WASC/CDE Visiting Committee Report 1 SELF-STUDY VISITING COMMITTEE REPORT WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES CALIFORNIA STATE DEPARTMENT OF EDUCATION FOR PIONEER VALLEY HIGH SCHOOL 675 Panther Drive Santa Maria, CA 93454 Santa Maria Joint Union High School District March 2 nd – March 5 th Visiting Committee Members Dr. Jarrett Gold Assistant Principal, La Canada High School Mr. Kevin Jamero Principal, Santa Fe High School Mr. Bill Bolde Principal, Saugus High School Ms. Laura Vinyard Assistant Principal, Burbank High School Ms. Victoria Bareghamyan Teacher, Marvin Elementary Mr. Michael Vorac Head School Counselor, Santa Clara High School Ms. Julie Mamo-Beckius Assistant Principal, San Luis Obispo High School Mr. Donn Cottom Teacher, South East High School WASC/CDE 2013 Edition Revised 8/13/2014
Transcript
WASC/CDE Visiting Committee Report
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SELF-STUDY VISITING COMMITTEE REPORT
WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES
CALIFORNIA STATE DEPARTMENT OF EDUCATION
FOR
PIONEER VALLEY HIGH SCHOOL
675 Panther Drive
Santa Maria, CA 93454
Santa Maria Joint Union High School District
March 2nd – March 5th
Visiting Committee Members
Dr. Jarrett Gold
Assistant Principal, La Canada High School
Mr. Kevin Jamero Principal, Santa Fe High School
Mr. Bill Bolde Principal, Saugus High School
Ms. Laura Vinyard Assistant Principal, Burbank High School
Ms. Victoria Bareghamyan Teacher, Marvin Elementary
Mr. Michael Vorac Head School Counselor, Santa Clara High School
Ms. Julie Mamo-Beckius Assistant Principal, San Luis Obispo High School
Mr. Donn Cottom Teacher, South East High School
WASC/CDE 2013 Edition Revised 8/13/2014
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Chapter I: Student/Community Profile
The School Community
Pioneer Valley High School (PVHS) opened in August of 2004 and will celebrate its tenth
anniversary during the 2014 year of the WASC visit. PVHS is located in Santa Maria, an All-
American City with a population of just over 100,000 and is the largest of the three
comprehensive high schools in the Santa Maria Joint Union High School District (SMJUHSD).
Santa Maria is located on the beautiful Central Coast and enjoys a moderate climate close to
the Pacific Ocean. The school is located in the northeast section of Santa Maria, and is
surrounded by beautiful mountains and agricultural fields. Major industries include employment
by education, health care, agriculture, and nearby Vandenberg Air Force Base. Approximately
70% of the student body qualifies for free or reduced lunch assistance. Various programs
available to students include Independent Study, PASS Program, REACH, On Track Credit
Recovery, and Lincoln Preparatory Academy, a small remediation site of 150 At Risk ninth and
tenth graders.
PVHS has one enthusiastic parent-led group, The PVHS Boosters, who support activities and
athletics. They meet monthly on site with elected officers and each year they divide their
monetary proceeds evenly to support both student programs. Since the opening of the school
they have donated over $250,000 to these two groups. The English Language Advisory
Committee (ELAC) is an organized group facilitated monthly by an assistant principal. This
parent support offers assistance and information to the parents of our English learners and is
facilitated in both Spanish and English. Members of the ELAC group are encouraged to
participate in the District English Language Advisory Committee (DELAC) which combines
parents and administrators throughout the district. The DELAC group makes recommendations
to the governing board on the programs and services that will best meet the needs of our
English Learner students. In addition, ELAC has a seat on the School Site Council and provide
updates to members.
Enrollment Data PVHS’s total enrollment, as of October 2013 CBEDS is 2685. There are three major ethnic groups on campus which include Latino, White, and Asian which account for 97.4% of the total student population. The gender breakdown is approximately 50 percent male and 50 percent female.
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Grade Level Enrollment (CBEDS Data 2010–2013, 2014 Unofficial)
2013-2014 2012-2013 2011-2012 2010-2011
9 730 731 694 701
10 708 688 665 678
11 636 615 623 709
12 611 584 662 537
Total 2685 2618 2645 2625
Enrollment by Ethnic Group and Gender (CBEDS 2010-2013, 2014 Unofficial)
Ethnicity 2013-14
2012-13
2011-12
2010-11
Female 2013-14
Male 2013-14
American Indian 1 0 2 4 1 0
Asian 103 20 17 19 49 54
Pacific Islander 2 1 2 2 1 1
Filipino 0 84 93 83 0 0
Latino 2373 2300 2291 2242 1193 1182
African American 25 22 17 20 13 12
White 139 150 177 207 64 73
Multiple/No Resp. 37 41 46 48 18 19
Totals 2685 2618 2645 2625 1344 1341
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Program Enrollment
Program N of Total Population Enrolled
Title I* 2685
English Learners 487
Migrant Education 295
Special Education 188
AVID 150
GATE 408
Advanced Placement 408
PVHS is a school wide Title I school. Students are identified by scoring lower than 350 on English Language Arts and mathematics on the California Standards Tests. Title I parents are invited to informational meetings on the Parent/Teacher nights in September and March of each year where they are provided with information regarding the intervention programs and additional resources PVHS offers. Title I funds are directed to English Language Arts and Mathematics intervention programs and strategies. Other resources include free year round after school tutoring and several credit recovery options. Special Education services are provided to students by 11 special education teachers, a special education coordinator, a full-time psychologist, a full-time school support secretary and instructional assistants. Students identified as GATE in junior high school are encouraged to take Advanced Placement (AP) and honors courses in English, math, science, international languages, and social science. PVHS currently offers eleven AP courses. Students have the opportunity to take Advanced Placement Exams in the spring of each school year. Students who are successful on AP exams may earn credit at the state or university to which they are accepted. We also offer the PSAT test annually at our campus for our students and we facilitate the process so our students can take the SAT at various locations locally. The Advancement Via Individual Determination program (AVID) has a total of 150 students enrolled in the program for the 2013-2014 school year. A college counselor works with the AVID students and also provides services to all college-bound students. AVID-Region 8 provides a strong staff development program for teachers and assists students in preparing for their post-secondary futures. The senior AVID class of 2013 had 103 college acceptances and a 100% transfer rate directly to a four year university. PVHS offers additional higher education opportunities through Upward Bound, CAL-SOAP, and Educational Talent Search. All of these groups meet on campus and coordinate with our college counselor and career technician.
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Language Proficiency The following information from the R-30 Language Census and CBEDS enrollment figures indicates a moderate level of language diversity at our school. English Learners currently represent 5.37% percent of the school population. The majority of our English Learners are Spanish speakers (93% percent) enrolled in mainstream classes.
Language Status 2012-2013 2011-2012 2010-2011
English Only 1,432 1,448 1,479
Fluent English Proficient (FEP) 1,186 1,197 1,146
English Learner (EL) 487 450 442
Totals 2,618 2,645 2,625
Primary Language 2012-2013 2011-2012 2010-2011
Spanish 1,139 1,143 1,089
Filipino (Pilipino or Tagalog) 20 25 31
Mixteco 10 11 12
Ilocano 5 3 5
Arabic 1 0 0
German 0 1 0
Other Non-English 11 12 8
Total 1,186 1,195 1,145
EL Course Enrollment - 2013
Course Enrollment Number of EL Students
ELD & SDAIE w/ Primary Language Support (L2) 112
ELD & SDAIE in Mainstream Courses 209
English Learners in other instructional settings 634
Total 955
Attendance Patterns Tardies To address the problem of tardies, the Shared Decision Making Council (SDMC) established a policy to encourage students to arrive on time to class. The SMJUHSD School Board approved the policy as a pilot during the 2006-07 school year and then gave final approval in 2007. This policy remains in effect for the 2013-2014 school year. (See appendix for SDMC tardy policy). Average Daily Attendance (ADA) The ADA rate at PVHS has been at or above 96 percent consistently. From 2006- 2013, a grant was written in coordination with Santa Maria Valley Youth and Family to co-fund a Truancy Intervention Specialist. This position was specifically to monitor attendance, make home visits, and conference with families of truant students. Unfortunately, the grant ended in June of 2013. PVHS has continued to be proactive and an administrator is assigned to the task of monitoring attendance, however the loss of the Truancy Intervention Specialist presents challenges in providing a regular link to our families. In 2012, Santa Barbara County, in conjunction with the District Attorney’s office, resurrected the Student Attendance Review Board (SARB) and has assisted our county schools in operating regularly scheduled Truancy Mediation Team meetings (TMTs) and After School Meetings
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(ASMs). While this has been helpful, one person provides this service to the entire county of Santa Barbara, and it has proven difficult to manage. One of the assistant principal has been a leader in the district regarding truancy and continues to monitor families with low attendance. Levels of student supervision and monitoring include telephone parent contacts, a Panther Forum (homeroom) pull-out process, and distribution of information regarding ways to check attendance electronically and home visits. Academic Performance Index Our API results and breakdowns are presented below.
Total N of Students in
2013 API
2013 API (Growth)
2012 API (Base)
2012-2013 Growth Target
2012-2013 Growth
Met Target
1908 -4 740 5 -4 No
Subgroup
N of Subgroup in 2013
API
Numerically Significant
in Both Years
2013 Subgroup
API (Growth)
2012 Subgroup
API (Base)
2012-2013
Subgroup Growth Target
2012-2013
Subgroup Growth
Met Target
Hispanic 1703 Yes 728 731 5 -3 No
White 91 No 801 829 5 -28 No
SED 1591 Yes 726 727 7 1 No
EL 119 Yes 699 666 19 33 Yes
Sp. Ed. 119 Yes 437 428 19 9 No
2012-2013 API growth was -4 points. Special Education subgroup had an increase of 9 points and our English Learner subgroup
showed a growth of 33 points respectively. 2013 PVHS API Results Compared to Statewide API Results
Subgroup PVHS 2013 Growth API
State 2013 Growth API
Difference
Hispanic 728 757 -29 White 801 819 -18 SED 726 709 +17 EL 699 662 +37 Sp. Ed. 437 530 -93
English Learner and socio-economically disadvantaged subgroup in 2013 APIs compare favorably to the statewide subgroup APIs. Hispanic, White and Special Education 2013 subgroup APIs fell below those statewide, as shown in the table above.
