Prospect High School
MID-CYCLE PROGRESS REPORT
18900 Prospect Road
Saratoga, CA 95070
Campbell Union High School District
March 23, 2015
Accrediting Commission for Schools
Western Association of Schools and Colleges
Prospect High School Mid-cycle Progress Report 2
Contents
I: Introduction and Basic Student/Community Profile Data 3
II: Significant School Changes and Develops 15
III: Follow-up and Progress Report Development Process 18
IV: Progress on the Critical Areas for Follow-up within the Action Plan 19
V: School-wide Action Plan 25
Appendix A: Common Assessment Calendar 31
Prospect High School Mid-cycle Progress Report 3
I: Introduction and Basic Student/Community Profile Data
Prospect High School is a four-year, public, comprehensive high school, located on the west side
of the Santa Clara Valley better known to the world as “Silicon Valley”. Our campus of ten
buildings is spread over twenty-nine acres. While barely located within the city limits of
Saratoga (5%), the majority of our students reside in the communities of San Jose (85%) and
Campbell (10%). Prospect is at the crossroads of the tenth largest city in the United States and
smaller suburban communities.
Enrollment: Prospect currently serves 1364 students
Ethnicity: 1% Pacific Islander, 5% Multi-racial, 4% African American, 22% Asian, 40%
Hispanic, and 28% Caucasian
Populations: 11% Disability, 15% English Learners, 27% Reclassified Fluent English Learners,
29% Socioeconomically Disadvantaged
Staff: 63 teachers and principal, vice-principal, two dean of students, activities director, athletic
director, and three guidance advisors
CURRICULUM: Class size average is 32 students per academic class. Prospect has a
comprehensive curriculum which includes basic instruction as well as programs designed for
college-bound students, special education, English Language Development, and CTE. We also
offer Advancement Via Individualized Determination (AVID), a program to prepare under-
represented minorities and first-time family members for four-year college.
ADVANCED PLACEMENT COURSES: AP English Literature, AP English Language, AP
United States History, AP American Government, AP Calculus BC, APStatistics, AP Spanish
Language, AP Chinese Language, AP Biology, AP Physics, and AP Chemistry. PHS has an
open access policy, and 69% of students enrolled passed one or more test by scoring three or
higher (out of five) on the national exam. Honors courses at freshmen and sophomore levels
prepare students to succeed in the AP college curriculum.
GRADUATION REQUIREMENTS: 220 units including English (40), social science (30),
math (20), science (20), P.E. (20), fine arts, applied arts or world language (30 in two of three
areas). Ten credits are earned for each course that meets for one year. Classes are yearlong
except American Government/Economics, taken in senior year, one semester each. All students
graduating must pass the California High School Exit Exam (CAHSEE) composed of language
arts and math, in addition to subject and unit requirements. CSU and UC require additional years
in the some of the core subjects.
Prospect High School Mid-cycle Progress Report 4
GRADE POINT AVERAGE: Official grades are issued at the end of each semester. Progress
reports are mailed home every six weeks. Academic GPA (AGPA) is based on all semester
courses taken for credit except P.E. All grades are computed on a 4-point scale except for
Advanced Placement courses which are computed on a 5-point scale. Class rank is based on the
weighted Total GPA for grades 9-12.
SAT DATA: PHS students consistently earn higher scores than the mean California and national
seniors. For the Class of 2014, 59% of the class took the SAT. The mean score for the critical
reading portion of the SAT in California was 498: PHS mean was 528. The mean score for the
mathematics portion of the SAT in California was 510; PHS was 545. In the writing portion, the
mean score for California was 496; PHS was 529.
COLLEGE ATTENDANCE: 96% of graduating Class of 2014 seniors self-report enrolling in
higher education the following fall; 42% attend four-year colleges and universities, 54% attend
California Community Colleges; and <1% attend career colleges, 8% are attending UC, 22% are
attending CSU, and 9% are attending private universities. Graduates of 2014 earned $1.2 million
in scholarships and 26 received Cal Grants.
