THOUSAND OAKS HIGH SCHOOL · history, science and math courses using SDAIE methods of instruction....

ACS WASC/CDE 2016 Edition

SELF-STUDY VISITING COMMITTEE REPORT

ACCREDITING COMMISSION FOR SCHOOLS,

WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES

CALIFORNIA STATE DEPARTMENT OF EDUCATION

FOR

THOUSAND OAKS HIGH SCHOOL

2323 Moorpark Road

Thousand Oaks, CA 91360

Conejo Valley Unified School District (CVUSD)

March 13-15, 2017

Visiting Committee Members

Dr. Richard J. Chavez, Chairperson Principal, John F. Kennedy HS

Barbara Bader Teacher/Coordinator, Beverly Hills HS

Ryan Emery Principal, Alice C. Stelle MS

Matt Hinze Assistant Principal, Sierra Vista JHS

Carolyn McKnight Principal, Esteban Torres HS

East LA Performing Arts Magnet

Shannon Yorke

Dean, San Marcos HS

ACS WASC/CDE Visiting Committee Report

Thousand Oaks High School – Final Report Page 1

Chapter I: Student/Community Profile

Thousand Oaks High School is located northwest of the San Fernando Valley, Thousand Oaks High School (TOHS) serves a suburban, largely middle to upper-middle class community and provides a four-year comprehensive program to a student body of 2208. The school was established in 1962; they are now in their 54th year of service to the Thousand Oaks community.

TOHS has a student population (0.8% Native American, 0.36% Pacific Islander, 2% Filipino, 2.2% African American, 6.7% Asian, 26.6% Hispanic, and 61.3% Caucasian) that reflects the ethnic composition of the surrounding community. The school serves grades nine through twelve, and has a current student population of approximately 2,212, with a teaching staff of 94 and additional support staff of 66.

The campus spans over 50 acres and features 90 classrooms, a gymnasium, a pool, a stadium, baseball and softball fields, weight training facilities, an athletic training facility, five computer labs, and a modern Performing Arts Center. Though the campus is aging, the buildings and grounds are well maintained. Recent modernization projects include the remodeled science classrooms, gymnasium, and cafeteria beautiful patio areas between many of the classroom buildings, a refurbished stadium with new field turf, and a state-of-the-art 25-meter swimming pool.

Ongoing efforts are made to maintain and improve instructional technology across campus, including the establishment of two newly renovated computer labs dedicated to student technology use and the administration of online assessment through EADMS.

In November of 2014, the community passed a bond(Measure I),that will ensure both a series of ongoing facilities modernization programs and continued acquisition and utilization of improved instructional technology by teachers and students.

The certificated and classified staff demographics are slowly changing in a way that mirrors the student population. Five years ago, TOHS experienced a steady decrease in the number of English Language Learners (ELL). Lately, those numbers have been on the rise again, returning to the same levels TOHS had consistently between 1997 and 2004. To better serve the needs of ELL students, the school offers history, science and math courses using SDAIE methods of instruction. The number of students receiving special education services has remained relatively constant at about 11% of the student population over the last three years.

TOHS Student Demographics and Enrollment

Total Enrollment by Grade Level

2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

9th 606 549 637 545 515

10th 564 618 572 629 541

11th 627 542 600 552 625

12th 657 595 539 568 526

Total Enrollment 2454 2304 2348 2296 2208





Ethnicity (as a percentage of total enrollment)

2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

American Indian or Alaskan Native

0.9 0.8 0.8 0.7 0.8

Asian 5.0 4.6 5.1 5.4 6.7

Pacific Islander 0.2 0.2 0.2 0.3 0.36

Filipino 0.9 1.6 1.5 1.9 2.0

Hispanic or Latino 20.8 22.7 24.2 24.9 26.6

African American 1.7 1.4 1.4 1.6 2.2

White (Not Hispanic) 68.3 66.8 64.3 62.3 61.3

Faculty and Staff Demographics at TOHS TOHS experiences a relatively low rate of faculty and staff turnover.

Ethnicity (% of total respondents)

2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

Hispanic or Latino 8.4 11.8 10.4 10.4 11.4

Filipino or Pacific Islander 2.1 3.2 2.2 2.2 2.2

Asian 4.2 4.3 5.2 5.2 5.2

White (Not Hispanic) 84.2 80.6 82.2 82.2 81.2



English Language Learners (ELL) Students CELDT results, course enrollment data, GPA data, and CAASPP results - show a trend of improvement amongst the EL student population. Notable is the performance of the R-FEP students at TOHS whose SBAC scores were above the District, County, and State average and can be examined in chapter one of the self-study or as part of our SPSA.

Grade Level 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

9 24 19 26 24 18

10 14 22 19 19 21

11 15 12 19 5 16

12 8 12 11 11 6

Total 61 65 75 59 61



CELDT Improvement Rates

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

Number Tested 56 43 60 52

% Improving one or more levels

46.4% 30.2% 40.0% 46.2%



English Language Learners by Program

Program 2011-2012 2012-2013 2013-2014 2014-2015

ELs Receiving English Language Development (ELD) Services

54 52

ELs Receiving (ELD) and Specially Designed Academic Instruction in English (SDAIE)

59 26 N/A 26

ELs Receiving ELD and SDAIE with Primary Language (L1) Support

4 30 N/A 4

ELs Receiving Other EL Instructional Services

13 39 N/A 8

ELs not Receiving any EL Instructional Services

1 0 N/A 27

Number & Percentage of Total Redesignated to FEP

28 (37.8%) 20 (31%) 8 (11%) 12 (19%)

Special Education Students Special Education services for students at TOHS are Special Academic Instruction (SAI) support, Emotionally Disturbed, and a specialized program for students with Autism.

Grade Level 2013-2014 2014-2015 2015-2016 2016-2017

9 51 52 61 56

10 61 58 57 61

11 64 58 52 61

12 67 64 53 54

Total 245 232 225 232

Student Attendance and Behavior Data Thousand Oaks High School enjoys a high rate of attendance based on data submitted to the State of California for Average Daily Attendance. The school maintains attendance policies for chronic absenteeism, truancy, and tardiness, and participates in the District’s Student Attendance Review Board (SARB) process.



Grade Level 2012-2013 2013-2014 2014-2015 2015-2016

9th

96.60% 96.70% 97.20% 97.10%

10th

96.50% 96.80% 96.70% 96.90%

11th

96.40% 96.40% 97.10% 96.80%

12th

96.30% 95.70% 95.60% 96.10%

Graduation and Dropout Rates The school continues to monitor graduation and dropout rates to ensure student success.

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

Graduation Rate 99.4% 99.3% 97.8% 98.1%

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

Drop Out Rates 0.2% 0.35% 0.77% 0.09%

95.00%

95.50%

96.00%

96.50%

97.00%

97.50%

9th 10th 11th 12th

TOHS Attendance Rate by Grade Level and Year

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



Suspension and Expulsion Rates At Thousand Oaks High School, suspension is reserved for those Education Code sections that recommend such action. When possible, students are assigned to “C-3” referral/on-campus suspension room or Saturday Work Study in lieu of off-campus suspension. During this school year in particular, the number of days suspended per suspendable offense have been reduced in general. As part of their intervention for students who are suspended under Education Code section 48900 (a-c), the school uses the District BreakThrough Program. Students who commit to attending BreakThrough may have their suspension reduced; while seniors, students in the VPA, and/or athletes who are suspended are compelled to this program as part of their contract for participation in senior and/or co-curricular activities.

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

Suspension 4.2% 3.1% 2.39% 2.00%

Expulsion 0.1% - 0.2% -

Rates are determined by dividing number of instances by total student population. Suspension by Student Ethnicity

Groups with

significant data

2012-2013 2013-2014 2014-2015

# of Suspensions

Unduplicated # of Students

# of Suspensions


# of Suspensions


White 100 71 73 55 98 66

Hispanic or Latino

42 27 37 34 58 44



Chapter II: Progress Report

Since the last self-study:

Academic Program Changes The school has expanded the opportunities in the Majors program to eleven different pathways.

Each pathway is led by a teacher advisor who meets monthly with the students. Students in the program hear from guest speakers and discuss career-related projects and opportunities. More than 300 students are currently involved in one of our Majors programs.

EThOS Entrepreneurship Academy (a California Partnership Academy) has grown from 90 to 235 students (159 in tenth through twelfth grades, plus 76 ninth graders enrolled in three cohorts of "Pre-EThOS". English 9CP

Career Technical Education (CTE) pathways in construction, engineering, and photography have been added to help students start their career exploration earlier, in an effort to improve their college and career readiness.

The Center for Advanced Studies and Research (commonly referred to as “The Center”), opened in 2014, as only one of eleven schools in the state of California to pioneer the new AP Capstone Program. The Center has been recognized by the College Board as an exemplary AP Capstone programs in the nation.