Yearly ADA Rate
2012-2013 96.1 11th month
2011-2012 96.4 11th month
2010-2011 89.6
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Our API summary data for the past three years are as follows:
2013 2012 2011
Percent Tested 96 99 96
API Growth -4 15 5
API Target 5 5 5
API Base 740 721 717
Growth/Decline -4 15 5
Met Target No No No
Met All Subgroup Targets
No No No
Statewide Rank 4 4 4
Similar Schools Rank 6 5 6
California Standards Tests The grade level and subject area results for the past three years are presented in the tables below. Percent of Students Scoring Proficient or Advanced
California High School Exit Exam (CAHSEE) Combined Results – Grade 10 CAHSEE ELA received 10 percent of the weight in the 2012-2013 API reporting cycle and CAHSEE Math received 10 percent of the API weight. Specific breakdowns for each area are presented in the tables below. CAHSEE English/Language Arts – Percent Passed by Subgroup
2012-2013 2011-2012 2010-2011
PVHS County State PVHS County State PVHS County State
Gr. 10 80 75 77 77 79 77 75 78 76
Female 88 80 81 80 83 82 83 83 81
Male 72 71 72 74 75 73 68 73 72
Latino 79 64 66 72 67 66 71 64 65
White 92 90 89 91 93 90 88 93 89
EL 38 29 36 39 35 38 37 34 42
R-FEP 97 90 89 94 93 89 96 93 89
EO 87 86 83 86 89 83 86 88 83
ED 75 61 65 71 63 65 69 60 63
Non ED 94 90 88 88 92 88 87 92 88
Spec Ed 22 33 33 28 35 35 23 36 33
Migrant 68 56 54 65 61 55
CAHSEE Math – Percent Passed by Subgroup
2012-2013 2011-2012 2010-2011
PVHS County State PVHS County State PVHS County State
Gr. 10 84 85 84 86 85 84 84 85 83
Female 86 85 85 85 86 85 84 86 84
Male 82 84 84 86 83 83 84 84 83
Latino 83 80 80 85 79 79 84 80 78
White 79 94 92 93 95 92 91 95 92
EL 51 57 55 79 55 57 56 57 57
R-FEP 98 97 93 93 94 93 96 94 92
EO 88 90 92 90
ED 81 79 79 85 79 79 84 78 78
Non ED 92 93 93 91 92 92 84 92 92
Spec Ed 20 37 43 15 34 42 17 40 40
Migrant 81 74 76 73 75 80 67
The CAHSEE results indicate that:
The 2012-2013 combined CAHSEE pass rates for PVHS Grade 10 students as a total group compare favorably to both the county and state pass rates.
PVHS’s 2012-13 Grade 10 pass rate in English/Language Arts is 80 percent (up from 77 in 2011-12) compared to 75 percent for the county and 77 percent for the state.
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PVHS’s 2012-13 pass rate in math is 84 percent (up from 72 in 2011-12) compared to 85 percent for the county and 84 percent for the state.
Each of our student subgroups surpassed state pass rates in ELA, with the exception of our English Learner and Special Education students and our males (equal to).
In math, most of our student groups surpassed or were close to the state pass rates. The exceptions were males, whites, English only, and special education students.
No Child Left Behind - Adequate Yearly Progress (AYP)
ELA - Criteria = 88.9% Proficient or Advanced (380 or higher)
Subgroups 2011% Prof/Adv
2012 % Prof/Adv
2013 % Prof/Adv
% Change 12 to 13
All Students 54 57 53.7 -
Economically Disadvantaged 42 45 48.5 +
EL/RFEP 23 25 47.6 +
Latino/Hispanic 42 46 51.7 +
White 71 73 82.1 +
Special Education 26 29 12.5 -
California English Language Development Test (CELDT) PVHS All CELDT Assessments 2010-2013
Overall
Proficiency
Level
2012-13
English
Learners
2011-12
English
Learners
2010-11
English
Learners
Advanced 48 (8.0%) 19 (4.0%) 20 (4.0%)
Early
Advanced
240 (41%) 205 (40.0%) 152 (29.0%)
Intermediate 183 (31%) 183 (36.0%) 208 (39.0%)
Early
Intermediate
55 (9%) 53 (10.0%) 78 (15.0%)
Beginning 58 (10%) 55 (11.0%) 75 (14.0%)
Number
Tested
584 (100%) 515 (100%) 533 (100.0%)
The table above includes all students who participated in the all CELDT assessments from
2010-2011 through 2012-2013.
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The columns show the number and percent of students using the All Assessments score option that combines all four skill areas covered on the CELDT (listening, speaking, reading, and writing) into one overall proficiency level for all grades tested (9-12).
The scores indicate that students over the course of three years have more than doubled in the advanced category, increased percentages in the early advanced category, therefore decreasing percentages in the intermediate, early intermediate and beginning categories.
Advanced Placement
PVHS has made strides in developing their Advanced Placement program over the past three years. The number of students enrolled in Advanced Placement courses in the 2013-2014 school
year is 433. We increased our AP course offerings from 10 courses in 2012-2013 to 11 courses in 2013-
2014 and a new course will be added in the 2014-2015 school year. Advanced Placement Test Results
School Year Number of
Candidates
Number of
Tests Taken
AP Students with
Scores 3+
% of Total AP Students
with Scores 3+
2012-2013 215 377 123 57.2%
2011-2012 174 346 116 66.7%
2010-2011 188 327 110 58.5%
The number of students attempting one or more tests increased by 24% in 2013. However, the number of students scoring 3+ only increased by 6%. One explanation for this discrepancy could be the 2013 district policy of charging $5 per test for all candidates. This prompted many more test takers than in the previous years, including some students that who were not prepared for the examination. A-G Requirements It has been a focus of the guidance department to ensure that students are enrolled in A-G approved courses in order to keep their college options open. The following table shows the number and percentage of graduates completing all A-G requirements. PVHS Graduates completing A-G requirements
School Year Number of Graduates
Graduates completing A-G requirements
Percentage of graduates completing A-G requirements
There have been four significant developments since the last full visit that have had a major impact
on PVHS.
1. Entirely New Site Administration: The founding principal of PVHS retired in 2011. The
current principal, who was hired as her replacement, is serving her third year as principal.
Prior to becoming principal, she held an assistant principal position at this site for four
years. The three current assistant principals have three, two and two years of
administrative experience at PVHS. Two of the assistant principals were new to the PVHS
campus. None of the site administrators were working in their current capacity during our
last full visit and the development of our action plan. The current administration enjoys a
healthy, collaborative working relationship with PVHS staff.
2. Entirely New District Administration: The current District Office administrators are new
to our District. The current superintendent was hired in the fall of 2012. The prior
superintendent held the position for less than three years. He replaced a superintendent
who had been working in the district since 1984 and had been the superintendent for 11
years The Assistant Superintendent of Business began in the summer of 2012; Assistant
Superintendent of Personnel in the spring of 2012; and Assistant Superintendent of
Curriculum began working for the district in the summer of 2011. They all replaced staff
that had either been in their position or with the district for a minimum of ten years. The
influx of new ideas and procedures has had a major impact on the operations of the district.
3. Graduation Requirement: Beginning with the class of 2011, the number of units necessary
to graduate from high school was reduced from 239 to 220. The reduction of units was
confined entirely to electives and has resulted in a higher mid-year graduation rate for
seniors. It has also increased the number of students who do not take a full load of classes
their senior year and provided them the opportunity to take classes at the local community
college. The cohort graduation rate increased from 2010 to 2011 and again from 2011 to
2012.
4. Change of Summer School Program: The summer school program has gone through
several changes since the last full visit. The district previously offered a variety of summer
school classes for students to both make up credits and advance to higher levels. In 2009,
due to budget constraints, summer school was limited to incoming seniors, taking courses
they had previously failed. This allowed students to make up credits and stay on track for
graduation. Beginning in the summer of 2013, all summer school classes followed the On
Track Credit Recovery (OTCR) format. Classes were open to any student of any grade
level that needed to recover credits, but focused on upperclassmen. The classes are
online and can be accessed from any computer with internet connection. Tests must be
taken in an onsite computer lab with an OTCR teacher. The summer school OTCR
program ran for a four week period. The computer lab was open Monday through Thursday
for four hours each day and staffed by two teachers and a technician. During the summer
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of 2013, 58 students completed at least one course during the summer school time frame,
allowing them to get back on track for graduation. An additional four students were able
to receive their high school diploma because of completing classes through OTCR.
Students who began work during summer school, but did not complete a class, were able
to continue working on their OTCR class when the school year began, as long as they had
completed 50% of the course.
The 2008 action plan had 4 goals: 1. Improve student achievement in ELA/Reading for all student groups
2. Improve student achievement in Math for all student groups
3. Improve student achievement for all English Learners
4. Provide learning opportunities for all students to develop practical life skills and civic
responsibility. (This goal was modified during the 2011 interim visit to due to a Governing
Board district-wide initiative to the broader measure: All students will graduate.)
When The WASC committee visited PVHS in the spring of 2008 they identified three critical areas. Below are the critical areas of follow up along with a variety of strategies that PVHS has put in place since the prior visit. Critical Area #1: Continued development of curriculum calendars and Common Formative
Assessments (CFAs) in all departments.
A school wide calendar is established and presented yearly to staff. This calendar designates Monday collaboration time as departmental, PLC focused or other specified activities. The calendar gives accountability and structure to our scheduled collaboration time.
All core departments, and most support departments, have developed CFAs and shared
unit tests. Results of these assessments are discussed in PLCs and best practices are
shared as a means for improving instruction and raising student achievement.
District-wide collaboration created our current Curriculum Calendars and CFAs in ELA,
Math, Social Science, and Science. Yearly, at each site, regular modifications and
revisions to the calendars and pacing guides have occurred
Critical Area #2: Utilize the emerging data teams to develop data analysis protocols to fully
implement data driven instruction.
Annually, core departments analyze CST cluster Data by subgroup and individual teacher to monitor progress and check for proper student placement.
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Non-Core support departments choose a core subject’s CST data to analyze so that they may be able to offer support. Writing and math across the curriculum is supported by inter-departmental meetings where various topics have been discussed and collaboration has occurred.
Data teams have been redesigned into PLC groups where data is disseminated, discussed and analyzed. The drive of the PLC is the use data to drive instruction.
Critical Area #3: Continue to develop the Panther Forum to increase effectiveness.
Panther Forum has been positively impacted by the introduction to Link Crew on the PVHS campus. Upper-class Link Crew Leaders use Panther Forum time to connect with their assigned Freshman Panther Forum. They help promote school involvement and success.
Panther Forum activities have been developed during the 2013-2014 school year as another avenue for students to gain access to information about PVHS. Topics have included: Introduction of Staff, College and Career Center Facts, Explanation of procedures specific to grade levels (driver license application, work permits, etc.) and other items that promote student involvement in campus life.
Support for Panther Forum was given during our 2011 interim visit where the team noted “Panther Forum has demonstrated tremendous benefits for orientation and continual communication with students at all grade levels. This program deserves continued support to benefit articulation with students.”
The practice of testing in the Panther Forum classroom has continued. Research has shown that when students test in a familiar environment they are more likely to be successful. Testing with a teacher that you meet with on an almost daily basis promotes the feeling of not only calm but also accountability. Teachers know these students and understand the best way to motivate them to achieve.
The recommendation for additional attention noted in the interim report reiterated goals and areas of attention previously mentioned. The recommendations were:
1. Continue intervention efforts to help underperforming students achieve proficiency in their core area subject to enhance CST scores.