Prospect High School Mid-cycle Progress Report 5
All
American Indian
Asian PI Filipino Latino African
American White Race (2+) EL LI
2010-2011
68% of 365
N/A (< 10) 80% of
65
N/A (< 10)
N/A (< 10)
41% of 121
57% of 14 84% of
129
85% of 26
16% of 75
44% of 137
2011-2012
71% of 308
N/A (< 10) 79% of
53
N/A (< 10)
77% of 13 48% of
100 64% of 11 92% of 91
72% of 36
20% of 45
54% of 76
2012-2013
64% of 278
N/A (< 10) 83% of
46
N/A (< 10)
N/A (< 10)
46% of 101
N/A (< 10) 76% of 95 71% of
24
24% of 49
42% of 88
2013-2014
69% of 343 N/A (< 10)
82% of 60
N/A (< 10)
79% of 14 52% of
145 63% of 19 83% of 77
91% of 22
7% of 45 43% of 92
Prospect High School Mid-cycle Progress Report 6
All
American Indian
Asian PI Filipino Latino African
American White Race (2+) EL LI
2010-2011
66%
of 363
N/A (< 10)
89% of 65
N/A (< 10)
N/A (< 10)
40% of 118
43% of 14 78% of
129
74% of 27
34% of 73
42% of 135
2011-2012
68% of 309
N/A (< 10)
94% of 52
N/A (< 10)
69% of 13 44% of
102 55% of 11 80% of 91
75% of 36
33% of 46
47% of 79
2012-2013
68% of 279
N/A (< 10)
96% of 46
N/A (< 10)
N/A (< 10)
47% of 101
N/A (< 10) 80% of 93 79% of
24
43% of 47
45% of 88
2013-2014
70% of 343
N/A (< 10)
88% of 60
N/A (< 10)
71% of 14 57% of
145 53% of 19 83% of 77
73% of 22
22% of 46
51% of 93
Prospect High School Mid-cycle Progress Report 7
2010-2011 69%
2011-2012 68%
2012-2013 78%
2013-2014 88%
Prospect High School Mid-cycle Progress Report 8
2010-2011 65%
2011-2012 71%
2012-2013 77%
2013-2014 80%
Prospect High School Mid-cycle Progress Report 9
2010-2011 65%
2011-2012 63%
2012-2013 80%
2013-2014 86%
Prospect High School Mid-cycle Progress Report 10
All American Indian Asian PI Filipino Latino African American White Race (2+) EL LI
2010-2011 18.0% 0.0% 7.0% 20.0% 0.0% 23.0% 33.0% 20.0% 11.0% 26.0% 26.0%
2011-2012 8.0% 0.0% 6.0% 50.0% 0.0% 21.0% 0.0% 1.0% 0.0% 31.0% 14.0%
2012-2013 5.0% 0.0% 3.0% 100.0% 0.0% 6.0% 7.0% 6.0% 3.0% 6.0% 6.0%
Prospect High School Mid-cycle Progress Report 11
All
American Indian
Asian PI Filipino Latino African
American White Race (2+) EL LI
2010-2011
77% of 281
None 91% of
55 80% of (< 10) 75% of (< 10)
70% of 87
58% of 12 77% of 97 84% of 19 71% of
51 67% of
112 2011-2012
90% of 260
None 92% of
52 50% of (< 10)
100% of (< 10)
78% of 78
100% of (< 10) 95% of 95 100% of
23 67% of
42 85% of
110 2012-2013
92% of 300
None 97% of
60 0% of (< 10)
100% of (< 10)
89% of 73
86% of 14 91% of
109 94% of 36
93% of 55
89% of 105
2013-2014
98% of 264
100% of (< 10) 95% of 63
100% of (< 10)
None 97% of
69 100% of (< 10) 99% of 91
100% of 28
80% of 15
95% of 62
Prospect High School Mid-cycle Progress Report 12
All American Indian Asian PI Filipino Latino African
American White Race (2+) EL LI
2010-2011
34% of 230
None 39% of
49
0% of (< 10)
0% of (< 10)
22% of 68
14% of (< 10)
43% of 77
56% of 16
8% of 37 11% of 27
2011-2012
49% of 236
None 73% of
48
0% of (< 10)
0% of (< 10)
25% of 63
40% of (< 10)
50% of 90
67% of 24
15% of 33 31% of 78
2012-2013
52% of 276
None 69% of
58
0% of (< 10)
71% of (< 10)
26% of 65
8% of 12 63% of
100
53% of 34
10% of 29 27% of 61
2013-2014
56% of 258
100% of (< 10)
72% of 60
50% of (< 10)
None 28% of
67
50% of (< 10)
60% of 90
64% of 28
Spring 2015
Spring 2015
Prospect High School Mid-cycle Progress Report 13
IMPACTS as shown in the data slides on pages 5 -12:
In Year 1 of our WASC Action Plan, API scores jumped 25 points from 773 in 2012 to 798 in
2013. API froze indefinitely in 2014.
CAHSEE Data Summary
4 year trend shows overall inconsistent growth in ELA CAHSEE with a large drop (17%)
in the EL subgroup for 2013-2014
4 year trend shows over all slight growth in Math CAHSEE with a large drop (21%) in
the EL subgroup for 2013-2014
Though the EL subgroup showed a large drop in Math, the Latino subgroup showed a
10% gain in 2013-2014
CAHSEE Data Impacts
We need to dig deeper into the EL data and to analyze long term versus new EL
students.(Action Item 2.12)
We need to evaluate the 9th
and 10th
grade English curriculum (including SAI) and how it
supports preparation for the CAHSEE (Action Item 1.12)
Graduation Data Summary
4 year graduation trend indicates an increase in graduation rates for all subgroups except
for EL in the 2013-2014 school year (3 of the 15 EL students did not graduate)
Graduation Data Impacts
Continue implementation of the Senior Cohort (common English and American Gov
teachers) working with Guidance Advisors (Action Item 2.3)
Addition of EdOptions and PLE after school credit recovery (Action Items 1.11 and 1.12)
Continued, sustainable and strong enrollment in SVCTE (Silicon Valley Career
Technical Education) – (Action Item 1.2)
Continued collaboration on curriculum and assessments to align within each department
from course to course (Action Items 1.7, 1.10, 3.4, 3.7 and 3.8)
A-G Eligibility Summary
4 year A-G eligibility trend shows sustainable growth across most subgroups
AVID data shows sustainable enrollment with an increase in Latino enrollment by 15%
within the last 4 years
Emphasis on AVID school wide professional development has helped emphasize AVID
strategies across all curriculum
Prospect High School Mid-cycle Progress Report 14
Emphasis on college and career culture (College wear days, College fairs)
Strong College and Career Center with multiple college information study halls including
application workshops, college search workshops, etc.
