Woodside High School Mid Cycle Progress Report

Woodside High School Mid-Cycle Progress Report 199 Churchill Avenue Woodside, CA 94062

Sequoia Union High School District

February 16, 2022

Accrediting Commission for Schools Western Association of Schools and Colleges

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Contents I:

Student and Community Profile Data .……………………………..

II:

Significant Changes and Developments …………………………….. 16

III:

Engagement of Stakeholders in Ongoing School Improvement ………. 24

IV:

Progress on the Implementation of the Schoolwide Action Plan/SPSA .. 28

V:

School-wide Action Plan/SPSA Refinements ……………………… 34

VI.

Appendices ……………………………………………………………. 45

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I.

Student and Community Profile Data

District Background The Sequoia Union High School District annually serves over 9,400 9th to 12th-grade students through its four distinguished comprehensive high schools (Carlmont, Menlo-Atherton, Sequoia, and Woodside), STEAM-focused school (TIDE Academy), dependent charter school (East Palo Alto Academy), continuation high school (Redwood), Middle College (in partnership with Cañada College) and other specialized programs and services. Sequoia Union High School District is also the sponsoring agency for two independent charter high schools (Summit and Everest) and an Adult School that is based in Redwood City, which serves 2000 students annually from the local community. The district enrolls most of its students from nine neighboring elementary and middle school districts, representing the entire socioeconomic spectrum from Atherton, Belmont, East Palo Alto, Menlo Park, Portola Valley, Redwood City, Redwood Shores, San Carlos, and Woodside. Approximately 850 credentialed and classified staff members serve the students and the community.

District Facts and Demographics Since 2015, Sequoia Union High School District has gradually increased the student population from 9,762 to 10,238 in 2020, which is a 9% increase. The district’s graduation rate is 87.6% with a dropout rate of 9.6%, with about 2.8% of the student population moving from the district during the school year. The average daily attendance rate for the entire district is 92% with 8,379 students attending school regularly and it is important to note that Sequoia Union High School District is a basic-aid school district. The student population includes a variety of ethnicities: African-American 2.6%, Asian 10.3%, Hispanic/Latino 41.5%, Pacific Islander 2.1%, and two or more identified ethnicities 5.3%. Finally, the suspension rate has decreased from 5.3% in the 2015-16 school year to 3.7% in 2019-2020. More information about the Sequoia Union High School District can be found on the state of California Dashboard. The link is: California State Dashboard Sequoia Union High School District and Sequoia Union High School Dist. Dashboard

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Sequoia Union High School District is experiencing a renaissance with that change in the new superintendent Dr. Darnise R. Williams; she began her tenure with the District in July 2021. It is important to understand that the current goals that were adopted at the first part of the 2021-2022 school year, are not the goals that were a part of this WASC Cycle Report and so both sets of goals have been listed below: Goal #1: Strengthen quality instruction by improving engagement and rigor for all students.

Goal #2: Use an equity lens to bolster student outcomes by addressing institutional and instructional practices which perpetuate inequities in student outcomes.

Goal #3: Ensure all students receive appropriate academic, behavioral, and socio-emotional supports by initiating steps to full implementation of Multi-Tiered System of Support at all sites in the District Goal #4: Support and promote successful student outcomes at the District's small schools and alternative programs.

The Sequoia Union High School District Governance Team proposed and adopted the following goals at the August 4, 2021 school board meeting: 1. The District will strengthen innovative, quality instruction by improving attendance, engagement, rigor, and preparation for college, career, adult, and civic responsibilities for all students.

2. The District recognizes that equity requires strategic and sustainable action to meet the needs of every student and employee. We commit to designing and implementing structures, systems, and policies that achieve equity in our instructional, institutional, and employment practices.

3. The District will ensure the well-being of students, and students will receive appropriate academic, behavioral, and socio-emotional support, including full implementation of a Multi-Tiered System of Supports at all sites in the District.

4. The District will support and promote successful student outcomes at the District’s small schools, Sequoia Adult School, and alternative programs.

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5. The District will offer full, in-person instruction to students, building on innovative practices from distance learning.

6. The District will initiate a long-term effort to data share with our K-8 partner districts and community college districts.

Woodside High School Background Woodside High School has been serving the surrounding community since it opened in 1958.

The thirty-four-acre campus, home of the Wildcats, is rooted within the mid-peninsula, in the foothills east of the Santa Cruz Mountains, and it is one of nine campuses within the Sequoia Union High School District. There are 1760 students who currently attend Woodside High School daily from the neighboring cities of Woodside, Portola Valley, East Palo Alto, and Redwood City. There are 29 feeder schools that partner with Woodside High School.