2. Execute the staff development efforts and continue department collaboration to
increase student standard based achievement. Chapter III: Self-Study Process SCHOOLWIDE LEARNER OUTCOMES PANTHERS ON TRACK
TECHNOLOGY
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Each student will apply the appropriate technological skills needed to meet the challenges of today and the future.
RESPONSIBILITY
Each student will develop and apply practical life skills and civic responsibility with the purpose of positively impacting the community.
ANALYSIS
Each student will be able to process, analyze, and apply information in various contexts, using a variety of strategies and formats across content areas.
COMMUNICATION
Each student will develop the essential skills required to communicate effectively.
KNOWLEDGE
Each student will gain the knowledge necessary to graduate from high school and be college or career ready.
Comment on the school’s self-study process with respect to the expected outcomes of the self-study.
1. The involvement and collaboration of all staff and other stakeholders to support student achievement
The faculty was highly involved in the entire self-study process. The school established a large Schoolwide Leadership Team which consisted of Department Chairs and FOL leaders. Teachers were allowed to select their own groups within their department, allowing for each to be focused on the area of their choice and to be fully invested in the process and outcomes. All teachers reported a strong connection to their focus group and agreement with the outcomes of their report.
School leadership attempted to involve students in the focus groups. Although students were not involved in the focus group meeting, their input was given through Panther Forum. School leadership did attempt to involve parents in the process, but they had little response to the organized meetings.
2. 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 school has identified Technology, Responsibility, Analysis, Communication, and Knowledge as their schoolwide learner outcomes. Academic standards, data examined, course offerings, school programs, classroom instruction and support services are all
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aligned to assist and support students in their achievement of these learner outcomes. There is strong schoolwide buy-in of these outcomes by students, and staff, but we were unable to get a consistent understanding of parent’s knowledge of these outcomes. There is a tremendous amount of belief and pride in the school among most stakeholders that the school supports the achievement of these learner outcomes.
3. The gathering and analyzing of data about students and student achievement The School Profile and Analysis reflected an examination of all relevant achievement
data. The self-study identified areas of students’ growth along with areas that the school must continue to grow. There has been growth in the graduation and attendance rate, CAHSEE passage rate, as well as CELDT re-designation. There has been an increase in students taking AP courses, with the pass rate staying relatively consistent over the last three years. The school has identified an area of growth with students completing A-G requirements. Although PVHS’s API dropped four points based on 12-13 data, it has had significant growth over the last three years. The conclusion of the analysis of the student achievement data affirms that the school is aware of their progress and efforts over the past six years.
4. The assessment of the entire school program and its impact on student learning
in relation to schoolwide learner outcomes, academic standards and WASC/CDE criteria.
The school has appropriately and accurately assessed the entire school program and its impact on student learning. The school profile examines data reflective of achievement of the schoolwide learner outcomes, and is aligned with statewide content standards, academic performance indicators, and WASC/CDE criteria. Focus Group reports reflect careful examination of the entire instructional program, school programs, and support systems and their impact on student learning. The school has identified areas of strength and areas of needed growth within the report.
5. The alignment of a long-range action plan to the school’s areas of need; the
development and implementation of an accountability system for monitoring the accomplishment of the plan In identifying Common Core-aligned instruction, A-G improvements, and strengthening PLCs to help drive these changes, the school has established a six-year action plan that meets the needs of their student body. The school has incorporated their Schoolwide Areas of Growth into their action plan and will revise their Action Plan to reflect the additional Areas of Growth identified by the Visiting Committee.
The Schoolwide Action Plan identifies appropriate timelines and accountability systems to ensure the achievement of the action plan over the next six years. Chapter IV: Quality of the School’s Program Category A. Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources. A1. Organization Criterion
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To what extent does the school have a clearly stated vision or purpose based on its student needs, current educational research and the belief that all students can achieve high levels? To what extent is the school’s purpose supported by the governing board and the central administration and further defined by expected schoolwide learning results and the academic standards? The vision statement of Pioneer Valley High School (PVHS) is a collaborative effort developed by staff, faculty, administrators, department chairs, and guidance technicians. The Visiting Committee (VC) noted that the self-study mentioned there was limited student or parent participation in the process due to “difficulty in getting them involved.” There was a survey administered to parents and students but the overall participation was low. The Vision Statement states that PV exists “To empower each student with the knowledge, skills, and experiences necessary to contribute positively to the community and thrive as an individual in a diverse and dynamic global society.” The School-wide Learner Outcomes (SLOs) for PVHS were crafted by staff members and went through multiple revisions. They established an acronym so that all stakeholders could easily identify the school goals… TRACK (Technology, Responsibility, Analysis, Communication, and Knowledge). Additionally, PVHS has adopted a list of shared values and beliefs that lend themselves to post-secondary success. They list these characteristics through an acronym, PRIDE (Positive, Respect, Integrity, Dedication, and Excellence). The staff at PVHS has developed Critical Academic Needs based on data collected through the FOL process. They are listed as:
1) Preparation of all staff to use teaching strategies that equip all students with 21st Century skills.
2) Transition to Common Core State Standards (CCSS) and getting students to understand the importance of skills learned and how they relate to next steps.
3) Targeting English Learners and Special Education students during the transition to CCSS. The stakeholders of PVHS have established a list of on-going questions to be answered as they move forward through the next few years in their endeavors to address their Critical Academic Needs (examples: What type of training is best for staff regarding CCSS? How do we reach every student? What impact do 21st Century skills have on student learning? How do we best support English Learners and Special Education students?) The VC has affirmed that although the graduation rate is over 90%, there is a clear disconnect between this rate and the rate of students fulfilling A-G requirements, which currently stands at 24% and has shown no significant increase since the last WASC visit. Due to the district change in the number of credits required for graduation from 239 to 220, the VC is concerned that this might affect A-G completion rates and recommends that SMJUHSD find ways to address this concern. A2. Organization Criterion To what extent does the governing board have policies and bylaws that are aligned with the school’s purpose and support the achievement of the expected schoolwide learning results and academic standards based on data-driven instructional decisions for the school?
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To what extent does the governing board delegate implementation of these policies to the professional staff? To what extent does the governing board regularly monitor results and approve the single schoolwide action plan and its relationship to the Local Educational Association (LEA) plan?
The five-member governing board for the Santa Maria Joint Union High School District (SMJUHSD) is made up of three retired administrators and two community members. The board has policies, by-laws, and procedures in place that are in alignment with PVHS's purpose and they support the achievement of all students. The governing board receives reports pertaining to the school’s student achievement. There is a criterion for goals needed to be attained in a system marked with PI status… goals need to be specific and strategic (linkage to standards), measurable (allowing for multiple assessment), attainable (growth can be expected), results-oriented (measured by student standardized tests) and time-bound (urgent priority). These SMART Goals are the framework for the board and district administration to review and refine SLOs. The governing board also receives reports from the Superintendent and the Assistant Superintendent of Curriculum as to how the district has complied with LEA mandates in the Single Plan for Student Achievement. As evidenced by API scores and PI status, a particular weakness has been English Learners, Special Education, and Socio-Economically Disadvantaged students not attaining proficiency as quickly as others. For that reason, the board has a district level manager who supervises the English Learner/Migrant programs in the district. Students and their parents are familiarized with expectations and how to proceed with getting answers to questions through resources, including the Parent Institute for Quality Education (PIQE) program that has educated many parents with the knowledge to guide their children through secondary school. Student data is presented to the board at various times throughout the year by Principals, Assistant Superintendent of Curriculum and Instruction, and the Superintendent. The data presentations include CST, CAHSEE, EAP, AP and CELDT results. The principal reports to the board every month. During this presentation, the principal reviews activities and topics, such as, recent staff development opportunities, staff recognitions and accolades, school events, athletic achievements and academic accomplishments. Additionally, the board has established a uniform complaint process and conflict resolution procedures, which comply with applicable state and federal laws and regulations (Williams Act). The VC observed through various stakeholder meetings that there seemed to be a growing disconnect between site and district employees, partly attributed to a turnover in upper management positions in recent years.
A3. Organization Criterion To what extent, based on student achievement data, do the school leadership and staff make decisions and initiate activities that focus on all students achieving the expected schoolwide learning results and academic standards? To what extent do the school leadership and staff annually monitor and refine the single schoolwide action plan based on analysis of data to ensure alignment with student needs?
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There are many opportunities for PVHS teachers and site administration to shape student achievement in relation to the SLOs. Collaboration takes place in Department Chair meetings, Monday morning PLCs, School Site Council, Pyramid of Intervention, IEP meetings, District Site Leadership Team (DSLT), Junior High and Community College Articulation meetings, and the Site Technology Committee. The staff at PVHS is committed to the collection of student data, which is then used in a variety of ways. During staff development days, they spend time looking at students’ scores on CAHSEE, CST, and CELDT (although CST data is no longer being used). The administration and staff of PVHS focuses on student groups and they analyze ways to increase scores. In addition, they look at data within departments and within individual courses. They modify their teaching methods to incorporate 21st Century skills and CCSS. They are currently working with Pivot Learning Partners to develop performance tasks and Common Core benchmark assessments. Lastly, PVHS has developed a list of “bubble” students, who have a propensity for greater achievement with extra help. These students are encouraged and monitored by guidance technicians and administration. Data driven decisions are also made by the Pyramid of Intervention team when students are placed into classes. Data is gathered from a variety of sources and students are placed based on CST scores, CELDT scores, teacher recommendations, writing samples, and Renaissance Learning testing reports. This placement drives the master board process as classes are offered to meet intervention needs. The Single Plan for Student Achievement is written and revised with data driven decisions in mind. Funds are allocated as needed to support the staff in analyzing student achievement and academic standards. A4. Organization Criterion
To what extent does a qualified staff facilitate achievement of the academic standards and the expected schoolwide learning results through a system of preparation, induction, and ongoing professional development? Currently, of the 112 teachers at PVHS, five of them hold BCLAD credentials, 98 are authorized to teach English Learners, 97 are Highly Qualified Teachers, and 1 is a National Board Certified teacher. In addition, 37 teachers hold Master’s Degrees, 70 teachers hold Bachelor’s Degrees plus 30 units, and 11 teachers hold Bachelor’s Degrees. The average years of service for teachers are 11.3 according to the staff service and experience report (2011-12). All core teachers are designated as Highly Qualified and 100% of the certificated staff members are equipped with the training and certification to work with EL students. There are three on-site Staff Development days planned throughout the year. A continuous focus is on aligning the new CCSS with school curriculum and developing appropriate assessments and instructional techniques. English, Math, Social Studies and Science have Curriculum Calendars (Pacing Guides) that outline the timing of curriculum to be taught in a given course. Teachers in core departments are expected to follow the Curriculum Calendars and give Common Formative Assessments (CFAs) at set times throughout the year. Starting in 2013-2014, the district has partnered with Pivot to assist with the shift to CCSS. Part of this process will involve the development of modified CFAs that represent Common Core/21st Century Skills. Actions of PVHS leadership and staff are reviewed to determine if they focus on successful student learning on a continuous basis. SSC meets once a month to review and approve budget allocations. Shared Decision Making meets once a month and as needed to make non-curricular
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policy decisions. Department Chairs meet every 2 weeks to review and approve curricular related issues. The focus of all of these groups is to improve student learning.