Strive for College working with under-represented students who are not in AVID
Implementation of Naviance in all grade levels starting in 2010
EdOptions grade validation opportunities (started in 2014)
Addition of A-G electives including Computer Programming (2014), AP English
Language (2014), AP Chinese Language (2014), AP Computer Science (2015), and
Astronomy offered as a A-G lab science (2015)
A-G Eligibility Impacts
We need specific data on the 44% who were not A-G eligible. Who are they and what are
the reasons? Are there trends, specific courses failed, attendance or discipline issues?
(Action Items 1.1, 1.2, 1.3, 1.4)
4 year trend shows overall decrease in the dropout rate, though there appears to be an
increase in EL with the same number (3) who did not graduate. (Action Items 2.6 and
2.12)
Credit recovery, enrollment in CACE (Campbell Adult Community Education) prior to
the end of the school year, summer school help decrease the dropout rate
Implementation of Senior Cohort in 2010 and continuing
Strong Guidance Advisor team with multiple education nights and a strong parent
volunteer group overseeing the College and Career Center (Action Items 1.3, 1.5, 2.3,
2.8, 2.9, and 3.2)
Prospect High School Mid-cycle Progress Report 15
II. Significant Changes and Developments Since 2012
Fall 2012 –
1. New Superintendent
Vision of School District Shifted – emphasis on data analysis, common reporting,
and common assessments and common bell schedules with weekly collaboration
2. New Assistant Superintendent of Curriculum
Established the Subject Area Committees (SAC) - Change from previous
Assistant Superintendent) with Principal chairs and VP/Dean co-chairs
Established monthly SAC meetings to articulate with 5 comprehensive school
sites and department chairs to establish common curriculum, common
assessments, and common reporting tools
Created LEA Plan with Principals to incorporate 3 areas focus – Implementation
of the new CCSS, Closing of the Achievement Gap, Increasing College and
Career Readiness
Creation of the Campbell Math Consortium where math department chairs and
teachers across CUHSD and our feeder districts worked to adopt the new CCSS
curriculum
Districtwide ELA/Math/Social Studies and Science CCSS training at the Santa
Clara County Office of Education
Mandated all SPSA goals be LEA goals and department goals align to LEA goals
3. New Principal at Prospect
Previous Vice Principal of 7 years became Principal
Started working on WASC Action Plan year 1 and align department goals to
WASC goals for the SPSA
Started working with site on new vision to align with new LEA Goals and Site
needs
Implemented Bell Schedule Committee to look at weekly collab – Voted down by
staff in the spring by 66% of the staff
Requested interested staff for Collaborative Collegial Culture Committee to build
a positive school culture
4. New Vice Principal - Previous Dean at Branham new to VP position
In the spring, aligned SPSA to new LEA goals to support district vision
5. Implemented STRIVE, a college support group utilizing Santa Clara University students
and STRIVE curriculum to increase college awareness for our under represented students
who are not in AVID
6. Adopted the Integrated Math Model in the Spring of 2013 for year 1 transition in fall
2014
Prospect High School Mid-cycle Progress Report 16
Fall 2013
1. District emphasis on technology
All teachers and admin received an Apple iPad and training on implementing
technology in the classroom
2. District training and Implementation of Instructional Rounds for all Sites
PHS Implemented the CCC Committee with 12 teachers to work on team building
activities
CCC Committee morphed into the Instructional Rounds Committee where
teachers observed and taught utilizing the IR methodology for looking at
examples of student learning and the levels of student learning based on WEBB
level of learning
3. Trained teachers on CCSS and the new SBAC test to prepare curriculum and assessments
around the new CCSS
4. State adopts NGSS – Exploring Performance Tasks with CCSS literacy standards in
science
5. New Activities Director at Prospect - Previous CTE/Drama teacher at Branham
Implemented School Senate to gather and disseminate ASB related information
consistently to all students
6. PHS implemented EOS (Equal Opportunity Schools) program in conjunction with the
district
Increased AP enrollment for the 2014 – 2015 school year and increased the
percentage of under-represented students enrolling in AP by 15%
7. Implemented EdOptions and PLE for credit recovery and grade validation
8. Utilizing staff input, implemented Focus Groups in the spring of 2014 to work on the
WASC Mid-Cycle review – Instruction, Curriculum, Culture, Vision, Assessment
Focus Groups and teacher leaders use data to work on Action Plan and School needs
Focus Groups will continue to work within the assigned Focus as part of our school
structure and Collaboration
9. Added a new computer lab to prepare for expansion of the CTE computer career pathway
and the new SBAC pilot test
Fall 2014
1. New Dean of Students – Previously AP/Teacher on Special Assignment at a Continuation
School
2. Staff and Community developed a new Shared Vision that will guide the progress and
focus of our new WASC Action Plan
3. New ELD Inclusion Program Districtwide – Elimination of ELD Department Chairs
Prospect High School Mid-cycle Progress Report 17
No more SDAIE English – ELD students embedded in mainstream English with an
English Workshop class to support
4. Added 3rd
Counselor to oversee ELD/RFEP and at risk 9th
and 10th
grade students (LCAP
funding for 2014-2015)
