations. Station 552, located near YHS, spends at least 3 days a month working with 9th and 10th grade Law and Public Safety students teaching them specific skills necessary for a career in fire safety. Students learn how to properly use a fire extinguisher, tie various knots, the function and use of other firefighting apparatus, basic CPR and first aid, triage skills, and so much more. As the Linked Learning pathways grow, we hope to continue to build these relationships in an effort to expand our work-based learning opportunities and to improve the industry specific curriculum being taught in the classrooms. The academies at Yucaipa High School have grown over the few years since implementation. Our goal is to strengthen the enrollment numbers of students in each career pathway. We are planning to allow more opportunity for students to be enrolled in courses articulated with local community colleges; for example, our Fire Science 1 course is articulated with Crafton Hills College. Another expectation for our academies ccco1 urse. is to have specific core classes that integrate both the content standards and the 23
Yucaipa High School ACS WASC/CDE Self-Study Report
industry standards for all academies (we currently have two Law and Public Safety English courses and one Health and Biomedical Sciences social science course that have been A-G approved). We are also expanding the work-based learning opportunities for our academy students by building relationships with more community and industry partners. These opportunities help our students get hands-on experience in the industry in which they are interested and also allows for real workplace experience for our students. There is also a plan to expand the work-based learning offerings out to the rest of the student population at Yucaipa High School in an effort to help all students become career ready.
WASC Accreditation History Yucaipa High School last participated in the full WASC accreditation process during the 2010-11 school year. At that time YHS received a six-year accreditation with a threeyear interim visit in the spring of 2014. WASC at Yucaipa High School is most valuable as a tool for driving priorities and decision-making. The WASC Action Plan Goals are revisited annually to assist in reestablishing objectives. Administrative planning addresses the Action Plan Goals and works to incorporate the plan into staff development opportunities as well as to determine expenditures and optimize the use of facilities and material. As evidenced later in this report great strides have been made in meeting the Action Plan Goals from the 2010-11 WASC visit including: improved communication within the school community; improved delivery of curriculum and instructional strategies; refine and develop opportunities for professional growth; increase the availability and use of instructional technologies. While there are a few weaknesses within these goals, most of them have been met with varying degrees of success. Conscientious and tangible efforts have been made during the last six-years to meet or exceed the Action Plan Goals. The WASC experience at Yucaipa High School has been an ongoing process, but one that has changed hands several times in recent years. The upkeep and maintenance of our WASC documentation was traditionally handed over to assistant principals by our former principal as a means of keeping WASC materials in one place and organized accordingly. This also provided opportunities to revisit WASC information and update the document at regular intervals throughout the six-year process.
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Yucaipa High School ACS WASC/CDE Self-Study Report
Yucaipa High School Information Yucaipa High School is rich in tradition and is noted for its beautiful college-like campus. It is a comprehensive high school located in a semi-rural area of San Bernardino County. A large, open quad created in the space surrounded by the M, N, P and Q buildings sets the scene for outdoor assemblies, rallies and lunchtime carnivallike activities. From club rush and patriotic observances to ethnic dance demonstrations during Multi-Cultural Week, Yucaipa High School is proud to have such facilities, which augment the experience of its students. Incoming freshmen come from two middle school feeders, Park View Middle School and Mesa View Middle School, as well as two charter schools – Inland Leaders Charter School and Competitive Edge Charter Academy. The district operates on a modified traditional calendar, starting classes in mid-August and finishing the year in the second week of June. Students and staff take a one week vacation for Thanksgiving, two weeks in December/early January, and two weeks for Spring Break (See Calendar in Appendix). First semester ended immediately prior to our Winter Break, on December 16, and Second semester will end June 7. Collaboration time has been an important component to curricular growth at Yucaipa High School. In 2013-14 YHS staff approved a Memorandum of Understanding (MOU) to increase collaboration time to every Monday. Yucaipa High School students start school every Monday morning at 8:58 following staff collaboration time that begins at the normal 7:51. Two late start days are specifically for staff collaboration; one day is used for staff meetings and one day is used for department meetings. Monday late start collaboration time at Yucaipa High School provides extensive opportunity for all staff to be involved in supporting student achievement. Whether departmental or whole-staff collaboration, there is time built-in every week for a variety of staff interaction and/or staff development. Annual staff development has been thematic in nature with emphasis grounded in research-based instructional practices and identified areas of need. Departments have the opportunity to discuss best practices in small-group environments as well as disaggregate data from departmental common formative assessments (CFAs) and state assessments. Please see examples of YHS staff professional development annual emphasis in the appendix area.
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Yucaipa High School ACS WASC/CDE Self-Study Report
School Purpose The school vision and mission are revisited annually to re-establish relevancy. New administration generally makes some sort of revision to ensure their personal and professional educational philosophies have a voice. However, changes are never made without opportunity for discussion and input from all stakeholders. Ultimately, the vision and mission are confirmed with district administration and board approval. Since our mid-term WASC report, Yucaipa High School has undergone several dramatic school wide changes, specifically in terms of administration both at the site and district level. There is one assistant superintendent who was with our district during our last WASC visit and no site administrators who were district administrators at that time. At the district level the Yucaipa-Calimesa Joint Unified School District has a new Superintendent, Cali Binks (July 2013), Assistant Superintendent Human Resources, Sherry Black (August 2014), and Assistant Superintendent Education Services, Dr. Eric Vreeman (July 2014). In October of 2014, after a lengthy search, the Yucaipa-Calimesa Joint Unified School District hired a new principal, Shad Kirkland, at YHS. As is usually the case with the hiring of new administration, Principal Kirkland undertook the process of evaluating the academic program at YHS from top to bottom. Part of his evaluation included incorporating his own educational philosophies into the school’s vision and mission as well as re-evaluating the Yucaipa High School Schoolwide Learner Outcomes. With input from staff, students and community stakeholders the following statements were revised to more clearly reflect YHS’ goals and direction as we continue moving forward into the 21st century.
Vision “Yucaipa High School will create a dynamic environment of respect and achievement, where all students can apply their knowledge and experience to contribute purposefully in a global society.”
Mission Statement “A Yucaipa High School student will develop the knowledge and skill set needed to be successful in a rapidly changing global society. Stakeholders will cultivate skills in collaboration, communication, critical thinking, problem-solving, responsibility, community awareness and the ethical use of technology. Our school climate enhances the students’ desire to become an active contributor in society and provides a variety of college and career pathways.”
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Yucaipa High School ACS WASC/CDE Self-Study Report
Schoolwide Learner Outcomes (formerly called ESLRs) Previously, the Yucaipa High School ESLR’s focused on four components: Responsibility, Independence, Critical Thinking, and Communication. The Essential Outcomes (1993), ESLRs (1998, 2005, and 2011) had no changes at all and I didn’t go back any further through the WASC archives than when our principal was in high school. Given the changes in technology and the focus on College- and Career-Readiness it was important to update our Schoolwide Learner Outcomes to better meet the needs of 21st Century learners. In the 2013-14 school year the Yucaipa-Calimesa Joint Unified School District decided that district goals needed to be revised to reflect the new district administration’s direction. With the question in mind: “What should a YCJUSD graduate look like?” A group of district stakeholders, including approximately 10 YHS staff members and administrators, joined a district committee to develop what came to be called a Graduate Profile. Using the California Department of Education “12 Standards for Career Ready Practice” as a guide the committee developed a draft to share with school sites throughout the district. After much discussion, writing and revision at district site levels, the YucaipaCalimesa Joint Unified School District Graduate Profile was formally Board approved in 2014. In order to support the district’s vision for a graduate from the Yucaipa school district, and to maintain a clear level of consistency throughout, the YHS staff approved incorporation of the Graduate Profile as our Schoolwide Learner Outcomes. The creation of the district-wide Graduate Profile evolved from our work with the county cradle to career vision. It is a district Graduate Profile adopted by and shared with all district sites, K-12. The Graduate Profile was developed by groups, shared with community, and revised after feedback from teachers, administration and community members.
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Yucaipa High School ACS WASC/CDE Self-Study Report
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Yucaipa High School ACS WASC/CDE Self-Study Report
Measurable Indicators of “Graduate Profile” Attainment: A YCJUSD Graduate will demonstrate:
Technological Literacy – o o o o
Collaboration – o o o o o o
Performance-based assessments incorporating group dynamics Peer group interactive lessons (Socratic Seminars, Philosophical Chairs) Student participation in clubs, athletics, extra-curricular activities Oral presentations Small group focused interactions Mock interviews
Critical Thinking, Problem Solving – o o o
Use of technology for research Computer-based assessments Project-based learning using technology Classroom lessons incorporating technology
CAASSP assessments and data Classroom assignments using DOK levels 3-4 Enrollment in higher level courses and programs – AP, Honors, Academies
Responsibility – o o o
Attendance rates Community involvement/Service hours Participation in service oriented clubs and activities
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Yucaipa High School ACS WASC/CDE Self-Study Report
Status of School Performance Staff Description – Certificated Staff According to the annual staff demographic survey conducted by the leadership team, Yucaipa High employs 124 certificated staff members: one principal, three assistant principals, six counselors and 114 teachers. Certificated staff is split by gender with 64 females and 60 males. Eighty percent report as white, 18% Hispanic/Latino and 2% Asian.
As of the 2016-17 school year 56% of certificated staff members had a Master’s of Arts/Sciences degree or higher, and 44% had a Bachelor’s of Arts/Sciences degree. During the 2015-16 school year, no teachers were teaching outside their subject area of competence and only one was not fully credentialed. Pupil support service personnel include six full-time certificated counselors. Each counselor is responsible for approximately 450 students. Each academy has a dedicated counselor as does our growing English learner (EL) population. In addition, YHS employs a full-time Teacher on Special Assignment (TOA) who oversees IEPs and the special education program. There is a full-time school psychologist, a health technician, and a speech assistant on campus. The district employs a full-time visually impaired student specialist who is based on our campus, and a speech/language/hearing specialist is contracted to support Yucaipa HS students. We also have one credentialed full-time librarian, and a classified senior library technician who oversees textbooks in addition to assisting in the library. Finally, the school district employs a behavioral health counselor who works with at-risk YHS students two days per week.
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Yucaipa High School ACS WASC/CDE Self-Study Report
Attracting Experienced Teachers It should be noted that, although the graph shows 31 certificated staff members with only 1-5 years in the Yucaipa-Calimesa JUSD, the average number of years of total certificated experience among that group is actually 4.8 years. The average of our certificated teaching staff members listed with 1-5 years’ experience average is 3.8 years in the classroom. Only 9 of those certificated staff members currently listed within 1-5 years with our district began their careers in education in the YCJUSD. This information shows two things: 1) The YHS certificated staff is more experienced than the graph might suggest; and 2) Experienced teachers are willing to leave other districts to join the staff at YHS.
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Yucaipa High School ACS WASC/CDE Self-Study Report
Thunderbirds Return to the “Nest” Currently, 23 Yucaipa High Alumni can be counted among our certificated staff members. The principal, activities director, one counselor and our Health and Biomedical Sciences Academy lead/AVID Coordinator are all YHS graduates.
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Yucaipa High School ACS WASC/CDE Self-Study Report
Staff Description – Classified Staff YHS employs 79 classified staff members split by gender with 61 females and 18 males. Fifty-two percent report as white, twenty-two percent Hispanic/Latino, three percent African-American, four percent other, and nineteen percent were not reported.
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Yucaipa High School ACS WASC/CDE Self-Study Report
Enrollment Since our last WASC visit enrollment at YHS has remained relatively constant. From its peak of over 2,900 students in 2010-11, enrollment declined dramatically to 2,689 in 2012-13 coinciding with the employment and housing crisis. Since 2013-14 the YHS student population has progressively increased annually. T h e 2014-15 school year saw the beginning of a steady upswing to 2,751 and the 2015-16 school year saw enrollment climb again to 2,775 students. The 2016-17 school year is the first year that transfer enrollment from students outside our district has outnumbered YCJUSD students leaving to enroll in nearby districts. We believe this increase is directly related to our varied course offerings and Linked Learning Academies as compared to our neighboring districts. To date our enrollment is a stable 2,782.
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Yucaipa High School ACS WASC/CDE Self-Study Report
Enrollment by Grade Level Yucaipa High School is fairly traditional in light of grade level enrollment. As with most comprehensive high schools, the freshman class is traditionally, with a few exceptions, the largest of the four grade levels beginning with approximately 700 student. Gradually, that number decreases until the senior class settles at just over 600 students.
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Yucaipa High School ACS WASC/CDE Self-Study Report
Enrollment by Race/Ethnicity The average student population over the last 6 years is 2,754. The average enrollment by ethnicity is as follows: 57% White, 37% Hispanic/Latino, and less than 7% of the YHS student population is of an ethnicity other that White or Hispanic/Latino. An average of 2% of our population over the past 6 years was comprised of Asian students; Black/African American students account for another 2%. American Indian/Alaskan (.9%), Hawaiian/Pacific Islander (.3%), and those students listing a racial background consisting of two or more races (.8%) make up the other two percent of our average student population.
Six-Year Average Student Enrollment By Race/Ethnicity 57% 60% 50% 40%
37%
30% 20% 10%
2%
2%
0%
36
0.90%
0.30%
0.80%
Yucaipa High School ACS WASC/CDE Self-Study Report
Enrollment in Special Programs Although YHS has a high number of Hispanic/Latino students, we have a relatively low percentage of English learners enrolled. Approximately 5% of our overall student population is comprised of EL students. A significant number of YHS students fall into the Socio-Economically Disadvantaged sub-group. Yucaipa High School averages higher than 40% in either the Free or Reduced Lunch programs.
English Learners and Free/Reduced Lunch
Program
EL
Free/Reduced
2011-12
2012-13
2013-14
2014-15
2015-16
2016-17
175/6%
142/5%
153/6%
145/5%
114/4%
135/5%
1,297/46%
1,122/42%
1,274/47%
1,199/44%
1,145/41%
1,123/40%
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Yucaipa High School ACS WASC/CDE Self-Study Report
Cohort Outcome Data Based on available cohort data from the California Department of Education (CDE), the YHS EL and socio-economically disadvantaged populations have increased at a rate of approximately 1%-2% annually, during the same time our special education (SpEd) population has remained within 11% and 13% of our total population. EL and SpEd continue to make up a relatively small percentage of the overall student, but the socio-economically disadvantaged sub-group at Yucaipa High School is currently around 50%. It is necessary for district and site staff and administration to keep tabs on these sub-groups to ensure that they do not fall through the cracks. Part of these efforts include hiring a full-time EL teacher and 3 EL tutors, plus providing all teachers with English Language Development (ELD) professional development during the 2015-16 school year. Much of the YCJUSD focus has centered on our at-risk populations, particularly EL. With assessment data showing that many of our EL students are not meeting standards it has become a goal of the district and site to make the necessary resources available to meet the academic needs of our EL population.
Cohort Outcome Data – Cohort Students California Department of Education Data Reporting Office
Year
English Learners
Special Education
Socio-Economically Disadvantaged
All Students
2011-12
45/7%
83/13%
308/48%
647
2012-13
37/6%
67/11%
289/48%
601
2013-14
44/7%
74/13%
302/51%
591
2014-15
50/9%
68/12%
319/54%
587
2015-16
Data not available
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Yucaipa High School ACS WASC/CDE Self-Study Report
Cohort Outcome Data – Cohort Graduates California Department of Education Data Reporting Office
Year
English Learners
Special Education
Socio-Economically Disadvantaged
All Students
2011-12
37
71
286
609
2012-13
33
54
270
576
2013-14
37
59
278
559
2014-15
46
51
294
555
2015-16
Data not available
Cohort Outcome Data – Cohort Graduation Rate California Department of Education Data Reporting Office
Year
English Learners
Special Education
Socio-Economically Disadvantaged
All Students
2011-12
82.2%
85.5%
92.9%
94.1%
2012-13
89.2%
80.6%
93.4%
95.8%
2013-14
84.1%
79.7%
92.1%
94.6%
2014-15
92.0%
75.0%
92.2%
94.6%
2015-16
Data not available
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Yucaipa High School ACS WASC/CDE Self-Study Report
Cohort Outcome Data – Cohort Dropout Rate California Department of Education Data Reporting Office
Year
English Learners
Special Education
Socio-Economically Disadvantaged
All Students
2011-12
13.3%
7.2%
4.9%
4%
2012-13
5.4%
0%
2.4%
1.8%
2013-14
13.6%
8.1%
5.6%
3.9%
2014-15
2.0%
10.3%
5.0%
3.6%
2015-16
Data not available
Average Daily Attendance Despite Yucaipa-Calimesa Joint Unified School District’s absence of bus services for any students, with the exception of those students with transportation written into their IEP, Yucaipa High School boasts an average daily attendance (ADA) of over 95% annually. Year
ADA Enrollment
ADA Apportionment
ADA Percent Present
2011-12
2,772
2,656
95.82%
2012-13
2,635
2,523
95.75%
2013-14
2,642
2,534
95.9%
2014-15
2,694
2,572
95.46%
2015-16
2,712
2,584
95.29%
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Yucaipa High School ACS WASC/CDE Self-Study Report
Suspension and Expulsion Rates It is a belief at YHS that school is the best place for our students and that every day away from campus is a lost opportunity for a student to succeed. Yucaipa High School works to seek alternative means of corrective action, which does not include suspensions or prevent access to instruction. Year
Enrollment
Suspension
Expulsion
Students Suspended
Rate
Students Expelled
Rate
2011-12
2,834
492
17.3%
8
0.2%
2012-13
2,689
322
11.9%
1
2013-14
2,698
196
7.2%
6
0.2%
2014-15
2,751
191
6.9%
7
0.2%
2015-16
2,782
218
7.8%
16
0.5%
.03%
Transfers to Alternative Education Programs The Yucaipa-Calimesa JUSD operates a variety of alternative education programs including: Green Valley High School (GVHS), a continuation high school option; Yucaipa-Calimesa Online Academy (YCOA), an online learning environment; Oak View Education Center (OVEC) which houses both Community Day School and long-term independent study; and an Adult Education program. While the primary goal at Yucaipa High School is to limit attrition, YCJUSD recognizes the need for alternative education programs in order to meet the needs of all students and prepare them for college and career. Alternative Education Program Year
Ind. Study
Rate
2011-12
N/A
0%
2012-13
3
2013-14
Green Valley H.S.
Rate
Adult Ed.
Rate
Comm. Day School
6
.2%
8
.2%
7
.2%
.1%
12
.4%
4
.1%
9
.3%
3
.1%
12
.4%
5
.1%
10
.3%
2014-15
3
.1%
12
.4%
3
.1%
17
.6%
2015-16
11
.3%
11
.4%
3
.1%
1
.03%
41
Rate
Yucaipa High School ACS WASC/CDE Self-Study Report
California Assessment of Student Performance and Progress (CAASPP) Eleventh grade students at Yucaipa High School participated in the 2015 and 2016 CAASPP performance assessment. The 2015 school year was a year of learning for students, teachers and administrators as we navigated the logistics of scheduling and testing all students in a timely manner, with limited access to computers, with as little disruption to the day-to-day school wide academic program. Needless to say, the first year was a learning experience for everyone involved. The 2016 administration of the exam was much smoother for YHS staff and students. All stakeholders learned from the experiences of 2015 – students were better prepared, teachers understood the process better, and administration handled the scheduling of computer labs and portable computer carts more efficiently. The results in English Language Arts showed steady improvement in the Standards Met/Exceeded outcomes and a decrease in the Standard Nearly Met/Not Met outcomes. Mathematics scores showed an interesting result. YHS students made improvements in the Standards Met/Exceeded outcomes and a decrease in the Not Met outcome. However, the Standard Nearly Met outcome remained the same. While the outcomes in both English and mathematics demonstrate growth, YHS administration and faculty analyzed more specific data as it related to our sub-group populations and the student progress towards meeting and exceeding standards in each of the subject area (claim) descriptors in order to identify professional development needs and areas of growth.
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Yucaipa High School ACS WASC/CDE Self-Study Report
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Yucaipa High School ACS WASC/CDE Self-Study Report
California High School Exit Exam (CAHSEE) Although the CAHSEE has been suspended by the State of California, four years’ worth of data should not be overlooked for the purposes of this documentation. While the total YHS population tested consistently scores just below the 90% range the EL, SpEd, and socio-economically disadvantaged populations continued to score at a significantly lower average level than the YHS population not designated as qualifying for a special program. The non-special program population score consistently above 90%.
California High School Exit Exam (CAHSEE) – All Students 2011-12
2012-13
2013-14
2014-15
Students Tested Math
694
645
633
689
Students Passing Math
603
571
557
589
Percent Passing Math
87%
89%
88%
85%
Students Tested ELA
693
650
641
686
Students Passing ELA
601
568
548
591
Percent Passing ELA
87%
87%
85%
86%
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Yucaipa High School ACS WASC/CDE Self-Study Report
California High School Exit Exam (CAHSEE) – Special Education Students 2011-12
2012-13
2013-14
2014-15
Students Tested Math
70
56
53
77
Students Passing Math
27
22
20
25
Percent Passing Math
39%
39%
38%
32%
Students Tested ELA
70
57
57
77
Students Passing ELA
30
18
12
25
Percent Passing ELA
43%
32%
21%
32%
California High School Exit Exam (CAHSEE) – English Learners (EL) 2011-12
2012-13
2013-14
2014-15
Students Tested Math
47
35
44
43
Students Passing Math
33
16
27
25
Percent Passing Math
70%
46%
61%
58%
Students Tested ELA
48
37
46
43
Students Passing ELA
30
24
19
20
Percent Passing ELA
63%
65%
41%
47%
45
Yucaipa High School ACS WASC/CDE Self-Study Report
California High School Exit Exam (CAHSEE) – Reclassified Fluent-English Proficient 2011-12
2012-13
2013-14
2014-15
Students Tested Math
59
67
62
71
Students Passing Math
56
60
56
67
Percent Passing Math
95%
90%
90%
94%
Students Tested ELA
57
67
62
71
Students Passing ELA
54
62
56
68
Percent Passing ELA
95%
93%
90%
96%
California High School Exit Exam (CAHSEE) – Economically Disadvantaged 2011-12
2012-13
2013-14
2014-15
Students Tested Math
315
289
307
272
Students Passing Math
262
236
258
216
Percent Passing Math
83%
82%
84%
79%
Students Tested ELA
314
291
316
273
Students Passing ELA
251
242
253
210
Percent Passing ELA
80%
83%
80%
77%
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Yucaipa High School ACS WASC/CDE Self-Study Report
California High School Exit Exam (CAHSEE) – Not Economically Disadvantaged 2011-12
2012-13
2013-14
2014-15
Students Tested Math
364
345
316
397
Students Passing Math
329
326
292
355
Percent Passing Math
90%
94%
92%
89%
Students Tested ELA
364
348
315
394
Students Passing ELA
337
317
287
364
Percent Passing ELA
93%
91%
91%
92%
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Yucaipa High School ACS WASC/CDE Self-Study Report
Common Formative Assessments (CFAs) Assessment data has been a major factor in the decision-making process at Yucaipa High School for many years. However, in light of the dissolution of several state assessments (STAR, CAHSEE, etc.) YCJUSD, and YHS in particular, has taken the initiative to create site-level assessments to provide important student data. Using the Educator’s Assessment Data Management System (EADMS) Yucaipa High staff was tasked to create common formative assessments (CFAs) by department to analyze student progress toward meeting standards and to adjust teaching strategies based on collected data. In 2015-16 the English department (ELA) developed and piloted CFAs that supported the Common Core State Standards (CCSS) and department curriculum maps. Prior to the 2016-17 school year, the district purchased new ELA textbooks to better align our curriculum to match that of the CCSS which, in turn, created the necessity for the ELA department to revise their CFAs. This year ELA has continued to utilize CFAs and added a true analysis component to the process. Teachers are using collaboration time to implement a site data protocol to analyze student outcomes and address re-teaching strategies to move students toward mastery of the standards. The mathematics department transitioned to an integrated math sequence of courses in the 2014-15 school year. During the 2015-16 school year, the mathematics department piloted and then adopted new CCSS-aligned textbooks; developed curriculum maps/pacing guides and course-specific assessments; and piloted CFAs. This year math is implementing CFAs with a goal to implement the site data protocol in the 2017-18 school year.
A-G Compliant Students Statistical data shows that there has been a steady increase in the number of YHS students graduating A-G compliant. A major focus remains the continued growth until all graduates fall into the A-G compliant category.
Year
# of Graduates
# A-G Compliant
% of Graduates
2011-12
607
85
14%
2012-13
571
118
21%
2013-14
555
153
28%
2014-15
554
192
35%
2015-16
540
185
35%
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Yucaipa High School ACS WASC/CDE Self-Study Report
Celebrating Academic Excellence At the beginning of each year, Yucaipa High School celebrates the academic success of its student body based on results from the previous school year. With its annual Bars and Stars Ceremony, YHS recognizes students who achieve a 3.5 academic GPA or higher for two consecutive semesters. First time recipients receive a Letter and each subsequent year students receive either a Bar (3.5 GPA) or a Star (4.0 GPA).
Annual Bars and Stars Recipients – 3.5 Academic GPA or Higher School Year
Total Recipients/ASB
Percentage of ASB
2011-12
382/2,834
13.5%
2012-13
354/2,689
13.2%
2013-14
437/2,698
16.2%
2014-15
353/2,751
13.0%
2015-16
489/2,775
17.6%
College Entrance Exams With college and career readiness as a goal, it is critical to make college entrance exams an area of emphasis. YHS has increased communication with students and families through grade-level parent nights, automated callers and classroom presentations with the intent to educate our students and families on the importance and benefits of taking college entrance exams. As a result, the number of YHS students taking the necessary college entrance exams has increased in recent years. SAT exam results have remained relatively consistent in recent years with fluctuations in average scores varying less than 10 points from year to year. There has also been a consistent number of YHS seniors testing annually with the percent of seniors taking the SAT remaining steady within 1% from year to year. With the increased emphasis on college-readiness, YHS has doubled its encouragement for students to take the PSAT exam so that counselors and teachers can look at results and make lesson and curricular modifications based on student success rates on the standardized test. In the 2015-16 school year, 273 YHS students took the PSAT. This year, 2016-17 saw 446 YHS students take the exam. The upswing in PSAT participation provides more students with college and career diagnostics and will aid counselors and administrators in their ongoing curricular planning efforts to meet student needs.
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Yucaipa High School ACS WASC/CDE Self-Study Report
SAT Exam Results Grade 12 Number Enrollment Tested
% Tested
Avg Score Reading
Avg Score Math
Avg Score Writing
2014-15
622
267
43%
482
489
481
2013-14
628
274
44%
492
505
487
2012-13
634
283
45%
488
493
475
2011-12
660
290
44%
482
499
476
YHS has traditionally been an SAT school with a very small percentage of seniors taking the ACT at all. With less than 15% of the senior class taking the ACT over the past four years the number of YHS seniors taking the ACT is nearly insignificant. Although few students take the ACT, recent data shows that over 50% of seniors taking the test have an ACT composite score at or above 21 points.
ACT Exam Results Grade 12 Enrollment
Number Tested
% Tested
Score >= 21
2014-15
622
74
12%
47/64%
2013-14
628
63
10%
32/51%
2012-13
634
54
9%
35/65%
2011-12
660
76
12%
32/42%
50
Yucaipa High School ACS WASC/CDE Self-Study Report
School Program Data Yucaipa High School offers all students a rigorous A-G college prep curriculum. According to the YCJUSD Board Policy for Graduation Requirements/Standards of Proficiency BP/AR 6146 to earn a high school diploma, students must pass the California High School Exit Exam (currently suspended) and earn a total of 225 credits. The YCJUSD does not offer the option of a D grade. A passing grade of C- or better must be earned in all courses taken at YHS in order to earn credit toward graduation. A course for which a student earned a passing grade cannot be repeated for credit. YHS students must pass four years of English Language Arts, one year each of Modern World History, U.S. History, and American Government/Economics, one year each of a physical science and Biology, three years of mathematics, two years of physical education, one year of fine arts or foreign language and 65 credits of elective courses at students’ discretion. All English and math courses are aligned with CCSS and use newly adopted textbooks to support CCSS instruction. All science courses are currently in a four-year transition phase-in to implement Next Generation Science Standards (NGSS). Students are offered a wide variety of A-G electives, from which to choose the required 65 credits during their four years at YHS. With the push toward college and career readiness, YHS has increased offerings for college bound students and maintains an open enrollment policy for Advanced Placement (AP) courses. There are currently 20 AP course options for students at Yucaipa High School. The 2016-17 school year saw student enrollment in 18 of the 20 AP course offerings. More YHS students are challenging themselves with rigorous courses and, while the data doesn’t necessarily reflect an increase in passing AP test scores, the fact that more students are taking the tests would indicate a students remain hopeful. AP teachers are aware of the discrepancy between passing the class and passing the test and are collaborating on ways to close the gap between the class and the test results.
AP Testing Data
2015-16
2014-15
2013-14
2012-13
2011-12
2010-11
# of Tests Taken
660
610
621
622
656
551
# of Students Tested
401
352
349
357
366
327
# of 3’s
175
173
182
194
197
168
# of 4’s
110
123
121
116
114
95
# of 5’s
44
45
51
42
50
48
# of Passing Scores/
329/
341/
354/
352/
361/
311/
% Passing
49.8%
55.9%
57%
56.5%
55%
56%
51
Yucaipa High School ACS WASC/CDE Self-Study Report
While traditionally rigorous courses taken by students determined to challenge themselves academically and willing to work to succeed in difficult curricula, the AP course grade distribution does not match up with the examination data. Several assumptions can be made based on the comparative AP data: 1) the various AP courses are less rigorous than the examinations require; 2) in this era of standards-based grading even AP teachers provide students opportunities to demonstrate mastery of the skills necessary to succeed in the class; 3) grades reflect a willingness to work hard on behalf of the AP students; 4) the high stakes, high pressure, atmosphere of the AP examination setting is too much for some students to handle; 5) this discrepancy is an area that AP teachers need to address and find ways to close the gap between grades and scores.
52
Yucaipa High School ACS WASC/CDE Self-Study Report
Student-Athletes Yucaipa High School strives to educate the complete student. At YHS we take pride in fielding the best athletic teams we can through hard work and commitment without sacrificing integrity or cutting corners. With an eye toward instilling values in our athletes, as well as winning games, it is a goal at YHS to hire the most qualified coaches available to train our athletes and bring a sense of school pride back to campus after every contest. At YHS we take the term “student-athlete” seriously and believe we hold our teams to a higher standard than many surrounding programs. That level of commitment to the CIF mantra of “Victory with Honor” is illustrated by the number of students involved in athletics, the high percentage of scholar athletes annually, and the level of performance our athletic teams achieve in all sports. Yucaipa High School competes in the traditionally high-powered Citrus Belt League (CBL) and year in and year out we lead the pack in league rankings. CBL Athletic Directors maintain records on league finish by sport with a first place finish scoring one point, second place scoring two points, and so on. Based on this scoring method YHS has finished first place overall the past two years. It is a belief at YHS that it is great to be a T-Bird. Year
# of Athletes
2015-16
1,016
37%
486
48%
1st
2014-15
1,038
38%
442
43%
1st
2013-14
936
35%
361
39%
2nd
% of Student Body
Scholar Athletes % of Athletes Overall Finish 3.5+ GPA 3.5+ GPA in CBL
Yucaipa High School Athletics 2016-17 Fall Sports Girls’ Volleyball Football Girls’ Tennis Boys’ Water Polo Girls’ Cross Country Boys’ Cross Country Girls’ Golf
CBL Champs/CIF 2nd Round 2nd CBL/CIF Quarter Finals CBL Champs/CIF Quarter Finals 2nd CBL/CIF Finals CBL Champs/State Finals CBL Champs/CIF Finals CBL Champs/CIF Finals
Yucaipa High School Athletics 2016-17 Winter Sports Girls’ Water Polo Wrestling Boys’ Soccer Girls’ Soccer Boys’ Basketball Girls’ Basketball
CBL Champs/CIF Quarter Finals CBL Champs/CIF Champions 8th CBL 2nd CBL/CIF 1st Round 3rd CBL/CIF 2nd Round CBL Champs/CIF 2nd Round
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Yucaipa High School ACS WASC/CDE Self-Study Report
Intervention Programs Edgenuity Edgenuity is an online curriculum offered using a model which requires students to attend class sessions on campus with a teacher. While Edgenuity is not a targeted intervention program to address content area deficiencies, it is an intervention to address credit deficiency and students who may be at-risk of not graduating. Students are enrolled through the counseling department and placed on a contract which is signed by both parent and student. The contract outlines attendance requirements, as well as, expected timelines for course completion. Edgenuity is offered during the regular school day both first and sixth periods as well as during zero and seventh period sessions for students in need of additional credit recovery outside of the regular school day. Students are also able to access Edgenuity course work from home or other off-campus computers which enables them to complete course recovery at any time. Teachers monitor student progress toward course completion and offer assistance when students need additional instruction. YHS is currently in the process of adding an 8th period intervention credit recovery opportunity. Staffing will be board approved at the January 24 School Board meeting and the intervention will begin the following week.
Freshman Intervention and Mentoring The freshman intervention and mentoring was developed by our assistant principal who oversees 9th grade progress and discipline. As a grade-level intervention the assistant principal began in 2015-16 with a system of identifying in Aeries.Net our freshman who were having academic and behavior issues. Many of the at-risk students were originally identified through middle school referral and on-going articulation between campuses. The only criteria was that the student was in 9th grade had poor/failing grades, limited help available at home, and demonstrated a need and willingness to be held accountable by an adult on campus. The goal of the program was to hold students responsible for their learning and help them develop better study habits and establish the habit of sitting down for one hour after school to do their work. Last year, identified students were called to the office and counseled by the assistant principal. The program was explained and they were instructed to go to the office every day for one hour after school to do their homework. The assignments were given to the assistant principal who, in turn, gave the work to the appropriate teachers. Once the students’ grades were stabilized they were free to leave the program – many chose to stay. This year the program has grown to include four teachers, from various subject areas, who stay after school three days per week to help the students in the program. They provide academic assistance and counseling as needed. The program is available to all 9th grade students and many of the students self-refer or bring friends. The teachers have access to Aeries and grades are checked weekly. If a student does not show up they are called to the office for counseling – it is not punitive in nature, just a genuine show of concern. Based on the program’s growth, the hiring of four teachers became necessary to provide small group settings for personal attention. 54
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English Learners (EL) EL students at YHS are identified, assessed, placed and re-designated according to state guidelines. While English learners make up only approximately 5% of the total Yucaipa High School student body, the YCJUSD and YHS administration and staff are dedicated to providing the best education possible for all students. In the 2015-16 school year a full-time EL teacher was hired to provide support classes for our EL population. Additional EL tutors were hired to assist our English learners in their mainstreamed subject areas. And, all YCJUSD teachers, regardless of credential area, participated in English Language Development (ELD) professional development at the district office. This professional development focused on the ELD Framework and effective teaching methodologies and purposeful planning. All EL students are tested annually using the California English Language Development Test (CELDT). Based on the results of the CELDT students are placed in the appropriate classes at YHS to provide the best support available. YHS also provides support for the parents of English Language Learners through regular site English Learner Advisory Committee (ELAC) meetings where school personnel, via translators, provide important educational information to YHS EL parents and community members. YCJUSD has also established the Family Learning Center (FLC) and has communicated the numerous programs and classes available for parents at the FLC to support their student. CELDT testing will begin transitioning to the English Language Proficiency Assessments for California (ELPAC). Yucaipa High School will pilot the new ELPAC test in spring of 2017 in anticipation of complete transition by 2018.
Tutoring Yucaipa High School provides after school peer tutoring, available to all students, in the Library Monday-Thursday from 3:00 PM to 4:00 PM. The Linked Learning Academies create a monthly intervention calendar to provide academy students with additional support. Although the Linked Learning intervention calendar is created with academy students in mind, all intervention dates are open to all YHS students. Several teachers offer after school, before school and/or lunchtime tutoring in their particular subject areas. AP teachers offer specialized sessions for their AP students that struggle with the rigor of the curriculum. AP teachers also provide additional test-prep sessions as the AP exams near to ensure that their students have every opportunity to do well on the test.
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Students with Disabilities Yucaipa High School students are appropriately identified and assessed. A full continuum of program options for special education and related services is available to meet the unique needs of these students, including general education and specialized academic instruction (SAI) and all related services, including, but not limited to, speech and language, occupational therapy, adapted physical education, and transportation. Students are offered full and equitable opportunities that promote maximum interaction with non-disabled peers in the least restrictive environment (LRE). Steps are taken to ensure that students with disabilities participate in academic, non-academic, and extracurricular services and activities to promote maximum interaction within the general education environment. Policies and procedures regarding parent involvement and individualized education plan (IEP) development are clearly defined, consistently used, and documented through the Special Education Local Plan Area (SELPA). There is coordination of instruction and curriculum with special and regular education staff which is supported by a full-time program specialist. It is the goal of the YHS staff to mainstream students, regardless of their disability, as much as possible, and we must determine as an IEP team, what is the most appropriate placement for the student. The following information is a general description of the various special education services provided by Yucaipa High School staff:
Special Education Program Specialist on Site Learning Center (Mild/Moderate) Special Education Academic Instruction – SAI (Mild/Moderate) Life Skills (Moderate/Severe) County Program (Moderate/Severe) - contracted
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Focused Programs Advancement Via Individual Determination (AVID) One of the largest programs on the YHS campus, AVID is a four-year elective program that focuses on college and career readiness for all students. AVID is dedicated to closing the achievement gap by preparing all students, particularly those traditionally underrepresented in higher education, for college and other postsecondary opportunities. AVID at Yucaipa High has expanded in recent years to reach out to more students who have college-bound potential. This program has been especially successful, particularly among the school’s subgroup populations such as EL and socioeconomically disadvantaged students. The AVID electives emphasize rhetorical reading, analytical writing, collaborative discussion, tutorial inquiry study groups, preparation for college entrance and placement exams, college study skills and test taking strategies, note-taking, and research. Recently our AVID Senior Seminar teacher hosted two 4 hour sessions specifically for filling out college applications, working on college application essays, and other issues related to filling out applications. Both nights had 13 students in attendance. She also hosted one 2 hour session for DACA/Dream Act students. 3 students attended and two Dream Act applications were filed by the end of the night. Finally, there was one 3 hour session for FASFA with 15 students in attendance and 13 FAFSA applications filed by the end of the night.
Total Number of YHS AVID Students 400
372 352 326
350 300 253
256
259
2011-12
2012-13
2013-14
250 200 150 100 50 0
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2014-15
2015-16
2016-17
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YHS AVID Students By Grade Level 168
180 160
137
134
140 120 100
98 82
80 60 40
64 68
66
73
58 59
68 62 69 60
73 55
82 77
64
57 60
39
45
20 0 2011-12
2012-13 9th Grade
2013-14 10th Grade
2014-15 11th Grade
2015-16
2016-17
12th Grade
Gifted and Talented Education (GATE)/Advanced Placement Programs (AP) Traditionally the GATE program at YHS has been centered on two categories: AP classes and fine arts/co-curricular offerings. The advanced placement courses are offered in all academic subject areas and are challenging and rigorous for even the brightest students. AP class enrollment is comprised of both GATE and non-GATE students. Following is a list of AP courses offered at YHS: Yucaipa High School Advanced Placement Course Offerings AP Biology
AP English Language/Composition
AP Calculus AB
AP English AP Microeconomics AP Studio Arts Literature/Composition
AP Calculus BC
AP European History
AP Physics I
AP US History
AP Chemistry
AP French
AP Physics II
AP Spanish
AP Computer Science
AP Government
AP Psychology
AP Human Geography
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AP Macroeconomics AP Statistics
Yucaipa High School ACS WASC/CDE Self-Study Report
Career Technical Education (CTE) Yucaipa High School offers a comprehensive Career Technical Education (CTE) program with a variety of pathways available to all students. Currently most of the YHS CTE programs are delivered through the Colton/Redlands/Yucaipa Regional Occupation Program (CRY-ROP). We currently have 713 students enrolled in ROP courses. The addition of our Fire Science 1 course in 2016-17 and Fire Science 2 in 2017-18 will provide YHS students with the pre-requisites for admission to the Crafton Hills College (CHC) Fire Academy as articulated between YHS and CHC.
Yucaipa High School Career Technical Education Course Offerings Medical Occupations
Fashion Merchandise Marketing
Online Business
Clinical Medical Assistant
Sports Medicine
Medical Terminology
Beg./Int./Adv Construction Technology
American Sign Language 1/2
Crime Investigation
Intro to Criminal Justice
Auto Technology – 1/2/3
Fire Science
Dual Enrollment Yucaipa High School and CHC maintain a strong working relationship. YHS students have the opportunity to earn high school and college elective credits through our dual enrollment program. Currently, we have two courses offered on the YHS campus that are taught by CHC staff members: Sociology and Communication. Dual enrollment courses are enrollment driven and, according to YHS and Crafton Hills officials, will grow as demand dictates.
Expository Reading and Writing Course (ERWC) ERWC is offered as an alternative to traditional senior English. Written by the California State University, this class ensures entry into college level English classes in lieu of the English Placement Test (EPT) when students earn a grade of C or better in both semesters.
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Independent Study Short-term independent study is available to students who will be out of town or have some other family or personal issue keeping them from attending school on a shortterm basis (5-15 days). Also, long-term independent study is an alternative option available through other district programs.
Visual and Performing Arts (VAPA) Visual and performing arts (VAPA) classes at YHS offer a wide variety of options to students who wish to expand their high school education. While many other schools cut music and the arts, Yucaipa High School continually adds courses to the schedule to encourage students to engage in the visual and performing arts program.
Visual And Performing Arts Course Offerings Drama I and II
Beg/Adv. Arts & Crafts
AP Studio Arts
Beg/Adv. Art and Design
Beg/Adv. Ceramics
Photography 1 and 2
Beg/Int./Adv. Digital Video Production
Video Prod News“Thunderstruck”
General Music
Concert Band
Wind Ensemble
Symphonic Band
Marching Band
Jazz Band
Women’s Chorus
Men’s Chorus
Concert Choir
Madrigals
Guitar
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Linked Learning Academies An approach to high school that engages students by making education relevant, YHS offers three separate Linked Learning Academies. Students are prepared for both postsecondary education and career opportunities within career pathways which are organized around 21st Century themes such as digital media arts, engineering, green energy, health and biomedical sciences and law and public safety. Even if a student decides, after participating in an academy that they are not interested in a specific career field, they have gained skills and knowledge that will help them in any career path. Curriculum for the Engineering and Health and Biomedical Sciences Academies is based on Project Lead the Way (PLTW). There are four core components to Linked Learning Academies:
Rigorous Academics Career-based learning in the classroom Comprehensive Support Services Work-based learning o 9th grade: Career Awareness – field trips, guest speakers, career research o 10th grade: Career Exploration – field trips, guest speakers, career research o 11th grade: Career Preparation – possible job shadowing, guest speakers, field trips, industry help and support o 12th grade: Career Training – possible internships, guest speakers, field trips, industry help and support
The Linked Learning Academies have built-in interventions and track student contacts. Our academy leads started a new log with the drop down menu and expanded areas in October. From October 17 through the end of the semester in December, academy teachers:
helped individual students a total of 624 times (intervention, tutoring, etc.) had 218 conversations with students about their grades sent 63 letters home about student progress had 28 other interactions with students in regards to their grades or some other form of academic intervention
The Linked Learning Academies also create a monthly intervention calendar to provide academy students with additional support. Although the Linked Learning intervention calendar is created with academy students in mind, all intervention dates are open to all YHS students.
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Linked Learning Enrollment by Academy
Linked Learning Academy Total Enrollment
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Air Force Junior ROTC (AFJROTC) The mission of our AFJROTC is to develop citizens of character dedicated to serving their nation and communities. AFJROTC is a three or four year program for high school students. The curriculum includes aerospace science, leadership education, and wellness. All students will be given credit for graduation for successful completion of the AFJROTC program per the Air Force School Agreement. Courses are designed for the cadet to receive one academic year of instruction to meet Title 10 requirements. Each academic course must consist of an AS component, an LE component, and a wellness component except for stand-alone drill courses. Cadets are expected to participate fully in the enrolled AFJROTC class; which includes attending all classes, wearing the uniform, and participating in wellness/PT activities.
Guaranteed College Admission Agreements Exciting new partnerships at Yucaipa High School makes college and career readiness more tangible to YHS seniors. Based on agreements with three local universities students who meet all entrance requirements to the University of Redlands, University of La Verne and California State University, San Bernardino, receive automatic admission. Additionally, the University of Redlands guarantees a $10,000 annual scholarship and the University of La Verne guarantees a $5,000 annual scholarship for YHS students who meet the criteria.
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Student Engagement Opportunities In addition to a broad-sweeping and rigorous A-G curriculum, Yucaipa High School prides itself on the depth and breadth of student opportunities for involvement. While a comprehensive education begins and ends with the availability of appropriate courses, a well-rounded education is so much more than passing classes. YHS engages students at every turn in an effort to enhance their educational experience. There is no shortage of engaging activities for Yucaipa High students including our always competitive athletic teams, Associated Student Body (ASB) activities, and over 30 on-campus clubs. Some activities are teacher driven such as the wildly popular annual Haunted House that began as a math project and now uses most of the campus, engages hundreds of students who plan, collaborate, and create a maze of terror for one night per year. The Haunted House draws hundreds of visitors and generates several thousand dollars annually that is donated to ASB for special projects such as murals and new equipment. The YHS Mountain Bike Team directed by volunteer staff members supports more than 30 student riders and involves teachers, parents, and community members in training and competition. Our riders have won the Southern California Championship twice (2013 and 2014) and finished an impressive 2nd Place in the State Championship Race in the 2016 season. ASB runs dances such as the popular 80s dance that attracts over 1,000 “day-glow” clad students to the gym, and Homecoming and Prom where students dress to impress in their finest formal attire. ASB also organizes and creates multi-media pep rallies to support fall, winter and spring sports teams and their accomplishments and week-long Tolerance Week that culminates in a student-directed assembly that encourages acceptance of whatever makes us different. YHS boasts extremely active theatrical programs. Drama and Improv attract our outgoing and silly population; music and choir are a bit more subdued, but no less polished. Best Buddies Club integrates the general education population with our special needs students all year long creating a bridge that makes one wonder who benefits more from the experience. With more than 30 active clubs there are too many to summarize but the variety available to students is impressive. From academic oriented clubs such as California Scholarship Federation (CSF) and Latino Cultural Club to athletic clubs like Block Y Varsity Letterman Club, or Hiking or Intra-Mural Sports clubs students can find likeminded peers. Many students also enjoy service oriented clubs like Friends of Rachel, Interact and Key Clubs or special interest clubs including Alive Club (Christian), Anime, Art & Fashion, Astronomy, Best Buddies, Bowling, Dance, Gay-Straight Alliance (GSA), Ping-Pong, Quidditch, Robotics, Ham Radio, Shakespeare, Social Justice, and the Spirit Section (Pit Crew) to name a few. All clubs have staff advisors, develop constitutions, have regularly scheduled meetings and provide leadership opportunities to interested students (See appendix for complete list of YHS clubs).
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Counseling The Yucaipa High School counseling and career center staff members have developed a comprehensive guidance program that assists all students in acquiring the skills, knowledge, and attitudes needed to become effective students, responsible citizens, and life-long learners. Our goal is to design a personal learning plan that matches each student’s aptitudes and interests. Each student is assigned to a counselor who assists with personal guidance, academic planning, and postsecondary preparation. The ultimate goal of our guidance program is to ensure that all students graduate with the competencies necessary to make self-directed, realistic decisions and to be successful contributors to society. Support services provided are listed below. Counselor appointments are scheduled through the counseling office. Counselors are available on a walk-in basis for students who are in need of emergency counselor support during the school day. Included in the support provided by counselors are: 9th Grade Program Prior to the end of their freshman year, 9th grade students meet individually with their counselor to complete a “Get to Know You” survey, review graduation requirements, and begin a four-year plan. Counselors use these one-on-one meetings to get to know their caseload and give students information regarding the services counselors provide. 10th Grade Program In the fall, the counselors hold the first of two Sophomore Academic Success Trainings (SAST). Counselors work with small groups to help the students update their graduation plans and generate a tentative four-year plan based on their current goals. In the spring, the counselors follow up with the students to check progress and update graduation plans to assist students in making appropriate course selections for their junior year. 11th Grade Program Junior Academic Success Trainings (JAST) are held twice yearly. The fall JAST meeting has a college and career focus. Through online career inventories student begin to identify possible career options and research postsecondary education necessary to achieve their career goals. In the spring, counselors meet with students in small groups to update their graduation/four year plans. They will also create a timeline of upcoming activities that students will need to complete in order to be ready for their senior year, along with making appropriate course selections for their senior year. 12th Grade Program Early in fall semester, counselors hold Senior Academic Success (SAS) meetings. Counselors go into each English class for two days. The first day is comprised of a review of graduation requirements, having the students update their Career Life Activity Sheets (which counselors use for writing letters of recommendation), and completing a survey based on what they are planning to do after high school: four-year college, community college, military, or work force/undecided. The second day, the students are separated into smaller groups based on their survey responses, in order to develop a personal action plan and be given specific information on topics such as the college application processes, testing, financial aid, exploration resources, or information from military recruiters. 65
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There is also an option for students to sign up for additional workshops that are held during October that include: filling out the UC and/or CSU application, writing a personal statement, resume writing, and college campus research.
YHS Career Center The Career Center is an extension of the counseling office. Our purpose is to provide students with information and resources to explore education opportunities including the different college and career pathways. The goal of the Career Center is to help students present themselves as candidates for employment as well as applicants for college, technical, vocational and military careers. The Career Center hosts an annual career fair in the spring with over 60 different representatives for students to speak with and explore alternative career options. We provide volunteer opportunities on a regular basis and offer job openings and assist students with resume writing, interview preparation and work permits. We maintain a list of tutors for both high school, middle school and elementary school needs. The Career Center hosts college visits and college application workshops. Additionally, we host military testing, the ASVAB, twice a year, free of charge. We are also the liaison to all military branches coordinating recruiter visits on a regular basis. The Career Center manages guest speakers for all classes and assists counseling with all grade-level career units and the SOA3R program through Crafton Hills College. The YHS Career Center also works with the Regional Occupational Program (ROP) career readiness specialist to assist students in both academic and CTE classes. ROP and YHS career technicians work together to promote training skills, industry partnerships, career pathway sequences, articulation, A-G credits and industry certifications. The ROP program also offers online career exploration classes, college enrollment for all articulated classes, and off-campus and virtual field trips. ROP also recruits student ambassadors to visit middle schools and showcase the CTE classes offered at YHS. As a service outreach program for our staff and students, the Career Center coordinates the annual Yucaipa High School Adopt-A-Family program that provides approximately 30 needy local families with Christmas gifts and food each year.
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Campus Upgrades and Beautification Since our last WASC Visit several minor campus projects have been completed for the purposes of upgrading or modernizing facilities and generally beautifying the campus in the spirit of improving school climate. Funding for such projects comes from various sources: donations, ASB, Haunted House, safety, and the school district to name a few.
What was once a staff lunch room was repurposed to provide additional eating space for students. The T-Bird Café now offers an indoor alternative to the cafeteria for students to enjoy their meals. Banners, paid for by donations from community partners and promoting school programs, were created and hung on light posts in the parking lots and around campus. These upgrades were funded by our annual Haunted House which is entirely run by staff (Mr. and Mrs. Simon) and students. Several murals have been painted on prominent campus buildings in an effort to build school pride and beautify the facility. Also funded by Haunted House proceeds. New, extensive, Americans with Disabilities Act (ADA) compliant ramps were built to provide access between upper and lower campuses. ADA compliant ramps were graded into curbs at cross-walks throughout campus. New all-weather track was installed in 2013. A joint endeavor with school and city funds. New bleachers on the visitor’s side of the football/track stadium were installed. The bike and skateboard racks were moved to an enclosure near the locker rooms to provide a secure location for storage that was not in a high traffic area of campus. The Multi-Purpose Room (MPR) stage was resurfaced to provide a better facility for drama and music productions. This is what serves as a theater at YHS. New grading and asphalt was laid around the E and L classrooms as well as around the bleachers in the stadium. A large ham & amateur radio antenna was installed on the M building to support our Ham Radio club. Engineering specific labs were upgraded in rooms E-9, E-5, and E-11. A dedicated computer server was installed specifically for the Engineering labs. New air conditioning was installed in the computer server room and the entire QBuilding. A new bell system was installed in 2012 to replace the original, unreliable unit. Campus-wide Wi-Fi was installed in 2014. New computer switches installed to replace failing switches in 2015. All computers in the administration building were upgraded in 2015. Carpeting, paint, and furniture has been upgraded in the administration building. All new Language Lab created in room M-201 in 2013, with all new computers, audio, and video equipment added in 2015. ROP auto shop received a new automotive lift and ROP wood shop is in the process of equipment upgrades that coincide with a recent safety inspection. The weight room was completely stripped and fitted with all new flooring, paint, and weight lifting equipment. 67
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A new sound and projection system was installed in the Library for presentations and staff meetings. Installed a wall to separate the Career Center from the Library to allow for college and career presentations while not impeding the use of the Library. New Bose speaker systems were installed in larger classrooms: O-1, O-2, O-3, and M-202 Upgraded the choir room, G-105 Upgrades to custodial equipment including the purchase of a Kubota utility vehicle for use around campus. Recently, the district purchased 3.5 acres of land adjacent to the school with plans to expand parking and facilities in the near future.
Survey Perception Data – Certificated Staff Based on survey data collected from over 100 certificated staff members the outlook at YHS is, with very few exceptions, a positive one. It is believed, by over 97% of staff, that Yucaipa High teachers act professionally, are well-qualified to support students and their learning, and are well-prepared. Only 64% believe that YHS “has enough staff to meet the needs of all students.” Eighty-eight percent of staff is familiar with the school’s Graduate Profile or SLOs, and 77% agree or strongly agree that they make connections between what they teach and the Graduate Profile. Certificated staff overwhelmingly agree that they inform students of the content standards covered in their classes and understand the sequencing of courses and graduation requirements. Staff provides sufficient feedback on student achievement (93%) and regularly make cross-curricular connections (88%). And, our knowledgeable and experienced certificated staff uses “a variety of tools to assess student achievement” (91%). Most staff (77%) believes they “have sufficient time to collaborate with (their) fellow teachers” which also says that 33% of staff would like more collaboration time. Ninety-three percent of certificated staff responded that they “communicate with administration as much as needed.” Ninety-three percent also “believe that administration at YHS provides good leadership.” A bit of a concern is that only 81% of certificated staff agree that administration is “visible on campus during the school day.” However, 93% agree or strongly agree that administration is “accessible to staff to address comments or concerns about the school.” As an older school that has seen an increase in both student population and faculty, site and district administration have worked together to develop solutions regarding the most effective use of space. Facilities and the creative use of space is a never ending struggle for administration. Staff is split when it comes to facilities with only 44% believing that “the school’s facilities are sufficient to meet the needs of all students,” 39% disagreeing with that statement and 17% neither agreeing nor disagreeing. While the facilities may be old and insufficient to meet the needs of all students in the 21 st Century, staff agrees that the campus is clean (87%) and safe (88%). Certificated staff considers classes at YHS to be challenging (84%) with curriculum that is “based on state or national standards” (93%). Staff also agrees that “the amount of work assigned to students is enough to support learning” (86%). 68
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Course curriculum “addresses the development of learning skills such as writing, reading comprehension, and research” in 77% of classrooms with the other 23% neither agreeing nor disagreeing with that statement. Perception survey data shows some concern in consistency between teachers of the same subject area. Forty-five percent agree and 30% disagree with the statement that “classes of the same subject area have a consistent workload, regardless of teacher” and 36% agree while 31% disagree that “classes of the same subject area have a consistent grading standard, regardless of teacher.” Certificated staff agree that “classes of the same subject area have consistent pacing, regardless of teacher” (61%). Based on certificated survey data “YHS prepares students for college” (92%), and “offers the courses that students need to achieve their career goals” (89%). “Students have equitable access to honors and advanced placement courses” (95%) and “are encouraged to pursue a schedule that encourages a high level of learning” (88%). Most students “perform a wide variety of activities such as presentations, projects, group assignments, experiments, and written reports” (87%) and “use technology” (70%). “Students at YHS treat one another with respect” (80%) and “students at YHS treat the staff with respect” (87%). Ninety-four percent of certificated staff “provide timely notification of upcoming assessments” and 89% “provide assessment results in a reasonable amount of time.” When asked whether they “use test results to help guide their instructional calendar” Sixty-nine percent either “agree” or “strongly agree” while 26% “neither agree nor disagree.” Only 32% “use previous standardized test results to help guide their instruction, pacing, focus areas, etc.” which, considering recent changes to standardized testing makes perfect sense since there is limited data for teachers to use. And, only 39% of staff “agree” or “strongly agree” that “standardized test results are important for improving student achievement.” Ninety-two percent of certificated staff “communicate with counselors as much as needed.” Sixty-nine percent believe that “YHS parents have opportunities to influence school decisions” while 98% “agree” or “strongly agree” that “YHS students and parents have adequate access to view student grades.”
Survey Perception Data – Classified Staff Sixty-five percent of the 80 classified staff members at Yucaipa High School completed the WASC survey to provide perception data for our self-study. The survey encompassed three general areas of involvement at YHS: school; job; and others. Based on the results 92% of classified staff feels that YHS is a “positive” place to work. 78% agree that YHS has a “professional climate” and 82% believe that YHS is a “safe and secure campus for all students.” Seventy-one percent of respondents feel that the “buildings, grounds, and facilities at YHS are well-maintained, clean, safe and comfortable.” Finally, 84% of classified staff believe that “YHS has a positive image in the local community.” Eighty percent of classified staff members “feel appreciated for the job” they do at YHS
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and 86% believe that “YHS provides a safe and secure working environment conducive to” their assigned duties. Seventy-eight percent find that “resources (are) adequate and accessible” for them to complete their job. Seventy-four percent “incorporate the use of technology in” their daily work assignment and 80% agree that “technological resources” for them to complete their “job are adequate and accessible.” “New Classified Staff find it easy to fit in and acclimate to YHS” according to 60% of respondents. Classified staff feels supported by administration (82%), certificated staff (78%), and classified peers (78%). While 76% believe that “Certificated Staff cooperate with and respect the job Classified Staff fulfill”. Eighty-two percent feel that “YHS administration has a clear vision and articulates school wide goals clearly”. Seventy-nine percent of classified staff agree that “YHS students respect Classified Staff.” According to respondents, 90% of “YHS staff demonstrate respect for students” and 65% believe that “YHS students demonstrate respect for staff.” Fifty-nine percent recognize that “from (their) perspective, YHS handles behavior issues promptly and effectively” while 24% “neither agree nor disagree” with that statement. Seventy-five percent of classified staff agree that “parent and community participation is clearly present and visible at YHS” and that “students have a sense of pride and belonging at YHS.” Finally, 77% say that “there is evidence of high staff morale at YHS.”
Survey Perception Data – YHS Students Approximately 50% (1,390) of Yucaipa High School students were surveyed to develop perception data for our WASC Self-Study. A nearly exact 50/50 split of responding students were male and female with the ethnic demographic breakdown almost identical to our student body demographics – 59% white, 30% Hispanic, 2% African-American, 3% Asian, and just over 5% other. Twenty percent of students surveyed were 9th grade, 25% 10th, 35% 11th, and 20% 12th grade. Thirteen percent of respondents are students in the YHS Engineering Academy, 7% are in the Health and Biomedical Academy, 6% are in the Law and Public Safety Academy, and the remaining 74% are not enrolled in an academy. AVID students made up 10% of those surveyed and another 10% receive additional support in the form of an IEP, 504, or EL services. The questions on the student survey fell into five general categories: Teachers and Staff; Classes; Facilities and Environment; Curriculum, Technology and Accessibility; and College and Career Readiness. According to YHS students, teachers “act professionally” (74%), “are well qualified to support students and their learning” (72%), and “are well prepared” (69%). Fifty six percent of students believe that “YHS has enough staff to meet the needs of all students” with 25% selecting “I neither agree nor disagree.” “Administration at YHS provides good leadership” (57%), is “visible on campus during the school day” (69%), and “is accessible to students to address comments or concerns about the school” (56%). Sixty two percent of students agree that “the counselors are helpful when (they) approach them.” Sixty three percent of YHS students agree or strongly agree that “classes at YHS are challenging.” But, there is a discrepancy when asked about consistency between classes of the same subject area. Only 43% agree that “classes of the same subject area have a
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consistent workload, regardless of teacher” and only 37% agree that there is a “consistent grading standard, regardless of teacher.” When asked if “the amount of work assigned to students is enough to support learning,” 62% of students surveyed agree or strongly agree that it is. Only 50% of students agree that “the school’s facilities are sufficient to meet the needs of all students.” This question may be a reflection on the age of the school and the lack of some amenities like a pool and a theater, which would cause students in programs such as aquatics and drama to disagree with the statement. 51% of students surveyed agree that “the environment at YHS encourages taking a challenging class schedule” while 30% neither agree nor disagree. Students feel neither comfortable “asking questions in class” (44%) nor “expressing ideas in class” (40%). According to 39% of respondents “the YHS campus is clean” with 28% neither agreeing nor disagreeing. 54% believe “the YHS campus is safe”. But, only 25% agree or strongly agree that “students at YHS treat one another with respect” – 35% neither agree nor disagree and 41% disagree with that statement. Only 28% of students believe that “bullying is a problem at YHS” with 39% neither agreeing nor disagreeing and 33% disagreeing or strongly disagreeing with that statement. Fifty three percent of the students say that “teachers at YHS treat the students with respect” but only 38% agree or strongly agree that “students at YHS treat the staff with respect.” Finally, and a bit disconcerting, 79% of respondents believe that “students at YHS are stressed”. Since the Graduate Profile is relatively new to the district and campus, it is not surprising that only 36% of students are “familiar with the school’s Graduate Profile.” However, “YHS prepares students for college” (65%), “offers the courses that students need to achieve their career goals” (69%), students “have equitable access to honors and advanced placement courses” (81%) and students “understand the sequencing of courses and graduation requirements” (82%). Sixty-three percent of students surveyed agree that “the curriculum in (their) classes is based on state and/or national standards.” “Students perform a wide variety of activities in classes such as presentations, projects, group assignments, experiments, and written reports” (78%), “use technology in class” (81%), and “make cross-curricular connections” (65%). “Teachers use a variety of tools to assess student achievement” (59%), “provide timely notification of upcoming assessments” (56%), and “provide assessment results in a reasonable amount of time” (47%). A staggering 87% agree or strongly agree that “YHS students and parents have adequate access to view student grades.”
Survey Perception Data – Parent Survey Although not a comprehensive representation of parents completed the WASC survey, 467 YHS parents, or roughly 20%, did submit their assessment of Yucaipa High School. Given the same survey as the one completed by students, with only five questions taken out that pertained specifically to students and the addition of question #32: “YHS parents have opportunities to access school information via YHS website, Facebook, Twitter, text message, voice mail, e-mail, etc.” Seventy three percent of parents responding were female and 27% were male. The ethnic breakdown, while not exactly
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indicative of our current demographic, was a fairly diverse sampling. Seventy four percent of those surveyed were white, with 20% Hispanic/Latino, 2% African-American, 1% Asian and 3% identifying as “other.” As with the student survey, questions to parents fell into five general categories: teachers and staff; classes; facilities and environment; curriculum, technology and accessibility; and college and career readiness. Parents believe that “teachers at YHS act professionally” (79%), “are well-qualified to support students and their learning” (81%) and “well-prepared” (78%). When parents “have been in contact with YHS staff, the communication from the staff has been effective” according to 74% of respondents with only 11% disagreeing or strongly disagreeing. Seventy one percent of parents surveyed believe that “administration at YHS provides good leadership”, while 74% say “administration at YHS is accessible to students and parents to address comments or concerns.” Finally, 67% agree or strongly agree that “YHS counselors are helpful when contacted” with 21%, assumed to have not needed contact with counselors, “neither agree nor disagree.” Seventy-eight percent of those surveyed consider “classes at YHS (to be) challenging” and 73% believe “the amount of work assigned to students is enough to support learning.” As with the student survey a discrepancy exists in questions regarding “classes of the same subject area” with 37% agreeing and 28% disagreeing that those classes “have a consistent workload, regardless of teacher.” Similarly, 36% agree and 27% disagree that there are “consistent grading standards, regardless of teacher.” Even though YHS is an older school, 54% of respondents consider the school’s facilities to be “sufficient to meet the needs of all students” with 20% neutral and 26% disagreeing. Parents believe “the YHS campus is clean” (75%), “safe” (69%), and that “students at YHS treat on another with respect” (51%) with 26% remaining neutral. Thirty-three percent disagree with the statement that “bullying is a problem at YHS” with 42% remaining neutral. Twenty-five percent of parents believe that “bullying is a problem.” “Students at YHS treat staff with respect” (55%), and “teachers at YHS treat the students with respect” (68%). Forty-one percent of parents believe that “students at YHS are stressed”, however 41% remained neutral and 18% disagreed with that statement. As for college and career readiness, parents agree that “YHS prepares students for college” (74%), “YHS offers the courses that students need to achieve their career goals,” and “students have equitable access to honors and advanced placement courses” (80%). Additionally, 70% agree or strongly agree that “the environment at YHS encourages taking a challenging class schedule” and 83% of parents “understand the sequencing of courses and graduation requirements.” In the areas of curriculum, technology, and accessibility parents understand that “curriculum in classes is based on state and/or national standards” (75%). They also agree that “teachers provide sufficient feedback on student performance” (63%) and that “students perform a wide variety of activities in classes such as presentations, projects, group assignments, experiments, and written reports” (85%). “Teachers use a variety of tools to assess student achievement” (65%), “provide timely notification of upcoming assignments” (69%), and “provide assessment results is a reasonable amount of time” (63%). “YHS parents have opportunities to access school information via YHS website, Facebook, Twitter, text messages, voice mail, e-mail, etc.” (88%) and both “students and parents have adequate access to view student grades” (91%). 72
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Chapter II: Progress Report Summarize progress on each section of the current schoolwide action plan that incorporated all schoolwide critical areas for follow-up from the last full self- study and all intervening visits. Comment on the original critical areas for follow-up not in the current plan.