A5. Organization Criterion To what extent are leadership and staff involved in ongoing research or data-based correlated professional development that focuses on identified student learning needs?
The SMJUHSD and PVHS administration encourage and support professional growth through multiple avenues. Professional Development days, departmental release time, Professional Learning Communities (PLCs), conferences/seminars and access to the SBCEO (Santa Barbara County Education Office) professional development catalog are ways in which PVHS supports professional development for all staff. There is evidence that district and school administration support staff members taking leadership roles in statewide professional organizations and other regional growth opportunities. The teaching staff is supported and encouraged to develop professionally through funding, dedication of time, and organization of activities. Each department is allotted a set amount of release time and funds for professional development. This time and money can be spent to attend seminars and conferences or other constructive educational endeavors. Teachers are encouraged to explore many teaching styles through informal observations of other teachers in their classrooms. The English department organizes a book club where the teachers read and apply the strategies learned from a professional development book. Teachers are assigned chapters to present to the department. New teachers working toward their clear credential(s) in the Santa Barbara County Teacher Induction Program are given two days paid leave during the year to participate in various observations and assignments involved in the process. The school has an agreement with the SBCEO to provide teachers with a selection of professional development workshops in which participation and substitute costs are paid. In addition, the school organizes bi-annual professional development days for all certificated staff that showcase the latest in technologies, teaching strategies, safety requirements, and classroom management strategies to better prepare its teachers. Teachers disseminate information and techniques to their peers through school mandated PLC and department meetings monthly.
A6. Organization Criterion To what extent are the human, physical, and financial resources sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards and the expected schoolwide learning results?
PVHS has many sources of funding and they are allocated according to the suggestions made by leadership, faculty, staff, and, to some extent, the public. Some of these funding accounts include: ADA Funds, School Site Council, Perkins Grants, Special Ed Funding, Title I, VPA Grants (Visual and Performing Arts), Agriculture Incentive Grants, ROP, etc. PVHS allocates funds to maintain the goal of raising student achievement. All stakeholders are involved in the process in some capacity, and all are informed that the main goal is to benefit student learning. The VC confirmed that the principal goes out of her way to find funding for various programs, PD opportunities, and projects that benefit student learning. PVHS is a relatively new campus; however, ten years have passed since its opening and now more maintenance and repairs are required. During the summer of 2013, several renovations
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were made to PVHS. One of the computer labs in the library was reconfigured to make better use of the space. Several offices were relocated…the attendance office was moved so that parents do not have to enter campus to check a student out of class. This helps to maintain a safe campus, because visitors can now remain outside the locked gates while waiting for a student. New sliding windows were also installed in the business office and the attendance office. All classrooms at the site have computers and LCD projectors. A majority of the classrooms at PVHS have document cameras, Smart Boards, and access to advanced software to raise student achievement. The Business department has three computer labs with many advanced technologies as well as access to the Internet. These are available at lunch for struggling students to make up work and support the SLOs. Family and Consumer Sciences (FCS) has a technology lab, a foods lab, and a fashion lab that allows students to advance their skills in these areas. Industrial Technology has two computer labs and thanks to VEA (Vocational Education Allocation) funds, they are updated continuously with the latest equipment and software. Most math teachers and many other faculty members are using Smart Boards and document cameras on a daily basis. The Physical Education Department has state of the art facilities including a gymnasium, stadium, track, pool, fitness lab, aerobics/wrestling room, weight room, basketball courts, tennis courts, fields for baseball, softball and soccer, and a bike path. The Kinesiology class (taught by PE) has a lab room. The Science Department has graphing calculators for some advanced classes. They also have microscopes, chemicals, a computer lab, a weather station, and various lab materials to complete activities that connect with multiple learning styles. The Special Education Department has excellent facilities for the students. The Moderate-Severe Program has two larger rooms that include kitchen and laundry appliances. There is a large bathroom in each classroom, a large supply closet, and areas with walls for individual cubicles. There is a mini-computer lab, and traditional desks and chairs for group instruction. The campus has a Performing Arts building which houses the band, choir, and drama programs. While this facility is adequate for classroom use, it has been challenging to use this facility for rehearsals that take place after school since the band, the choir and the cast of the plays are all rehearsing at the same time. Proper storage space for equipment, sets, costumes, robes, props, etc. is limited. When the school was built, the plans included a small theater, which was never funded. Classrooms have often been used as performing spaces and teachers are often forced to perform larger events off campus. PVHS is scheduled to break ground on a new theater during the 2014-2015 school year, which will enhance the programs significantly. Although technology is available in all classrooms, the district recognizes a need for further advancements to keep up with ever-changing technology, including infrastructure and capabilities.
Areas of Strength
• Clearly stated and collaboratively developed mission and vision statements that are aligned with district purpose and referred to as a key principle for all decision making.
• SLOs, TRACK, and PRIDE have been crafted by all stakeholders to guide decision making in the years to come.
• There is evidence of strong administrative leadership with an excellent connection to faculty, staff, and students.
• Monday morning meetings are a time that allows staff to stay connected regarding school wide achievements, campus updates, and a dissemination of information pertaining to instructional practice.
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• PVHS has an excellent Website that includes multiple links for student and parent support.
• PVHS has a principal that makes every attempt to locate funding avenues for the purpose of teacher support and student learning.
• There are multiple levels of Professional Development opportunities as well as provisions for teacher release times and attending conferences.
• Honesty and trust is a core tenet for the staff and administration of PVHS Areas of Growth
• Find new opportunities to reach out to parent population for greater participation in the student learning process.
• Investigate programs that have a propensity to close the achievement gap among significant sub-groups.
• Implement strategies to increase A-G completion rate among all students. • Identify strategies to improve communication between district office and school site. • Need for an increased level of professional development strategies to effectively
move instruction toward Common Core and 21st century skill development. • Need for expanded technology infrastructure (Wi-Fi capability, fiber connectivity, etc.)
to assist in future classroom needs and academic success.
B: Standards-Based Learning: Curriculum
B1. Curriculum Criterion
To what extent do all students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the school-wide learner outcomes?
Current curricula are under revision within the district to more closely align courses with CCSS. The district has outlined a plan for transition into CCSS and PVHS is at the beginning stages of implementation. The district has contracted with an outside agency to train teachers on CCSS. The ELA department has aligned some parts of the curriculum to CCSS and written performance tasks that assess the CCSS. Some teachers in other departments are unclear about how their curriculum aligns with the ELA standards in terms of reading, writing, speaking and listening. The math department is currently re-writing the Algebra 1 curriculum to align with CCSS. Math teachers report that they have found CCSS materials via the internet but do not have any additional supplementary material. They also indicate that they recognize the need to create rubrics to assess students’ writing and performance tasks and that they need training to create those rubrics.
PVHS has identified increased enrollment in A-G courses as a goal. The percentage of students who are enrolled in A-G courses has not significantly increased over the last five years. Currently the school offers 75 A-G approved courses and will be adding four more courses next year. Two departments do not currently offer any A-G courses. The school offers seniors several "Alternative Pathway to the Fourth Year of English" courses; some of these courses are A-G eligible and students are made aware of this when they are preparing to register for classes. The VC recommends that PVHS should investigate ways to strengthen the pathways available to students
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to complete the A-G requirements. It is evident that there is a discrepancy between graduation rates and A-G completion rates that suggests further investigation of the master schedule and curricular offerings.
Every classroom has a poster displaying the A-G courses offered; in addition, Panther Forum teachers are directed to discuss the A-G requirements and encourage students to enroll in A-G classes. Students are also given information about A-G classes when they meet with a guidance technician during the registration process. Of all the students who responded to the student survey, 62% of students self-reported that they “strongly agree” or “agree” with the statement “PVHS is helping me to become college/career ready.” Conversely, in discussions with students, fewer than 50% knew the meaning of the A-G requirements; additionally a few students reported that they would have liked to have taken more A-G classes if they knew more about how those classes relate to college eligibility. The VC recommends PVHS investigates further strategies to increase enrollment in A-G courses, including multiple ways of sharing the A-G information with parents to allow them to make informed decisions.
All incoming freshmen take both English and math tests (via Renaissance Learning) that help determine placement in their freshmen year. The English department reports that every year students have been placed more correctly based on junior high school input. The math and ELA TOSAs are also involved in determining placement of all students. Students enrolled in an ELA intervention course are tested at the end of the first semester, at which point they could be enrolled in the next level of ELA (English 1). Students who remain in English intervention for the entire freshman year can enroll in two English classes during sophomore year (English 1 followed by English 2) and thus be on track for fulfilling four years of A-G requirements in English. The English department also offers a CAHSEE prep class for students who failed the CAHSEE. The English department has created a writing rubric that is shared with teachers school wide; other departments have commented on the usefulness of this rubric and it has been translated into Spanish. The English department regularly discusses the results of CFAs and uses results to guide instruction. The department members are anticipating that these CFAs will change with the advent of CCSS.
EL students are offered Writing Intervention and L1 and L2 courses to transition out of ELD. The ELD teachers will be involved in selecting new ELD curriculum for the upcoming school year. The pass rate for the CAHSEE has not changed over the past three years for EL students. Over that same time frame, the percent of students who are re-designated to Fluent English Proficient has grown from 12.3% to 16.7%. This surpassed the re-designation rate of the district, County and State English Learners. At PVHS, EL classes are considered part of the general ELA department.
The mathematics department includes two courses identified as intervention-type courses. These are a 2-year Algebra course and a "Connecting Math Concepts" course. In addition, students who are identified as not being ready for geometry after passing Algebra 1 can take a "Bridge" course to prepare for geometry. This course does not fulfill the A-G mathematics requirement. The self-study did not identify data that shows how many students who take the "Bridge" course move on to higher mathematics courses. The math department also offers a CAHSEE prep class for students who failed the CAHSEE.
The path for 2-year Algebra students has changed this current school year. Previously these students could take all four parts of a 2-year Algebra course in one year (A, B, C, D) because of the current block schedule that allows students to take an entire year’s course in one semester. However, this year most 2-year Algebra freshmen students are taking the first two parts of Algebra (A and B) and will take the next two parts as sophomores (C and D). This decision was made in
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part to ensure that students will continue to enroll in math classes after their sophomore year of high school. The VC recommends that PVHS analyze the data from these two different models to determine which is best for students.
Regular weekly meetings are scheduled in order to give teachers the opportunity to align curriculum, share lesson plans and best practices, and analyze data. Department chairs develop the agendas for these meetings and organize teachers into groups for PLCs. Based on the evidence provided, some departments have used PLCs in the current and previous school years to analyze assessment data, share best practices and/or revise CFAs. PVHS administrators support teachers who attend conferences and trainings to improve best practices as they relate to curricula. Teachers are expected to document and share knowledge gained from attending those trainings and conferences as part of the collaboration process.