5. Started School Site Council after not having one for 4 years with an emphasis on building
6. Implementation of Restorative Justice Program in the Student Service Center.
7. Transitioning to Next Generation Science Standards in all science courses
Prospect High School Mid-cycle Progress Report 18
III. Follow-up and Progress Report Development Process
During the three-year cycle, the administrative team and, the curriculum committee (comprised
of principal, vice-principal, and the department chairs) have been monitoring and working toward
implementation of the action plan. Beginning in the fall of 2012, the Principal, VP and Department
Chairs began aligning the new WASC Action Plan to the new district LEA goals to support the district
vision. As a group, we began to look at the 47 original action items and par down some actions that
would not support the new LEA goals which emphasize the following:
1. Begin Implementation of the new CCSS in English, Math, Science, and Social Science
2. Decrease the achievement gap
3. Increase in college and career readiness.
We also adjusted other actions to better align with our new district goals. In fall 2013, the
administrative team and the department chairs continued to work on aligning our site goals with
the LEA goals and also the district Subject Area Committee goals and began curricular
alignment and common assessments within each department. Beginning in late Spring 2014, a
WASC Coordinator was selected by the principal to help manage the revision of the action plan,
as well as helping to write the final progress report. Focus groups were also arranged into five
categories: Curriculum, Instruction, Assessment, School Culture, and Vision with a teacher
leader for each group assigned to grow teacher leadership opportunities.
During the Spring of 2014, the focus groups met to review progress the site has made
toward achieving our WASC goals, as well as focusing on the status of action items (succeeded,
failed, and lapsed actions). During the Fall of 2014, focus groups continued to meet to discuss
and review the action plan, discussing progress and changes that might need to take place to
accurately reflect the progress the site had made, changes in the overall educational climate in
California, as well as refining action items that had fallen short of the mark.
In November of 2014, the curriculum committee met, along with the WASC Coordinator,
to complete any revisions to the goals and action items based on the feedback of the general
faculty and administration, as well as the expertise of the department chairs present. In January
of 2015, the School Site Council went over the new updated WASC action plan that will be part
of our Single Site Plan for Student Achievement.
Prospect High School Mid-cycle Progress Report 19
IV: Progress on the Critical Areas for Follow-up within the Action Plan
1. Graduation Rate is primarily addressed in the section of the action plan under Goal # 1, but
it is also addressed by actions under other goals, as well.
All Focus groups agreed that we have and will continue to address this critical area and
department chairs earlier confirmed this by changing the wording of Goal #1 to Increase A-G
eligibility by 3% per year and our 93% on-time graduation rate.
4 year graduation trend indicates an increase in graduation rates for all subgroups except
for EL in the 2013-2014 school year (3 of the 15 EL students did not graduate)
4 year A-G eligibility trend shows sustainable growth across most subgroups
AVID data shows sustainable enrollment with an increase in Latino enrollment by 15%
within the last 4 years
Since 2006, there has been an emphasis on AVID school wide professional development
focusing on AVID strategies
Emphasis on college and career culture (College wear days, College fairs)
Annual guidance advisor visits to English classroom going over graduation and college
entrance requirements followed up by grade level parent information nights in the Fall
Strong College and Career Center with multiple college information study halls including
application workshops, college search workshops, etc.
Strive for College working with under-represented students who are not in AVID
Implementation of Naviance in all grade levels starting in 2011
EdOptions grade validation opportunities (fall 2013)
Addition of A-G electives including Computer Programming (2014), AP Chinese
Language (2014), AP Language (2014), AP Computer Science (2015), and Astronomy
offered as a A-G lab science (2015)
Added Action Items for this critical area are:
Increase a-g access to core and elective courses by adding Astronomy as a a-g lab science
class (Year 4) and 2 new Social Studies g elective courses to include Psychology and
Sociology (Year 3)
Implemented PLE and EdOptions (Year 3) to increase credit recovery opportunities and
grade validation
Explore utilizing PLE for credit recovery options and enrichment opportunities in
individual classrooms as we expand our technology in the classroom (Year 4)
2. Inclusion of all ethnic groups in all aspects of the curricular and co-curricular programs is
primarily addressed in the section of the action plan under Goal # 2, but it is also addressed by
actions under other goals, as well.
All Focus Groups agreed that we have and will continue to address this critical area. This was a
difficult area to create significant and meaningful data for in order to reflect upon what growth
has been made. Actions were implemented during the three years since the last WASC visit, but
there were no tools created in order to measure our growth. Moving forward, we are going to
look at methods for measuring our current inclusion, as well as measuring how successful we
are in future inclusion efforts.