Significant Changes and Developments During the 6 years since our last full WASC self-study and visitation, Yucaipa High School has made significant strides toward addressing most of the school-wide critical areas for rollow-up. Based on the recent sharp economic decline and slow recovery, changes in state testing, the implementation of Common Core State Standards (CCSS), changes in district and site-level administration, teacher turnover, and state-level school funding realignment, to name a few, there have been several significant developments that have impacted the day-to-day program at YHS. 1. Enrollment in 2011-12 was at a high of 2,834 just before the downturn in the economy, specifically the local job and housing markets. 2012-13 saw a drop in student enrollment of nearly 150 students to a low of 2,689. With the economic recovery has come a steady influx of new students and our enrollment has climbed annually to a current total of 2,782. 2. Since our mid-term WASC report, Yucaipa High School has undergone several dramatic school wide changes, specifically in terms of administration both at the site and district level. There is one Assistant Superintendent who was with our district during our last WASC visit and no site administrators who were district administrators at that time. 3. In October of 2014, after a lengthy search, the Yucaipa-Calimesa Joint Unified School District hired a new principal, Shad Kirkland, at YHS. As is usually the case with the hiring of new administration, Principal Kirkland undertook the process of evaluating the academic program at YHS from top to bottom. Part of his evaluation included incorporating his own educational philosophies into the school’s vision and mission statements as well as re-evaluating the Yucaipa High School schoolwide learner outcomes. With input from staff, students and community stakeholders the guiding statements were restructured to more accurately reflect YHS’ goals and direction as we continue moving forward into the 21st century. Upon his arrival Mr. Kirkland met with every staff member to assist with his analysis of the school climate and culture as well as its academic focus. The new vision and mission statements and graduate profile reflect the charge that YHS graduates should enter life after high school college and career ready. 4. In 2013-14 teachers at YHS signed an MOU increasing late start collaboration time from two Mondays per month to every Monday. The increase in collaboration allows for sixty minutes of time for teachers and counselors to work together by department to review student assessment data, discuss best practices, develop 74
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performance-based activities and assessments, and conduct department meetings. One meeting per month is driven by administration as a full staff meeting leaving three hours per month to departmental improvement. One fairly obvious result is an immediate decrease in requested substitute time for departments creating, grading and revising what were, at the time, district benchmark assessments. In the early years, with the onset of CCSS, departments were expected to develop performance-based common assessments to support the new state testing model. Hopefully, visitors can also see shared best practices. English and mathematics specifically maintain data protocols, copies of which are kept in a notebook in the principal’s office and reviewed by administration. Currently, departments with CFAs (English and math) use some of their allotted time to review the assessments and the data created by the results. The data is then incorporated into departmental action planning. Science has used collaboration time to outline next steps for NGSS integration. Social studies saw a need to revise curriculum maps and common mid-terms and finals. VAPA uses their time to plan events and develop new pathways for the arts. Special education teachers have collaboration time with general education teachers, which rarely happened prior to the implementation of our collaboration program. Few of these things would have occurred outside of contract time unless it was with release time. This would cause an increase in substitute teachers in classes which is not our first choice. 5. Linked Learning Academies have increased since our last WASC self-study when the Engineering Academy was in its beginning stages. Since that time we have added two more academies: Health and Biomedical Sciences (HBS) and Law and Public Safety (LPS). As of 2014-15 the Engineering Academy was servicing 261 students, HBS had 66 and LPS had 55 students enrolled. 2015-16 showed an increase to 305, 155 and 95 in Engineering, HBS and LPS respectively and 201617 has 348, 263 and 156 in the three Academy programs providing real world career exploration and experience to over 750 YHS students. 6. Since the California Department of Education discontinued STAR/CST testing and suspended the California High School Exit Exam (CAHSEE) annual data collection has become more localized. Yucaipa High School has turned to the development of common formative assessments (CFAs) to provide authentic and immediate departmental data which we then use to drive instruction. While few departments have completely applied CFAs, the process has been piloted in English Language Arts and mathematics with ELA reaching full implementation in 2016-17. All core academic departments are working toward creating curriculum maps or pacing guides with corresponding CFAs. 7. Local Control Funding Formula (LCFF) was enacted by the state legislature in 2013-14 and it replaced the previous K-12 finance system in California schools. LCFF establishes base, supplemental, and concentration grants in place of the previous funding mechanisms. Local Control and Accountability Plan (LCAP) is intended to be a comprehensive planning tool. In the LCAP the local school district develops goals, specific actions, expenditures and measurement metrics. To create the LCAP district personnel engage with all stakeholder groups to recognize local needs and set goals to address them. LCAP goals and actions are then reviewed annually, again by all stakeholder groups, in order to monitor 75
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progress and revise goals, actions, and related expenditures in an ongoing, locally controlled, process. (see Appendix for complete LCFF/LCAP) 8. A major change in education during the last six years that has impacted schools nationwide is the advent of the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS). YHS and the Yucaipa-Calimesa Joint Unified School District has embraced the new CCSS and supported staff with professional development at both the site and district levels designed to help departments align their instructional strategies with the new CCSS and NGSS. The process has included adopting new Common Core aligned textbooks, updating curriculum maps and pacing guides to align with the new standards and textbooks and creating CFAs to better evaluate student achievement, providing data in the form of feedback and driving instruction with current assessment information. 9. To reflect the CCSS Mathematics Standards, YHS realigned the traditional math pathway to support the integrated mathematics sequence. Students may choose one of three math pathways to pursue to complete the math graduation requirement that expects three years of math at Level I or higher. Path one is made up of Math 1, 2, and 3. Path two is a slower paced math sequence of Math 1A, Math 1B, and Math 2A in grades 9, 10, and 11 respectively. Finally, there is the honors pathway which begins in 8th grade with Math 1H, Math 2H, Math 3H, Pre-Calculus/Pre-Calculus Honors, and Calculus BC in grades 9-12.
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Implementation and Monitoring of School-Wide Action Plan The principal bears overall responsibility for implementing and monitoring the schoolwide action plan. The principal shares oversight responsibility with the School Site Council, which sets the school’s annual agenda, and is assisted in day-to-day management by the assistant principals. All stakeholders, including support staff, teachers, students, parents, district personnel, and community members play roles in the implementation process. Since the 2011 Self-Study and Review, Yucaipa High School has maintained a focus on the critical areas of need established in the School-Wide Action Plan by the stakeholders of YHS and the recommendations made by the visiting committee for the purpose of continuing to improve upon the programs that support student achievement. The goals of the Action Plan are to establish, maintain, and improve the school community where all students have opportunities for positive social and emotional growth and stability.
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Yucaipa High School “Schoolwide Critical Areas for Follow-Up” Action Plan Goal #1 – Improve and Expand Effective Communication within the School Community Objective 1: Increase the effectiveness of the school’s communication with students and graduates. Yucaipa High School has improved communication with students and graduates through a number of avenues. The school’s website has been completely restructured to provide access to more school information in a cleaner, more user-friendly format. Administration makes regular use of the school’s automated caller system and information is regularly disseminated through social media – Twitter, Instagram, and Facebook. Students receive daily school information through our bulletin and school highlights are brought to classrooms every Friday via our weekly Thunderstruck Newscast. The activities office sends out regular text messages to the school’s bank of phone numbers and the counseling department sends out a monthly newsletter. Google Classroom is now linked to SchoolBlocks and students can access teacher websites through Aeries.Net. Objective 2: Increase the effectiveness of the school’s communication with parents and community. Communication with parents and community members has become increasingly effective through more aggressive outreach and the improved use of technology. Opportunities for parent-school interaction include: grade-level parent meetings; Linked Learning Academy community service; counseling department parent informational meetings; support in the local newspaper, The News Mirror; college parent night; and parent education at the district office. Parents and community members are also linked with school activities via social media. We also have parent contact through our Parent, Teacher, Student Organization (PTSO); English Learner Advisory Council (ELAC); School Site Council (SSC); Community Cabinet; and Linked Learning Academy advisory boards. Objective 3: Increase the effectiveness on the school’s professional communication between staff, district personnel, and other school sites. Professional communication has become more effective primarily through the use of technology. All YHS staff have Office 365 email accounts and have access to regular all staff correspondences. Additionally, Office 365 is an avenue for departmental and specific group emails. Collaboration time every Monday morning is another opportunity to communicate with instructional groups, departments or the whole staff. Many staff members receive regular updates through social media. More traditional forms of communication include: principal’s cabinet minutes; counseling department newsletter; superintendent’s district newsletter; leadership team minutes; and staff meeting minutes.
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Action Plan Goal #2 – Improve and Expand Delivery of Curriculum and Instructional Strategies that Support Student Achievement and Success for all Students Objective 1 – All EL and students with special needs will have enough support to achieve academic success. YHS teachers are provided with lists of all SpEd and EL students for identification purposes. All district teachers received two-day specialized ELD training and review. Tutoring and intervention programs have increased at YHS. Teachers have been trained in and are integrating more educational technology in the classroom. Paraprofessionals are assigned to support EL students in mainstream classrooms. Appropriate curriculum has been expanded for struggling EL readers. Collaboration time includes time for SpEd teachers to communicate with general education teachers. Objective 2 – All classes in all departments will utilize pacing guides, benchmark assessments, and up-to-date standards-based instructional materials and textbooks. New ELA textbooks with embedded ELD support are aligned to the Common Core State Standards (CCSS). Collaboration time and Curriculum Information Management Advisory (CIMA) committee provide opportunities to modify curriculum maps. Departments are creating/using common formative assessments and using data to inform curricular decisions. All departments have adopted new CCSS aligned textbooks and use or are developing curriculum maps and common formative assessments. Objective 3 – Develop and implement an effective method of student intervention within the regular school day that is accessible to all students. Intervention opportunities are still mostly offered before and after school and during lunch. Math 180 and Math 1A are courses offered during the school day for students struggling with mathematical concepts. Tutoring is available after school for all students with special assistance available through Linked Learning Academies and the freshman mentoring program. Objective 4 – Develop and implement a school-wide approach to writing across the curriculum and reading for comprehension. All teachers are encouraged to work with students to accomplish this objective. Early efforts included summary paragraph writing across the curriculum and common academic vocabulary. Advancement Via Individual Determination (AVID) strategies encourage writing in addition to focused note-taking. The Expository Reading Writing Course (ERWC) program enrollment has increased as have writing opportunities in classes that incorporate performance tasks as forms of assessment. Objective 5 – Standards will be clearly identified in all classes along with expected levels of student performance using grading rubrics when appropriate. Since our last WASC visit CCSS have taken the place of California State Standards. All textbooks are aligned with CCSS as are curriculum maps and CFAs. Standards are used in grading CFAs and performance tasks. Rubrics for major projects include standards 79
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to be graded and the science department is busy aligning their curriculum with the upcoming NGSS. Objective 6 – Expand course offerings and electives, honors, and AP classes, while developing a greater emphasis on career and educational pathway choices for students. Along with the implementation of two additional Linked Learning Academies, YHS has added AP courses, ROP courses and electives across the curriculum. We currently have 18 AP course offerings, 11 ROP courses and 2 dual enrollment courses with the local community college. We have increased the ERWC offerings and CEL Math. And, we have decreased the number of student assistant (TA) opportunities in an effort to encourage students to take more rigorous elective courses. Objective 7 – All activity-based classes will support safe student-to-teacher ratios. Contract language enables principal to reduce class student-to-teacher ratios if a large SpEd population exists in the class. PE has an overall student contact number cap. Lab Science classes have lower student-to-teacher ratios. Administration has kept class sizes at or below the course maximum.
Action Plan Goal #3 – Refine and Develop Additional Opportunities for Professional Growth Objective 1 – Develop a site-based comprehensive staff development plan that is aligned with the district-wide plan. A variety of staff development opportunities are available through our Collaboration time as well as at the District level. District professional development often revolves around district goals such as EL and curriculum development. Site professional development has evolved in recent years to include many AVID WICOR strategies. These concepts, taught to the entire staff, has provided a comprehensive plan for meeting district and site goals in many areas. Objective 2 – Add professional development, collaboration time, and the growth of a professional learning community (PLC) during the defined work day. YHS teachers voted to increase collaboration time from two days per month to four days per month. This time is built in to the contract minutes at the beginning of the day every Monday. Teachers meet in departmental groups, and as a whole staff depending on the day, for collaboration, professional development, and curriculum development. Objective 3 – Staff will increase the use of standards-based grading, differentiation, student achievement data, instructional technologies, and interventions to improve student achievement. Standards-based grading was encouraged by former administration and found to be ineffective for much of the staff. Academies meet weekly to discuss student achievement and intervention. YHS has added after-school intervention and the freshman mentoring program to support at-risk students academically and behaviorally. All departments are developing or using CCSS-based curriculum maps and common formative assessments to drive instruction. 80
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Action Plan Goal #4 – Increase Availability and Effective Use of Appropriate Instructional Technologies in All Classes to Improve Student Achievement Objective 1 – Improve and increase the use of educational technologies in all classes. All classrooms have teacher computers, LCD projectors, document cameras and WiFi for use with instructional technologies. YHS has increased the number of student computers to nearly 900 computers – including 17 mobile Chromebook carts. Several of the larger classrooms have been fitted with enhanced audio equipment for teachers. The foreign language department has a completely modernized language lab. All departments have upgraded technological support.
Action Plan Goal #5 – Monitor, Update, Revise (if necessary), and Revisit the School-Wide Action Plan Annually The YHS School-Wide Action Plan has been addressed annually in staff meetings, at least twice per year.
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Chapter III: Student/Community Profile — Overall Summary from Analysis of Profile Data and Progress Provide an overall summary from the analysis of the profile data Based on past progress and current data, explain the implications of the data with respect to student performance Select two to three critical learner needs based on the data, noting the correlated schoolwide learner outcomes List important questions that have been raised by the analysis of the student performance, demographic, and perception data to be used by Home and Focus Groups in their study. Over the past six years, Yucaipa High School has undergone many changes: changes in administration and staff, implementation of new standards, the addition of technology for all students, and increased assessment accountability. In this chapter we address these changes, explain the implications of the data with respect to student performance, address the critical learner needs based on this data and list important questions that have been raised by home and focus groups based on this data. Since the 2011 WASC visitation, a completely new administrative team, both site and district, has replaced the former administration. There is only one current district assistant superintendent; Assistant Superintendent, Business Services still on staff. Consequently, in the years following our 2011 visit, the Yucaipa-Calimesa Joint Unified School District (YCJUSD) has hired a new superintendent and two new assistant superintendents. In addition to the hiring of new district administration, our former principal was promoted to Assistant Superintendent in a nearby district, one assistant principal was promoted to a director-level position, two others received promotions to principal posts and a fourth is currently at the county office. YHS has also replaced three counselors. Additionally, only six of the previous Self-Study Support Team – Coordinators and Focus Group Leads – are still on staff, with only one serving in a WASC leadership role. Further investigation shows that only 53% of staff members who were on staff in 2011, during our last WASC visit, are still currently on staff at Yucaipa High School. Most of the certificated staff turnover can be attributed to retirement. It can be noted that, with those retirements, we have been able to hire young teachers equipped with the technological know-how to better help our students meet the demands of education in the 21st century. Another factor in hiring quality young teachers is the fact that our district bargaining unit recently increased the number of contract transfer years accepted from 6 to 12 which, in turn, increased the district’s ability to attract teachers with classroom experience. With the onset of Common Core State Standards (CCSS) implementation and the new accountability formula, Yucaipa High School has worked diligently to apply the new standards in all areas of the curriculum. English Language Arts and mathematics are leading the way with new, realigned textbooks, updated curriculum maps and pacing 83
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guides, common formative assessments (CFAs), and math is even using a new integrated math sequence in support of the CCSS. Increasing the availability and use of technology has been a major investment at YHS. In 2011-12 during our last WASC site team visit Yucaipa High School had a total of 148 student computers housed in the library and three stationary computer labs. Currently YHS maintains approximately 1,000 student computers including 17 Chromebook carts, 3 partial Chromebook carts for Special education (SpEd) classes, 9 permanent computer labs including the library and foreign language lab, and 5 additional nonChromebook carts using Dell Laptops or Tablets. What was once a 19 to 1 student to computer ratio, is now approximately a 3 to 1 student to computer ratio. As was the case in 2011, all classrooms are wired with Internet. However, in 2014 YHS installed school-wide Wi-Fi. All classrooms are equipped with document cameras and/or LCD projectors, most teachers have laptop computers, either personal or school-provided, some classrooms are equipped with smartboards and five larger rooms have been fitted with surround-sound audio technology so that teachers do not have to raise their voices for students to hear instructions. Another focus at Yucaipa High School in recent years has been preparing both staff and students for the California Assessment of Student Performance and Progress (CAASPP). During the 2013-14 academic year, eleventh graders took the ELA and math Smarter Balanced Assessment Consortium (SBAC) field tests. The 2014-15 school year saw the implementation of the first CAASPP testing with documented results. Now that YHS has two years’ worth of CAASPP data, some comparisons can be made and some informed modifications can be made to teaching strategies and areas of emphasis in the ELA and math departments. The data does indicate positive growth in ELA standards exceeded and standards met with declines in both standards nearly met and standards not met. Math data shows a decline in the standards not met category while standards nearly met remained the same and both standards exceeded and standards met increased slightly. In recent years the focus has shifted away from Adequate Yearly Progress (AYP), Academic Performance Indicator (API), and California Standards Test (CST) data and moving forward we will focus on the areas that incorporate the Local Control and Accountability Plan (LCAP) outcome matrix of being college and career ready. Some of these new indicators include CAASPP testing, graduation rates, advanced placement (AP) and dual enrollment courses, early assessment program (EAP) college readiness for 11th graders, rate of A-G course completion, career technical education (CTE) participation and pass rate, SAT/ACT scores, and Armed Services Vocational Aptitude Battery (ASVAB). Overall, when analyzing the data, it is apparent that there are areas where Yucaipa High School has seen positive growth including course offerings, access to rigorous courses, AP and ROP availability and accessibility, school-wide technology, and some dual enrollment opportunities with the local community college. It is our focus to continue to improve in the areas that promote college and career readiness. Our enrollment continues its gradual increase with the economic recovery of the communities of Yucaipa and Calimesa. Yucaipa High School is academically competitive with surrounding high schools and is the only local high school to offer the wide variety of Linked Learning Academies which has begun drawing students away from neighboring schools to experience the rich opportunities available at YHS. 84
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Following a dip in enrollment from a high of 2,834 students in 2011-12 to 2,689 students in 2012-13, enrollment has continued to increase steadily to a total of 2,782 students in 2016-17. Although enrollment has risen the sub-group percentages have remained relatively stable. The largest sub-group at YHS is White, non-Hispanic and makes up approximately 57% of our student population while Hispanic students account for 37%. Our EL population hovers right at 5% and our socio-economically disadvantaged (free/reduced lunch) students make up about 40%. Education is important to YHS students and their families as reflected in the consistent annual average daily attendance rate of 95% or more.
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Implications of the Data Positive Culture There are a few assumptions that are evident when we discuss the progress made towards college and career readiness. First, students connected to school are more likely to graduate and effective adult/student relationships contribute to success. In addition, the more success students experience in ninth grade, the more likely they are to graduate high school. ASB, clubs, extracurricular activities, and athletics are all examples of positive culture that cultivate a positive school culture at YHS. Attendance rates have soared above 95% for the past six years which implies that students want to be at YHS. Athletics and extracurricular activities continue to drive positive student involvement in campus life.
College Access A-G completion rates among graduating seniors continue trending upward from a low of 14% in 2011-12 to double by 2013-14 (28%). By the 2015-16 school year the A-G completion rate grew to 35% with systems in place to continue the rise. Although the completion rates show steady increase this continues to be an area of focus at YHS. Each year, students have increased enrollment in A-G courses and more of our courses are being A-G approved annually. YHS has increased the number of advanced placement course offerings in recent years and needs to work to close the gap between AP course grades and test scores. Enrollment in ERWC for seniors has increased as another indicator of college and career readiness. Dual enrollment courses are currently offered in conjunction with the local community college and there are plans in place to increase dual enrollment opportunities for our students. To further incentivize our students to meet college entrance requirements, our district recently signed guaranteed admission agreements with three local universities – California State University San Bernardino, University of Redlands, and University of La Verne. Through this program all Yucaipa High School graduates who meet the entrance requirements receive guaranteed admission to the universities with automatic scholarships awarded by University of Redlands and University of La Verne.
English Language Learners Although EL students account for only about 5% of our student body, the goal of increasing CELDT scores and moving our EL population into the standards exceeded or standards met columns on the CAASPP-ELA outcomes remains a point of focus for Yucaipa High staff. All YHS teachers attended EL training designed to improve delivery methods to all students with an emphasis on language learners.
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Socio-Economically Disadvantaged While approximately 40% of YHS students qualify for the free/reduced lunch program over 50% of our student population falls into the socio-economically disadvantaged category. The graduation rate among our socio-economically disadvantaged group is roughly 2% lower than that of our non-socio-economically disadvantaged and the dropout rate among the same population is correspondingly around that same 2% differential. It is important for Yucaipa High School to create and/or maintain interventions to support our socio-economically disadvantaged students in the interest of meeting the Single Plan for Student Achievement (SPSA) goal of 100% graduation rate. One of the largest programs on the YHS campus, AVID, is one program whose purpose is to help students from underrepresented sub-groups such as socio-economically disadvantaged students.
Special Education It is the goal of the YHS staff to mainstream students, regardless of their disability, as much as possible, and we must determine as an IEP team, what is the most appropriate placement for the student. Steps are taken to ensure that students with disabilities participate in academic, non-academic, and extra-curricular services and activities to promote maximum interaction within the general education environment. There is coordination of instruction and curriculum with special and regular education staff which is supported by a full-time program specialist.
Instructional Changes The Yucaipa-Calimesa Joint Unified School District (YCJUSD) and Yucaipa High School have made CCSS, Next Generation Science Standards (NGSS), 21st century skills, and the new online form of testing CAASPP priorities. SPSA goals are directly aligned to support these new instructional changes and the plan is in place to assist certificated and classified staff in this transition. These areas are ongoing points of emphasis in leadership, staff, and department meeting discussions. District and site level professional development is designed to support these instructional changes. Core academic departments have updated curriculum maps and pacing guides to match the CCSS. New textbooks and materials have been purchased that align with the CCSS. All core departments have or are developing CFAs similar to the SBAC delivery model designed to collect formative data at the same time students become more comfortable with the SBAC online assessment delivery system. YHS has two full-time site systems technicians specifically tasked to work on technology issues and keep campus technology, over 1,000 student computers, up and running.
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Critical Learner Needs After reviewing the data and evaluating current trends in public education, two specific critical needs have been identified in the form of Action Plan Goals and Objectives have been created to meet those Goals.
Action Plan Goal #1 – Increase Availability and Effectiveness of College and Career Readiness at Yucaipa High School Objective 1: Develop school-wide work based learning opportunities for all students in preparation of post-secondary opportunities Objective 2: Promote equity within special programs at Yucaipa High in order to increase supports provided to underrepresented populations (i.e. Linked Learning Academies, AVID, EL, special education, and socio-economically disadvantaged) Objective 3: Develop and implement a plan to monitor and track student’s postsecondary plans in order to evaluate the effectiveness of supports provided. Objective 4: Increase the number of students who engage in post-secondary college and career planning
Action Plan Goal #2 – Improve and Expand Delivery of Curriculum and Instructional Strategies that Support Student Achievement and Success for all Students Objective 1: Ongoing professional development and implementation of EL instructional strategies Objective 2: All classes in all departments will utilize pacing guides, and up-to-date standards-based instructional materials and textbooks Objective 3: Develop and implement an effective method of student intervention within the regular school day that is accessible to all students Objective 4: Ongoing professional development efforts to move AVID WICOR Strategies schoolwide
Action Plan Goal #3 -- Improve and Increase the use of Educational Technologies in all classes Objective 1: Increase Instructional Technology - Software, licenses, computers, devices, ELD support) Objective 2: Improve Instructional Technology Support: Provide support to schools in areas of software, hardware, devices and networking Objective 3: Develop and implement site- and district-level educational technology professional development opportunities for all staff
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Chapter IV:
Self-Study Findings
Based on the criteria in each category: 1. Review what currently exists based on the ACS WASC/CDE criteria and indicators. Online schools or schools that have online components should incorporate responses to the iNACOL standards listed below the correlated ACS WASC/CDE criteria. 2. Evaluate the current program’s effectiveness based on the ACS WASC/CDE criteria and indicators. Use the analytical prompts to summarize the findings and evidence. Note: In some areas additional prompts have been inserted to emphasize the analysis related to online instruction. 3. Support responses with analyzed, observable evidence. (See the list of areas to analyze and examine.) Note: Observable evidence includes a) examination of student work, b) observations of students engaged in learning and other aspects of the school program, c) student interviews, d) examination of hard data and information, and e) other observations/ interviews/discussions. 4. The responses that include findings and evidence for each criterion within Categories A–E will form the basis of Chapter IV of the Self-Study report. At the end of each category, provide an overall summary that includes comments about the school’s ability to address one or more of the identified critical learner needs Develop a list of aligned strengths and growth areas for each category of ACS WASC/CDE criteria (Categories A–E).
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Focus Group A Organization: Vision and Purpose, Governance, Leadership, Staff and Resources Group Leaders Jason Mills TOA Shad Kirkland Administration Certificated Staff Bryan Andriese Jason Brush Tammy Carpenter Ayron Dalzell Carrie Aldrich John DeVries Kathryn Elliott Irving Fernandez Lorell Gifford Robert Guillen Amanda Heath Crystal Hickey
Science Math English Math Special Ed. English Science Math VAPA Social Studies English ROP
Ashley Hicks Brenda Knopp Carat Conley Lani Nixon Jeffrey Pitcher Katelyn Reid Lisa Reyes Tony Roque Josh Simon Mark Stafford Sharon Whiting
ROP Science Librarian Foreign Language Tech. & Info. Sci English Counseling Special Ed. Math Special Ed. Science
Classified Staff Basilio Barrio Mary Hampton Libby Hunter Brittney Jones Lee Jopling Ty Lybarger
Custodian Clerical Health Tech AVID Tutor Site System Tech Custodian
Audrey McManus Kerri Sattler Jessica Smith Debra Tully Fred Walker Dianne Yett
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Custodian Inst. Aide Secretarial Inst. Aide Campus Monitor Inst. Aide
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Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources A1:
Vision and Purpose Criterion
The school has a clearly stated vision and mission (purpose) based on its student needs, current educational research, the district Local Control and Accountability Plan (LCAP), and the belief that all students can achieve at high academic levels. Supported by the governing Board and the district LCAP, the school’s purpose is defined further by schoolwide learner outcomes and the academic standards. Indicators with Prompts Vision – Mission – Schoolwide Learner Outcomes – Profile A1.1. Indicator: The school has established a clear, coherent vision and mission (purpose) of what students should know and demonstrate; it is based upon high-quality standards and is congruent with research, practices, the student/community profile data, and a belief that all students can learn and be college and career ready. A1.1. Prompt: Evaluate the degree to which the development of the school’s statements has been impacted by pertinent student/community profile data, the district LCAP, identified future global competencies, current educational research and an overall belief that all students can learn and be college and career ready.
Findings
Supporting Evidence
Yucaipa High School has developed clear vision and mission statements that are based on student needs, state and national standards, current research, and current student data gathered from standardized student assessments (i.e., CAASP ELA and math assessments, STAR 360), and content specific assessments. Yucaipa High School’s vision and mission are informed by and support the YucaipaCalimesa Joint Unified School District’s graduate profile. The vision and mission and the faculty’s underlying philosophy of overall student success are directly aligned with the district established graduate profile. These skills are measurable, obtainable and give clear direction and purpose to our schools and more specifically to our site as we prepare students for college and career. Site goals are driven by and aligned with district LCAP goals and identified 93
Vision and Mission Statements
Content Specific Common Formative Assessments in full use or in the process of development (Reference Results/Data from Department Chairs)
Teacher Collaboration Meetings
Department Meetings (Home Groups)
Faculty Meetings
Certificated and Classified Surveys
Extra-curricular Activities – Athletics, Performing Arts, Lunchtime Activities, Clubs, Assemblies
Staff-Student Discussions
Grade Level Assemblies
Parent Conferences
504’s, IEP’s, Parent/Student EL Meetings
Counselor Career Units
Yucaipa High School ACS WASC/CDE Self-Study Report
areas of need, specifically graduating students college and career ready.
Teacher Syllabi
Graduate Profile Document
YHS supports a strong Life Skills program for students with significant learning disabilities. Our Life Skills students are taught pre-vocational, social, and life skills in order to be as independent and successful as possible within the community after they leave YHS. Development/Refinement of Vision, Mission, Schoolwide Learner Outcomes
A1.2. Indicator: There are effective processes in place to ensure involvement of all stakeholders in the development and periodic refinement of the vision, mission, and schoolwide learner outcomes. A1.2. Prompt: Evaluate the effectiveness of the processes that engage representatives from the entire school, the district Board, business, and the community in the development and periodic refinement of the vision, mission, and schoolwide learner outcomes.
Findings
Supporting Evidence
The vision and mission are developed, assessed and modified by all stakeholders and supported by District and Board. Revisions, if any, are made annually by the participation of department chairs, the school site council, administration, and the YHS leadership team. Minor changes have been made over the years according to growing student needs, content standards, and data collection results. Additionally, new administration regularly puts their personal philosophical spin on the reworking of the vision and mission of the school. In 2014 the vision and mission statements were again revised to reflect the implementation of the school district’s Graduate Profile, putting into practice the Common Core State Standards (CCSS), as well as to reflect changes in the administrative team and their goals to affect and improve academic outcomes. Again, all stakeholders were afforded input opportunities in these amendments. The Yucaipa High School 94
Meeting Notes (department chair meetings, school site council meetings and leadership team meetings)
2010 Vision and Mission Statements
2016 Vision and Mission Statements
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vision and mission are based on a strong belief that all students can achieve academic success. This shared belief is put into action in a variety of classes, programs, interventions, and all parts of campus life that support student learning. Understanding of Vision, Mission, and Schoolwide Learner Outcomes, District LCAP A1.3. Indicator: Students, parents, and other members of the school and business community demonstrate understanding of and commitment to the vision, mission, the schoolwide learner outcomes, and the district LCAP. A1.3. Prompt: Evaluate the degree to which the school ensures that students, parents, and other members of the school’s community understand and are committed to the school’s vision, mission, and schoolwide learner outcomes.
Findings
Supporting Evidence
Parents are informed and educated on the school’s vision, mission, graduate profile, LCAP funding considerations and their connection with academic performance standards via the school’s website, as well as multiple social media outlets that allow school, parent and community communication. The school also utilizes more traditional forms of communication including auto-callers, flyers and a message board located in front of the school.
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Counseling and Career Center
Saturday Academic Academies
Global Connect Phone Service
SchoolBlocks Web site Graduate Profile
Parent Survey #3-5
School Site Plan and School Site Council Meetings
Principal’s Newsletter
Parent Meetings
Back to School Night
Parent Orientation
College Night
Financial Aid Night
Booster Organizations Parent Conferences
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A2: Governance Criterion The governing Board (a) has policies and bylaws that are aligned with the school’s purpose and support the achievement of the schoolwide learner outcomes and academic, college, and career standards based on data-driven instructional decisions for the school; (b) delegates implementation of these policies to the professional staff; and (c) monitors results regularly and approves the single schoolwide action plan and its relationship to the LCAP. Indicators with Prompts Governing Board and District Administration A2.1. Indicator: The district policies and procedures are clear regarding the specific duties and roles of the governing Board and district administration in their relationship to the school and staff. A2.1. Prompt: Determine the clarity of Board policies and procedures regarding the roles of the Board and district administration, including supporting the school’s vision, mission, schoolwide learner outcomes, monitoring student progress, engaging parent and community participation in site governance, implementing complaint procedures, and reviewing program effectiveness in alignment with the district LCAP requirements.
Findings
Supporting Evidence
The policies and procedures regarding the selection, composition and specific duties of the Yucaipa-Calimesa Joint Unified School Board members are implemented according to Board policies and California Education Code. Yucaipa High School’s vision, mission, and student achievement goals are directly aligned with the LCAP goals of the YCJUSD and the school board’s policies and procedures. The Board is involved in the ongoing and yearto-year regular review and refinement of the school’s vision, mission, and graduate profile (formerly Student Achievement Goals-SAGs) through its policies. The school board is responsible for setting policy, and the professional staff is responsible for implementing those policies. The Board regularly evaluates and monitors student performance, overall school operations, and the fiscal health of the school.
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Board Member Interview
District Interviews
Board Meeting Agendas/Minutes
Board Policies
CDE Ed. Code
District Administrator Interview
Evidence Narrative
Local Education Agency Plan
Board Policies, YHS Vision Statement
Parent Survey
Parent Interview
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Understanding the Role of the Governing Board A2.2. Indicator: There is clear understanding about the role and responsibilities of the governing Board and the professional staff. A2.2. Prompt: Determine the extent to which there is clear, sustainable understanding regarding the relationship between the governing Board and the professional staff.
Findings
Supporting Evidence
Yucaipa High School’s vision and mission statements, and the school district’s graduate profile are directly and purposely aligned with the school board’s policies and procedures. Most community members recognize the Board’s role. The Board is involved in the ongoing and yearto-year regular review and refinement of the school’s vision, mission, and graduate profile through its policies. Additionally, the professional contract between the school district and bargaining unit is reviewed and renegotiated annually to ensure the ongoing cooperation between district and bargaining units. The responsibilities of the professional staff and school district are clearly delineated in the bargaining unit contract.
Board Member Interviews
District Administrator Interviews
Site Administrator Interviews
Faculty Handbook
Teacher Evaluations
Teacher/Administrator Discussions
Faculty Meetings
Board Member Interviews
District Administrator Interviews
Monthly Board Reports
Bargaining Unit Contract
Governing Board and Stakeholder Involvement A2.3. Indicator: Parents, community members, staff and students are engaged in the governance of the school. A2.3. Prompt: Evaluate the ways the school community and parents are a) informed as to how they can participate in the school’s governance and b) engaged in the governance of the school through their participation on the School Site Council, ELAC, district LCAP committees and other advisory or shared decision-making groups that provide guidance or direction to the school.
Findings
Supporting Evidence
YHS maintains a School Site Council, which consists of parents, community members, and staff. This body adheres to all state regulations associated with such an organization. Parents and other community members are active participants in oversight committees for the school’s three academic academies. Parents are encouraged to participate in 97
ELAC Agendas/Minutes
PTSO Agendas/Minutes
Board Policy and Administrative Regulations
Board Packet Agendas
Monthly School Site Council meetings
YHS and YCJUSD Websites
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the school’s governance. Parents may participate as members of the School Site Council (SSC), English Learner Advisory Council (ELAC), and other advisory committees. Membership in YHS’s Parent Teacher Student Organization (PTSO) is encouraged. Parents are encouraged to act as leaders and participants in PTSO as well. Parents can access site and district information through websites, Aeries.net and social media. Additionally, parents may speak at governing Board meetings during the public comment section or address the Board regarding agenized items.
YHS and YCJUSD Facebook and Twitter
Board’s Evaluation/Monitoring Procedures A2.4. Indicator: There is clarity of the evaluation and monitoring directed by the governing Board and carried out by the district administration. A2.4. Prompt: Determine the degree to which there are evaluation and monitoring procedures conducted by the district administration and reported to the governing Board, including the annual LCAP assessment of district goals and the Eight State Priorities, the review of student performance toward career and college readiness, assessment of overall school programs and operations, and the fiscal health of the school.
Findings
Supporting Evidence
For district employees, evaluation and performance monitoring procedures are clearly delineated in contracts negotiated with employee unions. The district facilitates the creation of CFAs, end of course exams and many other metrics to establish progress towards developing and meeting the LCAP plans for the individual sites. YCJUSD regularly monitors all aspects of the schools’ operation, including overall student performance, career and college readiness, operational aspects of the school (e.g., attendance records and financial accounting), and the general fiscal health of the school. The LCAP accounts for the eight state priorities, which are likewise folded into the WASC self‐study process.
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Contracts Negotiated with YucaipaCalimesa Educators Association (YCEA) California School Employees Association (CSEA) Contract YCJUSD Website Annual LCAP Plans Records of Audits of Specific School Departments WASC Self‐Study Reports on School Outcomes
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Complaint and Conflict Resolution Procedures A2.5. Indicator: The established governing board/school’s complaint and conflict resolution procedures as they apply to the school’s stakeholders are effective. A2.5. Prompt: Evaluate the effectiveness of the established governing board/school’s complaint and conflict resolution procedures, including the ways the complaint procedures are communicated to parents.
Findings
Supporting Evidence
There is an established procedure for all school stakeholders: YCEA, CSEA, students, and parents. It appears to be effective in addressing the needs and concerns of the school’s different constituents. The school has a Leadership Team made up teacher representatives from all the departments. This serves as a conduit for teachers to express concerns and make suggestions regarding school policies. The Leadership Team encourages individuals to address their concerns directly with administration, but when a theme develops the Leadership Team will work in conjunction with administration to problem solve the issue. Individual employees have access to clear guidelines about their treatment as professionals, and where necessary, union officials are available for consultation and representation. Students likewise benefit from the protections provided by due process protocols in education code and the provisions of the Williams Act, all of which the district takes very seriously. There are also avenues for the expression of collective community concerns. Our superintendent and executive cabinet host monthly Community Cabinet Forums where community members can voice concerns, get updates, and be used as a sounding board for future projects.
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Principal Cabinet Minutes New Teacher Orientation Records School Site Council Minutes Leadership Team Minutes Collective Bargaining Agreement (CBA) Student Handbook
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A3.
Leadership:
Continuous Planning and Monitoring Criterion
Based on student achievement data, the school leadership, parent/community, and staff make decisions and initiate activities that focus on all students achieving the schoolwide learner outcomes and academic, college, and career standards. The school leadership and staff annually monitor and refine the single schoolwide action plan and make recommendations to modify the LCAP based on analysis of data to ensure alignment with student needs. Indicators with Prompts Broad-Based and Collaborative A3.1. Indicator: The school’s broad-based, collaborative planning process is a continuous improvement cycle that a) assesses data to determine student needs, b) collaboratively determines and implements strategies and actions and c) monitors results. A3.1. Prompt: Determine the effectiveness of the continuous school improvement planning process to ensure that it is broad-based, collaborative and fosters the commitment of the stakeholders.
Findings
Supporting Evidence
The Department Chairperson Committee is composed of teachers elected by their peers to represent their respective departments. The school principal and assistant principals also attend these meetings. During monthly meetings, this group addresses and decides curricular and budgetary issues. Generally, the principal sets the agenda; however, department chairpersons often bring up issues that have arisen within their own departments. Student achievement data including results from California Assessment of Student Performance and Progress (CAASP), as well as, STAR 360 assessments, and graduation rates are reviewed annually. The Leadership Team consists of peer elected classified staff and peer-elected certificated staff. The administration attends meetings in the form of the nonvoting principal or an assistant principal representative. Monthly Leadership Team meetings are open to all staff members who may attend and address topics as visitors. A chairperson is elected by the team to run the meetings. With input from 100
Leadership Team Minutes Leadership Team Charter Faculty Survey Topics/Format for Teacher Collaboration Math and English CIMA Meetings Department Chair Minutes
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all staff, the chair also organizes the agenda. The main purpose of the Leadership Team is to bring schoolwide issues to the attention of the administration. The Leadership Team is also the body through which school wide changes are initiated and votes conducted. Faculty believe they are well represented through their representatives on various leadership bodies.
The School Site Council consists of faculty, classified staff, parent, and student representatives, all elected by their peers. An assistant principal is also a member of this group and generally sets the agenda. The main goal of the School Site Council is to monitor and make adjustments in resources, time, and programs/classes as noted in the Single Plan for Student Achievement (SPSA). Specific academy planning and coordination is steered by the Linked Learning District Leadership Team for Academies made up of the Director of Education Services, the YHS Linked Learning Coordinator and the YHS administrative team. Additional input is sought from academy leads, counselors, and teachers. The Student Council provides input and feedback regarding school-wide decisions such as changing and updating the school-wide Student Achievement Goals, developing Critical Academic Needs, selecting appropriate student motivational speakers, and planning school-wide activities.
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School Site Council Minutes EL Aides and Tutoring Tutoring Programs at Lunch and After School for all Students Club and Class Advisor Stipends Student Council Agendas and Minutes
Linked Learning District Leadership Team
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Single School Plan for Student Achievement Correlated to Student Learning A3.2. Indicator: The school’s Single Plan for Student Achievement (SPSA) is directly correlated to and driven by the analysis of student achievement data. A3.2. Prompt: How do staff ensure that the analysis of student achievement of the critical learner and college- and career-readiness needs, schoolwide learner outcomes, and academic and career-readiness standards are incorporated into the SPSA and impact the development, implementation, and monitoring of the SPSA and the LCAP?
Findings
Supporting Evidence
Student performance data and the school’s SPSA are reviewed by the staff at the beginning of each school year to project what the school’s course of action will be for the upcoming school year. As such, there is a definitive and specific correlation between student learning and the school’s SPSA. The SPSA outlines three goals and eighteen action steps related to curriculum refinement, English Learner (EL) instructional strategies, writing, career preparation, parental involvement, professional development and percentage of students who graduate high school. The staff analyzes school data and aligns the SPSA goals with the master schedule. The school’s master schedule is designed to meet the academic needs of the students and is modified on a yearly basis. Specifically, the goals of the SPSA are aligned to several school programs/strategies. This information is shared with the Department Chairperson Committee as well as with the entire faculty at faculty meetings. Individual departments work together to develop strategies to address student deficiencies and improve student performance through department meetings and teacher collaboration meetings. Learning targets are set both school wide and for specific subgroups. Each year, the plan is approved by the YCJUSD School Board. The Single Plan for Student Achievement has been rewritten to include the newly 102
School Site Council Agendas and Minutes
School Board Agendas
Single Plan for Student Achievement (SPSA)
Faculty Meeting Agendas
Department Agendas and Minutes
Teacher Collaboration Meetings
Linked Learning District Leadership Team
LCAP
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updated student achievement goals and critical academic needs as well as to include our three Linked Learning Academies. YHS has implemented the academies in order to ensure wide range and diverse learning programs so that all students leaving YHS are college and career ready. The Single Plan for Student Achievement is aligned with the WASC Action Plan.
Staff Actions/Accountability to Support Learning A3.3. Indicator: The school leadership and staff demonstrate shared decision-making, responsibility, and self-reflection on actions and accountability for implementing practices and programs that support student learning. A3.3. Prompt: Determine the effectiveness of the processes and procedures for involving staff in shared decision-making, responsibility, and self-reflection on actions and accountability to support student learning throughout all programs.
Findings
Supporting Evidence
The processes and procedures in place at YHS to involve staff in decision-making, responsibility and self-reflection are layered from whole staff during staff meetings, in which the direction of the school and instruction is discussed and agreed upon. The next level of support for student learning is sub-groups of teachers either in leadership roles on campus or in district level programs such as Curriculum Information Management Advisory (CIMA) that share in the decision- making that affects student learning. Further, teachers are grouped by department and given collaboration time in order to reflect on current data or best practices and learn from one another in order to affect positive student outcomes. Finally, teachers are supported by administration who encourage selfreflection and offer further guidance in instructional strategies that support positive student outcomes.
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Single Plan for Student Achievement
Faculty Meeting Agendas
Department Agendas and Minutes
Pre-collaboration meetings
Teacher Collaboration Meetings
District Evaluation documents
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Internal Communication and Planning A3.4. Indicator: The school has effective existing structures for internal communication, planning, and resolving differences. A3.4. Prompt: Evaluate the effectiveness of the existing structures for internal communication, planning, and resolving differences among the staff or administration?
Findings
Supporting Evidence
The school’s website, network system, phones and all call systems allow for the efficient dissemination of internal information. Further, as needed, the school has the ability to mass text staff information that needs to be sent quickly.
School Website
Email System
Phones in Each Classroom
Master Calendars
Shared Documents
Yucaipa High School has effective existing structures for internal communication, planning, and resolution of differences. YHS currently utilizes various communication tools for upcoming events, emergencies, due dates, and other important messaging.
Cabinet Minutes
Office 365 Groups
Aeries.Net
BlackBoard Connect (program for sending mass texts and auto calls)
Mass Texting Staff
Faculty meetings also provide time to review events and provide time for discussion. The principal maintains an open-door policy for any staff member to discuss any issue or problem. Likewise, all assistant principals make themselves available to all staff members and regularly meet with their departments/ groups to discuss school progress.
Sharing Documents on School Blocks
EADMS Data Sharing
Security Walkie-Talkies
Department chairs update their department members on budget, schoolwide academic progress, district policy, and school climate. Staff meets to discuss upcoming events and the resources needed for those events regularly.
Department Meeting Minutes
Structures are in place to plan, communicate and resolve differences within the formal and informal procedures at the school. In addition, there are certificated and classified union representatives on staff to help resolve issues. There is very little conflict that
Certificated Contract
Classified Contract
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remains unresolved between and among staff and administration. In situations involving differences or misunderstandings between the school and community, the PTSO is often the organizational structure that the school uses for timely and accurate communication with the larger community. Finally, as noted earlier, the YHS website is updated consistently, providing detailed, accurate, and easily accessible information on virtually every aspect of the school’s operation.
A4.
Staff: Qualified and Professional Development Criterion
A qualified staff facilitates achievement of the student academic standards and the schoolwide learner outcomes through a system of preparation, induction, and ongoing professional development. There is a systematic approach to continuous improvement through professional development based on student performance data, student needs, and research. Indicators with Prompts Qualifications and Preparation of Staff A4.1. Indicator: The school has procedures to ensure that staff members are qualified based on staff background, training, and preparation. A4.1. Prompt: Evaluate the procedures to ensure all staff members in all programs, including online instruction, are qualified for their responsibilities based on employment policies and practices, staff background, training, and preparation.
Findings
Supporting Evidence
The district and school site have clear employment policies and practices related to the statutory qualification requirements of staff working at Yucaipa High School. The YCJUSD Human Resources Department has dedicated staff members who create and implement the screening process for all applicants seeking employment in the district. This process involves checking that teachers and paraprofessionals are fully qualified for assigned areas based on District and State certification requirements. Announcements for certificated and classified positions.
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Credential Analyst/Personnel Technician
Certificated & Classified E-mail
Edjoin.org Communicates Vacancy
Information from Site Administration
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The district and school site have established procedures to ensure that all teachers and paraprofessionals are fully qualified for assigned areas based on the district and state certification requirements. The district credential analyst reviews monthly reports from the San Bernardino County Superintendent of Schools regarding upcoming credentials set to expire. Expiring credential alerts are submitted on employees’ check stubs as well as via email about credentials set to expire in 180 days. The County of San Bernardino Superintendent of Schools certified through a recent audit there are no misassignments at YHS.
PAR Committee (Peer Assistance and Review) Center for Teaching Innovation (CTI – formerly BTSA) Reflective Coaches Mission Terms Statement Evaluation forms with teacher objectives is based on the California Standards for the Teaching Profession.
Site administration conducts formal evaluations and informal observations of certificated and classified staff. Monitoring may also include peer support systems to identify needs for ongoing support. Staff Assignment and Preparation A4.2. Indicator: The school has a process to assign staff members and provide appropriate orientation for all assignments, including online instruction and focused programs, to maximize the expertise of the staff members in relation to impact on quality student learning. A4.2. Prompt: Evaluate the process to assign staff members and provide an appropriate orientation process, including online instruction and focused programs, to maximize the expertise of all staff members in relation to impact on quality student learning.
Findings
Supporting Evidence
The process of assigning staff members in order to maximize the use of their expertise is effective. Staff requests are processed through department chairs to ensure staff expertise and experience are appropriately applied throughout the department. When developing the master schedule administration makes a concerted effort to place teachers in appropriate classes based on teacher data, student performance, and individual requests and characteristics.
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Information from Site Administration
Interviews with Principal
Department Meeting Minutes
Class Requests Submitted to Administration
Class Pass/Failure Rates
“Every Student Succeeds Act” (ESSA) Requirements
District Requirements
Master Schedule
Teacher Expertise and Experience
Yucaipa High School ACS WASC/CDE Self-Study Report
Assessment data is regularly used to make decisions regarding student placement as well as most teacher assignments and staffing. All teachers are credentialed in their area of instruction. Teachers with expertise and training in specific areas represented in the Linked Learning Academies are assigned to teach classes within the academies. Defining and Understanding Practices/Relationships A4.3. Indicator: The school implements a clear system to communicate administrator and faculty written policies, charts, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. A4.3. Prompt: Evaluate the system used to communicate administrator and faculty written policies, charts, pacing guides and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. Determine the degree of clarity and understanding of these by administration and faculty.
Findings
Supporting Evidence
Yucaipa High School has a Leadership Team, School Site Council, and a Department Chair Committee. These groups are made up of administration, teachers, parents, students, and classified staff as appropriate. Staff members have the opportunity to submit questions and concerns regarding school issues to the teams. The teams evaluate and act on areas of concern and communicate with the staff. These forums allow for communication in which all staff members have a voice. Through the existing structures, YHS is able to expedite the process of conveying information regarding student and staff related material (i.e. school policies and procedures, expectations and responsibilities of staff, district memorandums). Further, all school and district employees have access to the Office 365 system, which allows individuals or groups to share
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Collaboration Schedules Department Chairperson Meeting Agendas Pre-Collaboration Committee Agendas School Site Council Agendas and Minutes Staff Meeting Agendas Leadership Team Agendas and Minutes Office 365 System
Yucaipa High School ACS WASC/CDE Self-Study Report
information, work collaboratively and communicate via the platform.
Support of Professional Development/Learning and Measurable Effect on Student Learning A4.4. Indicator: The school effectively supports professional development/learning with time, personnel, material, and fiscal resources to facilitate all students achieving the academic, college- and career-readiness standards, and the schoolwide learner outcomes. A4.4. Prompt: Determine the effectiveness of the professional development support, time and resources to meet the needs. To what measurable effect have the professional development/ learning activities, including coaching and mentoring, had on student learning?
Findings
Supporting Evidence
The school effectively supports professional development of staff at YHS by providing on-going staff development opportunities at both the site and district level. Each month at staff meetings one or more teacher groups present a best practice, lesson or strategy.
Faculty Meeting Agendas Teacher Collaboration Meeting Topics/Agendas Dept. Meeting Agendas District Training Agendas Site Training Plans
Individual departments take advantage of department meeting time as well as collaboration time in order to train one another or at times invite guest speakers into the meetings to provide specific training on department curriculum or other department needs.
Department Agendas/Minutes
Administration also offers staff development opportunities throughout the school year for topics related to student achievement and technology use in the classroom.
Professional Development Schedule
Special Education Instructional Aide training
District EL training
The program specialist has provided trainings for instructional aides in both classroom management, lesson delivery and implementing accommodations to make learning accessible for all learners. At the district level on-going training is made available through both an English language arts coach and a math coach. Both have provided training in the implementation of Common Core
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curriculum, and English language development across the curriculum. Also, trainers have been brought in from the outside to cover broader topics on lesson design, co-teaching, and academic rounds to name just a few. Teachers are encouraged to attend voluntary meetings before and after school dealing with topics devoted to best practices for student achievement. The assistant principal’s periodic best practice emails emphasize a different educational strategy or tool.
Voluntary Best Practices Workshops
Some teachers have been able to attend professional development outside the district at local, state, and national conferences (such as Advancement Via Individual Determination (AVID), advanced placement (AP), and Teachers Teaching with Technology).
Off Campus Professional Development Trainings
Supervision and Evaluation A4.5. Indicator: The school implements effective supervision and evaluation procedures in order to promote professional growth of staff. A4.5. Prompt: How effective are the school’s supervision and evaluation procedures?
Findings
Supporting Evidence
Staff are formally and/or informally observed in the classroom one to four times per year based on contractual language. Teacher observations and evaluations emphasize the standards for the teaching profession including effectiveness of instruction as well as the professional development of the educator. A teacher who receives a less than satisfactory evaluation has the following resources for improvement: peer observation/ coaching, suggested reading, attending conferences, and/ or specific courses or workshops. Administration regularly conduct informal classroom visits to make
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Administration Observation and Evaluations Teacher Survey Certificated Contract Observation and Evaluation Documentation
Administrative Walk-Through Notes
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first-hand observations of instruction and learning. As instructional leaders it is important for administrators to visit teachers in a non-evaluative manner to witness what is happening on campus.
A5.
Resources Criterion
The human, material, physical, and financial resources are sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) and LCAP to support students in accomplishing the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. Indicators with Prompts Allocation Decisions and Their Impact A5.1. Indicator: There is a relationship between the decisions about resource allocations, the school’s vision, mission, the schoolwide learner outcomes, the critical learner needs, the district’s LCAP and the Single Plan for Student Achievement (SPSA), the academic standards, and the college- and career-readiness standards. The school leadership and staff are involved in the resource allocation decisions. A5.1. Prompt: Evaluate the extent to which the resources are allocated to meet the school’s vision, mission, the schoolwide learner outcomes, the critical learner needs, the student needs identified in the district LCAP and the SPSA, the academic standards, and the college- and career-readiness standards. Determine the extent to which leadership and staff are involved in the resource allocation decisions. What impact has the process for the allocation of resources made on student learning?
Findings
Supporting Evidence
Resources are allocated to meet the school vision, mission and graduate profile. The staff is supported by time, personnel, material, and fiscal resources for planning and professional development to facilitate all students achieving the academic standards and schoolwide learner outcomes.
Staff meetings, teacher collaboration meetings, and department meetings include and support professional development topics and activities. Additional, specialized topics related to providing accommodations for students with special needs have been addressed in small group and whole-staff meetings as
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Faculty Meeting Agendas Teacher Collaboration Meeting Topics/Agendas Department Meeting Agendas CIMA Agenda and Minutes District Training Agendas and Sign-In Sheets
AVID WICOR Strategies School Blocks Online Resources STAR 360 Assessment System and Strategies EL Strategies
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well. YHS effectively supports all students in achieving the academic standards and schoolwide learner outcomes using a wide variety of training and professional development. For instance, site collaboration time and district CIMA professional development has been used to create Common Formative Assessments and to develop instructional techniques (Resources and Strategies Tool Kit).
Instructional Differentiation CFAs CIMA Agendas/Minutes Collaboration Minutes Professional Tool Kit Training
Practices A5.2. Indicator: There are processes operating in relationship to district practices for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices. A5.2. Prompt: Evaluate the effectiveness of the school’s processes in relationship to district practices for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices, including protections against mishandling of institutional funds. (Note: Some of this may be more district-based than school-based.)
Findings
Supporting Evidence
The school district has effective processes in relationship to district practices of developing an annual budget, conducting an annual audit and overseeing the practices are sufficient to avoid mishandling of funds. Yearly audits are conducted beginning at the district level through the supervisors for Food Services, Associated Student Body, attendance reports, the Inventory of Assets and Capitalized Equipment and Proper Disposition of Surplus Property, and health benefits. An external auditor comes in annually. District and school-site budgets are developed by the Assistant Superintendent of Business Services in conjunction with the LCAP goals, objectives and budgetary allotments. Budgets are subsequently approved by the Yucaipa-Calimesa Joint Unified School District School Board. The school-site budget is discussed and 111
Department Meeting Agendas and Minutes Department Budgets Teacher Instructional Materials Budgets Teacher/Parent/Student Surveys LCAP (see appendix for complete district document) YCJUSD Budget
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approved by the elected School Site Council members. The school works with funds provided by the district. The Department Chairperson Committee and School Site Council are involved in the decisionmaking process regarding resource allocation to programs and classes at Yucaipa High School. The Single Plan for Student Achievement, the school vision, mission, graduate profile, critical academic needs, academic standards, and student assessment data are used as the foundation for making these decisions. Each department is also allocated a certain amount of funds by the principal.
Single Plan for Student Achievement Critical Academic Needs School Site Council Minutes Department Chair Committee Minutes
Both departmentally, and as individuals, teachers make decisions on how to utilize the financial resources they are provided for classroom supplies and instructional materials. School supplies and materials are available to meet the needs of all students and are supported by appropriate funds. Classes have sufficient, core textbooks and supplemental materials which are adopted by district processes and are CCSS aligned. Facilities A5.3. Indicator: The school’s facilities are adequate to meet the students’ learning needs, support the educational program (i.e., accomplish the vision, mission, and the schoolwide learner outcomes) and are safe, functional, and well-maintained. A5.3. Prompt: Determine the extent to which the facilities enable the school to maintain a learning environment to meet the educational health and safety needs of students.
Findings
Supporting Evidence
The school is clean, safe, free of graffiti and able to adequately support all classes and programs. Although YHS is at capacity in many areas, especially science lab space we are utilizing every available room on campus to support student learning. 112
Teacher, Parent and Student Surveys. Fire Marshal Inspection See compete list under “Campus Upgrades and Beautification” Signs/Banners on Light Posts
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Several campus upgrades have taken place in recent years including program promotional banners, school pride murals, improvements to facilities to increase safety at crosswalks and the addition of ADA compliant ramps schoolwide. The ROP woodshop room received new breaker boxes and is in the process of a complete renovation including all new woodworking power tools to replace the antiquated equipment previously deemed unsafe.
“Yucaipa High School” painted on M building
Since our last WASC visit several minor campus projects have been completed for the purposes of upgrading or modernizing facilities and generally beautifying the campus in the spirit of improving school climate. Funding for such projects comes from various sources: donations; ASB; Haunted House; safety; and the school district to name a few.
Instructional Materials and Equipment A5.4. Indicator: The policies and procedures for acquiring and maintaining adequate instructional materials and equipment, such as textbooks, other printed materials, audiovisual, support technology, manipulatives, and laboratory materials are effective. A5.4. Prompt: Evaluate the effectiveness of the policies and procedures for acquiring and maintaining adequate instructional materials and equipment, such as technology tools and software, the support systems for technology, software, textbooks, other printed materials, library media resources, manipulatives, and laboratory materials for instruction including online.
Findings
Supporting Evidence
YHS has effective policies and procedures for acquiring and maintaining instructional materials and equipment. The school employs two full time systems technicians who maintain the schools ever increasing technology. A full time librarian who maintains textbooks, media and other instructional material. Instructional supplies and materials are available to adequately meet the needs of all students. According to the Williams’ Act, YHS is compliant with the appropriate numbers 113
Classroom Observations Computer and Chrome Book Cart Logs Computer Lab Logs Leadership Team Agenda and Minutes Teacher/Parent/Student Surveys Teacher Survey English Department Meeting Agendas and Minutes Department Chair Meeting Discussions
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of textbooks accessible for student use in the classroom and at home. Textbooks are up-to-date and CCSS aligned. Currently YHS maintains approximately 1,000 student computers including 17 Chromebook carts, 3 partial Chromebook carts for Special Education (SpEd) classes, 10 permanent computer labs including the library and foreign language lab, and 5 additional non-Chromebook carts using Dell Laptops or Tablets. What was once a 19 to 1 student to computer ratio, is now approximately a 3 to 1 student to computer ratio. As was the case in 2011, all classrooms are wired with Internet. However, in 2014 YHS installed schoolwide Wi-Fi. All classrooms are equipped with Elmo document cameras and/or LCD projectors, all teachers have laptop computers, either personal or schoolprovided, some classrooms are equipped with smartboards and larger rooms (O-1, O-2, O-3, C-2 and M-202) have been fitted with surround-sound audio technology so that teachers don’t have to raise their voices for students to hear instructions. Well-Qualified Staff A5.5. Indicator: Resources are available to enable the hiring, nurturing, and ongoing professional development of a well-qualified staff for all programs such as online instruction and college and career. A5.5. Prompt: Determine if the resources are available to hire, nurture, and provide ongoing professional development for a well-qualified staff. Include specifics if online, IB, and/or college and career preparation programs are in place.
Findings
Supporting Evidence
The school has sufficient resources to hire, nurture and provide ongoing professional development for staff. Our school district is in its second year of implementation of the Center for Teacher Innovation (CTI) which provides reflective coaches to assist new teachers in their first two years of teaching. Further, the school provides Peer Assistance, through the Peer Assistance Review (PAR) program, when needed. 114
Classroom Observations CTI Registration and Program data CTI Meeting Agendas and Sign In Sheets Teacher Surveys
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Long-Range Planning A5.6. Indicator: The district and school’s processes for regularly and effectively aligning the Local Control Accountability Plan (LCAP) with site resource decisions ensures the continual availability and coordination of appropriate funds to support students’ achievement of the critical learner needs, the academic standards, college- and career-readiness standards, and the schoolwide learner outcomes. A5.6. Prompt: Evaluate the effectiveness of these processes.
Findings
Supporting Evidence
LCAP goals are established at the district level and funding is allocated to sites based on increasing the ability to reasonably meet those goals. Goal #1: Increase the percent of students graduating high school college and career ready Goal #2: Meet the holistic needs of all students by providing an environment where student and family needs are met so that they can fully participate in all aspects of the educational experience by:
Increasing parent and community involvement Increasing self-awareness and identity, building social problem solving skills and focus on the future Having positive self-esteem and motivation to succeed Making friends and understanding social rules and consequences
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YCJUSD LCAP Documentation LCAP Expected Annual Measurable Outcomes YCJUSD Budget YHS Budget See LCAP in the Appendix
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ACS WASC Category A. Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources: Summary, Strengths, and Growth Needs Review all the findings and supporting evidence and summarize the degree to which the criteria in Category A are being met. Include comments about the degree to which these criteria impact the school’s ability to address one or more of the identified critical learner needs (Chapter III). Summary (including comments about the critical learner needs) The current vision statement, mission statement and graduate profile (SLOs) are aligned with the Common Core State Standards and work to drive all aspects of instruction at Yucaipa High School. It is the intent of these documents to guide and support curriculum and instruction. Yucaipa students are taught the concept of performance-based education and becoming college- and career-ready to face the challenges of an ever-changing, technologically grounded society. It is important that YHS graduates accept the challenge of being life-long learners who have the tools to face and meet the future with confidence in their education and the ability to think critically and work collaboratively to take on whatever the future may hold. YHS administration and the YCJUSD Board of Trustees and district administration work together to create a program seated in educational research and a belief that all students can learn. They provide financial stability. Even during recent difficult financial times our district worked through the crisis and came out the other side stronger than before. The district works with employee bargaining units to budget responsibly and fairly to support instruction. LCAP goals and district policies support student learning. Through a series of committees and checks and balances, policies, procedures and budgets are created so that teachers have the materials they need to create a positive learning environment where students feel valued. All district goals funnel to YHS to support students. LCAP goals, with their allotted budgetary provisions, drive site goals and objectives. The Yucaipa High School Single Plan for Student Achievement (SPSA) supports the vision, mission and graduate profile so that all components of curriculum uphold one another, in turn, demonstrating a commitment to student success. A collaborative and supportive district philosophy provides clear direction for policies and procedures to back site administrators. Teachers and staff are then provided clear support by site administrators to guide instruction and student learning. Staff development and training opportunities exist to directly impact classroom instruction. Technology, standards-aligned textbooks and appropriate supplemental resources provide teachers with rich material with which to instruct their students. Current assessment data and the ability to rely on immediate and measurable indicators to drive instruction allows teachers to support student learning in a variety of research-based ways. 116
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While no school is perfect, and no system is, in itself, the right one, the system in place in the Yucaipa-Calimesa Joint Unified School District is a supportive one that allows professional educators to do their jobs to the best of their abilities. Ultimately, the classroom, with a teacher and 36 students, is where the rubber hits the road and the clear district and site goals in Yucaipa establish a direction and vision for the future of Yucaipa High School students to meet the demands of a 21st century education.
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Prioritize the areas of strength and growth for Category A. Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources: Areas of Strength `District and site goals and objectives are aligned to support student achievement LCAP
goals and resources are measurable communicated to site administration and staff
and
attainable
and
are
YHS has the materials and resources to support student learning Vision and Mission statements are clearly defined and visible throughout the campus The school Board, district and site administration work well together to support student learning Staff development plans are in place and supported with district and site training, follow-up and materials
Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources: Areas of Growth
While there are goals in place to support our underrepresented populations, particularly the EL population, additional program backing is necessary to meet all goals for our EL students
Significant technological improvements have been made. However, there is a need to increase the number of computers on campus thereby increasing student access to technology
The Schoolwide Action Plan needs to be revisited annually by all leadership groups
YHS needs to continue to develop and expand its assessment base in all curricular areas to provide immediate data related to student achievement
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Focus Group B Standards-Based Student Learning: Curriculum Group Leaders Tracy Vanderhulst Melissa Simon Dr. Tonna Stifle
Math English Administration
Certificated Staff Heather Aguilar Rodney Bensley Michael Davis Kristen Fiello Ethan Dotson-Kelly Alfredo Ibarra Donald Lacanlale Heather Leon Monty Martin Danielle McCoy
TOA Math Math Science Math Foreign Lang. Science Social Studies English Math
Michael Mobley Abbey Macias Robert Presler Jr Patrick Smith Sarai Stamper John Taylor John Wall Diana Williams Kirk Young Nicole Young
Special Ed. ROP VAPA English Physical Ed. Social Studies Special Ed. Counseling VAPA Social Studies
Classified Staff James Archer Terri Bub Pamela Campbell Peter Carr Barbara Dryden Wendy Garcia Michael Gorby Emily Harris
Inst. Aide Clerical Custodian Campus Monitor Inst. Aide EL Tutor Inst. Aide AVID Tutor
Stacy Hernandez Jason Davis Cynthia Armstrong Shelly Pedrino Sandra Rutherford Christian Meza Stashia Robbins
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Clerical Site System Tech. Inst. Aide Clerical Clerical CN – Custodian Inst. Aide
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Category B: Standards-based Student Learning: Curriculum B1: Rigorous and Relevant Standards-Based Curriculum Criterion All students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards, the college- and career- readiness standards, and the schoolwide learner outcomes. Through standards-based learning (what is taught and how it is taught), these are accomplished. Indicators with Prompts Current Educational Research and Thinking B1.1. Indicator: The school uses current educational research related to maintain a viable, meaningful instructional program that prepares students for college, career, and life. B1.1. Prompt: Evaluate how effective the school uses current educational research related to the curricular areas to maintain a viable, meaningful instructional program for students.
Findings
Supporting Evidence
All teachers use current educational research. Most employ a variety of educational research strategies such as differentiated instruction, formative assessments, standards-based grading, growth mindset, academic vocabulary, inquiry based instruction, data-driven instruction, technology integration in the classroom, and weekly collaboration to create meaningful learning for all students.
YHS WASC Teacher Survey YHS WASC Classified Staff Survey Classroom Observations SchoolBlocks Teacher Websites
Many departments share best practices or instructional strategies, common formative assessment results to guide instruction and curriculum design as well as standards-based lessons during late start collaboration time.
Collaboration Meeting Summaries
Many faculty members attend workshops and conferences throughout the year such as Advanced Placement (AP) Conferences, California State Employee Association (CSEA) Conferences, Linked Learning Trainings and Conferences, and Advancement Via Individual Determination (AVID) workshops and AVID Summer Institute. There is a plan in place for the training 121
YHS WASC Teacher Survey Linked Learning Teachers Project Lead the Way Regional Conference – HBS and Engineering Teachers AVID Summer Institute Summer AP Exam Reading Growth Mindset Training for Math and Science Teachers
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of new and current AVID teachers. Currenly, two AP teachers are trained and participate in the summer AP exam reading. Trained AVID faculty members provide professional development training to all staff at faculty meetings on student collaboration and inquiry-based strategies such as focused note-taking, Socratic seminars, content tutorials, philosophical chairs and others. All departments attended subject specific Instructional Toolkit Training at the district office. Training included strategies for cooperative grouping, integrating technology in the classroom, norm building and team building activities and strategies that teachers can implement inside their classrooms. All teachers attended English Language Development (ELD) training during the 2015-2016 academic school year. Teachers were trained on the ELD standards, subject specific English Learner (EL) instructional strategies such as cooperative learning strategies, scaffolding, and language acquisition strategies. Math and English collaborate at Curriculum Information Management Advisory (CIMA) committee meetings several times per year to discuss best practices, as well as successful and meaningful lessons. They work together with middle school teachers and administration to develop curriculum maps, pacing guides, and common formative assessments. They also examine data from common formative assessments to guide instruction and regularly assess the effectiveness of instruction, curriculum maps, and pacing guides.
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Faculty Meeting Minutes YHS WASC Teacher Survey
Instructional Toolkit Training Minutes/ Agenda
ELD Training Minutes/ Agenda YHS WASC Teacher Survey CIMA Minutes/ Agenda YHS WASC Teacher Survey
Yucaipa High School ACS WASC/CDE Self-Study Report Academic and College- and Career-Readiness Standards for Each Area B1.2. Indicator: The school has defined academic standards and college- and careerreadiness standards for each subject area, course, and/or program. B1.2. Prompt: Determine the extent to which there are defined academic standards and collegeand career-readiness standards for each subject area, course, and/or program that meet state or national/international standards and, where applicable, expectations within courses that meet the UC “a-g” requirements. (This includes examination of the annual submission of course syllabus approval to UC for all AP courses. Verify that the facility requirements for "wet labs" are met for all lab science courses.)
Findings
Supporting Evidence
Each content area has defined state and/or national content standards where students receive a rigorous academic curriculum aligned with the standards. All core classes and some elective classes incorporate state standards/common core standards into their curriculum. Many departments have already developed curriculum maps and pacing guides; some are in the process of developing curriculum maps and pacing guides due to a new textbook adoption or a transition to new standards. Common grading policies are being developed in some departments, but they are not in place in most core and elective courses. Some departments have used collaboration meetings to develop these.
YHS WASC Teacher Survey Department Curriculum Maps Department Pacing Guides Department Meeting Minutes Department Common Formative Assessments
Math department has transitioned from the traditional pathway to the integrated pathway aligned with the Common Core State Standards (CCSS) and eight Standards of Mathematical Practices. Teacher training is ongoing during this transition. Math teachers collaborate weekly regarding pacing, assessment data and instructional strategies. The department used collaboration time and CIMA meetings to develop new curriculum maps, pacing guides and common formative assessments for most math courses.
Math Department Meeting Minutes YHS WASC Teacher Survey
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The science department has recently adopted the Next Generation Science Standards (NGSS) and is working towards full implementation of the standards in all science courses. AP Biology and AP Chemistry courses adopted new textbooks to support the change in curriculum. Regular use of wet labs in science classrooms to support student learning.
The social science department currently uses the 1997 CA State Standards. New standards and framework are currently in the process of being approved at the state level. The textbooks for our social science department are outdated. The social science department currently has curriculum maps in place for 10th and 11th grade courses.
YHS WASC Teacher Survey Social Science Department Meeting Minutes
The English department has transitioned to the CCSS for English and Language Arts. Teacher training was completed for the new standards as well as a new textbook adoption. The department used collaboration time as well as CIMA meetings to develop current curriculum maps, pacing guides and common formative assessments for most of the English courses.
YHS WASC Teacher Survey English Department Meeting Minutes
The performing arts department has used collaboration time to develop adjudicated performances, video assessments, and written tests to demonstrate accomplishment and mastery of concepts. Collaboration time has also been used to develop common assessments including adjudicated performances.
YHS WASC Teacher Survey VAPA Department Collaboration Minutes Southern California School Band and Orchestra Association Conference American Choral Directors Association Conference
The physical education department has recently added new elective courses which include Beach and Recreational Activities and Advanced Weight Training for students who have completed their PE
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YHS WASC Teacher Survey Science Department Meeting Minutes Lesson Plans Lab Books
YHS WASC Teacher Survey PE Department Collaboration Minutes PFT Training Curriculum Standards and Administration
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1 & 2 course requirements. Physical Fitness Test (PFT) training for all PE teachers.