One of the identified SLOs is Technology. All departments report that students are required to use some sort of technology at some point during the course of the year, including accessing podcasts, writing blogs, creating power-point presentations and other multimedia productions, and using the internet as a research tool. Teachers use a variety of technology including Smart Boards, calculators, document cameras, i-pads and internet amongst other things. All special education students supplement their learning with PLATO for math and English and severely handicapped students use Rosetta Stone, i-pads and communication applications. All students are provided with e-mail accounts through the district; they can use these accounts to contact teachers and e-mail documents. Via the school’s website, students can access some teachers’ lessons and hand-outs. The majority of teachers post their grades online using one of two web-based programs; students and parents can access those grades at any time. The school has identified teacher use of both the website and the grade portals as areas of growth.
Some departments incorporate cross-curricular activities and/or support. For example, students in science classes graph their own quiz and test results to visually analyze their progress, thus incorporating skills they learned in math classes. Team teaching with SPED and regular education teachers has been piloted with limited feedback. Some departments have combined PLC groups in an effort to learn how to support core classes. Some social studies and English department members have discussed using common assignments for World History and English 2 courses. The staff expects that departments will have an increased opportunity for collaboration with the implementation of CCSS.
In addition to collaboration among PVHS teachers, there is also collaboration with feeder junior high schools and the local community college. Most departments meet with the junior high schools to help meet the needs of incoming students and build a bridge from junior high to high school. The business department receives input from local community members and the community college about what they would like to see from PVHS graduates. The special education department schedules transition meetings for all special education students to ensure a smooth transition for incoming freshmen.
B2. Curriculum Criterion
To what extent do all students have equal access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal, and school-to-career goals?
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Incoming PVHS freshmen are given a Student Service Plan/Folder from the college and career center, the purpose of which is to provide students with information about classes, career planning, college information, interest surveys and four-year plans. Panther Forum teachers and guidance technicians are responsible for guiding students in the use of this folder. Through the College and Career Center, PVHS students have opportunities to research careers, write resumes and college applications, and investigate community service and work experience opportunities. They continue to refer to these tools throughout their high school career. The center also provides information and guidance on college and career choices. Results of a student survey indicate 62% of students agree that PVHS is helping them to become college/career ready and 77% agree that they are aware PVHS has a College and Career Center. Guidance technicians meet with each student at least once a year to help them make course choices at registration. At this time they discuss college/career plans. In addition, students have opportunities to select courses with support from their Panther Forum teacher. There is limited evidence that parents are involved in the registration process. Special education students have schedules created by their case managers to ensure that the IEP is implemented appropriately. To provide consistency, there is one guidance technician who oversees all special education students. Every special education student has a post-secondary transition plan as part of his/her IEP.
Information about colleges is shared with parents twice a year at evening meetings. Each year the College and Career Center hosts a College and Career Fair, which averages over 50 booths relating to college and career experiences. Weekly "College Craze Thurs-Daze" presents topics such as financial aid, career options, degree programs and resume building.
The English department requires students to keep a portfolio throughout their high school career. The portfolio demonstrates a student's knowledge and growth over the years. Portfolios can include assessments, projects, notebooks, simulations and art pieces designed to showcase a student's ability to apply course content. The stated purpose of these assignments is to support the SLOs. The portfolios are used to show students evidence of their educational improvement.
A total of 12 AP courses are offered with one more course coming next year. The most recent data shows that 433 students are enrolled in at least one AP class. Teachers make recommendations for students taking the AP tests; however, all students have access to the courses. It is unclear whether all students are made aware of the AP offerings and whether guidance technicians explain to students that they have access to the AP classes. The most recent data indicates a correlation between the number of identified GATE students and the number of students who take at least one AP test. The self-study indicates that there are "some students who were not prepared for the examination" in reference to the AP tests due to the fact that some students took an AP test without being enrolled in an AP class. The school reports that the number of students who take AP exams fluctuates depending upon available funds to help pay for the tests. Teachers report that the site administration is willing to provide training and additional materials for AP teachers if the teachers request them.
Students can enroll in a variety of electives with content that is directly related to career opportunities. As well as these courses, students are offered three ROP courses through the school's partnership with the Santa Barbara County of Education Office's Regional Occupational Program.
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B3. Curriculum Criterion
Upon completion of the high school program, to what extent will students have met all the requirements of graduation?
PVHS has several programs in place to support graduation rates for students in all four grade levels. Incoming freshmen are tested in math and English and the results of these tests, together with teacher recommendations and CST scores, provide evidence to place freshmen in intervention classes as needed, including a Linguistics class, a "Connecting Math Concepts" class and a two-year Algebra class. In addition, PVHS offers CAHSEE prep classes for students who have previously failed the exam, aligning with the graduation requirement of a passing CAHSEE score. The school offers after-school tutoring free to students and staffed by teachers. Migrant Education needs are supported through the PASS program. Students who failed required courses can make up those credits in a number of ways, including online classes, Z-block classes and summer school credit recovery classes.
The District has recently changed the graduation requirement from 239 credits to 220 credits. This change has had several affects on graduation status at PVHS. Students have been able to graduate early and some have enrolled at a local community college or enlisted in the military. Since students now require fewer credits, elective classes have experienced decreased enrollment. It is possible that due to the lower credit requirement, students who have previously failed a class can retake that class during the regular school year; however, this possibility may mean that those students are less likely to complete the A-G requirements.
Areas of Strength
Embedded collaboration time.
Support classes offered in the areas of ELA and mathematics.
Transition courses for EL students.
On Track Recovery Program and other opportunities for credit recovery for students who have failed one or more classes.
Open access to AP classes.
Use of technology, including Smart Boards, document cameras, school and teacher websites.
Areas of Growth
Curriculum plans that are aligned with CCSS in all departments.
Teacher support/collaboration/training for writing and implementation of CCSS curriculum and performance tasks.
Focused PLC meetings pertaining to implementation of CCSS.
More parent communication and involvement in registration, especially in terms of enrollment in A-G courses and AP classes.
Increased teacher consistency in the use of website and online grade program.
C: Standards-Based Student Learning: Instruction
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C1. Instruction Criterion
To what extent are all students are involved in challenging learning experiences to achieve the academic standards and the schoolwide learner outcomes?
SLOs are posted in each classroom and often referenced. New at the school this year, they are
also found on the back of PE uniforms. Staff teaches to the SLOs and standards for their
curricular area. Some teachers post standards daily for students and discuss them at the
beginning of class. As CCSS begins to guide instruction, teachers are working towards engaging
students in real world problem solving, collaboration, and critical thinking that supports 21st
Century skills. Students and teachers are developing an understanding of real world skills
important for success today. Many teachers engage students in project-based learning
experiences that require collaboration and critical thinking in order to solve problems. Rigor asked
of students often requires re-teaching, reviewing, clarifying in small groups or one-on-one. Many
students are also involved in co-curricular activities that provide distinctive challenges to both
individuals and groups.
Elective courses offer students opportunities to experience practical applications of challenging
curricula. Students are required to use effective oral and written communication skills in order to
perform at competitive levels. These levels require students to research online using critical
thinking skills on a daily basis to complete assignments. Pacing guides are used by faculty in like
courses to ensure students similar experiences regardless of their teacher. Lessons are based
on standards from core areas and CTE. Collaborative, technological, problem-solving, and critical
thinking skills learned in elective courses also support student achievement in core courses. In
order to support student achievement of 21st Century skills, teachers participate in professional
development activities unique to their discipline which provides updates to curriculum or
instructional strategies and developments to career opportunities in the field.
Core courses expose students to various instructional strategies including direct instruction and
project-based learning experiences. Core departments use CFAs and meet by PLC to analyze
data and share best practices in order to help all students achieve the SLOs. Classes
systematically build on the learning from previous courses. Quarterly district wide meetings are
held to help monitor and adjust curriculum and course offerings. Recent professional
development is focusing on current and future needs.
Types of instructional strategies in elective and core classes include, but are not limited to, direct instruction, the use educational media to enhance curriculum, and hands-on student created projects that may or may not include the use of technology. Teachers vary instruction based on course levels and student knowledge. Students learn the importance of using technology to complete assignments. Instruction in multiple modalities ensures every student has the opportunity to succeed. They can demonstrate their knowledge and understanding through a variety of assessments. Challenging problems and group presentations help students achieve the SLOs. Many teachers seat students strategically according to proficiency levels in order to maximize learning opportunities when students work in small groups or pairs. This collaboration forces the students to discuss problems or analyze text with each other and deepens their understanding of concepts. Kinesthetic learners are engaged through the use of interactive/Cornell notebooks. Through PLCs, teachers share common unit tests and discuss
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results, as well as CST data, in an effort to identify best teaching practices that can ensure rigor and integrity of standards taught, and to facilitate transition to CCSS and student success on Smarter Balanced standardized testing. General education teachers meet and collaborate with Special Education teachers to ensure accommodations, and other modifications allow students with disabilities access to curriculum in the LRE. PVHS communicates standards and expectations for performance levels in multiple ways. Students review courses with guidance technicians and have access to course descriptions during the registration process. Every student receives a printed syllabus at the start of the class outlining the course of study. Teachers post lesson plans on their website and maintain and update both weekly and daily plans posted in the classroom. This also gives the parents a chance to see what will be expected. PVHS has pacing guides set up for all classes. Teachers in elective and core classes as well as Panther Forum review requirements for taking classes and expectations within classes. The VC identified a lack of consistency among teachers in Panther Forum Other teachers use PowerPoint slides to preview programs or events. Sometimes there is a schedule or agenda on the board, and teachers explain how much work students will do. In many disciplines the use of pre- and post-tests helps students understand performance levels. As students begin a new topic, along with the new set of vocabulary assigned in order to understand the area of study, they also set up an expected learning goal. Some classes use rubrics and repetition to reinforce expectations, while others involve students in the creation of rubrics and peer and self evaluation. Teachers try to have the students envision what they will be learning and access background information before teaching new units of study. Previous student work may be shared as an example or fixed permanently on display. Teachers and/or departments use vertical and horizontal collaboration to assure students acquire necessary skills and may use guest speakers to reinforce expectations for performance in disciplines or careers. Certificated staff members across departments utilize multimedia, podcasts, and other current technologically-based lessons to instruct and extend learning. In order to differentiate instruction, teachers utilize technology such as Smart Boards, Mobile Lab Computers, Google Drive Document Submission, and Personal Web Sites to allow greater access to materials and nonlinguistic representations of content. Student learning increases because of high interest in technology and ease of access to information. This prepares them for the real world of electronic communication. Through the SST, 504 and IEP processes accommodations and modifications are developed and implemented by staff for success in the LRE. Teachers make use of technology laboratories including the Plato Lab, the OH greenhouse, and internet based activities to ensure differentiation of instruction. Use of technology to differentiate instruction is broad across the curriculum and used in ways to support struggling students while challenging high-achieving students. Textbooks incorporate online components that necessitate inquiry and computer use to complete assignments. Students utilize computers each day to perform tasks, improve their typing, complete research, view tutorials or online lessons, and communicate. The 90-minute block schedule affords the opportunity to approach the curriculum in a variety of ways. Teachers use interactive lessons to enhance learning a variety of subjects using cultural relevancy. Students have access to iPads and specific learning applications which help support their learning goals. Teachers use Smart Boards in instruction. They also use Braille writers, magnifiers, and other low incident technology to enhance instruction. PVHS informally and formally gathers student feedback about performance expectations. Teachers’ interaction with Panther Forum students is an effective means to gather feedback and share school expectations. Most students have the same Panther Forum teacher throughout high
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school and this supports PVHS’ teacher/student relationships. With access to student data on Aeries, many Panther Forum teachers check students’ grades to support students. Subtle and direct reminders of expectations and opportunities for students are continuous in these more personal settings. Panther Forum time can allow students to relate experiences and receive suggestions from Panther Forum teachers about student success; however, the VC observed and many students and faculty feel that Panther Forum time could become more effective. Relationships developed between students and teacher/coach improves student high school experiences. Parent/Teacher Night provides feedback in individualized meetings. Electronic communications and telephone calls are utilized to improve overall communication between the school, teachers, and parents. Before school, at lunch, after school, and during Panther Forum staff allows students to seek and obtain individual or group help in trouble areas of their learning. Students are often allowed to seek assistance from their classroom teacher during Panther Forum. There is an extended tutoring program after school until 4:30 p.m. Monday through Thursday in the library. Tutoring teachers can support most subjects. Students commented on a variety of approaches teachers have with their students. Most are very comfortable talking with teachers and receiving help. Many students feel that teachers really care about them and their academic success. In the various departments students complete class and laboratory work to meet standards and
prepare for assessments and competitions. Feedback from students includes multiple measures
of feedback including anecdotal, end-of-course surveys which evaluate some teachers, use of
quizzes and discussion, and course expectations. Student-teacher interactions are varied based
on courses and departments. In both elective and core classes students produce
products/projects in each course and rubrics are used to generate dialogue for peer and self-
evaluations in the grading process; teacher-student dialogue for project assessment is also used
in the evaluation process.