Prospect High School Mid-cycle Progress Report 20
Added Action Items for this critical area are:
Implemented EOS to increase under represented students in AP enrollment (Year 3)
increasing our under represented student enrollment by 15%
Explore the financial and logistical possibility of having all sophomores take the PSAT to
increase college awareness and utilize data in AP Potential
Explore AP Potential to continue targeting potential AP students on a yearly basis
Disaggregate data of ethnicity in clubs and sports and analyze on a yearly basis
Create a focus group of students to survey the needs of the struggling students in an effort
to identify barriers and potential needs to help increase achievement (Year 4)
Continue Link Crew and work with ELD, SpEd and ASB to expand under represented
student participation in school activities.
Continue role and responsibilities with our 3rd
Guidance Advisor (Aimie Subaba)
3. Increased success for 9th
and 10th
grade students to stay on course for graduation is primarily
addressed in the section of the action plan under Goal # 1, but it is also addressed under actions
from other goals, as well.
All Focus Groups agreed that we have and will continue to address this critical area. Our
graduation rate reflects that overall, through the cohort’s time at PHS, more students are
graduating, however the current CAHSEE data does indicate we need to do more to address the
inconsistent scores and determine how to prepare students for the CAHSEE while also teaching
CCSS curriculum which may not match the content that the CAHSEE tests.
4 year trend shows overall inconsistent growth in ELA CAHSEE with a large drop (17%)
in the EL subgroup for 2013-2014
4 year trend shows over all slight growth in Math CAHSEE with a large drop (21%) in
the EL subgroup for 2013-2014
Though the EL subgroup showed a large drop in Math, the Latino subgroup showed a
10% gain in 2013-2014
Added Action Items for this critical area are:
Continue implementation of ELD workshop and Special Education Inclusion workshop
classes in alignment with mainstream classes to increase academic achievement with
SpEd and ELD students in the mainstream classes
Analyze data from freshman cohort and create specific Study Hall options based on needs
to increase academic success (Year 4)
Increased articulation with feeder schools to align course expectations with ELA, Math,
and VAPA
Disaggregate EL data to determine trends with newcomer EL students versus Long Term
Learners (Year 4)
Explore CAHSEE standards as compared to CCSS standards and develop “bridge”
curriculum to prepare students for proficiency in both assessments (Year 4 - 5)
4. Development of common assessments within departments so that students and parents have
clear and consistent information regarding class expectations is primarily addressed in the
Prospect High School Mid-cycle Progress Report 21
section of the action plan under Goal # 3, but it is also addressed by actions under other goals,
as well.
All Focus Groups agreed that we have addressed in varying degrees within each department and
will continue to address this critical area. Working with the district, we are developing tools and
reporting features that allow us to measure our success in using common assessments to raise
student achievements through collaboration over trends in student data. While we have made
great gains in increasing the amount of common assessments, we are working collectively, as a
district, to refine the process by which reporting of data occurs.
Added Action Items for this critical area are:
Implemented at least 4 common assessments per year per core courses in conjunction
with work in the District SAC committees (Year 3)
Implemented Cycle of Inquiry in all departments around student work and assessment
(Year 3) – See Appendix A
5. Consistent weighting of assessments within departments for consistent grading from teacher to
teacher in the same subject area and that students are aware of how they will be evaluated is
primarily addressed in the section of the action plan under Goal # 1, but it is also addressed by
actions under other goals, as well.
There were differing degrees of opinion on how we have addressed this critical area of
need. Some departments (Math, World Language, Science, and PE) have common weighting by
each course. Other departments have focused common expectations around skills (such as the
Social Studies department). The main reason there is not 100% alignment within each
department (or each course within each department) is an individual teacher’s rights within the
teacher contract that allows for individual grading criteria.
Implement focused discussions around assessments and weighting and utilize the 6 week
grade distribution reports as data to drive the discussion.
They will begin this discussion at January 2015 department meeting, analyzing the Fall
2014 grade distribution reports and examining course alike grading scales and weighting. The
results of the discussion will be discussed at the January Curriculum Committee Meeting.
Department chairs agreed that though we as a site can’t mandate consistent grade weighting due
to Article 21 in the CHSTA teacher contract, it is important for discussions regarding grade
distribution between common classes. In order to focus on the importance of aligned grading,
department chairs agreed to add the discussion of the 6 week grade distribution reports as an
agenda item for department meetings.
Prospect High School Mid-cycle Progress Report 22
V. Schoolwide Action Plan
The current process for monitoring the Single Site Plan falls under the Vice Principal
who works with the Assistant Superintendent of Curriculum and site department chairs. Since
Fall 2012, PHS has supported district goals by implementing LEA goals in the Single Site Plan.
Departments for each site can add their own goals based on site and the District Subject Area
Coordinator (SAC) goals. Prospect also aligns the WASC goals to the LEA and SAC goals so
that we have one fluid document. Each year of our WASC Action Plan becomes part of the
Single Site Plan goals for that year.