In addition to the AP Seminar and AP Research, the school added AP Psychology, AP Human Geography, AP Chinese Language, and AP Microeconomics bringing the number of AP courses offered to 22.

Presently the school offers a Statistics course and Introduction to Business in conjunction with Moorpark College, the local community college. Students take advantage of this opportunity to earn high school and college credit at the same time.

The school has added courses in Chinese (Mandarin) to the schedule of offerings in the World Languages Department, and offer four years of study in Chinese (I, II & III/AP).

School Community/Physical Plant The maintenance and operations staff continue to work hard to keep the physical plant in the best

possible condition. In recent years, the school has been able to replace the field turf in the stadium, upgrade the presentation technology in the cafeteria, and update several dedicated on-campus computer labs.

In the fall of 2014, the Conejo Valley USD successfully passed a $197 million school facilities bond that is to be shared among 27 sites. The funds will be used over the next several years for campus modernization projects and instructional technology (a minimum of $100/ADA each year for 20 years). A local technology committee has already begun work to upgrade the schools instructional technology

Schoolwide Critical Areas for Follow-up 1. The 2004 Visiting Committee stated, “Assessment data needs to be analyzed systematically to

promote continued curricular change and student improvement.” and the 2007 mid-term Visiting Committee commented, “Get data to the teachers, and help teachers use it to shape instruction.” The 2010 Visiting Committee is concerned that we are again asking the school to utilize data to drive the instructional process.

2. The Visiting Committee believes that “collaboration time” (we refer to this as Common Planning Time, or CPT) should involve the entire instructional staff working together to support a unified plan.

3. The administration and instructional staff need to work to narrow the gap between students enrolled in college prep classes (82%) and the percentage of students completing the UC/CSU “A-G” requirements (46%).

4. The enhanced use of technology in the instructional program was recognized as a significant need in many of the curricular areas.



TOHS Follow-up Process The TOHS Leadership Team (administration and department chairs) have paid close attention to

their progress on the Critical Areas for Follow Up, discussing various initiatives designed to help address areas of need and progress at nearly every monthly leadership meeting since the full visit in the fall of 2010.

The Contract of Agreement provides each school with the flexibility to build and adopt their own CPT model based on the school’s/faculty’s needs and agreed upon guidelines. In 2008, the school adopted a model that is “not minutes neutral” and included five minimum days for collaborative opportunities. The Thousand Oaks High School model has evolved to the current 16 minimum days, changes that were adopted by the faculty following an exhaustive process in the spring of 2014. The contract language does not require attendance or participation at CPT sessions. However, the majority of the faculty see this time as positive and constructive. The discussions and work that occurs at CPT is formed by the individual department chair in cooperation with department members. This model has proven to be productive in addressing the schoolwide needs. Per the teachers’ contract of agreement, this model requires the faculty’s affirmation through a vote in April of the school year.

The WASC Coordinator annually updates Chapter 1 of the self-study for use in the development of the SPSA, and for distribution to the Leadership Team as one way of assuring that the WASC process is relevant and on track. The WASC Coordinator is annually provided an additional preparation period in order to complete these and other related duties.

A district wide technology committee has been at work since 2014, with a dedicated local leadership group in place at TOHS. This group is charged with developing and implementing a plan for the ongoing improved use of instructional technology.

The TOHS technology committee created a local plan that has set a three year vision for the acquisition of new technology as funded through the Measure I bond.

In accordance with Goal Three of the SPSA, the school has begun the move toward clear organization of a MTSS.

The school identifies steady improvement in the percentage of students completing UC/CSU A-G requirements. The school offers Standard level classes (which are not A-G qualified) to support a small group of students at each grade level who the school believes need additional academic support. Overall, 52.2% of TO students meet UC/CSU A-G requirements at graduation, the highest schoolwide rate in recent years, and a 16% increase over 2010.



Chapter III: Self-Study Process

The certificated staff of TOHS provided the primary input to the self-study process. Students, parents and classified staff had various opportunities to provide input to the document but were not involved in until the end of the process. The clarification and measurement of what all students should know, understand, and be able to do through schoolwide learner outcomes and academic standards (note the selected schoolwide learner outcomes examined by the school)

The two schoolwide learner outcomes selected as critical learner needs by the school are:

Improve Learning for All Students: Productive and Knowledgeable Individuals who are Effective

Communicators

Improve College & Career Readiness, especially for students meeting UC/CSU “a-g”

requirements, and better support for our “Middle Learners”: People of Integrity who are Preparing

for Their Future

The school notes that they have made great strides in both of these areas since the last full visit in 2010, a claim supported by information from testing data to postsecondary planning surveys and UC/CSU “a-g” data, to students’ participation in more rigorous coursework and the multitude of CTE offerings provided.

The Leadership Team: Disseminated the draft profile and progress report (Chapters I & II) to certificated staff and other stakeholders; held group discussions based on the schoolwide learner outcomes, and current knowledge of critical learner needs. The school has updated and looked at Chapter One every year through the last accreditation cycle. It has driven discussions at the Leadership level and then down into the departments, it has been at the center of the work of the School Site Council as it has maintained and updated the SPSA, keeping it in line with the LCAP priorities which are now driven by the district’s Greenprint for learning.

TOHS used the methods noted to monitor implementation:

Monthly Leadership Team meetings include a WASC update and discussion of new WASC related action items. These updates also provided a monthly forum for feedback used to draft the report.

Parent representatives on the School Site Council (SSC) received regular updates on our WASC follow up work, and provided feedback on our efforts.

The SSC receives regular feedback on the progress of the SPSA goals which are reflected in the WASC Schoolwide Action Plan.

Departments were asked to reflect on the sum of their efforts in regards to the critical areas for follow up, and provide specific feedback in their department meetings throughout the fall of 2013, and again in the spring of 2016.

Conducted a school-wide review of the report, through department meetings, in the months leading up to the committee’s visit.

The WASC Action Plan Goals listed below, are closely aligned with the District LCAP goals and the Single Plan for Student Achievement Goals.

1. Improve student achievement for all learners 2. Improve the College and Career Readiness of all of our Students 3. Improve Achievement/Learning for our EL Students 4. Develop and implement a Multi-Tier System of Supports (MTSS) to address the academic and

social/emotional needs of all students. TOHS notes that the work on the critical areas for follow up has been extremely helpful to them in their

pursuit of their SPSA goals. The school has identified measurable and attainable goals.



Chapter IV: Quality of the School’s Program

CATEGORY A. ORGANIZATION: VISION AND PURPOSE, GOVERNANCE, LEADERSHIP,STAFF, AND RESOURCES

A1. Organization Criterion

Thousand Oaks High School sets high expectations for students and creates an environment where students are the focal point of all decisions. Thousand Oaks High School believes in standard based instruction however elements of standards-based instruction are still lacking. Thousand Oaks High School is a strong believer in open access which is evident with their percentage of students taking AP courses.

There are processes to ensure involvement of representatives from the entire school, business, industry, and community in the development/refinement of the vision, mission, and schoolwide learner outcomes. Students, parents, and other members of the school and business community demonstrate understanding of and commitment to the vision, mission, and the schoolwide learner outcomes. Thousand Oaks High School continuously communicates with all stakeholders through the use of dialers, website, SSC, ELAC meetings, leadership meetings, faculty meetings, newsletters, handbook, and WASC focus groups. Administrators attend all events in an effort to support the mission and vision of TOHS. Data is communicated to the community with a focus on empowerment and knowledge. The school has demonstrated an increased commitment to student achievement, which is evident through “a-g” eligibility and test scores. However there are still areas for growth pertaining to common assessments and use of data. The site is working towards creating common assessments that will guide instruction and provide meaningful data to instructors.

Thousand Oaks High School is working towards an increase in “a-g” eligibility. An area of growth for the site is creating a clear and concise vision and mission statement that is reiterated and communicated schoolwide. There is a mission and vision statement being identified, however streamlining the statement into a communicative piece would greatly benefit the entire organization.

A2. Governance Criterion

Policies and procedures of both TOHS and CVUSD are posted on the school’s and district’s website. Employees have access to all board policies and minutes. Updates are communicated with staff members through the use of email, memos, and meetings. The LCAP drives district-wide policies and help engineer the SPSA. The LCAP goals are as follows:

Enhance culture Maximize student achievement Develop activities to engage students

The SPSA plan is updated annually and connects with the LCAP and LCFF on a yearly basis. The WASC goals are also in-line with the LCAP and SPSA plan. The WASC cycle has been embedded into nearly every faculty and leadership meeting. The policies and procedures are clear regarding the selection, composition, and specific duties of the governing board, including the frequency and regularity of board meetings. The governing board’s policies are directly connected to the school’s vision, mission, and schoolwide learner outcomes.