PFT Score Data
B1.2. Additional Online Instruction Prompts: Evaluate the extent to which the online curriculum/courses consistently meet state academic standards. Determine if there is effective integration of outsourced curriculum into the program.
Findings
Supporting Evidence
All students have the opportunity to enhance and extend courses currently offered at YHS and promotes career exploration and life-long learning opportunities through edX.org. Classes on campus are utilizing technology to connect students with online supplements such as online lectures, field trips, resources, etc. AP Human Geography course supplements curriculum with seminars from experts and professionals in the field of GIS, as well as subject content areas such as: resource sustainability, agriculture, international relations, political geography, global health, and civil engineering. Students attend lectures at universities, ESRI, and World Affairs Council. ROP also offers Career Express Online course options in the fall, spring, and summer allowing students to take online classes that are career focused. Another online-based program that we use at YHS is Edgenuity; a course offering that is available to help many students recover credits and get back on track for graduation, as well as, get ahead in their college prep credits. Online courses are offered, in most cases, for credit recovery (i.e. the student failed the course on their first attempt); students planning on attending a four year college are given the A-G version, whereas students who are not college bound directly out of high school are enrolled in a credit recovery version on Edgenuity. Remedial online courses are 125
Some students are guided to explore edX.org to partake in free online courses from top universities around the world. It allows them to audit or receive certificates that range from: coding, astronomy, cyber-security, sociology, bio-mechanics, to languages such as Arabic and Mandarin YHS Course Guide Classroom Observations Course Syllabi www.gmajormusictheory.org www.musictheory.net
YHS Website Master Schedule
Yucaipa High School ACS WASC/CDE Self-Study Report
offered to students both during the regular school day and during zero and 7th periods. Recently, an 8th period of Edgenuity was added to YHS credit recovery course offerings. Students have the option to retake classes for either credit recovery or college prep credit in these courses. Congruence B1.3. Indicator: There is congruence between the actual concepts and skills taught, the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. B1.3. Prompt: Evaluate the extent to which there is congruence or consistency between the actual concepts and skills taught, the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes.
Findings
Supporting Evidence
Students have access to many courses such as ROP courses on campus with a clear relationship between the concepts being taught in the classroom and college and career readiness. The Linked Learning Academies at Yucaipa High School have developed several courses that are directly related to a specific career field. Several of these courses are also available to non-academy students on campus. Some of the career pathway courses are: ROP Medical Terminology; ROP Sports Medicine; Principles of Engineering, Fire Science; Principles of Biomedical Science; ROP Fashion Marketing and Merchandising; ROP Online Business; Introduction to Engineering Design; Engineering Design & Development; Civil Engineering, ROP Construction Technology; ROP Crime Investigation; ROP Introduction to Criminal Justice; Medical Intervention; ROP Auto Tech 1, 2 & 3; Computer Graphic Design, Photography, and AP Computer Science. Many of these courses often host guest speakers in the classrooms to discuss college and career
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YHS WASC Teacher Survey
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readiness. All of these courses are aligned with state academic standards. Each student receives a Code of Academic Honesty and Integrity form that they sign, promising to adhere to the school’s academic integrity expectations.
Code of Academic Honesty and Integrity (signed by students)
The English department attempts to work continuously toward academic rigor and is now fully aligned with the Common Core State Standards. As CCSS has an increased emphasis in the areas of research and persuasive writing, the staff has introduced additional units and revised existing units within the curriculum maps to increase student exposure and proficiency in those areas.
YHS WASC Teacher Survey
Most students see a clear relationship between the concepts being taught in high school math courses are now fully aligned with the CCSS integrated pathway. The math department works continuously toward academic rigor with the CCSS, and the department works to offer remediation for students who struggle with the increased rigor in the new CCSS integrated pathway curriculum. Teachers integrate real life mathematical examples along with performance Tasks to push students towards these new expectations.
YHS WASC Teacher Survey
Other math courses offered in addition to the integrated pathway on campus include AP Statistics, Statistics, PreCalculus, AP Calculus AB & BC, and Trigonometry.
Master Schedule
The math department has created additional math courses to meet the needs of students who struggle with math courses, in order to present the material at a slower pace and in a more engaging format. These courses include: Math 1A (first semester of Math 1 taught over the course of a year), Math 1B (second semester of Math 1 taught over the course
YHS WASC Teacher Survey
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of a year), Math 2A (first semester of Math 2 taught over the course of a year), Math 2B (second semester of Math 2 taught over the course of a year), Math 180, and CEL Math (College Entry Level Math intended to prepare students entering a 2year college for the entrance exam). Students in foreign language courses are given the opportunity to discover and experience a new perspective of other cultures, allowing students to gain a better perspective of their culture. Student assessment-based projects aligned with textbooks utilize many ways to provide students with the opportunity to better understand their importance in preserving culture while protecting the environment and becoming lifelong learners through their study of a world language. Foreign language students are given the opportunity to go on field trips throughout the year to experience the language through real life experiences. Further, students are given the choice to continue their passion for language by taking AP courses such as AP French and AP Spanish.
YHS WASC Teacher Survey
YHS WASC Teacher Survey
YHS WASC Teacher Survey Special Education staff interviews Sample IEPs Sample 504s
Linked Learning Academies attend field trips throughout the academic school year where they can experience real life examples of various career fields. For example, the Law and Public Safety Academy students attend field trips to local fire stations, police departments, courthouses, as well as fire and police academies. During these field trips, students are given the opportunity to make professional connections outside of Yucaipa High School that help inspire and motivate them towards their personal goals for after high school. Special Education (SpEd) students participate in work exploration activities that include internships and paid employment opportunities. SpEd 128
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students work on campus in the RISO program, to provide Xerox copies for staff members. Students are responsible for making copies based on an order from a staff member, and delivering the copies to the staff member’s classroom or inbox in the front office. SpEd students raise money for the program through a recycling program on campus. Students collect recyclables from teacher’s classrooms each day, and prepare them to be taken to a recycling facility to raise money for the SpEd program on campus. All SpEd students have access to the general education curriculum while accommodations and modifications are implemented based on student needs, IEPs and 504s with an emphasis of full inclusion. SpEd teachers make plans with future goals in mind, with student and parent input that leads to college/ career readiness. In addition, the Read 180 course was added which aligns to CCSS and includes vocational instructional opportunities, computer based research, and online interactive components as well richer literature opportunities than previous years. Through the Transition Partnership Program (TPP) special education students complete job skills curriculum and are connected with counselors from the Department of Vocational Rehabilitation.
TPP program outline
Integration Among Disciplines B1.4. Indicator: There is integration and alignment among academic and career technical disciplines at the school and where applicable, integration of outsourced curriculum into the program so that curricular integrity, reliability, and security are maintained. B1.4. Prompt: Evaluate to what extent is there integration among disciplines and where applicable, integration of outsourced curriculum into the program so that curricular integrity, reliability, and security are maintained.
Findings Integration among disciplines at the school is increasing, especially involving the areas of critical academic need: writing, algebraic functions, and English Learner (EL) and SpEd students. 129
Supporting Evidence
Department Collaboration Minutes
Yucaipa High School ACS WASC/CDE Self-Study Report
With the implementation of Common Core State Standards, writing has increased in the math courses. Math teachers are working on ways to improve writing in mathematics. The English, social science and foreign language departments continue to discuss ways to improve writing. The school does not currently have a systematic approach to writing across the curriculum, but this is being investigated by the English department. During collaboration time, departments often collaborate with different departments regarding curriculum and student needs. The math and science departments discussed the new integrated pathway math courses and how that impacted pre-requisites and corequisites for science courses such as Chemistry and Physics. The foreign language department and social science department discuss ways for students to make connections and reinforce their knowledge of content acquired in one subject from the other subject with regards to historical figures, world events and social and political issues. The science department integrates algebraic functions into their lessons. The department chair, leadership team and faculty meetings facilitate horizontal and vertical articulation within departments and between various departments.
The district has a policy of on-going evaluation of the curriculum for each program area. The English and math departments have completed new curriculum maps and pacing guides after the adoption of the new textbooks in both subject areas.
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Department Meeting Minutes Classroom Observations
Department Chair Meeting Minutes Leadership Team Meeting Minutes Faculty Meeting Minutes
Board Policies Math Department Minutes English Department Minutes
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Since the new textbook adoption and transition to the Common Core State Standards, the math department and English departments have created new common formative assessments (CFAs). Both the math and English departments assess all students regularly, and review data from the CFAs at CIMA meetings and department meetings.
All departments meet approximately 3 Mondays per month where they discuss curricular issues, grading policies, and critical areas of need. Regarding grading policies’ impact on curriculum, the No ‘D’ policy has been a frequently discussed topic. The District perspective since the last WASC review in 2010 has been in support of this policy. At this time, the issue remains under discussion.
Math 1, Math 2 and Math 3 Common Formative Assessment Data Math CIMA Minutes Math Department Meeting Minutes English 9, 10, 11, 12 Common Formative Assessment Data English CIMA Meeting Minutes English Department Meeting Minutes
Department Meeting Minutes
Leadership Team Meeting Minutes Department Chair Meeting Minutes
Articulation and Follow-up Studies B1.5. Indicator: The school articulates regularly with feeder schools, local colleges and universities, and technical schools. The school uses follow-up studies of graduates and others to learn about the effectiveness of the curricular program. B1.5. Prompt: Determine the extent to which the school articulates curricular programs and expectations with its feeder schools, local colleges and universities, and technical schools. Explain how the school uses follow-up studies of graduates and others to learn about the effectiveness of the curricular program.
Findings
Supporting Evidence
All 8th grade students from local middle schools within the district as well as local charter schools are brought to Yucaipa High School to learn about the courses and programs offered at YHS. They are able to tour the campus and learn about programs such as; Linked Learning Academies, ROTC, Associated Student Body (ASB), and other elective courses. 8th grade AVID students shadow current YHS AVID students each year.
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All band and choir courses focus on strategically learning music that will prepare them for college-level performance. The music department has four combined events with elementary and middle schools designed to align the program K-12. YHS groups perform on college campuses and are adjudicated by their music faculties.
The math department has met with the math department chair at Crafton Hills College (CHC) to discuss appropriate course placement, the math entry exam at Crafton Hills College and suggestions for ways to help prepare our students for college.
Math Department Meeting Minutes
The math department meets with the middle school math teachers at CIMA meetings several times per year to discuss appropriate student placement in honors pathways, the transition to the integrated pathway, and critical areas of need based on student performance when entering their 9th grade year.
CIMA Meeting Minutes
YHS has partnered with CHC to offer college courses for senior students on campus after school. This dualenrollment programs allows seniors to earn college credits while still attending high school. Courses that are currently offered are Sociology 100: Introduction to Sociology and Allied Health 101: Medical Terminology.
Yucaipa High School Website
Linked Learning Academies communicate with local colleges and universities to discuss ways to prepare their students for college and career pathways. Linked Learning students are able to develop relationships with staff members at local colleges and universities, as well as, prominent members within their career pathway. Many academy students are selected for internships with local businesses.
Linked Learning Academy Meeting Minutes Linked Learning Advisory Board Member List Linked Learning Advisory Board Minutes
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Band and Choir Syllabi Band and Choir Performance Schedules Competition Schedules
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Yucaipa High School has developed and implemented three Linked Learning Academies on campus which include: Engineering Academy, Health and Biomedical Sciences Academy, and the Law and Public Safety Academy. Each academy is a four year program where students take a full set of rigorous academic courses integrated with careerbased classroom learning, real-world workplace experiences, and personalized mentoring. Students enrolled in an academy will gain real-world experience through interactions with experts in professional settings, as well as partnering with the community members to gain insights into their industry. All these components are tied to real-world professions in our state’s priority industries like engineering, health care, and law. Follow-up studies are informally done in small groups (for instance, in AVID and SpEd), but this is not being done systematically. Social media websites allow some teachers to stay in contact with some students after graduation. During their senior year, students are given a brief survey where they are asked about their plans after high school as well as their contact information, but it is difficult to locate students based on the information provided by the students during their senior year.
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YHS WASC Teacher Survey Teacher Interviews
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B2.
Access to Curriculum Criterion
All students have equal access to the school’s entire program and are provided assistance with a personal learning plan to meet the requirements of graduation and are prepared for the pursuit of their academic, personal, and career goals.
Indicators with Prompts Variety of Programs — Full Range of Choices B2.1. Indicator: All students are able to make appropriate choices and pursue a full range of realistic college and career and/or other educational options. The school provides for career exploration, preparation for postsecondary education, and pre-technical training for all students. B2.1. Prompt: Evaluate the effectiveness of the processes to allow all students to make appropriate choices and pursue a full range of realistic college and career and/or other educational options. Discuss how the school ensures effective opportunities for career exploration, preparation for postsecondary education, and pre-technical training for all students.
Findings
Supporting Evidence
All students have the opportunity to join an academy or take a career technical education (CTE) course; however, they are options, not requirements.
Counseling department meets with all students throughout their course planning to guide students to make wise decisions that will prepare them for their futures.
Students are given opportunities through transition partnerships with CRY-ROP, workability, and department of rehabilitation.
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AFJROTC, ROP and CTE courses: auto; construction; business/fashion; ASL; medical terminology; etc. provide opportunities for career exploration. Linked Learning academies offer and have incorporated into the pathways career exploration courses such as fire science, criminal justice, mock trial, and criminal investigation. Counselors have Academic Success Training (AST) for each grade level focusing on exploring interests and career options using different online tools like My Next Move. Students have guest speakers and a field trip to the CRY-ROP to expose them to job training and opportunities for employment. Specific opportunities available through academy programs via hands on activities and guest speakers along with field trips to specific sites of field interest.
Yucaipa High School ACS WASC/CDE Self-Study Report
LPS students become trained in first aid and CPR.
Linked Learning Academies: Engineering, Health & Biomedical, and Law & Public Safety have been created to support and guide students towards specific college and career opportunities. Yucaipa High School provides some avenues for career exploration, preparation for post-secondary education and/or pre-technical training for all students. College representatives from public and private schools are invited to speak to students in the Career Center throughout the year. Professionals from the community including professionals such as graphic designers are invited to classrooms to give informational speeches to students.
YHS WASC Student Survey YHS WASC Parent Survey YHS WASC Teacher Survey FIDM (Fashion Institute of Design and Merchandising) Guest Speakers from Various Professional and Technical Fields
Comprehensive career assessment is available through ASVAB, a test administered by the U.S. Military to measure students’ knowledge and skills in a number of areas helping students with career selection.
The Armed Services Vocational Aptitude Battery (ASVAB)
AVID has a college preparatory program and classroom activities that prepare them for post- secondary studies.
AVID Program
Accessibility of All Students to Curriculum B2.2. Indicator: A rigorous, relevant, and coherent curriculum that includes real world applications is accessible to all students through all courses/programs offered. B2.2. Prompt: Evaluate students’ access to a rigorous, relevant, and coherent curriculum across all programs that includes real world applications. To what extent do the instructional practices of teachers and other activities facilitate access and success for all students?
Findings
Supporting Evidence
All students have access to a rigorous academic curriculum aligned with the common core, state and/ or national standards that allow them to meet the graduation requirements, college entrance requirements, and provide them with career-related technical skills.
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YHS Course Guide YHS WASC Student Survey YHS WASC Parent/ Guardian Survey YHS WASC Teacher Survey
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The school has an open access policy for AP classes, providing that students have met prerequisites and there is space available.
AP Course Listing AP Test Results
The school has an open access policy for all Linked Learning Academies, providing students have met prerequisites, are willing to make adjustments to their course schedules, and there is space available.
YHS Linked Learning Academies Core Belief Document
YHS Course Guide Interview with Counseling Department Chairperson
YHS music students are trained not only in performance, but in music theory, history, self-assessment, and current music technology.
Music Syllabus
Students with special needs have access to multiple levels of intervention and are supported in a variety of ways to provide them with access to high-quality curriculum. Most teachers differentiate within their lessons to meet the needs of SpEd students. Students with an IEP have access to a learning center staffed by a credentialed special education teacher and an aide. SpEd students are afforded every opportunity possible to join the mainstream population.
Accommodation/ Modification/ IEP At-A-Glance Sheets Classroom Observations YHS WASC Teacher Survey Master Schedule
YHS graduation requirements are closely aligned with A-G and NCAA requirements.
The school also offers support classes for the English Learners (EL) enrolled at Yucaipa High School. Two ELD (English Language Development) courses are offered to level one and two English learners and struggling level three EL students. In the EL support class, support is also offered for other subject areas. EL students are strategically clustered and heterogeneously mixed throughout the regular class offerings with three to four EL students per class.
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YHS Course Guide Master Schedule Department Textbook List of Supplementary Materials for EL Students
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Supplementary teacher resource materials for EL students are available in the following subject areas and courses: social science, Earth Science, Chemistry, English 9-12, Math 1, Math 2, and Math 3. Many EL students have the opportunity to enroll in the Spanish for Native Speakers I and II courses that challenge and meet the needs of the Spanish native speaker in a Spanish language class that also fulfills A-G college entrance requirements.
YHS Course Guide
AVID Student List YHS WASC Parent Survey YHS WASC Student Survey
Board Policy Administration Meeting Minutes Department Meeting Minutes Leadership Team Meeting Minutes Counseling Meeting Minutes
Master Schedule YCJUSD 2016 Summer School Registration Form Edgenuity Curriculum
A number of EL students (levels 4 or 5) are enrolled in the AVID program. The AVID program implements researched based strategies and curriculum in order to prepare students for success in high school, college and career. A majority of the students and parents surveyed found the overall curriculum to be sufficiently challenging, relevant and coherent. Also, the majority stated that they were able to take the classes they needed to graduate. Yucaipa High School teams assess the curriculum and its rigor, relevancy and coherence in a variety of ways. Each year, before the master schedule is created, the administration, counseling, and department chairs balance scheduling concerns with the interests of students and staff, and in so doing, attempt to provide appropriate curriculum opportunities for all. For example, the administration makes sure ELD classes do not conflict with Spanish for Native Speakers classes. Another example is making sure AP classes do not conflict with one another. YHS has many opportunities in place for students to graduation requirements such as zero and seventh period restart classes, summer school courses, and online Edgenuity courses.
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Saturday School and after school peer tutoring are additional opportunities for students to receive help in order to work towards improving grades. All students have the opportunity to join an academy, take honors, AP and CTE courses; however, they are options, not requirements.
Project and inquiry-based instruction has been adopted widely at YHS throughout the majority of courses offered on campus. Yucaipa High School students can choose from a variety of course offerings that allow students to set and accomplish their academic personal and school-tocareer goals. Students are allowed full access to the same curriculum, including EL students and special-needs students. To better prepare students for the transition from high school to higher education, Yucaipa High School has open access to AP classes, affording students the challenge of a college level curriculum (provided the prerequisites are met and there is space available). This open access policy at Yucaipa High School allows students to select a variety of courses based on their personal, career and academic goals. Due to personnel assignments and class size restrictions, access may be limited. Some students are further supported through the AVID program where students receive support with their core classes. Through ROP, students can participate in one or more career-related and technical-education classes. 138
Saturday School Rosters Peer Tutoring Advertisements Students are able to choose honors and AP classes without overwhelming pre-requisites in social sciences or English. Course offerings have been expanded with additional A-G approved classes- Fire Science, Med Interventions, Human Body Systems, PBS, AP Comp Sci, Comp Sci and Software Eng, English 9 Law, English 10 Law, US History and Pub Health - more courses to come.
Project- and inquiry-based instruction in core content areas are widely practiced in general education, SpeEd, and Linked Learning Academy classroom settings. Students apply strategic thinking and extended reasoning to apply course learning outcomes to realworld applications. YHS music students study a curriculum of challenging, historically relevant literature that culminates in authentic performances to real audiences.
YHS Course Guide YHS WASC Student Survey YHS WASC Teacher Survey YHS WASC Parent Survey AP Course Listing
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All students have access to a rigorous academic curriculum aligned with the common core, state and/ or national standards that allow them to meet the graduation requirements, college entrance requirements, and provide them with career-related technical skills.
YHS Course Guide YHS WASC Student Survey YHS WASC Parent/ Guardian Survey YHS WASC Teacher Survey
The school has an open access policy for AP classes, providing that students have met prerequisites and there is space available.
AP Course Listing AP Test Results
The school has an open access policy for all Linked Learning Academies, providing students have met prerequisites, are willing to make adjustments to their course schedules, and there is space available.
YHS Linked Learning Academies Core Belief Document
YHS graduation requirements are closely aligned with A-G and NCAA requirements.
YHS Course Guide Interview with Counseling Department Chairperson. Accommodation/ Modification/ IEP At-A-Glance Sheets Classroom Observations YHS WASC Teacher Survey Master Schedule
YHS Course Guide Master Schedule
Students with special needs are supported in a variety of ways to provide them with access to high-quality curriculum. Most teachers differentiate within their lessons to meet the needs of SpEd students. Students with an IEP have access to a learning center staffed by a credentialed SpEd teacher and an aide. The school also offers support classes for the EL students enrolled at Yucaipa High School. Two ELD (English Language Development) courses are offered to level one and two English learners and struggling level three EL students. In the EL Support class, support is also offered for other subject areas. EL students are strategically clustered and heterogeneously mixed throughout the regular class offerings with three to four EL students per class.
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Supplementary teacher resource materials for EL students are available in the following subject areas and courses: social science, Earth Science, Chemistry, English 9-12, Math 1, Math 2, and Math 3.
Department Textbook List of Supplementary Materials for ELL students.
Many EL students have the opportunity to enroll in the Spanish for Native Speakers I and II courses that challenge and meet the needs of the Spanish native speaker in a Spanish language class that also fulfills A-G college entrance requirements.
YHS Course Guide
A number of EL students (levels 4 or 5) are enrolled in the AVID program. The AVID program implements researched based strategies and curriculum in order to prepare students for success in high school, college and career.
AVID Student List
YHS WASC Parent Survey YHS WASC Student Survey
YHS WASC Student Survey YHS WASC Teacher Survey Classroom Observations
A majority of the students and parents surveyed found the overall curriculum to be sufficiently challenging, relevant and coherent. Also, the majority stated that they were able to take the classes they needed to graduate. On a daily basis, students are engaged in in-depth standard-based curriculum that focuses on creating independent thinkers and creative communicators. Students are involved in a variety of standards-based activities that build upon prior knowledge. Most teachers and students use technology on a daily basis as an academic resource as well as a tool for communication and effective presentations that promote student engagement and critical thinking.
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Students are able to monitor their own progress using a variety of technologies. All teachers report grades using an online grade book (Aeries) that allows parents and students to view student progress. Parents and students can opt for a weekly progress report to be emailed to them every Friday. Some teachers indicate that they train their students in a self-tracking method to check their own grades whether Aeries is operating or not.
Aeries.Net Self-Tracking Strategies Google Classroom Google Docs Office 365
Teachers maintain classroom websites on SchoolBlocks. Classroom websites provide students and parents with information such as homework assignments, copies of notes, textbook pages, and other important announcements that pertain to the class.
SchoolBlocks Website YHS WASC Teacher Survey Faculty Meeting Minutes
Classroom Observations
Many teachers incorporate cooperative learning strategies as well as student led inquiry strategies into their lessons. Some of these strategies include; Socratic seminars, philosophical chairs, peer editing groups, tutorials, peer evaluation, and investigations.
Classroom Observations
Yucaipa High School maintains a school website where parents and students can access important school information such as important registration documents, school calendar, important links, school news, student achievements, athletics and club
YHS SchoolBlocks Website
Many teachers are incorporating technology in their classrooms to help engage student learning. Teachers use programs such as; Remind, Kahoot!, Perusall, NearPod, Poll Everywhere, Survey Monkey, Quizizz, Render Forest, and Voice Thread. Staff members often share technology ideas during collaboration time within departments as well as during faculty meetings.
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announcements and achievements, as well as access to all teacher websites. Video production classes produce a newscast called Thunderstruck every Friday. Students watch the video each Friday during their second period class. Thunderstruck highlights important events happening on campus, athletic team highlights, drama production highlights, and interviews from staff and students at YHS.
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YHS Thunderstruck Videos
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Student-Parent-Staff Collaboration B2.3. Indicator: Parents, students, and staff collaborate in developing and monitoring a student’s personal learning plan and their college and career and/or other educational goals. (This includes the evaluation of whether online instruction matches the student’s learning style.) B2.3. Prompt: Evaluate to what extent parents, students, and staff collaborate in developing, monitoring, and revising a student’s personal learning plan and their college and career and/or other educational goals.
Findings
Evidence
Students, staff, parents and counselors meet in parent or teacher requested Student Intervention Team (SIT) meetings, 504 meetings and IEP meetings to help students plan a personal course of study for the current or following year. These meetings take into account a student’s strengths and weaknesses, academics, behavior plans and needs, and interests.
Counselors’ schedules for meeting with students for each grade level to check current course work, grades, goals, and utilize the Career Center.
Parents can access Aeries.Net through the school website for information about their student’s grades, attendance, and class progress. The YHS website also provides information on school activities, calendar of events, and other school-related information.
Aeries.Net YHS Website YHS WASC Parent Survey
Counselors organize and provide grade level parent nights throughout the school year to discuss important milestones and events that parents and students should be aware of for each school year.
Counseling Newsletter YHS Calendar of Events
Students on IEP's have their final meetings dedicated to planning a successful transition with collaboration between parents, student, teachers, counselors, and administration. Students with IEP's and 504 programs in place are given very specific and individual attention.
Students and parents have access to the career center as well as various college workshops on campus.
Students are given collaborative opportunities to plan and discuss a successful transition from high school to college, trade school, or military. The YHS Career Center is conveniently located and accessible and available for students and parents throughout the school day.
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Parents are involved in the course registration process for YHS students. For example, parents are required to sign off for honors and AP classes after attending workshops and/or watching an informative video.
AP Course Registration Requirements
Post High School Transitions B2.4. Indicator: The school implements strategies and programs to facilitate transitions to college, career, and other postsecondary high school options and regularly evaluates their effectiveness. B2.4. Prompt: Evaluate the effectiveness of the strategies and programs to facilitate transitions to college, career, and other postsecondary high school options.
Findings
Supporting Evidence
Implemented new in the fall of 2016, all senior Government/Economics students are exposed to Free Application for Federal Student Aid (FAFSA) early in the year to ensure timely qualification of scholarship and entrance deadlines to a post-secondary setting. Both high school and local college counselors provide a presentation to the students and help walk them through the registration process for FAFSA in the classroom for all seniors. FAFSA workshops and partnerships with local universities through the Career Center and counseling office also help facilitate the transition to college. Sessions in the evening workshops included sessions for students and families in English and Spanish and also included information and assistance related to Deferred Action for Childhood Arrivals (DACA)/Dream Act.
YHS WASC Teacher Survey Classroom Observations Parent letter regarding FAFSA Senior Parent Night Slideshow
YHS encourages and helps students think about and start preparing for college with PSAT offered during the school day now as opposed to on a Saturday as it was in the past. There has been an increase in the number of students taking the PSAT over the past 3 years.
YHS Website YHS Events Calendar YHS WASC Teacher Survey
Students have the opportunity through academies and other courses on campus to connect while in high school to the work based world to prepare for post high school. Career related field trips,
YHS WASC Teacher Survey Classroom Observations YHS Linked Learning Website YHS Linked Learning Meeting Minutes
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connections/relationships with industry professionals, some work-based learning opportunities (internships, job shadows, guest speakers, etc.). Continuing to expand WBL opportunities for academy students. Expanding opportunities to interact with industry professionals in a variety of ways- mentorships, WBL, advisory Boards, site visits, internships. The English department focuses heavily on preparing all students at college entry writing level. YHS has expanded the numbers of its ERWC (Expository Reading and Writing) classes to afford seniors the chance to hone their writing skills in preparation for college writing requirements.
YHS Course Guide English Department Meeting Minutes Classroom Observations
Students are exposed to various career opportunities at YHS. Students have the opportunity to attend a Career Fair that is on the spring time here at YHS. Students with IEP's in their TPP course will take a field trip to a career fair put on by ROP in Redlands. All Linked Learning Academies host guest speakers in classes throughout the year whose speaking topics relate to post-secondary careers and colleges.
Classroom Observations Career Center Schedule
YHS articulates courses with and works with a number of colleges to help the path to college be as easy and as attainable as possible for all students. YHS has articulation for 3 courses with Crafton Hills College. Students who take these courses and pass with requirements here at YHS receive college credits from Crafton Hills College as well. Several ROP courses have also articulated with local community colleges such as Riverside Community College and San Bernardino Valley College. Students with IEP's in their TPP class explore the Disabled Students Programs and Services (DSPS) to better understand the accommodations offered at CHC. These students will take a field trip to CHC in January and meet DSPS
Master Schedule Classroom Observations
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counselors. In the last few years, YHS Music courses have aligned and implemented a multi- level Music Theory curriculum that will help students to have a head start and a smooth transition to college music courses, should they decide to continue after high school. AVID field trips to colleges help students explore post- secondary options. YHS focuses on life-long learning for students. PE curriculum teaches students how to make healthy lifestyle choices in the present and for the future. Students compare and contrast the health plans and make goals for their future fitness.
PE Course Syllabi Master Schedule
YHS helps college-bound students complete the difficult process of applying for colleges and encourages students through the process. The counseling department hosts application days in November to assist students in filling out their college applications. Not just for 4 years schools but also for community college and trade school applications.
Counselor’s Corner Newsletter YHS Website
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WASC Category B. Standards-based Student Learning: Curriculum: Summary, Strengths, and Growth Needs Summary (including comments about the critical learner needs) YHS courses are aligned to the CCSS with UC/CSU A-G requirements and focus on college- and career-readiness. With the continued implementation of Linked Learning Academies, YHS students can study a prescribed curriculum that is both standardsbased and career-focused. All teachers collaborate within departments using time set aside to discuss teaching strategies, curriculum pacing, and various other departmental points of emphasis. Examples of collaboration include data analysis, best practices and grading policies. Use of technology in the classroom, innovative teaching strategies and development of CFAs continue to be departmental areas of focus. Both math and English departments have developed and are using common formative assessments to collect student data and drive instruction. The English department recently adopted a new CCSS aligned text book series and updated grade-level CFAs and curriculum maps. Social science offers standards-based lesson and performance tasks to meet CCSS and has begun to adapt the scope and sequence to match the CA state framework. Science continues to develop new course objectives and revise curriculum maps driven by the NGSS standards that will be piloted next year at YHS. Physical education continues to promote inclusive, high quality PE programs for all students. The program is standards-based, and students engage in moderate to vigorous physical activity while demonstrating physical competencies in the eight content areas. Foreign language students are challenged to listen, speak, read, and write through a variety of learning opportunities in the target language. Lessons in the YHS music courses are aligned with the CA Music Frameworks and the recently adopted CC Music Standards. Many of the resources are available online, along with numerous resources that provide supplemental and more advanced material.
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Category B: Standards-based Student Learning: Curriculum: Areas of Strength
YHS Courses are aligned to the content standards adopted by the California Department of Education, with UC/CSU A-G requirements, and have curriculums that focus on college and career readiness.
With the implementation of Linked Learning Academies, YHS students can study a prescribed curriculum that is both standards-based and career-focused.
Common formative assessments have been developed in math and English departments to collect data to guide instruction.
Teachers collaborate within departments using time set aside to come together and discuss teaching strategies, curriculum pacing, and a variety of other concerns among each department. Examples of our collaboration include data analysis, best practices, and grading policies, use of technology, innovative teaching strategies and developing common formative assessments.
Category B: Standards-based Student Learning: Curriculum: Areas of Growth
Some of the standards-based material found in the new ELA textbook requires convenient access to technology that YHS simply does not have. Checking out Chromebook carts within the department continues to be a frustration for many teachers.
Access to curriculum materials is challenging at the beginning of every school year. Material orders placed at the end of the previous school year (on time at sites) do not get processed through the district level in time to be received for the first day of school by teachers and many students, causing delays in curriculum instruction.
Student training/education in use of current technology needs improvement.
YHS has no cohesive (and grade-level appropriate) writing program.
Academies are continuing to expand work-based learning opportunities, but are only offering small amounts of job shadowing and internships for junior and senior students. Growth of these opportunities will allow for more students gaining valuable knowledge before entering college or career. These opportunities will also help students to focus in on areas of study for post-secondary plans.
There are no official textbook adoptions for YHS music department.
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Focus Group C Standards-Based Student Learning: Instruction Group Leaders David Paul Kevin Lewis Heather Seaton
Social Studies Social Studies Administration
Certificated Staff Christa Allen Matthew Arreola Christina Biskup Jason Carney Ethan Linstrom Angelica Echauregui Margaret Flores Danielle Gialich Sarah Gray Hope Gutierrez Lori Harrison Lauren Herold Taylor Horspool
Math Special Ed. ROP Social Studies English Counseling English English Social Studies Special Ed. Physical Ed. Science Science
Scott Kennedy Priscilla Mora Michael Matteson Katie McKee Marlene Mogensen Carl Opsahl Rick Piercy Justin Price Tamara Richter Scott Smith Andrew Steenhausen Erin Wallace Leann Williams
Tech. Info. Sci Special Ed. Science Counseling Foreign Lang. Math Science Special Ed. Science English Foreign Lang. Special Ed. Math
Classified Staff Cynthia Best Jami Castro Valeri Garza Zachery LaRue Darla Perazzo
Inst. Aide Inst. Aide Clerical Inst. Aide. Inst. Aide
Reyna Salemi Teresa Sellars Sarah Tinkham Randy Vasquez
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Category C: Standards-based Student Learning: Instruction C1.
Challenging and Relevant Learning Experiences Criterion
To achieve the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes, all students are involved in challenging and relevant learning experiences.
Indicators with Prompts Results of Student Observations and Examining Work C1.1. Indicator: The students are involved in challenging and relevant work as evidenced by observations of students working and the examination of student work. C1.1. Prompt: Evaluate the degree to which all students are involved in challenging and relevant learning to achieve the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. Include how observing students working and examining student work have informed this understanding. Provide evidence on how the school has evaluated the degree of involvement of students with diverse backgrounds and/or abilities and how the school has modified instruction based on these findings. Findings
Supporting Evidence
Yucaipa High School provides a comprehensive offering of academic courses that challenge the students, provide rigor, and prepare students for the college and career opportunities that await them in a complex and competitive economy. Teachers and instructional staff create curriculum plans and pacing guides to ensure the Common Core State Standards (CCSS) are being taught in diverse and meaningful ways. There is planning time allotted each year for teachers to meet in small groups with our curriculum team and discuss these pacing guides and curriculum plans.
Teachers in all courses develop a syllabus outlining the course objectives and curriculum, academic expectations, grading and behavior policies.
Teachers frequently collaborate as departments and in subject matter groups to create and evaluate common formative assessments (CFAs) and project/problem-based learning (PBL). 149
Student Perception Survey Parent Perception Surveys Teacher Perception Surveys School/District Website Classroom Syllabi Course Pacing Guides Graduate Profile Classroom Posters Classroom Observation Teacher Collaboration Common Core State Standards ELL, IEP, and 504 Meetings and Documents ELL Standards Lesson Plans Interactive Notebooks Academy Grant Application Paperwork Linked Learning Documents Master Schedule Graphic Organizers Chatroom Discussions Research and Results Evaluation of Student Work
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Instruction, pacing and assessment methods are frequently analyzed, modified and used to reteach concepts based on the data collected. All students have universal access to honors and AP courses. In Advancement Via Individual Determination (AVID), the students are instructed in and utilize WICOR strategies, engage in Socratic seminars, use focused note- taking/cornell notes, participate in tutorials monitored by paid and trained AVID tutors, and regularly participate in critical thinking activities. AVID also uses peer tutors in the classroom to support collaborative learning.
AVID Course Outlines AVID Tutor Program AVID Peer Tutors
A concerted effort has been made by the school to roll-out many of the AVID strategies campus-wide through staff development, best practices at staff meetings and mentor teacher relationships with AVID trained teachers. AVID strategies, such as Socratic seminars, cornell notes and WICOR can be observed in social studies, English, science and academy courses. AVID provides additional training to teachers interested in more detailed professional development of the material presented at staff meetings.
Staff Meeting Agendas and Minutes Follow-up AVID Strategies Teacher Training
Engineering Academy Course Descriptions Engineering Course Syllabi Students Identify Problems Students Investigate Possible Solutions Students consult with industry professionals – either personally or through the use of technology. Students Engage in Peer Reviews/Feedback
In our Engineering Academy, students in Civil Engineering and Architecture (CEA) and Engineering Design and Development (EDD) participate and collaborate on real-world projects such as a residential house design project for a client, public library renovation, restaurant design, and an animatronic pneumatic design.
In our Health and Biomedical Sciences Academy (HBS), students used lab analysis techniques, and DNA
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HBS Academy Course Descriptions HBS Course Syllabi
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Project-Based Lesson Design Seminar
extraction to determine a cause of death for a fictional victim, then designed and invented new medical apparatus to pitch to real-world medical field professionals to help save future lives. HBS 10th grade teachers attended a project-based seminar on lesson designing. In English, students have opportunities to access online literature/poetry sites to further explore background information, historical or cultural connections within reading selections. English teachers use online resources to mimic the expectations and procedures followed by college instructors. Social studies teachers use a variety of online resources to support the curriculum and provide students with relevant experiences. Social studies also offer simulations, primary document analysis, Night in the Trenches, Mock Trial, field trips to election headquarters, PBL, and field trips to the Getty Center for art history analysis. Guest speakers also provide access to professional politicians to promote a potential career path for the politically inclined.
PBS Learning Media Frontline American Experience Poetry Foundation Pw.org/literary Perusall Turnitin.com
PowerPoint Prezi Google Slides Google Classroom OneNote Office 365 YouTube History Channel Website “FYI Site” Americanrhetoric.com for Famous Speeches and Audio
Project/Problem-Based Learning Activities
Many science teachers use interactive notebooks. Many math teachers focus on applications of learning through performance tasks that relate to realworld problems. Implementation of PBL empowers students to problem solve and find relevance in real world context. PBL allows student to have a voice and a choice in their learning which elevates interest. Drama students create full stage, professional-style productions where 151
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the students must learn back-of-thehouse skills such as set design, lighting, costume design, and makeup, as well as acting, singing and artistic movement. Drama integrates history, English, literature, technology and science into theater knowledge and performance. Students create fullstage productions and, in the process, learn tech skills such as set design, lighting, sound, costume design and make-up – all while learning acting, singing, dancing and artistic movement.
Records of Theater Productions Fine Arts Assembly Tolerance Week Activities National Core Arts Standards Drama II class projects Fall Arts Gala Spring Theater Festival Set Design Workshops Artistic Elements Workshops
Fine Arts Assembly Fall Arts Gala “Yuc-a-chella” Festival Music and Arts Festival Local Gallery Showcases
Music and choir programs compete in major competitions, showcase their skills both in the community and elsewhere. Use Core National Music Standards to guide general music, guitar, concert and honors music courses. They compete in competitions and showcase their skills nationally.
Band Competitions Fine Arts Assembly Marching Competitions Jazz Festivals Madrigals Competition Madrigals at Carnegie Hall (2016) Choir in San Francisco (2017)
Foreign language teachers utilize a lab that is designed to be used daily by a rotation of seven foreign language teachers. Students have access to headphones and personal microphones to record themselves and submit recordings to teachers through file sharing. Language lab computers also support student learning through interactive programs designed to more thoroughly immerse students in language learning.
Quizlet Kahoot Successnetplus ClassDojo Google Classroom UHL Central.com Lyrics Training Authentic News Site
Art students showcase their skills in art fairs and galleries, both on-campus and in the community. Students have many opportunities for education in fine arts at YHS including: Arts and Crafts; Ceramics; AP Art; Photography; Graphic Arts; and Digital Design.
ROP teachers use project-based learning, real-world job shadowing, field trips, community classroom, and
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ROP Course Offerings and Descriptions
Dual Enrollment Agreement and Course Offerings
Guaranteed Admissions Agreements
Counselors present to English classes Academic Success Training (AST) which combines students’ coursework with college/career exploration using a web-based program that aligns student interests with abilities and interests in post-high school training or higher learning.
AST Grade Level Assemblies AST Power Point Presentation
School administrators and counselors, in conjunction with senior-level government, economics and English classes, as well as the University of Redlands have provided free workshops for Free Application for Student Federal Aid (FASFA) and college applications.
FAFSA Workshop College Application Workshop
Master Schedule CSU/UC A-G Compliance
Collaboration Strategies (2015-16) Chalk Talk Philosophical Chairs Socratic Seminars Inquiry (2016-17) AVID “WICOR” Strategies
internships that help prepare students for the career field. Students have the opportunity to take articulated courses on the YHS campus through our local community college, Crafton Hills College. In partnership with the University of Redlands (UofR), California State University San Bernardino (CSUSB), University of La Verne (ULV), students who meet admission requirements are guaranteed admission after high school graduation.
School administrators frequently evaluate course offerings to better align them to CSU and UC standards. School counselors advise students and families to make certain that their courses comply with graduation, NCAA and University of California and California State University A-G requirements. YHS has developed a strategic 5-year professional development plan based on data analysis including California Assessment of Student Performance and Progress (CAASPP) results, administrator walk-through data and teacher surveys. 153
Yucaipa High School ACS WASC/CDE Self-Study Report Student Understanding of Learning Expectations C1.2. Indicator: The students understand the standards/expected performance levels for each area of study. C1.2. Prompt: Examine and evaluate the extent to which students understand the standards/expected performance levels that they must achieve to demonstrate proficiency. Findings
Supporting Evidence
The staff at Yucaipa High School does an effective job of communicating the standards and expected levels of performance. Expectations and objectives are clearly identified by teachers and administrators, through various methodology throughout school correspondence, websites, social media, lessons, presentations and syllabi. Many departments use common grading rubrics and teacher created scoring guidelines. Students have become increasingly aware of CCSS in the curricular areas. All courses are aligned with CCSS. The district and school administrations, along with the counseling team at YHS, frequently reference, communicate, and utilize the graduation requirements in their communications, the school website, classroom posters and presentations to the community, teachers, parents and student populations.
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Student Perception Survey
Parent Perception Surveys
Teacher Perception Surveys
School/District Website
Classroom Syllabi
Course Pacing Guides
Classroom Posters
Classroom Observation
Teacher Collaboration
WASC Staff Collaboration Meetings
Common Core State Standards
EL, IEP, and 504 Meetings and Documents
EL Frameworks
Lesson Plans
Interactive Notebooks
Syllabi
Chromebook Carts
Textbooks
Teacher Gradebooks and Plan Books
Google Classroom
School/District Website
Department Curriculum Maps and Pacing Guides
Essential Questions from Math Textbooks
Grading Rubrics and Scoring Guidelines
IEP “At A Glance”
Accomodations/Modifications
OneNote
Yucaipa High School ACS WASC/CDE Self-Study Report
Most core departments have worked on establishing standards and expectations as expressed in a pacing guide or curriculum map. The pacing guides are developed while referencing the CCSS, through peer cooperation in formal and informal collaboration time. Teachers create course syllabi for students based on the pacing guides. The use of syllabi is evident throughout most departments, and includes standards, goals, and objectives, which are communicated to students through IEPs, parent teacher conferences, and other means of communication. All courses are aligned with CCSS and most departments have new textbooks that are also aligned with CCSS. Science is currently aligning their curriculum with the newly adopted NGSS. Our students have become increasingly aware of CCSS, its curricular and procedural changes, and the impact it has had on curriculum and new course alignment in our graduation requirements. Common core is ingrained in our academic culture and has become a part of the fabric of our cross-curricular learning community. Classroom teachers use learning objectives daily, using various methods (written on the board, handouts, verbally, essential questions, or in PowerPoint presentations) so that students know what the learning goals are for the day. The degree of mastery of these objectives is determined through formative and summative assessments. Our units and grading tend to be based on the standards in each of our courses. Many teachers identify lessons, units, and grades by aligning the gradebook with the standards.
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Aeries Gradebooks
Course Handouts/Syllabi
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Parents have access to school information including grades, assignments and activities using a variety of available options. Students have ample access to their grades, assignments and school activities.
SchoolBlocks Website
Social Media – Twitter, Facebook, Instagram
Office 365
Email
Remind App
Google Classroom
IEP At-A-Glance Personal Communication Between SpEd Teachers and General Education Teachers Collaboration Opportunities between SpEd and General Education Teachers During Late Start Days
Students and parents have online and mobile access to grades and information 24 hours a day, 365 days a year. Students in Special Education (SpEd) or students who are identified as needing extra support, have parent/ student/teacher/administration meetings as prescribed by law. During these meetings, and on the corresponding 504, IEP, or other documentation, the expectations and learning goals are identified for the specific student. Teachers and case carriers identify specific goals, modify curriculum and lesson delivery as needed, and assess the student’s learning in diverse, differentiated methods that are in the student’s best interest. Parents also have the right to communicate through IEP Addendums any time during the year to address extra support, learning goals and service need. IEP goals are aligned with CCSS. EL teacher give general education teachers at a glance documentation so that all teachers are aware of student language levels.
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Parent and Student WASC Surveys
Grade-Level Parent Nights Offered by Counseling Department
Yucaipa High School ACS WASC/CDE Self-Study Report Differentiation of Instruction C1.3. Indicator: The school’s instructional staff members differentiate instruction, including integrating multimedia and technology, and evaluate its impact on student learning. C1.3. Prompt: Determine how effectively instructional staff members differentiate instruction, such as integrating multimedia and technology, to address student needs. Evaluate the impact of this on student learning. Findings
Supporting Evidence
Differentiated instruction takes on many forms at Yucaipa High School and is designed to reach and satisfy the learning needs of different populations of learners. While the learning expectations and standards do not change, the use of different modalities to deliver information or offer opportunities to practice skills are varied and diverse across all curricular areas.
Student Perception Survey Parent Perception Surveys Teacher Perception Surveys
This differentiation is most pronounced in our commitment to the IEP process and 504 plans. Each plan is created by a team of professionals to meet individual students’ specific needs.
School/District Website Classroom Syllabi Course Pacing Guides Graduate Profile Classroom Posters Classroom Observation Teacher Collaboration WASC Staff Collaboration Meetings CA State Curriculum Standards Common Core Standards EL, IEP, and 504 Meetings and Documents ELD Standards Lesson Plans Interactive Notebooks Chromebook Carts Textbooks Teacher Gradebooks and Plan Books Google Classroom School/District Differentiated Instruction Technology
Teachers and instructional staff have created a culture of differentiated instruction routinely and seamlessly alternating between direct instruction, critical reading strategies, critical writing assignments, project-based learning, multimedia presentations, use of video, use of apps and online resources, collaboration, and group projects. Staff meetings have focused on training in the use of AVID WICOR instructional strategies (Writing, Inquiry, Collaboration, Organization, and Reading).
Math supports these concepts by adding courses 1A, 1B, 2A, 2B and honors classes which helps to meet individual student academic needs. To support these ends, the staff and administration have made multimedia and technology a priority to enhance instruction, provide access to 157
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information, communicate to families and students, to publish work in new and modern modes, and to address other diverse and varied needs of different student populations and curricular areas. The administration has purchased a large number of shared Chromebook carts, increased access to computer labs, updated language lab technology, and has installed sufficient schoolwide Wi-Fi access for staff and students. Periodically, the school has provided tech-based professional development sessions led by peer teachers and/or district personnel. It is generally accepted that the use of and access to technology has made learning more dynamic, accessible, and effective. Multimedia and innovative technology tools can be found across the curriculum spectrum at YHS. While great progress has been made in the area of technology integrations and access to technology, there is still more work to be done to achieve full implementation and access to the entire campus full-time. English Language Development (ELD) teacher meets with and communicates specific needs of the English Learner (EL) population with core teachers. Tutors are assigned to classrooms to assist with differentiation for EL students at level 0-3. Some teachers have EL students utilize translation software and EL students check out tablets from the media center to use the software. The YCJUSD professional development plan has emphasized incorporating ELD standards across all subject areas.
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Plickers Kahoot Quizlet EADMS Office 365 Google Classroom Perusall PowerPoint Google Docs Google Calendar ERWC I-Chart
Turnitin.com HyperDoc Quia YouTube Prezi Schoolblocks Websites Document Cameras Scanners Chromebooks Video/DVD Interactive Notebooks
EL Translation Software EL Tutor Schedules Media Center Tablet Check Out Sheets
YCJUSD Professional Development Plan
Yucaipa High School ACS WASC/CDE Self-Study Report
Some Math 1A teachers utilize computer-based strategies that create specific lesson to help underperforming students.
C2.
Student Engagement Criterion
All teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels.
Indicators with Prompts Current Knowledge C2.1. Indicator: Teachers are current in the instructional content taught and research-based instructional methodology, including the integrated use of multimedia and technology. C2.1. Prompt: Evaluate the extent to which teachers effectively use a variety of strategies including multimedia and other technology in the delivery of the curriculum. Findings
Supporting Evidence
Technology inventory LCD/Elmo projectors Site Wi-Fi Chromebook Carts Computer Labs Language Lab Classroom Audio Systems SmartBoards
All departments on campus use multimedia and other technology to some degree. The frequency of use and the nature of the technology vary by department, class, and teacher.
Classroom observations Lessons
Chromebooks are used both in the delivery of instruction and as research tools. Some teachers use a flipped classroom philosophy and have students read articles that have been posted on teacher websites before
Chromebook use schedule PowerPoint Prezi Google Docs Google Classroom
All classrooms have teacher computers, LCD projectors, document cameras and Wi-Fi for use with instructional technologies. YHS has increased the number of student computers to nearly 900 – including 17 mobile Chromebook carts. Several of the larger classrooms have been fitted with enhanced audio equipment for teachers. The foreign language department has a refurbished and updated language lab. All departments have upgraded technological support. Many teachers employ a variety of teaching strategies to introduce, assess, and reinforce key concepts, ideas, and terms in their subject areas.
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coming to class. And some teachers have students take notes from PowerPoint presentations or videos. Teachers also use Google Docs, Google Classroom and other applications to interact with students. Teachers use LCD projectors to deliver Prezi and PowerPoint presentations and discussions. Also, most classroom are also equipped with document cameras to enhance lesson delivery.
Classroom Multi-Media Equipment Document Cameras
Daily presentations have been integrated that include step-by-step instruction for grammar, creative writing, and journalism lessons. These are made available immediately to be used as a study resource, as well as a resource for those who may have missed a class.
Plickers Kahoot Quia EADMS
Many teachers use a variety of technology-based assessment tools to check students for understanding. Students can access Google Classroom on their smart phones.
Google Classroom App on Smart Phones
Widespread use of Google Classroom has been recently implemented into the YHS lesson delivery system, many teachers have posted several lessons using Google Classroom. Students, using the Chromebooks, can access Google Classroom with a password specific login, download a lesson, and turn it in on Google Classroom. Teachers then can monitor student work and see which students have completed the assignments. Grading takes place on Google Classroom providing students with feedback the next time they login to the assignment. Some teachers have synched their assignments to their Google Calendar. This enables students to have instant access to the class through their Google calendar on their smartphones.
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Teachers as Coaches C2.2. Indicator: Teachers facilitate learning as coaches to engage all students. C2.2. Prompt: Evaluate and comment on the extent to which teachers use coaching strategies to facilitate learning for all students. Provide examples such as equitable questioning strategies, guided and independent practice, project-based learning, and other non-didactic techniques to engage students in their own learning.
Findings
Supporting Evidence
Teachers, administration, staff, and students work together to create a positive and supportive learning environment at Yucaipa High School. Classroom teachers at YHS use coaching strategies in their various subject areas to facilitate learning for all students. Many teachers create a collaborative environment in their classrooms in an effort to help students reach the graduate profile goals. Teachers incorporate AVID WICOR strategies into their daily lessons to make learning accessible for all students.
Classroom Management
Room Environment
Staff Meeting Agenda/Minutes
Social studies students work cooperatively to prepare material for debates, participate in experiential exercises, and work on group projects while the teachers move among the students to facilitate understanding of the material and provide information and material while informally assessing student comprehension.
Lesson Plans
Student Generated Work
Collaborative Projects
English teachers often use inquiry based instruction strategies guiding students to reach information through questioning and redirection. Frequently, students are grouped into heterogeneous collaborative teams including students of all academic abilities. Students then work collaboratively on an assignment designed to support concepts already taught through direct instruction or based on reading to create a deeper understanding.
Collaborative lessons
Inquiry-Based Strategies
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Science teachers regularly use guided practice and independent practice where students answer questions from direct instruction on a concept or answer math related questions that require practice solving concepts that will help them on a lab or test/quiz. Science labs encompass more performance based learning and inquiry based labs that have students apply concepts that they have learned in various areas of science. Science teachers often use open and guided inquiry to help students achieve understanding of concepts. Math teachers often guide their students through practical applications of mathematical concepts making math a more real world experience. VAPA teachers use project-based learning, performance-based assessments and student lead collaboration to teach CCSS and arts concepts. Special education (SpEd) uses reinforcement strategies, interdepartmental communication and IEP goals within the current academic year. SpEd teachers rely heavily on their ability to communicate, not only with students, but other staff to reinforce curriculum and skill acquisition in a positive and familiar environment.
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Lab books
Performance-Based Assessments
Lessons
Observations
Student Work
Real World Applications
Project-Based Learning Performance-Based assessments
Lesson plans IEP goals Interdepartmental Communications – Emails, Memos
Yucaipa High School ACS WASC/CDE Self-Study Report Examination of Student Work C2.3. Indicator: Students demonstrate that they can apply acquired knowledge and skills at higher cognitive levels to extend learning opportunities. C2.3. Prompt: Evaluate the extent to which students demonstrate a) that they are able to organize, access and apply knowledge they already have acquired; b) that they have the academic tools to gather and create knowledge and c) that they have opportunities to use these tools to research, inquire, discover, and invent knowledge on their own and communicate this.
Findings
Supporting Evidence
Most departments and many classes within each department incorporate at least one performance-based assessment that requires students to apply previously learned knowledge and actively engage with the material. There are a significant number of instructors who utilize the same projects for the same courses. For example, all Spanish One classes utilize a Dia De Los Muertos obituary project assessment in order to ensure that all students who enroll in the class receive the same assessment. In some cases, most notably within the academies, the same project is addressed in all of the students’ courses to encourage and teach a particular concept across curricular areas.
Performance-Based Assessments
Department Curriculum Maps
Cross-Curricular Linked Learning Projects
Beginning with the 2015-16 school year, YHS has used a part of each monthly staff meeting to introduce several AVID teaching strategies including collaborative learning, inquiry based instruction school wide, and then followed up with in- depth teacher led workshops for staff to extend their understanding and proficiency in implementing the strategies in their own classes.
Common Formative Assessment Data Protocols
Student Work
Student Notes
Student Work Posted on Classroom Bulletin Boards
Classroom Participation
Cross-Curricular Projects
Art Projects
Musical Performances
Some senior courses are capstone courses where seniors use three years of knowledge to complete projects of tasks. Engineering seniors use math, science, technical writing and Autodesk skills to complete their senior projects.
Senior Portfolios
Lab Experiments
Writing Across the Curriculum
Staff meeting Agendas/Minutes
Senior Engineering Capstone Projects
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C2.4. Indicator: Students demonstrate higher level thinking and problem solving skills within a variety of instructional settings. C2.4. Prompt: Evaluate and provide evidence on how well the representative samples of student work demonstrate that students are able to think, reason, and problem solve in group and individual activities, projects, discussions and debates, and inquiries related to investigation.
Findings
Supporting Evidence
Some departments use common assessments and rubrics to score student work samples and to compare data on student progress, while other teachers compare data individually. Common tasks and assessments are used in the math department and English department. Collaboration groups meet and discuss planning, teaching strategies, and student progress with the material being taught.
Curriculum Maps
Common Assessments (formative and summative)
Department Collaboration minutes
Data Protocols
YHS staff professional development has emphasized the use of AVID WICOR strategies school wide. Many teachers have begun using those strategies in their classroom on a regular basis. With specific focus on note-taking, structured collaboration and inquirybased instruction teachers have received basic training in using WICOR during staff meetings and many have elected to continue their training in peer-taught follow-up sessions.
Staff Meeting Agendas/Minutes
Lesson Plans
Follow-Up Session Attendance
Classroom Visitations
Socratic Seminars
Philosophical Chairs
Content Tutorials
Cornell Notes
Chalk Talk
ERWC (English Reading Writing Course) is a rhetoric-based English language arts course for grade 12 designed to develop academic literacy. Using nonfiction text, often of a controversial nature, students learn to interact with the text and their peers in an educated, albeit argumentative way. Students learn to choose a side and debate their side with intelligence and evidential support.
Café Conversations
ERWC Syllabi
ERWC Course Outline and Curriculum Maps
ERWC Common Assessments
Social studies and U.S. Government classes ask students to write a law and try to get it passed in class through a mock congress. Students use collaborative discussion and debate in history classes to justify the causes of
Mock congress lesson
Student work
Collaboration
Inquiry-Based Questioning Strategies
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various historical, social, economic and political events. Projects require small group collaboration and an inquirybased approach. Science classes use collaborative labs or projects to allow students to communicate their understanding of various scientific concepts. For instance, in a lab students will do a write up that includes calculating data and then expressing what this data is in graph form. Students then write a discussion or summary that explains what happened in the lab or what they learned. Some science teachers engage in engineering challenges to apply their scientific content knowledge to societal challenges. Arts classes develop rubrics to guide grading. Drama students collaborate over random objects to create real-world characters with vast backgrounds. Also use collaborative discussions and historical projects to guide performance. Drama uses professional-grade critique and reflections to improve theatrical skills.
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Science Lab Books
Student Work
Lab Instructions/Lessons
Energy in Fuels - Chemistry
Collision Mitigation - Physics
Arts Grading Rubrics
Drama 1 “Envelope” Project
Lesson Plans
Drama “Critique and Reflections” Grading Rubric
Yucaipa High School ACS WASC/CDE Self-Study Report
C2.5. Indicator: Students use technology to support their learning. C2.5. Prompt: Evaluate the extent to which representative samples of student work demonstrate that students use technology to assist them in achieving the academic standards and the schoolwide learner outcomes.
Findings
Supporting Evidence
All YHS students have regular access to the use of technology to assist them in achieving academic standards. Yucaipa High School currently supports 10 computer labs for student use which includes five teacher classrooms for engineering, photography, computer science and computer graphic design courses. There are also three computer labs that teachers may reserve for their classes to use and a full computer lab specifically for use by the foreign language department. There are also 17 Chromebook carts available for teacher checkout. Additionally, there are laptop carts used specifically for SpEd classes and Edgenuity credit recovery classes.
Computer Lab Reservation List (maintained by librarian)
Computer Class Observations
Language Lab
Chromebook Checkout
Edgenuity
Quizlet
Kahoot
Successnetplus
ClassDojo
Google Classroom
PowerPoint
Nearly all departments make use of technology to some extent with some teachers using the available technology more than others depending on their personal level of comfort and expertise.
Prezi
Graphing Calculators
EADMS
CFA Data Protocols
Turnitin.com
Google Docs
CFAs in both English and Mathematics are developed using the EADMS platform. All students in English classes and many students in math classes use computers to complete their assessments multiple times per year. Teachers then disaggregate the data and make modifications to their program based on student success/failure rates. Many students are encouraged to use technology to develop end of course presentations. Students type documents and submit them via Turnitin.com or Google Docs where teachers can easily respond to 166
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student writing and allow students to revise their work and resubmit it all in one place. Counseling uses technology for career exploration, student interest surveys, FAFSA workshops, college application workshops and parent nights. Many teachers have begun to use Google Classroom to support their teaching and almost all teachers us some kind of computerized presentation program to support learning in their classroom. Students regularly use technology to conduct research to support projectbased learning. Whether it be AVID students researching colleges or Linked Learning students researching career opportunities or students researching facts to support their writing in English, math, science or social studies class, there are ample opportunities for students to demonstrate the use of technology to support their learning at Yucaipa High School. Special education classes are beginning to transition AIMSWEB testing to be completely digital in order to promote technologically literate students and permit easier access to the requisite forms each instructor needs to meet the needs of students.
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Counseling Newsletters
Parent Night Presentations
FAFSA and College Application workshops (AST’s)
AVID Presentations
Linked Learning Projects
General Education ResearchBased Projects
NearPod
Hyperdocs
AIMSWEB testing documentation
STAR 360
Yucaipa High School ACS WASC/CDE Self-Study Report C2.6. Indicator: Students use a variety of materials and resources beyond the textbook. C2.6. Prompt: Evaluate the extent to which representative samples of student work demonstrate student use of materials and resources beyond the textbook; availability of and opportunities to access data-based, original source documents and computer information networks; and experiences, activities and resources which link students to the real world.
Findings
Supporting Evidence
While traditional textbook use is still the primary source of curricular basics at YHS there is substantial evidence to show that teachers use materials and resources beyond the textbook to support student learning and link subject matter to the real world.
Department Textbooks
Most departmental curriculum maps and pacing guides are aligned with CCSS and use subject textbooks to drive instruction. However, teachers supplement instruction in a variety of ways to enhance student understanding.
Curriculum Maps/Pacing Guides
CCSS
English classes use computer-based EADMS CFAs and performance based assessments to help drive instruction. Students use technology to research for essays and presentations regularly. Each English grade level has a dedicated Chromebook cart for teachers to check out and use for web-based assignments. ERWC uses original source nonfiction documents as a basis for rhetorical essay assignments.
EADMS
CFAs
Use of Chromebooks
ERWC
Math classes use graphing calculators and regular calculators to make real world connections to mathematical processes. Statistics class relies on applications rooted in real world situations to make statistical analysis relevant to students. Calculus classes research actual application of abstract concepts to better understand the practical usage of the discipline. Teachers and students use technology for presentations and project-based learning. Teachers are incorporating
Classroom Calculators
Student Work
Lesson Plans Demonstrating Real World Application of Concepts
Student Presentations
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more Inquiry-Based CCSS.
Learning
with
Engineering students use the internet and computer-aided design and drafting (CADD) programs to research and design practical alternatives to actual problems. Often these projects are created in groups and relate to tangible problems that originated from an ELA reading selection.
Engineering Curriculum
Engineering Student Projects
CADD Designs
Health and Biomedical Sciences (HBS) students research areas of study in the areas of HBS and present their findings. They address concrete issues in HBS and use technology and crosscurricular concepts to create viable solutions to actual problems.
HBS curriculum
Student Projects
PowerPoint
Prezi
Law and Public Safety (LPS) students train with actual firefighters to experience the rigors of life in that field. They take on actual legal issues, study the laws and protocols for the action and debate the issues using research data to support their position. LPS students will work on the same projects in each core subject to create a cross-curricular experience of research and writing so they see the real world value of the high school curriculum.
LPS Curriculum
Student Projects
Cooperation Agreement with Local Fire Station
Student projects/presentations
Raise the Curtain
Advanced Drama Projects
Theatrefolk – Blog
Science Labs
Classroom Demonstrations
Social studies students access technology to research key issues, and historical events and then use the information to design Power Point presentations, film projects, or parody music video to bring awareness to past issues from history. Arts classes use real artists to inspire work. Drama uses live performances, multiple books and blogs to guide performance and curriculum. Science teaches use a wide range of materials to demonstrate observable phenomena in lab setting and in classroom demonstrations. 169
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Real World Experiences C2.7. Indicator: All students have access to and are engaged in career preparation activities. C2.7. Prompt: Evaluate the degree of and the effectiveness of student access to career awareness, exploration and preparation that may include such activities such as job shadowing, internships, apprenticeship programs, regional occupational programs, career academy programs, on-the-job training programs, community projects and other real world experiences that have postsecondary implications.
Findings
Supporting Evidence
The three YHS Linked Learning Academies – Engineering, Health and Biomedical Sciences (HBS), and Law and Public Safety (LPS) each have Advisory Boards made up of working professionals with backgrounds in specific fields within the different academies. Board members serve a variety of purposes in the academy setting. They oversee project development and help to steer curricular decisions. Some board members mentor students and/or teachers, evaluate final projects and give real world feedback. Many arrange or conduct classroom presentations and mock interviews and some open their businesses for student internships.
The AVID electives emphasize rhetorical reading, analytical writing, collaborative discussion, tutorial inquiry study groups, preparation for college entrance and placement exams, college study skills and test taking strategies, notetaking, and research. Recently our AVID Senior Seminar teacher hosted two 4 hour sessions specifically for filling out college applications, working on college application essays, and other issues related to filling out apps. Both nights had 13 students in
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There are four core components to Linked Learning Academies (Rigorous Academics, Career-Based Learning in the Classroom, Comprehensive Support Services and Work-Based Learning)
Work-Based Learning Components o 9th grade: Career Awareness – field trips, guest speakers, career research o 10th grade: Career Exploration – field trips, guest speakers, career research o 11th grade: Career Preparation – possible job shadowing, guest speakers, field trips, industry help and support o 12th grade: Career Training – possible internships, guest speakers, field trips, industry help and support
AVID Curriculum
College Application Workshop
Dream Act Workshop
FAFSA Workshop
Yucaipa High School ACS WASC/CDE Self-Study Report
attendance. She also hosted one 2 hour session for Deferred Action for Childhood Arrivals (DACA)/Dream Act students. 3 students attended and two Dream Act applications were filed by the end of the night. Finally, there was one 3 hour session for FASFA with 15 students in attendance and 13 FAFSA applications filed by the end of the night. Yucaipa High School offers a comprehensive career technical education (CTE) program with a variety of pathways available to all students. Currently most of the YHS CTE programs are run through the Colton/Redlands/Yucaipa Regional Occupation Program (CRY-ROP). We currently have 713 students enrolled in ROP courses. The addition of our Fire Science 100 course in 2016-17 and Fire Science 101 in 2017-18 will provide YHS students with the pre-requisites for admission to the Crafton Hills College (CHC) Fire Academy as articulated between YHS and CHC.
ROP Course Guide
ROP Enrollment
Fire Science Curriculum
Yucaipa High School and Crafton Hills College maintain a strong working relationship. YHS students have the opportunity to earn high school and college elective credits through our dual enrollment agreement. Currently, we have two courses offered on the YHS campus that are taught by CHC staff members: Sociology and Communication. Dual enrollment courses are enrollment driven and, according to YHS and Crafton Hills officials, will grow as demand dictates. Seniors planning to attend CHC have the opportunity to participate in the SOA3R program which give YHS students priority registration at CHC.
Dual Enrollment Criteria
Dual Enrollment Course Guide
Enrollment Roster
SOA3R – Senior On-Line Orientation Application, Assessment, Advising Registration
AFROTC Curriculum
AFROTC course guide
AFJROTC is a three or four year program for high school students. The curriculum includes aerospace science,
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leadership education, and wellness. All students will be given credit for graduation for successful completion of the AFJROTC program per the Air Force School Agreement.
Guaranteed Admissions Agreements
Fall Arts Gala
Theater Performances
Music Department Schedule of Events
The speech and debate team compete in regional and state events.
Speech and Debate Competition Schedule
Mock Trial provides opportunities for students to work with local lawyers to prepare legal scenarios in local and regional competition.
Mock Trial Team Competition Schedule
Poison Spyder Off-Road Racer
Best Buddies International
Lion’s Club Christmas Parade
Friendship Walk
Based on agreements with three local universities students who meet all entrance requirements to the University of Redlands (UofR), University of La Verne (ULV), and California State University San Bernardino (CSUSB), receive automatic admission. Additionally, UofR a $10,000 annual scholarship and ULV guarantees a $5,000 annual scholarship for YHS students who opt into the program. The drama and art departments present performances and art exhibitions that introduce student talents to a community audience. Drama students also learn about careers in theater. The music department hosts performances to showcase the talents of its concert orchestra, jazz ensemble, choir and madrigals once per semester as well as compete in regional events
Some math teachers bring guest speakers to discuss careers that use mathematics and to demonstrate the used of various subject areas. Special Education classes encourage community-based learning. Students access public transportation to visit businesses in the community. The SpEd program collaborates with community members and local business
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owners in an effort socialization and integration.
to promote appropriate
General education students are encouraged to engage with our Life Skills students which encourages their awareness of all people.
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Tolerance Week Assembly
Special Olympics
Field Trips
Social Media
Survey Monkey
Remind App
Transition Partnership Program (TPP)
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ACS WASC Category C. Standards-based Student Learning: Instruction: Summary, Strengths, and Growth Needs Review all the findings and supporting evidence and summarize the degree to which the criteria in Category C are being met. Include comments about the degree to which these criteria impact the school’s ability to address one or more of the identified critical learner needs (Chapter III).