C2. Instruction Criterion
To what extent do all teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels?
Multimedia technology and research-based methodologies are used in a variety of ways. All staff is offered significant storage capacity on district servers for electronic media and has district staff available to help with technology-related questions and concerns.
Many teachers are members of professional associations and attend conferences to keep current
on research, practices, and technology. Upon return teachers integrate acquired information into
instructional tasks and share these advances and insights with department faculty and with PLCs.
Teachers in departments who are more technologically proficient, often train other department
members. This helps those departments integrate technology into the curriculum more quickly.
Students often help teachers using technology as well. California Subject Matter Projects also
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provide trainings that are timely and support professional growth within the curricular areas. Staff
reads selected research-based books to improve instructional practices annually. Summer
seminars/institutes provide further specialized training for core and elective teachers. Resources
are made available for attending trainings, workshops, and institutes.
Students access curricula in PVHS departments through instructional experiences where teachers are integrating technology. Teachers use technological resources to create lessons, exams, and quizzes as well as technological resources to compare assessment results and data. Departments in core subject areas choose research-based books based on best teaching practices in their specific content to read together. Many teachers are also members of content specific professional organizations and read journals or their online journals or websites to stay up-to-date on best practices and new resources. Teachers are encouraged to attend professional development workshops throughout the year. Teachers use PLC and departmental time to discuss their findings and share best practices as they are implemented in order to determine efficacy. In elective areas departments are actively involved in community organizations and industry where students and teachers learn about new innovations and work to integrate them into the curriculum. SELPA and the district provide multiple opportunities for staff to attend trainings and seminars. Teachers inspire their students and work as coaches with personal contacts. Teachers make themselves available after school for tutoring. PF teachers also help students by coaching them through difficult assignments and/or projects. In elective courses teachers act as coaches by teaching students specific skills and motivating them to master skills as students prepare for competitions, events, or performances. Those elective teachers also help students coach students by teaching real world behavior, responsibility, employability requirements and work ethics. Teachers in departments also utilize technology to observe student progress and assist students with tasks if necessary.
Structured learning is incorporated into every classroom. Students organize, access, and apply knowledge through a variety of means, often departmentally specific. Student projects across the curriculum support and extend students’ abilities to research, inquire, gather, discover, invent, and communicate that knowledge.
Many departments utilize group activities with shared responsibilities, paired projects and individual projects in order to prepare for CCSS. Currently, students can think and reason in order to problem solve; however, PVHS is beginning to implement more common core projects that require critical thinking, detailed analysis, and real life problem solving. Students are presented with real world problems through project-based learning experiences that focus on 21st Century Skills. Teachers monitor processes and products of these problem solving situations and use CFAs to monitor student growth and lesson effectiveness in PLCs. Some students exhibit aptitudes for higher level thinking skills and thought processes and choose to enroll in the AP courses offered across the curriculum. However, the VC found that while students in AP courses were positive about review time prior to the exam that many felt they were not able to be sufficiently prepared if they took the course during the fall and had an extended lapse in preparation before the review time prior to the exam in the spring.
Students across curricular areas use technology with an increasing skill level and complexity. Projects are structured to showcase academic standards and the SLOs. Student work
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demonstrates the integration of technology. Students download original source documents for use in presentations and projects. This requires access to multiple computer information networks daily. Some student work is routinely submitted online. Google Docs and Google drive are used for group work. Students experience real world experiences and opportunities for shadowing or community service projects and other real world experiences through curricular, co- and extra-curricular experiences. Project-based learning experiences in core, electives and clubs offer student experiences beyond the classroom and campus. Students are encouraged to participate in clubs including student council, Mock Trial, FFA, Journalism, medical shadowing, and local colleges. Guest speakers bring the community on campus while various competitions and events bring students and their learning out into the community, across the state, country, and internationally. Areas of Strength
· Effective instructional transitions used in curricular areas.
· Collaborative staff shares best practices with peers.
· Multiple real world experiences for students.
· Multiple instructional strategies across curriculum.
· Integration of technology into instructional practice.
· Project-based learning experiences.
· Positive relationships between students and staff.
· Individual instruction during tutoring.
· Staff willingness to participate in professional development to improve instructional practices and develop depth of knowledge.
Areas of Growth
· Training and implementation of CCSS across all disciplines.
· Development of a comprehensive technology plan to expand infrastructure and support for instruction.
· Incorporate PLC identified best practices into daily classroom instruction.
D: Standards-Based Student Learning: Assessment and Accountability
D1. & D2. Assessment and Accountability Criterion To what extent does the school use a professionally acceptable assessment process to collect, disaggregate, analyze, and report student performance data to the school staff, students, parents, and other stakeholders of the school community? To what extent do teachers employ a variety of appropriate assessment strategies to evaluate student learning? Students and teachers use these findings to modify the
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teaching/learning process for the enhancement of the educational progress of every student. PVHS utilizes an effective assessment process to collect, disaggregate, and analyze student performance data. It is evident that there is a sufficient amount of data available to support the decision making process. Programs are modified or implemented based on the results of the analysis of student assessment data and student need. High Stakes testing results are reviewed by school personnel to identify areas of strength and areas for future growth. Student grade data, graduation rates, attendance data, and disciplinary data are analyzed at the school site. Students and staff are surveyed to provide additional feedback for decision making. CFAs have been created and are administered regularly in the core academic areas. Results drive discussion during PLCs. It is evident that the analysis of data is a priority at PVHS and results in data driven decisions. Although the process by which data is collected and disaggregated is effective, the school recognizes the need to further refine the PLC process and increase the amount of time allocated to PLCs and the evaluation of CFA data. The faculty and staff have developed an effective system for the placement of incoming 9th grade students. This process includes the use of the Pyramid of Intervention Placement Matrix and the review of CST, CELDT, 8th grade teacher recommendations, writing samples, and Renaissance Learning diagnostic scores. Additionally, the PVHS Pyramid of Intervention team, TOSAs, and Department Chairs monitor student progress to ensure the appropriate placement of students for intervention and support. Parents gain access to PVHS profile, discipline, teaching assignments, and standardized testing results through the annual publication of the School Accountability Report Card. Additionally, CST, CAHSEE, SAT, ACT, PSAT, CELDT, AP, and special education assessment results are disaggregated and evaluated by stakeholders regularly. A majority of the teachers utilize AERIES or Jupiter grading programs to allow parents to monitor the academic progress of their students on a regular basis. However, the school recognizes the need for all teachers to use a consistent online grading program that allows for student and parent monitoring of grades. PVHS utilizes PLCs to analyze CST, CAHSEE, AP, API, API growth, and AYP component results during professional development days, weekly staff collaboration meetings, and release days. Through the analysis of this data, instructional action plans are designed and implemented to support improved student achievement. Some courses have developed common grading scales and weight assignment categories consistently. The utilization of student achievement data in the decision making process is a priority as evidenced by adjusted course offerings, curricular adjustments, improved instructional strategies, and the development of the Master Board (master schedule). PVHS utilizes the Panther Forum period to administer a majority of standardized tests. Appropriate and effective processes are in place to ensure test security and a positive testing environment. A variety of assessment strategies are implemented at PVHS to measure student learning. These strategies include CFAs, unit exams, authentic assessment, and performance evaluation. The results of these measurements are discussed regularly through the PLC process and re-teaching is planned. Additionally, staff development days are planned to address the needs of the staff and are a result of data analysis.
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A variety of student work is on display in each of the classrooms demonstrating the achievement of the academic standards and SLOs. The academic standards and daily learning objectives are reviewed and/or posted in some of the classrooms. Most of the students are able to describe what they are learning during each lesson. Similarly, most students are familiar with the new SLOs. District-wide math CFAs were found to be less helpful in measuring student achievement when
compared to site common assessments due to different schedules at sites across the district.
Course content is aligned to the California State Standards as demonstrated by the pacing guides,
student work, and assessments. Additionally, all departments participate in a variety of
assessment processes to measure student learning including the use of unit exams, quizzes,
assignments, labs, performance assessments, presentations, projects, and writing assignments.
PVHS utilizes a range of assessments and assignments that allow students to demonstrate their
achievement of the academic standards and SLOs. The instructional staff meets within their
PLCs to discuss the results of the assessments and plan re-teaching methods. The PLC structure
in place at PVHS will be instrumental in the implementation of the common core standards.