The governing board is involved in the regular review and refinement of the school’s vision, mission, and schoolwide learner outcomes. However, there is a lack of clarity in terms of evaluating and monitoring procedures carried out by the governing board, including the review of student performance, toward career and college readiness, overall school programs and operations, and the fiscal health of the school.



Parents have the opportunity to participate in a variety of ways including serving on SSC, booster clubs, and district committees. District communicates with stakeholders through the use of “Greenprint.” Site administration communicates with faculty department chairs and a counselor representative through monthly leadership meetings.

In terms of growth, there is an area of concern from non-booster parents and their feeling of not being as informed as the booster parents. Another area of growth from a district standpoint is the direction of professional development and communication regarding district initiatives. Thousand Oaks High School feels a lack of support from the district, and many staff members feel there is a disconnect pertaining to what is best for students.

A3. Leadership: Continuous Planning and Monitoring Criterion

Continuous school improvement has been a hallmark of TOHS since its founding in 1962. The administration and members of the faculty function as a collaborative unit and not a top down system. Faculty members meet monthly for staff collaboration time. Systems are in place to analyze student achievement, along with career-readiness standards. Standards-based assessments are utilized by the math department at TOHS. The SPSA goals for TOHS for the 2016/2017 school year are as follows:

Increase the number of students who are college and or career ready ELL students will demonstrate increased English language proficiency MTSS to address academic and social emotional needs of all students

The school’s planning process is broad-based, collaborative, and has commitment of the stakeholders, including the staff, students, parents, and business community. There is correlation between allocation of time/fiscal/personnel/material resources and the implementation, monitoring, and accomplishing of the Single Plan for Student Achievement. For example, certificated staff must complete eighteen hours of professional development in areas as diverse and targeted as integrating technology in the classroom to diffusing situations in the classroom. There is an overarching goal of creating a nurturing school culture that encourages students to do their best. Many TOHS teachers took part in instructional rounds as a way of developing stronger instructional skills. There is growth in terms of percentage of students who are a-g ready compared to the percentage of students who are taking college prep classes.

Thousand Oaks High School opens up yearly faculty meetings with a breakdown of scores from the prior school year. An area of growth for the site is to embed common assessments to better monitor and guide instruction and to provide evidence of student learning. In addition, classified staff members do not feel as accepted or involved as certificated staff members.

A4. Staff: Qualified and Professional Development Criterion

School administration and department chairs rely heavily on working with district personnel to obtain the best candidates possible when hiring. New teachers participate in a district sponsored BTSA program. More than 60% of staff members have gone on to achieve masters level degrees. New faculty members take part in a day of orientation. The primary consideration for staff placement as it pertains to the site’s master schedule is whatever best suits students. Faculty members have access to relevant information through the use of Google drive and the school website, along with a detailed faculty handbook. Faculty, share information with students and parents through the use of teacher websites, email, Q, and platforms such as Remind, Edmodo, and Schoology.

The district aligns its instruction to the common core state standards. The site focuses much of their professional development on the use of technology as a tool for learning. Departments have taken part in a series of workshops as it relates to CCSS.



The school has clear employment policies/practices related to qualification requirements of staff. The school has procedures to ensure that staff members are qualified based on staff background, training, and preparation. The school leadership regularly reviews the existing processes to determine the degree to which actions of the leadership and staff focus on successful student learning.

An area of growth for the school continues to be integration of technology into lessons and the use of common assessments as a data-gathering avenue. Another area of growth for TOHS is the use of differentiation of instruction as a way to enhance student learning. The schoolwide learner outcomes are also only visible upon occasions and do not seem to be a communicated focus.

The creation or selection of common assessments that are focused on gauging the level of effective instruction taking place in the classroom is a point of emphasis for TOHS. The element of calibrating grading and evaluating data is an area of growth for TOHS.

A5. Resources Criterion

Thousand Oaks High School has many practices in place to ensure that leadership and staff are involved in resource allocation decisions. Groups meet weekly or monthly to help set school goals, establish SPSA goals based on LCAP, establish budgets based on SPSA goals, and consistently monitor programs for improvement. Budget dollars are under SSC’s umbrella and they meet the 4th Tuesday of every month.

TOHS annually develops a budget for all site-level funds. These budgets are developed by TOHS staff and SSC. The SSC sets goals to determine how to allocate their discretionary funds, always keeping our LCAP priorities and SPSA goals at the forefront of spending decisions.

Thousand Oaks High School is past 50 years of age and many of the facilities on campus are displaying their age. Faculty and staff strive to overcome structural limitations to ensure the site is warm and inviting. A culture of respect for the campus has been established throughout the student body. However, there is a challenge maintaining a clean campus following the lunch period. A compost program has been established to help maintain food wastes throughout the campus. There is also a challenge of updating the campus during the school year due to the renting of facilities. Much of the maintenance and upkeep has to be done over the summer months when the facilities are available for maintenance.

A committee has been established to determine how to spend recent funds for technology from TOHS’s local bond measure I. There has been a measurable shift in the use of instructional technology as a result of the recent bond measure. Unfortunately, due to budget cuts over the past several years, CVUSD was not able to maintain its usual adoption cycle and therefore there has been a lag in instructional materials for Common Core and NGSS. Currently there is also a sense of fear due to budget cuts and the unknown of job stability for less veteran teachers.

Thousand Oaks High School would benefit from an update to the campus that increases the aesthetics of the school. Also, in conjunction with the increased aesthetics, TOHS would benefit from an update to the technology resources on site. Thousand Oaks High School would also benefit from funding geared towards the use of data management to better support development and implementation of MTSS.



Areas of Strengths:

TOHS has a strong sense of community that includes caring teachers and multiple opportunities for parent involvement.

Many students are actively engaged in their learning.

The school has a clear vision and mission that is regularly updated.

TOHS has demonstrated an increase in CAASPP scores.

The stakeholders have worked together to establish a nurturing school culture.

Areas of Growth:

Increase district support for instructional collaboration.

Maintain a campus that is free of hazards and is conducive to learning.

Increase district support for differentiation of instruction through focused professional development.

Continue to address the gap between college prep course participation and “a-g” completion rate.

Streamline communication to include all stakeholders.

Work towards a more efficient and systematic process for on-site work orders.



CATEGORY B: STANDARDS-BASED STUDENT LEARNING: CURRICULUM

B1. Rigorous and Relevant Standards-Based Curriculum Criterion

Since the last full self-study visit, the staff at Thousand Oaks High School has examined and redesigned the Professional Development process resulting in a system called TOU (Thousand Oaks University) which focuses on recent research and guides the efforts of the school community to reshape the curriculum in the transition to CCSS and NGSS. The staff has worked to include more project based learning in arenas such as the STEM Cohort, the Center for Advanced Studies and Research, the Majors program, the Ethos program and the CTE classes. The school has also worked to increase accessibility to all classes including the Honors and AP courses. This shift has changed the overall schedule with an increased number of students accessing AP courses. Staff, students and parents voiced support for this change as more students have been encouraged to access more challenging courses. According to the staff, this change has been especially beneficial for the students who, in the past, may have been unable to access these types of courses. For example, there are currently four sections of AP Psychology while in past years there was only one section. The staff is proud that more students are accessing these types of courses. The staff does acknowledge that not all students in AP course will complete the “a–g” requirements. The school community accepts this reality and supports the student choice to access more challenging classes. Additionally, the school has seen changes in instructional approaches and an increased use of technology in the classrooms; these changes were driven by recent research and a recently approved bond measure. With this bond measure, infrastructure was initially improved with new computers and LCD projectors for each classroom were installed, and an increase in internet access. Currently each department has access to one cart of Chromebooks for use in the classrooms. While there is a need for teachers to schedule use of the carts in individual classrooms, the staff agrees that this is a positive movement towards more inclusion of technology throughout the school. A one-to-one program is planned to begin next year with the freshmen class. There has also been a movement towards interdisciplinary learning with cross curricular activities such as a common writing assessment employed with the 10