Summary (including comments about the critical learner needs) Yucaipa High School students engage in a challenging and relevant standards-based curriculum on a daily basis. From the beginning of their high school career YHS students are supported by teachers trained in various instructional strategies to meet the needs of a changing world. The YCJUSD Graduate Profile, adopted as the YHS Schoolwide Learner Outcomes, supports students to become graduates who demonstrate: Technological Literacy; Collaboration; Communication; Critical Thinking, Problem Solving; and Responsibility. Through student observations and evidence of student work it is evident that Yucaipa High School students embrace the rigorous curriculum provided to all students. Although not all students meet the standards and expectations at YHS there is evidence that all staff and students understand and are aware of the levels of performance required to excel based on expectations, student models and rubrics. Teachers are experienced and supported in methods of instructional differentiation so that all students have the opportunity to succeed. Multi-media and technology are available in most classrooms to provide a variety of lesson delivery methods with the goal of reaching every student. Curriculum is challenging and engaging. And teachers utilize diverse methods to ensure that all students can learn. By incorporating coaching strategies into their teaching, staff discover ways to reach students by thorough planning and reflection. They review lessons, assessments and results to develop re-teaching strategies and alternative methods to engage students. Through informal assessment like inquiry and guided and independent practice teachers formulate and adjust their lessons according to student success. Formal assessments provide data to assist teachers and departments with instructional pacing. Departments use collaboration time to create lessons and units of instruction that are project-based and engaging, share best practices and data results to discover ways to best meet student instructional needs. Through their day-to-day assignments and performance-based assessments, students demonstrate an ability to organize, access and apply what they have learned. YHS students are taught to access and utilize academic tools to gather their own information and, through the integration of creative lesson planning, including technology and multi-media in the classroom, have the opportunity to put those tools to use researching relevant topics and communicating their discoveries to others.
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Successful Yucaipa High students demonstrate the ability to think critically and solve problems at higher depth of knowledge (DOK) levels both individually and within the structure of collaborative groups. Based on the increasing number of teachers using technology to support student learning more students have opportunities to collaborate across periods within the same content and across other disciplines. Students regularly engage technology to support their learning and to achieve academic standards. While textbooks are frequently used in the classroom they are not the only tool available to YHS students. Teachers often incorporate the practical use of outside materials and resources including on-line technology to enhance the typical student experience. With support from YHS counselors, career center, various school wide programs such as AVID, ROP, Linked Learning, and regular classroom teachers, students repeatedly engage in career awareness activities to support their high school experience and emphasize the goal of college- and career-readiness. At Yucaipa High School, we recognize that there is not a singular approach to student learning. We have a diverse and varied student population that often requires differentiation of instruction and assessment.
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Prioritize the areas of strength and growth for Category C. Category C: Standards-based Student Learning: Instruction: Areas of Strength
Teachers at YHS employ a variety of teaching strategies to engage and communicate core content material while simultaneously differentiating their instruction to meet the needs of all students.
Teachers regularly use technology to produce dynamic and meaningful learning experiences for all students.
Teachers regularly provide opportunity for students to recover/resubmit missing or failing assignments to promote student success.
Category C: Standards-based Student Learning: Instruction: Areas of Growth
YHS needs to develop more unified methodologies departmentally and school wide regarding the use, improvement, and expansion of technology in the learning environment.
Teachers need additional training and more access to technology.
Teachers need continuous and additional training in instructional differentiation especially for EL and SpEd teachers.
There is a need for training opportunities to increase the use of technology to support at-risk students.
Need increased access to Chromebooks and computer labs
Teachers need additional cross-curricular training.
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Focus Group D Standards-Based Student Learning: Assessment Group Leaders Angela Rivas Julie Beck
English Administration
Certificated Staff Jessica Alonzo Steven Mulvihill Tamani Cheek Jaime Crawford John Eichman Julie Haggerty Bradley Hicks Nigel Holton Shiela Huggins Lisa Swank Brianna Leemkuil
Science Special Ed. Social Studies English Social Studies Social Studies Tech. & Info. Sci Math Physical Ed. English Social Studies
Robert Maldonado Theresa McKibban Scott Mullen Vince Petta Tanya Rayfield Mike Rosano Scott Salinas Megan Shaangelyan Pamela Sibley Thomas Stewart Julio Torres Jody Wolfe
ROTC English English Math Social Studies ROP Special Ed. Special Ed. Counseling English Foreign Lang. Social Studies
Classified Staff Kim Whitefeather Margaret Franco Lora Grisafe Nancy Hearon Susan Johnson Melinda Johnston Bryan Lopez
Inst. Aide Inst. Aide Secretarial Inst Aide Clerical Clerical Custodial
Teri Maxwell Debbie Palluth Yolanda Rodriguez Christina Robson George Skinner Trishia Smith Nanette Vazquez
Clerical Secretarial Inst. Aide Inst. Aide Custodian Campus Monitor Clerical
Students and Parents Madison Braden
Student
D
D
David Parsons
s
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Category D. Standards-based Student Learning: Assessment and Accountability D1. Using Assessment to Analyze Monitoring and Report Student Progress Criterion Professionally Acceptable Assessment Process D1.1. Indicator: The school staff uses a professionally acceptable assessment process to collect, disaggregate, analyze, and report student performance data to the school staff, students, parents, and other stakeholders. D1.1. Prompt: Evaluate the effectiveness of the school’s assessment processes. This would include the collection of data from state, national and local sources; the disaggregation of data for ethnic groups, socioeconomic status, and students with disabilities; and the analysis of performance that provides feedback as to how students are meeting the expectations of the academic standards (including Common Core) and the school-wide learner outcomes.
Findings
Evidence
Many departments and grade level groups utilize common assessments and performance tasks to evaluate data and compare student results.
Educator’s Assessment Data Management System (EADMS) Used to House Assessments and Data
Special education (SpEd) uses STAR Reading, STAR Math and Aimsweb assessments to test students in reading fluency and comprehension, math, and writing multiple times per year. Student profile information is stored on shared documents through Office 365.
Aimsweb Queries, Student Profiles, Information Stored on the Common Drive Office 365
Student attendance, daily and by period, is tracked along with discipline records to have a more accurate depiction of student progression. These are used in meetings with students and teachers, counselors, graduation plans, and during home visits.
Aeries contains documentation regarding student attendance, performance, and discipline records.
Students in English Language Development (ELD) classes take a reading inventory test to measure and track Lexile level. Additionally, they take a phonics inventory to assess and track phonics development level. Finally, ELD students complete interim and summative assessments
Read 180 Software Tracks Student Performance Phonics Inventory Tests Interim Assessments Summative Assessments
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for each program workshop complete for mastery content. Some departments have common finals or midterms which all students take.
Common drive, Office 365 and EADMS
Physical education and ROP classes frequently have students demonstrate their knowledge through skills tests and teacher observation.
Teacher Grade Books and Lesson Plans
Monitoring and Reporting Student Progress D1.2. Indicator: The school informs and creates understanding through effective processes in order to keep district, Board, parents, and the business and industry community informed about student progress toward achieving the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. D1.2. Prompt: Evaluate the effectiveness of the processes that inform and create understanding of the appropriate stakeholders (governing Board members, teachers, students, parents, business/industry community) about student achievement of the academic standards, the collegeand career-readiness standards, and the school-wide learner outcomes.
Findings
Evidence
Daily lesson materials and agendas are stored on SchoolBlocks for individual teachers.
Teacher SchoolBlocks Pages
Each teacher maintains a grade book to which students and parents have access to; additionally, there is a comment section which can be used to communicate more specific detail about an assignment.
Aeries grades, assignments, and comments are visible to students, parents, teachers, and administrators.
SpEd IEP teams create clearly outlined goals as part of their plan for the year. These are reviewed by the teachers and students as well as updated during IEP and 504 meetings.
IEP meeting records and 504 plans IEP goals IEP At-A-Glance
Facebook Page Marquee SchoolBlocks Web Page Twitter Instagram Account Remind Accounts Blackboard Caller
Counselor Meeting Calendar
Mailers and callers are sent home to inform families of high stakes testing and other activities at school. The school maintains several social media sites actively to encourage communication between stakeholders (Facebook, Twitter, Instagram, Remind, etc.) Staffings, Student Intervention Team (SIT) meetings, and parent/teacher conferences are held to keep parents 180
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informed and concerns.
to
address
parent
Home visits are conducted to ensure parents know about student truancy which affect performance.
Administrative Records
Progress reports are sent home twice each semester to keep students and parents abreast of academic performance.
Aeries Grade Book
ELD students are required to complete grade checks every other week where they communicate with each teacher about their grade and in-class performance. Grade checks are collected by the ELD teacher and shared in individual student conferences.
ELD Grade Checks Student Conference Records
Monitoring of Student Growth D1.3. Indicator: The school has an effective system to determine and monitor all students’ growth and progress toward meeting the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes, including a sounds basis upon which students’ grades are determined and monitored. D1.3. Prompt: Evaluate the effectiveness of the system used to determine and monitor the growth and progress of all students toward meeting the academic standards, the college- and careerreadiness standards, and the school wide learner outcomes, including the basis for which students’ grades, their growth, and performance levels are determined.
Findings
Evidence
Students’ progress toward graduation is tracked through the counseling department. It is available for parents, students, and relevant school personnel to view on Aeries.
Graduation Plans
Aeries
Student Transcripts
The special education department tracks students’ IEP goals.
IEP and 504 Plans
Students were required to take the 10th grade CST Life Science test.
Life Science Test Results
Administrators meet with 9th grade students with failing grades monthly and students with several ‘F’s are assigned tutoring groups after school.
Aeries Records and Administrative Records
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SpEd and ELD students’ (enrolled in Read 180) progress is tracked through Read 180 software. Student progress can be queried.
Read 180 Queries
Many teachers utilize common formative and summative assessments, assignments, observations, and interventions to track student progress toward meeting the standards.
Aeries, EADMS, Teacher Collaboration Time and Data Protocol Sheets
Many teachers offer retakes on tests or test corrections, peer tutoring, teacher tutoring, and other opportunities for remediation.
Teacher Syllabi, SchoolBlocks Website
The school has set up an afterschooltutoring program for students needing support.
Supplemental Attandance
Physical fitness test (PFT) results are sent to the state of California as well as families of participants (need a C or better to meet the standard).
Results from PFT
D1.3. Additional Online Instruction Prompts: Evaluate the effectiveness for determining if a student is prepared to advance to the next unit, course, or grade level. Evaluate how course mastery is determined and evaluate the “steps” or “gates” that are in place to prevent students from proceeding to the next unit if mastery has not been demonstrated. Evaluate the effectiveness of the procedures for grading student work whether it is done electronically or individually by the teachers. Evaluate how teachers ensure academic integrity and determine students are doing their own work in the online environment. Comment on the degree to which the results for state-mandated assessments and the high school exit exam are used in decisions about student achievement and advancement and improving the instructional program.
Findings
Evidence
Some courses require prerequisite classes (Chemistry requires Biology and Math 2; elective Biology courses require basic Biology). Graduation and A-G requirements monitored closely by counseling. Students receiving a conditionally ready status on Early Assessment Program (EAP) testing need to complete ERWC or AP Literature with a grade of C or higher to meet the requirements for college entry 182
Student Transcripts
Yearly Grad Plan Review
Master Schedule
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freshman composition.
Student Transcripts
Students need to complete PE 1 and 2 in order to enroll in elective PE courses.
Yearly Grad Plan Review
Master Schedule
D2. Using Assessment to Monitor and Modify Learning in the Classroom Criterion Appropriate Assessment Strategies D2.1. Indicator: Teachers consistently use appropriate formative and summative strategies to measure student progress and guide classroom instruction. D2.1. Prompt: Evaluate the effectiveness, the appropriateness and the frequency of the assessment strategies, especially student work, based on the programmatic goals and standards to determine student achievement.
Findings
Evidence
Common formative assessments (CFAs) are given quarterly by the 9th grade English team and consistently among the other grade groups in the department. This allows teachers to analyze data and collaborate on best practices and re-teaching strategies.
EADMS Data
Curriculum Guide
Data protocol
Collaboration Meetings (every Monday)
SpEd teachers consistently evaluate student achievement through AIMS Web testing and the new STAR Reading and STAR math assessments. SpEd teachers evaluate individual student data to chart progress in relation to their IEP goals.
Predetermined Testing Windows for AIMS Web
STAR Reading
STAR Math
Content teachers work together to create common semester summative exams. Individually teachers provide frequent formative assessments (quizzes, discussions, lab reports) to measure student progress and adjust as needed.
Student scores for assessments and lab reports are recorded on Aeries.
10th and 11th grade social studies teachers give regular unit tests, performance tasks and finals at the end of each semester. Each teacher gives about 4-6 unit tests each semester.
Collaboration Meetings
Unit Test Scores
Test Review in Class for Student Discussion
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Not all departments are administering formative assessments; although, they are developing them.
Science department has plans to implement CFAs as they develop and pilot new NGSS aligned curriculum.
Semester Midterm
Final
Semester Projects
Oral Presentations
English 12 ERWC teachers utilize turnitin.com where students can benefit from a grammar tool and the chance to revise work. Students receive personalized comments on their work.
Student Progress in Class
Revision of Essays
Reflection on Errors to Improve Work.
Math 1, 2, and 3 classes have quarterly CFAs built into Educator’s Assessment Data Management System (EADMS) that correlate to the pacing guides for each course. Curriculum Information Management Advisory (CIMA) secondary math group analyzes the results of CFAs, evaluates the effectiveness of the tests/questions, and reviews the results of test. During collaboration and other meetings, math department teachers also collaborate on test development and effectiveness of the tests, re-teaching ideas, and best practices.
CIMA Meeting Minutes and Trainings
Collaboration Minutes
Data Protocol Forms
Revision of EADMS CFAs
Tests follow lesson objectives and instructor presentations are consistent with the curriculum guide.
Tests are summative capturing information presented.
Tests follow course syllabus guidelines.
Progress is monitored via grades, extra credit work and community service activities.
Freshmen Seminar classes give three quizzes per semester and one final to assess student knowledge.
Data Protocol
Collaboration Mondays
World History has chosen common questions to ask on each standard test.
Collaboration Meetings
State Standards
Standard Test
Oral, written, speaking, and listening assessments are done on a weekly basis in Spanish classes.
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World History and US History have a common first and second semester final.
Collaboration Meetings
State Standards
Final Exam Grades
Social Science Assessments
CFAs are given twice a quarter by the 11th grade ELA team. This allows the team to analyze data and collaborate on best practices and re-teaching strategies.
EADMS Data
Curriculum Guide
Data Protocol
Collaboration Meetings
Informal assessment is used to gauge student understanding using technology and teacher generated quizzes.
Professional development offered to teachers on best practices involving technology and assessment. Quizzes, Kahoot!, Plickers, and others.
CFAs are given quarterly by the Read 180 English teachers, both EL and SI, in the form of Reading Inventory and Phonics Inventory. This allows teachers to analyze data and collaborate on best practices and routine strategies.
Reading Inventory
Phonics Inventory
Collaboration Meetings (quarterly with all Read 180 teachers in the district)
SpEd and ELD use Read 180 Universal to remediate lower level readers.
SpEd and ELD Read 180 Universal Screening Results
Teachers in the social studies department have developed and implemented common quarterly formative assessments and common summative semester assessments. The 10th grade Modern World History team developed common 1st quarter Enlightenment formative assessment and is in the process of developing a 2nd quarter Industrial Revolution common formative assessment. Two years ago the 10th grade Modern World History team revised and updated the fall semester final summative assessment and the year-end final summative assessment
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English Learner (EL) students are given the California English Language Development Test (CELDT) yearly. EL students level 1-3 are placed in ELD English and are given the Read 180 reading inventory test to determine Lexile level. Students scoring below 600 Lexile are given the phonics inventory to determine phonics decoding status. EL students are also given the STAR Reading test twice annually. Reading Inventory is given four times per year to evaluate progress in Lexile growth. Phonics Inventory is also given four times per year.
CELDT Scores
Quarterly meetings of teachers with students with CELDT scores between 1-2
Read 180 Results
Phonics Inventory results
STAR Reading results
The math department now has quarterly CFA’s that are completed in EADMS. This data is then analyzed and used to determine areas of strengths and weaknesses.
EADMS Data
District CIMA Meetings
Collaboration Meetings
Some teachers create frequency charts to analyze which questions were the most problematic.
Frequency Charts for Quizzes and Tests
Reteach Frequently Missed Problems.
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SpEd department gives the STAR Reading six times per year & STAR Math assessment four times per year to assess student progress.
STAR assessments give us data that the special Ed department collects for progress monitoring. These assessments are the upcoming method for creating data points and IEP goals for 2017 IEP’s.
SpEd department gives Aims web assessments in the area of reading fluency, reading comprehension, writing, math computation and math reasoning. These assessments are used to create IEP goals for each student.
Aims web assessments are the current method for progress monitoring and creating baselines for IEP goals. These assessments will only continue in the area of writing as STAR Reading and STAR Math replace it.
SpEd English uses Read 180 Universal to remediate lower level readers by assessing them at their independent levels.
Read 180 Universal assesses students at their independent Lexile scores. These Lexile scores are used to teach students at their comprehension levels helping them increase their Lexile scores throughout the year.
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Demonstration of Student Achievement D2.2. Indicator: Teachers use the analysis of assessments to guide, modify and adjust curricular and instructional approaches. D2.2. Prompt: Examine the effectiveness of the processes used by professional staff to use formative and summative assessments to guide, modify and adjust curricular and instructional approaches. This includes how professional learning communities and subject matter teams collaborate to collect, analyze, and use assessment data for the basis of curricular and instructional decisions.
Findings
Evidence
AIMS Web and STAR assessments are given multiple times throughout the year.
Instruction in Learning Center/SI classes can be modified to meet the needs of students based on the data analysis results.
With implementation of CCSS and the new Next Generation Science Standards (NGSS), teachers are working together and independently on generating new forms of assessments that include new methods of analysis and application types of questions rather than rote memorization. During content meetings we are able to share new ideas and results of assessments.
Copies of Assessments and Meeting Notes
The departments collaborate several times a month. During this time they review best practices and assessment data even though not all departments are using CFAs. Teachers are encouraged to calibrate grading to ensure students don’t shop for easy teachers.
Professional Development Calendar
Progress Reports
Weekly assessments are continuously monitored and given to reteach; teachers offer tutoring, and give retake exams.
Collaboration meetings and same course level meetings to modify and implement new assessments.
Regular meetings in collaboration facilitate coordination of instruction in the ERWC course. Pacing is monitored to ensure modules are being covered to satisfy CSU requirements.
Minutes from collaboration meetings. In the past, norming of written benchmarks occurred to ensure parity and fairness in assessing student essays.
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English department essays are assigned periodically with targeted emphasis. Patterns of errors are noted and revisited.
Students’ writing is revised accordingly after brief lessons on patterns of errors found.
English department collaboration takes place twice a month with emphasis on data collection from CFAs as well as best practices and curriculum review.
English department monitors and analyzes CFA data to drive instruction. English department as aligned curriculum maps to newly adopted texts.
CIMA secondary math meets approximately once a month to review, reflect, and analyze effectiveness of CFAs as well as best practices, strategies, and re-teaching ideas.
Creating a CIMA data team for each Math 1, 2, and 3 course to review pacing guides, CFA test questions, ideal processes in the course to maximize student learning and achievement
Questions and writing prompts are being changed regularly to reflect student knowledge of material.
Data Collection/Protocol
Collaboration Mondays
In World History, after a standards test, teachers compare the chosen common questions they felt were most important to compare if most students understood. If one teacher did not have most students understand, then other teachers will suggest strategies for that teacher to use in the future.
Collaborative Meetings
Standard Exam Grades
In US and World history, after common semester finals are given, teachers compare final grades to see if there were any questions that were consistently missed to discuss strategies to in the future.
Collaborative Meetings
Final Exams
EADMS
After common assessments are given by each teacher in appropriate subject area, teachers then meet to discuss the results of the assessment and if the learning objectives and standards were met by most of the students in each class.
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A common quarterly assessment was given last year on the idea of the absolute power of the monarchy that is part of the 10.2 MWH standards. Teachers then discussed the results and modified the assessment to better serve the students learning objectives.
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11th grade ELA regularly meet to analyze assessments given to students. Adjustments to CFAs and curriculum map are made as needed.
11th grade collaboration time in weekly late start meetings.
Teachers meet regularly to discuss the assessment to guide instruction. Discussion includes conversations about re-teaching standards that need to be reviewed or re-taught to students.
CFA discussions include data gathering and action plans for how to better teach the standards. For example, when the CFA results revealed that English 11 students needed more practice in writing thesis statements the team discussed lesson plans and assignments to help support students.
Read 180 teachers collaborate quarterly to discuss best practices, reports of student progress, and different aspects of the Read 180 program, new strategies to maximize learning and promote consistency among classrooms.
Quarterly district wide meetings of Read 180 teachers with HMH professional coach
Quarterly classroom visits with HMH professional coach.
SpEd staff meets with general education core departments as needed to assist in students that have an IEP but may be in the general education classroom setting.
Teachers are collaborating to discuss accommodations that could or do benefit students with IEPs.
Teachers use preliminary Physical Fitness Test (PFT) scores in January to guide the student to improve their fitness training to improve scores on the PFT in February for freshman Physical education courses.
PFT Fitness Scores
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Student Feedback D2.3. Indicator: Student feedback is an important part of monitoring student and classroom progress over time based on the academic standards, the college- and career-readiness standards, and the school wide learner outcomes. Interviews and dialogue with representative students inform the degree to which learning experiences are understood and relevant in preparing students for college, career, and life. D2.3. Prompt: Using interviews and dialogue with students, evaluate the extent to which students understand the expected level of performance based on the standards and the school wide learner outcomes in relation to preparation for college, career, and life. Evaluate the effectiveness of the student-teacher interaction and monitoring of student progress based on student feedback.
Findings
Evidence
Science department teachers discuss results from assessments with students, pre and post lab class discussions, allow students to discuss their understanding of the content together in groups.
Lab Reports (conclusion discussions within lab reports)
YHS surveys students and teachers using Survey Monkey.
Findings are discussed at staff meetings.
PTSO
There is a good communication system between students and their up-to-date progress in class through Aeries. Teacher to student interaction and monitoring of student progress could be improved.
Informal teacher-student meetings during class time to review current grades.
District expectations of Yucaipa High School graduates are delineated in posters in every classroom. Student input was solicited in the creation of these documents.
More review of the posters and these outcomes are needed to remind students of the expectations.
Grades are made available to students. Students with low grades are individually counseled and advised on shortfalls. Parents are informed via progress reports and by phone.
Concerned students attempt to make up grades.
Parents are grateful to be informed and have changed student outcomes.
Lesson objectives are placed on the white board before the lesson. Students are asked to review the objectives and explain the meaning of objectives before the lesson.
Classroom discussion, for student understanding, before the lesson.
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When student contact is made, they are asked their post-graduation plans. Teachers encourage college, and if there’s time, teachers give their personal experience.
Conversations with students Class feedback in various forms depending on the teacher.
Teachers have regular in class dialogue with students regarding college, career, and life readiness. Interviews and dialogue with representative students to inform their degree of readiness for college, career, and life have not occurred as yet in the WASC process.
Student Conversations
Student Communication with Teachers
Annual surveys regarding student safety and engagement are given to students to measure the school’s effectiveness.
Regular conversations with students about their thoughts and plans for life beyond the classroom.
Career research, career selection tests, goal and future planning discussions.
In AVID, a large focus on applying to college and examining all of their options in relation to their future.
English Learner (EL) students meet with EL teacher weekly to bi-weekly to evaluate their classroom performance and progress, as well as, their overall grades and strategies for them to improve communication with teachers to improve poor grades.
Bi-weekly progress grade reports
Weekly EL teacher- student conferences
SpEd students are taught life skills (i.e. sign your name, tie a tie, mock interview, etc.).
Students leave knowing important life skills in order to obtain a part time job while attending school or after graduating.
Some teachers talk with classes as a whole and create checklists for understandings of concepts and how the students felt about each concept taught.
Thematic Checklists of Understanding
Class Discussions
Some teachers give student surveys at the end of the year that asks them to evaluate and rate the different types of assessments that were given to them during the year. From those teachers may modify their formative assessments and include those findings in collaborative discussions.
Syllabus and Course Revisions
Student Surveys
Students Responses
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D3: Using Assessment to Monitor and Modify the Program Schoolwide Criterion Schoolwide Assessment and Monitoring Process D3.1. Indicator: The following stakeholders are involved in the assessment and monitoring process of student progress: district, Board, staff, students, parents, and the business and industry community. D3.1. Prompt: Evaluate the impact of stakeholder involvement in assessing and monitoring student progress. Include district, Board, staff, students, parents, and the business and industry community.
Findings
Evidence
Student and parent use of Aeries to monitor student progress is very helpful in creating conversations in regards to student achievement and what students are doing to prepare themselves for assessments and to learn the information, completing assignments.
Aeries
Email and Phone Calls
Back-to-School Night
Communication Between Teachers, Students, Counselors, and Families
The district is involved in monitoring the graduation rate as well as the Fs for 9th grade students.
The district has pledged money for an after-school mentoring program for at risk 9th grade students.
There is a good monitoring process of school wide assessment by district, school board, staff, students, and parents. Not sure about business and industry community involvement on this process.
District wide Reports
Staff Meetings
Each of our three academies holds regular advisory board meetings (three times a year minimum) to assess the effectiveness of the program.
Industry stakeholders assist the academy with finding speakers, intern and externship opportunities, and help teachers to plan and build relevant curriculum.
YHS Engineering Academy advisory board meets three times a year. Industry experts have input on outside participation of industry professionals as speakers and internship opportunities.
October’s Advisory Board meeting prompted input for speaker opportunities and even internship possibilities with the City of Yucaipa Also, a webinar for product development was suggested (which would be perfect for our senior Engineering and Design Development (EDD) students).
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Academy teams and presentations to invested partners.
student industry
Academy classes prepare students for presentations to industry partners during and after school. This is a semester long process involving many hours to give students hands- on, real-world interactions in future professions.
Discussion occurs between teachers on mutually taught students with challenges. The staff monitors student progress via Aeries. District evaluates graduation rates and evaluation reports.
Parents/students monitor student progress by review of Progress Reports through the parent portal. Teachers are involved in WASC planning and evaluation
Teachers and departments collaborate to design course curriculum and objectives aligned to CCSS/NGSS. Academy teachers also consult with industry professionals to develop curricula and objectives aligned to career pathway desired skills.
Industry Professional Meetings for Academies
CIMA
Collaboration Agendas/Minutes
The district and staff are involved in EL student assessment and process monitoring.
Regular classroom observations by district employees
CELDT Evaluation by District
Staff Meetings Sharing Best Practices for EL Students
Law and Public Safety Academy added two law focused English classes, specialized PE courses (First aid and CPR training available for students), a Fire Science course, and is looking to add several more courses.
The academies frequently add courses in response to what stakeholders are suggesting. This is also based on the availability due to career technical education (CTE) credentials being required for many of these courses.
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Curriculum-Embedded Assessments D3.2. Indicator: The school regularly examines and analyzes standards-based curriculumembedded and standardized assessments for English language and mathematics in all subject areas. D3.2. Prompt: Evaluate the effectiveness of how the entire school examines and analyzes standards-based curriculum-embedded as well as other standardized assessments (Smarter Balanced, SAT, ACT, EAP, others) for English language and mathematics. Include how this assessment data is collected, analyzed, and used as the basis to make decisions and changes in the curricular and instructional approaches. Comment on how this process impacts the instruction of second language learners by modifying the teaching and learning process.
Findings
Evidence
CAASPP, SAT, ACT, EAP data is reviewed by both administration and teachers. The master schedule can be influenced by test scores. Professional development is influenced by testing data.
Professional Development Calendar Master Calendar Allocated resources
Students who score conditionally ready on the EAP English portion of the junior test are encouraged to take either AP or ERWC to be fully ready for freshman English in college.
Student schedules are modified based on the results of EAP exams
Quicker access to data would facilitate scheduling students into these courses
A greater emphasis has been made on Performance Based Assessments found in CAASPP.
English Dept. newly adopted textbook has numerous Collection (unit) based performance assessments as well as smaller intermittent ones
Final exams for each subject area.
Finals
Staff examines assessments given (CFAs) on a regular basis in late start collaboration meetings. Data is collected by teachers through the EADMS portal and discussed.
Weekly Collaboration
Monthly Staff Meetings
The staff meets about the standardized assessments for ELA classes to discuss and analyze the results of students, including English language students.
Professional development is offered to ELA teachers with a focus in EL Instructional Toolkit
The 8 hour training provided a multitude of technological and paper tools
SpEd assessments are varied and are not always used with the same assessments given in the general education classroom.
Students’ assessments in SpEd are used for baselines and used to create IEP goals
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The math department reviews CAASPP data and analyzes areas of weakness.
Collaboration Meetings
CIMA Meetings
Schoolwide Modifications Based on Assessment Results D3.3. Indicator: The school uses assessment results to make changes in the school program, professional development activities, and resource allocations demonstrating a results-driven continuous process. D3.3. Prompt: Comment on the overall effectiveness of how assessment results have caused changes in the school program, professional development activities, and/or resource allocations, demonstrating a results-driven continuous process. Examine examples and comment on the overall effectiveness of changes in the online opportunities, professional development of the staff, and the resource allocations to support student achievement and their needs.
Findings
Evidence
The master schedule is influenced by assessment data and student needs.
Math 1A Classes
Edgenuity Classes
Independent Study
Other Course Offerings
New School Website and Training
Advancement Via Individual Determination (AVID) trainings for focused note-taking, Socratic seminars, and other collaborative and inquiry based strategies.
Each year AVID site team revises a campus wide focus aligning to WICOR.
Assessment results have resulted in the creation of additional EL sections. English department has participated in EL standards instruction and in increased use of technology in the classroom. The continued purchase of chrome book carts is increasing access to online materials and lessons for students.
More staffing for EL students and placement of chrome carts in classrooms shared by grade level.
Dedicated ELD Classes
Curriculum
Read 180
Math end-of-course (EOC) exams to help identify students who need remediation or slow-paced math classes.
Math department offers Math 1A, 1B, 2A, 2B, which are designed to move at a slower pace and allow students and teachers to go slower, but deeper into subject.
Edgenuity classes
Students who fall behind can take online courses without transfer to alternative education.
Professional development opportunities have been provided to increase teacher technology skills. YCJUSD offers afterschool training options for teachers.
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Teachers have participated in activities to help evaluate goals and standards of courses.
WASC Meetings
Teacher Meetings
This is used to modify assessment and curriculum.
Evaluations
Online classes have encouraged the District to expand opportunities for students to access the Internet.
Purchasing More Chromebooks
Increased Band Width
More time needs to be allotted to teachers to discuss the results of the common assessments.
Departments are beginning to have dedicated times to analyze data.
Departments are also beginning to use a data protocol document to help analyze the data.
YCJUSD offered training specifically for EL students to help these students be more successful in the classroom.
EL Instructional Toolkit training provided many tools and ideas to help all students be effective students.
SpEd assessments have created a valuable tools used to create data points.
These data points are used to create IEP goals that are relevant to each student’s individual levels.
Information is conveyed through monthly teacher meetings. Changes occur in evaluation criteria.
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D3.4. Indicator: The school periodically assesses its curriculum and instruction review and evaluation processes. D3.4. Prompt: Evaluate the process that the school utilizes to review and assess the effectiveness of each program area, including graduation requirements, credits, course completion, and homework and grading policies, to ensure student needs are met through a challenging, coherent, and relevant curriculum.
Findings
Evidence
In collaboration we regularly discuss class pacing, pacing guides, the effectiveness of performance tasks, the directions and implementation of those tasks, reviewing of finals and the wording of the questions.
Collaboration Minutes WASC Data
Administration, district personnel and teachers review all data.
Minutes from Administrative Meetings
MOU for collaboration
Our leadership team meets to analyze the school needs (students, teachers) such as assessments and changes to improve student performance.
Leadership team
English department grade-level curriculum maps have been designed and are continually monitored and revised when necessary.
Grade-level English classes to ensure standards are covered in all English classes use curriculum maps
Staff meetings, emails, and surveys to discuss and review current plans for graduation, course completion, policies, etc.
Discussing graduation requirements, valedictorian process, bell schedule and daily class schedules periodically over time through staff meetings, emails, and surveys.
The school offers a wide range of classes for the students to choose from.
YHS Offers Academies, Honors Classes, and AP Classes Course Outlines Dual Enrollment – CHC Articulation through CRY-ROP
Teacher Development
District Professional Development
AVID Site Team Training
Individual Teachers Take Additional Classes, Earn Degrees and Credentials
Teachers do well in trying to keep themselves updated on new teaching strategies and resources.
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Teachers use challenging and relevant curriculum to ensure that students work in a rigorous classroom environment.
Students understand that they are working toward a larger goal in their education.
Students understand how their success now will lead to more success later.
D3.5. Indicator: The school employs security systems that maintain the integrity of the assessment process. D3.5. Prompt: Evaluate the selection of and the use of proctors, the security systems for test documents, and the means to maintain the integrity of the assessments.
Findings
Evidence
The school has procedures in place for state mandated tests with a secure test central location, organized counting and sign in/out procedures. CAASPP is much better since it is an online assessment. School personnel closely monitor all paper and pencil tests for security purposes.
Different versions of tests are created in many classes in order to secure the integrity of the assessment process. SBAC testing occurs in Math and English classes. Teachers are trained to administer test.
Individual Teacher Tests
Proctoring Procedures
Math and English teachers proctor CAASPP in personal classrooms Admin teams decide where and who will test students All members are trained on what to do and how to do it
EADMS is a great source to secure tests and it allows the proctor to ensure all students start at the same time (need code to begin testing).
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Affidavits, Locked Testing Room, Trainings Past STAR testing necessitated proctors New online testing is secure via computer Admin provides oversight in this new process
EADMS
Yucaipa High School ACS WASC/CDE Self-Study Report
ACS WASC Category D. Standards-based Student Learning: Assessment and Accountability: Summary, Strengths, and Growth Needs Review all the findings and supporting evidence and summarize the degree to which the criteria in Category D are being met. Include comments about the degree to which these criteria impact the school’s ability to address one or more of the identified critical learner needs (Chapter III).
Summary (including comments about the critical learner needs) Yucaipa High School staff use a variety of professionally accepted assessments to evaluate student progression towards meeting academic, college- and career-readiness and other relevant standards. Much of the data that is collected is available for parents, staff, and other stakeholders to view. Academic progress reports are prepared several times throughout each semester in addition to report cards that are sent at the end of each semester. Aeries allows parents, staff, and students to view grades in real time as well as communicate testing data, attendance, and progress toward graduation. YHS staff implement an array of programs to support the needs of all learners. Teachers collaborate several times per month to plan, analyze data, and share best practices. We currently have Read 180 programs in place as well as Renaissance STAR testing to allow us to address the needs of students and gather data to inform our future practices. Implementing online grading and notifications through Aeries has increased the communication between parents and teachers. Additionally, this has been an effective means of increasing student participation and has had an impact on student behavior as well as achievement. Student needs are considered in the modification of assessments used to monitor student achievement. These are also used to help determine students’ class schedules and the courses offered on the master schedule.
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Category D: Standards-based Student Learning: Assessment and Accountability: Areas of Strength
Aeries is used to inform stakeholders with regards to student academic progress.
Progress reports are used to update parents and students of academic performance.
Teachers collaborate, use common assessments, and utilize data protocols for pacing and to analyze data within departments.
Teachers provide a variety of assessment types to meet the needs of all learners.
Category D: Standards-based Student Learning: Assessment and Accountability: Areas of Growth
Not all teachers update Aeries on a regular basis (weekly). Aeries.net has not been added to contract language to require teachers to use it as the gradebook software.
Collaboration could be used more effectively.
Practices regarding assessment consistency could be more effective in all departments.
Tutoring schedule could be promoted more to increase student involvement.
Need to monitor failure rates on a regular basis.
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Focus Group E School Culture and Support for Student Personal and Academic Growth Group Leaders Matt Carpenter TOA/Activities Karen Brossia Counseling Certificated Staff Michael Bagg Andrew Calbreath Liz Calbreath Linda deBaun Tana DeLeon Michael Full Sheryl Gavigan Jessica Gustafsson Ty Hudson David Kivett Alex Rivas
Tech & Info. Sci Math Foreign Lang. VAPA Science Social Studies Social Studies English AVID/VAPA Physical Ed. Science
Jeffrey Marshall Adrian McLoughlin Myrna Molina Mark Anderson Christiana Saline Nathan Worsey Frankie Solis Shane Strickland Loren Trathen Amber vonKaenel Mark Watkins
VAPA Special Ed. ROP Athletics Math VAPA Physical Ed. Foreign Lang Physical Ed Math Tech. & Info. Sci
Classified Staff Josh Helman Jackie Brownlee Brandee Gross Betsy Hampton Rebecca Hearon Dora Holt Rosa Madrid
Campus Monitor Inst. Aide Inst. Aide Clerical Inst. Aide Campus Monitor EL Tutor
Austin Doty Erica Cruz Jimmy Nieto Melissa Raymer Melissa Roman Yvette Rosevear Michael Sialana
Campus Monitor EL Tutor Campus Monitor Secretarial Campus Monitor ROP Campus Monitor
Students and Parents Dharma Hall
Student
Erin Estey Jamie Stuart
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Category E: School Culture and Support for Student Personal and Academic Growth E1: Parent and Community Engagement Criterion The school leadership employs a wide range of strategies to encourage family, business, industry, and community involvement, especially with the learning/teaching process. Indicators with Prompts Regular Parent Involvement E1.1. Indicator: The school implements strategies and processes for the regular involvement of all stakeholder support groups in the learning and teaching process, including parents of nonEnglish speaking, special needs and online students. E1.1. Prompt: Evaluate the strategies and processes for the regular involvement of the family, business, industry, and the community, including being active partners in the learning/teaching process. Comment on the effectiveness of involving parents of non-English speaking, special needs and online students.
Findings
Supporting Evidence
Yucaipa High School continues seeking out opportunities to make itself accessible to non-English speaking students and parents.
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Dedicated English Learner (EL) Counselor who appropriately schedules EL student's classes, encourages students to be more involved in athletics/activities on campus, and provides needed support to adjust to life at Yucaipa High School. Addition of 2 bilingual counselors and 2 bilingual clerks since the last WASC visit. YCJUSD has hired an EL parent liaison, whose job is to reach out to the parents of our EL students. Participation in English Language Advisory Council (ELAC) meetings has increased. More effort has been given to make personal phone calls to invite parents to attend. All parent nights are offered in both Spanish and English. Hiring of a designated English Language Development (ELD) teacher with a commitment to a smaller class size. All paperwork and mass home calls go out in English and Spanish. For the first time, Yucaipa High School offered and opportunity for students to apply for the Dream
Yucaipa High School ACS WASC/CDE Self-Study Report
Act. Two students filled out applications. Students acted as translators. YHS has increased the frequency and variety of methods to communicate with parents.
YHS continues to have an active Parent Teacher Student Organization (PTSO) that supports YHS through fundraising for scholarships, campus events and providing classroom resources. 203
Implementation of Twitter and Instagram accounts for parents to follow with easy access off of the YHS website. After just one year of utilizing social media, the YHS Twitter account has approximately 800 followers, while Instagram has over 1000 likes. Approximately 65% of teachers have classroom websites to communicate classroom expectations, assignments, and methods for contacting the teacher. Blackboard has been utilized to send out mass callers, and mass text messages regarding upcoming events. Over 1000 cell phone numbers are entered in the system for texts, while all home numbers are entered in for the caller. Technology teacher has been released for one period to focus on communication via social media, school website and school marquee. Frequent Use of the Remind App for Parent/Student Communication Aeries.Net allows all parents to access student grades and performance at any time. Increased efforts have been made to insure that all parents have a log in for Aeries.Net. Following some recent failures in this area, there is better communication on the website when there is a safety issue. School website posts daily activities for parents/students. We currently have approximately 200 members of the PTSO.
Yucaipa High School ACS WASC/CDE Self-Study Report
Extra-curricular programs regularly solicit and utilize community resources to fund programs, and to utilize facilities.
Sponsorship banners from local companies hanging at the majority of sporting events. Yucaipa Youth Basketball uses the YHS gym. YHS baseball utilizes a community field for its home games and practices. Community Park, a city run park, is home to cross country meets
Use of Community Resources E1.2. Indicator: The school uses community resources to support student learning. E1.2. Prompt: Evaluate to what extent the school solicits and employs business and community resources to support and extend learning. Determine how effectively community members’ expertise and services, such as professional services, business partnerships, guest speakers, job fairs, field trips to local employers, and evaluation of student projects and classroom presentations, provide real world applications of the learning standards and schoolwide learning outcomes.
Findings
Supporting Evidence
At Yucaipa High School, a point of emphasis has been on the implementation of Linked Learning Academies in three areas: Engineering, Law and Public Safety (LPS), and Health/Biomedical Sciences (HBS). These academies are designed to connect students with industry professionals in order to gain practical experience, make networking connections, and teach the skills necessary for a career in that field.
The school employs a full time Linked Learning Coordinator who is committed to finding community connections, field trips, and internship opportunities for the students in the academies
LPS and HBS academies have been added in the last three years to bump our enrollment in academies to 26% of our students.
Yucaipa High School continues seeking out partnerships with local businesses and organizations to support student learning, and promote connections between what is being taught in the school day, and how that material is used in industry.
Each of the three Linked Learning Academies have an advisory board made up of at least 3 industry professionals that help determine the course an academy takes. Advisory boards meet 3 to 4 times per year.
HBS academy leadership has partnered with The Inland Coalition to provide field trips, guest speakers, up-to-date medical information and work place learning opportunities.
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Each of the Regional Occupation Program (ROP) courses have an advisory board that meets once a year to verify that courses are meeting industry expectations.
Yucaipa High School continues to offer numerous opportunities for students to take advantage of off campus learning resources.
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This past year five senior engineering students had internships at a local engineering firm, and plans are in place to continue that internship opportunity and add more.
Law and Public Safety academy students regularly train with the local fire department during their PE class.
Senior English students participate in mock-interviews conducted by YHS faculty and guests from the communities and industry surrounding YHS.
Special Education classes run a career week in the spring and bring in representatives from local industry to talk to the students.
Freshmen seminar classes bring in the following speakers: Drug Education, CHP, and Depression/Suicide prevention.
ROP classes seek out one virtual field trip and one actual field trip per class.
LPS: Clark Training Center in Riverside County
LPS: Frank Bland Regional Training Center in San Bernardino County
HBS: Visited AMR headquarters to learn about necessary education to seek job opportunities
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ENG: Sorenson engineering to learn about the company, and potential internships.
AP European History classes visited The Getty Center.
AP Bio: Zoo/Sea World
AP Calculus: Magic Mountain
All Sophomores/Juniors have the opportunity to attend the National Association for College Admission Counseling (NACAC) college fair.
The many clubs on campus go on trips that pertain to their club. One example is the college club who had a virtual guest from Princeton to review SAT and ACT information.
HBS: Visited a sonogram education center
HBS: Attended the Riverside County Behavioral Health Symposium
AVID juniors take a 3 day 2 night trip to tour colleges from throughout California. All AVID classes take day trips to local colleges and universities each year.
Spanish 1 classes took a trip to Olvera Street in Los Angeles using the Metro.
Sports Medicine and MA ClinicalPremier Bodies the Exhibition
Retail Small Business- Victoria Gardens Tour and Secret Shopper
Auto Technician- Universal Technical Institute
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Industry professionals regularly attend Yucaipa High School classrooms to inform students about career opportunities.
Construction Tech-Carpenters Union Training Center, LiUNA So. Cal Laborers Training School & Apprenticeship, Norco Community College Construction Tech Program Tour
MA Clinical- 2016 Health Profession Conference at Cal Baptist Riverside
Criminal Investigation- Virtual field trip- Forensic Autopsy through St. Louis University
Retail & Small Business- Virtual Field Trip- The fine Art of Persuasion: TV & Advertising through The Paley Center
ROP: In the 2015-2016 school year, ROP provided the following opportunities to connect students to industry professionals: • 14 Guest Speakers • 4 virtual field trips • 6 mock interview participants • 9 students CPR certified • 9 field trips • 14 students completed clinical internships
Linked Learning: In the 20152016 school year, Linked Learning provided the following opportunities to connect students to industry professionals: • 9 guest speakers • 9 Field Trips • 5 paid internships at a local engineering firm Regular Ed: • Theatre local professionals not associated with ROP come to talk to YHS theatre students. Tom Bryant from the local junior college, and AMDA theatre school professionals
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Speakers from art schools visit art classes to speak with
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Block Y Club encourages unity between large groups.
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students and review YHS student portfolios I’m Going To College events at UCLA Football @ Rose Bowl UCLA Women’s Basketball
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E2:
School Environment Criterion
The school is a) a safe, clean, and orderly place that nurtures learning and b) has a culture that is characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement. Indicators with Prompts Safe, Clean, and Orderly Environment E2.1. Indicator: The school has existing policies and regulations and uses its resources to ensure a safe, clean, and orderly place that nurtures learning, including internet safety. E2.1. Prompt: Determine the extent to which the school has implemented policies and committed resources to ensure a safe, clean, and orderly environment that nurtures learning. Evaluate the effectiveness of the school’s practices and procedures for all aspects of student safety including: effective operating procedures for internet safety, bullying, drug and alcohol abuse education and intervention, conflict intervention, use of derogatory or hateful language especially in the context of race or gender, disaster preparedness and other safety topics of local concern that may interfere with learning.
Findings
Supporting Evidence
Recently, there has been an increased focus on campus security. School security management has been improved. With a spread out campus, there are many nooks and crannies that need to be patrolled on a more regular basis. Currently, Yucaipa High School is helpless to catch vandals who come on campus after school hours.
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For the first time, security guards are wearing mandated uniforms that are supplied by the school.
Security is being provided with a new office that will instill pride in being a member of that unit, and hopefully increase professionalism.
Security routes are being regularly updated to patrol necessary areas.
A portable camera on a tri-pod has been set up this year to monitor the front gate.
Video surveillance system completely unusable.
is
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Classroom clean up and preparation by the custodial crew is inconsistent. The way the system is currently designed, there is no margin built in for special events where custodians need to be pulled off their regular routes to help clean up after a major activity.
Internet safety is a concern at YHS. District and school leadership are constantly seeking out ways to allow students access while ensuring safety. Inevitably student access to Wi-Fi does lead to possible inappropriate usage that regularly has to be addressed.
Just this year, students have been allowed access to YouTube in order to enhance learning, and videos can now be embedded in classroom websites, and student assignments.
All students are required to sign a “campus wide expectation of ethical use of campus internet resources” contract.
Computer labs/rooms are set up with teacher supervision strongly considered.
Students still continue to tunnel past the firewall with proxy apps, although this practice has lessened in occurrence.
We currently have no ability to track where a student goes on the internet.
Would like to see a campus wide logging of student use of the internet.
Need to develop a school wide technology use statement.
We currently have no way to control student use of school bandwidth.
In many cases, we rely on a respectful and trusting relationship with our students to ensure proper internet use, rather than tools that help hold students accountable.
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Staff comments regarding custodial services are kept on a spreadsheet. Comments are mixed, and show the inconsistency. On a positive note, new procedures have been put in place to make requests for custodial help, and to comment on any areas of need/improvement.
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YHS needs to better educate staff and students about emergency preparedness. There is a good plan in place, but it needs to be updated at pre-planned times with info passed on to current staff. YHS participates in one or two drills per year. With policies changing all the time, especially with regard to active shooters, it is important to regularly update YHS policies and inform staff.
Great American Shake Out drill with duck and cover, and evacuation.
Lockdown Drill
YHS has included ample time in the schedule for students to get from one class to the next. Unfortunately, tardies continue to be a problem. Administration regularly tries new methods for dealing with the problem, and teachers have been an important part of the decision making process regarding tardies. Attempts have been made to keep students in classes so that they are current on learning, while still being held accountable for being on time.
2015-16 implementation of lunch detention for tardies.
2016-17 implementation of after school detention for tardies.
Better tracking of tardies to determine problem areas.
YCJUSD has invested money in frequent use of “Drug Dogs” to ensure students are safe.
Drug sniffing dogs are on campus at a random time, twice-a-month. The cost for the dogs is $500 per visit, which is covered by the school district.
High Expectations/Concern for Students E2.2. Indicator: The school demonstrates caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning. E2.2. Prompt: Evaluate to what extent the school has created and supported an atmosphere of caring, concern, and high expectations for students in an environment that honors individual differences. Determine how effectively school policies, programs and procedures support student learning by examining information such as: proportionality of discipline data, use of positive behavior strategies by staff, restorative justice practices, celebrations of students’ heritage and ethnicity and other information or practices that support a caring, learning environment.
Findings
Supporting Evidence
Yucaipa High School recognizes that there are students who have tremendous financial needs, and seeks out opportunities to help meet the needs of those students.
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Any student who expresses a financial need to a counselor receives free dance/activity admission.
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Prom boutique offers formal wear for dances and some everyday clothes at no cost. YHS has implemented an adopt-afamily program during the holiday's to meet the needs of needy families at Christmas time.
Faculty members regularly open classrooms at lunch before and after school to ensure student success in the classroom.
Staff Confirmation.
Yucaipa High School is becoming increasingly more diverse, and is actively seeking out ways to celebrate its diversity.
A week devoted to celebrating our diversity with lunchtime activities, and an assembly that highlights some of the different groups on campus. An increasing number of student led clubs that celebrate our diversity (GSA, Latino Cultural Club, Best Buddies, etc.)
Atmosphere of Trust, Respect, and Professionalism E2.3. Indicator: The school has an atmosphere of trust, respect, and professionalism. E2.3. Prompt: Evaluate the degree to which there is evidence of an atmosphere of trust, respect, and professionalism. Examine the quality and consistency of communication and collaboration between and among the school’s leadership, staff and stakeholders; this includes the degree to which stakeholders are involved in the review of the Single Plan for Student Achievement and District’s Local Control Accountability Plan and to what extent they are included in decisionmaking.
Findings
Supporting Evidence
The current site administration has generally taken a hands off approach with teachers and has allowed them to be in control of their own classroom. When needed, they have stepped in to support teachers, and continue to suggest new ideas in appropriate venues.
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Collaboration is teacher led, and administrators attend when invited by any department. This happens frequently. The unspoken attitude of the administration team is to support and problem solve.
Yucaipa High School ACS WASC/CDE Self-Study Report
Each year a campus wide Haunted House is run that requires the cooperation of many different entities on campus. The Haunted House generates about $7000 which is used to put up murals, banners, and make general improvements around campus that boost morale.
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Teachers give up their classrooms to be rearranged. Students set up on a Friday and Saturday, then completely tear it down and clean it up on Saturday. ASB Provides Dumpster Custodians work with the teacher advisor to support the clean-up effort. Clerical staff donate their time to take money. Security works a late night on Saturday to ensure the safety of the event. New Murals in MPR, M-Building, Career Center, Q-Building Parking Lot Banners New Drinking Fountain/Bottle Filler in the MPR
Yucaipa High School ACS WASC/CDE Self-Study Report
E3:
Personal and Academic Support Criterion
All students receive appropriate academic support and intervention to help ensure school, college, and career success. Students with special talents and/or needs have access to a system of personal support services, activities, and opportunities at the school. These are enhanced by business, industry, and the community.
Indicators with Prompts Adequate Personalized Support E3.1. Indicator: The school has available and adequate services to support student’s personal needs. E3.1. Prompt: Evaluate the availability and effectiveness of academic and personal support services, including referral services, to support students in such areas as physical and mental health, and career, academic and personal counseling, including an individualized learning plan.
Findings
Supporting Evidence
Yucaipa High School counseling staff was increased from five full time and one half time credentialed counselor to six full time credentialed counselors. The counseling program includes personal crisis intervention and one-on-one academic counseling based on needs. While the counseling office does not log outcomes, many students are assisted in solving immediate problems that interfere with their academic and personal/social development. As student advocates, the counseling staff recognizes the uniqueness and individual worth of each student. The counseling program focuses on each student’s potential for growth within the context of his or her individual family and culture.
Shared Counseling Calendar Counseling Office Group Permission Slips Student Hallway Files
Yucaipa High School contracts with South Coast Community Services. YHS counselors refer students to South Coast Community Services for personal one on one counseling or small group counseling. Both personal one on one counseling and small group counseling are available at YHS during the school day. Small group topics vary year to year based on student need and may include grief and loss or stress/anxiety.
South Coast Group Permission Slips South Coast One-on-one Referral Forms
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Shared Counseling Calendar with South Coast Appointments
Yucaipa High School ACS WASC/CDE Self-Study Report
Yucaipa High School contracts with Inland Valley Recovery Services to offer students anger management, truancy, and drug and alcohol classes. Students are referred for these classes by counselors and administrators at YHS.
Parent/Student Permission Forms in Main Office
The Behavioral Health Counselors provide individual mental health counseling services to identified special education students. These counseling services focus directly on the social/emotional issues that are preventing students from accessing their education.
Behavioral Health Counselor's Office Behavioral Health Counselor's Calendar Individualized Education Plan (IEP)
When a student is in crisis, YHS counselors or administrators contact the Children’s Crisis Response Team. This service is offered through the County of San Bernardino Department of Behavioral Health. The Children’s Crisis Response Team comes to the school to provide evaluation, crisis intervention, education, referrals and follow-up for children and adolescents at risk of acute psychiatric hospitalization.
Confidential Counseling Notes
Yucaipa High School has a full time health technician who reviews and maintains student health records and works with the staff concerning special needs and restrictions of students.
Nurse's Office Student Files in Nurse's Office Health Notes on Aeries
Students in need of clothing are referred to the YHS Boutique or Angel’s Closet.
YHS Boutique
The YHS boutique has a variety of formal and semi-formal dresses as well as casual clothes. Angel’s Closet is housed at Redlands East Valley High School and with a referral from a YHS counselor, can offer students casual and dress clothes as well as personal/hygiene items.
Angel's Closet Counselor Referral Forms
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YHS counselors meet with 10th, 11th and 12th grade students in classroom groups for Academic Success Trainings (AST). Each grade level AST is designed to build progressively on knowledge from previous years. Topics include graduation requirements, A-G college entrance requirements, NCAA eligibility requirements, college testing, community college requirements, military opportunities and career/college exploration.
Freshman have participated in the AST whole class presentations in past years. This year counselors have decided to hold one on one meetings with each freshman. An Individual Academic Plan is created with the student as well as a personal inventory to identify areas of need where we can support the student. The purpose of these meetings are to make students aware of high school requirements and connect them with their school and those resources and people who can support them.
Individual Academic Plans in Individual Counselor's Office Student Personal Inventory in Individual Counselor's Office Shared Counseling Calendar
Seniors are able to participate in small group workshops that assist them in completing UC and CSU applications, career exploration and resume building. This year YHS is taking that one step further and participating in a pilot called California College Application and Success Campaign to encourage students to complete their college or trade/vocational school applications early. YHS is partnering with our local community college, UC, CSU and private schools to bring representative to walk students through the process during the school day.
Sign Up Sheets Shared Counseling Calendar Crafton Hills College “Senior Day”
Master Schedule in Aeries Department Chair Meeting Minutes
Meetings with Linked Learning Coordinator in Administrator's Calendar
Administration creates a Master Schedule allowing students the opportunity to participate in special programs and take the most rigorous schedule possible. Programs may include but are not limited to band, choir, drama, AFJROTC, Linked Learning Academies, Forensics, etc.
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Shared Counseling Calendar Academic Success Training Prezi Career Life Activity Sheets Student Sign-up Sheet for Senior Workshops and Application Days Transcripts and Individualized Academic Plans
Yucaipa High School ACS WASC/CDE Self-Study Report
Each counselor keeps an updated Graduation Plan for junior and seniors in their office to ensure that students are on track for graduation and fulfill college entrance requirements.
Individual Counselor's Graduation Plan Binder
In August/September of each year counselors evaluate Graduation Plans and credits to hold at-risk senior/junior parent meetings. Options for credit recover and alternative/continuation school are discussed.
Shared Counseling Calendar Confidential Counseling Notes in Aeries At-Risk Form
The Career Center is an extension of the counseling office. The career center facilitates two administrations of the Armed Services Vocational Aptitude Battery (ASVAB) each year. Approximately 300-400 students take this test annually. The military recruiters follow up with ASVAB interpretation.
ASVAB Sign-In Sheets ASVAB Results in Career Center Files
The YHS Career Center Clerk works collaboratively with our ROP Career Readiness Specialist to put on a career fair each year. Community member, local community colleges, trade/vocational schools and military recruiters spend the morning talking about career opportunities with students.
Shared Counseling Calendar Weekly Counseling Department Meeting Notes Email Correspondence with YHS Staff
The Advancement Via Individual Determination (AVID) program at YHS is outstanding and has grown steadily over the past six years. First generation college students and students needing that extra academic support or smaller learning environment benefit from the AVID program. AVID data shows an increase of 115 students enrolled in AVID from 2013 to current. Last year 98% of the YHS AVID seniors applied to 4-year universities. 96% of those seniors were accepted to a 4-year university.
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AVID Coordinator AVID Data AVID Site Team Meeting Notes AVID.org
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Associated Student Body (ASB) organizes numerous events throughout the school year to offer students the opportunity to get involved and show school spirit as well as give back to the community. This includes but is not limited to rallies, dances, lunch activities, assemblies, and coordinating clubs.
Three Pep Rallies Per Year Participation in Make-a-Difference Day Community Service Clubs Prom Homecoming Fine Arts Assembly Tolerance/Diversity Week “Champions” Club “Every 15 Minutes”
Support and Intervention Strategies Used for Student Growth/Development E3.2. Indicator: Strategies are used by the school leadership and staff to develop and implement personalized approaches to learning and alternative instructional options. E3.2 Prompt: Evaluate the effectiveness of the types of strategies used by the school leadership and staff to develop and implement personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum. This includes strategies such as personalized learning, the use of small learning communities and the implementation of alternative learning options.
Findings
Supporting Evidence
In August 2014, YHS expanded Linked Learning Academy options. In addition to the Engineering Academy, we now have the option for students to join the Health and Biomedical Sciences Academy (HBS) and the Law and Public Safety Academy (LPS). These small learning communities are accessible to all students. Teachers collaborate regularly to support students while challenging them with a rigorous course of study. The academies create a family environment within the large school.
Yucaipa High School offers a free peer tutoring program after school Monday through Thursday from 3-3:30. Students who would like to have a one-on-one tutor can access our paid tutoring program through the Career Center.
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Yucaipa High School Website Linked Learning Coordinator Master Schedule Sections Project Lead the Way Teacher Training Academy Grade Level Team Meeting Notes
Peer Tutor Log Paid Peer Tutor List with Career Center Clerk
Yucaipa High School ACS WASC/CDE Self-Study Report
Linked Learning teachers are paid to tutor before school, at lunch or after school for up to twenty hours per school year. The teacher decides when they can tutor and a tutoring calendar with all three academies is created monthly. Academy and non-academy students can take advantage of this free tutoring opportunity.
Students who have a physical or mental impairment which substantially limits learning are offered services under Section 504. Meetings are held annually for students who have a Section 504 plan with the student, parent, teachers and an administrator. During this meeting reasonable accommodations are offered to support the student in the general education classroom.
Aeries.net Confidential Counseling Notes Section 504 Tag on Student Screen in Aeries
Student Intervention Team (SIT) meetings are held to discuss the progress a student is making in his/her classes. The team includes the student, teachers, parent, and counselor. During the meeting, interventions that are currently taking place in the classrooms are discussed and new interventions are put in place to support the student’s learning. Approximately six weeks later the team will reconvene to review and modify interventions as needed. During the second meeting a student may be referred for assessment by the school psychologist and SIT paperwork is sent to the District Office.
Shared Counseling Calendar Cumulative Record Paperwork at Student Services
When a student is underperforming in their classes, a staffing is held. A staffing includes teachers, student, parent and counselor. During this meeting, areas of concern are shared and interventions are put in place to help the student improve in their classes.
Shared Counseling Calendar Confidential Counseling Notes
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Software Engineering Pathway Course outline
Engineering Academy now includes a Software Engineering pathway. 218
Linked Learning Intervention Monthly Calendar Linked Learning Teacher Time Sheets Student Participation Tracked through Academy Intervention and Grade Check Log Located in One Drive and Shared with All Academy Teachers, Administration, and Counselors
Yucaipa High School ACS WASC/CDE Self-Study Report Support Services – Interventions and Student Learning E3.3. Indicator: The school leadership and staff ensure that the support services and related activities have a direct relationship to student involvement in learning based on the academic standards and the schoolwide learner outcomes, e.g., within and outside the classroom, for all students, including the EL, GATE, special education, and other programs. E3.3. Prompt: Evaluate the extent to which student learning needs are accurately identified in a timely manner and the appropriate support and intervention services are provided. Examine how the school monitors the effectiveness and appropriateness of intervention for each student within and outside the classroom. Evaluate the processes that are used to identify under-performing or struggling students and the interventions to address these identified student learning needs. Comment on how interventions support and coordinate with regular classroom learning for all students, including those with special needs receiving services from ELL, GATE, Title I and special education.
Findings
Supporting Evidence
Yucaipa High School implemented a ninth grade mentoring program this year. Four teachers are mentoring struggling students after school. Students are identified for this program by the ninth grade administrator and placed with the appropriate mentor based on the subject(s) they are struggling in. Students are monitored on a weekly basis for grade improvement. Mentor teachers and administrator report progress in the intervention screen on Aeries. Parents are notified of student progress throughout the semester.
Intervention Log in Aeries Observation of Mentoring Teachers
Yucaipa High School uses the online learning provider Edgenuity for credit recovery. Edgenuity classes are offered before and after school as well as during the regular school day. Restart classes for lab science are also available after school to recover credits. Restart classes are not online.
Master Schedule Sections Individual Student Schedules
YHS offers Saturday Academies where student can work on unsatisfactory grades in classes as well as recover attendance.
AVID Student Tutor Log with Secretary in Main Office Classroom Observation
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Yucaipa High School ACS WASC/CDE Self-Study Report
AVID classes have tutorials every Tuesday and Thursday in class. AVID tutors are available to assist groups with tutorials. Career Express Online through Regional Occupational Program (ROP) allow students the opportunity to get ahead in credits and to recover elective credits outside of the traditional high school day.
Student Enrollment Data found at Colton-Redlands-Yucaipa ROP Main Office
To increase reading and writing skills, special education students are offered one on one support, differentiated instruction for different levels and needs, provide opportunities for student to work and make progress on their IEP goals.
Special Education Teacher Lesson Plans Classroom Observation
Equitable Academic Support to Enable All Students Access to a Rigorous Curriculum E3.4. Indicator: Through the use of equitable support all students have access to a challenging, relevant, and coherent curriculum. E3.4. Prompt: Evaluate the school’s effectiveness in a) regularly examining for disproportionality in the demographic distribution of students throughout the class offerings (e.g., master class schedule and class enrollments) and b) providing additional and available support to provide equitable access to challenging, rigorous courses for all students ( i.e., extra class time, tutoring, or types of alternative schedules available for repeat or accelerated classes, summer classes, class periods beyond the traditional school day).
Findings
Supporting Evidence
Students have open access to honors, Advanced Placement classes and Linked Learning Academies.
Registration Forms Master Schedule
YHS has offered additional summer school courses as well as zero period and seventh period options in an effort not to limit access to special programs such as fine arts, academies, AVID, etc.
Master Schedule Summer School Registration Forms Student Transcripts and Four Year Plans
In partnership with our local community college, Crafton Hills College (CHC), we have offered classes free to high school students and on the high school campus for the past three years. Classes included College Level Algebra, Statistics, Sociology, Communications and Medical Terminology. These courses are offered to high school junior and seniors who have a 2.5 GPA or higher.
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Yucaipa High School Website Agreement with CHC Student Transcripts 394 enrolled for articulated college credits 279 students recommended for articulated college credits 9 ROP classes are articulated with local community colleges, 3 of these classes require students to take 2 years
Yucaipa High School ACS WASC/CDE Self-Study Report
All classes require a B or better to be eligible for credit recommendation.
An additional elective math class was added to support at risk math students with basic math skills. The curriculum used during this class is Math 180 which is data driven intuitive technology.
Master Schedule Student Schedules
YHS is using Read 180 which is a data driven curriculum with includes intuitive technology to improve language acquisition for English Learner (EL) and Special Education (SpEd) students.
Master Schedule Classroom Observation
SpEd students are assessed six times throughout the school year using the STAR 360 which enables teachers to pinpoint specific goals aligned with Common Core State Standards.
Student Data Stored on STAR 360 Website
YHS added classes for moderately disabled students three years ago. These classes are blocked for students with lower academic needs but higher social needs.
Master Schedule Classroom Observation
Four years ago YHS separated the Specialized Academic Instruction English classes to better support the needs of the students in the class. Last year YHS added a Transitional Math course specifically suited for students with special needs.
Master Schedule Classroom Observation
Instructional aides are present in general education to support teachers with special education students. They ensure that students receive the accommodations and modifications described in their IEPs. They are linked to special education staff in their classrooms to provide accountability for student and act as liaisons between general education and special education staff.
Aide Schedule Special Education Classrooms IEP Case Carrier Files
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Learning Center students receive one period of specialized academic instruction. They are directly supported by a team consisting of one special education teacher and an aide. These students, throughout the year, receive support in their core academic classes while working on IEP goals.
Master Schedule
Aide Schedule
YHS offers four Life Skills classes with students ranging in age from 14-22. The students are placed in their core subject classes according to their age and IEP goals. All Life Skills students are taught important job skills, life skills and social skills.
Life Skills Curriculum Classroom Observation Master Schedule
In Fall 2015 YHS welcomed an IEP Program Specialist. The Program Specialist oversees the Special Education Department and facilitates IEP meetings.
Program Specialist
YHS offers a comprehensive program of services to EL students. EL students are given the California English Language Development Test (CELDT) on a yearly basis to assess their English language fluency and proficiency. Based upon these results the EL counselor places E L students in the most appropriate English class for their proficiency level. The goal of this process is to ensure the greatest possible access to the core curriculum while at the same time facilitating primary language support where needed.
Master Schedule Cumulative Records CELDT Scores Aide Schedule EL Counselor
Co-Curricular Activities E3.5. Indicator: The school ensures that there is a high level of student involvement in curricular and co-curricular activities that link to the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. E3.5. Prompt: Evaluate the availability to and involvement of students in curricular and cocurricular activities. Determine the effectiveness of the extent to which co-curricular activities link to the academic standards and schoolwide learner outcomes. Examine the process that the school utilizes to evaluate the level of involvement for all students in a variety of activities.
Findings The student population at High School participates in variety of school- sponsored such as clubs, sports, and fine
Supporting Evidence Yucaipa a wide activities arts.
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School Event Calendar
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YHS students have the opportunity to participate in twenty-three athletic sports during the fall, winter and spring. To participate in YHS athletics, students must have an annual physical, a 2.0 GPA or better, and the YHS Athletic Code of Ethics completed. Involvement in YHS athletics allows students the opportunity to take pride in their school and learn team and leadership skills. Student participation in athletics is tracked in Aeries by sport, season and level. This is used to determine eligibility for the sport, and track attendance. There are 32 active clubs at YHS. There are academically oriented, athletically oriented, service oriented and special interest clubs. Each club has a staff member volunteer as the advisor to help students become more connected to YHS and learn the importance of helping others.
School Event Calendar Activities Office Physicals Athletic Calendar Team Roster Aeries
Club List Club Sign in Sheets Activities Office
There is a new focus on creating more academically oriented clubs, which are designed to directly complement the learning of standards being taught in the classroom.
New academically oriented clubs with new charters within the last 3 years include: College club, Health club, Y-Knot and Mad-up
Yucaipa High School offers a robust fine arts program to meet the needs of all students with interests in the visual and performing arts.
Fall Play Improv Comedy Sports Team Spring Musical Murder Mystery Dinner Student Written Productions Student Produced and Directed Productions Marching band Symphonic band Madrigals Women's chorus Men's chorus Concert choir Guitar class Speech and debate team Community art show District-wide Yu-Ca-Chella talent show
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Yucaipa High School ACS WASC/CDE Self-Study Report
Student attendance in school activities is maintained in a data base in the activities office. Any event can be pulled up and a list of participating students can be generated.
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Activities Office Computer/Database
Yucaipa High School ACS WASC/CDE Self-Study Report
ACS WASC Category E. School Culture and Support for Student Personal and Academic Growth: Summary, Strengths, and Growth Needs Review all the findings and supporting evidence and summarize the degree to which the criteria in Category E are being met. Include comments about the degree to which these criteria impact the school’s ability to address one or more of the identified critical learner needs (Chapter III).