Departments meet once a month and as part of their agenda template, each department
has WASC and LEA goals as an agenda item. Additionally, starting in Fall 2014, all schools
district wide have mandated Cycles of Inquiry utilizing data to analyze student achievement that
is shared within each department and then district wide in the monthly SAC meetings. Each
department chair meets once a month with the Principal and Vice Principal to go over goals and
upcoming assessments and Cycles of Inquiry in our monthly Curriculum Committee Meetings.
The outcome of those meetings folds into agenda items for the monthly department meetings. It
is the intention of Prospect to continue work within the Focus Groups during collaboration every
year to monitor progress and make any additional revisions to our new Action Plan.
Since the last WASC visit, the action plan has been revised and reworked based on
developments in the larger educational climate, changes in the state funding methods, and
progression made toward our WASC goals. Many of the action items from the last WASC
action plan for PHS were either not actionable or redundant with other action items. During
Year 1 of the WASC cycle, department chairs met and reworked the action plan previously
submitted to the WASC Committee to rectify the redundancy and remove any items that were
not deemed actionable.
The action item numbers have been changed in Year 3 from their former designations to
be more coherent given that some action items had been removed or merged. The chronology
has been “reset”. These changes were made concurrently with the Year 3 site-wide revision of
the action plan.
The following changes were made to the former action plan:
Removed 1.8 because campaign focused on the negative, replaced by Naviance has
become institutionalized and more institutionalized action will be explored.
Removed 2.2 because it is not actionable and not lead anywhere productive.
2.11 Removed “Guided by the Common Core.” Changed to: Survey faculty to identify
which professional development is needed on campus to best serve our student
populations in need.
1.9 changed to Maintain English 1 grade level team and inclusion collaboration cohort.
Prospect High School Mid-cycle Progress Report 23
In Spring 2014, Prospect developed five focus groups including Instruction, Curriculum,
Assessment, School Culture, and Vision. Each Focus Group has a teacher leader and an assigned
administrator to help facilitate discussions and decisions for Prospect. The Vision Focus Group,
collaborated with faculty, students, parents, and the community to create a new vision for
Prospect which aligns to our students’ needs. Along with a new vision, the Vision Focus Group
also created a new Mission Statement. The following Vision and Mission Statement will be
Prospect’s gate keeper for our Action Plan to ensure that our actions, our decisions, and future
discussions align with our Shared Vision:
Prospect High School Mid-cycle Progress Report 24
Vision Statement:
Every student has the right to…
• Reach her/his potential through a dynamic and engaging education. • Attain skills and knowledge to be prepared for career and college. • Be empowered to take an active role in his/her community. • Be a part of a supportive campus culture that prepares
her/him to be an active citizen in a global society.
Mission Statement:
Prospect High School provides students with a challenging, dynamic education that offers them the opportunity to gain the skills needed to be prepared for success in career and college.
We encourage empowerment by honoring student voice and diversity within a safe and supportive campus culture.
We value and teach the importance of integrity, perseverance, and empathy.
We recognize that we are part of a greater community and a strong, active partnership strengthens all.
Prospect High School Mid-cycle Progress Report 25
Goal #1: Increase A-G eligibility and on-time graduation rate by 3% per year. 1. Increase in the cohort graduation rate by 3%
2. Increase in the % of graduates “college ready” w/ A-G completion by 3%
3. Increase in the EAP “Ready for College” in Math and ELA by 3%
4. Increase % of CUHSD graduates entering postsecondary education by 3%
5. Increase graduates completing at least one “completer” course in CTE pathway
Action Step/
Strategy
Means to
assess
progress
Person
Responsible Resources Timeline Report of Progress
1.1 Disaggregate A-G trends in the 44%
who are ineligible and reasons for A-
G ineligibility.
Presentation to
faculty using data
analysis spreadsheets
VP, Curriculum
Committee Data Director,
SCCOE, CDE Year 3 and
ongoing Admin to analyze in the
spring
1.2 Disaggregate senior students who are
enrolled in SVCTE.
Analyze data at
admin meeting Guidance, VP,
Principal AERIES, SVCTE
coordinator Spring 2014
1.3 Continue and expand use of Naviance
within student population to increase
awareness of grad status
# of students signed
up, # of log ins Guidance advisors,
teachers, students
Naviance, computer
labs Ongoing Naviance expansion of
eDocs usage
1.4 Identify 1st semester students with
high levels of absences and form
Truancy Abatement Committee, with
Deans, students, and Faculty to
explore truancy interventions
List of students,
Agenda notes,
Analysis of AERIES
attendance records
Deans, Truancy
Abatement
Committee
AERIES, District
Student Services
Director
Jan. 2013 Year 3 &
Ongoing
We don’t have a
districtwide SARC
process, so data is
inconclusive on
effectiveness
1.5 Explore a committee of teachers and
parent volunteers to work on post-
high school college and career data.
(Possible School Site Council task)
Utilize established
WASC Focus groups
during collaboration
to work on data
Teachers, admin,
district office (director
of curriculum)
Naviance and
National Clearing
House, Alumni
Tracker
Year 4
1.6 Maintain English grade level team
and SAI Active marketing has
increased inclusion collaboration
cohort.