th grade students in both history and English. This

specific assessment is also aligned with the question types on the SBAC. TOHS utilizes defined standards for each course and program approved by CVUSD. The course specific scope and sequences are evaluated in conjunction with the textbook adoption cycle which had been on hold in recent years, but some recent new adoptions have necessitated the evaluation and changes to the scope and sequences of certain courses. Courses of study undergo a site level evaluation as well as district level vetting. Courses of study may include “real world” applications as well as interdisciplinary work. According to the staff, students are able to apply their learning to real world situations in arenas such as volunteer work, internships and the work place. Based on classroom observations, many courses are in congruence between the concepts and the standards; many courses are designed using CCSS, NGSS, state standards and district identified Essential standards. AP classes are aligned with the “a-g” requirements and the College Board expectations. Honors, AP and college preparatory courses are UC approved for “a-g” credit. Majority of Science courses are UC approved and meet the UC “a-g” requirements. Career Technical Education is currently reviewing and rewriting course descriptions with the goal of being “a-g” approved.Departments meet to ensure courses remain aligned to the standards. Recent CAASPP data indicates that students are increasing in proficiency which supports the idea of congruency. At TOHS there is some evidence of integration between academic disciplines; this integration takes place on two levels: development of specific units of interdisciplinary curriculum and the incorporation of interdisciplinary skills into everyday instruction. Examples of this include, but are not limited to, the English and History departments collaboratively creating an argument essay for SBAC preparation, Math and Science teachers creating a performance task related to cell structure, offering dual credit courses



with Moorpark College, the Center for Advanced Studies offering the opportunity to engage in scholarly research, and the College and Career Seminar. There are additional examples of the interdisciplinary approach as utilized in the Ethos and Majors programs. The school community has begun to utilize common planning time twice each month to allow for department collaboration and interdisciplinary collaboration as well. In CVUSD, district articulation takes place on a quarterly basis by departments. Vertical teams meet with the two primary feeder schools in the district. In these meetings the teams work to articulate standards and goals. Discussion topics include: lesson pacing, assessment strategies, writing expectations, and reviews of sample essays. For example, this past year, the English teachers at TOHS met with the English department members at two of the feeder school to create a common writing assessment given in the 8

th, 9

th and 10

th grade years. Additionally, the math department members have worked with their

counterparts at the other high schools in the district to align lesson planning and assessments as they continue with the transition to Common Core. TOHS teachers and district MS teachers have met regarding the implementation of the NGSS. The District developed a NGSS steering committee to facilitate this process. Students also articulate between the 8

th grades and the high school. The TOHS Link Crew holds an

annual leadership conference at which middle school student leaders can develop skills to build their success as leaders on the high school campus. Guest speakers from local universities and employers present information to students to aid in their transition to high school life. Every year, 8

th graders are

invited to TOHS for Future Lancer night as part of the articulation between the high school community and the 8

th grade families. The counselors also visit the feeder schools to assist with registration and

transition to high school. While the school does conduct a senior survey, the school noted in the self-study a need to better follow up with graduates of the program and, therefore, expressed a desire to build a system designed to better track graduates.

B2. Access to Curriculum Criterion

Students have access to Honors and AP classes, and students with special needs (Special Ed, 504s and EL) are provided support and accommodations appropriate to their individual situations. Additional programs are provided by the school to meet the educational needs of students. These programs include, but are not limited to: visual and performing arts, wood shop, metal shop, the Majors program, dual credit courses with Moorpark College. Approximately 92% of students are enrolled in College Preparatory level courses designed to meet graduation requirements and prepare them for community college or vocational school, of those 42% are enrolled in AP or honors courses. There are a limited number of “standard” level classes offered for students who require some additional support in their learning. With a marked increase in AP course offerings, the school community also notes a concern regarding a “significant decrease” in the number of “standard” course offerings. The staff acknowledges the need for additional intervention time within the school day as a means to support students who once found success in the since reduced “standard” classes. One proposal from staff is to alter the current schedule to allow for embedded intervention time into the school day.

In the 2016/2017 school year, TOHS has instituted a change in the process to access an AP or Honors course. In the past, if a student did not meet the required pre-requisites for a course, that student could submit an “academic petition” for possible placement in the class. If students would like to take a more challenging course, they, in past years, have been “encouraged” to petition. However, in the 2016/2017 that petition process has been removed from the registration process. Prior to registration students meet with their counselors to discuss appropriate placement in course based upon their past performance and interest level in a subject area. In the online registration process, the student and parents acknowledge



that the student is selecting to be placed in a rigorous academic course. A wide variety of courses are offered to encourage students to develop their creativity and to learn life skills. Students who desire to complete credit recovery during the course of the school year participate in on line courses through the course entitled Cyber High as a means to complete needed courses. Students may also advance their coursework via summer school course offerings. The school has noted a disparity between the number of students enrolled in College Preparatory or higher classes and the percentage of students completing the “a-g” requirements. After noticing this difference, the school has worked to improve the percentages in both categories through the removal of standard courses and the open access to AP and honors courses. When discussing this with faculty, the teachers acknowledged this disparity but valued the additional access provided to the students. English Language learners are supported in language development support, specialized instruction in reading, and core content courses taught using SDAIE methodology. Special Education students are offered a full range of courses, including mainstreaming and a new program for autistic students. Services are provided to Special Education students according to their IEPs. Tutoring and individual interventions have been put into place to support students who once may have found success in the standard level courses. However, the staff acknowledges the need to add additional, more focused intervention strategies on a systemic level. English Learner students can also access support via Link Crew tutoring. In 2016/2017, a program with academic peer mentors has been created to support students. These peer mentors have been recommended by teachers and work directly with students in their classes to help struggling students find success. The mentors receive school credit as well while helping other students. If a student earns a “D/F” in a course, counselors send letters home, communicate with the students directly and direct students to tutoring programs available both on and off campus. Six week grade reports are shared with counselors so that they can track the students who are struggling. As witnessed through classroom observations, students are often directly engaged in the learning process of the class. While some teachers are utilizing a variety of instructional practices to promote student learning (such as technology, cooperative groups, and differentiated instruction), not all teachers observed are engaging in this variety of instructional techniques. Thousand Oaks High School offers programs designed to allow students to develop their personal plans for college, career or other educational goals. The counseling department helps students better understand the academic offerings by individual appointments with counselors, use of Naviance, communication with 11

th and 12

th graders regarding college applications, and monitoring of students’

grades. The Special Ed department also monitors grades and students’ work towards attainment of graduation requirements. The Majors Program, which focuses on an introduction to career paths, currently has 320 students in the program. Additionally, the College and Career Center provides various services to aid students in the college selection and application process; including visits by college representatives and information dissemination of information to students and parents via email and class visits. Staff begins working with incoming 9

th grade students and parents prior to their start of school year. Once

registered, TOHS students begin to develop their personal learning plans with the assistance of the counselors. Connections between the TOHS pathways and college options are discussed as the students select their classes. At each grade level, various attempts are made to expose the students to college/career options: the freshmen are introduced to the Naviance program, the sophomores participate in a seminar in which they and their parents can review graduation and college requirements, the juniors all meet with their counselors in the Spring to review the transcript and plans for the upcoming years. Additionally, the Special Education teachers continually monitor their students’ grades and progress towards graduation. The College and Career Center provides counseling and information on careers, military options, colleges, scholarships and employment. This information is shared with students and parents via activities such as College Night, a Job Fair, and recruiters on campus during the school day.



Transition events include the following: a district wide college fair, a job shadow day, and college and career representative presentations. Students have the opportunity to join one of the major programs on campus or to become a member of the EThOS Academy; more than 250 students are currently involved in these programs. In these programs a School-Career Coordinator collaborates with classroom teachers to provide students with access to guest speakers. This Coordinator also works with students and teachers to ensure that required guidelines are met each year. All EThOS participants are cohorted in their core classes, and 50% of EThOS students must be considered at risk (as defined by the student meeting three criteria such as homeless, EL, free and reduced lunch). Additionally, the counseling staff encourages students to utilize the Naviance program as they begin their four-year planning as freshmen and throughout the high school experience culminating in the college application process and graduation. The counselors meet with each Senior in the fall of their Senior year to engage them in conversation regarding their post-secondary plans. The school organizes a trip to Moorpark College to provide students who plan to attend there with priority registration and meetings with placement counselors. The school also brings the Director of Admissions from UCSB each year to the campus to present to parents and students regarding the application process. Each year the school gathers information via a Senior survey given at the end of the year. This survey is used to gain information about topics such as academic rigor, support programs, extracurricular programs and post-secondary planning. Recently, this survey has also addressed the students’ progress is attaining the ESLOs.

Areas of Strength: Students have access to a wide variety of course offerings which allow them to explore many

avenues of interest. With this, students also have great access to challenging courses (including

Honors and AP) if they desire that challenge.

There is a strong articulation program with the school’s feeder schools; including contact with

middle school teachers, students, and their families.

The school facilitates the students’ transition into post-secondary career and education choices.

The school provides challenging and engaging academic opportunities for students via the AP

Capstone project, the Majors program, increased participation in AP courses and the Ethos

Academy.

There is collaboration within the departments at TOHS; there is also collaboration between

departments and between various schools in the district.

Areas of Growth: The school acknowledges the need to provide greater support for students who in past years

found success in the “standard” level classes. This support could come via a clearly outlined and

communicated Multi-Tiered Support System and an embedded intervention time within the school

day.