Summary (including comments about the critical learner needs) It is a great time to be involved with Yucaipa High School. Yucaipa High School has created an environment that supports student personal and academic growth. Parents and community members are valuable resources, utilized by Yucaipa High School to support student progress and growth. District officials, school staff, community members, parents and students are working cohesively in an effort to ensure college and career readiness for all students. Additional career readiness opportunities become available each year, to all students, through Linked Learning Academies and the Regional Occupation Program (ROP). Yucaipa High School continues to employ a variety of methods to communicate with parents and community members, in multiple languages, safeguarding access for everyone. Student involvement in extra- and cocurricular activities is at an all-time high, and we continue to excel in many varied areas. As our campus becomes a more diverse population, there continues to be work that needs to be done to meet the needs of all students. Increased services need to be offered for our EL population. ASB and staff need to continue to offer opportunities for growth in supporting an ever-changing population. While there have been strides made toward improving the school’s physical environment and safety, there is still work to be done. Investments have been made in school security. The right people need to continue to be hired, and they need to be provided with the necessary tools to meet current safety needs. Murals, banners and physical plant upgrades have been made and need to continue. With those upgrades, there has to be an investment in making sure that we are properly staffed to maintain a clean environment that students, staff and community can take pride in. To continue improving Yucaipa High School into and through the 21 st century it is imperative that the “School Culture and Support for Student Personal and Academic Growth” continue to take the lead. It is a positive school culture and an investment in student growth that make YHS a special place.
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Category E: School Culture and Support for Student Personal and Academic Growth: Areas of Strength
Yucaipa High School is utilizing numerous methods of communication.
Increased number of resources available to students, both academic and personal.
Shared vision between district officials, YHS administration, faculty and students.
Increasing student pride and involvement in school activities.
Continuously improving the physical appearance of the school.
Category E: School Culture and Support for Student Personal and Academic Growth: Areas of Growth
Continue to improve security measures on campus through the use of surveillance cameras and advanced training for security staff.
Increase services for EL students.
Improve the efficiency of custodial services.
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Prioritized Areas of Growth Needs from Categories A through E Prioritize the growth areas from the five categories.
Continue to increase access to college and career curriculum for all students.
Teachers need continuous and additional training in instructional differentiation especially for EL and SpEd teachers.
Increase services for EL students.
Significant technological improvements have been made. However, there is a need to increase the number of computers on campus thereby increasing student access to technology.
Student training/education in use of current technology needs improvement.
Need for increased access to Chromebooks and computer labs
YHS needs to continue to develop and expand its assessment base in all curricular areas to provide immediate data related to student achievement.
Practices regarding assessment consistency could be more effective in all departments.
Need to monitor failure rates on a regular basis and develop interventions for those students.
Continue to improve security measures on campus through the use of surveillance cameras and advanced training for security staff.
Access to curriculum materials is challenging at the beginning of every school year. Material orders placed at the end of the previous school year (on time at sites) do not get processed through the district level in time to be received for the first day of school by teachers and many students, causing delays in curriculum instruction.
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Chapter V: Schoolwide Action Plan A. B. C.
Revise the single schoolwide action plan, i.e., Single Plan for Student Achievement. Ensure the plan is aligned with the Local Control and Accountability Plan. State any additional specific strategies to be used by staff within each subject area/support program to support sections of the schoolwide action plan. Describe the school’s follow-up process, ensuring an ongoing improvement process.
The Single Plan for Student Achievement (attached immediately following the Schoolwide Action Plan) is currently followed on a limited basis as it is necessary for the YHS School Accountability Report Card. The SPSA is a good source for general, far-reaching site goals. However, based upon the recent implementation of the LCAP funding formula, the YHS Schoolwide Action Plan goals originate from more specific and measureable site needs that align directly with the goals set forth in YCJUSD LCAP documentation. Through the course of the WASC Self-Study process it became apparent that there were distinct areas of need that are being addressed either directly or indirectly that would best be served by writing them into the Action Plan format. The WASC team identified the following Action Plan Goals as those that are: a) aligned with the YCJUSD LCAP goals; b) measurable and ongoing; c) directly impact teaching and learning; d) provide accountability at all levels; and e) meet the expectations of the YCJUSD “Graduate Profile”.
Action Plan Goal #1 – Increase Availability and Effectiveness of College and Career Readiness at Yucaipa High School Action Plan Goal #2 – Improve and Expand Delivery of Curriculum and Instructional Strategies that Support Student Achievement and Success for all Students Action Plan Goal #3 – Improve and Increase the use of Educational Technologies in all classes Action Plan Goal #4 – Monitor, Update, Revise – if necessary – and Revisit the School-Wide Action Plan annually
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Action Plan Goal #1 – Increase Availability and Effectiveness of College and Career Readiness at Yucaipa High School Objectives
Objective 1: Develop school-wide Work Based Learning opportunities for all students in preparation of postsecondary opportunities
Strategies and Resources
Implement the four-tiered “Work-Based Learning Continuum” where students: 1) Build awareness of the variety of careers available; 2) Explore career options; 3) Apply learning through practical experience; and 4) Train for employment and/or postsecondary education.
Responsible Parties
Timeline
Administration 2016 - 22 Counseling Work-Based Learning Coordinator Classroom teachers
Evidence to Monitor Progress and Assess Student Achievement
“Jobs For the Future” Grant Work-Based Learning Action Plan
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Curriculum Guides Counselor and Career Center presentations Career Exploration Career Fair Guest speakers Job Shadowing Mock Interviews Interactions with professionals Collaborative workbased projects Internships On-the-job training Work experience
Objectives
Objective 2: Promote equity within special programs at Yucaipa High (i.e. Linked Learning Academies, AP, AVID) in order to support sub-group populations (ELL, Special Education, and Socio-Economically Disadvantaged).
Strategies and Resources
1) Encourage all YHS students to engage in course schedules that provide rigorous educational experiences.
Responsible Parties
Timeline
Administration 2016-22 Counseling Program Coordinators Classroom Teachers Tutors
Evidence to Monitor Progress and Assess Student Achievement Enrollment data in all specialized programs for students from sub-group populations. Master Schedule course offerings. Tutoring and Intervention opportunities.
2) Continue to support students who choose to take challenging courses with tutoring and appropriate intervention strategies.
AP Potential Letters based on PSAT data. Administration of PSAT during school day. Grade Level Parent Nights. Grade Level Counseling Meetings.
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Objectives
Objective 3: Develop and implement a plan to monitor and track student’s postsecondary plans in order to evaluate the effectiveness of supports provided.
Strategies and Resources
1) Create database of Yucaipa High School graduates and their contact information to provide postsecondary follow-up opportunities.
Responsible Parties
Timeline
Administration 2017-22 Counseling Registrar YCJUSD
2) Utilize a National Student “Clearinghouse” to monitor YHS graduate postsecondary activity to determine effectiveness of supports provided.
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Evidence to Monitor Progress and Assess Student Achievement Post-secondary survey results Data gathered by National Student “Clearinghouse”
Objectives
Objective 4: Increase the number of students who engage in post-secondary college and career planning.
Strategies and Resources
1) Continue to commit time and resources to providing college and career planning to all students through the counseling and career departments.
Responsible Parties
Timeline
Administration 2016-22 Counseling Career Center Classroom Teachers
Evidence to Monitor Progress and Assess Student Achievement Counseling Department records of college and career informational presentations – parent, classroom, one-onone, etc. Career Center activities and resources. College and Career planning activities and their availability to all YHS students.
2) Ensure that all YHS students receive college and career planning information at every grade-level regardless of perceived graduation status.
Annual data collected regarding student who engage in college and career planning opportunities.
3) Provide opportunities for all students to engage in college and career activities.
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Action Plan Goal #2 – Improve and Expand Delivery of Curriculum and Instructional Strategies that Support Student Achievement and Success for all Students
Objectives
Objective 1: Ongoing professional development and implementation of ELL instructional strategies
Strategies and Resources
1) Annual ELL training for all teachers new to YHS 2) Follow-up PD for current YHS teachers 3) Develop plan for incorporating ELL instructional strategies into staff meetings or department collaboration time
Responsible Parties
Timeline
2016-22 Educational Services (DO) Administration Department Chairs ELL Teacher Classroom Teachers ELL Tutors
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Evidence to Monitor Progress and Assess Student Achievement New teacher training records Professional Development agendas Staff meeting agendas/minutes – Minimum one per semester Department Collaboration Data Protocols
Objectives
Objective 2: English, Math and History Departments all currently have active curriculum maps. However, as we transition into full CCSS/NGSS implementation, all classes in all departments will utilize pacing guides, and up-to-date standards-based instructional materials and textbooks.
Strategies and Resources
1) Departments will use Collaboration time to regularly update and/or continue developing gradelevel and course appropriate pacing guides for use in every class. 2) Instructional materials and textbooks will be up-to-date and aligned with district approved standards.
Responsible Parties
Administration Department Chairs Department members Educational Services Sr. Textbook Technician
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Timeline
2016-22
Evidence to Monitor Progress and Assess Student Achievement Departmental Pacing Guides Standards-Based Textbooks Standards-Based Instructional Materials
Objectives
Objective 3: Explore effective methods of student intervention within the regular school day that is accessible to all students
Strategies and Resources
1) Create an intervention committee of teacher leaders and staff members to evaluate a minimum of three potential and proven student intervention strategies that are both within the regular school day and accessible to all students. 2) Intervention committee will report findings to the entire staff for comment and discussion regarding program viability.
Responsible Parties
Administration Intervention Committee YHS Staff
Timeline
2017-22
Evidence to Monitor Progress and Assess Student Achievement Intervention Committee roster Committee evaluations of a minimum of three potential and proven student intervention strategies Committee staff presentation information Results of comment and discussion opportunity Program implementation Student intervention data
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Objectives
Objective 4: Ongoing professional development efforts to move AVID WICOR Strategies schoolwide
Strategies and Resources
1) Annual focused Professional Development on the implementation of AVID WICOR Strategies schoolwide 2) Create a master schedule of WICOR PD for YHS staff with annual emphasis on one of the AVID WICOR strategies 3) Use a portion of staff meetings to provide PD presented by current AVID teachers with advanced follow up training for interested staff members
Responsible Parties
Timeline
Administration 2015-20 AVID Coordinator AVID Teachers YHS Staff
Evidence to Monitor Progress and Assess Student Achievement Staff meeting agendas and minutes WICOR Strategies presentations Advanced follow up training Incorporation of WICOR strategies in classrooms school wide Administrative walk-through data
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Action Plan Goal #3 -- Improve and Increase the use of Educational Technologies in all classes
Objectives
Objective 1: Increase Instructional Technology Access Software, Licenses, Computers, Devices, ELD Support (LCAP)
Strategies and Resources
1) Purchase additional Chromebook carts for use in classrooms 2) Purchase necessary instructional site licenses and software to support student learning 3) Maintain current Chromebooks and computer labs in good working order 4) Increase and maintain educational technology in all classrooms 5) Purchase Instructional Technology to support ELD education
Responsible Parties
Timeline
Ongoing YCJUSD Administration Site Systems Technicians
Evidence to Monitor Progress and Assess Student Achievement Increased Chromebooks Increased instructional technology, software and site licenses Working Chromebooks and computer labs Chromebook cart and computer lab usage logs Classroom technology inventory
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Objectives
Objective 2: Improve Instructional Technology Support: Provide support in areas of software, hardware, devices and networking (LCAP)
Strategies and Resources
1) Provide PD in the proper use of Instructional Technology in the classroom 2) Ensure that Site Systems Techs receive appropriate additional maintenance training as Instructional Technology – hardware, devices and networking – evolves
Responsible Parties
Timeline
Ongoing YCJUSD Administration Site Systems Technicians
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Evidence to Monitor Progress and Assess Student Achievement PD agendas and minutes Site Systems Technician training opportunities
Objectives
Objective 3: Develop and implement siteand district-level Educational Technology Professional Development opportunities for all staff
Strategies and Resources
1) Provide PD in strategies for the proper use of Educational Technology in the classroom 2) Train site-level instructors in various educational strategies and allow them to become teacher leaders on campus to support their colleagues in the use of Educational Technology 3) Develop PD plan for school wide use of educational technology 4) Develop PD plan for department specific use of educational technology
Responsible Parties
Timeline
Ongoing YCJUSD – Ed Services Administration Department Chairs Site Teachers
Evidence to Monitor Progress and Assess Student Achievement District provided educational technology PD Site-level educational technology teacher leader training School wide PD plan for use of educational technology Departmental PD plan for use of educational technology Informal administrative walkthrough data
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Action Plan Goal #4 – Monitor, Update, Revise – if necessary – and Revisit the School-Wide Action Plan annually Objectives
Objective 1: The School Wide Action Plan needs to be revisited by all leadership groups annually in relation to the most recent student achievement data.
Strategies and Resources
1) Review School Wide Action Plan annually 2) Compare current school and student achievement data to that in the previous self-study 3) Assess progress toward completion or improvement of Action Plan goals and objectives
Responsible Parties
Timeline
Administration Ongoing Leadership Principal’s Cabinet School Site Council Department Chairs
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Evidence to Monitor Progress and Assess Student Achievement Agendas and Minutes School Data Student Achievement Data Progress toward completion of Action Plan goals and objectives
Current Single Plan for Student Achievement (SPSA) Performance Goals: SCHOOL GOAL # 1: All graduates will have the knowledge and skills necessary to qualify for and succeed in the entrylevel, credit bearing post-secondary coursework or post-secondary job training for their chosen career. Our team will provide resources that support a safe and clean school that will allow for a healthy and positive school culture based on the physical, social, and emotional needs of all students giving them opportunity to experience supportive learning conditions that promote achievement. SCHOOL GOAL # 2: To increase the number of English language learners who meet growth targets on ELPAC and standardized tests such as CAASPP in order to increase student achievement and reclassification status. Our team will provide resources that support a safe and clean school that will allow for a healthy and positive school culture based on the physical, social, and emotional needs of all students giving them the opportunity to experience supportive learning conditions that promote achievement. SCHOOL GOAL # 3: To increase the percentage of student achievement in content areas with a special emphasis on the school's critical academic needs involving CAASPP and 10th Science (CAST) results. The school will have an academic and comprehensive focus with emphasis on writing skills, academic vocabulary and algebraic functions in all content classes and elective courses. Our team will provide resources that support a safe and clean school that will allow for a healthy and positive school culture based on the physical, social, and emotional needs of all students giving them the opportunity to experience supportive learning conditions that promote achievement.
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Yucaipa High School ACS WASC/CDE Self-Study Report
WASC Appendix – Table of Contents
Timeline of WASC Self-Study Process 2016-17
Yucaipa High School Bell Schedule
Glossary of Terms/Acronyms
Yucaipa High School WASC Student Survey Results
Yucaipa High School WASC Parent Survey Results
Yucaipa High School Master Schedule
AP Course Ledger
UC A-G Approved Course List
AVID High School Data Collection Form – Yucaipa
October 2016 Linked Learning Academy Intervention Schedule
PSAT Educator Summary Report – Fall 2016
School Quality Snapshot
School Accountability Report Card
Graduation Requirements – Yucaipa High School
Local Control and Accountability Plan (LCAP)
Standards for Career Ready Practice
Yucaipa High School Collaboration Minutes Worksheet
Yucaipa High School Data Team Protocol – Pre- and Post- Assessment
The Truth About College Admissions – Counseling Special Edition
MOU – Agreement For Guaranteed Admission (CSUSB)
Counseling Bulletin (November and December)
Counseling Newsletter (October, November, December, February)
YCJUSD Secondary ELA/ELD Newsletter (Fall, Winter)
YCJUSD Upcoming Technology Workshops
YHS Professional Development – Socratic Seminar Sentence Starters
YHS Professional Development – Arthur Costa’s Levels
YHS Gallup Student Poll
Yucaipa High School Physical Education Handbook
YHS Alma Mater
Yucaipa High School Athletic Hall of Fame Criteria For Nomination ii
Timeline of WASC Self-Study Process 2016-17 Date
Task
Participants
2-2-16
WASC Coordinator Webinar Training
WASC Coordinator, Principal, Assistant Principal
2-23-16
WASC Training @ Riverside County Office of Education
3-3-16
WASC Focus Group Leader Training on site – all day
WASC Coordinator, Assistant Principal, Focus Group Lead WASC Coordinator, Assistant Principal, All Focus Group Leaders
3-6 to 3-9-16
WASC Visiting Committee to Hemet HS
WASC Coordinator
3-7-16
WASC Focus Groups – Collaboration (whole staff)
All Focus Groups
4-18-16
WASC Focus Groups – Collaboration (whole staff)
All Focus Groups
5-18-16
WASC Focus Group Leaders – work day to address prompts based on FG input for Ch. IV WASC Update Staff Meeting – Review with whole staff where we are in WASC process and next steps WASC Focus Groups – Collaboration (whole staff)
WASC Coordinator, All Focus Group Leaders
10-4-16
WASC Visiting Committee Chair campus visit
Principal’s Cabinet and WASC VC Chair
10-10-16
WASC Focus Groups – Collaboration (whole staff)
All Focus Groups
10-25-16
WASC Focus Group “A” Leader Meeting
WASC Coordinator, Focus Group “A” Leader
8-9-16
9-12-16
WASC Coordinator, Principal, whole staff All Focus Groups
Outcome Completed training, printed WASC Guide, formulized next steps Additional training, clarification of Preface and Ch. I Review Indicators and Prompts for individual sections of Ch. IV. Plan next steps for FG collaboration Training opportunity for WASC Coordinator Group input to Ch. IV prompts for each FG Continue to develop “Findings” and “Supporting Evidence” for Ch. IV Compile “Findings” and “Supporting Evidence” for Ch. IV Power Point presentation of continued process and next steps Continue compiling “Findings” and “Supporting Evidence” for Ch. IV Information exchange regarding WASC process, visit, expected outcomes, campus tour, next steps Continue compiling “Findings” and “Supporting Evidence” for Ch. IV Review progress for Ch. IV part “A” and plan next steps toward completion of draft
Date
Task
Participants
10-27-16
WASC Focus Group “B” Leader Meeting
WASC Coordinator, Focus Group “B” Leaders
10-27-16
WASC Focus Group “D” Leader Meeting
WASC Coordinator, Focus Group “D” Leaders
10-31-16
WASC Focus Groups – Collaboration (whole staff)
All Focus Groups
11-7-16
WASC Visiting Committee Training RCOE – for Arleta HS Visit WASC Focus Group “C” Leader Meeting
WASC Coordinator
WASC SSC Presentation
WASC Coordinator, SSC WASC Coordinator
1-9-17
1-19-17
WASC Coordinator, Focus Group “C” Leaders
1-29 to 2-1-17
WASC Visiting Committee to Arleta HS
1-30-17
Focus Groups Revise Ch. IV
All Focus Groups
2-6-17
WASC Staff Meeting
Whole staff
3-1-17
Revise and Finalize Schoolwide Action Plan
Principal’s Cabinet
3-6-17
WASC Staff Meeting
Whole staff
Final Draft WASC Self-Study
Yucaipa High School
WASC Visit
All Stakeholders
3-13-17 4-23 to 4-26-17
Outcome Review progress for Ch. IV part “B” and plan next steps toward completion of draft Review progress for Ch. IV part “D” and plan next steps toward completion of draft Continue compiling “Findings” and “Supporting Evidence” for Ch. IV Prepare for WASC Visit to Arleta HS Los Angeles USD Review progress for Ch. IV part “C” and plan next steps toward completion of draft Explained WASC process to SSC Training opportunity for WASC Coordinator Read edited rough draft of Ch. IV – provide input for revisions, omissions, wording, spelling, etc. Power Point Presentation – where we are in the process, next steps, sample visit schedule, what to expect Revision and Final Draft of Schoolwide Action Plan Jigsaw Ch. IV summaries, strengths, areas of growth Submit Final Draft ?
LATE START DAYS
2016 - 2017 BELL SCHEDULE Office hours: Main Office: Fax Number: REGULAR SCHEDULE Lunch A Per 0 Per 1 Pass Per 2 Break Pass Per 3 Pass Lunch A Pass Per 4 Pass Per 5 Pass Per 6
6:48 AM–7:44 AM 7:51 AM–8:47 AM 8:47 AM–8:54 AM 8:54 AM–9:55 AM 9:55 AM–10:01 AM 10:01 AM–10:08 AM 10:08 AM–11:04 AM 11:04 AM–11:11 AM 11:11 AM–11:41 AM 11:41 AM–11:48 AM 11:48 AM–12:44 PM 12:44 PM–12:51 PM 12:51 PM–1:47 PM 1:47 PM–1:54 PM 1:54 PM–2:50 PM
7:00 a.m. – 3:30 p.m. (909) 797-0106 (909) 790-3200
LATE START DAYS
SEMESTER FINALS
Lunch A Per 0 8:05 AM–8:51 AM Collab. 7:51 AM–8:51 AM Pass 8:51 AM–8:58 AM Per 1 8:58 AM–9:44 AM Pass 9:44 AM–9:52 AM Per 2 9:52 AM–10:42 AM Break 10:42 AM–10:48 AM Pass 10:48 AM–10:55 AM Per 3 10:55 AM–11:41 AM Lunch A 11:41 AM–12:11 PM Pass 12:11 PM–12:18 PM Per 4 12:18 PM–1:04 PM Pass 1:04 PM–1:11 PM Per 5 1:11 PM–1:57 PM Pass 1:57 PM–2:04 PM Per 6 2:04 PM–2:50 PM
Day 1 Per 1 Break Pass Per 4
7:51 AM–9:53 AM 9:53 AM–10:06 AM 10:06 AM–10:13 AM 10:13 AM–12:15 PM
Per 2 Break Pass Per 5
7:51 AM–9:53 AM 9:53 AM–10:06 AM 10:06 AM–10:13 AM 10:13 AM–12:15 PM
Per 3 Break Pass Per 6
7:51 AM–9:53 AM 9:53 AM–10:06 AM 10:06 AM–10:13 AM 10:13 AM–12:15 PM
Day 2
Day 3
Aug. 15, 2016 Oct. 31 Aug. 22 Nov. 7 Aug. 29 Nov. 14 Sept. 12 Nov. 28 Sept. 19 Dec. 5 Sept. 26 Jan. 9, 2017 Oct. 3 Jan. 23 Oct. 10 Jan. 30 Oct. 17 Feb. 6 Oct. 24 Feb. 27
March 6 March 13 March 20 April 10 April 17 April 24 May 1 May 8 May 15 May 22
RALLY~ASSEMBLY SCHEDULE “A” SCHEDULE Per 0 6:54 AM–7:44 AM Pass 7:44 AM–7:51 AM Per 1 7:51 AM–8:41 AM Pass 8:41 AM–8:48 AM Per 2 8:48 AM–9:41 AM Break 9:41 AM–9:47 AM Pass 9:47 AM–9:54 AM ASSEMBLY~RALLY “A” 9:54 AM–10:34 AM Per 3 10:34 AM–11:24 AM Pass 11:24 AM–11:31 AM Lunch A 11:31 AM–11:59 AM Pass 11:59 AM–12:06 PM Per 4 12:06 PM–12:56 PM Pass 12:56 PM–1:03 PM Per 5 1:03 PM–1:53 PM Pass 1:53 PM–2:00 PM Per 6 2:00 PM–2:50 PM ------------------------------------------------
Lunch B Per 0 Per 1 Pass Per 2 Break Pass Per 3 Pass Per 4 Pass Lunch B Pass Per 5 Pass Per 6
6:48 AM–7:44 AM 7:51 AM–8:47 AM 8:47 AM–8:54 AM 8:54 AM– 9:55 AM 9:55 AM–10:01 AM 10:01 AM–10:08 AM 10:08 AM–11:04 AM 11:04 AM–11:11 AM 11:11 AM–12:07 PM 12:07 PM–12:14 PM 12:14 PM–12:44 PM 12:44 PM–12:51 PM 12:51 PM–1:47 PM 1:47 PM–1:54 PM 1:54 PM–2:50 PM
Lunch B Per 0 8:05 AM–8:51 AM Collab. 7:51 AM–8:51 AM Pass 8:51 AM–8:58 AM Per 1 8:58 AM–9:44 AM Pass 9:44 AM–9:52 AM Per 2 9:52 AM–10:42 AM Break 10:42 AM–10:48 AM Pass 10:48 AM–10:55 AM Per 3 10:55 AM–11:41 AM Pass 11:41 AM–11:48 AM Per 4 11:48 AM–12:34 PM Lunch B 12:34 PM–1:04 PM Pass 1:04 PM–1:11 PM Per 5 1:11 PM–1:57 PM Pass 1:57 PM–2:04 PM Per 6 2:04 PM–2:50 PM
MINIMUM DAY SCHEDULE Per 0 Pass Per 1 Pass Per 2 Pass Per 3 Break Pass Per 4 Pass Per 5 Pass Per 6
7:07 AM–7:44 AM 7:44 AM–7:51 AM 7:51 AM–8:28 AM 8:28 AM–8:35 AM 8:35 AM–9:13 AM 9:13 AM–9:20 AM 9:20 AM–9:57 AM 9:57 AM–10:03 AM 10:03 AM–10:10 AM 10:10 AM–10:47 AM 10:47 AM–10:54 AM 10:54 AM–11:31 AM 11:31 AM–11:38 AM 11:38 AM–12:15 PM
Per 0 Pass Per 1 Pass Per 2 Break Pass Per 3
“B” SCHEDULE 6:54 AM–7:44 AM 7:44 AM–7:51 AM 7:51 AM–8:41 AM 8:41 AM– 8:48 AM 8:48 AM–9:41 AM 9:41 AM–9:47 AM 9:47 AM–9:54 AM 9:54 AM–10:44 AM
ASSEMBLY~RALLY “B” 10:44 AM–11:24 AM
Pass Per 4 Pass Lunch B Pass Per 5 Pass Per 6
11:24 AM–11:31 AM 11:31 AM–12:21 PM 12:21 PM–12:28 PM 12:28 PM–12:56 PM 12:56 PM–1:03 PM 1:03 PM–1:53 PM 1:53 PM–2:00 PM 2:00 PM–2:50 PM
Glossary of Terms/Acronyms ELS
English Language Services
EPT
Education Partnership Trust
ACT
Application Binary Interface (Aeries) Accrediting Commission for Schools, Western Association of Schools and Colle ges American College Testing
ERW C
AD
Athletic Director
ESLR
ADA
Average Daily Attendance
FAFSA
AFJROTC
Gen Ed GSA
Gay/Straight Alliance
AP API
Air Force Junior Reserve Officer Training Corps Annual Measurable Achievement Objectives Advanced Placement Academic Performance Index
Expository Reading and Writing Course Expe cted Schoolwide Learning Results Free Application for Fe deral Student Aid General Education
GVHS HBS
ASB
Associated Stude nt Body
ICT
ASL
American Sign Language
IEP
AST
Academic Success Training
LCAP
ASVAB
Armed Services Vocational Determination Advance ment Via Individual Determination Ade quate Yearly Progress Bilingual, Cross-Cultural, Language and Acade mic Development Beginning Teacher Support and Assessment California Assessment of Student Performance Progress California High School Exit Exam Citrus Belt League Common Core State Standards California Department of Education College Entry Level California English Language Development Test California Educational Theater Association
LCD
Green Valley High School Health and Biomedical Sciences Information and Communication Technologies Individualize d Education Program Local Control and Accountability Plan Liquid-Crystal Display
ABI ACS-WASC
AMAO
AVID AYP BCLAD BTSA CAASPP CAHSEE CBL CCSS CDE CEL CELDT CETA
LEA LPS
Local Control Funding Formula Local Educational Agency Law and Public Safety
LRE
Least Restrictive Environment
MI
Me dical Intervention
MOU
Memorandum of Unde rstanding Multi-Purpose Room Multi-Tiered Systems for Support Next Generation Science Standards Oak View Education Center Professional Development
LCFF
MPR MTSS NGSS OVEC PD PLC
Professional Learning Community
Glossary of Terms/Acronyms cont. Common Formative Assessment Crafton Hills College
PLTW
Project Lead the Way
PTSO
California Interscholastic Fe deration California Interscholastic Federation Southern Section Curriculum Information Manage ment Advisory Committee Cross-Cultural, Language and Academic Development Colton, Re dlands, Yucaipa Regional Occupation Program California School Employe es Association California Scholarship Fe deration California Standards Test California State University Career and Technical Education
ROP
Parent Teacher Student Organization Regional Occupation Program
SPED SPSA
DO
Career Technical Instruction Deferred Action for Childhood Arrivals (Dream Act) District-level English Learner Advisory Committe e District Office
DOK
De pth of Knowle dge
STAR 360
EADMS
Educator’s Assessment Data Management System Early Assessment Program
TA
CFA CHC CIF CIFSS CIMA CLAD CRYROP CSEA CSF CST CSU CTE CTI DACA DELAC
EAP EDTA ELA ELAC ELD ELMO ELPAC
Educational Theatre Association English Language Arts English Learner Advisory Committee English Language Development Ele ctricity Light Machine Organization English Language Proficiency Assessments for California
SAI SARC
Special Education Academic Instruction School Accountability Report Card
SAT
Scholastic Aptitude Test
SBAC
Smarter Balanced Assessment Consortium Specially Designed Academic Instruction in English Special Education Local Plan Area Student Intervention Team Schoolwide Learner Outcomes Seniors Online Orientation Application, Assessment, Advising Registration Spe cial Education Single Plan for Student Achievement School Site Council
SDAIE SELPA SIT SLO SOA3R
SSC STAR
Standardize d Testing and Re porting Standardize d Test for the Assessment of Reading Teacher’s Assistant (Aide)
TOA or (TOSA) UC
Teacher of (Special) Assignment
VAPA W ICOR
Visual and Performing Arts Writing, Inquiry, Collaboration, Organization and Reading Yucaipa-Calime sa Educator’s Association Yucaipa High School
YCEA YHS YCJUSD
University of California
Yucaipa-Calime sa Joint Unified School District
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
Q1 My gender is... Answered: 1,391
Skipped: 0
Male
Female
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
Male
50.47%
702
Female
49.53%
689
Total
1,391
Q2 My primary ethnicity is: Answered: 1,387
Skipped: 4
White
Hispanic/Latino
African-America n
Asian
Other
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses 58.54%
812
30.35%
421
White Hispanic/Latino
1 / 32
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
African-American
2.45%
34
Asian
3.10%
43
Other
5.55%
77
Total
1,387
Q3 The teachers at YHS act professionally. Answered: 1,386
Skipped: 5
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
2.96%
41
I disagree
4.40%
61
I neither agree nor disagree
18.76%
260
I agree
55.41%
768
I strongly agree
18.47%
256
Total
1,386
Q4 The teachers at YHS are well qualified to support students and their learning. Answered: 1,386
Skipped: 5
2 / 32
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
60%
Answer Choices
70%
80%
90%
100%
Responses
I strongly disagree
3.46%
48
I disagree
4.91%
68
I neither agree nor disagree
19.48%
270
I agree
52.60%
729
I strongly agree
19.55%
271
Total
1,386
Q5 The teachers at YHS are well prepared. Answered: 1,385
Skipped: 6
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
3 / 32
50%
60%
70%
80%
90%
100%
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
Answer Choices
Responses
I strongly disagree
1.95%
27
I disagree
6.86%
95
I neither agree nor disagree
22.67%
314
I agree
53.21%
737
I strongly agree
15.31%
212
Total
1,385
Q6 YHS has enough staff to meet the needs of all students. Answered: 1,386
Skipped: 5
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
4.47%
I disagree
14.43%
200
I neither agree nor disagree
25.04%
347
I agree
40.48%
561
I strongly agree
15.58%
216
Total
62
1,386
Q7 The administration at YHS provides good leadership. Answered: 1,388
Skipped: 3
4 / 32
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
60%
Answer Choices
70%
80%
90%
100%
Responses
I strongly disagree
5.55%
77
I disagree
8.72%
121
I neither agree nor disagree
28.53%
396
I agree
44.16%
613
I strongly agree
13.04%
181
Total
1,388
Q8 The administration at YHS is visible on campus during the school day. Answered: 1,387
Skipped: 4
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
5 / 32
50%
60%
70%
80%
90%
100%
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
Answer Choices
Responses
I strongly disagree
4.04%
56
I disagree
9.37%
130
I neither agree nor disagree
18.02%
250
I agree
47.80%
663
I strongly agree
20.76%
288
Total
1,387
Q9 The administration at YHS is accessible to students to address comments or concerns about the school. Answered: 1,389
Skipped: 2
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
6.55%
I disagree
12.31%
171
I neither agree nor disagree
25.49%
354
I agree
40.96%
569
I strongly agree
14.69%
204
Total
91
1,389
Q10 The school's facilities are sufficient to meet the needs of all students. Answered: 1,386
Skipped: 5
6 / 32
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
60%
Answer Choices
70%
80%
90%
100%
Responses
I strongly disagree
6.85%
I disagree
15.30%
212
I neither agree nor disagree
27.49%
381
I agree
39.61%
549
I strongly agree
10.75%
149
95
Total
1,386
Q11 Classes at YHS are challenging. Answered: 1,385
Skipped: 6
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
7 / 32
50%
60%
70%
80%
90%
100%
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
Answer Choices
Responses
I strongly disagree
2.53%
35
I disagree
5.78%
80
I neither agree nor disagree
28.88%
400
I agree
43.32%
600
I strongly agree
19.49%
270
Total
1,385
Q12 I am familiar with the school's "Graduate Profile" or "School Wide Learner Outcomes". Answered: 1,385
Skipped: 6
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
18.99%
263
I disagree
25.34%
351
I neither agree nor disagree
19.93%
276
I agree
25.27%
350
I strongly agree
10.47%
145
Total
1,385
Q13 YHS prepares students for college. Answered: 1,387
Skipped: 4
8 / 32
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
60%
Answer Choices
70%
80%
90%
100%
Responses
I strongly disagree
3.68%
51
I disagree
6.34%
88
I neither agree nor disagree
24.73%
343
I agree
47.30%
656
I strongly agree
17.95%
249
Total
1,387
Q14 YHS offers the courses that students need to achieve their career goals. Answered: 1,386
Skipped: 5
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
9 / 32
50%
60%
70%
80%
90%
100%
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
Answer Choices
Responses
I strongly disagree
4.83%
67
I disagree
8.30%
115
I neither agree nor disagree
17.97%
249
I agree
46.90%
650
I strongly agree
22.01%
305
Total
1,386
Q15 Students have equitable access to honors and advanced placement courses. Answered: 1,385
Skipped: 6
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
1.66%
23
I disagree
3.83%
53
I neither agree nor disagree
13.07%
181
I agree
51.26%
710
I strongly agree
30.18%
418
Total
1,385
Q16 The environment at YHS encourages taking a challenging class schedule. Answered: 1,388
Skipped: 3
10 / 32
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
60%
Answer Choices
70%
80%
90%
100%
Responses
I strongly disagree
4.97%
I disagree
13.54%
188
I neither agree nor disagree
30.33%
421
I agree
37.03%
514
I strongly agree
14.12%
196
69
Total
1,388
Q17 The curriculum in my classes is based on state and/or national standards. Answered: 1,386
Skipped: 5
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
11 / 32
50%
60%
70%
80%
90%
100%
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
Answer Choices
Responses
I strongly disagree
1.88%
26
I disagree
4.18%
58
I neither agree nor disagree
30.81%
427
I agree
47.40%
657
I strongly agree
15.73%
218
Total
1,386
Q18 I understand the sequencing of courses and graduation requirements. Answered: 1,387
Skipped: 4
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
2.09%
29
I disagree
3.97%
55
I neither agree nor disagree
11.25%
156
I agree
52.20%
724
I strongly agree
30.50%
423
Total
1,387
Q19 My teachers provide sufficient feedback on my performance in class. Answered: 1,385
Skipped: 6
12 / 32
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
6.50%
I disagree
14.73%
204
I neither agree nor disagree
27.73%
384
I agree
39.13%
542
I strongly agree
11.91%
165
Total
90
1,385
Q20 Students perform a wide variety of activities in classes such as presentations, projects, group assignments, experiments, and written reports. Answered: 1,385
Skipped: 6
13 / 32
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
3.03%
42
I disagree
5.13%
71
I neither agree nor disagree
14.15%
196
I agree
50.25%
696
I strongly agree
27.44%
380
Total
1,385
Q21 I use technology (web research, presentations, content-based software, excel, web projects, video production, etc.) in class. Answered: 1,383
Skipped: 8
14 / 32
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
60%
Answer Choices
70%
80%
90%
100%
Responses
I strongly disagree
2.96%
41
I disagree
4.70%
65
I neither agree nor disagree
11.42%
158
I agree
51.63%
714
I strongly agree
29.28%
405
Total
1,383
Q22 Students feel comfortable asking questions in class. Answered: 1,382
Skipped: 9
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
15 / 32
50%
60%
70%
80%
90%
100%
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
Answer Choices
Responses
I strongly disagree
9.41%
130
I disagree
16.43%
227
I neither agree nor disagree
29.81%
412
I agree
33.57%
464
I strongly agree
10.78%
149
Total
1,382
Q23 Students feel comfortable expressing ideas in class. Answered: 1,382
Skipped: 9
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
9.91%
137
I disagree
17.22%
238
I neither agree nor disagree
32.42%
448
I agree
30.39%
420
I strongly agree
10.06%
139
Total
1,382
Q24 In my classes, we make crosscurricular connections. In other words: In my classes, I use skills or knowledge that I have learned in other subjects. Answered: 1,380
Skipped: 11
16 / 32
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
3.55%
49
I disagree
8.84%
122
I neither agree nor disagree
22.25%
307
I agree
50.22%
693
I strongly agree
15.14%
209
Total
1,380
Q25 My teachers use a variety of tools to assess student achievement. Answered: 1,382
Skipped: 9
17 / 32
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
60%
Answer Choices
70%
80%
90%
100%
Responses
I strongly disagree
3.40%
47
I disagree
9.70%
134
I neither agree nor disagree
27.57%
381
I agree
47.11%
651
I strongly agree
12.23%
169
Total
1,382
Q26 My teachers provide timely notification of upcoming assessments. Answered: 1,379
Skipped: 12
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
18 / 32
50%
60%
70%
80%
90%
100%
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
Answer Choices
Responses
I strongly disagree
6.45%
I disagree
11.60%
160
I neither agree nor disagree
25.82%
356
I agree
43.44%
599
I strongly agree
12.69%
175
89
Total
1,379
Q27 My teachers provide assessment results in a reasonable amount of time. Answered: 1,382
Skipped: 9
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
8.18%
113
I disagree
15.92%
220
I neither agree nor disagree
29.09%
402
I agree
39.07%
540
I strongly agree
7.74%
107
Total
1,382
Q28 The counselors are helpful when I approach them. Answered: 1,384
Skipped: 7
19 / 32
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
60%
70%
Answer Choices
80%
90%
100%
Responses
I strongly disagree
7.23%
100
I disagree
6.86%
95
I neither agree nor disagree
23.92%
331
I agree
37.28%
516
I strongly agree
24.71%
342
Total
1,384
Q29 The YHS campus is clean. Answered: 1,383
Skipped: 8
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
20 / 32
50%
60%
70%
80%
90%
100%
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
Answer Choices
Responses
I strongly disagree
11.86%
164
I disagree
21.04%
291
I neither agree nor disagree
27.62%
382
I agree
33.12%
458
I strongly agree
6.36%
88
Total
1,383
Q30 The YHS campus is safe. Answered: 1,384
Skipped: 7
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
7.30%
101
I disagree
9.97%
138
I neither agree nor disagree
28.68%
397
I agree
40.32%
558
I strongly agree
13.73%
190
Total
1,384
Q31 Students at YHS treat one another with respect. Answered: 1,382
Skipped: 9
21 / 32
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
60%
Answer Choices
70%
80%
90%
100%
Responses
I strongly disagree
19.46%
269
I disagree
21.27%
294
I neither agree nor disagree
34.66%
479
I agree
19.75%
273
I strongly agree
4.85%
67
Total
1,382
Q32 Bullying is a problem at YHS Answered: 1,382
Skipped: 9
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
22 / 32
50%
60%
70%
80%
90%
100%
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
Answer Choices
Responses
I strongly disagree
9.84%
136
I disagree
23.08%
319
I neither agree nor disagree
38.86%
537
I agree
17.37%
240
I strongly agree
10.85%
150
Total
1,382
Q33 Students at YHS treat the staff with respect. Answered: 1,382
Skipped: 9
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
7.74%
107
I disagree
17.73%
245
I neither agree nor disagree
36.18%
500
I agree
32.27%
446
I strongly agree
6.08%
Total
84 1,382
Q34 Teachers at YHS treat the students with respect. Answered: 1,385
Skipped: 6
23 / 32
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
60%
Answer Choices
70%
80%
90%
100%
Responses
I strongly disagree
6.57%
I disagree
11.62%
161
I neither agree nor disagree
29.24%
405
I agree
40.43%
560
I strongly agree
12.13%
168
91
Total
1,385
Q35 Students at YHS are stressed. Answered: 1,384
Skipped: 7
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
24 / 32
50%
60%
70%
80%
90%
100%
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
Answer Choices
Responses
I strongly disagree
1.88%
26
I disagree
2.75%
38
I neither agree nor disagree
16.76%
232
I agree
27.31%
378
I strongly agree
51.30%
710
Total
1,384
Q36 YHS students have opportunities to influence school decisions. Answered: 1,383
Skipped: 8
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
10.27%
142
I disagree
15.18%
210
I neither agree nor disagree
33.26%
460
I agree
33.19%
459
I strongly agree
8.10%
112
Total
1,383
Q37 YHS students and parents have adequate access to view student grades. Answered: 1,385
Skipped: 6
25 / 32
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
1.52%
21
I disagree
1.66%
23
I neither agree nor disagree
10.18%
141
I agree
46.21%
640
I strongly agree
40.43%
560
Total
1,385
Q38 Classes of the same subject area (examples: all Math 2 classes, all Chemistry classes, all English 11 classes, etc.) have a consistent workload, regardless of teacher. Answered: 1,384
Skipped: 7
26 / 32
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
14.31%
198
I disagree
17.27%
239
I neither agree nor disagree
25.22%
349
I agree
29.99%
415
I strongly agree
13.22%
183
Total
1,384
Q39 Classes of the same subject area (examples: all Math 2 classes, all Chemistry classes, all English 11 classes, etc.) have a consistent grading standard, regardless of teacher. Answered: 1,384
Skipped: 7
27 / 32
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
60%
Answer Choices
70%
80%
90%
100%
Responses
I strongly disagree
11.71%
162
I disagree
19.65%
272
I neither agree nor disagree
31.36%
434
I agree
28.97%
401
I strongly agree
8.31%
115
Total
1,384
Q40 The amount of work assigned to students is enough to support learning. Answered: 1,384
Skipped: 7
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
28 / 32
50%
60%
70%
80%
90%
100%
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
Answer Choices
Responses
I strongly disagree
4.26%
59
I disagree
7.08%
98
I neither agree nor disagree
27.10%
375
I agree
44.22%
612
I strongly agree
17.34%
240
Total
1,384
Q41 The average amount of time I spend on homework per night is: Answered: 1,383
Skipped: 8
0 - 30 Minutes
30 - 60 Minutes
1 - 1.5 Hours
1.5 - 2 Hours
More than 2 Hours
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
0 - 30 Minutes
11.21%
155
30 - 60 Minutes
16.20%
224
1 - 1.5 Hours
16.12%
223
1.5 - 2 Hours
16.99%
235
More than 2 Hours
39.48%
546
Total
1,383
Q42 I am enrolled in one of the YHS "Academies". Answered: 1,376
Skipped: 15
29 / 32
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
Engineering
Health and Biomedical...
Law and Public Safety
Not enrolled in and...
0%
10%
20%
30%
40%
50%
60%
Answer Choices
70%
80%
90%
100%
Responses
Engineering
13.66%
188
Health and Biomedical Sciences
6.83%
94
Law and Public Safety
5.74%
79
Not enrolled in and "Academy"
73.76%
1,015
Total
1,376
Q43 I am enrolled in the YHS AVID program. Answered: 1,380
Skipped: 11
Yes
No
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
Yes
9.78%
No
90.22%
Total
135 1,245 1,380
30 / 32
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
Q44 I receive additional academic support services (IEP, 504, ELL). Answered: 1,376
Skipped: 15
Yes
No
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
Yes
10.03%
138
No
89.97%
1,238
Total
1,376
Q45 I am currently in... Answered: 1,384
Skipped: 7
9th Grade
10th Grade
11th Grade
12th Grade
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses 20.52%
9th Grade
31 / 32
284
Yucaipa High School WASC Student Survey 2016
SurveyMonkey
10th Grade
25.29%
350
11th Grade
34.68%
480
12th Grade
19.51%
270
Total
1,384
32 / 32
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
Q1 My gender is... Answered: 485
Skipped: 1
Male
Female
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
Male
27.22%
132
Female
72.78%
353
Total
485
Q2 My primary ethnicity is: Answered: 481
Skipped: 5
White
Hispanic/Latino
African-America n
Asian
Other
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses 74.01%
356
20.37%
98
White Hispanic/Latino
1 / 27
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
African-American
1.66%
8
Asian
1.04%
5
Other
2.91%
14
Total
481
Q3 The teachers at YHS act professionally. Answered: 480
Skipped: 6
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
4.17%
20
I disagree
6.67%
32
I neither agree nor disagree
11.04%
53
I agree
45.42%
218
I strongly agree
32.71%
157
Total
480
Q4 The teachers at YHS are well-qualified to support students and their learning. Answered: 482
Skipped: 4
2 / 27
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
60%
Answer Choices
70%
80%
90%
100%
Responses
I strongly disagree
2.70%
13
I disagree
4.56%
22
I neither agree nor disagree
13.49%
65
I agree
47.30%
228
I strongly agree
31.95%
154
Total
482
Q5 The teachers at YHS are well-prepared Answered: 482
Skipped: 4
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
3 / 27
50%
60%
70%
80%
90%
100%
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
Answer Choices
Responses
I strongly disagree
3.32%
16
I disagree
5.19%
25
I neither agree nor disagree
14.73%
71
I agree
48.55%
234
I strongly agree
28.22%
136
Total
482
Q6 When I have been in contact with YHS staff, the communication from the staff has been effective. Answered: 484
Skipped: 2
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
5.37%
26
I disagree
6.61%
32
I neither agree nor disagree
15.29%
74
I agree
43.60%
211
I strongly agree
29.13%
141
Total
484
Q7 YHS has enough staff to meet the needs of all students. Answered: 481
Skipped: 5
4 / 27
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
60%
Answer Choices
70%
80%
90%
100%
Responses
I strongly disagree
7.07%
34
I disagree
15.59%
75
I neither agree nor disagree
24.74%
119
I agree
34.72%
167
I strongly agree
17.88%
86
Total
481
Q8 The administration at YHS provides good leadership. Answered: 482
Skipped: 4
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
5 / 27
50%
60%
70%
80%
90%
100%
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
Answer Choices
Responses
I strongly disagree
4.36%
21
I disagree
6.02%
29
I neither agree nor disagree
20.12%
97
I agree
46.06%
222
I strongly agree
23.44%
113
Total
482
Q9 The administration at YHS is accessible to students and parents to address comments or concerns. Answered: 483
Skipped: 3
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
3.93%
19
I disagree
6.63%
32
I neither agree nor disagree
16.36%
79
I agree
46.38%
224
I strongly agree
26.71%
129
Total
483
Q10 The school's facilities are sufficient to meet the needs of all students. Answered: 482
Skipped: 4
6 / 27
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
60%
Answer Choices
70%
80%
90%
100%
Responses
I strongly disagree
7.05%
34
I disagree
20.12%
97
I neither agree nor disagree
19.92%
96
I agree
37.55%
181
I strongly agree
15.35%
74
Total
482
Q11 Classes at YHS are challenging. Answered: 483
Skipped: 3
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
7 / 27
50%
60%
70%
80%
90%
100%
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
Answer Choices
Responses
I strongly disagree
2.48%
12
I disagree
4.35%
21
I neither agree nor disagree
16.36%
79
I agree
52.38%
253
I strongly agree
24.43%
118
Total
483
Q12 YHS prepares students for college. Answered: 482
Skipped: 4
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
2.90%
14
I disagree
6.22%
30
I neither agree nor disagree
18.26%
88
I agree
49.17%
237
I strongly agree
23.44%
113
Total
482
Q13 YHS offers the courses that students need to achieve their career goals. Answered: 484
Skipped: 2
8 / 27
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
60%
Answer Choices
70%
80%
90%
100%
Responses
I strongly disagree
3.10%
15
I disagree
6.20%
30
I neither agree nor disagree
14.26%
69
I agree
50.41%
244
I strongly agree
26.03%
126
Total
484
Q14 Students have equitable access to honors and advanced placement courses. Answered: 483
Skipped: 3
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
9 / 27
50%
60%
70%
80%
90%
100%
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
Answer Choices
Responses
I strongly disagree
2.07%
10
I disagree
3.93%
19
I neither agree nor disagree
13.87%
67
I agree
51.55%
249
I strongly agree
28.57%
138
Total
483
Q15 The environment at YHS encourages taking a challenging class schedule. Answered: 483
Skipped: 3
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
3.93%
19
I disagree
7.25%
35
I neither agree nor disagree
20.29%
98
I agree
46.17%
223
I strongly agree
22.36%
108
Total
483
Q16 The curriculum in classes is based on state and/or national standards. Answered: 483
Skipped: 3
10 / 27
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
60%
Answer Choices
70%
80%
90%
100%
Responses
I strongly disagree
1.66%
8
I disagree
1.04%
5
I neither agree nor disagree
23.19%
112
I agree
51.35%
248
I strongly agree
22.77%
110
Total
483
Q17 I understand the sequencing of courses and graduation requirements. Answered: 483
Skipped: 3
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree 0%
10%
20%
30%
40%
11 / 27
50%
60%
70%
80%
90%
100%
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
Answer Choices
Responses
I strongly disagree
1.86%
9
I disagree
4.97%
24
I neither agree nor disagree
9.73%
47
I agree
52.59%
254
I strongly agree
30.85%
149
Total
483
Q18 Teachers provide sufficient feedback on student performance. Answered: 482
Skipped: 4
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
5.39%
26
I disagree
14.52%
70
I neither agree nor disagree
17.43%
84
I agree
44.61%
215
I strongly agree
18.05%
87
Total
482
Q19 Students perform a wide variety of activities in classes such as presentations, projects, group assignments, experiments, and written reports. Answered: 484
Skipped: 2
12 / 27
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
2.89%
14
I disagree
3.31%
16
I neither agree nor disagree
9.09%
44
I agree
57.85%
280
I strongly agree
26.86%
130
Total
484
Q20 Students feel comfortable asking questions and expressing ideas in class. Answered: 481
Skipped: 5
13 / 27
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
60%
Answer Choices
70%
80%
90%
100%
Responses
I strongly disagree
4.16%
20
I disagree
11.43%
55
I neither agree nor disagree
21.83%
105
I agree
45.11%
217
I strongly agree
17.46%
84
Total
481
Q21 Teachers use a variety of tools to assess student achievement. Answered: 479
Skipped: 7
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
14 / 27
50%
60%
70%
80%
90%
100%
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
Answer Choices
Responses
I strongly disagree
3.55%
17
I disagree
7.93%
38
I neither agree nor disagree
24.22%
116
I agree
45.72%
219
I strongly agree
18.58%
89
Total
479
Q22 Teachers provide timely notification of upcoming assignments. Answered: 480
Skipped: 6
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
3.13%
15
I disagree
7.92%
38
I neither agree nor disagree
20.42%
98
I agree
49.58%
238
I strongly agree
18.96%
91
Total
480
Q23 Teachers provide assessment results in a reasonable amount of time. Answered: 480
Skipped: 6
15 / 27
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
60%
Answer Choices
70%
80%
90%
100%
Responses
I strongly disagree
3.96%
19
I disagree
13.54%
65
I neither agree nor disagree
20.21%
97
I agree
45.21%
217
I strongly agree
17.08%
82
Total
480
Q24 YHS counselors are helpful when contacted. Answered: 482
Skipped: 4
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
16 / 27
50%
60%
70%
80%
90%
100%
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
Answer Choices
Responses
I strongly disagree
4.15%
20
I disagree
9.13%
44
I neither agree nor disagree
19.71%
95
I agree
37.97%
183
I strongly agree
29.05%
140
Total
482
Q25 The YHS campus is clean. Answered: 480
Skipped: 6
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
60%
Answer Choices
70%
80%
90%
100%
Responses
I strongly disagree
4.58%
22
I disagree
8.96%
43
I neither agree nor disagree
12.29%
59
I agree
55.21%
265
I strongly agree
18.96%
91
Total
480
Q26 The YHS campus is safe. Answered: 481
Skipped: 5
17 / 27
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
60%
Answer Choices
70%
80%
90%
100%
Responses
I strongly disagree
4.99%
24
I disagree
6.86%
33
I neither agree nor disagree
19.54%
94
I agree
50.94%
245
I strongly agree
17.67%
85
Total
481
Q27 Students at YHS treat one another with respect. Answered: 484
Skipped: 2
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
18 / 27
50%
60%
70%
80%
90%
100%
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
Answer Choices
Responses
I strongly disagree
7.23%
35
I disagree
16.53%
80
I neither agree nor disagree
26.45%
128
I agree
39.26%
190
I strongly agree
10.54%
51
Total
484
Q28 Bullying is a problem at YHS. Answered: 483
Skipped: 3
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
7.04%
I disagree
26.09%
126
I neither agree nor disagree
42.24%
204
I agree
17.39%
84
I strongly agree
7.25%
35
Total
34
483
Q29 Students at YHS treat the staff with respect. Answered: 482
Skipped: 4
19 / 27
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
60%
Answer Choices
70%
80%
90%
100%
Responses
I strongly disagree
2.90%
14
I disagree
7.88%
38
I neither agree nor disagree
34.23%
165
I agree
45.23%
218
I strongly agree
9.75%
47
Total
482
Q30 Teachers at YHS treat the students with respect. Answered: 480
Skipped: 6
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
20 / 27
50%
60%
70%
80%
90%
100%
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
Answer Choices
Responses
I strongly disagree
2.92%
14
I disagree
7.92%
38
I neither agree nor disagree
21.88%
105
I agree
51.46%
247
I strongly agree
15.83%
76
Total
480
Q31 Students at YHS are stressed. Answered: 481
Skipped: 5
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
3.53%
17
I disagree
14.55%
70
I neither agree nor disagree
40.54%
195
I agree
27.23%
131
I strongly agree
14.14%
68
Total
481
Q32 YHS parents have opportunities to access school information via YHS website, Facebook, Twitter, text message, voice mail, e-mail, etc. Answered: 480
Skipped: 6
21 / 27
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
60%
Answer Choices
70%
80%
90%
100%
Responses
I strongly disagree
1.25%
6
I disagree
3.33%
16
I neither agree nor disagree
7.92%
38
I agree
52.71%
253
I strongly agree
34.79%
167
Total
480
Q33 YHS students and parents have adequate access to view student grades. Answered: 482
Skipped: 4
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
22 / 27
50%
60%
70%
80%
90%
100%
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
Answer Choices
Responses
I strongly disagree
1.04%
5
I disagree
2.28%
11
I neither agree nor disagree
6.22%
30
I agree
47.51%
229
I strongly agree
42.95%
207
Total
482
Q34 Classes of the same subject area (examples: all Math 2 classes, all Chemistry classes, all English 11 classes, etc.) have a consistent workload, regardless of teacher. Answered: 480
Skipped: 6
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I strongly disagree
11.04%
53
I disagree
18.13%
87
I neither agree nor disagree
34.17%
164
I agree
27.08%
130
I strongly agree
9.58%
Total
46 480
Q35 Classes of the same subject area (examples: all Math 2 classes, all Chemistry classes, all English 11 classes, etc.) have a 23 / 27
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
consistent grading standards, regardless of teacher. Answered: 481
Skipped: 5
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
I strongly disagree
9.15%
44
I disagree
18.71%
90
I neither agree nor disagree
36.80%
177
I agree
27.03%
130
I strongly agree
8.32%
Total
40 481
Q36 The amount of work assigned to students is enough to support learning. Answered: 480
Skipped: 6
24 / 27
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
I strongly disagree
I disagree
I neither agree nor...
I agree
I strongly agree
0%
10%
20%
30%
40%
50%
60%
Answer Choices
70%
80%
90%
100%
Responses
I strongly disagree
3.54%
17
I disagree
4.79%
23
I neither agree nor disagree
18.96%
91
I agree
55.00%
264
I strongly agree
17.71%
85
Total
480
Q37 The average amount of time my student spends on homework per night is: Answered: 481
Skipped: 5
0 - 30 Minutes
30 - 60 Minutes
1 - 1.5 Hours
1.5 - 2 Hours
More than 2 Hours
0%
10%
20%
30%
40%
25 / 27
50%
60%
70%
80%
90%
100%
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
Answer Choices
Responses
0 - 30 Minutes
4.37%
21
30 - 60 Minutes
14.97%
72
1 - 1.5 Hours
19.13%
92
1.5 - 2 Hours
27.65%
133
More than 2 Hours
33.89%
163
Total
481
Q38 My student is enrolled in one of the YHS "Academies". Answered: 481
Skipped: 5
Engineering
Health and Biomedical...
Law and Public Safety
Not enrolled in one of th...
0%
10%
20%
30%
40%
50%
60%
70%
Answer Choices
80%
90%
100%
Responses
Engineering
16.01%
77
Health and Biomedical Sciences
9.98%
48
Law and Public Safety
10.19%
49
Not enrolled in one of the YHS "Academies"
63.83%
307
Total
481
Q39 My student receives additional academic support (example: IEP, 504). Answered: 477
Skipped: 9
26 / 27
Yucaipa High School WASC Parent Survey 2016
SurveyMonkey
Yes
No
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
Yes
16.35%
78
No
83.65%
399
Total
477
Q40 My student is enrolled in the AVID program. Answered: 478
Skipped: 8
Yes
No
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
Yes
15.69%
75
No
84.31%
403
Total
478
27 / 27
YUCAIPA HIGH SCHOOL MASTER SCHEDULE – 2016/2017 (2/8/2017)
EMERGENCIES DIAL 1-911 FROM CLASSROOMS
# Teachers - 114
FACULTY
ROOM
EXT
LUNCH
Aldrich, Carrie 602
D-2
1142
Allen, Christa 250
P-7
Alonzo, Jessica 300
PER 0
PER 1 (7:51-8:47)
PER 2 (8:54-9:55)
ASPED
SI Earth Science
SI Earth Science
1757
B
Math 3
Math 3
E-6
1206
B
Marine Biology
Andriese, Bryan 302
O-3
1703
B
Arreola, Matthew 606
D-6
1146
Bagg, Mike 550
E-5
Bensley, Rodney 252 Biskup, Christina 650 Brush, Jason 254
(6:48-7:44)
PER 3 (10:08-11:04)
Math 3
PER 4 (11:11-12:44)
PER 5 (12:51-1:47)
Learning Center 9
SI Math
PER 6 (1:54-2:50) PER 7 (2:57-3:53)
Math 1
Math 3
HBS Biology
HBS Biology
HBS Biology
HBS Biology
Princ of Bio Medicine
Princ of Bio Medicine
Princ of Bio Medicine
Princ of Bio Medicine
Support/Success
ASPED
Learning Center 10
Math 1A
1205
B
3D Mod/Anim Game
AP Comp Science
3D Mod/Anim Game & Adv 3D Mod/Anim Game
Comp Science/ Software Eng
P-10
1760
B
Math 2
Math 2B
Math 2
O-14
1714
A
ROP Med. Occup.
ROP Med. Occup.
Math 1A Comp Science/ Software Eng
Math 1B
Math 2B
Math 2B
ROP Sports Med.
ROP Sports Med.
ROP Sports Med.
O-6
1706
B
Math 2A
Math 2A
Math 2A
Math 2A
Math 2A
Q-208
1194
B
Statistics
AP Statistics
AP Statistics
Statistics
Statistics
Calbreath, Liz 450
D-1
1141
A
Spanish 2
Spanish 2
Spanish 2
AVID 10
AVID 10
Carney, Jason 350
P-6
1756
A
US History
US History
US History
Govt/Econ
Govt/Econ
Carpenter, Matt 58
Q-109
1125
AT/TH
ASB
ASB
ASB
Student Council (stage)
Carpenter, Tammy 202
O-10
1710
B
ENG English 10 Honors
ENG English 10
ENG English 10
Cheek, Tamani 352
P-4
1754
BAVID
HBS AP US History
US History&Public Health
Crawford, Jaime 204
A-12
1012
B
ELD English 9-12
ELD Elective
ELL Support
Dalzell, Ayron 552
E-8
1208
B
Math 2A
Princ Engineering
Princ Engineering
Davis, Mike 258
P-8
1758
B
AP Calculus AB
AP Calculus AB
AP Calculus AB
AP Calculus BC
deBaun, Linda 500
G-102
1305
A
GVHS
GVHS
Drama 2
DeLeon, Tana 304
E-3
1203
B
Human Body Systems
Human Body Systems
DeVries, John 206
A-3
1003
B
HBS English 9
HBS English 9
Q-206
1192
B
Math 1A
Math 1A
ENG Math 2
Math 2
Math 2
P-2
1752
A
Govt/Econ
Govt/Econ
Govt/Econ
Forensics
Forensics
Elliott, Kathryn 306
M-101
1601
B
Chemistry
Chemistry
Chemistry
Chemistry
Chemistry
Fernandez, Irving 264
P-1
1751
B
Math 1
Math 1
Math 1
Math 1
Math 1
Fiello, Kristen 308
E-4
1204
B
Flores, Margie 308
L-4
1554
B
Full, Michael 356
Q-209
1195
A
Govt/Econ
Govt/Econ
Govt/Econ
Govt/Econ
Govt/Econ
Gavigan, Sheryl 358
O-13
1713
A
Freshman Seminar
Freshman Seminar
Freshman Seminar
Freshman Seminar
Freshman Seminar
AVID 9
HBS English 10 Honors
HBS English 10
Beg Arts & Crafts
Beg Arts & Crafts
Beg Arts & Crafts
Beg Arts & Crafts
US History
Calbreath, Andy 256
Dotson-Kelly,Ethan 262 Eichman, John 354
Gialich, Danielle 210
A-4
1004
B
Gifford, Lori 502
I-209
1409
A
Gray, Sarah 360
PVMS HB Systems
Math 3
English 11
AVID 9
AVID 11
Q-108 x1175
Athletic PE/Water Polo
English 10 AVID 11 ELL Support
Princ Engineering
Q-108 x1175
Q-108 x1175
HBS English 9
HBS English 9 Honors
Princ Engineering AP Calculus AB
AVID 9
Marine Biology
Biology
Biology
Marine Biology
Biology
English 11
English 12 ERWC
English 12 ERWC
English 12 ERWC
English 11
HBS English 10 Adv Arts & Crafts
Q-105
1185
A
Drama 1
US History
US History
O-5
1705
A
Psychology
Psychology
Psychology
MWH
Gustafsson,Jessica212
A-16
1016
B
AP English Lang/Comp
AP English Lang/Comp
Gutierrez, Hope 608
I-101
1401
ASPED
SI Life Skills Lang
SI Life Skills Lang
SI Life Skills
Haggerty, Julie 364
Q-202
1188
A
LPS MWH
AP Psychology
AP Psychology
MWH
Gym
1502
A
PE 1
LPS PE 1
LPS PE 1
LPS PE 2
PE 1
AP US History
ELD English 9-12
Guillen, Robert 362
Harrison, Lori 402
ASB English 10 Honors
English 11
Drama 1 Athletic PE/Track
HBS English 11 SI Life Skills Social Study
HBS AP English Lang/Comp
SI Life Skills AP Psychology
PER 8 (5:00-6:30)
S/S M&W
FACULTY
English 9
HBS Chemistry
Chemistry
Herold, Lauren 316
M-106
1606
B
AVID 10
HBS Chemistry
Hickey, Crystal 652
Q-106
1186
BROP
ROP Fashion M/M
ROP Online Business
ROP Online Business
ROP Online Business
Hicks, Ashley 654
A-14
1014
A
ROP CMA
ROP Medical Termin
ROP Medical Termin
ROP Medical Termin
Hicks, Brad 554
E-9
1209
B
Intro Design 1
Intro Design 1
Intro Design 1
Holton, Nigel 266
P-3
1753
B
Math 2
Math 2
Math 2
Math 2
Horspool, Taylor 318
M-103
1603
B
Physics
Physics
AP Physics 2
AP Physics 1
Physics
Hudson, Ty 516
F-3
1253
BAVID
AVID 11
AVID 9
Beg Arts & Crafts
AVID 9
Athletic PE/Water Polo
Huggins, Sheila 404
Gym
1501
A
PE 2
Modified PE
Ibarra, Alfredo 452
A-11
1011
A
Spanish Native Spkr 1
Spanish 2
Spanish 2
Photography 2
PE 2
PER 4 (11:11-12:44)
English 9 Honors ENG English 9 Honors
1002
ROP CMA
ENG English 9 Honors
PER 3 (10:08-11:04)
ENG English 9
A-2
B
PER 2 (8:54-9:55)
PER 6 (1:54-2:50) PER 7 (2:57-3:53)
Heath, Amanda 214
(6:48-7:44)
PER 1 (7:51-8:47)
PER 5 (12:51-1:47)
EXT
Kennedy, Scott 504
LUNCH
PER 0
ROOM
ENG English 9
HBS Chemistry
PE 2 Spanish 2
CHC Allied Health AP Studio Arts
Intro Design 1
Trig/Math Analysis
Trig/Math Analysis
PE 2 Spanish 2
L-1
1616
B
Kivett, Dave 406
Gym
1451
A
Photography
Photography
Yearbook
Photography
Weight Training/Fit
Weight Training/Fit
PE 1
Athletic PE 1/Football
Knopp, Brenda 326
E-1
1201
B
Biology
Athletic PE/Softball
ENG Biology
ENG Biology
ENG Biology
Lacanlale, Donald 328
E-2
1202
B
Human Anat & Phys
ENG Biology
Biology
Biology
Leemkuil, Brianna 366
Q-201
1187
A
MWH
Leon, Heather 368
Q-203
1189
A
ENG Govt/Econ
Lewis, Kevin 370
O-4
1704
A
Govt/Econ
Linstrom, Ethan 215
O-15
1715
B
English 9
English 10
Macias, Abbey 658
1557 1560 1561
A
ROP ASL 1
ROP ASL 2
Maldonado,Robert 34
L-7 L-10 L-11
B
AFJROTC/Leader 4
Marshall, Jeff 506
I-210
1410
A
Beg Art & Design
Beg Art & Design
Beg Art & Design
Martin, Monty 216
C-3
1129
B
English 12
English 12
English 12
AP English Lit/Comp
English 12
Matteson, Michael 330
O-1
1701
B
Earth Science
Earth Science
P-5
1755
B
Pre-Calculus Pre-Calculus Honors
Earth Science Pre-Calculus Pre-Calculus Honors
Earth Science
McCoy, Danielle 268
Math 3
Math 3
Math 3
McKibban, Teri 218
L-3
1553
B
ENG English 11
ENG AP English Lang/Comp
ENG English 11
Math 1B
Math 1B
Trans Learning Center
SI English 12
TPP 1
Human Anat & Phys
Human Anat & Phys
MWH
US History
US History
AP Macroecon/Govt
AP Macroecon/Govt MWH English 10
AFJROTC/Leader 2
McLoughlin, Adrian 610
F-1
1251
ASPED
Mobley, Michael 612
F-2
1252
ASPED
Mogensen,Marlene 456
A-10
1010
A
AP Spanish
AP Spanish
Molina, Myrna 656
H-9
1352
A
ROP Const Tech
ROP Const Tech
Mora, Priscilla 632
I-102
1402
ASPED
SI Life Skills Math
SI Life Skills Math
Mullen, Scott 220
L-5
1555
B
English 11
English 11
Mulvihill, Steven 614
E-3
1203
ASPED
A-8 x1008
A-8 x1008
SI Biology
Nixon, Lani 458
L-9
1559
A
Spanish 1
Opsahl, Carl 556
E-11
1211
B
Spanish 2 Civil Engineering/ Architect Design
Engineering Design & Development
Math 1
Paul, David 372
O-12
1712
A
AP US History
LPS US History
US History
Petta, Vince 272
Q-103
1183
B
Math 1
Math 1
Math 1
Piercy, Rick 332
M-104
1604
B
Pitcher, Jeff 508
A-7
1007
B
APBiology
Govt/Econ
US History AP Macroecon/Govt
Govt/Econ
MWH
MWH
English 10
English 10
ROP ASL 2
ROP ASL 1
AFJROTC/Leader 3
AFJROTC/Leader 1 Beg Art & Design
ROP ASL 1 AFJROTC/Leader 1/ AFJROTC Spec Team Beg Art & Crafts
Earth Science
English 11 Learning Center 11-12
Learning Center 11
TPP 1 Spanish 2
Spanish 2
Spanish 2
ROP Const Tech
ROP Const Tech
SI Life Skills
SI Life Skills Science
SI Life Skills
English 11
AP English Lang/Comp
AP English Lang/Comp
Learning Center 10
Learning Center 10
ROP Int Const Tech/ ROP Adv Const Tech
SI Biology Spanish 1
Spanish 1 Engineering Design & Development
AP US History Trig/Math Analysis
AP Biology
Chemistry
Chemistry
Chemistry
Beg Dig Video Prod
Beg Dig Video Prod
Int/Adv Dig Video
Video Prod News
PER 8 (5:00-6:30)
Spanish 1 Civil Engineering/ Architect Design Mock Trial Athletic PE/Baseball
Beg Dig Video Prod
S/S T&Th
FACULTY
LUNCH
PER 0
ROOM
EXT
Presler, Robert 510
G-102
1302
A
General Music
Price, Justin 616
M-203
1609
BSPORTS
Tech Prep Math 1
Rayfield, Tanya 374
(6:48-7:44)
PER 1 (7:51-8:47)
PER 2 (8:54-9:55)
PER 3 (10:08-11:04) Concert Band
Math 1A
Learning Center 9
English 10 ROP Crime Investigation
English 10 ROP Intro Criminal Justice
PER 5 (12:51-1:47)
Wind Ensemble/ Symphonic Band
Work Experience (Wed)
Athletic PE/Football
Athletic PE/Football
S/Success SPED (7th)
US History
US History
English 10 ROP Intro Criminal Justice
English 10 ROP Intro Criminal Justice
Q-101
1181
A
MWH
L-8
1558
B
Reynard, Tony 660
C-4
1130
A
LPS English 11 ROP Crime Investigation
Richter, Tammy 334
M-105
1605
B
Biology
Biology
Rivas, Alex 336
M-102
1602
B
Chemistry
Earth Science
Earth Science
Rivas, Angela 224
A-1
1001
B
English 9
English 9
LPS English 9
Roque, Tony 618
O-8
1708
ASPED
Rosano, Mike 662
H-8
1351
A
ROP Auto Tech 3
ROP Auto Tech 2
Salinas, Scott 620
C-5
1131
ASPED
SI Life Skills
SI Life Skills
SI Life Skills
SI Life Skills
SI Life Skills
Saline, Christiana 274
O-9
1709
B
Math 1
Math 1
Math 1
Math 1
Math 1
SI English 9-12 Math 3H Math 3 Honors
Math 3H Math 3 Honors
Medical Intervention
SI US History
F-4
1254
ASPED
SI English 11-12
SI English 9-10
SI English 9-10
Simon, Josh 276
Q-207
1193
B
Trig/Math Analysis
Trig/Math Analysis
Fire Science
Simon, Melissa 226
C-2
1128
B
English 10 Honors
LPS English 10
English 10 Honors/ LPS English 10 Honors
Smith, Patrick 228
L-2
1552
B
English 9
Shaangelyan, M.