Partnering Districts

Students 2018-2019

Students 2021-2022

Belmont-Redwood Shores

5

5

Las Lomitas

65

56

Menlo Park

13

23

Portola Valley

148

118

Ravenswood

39

7

Redwood City

1239

1150

San Carlos

18

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Woodside High School is strategically located just north of Silicon Valley, and minutes away from San Francisco, and the school benefits from the dynamic, innovative, entrepreneurial elements that make this unique area. Woodside High School aims to balance the privilege associated with an evolving business, cultural opportunities, and the creative mindset, with the economic diversity of the most affluent. to the most economically challenged communities which surround the school. Meeting the needs of all students at Woodside High School is a daily challenge, and using a variety of tools and resources to ensure progress is made towards the

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school’s enduring understanding that “All students can and will learn.” The socio-economic disadvantaged component of Woodside High School has radically changed over the past three years. In the 2018-2019 school year 825 students (42.5%) qualified for Title one services; that number has dropped to 483 students in the 2021-2022 school year (27.6%), which is a decrease of 14.9% over the past four-year period. The number of students who qualify for free and reduced lunches has also decreased significantly from 53% in 2012 to 32% in the 2020-2021 school year.

The school offers a comprehensive, standards-based curriculum; the California Content Standards and the Sequoia Union High School District Content Standards efficiently and effectively guide instruction, assessment, and programs at Woodside High School. The use of Infinite Campus, Data Director, and School City are the data systems that W.H.S. uses across the board to guide instruction and assessment.

Woodside High School Demographics: A to G Completion Rates for Woodside High School: Class of 2019

Class of 2020

Class of 2021

All Students

374 (65.8%)

382 (65.4%)

447 (68.9%)

Gender: Male

168 (60.7%)

181 (59.7%)

219 (63%)

Gender: Female

205 (69.8%)

200 (70.5%)

228 (74.6%)

Ethnic: African A.

7 (57.1%)

10 (70 %)

9 (55.6%)

Ethnic: Asian

24 (79.2%)

14 (71.4%)

26 (88.5%)

Ethnic: Hispanic/ Latino

189 (49.7%)

170 (45.3%)

200 (53 %)

Ethnic: Pacific Islander

2 (50%)

3 (33.3%)

2 (100%)

3 (66.7%)

10 (60%)

17 (94.1%)

146 (85.6%)

173 (85.5%)

192 (80.7%)

Ethnic: Two or More Ethnic: White

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WHS Ninth Grade Data: Average GPA and Credits earned after 9th Grade Year: Class of 2019

Class of 2020

Class of 2021

Enroll #

Average GPA

% Stud 60 or more

Enroll #

Average GPA

% Stud 60 or more

Enroll #

Average GPA

% Stud 60 or more

All 9th Grade Stud.

542

2.92

79.8%

430

3.0

79.5%

455

2.75

68.9%

Gender: Male

277

2.59

73.6%

225

2.85

77.8%

213

2.54

63.9%

Gender: Female

261

3.25

86.1%

205

3.16

81.3%

241

2.93

73.3%

Groups

WHS Ninth Grade Data: Average GPA and Credits earned after 9th Grade Year: Class of 2019

Class of 2020

Class of 2021

Groups

Enroll #

Average GPA

% Stud 60 or more

Enroll #

Average GPA

% Stud 60 or more

Enroll #

Average GPA

% Stud 60 or more

Ethnic: African A.

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1.61

42.9%

8

2.22

75%

4

2.53

66.7%

21

3.62

95.2%

14

3.78

92.2%

24

3.54

87.5%

Ethnic: Hisp./Lat.

254

2.48

71.4%

219

2.72

70.6%

206

1.99

44%

Ethnic: Pacific Is.

5

2.07

40%

2

2.77

50%

4

.93

0%

Ethnic: Two or More

18

3.52

94.4%

22

3.46

95.2%

6

3.18

83.3%

238

3.34

88.2%

160

3.30

89.2%

209

3.44

92.8%

Ethnic: Asian

Ethnic: White

The Quaglia Institute has been an educational partner with Woodside High School for over ten years. Early each spring, students complete the “My Voice” survey which measures the school climate and culture and provides measurable feedback to the quality of learning being experienced by the students on the school campus. The data that this survey provides, guides

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the practices surrounding course offerings, extracurricular activities, and modifications to improve the learning experience at Woodside. In the spring of 2011, Woodside High School elected to change the ESLRs to reflect the Eight Conditions for Student Success which is the foundation of the Quaglia Institute and they are Belonging, Heroes, Sense of Accomplishment, Fun and Excitement, Curiosity and Creativity, Spirit of Adventure, Leadership, and Responsibility, and Confidence to Take Action. Below is the newest set of data points from the January 2021 “My Voice” survey from 1,660 students.