Continuous monitoring of the rigor in AP/Honors classes and the level of success of students as

the registration process has shifted.

There is a continued need for collaboration within and among departments to ensure work

towards equity and common assessments.



CATEGORY C. STANDARDS-BASED STUDENT LEARNING: INSTRUCTION

C1. Challenging and Relevant Learning Experiences Criterion

The Common Core State Standards (CCSS) allow teachers at Thousand Oaks High School to focus on what students need to be successful beyond the high school classroom. To better prepare, and to provide students with an engaging learning environment, teachers participate in Professional Development on the school campuses. These workshops are provided by the faculty, but are also offered by experts within the teaching community.

The English department has used Jim Burke’s Common Core Companion as the guiding text while implementing CCSS.

To implement NGSS, science teachers attended a 2-day, after-school, workshops to focus on 1) why there is a need for change in secondary classrooms; 2) what students need to see to be successful on the CAASPP; 3) how to implement problem-based learning math lessons; and 4) resources for DOK levels 1-4 problems (and what the difference is between the levels).

Teachers in the World Languages department collaborate on oral and written assessments including how to grade using rubrics. Teachers discuss their best practices for oral participation in the classroom and bring student essays to calibrate and model for others.

Students engage in academic writing in English classes at all grade levels first with shorter and then more sustained research projects in the 11th and 12th grades, with the junior term paper and the senior documentary. Students read a variety of text both literary and non-fiction. In the 2016-2017 school year, they also began offering the Expository Reading and Writing Course (ERWC).

The math department incorporates science problems into their regular teaching. The math and science departments, at each level, have also implemented Common Core assessments and collaborated to reinforce common subjects in both disciplines.

With NGSS, teachers focus on connections between disciplines. The Center and EThOS programs provide opportunities to engage other content areas in a manner that is cross-curricular.

Social Science also make extensive use of primary source documents in their daily lesson plans, helping students build their analytical skills. Various teaching strategies such as Socratic Seminar are used to support student skills.

C2. Student Engagement Criterion

TOHS students have a strong understanding of the standards and expected performance levels for each area of study.

Students are introduced to expectations first as freshmen at Lancer Preview Night and Future Lancer Night, and once students arrive at TOHS as freshmen they attend orientation with the Link Crew students. These students stay in touch with the freshmen throughout the year to try to make the transition into high school a successful one. This is an opportunity for incoming freshman to learn about the school and connect with programs offered.

Teachers discuss their expectations through their syllabus, classroom websites, and scoring guidelines. At Back-To-School night in September, teachers relay this information to parents attending. Additionally, specific programs on campus, like EThOS and The Center for Advanced Studies and Research hold quarterly outreach events in the evenings. Teachers inform students of expectations throughout the year



before and after tests, projects, and daily homework assignments. In some classrooms, standards and instructional goals are posted and reviewed.

Teachers at TOHS use a variety of approaches in instruction, and the idea of “teacher as coach” is one of the most utilized approaches on campus. Student off-task behavior is quickly refocused with simple verbal redirections. The Thousand Oaks High School English Department uses a variety of teaching strategies and methodologies that promote student-driven learning. Project-based learning, like the Senior documentary, and assignments that call for independent, creative thought and collaboration.

The final products of these project assignments often take the form of a traditional essay. However, English teachers also incorporate other media and allow students more freedom of expression. Tenth-grade EThOS academy students, in conjunction with their History teacher, have created their own Museum of Tolerance. EThOS students research business models, entrepreneurship opportunities, and business related information.

Special Education teachers serve as Case Managers to help ensure that each student’s Individual Education Plan is followed. Special Education classrooms have a paraprofessional working with students.

Thousand Oaks High School students engage in work that demonstrates critical thinking, collaboration and preparation for life after high school. They often work in small group settings to collaboratively perform assignments in many of their classes.

The Library is made available for use as a computer lab and the Teacher-Librarian works with teachers to provide students a space for research.

In the English department, students are taught the research process and methodologies. Students synthesize information from multiple sources and defend their findings and conclusions. They persuasively present their position on a topic using supporting detail and evidence. The essay writing process is presented and modeled to students and aligned to a rubric. Students use online resources such as EBSCO Host and are given time in English classes to research online and in the library. Students demonstrate their ability to reason and problem solve as they complete numerous projects in their English classes. In an AP Literature class, students were seen presenting a poetry comparison to the class.

Increased use of technology has been a special point of emphasis for the TOHS staff over the last six years. Meaningful student technology usage has increased dramatically as Measure I funds have been used to improve school network infrastructure to provide access for students. Wifi is present throughout the campus in the form of a closed network and filtered Guest network.

There are several computer carts that are available for sign up and use. One teacher stated that a few weeks to a month is needed to insure reservation of the cart. Each cart carries 40 Chromebooks which is above the average class size. Students are also able to use their own devices as needed and available.

Students in specialized programs, such as The Center, STEM Cohort, EThOS program, and CTE programs use instructional technology to meet the goals and expectations of their programs.

Students access online databases in the school library, such as EBSCO Host. The Library is one of 4 terrestrial computer labs on campus at TOHS. Teachers reserve time to visit these labs to provide students time for learning. Teachers sign up to collaborate with the teacher librarian and bring their classes in for research lessons that address specific content standards. The teacher librarian teaches students 21st century research skills and strategies, such as how to search for and evaluate information found on the Internet.



Students were seen using textbook supplemental sources. Teachers were also using various literature novels with supplemental nonfiction resources and articles relevant to the reading. Students were using Google Classroom with a teacher developed template shared with the class to identify facts from articles they found using library databases. Students and parents access important information and communicate regularly with instructors via digital methods such as web sites and email.

During class, students are engaged utilizing technologies that are vital to real world learning. For example, in Career Tech Education, students use 3D modeling software to provide tangible objects that can be subjected to load stresses in the Intro to Engineering class.

Students use Google Apps to develop and share content created in the classroom. This provides an instant access to what they are producing and allows the teacher and others to collaborate with the student live.

Students develop online portfolios to assist with career guidance and utilize Naviance to plan for undergraduate coursework to capitalize on interests in majors and disciplines to help guide college selections and admissions. Through Naviance, students complete various inventories to provide them with the feedback that represents their individual geographical interests, majors and personality types so they can broaden their college searches. Additionally, students can request letters of recommendation from teachers with the click of a button and can provide “brag sheets” to assist teachers in developing letters that reflect students’ true attributes both in and out of school. Students begin working with Naviance in the 9th grade through 12th.

This year, counselors began to institute an online course registration process in which students will select coursework dependent on prerequisites and graduation requirements. This move to an online process mimics the college registration process. Students can meet one-on-one with counselors to clarify questions, requirements and academic goals.

At TOHS, the use of technology is an integral part of their motivation and focus on the material being learned. Technology is such an integral part of their daily lives today and it is only logical to bring the use of technology into the classroom to bridge the gap from home to school. Students surveyed commented that teachers have utilized and increase technology in the classroom. Over the last several years, teachers provide various learning opportunities to familiarize students with the multiple ways technology can be incorporated in the classroom and beyond. Students conduct online labs, quizzes and tests, use Clickers to take quizzes and record data, and use iPads to perform labs and complete research in various disciplines. Students regularly use Chrome books in classes to complete research and writing exercises that reflect California state standards and CAASPP protocols in preparation for 11th grade testing.

Beginning in the 9th grade, students are encouraged to access the variety of opportunities to participate in school-to-career programs. At the end of the semester, each student will have developed a 10-year plan, and once students successfully complete the class, they are eligible to earn 3 units from the local community college. Freshmen are also introduced to the Naviance program which they continue to access throughout their high school career. The Naviance program offers students career assessment, study skills assessments, college exploration and college application resources. Moreover, multiple clubs on campus provide students opportunities for regular community projects. Some examples of these are:

Link Crew Project Concern Key Club Alliance for Education Club (ACE) United Environmental Voice TOPS



Areas of Strength:

Many teachers embrace the new availability of technology that has been recently installed in their classrooms.

Teachers are very collegial and willing to volunteer their time to assist each other in learning new instructional techniques and strategies.

Teachers volunteer much of their time to assist students who are struggling and in need of intervention time during lunch and after school.

Instructional strategies are varied and student centered in many classrooms. Direct instruction is used when appropriate.

Areas of Growth:

Identify and implement a focused, systemic, and schoolwide data review process to drive and inform instructional practices.

Need for instructional time in the school day designated for intervention for students needing additional support.

Continue integration of technology in the classroom.



CATEGORY D. STANDARDS-BASED STUDENT LEARNING: ASSESSMENT AND ACCOUNTABILITY

D1. Using Assessment to Analyze and Report Student Progress Criterion

Professionally Acceptable Assessment Process:

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.