622
SI MWH ROP Auto Tech 1
German 2
AP Eng Lit/Comp
SI Life Skills
SI Life Skills
A-5
1005
AP Eng Lit/Comp
AP Eng Lit/Comp
German 1
Gym
1453
A
Athletic PE/Cross Country
Beach/Rec Activities
PE1
Stafford, Mark 626
L-12
1562
ASPED
SI Life Skills Lang
SI Life Skills Math
Stamper, Sarai 410
Gym
1503
A
PE 2
PE 2
Steenhausen,Drew 464
A-6
1006
A
Spanish 1
Spanish 1
B
English 12 ERWC
English 12 ERWC
PE 2
PE 1
PE 2 Spanish 1
English 12 ERWC
O-7
1707
A
Swank, Lisa 236
D-4
1144
B
Q-205
1191
A
P-9
1759
A
Taylor, John 378 Torres, Julio 462 Trathen, Loren 412
AP French
French 3 English 9 Honors
S/Success
Spanish 1 English 12 ERWC
Spanish Native Spkr 2
French 1
French 1
French 2
AVID Senior
AVID Senior
English 11
AP European History
AP European History
Spanish 3
Spanish 3
AP European History
AP European History
Spanish 3
Gym
1456
A
PE 1
PE 1
PE 1
PE 1
PE 1
M-202
1608
B
Math 2H
Math Support
Math Support
Math 2H
Math 2H
vonKaenel, Amber 280
Q-104
1184
B
Math 2H
Trig/Math Analysis
Trig/Math Analysis
Trig/Math Analysis
A-9
1009
ASPED
SI Math
SI Math
SI Govt/Econ
SI English 9-10
Freshman Seminar/ SI MWH
SI English 10-11
D-3
1143
ASPED
Watkins, Mark 558
M-206
1612
B
Whiting, Sharon 338
O-2
1702
B
Biology
Williams, Leann 282
Q-102
1182
B
Freshman Seminar LAW
Wolfe, Jody 380
O-11
1711
A
Support/Success
Worsey, Nathan 518
I-208
1408
A
Adv Art & Design
Beg/Adv Ceramics
Young, Kirk 512
G-105
1303
A
Men’s Chorus
Concert Choir
Guitar
Young, Nicole 382
Q-204
1190
A
MWH
AP Human Geography
AP Human Geography
Wallace, Erin 630
Freshman Seminar LAW
Athletic Cond/Ath PE 1-2
SI Life Skills
Spanish 1 English 12 ERWC ENG English 12 ERWC Support/Success (7th)
English 11 MWH Spanish 3
Vanderhulst, Tracy 278
Wall, John 628
English 9
PE 2
ENG English 12 ERWC
Strickland, Shane 460
SI MWH ROP Auto Tech 1
English 10 Honors English 9
Solis, Frank 408
1127
SI US History ROP Auto Tech 1
Chemistry LPS English 9
English 9
Smith, Scott 230
C-1
Medical Intervention
Chemistry English 9 Honors/ LPS English 9 Honors
English 9
BELA
Stewart, Tom 234
US History
PER 6 (1:54-2:50) PER 7 (2:57-3:53) Marching Band/ Jazz Band (7th)
Reid, Katelyn 222
MWH
PER 4 (11:11-12:44)
Math 2H Athletic PE/Volleyball SI Govt/Econ
SI English 9-10
Photography
Comp Graphic Design 1
Comp Graphic Design 1
Biology
Biology
Biology
Biology
Math 1A
CEL Math
Math 1A
CEL Math
Freshman Seminar
Freshman Seminar Beg Ceramics
MWH
Freshman Seminar
Comp Graphic Design 2
Freshman Seminar
Beg Ceramics
Beg Ceramics
Madrigals
Women’s Chorus MWH
PER 8 (5:00-6:30)
RESOURCE OFFICER (F-5) NURSE (Libby Hunter) RECEPTIONIST (Shelly Pedrino) PRINCIPAL (Shad Kirkland)
1126 1178 1101 1103
Activities Office (Q-109) 1124 Angelica Echauregui (counselor last name O-Sa, EL (0-5)) 1113 Attendance – Direct Line (answering machine) 790-3214 Attendance Office 1118 AVID Coordinator (Q-108) 1175 Betsy Hampton 1022 Boutique (Upper M Building Hallway) Bud Opdyke – Psychologist (Q-108) 1174 Carat Conley – Librarian (EMC) 1120 Career Center (EMC) 1173 Computer Lab (M-204,M-205) 1610,1611 Counseling – Direct Line 790-3213 Counseling Office – Melissa Raymer 1111 Darryl Womack – TOA 1133 Debbie Palluth – Heather Seaton’s secretary 1107 Diana Williams (counselor for last name Gr-Mi) 1112 Faculty Lounge (N-1) 1652 Fax number (in Principal’s secretary’s office) 790-3200 Heather Aguilar – Linked Learning Coordinator (I-215 EMC) 1135 Heather Seaton – Assistant Principal – 11th M-Z & 12th 1108 Jason Davis – Site Systems Tech – Technology Issues (EMC) 1157 Jason Mills – Program Specialist – IEP (D-5) 1145 Jessica Smith – Tonna Stifle’s secretary 1105 Jimmy Nieto (F-5) 1126 Julie Beck – Assistant Principal – 9th 1110 Karen Brossia (counselor for last name E–Go & HBS) 1115 Katie McKee (counselor for last name Mo–N & Engineering) 1021 Language Lab (M-201) 1607 Lee Jopling – Site Systems Tech – Technology Issues (EMC) 1176 Libby Hunter – Nurse 1178 Lisa Reyes (counselor for last name Sc-Z & LPS) 1114 Lora Grisafe – Shad Kirkland’s secretary 1104 Mark Anderson – Athletic Director (Q-109) 1123 Mary Hampton – IEP Scheduler (I-204) Matt Carpenter – Activities Director (Q-109) Melinda Johnston – Attendance Melissa Fashempour – Behavioral Health Counselor Melissa Raymer – Counseling Office Michelle Tomaneng – Speech Language Pathologist Assistant Mountain Bike Club (F-6) Nanette Vazquez – Julie Beck’s secretary Pam Sibley (counselor for last name A-D) Psychologist – Bud Opdyke (Q-108) Registrar – Susan Johnson Sandra Rutherford – Counseling Office Security Office (F-5) Shad Kirkland – Principal Shelly Pedrino – Receptionist Sheryl Schmidt – County VI Specialist (I-205) Stacy Hernandez – Textbooks (A-13) Staff Lounge (N building) Stephanie Adler – Activities/Athletic Office (Q-109) Student Store (Q-107) Susan Johnson – Registrar Technology Issues – Lee Jopling or Jason Davis (EMC) Teri Maxwell – Attendance Terri Bub – Registrar’s Office Textbooks – Stacy Hernandez (A-13) Tonna Stifle – Assistant Principal – 10th & 11th A-L Valerie Garza – Career Center (EMC) Yvette Rosevear – ROP Career Readiness Specialist (EMC)
1168 1125 1118 1132 1111 1134 1256 1109 1116 1174 1119 1020 1126 1103 1101 1159 1121 1652 1124 1198 1119 1176,1157 1117 1122 1121 1106 1173 1136
DISCIPLINE AND ATTENDANCE ISSUES Julie Beck – Nanette Tonna Stifle – Jessica Heather Seaton – Debbie Darryl Womack
9th grade 10th grade & 11th grade (A-L) 11th grade (M-Z) & 12th grade Attendance
ext. 1109 ext. 1105 ext. 1107 ext. 1133
If you have an emergency situation where you need a campus monitor to come to your classroom, call any of the secretaries and they will radio a monitor to come to your room. Please give a brief description of what situation the monitor will encounter in your room.
COUNSELORS STUDENT’S LAST NAME
COUNSELOR
EXTENSION
A-D
Pam Sibley
1116
E – Go & all HBS
Karen Brossia
1115
Gr – Mi
Diana Williams
1112
Mo – N & all Engineering
Katie McKee
1021
O – Sa & all EL (0-5)
Angelica Echauregui
1113
Sc – Z & all LPS
Lisa Reyes
1114
LIBRARY HOURS: 7:30 a.m. – 3:45 p.m. Mon. – Thurs. 7:30 a.m. – 3:00 p.m. Friday TEXTBOOK ROOM HOURS: 7:30 a.m. - 11:00 a.m. & 1:00 p.m. - 2:50 p.m. y2
LUNCHES (2016-2017) LUNCH A (11:11 - 11:41)
LUNCH B (12:14 - 12:44)
Art & Fine Art Foreign Language PE ROP - except Hickey Social Science Special Education *
AFJROTC * English Math Science Technology
* permanent lunch schedule except where indicated
OTHER SCHOOLS AND MISC. TELEPHONE NUMBERS Bus Service Cafeteria (ext 1258) District Office Calimesa Elementary Chapman Heights Competitive Edge Charter Dunlap Elementary Green Valley HS Live Oak School Mesa View MS Oak View Park View MS Ridgeview Elementary Valley Elementary Wildwood Elementary YCEA Office YHS Adult School. County Classroom (Monica Garza) YHS Fax YHS Fax (Registrar) Athletics Fax
797-2004 790-3298 797-0174 790-8570 790-8080 790-3207 797-5171 790-8580 795-3635 790-8008 797-7931 790-3285 790-3270 797-1125 790-8521 795-3320 790-8580 797-5903 or 790-5011 790-3200 790-3219 790-3282
AP Course Ledger
Jump to page content contact ap course audit ap course audit home Yucaipa High School 33000 Yucaipa Boulevard Yucaipa, CA 923991951 Show Previous Year Show Next Year
AP Course Ledger Subject
Authorized Courses 2013-14 2014-15 2015-16 2016-17
Biology Calculus AB Calculus BC Chemistry Computer Science A English Language and Composition English Literature and Composition European History French Language and Culture * Human Geography Macroeconomics Physics 1 Physics 2 Physics B Psychology Spanish Language and Culture * Statistics Studio Art: 2-D Design Studio Art: 3-D Design Studio Art: Drawing U.S. Government and Politics United States History
2 2 2 1 1 1 1 -1 1 1 ---1 ----1 2 2 1 2 2 2 -2 1 2 1 1 -1 1 1 --1 1 1 1 1 1 -1 1 1 ---1 1 ---1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 ---1 1 1 1 1 1 1 1 2 2 2 2 © 2002-2017 University of Oregon
file:///C/Users/darryl_womack/Desktop/WASC%20Appendix/AP%20Course%20Ledger.html[2/8/2017 11:35:17 AM]
Return to search results
History / Social Science ("a") 2 years required Two units (equivalent to two years) of history/social science required, including: one year of world history, cultures and historical geography and one year of U.S. history; or one-half year of U.S. history and one-half year of civics or American government.
Title
Transcript Abbreviation(s)
Discipline
AP European History
AP Eur Hist
World History / C
AP GovPol US
Civics / American
AP Hum Geo
World History / C
AP US Hist
U.S. History
Modern World History
MOD WORLD HIST
World History / C
Principles of American Democracy
Am Government
Civics / American
U.S. History
US HISTORY
U.S. History
U.S. History and Geography
US History
U.S. History
US His&PubHealth
U.S. History
World Geography
WORLD GEOGRAPHY
World History / C
World History, Culture, and Geography
Mod World Hist
World History / C
Adopted from: The College Board Advanced Placement Program
AP Government and Politics United States Adopted from: The College Board Advanced Placement Program
AP Human Geography Adopted from: The College Board Advanced Placement Program
AP United States History Adopted from: The College Board Advanced Placement Program
Adopted from: Edgenuity, Inc (formerly Education2020)
Adopted from: Edgenuity, Inc (formerly Education2020)
U.S. History and Public Health Adopted from: University of California Curriculum Integration (UCCI)
Adopted from: Edgenuity, Inc (formerly Education2020)
English ("b") 4 years required Four units (equivalent to four years) of college preparatory English composition and literature required, integrating extensive reading, frequent writing, and practice listening and speaking with different audiences. Students may only use 1 year of ESL/ELD English.
Title
Transcript Abbreviation(s)
Discip
AP English Language and Composition
AP Engl Lang
Englis
AP Engl Lit
Englis
Adopted from: The College Board Advanced Placement Program
AP English Literature and Composition
Title
Transcript Abbreviation(s)
Discip
English 12 ERWC
Englis
English 10
ENGLISH 10
Englis
English 10 Reading and Writing in Law and Public Safety
English 10 Law
Englis
English 11
ENGLISH 11
Englis
English 12
Eng 12
Englis
English 9
ENGLISH 9
Englis
English 9: Intro to Fields in Law and Public Safety
English 9 Law
Englis
English Language Arts 10
English 10
Englis
English 11
Englis
English 12
Englis
English 9
Englis
Honors English 10
Honors Eng 10
Englis
Honors English 9
English 9 H
Englis
Adopted from: The College Board Advanced Placement Program
CSU Expository Reading and Writing Adopted from: California State University (CSU) Early Assessment Program (EAP)
Adopted from: University of California Curriculum Integration (UCCI)
Adopted from: Edgenuity, Inc (formerly Education2020)
English Language Arts 11 Adopted from: Edgenuity, Inc (formerly Education2020)
English Language Arts 12 Adopted from: Edgenuity, Inc (formerly Education2020)
English Language Arts 9 Adopted from: Edgenuity, Inc (formerly Education2020)
Mathematics ("c") 3 years required, 4 years recommended Three units (equivalent to three years) of college-preparatory mathematics (four units are strongly recommended), including or integrating topics covered in elementary algebra, advanced algebra, and two-and three-dimensional geometry. Title
Transcript Abbreviation(s)
Discipline
Algebra 2
ALGEBRA 2
Algebra II
Algebra I
ALGEBRA 1 ALGEBRA I
Algebra I
Algebra I
Algebra 1
Algebra I
Title
Transcript Abbreviation(s)
Discipline
Algebra II
Algebra II
AP Calc AB
Calculus
AP Calc BC
Calculus
AP Stat
Statistics
Geometry
Geometry
Geometry
GEOMETRY
Geometry
Honors Algebra 2
Hon Alg 2
Algebra II
Honors Geometry
Honors Geometry
Geometry
Integrated Math 1
Integrated Math 1
Mathematics I
Integrated Math 2
Integ Math II
Mathematics II
Math and Public Services
Math and Public Services
Mathematics I
Mathematics 2
Math 2
Mathematics II
Mathematics 2H
Math 2H
Mathematics II
Mathematics 3
Math 3
Mathematics III
Mathematics 3H
Math 3H
Mathematics III
Mathematics I
math 1
Mathematics I
Mathematics I A-B
Math I A-B
Mathematics I
Mathematics II A-B
Math II A-B
Mathematics II
Pre-Calculus
PRE-CALCULUS
Advanced Mathemati
Adopted from: Edgenuity, Inc (formerly Education2020)
Algebra II Adopted from: Edgenuity, Inc (formerly Education2020)
AP Calculus AB Adopted from: The College Board Advanced Placement Program
AP Calculus BC Adopted from: The College Board Advanced Placement Program
AP Statistics Adopted from: The College Board Advanced Placement Program
Geometry Adopted from: Edgenuity, Inc (formerly Education2020)
Adopted from: Edgenuity, Inc (formerly Education2020)
Statistics Trigonometry
Statistics Trig/Math Analy
Advanced Mathemati
Title
Transcript Abbreviation(s)
Discipline
TRIG/MATH ANALY
Advanced Mathemati
Adopted from: Edgenuity, Inc (formerly Education2020)
Trigonometry/Math Analysis
Laboratory Science ("d") 2 years required, 3 years recommended Two units (equivalent to two years) of laboratory science are required (three units are strongly recommended), providing fundamental knowledge in two of the following: biology, chemistry, or physics. A yearlong interdisciplinary science course can meet one year of this requirement. Title
Transcript Abbreviation(s)
Discipline
AP Biology
AP BIO
Biology / Life Sci
AP CHEM
Chemistry
AP Physics 1
Physics
AP Physics 2
Physics
Biology
BIOLOGY
Biology / Life Sci
Chemistry
CHEMISTRY
Chemistry
Forensic Biology
Forensic Biology
Biology / Life Sci
Human Anatomy & Physiology
Hum Anat & Phys
Biology / Life Sci
Human Body Systems
HumBodySystems
Biology / Life Sci
Marine Biology
Marine Biology
Biology / Life Sci
Medical Interventions
MedIntervention
Biology / Life Sci
Physics
Physics
Physics
Principles of the Biomedical Sciences
Prin Bio Med
Biology / Life Sci
Adopted from: The College Board Advanced Placement Program
AP Chemistry Adopted from: The College Board Advanced Placement Program
AP Physics 1 Adopted from: The College Board Advanced Placement Program
AP Physics 2 Adopted from: The College Board Advanced Placement Program
Adopted from: University of California Curriculum Integration (UCCI)
Adopted from: Project Lead the Way (PLTW)
Adopted from: Project Lead the Way (PLTW)
Adopted from: Project Lead the Way (PLTW)
Language Other than English ("e") 2 years required, 3 years recommended Two units (equivalent to two years, or through the second level of high school instruction) of the same language other than English (three units recommended).
Title
Transcript Abbreviation(s)
Discipline
American Sign Language I
ROP/ASL 1
LOTE Level 1
AP French
LOTE Level 4+
AP Span
LOTE Level 4+
ROP/ASL 2
LOTE Level 2
French 1
French 1
LOTE Level 1
French 2
French 2
LOTE Level 2
French 3
French 3
LOTE Level 3
French 4
French 4
LOTE Level 4+
German 1
German 1
LOTE Level 1
German 2
GERMAN 2
LOTE Level 2
Spanish 1
SPANISH 1
LOTE Level 1
Spanish 2
SPANISH 2
LOTE Level 2
Spanish 3
SPANISH 3
LOTE Level 3
Spanish for Native Speakers I
Sp/Natv/Spkr I
LOTE Level 1
Spanish for Native Speakers II
Sp/Natv/Spkr II
LOTE Level 2
Adopted from: Colton-Redlands-Yucaipa ROP
AP French Language and Culture Adopted from: The College Board Advanced Placement Program
AP Spanish Language and Culture Adopted from: The College Board Advanced Placement Program
ASL II Adopted from: Colton-Redlands-Yucaipa ROP
Visual & Performing Arts ("f") 1 year required One unit (equivalent to one year) required, chosen from one of the following categories: dance, music, theater, or visual arts (e.g., painting, web/graphic design, film/video, inter/multimedia arts).
Title
Transcript Abbreviation(s)
Discipline
Advanced Art & Design
Adv Art/Design
Visual Arts
Advanced Arts and Crafts
Advanced Arts and Crafts
Visual Arts
Advanced Ceramics
Adv. Ceramics
Visual Arts
Title
Transcript Abbreviation(s)
Discipline
Advanced Drama
Adv Drama
Theater
AP Studio Art: 2-D Design
AP Art 2D AP Studio Art
Visual Arts
Adopted from: The College Board Advanced Placement Program
Art & Design 1B
ART & DESIGN 1B
Visual Arts
Beginning Art & Design
Beginning Art/Design
Visual Arts
Beginning Arts and Crafts
Beg/Arts/Crafts
Visual Arts
Beginning Ceramics
BEG. CERAMICS
Visual Arts
Beginning Digital Video Productions
Beg/DigVidProd
Visual Arts
Computer Graphics Design 1
Comp Graph Des 1
Visual Arts
Computer Graphics Design 2
Computer Graphics Design 2
Visual Arts
Concert Band
Concert Band
Music
Concert Choir
Concert Choir
Music
Concert Choir/Madrigals
MADRIGALS
Music
Drama
Drama
Theater
Drama 1
Drama 1
Theater
Drama 2
Drama 2
Theater
General Music Theory
General Music
Music
Guitar
Guitar
Music
Intermediate Digital Video Production
Inter/DigVidPro
Visual Arts
Introduction to Design 1
Intro/Design I
Visual Arts
Jazz Band
Jazz Band
Music
Men's Chorus
Men's Chorus
Music
Photography
Photography
Visual Arts
Photography 2
Photo2
Visual Arts
Symphonic Band
SYMPHONIC BAND
Music
Title
Transcript Abbreviation(s)
Discipline
Video Production: Newscast
VidProd News
Visual Arts
Wind Ensemble
Wind Ensemble
Music
Women's Chorus
Women's Chorus
Music
College-Preparatory Elective ("g") 1 year required One unit (equivalent to one year) chosen from the "a-f" courses beyond those used to satisfy the requirements of the "a-f" subjects, or courses that have been approved solely in the elective area. Title
Transcript Abbreviation(s)
Discipline
Analys/Cr. Writing
Analys/Cr. Writ
English
AP Computer Science A
AP Comp Sci
Mathematics - Com
AP Macro
History / Social Sci
AP Psych
History / Social Sci
AVID 10
Interdisciplinary
AVID 11
Interdisciplinary
AVID Senior Seminar
Interdisciplinary
AVID 9
Interdisciplinary
Civil Eng and Architecture (PLTW)
Interdisciplinary
CompSci/SoftEng
Mathematics - Com
Earth Science
Earth Science Hon Earth Sci
Laboratory Science
Economics
Economics
History / Social Sci
Engr Desgn & Dev (PLTW)
Interdisciplinary
Adopted from: The College Board Advanced Placement Program
AP Macroeconomics Adopted from: The College Board Advanced Placement Program
AP Psychology Adopted from: The College Board Advanced Placement Program
AVID 10 Adopted from: AVID - Advancement Via Individual Determination
AVID 11 Adopted from: AVID - Advancement Via Individual Determination
AVID 12 Adopted from: AVID - Advancement Via Individual Determination
AVID 9 Adopted from: AVID - Advancement Via Individual Determination
Civil Engineering and Architecture Adopted from: Project Lead the Way (PLTW)
Computer Science and Software Engineering Adopted from: Project Lead the Way (PLTW)
Adopted from: Edgenuity, Inc (formerly Education2020)
Engineering Design and Development Adopted from: Project Lead the Way (PLTW)
Title
Transcript Abbreviation(s)
Discipline
Fire Science 1
FireSci1
Interdisciplinary
Forensics
FORENSICS
English
Government/Economics
History / Social Sci
Intro to Engineering
Intro/Engineer
Interdisciplinary
Introduction to Criminal Justice
Introduction to Criminal Justice ROP IntCrimJust
History / Social Sci
Adopted from: Colton-Redlands-Yucaipa ROP
Introduction to Public Safety
Intr Pub Safety
Interdisciplinary
Medical Assistant - Clinical
CMA Medical Assistant - Clincal ROPSprtMed/Thp
Laboratory Science
Adopted from: Colton-Redlands-Yucaipa ROP
Mock Trial
Mock Trial
History / Social Sci
Principles of Engineering
Princ/Engineer
Interdisciplinary
Principles of Engineering
Princ/Engineering
Interdisciplinary
Psychology
Psychology
History / Social Sci
Sports Medicine and Therapy
ROPSprtMed/Thpy
Laboratory Science
Yearbook
Interdisciplinary
Adopted from: Project Lead the Way (PLTW)
Adopted from: Colton-Redlands-Yucaipa ROP
Yearbook Publication
2015/2016 High School Data Collection Form AVID Center • 9246 Lightwave Avenue • Suite 200 • San Diego, CA 92123 Voice: (858) 380-4800 • E-mail:
[email protected]
Yucaipa High School 2015-2016 Program Status: Highly Certified Year Implemented: 1996
Data approved by AVID Center
Form Notes 0 record(s) in the list. No records found.
Ethnic/Racial Identity
A
B
All Students (grades 9–12)
AVID Students (grades 9–12)
Male
Female
Male
Female
513
473
61
146
2. American Indian or Alaska Native
9
8
1
4
3. Asian
25
15
3
0
4.
22
22
2
2
20
16
1
0
801
754
51
79
15
21
0
2
0
0
0
0
1405
1309
119
233
1.
Hispanic or Latino
Black or African American
5. Native Hawaiian or Other Pacific Islander 6.
White (not Hispanic)
7.
Two or more races
8. Decline to state Total
Grade Level
A All Students Male Female
B AVID Students Male Female
High School
9. 9th 10. 10th 11. 11th
369
359
52
85
404
342
29
69
360
307
20
37
Page 1 of 4
12. 12th
272 1405
Total
Courses of Rigor
A Offered?
Total AVID Students Reported on Prev. Page AP, IB, and/or
13. AICE.
Yes
301 1309
18 119
42 233
B Number of AVID Students Enrolled 9th 10th 11th 12th 137
98
57
60
3
27
43
34
General Data
14.
Number of students in the ENTIRE school who are eligible for the National School Lunch Program (free or reduced price lunch), a “U” if the data is unavailable, or “0” if there are no students who qualify for the National School Lunch Program. If you need assistance getting this data, contact your district director :
[email protected] [Last year’s value = 1170]
1208
15.
Number of AVID students who are eligible for the National School Lunch Program. If you need assistance getting this data, contact your district director. [Last year’s value = 156]
179
16.
Number of high school (grades 9–12) AVID Elective classes (sections) available to students.
17.
Number of teachers, administrators, and counselors at your site.
18.
Number of teachers, administrators, and counselors from item 17 who have been AVID-trained (Summer Institute, Path to Schoolwide trainings, and/or Leadership for College Readiness).
19.
Number of AVID high school students (grades 9–12) currently enrolled in at least their third year of AVID.
20.
11
130
15
150
Number of AVID high school students (grades 9–12) who are taking a sequence of courses that will allow them to meet fouryear college entrance requirements. If fewer than 100% of your AVID students are enrolled in these courses, add a note explaining why:
21.
Number of AVID high school students (grades 9–12) who are currently taking a course at a college or university, a concurrent enrollment course, or dual-enrollment course that allows them to earn transferable college credit.
22.
Number of AVID students who are currently taking or have taken two or more Career & Technical Education, Career Pathways, or Career Preparation courses.
351
Male Female
Male Female
2 4
51 62
Page 2 of 4
For item 23, enter the weekly sum of tutorial session hours1 when College2, Cross-age3, and Adult4 AVID tutors are conducting tutorial sessions in the AVID Elective classroom. Only count hours when tutors are conducting tutorial sessions during regular school days in a typical week. All persons serving as AVID tutors must be trained to model and implement AVID’s WICOR and
Page 3 of 4
inquiry-based tutorial processes. 1
A tutorial session hour is defined as the hour when one AVID tutor is working with a group of AVID students as they collectively work together using inquiry in an AVID tutorial. A tutorial session hour does not include other activities that tutors might be involved in outside of the AVID tutorial, such as grading binders, tutor meetings, tutor training, site team meetings, etc. Any session lasting longer than 40 minutes should be counted as an hour. 2
College tutors are defined as current college/university students who have undergone the AVID tutor training and who tutor in the AVID Elective classroom. 3
Cross-age tutors are defined as older secondary students from a different grade level who are not enrolled in the AVID Elective section in which they are serving as a tutor and who have undergone the AVID tutor training. 4
Adult tutors are defined as individuals other than college or cross-age tutors who have undergone the AVID tutor training and who tutor in the AVID Elective classroom.
Weekly Tutorial Session Hours
23.
54 15 26 95 8:1
Weekly tutorial session hours by College tutors Weekly tutorial session hours by Cross-age tutors Weekly tutorial session hours by Adult tutors TOTAL Ratio of Students Per Tutor
Attendance Rate 24.
AVID students’ average attendance rate in 2014–2015.
25.
All students’ average attendance rate in 2014–2015.
97
%
95.3 %
Site did not have seniors in the AVID program last year. If your site had seniors in the AVID program last year (2014–2015), answer items 26–37 (California sites also answer items 38–39). The system will automatically insert the numbers for this section (items 26–33) based on the information that was obtained from your school’s senior data collection from last spring. Note that the system will calculate the numbers based on the senior data forms that were approved by AVID Center. If not all of your school’s seniors had their data approved, you will need to update the information below by entering the correct numbers in the form. If your school did not enter senior data last year, the system will not insert any data.
Last Year’s AVID Seniors
Male
Female
26.
Number of seniors in last year’s AVID program.
21
39
27.
Number of seniors for whom last year marked at least their THIRD year in AVID.
21
34
18
38
N/A
Number of seniors last year who completed entry requirements for admission to four-year colleges. If fewer than 100% completed four-year college entrance requirements, add a note explaining why:
28.
Page 3 of 4
29.
Number of seniors last year who graduated.
21
39
30.
Number of seniors last year who took the SAT® during high 20 school.
38
31.
Number of seniors last year who took the ACT® during high 10 school.
14
32.
Number of seniors last year who took either the SAT or ACT during high school.
21
39
33.
Number of seniors last year who took at least one AP, IB, or AICE exam during high school.
13
27
34.
Any four-year college/university
35.
Any two-year college
36.
ANY technical school
37.
ANY military enlistment
A
B
C
Applied
Accepted By
Planned to Attend
Male
Female
Male
Female
Male
Female
21
39
17
33
13
21
6
16
1
1
1
1
“Applied” and “Accepted” data are not reported for items 35–37; report only those AVID students who “Planned to Attend” for these items.
California high schools only: For University of California (UC) and California State University (CSU) campuses, enter the number of last year’s AVID seniors who: applied (Column A), were accepted (Column B), and planned to attend (Column C). A
B
C
Applied
Accepted By
Planned to Attend
38.
University of California
39.
California State University
Male
Female
Male
Female
Male
Female
4
8
1
5
1
1
15
25
8
14
4
6
Page 4 of 4
October 2016 Linked Learning Academy Intervention Schedule Mon
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EDUCATOR Yucaipa High School 2016 Fall Administration
6
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NATIONAL MERIT SCHOLARSHIP CORPORATION
PSAT/NMSQT® Preliminary SAT/ National Merit Scholarship Qualifying Test
Educator Summary Report Get access to powerful score-reporting tools online k12reports.collegeBoard.org
Integrated
Data Visualized
Benchmarks
View reports from the entire SATa!I Suite of Assessments in one place
Focused, useful, and clear reports make data actionable
Compare your students' progress against grade-level college and career readiness benchmarks
3024-01-00-0027301·0002·0027453-G000152
AP Potential'· Tool Access Code 5QF6TY Remember, vou still flel your AP Potential al appolentlar.collegeBoard.or(l
Summary of Performance by Mean Total Score Your students' total score performance is highlighted below. For additional performance metrics, including additional score and demographic breakouts, as well as individual student and test question performance, see your online reports.
Grade 10-Total Score Statistics Student-Reported Demographic Breakdown
Mean Total Score
10031 !
116 Total test-takers 0
District
1000
Grade 11 -Total Score Statistics Student-Reported Demographic Breakdown
Mean Total Score
261 Total test-takers
D Enrollment'
O Enrollment'
0'%. Participation by grade
CF. Participation by grade
State
Total Group
District
State
Total Group
895
938
1034
980
1020
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Two or More
1049
135
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4%
208
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3%
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NIA
0%
Other
NIA
0%
No Response
NfA
0%
No Response
NIA
0%
An additional 28 students, not in grades 10 and 11, took the test. Find out their performance in the online reporting portal
1. Participation is based on enrollment as reported by NCES data as of
k12reports.collegeBoard.org
Summary of Performance by Benchmark The College and Career Readiness Benchmark Students reaching their grade-level Benchmarks means they are likely on track to be ready for select first-year, credit-bearingcollege courses. Need to slrenglhen skills
•
Approaching Benchmark
Grade 10-
Grade 11 - Benchmark Statistics -
Benchmark StatisticsDemographic Breakdown
School
59%
tBoth Benchmarks
61 "'
84"' Me1ERW'
14"'
Met Math Met Nooe
District
State
57%
31%
Total Group
41%
School
51%
Met Bolh
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Benchmarks
nellmarks
Benchmarks
Met EAW '
Mean Math Score
503
t
V
160
Demographic Breakdown
Met Both
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760
. •.
160
500 V
,., Benchmark
Meel or exceed Benchmark
District
46%
MotBo1h
Mot Both
Mot Bo1h
Benchmarks
Benchmarks
Benchmarks
20"'
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760
160
Mean Math Score
522
l
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Total Group
50% 36%
Met Both nchmarks
54"'
State
760
160
514 V
760
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Met Both
Met ERW'
Met Math
Met None
Si x
Met Both
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Met Math
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71%
86%
74%
12%
Male
54%
81%
58%
15%
Female
51%
82%
54%
15%
Female
48%
74%
51%
23%
No Response
NIA
N/A
N/A
NlA
No Response
N/A
N/A
N/A
N/A
Met Both
MetERW'
Met Math
Met None
Race/Ethnlclly
Met Both
MetERW '
Met Math
Met None
American Indian or Alaska Native
N/A
N/A
N/A
N/A
American Indian
or Alaska Native
N/A
N/A
N/A
N/A
Asian
67%
67%
67%
33%
Asian
60%
87%
60%
13%
100%
100%
100%
0%
Black or African American
40%
60%
40%
40%
Hispanic/Latino
41%
78%
45%
18%
Hispanic/Latino
40%
67%
44%
29%
Native Hawaiian/ Other Pacific Islander
NIA
NI A
NIA
NIA
Native Hawaiian/ Other Pacific Islander
Nl A
N/A
N/A
N/A
White
72%
89%
74%
9%
White
61%
85%
64%
12%
Two or More Races
60%
80%
60%
20%
Two or More Races
33%
78%
33%
22%
Other
N/A
N/A
N/A
N/A
Other
N/A
N/A
N/A
N/A
No Response
N/A
N/A
N/A
N/A
No Response
N/A
N/A
N/A
N/A
Race/Ethnicity
Black or African American
1. ERW = Evidence-Based Reading and Writing, which is 10 times the sum of the Reading Test and the Writing and Language Test scores. 3024-01-00-0027J01-0002-002745J-G000152
k12reports.collegeBoard.org
3024-01-00-0027J01-0002-002745J-G000152
Get Access to Powerful Score Reporting Tools Online! Your paper summary report is a small snapshot of the information you receive online. Your school has received instructions on how to set up users. If you have problems accessing your reports, please contact customer service at 888 477-PSAT (7728) or
[email protected].
Find a Student Score Report !-
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Group, filter, and sort results. View online or export to PDF and Excel
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See the history of your students' performance across all of the SAT Suite of Assessments
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2013-14 School Quality Snapshot
Grades Offered: 9 - 12 Enrollment: 2,698
Yucaipa High
Charter: No
Yucaipa-Calimesa Joint Unified
Title I Funded: No CDS Code: 36-67959-3638509
33000 Yucaipa Blvd., Yucaipa, CA 92399 California Assessment of Student Performance and Progress (CAASPP)
California's Academic Performance Index (API) 783
2013 Growth API What is the CAASPP system? The CAASPP system is the new student assessment system for California's schools. It will initially include the following assessments:
• • •
English-language Arts (ELA) Mathematics Science
How will the CAASPP system benefit California? It will use a variety of assessment approaches and item types that will allow students to more fully demonstrate what they know and can do. In this way, the CAASPP system will assist teachers, administrators, and students and their parents by promoting highquality teaching and learning.
What are the Smarter Balanced Tests? The Smarter Balanced tests are the ELA and Mathematics portions of the CAASPP system. They were developed by the Smarter Balanced Consortium and are aligned to the Common Core State Standards (CCSS).
Growth from Prior to Current Year
-9
Met Schoolwide Growth Target
No
All Student Groups Met Target
No
2013 Growth API State Rank
7
2013 Growth API Similar Schools Rank
5
API Subgroup Performance - 2013 API Growth Met Target
African American or Black
--
American Indian or Alaska Native
--
Asian
--
Filipino
--
Hispanic or Latino
No
-10 2013-14 Subgroup Enrollment
--
Native Hawaiian or Pacific Islander Yes
White Why are the results of the 2013-14 Smarter Balanced Tests not reported? The Smarter Balanced tests were field tested in the spring of 2014. The purpose of the field tests were to assess the actual test questions to ensure that they are fair for all students; therefore, no test results were reported.
Growth
-9 --
Two or More Races English Learners
No
-17
Socioeconomically Disadvantaged
No
-16
Students with Disabilities
No
-1
English Learners
6%
Socioeconomically Disadvantaged
48%
Students with Disabilities
11%
Green = Student group met target Why is the 2014 Growth API not reported on the 2013-14 SQS? The State Board of Education (SBE) approved not to calculate the 2014 Growth and Base APIs during the transition to CAASPP. The 2013 Growth API using the 2012-13 assessment results are carried over to the 2013-14 School Quality Snapshot.
Red = Student group did not meet target -- = Student group is not numerically significant
+
CHART LEGEND:
SCHOOL DISTRICT STATE here can I find more information on the CAASPP system? lease visit the following CDE web page for more information about he CAASPP system: http://www.cde.ca.gov/ta/tg/ca/
California Department of Education Report (v2.a) Generated: January 27, 2017
CDS: County-district-school School and/or district information will not be displayed when data are not available or when data are representing fewer than 11 students.
Tom Torlakson State Superintendent of Public Instruction
Please visit the following Web page for more information: http://www.cde.ca.gov/snapshot/
Page 1
2013-14 School Quality Snapshot
Grades Offered: 9 - 12 Enrollment: 2,698 Charter: No
Yucaipa High Yucaipa-Calimesa Joint Unified 33000 Yucaipa Blvd., Yucaipa, CA 92399
Title I Funded: No CDS Code: 36-67959-3638509
+ CHART LEGEND:
SCHOOL DISTRICT STATE * Only four years of data are available CAHSEE: CA High School Exit Examination CST: CA Standards Test School and/or district information will not be displayed when data are not available or when data are representing fewer than 11 students.
California Department of Education Report (v2.a) Generated: January 27, 2017
Tom Torlakson State Superintendent of Public Instruction
Please visit the following Web page for more information: http://www.cde.ca.gov/snapshot/
Page 2
Yucaipa High School 33000 Yucaipa Boulevard • Yucaipa, CA 92399 • (909) 797-0106 • Grades 9-12 Shad Kirkland, Principal
[email protected]
2014-15 School Accountability Report Card Published During the 2015-16 School Year PRINCIPAL'S MESSAGE Yucaipa High School is an institution committed to student safety, academic excellence and a high level of performance in athletic and co-curricular activities. The school has a rich tradition and a beautiful college-like campus. It is a cornerstone of the Yucaipa-Calimesa community. Our campus produces lifelong learners, stellar athletes, and most importantly, excellent citizens!
Yucaipa-Calimesa Joint Unified School District 12797 Third Street Yucaipa, CA 92399 (909) 797-0174 www.yucaipaschools.com District Governing Board Jane Smith Patricia Ingram Chuck Christie, Ph.D. Jim Taylor Sharon Bannister District Administration Cali Binks Superintendent Eric Vreeman, Ed.D. Assistant Superintendent Educational Services George Velarde Assistant Superintendent Business Services Sherri Black Assistant Superintendent Human Resources
Yucaipa High School is recognized as a leading school in technology, math, and science with advanced level courses in these areas. Academic excellence is evident by the recent results of the Academic Performance Index (API) and the highest scores on the SAT 1 test in the Inland Empire. Students are recognized as National Merit Scholars and are recipients of highly recognized scholarships, including appointments to military academies and Bank of America Achievement Awards. Eighty six percent of the graduates attend two-year or four-year colleges, universities, or specialty institutions. Students believe they are valued and respected at Yucaipa High School. They have full access to Advanced Placement (AP) classes and specialty classes through the Perkins/ROP programs. Furthermore, they are now accessing virtual/online opportunities in order to enrich their academic opportunities and expand their interests for high school pathways. Finally, the visual and performing arts offer extensive opportunities for personal student accomplishment and compliment the academic achievement of every student. Yucaipa High School is proud of its tradition and accomplishments and strives for excellence in all areas. I invite you to learn more about the school in this School Accountability Report Card and by visiting the web site at www.yucaipahigh.com. MISSION STATEMENT The students, parents, and staff of Yucaipa High School work hard to prepare students with the academic, social, and aesthetic skills needed to become responsible, successful, contributing members of our society. Our students can develop work ethics so they may experience the best life has to offer. Our environment, enhanced by supporting and caring relationships between students, parents, staff, and administrators, provides the students with a variety of opportunities to learn, to think critically, to set goals, and to make decisions. SCHOOL VISION Yucaipa High School is a place where all students are: • Challenged at their highest level, • Given access to all programs, • Responsible citizens, • Actively involved with technology across the curriculum, • Able to develop connections between school and their future, • Supported by school and community.
2014-15 School Accountability Report Card for Yucaipa High School
Page 1 of 11
SCHOOL PROFILE Located in San Bernardino County, nestled at the base of the San Bernardino Mountains, the Yucaipa-Calimesa Joint Unified School District educated approximately 9,000 kindergarten through twelfth grade students from the diverse suburban communities of Yucaipa and Calimesa. The district is proud of its long tradition of academic excellence. The district is comprised of six elementary schools (Grades TK5); one dependent charter school (Grades K-8); two middle schools (Grades 6-8); one comprehensive high school campus (Grades 9- 12); a community day school (Grades 7-12); an independent study program PEP and PEP+ (Grades K-12); a continuation high school (Grades 9-12); a special education success program (Grades K-12) including a preschool program; and an adult education program. YucaipaCalimesa Joint Unified School District is dedicated to educational excellence and the continuous academic growth of all students. Yucaipa High School, which operates on a traditional calendar, educates students in grades nine through twelve. The school opened in 1966, and served approximately 2,800 students in 2015-2016. Student body demographics are illustrated. A Message from the Superintendent Dear Yucaipa-Calimesa Community, Parents and Students, YCJUSD is honored to serve students in two wonderful communities. We as a team continue to prepare our students to be successful in the 21st century. We work collaboratively with community partners, businesses and colleges to provide the best possible education for each and every student. The district employs high quality employees, who care for student well-being as well as academics. We strive to provide high quality services and programs in a safe environment. As you become a partner of the YCJUSD, please take the opportunity to be involved. It is our desire to work hand in hand with parents to support our children. The best way to get involved is to start at the school site. Our principals can help guide you to the many opportunities that exist. No amount of involvement is too small! We also offer classes for parents that will help you and your child in their educational journey. The role of educating children in our two communities is taken very seriously and we appreciate your trust. My goal, as your Superintendent, is to ensure that high quality instruction is delivered daily, our campuses are secure and well maintained, money is spent wisely, and students graduate from Yucaipa High School prepared to be successful! The 2015-2016 school year is the opportunity to work with you in supporting education of our children. Please do not hesitate to contact your principal or the district office if you have questions about the district or how to become involved.
About the SARC
2014-15 Student Enrollment by Group
By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. • For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/. • For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. • For additional information about the school, parents/guardians and community members should contact the school at (909) 797-0106 or the district office.
Group
Percent of Total Enrollment
Black or African American
1.7
American Indian or Alaska Native
0.8
Asian
1.6
Filipino Hispanic or Latino
1 37.5
Native Hawaiian or Pacific Islander
0.3
White
56.2
Two or More Races
0.8
Socioeconomically Disadvantaged
45.2
English Learners
5.3
Students with Disabilities
11.7
Foster Youth
0.8
2014-15 Student Enrollment by Grade Level Grade Level
Number of Students
Grade 9
780
Grade 10
727
Grade 11
622
Grade 12
622
Total Enrollment
2,751
2014-15 School Accountability Report Card for Yucaipa High School
Page 2 of 11
A. Conditions of Learning Teacher Misassignments and Vacant Teacher Positions at this School State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): • Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; • Pupils have access to standards-aligned instructional materials; and • School facilities are maintained in good repair.
Yucaipa High School
13-14
14-15
15-16
Teachers of English Learners
0
0
0
Total Teacher Misassignments
0
0
0
Vacant Teacher Positions
0
0
1
*
Teacher Credentials Yucaipa High School
“Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
13-14 14-15 15-16
With Full Credential Without Full Credential Teaching Outside Subject Area of Competence Yucaipa-Calimesa Joint Unified School District
103
104
104
0
0
1
0
0
0
Core Academic Classes Taught by Highly Qualified Teachers 2014-15 Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers Location of Classes
13-14 14-15 15-16
With Full Credential
♦
♦
Without Full Credential
♦
♦
3
Teaching Outside Subject Area of Competence
♦
♦
0
401
Taught by Highly Qualified Teachers
Not Taught by Highly Qualified Teachers
100.0
0.0
This School
Districtwide All Schools
100.0
0.0
High-Poverty Schools
100.0
0.0
Low-Poverty Schools
100.0
0.0
*
High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2015-16) The Yucaipa-Calimesa Joint Unified School District sets a high priority to ensure that sufficient and current textbooks and materials are available to support each school's instructional program. The district went through an evaluation on September 23, 2014, and has sufficient and good quality textbooks, instructional materials, and/or science lab equipment pursuant to the settlement of Williams vs. the State of California. All students, including Special Education and English Learner students, get their own individual textbooks in core subjects. These textbooks are for use in the classroom and/or to take home to complete required homework assignments. All textbooks and instructional materials used within the district are aligned with the California State Content Standards and Frameworks. For grades K-8, instructional materials in all subjects were selected from the state's most recent list of standards-based materials. Instructional materials in grades 9-12 were approved by the Board of Education. The district follows the State Board of Education's six-year adoption cycle for core content materials and the eight-year cycle for textbook adoptions in foreign language, visual and performing arts, and health. Yucaipa High School's library is stocked with over 22,508 books that are available for student use. The library also contains a collection of videos, CDs, DVDs and reference books, and is staffed by a full-time librarian. The YHS library offers students Digital Lessons that enhance 21st century learners' technology skills and interaction with global communities. It promotes literacy through the links on the website-Audio Books, MLA writer's guide, along with various curricular support websites. The enrichments offered by the library are sponsored by the patrons and donors within the community. The YHS Library is evolving, not only in technology available to students (e-books), but also in supporting book selection and blogging responses to class assignments. The following chart shows the most recent textbook adoptions at Yucaipa High School.
Textbooks and Instructional Materials
Year and month in which data were collected: October 23, 2015 Core Curriculum Area Reading/Language Arts
Textbooks and Instructional Materials/Year of Adoption 9th-12th: Literature and Language Arts, Holt Rinehart Winston (Adopted in 2009) The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0
2014-15 School Accountability Report Card for Yucaipa High School
Page 3 of 11
Textbooks and Instructional Materials
Year and month in which data were collected: October 23, 2015 Core Curriculum Area Mathematics
Textbooks and Instructional Materials/Year of Adoption 10th-12th: Understanding the World of Data : Statistics in Action, Key Curriculum (Adopted in 2007) 9th-12th: Algebra 2, Pre-Calculus, Calculus a Single Variable, Pearson Prentice Hall (Adopted in 2008) 9th-12th: Integrated Math 1, 2,3, Houghton, Mifflin, Harcourt (Adopted in 2015) The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0
Science
9th-12th: Biology, McGraw-Hill/Glencoe (Adopted in 2008) 9th-12th: Chemistry, Holt, Reinhart and Winston (Adopted in 2008) 9th-12th: Biology of Marine Life, McGraw-Hill (Adopted in 2008) 9th-12th: Human Anatomy & Physiology, Pearson-Benjamin-Cummings (Adopted in 2008) 9th: Earth Science, Pearson (Adopted in 2007) 9th-12th: Physics - Conceptual Physics, Prentice-Hall (Adopted in 2011) 9th-12th: Psychology - Principles in Practice, Holt-McDougal (Adopted in 2010) The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0
History-Social Science
12th: Economics: Principles in Practice, US Government: Democracy in Action Glencoe/McGraw Hill (Adopted in 2007) 10th-12th: Modern World History: Patterns of Interaction, US History American: Reconstruction to the 21st Century, McDougal Littell (Adopted in 2007) The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0
Foreign Language
9th-12th: French - T'es branché? 1,2,3,4, EMC Publishing (Adopted in 2014) 9th-12th: German - Deutsch Aktuell 1,2,3, EMC Publishing (Adopted in 2011) 9th-12th: Spanish - Realidades, Pearson (Adopted in 2014) The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0
Health
10th-12th: Health, Glencoe (Adopted in 2008) The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0
School Facility Conditions and Planned Improvements (Most Recent Year) FACILITIES MAINTENANCE Yucaipa High School provides a safe, clean environment for students, staff, and volunteers. The school facilities are well maintained and provide adequate space for students and staff. The school opened in 1966 and started State-funded modernization in the summer of 2004. The school facilities encompass 206,000 square feet on 80 acres and currently include a library, multipurpose room, staff lounge, 101 classrooms, and four athletic fields. Recent modernizations include renovated classrooms and administrative building, resurfaced gym, and various facility improvements to meet handicap accessibility requirements. The following table shows the results of the most recent school facilities inspection. While reviewing this report, please note that even minor discrepancies are reported in the inspection process. The items noted in the table have been corrected or are in the process of remediation. MAINTENANCE AND REPAIR Safety concerns are the number one priority of Maintenance and Operations. District maintenance supervisors are proactive and conduct inspections at school sites on a continual basis. Repairs necessary to keep the school in good repair and working order are completed in a timely manner. The district uses a work order process to ensure efficient service and that emergency repairs are given the highest priority. The district maintenance staff has indicated that 100% of all toilets on school grounds are in working order. CLEANING PROCESS AND SCHEDULE The district governing Board has adopted cleaning standards for all schools in the district. A summary of these standards is available at the school office or at the district office. The site administration team works daily with the custodial staff of ten to develop cleaning schedules to ensure a clean and safe school.
2014-15 School Accountability Report Card for Yucaipa High School
Page 4 of 11
School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 10/19/2015 Repair Status
System Inspected
Good
Fair
Repair Needed and Action Taken or Planned
Poor
Systems: Gas Leaks, Mechanical/HVAC, Sewer
X
E6: thermostat loose
Interior: Interior Surfaces
X
A BOYS RESTROOM: mirror needs bracket repaired A12: stained tiles M101: 2 stained ceiling tiles M103: 2 stained ceiling tiles O10: stained tiles O3: stained tiles
Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation
X
Electrical: Electrical
X
A13: 3 lights out A14: lite out L2: light off - difuser off
Restrooms/Fountains: Restrooms, Sinks/ Fountains
X
E STAFF MENS: one sink shut off
Safety: Fire Safety, Hazardous Materials
X
O5: no monthly fire extinguiser inspection
Structural: Structural Damage, Roofs
X
External: Playground/School Grounds, Windows/ Doors/Gates/Fences
X
Overall Rating
Exemplary
A9: ü E1: door closer needs closing P2: Door drags Good
Fair
Poor
X
B. Pupil Outcomes
CAASPP Results for All Students - Three-Year Comparison
State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): • Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); and • The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study
Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) Subject
ELA
52
45
44
Math
24
31
33
*
District
State
12-13 13-14 14-15 12-13 13-14 14-15 12-13 13-14 14-15 Science *
9 *
66
67
62
65
69
64
59
60
56
Results are for grades 5, 8, and 10. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
Grade Level
2014-15 CAASPP Results for All Students Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11) Subject School District State
School
2014-15 Percent of Students Meeting Fitness Standards 4 of 6
5 of 6
6 of 6
9.10
22.00
62.60
Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
2014-15 School Accountability Report Card for Yucaipa High School
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2014-15 CAASPP Results by Student Group Percent of Students Scoring at Proficient or Advanced
Group
Science (grades 5, 8, and 10) All Students in the LEA
64
All Student at the School
62
Male
63
Female
61
Black or African American
45
American Indian or Alaska Native
--
Asian
--
Filipino
--
Hispanic or Latino
51
Native Hawaiian or Pacific
--
White
69
Two or More Races
--
Socioeconomically Disadvantaged
26
English Learners
16
Students with Disabilities
53
Foster Youth
--
*
Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
School Year 2014-15 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven Number of Students Student Group
Grade
Percent of Students
Enrolled
Tested
Tested
Standard Not Met
Standard Nearly Met
Standard Met
Standard Exceeded
All Students
11
575
554
96.3
18
30
33
18
Male
11
575
263
45.7
24
33
30
13
Female
11
575
291
50.6
13
26
36
23
Black or African American
11
575
7
1.2
--
--
--
--
American Indian or Alaska Native
11
575
5
0.9
--
--
--
--
Asian
11
575
6
1.0
--
--
--
--
Filipino
11
575
6
1.0
--
--
--
--
Hispanic or Latino
11
575
217
37.7
24
34
30
12
Native Hawaiian or Pacific Islander
11
575
2
0.3
--
--
--
--
White
11
575
307
53.4
14
28
35
22
Two or More Races
11
575
4
0.7
--
--
--
--
Socioeconomically Disadvantaged
11
575
258
44.9
22
37
29
11
English Learners
11
575
34
5.9
68
26
3
0
Students with Disabilities
11
575
63
11.0
68
27
3
0
Foster Youth
11
--
--
--
--
--
--
--
2014-15 School Accountability Report Card for Yucaipa High School
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Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores.
School Year 2014-15 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven Number of Students Student Group
Percent of Students
Grade Enrolled
Tested
Tested
Standard Not Met
Standard Nearly Met
Standard Met
Standard Exceeded
All Students
11
575
554
96.3
43
32
17
7
Male
11
575
263
45.7
48
29
15
8
Female
11
575
291
50.6
39
34
20
6
Black or African American
11
575
7
1.2
--
--
--
--
American Indian or Alaska Native
11
575
5
0.9
--
--
--
--
Asian
11
575
6
1.0
--
--
--
--
Filipino
11
575
6
1.0
--
--
--
--
Hispanic or Latino
11
575
216
37.6
51
33
10
4
Native Hawaiian or Pacific Islander
11
575
2
0.3
--
--
--
--
White
11
575
308
53.6
38
32
21
8
Two or More Races
11
575
4
0.7
--
--
--
--
Socioeconomically Disadvantaged
11
575
257
44.7
55
31
11
3
English Learners
11
575
34
5.9
79
18
0
0
Students with Disabilities
11
575
62
10.8
94
5
0
0
Foster Youth
11
--
--
--
--
--
--
--
Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores.
C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): • Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement Parents and the community are very supportive of the education program at Yucaipa High School. The PTSO and Booster Clubs have made generous contributions of time and money to numerous programs and activities. Parents are encouraged to be involved in their child's education through volunteering, as well as attending school-wide events such as Back-to-School Night, Parent Information Nights (four), financial aid workshops, Ninth Grade Welcome Night, ELAC, GATE and various student performances and cocurricular activities. Parents are kept informed of school activities through quarterly newsletters, the school's website, regular bulletins throughout the year, and a "BlackBoard Connect" calling system. Parents who wish to volunteer or participate in Yucaipa High School's leadership teams, school committees, and/or school activities may call the school's office at (909) 797-0106. The following information is posted on Yucaipa High School's website at yucaipahigh.com. Athletic Booster Clubs - Mark Anderson Back to School Night - Lora Grisafe Band Booster Club - Robert Presler ELAC - Heather Seaton Financial Aide Workshops - Counseling
2014-15 School Accountability Report Card for Yucaipa High School
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GATE – Heather Seaton Parent Information Nights - Counseling PTSO - Heather Seaton Schedule Pick Up - Debbie Palluth School Site Council – Julie Beck WASC - Shad Kirkland
State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): • Pupil suspension rates, pupil expulsion rates; and other local measures on the sense of safety. School Safety Plan Yucaipa High School is a closed campus. During the school day the entrance is secured to ensure that visitors follow proper procedures while visiting the campus. Identification is checked and vehicle license plates are recorded. Visitors are required to check in at the Administration Office and wear a visitor badge through the duration of their stay at the site. The Comprehensive School Safety Plan was developed by the district to comply with Senate Bill 187 (SB187) in 1997. The plan is reviewed and updated annually, approved by the site's leadership team organizations, and by all school site parent organizations. Its purpose is to ensure a safe and orderly learning environment. The plan includes the current status of school crime, appropriate programs and strategies that provide school safety, child abuse reporting procedures and training, sexual harassment policy, reporting and investigation processes, school-wide dress code, safe ingress and egress of pupils, parents, and school employees, discipline procedures, hate crime policies and procedures, and disaster procedures. The Comprehensive School Safety Plan was last reviewed and adopted by the School Site Council on September 20, 2013. While we welcome visits by parents and community members, anyone wishing to be on campus during school hours should notify the staff prior to their arrival. Campus monitors provide supervision of students prior to the start of school, during the school day to include passing periods and lunch, and after school.
Suspensions and Expulsions School
2012-13
2013-14
2014-15
Suspensions Rate
4.63
3.43
3.72
Expulsions Rate
0.04
0.21
0.24
2012-13
2013-14
2014-15
Suspensions Rate
4.40
4.04
2.86
Expulsions Rate
0.03
0.11
0.16
2012-13
2013-14
2014-15
Suspensions Rate
5.07
4.36
3.80
Expulsions Rate
0.13
0.10
0.09
District
State
D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. 2014-15 Adequate Yearly Progress Overall and by Criteria AYP Criteria
School
District
State
English Language Arts
2015-16 Federal Intervention Program Indicator
School
Program Improvement Status First Year of Program Improvement Year in Program Improvement
District In PI 2008-2009 Year 3
Met Participation Rate
Yes
Yes
Yes
Number of Schools Currently in Program Improvement
3
Met Percent Proficient
N/A
N/A
N/A
Percent of Schools Currently in Program Improvement
75.0
Mathematics Met Participation Rate
Yes
Yes
Yes
Met Percent Proficient
N/A
N/A
N/A
Made AYP Overall
Yes
No
Yes
Met Attendance Rate
N/A
Yes
Yes
Met Graduation Rate
Yes
No
Yes
2014-15 School Accountability Report Card for Yucaipa High School
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Average Class Size and Class Size Distribution (Secondary) Average Class Size Subject
*
Number of Classrooms* 23-32
1-22
33+
2012-13
2013-14
2014-15
2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15
English
24
29
27
42
23
30
12
14
20
64
61
56
Math
26
29
28
28
15
24
15
24
8
55
47
60
Science
27
28
29
15
14
11
35
24
29
21
30
30
SS
24
29
25
38
16
28
10
9
18
57
57
40
Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.
Professional Development provided for Teachers Academic Counselors and Other Support Staff at this School Number of Full-Time Equivalent (FTE) Academic Counselor
6
Counselor (Social/Behavioral or Career Development)
0
Library Media Teacher (Librarian)
1
Library Media Services Staff (Paraprofessional)
1
Psychologist
1
Social Worker
0
Nurse
1
Speech/Language/Hearing Specialist
1
Resource Specialist
0
Other
3
The district offers staff development annually where teachers are offered a broad-based variety of professional growth opportunities in curriculum, teaching strategies and methodologies. Staff development topics are developed through needs identified by staff surveys and current research. In 2013-14, the district offered 127 opportunities for staff development.
Average Number of Students per Staff Member Academic Counselor *
451
One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.
FY 2013-14 Teacher and Administrative Salaries District Amount
State Average for Districts In Same Category
Beginning Teacher Salary
$42,359
$42,315
Mid-Range Teacher Salary
$71,187
$66,451
Highest Teacher Salary
$90,880
$85,603
Average Principal Salary (ES)
$114,366
$105,079
Average Principal Salary (MS)
$120,547
$111,005
Average Principal Salary (HS)
$127,653
$121,310
Superintendent Salary
$193,800
$189,899
Category
FY 2013-14 Expenditures Per Pupil and School Site Teacher Salaries
Total
Restricted
Unrestricted
5562
836
4726
Average Teacher Salary 70997
District
♦
♦
6050
$74,535
State
♦
♦
$5,348
$69,257
Percent Difference: School Site/District
-21.9
-2.9
Percent Difference: School Site/ State
0.8
4.8
Level School Site
*
Expenditures Per Pupil
Cells with ♦ do not require data.
Percent of District Budget Teacher Salaries
40%
39%
Administrative Salaries
5%
6%
*
For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/.
Types of Services Funded In addition to the State General Fund, Yucaipa-Calimesa Joint Unified School District receives Federal and State categorical funding for special programs. For the 2013-2014 school year, the district received Federal and State aid for categorical, special education, and other support programs including: TItle I-A and I-D Title II-A Title III LEP Title III A Immigrant Perkins Grant 2014-15 School Accountability Report Card for Yucaipa High School
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ASES Grant LCAP
2014-15 California High School Exit Examination Grade Ten Results by Student Group English-Language Arts
Group
Mathematics
Not Proficient
Proficient
Advanced
Not Proficient
Proficient
Advanced
All Students in the LEA
45
24
31
46
37
16
All Students at the School
44
24
32
45
38
17
Male
51
21
28
46
35
19
Female
35
28
37
43
42
15
Black or African American
45
27
27
55
45
Hispanic or Latino
59
19
22
54
33
12
White
33
29
38
39
41
20
27
45
27
Two or More Races Socioeconomically Disadvantaged
61
21
18
57
31
13
English Learners
91
7
2
84
14
2
Students with Disabilities
91
8
1
90
5
5
*
Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
Career Technical Education Participation
CAHSEE Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced Yucaipa High School
CTE Program Participation
Measure
2012-13 2013-14 2014-15
English-Language Arts
58
55
56
Number of pupils participating in CTE
1,634
Mathematics
57
53
55
% of pupils completing a CTE program and earning a high school diploma
94%
% of CTE courses sequenced or articulated between the school and institutions of postsecondary education
94%
Yucaipa-Calimesa Joint Unified School
2012-13 2013-14 2014-15
English-Language Arts
55
33
35
Mathematics
54
31
34
California
2012-13 2013-14 2014-15
English-Language Arts
57
56
58
Mathematics
60
62
59
*
Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
Dropout Rate and Graduation Rate (Four-Year Cohort Rate) Yucaipa High School
2011-12 2012-13 2013-14
Completion of High School Graduation Requirements Group
Graduating Class of 2014 School
District
State
All Students
88.85
92.54
84.6
Black or African American
85.71
91.67
76
American Indian or Alaska Native
60
83.33
78.07
Asian
100
100
92.62
Dropout Rate
4.00
1.80
3.90
Filipino
100
100
96.49
Graduation Rate
94.13
95.84
94.59
Hispanic or Latino
85.31
89.77
81.28
Native Hawaiian/Pacific Islander
66.67
100
83.58
94.1
89.93
Yucaipa-Calimesa Joint Unified School Dropout Rate Graduation Rate California
2011-12 2012-13 2013-14 8.20
5.80
6.60
White
91.27
88.92
90.59
89.73
Two or More Races
71.43
87.5
82.8
Socioeconomically Disadvantaged
66.67
68.63
61.28
60
60.53
50.76
92.14
96.97
81.36
--
--
--
2011-12 2012-13 2013-14
Dropout Rate
13.10
11.40
11.50
English Learners
Graduation Rate
78.87
80.44
80.95
Students with Disabilities Foster Youth
2014-15 School Accountability Report Card for Yucaipa High School
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Courses for University of California (UC) and/or California State University (CSU) Admission UC/CSU Course Measure 2014-15 Students Enrolled in Courses Required for UC/CSU Admission 2013-14 Graduates Who Completed All Courses Required for UC/CSU Admission
2014-15 Advanced Placement Courses
Percent 97.02 34.41
Subject
Number of AP Courses Offered*
♦
Computer Science English
Percent of Students In AP Courses
6
♦ ♦
Fine and Performing Arts Foreign Language
2
♦
Mathematics
4
♦
Science
2
♦
Social Science
10
♦
All courses
24
.7
*
Where there are student course enrollments.
Career Technical Education Programs Carl D. Perkins Career Technical Education Act Yucaipa High School's Career Technical Education Program is a combination of CRY-ROP, Project Lead the Way (STEM), and Perkins derived courses. Yucaipa High School works closely with CRY-ROP to establish and maintain ROP courses on campus. In 2011-2012, Yucaipa High School received another grant to support the expansion of our Project Lead the Way (STEM) program. This money was used to add two additional courses in order to complete a four year sequence. Our Perkins classes were derived from the Carl D. Perkins Career Technical Education Act (Perkins). Perkins was originally authorized in 1984, and most recently reauthorized in October of 2006. States that receive Perkins block grants are required to follow a strict criteria established by the state of California, in accordance with the stipulations of the federal law. The purpose of the CTE program is to provide students with the academic and technical skills needed to succeed in a knowledge and skills-based economy. These classes support career and technical education that prepares students both for postsecondary education and the careers of their choice. Yucaipa High School CTE programs and local funds generally are to be used for the following types of activities in career-technical programs:
• • • • • • • • •
Serving as a catalyst for change by driving program improvement Developing a strong accountability system that ensures quality and results Strengthening the integration of academic, career and technical education Ensuring access to career and technical education for special populations, including students with disabilities Developing and improving curricula Purchasing equipment to ensure that the classrooms have the latest technology Providing career guidance and academic counseling services Providing professional development and technical assistance for teachers, counselors and administrators Supporting career and technical education student organizations (pathways, technology classes, etc.)
CTE classes offered at Yucaipa High School are all ROP classes, Multi-Media Productions, Computer Graphic Design, Digital Publishing, Desktop3D, Photography, Introduction to Design, Principles of Engineering, and Architectural Design. Yucaipa High School continues to work collaboratively with ROP, Project Lead the Way, and Perkins to build future CTE courses. Each year we meet as a CTE Team to expand and improve the school's CTE programs. This year, the team is focusing on increasing class numbers and pathways, updating equipment, recruiting students from special populations, strengthening the current pathways, and retaining students in the program.
DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners.
Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.
2014-15 School Accountability Report Card for Yucaipa High School
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Graduation Requirements Yucaipa High School According to the Yucaipa-Calimesa Joint Unified School District Board Policy for Graduation Requirements/Standards of Proficiency BP/AR 6146, to earn a high school diploma, students must pass the California High School Exit Exam and earn a total of 225 credits in the following courses *A passing grade of "C-" or better must be earned in all courses taken at YHS in order to earn credit toward graduation. A course for which a student earned a passing grade cannot be repeated for credit.