Analyze grade
distributions every 6
weeks, cohort
meetings
Mainstream and SAI
teachers, Guidance,
VP
AERIES Ongoing 3 year increase of 50%
inclusion with an average
88% passage rate
1.7 Explore expansion of Freshman
cohort to include an opportunity for
Master Schedule,
Agenda and meeting
notes during
Teachers, Guidance,
VP, Deans Pending Weekly
Collaboration Vote
(more collab time)
Year 3 with Year
4 implementation
Prospect High School Mid-cycle Progress Report 26
all teachers of Freshman to meet and
discuss student data.
collaboration
1.8 Explore voluntary study hall options
with a study hall homeroom
curriculum for Freshman class.
Meeting Agenda
notes, creation of
curriculum
Teachers, Admin Collaboration Year 4 and
implementation
Year 5
1.9 Continue 9th -11th grade parent nights
Power points, School
Loop invitations Guidance advisors Guidance dept Year 1 and
continued Active marketing has
increased parent
attendance
1.10 Analyze Common Assessment data
through monthly departmental
collaboration to guide discussion
around curriculum and instruction
Data Director (or
District designated
data tool), AERIES,
Agendas
Department Chairs,
teachers, SAC
meetings, VP,
Principal
Data tools, COI
tools Year 2 and
ongoing Departments are still
working on the COI
process with varying
degrees of implementation
and mastery
1.11 Implement EdOptions to increase
credit recovery opportunities and
grade validation
EdOptions Guidance, VP EdOptions, District
Office Year 3 and
ongoing
1.12 Explore utilizing PLE for credit
recovery options and enrichment
opportunities in individual classrooms
as we expand our technology in the
classroom
Plato Learning
Environment
software
Teachers, VP District PD on PLE
to interested
teachers
Year 4
1.13 Explore CAHSEE standards as
compared to CCSS standards and
develop “bridge” curriculum to
prepare students for proficiency in
both English and Math
CAHSEE and CCSS
standards Department chairs,
teachers, VP Possible release
days Year 4-5
Prospect High School Mid-cycle Progress Report 27
Goal #2: Decrease the achievement gap through implementing actions that will increase involvement in
academics and social components of campus life. 1. Increase % proficient in ELA on the CA Exit Exam by 3%
2. Increase % proficient in Math on the CA Exit Exam by 3 %
3. Increase % of English Learners reclassified annually by 3%
4. Increase % proficient for Latino subgroup in ELA on the CA Exit Exam by 5%
5. Increase % proficient for Latino subgroup in Math on the CA Exit Exam by 5%
6. Increase proportional demographic representation in honors/AP/IB/Pre-AP courses by 3%
7. Decrease Low Income [LI] & Latino failure rate by 3%
8. Decrease Suspension & Expulsions by 3%
Action Step/ Strategy Means to
assess
progress
Person
Responsible Resources Timeline Report of
Progress
2.1 Explore through ASB and clubs the process to
monitor student participation in leadership and
clubs by subgroup.
Addition of clubs
and data on
participation
ASB and Activities
Director AERIES Year 3 and
implementation
Year 4 - 6
2.2 Include an intervention page in Parent Page that
is translated into Spanish.
Copies of Parent
Page Principal or
designated teacher Lack of resources
and limitations of
CSEA contractual
duties
Year 1 & Ongoing Lack of resources
and CSEA
contractual limits
= no progress
2.3 Continue SSTs based on first semester academic
achievement.
SST files,
calendar Administration &
Teachers as available
Continuing/
Ongoing Increase of SST
and 504s
2.4 Survey faculty to identify which professional
development is needed on campus to best serve
our student populations in need.
Survey results,
PD topics during
Minimum Days
Principal Survey Monkey Year 3 Spring 2015
Implementation of
PD topics Year 4
2.5 Implement Cycle of Inquiry within each
professional development group to assess the
effectiveness of each strategy
Cycle of Inquiry
per PD topic
during
Lead teacher PD
presenter, teachers,
VP, Principal
COI template Spring Year 4 and
ongoing
2.6 Conduct a 9th grade only club faire at Study Hall
& conduct an ELL/SDAIE only club faire at
Study Hall.