Summary of Key Findings:

Student performance data from CAASPP, SAT, ACT and AP exams is collected, monitored, and reported to the community through a variety of means.

Some teachers and departments receive and analyze testing data derived from teacher-generated, site-level, district-level, and state-level assessments, but teachers and administrators have determined that greater consistency in assessment practices and methods will help the school reach its academic achievement improvement goals.

Teachers use various content-appropriate assessment strategies across disciplines.

Teachers in some departments have begun to develop more systematic approaches to analyzing student performance data through departmental and/or course-level collaboration.

Thousand Oaks High School offers tutoring support after school and during lunch periods for struggling students, as well as targeted assistance during class time for students with special needs and English Learners.

Teachers and administrators have agreed that they need to make progress in assessing and monitoring the achievement of individual students within the school’s demographic subgroups, especially English Learners.

Monitoring and Reporting Student Progress:

Student assessment data collected includes CAASPP and AP scores, graduation rates, “a-g” completion rates, CELDT, grade distributions, Fitness Gram and California Healthy Kids Survey. Assessment data is disaggregated by significant subgroups, with the exception of AP examination data, which is available on an individual basis to students and parents through the College Board. The analysis is reported to the faculty, board, school site council, parent groups, and community through the school and district websites, as well as other local media outlets.

Some departments and some individual teachers have improved their use of data to help guide instruction. Some teachers use EADMS to generate, administer and grade assessments, then use the results to inform their instructional practices.

Monitoring of Student Growth:

Student academic progress is monitored through the Student Information System (Q from Aequitas Solutions), which tracks CAASPP scores, district benchmark exams, graduation requirements, CELDT testing for EL students, and student grades. Teachers, administrators, students, and parents have access to student progress through Q.



Department chairs have been tasked with the responsibility for ensuring department-wide improvement through the use of department specific or interdisciplinary common assessments. The Mathematics Department has made substantial progress in implementation of common assessments for Algebra 1, Geometry and Algebra 2 students. The English Department and History/Social Science Department have developed and implemented an interdisciplinary writing and document-based question assessment for 10th graders, which is used to assess students’ readiness for SBAC in 11th grade.

Progress reports are available through Q online every five weeks throughout the school year. Teachers must provide parents and students with commentary feedback for unsatisfactory marks. Unsatisfactory grade lists (D/F lists) are run every six weeks, then counselors and administrators meet with students individually to encourage them to participate in tutoring. Supports for each student are dependent on student placement, student motivation, and parent involvement. Teachers and counselors identify specific students who need additional support and various resources are implemented on an individualized basis.

Some teachers, counselors, and administrators received Multi-Tiered Student Support (MTSS) training in 2016. The administrative team has stated that implementation of an intervention program is planned within the next few years but no MTSS is in place at present. IEP teams review special education students’ progress yearly. The team reviews student work, CAASPP data, and teacher observations. Counselors and administrators analyze the number of students who are meeting the “a-g” requirements and the number who enroll in college every year.

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

Assessments in use include formative and summative selected by teachers on an individual basis, with the exception of the Mathematics Department for Algebra 1, Geometry and Algebra 2 and World Languages for Spanish 1 and 2 along with French 1 and 2.

History/Social Science and English teachers assess students’ progress through formative class discussions, collaborative projects, and essays. Group projects provide opportunities for collaboration and self-assessment. Science classes utilize guided discussion as a formative assessment, and incorporate labs as summative assessments. Teachers use labs to gauge progress toward attainment of comprehension of science concepts and skills.

Some teachers utilize EADMS, an online test question bank that allows teachers to administer a test and then give immediate feedback to the students on their results in the selected questions. Some teachers use individual white boards to enable students to work on tasks and share their thinking process with their peers. Some teachers use online competitive quizzes through Kahoot or Edmodo to create and administer formative assessments that allow them to check for understanding following instruction.

History/Social Science Department teachers use class discussions, independent and group tasks, online and paper quizzes, short answer responses, chapter or unit exams and culminating unit projects to assess students’ progress. AP teachers create and use assessments that mirror those given by the College Board to build students’ familiarity with AP Exam formats and practice historical thinking skills such as periodization, continuity and synthesis.

Special Education teachers are provided with results of students’ formalized academic assessment teaching strategies and differentiation of instructions. Teachers give pre and post-unit assessments to help them evaluate the effectiveness of their teaching strategies, in addition, to measuring students’ learning.

World Language teachers use frequent formative assessment, such as checks for understanding, correcting quizzes in class, questioning students one-on-one, and using rubrics to assess students’ interpersonal dialogue during speaking activities. Many teachers with common target languages share common summative assessments.



Demonstration of Student Achievement:

Assessments through means such as EADMS, Edmodo, Kahoot, Schoology and individual whiteboards provide instant feedback for the teachers who will then know whether they need to review and reteach or move on with a concept. Teachers have access to data through these online systems to identify common errors on an assessment and allow them to adjust their instruction. Summative assessments such as end of unit tests provide a guideline for the pacing for future years and inform teachers if students need to review concepts or skills before moving on to new content.

The math department is completing implementation of department-wide unit exams – students in a particular course level all take the same exam for any particular unit regardless of the teacher. There is also re-teaching afterschool for both math and Spanish. Course-alike math groups meet after each unit exam to conduct item analysis and discuss results and ways to modify instruction to further achievement. The English department has implemented common rubrics for some essay assessments. The rubrics for specific levels come from the CAASPP and AP exams. AP courses utilize the corresponding AP exam rubrics, whereas the standard level courses utilize rubrics from the CAASPP.

Teachers review assessment data and academic progress in an effort to help students recognize their areas for improvement as they move forward to the next unit. Some teachers provide rubrics and examples of prior student work to communicate expectations on assignments. Many students said that their teachers communicate high expectations for students, and are willing to take time to effectively help them. Q connect, the online grading and attendance program, allows parents and students to monitor progress. Most students use Q connect regularly. Students are provided with many opportunities to participate in school programs and activities and to achieve the standards and Student Learner Outcomes.

D3. Using Assessment to Monitor and Modify the Program

Summary of Key Findings:

Through school site and district meetings, stakeholders have opportunities to provide input on curriculum, instruction, assessment, and student placement.

Through faculty, department, and course level meetings, the TOHS faculty disaggregates student achievement data. Further professional development in the use of EADMS, development or selection of common assessments, and analysis of assessment data is needed.

School Assessment and Monitoring Process:

Teachers, district representatives, students, parents, and community members are an integral part of the decision making process at Thousand Oaks High School, as evidenced by agendas and minutes from the various meetings listed below. Through departmental and leadership meetings, Common Planning Time, Parent Teacher Student Association (PTSA), English Learners’ Advisory Council (ELAC), and School Site Council meetings, stakeholders provide input on issues concerning curriculum, instruction, discipline, program evaluation, and school operations. These organizations and their respective meetings allow opportunities for stakeholders to be involved in the monitoring student progress.

Curriculum-Embedded Assessments:

The English and History departments have collaborated to design an interdisciplinary writing assignment that focuses on reading and interpreting historical documents to prepare an expository writing sample. This is scored based on current ELA standards using a standardized rubric developed by the English



department. The data is broken down by content standard to show weak areas, which highlight instructional strategies as students move into junior year.

The Math and Science departments have collaborated to discuss an interdisciplinary mathematics assessment, where science based scenarios incorporate mathematics problems for students to solve.

As in English and History, common rubrics were developed which align with CCSS. In an effort to guide instruction towards the skills necessary to perform well on these assessments, the Social Science department has developed a thematic unit in CP US History classes to master 21

st Century skills through

critical thinking, creativity, collaboration, and communication. Two teachers planned a unit as a team.

In the mathematics department, teachers meet at the beginning of the year and following major assessments to discuss the areas of concern. The areas of weakness then become a focus for teaching the following year in an effort to create strengths in all areas of mathematics. They also employ common assessments for each unit across every subject area. The results of these assessments are discussed during common planning time, in an effort to collaborate pedagogical strategies for future instruction.

English Learners benefit from interventions designed to meet their needs. The EL coordinator provides direct instruction and guides teachers in providing accommodations to help students reach mastery of grade-level content.

Schoolwide Modifications Based on Assessment Results:

Some teachers utilize Common Planning Time to modify department exams or pacing guides. Teachers also often meet during lunch, preparation periods, and before or after school. In particular, the History and English departments have collaborated to design performance tasks to prepare students for the CAASPP. Departments grade the tasks using common rubrics and use the data as they plan instruction. Already, TOHS has seen improvements in CASSPP scores in English Language Arts. In 2015, 73.9% of student met or exceeded the standard in ELA, increasing to 81% in 2016.

Thousand Oaks High School supports learning and achievement of struggling students through reading support classes, Link Crew activities, mathematics re-teaching sessions, after school tutoring, the Writing Center, and Cyber High credit recovery.