DEPARTMENT COURSE
CREDITS
ENGLISH
English
40
SOCIAL STUDIES
World Geography
5
Modern World History
10
U.S. History
10
American Government/Economics
10
Physical Science
10
Biology
10
SCIENCE
MATHEMATICS Algebra I Geometry Math Courses (30 credits need to be completed in grades 912) HEALTH
Health
5
PHYSICAL EDUCATION
PE (to be taken in grades 9 and 10)
20
FINE ARTS
Fine Arts
10
or
or
FOREIGN LANGUAGE
Foreign Language
ELECTIVES
Student choice
65
Introduction: LEA: Yucaipa-Calimesa Joint USD Contact: Eric Vreeman, Assistant Superintendent,
[email protected], (909) 797-0174 LCAP Year: 2016/17
Local Control and Accountability Plan and Annual Update Template The Local Control and Accountability Plan (LCAP) and Annual Update Template shall be used to provide details regarding local educational agencies’ (LEAs) actions and expenditures to support pupil outcomes and overall performance pursuant to Education Code sections 52060, 52066, 47605, 47605.5, and 47606.5. The LCAP and Annual Update Template must be completed by all LEAs each year. For school districts, pursuant to Education Code section 52060, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities and any locally identified priorities. For county offices of education, pursuant to Education Code section 52066, the LCAP must describe, for each county office of education-operated school and program, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, who are funded through the county office of education Local Control Funding Formula as identified in Education Code section 2574 (pupils attending juvenile court schools, on probation or parole, or mandatorily expelled) for each of the state priorities and any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in their LCAPs services provided to pupils funded by a school district but attending county-operated schools and programs, including special education programs. Charter schools, pursuant to Education Code sections 47605, 47605.5, and 47606.5, must describe goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities as applicable and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the Education Code. The LCAP is intended to be a comprehensive planning tool. Accordingly, in developing goals, specific actions, and expenditures, LEAs should carefully consider how to reflect the services and related expenses for their basic instructional program in relationship to the state priorities. LEAs may reference and describe actions and expenditures in other plans and funded by a variety of other fund sources when detailing goals, actions, and expenditures related to the state and local priorities. LCAPs must be consistent with school plans submitted pursuant to Education Code section 64001. The information contained in the LCAP, or annual update, may be supplemented by information contained in other plans (including the LEA plan pursuant to Section 1112 of Subpart 1 of Part A of Title I of Public Law 107-110) that are incorporated or referenced as relevant in this document.
1
For each section of the template, LEAs shall comply with instructions and should use the guiding questions as prompts (but not limits) for completing the information as required by statute. Guiding questions do not require separate narrative responses. However, the narrative response and goals and actions should demonstrate each guiding question was considered during the development of the plan. Data referenced in the LCAP must be consistent with the school accountability report card where appropriate. LEAs may resize pages or attach additional pages as necessary to facilitate completion of the LCAP.
State Priorities The state priorities listed in Education Code sections 52060 and 52066 can be categorized as specified below for planning purposes, however, school districts and county offices of education must address each of the state priorities in their LCAP. Charter schools must address the priorities in Education Code section 52060(d) that apply to the grade levels served, or the nature of the program operated, by the charter school. A. Conditions of Learning: Basic: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully credentialed in the subject areas and for the pupils they are teaching; pupils have access to standards-aligned instructional materials pursuant to Education Code section 60119; and school facilities are maintained in good repair pursuant to Education Code section 17002(d). (Priority 1) Implementation of State Standards: implementation of academic content and performance standards and English language development standards adopted by the state Board for all pupils, including English learners. (Priority 2) Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable. (Priority 7) Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section 48926. (Priority 9) Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share information, responding to the needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10) B. Pupil Outcomes: Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams with 3 or higher, share of pupils determined prepared for college by the Early Assessment Program. (Priority 4)
2
Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Education Code section 51220, as applicable. (Priority 8) C. Engagement: Parental involvement: efforts to seek parent input in decision making at the district and each schoolsite, promotion of parent participation in programs for unduplicated pupils and special need subgroups. (Priority 3) Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduations rates. (Priority 5) School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense of safety and school connectedness. (Priority 6)
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Section 1: Stakeholder Engagement Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code section 52052, is critical to the LCAP and budget process. Education Code sections 52060(g), 52062 and 52063 specify the minimum requirements for school districts; Education Code sections 52066(g), 52068 and 52069 specify the minimum requirements for county offices of education, and Education Code section 47606.5 specifies the minimum requirements for charter schools. In addition, Education Code section 48985 specifies the requirements for translation of documents. Instructions: Describe the process used to consult with parents, pupils, school personnel, local bargaining units as applicable, and the community and how this consultation contributed to development of the LCAP or annual update. Note that the LEA’s goals, actions, services and expenditures related to the state priority of parental involvement are to be described separately in Section 2. In the annual update boxes, describe the stakeholder involvement process for the review, and describe its impact on, the development of the annual update to LCAP goals, actions, services, and expenditures. Guiding Questions: 1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified in Education Code section 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies; county office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders; community organizations representing English learners; and others as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP? 2) How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development of the LCAP? 3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting process? How was the information made available? 4) What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of the LEA’s engagement processes? 5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections 52062, 52068, and 47606.5, including engagement with representatives of parents and guardians of pupils identified in Education Code section 42238.01? 6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR 15495(a)? 7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported improved outcomes for pupils, including unduplicated pupils, related to the state priorities?
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Involvement Process
Impact on LCAP
LCAP Student “Voice” Meetings
Gathering Input from Multiple Sources The input from the Stakeholder groups was instrumental in the annual update of the Local Control Accountability Plan. Each group provided valuable voices regarding the needs and services for each of the subpopulations in Yucaipa-Calimesa Joint Unified Schools. Groups varied in structure, from focus groups generating ideas about barriers, successes and effective programs, to working groups prioritizing lists of suggested programs and services. Groups were selected from parent and community leadership groups, representative secondary student groups from the comprehensive and both alternative high schools in the district. Open Community forums were held for anyone who was interested in attending. As always, translation was available at all public meetings. LCAP Action updates were shared with each group. Using update information and reviewing current information, the groups generated a list of continued actions and new priorities for additional new funding for the 2016/2017 year.
April 20, 2016 – Oak View High School – Student Leaders April 19, 2016 – Green Valley High School – Student Leaders April 13, 2016 – Yucaipa High School – 3 Student groups 1. English 12 Class 2. Special Education Learning Center Class 3. English Language Learner Support Class
LCAP Community Forums and Stakeholder Meetings March 17, 2016 - District PTSA Council April 20, 2016 - Park View Middle School April 21, 2016 - Mesa View Middle School Association Meetings
April 22, 2016 - CSEA LCAP Consultation May 6, 2016 - YCEA LCAP Consultation
Principal Survey
May 1, 2016
Parent Advisory Meetings
March 3, 2016 - District English Language Advisory Committee March 4, 2016 - Parent Advisory Committee
YCJUSD Governing Board
January 26, 2016 – LCAP Goal #1 Update February 23, 2016 – LCAP Goal #2 Update March 15, 2016 – LCAP Goal #3 Update April 26,2016 – LCAP Community Input Summary Report to Board of Education June 21, 2016 - Draft LCAP Public Hearing June 28, 2016 - Proposed LCAP Approval
Current demographics for Yucaipa-Calimesa Joint Unified School District: Ethnicity: Hispanic Caucasian African American Asian Other
42% 53% 2% 2% 1%
English Learners Socioeconomically Disadvantaged Special Education
10% 55% 12%
Analysis of District and school data, and input from stakeholders guided development of continuing and new actions related to the needs of students and families with a particular focus on students from socio-economically disadvantaged, foster youth,
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English learners, and re-designated fluent English proficient subgroups. Because of locally determined needs, the Local Control Accountability Plan was implemented, and is now being revised to measure success and determine future actions steps along with specific definitions of success and metrics by which efforts will be measured. Input from the community focus groups is summarized within the key priorities of Student Achievement, Student Engagement, and School Climate. The identified needs and specific suggestions from the community focus groups were incorporated directly into the language of the primary LCAP goals, funding decisions and action steps. Stakeholder engagement resulted in the LCAP representing: • • • • • •
Divergent thinking focused on a common learning vision Accurately identified student needs Targeted resources allocated to student needs and identified student sub-groups Evaluation measures identified for all actions and services Increased stakeholder awareness and understanding of educational needs and services Deepening partnerships and collaboration among all YCJUSD staff and stakeholders
LCAP Update The LCAP update process began with a series of reports to the Board of Education regarding each goal from the LCAP. Each goal was reviewed, actions steps completed or in progress were reviewed and all agreed upon measurable outcomes were reported. Current status of goals and progress on action steps was shared with the Parent Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC), with four different student groups, and stakeholder groups made up of interested parents at two different Community Conversation nights sponsored and moderated by the Superintendent. All groups
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were asked to comment upon the shared measurable outcomes and the first public draft of the new document both during and after the meeting, with responses from the Superintendent to be provided over the following two weeks. Board of Education All data and stakeholder input was reviewed with the Board of Education. The District plans were revised with particular attention to the eight state priority areas within the LCAP. Linkages between the plans were made to ensure continuity with the District vision, goals and actions. An updated LCAP draft will be presented to the Board of Education with a public hearing on June 21, 2016. The final draft and budget was presented to the Board for final adoption on June 28, 2016. Annual Update: Components of the Local Control Accountability Plan (LCAP) have become standing agenda items on many school and district meeting agendas. In order to implement the actions and services described in the LCAP, stakeholders must regularly review, discuss, and implement practices, programs, and activities to meet stated goals and targets outlined in the plan. Much of this year's agenda items have been to provide updates on current action items and solicit input for additions and deletions to best meet student needs. As the year progressed, progress reports were provided to stakeholders to demonstrate the level of implementation and progress being made toward established goals and targets. An effort to align site Single Plan for Student Achievement (SPSA), Local Control and Accountability Plan (LCAP) and the federal Local Education Agency Plan goals continued to be an administrative focus. Stakeholders aligned LCAP goals to district goals, which now align to all other required written plans, so that efforts are focused on four specific areas that address the eight state priorities. Our strategy for renewal in 2015-2016 was to go school sites to meet with representative student groups, and hold update meetings with district level parent groups, DELAC, PTSA, PAC, and the Community Cabinet. The Assistant Superintendent of Educational Services and the Director of Special Projects met with representatives from both employee associations. Evening community events were advertised district wide and run by the Superintendent to gather public input.
Annual Update: The LCAP is truly a working document that focuses all stakeholders on improved student achievement. The goals outlined in the LCAP have been implemented and are regularly monitored for effectiveness. To determine effectiveness, data has become an important and required component of the evaluation process that guides decision making. Many tools and protocols have been developed, piloted, and implemented to guide the improvement process. Much work has been done in Yucaipa-Calimesa JUSD to calibrate school and district plans to be closely connected to accomplishing LCAP goals. The Local Education Agency Plan (LEAP), Single Plan for Student Achievement (SPSA), and Local Control Accountability Plan (LCAP) goals were aligned to create a shared vision to positively impact student achievement. All stakeholders are now working toward the same outcomes for students. Review of our current status with goals, and input from the community and stakeholders yielded several themes and priorities for continuing and additional LCFF funding. These themes and priorities listed in this Local Control Accountability Plan.
Metrics for each Action Plan in the LCAP were shared with each community/leadership
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group. Baseline measures, such as SBAC and Graduation and Drop-out rates have been established and were shared with each group as part of the presentations. Key initiatives required strategic planning to garner input, support, and buy-in from various stakeholders. This important work takes time, and is crucial for long lasting and deep implementation. For example, the Interim/Formative Assessment Plan (Student Assessment System) is in the beginning implementation stage. A major emphasis in the 2016-17 LCAP continues to be on implementing actions and services to support Foster and Homeless Youth, K-8 first best instruction, ELD staff awareness and plan development training, and Multi-Tiered Systems of Support, with an emphasis of elementary literacy and K-12 behavioral supports and a districtwide student assessment system.
Themes: 1. Have high expectations for every student by providing pupils with a rigorous education that prepares students for success after their graduation from K-12 schooling. 2. Provide continuous learning for staff by establishing and supporting comprehensive professional learning opportunities to support access and implementation of the California State Standards, English Language Development (ELD) Standards, Next Generation Science Standards, and all grade level standards. 3. Career Technical Education (CTE), Advancement via Individual Determination (AVID), Multi-Tiered Systems of Support (MTSS) and Educational Technology. 4. Meet the holistic needs of all students by providing a learning environment where students and family’s needs are met so that they can fully participate in all aspects of the educational experience by: a. Insuring that all students have access to enrichment elective and intervention programs in order to engage students in a comprehensive, engaging, educational program. b. Increasing self-awareness and identity, building social problem solving skills and helping students focus on their future. c. Help students identify goals, identify multiple success pathways to reach their goals, and a belief that through effort now, their future will be better than their present. d. Making friends and understanding social rules and consequences e. Increasing Parent Involvement 5. Create technology rich learning environments in all schools where pupils learn the 21st Century Skills of creativity, critical thinking, communication and collaboration. 6. Support programs designed to increase the number of students who graduate from high school and go on to college. (AVID)
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7. Support programs that engage students in their middle school and high school experience by increasing participation in the visual and performing arts (VAPA) 8. Support the English Language Development EL Student with support materials, technology and facilities. 9. Support elementary literacy by continuing to strengthen the district library programs at the elementary and middle school levels Identified Priorities for New Funding: ($1.2 Million) 1. Textbooks/Instructional Materials $450,000 2. AVID Tutors (7:1 ratio) $110,000 3. Visual/Performing Arts (VAPA) $160,000 4. Additional Student Technology $320,000 5. Special Education Student Support $ 36,000 6. Upgrade ELD Lab – YHS $ 24,000 7. Elementary/Middle Library Collections $100,000
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Section 2: Goals, Actions, Expenditures, and Progress Indicators Instructions: All LEAs must complete the LCAP and Annual Update Template each year. The LCAP is a three-year plan for the upcoming school year and the two years that follow. In this way, the program and goals contained in the LCAP align with the term of a school district and county office of education budget and multiyear budget projections. The Annual Update section of the template reviews progress made for each stated goal in the school year that is coming to a close, assesses the effectiveness of actions and services provided, and describes the changes made in the LCAP for the next three years that are based on this review and assessment. Charter schools may adjust the table below to align with the term of the charter school’s budget that is submitted to the school’s authorizer pursuant to Education Code section 47604.33. For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and for charter schools, Education Code section 47606.5 require(s) the LCAP to include a description of the annual goals, for all pupils and each subgroup of pupils, to be achieved for each state priority as defined in 5 CCR 15495(i) and any local priorities; a description of the specific actions an LEA will take to meet the identified goals; a description of the expenditures required to implement the specific actions; and an annual update to include a review of progress towards the goals and describe any changes to the goals. To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state and local priorities from the school plans submitted pursuant to Education Code section 64001. Furthermore, the LCAP should be shared with, and input requested from, schoolsite-level advisory groups, as applicable (e.g., schoolsite councils, English Learner Advisory Councils, pupil advisory groups, etc.) to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet the goal. Using the following instructions and guiding questions, complete a goal table (see below) for each of the LEA’s goals. Duplicate and expand the fields as necessary. Goal: Describe the goal: When completing the goal tables, include goals for all pupils and specific goals for school sites and specific subgroups, including pupils with disabilities, both at the LEA level and, where applicable, at the schoolsite level. The LEA may identify which school sites and
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subgroups have the same goals, and group and describe those goals together. The LEA may also indicate those goals that are not applicable to a specific subgroup or schoolsite. Related State and/or Local Priorities: Identify the state and/or local priorities addressed by the goal by placing a check mark next to the applicable priority or priorities. The LCAP must include goals that address each of the state priorities, as defined in 5 CCR 15495(i), and any additional local priorities; however, one goal may address multiple priorities. Identified Need: Describe the need(s) identified by the LEA that this goal addresses, including a description of the supporting data used to identify the need(s). Schools: Identify the school sites to which the goal applies. LEAs may indicate “all” for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5). Applicable Pupil Subgroups: Identify the pupil subgroups as defined in Education Code section 52052 to which the goal applies, or indicate “all” for all pupils. Expected Annual Measurable Outcomes: For each LCAP year, identify and describe specific expected measurable outcomes for all pupils using, at minimum, the applicable required metrics for the related state priorities. Where applicable, include descriptions of specific expected measurable outcomes for school sites and specific subgroups, including pupils with disabilities, both at the LEA level and at the schoolsite level. The metrics used to describe the expected measurable outcomes may be quantitative or qualitative, although the goal tables must address all required metrics for every state priority in each LCAP year. The required metrics are the specified measures and objectives for each state priority as set forth in Education Code sections 52060(d) and 52066(d). For the pupil engagement priority metrics, LEAs must calculate the rates specified in Education Code sections 52060(d)(5)(B), (C), (D) and (E) as described in the Local Control Accountability Plan and Annual Update Template Appendix, sections (a) through (d). Actions/Services: For each LCAP year, identify all annual actions to be performed and services provided to meet the described goal. Actions may describe a group of services that are implemented to achieve the identified goal. Scope of Service: Describe the scope of each action/service by identifying the school sites covered. LEAs may indicate “all” for all schools, specify an individual school or a subset of schools, or specify grade spans (e.g., all high schools or grades K-5). If supplemental and concentration funds are used to support the action/service, the LEA must identify if the scope of service is districtwide, schoolwide, countywide, or charterwide.
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Pupils to be served within identified scope of service: For each action/service, identify the pupils to be served within the identified scope of service. If the action to be performed or the service to be provided is for all pupils, place a check mark next to “ALL.” For each action and/or service to be provided above what is being provided for all pupils, place a check mark next to the applicable unduplicated pupil subgroup(s) and/or other pupil subgroup(s) that will benefit from the additional action, and/or will receive the additional service. Identify, as applicable, additional actions and services for unduplicated pupil subgroup(s) as defined in Education Code section 42238.01, pupils redesignated fluent English proficient, and/or pupils subgroup(s) as defined in Education Code section 52052. Budgeted Expenditures: For each action/service, list and describe budgeted expenditures for each school year to implement these actions, including where those expenditures can be found in the LEA’s budget. The LEA must reference all fund sources for each proposed expenditure. Expenditures must be classified using the California School Accounting Manual as required by Education Code sections 52061, 52067, and 47606.5. Guiding Questions: 1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”? 2) What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”? 3) What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement” (e.g., parent involvement, pupil engagement, and school climate)? 4) What are the LEA’s goal(s) to address any locally-identified priorities? 5) How have the unique needs of individual school sites been evaluated to inform the development of meaningful district and/or individual schoolsite goals (e.g., input from site level advisory groups, staff, parents, community, pupils; review of school level plans; in-depth school level data analysis, etc.)? 6) What are the unique goals for unduplicated pupils as defined in Education Code sections 42238.01 and subgroups as defined in section 52052 that are different from the LEA’s goals for all pupils? 7) What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP? 8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or local priority? 9) What information was considered/reviewed for individual school sites? 10) What information was considered/reviewed for subgroups identified in Education Code section 52052?
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11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 52052, to specific school sites, to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP? 12) How do these actions/services link to identified goals and expected measurable outcomes? 13) What expenditures support changes to actions/services as a result of the goal identified? Where can these expenditures be found in the LEA’s budget?
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Related State and/or Local Priorities:
GOAL:
1. Increase the percent of students proficient (Meeting or exceeding standards) in English-Language arts, math, science and social science by the end of 5th grade
1 X 2 X 3__ 4 X 5__ 6__ 7 X 8 X COE only: 9 10 Local : Specify
All YCJUSD students need to be proficient in core subjects in order to be prepared for a rigorous secondary school experience. There is a need for continued training for the implementation of State Standards.
Identified Need :
There is a need for appropriate technology, training and support. A 21st century learning environment will be marked by universal connectivity and access on campus for all. State Standards, core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for all students’ academic success through Multi-Tiered Systems of Support (MTSS). There is a need to increase English learner (EL) language proficiency There is a need to identify and support students who transition into schools after the start of the year with particular focus on homeless and foster youth.
Goal Applies to:
Schools: Preschool and Elementary Schools Applicable Pupil Subgroups: All Students, Foster Youth, English Learners, Socio-economically Disadvantaged LCAP Year 1: 2016-17
Expected Annual Measurable Outcomes:
(5% increase) The percent of students scoring “Standard Met or Exceeded” on the California Assessment of Student Performance and Progress (CAASPP) (2% increase) The percentage of English learners who are reclassified as fluent in English- EL Students Making Annual Progress - Annual Measurable Achievement Objectives (AMAO 1) (2% increase) The percentage of English learners who are reclassified as fluent in English - EL Student California English Language Development Test (CELDT) Proficiency (AMAO 2)
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Actions/Services (3) Elementary School Assistant Principals (2015-2019)
Scope of Service LEA-Wide Grades TK-5
Pupils to be served within identified scope of service X ALL
Budgeted Expenditures Funding Source: LCFF $ 249,128 (1300) Cert. Admin Salaries $ 65,050 (3000) Cert. Admin Benefits
OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
MTSS Committee Recommendations
LEA-Wide _ ALL
Multi-Tiered Systems of Supports (MTSS) is an integrated, comprehensive framework that focuses on CCSS, core instruction, differentiated learning, studentcentered learning, individualized student needs, and the alignment of systems necessary for all students’ academic, behavioral, and social success. Our focus is on elementary literacy and K-12 behavior support systems.
(2015-2019) Additional School Site English Language Development Support – English Learner (EL) Aides
Funding Source: LCFF $ 126,000 (1100) Teacher Salaries $ 12,600 (3000) Teacher Benefits $ 35,000 (4300) Inst. Supplies $ 20,000 (4400) Equipment
OR: X Low Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient X Other Subgroups:(Specify)Special Education Funding Source: LCFF $ 48,663 (2100) Inst. Aide Salaries $ 26,373 (3000) Inst. Aide Benefits
LEA-Wide
_ ALL
(2015-2019)
Funding Source: Title III $ 94,193 (2100) Inst. Aide Salaries $ 14,440 (3000) Instr. Aide Benefits
OR: Low Income pupils X English Learners Foster Youth X Redesignated fluent English proficient Other Subgroups:(Specify)
15
Additional School Site Instructional Technology Support – Computer Resource Assistants (CRAs)
LEA-Wide Grades TK-8
(2015-2019)
Funding Source: LCFF $ 48,238 (2100) Inst. Aide Salaries $ 13,336 (3000) Inst. Aide Benefits
X ALL
OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Preschool Staff
LEA-Wide X ALL
Funding Source: LCFF $ 64,000 (1100) Teacher Salaries $ 16,000 (3000) Teacher Benefits
(2015-2019) OR: _ Low Income pupils _ English Learners _ Foster Youth _ Redesignated fluent English proficient _ Other Subgroups:(Specify)
Teacher on Assignment - Elementary Education (2015-2019)
LEA-Wide Grades TK-5
School Library – Elementary School Library Technicians and Elementary/Middle School Library Collections
LEA-Wide Grades TK-8
(2014-2019)
X ALL
Funding Source: LCFF $ 85,900 (1100) Teacher Salaries $ 22,350 (3000) Teacher Benefits
OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
X ALL
Funding Source: LCFF $47,230 (2200) Classified Sup Salaries $24,800 (3000) Classified Sup Benefits $ 100,000 (4300) Inst. Materials
OR: Low Income pupils _ English Learners Foster Youth _ Redesignated fluent English proficient Other Subgroups:(Specify)
16
(3) Teachers to meet 25:1 student to teacher ratio in grades TK-3
LEA Wide Grades TK-3
(2014-2019)
Funding Source: LCFF $ 188,000 (1100) Teacher Salaries $ 72,150 (3000) Teacher Benefits
X ALL
OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Enrichment & Intervention: After School and Summer School (Including materials)
LEA Wide
(2014-2019)
Funding Source: LCFF $ 39,175 (1100) Teacher Salaries $ 5,328 (3000) Teacher Benefits
OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
(2014-2019)
(6) Targeted Intervention Specialist
X ALL
LEA-Wide Grades TK-5
X ALL
Funding Source: LCFF $ 501,252 (1100) Teacher Salaries $ 160,000 (3000) Teacher Benefits
OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
(3) Elementary School Counselors (2) (2014-2019) (1) (2015-2019)
LEA Wide Grades TK-5
X ALL
Funding Source: LCFF $261,000 (1200) Pupil Support Salaries $ 59,000 (3000) Pupil Support Benefits
OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)_
17
Professional Development, Instructional Materials: California State Standards, Instructional Technology and Positive Behavioral Inventions and Supports (PBIS)
Funding Source: LCFF $ 205,000 (1100) Teacher Salaries $ 32,000 (1900) Other Cert. Salaries $ 8,200 (3000) Teacher Benefits $ 450,000 (4300) Inst. Materials
LEA-Wide
(2014-2019)
X ALL
Funding Source: Title I $ 358,000 (1100) Teacher Salaries $ 43,000 (1900) Other Cert. Salaries $ 6,200 (3000) Teacher Benefits $ 145,000 (4300) Inst. Materials $ 88,000 (4400) Inst. Equipment. $ 152,000 (5800) Prof. Development Funding Source: Title II $ 141,000 (1100) Teacher Salaries
OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Instructional Technology - Software, Licenses, Computers, Devices, ELD Support
LEA-Wide
X ALL
Funding Source: LCFF $ 594,000 (4300) Inst. Materials
(2014-2019) OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Instructional Technology Support: Provide support to schools in areas of software, hardware, devices and networking
LEA-Wide
X ALL
Funding Source: LCFF $146,000 (2200 ) Clsfd Sup. Salaries $ 61,000 (3000) Clsfd. Sup. Benefits
18
(1) Site Systems Technician (YHS) (2) District Computer Resource Assistants (1) Technology Support Specialist
OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify)
(2014-2019) LCAP Year 2: 2017-18
(5% increase) The percent of students scoring “Standard Met or Exceeded” on the California Assessment of Student Performance and Progress (CAASPP) Expected Annual (2% increase) The percentage of English learners who are reclassified as fluent in English- EL Students Making Measurable Annual Progress - Annual Measurable Achievement Objectives (AMAO 1) Outcomes: (2% increase) The percentage of English learners who are reclassified as fluent in English - EL Student California English Language Development Test (CELDT) Proficiency (AMAO 2) Scope of Pupils to be served within identified scope of Budgeted Actions/Services Service service Expenditures Funding Source: LCFF X ALL (6) Elementary School Elective Enrichment Grades $ 525,000 (1100) Teacher Salaries Teachers TK-5 $ 175,000 (3000) Teacher Benefits (2017-2019)
OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
LCAP Year 3: 2018-19 Expected Annual Measurable Outcomes:
(5% increase) The percent of students scoring “Standard Met or Exceeded” on the California Assessment of Student Performance and Progress (CAASPP) (2% increase) The percentage of English learners who are reclassified as fluent in English- EL Students Making Annual Progress - Annual Measurable Achievement Objectives (AMAO 1) (2% increase) The percentage of English learners who are reclassified as fluent in English - EL Student California English Language Development Test (CELDT) Proficiency (AMAO 2) 19
Actions/Services Additional Student Technology
Scope of Service LEA-Wide
Pupils to be served within identified scope of service X ALL
(2017-2019)
Budgeted Expenditures Funding Source: LCFF $ 114,365 (4400) Inst. Equipment
OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups: (Specify)
20
Related State and/or Local Priorities:
GOAL:
2. Increase the percent of students graduating high school college and career ready
1 X 2 X 3__ 4 X 5__ 6__ 7 X 8 X COE only: 9 Local : Specify
10
All YCJUSD students need to graduate high school prepared for college and career. There is a need for continued training for the implementation of State Standards. There is a need for appropriate technology, training and support. A 21st century learning environment will be marked by universal connectivity and access on campus for all. Identified Need :
There is a need to develop an integrated, comprehensive framework that focuses on California State Standards, core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for all students’ academic success through Multi-Tiered Systems of Support (MTSS). There is a need to support middle school students in mathematics. There is a need to increase English Leaner language proficiency.
Goal Applies to:
Schools: Middle and High Schools Applicable Pupil Subgroups: All Students LCAP Year 1: 2016-2017
Expected Annual Measurable Outcomes:
(5% increase) The percent of students scoring “Standard Met or Exceeded” on the California Assessment of Student Performance and Progress (CAASPP) (2% increase) The percentage of English learners who are reclassified as fluent in English- EL Students Making Annual Progress - Annual Measurable Achievement Objectives (AMAO 1) (2% increase) The percentage of English learners who are reclassified as fluent in English - EL Student California English Language Development Test (CELDT) Proficiency (AMAO 2) (.5% Increase) Cohort High School Graduation Rate (20% Increase) YHS Linked Learning Academy Pathway Enrollment 21
(2% Increase) Grade 9 Course Passing Rate (Percent of students passing all their courses in grade 9) (5% Increase) Students taking academic courses work which qualifies them for University of California admission (A-G Completion Rate) (2% increase) Students scoring 3 or higher on Advanced Placement (AP) Tests (5% increase) Students readiness for college-level English and mathematics in the California State University system (Early Academic Placement – EPA) Receive a “Positive” certification district-wide for the Advancement Via Individual Determination (AVID) program. Scope of Pupils to be served within identified scope of Budgeted Actions/Services Service service Expenditures Funding Source: LCFF Visual and Performing Arts – Instructional LEA-Wide $ 100,000 (4300) Inst. Materials X ALL $ 60,000 (5800) Operating Expense materials and program support Grades OR: 6-12 Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify)
(2) Targeted Intervention Teachers (2015-2019)
MTSS Committee Recommendations Multi-Tiered Systems of Supports (MTSS) is an integrated, comprehensive framework that focuses on CCSS, core instruction, differentiated learning, studentcentered learning, individualized student needs, and the alignment of systems necessary for all students’ academic, behavioral, and social success. Our focus continues to be elementary literacy and K-12 behavior support.
LEA-Wide Grades 6-8
LEA-Wide
X ALL
Funding Source: LCFF $ 134,100 (1100) Teacher Salaries $ 33,500 (3000) Teacher Benefits
OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify) _ ALL
Expenditure on page 15
OR: X Low Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient X Other Subgroups:(Specify) Special Education
(2015-2019) 22
Additional School Site ELD Support – English Learner (EL) Aides
LEA-Wide
(2015-2019)
Special Education – Program Specialist and additional student course offerings
LEA-Wide Grades 6-12
Yucaipa High School
(2015-2019
X ALL
Funding Source: LCFF $ 82,500 (2100) Inst. Aide Salaries $ 27,500 (3000) Inst. Aide Benefits
OR: Low Income pupils _ English Learners Foster Youth _ Redesignated fluent English proficient Other Subgroups:(Specify) _ ALL
Funding Source: LCFF $ 126,662 (1100) Teacher Salaries $ 28,100 (3000) Teacher Benefits
OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify) Special Education
(2015-2019)
Linked Learning extra assignments, curriculum, professional development, materials
Expenditure on page 15
OR: Low Income pupils X English Learners Foster Youth X Redesignated fluent English proficient Other Subgroups:(Specify)
(2015-2019)
Additional AVID Tutors
_ ALL
LEA-Wide X ALL
Funding Source: LCFF $ 85,000 (1100) Teacher Salaries $ 15,000 (4300) Inst. Materials
OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
23
Linked Learning personnel (2014-2019)
(2) Middle School Counselors (2014-2019)
Professional Development, Instructional Materials: California State Standards, Positive Behavioral Inventions and Supports (PBIS), Instructional Technology) and Advancement via Individual Determination (AVID) (2014-2019) Enrichment & Intervention: After School/Summer School (Including materials)
LEA-Wide Grades 9-12
LEA-Wide Grades 6-8
(1) Site Systems Technician (YHS) (2) District Computer Resource Assistants
Funding Source: LCFF $ 136,000 (1100) Teacher Salaries $ 45,300 (3000) Teacher Benefits
OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
X ALL
Funding Source: LCFF $184,600 (1200) Pupil Support Salaries $ 47,700 (3000) Pupil Support Benefits
OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
LEA-Wide
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Expenditure on page 17
LEA-Wide
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Expenditure on page 16
LEA-Wide
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Expenditure on page 18
(2014-2019) Instructional Technology Support: Provide support to schools in areas of software, hardware, devices and networking
X ALL
24
(1) Technology Support Specialist (2014-2019) Instructional Technology - Software, Licenses, Computers, Devices, ELD support
LEA-Wide
(2014-2019) YCOA – Staff and Electives (2014-2019)
Green Valley Independent Study
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Expenditure on page 18
X ALL
Funding Source: LCFF $ 61,000 (1100) Teacher Salaries
OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
LCAP Year 2: 2017-18
Expected Annual Measurable Outcomes:
(5% increase) The percent of students scoring “Standard Met or Exceeded” on the California Assessment of Student Performance and Progress (CAASPP) (2% increase) The percentage of English learners who are reclassified as fluent in English- EL Students Making Annual Progress - Annual Measurable Achievement Objectives (AMAO 1) (2% increase) The percentage of English learners who are reclassified as fluent in English - EL Student California English Language Development Test (CELDT) Proficiency (AMAO 2) (.5% Increase) Cohort High School Graduation Rate (20% Increase) YHS Linked Learning Academy Pathway Enrollment (2% Increase) Grade 9 Course Passing Rate (Percent of students passing all their courses in grade 9) (5% Increase) Students taking academic courses work which qualifies them for University of California admission (A-G Completion Rate) (2% increase) Students scoring 3 or higher on Advanced Placement (AP) Tests (5% increase) Students readiness for college-level English and mathematics in the California State University system (Early Academic Placement - EPA) 25
Receive a “Positive” certification district-wide for the Advancement Via Individual Determination (AVID) program. Scope of Pupils to be served within identified scope of Budgeted Actions/Services Expenditures Service service Funding Source: LCFF Additional Student Technology LEA-Wide X ALL $ 136,073 (4400) Inst. Equipment Grades OR: (2016-2019) Low Income pupils English Learners
Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify)
LCAP Year 3: 2018-2019 (5% increase) The percent of students scoring “Standard Met or Exceeded” on the California Assessment of Student Performance and Progress (CAASPP) (2% increase) The percentage of English learners who are reclassified as fluent in English- EL Students Making Annual Progress - Annual Measurable Achievement Objectives (AMAO 1) (2% increase) The percentage of English learners who are reclassified as fluent in English - EL Student California English Language Development Test (CELDT) Proficiency (AMAO 2) Expected Annual (.5% Increase) Cohort High School Graduation Rate (20% Increase) YHS Linked Learning Academy Pathway Enrollment Measurable Outcomes: (2% Increase) Grade 9 Course Passing Rate (Percent of students passing all their courses in grade 9) (5% Increase) Students taking academic courses work which qualifies them for University of California admission (A-G Completion Rate) (2% increase) Students scoring 3 or higher on Advanced Placement (AP) Tests (5% increase) Students readiness for college-level English and mathematics in the California State University system (Early Academic Placement - EAP) Receive a “Positive” certification district-wide for the Advancement Via Individual Determination (AVID) program. Scope of Pupils to be served within identified scope of Budgeted Actions/Services Service service Expenditures Funding Source: LCFF LEA-Wide X ALL Instructional Materials – State Standards $ 114,300 (4300) Inst. Materials (2017-2019)
OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups: (Specify)
26
GOAL:
3. Meet the holistic needs of all students by providing an environment where student and family needs are met so that they can fully participate in all aspects of the educational experience by: Increasing parent and community involvement Increasing self-awareness and identity, building social problem solving skills and focus on the future Having positive self-esteem and motivation to succeed Making friends and understanding social rules and consequences
Related State and/or Local Priorities: 1_ 2_ 3X 4_ 5X 6X7_ 8_ COE only: 9
10
Local : Specify
All YCJUSD students need to be personally and socially ready to engage in a rigorous and relevant education. There is a need to increase the parents’ sense of safety. Identified Need :
There is a need to develop an integrated, comprehensive framework that focuses on individualized student needs, and the alignment of systems necessary for all students’ behavioral, and social success through Multi-Tiered Systems of Support (MTSS). There is a need to identify and support students who transition into schools after the start of the year with particular focus on homeless and foster youth.
Goal Applies to:
Schools: All Schools Applicable Pupil Subgroups: All Students LCAP Year 1: 2016-2017
Expected Annual Measurable Outcomes:
(2% increase) School Attendance – Oak View High School and Green Valley High School (1% decrease) High School/Middle School Dropout Rates (1% decrease) Pupil Suspension/Expulsion Rates Baseline Year - Gallup Poll for all Middle/High School Students to measure Hope and Engagement Baseline Year - Classroom Referrals (Standardization of practices) Baseline Year – School and District English Learner Advisory Committee participation 27
Actions/Services Crossing Guards
Scope of Service LEA-Wide
(2015-2018)
(1) Intervention Counselor - Oak View High School and Education Center (OVEC) (2015-2019)
(3) Elementary School Counselors (2) Middle School Counselors
Multi-Tiered Systems of Supports (MTSS) is an integrated, comprehensive framework that focuses on CCSS, core instruction, differentiated learning, studentcentered learning, individualized student needs, and the alignment of systems necessary for all students’ academic, behavioral, and social success. Our focus continues to be elementary literacy and K-12 behavior support.
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Budgeted Expenditures Funding Source: LCFF $16,000 (5100) Subagreement Services
Funding Source: Title I $ 64,305 (1200) Pupil Support Salaries $ 23,000 (3000) Pupil Support Benefits
Oak View High School and Education Center
_ ALL
LEA-Wide Grades TK-8
X ALL
Expenditures on pages 17 and 23
OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify) _ ALL
Expenditure on page 15
(2014-2019) MTSS Committee Recommendations
Pupils to be served within identified scope of service
LEA-Wide
OR: X Low Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient Other Subgroups:(Specify) Special Education
OR: X ow Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient X _Other Subgroups:(Specify)_Special Education
(2016-2019)
28
Professional Development, Instructional Materials: Positive Behavioral Inventions and Supports (PBIS)
LEA-Wide
Expected Annual Measurable Outcomes:
LEA-Wide
_ ALL OR: XLow Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient Other Subgroups:(Specify)
Funding Source: LCFF $ 63,000 (2400) Classified Office Salaries $ 5,500 (3000) Classified Office Benefits Funding Source: Title I $ 18,500 (2400) Classified Office Salaries $ 3,900 (3000) Classified Office Benefits
LCAP Year 2: 2017-2018 (2% increase) School Attendance – Oak View High School and Green Valley High School (1% decrease) High School/Middle School Dropout Rates (1% decrease) Pupil Suspension/Expulsion Rates (5% increase) - Gallup Poll for all Middle/High School Students to measure Hope and Engagement (5% decrease) - Classroom Referrals (Standardization of practices) (5% increase) - School and District English Learner Advisory Committee participation
Actions/Services Instructional Supplies and Technology (2015-2019
Expenditure on page 17
OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
(2015-2019)
(1) Bilingual Parent Engagement Specialist (1) Bilingual Liaison Clerk
X ALL
Scope of Service LEA-Wide
Pupils to be served within identified scope of service X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Budgeted Expenditures Funding Source: LCFF $65,000 (4300) Instructional Materials $65,000 (4400) Instructional Equipment
29
LCAP Year 3: 2018-2019 (2% increase) School Attendance – Oak View High School and Green Valley High School (1% decrease) High School/Middle School Dropout Rates Expected Annual (1% decrease) Pupil Suspension/Expulsion Rates Measurable (5% increase) - Gallup Poll for all Middle/High School Students to measure Hope and Engagement Outcomes: (5% decrease) - Classroom Referrals (Standardization of practices) (5% increase) - School and District English Learner Advisory Committee participation Scope of Pupils to be served within identified scope of Budgeted Actions/Services Service service Expenditures Funding Source: LCFF Continue Actions and Services from prior years. LEA-Wide _ ALL OR: X Low Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient Other Subgroups:(Specify)
$0
Complete a copy of this table for each of the LEA’s goals. Duplicate and expand the fields as necessary.
30
Annual Update Annual Update Instructions: For each goal in the prior year LCAP, review the progress toward the expected annual outcome(s) based on, at a minimum, the required metrics pursuant to Education Code sections 52060 and 52066. The review must include an assessment of the effectiveness of the specific actions. Describe any changes to the actions or goals the LEA will take as a result of the review and assessment. In addition, review the applicability of each goal in the LCAP. Guiding Questions: 1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes? 2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052, including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes? 3) How have the actions/services addressed the identified needs and goals of specific schoolsites and were these actions/services effective in achieving the desired outcomes? 4) What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals in the annual update? 5) What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services in making progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result of the review of progress and assessment of the effectiveness of the actions and services? 6) What differences are there between budgeted expenditures and estimated actual annual expenditures? What were the reasons for any differences? Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary.
31
Related State and/or Local Priorities:
Original GOAL from prior year LCAP:
1. Increase the percent of students proficient in English-Language arts, math, science and social science by the end of 5th grade. Schools: LEA-Wide Applicable Pupil Subgroups: All Students 1. Reading Fluency Increase 2%
1 X 2 X 3__ 4 X 5 COE only: 9 Local : Specify
6__ 7 10
8X
Goal Applies to:
1. Reading Fluency This outcome was not met. Fluency is based on expected rate of improvement per week throughout the school year. Students targeted for reading intervention met expected rates of progress in grades one and four. Students in grades two, three and five made reading progress, but not at the expected rate of improvement.
2. EL Making Annual Progress (AMAO 1) Increase 2% Expected Annual Measurable Outcomes:
Actual Annual Measurable Outcomes: 3. CELDT Proficiency (AMAO 2) Increase 2%
2. EL Making Annual Progress (AMAO 1) This outcome was met. In 2014, 54.9% of English learner students were making adequate progress. In 2015, 59.6% of English learner students were making adequate progress. 4.7% increase. 3. CELDT Proficiency (AMAO 2) This outcome was partially met. In 2014, the percent of English learner students attaining English proficiency was Students in YCJUSD less than 5 years = 22% Students in YCJUSD 5 years of more = 47.3% In 2015, the percent of English learner students attaining English proficiency was Students in YCJUSD less than 5 years = 23.8% 32
Students in YCJUSD 5 years or more = 49.6% The rate of English proficiency in YCJUSD only increased by 1.8% for students enrolled in our schools for less than five years. Students in YCJUSD 5 years or more increased English proficiency by 2.3%. 4. All (100%) core content area teacher/instruction support staff will have opportunities for professional development in the implementation of the state standards for all students including EL, to support student access of standards aligned curriculum.
4. All (100%) core content area teacher/instruction support staff participated in professional development in the implementation of the state standards for all students including EL, to support student access of standards aligned curriculum. This outcome was met.
5. All (100%) students grade K-5 will have access to a device to access relevant technology.
5. All (100%) students grade K-5 have access to a device to access relevant technology. This outcome was met.
6. All (100%) instructional staff will have access to training to properly utilize instructional technology and other resources.
6. All (100%) instructional staff had access to training to properly utilize instructional technology and other resources. This outcome was met.
7. All (100%) of first and second year teachers will participate in the CTI (BTSA) Program.
7. All (100%) of first and second year teachers participated in the CTI (BTSA) Program. This outcome was met.
8. Each school site will have classified support staff assigned to assist with the deployment and maintenance of instructional technology.
8. Each school site had classified support staff assigned to assist with the deployment and maintenance of instructional technology. This outcome was met.
9. Baseline year - California Assessment of Student Performance and Progress (CAASPP)
9. Baseline year – Students in grades 3-8 and 11 took the California Assessment of Student Performance 33
and Progress (CAASPP). Baseline data indicates that 45% of students met or exceeded standards in English language arts. 31% of students met or exceeded standards in mathematics. 2016 data was not available prior to the adoption of the 2016-2019 LCAP. 10. Baseline year – Preschool general education student enrollment
10. A general education preschool program is still in development.
11. Baseline year - Interim/Common Formative Assessments
11. YCJUSD Directors of Curriculum are working with teacher groups to develop common formative assessments.
12. Academic Performance Index- This measure was suspended by the California Department of Education
12. Academic Performance Index- This measure was suspended by the California Department of Education
13. Basic Services – (Williams Compliance) Teacher Assignment – YCJUSD will continue to monitor teacher assignments to ensure there are no misassignments Instructional Materials – YCJUSD will continue to monitor instructional materials to ensure all students have access to instructional materials. Facilities in Good Repair – YCJUSD will continue to monitor all facilities to ensure they are in good repair to ensure and safe and clean learning environment
13. This outcome was met There are no outstanding findings in the areas of basic services which include:
Instructional Materials: There should be sufficient textbooks and instructional materials. Facilities in good repair: School facilities must be clean, safe, and maintained in good repair. Teacher Assignment: There should be no teacher vacancies or misassignments.
LCAP Year: 2015-16 Planned Actions/Services
Actual Actions/Services 34
Provide strategic supports at the earliest levels by lowering class size in grades kindergarten 3rd Scope of Grades TK-3 service:
Budgeted Expenditures $558,000 (LCFF)
$341,006 (LCFF)
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Scope of service:
Grades TK-5
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient
Grades TK-3
Provided (3) Elementary School Assistant Principals. Scope of service:
Grade TK-5
Elementary School Library Technicians
Funding Source: LCFF $179,464 (1300) Admin. Salaries $ 68,703 (3000) Admin. Benefits
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Scope of service:
Provided (3) Teachers to meet 25:1 goal in grades TK-3
Scope of service:
X ALL
(3) Elementary School Assistant Principals
Estimated Actual Annual Expenditures
Funding Source: LCFF $237,260 (1300) Admin. Salaries $ 61,952 (3000) Admin. Benefits
Grades TK-5`
X ALL OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify)
$71,000 (LCFF)
All elementary schools have a full time Library Technician Scope of service:
Funding Source: LCFF $44,979 (2200)Cls. Sup. Salaries $23,596 (3000)Cls. Sup. Benefits
Grades TK-5
X ALL OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient
35
Other Subgroups:(Specify)
Enrichment &Intervention : After School/Extended Year/Summer School including materials Scope of Grades TK-5 service:
Other Subgroups:(Specify)
$100,000 (LCFF)
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Professional Development, Instructional Materials: California State Standards, Instructional Technology and Positive Behavioral Interventions and Supports (PBIS)
Provided after school math intervention (TenMarks) and Summer Bridge Program for 5th grade students going to middle school Scope of Grades 1-5 service:
Funding Source: LCFF $37,310 (1100) Teacher Salaries $ 5,074 (4300) Inst. Materials
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
$719,000 (LCFF) (Title I) (Title II)
Provided Professional Development and Instructional Materials: California State Standards, Instructional Technology and Positive Behavioral Interventions and Supports (PBIS)
Funding Source: LCFF $380,454 (1100) Teacher Salaries $ 22,762 (1900) Cert. Salaries $ 4,500 (3000) Teacher Benefits $ 68,373 (5800) Operating Exp. Funding Source: Title I $220,000 (1100) Teacher Salaries $ 43,000 (1900) Cert. Salaries $ 6,200 (3000) Teacher Benefits $112,000 (4300) Inst, Materials $ 80,000 (4400) Inst. Equip $128,000 (5800) Operating Exp.
Funding Source: Title II $141,000 (1100) Teacher Salaries
Scope of service:
Scope of service:
Grades TK-5
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
(6) Elementary School Targeted Intervention
Grades TK-5
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
$521,000
Provided (6) Elementary School Targeted
Funding Source: LCFF $477,383 (1100) Teacher Salaries
36
Specialist Scope of service:
(LCFF)
Scope of service:
Grades TK-5
_X ALL
Scope of service:
$300,000 (LCFF)
_ ALL OR: X_Low Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient X Other Subgroups:(Specify)Special Education
Scope of service:
LEA-Wide
_ ALL OR: Low Income pupils X English Learners Foster Youth X Redesignated fluent English proficient Other Subgroups:(Specify)
Grades K-5
Committee met. Continued planning during the 2016-2017 school. Scope of service:
LEA-Wide
Additional School Site ELD Support – English Learner (EL) Aides
$151,977 (3000) Teacher Benefits
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
MTSS Committee Recommendations
Intervention Specialist
Funding Source: LCFF See Targeted Intervention Specialists Page 36 item above
LEA-Wide
_ ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
$140,000 (LCFF) (Title III)
Provided Additional School Site ELD Support – English Learner (EL) Aides
Funding Source: LCFF $46,346 (2100) Inst. Aide Salaries $25,117 (3000) Inst. Aide Benefits Funding Source: Title III $89,708 (2100) Inst. Aide Salaries $13,752 (3000) Inst. Aide Benefits
Scope of service:
LEA-Wide
_ ALL OR: Low Income pupils X English Learners Foster Youth X Redesignated fluent English proficient Other Subgroups:(Specify)
37
Additional School Site Instructional Technology Support – Computer Resource Assistants (CRAs) Scope of service:
$50,000 (LCFF) $125,000 (Title I)
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Scope of service:
OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify)
LEA-Wide
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Services not provided in 2015-2016
Scope of service:
LEA-Wide
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Scope of service:
Grades TK-8
X ALL
$80,000 (LCFF)
CTI (BTSA) Support
Funding Source: LCFF $45,941 (2200)Clsfd. Sup. Salaries $12,701 (3000)Clsfd. Sup. Benefits Title I $0
Scope of service:
Grades TK-8
Preschool Staff
Provided Additional Technology Support
Funding Source: LCFF $0
LEA-Wide
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
$50,000 (LCFF)
Funding for the CTA program was provided by the new Educator Effectiveness Grant Scope of service:
Funding Source: LCFF $0
LEA-Wide
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
38
Teacher on Assignment - Elementary Education
Scope of service:
$100,000 (LCFF)
Scope of service:
Grades TK-5
_X ALL
Scope of service:
$273,800 (LCFF)
X ALL
LEA-Wide
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Funding Source: LCFF $248,647 (1200)Pupil Sup. Salaries $ 56,266 (3000)Pupil Sup. Benefits
Grades TK-5
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Scope of service:
Grades K-5
Provided (3) Elementary School Counselors
Scope of service:
Grades TK-5
Instructional Technology - Learning Management System (LMS), Software, Licenses, Computers and Devices
Funding Source: LCFF $81,822 (1100) Teacher Salaries $21,284 (3000) Teacher Benefits
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
(3) Elementary School Counselors
Provided Teacher on Assignment - Elementary Education
$100,000 (LCFF)
Provided Instructional Technology - Learning Management System (LMS), Software, Licenses, Computers and Devices Scope of service:
Funding Source: LCFF $150,000 (4300) Inst. Materials $ 89,000 (5800) Operating Exp.
LEA-Wide
X ALL OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify)
39
Instructional Technology Support: Provide support to schools in areas of software, hardware, devices and networking (1) Site Systems Technician (YHS) (2) District Computer Resource Assistants (1) Technology Support Specialist What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals?
$200,000 (LCFF)
Provided additional support to schools through:
Funding Source: LCFF $147,192(2100)Clsfd. Sup. Salaries $ 48,063(3000)Clsfd. Sup. Benefits
(1) Site Systems Technician (YHS) (2) District Computer Resource Assistants (1) Technology Support Specialist All elementary schools have a full time Library Technician
Additional resources are needed for instructional materials and professional development. Increase in salaries and statutory will need to be accounted for in future LCAP planning. Textbook adoptions for the new State standards will also need to be considered.
40
Related State and/or Local Priorities:
Original GOAL from prior year LCAP:
2. Increase the percent of students graduating high school college and career ready. Schools: LEA-Wide Applicable Pupil Subgroups: All Students 1. (1% Increase) Cohort High School Graduation Rate
1 X 2 X 3__ 4 X 5 COE only: 9 Local : Specify
6__ 7 X 8 X 10
Goal Applies to:
1. Cohort Graduation Rate This outcome was not met For the class of 2014 the cohort gradation rate was 89.7%. For the class of 2015 the cohort graduation rate was 90.3%. This was only a .6 increase. 2. Linked Learning Academy Pathway Enrollment This outcome was met. In 2014-2015, YHS Linked learning enrollment was 381. In 2015-2016, Linked Learning enrollment increased to 534 students. This was a 40% increase in enrollment.
2. (20% Increase) YHS Linked Learning Academy Pathway Enrollment
Expected Annual Measurable Outcomes:
3. (2% Increase) Grade 10 California High School Exit Exam
Actual Annual Measurable Outcomes:
3. Grade 10 California High School Exit Exam The CAHSEE was suspended by the California State Legislature for 2015-2016.
4. (2% Increase) Grade 9 Course Passing Rate
4. Grade 9 Course Passing Rate This outcome was not met. 72% of grade 9 students in 2014-15 passed all their courses. 70% of grade 9 students in 2015-2016 passed all their courses. This was a two percent decrease.
5. (5% Increase) A-G Completion Rate
5. A-G Completion Rate at YHS This outcome was met. This is a measure of the senior classes four year course sequence. In 2014, 25% of students took the academic courses required to qualify them for University of 41
California admission. In 2015, 32% of students took the required academic courses to qualify them for University of California admission. This was a seven percent increase. 6. (2% increase) The percentage of English learners who are reclassified as fluent in English - EL Students Making Annual Progress - Annual Measurable Achievement Objectives (AMAO 1)
6. EL Making Annual Progress (AMAO 1) This outcome was met. In 2014, 54.9% of English learner students were making adequate progress. In 2015, 59.6% of English learner students were making adequate progress. 4.7% increase.
7. (2% increase) The percentage of English learners who are reclassified as fluent in English - EL Student
7. CELDT Proficiency (AMAO 2) This outcome was partially met. In 2014, the percent of English learner students attaining English proficiency was Students in YCJUSD less than 5 years = 22% Students in YCJUSD 5 years of more = 47.3% In 2015, the percent of English learner students attaining English proficiency was Students in YCJUSD less than 5 years = 23.8% Students in YCJUSD 5 years or more = 49.6% The rate of English proficiency in YCJUSD only increased by 1.8% for students enrolled in our schools for less than five years. Students in YCJUSD 5 years or more increased English proficiency by 2.3%.
8. (2% increase) Students scoring 3 or higher on Advanced Placement (AP) Tests
8. Advanced Placement Tests This outcome was not met. In 2014, 57% of students who took an Advanced Placement (AP) test scored a 3 or higher. In 2015, 55% of students who took an Advanced Placement (AP) test 42
scored a 3 or higher. 9. 100% compliance for Special Education case management
9. This outcome was met. YCJUSD was certified with 100% compliance for Special Education case management.
10. All (100%) core content area teacher/instruction support staff will have opportunities for professional development in the implementation of the state standards for all students including EL, to support student access of standards aligned curriculum.
10. All (100%) core content area teacher/instruction support staff participated in professional development in the implementation of the state standards for all students including EL, to support student access of standards aligned curriculum. This outcome was met
11. All (100%) students grade 6-12 will have access to a device to access relevant technology.
11. All (100%) students grade 6-12 have access to a device to access relevant technology. This outcome was met
12. All (100%) instructional staff will have access to training to properly utilize instructional technology and other resources.
12. All (100%) instructional staff had access to training to properly utilize instructional technology and other resources. This outcome was met. 13. All (100%) of first and second year teachers participated in the CTI (BTSA) Program. This outcome was met.
13. All (100%) of first and second year teachers will participate in the CTI (BTSA) Program.
14. Increased score on AVID Certification Rubric
14. Schools received AVID certification with a finding in the area of AVID tutors. Specially the number of tutors per student. This outcome was not met.
15. Baseline year - Cal-PASSPlus College and Career success indicators
15. Cal-PassPlus Cal-PASS Plus, created through leadership and funding by California Community College Chancellor’s Office, is 43
an accessible, actionable and collaborative pre-K through 16 system of student data. YCJUSD did not participate in this program during the 2015-2016 school year. Baseline data will be included in the LCAP annual update in June 2017. 16. Baseline year - California Assessment of Student Performance and Progress (CAASPP)
16. Students in grades 3-8 and 11 took the California Assessment of Student Performance and Progress (CAASPP). Baseline data indicates that 45% of students met or exceeded standards in English language arts. 31% of students met or exceeded standards in mathematics. 2016 data was not available prior to the adoption of the 2016-2019 LCAP.
17. Baseline year - Interim/Common Formative Assessments
17. YCJUSD Directors of Curriculum are working with teacher groups to develop common formative assessments.
18. Baseline year - Early Academic Placement “Ready”
18. This was a baseline year to measure students readiness for college-level English and mathematics in the California State University system via grade 11 students’ scores on the 2015 CASSPP. In 2015, 16% of grade 11 students scored “Ready for College” in English language arts. 6% of grade 11 students scored “Ready for College” in mathematics.
LCAP Year: 2015-16 Planned Actions/Services
Linked Learning extra assignment, curriculum development, professional development, materials
Actual Actions/Services Budgeted Expenditures $100,000 (LCFF)
Estimated Actual Annual Expenditures Provided funding for professional development and instructional materials.
Funding Source: LCFF $25,273 (1100) Teacher Salaries $25,997 (4300) Inst. Materials $10,000 (5000) Operating Exp.
44
Scope of service:
Scope of service:
Grades 9-12
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
(2) Secondary School Math Teachers – Intervention/STEM/Co-Teaching/Acceleration Scope of service:
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
$160,000 (LCFF)
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Scope of service:
Funding Source: LCFF $126,557 (1100)Teacher Salaries $ 33,521 (3000)Teacher Benefits
Grades 6-8
X ALL OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify)
$50,000 (LCFF)
Grades 9-12
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Enrichment & Intervention: After School/Extended Year/Summer School including materials Scope of Grades 6-12 service:
Provided (2) Secondary School Math Teachers – Intervention Scope of service:
Grades 6-8
YCOA – Staff and Elective Expansion
Grades 9-12
Part time math teacher and hourly Spanish elective teacher Scope of Grades 9-12 service:
Funding Source: LCFF $18,169 (1100)Teacher Salaries $39,663 (5800)Operating Exp.
X ALL OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify)
See Page 36
Provided Enrichment & Intervention: After School/Extended Year/Summer School including materials Scope of Grades 6-12 service:
X ALL
X ALL
OR:
OR:
See Page 35
45
Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Professional Development, Instructional Materials: California State Standards, Positive Behavioral Inventions and Supports (PBIS), Instructional Technology) and Advancement via Individual Determination (AVID) Scope of Grades 6-12 service:
Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
See Page 36
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Instructional Technology - Learning Management System (LMS), YCOA Software, Computers, Devices Scope of LEA-Wide service:
Scope of service: X ALL
Grades 6-8
Funding Source: LCFF $29,245 (4300) Inst. Materials See Page 35 for all other expenditures
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
See Page 39
Provided LMS and software to YCOA. Provided Chromebooks for interventions Scope of service:
_X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
School Counselors: 2 Middle School
Provided Professional Development, Instructional Materials: California State Standards, Positive Behavioral Inventions and Supports (PBIS), Instructional Technology) and Advancement via Individual Determination (AVID) Scope of Grades 6-12 service:
See Page 39
LEA-Wide
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
$212,000 (LCFF)
Provided (2) middle school counselor was provided to PVMS and MVMS Scope of service:
Funding Source: LCFF $188,200 (1200) Pupil Sup Salaries $ 50,070 (3000) Pupil Sup. Benefits
Grades 6-8
X ALL
46
OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify)
MTSS Committee Recommendations Scope of service:
OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify)
See Page 36
Grades 9-12
Committee met. Continued planning during the 2016-2017 school. Scope of Grades 9-12 service:
X ALL
X ALL
OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Additional School Site ELD Support – English Learner (EL) Aides Scope of Grades 6-12 service:
See Page 37
_ ALL OR: Low Income pupils X English Learners Foster Youth X Redesignated fluent English proficient Other Subgroups:(Specify)
Additional AVID Tutors Scope of service:
Grades 9-12
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Provided Additional School Site ELD Support – English Learner (EL) Aides Scope of Grades 6-12 service:
See Page 36
See Page 37
_ ALL OR: Low Income pupils X English Learners Foster Youth X Redesignated fluent English proficient Other Subgroups:(Specify)
$27,000 (LCFF)
Services not provided in 2015-2016 Scope of service:
Funding Source: LCFF $0
Grades 9-12
X ALL OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify)
47
Program Specialist – Special Education Scope of service:
$100,000 (LCFF)
Grades 6-12
_ ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient X Other Subgroups:(Specify)Special Education
CTI (BTSA) Support Scope of service:
See Page 38
$145,000 (LCFF)
Grades 6-12
Provided ½ Linked Learning Director and YHS Linked Learning Teacher Scope of service:
_X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
(1) Site Systems Technician (YHS)
See Page 38
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Grade 9-12
Instructional Technology Support: Provide support to schools in areas of software, hardware, devices and networking
Provided CTI (BTSA) Support Scope of service:
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Scope of service:
Funding Source: LCFF $82,621 (1100) Teacher Salaries $26,677 (3000) Teacher Benefits
_ ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient X Other Subgroups:(Specify)Special Education
Grades 6-12
Linked Learning personnel
Provided Program Specialist to Yucaipa High School Scope of Grades 6-12 service:
Funding Source: LCFF $67,679 (1100) Teacher Salaries $63,301 (1900) Admin. Salaries $41,742 (3000) Benefits
Grades 9-12
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
See Page 39
Provided Instructional Technology Support: Provide support to schools in areas of software, hardware, devices and networking
See Page 39
(1) Site Systems Technician (YHS) 48
(2) District Computer Resource Assistants (1) Technology Support Specialist Scope of LEA-Wide service:
(2) District Computer Resource Assistants (1) Technology Support Specialist Scope of LEA-Wide service:
_X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
_X ALL OR: Low Income pupils English Learners Foster Youth Redesignated fluent English proficient Other Subgroups:(Specify)
What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals?
Additional services for 2016-17 will include textbook adoptions for the new State standards. Additional resources are needed for instructional materials and professional development. Increase in salaries and statutory will need to be accounted for in future LCAP planning.
49
Related State and/or Local Priorities: 3. Meet the holistic needs of all students by providing an environment where 1 _ 2 _ 3 X 4 _5 X 6 X 7 _ 8 X students and family’s needs are met to that they can fully participate in all aspects of the educational experience by: COE only: 9 10 Original Increasing parent and community involvement GOAL from prior year Increasing self-awareness and identity, building social problem solving Local : Specify LCAP: skills and focus on the future Having positive self-esteem and motivation to succeed Making friends and understands social rules and consequences Schools: LEA-Wide Goal Applies to: Applicable Pupil Subgroups: All Students 1. (.5% increase) School Attendance 1. School Attendance Rates This outcome was not met. The overall percent of students present each day at school in 2014-2015 was 95.92%. In 2015-2016, the overall percent of students present each day at school was 95.60%. This was a decrease of .32 percent.
2. (2% decrease) Truancy Rates Expected Annual Measurable Outcomes:
Actual Annual Measurable Outcomes:
2. Truancy Rates This outcome was not met. A student who is absent from school without a valid excuse three full days in one school year or tardy or absent for more than a 30 minute period during the school day without a valid excuse on three occasions in one school year, or any combination thereof, shall be classified as a truant. Results are only available for prior years. In 2013-2014, 46.96% of students were identified as truant. In 2014-2015, 49.18% of students were identified as truant.
3. (1% decrease) High School/Middle School Dropout Rates
3. High School Dropout Rates This outcome wass not met. 50
Results are only available for prior years. For the class of 2013-2014, the dropout rate was 6.8%. For the class of 2014-2015, the dropout rate was 6.9% 4. (1% decrease) Pupil Suspension/Expulsion Rates
4. Pupil Suspension Rates This outcome was met, The suspension rate for 2013-2014 was 4.0%. The suspension rate for 2014-2015 was 2.9%. Pupil Expulsion Rates This outcome was not met. Results are only available for prior years. The expulsion rate for 2013-2014 was 0.1%. The expulsion rate for 2014-2015 was 0.2%.
5. Baseline year - Surveys of pupils, parents and teachers on the sense of safety and school connectedness
5. Survey Data A survey was not conducted during the 2014-2015 school year. During the 2015-2016 school year YCJUSD worked with the Gallop to survey students in the fall of 2015 in the areas of hope, engagement, and well-being. Based on limited technology devices, grades 8-9 were surveyed in 2015-2016. In 2016-2017 all students in grades 5-12 will take Gallop Student Survey.
6. Baseline year - Classroom Referrals
6. Baselines for Classroom Referrals and
7. Baseline year - Results from counseling groups based on identified needs
7. Group Counseling Results Expected Annual Measurable Outcomes 6 and 7:
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This data was not collected during the 2015-2016 school year. Steps have been taken to include data in the LCAP Annual Uprate in June 2017. Steps include aligning counselor comment fields in the student data base and transitioning to a new data base system for student referrals. LCAP Year: 2015-16 Planned Actions/Services
(3) Elementary School Counselors (2) Middle School Counselors Scope of LEA-Wide service:
Actual Actions/Services Budgeted Expenditures See Pages 38 and 46
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
(1) Bilingual Parent Engagement Specialist (1) Bilingual Liaison Clerk Scope of service:
Additional counselors were added to both middles and elementary schools. Scope of LEA-Wide service:
See Pages 38 and 46
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
$81,000 (LCFF) (Title I)
Provided Bilingual Parent Engagement Specialist and Bilingual Liaison Clerk. Scope of service:
LEA-Wide
_ ALL OR: X Low Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient Other Subgroups:(Specify)
Crossing Guards
Estimated Actual Annual Expenditures
Funding Source: LCFF $63,642 (2400) Clsfd. Office Salaries $35,600 (3000) Clsfd. Office Benefits
LEA-Wide
_ ALL OR: X Low Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient Other Subgroups:(Specify)
$100,000
Contract developed for 2016-2017
Funding Source: LCFF $0
52
(LCFF) Scope of service:
Scope of service:
LEA-Wide
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
(1) Intervention Counselor - Oak View High School and Education Center (OVEC) Scope of service:
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
$110,000 (Title I)
_ ALL OR: X Low Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient Other Subgroups:(Specify)
Scope of service:
Funding Source: Title I $61,243 (1200) Pupil Sup Salaries $21,909 (3000) Pupil Sup. Benefits
OVEC
_ ALL OR: X Low Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient Other Subgroups:(Specify)
See Page 36
LEA-Wide
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
Professional Development, Instructional Materials: Positive Behavioral Inventions and Supports (PBIS)
Provided (1) Intervention Counselor - Oak View High School and Education Center (OVEC) Scope of service:
OVEC
MTSS Committee Recommendations
LEA-Wide
Committee met. Continued planning during the 2016-2017 school. Scope of LEA-Wide service:
See Page 36
X ALL OR: Low Income pupils English Learners Foster Youth __Redesignated fluent English proficient Other Subgroups:(Specify)
See Page 35
Provided Professional Development, Instructional Materials: Positive Behavioral Inventions and Supports (PBIS)
See Page 35
53
Scope of service:
Scope of service:
LEA-Wide
_ ALL OR: X Low Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient Other Subgroups:(Specify)
What changes in actions, services, and expenditures will be made as a result of reviewing past progress and/or changes to goals?
LEA-Wide
_ ALL OR: X Low Income pupils X English Learners X Foster Youth X Redesignated fluent English proficient Other Subgroups:(Specify)
Additional services for 2016-17 will include crossing guards, MTSS and professional development/instructional materials for PBIS. Alignment of metrics will also be an area of focus.
Complete a copy of this table for each of the LEA’s goals in the prior year LCAP. Duplicate and expand the fields as necessary.
54
Section 3: Use of Supplemental and Concentration Grant funds and Proportionality A. In the box below, identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5). Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a districtwide, schoolwide, countywide, or charterwide manner as specified in 5 CCR 15496. For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a schoolsite in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the district’s goals for unduplicated pupils in the state and any local priority areas. (See 5 CCR 15496(b) for guidance.) Total amount of Supplemental and Concentration grant funds calculated: $6,151,705 The District’s LCFF supplemental/concentration grant target amount at full implementation is estimated at $7.8 million. Using the estimated gap funding percentage for 2016-17 of 54.84%, the increase in estimated supplemental/concentration grant funding for 2016-17 is $1,254,875. The total estimated LCFF supplemental/concentration minimum expenditures for 2016-17 is $6,151,705. Yucaipa-Calimesa Joint Unified School District has an enrollment of unduplicated pupils in excess of 55 percent of the district’s total enrollment. Therefore, YCJUSD may expend supplemental and concentration grant funds on a districtwide basis. The LCAP has identified (pages 14-29) those services that are being provided on a districtwide basis. The programs and services provided support low income, foster youth and English learner students.
B. In the box below, identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a). Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low income pupils, foster youth, and English learners provide for increased or improved services for these pupils in proportion to the increase in funding provided for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). An LEA shall describe how the proportionality percentage is met
55
using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils as compared to the services provided to all pupils. 9.98
%
The percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all pupils in the LCAP year is calculated as 9.98% ($614,000). Consistent with the requirements of 5CCR15496, the actions and services provided in the LCAP year demonstrate increased and improved services for the unduplicated pupils as described below: Bilingual Liaison Clerk and Bilingual Parent Engagement Specialist ($61,000) The Bilingual Liaison Clerk and Bilingual Parent Engagement Specialist supports parents of unduplicated students to successfully engage in the K12 system and enhance student achievement. In addition, they provide translation and interpretation services to facilitate effective communication. Additional School Site ELD Support – English Learner (EL) Aides ($50,000) Currently we have limited EL Aides at school sites. For example, DES has a single EL Aide working 3 3/4 hours per day. DES has 94 EL (Level 1-5) students which is 23% of their entire student population. Additional EL Aide hours are needed along with EL Aide training. Targeted Intervention Specialist ($521,000) The Targeted Intervention Specialists support unduplicated pupils. State and federal measures of student achievement demonstrated a gap between unduplicated pupils and their classmates. Targeted Interventions Specialists identify and support low income pupils, English learners, foster youth and redesignated fluent English proficient pupils in the areas of mathematics, reading, writing and speaking. LOCAL CONTROL AND ACCOUNTABILITY PLAN AND ANNUAL UPDATE APPENDIX For the purposes of completing the LCAP in reference to the state priorities under Education Code sections 52060 and 52066, the following shall apply: (a) “Chronic absenteeism rate” shall be calculated as follows: (1) The number of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30) who are chronically absent where “chronic absentee” means a pupil who is absent 10 percent or more of the schooldays in the school year when the total number of days a pupil is absent is divided by the total number of days the pupil is enrolled and school was actually taught in the total number of days the pupil is enrolled and school was actually taught in the regular day schools of the district, exclusive of Saturdays and Sundays.