PVHS regularly utilizes standards-based curriculum embedded assessments across all of the departments to provide teachers with the information they need to modify instruction. PVHS is preparing for the implementation of the CCSS, through the partnership with Pivot Learning. Performance Tasks and other Common Core aligned assessment strategies are emerging as implementation has progressed. It is apparent that the existing CFAs will require further modification to align with CCSS. PVHS uses a variety of processes to solicit student feedback to monitor progress toward academic standards and SLOs. Individual teachers use formal and informal discussion questions, end of course surveys, weekly summaries, standards based projects, peer evaluations and rubrics to have students reflect on their learning. Many teachers monitor student achievement through Panther Forum. This monitoring includes the review of graduation requirements, CST scores, and report cards/progress reports. Students and parents have access to their progress through online grading systems, annual IEP meetings, Parent/Teacher Nights, and progress reports. Intervention courses are offered during the same block period of other courses to allow for the transfer of students when additional support is required. Time is dedicated to the evaluation of assessment results during department, articulation, and PLC meetings. Through these meetings, the curriculum can be adjusted to better meet the needs of both current and future students. Student survey results indicated that post-assessment re-teaching practices varied from teacher to teacher. Students with IEPs are assessed in English and math every four weeks through the Renaissance Learning Program. These results are evaluated by teachers and administrators and used to transition students into higher or lower courses. The progress of students with IEPs is reported to parents and students in relation to their individualized learning goals. EL students are assessed through the CELDT and Language Placement Test. If ELs are placed in intervention courses, they are assessed using Renaissance Learning and CFAs.
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Assessment results and grades are used to support the proper placement of all students. These results and grades are shared with the feeder schools during articulation meetings to validate placement recommendations. Students are encouraged to monitor their own progress through the analysis of transcripts during Panther Forum. ELAC and Title 1 parents are informed of intervention programs and available support services through regularly scheduled meetings. However, there is a need to further engage parents as attendance at ELAC, Title 1, and other parent meetings have been relatively low.
D3. & D4. Assessment and Accountability Criteria
To what extent does the school with the support of the district and community have an assessment and monitoring system to determine student progress toward achievement of the academic standards and the schoolwide learner outcomes To what extent does the assessment of student achievement in relation to the academic standards and the schoolwide learner outcomes drive the school’s program, its regular evaluation and improvement, and the allocation and usage of resources? The district, board, staff, students, and parents are involved in the monitoring of student progress
through the use of achievement data. The SMJUHSD is responsible for the organization,
aggregation, and analysis of student achievement data at various levels. The SMJUHSD School
Board reviews and approves the curriculum, textbooks, testing, and school calendars. The PVHS
Staff collects and analyzes data to monitor student achievement and guide their teaching
practices. The use of formative and summative assessment results to guide instruction and
student placement is a regular practice. Panther Forum teachers monitor and assist students in
completing the Student Service Plan/Folders, monitor graduation requirements, CSTs, CAHSEE,
and CELDT results. Special Education teachers and Instructional Assistants monitor student
progress toward IEP goals and collect behavioral data to determine the effectiveness of a given
program. Guidance Technicians monitor student progress toward graduation and A-G
requirement completion. Student Assistant Program and Student Study Teams meet regularly to
determine if interventions are working and to support the student and staff. Students monitor and
analyze their assessment results on standardized testing and have the ability to access their
current grades through online grading programs. Students are guided through the use of the
Student Service Plan/Folders, updating them in their Panther Forum class multiple times annually.
Students receive grades and progress reports throughout the school year. Parents have the
opportunity to view assessment results and monitor their student’s academic progress. Parents
can view current grades and attendance through online grading programs. Parents receive
progress grades and term grades quarterly. PVHS hosts two Parent/Teacher Nights and a 9-
week parent institute, PIQE, which is offered annually to educate parents on how to best assist
their students to successfully graduate and pursue higher education. Parents participate in IEP,
Student Study Teams, and 504 meetings to assist students in areas that require more specific
intervention. Through the involvement of a variety of stakeholder groups, student progress toward
the achievement of the academic standards and graduation is monitored.
Student academic progress is shared with parents through the PVHS and district websites, and
through parent portal where student grades can be monitored. Additionally, parents receive
quarterly term grades through the mail and progress reports during Parent/Teacher night. The
School Accountability Report Card is available through the school website. Some teachers email,
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call parents, and send home progress reports. The ability of stakeholders to monitor student
achievement would be greatly improved through the consistent use of an online grading program.
STAR testing results are evaluated by the staff at the beginning of each year and areas of focus are identified. Additional resources including funding for professional development, class sections, and release days for intensive PLC work are distributed to support the areas of focus. Additional courses are implemented to support student achievement of the SLOs and credit recovery toward graduation. Additionally, assessments are administered to 8th grade students during freshman orientation to support the appropriate placement of students in their first year of high school. Additional assessments are used within the remediation courses to monitor student achievement and create individualized learning plans. It is evident that the various departments analyze a variety of assessment results to modify curriculum and create new courses to support student learning. Traditional data sources including CST results, CAHSEE scores, attendance rates, A-G completion, graduation rates, CELDT data, and other site based assessment data is regularly utilized in the evaluation of the overall school program. The ongoing implementation of the CCSS and the new SBAC assessment program will provide additional data for the evaluation of the instructional program in the future. PVHS will continue to prepare for the implementation of CCSS and the SBAC assessments.
Areas of Strength
PVHS has an effective process to collect, disaggregate, and analyze student performance data.
PVHS utilizes data for the placement and monitoring of students, Master Board building, and funding allocations.
Staff collaboration time is embedded within the school day. Panther Forum teachers assist in the monitoring of student assessment results,
attendance, and graduation requirements.
Areas of Growth
PVHS should continue to modify existing assessments to align them with the new CCSS.
PVHS should continue to refine the PLC process with respect to time allocation to analyze data to support student learning.
PVHS should provide consistency in parent and student access to current grades through online grading program usage.
E: School Culture and Support for Student Personal and Academic Growth
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E1. To what extent does the school leadership employ a wide range of strategies to
encourage parental and community involvement, especially with the teaching/learning
process?
PVHS employs a wide range of strategies that foster parental and community involvement with
the teaching/learning process.
PVHS begins connecting parents/guardians to their student’s high school career beginning in the
student’s 8th grade year through the registration process and Future Panther Night. At Future
Panther Night, parents/guardians and students meet club advisors, athletic coaches, band,
student Link Crew, administration, and other students.
PVHS continues this involvement at the beginning of each semester at such venues as Back to
School Night, Parent/Teacher Night and College Night.
Parents/Guardians are encouraged to participate in various advisory committees. These advisory
committees include Migrant Advisory Committee, ELAC, Shared Decision Making Council, and
SSC. Additionally, parents/guardians are also encouraged to join the PVHS Boosters Club.
As students become more involved in extra-curricular activities, such as athletics, PVHS conducts
a meeting with all parents to become acquainted with the coaching staff and to review the athletic
agreement and expectations for their student. This agreement includes a monitoring component
of a student’s academic progress and attendance.
Throughout a student’s academic career at PVHS, Panther Forum teachers, teachers and
Guidance Technicians contact parents/guardians through email and phone calls if there is a
concern in regard to their child’s academic progress. Parents/guardians also may view their
child’s academic progress through AERIES and/or Jupiter grades and receive progress reports
via mail. It has been recommended by all stakeholders that one system of recording grades would
be beneficial to more efficiently monitor academic progress.
PVHS also reaches out to parents/guardians and the community through their website, individual
teacher websites, various academic and senior awards nights, all-calls and fliers to
parents/guardians about specific information as well as a parent/guardian newsletter published in
Spanish and English distributed three times a year.
PVHS encourages parents to participate in the PIQE. PIQE is a nine-week course whose main
focus is on advancing parent awareness in regard to requirements, expectations and pure
motivation their student must demonstrate in order to graduate from high school and advance to
higher education. These courses are conducted in both English and Spanish.
PVHS utilizes a Community Liaison who serves as another connection between PVHS and
parents/guardians and community members/services including health services, financial support,
counseling, etc.
AVID, ROP, and FFA programs are also offered at PVHS requiring parent/guardian involvement
in order to support the advancement of their student.
Various community resources have been interwoven into the daily workings of the school day.
For example, PVHS has a School Resource Officer (SRO) on campus four days a week to support
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students and staff. A Probation Officer also visits the campus during the week to connect with
students on probation and support campus security.
Other community resources include the articulation between PVHS and local colleges, most
notably Allan Hancock College and Cal Poly San Luis Obispo. A representative from Hancock
College regularly meets with students and offers explanation of college programs including
“College Now,” which offers students the opportunity to attend college courses while concurrently
enrolled at PVHS. Hancock College also provides tutoring services at PVHS in various
classrooms.
The SBCEO/Segue Career Mentors is a recently implemented program on PVHS campus. This
community-based program focuses on connecting PVHS to pertinent guest speakers from the
community in order to inspire students about options for a future career.
Additional community connections to PVHS include annual College and Career Fairs. Many
professional community members participate in these events and support various PVHS clubs
including fundraisers.
E2. To what extent is the school a safe, clean, and orderly place that nurtures learning?
Is the culture of the school characterized by trust, professionalism, and high expectations
for all students, and a focus on continuous school improvement?
PVHS represents a safe, clean and orderly environment and most students report they feel safe
while on campus. To support safety and security, PVHS’s maintenance department directs traffic
to enhance traffic flow in the morning while Campus Security, Administration, SRO and a
Probation Officer are present about campus throughout the day. This same group of staff
members attends football, basketball, dances and various student events to continue the
insurance of safety.
Within the physical plant, there are security cameras and alarms throughout the facility as well as
intrusion door locks on all campus doors. A key pad gate has currently been installed in the
entrance/exit of the staff parking lot.
PVHS is a closed campus and requires visitors to make prior arrangements with a PVHS staff
member before entering the campus. When they arrive, they must check in at the main office and
receive a badge before being allowed entrance on to the campus grounds where they are greeted
by campus security.
All staff members receive PVHS’s Safety Plan which is practiced with students and staff on a
regular basis. Red emergency folders that contain the safety plan and directions in case of an
emergency are present in every classroom as well as plastic containers in all evacuation areas.
These containers include items vital in case of an emergency. PVHS also has a safety committee
that attempts to include a representative from each department to develop and disseminate the
school’s safety plan.
Students are aware of the behavior and academic expectations of PVHS through information
reported during Panther Forum, their Link Crew mentor, student/parent handbook and when
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attending the Future Panther Night. Also, various motivational and thought-provoking messages
are placed about hallways and campus to encourage responsible choices.
PVHS uses progressive discipline procedures and reverts to the on-campus REACH program
when interventions have been unsuccessful. REACH program students may earn back their
privilege to attend the regular program at PVHS.
Students access the “Bully Button” which provides a bullying reporting method located on PVHS’s
Students are aware they have access to a Crisis Intervention Specialist whose responsibility is to
provide support and consultation when dealing with various emotional crises. It was reported by
students, parents and staff members that there is a need for an additional Crisis Intervention
Specialist with this specific training. Students stated that they will search out their Panther Forum
teacher if the current Crisis Intervention Specialist is not available.
PVHS’s SDM has developed and implemented a tardy policy with progressive consequences.