Several teachers are certified scorers for Advanced Placement exams. They share what they learn with their colleagues, resulting in an increase in the percentage of successful outcomes per student on AP exams from 24.1% in 2009 to 41.1% in 2016.

Teachers in special programs such as AP, ELD, Link Crew, and the EThOS Academy meet regularly to assess student achievement in their respective programs and make changes.

After school tutoring is offered in the library Monday through Thursday in a variety of subjects to assist students with individual needs.



CATEGORY D: STANDARDS-BASED STUDENT LEARNING: ASSESSMENT AND ACCOUNTABILITY

Areas of Strength:

The Mathematics Department has worked collaboratively to select and consistently administer formative and summative assessments to all students taking Algebra 1, Geometry and Algebra 2, leading to increased achievement on SBAC and improved rates of success on SAT, ACT and AP exams.

Structured support and academic resources for English Learners in their core content area classes and strong parent education and support programs has led to improved achievement, higher participation and performance on CASSP for these students and an increase in their graduation rate.

Areas of Growth:

Teachers and administrators need to collaborate to select formative and summative assessments to be administered consistently to all students taking the same course for all required core content area classes.

Professional development is needed on formative and summative assessment practices, methods for analyzing assessment data, and strategies to utilize assessment results in adapting instructional practices.



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

E1. Parent and Community Engagement Criterion

Regular Parent Involvement

Thousand Oaks High School implements strategies and processes for the regular involvement of stakeholder support groups in the learning and teaching process. Parents are invited to the Future Lancer Night for incoming 8th grade families, Back-to-School Night, sophomore conferences to develop a plan to meet their post-secondary education or workforce goals and additional parent nights provided by the counseling office. Counselors visit the middle schools that feed into Thousand Oaks to promote awareness of offerings on campus.

The system for communicating with parents includes the Blackboard automated caller system, daily announcements written and televised local public access channels, communications in both English and Spanish, online grades through the District-provided student information system (Q), school website, individual department/teacher websites, marquee announcements, progress reports, report cards, Back-to-School night, Future Lancer Night, Award Nights, School to Career Program Info Night, student planner, and teacher, administrator, counselor, and School-to-Career-Coordinator e-mail messages and phone calls.

A quarterly newsletter published by the PTSA helps the staff and parents stay connected. The PTSA also has an informative web site with links to important educational sites and information about TOHS school programs. Parents provide input through Parent-Teacher-Student Association (PTSA) committees, annual Back-to-School Night, Booster Clubs, College Night, School Site Council, English Learners' Advisory Council (ELAC), the District English Learners’ Advisory Committee (DELAC), the District Advisory Council (DAC), the Special Education District Advisory Council (SEDAC), and the District Strategic Planning Committees.

School Site Council (SSC) meets monthly and is made up of five elected parents, five elected students from all grade levels, and eight elected TOHS faculty members. Among Site Council's duties is the finalization and approval of the Single School Plan, allocation of resources, discussion of school issues and review of social-emotional and academic needs of students. A SSC parent representative also serves as liaison at the monthly District Advisory Council (DAC) and GATE meetings. Sports and some activities on campus have booster clubs run by parents, in partnership with the coaches and advisors. Parental involvement in these areas has resulted in the funding of numerous school projects, field trips, and events.

Parents of English Learners are welcomed into the TOHS community at Back-to-School-Night. Also, small group meetings are held in English and Spanish for translation, and ELAC meetings (English Language Advisory Committee) are held four times a year. Translation services are available in the administration offices to support bilingual students in their academic needs. Bilingual support is available for students and parents in the Attendance and Activities offices. A targeted effort is made throughout the year to be sure EL students are engaged in campus activities. As many as 50 students are provided an activities card free of charge to attend school events and athletic games to become part of the community.

The parents of special needs students are involved in the teaching and learning process through a SPED family orientation at the beginning of each school year. Case managers are available to address parent comments, questions, and concerns throughout the year. Parents and students are provided with options to learn how to approach important transitions when leaving TOHS: College and Career Center speakers, College Information Night, College Application Night, and Financial Aid Night. For students whose



interests lie in vocational education or immediate entry into the work force, TOHS offers Work Experience and ROP courses, as well as internships and job shadow experiences.

Use of Community Resources

The school uses business and industry resources to support students. This includes business partnerships, guest speakers, job fairs, field trips to local employers, and classroom presentations. The principal makes annual reports to service organizations, such as the Rotary Club. A TOHS college acceptance map is printed in the local newspaper each year. Once a week, the ASB class broadcasts current events on campus which is then repeated on the local cable channel for the community.

Through community partnerships, students are offered real-world connections through the use of guest speakers, community volunteers, and fieldtrips. Programs that use these partnerships include: Regional Occupational Program (ROP), Work Experience, School-to-Career Majors Program, The Center for Advanced Studies and Research, and EThOS Academy. Juniors and Seniors are encouraged to attend a District-wide College Fair to increase exposure to post-secondary opportunities. The District’s annual Career Fair was replaced last year with TEDxConejo, a day-long event of student and adult speakers and performers.

Thousand Oaks High School held its first Sustainability Summit to offer an opportunity for students to connect with environmental specialists and to learn about climate change and conservation. The summit featured guest speakers from the Environmental Protection Agency, United Water Conservation District, Ventura County Economic Development Association, Santa Barbara Fisheries Research, and the CVUSD superintendent. As part of community outreach, each year the school seeks a Chamber of Commerce member to serve as “Principal for a Day.” Members apply to the District to serve as principals at the various schools to provide feedback and share insights of what is needed to be successful in the workforce.

E2. School Environment Criterion

Safe, Clean, Orderly Environment

The school has existing policies and regulations and uses its resources to ensure a safe, clean, and orderly environment. At the time of hire, various classified staff members are trained in CPR, first aid, blood-borne and airborne pathogens, and the use of the school site Automatic External Defibrillators (AEDs), an employee is recertified as certifications expire. The District plans also contain a variety of inspection guidelines for school facilities to ensure facilities stay in good repair and the District Safety Committee regularly meets to promote safety and monitor compliance.

Administration maintains the school safety plan, and annually updates it and distributes it electronically to staff. The school safety plan outlines safety procedures and emergency evacuation details. The school regularly conducts Emergency Disaster Drills as well as training for “active shooter” drills as presented by local law enforcement agencies. Every classroom has an Emergency Backpack and posted Emergency Evacuation Routes.

The school science labs were recently updated and expanded, including the addition of specialized equipment to assist with science experiments. A large portion of the campus technology has been updated, including LCD projectors, document cameras, and four Promethean Boards through funds allocated by School Site Council. Mobile laptops and an additional computer lab have been implemented on campus.

The custodial staff arrives before school and a small crew remains on campus through the evening. Most of the corridors were completely renovated in 2009 with new plants, benches, and walkways installed,



utilizing school bond funds. Any destruction of property or graffiti on school grounds is promptly removed. The school employs a School Resource Officer and multiple Campus Supervisors to help ensure safety through behavior and the team is visible during school hours. Visitors are required to sign in with the main office before entering. An acceptable use policy is completed by students and appropriate use is supervised by the librarian.

High Expectations/Concerns for Students

Teachers use a variety of instructional strategies to provide access to core and accelerated curricula through differentiation, and scaffolding. Class levels include Advanced Placement, Honors, College Preparatory, and Basic and Foundations. This variety available to students is evaluated for effectiveness by shareholders, and modified to ensure student success. These collaborative meetings occur through various committees (School Site Council, ELAC, subject matter-specific articulation) as well as course-level meetings during department meetings and Common Planning Time.

Atmosphere of Trust, Respect, and Professionalism

Thousand Oaks has an atmosphere of trust, respect, and professionalism. This begins with clerical staff, who ensure that a families’ needs and concerns are addressed, and demonstrate a strong understanding of the needs/culture of non-English speaking households, both in person and on phone. The counseling staff is ready when needed for a social or emotional intervention, and the students know there are numerous safe places for them to retreat on campus if they are feeling overwhelmed or have a specific problem they need addressed.

Care for students is demonstrated through the high level of participation of TOHS staff. Approximately 80% of the staff participate in student activities as club advisors, athletics coaches, volunteers at school events, and offer help for struggling students. The campus also supports students’ heritage, culture, and individual differences through clubs such as: American Sign Language, Autism Awareness, Sparkles, Ballet Folklorico, Find Your Friends, Jewish Student Union, Fellowship of Christian Athletes, Korean Club, Latino Connection Club, Lunch Bunch, Nerd Herd, and Pride Alliance.