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(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30). (3) Divide (1) by (2). (b) “Middle School dropout rate” shall be calculated as set forth in California Code of Regulations, title 5, section 1039.1. (c) “High school dropout rate” shall be calculated as follows: (1) The number of cohort members who dropout by the end of year 4 in the cohort where “cohort” is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4. (2) The total number of cohort members. (3) Divide (1) by (2). (d) “High school graduation rate” shall be calculated as follows: (1) The number of cohort members who earned a regular high school diploma [or earned an adult education high school diploma or passed the California High School Proficiency Exam] by the end of year 4 in the cohort where “cohort” is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4. (2) The total number of cohort members. (3) Divide (1) by (2). (e) “Suspension rate” shall be calculated as follows: (1) The unduplicated count of pupils involved in one or more incidents for which the pupil was suspended during the academic year (July 1 – June 30). (2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30). (3) Divide (1) by (2). (f) “Expulsion rate” shall be calculated as follows: (1) The unduplicated count of pupils involved in one or more incidents for which the pupil was expelled during the academic year (July 1 – June 30). (2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30). (3) Divide (1) by (2). 1-13-15 [California Department of Education]
06-28-16 (YCJUSD)
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Standards for Career Ready Practice Standards for Career Ready Practice describe the fundamental knowledge and skills that students need to prepare for transition to postsecondary education, career training, or the workforce. These standards are not exclusive to a career pathway, a career technical education (CTE) program of study, a particular discipline, or level of education. Standards for Career Ready Practice are taught and reinforced in all career exploration and preparation programs or integrated into core curriculum, with increasingly higher levels of complexity and expectation as a student advances through a program of study. Standards for Career Ready Practice are a valuable resource for CTE and academic teachers in the design of curricula and lessons that teach and reinforce the career-ready aims of the CTE Model Curriculum Standards and the Common Core State Standards.
1. Apply appropriate technical skills and academic knowledge. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education. They make connections between abstract concepts with real-world applications and recognize the value of academic preparation for solving problems, communicating with others, calculating measures, and performing other work-related practices.
2. Communicate clearly, effectively, and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, using written, verbal, electronic, and/or visual methods. They are skilled at interacting with others: they are active listeners who speak clearly and with purpose, and they are comfortable with terminology that is common to workplace environments. Career-ready individuals consider the audience for their communication and prepare accordingly to ensure the desired outcome.
3. Develop an education and career plan aligned with personal goals. Career-ready individuals take personal ownership of their educational and career goals and manage their individual plan to attain these goals. They recognize the value of each step in the educational and experiential process, and they understand that nearly all career paths require ongoing education and experience to adapt to practices, procedures, and expectations of an ever-changing work environment. They seek counselors, mentors, and other experts to assist in the planning and execution of education and career plans.
4. Apply technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring and using new technology. They understand the inherent risks—personal and organizational—of technology applications, and they take actions to prevent or mitigate these risks.
5. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals recognize problems in the workplace, understand the nature of the problems, and devise effective plans to solve the problems. They thoughtfully investigate the root cause of a problem prior to introducing solutions. They carefully consider options to solve a problem and, once agreed upon, follow through to ensure the problem is resolved. †
Prepared by the California Department of Education. Adapted for California and based on the “Career Ready Practices” adopted by the Common Career Technical Core (CCTC). The CCTC practices are posted at http://www.careertech.org/.
6. Practice personal health and understand financial literacy. Career-ready individuals understand the relationship between personal health and workplace performance. They contribute to their personal well-being through a healthy diet, regular exercise, and mental health activities. Career-ready individuals also understand that financial literacy leads to a secure future that enables career success.
7. Act as a responsible citizen in the workplace and the community. Career-ready individuals understand the obligations and responsibilities of being a member of a community and demonstrate this understanding every day through their interactions with others. They are aware of the impacts of their decisions on others and the environment around them, and they think about the short-term and long-term consequences of their actions. They are reliable and consistent in going beyond minimum expectations and in participating in activities that serve the greater good.
8. Model integrity, ethical leadership, and effective management. Career-ready individuals consistently act in ways that align with personal and community-held ideals and principles. They employ ethical behaviors and actions that positively influence others. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the direction and actions of a team or organization, and they recognize the short-term and long-term effects that management’s actions and attitudes can have on productivity, morale, and organizational culture.
9. Work productively in teams while integrating cultural and global competence. Career-ready individuals contribute positively to every team, as both team leaders and team members. To avoid barriers to productive and positive interaction, they apply an awareness of cultural differences. They interact effectively and sensitively with all members of the team and find ways to increase the engagement and contribution of other members.
10. Demonstrate creativity and innovation. Career-ready individuals recommend ideas that solve problems in new and different ways and contribute to the improvement of the organization. They consider unconventional ideas and suggestions by others as solutions to issues, tasks, or problems. They discern which ideas and suggestions may have the greatest value. They seek new methods, practices, and ideas from a variety of sources and apply those ideas to their own workplace practices.
11. Employ valid and reliable research strategies. Career-ready individuals employ research practices to plan and carry out investigations, create solutions, and keep abreast of the most current findings related to workplace environments and practices. They use a reliable research process to search for new information and confirm the validity of sources when considering the use and adoption of external information or practices.
12. Understand the environmental, social, and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact other people, organizations, the workplace, and the environment. They are aware of and utilize new technologies, understandings, procedures, and materials and adhere to regulations affecting the nature of their work. They are cognizant of impacts on the social condition, environment, workplace, and profitability of the organization. F13-007 2/14
Yucaipa High School Collaboration Minutes
Department\Subject:
Date:
Participants:
Absent:
Agenda Topics
Action Required
Person(s) Responsible
Expected Timeline
Support Needed
Additional Comments:
Yucaipa High School Data Team Protocol Data Team Pre-Assessment Protocol
Meeting Date:
Assessment Name: Data Team Members: 1. Standards Assessed: Standard # Standard Language
Skills Assessed
2. Cut Points (Proficiency Bands= number correct/number possible) i. Standards Met or Exceeded = / ii. Standards Nearly Met = / iii. Did Not Meet Standards= / 3. Charted Data from Pre-Assessment
Teacher
Sample Teacher
# of Students Assessed
145
# and % Met or Exceeded (Accelerated Instruction)
# and % Nearly Met (Strategic Intervention) #
#
%
25
17.2
60
%
41.4
# and % Did Not Meet (Intensive Intervention) #
60
Least Proficient Standards
%
41.4
10.W.1a, 10.RI.5a
TOTAL
4. Goal: The percentage of students at the Proficient level on this assessment will increase from percent by or before
to
as measured by the Post-Assessment that teachers will administer on .
5. Strategies: The Instructional Strategies that we will use to increase student proficiency on the least proficient standards are:
Effective Data Teams, 2015 – Yucaipa High School
Yucaipa High School Data Team Protocol Data Team Post-Assessment Protocol
Meeting Date:
Assessment Name: Data Team Members: 1. Cut Points (Proficiency Bands= number correct/number possible) i. Standards Met or Exceeded = / ii. Standards Nearly Met = / iii. Did Not Meet Standards= / 2. Charted Data from Post-Assessment Teacher
# of Students Assessed
# and % Met or Exceeded (Accelerated Instruction) # %
# and % Nearly Met (Strategic Intervention) # %
# and % Did Not Meet (Intensive Intervention) #
Least Proficient Standards
%
TOTAL
3.
Analyze strengths and growth areas by examining student results by standard: Strengths Successful Strategies
List skills and knowledge of students who were proficient.
What worked?
Growth Areas: Obstacles
Growth Areas: Action Plan
(Use item analysis to determine why students didn’t learn standard.) List obstacles for students who were not proficient. Where were there errors? Is there a trend? Were there misconceptions about concepts or skills?
Which particular skills/concepts/standards need to be reviewed/retaught? Did we use the identified instructional strategies effectively and with enough frequency to be effective? Do we need to abandon a strategy and choose one with a higher likelihood of effectiveness?
Effective Data Teams, 2015 – Yucaipa High School
Yucaipa High School Data Team Protocol 4. Brainstorm instructional strategies and resources. Fill out the Intervention Matrix. Then, focus on the 1 or 2 standards students were least proficient in that require re-teaching.
ACTION PLAN Standard to be Re-taught & Objective
Re-teach Structure Whole Group? Small Group?
Effective Data Teams, 2015 – Yucaipa High School
Proposed Solution Instructional Strategies / Materials Needed
What date(s) will the Solution occur?
Context for Instruction When during the lesson/day will this occur?
Check for Mastery How will we know students have mastered the skills without retesting again?
What date will the Check occur?
Yucaipa High School Data Team Protocol Rationale for charting data before Data Team meeting: “The charting of student data is always completed before the Data Team meeting takes place. The data need to be recorded in advance so that the teachers’ time at the meeting can be spent analyzing the data, setting a short-term goal, and determining the all-important instructional strategies that the team-members will each use in their own classroom programs to achieve the team’s goal by the end of the upcoming instructional cycle. If the teachers have further sorted their student papers into four categories (4) above proficient, (3) proficient, (2) almost proficient, and (1), beginning proficient- prior to the Data Team meeting, they will already have identified for early intervention students who are far from proficiency. They will also have identified any students needing acceleration or enrichment” (Ainsworth and Viegut, 2006).
Effective Data Teams, 2015 – Yucaipa High School
Yucaipa High School
November 26, 2016 Special Edition
The Truth About College Admissions ATTENTION T-BIRDS!!! Going to college is great, but how do you get there? With so much information out there, how do you know what to trust? Keep reading if you want the answers! After contacting 17 colleges, ranging from MIT to Northern Arizona University, there is still no magic formula for guaranteeing admissions to your dream school. However, we can help you gain your competitive edge by sharing what these esteemed colleges are looking for! And the sooner you start putting forth your best effort, the less you will stress when Senior year rolls around. General rules of thumb for college admission: 1.
Colleges use a holistic approach when reading applications. They want to know ALL about you, not just your grades.
2. Course selection: Colleges want to see that you chose challenging college prep courses, especially in core subject areas (math, science, etc) all four years. 3.
Grades: Grades matter. There is a direct correlation between strong grades and increased success in college. However, a “B” in a rigorous course (like AP) carries more weight than an “A” in an easier class. So don’t be afraid of “B’s” and taking risk!
4. Enhancement: Did you take advantage of opportunities provided by your school/community? Participating in programs like AVID, Academies, College Dual Enrollment, etc. are strongly favored. 5.
Test scores: Most colleges look at your SAT/ACT scores, so study, test, retest!
6. Free time: How did you fill your free time? Volunteer work, job, internship, college classes? This speaks volumes about you, too. 7.
Commitment: Colleges would rather see strong commitment and dedication to a couple of activities, then just superficial participation in many. And start early! It’s obvious if you start your Junior/ Senior year that you are just padding your application. 1
INSIDE THIS ISSUE Truth about College Admissions ...........................1-2 College Quotes .........................2 Statistics ...................................2
HELPFUL SITES www.collegeBoard.org www.act.org www.csumentor..edu
admissions.universityofcalifornia.edu
www.commonapp.org fafsa.ed.gov www.californiacolleges.edu
FROM THE HORSE’S MOUTH... YUCAIPA HIGH SCHOOL Some student statistics: Of the 467 students surveyed… 80% of 9th graders, 76% of 10th graders, 81% of 11th graders, and 75% of 12
th
Class rank can sometimes be a hot topic among competitive students. Whether you care about your rank or not, it’s always important to know the facts! Below are some quotes from different colleges about how they view class rank. So the good news… you have one less thing to stress about! ***
“Cal Poly San Luis Obispo does not take the class rank into consideration in the admissions process. This is because it is a variable that is not deemed valuable to our faculty.”
graders felt “class
– Cal Poly, San Louis Obispo
rank” had importance. The overwhelming majority (84-90%) of students believe “class rank” has
“Please don’t be overly concerned about the class rank or GPA or even whether your school
Some to Very Strong bearing on
calculates them! With our holistic admissions process, we’re much more interested in how an
college admissions.
applicant “fits” with our culture than if they were #1 in their school. We’re looking for
When asked if “class rank” is a
students with broad interests, both academic and non-academic, who have taken a rigorous
good idea, the majority of students
academic curriculum and done well. We want to see that students are involved in things
in each grade level indicated Yes.
because they care about them, not just because they think certain activities would “look good” on their resume or college application. We look for students who are willing to take risks, and who will bring something special and unique to the MIT community.”- MIT
“Our admission process is holistic and contextual meaning that we look at the entire applicant, weighing both quantitative and qualitative measures. Academic excellence is the most important criteria because we need to ensure that a student can thrive academically at Stanford. That said, we are looking at the high school transcript to understand the types of courses a student has taken and their success in those courses. School rank is not something we are honing in on. Rather, we want to see what a student has done with the academic opportunities available to them. I highly recommend you consult our website where we provide more detail about how we review
Remember to see your counselor if you have questions! Research colleges of interest– some may have different admissions requirements. Stay organized and check your email regularly! Pay attention to deadlines! Try to seek out accurate information– friends and family may have good intentions, but could be misleading you.
applications. The most pertinent information can be found at: http://admission.stanford.edu/basics/ selection/index.html.”- Stanford University
“Although we do not look at class rank specifically, we do look at the applicant's achievements compared to other students at their school. Please visit http://admission.universityofcalifornia.edu/ counselors/freshman/comprehensive-review/index.html for more information about what we consider through holistic review.” - University of CA, Los Angeles
“We take a very holistic review, looking at every single piece of the application equally. This information can include the class rank, but an admission decision never hangs on a student’s rank. It is just one more piece of info for our holistic review. Some schools do not rank, so for those students it cannot be considered, and that is not a detriment to the student” -
Redlands
2
University of
MEMORANDUM OF UNDERSTANDING BETWEEN THE Yucaipa-Calimesa Joint Unified School District and California State University San Bernardino Preface: AN AGREEMENT FOR GUARANTEED AD.MISSION The Yucaipa-Calimesa Joint Unified School District, hereinafter referred to as "the District," is responsible for preparing students annually for college entrance and/or work placement, with many students going on to attend California State University, San Bernardino, hereinafter referred to as CSUSB. CSUSB has a commitment to the communities of Yucaipa and Calimesa and to enhancing student success. Together the participants are entering into a partnership to expand and enhance the educational opportunities for residents living in and adjacent to the communities listed above. The District and CSUSB have agreed that a college preparation program and guaranteed admission and support partnership would provide a valuable mechanism for increasing the nwnbcr and percentage of Jurupa graduates qualifying for admission into California State University, San Bernardino. THE YUCAIPA-CALIMESA JOINT UNIFIED SCHOOL DISTRICT COMMITMENT
-
The District agrees to provide all incoming ninth grade students beginning with the 2013-2014 school year with a rigorous program of studies and support which will provide them with an opportunity to meet the admission requirements for entrance to California State University, San Bernardino upon graduation from high school without need for remedial college courses. Working with CSUSB, the following benchmarks will be used by the District: 1. 2.
-
Enrollment in Yucaipa-Calimesa Joint Unified School District. Completion of all A-G coursework and eligibility index required by CSU admission policies and or the CSUSB requirements for impacted majors. 3. Participation in and successful passage of the Early Assessment Test in their junior year (11th grade} in Mathematics and English or successful completion of additional coursework in the 12th grade designed to build the appropriate skills and knowledge as approved by CSUSB. 4. The student is determined to be college ready and without need for remedial course work. 5. Completion of the SAT Reasoning Test or ACT Exam. 6. Submission of a CSU application during the priority application filing period (October 1 November 30). 7. Submission of ACT/SAT test scores, final transcripts and other required documents by the relevant deadlines. 8. Submission of their Enrollment confinnation deposit by the deadline. 9. Attendance at mandatory orientation program (SOAR) prior to registering for classes. 10. Provision to CSUSB with a list of students who are projected to complete requirements 1-7 above no later than April 1st of the preceding Fall Quarter. The District will support the attainment of these benchmarks with an enhanced program including the following:
1. A clear statement of academic expectations to students, staff, parents, and the community for ninth grade and each year thereafter. 2. Assessment of students' CSU English and Mathematics proficiency through participation in the CSU Early Assessment Program (EAP) in the 11th grade. 3. Additional high school mathematics electives that provide students with skills lo pass CSU placement examinations or to meet college course requirements. 4. Additional approved 12-111 grade English course based on the Expository Reading and Writing course for students who do not receive an EAP status of "proficient." 5. AVID opportunities for high school students (if available at the school district). 6. Clear criteria for identifying and supporting incoming ninth grade at-risk students. 7. A systematic program of parent communication and education. 8. Annual reports on the progress of each participating class. 9. Frequent notification to students and parents of academic progress. 10. On-going teacher, counselor and parent training regarding the CSU admission requirements and their role in facilitating students' application, admission and enrollment at CSUSB. 11. Facilitation of the development and distribution of supplemental financial aid for participating students.
CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO COMMITMENT
-
California State University San Bernardino will provide a guarantee of admission to California State University San Bernardino for all graduating YCJUSD twelfth grade students who: 1. Meet the minimwn CSU eligibility index requirements and additional CSUSB's requirements if applying to an impacted major. 2. Meet the Entry Level Mathematics (ELM) requirement with an Early Assessment Program math status of"Ready" or 3. Complete an approved course in mathematics in the 12 th grade with n "C" or better if the Early Assessment Program math status indicates "Conditional'' readiness; or 4. Achieve a passing score on the ELM (unless exempt), demonstrating that they have no remedial needs in mathematics. 5. Meet the English Placement Test (EPT) requirement with an Early Assessment Program English status of"Rcady"; or 6. Meet the English Placement Test (EPT) requirement with an Early Assessment Program English status of "Conditional" and then complete an approved full year course in the 12 th grade modeled on the Expository Reading and Writing Course with a grade of"C" or better; or 7. Achieve a passing score on the EPT (unless exempt), demonstrating that they have no remedial needs in English. 8. Take the SAT Reasoning Test or ACT and achieve a minimum score to be determined by CSU Eligibility Index.
In addition, CSUSB will: 1. Guarantee admission into CSUSB's 4-year Graduation Pledge program for incoming qualified YCJUSD students who apply for the Pledge program to facilitate graduation in four years. 2. Provide materials and infonnation regarding CSUSB enrollment, attendance, and event data to be distributed by YCJUSD and other feeder districts.
3. Work with the District to communicate this guarantee to all students, staff, and community members. 4. Share freshman course expectations with District cowisclors and administrators. 5. Assist and support YCJUSD graduates at Cnlifornia State University, San Bernardino with structured programs designed to improve retention and completion rates. 6. Facilitate financial aid and scholarship workshops for students and parents and distribute financial aid materials. TERMS OF MEMORANDUM OF UNDERSTANDING It is the intent of the partners that the first cohort of students will be the graduating class of 2014. This Memorandum of Understanding will be amended if eligibility requirements for CSUSB are made and can be amended or extended by mutual agreement of the partners and will be reviewed annually. Termination of agreement will require a year's notice and can be initiated by either party.
Tomas D. Morales, President California State University, San Bernardino
-
Yucaipa-Calimesa Joint Unified School District
l-2-19-1-i Date
Date
UC/CSU application deadline– November 30
Trade/Tech Workshop– November 2 (Career Center)
CSU Workshop– November 3 (Career Center)
SAT is November 5
Private/Common App Workshop– November 4 (Career Center) UC/CCC Workshops– November 7 (Career Center)
Military/Extra Help– November 8 (Career Center)
Planning Ahead ACT is December 10– Register at act.org SAT is December 3– Register at collegeBoard.org Semester Finals are coming!!!!
UC/CSU application deadline– November 30
Trade/Tech Workshop– November 2 (Career Center)
SAT is November 5
CSU Workshop– November 3 (Career Center)
Private/Common App Workshop– November 4 (Career Center) UC/CCC Workshops– November 7 (Career Center)
Military/Extra Help– November 8 (Career Center)
Planning Ahead ACT is December 10– Register at act.org SAT is December 3– Register at collegeBoard.org Semester Finals are coming!!!!
SAT is December 3– Register at collegeBoard.org ACT is December 10– Register at act.org SEMESTER FINALS!!! Have a wonderful break!
Planning Ahead– Spring 10th grade Academic Success Training Check for college deadlines (financial aid, transcripts, etc) Registration for next school year Listen for Summer School announcements
SAT is December 3– Register at collegeBoard.org ACT is December 10– Register at act.org SEMESTER FINALS!!! Have a wonderful break!
Planning Ahead– Spring 10th grade Academic Success Training Check for college deadlines (financial aid, transcripts, etc) Registration for next school year Listen for Summer School announcements
October 2016 Issue 3
Counseling Newsletter What’s Happening in Counseling? October is here and it has been an spook-tacular month so far! Counselors are continuing to meet one-on-one with 9th graders and just finished Academic Success Trainings for seniors. We kicked off the month with an amazing senior parent night. October is our Post-Secondary awareness month . Financial Aid representatives provided Seniors with valuable information pertaining to financial aid during Gov/Econ class. Students had the opportunity on October 6th to create their Federal Student Aid ID.
Looking Forward
Inside this issue October Update ................1 Junior ASTs .....................1
Junior Academic Success Trainings (ASTs) Juniors, starting October 4th, counselors will be meeting with you and will go over specific information pertaining to your goals, important deadlines, scholarships, etc. You will have the opportunity to explore majors and careers.
FAFSA .............................1
Seniors,
SAT/ACT Registration…2 Scholarships .....................2
If you are applying to colleges through the Common App or SENDedu and you need letters of recommendation, please notify your counselor.
Important Upcoming Dates Financial Aid Parent Night Tue., October 11th @ 6:30 pm in the MPR.
PSAT
Wed., October 19th @ 8:00 am at YHS (only for those who registered).
ASVAB
Thurs., October, 27th
SAT Date
Registration Deadline
Late Registration Deadline
September 1
September 20
November 5
October 7
October 25
December 3
November 3
November 22
January 21
December 21
January 10
March 11
February 10
February 28
May 6
April 7
April 25
June 3
May 9
May 24
October 1
To register for the SAT go to www.collegeBoard.org. See Mrs. Raymer in the counseling office if you’re interested in applying for a fee waiver.
ACT Date September 10
Registration Deadline August 7
Late Registration Deadline August 8-19
October 22 December 10
September 16 November 4
September 17-30 November 5-18
February 11
January 13
January 14-20
April 8
March 3
March 4-17
June 10
May 5
May 6-19
To register for the ACT go to www.actstudent.org.
AES Scholarship Deadline: October 6, 2016 Website: www.aesengineers.com/ scholarships.htm Horatio Alger National and State Scholarship Deadline: October 25, 2016 Website: scholars.horatioalger.org For Seniors with a 2.0 GPA who are planning to pursue a bachelor’s degree. You must demonstrate critical financial need, be a U.S. citizen, and be involved in co-curricular and community service activities.
Voice of Democracy Deadline: November 1, 2016 Website: www.vfw.org/oms findpost.aspx Open to students in 9-12. You must record your original 3-5 minute essay on an audio CD or a flash drive. For further detail come to the counseling office and pick up an application. Caption Scholarship Deadline: November 30, 2016 Website: www.studentscholarships.org/ scholarship/13572/ odenza_caption_scholarship_schcholarship.php For seniors planning to attend college/university no later than the fall of 2017, have a GPA of 2.5 or greater and be a resident of the United States.
November 2016 Issue 4
Counseling Newsletter What’s Happening in Counseling? Counselors continue to meet one-on-one with 9th graders and completed Academic Success Trainings for Juniors. We kicked off the month on an amazing note by helping Seniors complete their Federal Student Aid ID, as well as having parents attend our Financial Aid Night to learn more about the Financial Aid process. Let the application season begin! Counselors have been busy writing letters of recommendations and assisting students with college applications.
Inside this issue November Update ............1 SAT/ACT Registration…2
Looking Forward This month is the season for college applications. We will have specific applications days in which students have the opportunity to fill out their applications for post-secondary options such as CSU, UC, Private colleges, Trade schools, and Community Colleges.
Scholarships .....................2 Important Upcoming Dates
Seniors, If you are applying to colleges through the Common App or SENDedu and you need letters of recommendation, please notify your counselor.
Trade/Tech Workshops Wed., November 2nd in the Career Center. CSU workshops Thurs., November 3rd in the Career Center. Private/Common App Workshops Fri., November 4th in the Career Center. UC/CCC Workshops Mon., November 7th in the Career Center. Military and extra help Workshops. Tue., November 8th in the Career Center.
SAT Date
Registration Deadline
Late Registration Deadline
September 1
September 20
November 5
October 7
October 25
December 3
November 3
November 22
January 21
December 21
January 10
March 11
February 10
February 28
May 6
April 7
April 25
June 3
May 9
May 24
October 1
To register for the SAT go to www.collegeBoard.org. See Mrs. Raymer in the counseling office if you’re interested in applying for a fee waiver.
ACT Date September 10
Registration Deadline August 7
Late Registration Deadline August 8-19
October 22 December 10
September 16 November 4
September 17-30 November 5-18
February 11
January 13
January 14-20
April 8
March 3
March 4-17
June 10
May 5
May 6-19
To register for the ACT go to www.actstudent.org.
Caption Scholarship Deadline: November 30, 2016 Website: www.studentscholarships.org/ scholarship/13572/ odenza_caption_scholarship_schcholarship.php For seniors planning to attend college/ university no later than the fall of 2017, have a GPA of 2.5 or greater and be a resident of the United States. 10 Words or Less Scholarship Deadline: December 1, 2016 Website: www.studentscholarships.org/ scholarship/10258/10_words_or_less_scholarship. php For students who are between the ages of 14-25 who will be attending school in the fall of 2016.
Points Scholarships Deadline: December 15, 2017 Website: www.studentscholarships.org/ scholarship/13776/ points_scholarships_scholarships.php For students that are at least 13 years old and enrolled or will enroll in a college or university in the US.
December 2016 Issue 5
Counseling Newsletter What’s Happening in Counseling? College application days were a great hit! Representatives from different post-secondary schools provided students with important information about how to apply. Students had the opportunity to enter a raffle for every application they submitted and some great prizes were given thanks to our awesome PTSO and Kiwanis. Counselors have been busy writing letters of recommendations and assisting students with college applications. Second semester here we come!!
Inside this issue December Update .......... 1 SAT/ACT Registration…2 Scholarships ................... 2 Important Upcoming Dates 10th Grade Parent Night
Looking Forward
TBD
SOPHOMORES We will be having 10th grade Academic Success Trainings (AST) and a 10th grade parent night in January. Counselors will meet with 10th graders and use mynextmove.org. interest profiler. Students will complete an interest survey to help them discover their interests and how they can apply that to school and future careers.
JUNIORS & SENIORS!! You can start earning college credits while still in high school. Crafton Hills College has partnered with Yucaipa High School to offer free classes here on the YHS campus. We will offer Sociology 100 and Medical Terminology 101 for the Spring semester. You must have a 2.5 GPA or higher. The courses are free and most classes are UC/CSU transferrable. There is a mandatory registration meeting at Crafton Hills College Saturday, December 10th from 10:00 A.M. to 1:00 P.M in room R-231. Par ents ar e str ongly encouraged to attend.
SAT Date
Registration Deadline
Late Registration Deadline
December 3
November 3
November 22
January 21
December 21
January 10
March 11
February 10
February 28
May 6
April 7
April 25
June 3
May 9
May 24
To register for the SAT go to www.collegeBoard.org. See Mrs. Raymer in the counseling office if you’re interested in applying for a fee waiver.
ACT Date December 10
Registration Deadline November 4
Late Registration Deadline November 5-18
February 11
January 13
January 14-20
April 8
March 3
March 4-17
June 10
May 5
May 6-19
To register for the ACT go to www.actstudent.org.
Points Scholarships Deadline: December 15, 2017 Website: www.studentscholarships.org/ scholarship/13776/ points_scholarships_scholarships.php For students that are at least 13 years old and enrolled or will enroll in a college or university in the US. Ronald McDonald House Charities(RMHC) Deadline: January 18, 2017 Website: www.rmhcsc.org/scholarships For seniors who are eligible to attend a two-orfour year postsecondary institution following graduation. Must reside within Los Angeles, Orange, Riverside, San Bernardino or Ventura counties. Must be a U.S resident, less than 21 years of age and have a minimum 2.7 GPA.
The Edison Scholars Program Deadline: February 1, 2017 Website: https://www.scholarsapply.org/ edisonscholars/ For current high school seniors with a cumulative GPA of 3.0 or higher and plan to attend an accredited four-year college or university in the U.S. student must live or attend a public or private high school in areas serviced by Southern California Edison or attend an eligible high school in the designated area surrounding SCE’s San Onofre Nuclear Generation Station. Aspiring Nurse Scholarship Deadline: June 30, 2017 Website: www.nursingschoolsalmanac.com For seniors who plan to pursue college education in nursing, including LPN, LVN, AND, and BSN programs.
February 2017 Issue 6
Counseling Newsletter What’s Happening in Counseling? Counselors visited all 10th grade English classes to discuss graduation/college requirements and resources that are available to students. The students had an opportunity to explore mynextmove.org and completed an interest profiler to explore careers. We also had a great guest speaker from the Family Learning Center at our 10th grade Parent Night. Students who took the PSAT in October were invited to a PSAT interpretation session during their lunches in the career center. Junior Informational Night
Inside this issue January Update ....................... 1 SAT/ACT Registration .......... 2 College and Career Spotlight..2 Scholarships .......................... 2
PSAT Important Upcoming Dates
Our next big event will be the Junior Parent Informational Night on February 28th at 6:00 pm. Parents and students will have an opportunity to receive information regarding graduation/ college requirements, upcoming testing, and important information pertaining to 11th grade and their transition to 12th grade. Parents will also have the opportunity to hear from a panel of admissions representatives from a variety of local colleges, universities, and other post-secondary institutions. Incoming 12th grade registration! Twelve grade registration will start March 2nd. Counselors will attend your English class and go over transcripts to help you select Senior year classes.
If you took the PSAT in October and have not yet picked up your test book and score report, please come to counseling before/after school, during nutrition, or at lunch. Students can now log in to their College Board accounts and see the exact questions that they answered and how to solve them. Students will also have access to the Khan Academy resource to assist in preparing for the SAT.
11th Grade Parent Night February 28, 2017 @ 6:00 p.m. in the MPR.
SAT Date
Registration Deadline February 10
Late Registration Deadline
May 6
April 7
April 25
June 3
May 9
May 24
March 11
February 28
To register for the SAT go to www.collegeBoard.org. See Mrs. Raymer in the counseling office if you’re interested in applying for a fee waiver.
ACT Date February 11
Registration Deadline January 13
Late Registration Deadline January 14-20
April 8
March 3
March 4-17
June 10
May 5
May 6-19
To register for the ACT go to www.actstudent.org.
College and Career Spotlight Career Technical Education Month! The Colton-Redlands Yucaipa Regional Occupational Program (CRYROP) offers 3 adult programs. Vocational Nursing– This is a 16 month program. Cost: $20,855. Nurse Assistant-Certified– This pr ogr am is 17 weeks. Cost: $2,855. Medical Healthcare Interpreter-This is a 40 hour course. Cost: $605.00.
For more information please contact CRYROP at 909-793-3115 or at www.cryrop.org.
The Edison Scholars Program Deadline: February 1, 2017 Website: https://www.scholarsapply.org/ edisonscholars/ For current high school seniors with a cumulative GPA of 3.0 or higher and plan to attend an accredited four-year college or university in the U.S. Student must live or attend a public or private high school in areas serviced by Southern California Edison or attend an eligible high school in the designated area surrounding SCE’s San Onofre Nuclear Generation Station. Women In Mining(WIM) California Chapter Deadline: March 3, 2017 Website: www.rmhcsc.org/scholarships For seniors with a 3.0 or higher GPA and posses a commitment to obtain an education leading to a degree through a course of study related to mining, geology, engineering or environmental studies. Italian Catholic Federation Deadline: March 15, 2017 Website: www.icf.org Seniors who have at least a 3.2 GPA and are Roman Catholic and of Italian Descent or if either parent, guardian or grandparent is a member of the ICF.
QUEST Bridge Deadline: March 22, 2017 Website: www.questbridge.org The College prep scholars program gives high-achieving, low-income juniors an early advantage in applying to top colleges. Student must have A’s in the most rigorous courses available. IE4W Scholarship Deadline: March 24, 2017 Website: www.ie4w.com Any San Bernardino or Riverside County high school senior who will be attending college in the fall semester and they themselves, their parent/guardian, or a family member hold a current membership within a 4 wheel drive club, Cal 4 wheel and/or Corva. California Association of Collectors 2017 Educational Scholarship Foundation Deadline: March 30, 2017 Website: www.CACESF.ORG For Juniors and Seniors who are legal CA residents and will be attending any accredited public or private college, university, or trade school within 12 months of the scholarship award.
September 2016
SECONDARY ELA/ELD NEWSLETTER Yucaipa-Calimesa Joint Unified School District In this issue:
ELA News
ELA/ELD News ELD Strategies Classroom Showcase
NEW 6-12 ELA Adoption! Our secondary English teachers and their students are now able to use the new ELA adoption
Teacher Highlights
materials from Houghton Mifflin Harcourt! Also included in the adoption is access to the plethora of
Links
resources available on my.hrw.com . Teachers are able to access digital content, assign work, and
Upcoming Events
provide a variety of outside media resources from HMH’s extensive library. Teachers also collaborated to order thousands of novels for use in our English classrooms this year!
Growth Mindset Corner “Test scores and measures of achievement tell you where a student is, but they don’t tell you where a student could end up” -Carol Dweck
“Would you like me to give you a formula for success? It’s quite simple, really. Double your rate of failure.” -Thomas Watson
Resource Showcase Sanger Unified School District This school district has taken on the enormous task of assembling many valuable resources for K-12 ELD instruction. Within their website you will find an extensive Google Drive library of resources within their TK-12 Toolkit: http://www.sangerlearns.com/sanger-elaeld.html
Teacher Highlight: Ms. Patrice Walsh, a new SI English teacher at Park View Middle School, organized her classroom for optimal student success and has shown her true flexibility and determination to make her students’ experience in her classroom a positive one!
Teacher Highlight:
Mr. Ethan Linstrom, a new teacher at Yucaipa High School, uses innovative and collaborative activities using grouping strategies like “Four Square Roles” to hold students accountable and keep them engaged!
CLASSROOM SHOWCASE
Mrs. Gwen Flowers of Mesa View Middle School is a star when it comes to her READ 180 Classroom! During her three years as a READ 180 teacher, she has grown to become an expert, and her passion for teaching and for her students shines through in her classroom every day!
Helpful Links and Resources: Academic Language Development Network: http://aldnetwork.org/page/resources-academic-languagedevelopment Structured Student Talk:
Creativity Highlight: Ms. Erin Kirkland, English teacher at Mesa View Middle School, worked with her students in the library’s new “Maker Space”, a space for students to create and work on projects, to help them have collaborative discussions on their student-choice creative projects. What a fun and creative way to engage students in collaborative student conversations!
October Newsletter Invite us in to see your exciting classroom activities to be featured in next month’s newsletter!
https://www.scoe.org/files/el14-structured-student-talkhandout.pdf
UPCOMING EVENTS October 18th– 6-8th grade ELA/ELD Instructional Toolkit Training
October 25th– 9-12th grade ELA/ELD Instructional Toolkit Training
http://ycjusd.k12oms.org/eventdetail.php?id=119630
http://ycjusd.k12oms.org/eventdetail.php?id=119627
Winter 2016 Secondary ELA Newsletter Yucaipa-Calimesa Joint Unified School District 12797 Third Street Yucaipa, CA 92399 www.yucaipaschools.com (909)797-0174
Upcoming Events January 31 6-8 ELA CIMA
Season’s Greetings! As we wrap up the fall semester of 2016, there are many new and exciting things happening in classrooms across the district! Read this newsletter to get a glimpse at what is happening!
February 2 9-12 ELA CIMA
February 22 READ 180 PLC
21st Century Learning Spotlight Lisa Swank- YHS
Seal of Biliteracy
Yucaipa-Calimesa Joint Unified School District is working towards building an environment of multilingual appreciation and is celebrating the efforts of our students who strive to be proficient in other languages in addition to English! YCJUSD has initiated the process of awarding students with the California State Seal of Biliteracy to qualifying graduating seniors with a seal on their diploma and a notation on their official high school transcript. In addition, we are also working towards awarding eligible 8th grade students in their progress towards attaining the Seal of Biliteracy.
Invite us into your classroom to be featured in the next newsletter!
Lisa used GIS and Google Mapping to introduce her English students to the South African Apartheid. Using Google Maps, her students looked at different neighborhoods in South Africa’s Cape Town. Students then answered questions about the status of the neighborhoods correlated with data, detailing the racial and socioeconomic makeup of those neighborhoods. Students drew conclusions about the neighborhoods based on this data and their Google maps observations. Great job connecting handson activities and practical data to introduce such a substantial topic!
Page 1 of 2
Darryl Womack
Important News
In the Classroom
Secondary ELA CIMA
Book Talks
6-8th Grade ELA CIMA Updates:
Interview with the Author: Local author and teacher at Yucaipa High School recently met with me to discuss his success in publishing his first book. Womack’s book Tales of Westerford: Dragons Knights and Kings has sold over 1000 copies since June of 2016. He has presented his book at several elementary schools this fall where he has spoken to students about accomplishing their dreams. Womack has even been a featured author at several Barnes and Noble book signings! Click on the link below to read the entire interview: Interview with Darryl Womack Darryl is currently working on his sequel book to Tales of Westerford, currently available at Barnes and Noble, Amazon, and other book retailers.
The 6-8 ELA CIMA group met on December 7, 2016 to discuss the new Collections adoption and to continue working on the creation of the their Curriculum Maps using the new instructional materials. We discussed the benefits of using the online Teacher’s Edition and the ancillary materials. The small but mighty 6-8 ELA CIMA team worked hard and completed their Curriculum Maps! Thank you for your hard work! We would love to see a large representation of 6-8th grade ELA teachers at the next CIMA meeting so we can begin to discuss Common Formative Assessments.
Megan Shaangelyan- YHS Megan had her READ 180 English students share about novels they have read during the semester. She teaches them the real-world skills needed to present to an audience and reminds them that this is practice for their future. Students shared academic content related to their books such as mood, theme, and conflicts. Great job helping students to see the value in reading and presenting!
Socratic Seminar
9-12th Grade ELA CIMA Updates: The 9-12 ELA CIMA group met on December 8, 2016 to discuss the new Collections adoption and to continue working on the creation of the their Curriculum Maps using the new instructional materials. We discussed the instructional materials and how to utilize them to create engaging lessons! The CIMA group made a team effort and completed all of their pacing guides!
Invite us into your classroom to be featured in the next newsletter!
Ethan Linstrom- YHS Ethan helped his students tackle the topic of police-worn cameras by facilitating a Socratic Seminar addressing the issue. “The Socratic Seminar was awesome, it went unbelievably well. It really gives a space for students to show off critical thinking!”
Page 2 of 2
Upcoming Technology Workshops Hello Everyone! I have scheduled the following workshops to help with your tech integration in the classroom. Space is limited so please sign up early using OMS. The workshops will be after school from 3:30 p.m. to 5 p.m in the PDC. Let me know if you have any questions! I can be reached at
[email protected] as well as 909-797-0174 ext. 5832 (Don’t forget to check out my website for additional info. TOATech
Socratic Seminar Sentence Starters Directions: During any Socratic seminar or discussion that we have in class, you are expected to use academic language when you speak. In turn, you also expected to apply good listening skills during the activity. Please utilize the following sentence frames while you speak in order to incorporate strong academic language structures into your natural vocabulary and deepen the level of intellectual discussion in an academic setting.
Sentence Frames for Clarification:
, could you please rephrase that? I did not understand , could you repeat that, please? I did not understand , do you mean ? (here you rephrase what you think the group member said and wait for clarification) It’s not quite clear. Can you explain what you said about ? Can you say more about that? In other words, are you saying ? I have a question about . State your question.
Sentence Frame for changing the subject:
I think we’ve exhausted the topic of , can we move on to ? Moving on to Does anyone have any final comments to add about or shall we move on to a new subject?
Sentence Frames for affirming an idea and adding to it:
My idea is related to ’s idea I really liked ’s idea about I agree with . Also, . My idea build’s on ’s idea. I
. . .
Presenting a different angle on a subject:
While I can see why you believe this, I see this differently. In my opinion . I understand where you are coming from, but I see it a bit differently. From my perspective, . That’s a valid point, but I feel . On the other hand, . I do agree with the part about but .
Expressing your opinion:
I believe that . In my opinion . I feel that . I think that because To me, it seems obvious that
. .
Gallup Student Poll Engaged Today — Ready for Tomorrow YUCAIPA HIGH FALL 2016 SCORECARD INTRODUCTION The Gallup Student Poll is a 24-question survey that measures the engagement, hope, entrepreneurial aspiration and career/financial literacy of students in grades five through 12. The Gallup Student Poll includes noncognitive metrics with links to student success. This scorecard reflects results from surveys completed in U.S. public schools.
Entrepreneurial Aspiration: The talent and energy for
Career/Financial Literacy: The information, attitudes
This document contains proprietary research, copyrighted materials and literary property of Gallup, Inc. Gallup® is a trademark of Gallup, Inc.
Copyright © 2016 Gallup, Inc. All rights reserved.
YUCAIPA-CALIMESA JT. UNIFIED | YUCAIPA HIGH
FALL 2016
Engagement The involvement in and enthusiasm for school. 34%
ENGAGEMENT INDEX* N=1,245
Engaged 32%
Not Engaged Actively Disengaged
Your School
ENGAGEMENT GRANDMEAN
Your District
U.S. Overall
Overall
2015 3.72
2016 3.59
2015 3.81
2016 3.70
2016 3.88
At this school, I get to do what I do best every day.
3.39
3.25
3.51
3.35
3.57
My teachers make me feel my schoolwork is important.
3.83
3.72
3.90
3.82
4.02
I feel safe in this school.
3.68
3.70
3.82
3.77
3.89
I have fun at school.
3.40
3.10
3.46
3.27
3.49
I have a best friend at school.
4.44
4.29
4.48
4.36
4.38
In the last seven days, someone has told me I have done good work at school.
3.45
3.18
3.56
3.35
3.63
In the last seven days, I have learned something interesting at school.
3.77
3.69
3.80
3.78
3.90
The adults at my school care about me.
3.44
3.37
3.56
3.49
3.86
I have at least one teacher who makes me excited about the future.
3.95
4.01
4.02
4.06
4.11
GRANDMEAN BY GRADE 5th -
6th -
7th -
8th -
9th 3.70
ITEM RESPONSES
10th 3.50
11th 3.55 %1
%2
12th 3.64 %3
TOTAL N Strongly Disagree
%4
%5
Strongly Agree
At this school, I get to do what I do best every day.
1,252
7
15
34
27
14
My teachers make me feel my schoolwork is important.
1,311
3
10
24
34
27
I feel safe in this school.
1,297
6
9
22
32
29
I have fun at school.
1,316
14
16
28
26
14
I have a best friend at school.
1,295
7
4
7
13
67
In the last seven days, someone has told me I have done good work at school.
1,261
23
13
14
18
29
In the last seven days, I have learned something interesting at school.
1,303
7
10
18
30
32
The adults at my school care about me.
1,237
11
13
24
30
20
I have at least one teacher who makes me excited about the future.
1,291
7
6
12
22
50
*A minimum n size of 100 is required for full index results and an n size of 30 for percentage engaged only results.
Copyright © 2016 Gallup, Inc. All rights reserved.
YUCAIPA-CALIMESA JT. UNIFIED | YUCAIPA HIGH
FALL 2016
Hope The ideas and energy students have for the future.
HOPE INDEX* 46%
N=1,293
Hopeful
34%
Stuck Discouraged 19% Your School
HOPE GRANDMEAN
Your District
U.S. Overall
Overall
2015 4.21
2016 4.19
2015 4.26
2016 4.23
2016 4.24
I know I will graduate from high school.
4.71
4.68
4.68
4.68
4.68
I have a great future ahead of me.
4.41
4.37
4.45
4.41
4.44
I can think of many ways to get good grades.
4.10
4.04
4.18
4.13
4.20
I have many goals.
4.27
4.30
4.33
4.32
4.22
I can find many ways around problems.
3.86
3.93
3.90
3.94
3.91
I have a mentor who encourages my development.
3.50
3.43
3.54
3.49
3.50
I know I will find a good job in the future.
4.27
4.28
4.39
4.34
4.41
GRANDMEAN BY GRADE 5th -
6th -
7th -
8th -
9th 4.23
ITEM RESPONSES
10th 4.24
11th 4.12 %1
%2
12th 4.21 %3
TOTAL N Strongly Disagree
%4
%5
Strongly Agree
I know I will graduate from high school.
1,276
0
1
5
12
79
I have a great future ahead of me.
1,248
1
3
10
25
59
I can think of many ways to get good grades.
1,307
2
5
18
29
42
I have many goals.
1,302
2
4
12
24
57
I can find many ways around problems.
1,296
2
5
21
36
33
I have a mentor who encourages my development.
1,278
12
12
21
23
29
I know I will find a good job in the future.
1,227
1
3
15
24
55
*A minimum n size of 100 is required for full index results and an n size of 30 for percentage hopeful only results.
Copyright © 2016 Gallup, Inc. All rights reserved.
YUCAIPA-CALIMESA JT. UNIFIED | YUCAIPA HIGH
FALL 2016
Entrepreneurial Aspiration The talent and energy for building businesses that survive, thrive and employ others.
N=1,042
ENTREPRENEURIAL ASPIRATION GRANDMEAN
Your School
Your District
U.S. Overall
Overall
2015 2.11
2016 2.12
2015 2.22
2016 2.21
2016 2.42
I will invent something that changes the world.
2.59
2.40
2.63
2.48
2.72
I plan to start my own business.
2.63
2.64
2.78
2.73
3.02
I am learning how to start and run a business.
1.98
2.04
2.10
2.14
2.39
I have my own business now.
1.34
1.40
1.42
1.45
1.55
GRANDMEAN BY GRADE 5th -
6th -
7th -
ITEM RESPONSES
8th -
9th 2.22
10th 2.02
11th 2.13
%1
%2
12th 2.14
%3
TOTAL N Strongly Disagree
%4
%5
Strongly Agree
I will invent something that changes the world.
1,122
33
23
23
10
9
I plan to start my own business.
1,173
30
18
22
13
15
I am learning how to start and run a business.
1,247
49
20
15
6
7
I have my own business now.
1,267
80
7
5
2
3
Copyright © 2016 Gallup, Inc. All rights reserved.
YUCAIPA-CALIMESA JT. UNIFIED | YUCAIPA HIGH
FALL 2016
Career/Financial Literacy The information, attitudes and behaviors that students need to practice for healthy participation in the economy. N=1,253
CAREER/FINANCIAL LITERACY GRANDMEAN
Your School
Your District
U.S. Overall
Overall
2015 3.05
2016 3.23
2015 3.13
2016 3.25
2016 3.31
I have a paying job now.
1.80
2.23
1.89
2.20
2.11
I am learning how to save and spend money.
3.43
3.55
3.64
3.67
3.76
I have a bank account with money in it.
2.93
3.26
2.98
3.23
3.22
I am involved in at least one activity, such as a club, music, sports or volunteering.
4.03
3.88
4.04
3.92
4.11
GRANDMEAN BY GRADE 5th -
6th -
7th -
8th -
ITEM RESPONSES
9th 2.96
10th 3.04
11th 3.29
%1
%2
12th 3.54
%3
TOTAL N Strongly Disagree
%4
%5
Strongly Agree
I have a paying job now.
1,297
58
8
7
4
21
I am learning how to save and spend money.
1,304
12
9
21
22
33
I have a bank account with money in it.
1,287
34
4
6
9
44
I am involved in at least one activity, such as a club, music, sports or volunteering.
1,301
19
3
6
7
61
Copyright © 2016 Gallup, Inc. All rights reserved.
YUCAIPA-CALIMESA JT. UNIFIED | YUCAIPA HIGH
FALL 2016
ITEMS BY GRADE Your School 5th
6th
7th
8th
9th
10th
11th
12th
ENGAGEMENT GRANDMEAN BY GRADE
-
-
-
-
3.70
3.50
3.55
3.64
At this school, I get to do what I do best every day.
-
-
-
-
3.51
3.17
3.10
3.33
My teachers make me feel my schoolwork is important.
-
-
-
-
3.84
3.77
3.68
3.63
I feel safe in this school.
-
-
-
-
3.75
3.42
3.71
3.89
I have fun at school.
-
-
-
-
3.39
3.04
2.90
3.19
I have a best friend at school.
-
-
-
-
4.31
4.35
4.39
4.06
In the last seven days, someone has told me I have done good work at school.
-
-
-
-
3.36
3.11
3.09
3.23
In the last seven days, I have learned something interesting at school.
-
-
-
-
3.80
3.59
3.70
3.66
The adults at my school care about me.
-
-
-
-
3.52
3.17
3.33
3.47
I have at least one teacher who makes me excited about the future.
-
-
-
-
3.92
3.98
3.93
4.22
HOPE GRANDMEAN BY GRADE
-
-
-
-
4.23
4.24
4.12
4.21
I know I will graduate from high school.
-
-
-
-
4.59
4.74
4.70
4.69
I have a great future ahead of me.
-
-
-
-
4.36
4.37
4.35
4.42
I can think of many ways to get good grades.
-
-
-
-
4.14
4.15
3.94
3.98
I have many goals.
-
-
-
-
4.24
4.38
4.27
4.31
I can find many ways around problems.
-
-
-
-
3.94
3.92
3.86
4.01
I have a mentor who encourages my development.
-
-
-
-
3.50
3.34
3.45
3.42
I know I will find a good job in the future.
-
-
-
-
4.40
4.34
4.19
4.25
ENTREPRENEURIAL ASPIRATION GRANDMEAN BY GRADE
-
-
-
-
2.22
2.02
2.13
2.14
I will invent something that changes the world.
-
-
-
-
2.42
2.38
2.38
2.43
I plan to start my own business.
-
-
-
-
2.73
2.54
2.70
2.59
I am learning how to start and run a business.
-
-
-
-
2.25
1.89
1.99
2.06
I have my own business now.
-
-
-
-
1.45
1.34
1.38
1.43
CAREER/FINANCIAL LITERACY GRANDMEAN BY GRADE
-
-
-
-
2.96
3.04
3.29
3.54
I have a paying job now.
-
-
-
-
1.73
1.74
2.46
2.85
I am learning how to save and spend money.
-
-
-
-
3.60
3.41
3.52
3.69
I have a bank account with money in it.
-
-
-
-
2.82
2.97
3.37
3.79
I am involved in at least one activity, such as a club, music, sports
-
-
-
-
3.78
4.07
3.85
3.85
- No data available
Copyright © 2016 Gallup, Inc. All rights reserved.
YUCAIPA-CALIMESA JT. UNIFIED | YUCAIPA HIGH
FALL 2016
APPENDIX SHARING GALLUP STUDENT POLL RESULTS
Gallup encourages schools and districts to share their Gallup Student Poll results with their local community and key stakeholders. Below are some guidelines for the public release of school, district and the overall convenience sample data and results. You can share the Gallup Student Poll participation results for your school and/or district. The N sizes on the scorecard represent the total number of respondents for your school or district. Your school or district participation rate is based on the total number of eligible students in your school or district. Students in fifth th
through 12 grade are eligible to participate in the Gallup Student Poll. Please include the Gallup Student Poll Methodology and Limitations of Polling. If most eligible students in fifth th
through 12 grade were polled, the district (or school) may indicate that the data represent a census. Please do not compare your school’s or district’s data to the overall line of data on your scorecard when publicly sharing results. Because the overall data in your school or district report are an aggregate of a convenience sample of all schools and districts that opted to participate in the Gallup Student Poll within that survey year, the th
data are not representative of the U.S. population of students in fifth through 12 grade and are thereby not fit for data comparisons. You can share district or school plans to use the data to inform strategies and focus. GALLUP STUDENT POLL METHODOLOGY AND LIMITATIONS OF POLLING
The annual Gallup Student Poll is offered at no cost for U.S. schools and districts. The online poll is completed by a convenience sample of schools and districts each fall. Gallup does not randomly select schools participating in the annual Gallup Student Poll or charge or give these schools any incentives beyond receipt of school-specific data. Participation rates vary by school. The poll is conducted during a designated survey period and available during th
school hours Monday through Friday only. The Gallup Student Poll is administered to students in fifth through 12 grade. The Gallup Student Poll adds additional elements for understanding school success beyond cognitive measures.
The overall data from the annual administration of the Gallup Student Poll may not reflect responses from a nationally representative sample of students. The overall data are not statistically weighted to reflect the U.S. student population; therefore, local schools and districts should use the overall data and scorecards cautiously as a data comparison. School and district data and scorecards provide meaningful data for local comparisons and may inform strategic initiatives and programming, though the results are not generalizable beyond the participating school or district.
Copyright © 2016 Gallup, Inc. All rights reserved.
Yucaipa High School Physical Education Handbook Yucaipa –Calimesa Joint Unified School District Revised 1/1/2015
TABLE OF CONTENTS Topic
Page
Philosophy of P.E ............................................................................................. 3
Objectives of P.E ............................................................................................... 4
Requirements of P.E ....................................................................................... 5
State Standards................................................................................................. 6-10
Participation, Medical Notes, Modifications ........................................ 11
Make-Up Assignment for Athletes ........................................................... 12-13
TA Policy… .......................................................................................................... 14
2
Philosophy of PE In any discussion of philosophy, three concerns are paramount: longevity, quality of life and harmonious existence with one another. PE is the only subject taught in our schools which addresses all three of these topics. Only PE enables a student to physically condition their body and prepare themselves for an active lifestyle. The results of which are conclusive – we live healthier, happier and longer lives. Through the enjoyment of games, sports and physical activities, life becomes more than just a forty-hour work week. Through the learning of teamwork and sportsmanship, we learn to appreciate individual differences and to live harmoniously with one another.
These concepts and the California Content Standards have shaped our curriculum. We believe that a psychomotor based curriculum is the best means of assuring that our students remain active long after they leave our classrooms. By teaching sound principles of exercise science and motivating our students to remain active, we believe our students will “Make fitness a lifestyle!”
3
OBJECTIVES OF PHYSICAL EDUCATION 1. To educate the mind through the body. 2. To demonstrate knowledge of and competency in motor skills, movement patterns and strategies needed to perform a variety of physical activities. 3. To achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. 4. To demonstrate knowledge of physiological and sociological concepts, principles, and strategies that applies to the learning and performance of physical activity. 5. To develop the skills necessary and the desire to participate in a wide variety of life-long activities. 6. To develop the skills for lifetime management of personal physical fitness. 7. To develop social skills to enable successful interaction among all encountered. 8. To develop critical thinking skills necessary to act as a responsible citizen. 9. To demonstrate proficiency in the California state standards.
4
Requirements for PE State Requirements
Education code 51222 requires that physical education be provided for students in grades 7-12 for a total time of not less than 400 minutes each ten school days. Our local governing Board approved the 9th and 10th grade requirement to enroll in PE and that 20 units of PE shall be passed for graduation. Grades 11 and 12 may enroll in elective courses. Please note that students must pass PE 1 before enrolling in PE2. The required PE components for PE 1 shall include: *Rhythms *Dance *Basic Movement Skills *Physical Fitness *Individual & Dual Games & Sports *Aquatics The required PE components for PE 2 shall include: *Basic Movement Skills *Physical Fitness *Team Games & Sports *Gymnastics *Combatives (Self-Defense)
5
Marching band, drill team and cheerleading do not fulfill the state requirements of PE for graduation from Yucaipa High School. (Title 5, Sec. 10600-CA Admin. Cd.)
GRADUATION REQUIREMENTS: Every graduate shall have successfully completed the course requirements for 9th and 10th grade PE 1 and PE 2. This includes demonstrating proficiency in the California Content Standards.
PE Course 1 State Standards STANDARD 1: Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. 1.1 Combine and apply movement patterns, simple to complex, in aquatic, rhythms/dance, and individual and dual activities. 1.2 Demonstrate proficient movement skills in aquatic, rhythms/dance, and individual and dual activities. 1.3
Identify, explain, and apply the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in aquatic, rhythms/dance, and individual dual activities.
1.4
Explain and demonstrate advanced offensive, defensive, and transition strategies in aquatic and individual and dual activities.
1.5
Explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, opposition, and buoyancy); apply the principles to achieve advanced performance in aquatic, rhythms/dance, and individual and dual activities; and evaluate the performance based on the use of the principles.
1.6
Examine the physical, emotional, cognitive, and scientific factors that affect performance and explain the relationship based on those factors.
1.7
Analyze and evaluate feedback from proprioception, from others, and from the performance of complex motor (movement) activities to improve performance in aquatic, rhythms/dance, individual activities, and dual activities.
1.8
Analyze and explain which training and conditioning practices have the greatest impact on skill acquisition and performance in aquatic, rhythms/dance, and individual and dual activities.
1.9
Create or modify practice/training plans based on evaluative feedback of skill acquisition and performance in aquatic, rhythms/dance, and individual and dual activities.
1.10 Analyze situations and determine appropriate strategies for improved performance in aquatic,rhythms/dance,and individual and dual activities. 1.11 Assess the effect/outcome of a particular performance strategy in aquatic, rhythms/dance, and individual and dual activities. 1.12 Demonstrate independent learning of movement skills.
6
STANDARD 2 : Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. 2.1 Participate in moderate to vigorous physical activity at least four days each week. 2.2 Participate in enjoyable and challenging physical activities that develop and maintain the five components of physical fitness. 2.3 Meet health-related physical fitness standards established by a scientifically based health related fitness assessment. 2.4 Use physical fitness test results to set and adjust goals to improve fitness. 2.5 Improve and maintain physical fitness by adjusting physical activity levels according to the principles of exercise. 2.6 Identify the physical fitness requirements of an occupation. 2.7 Develop and implement a one-month personal physical fitness plan. 2.8 Analyze consumer physical fitness products and programs. 2.9 Explain the inherent risks associated with physical activity in extreme environments. 2.10 Identify and list available fitness resources in the community. 2.11 Explain the role of physical activity in the prevention of disease and the reduction of health care costs.
STANDARD 3 : Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Self-Responsibility 3.1 Accept personal responsibility to create and maintain a physically and emotionally safe and non- threatening environment for physical activity. 3.2 Act independently of negative peer pressure during physical activity. 3.3 Identify and evaluate personal psychological responses to physical activity. 3.4 Describe the enjoyment, self-expression, challenge, and social benefits experienced by achieving one’s best in physical activities. 3.5 Develop personal goals to improve one’s performance in physical activities. Social Interaction 3.6 Discuss the changing psychological and sociological needs of a diverse society in relation to physical activity. 3.7 Analyze the role that physical activity plays in social interaction and cooperative opportunities in the family and the workplace.
7
3.8 Recognize the value of physical activity in understanding multiculturalism.
Group Dynamics 3.9 Recognize and evaluate the role of cooperation and positive interactions with others when participating in physical activity. 3.10 Identify and utilize the potential strengths of each individual in physical activities.
PE Course 2 Standards STANDARD 1: Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. 1.1
Combine and apply movement patterns, from simple to complex, in combative, gymnastic/tumbling, and team activities.
1.2
Demonstrate proficient movement skills in combative, gymnastic/tumbling, and team activities.
1.3
Explain the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in combative, gymnastic/tumbling, and team activities and apply those components in performance.
1.4
Explain and demonstrate advanced offensive, defensive, and transition strategies and tactics in combative, gymnastic/tumbling, and team activities.
1.5 Explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, and opposition); apply the principles to achieve advanced performance in combative, gymnastic/ tumbling, and team activities; and evaluate the performance based on use of the principles.
1.6
Evaluate the relationships of physical, emotional, and cognitive factors affecting individual and team performance.
1.7 Analyze and evaluate feedback from proprioception, from others, and from the performance of complex motor (movement) activities to improve performance in combative, gymnastics/tumbling, and team activities.
1.8 Analyze and explain which training and conditioning practices have the greatest impact on skill acquisition and performance in combative, gymnastic/tumbling, and team activities.
1.9 Create or modify practice/training plans based on evaluative feedback from skill acquisition and performance in combative, gymnastic/tumbling, and team activities.
1.10 Analyze situations to determine appropriate strategies to use in combative, gymnastic/tumbling, and team activities.
1.11 Assess the effect/outcome of a particular performance strategy used in combative,
8
gymnastic/tumbling, and team activities. 1.12 Evaluate independent learning of movement skills.
STANDARD 2: Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. 2.1 Participate in moderate to vigorous physical activity at least four days each week 2.2 Participate in challenging physical fitness activities using the principles of exercise to meet individual needs and interests. 2.3 Identify and achieve levels of excellence in physical fitness that enhance physical and mental performance beyond the standards established by scientifically based health related fitness assessments. 2.4 Assess levels of physical fitness and adjust physical activity to accommodate changes in age, growth, and development. 2.5 Justify the use of particular physical activities to achieve desired fitness goals.
2.6 Develop and describe a physical fitness plan that enhances personal health and performance in future leisure and workplace activities. 2.7 Develop and implement an appropriate personal physical fitness program for a family or community member. 2.8 Explain how to evaluate consumer physical fitness products and programs. 2.9 Identify and evaluate ergogenic aids that claim to enhance body composition, appearance, physical fitness, and performance. 2.10 Evaluate the availability and quality of fitness resources in the community. 2.11 Use and analyze scientifically based data and protocols to assess oneself on the five components of health-related physical fitness.
STANDARD 3: Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Self-Responsibility 3.1 Participate in physical activities for personal enjoyment. 3.2 Examine and explain the ways in which personal characteristics, performance styles, and preferences for activities may change over a lifetime. 3.3 Evaluate the psychological benefits derived from regular participation in physical
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activity. 3.4 Explain and analyze the role of individual attitude, motivation, and determination in achieving personal satisfaction from challenging physical activities. 3.5 Evaluate and refine personal goals to improve performance in physical activities. Social Interaction 3.6 Identify the effects of individual differences, such as age, gender, ethnicity, socioeconomic status, and culture, on preferences for and participation in physical activity. 3.7 Explain how to select and modify physical activities to allow for participation by younger children, the elderly, and individuals with special needs. Group Dynamics 3.8
Identify leadership skills, perform planned leadership assignments, and assume spontaneous leadership roles.
3.9 Encourage others to be supportive and inclusive of individuals of all ability levels.
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Participation, Medical Notes, Modifications
A student who is unable to fully participate in PE for a period of between four (4) weeks or more, shall be dropped from PE and shall be required to re-enroll in PE during a subsequent semester.
Students with complete and permanent medical restrictions for each year (grades 9-12) shall be granted a PE exception for (1) year. The one-year exemption must be reevaluated each school year.
All students must complete (during grades 9-12) courses PE 1 and PE 2, in order to graduate. Only students who have been granted consecutive PE exemptions in each year (grades 9-12) shall have this graduation requirement waived. In such a case, no credits are granted and the total number of credits required to graduate is reduced accordingly.
Notes are to be written by parents or guardians. Notes written by the parent are valid from one to three days.
If a student needs to be excused for longer than three days, a doctor note is required.
If a student has asthma or another chronic condition that will limit participation, a doctor note is needed.
Students are required to make up all missed work. A modified activity or written assignment will be issued.
Students are required to dress even when participation is limited. Verbal excuses by the student will not be accepted.
Written make-up work is generally only allowed for up to five absences. All other missed participation points must be made up physically once the student is cleared for participation.
The specific make-up procedure shall be determined by the instructor. These are some of the typical assignments: o o o o o
PE Saturday Academy After school activity under the instructor’s supervision Observation of a school athletic contest related to the sport studied in class. Written Assignment/Report Athletes missing class for competition may see their instructor for an athletic make up option.
*NOTE: No more than five (5) written assignments shall be accepted by any student during each semester. Once the student is able to resume to normal physical education without physical limitations, the student can complete “physical” make-up assignments to earn their points back. If, however, the medical note occurs during the last 4 weeks of the semester and it is impossible to complete the assignments via “physical” makeups, then an independent study project may be assigned as part of the modification (see individual instructor for details).
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PE MAKE-UP INSTURCTIONS FOR ATHLETES ON GAME DAY All classes missed for athletics must be made up. Report on the contest the day of your absence. It must be submitted the day after your absence. This assignment is designed to evaluate your ability to analyze the strategies of your sport. (Consult with your athletic team coach, if necessary). 1. Date of contest: 2. Sport: 3. Opponent: 4. Score: 5. What offensive strategy did YHS use against your opponent?
6. What defensive weakness did your opponent have?
7. Was your offensive strategy effective against your opponent’s defensive weakness? How?
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8. What defensive strategy did YHS use against your opponent?
9. What offensive weakness did your opponent have?
10. Was your defensive strategy effective against your opponent’s offensive weakness? How?
11. What strategy was the main reason for winning or losing this contest? Explain.
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TA Policy All TA’s shall be approved by a consensus of the staff. Any teacher may veto the approval of any TA. All TA’s shall check in for roll call with their respective instructor at the beginning and end of each period. Ta’s shall be responsible for assisting in locker room security, loaner clothes distribution and other duties. TA’s shall be dropped from the course for any serious offense at the discretion of the dept. chair and/or instructor. The individual instructor shall be notified of any difficulties regarding their TA prior to the removal of the TA.
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PE DEPARTMENT CHAIRPERSON Selection: The department chair shall be assumed by all full-time PE staff on a rotating basis. Each term shall last two years. Teachers may decline their term only if another teacher is willing to fill the position. RESPONSIBILITIES GENERAL: Act as the department’s liaison with administration. Attend all department chair meetings or attempt to send a designee. Chair monthly department meetings. Attend all monthly Pre-collaboration meetings. Participate in interview panel for new teachers.
CURRICULUM: Maintain department handbook. Coordinate curriculum with site and district administration. Coordinate inter-disciplinary projects with other departments. Coordinate dress policy. Coordinate make-up policy. Coordinate grading policy Coordinate TA’s including attendance, scheduling and assignments. Coordinate teaching methods, procedures, and policies. Coordinate staff development Coordinate student teachers. SCHEDULING Coordinate master schedule/teacher assignments with site administration. Design master schedule/teacher assignments. FACIILITIES AND EQUIPMENT Oversees department budget and significant school-wide purchases. Coordinate facility and equipment safety & maintenance. Coordinate facility and equipment usage between classes; with athletic dept. Coordinate locker room usage; loaner clothes system. Order new equipment.
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Yucaipa High School Alma Mater In a beautiful green valley Where the sun shines bright and clear And the mountains’ constant vigil keep Is the school we love so dear. Our faith in her grows stronger As everyday goes by, Our loyalty again we pledge To our Yucaipa High School.
CRITERIA FOR NOMINA11< JN YUCAIPA HIGH SCHOOL ATHLE I IC I /Al I 1.
Y l/ {,A/P A HIGH SCHOOi A I I II I TIC HALL OF FAMI
All candidates must be nominated o n rn 1 oll h 111111 , tll 111 I 11111 Nomination form. The candidate must l>o u ll qll 1l11111 11111111111 11 following categories:
ATHLETE: Should have earned two or more Vwtilty 11111111 , 111 at least one sport or more than one sport for ono yo.11 /\ II 1111111 will not be considered until at least 10 years aft e r h1s/lu,i I l,1•,•, has graduated from Yucaipa High School
N<>MINI\TION FORM
All ,Ir 1t1
I It
,' , llonl Official_
Comm. Member_
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COACH: Must not be actively coaching in any sport at Yucaipa High School. Must have made an outstanding contribution to the athletic program at Yucaipa High School during his/her tenure. SCHOOL OFFICIAL: Must not be currently employed by the Yucaipa-Calimesa School District. Must have made an outstanding contribution to the athletic program at Yucaipa High School during his/her tenure. COMMUNITY MEMBER: Members of the community will be eligible for consideration if they have made outstanding contributions to the athletic program at Yucaipa High School. 2.
The nominee, if an Athlete, must have demonstrated good citizenship in school and after leaving school, as well as success after school.
3.
All nominations not selected will be held for consideration in subsequent years.
4.
The selection committee will be comprised of past Hall of Fame inductees, original committee, at least one current Head Coach at YHS, and the current active Athletic Director .
5.
Nomination forms may be obtained from the Yucaipa High School Athletics office or online at ycjusd.yhs.schoolfusion.us
6.
Nominations must be received by the VHS Athletic office
Submitted B_y: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ by April 1, 2017 to be considered for selection.
Address:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Phone:-
EmaiI:-
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Return completed form BY APRIL 1, 2017 to: HOF Committee, Yucaipa High School, 33000 Yucaipa Blvd., Yucaipa, CA 92399