Under the directions of the Santa Barbara District Attorney’s office, a truancy program has been
implemented at PVHS to improve ADA. Funding for the Truancy Officer to work with students
and parents to support consistent student attendance has been eliminated this school year,
however, an automated call system contacts parents/guardians on a daily basis in regard to
student truancy.
In order to keep the campus clean and visually pleasing, PVHS encourages students and staff to
participate in “Campus Beautification Days” held each semester. This includes cleaning windows,
gardening, picking up trash, etc. Students may earn community service credit.
To ensure a clean campus on a weekly/daily basis, administration and staff verbally encourage
students to pick up their trash. The school states they have a need for heavier containers to
ensure the container is not blown over. PVHS Special Education students recycle materials found
about campus in order to support campus cleanliness and to earn funds for classroom projects.
PVHS also celebrates Earth Day each year, and through community support, informs students
about various eco-friendly practices as well as involves them in pertinent activities to promote a
healthy planet and personal responsibility.
PVHS demonstrates caring and concern for their students in various methods.
Panther Forum is the first line of support that demonstrates caring and concern. Students are
placed in a Panther Forum with other students in their same grade who they continue to be
grouped with throughout their four years. Students state that they build a strong bond and trust
with their Panther Forum teacher and seek them out at times for emotional and academic support.
Also supported through the Panther Forum include freshmen participation in the Link Crew
program. This program pairs freshman with an upper classman. The upper classmen befriend
and orientate freshmen in regard to behavior and academic expectations, available counseling
and academic services as well as inform and encourage them to join an athletic sport or one or
more of the 40 clubs offered on campus.
Staff reiterates that all students have access to personal and academic support through all staff
specifically with the following personnel: Panther Forum teacher, Guidance Techs, Crisis
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Intervention Specialist, Psychologist, College and Career Counselor, Migrant Ed. Specialist,
Community Liaison, teachers, IEP Case Manager and administration.
PVHS offers various programs to support academic success including On Track Credit Recovery
(OTCR), Independent Study (on and off campus), REACH, College Now, and various tutoring
programs.
PVHS has built a culture characterized by trust, professionalism, and high expectations. This is
clearly demonstrated through the positive interactions observed and the many testimonies given
by staff and students. Staff states that administration listens and will go to great lengths in order
to meet their needs. If their needs cannot be met, they clearly explain the circumstances and
reasons.
Administration offers, approves and encourages staff attendance at trainings, conferences,
workshops, etc. in order to increase their knowledge base.
Administration entrusts the staff to facilitate and determine specific agendas for their PLCs using
meeting minutes as their evidence of progress.
PVHS respects instructional time by ensuring classroom instruction is not interrupted by
messages, personal deliveries, or summons for a student during classroom instruction. Panther
Forum has been designed to facilitate this need.
PVHS has high expectations for their students to take responsibility for their learning and future.
It is publicized through TRACK and the opportunities they offer to students to gain increased
knowledge about colleges and careers. This includes College Daze each Thursday, availability
of a College and Career Counselor and Career Center and the yearly Guidance Tech meetings
to review educational track.
E3. To what extent do all students receive appropriate support to help ensure academic
success?
This first line of support is through Panther Forum. The Panther Forum teacher reviews student
progress, discusses individual results with their student and contacts parents/guardians if needed.
Guidance Techs meet yearly with each student to review their transcripts, grades and develop
their schedule for future courses. Guidance Techs create and implement a remediation plan if a
student is credit deficient including OTCR, Independent Study, PASS, etc. and/or make a referral
for a SST to discuss additional support.
PVHS provides an array of individualized learning plans for a number of students including
Special Education, students with special needs (504 Plans), English Learners and Migrant Ed.
students to support academic needs. There is also a full time school psychologist who is part of
a team that develops individual triennial and initial psychoeducational reports for IEP teams. She
is also a member of the SST.
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To support physical health needs, there is a full time health technician available during school
hours and a LVN and District RN are accessible. Individualized Health Care Plans (IHCP) are
developed and distributed to applicable staff each semester.
To support social, emotional and mental health needs PVHS has a Crisis Intervention Specialist
to help intervene and de-escalate student crises and provide referrals to outside agencies when
needed. There is a school psychologist and community liaison also available to support student
needs and connect students and parents/guardians to outside community resources if needed.
Students and staff have stated, and VC confirmed, that due to the high need for this type of
intervention, additional avenues are needed to ensure all students receive this type of support at
the time of request.
To support college and career transition, a Student Service Plan/Folders are offered to students.
Students begin developing their folder in their freshman year which includes information in regard
to soft skills and other work related subjects, budgets and personal finance, career and college
research, college related items, scholarships, and personal statements.
The VC found that students would like more specific, personalized direction throughout their four
years in developing their career and academic interests. In addition, PVHS is encouraged to give
students more direction in terms of enrollment in A-G and AP courses.
To support academic needs, PVHS offers credit recovery courses through their Business
Department entitled “Intervention through Technology”. Through this program, students can
recover credits and earn elective credit through an online tutorial, offline assignments and tests.
PVHS offers OTCR which uses the PLATO curriculum. OTCR enables students to make up
credits for courses previously failed and is an online program. An Independent Study program is
offered for students during the instructional day as well as a once a week check in to review
homework, give instruction and determine assignments. PVHS also offers tutoring during the
instructional day as well as an after-school program manned by PVHS teachers.
SSTs are held once a month, SAP referrals are reviewed, and actions are determined in how to
proceed. PVHS follows the Pyramid of Intervention (RtI) to determine direction of needed support.
E4. To what extent do students have access to a system of personal support services,
activities, and opportunities at the school and within the community?
PVHS students have various opportunities to connect with personal support services and
activities on the school site and in the community. This includes access to the school’s
Community Liaison, Migrant Education Program, College Now, etc. While on campus they have
access to a mentor teacher (Panther Forum Teacher), Crisis Intervention Specialist, Psychologist,
Guidance Techs and administration to support their needs.
Areas of strength
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Mutual respect and rapport among students, faculty and staff.
Staff is consistent in keeping student accountability for expected behavior.
High student participation rate in co- and extra-curricular programs.
PVHS is a safe, orderly, clean environment that nurtures student learning and honors individual differences.
High attendance and graduation rates.
Rich program offerings connect students to teams of teachers who provide support for student interests and needs.
Variety of programs to support various learners beyond the typical support.
Variety of support in terms of overall student and staff welfare on campus on a daily basis
during instructional hours.
Transition process for 8th grade students.
Areas of growth
Further development of the Panther Forum to increase relevancy and consistency.
Increase the availability for immediate and qualified counseling support.
More effective avenues to increase parent involvement.
There is a need to continue to seek out and support students who are capable of achieving at the highest levels, including enrollment and success in AP courses, completion of A-G coursework and completion of vocational programs.
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Part B: Synthesis of Schoolwide Areas of Strength and Schoolwide Critical Areas for Follow-up
Briefly comment about the previously identified schoolwide strengths and critical areas for follow-up.
The school enjoys a positive organizational climate and a collaborative culture. Students feel safe on campus and that PVHS is a place they enjoy attending. PVHS offers a variety of curricular offerings for the student body including programs such as AVID, AP courses, SPED, ROP, CTE, and general education classes with an emphasis on agriculture. PVHS has embraced the idea of trying to include all students in some capacity on the campus outside the curricular offerings. These include athletics, a variety of clubs, Link Crew, after school programs, and many others. Most students have a connection to the school. Panther Forum is an integral part of the culture of the school and has attempted to make connections with students as it pertains to various events or programs on campus. Communication between the school and students is evident with the open access to teachers, administrators, and guidance technicians. There continues to be a need for improved communication between the school and parents.
CFAs have continued to be modified and aligned to current curriculum on the PVHS site. PVHS must continue to work on the alignment of the CFAs with the CCSS. Math and English must continue to realign current standards to be in line with the current CCSS. Currently PVHS has a graduation rate of over 90%, but A-G fulfillment is at 24%. PVHS must analyze the reasons behind this large gap and find a systematic and intentional plan to address this. With late start Mondays, the PVHS administration has calendared a plan for addressing many of the areas of growth through department, staff and PLC meetings.
Schoolwide Areas of Strength and Areas of Growth Strengths
• TRACK and PRIDE have been crafted by all stakeholders to guide decision making in the years to come.
• Mutual respect and rapport among students, faculty and staff resulting in a positive learning environment.
• There are multiple levels of Professional Development opportunities as well as provisions for teacher release times and attending conferences.
• Embedded collaboration time • On Track Recovery Program and other opportunities for credit recovery for students
who have failed one or more classes to meet graduation requirements. • Multiple elective opportunities for real world experiences for students. • Staff is consistent in keeping student accountability for expected behavior. • High student participation rate in co- and extra-curricular programs. • PVHS is a safe, orderly, clean environment that nurtures student learning and honors
individual differences. • High attendance and graduation rates.
Growth
• Find new opportunities to reach out to parent population for greater participation in the student learning process.
• Implement additional strategies to increase A-G completion rate among all students.
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• Increase level of strategies to effectively move instruction toward Common Core and 21st Century skill development.
• Refine the PLC process with respect to time allocation to analyze data and support the implementation of CCSS to support student learning.
• Further develop the Panther Forum to increase relevancy and consistency.
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Chapter V: Ongoing School Improvement
Include a brief summary of the schoolwide action plan The school wide action plan includes: 1. Implementation of Common Core State Standards. 2. Improve performance in ELA 3. Improve performance in mathematics
Comment on the following school improvement issues:
The action plan goals are appropriate and will address the identified critical areas for follow up. The action plan will address the implementation of the CCSS, ELA achievement, and mathematics achievement. The achievement of the action plan goals is supported by both site and district provided professional development, embedded collaboration time, financial resources, and a committed faculty and administration. The VC’s findings also suggest that the building of a college going culture and the A-G completion rate is an area that should be further addressed in the action plan. The action plan is organized in a clear, well-understood format. The Leadership Team will work on ensuring that minor changes are made so that all aspects of the critical areas of follow up are incorporated into the action plan. The action plan will enhance student achievement and continued growth once implemented.
The faculty and staff at PVHS take ownership of their students, campus and culture. Students are offered an array of courses that address all learners with a wide variety of pathways. The environment and culture of the school is inviting, warm, and caring. Students, parents, and staff feel that PVHS is a great place to be.
Resources are available at the site and from the district to accomplish these goals. There is a
high level of commitment from the staff and administration moving forward for the
implementation of the action plan.
Existing factors that support school improvement
Administrative leadership
Teacher commitment
Students care about the school, programs, and opportunities offered
Embedded time for teacher collaboration
Faculty that is willing, able and excited to collaborate for the benefit of students
District vision
Available resources for professional growth
Rapport and relationships with the current school administration
WASC/CDE Visiting Committee Report
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Impediments to school improvement that the school will need to overcome in order to accomplish any of the action plan sections
Divergent perspectives between teachers and district office
Soundness of follow-up process to monitor accomplishment of schoolwide action plan
The current administrative staff is committed to monitoring and implementing the Schoolwide
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