Promotional
posters Activity Director
with ASB, club
advisors
Year 1 Addition of Link
Crew support in
Year 2
2.7 Implement parent driven ELAC information
nights to increase parent awareness,
participation, and autonomy
ELAC parent
generated
agendas, parent
attendance data
ELAC coordinator,
ELAC parents, 3rd
Guidance Advisor
Dean, ELAC
parent board,
Guidance (3rd
counselor year 3)
Year 2 and ongoing Year 2 addition
of ELAC parent
planning
meetings
Prospect High School Mid-cycle Progress Report 28
2.8 Increase under represented student enrollment in
AP courses to increase AP opportunities
Equal
Opportunity
Schools Data
tools, Master
Schedule
Principal, VP,
Guidance, AP
Teachers
EOS Year 2 Survey,
Year 3 enrollment
Increased under
represented
student AP
enrollment by
15%
2.9 Explore AP Potential to continue targeting
potential AP students on a yearly basis
AP Potential,
Master Schedule Guidance, AP
Teachers, VP College Board and
AP Potential
website
Year 4
2.10 Explore the financial and logistical possibility of
having all sophomores take the PSAT to
increase college awareness and utilize data in
AP Potential
PHS budget Principal, VP,
Guidance College Board and
AP Potential
website, site
budget
Year 4
2.11 Create a focus group of students to survey the
needs of the struggling students in an effort to
identify barriers and potential needs to help
increase achievement
Data tools,
AERIES Focus Group
Leaders, VP,
Principal, Deans,
Guidance
Survey Monkey Year 4
2.12 Increase a-g access to core and elective courses
by adding Astronomy as an a-g lab science class
(Year 4), AP Computer Science (Year 4), AP
Chinese Language (Year 3) and 2 new Social
Studies g elective courses to include Psychology
and Sociology (Year 3) and Computer
Programming (Year 3)
Data tools,
Master Schedule VP, Guidance, Science
Department, Social
Studies
Department
Year 3 and Year 4
implementation Added 3 sections
of Psychology
year 3
2.13 Disaggregate EL data to determine trends with
newcomer EL students versus Long Term
Learner
AERIES VP, Principal,
Department Chairs
Year 4
Prospect High School Mid-cycle Progress Report 29
Goal #3: 100% of Instructional staff will be trained and implement CCSS methodology and instruction
and align common assessments to CCSS. 1. 100% core content areas will upgrade 75% of course units to align with CCSS
2. 100% of electives will upgrade 25% of course units to align with CCSS
3. 100% of core content areas will develop 4 CCSS/SBAC aligned common assessments
4. 100% of sites will implement CCSS aligned HS IM 1, dev. 4 common assessments
5. 100% of sites will develop CCSS aligned integrated math design model for HS IM 2 & 3
Action Step/ Strategy
Means to assess
progress Person
Responsible Resources Timeline Report of
Progress
3.1 Train staff on SBAC and CCSS rigor Teacher survey on
responses to practice
SBAC
Principal SBAC training
module Year 2 Successful pilot testing
for 10th grade
3.2 Develop criteria for the at-risk
intervention 9th and 10th grade students
and address and the need for a
coordinator.
e-mails, campus
leadership handout VP, Deans, Guidance
Advisors Project
Cornerstone liaison Year 2 Implement Year 3
Interim 3rd Guidance
advisor (LCAP funding)
who oversees ELD/RFEP
and at risk
3.3 Refine articulation process with feeder
middle schools for core subjects.
Meeting minutes and
student list Counselors, VP,
Curriculum
Committee, teachers
Data Director,
middle school
colleagues
Year 1 and
ongoing Successful student
placement in English and
math
3.4 Implement CCSS Integrated Math 1, 2
and 3
Curriculum VP, Math Dept chair,
teachers DO SAC meetings,
TOSA math lead Year 2 IM 1 Year 3 IM 2 Year 4 IM 3 and
IM 3 STEM
IM1 and IM2
development of Resource
Books
3.5 Implement intervention
and differentiation training models for
staff
Training agendas,
master schedule
enrollment, referral
forms
Intervention
committee Admin Year 2 Switch in DO focus to
Instructional Rounds
3.6 Implement Instructional Rounds to
focus on evidence of levels of student
learning
Instructional Rounds
Agendas and
Templates
Principal, VP,
Teachers, DO DO consultant
(year 2) Year 2 and
ongoing Implemented 6 rounds of
IR Year 2 – 3 rounds fall
year 3
3.7 Evaluate intervention
and differentiation training models for
Surveys, AERIES
grade distribution,
student transcripts
Intervention
committee Guidance advisors Implementation of
PD Year 4 – 6 Survey staff in spring of
year 3
Prospect High School Mid-cycle Progress Report 30
staff and implement modules of
training based on survey outcomes
3.8 Implement CCSS curriculum and
assessments in the 4 academic core
classes
SAC meeting notes,
curriculum maps,
CCSS assessments
Subject Area
Coordinators meetings
and goals
Principal, VP,
Department Chairs,
Teachers
Year 2 and
ongoing Year 2 25 % Year 3 50-75%
3.9 Implement department Cycles of
Inquiry to analyze data on student
work/assessments
SAC meeting notes,
Department and Collab
meeting notes, COI
templates
TOSA leads Department Chairs,
VP, Principal Year 3 and
ongoing Each department has
calendar of COI for the
year
Prospect High School Mid-cycle Progress Report 31
Appendix A: PHS Common Assessments and Cycles of Inquiry for the 2014 -2015 School Year
Dept. # Site-Based
Common Assessments
# Site-Based Common
Assessments Aligned to CCSS
# Common Assessments
Completed, Fall 2014
# Common Assessments in Progress, Spring
2015
# Completed Site-Based
COI
# CUHSD Common
Assessments
# CUHSD COI
ELA / ELD
30 12 15 15 9 1 in progress 1 in
progress
Social Studies
4 4 2 2 2 1 in progress* 1 in
progress*
World Lang.
8 8 12 12 8 completed
4 in progress 16
7 completed
8 planned
Math 22 9 22 23 2 45 2
Science 8 4 8 8 8 4 4