The faculty has participated in professional development that centered on collegiality and positive relationships. As a result, events like “Lawn Chair Lunch” Fridays and other new faculty gatherings have been organized. This also influenced the creation of “Good Teaching Observation” events, in which teachers observe colleagues and note effective instructional strategies and classroom management techniques. This is an ongoing effort for the TOHS faculty and staff. Twice a month, faculty members meet during Common Planning Time (CPT). Math, World Languages, and Social Science have made particularly good use of this time to plan instruction and analyze data, and to create common assessments. Growth is needed in some departments to make better use of this time regularly.

E3: Personal and Academic Support Criterion

Adequate Personalized Support

TOHS has a variety of programs and class levels that reflect the diverse student population and includes standards-based core curriculum with programs and accommodations for students with special needs. Staff members support students' emotional needs by communication with students and their parents, counselors, and administrators through the use of classroom visitations, emails, phone messages, Q, Naviance Family Connection and written documentation.

Link Crew utilizes the skills and experience of the upper-classmen to mentor the 9th graders during lunch time. This program strives to involve freshman in all aspects of campus life. An off-shoot of Link Crew, “Lunch Bunch”, offers a place for any student to eat lunch. These students are encouraged to attend club



meetings on campus. Another key component is integrating the 9th graders to the social fabric of TOHS by activities such as regular lunchtime activities, and football game socials. TOPS (Thousand Oaks Peer Support) is a group of students who are trained and guided by the Link Crew advisor to offer emotional and academic support to students experiencing difficulties. TOPS students are initially trained by the advisor in areas such as eating disorders, self-esteem, communication, substance abuse, and other self-destructive activities.

Through the College and Career Center, students can arrange for academic tutoring, and attend presentations from post-secondary institutions or branches of the armed services. The College and Career Center is the primary location for scholarship information, interest surveys, and information related to college applications and admissions tests. Special education students receive college and career planning through the Transition Plan that is implemented in their IEP.

Students may be referred to the Breakthrough Program by administrators or counselors that required support with drug and alcohol concerns. If a student is referred, they will participate in 90 minute intake interview within 48 hours. The counselors at Breakthrough are PPS credentialed. The goal of the program is to get students back on campus as soon as possible. When a student is determined to be ready to return to campus there is a re-entry meeting to facilitate that process. The California Healthy Kids Survey is administered annually to 9

th and 11

th grade students, and the results are reviewed by staff and

distributed school-wide as appropriate.

Within the community, the resources for support and involvement include the Thousand Oaks Teen Center, athletic leagues, and a positive environment for those students who may not have a place to go during after-school and weekend hours. The Boys and Girls Club and the YMCA also provide afterschool and weekend activities. They also have many volunteer opportunities such as the Westminster Free Clinic and Los Robles Hospital to positively channel their energies and time.

Direct Connections

Thousand Oaks High School employs five full time counselors. The counselor to student ratio is approximately 1 to 470. Counselors serve as members of the SST team and IEP/504 teams and correspond as necessary with community services for students in need of social/emotional support. School to Career (STC) offers the Majors Program and EThOS Academy. Release time is provided for the STC coordinator to collaborate with teachers within the department and work together on issues such as program requirements and project-based learning assignments.

Support and Interventions Strategies Used for Student Growth/Development

Student progress is monitored every six weeks by counselors. They review grades, contact parents, and notify students as well as meet with students one-on-one to discuss improvement. Counselors also communicate with students and staff, and follow-up with Student Study Team referrals as appropriate. The SST includes participation from administration, faculty, staff, counseling, school psychologist, and school nurse. This team meets weekly to problem-solve and provide assistance to teachers in the areas of instruction and behavior management. This can include informal general education accommodations, IEP and testing referrals, as well as 504 recommendations and alternative education discussions.

Support Services and Learning

Each spring, counselors in conjunction with parents and guardians, guide students in completing course requests. Students choose from the core academic courses of various levels offered (Honors, AP, College Prep,), as well as elective courses. Counselors utilize available assessment data (Transcripts, SBAC, CELDT, Progress Reports, and Teacher Recommendations), as well as student interests when



guiding students. Special education case managers communicate with counselors, parents and students to ensure scheduling appropriate for each student.

Free After-School Tutoring takes place in the Library Monday-Thursday from 3:00-5:00pm. The tutoring coordinator works to ensure competent college students are available in the subjects that are most desired – particularly math and sciences.

TOHS provides services to address students' individualized needs through accommodations for students with IEP's. Courses within the department infuse the state standards necessary for success on the Smarter Balanced Assessment. Special Education teachers collaborate within their department and consult with General Education teachers to ensure the best program possible for each student.

For students who are in need of credit recovery, there are multiple options to make up missing credits: Summer school, ROP, ROP-DIVO, Work Experience, CVUSD Adult Ed Learning Lab, online BYU courses, Cyber High, and Laurel Springs Online Courses.

Students who wish to accelerate their academic credits may take a period 1 class, attend summer school, or earn dual enrollment through a local college or university.

Equitable Support to Enable All Students Access to a Rigorous Curriculum

Courses are available at five different levels: Basic and Foundations for special needs students and College Preparatory, Honors, and AP for general education students. The percentage of students enrolled in Honors/AP courses has increased from 35% in 2013 to 43% in the most recent school year. Correspondingly, the percentage of students completing the UC/CSU “a-g” requirements has increased from 45% to 53%. Starting with the 2017-18 school year, students will no longer need to file a petition to register for an AP class, offering unfettered access to more rigorous curriculum.

In conjunction with the TOHS counseling staff and parents, students complete requests online each spring to register for the following year. Counselors review available assessment data (e.g., transcripts, CAASPP, CELDT) as well as student aspirations and interests when guiding students in making their choices. TOHS currently offers 23 different AP courses, and a wide variety of different CTE, English, Math, Science, and Social Science courses.

Co-curricular activities

It is a goal of Thousand Oaks High School for every student to be an integral part of the community. There are more than sixty active clubs, sixty-five athletic teams (representing 23 sports), choral programs, instrumental music programs, Cheerleading Program, Dance Program, Drama program, Majors program or EThOS Academy. The leadership team monitors participation rates and campus climate data to evaluate participation and accessibility. Students are actively encouraged to become involved in one of many programs. In the first quarter of the school year, the Activities department with the help of ASB holds lunchtime Club Hello day on the center quad, where students are able to learn about the variety of clubs offered on campus.

Areas of Strength:

Many students are actively engaged in their learning and contribute to the school culture of inclusivity.

Thousand Oaks High School provides a positive and safe learning environment for the majority of students on campus.

The Peer mentor and Lunch Bunch program development has contributed in providing a welcoming community.



There is an outstanding level of ELAC parent participation, involvement, support, and community engagement.

Areas of Growth:

System-wide implementation of Multi-Tiered System of Support needs to be developed and rolled out with fidelity.

Identification of student ethnicities in AP and Honors courses to ensure reflection of the school community.

Enhance communication practices to ensure that information is shared to classified staff in a timely manner.

A formal process of “Good Teaching Observations” would further the work around common practices.



Part B: Schoolwide Strengths and Critical Areas for Follow-up

Schoolwide Areas of Strength (list numerically)

1. Nurturing environment and sense of community

2. Accessibility to a wide range of curriculum (EThOS, The Center, CTE, STEM, AP and Honors)

3. Extensive community involvement in school programs

4. High state and national test scores (CAASPP, AP, SAT, ACT)

Areas for Focus 1. Improve student achievement for all sub-groups

2. Develop and systematically implement common assessments and learning experiences

3. Review of summative and formative assessment data to inform instruction

As you plan and implement your work, include: 1. Systematic Multi-Tiered Support System embedded into the school day

2. Focused professional development and collaboration plan

Schoolwide Critical Areas for Follow-Up

The Visiting committee concurs with the school’s identified areas for follow-up that are outlined in the schoolwide action plan. These are summarized below:

LCAP Goal Alignment: 1. Enhance the culture and conditions that optimize learning for all students 2. Maximize all students' achievement through highly effective instruction that includes opportunities

for academic acceleration and intervention 3. Develop high quality activities that engage students with their schools

TOHS SPSA Goal Alignment: 1. Increase the number of students who are college and/or career ready 2. English Language Learner students will demonstrate increased English language proficiency 3. Develop/implement a Multi-Tier System of Supports (MTSS) to address the academic and social

emotional needs of students.



Chapter V:Ongoing School Improvement

The action plan is in line with the Single Plan for Student Achievement. The plan has incorporated the necessary components to support the WASC Critical Areas of need, and the additional areas of focus.

When implemented with fidelity, the action plan will enhance student learning, and meet the identified school wide areas of focus and those identified by the visiting team. The action plan can be easily followed, and has the necessary identifiers to ensure successful implementation.

Existing factors that support school improvement are the following:

Committed staff

Caring community

Student motivation Given the identified resources and level of support, the items noted in the action plan can be accomplished.

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