Quaglia Survey Question

Agree

Undecided

Disagree

Did not Answer

1. School is a welcoming and friendly place

1,321 (79.6%)

229 (13.7%)

111 (6.69%)

1 (.01%)

5. Adults at this school listen to students’ suggestions.

1,159 (70%)

354 (21.4%)

145 (8.59%)

2 (0.1%)

6. Students have a voice in decision-making at school.

1,118 (67.4%)

345 (20.8%)

196 (11.79%)

1 (0.1%)

16. Students are supportive of each other

1,166 (70.5%)

340 (20.6%)

147 (8.8%)

7 (0.4%)

20. I use my voice to express my thoughts and ideas.

1,149 (69.5%)

322 (19.5%)

182 (10.6%)

7 (0.4%)

27. I understand the importance of what I am learning in school.

1,092 (66.2%)

280 (16.8%)

277 (16.3%)

11 (0.7%)

28. If I have a problem, I have a teacher that I can talk to.

1,175 (71.3%)

259 (15.7%)

213 (12.2%)

13 (0.8%)

33. I am a valued member of my school community.

829 (45%)

623 (37.8%)

282 (16.4%)

13 (0.8%)

49. Students develop programs that improve the whole school.

1,226 (56.8%)

542 (33%)

168 (9.1%)

19 (1.1%)

51. I feel motivated to (and supported by the WHS staff) to take advanced classes in my areas of strength/interest.

1,117 (68.4%)

301 (18.4%)

217 (11.7%)

25 (1.5%)

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Students Woodside offers a full range of Advanced Placement and advanced standing classes that meet admissions requirements for all top schools. Along with its strong “a-g” college-preparatory focus, Woodside welcomes and supports all students in fulfilling their maximum potential, and particularly those students whose needs are greatest. Specialized support ranges from one-on-one, small group and skill-building classes for students below grade level to academic planning, coursework and support for English Learners (12% of the student population) and students receiving special education services. Access to the core college preparatory curriculum is provided to all students at Woodside High School. Opportunities are available for students to take courses at local community colleges for enrichment and vocational exploration. Students follow a rotating block schedule with classes meeting 39 weeks a year and are 90 minutes in length. Most students are enrolled in six classes and the student to teacher ratio is 26:1.

Woodside offers a broad range of electives. Students have the opportunity to take courses in Art, Music (instrumental and vocal), Ceramics, Computer Science, Engineering, Drama, Fine Art, Digital Filmmaking, Digital Communication & Video, Digital Photography, Digital Music Production, Foods & Nutrition, Digital Journalism, Yearbook, Psychology, and Student Leadership.

Advanced Placement Information Spring 2019

Spring 2020

Spring 2021

Number of Students Tested

404

448

390

Number of Tests

761

903

801

Percentage scoring 3 or higher

77%

86%

71%

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Median SAT Scores SAT 2018-2019

SAT 2019-2020

SAT 2020-2021

Critical Reading

Mean Score-1133 (out of 1600)

Mean Score- 1156 (out of 1600)

Mean Score- 1203 (out of 1600)

Mathematics

Mean Score- 573 (out of 800)

Mean Score- 576 (out of 800)

Mean Score- 603 (out of 800)

Writing

Evidence Based Reading/Writing 560 (out of 800)

Evidence Based Reading/Writing 570 (out of 800)

Evidence Based Reading/Writing 600 (out of 800)

Post High School Plans Class of 2021 (427 Students) 4 Year College

55.4%

2 Year College

38.4%

Military

1.2%

Gap Year

2.5%

Work

2.5%

Staff Woodside High School is proud of their dedicated staff. There is a healthy balance between experienced and newer certificated and classified staff. The school benefits from this mixture of experience and institutional knowledge with new perspectives and ideas. The Woodside Wildcat staff is proud and committed to excellence.

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Certificated Staff Years of Experience ● 54 certificated staff members have more than 15 years of educational experience. ● 28 certificated staff members have 11 - 14 years of experience. ● 27 certificated staff members have 6 - 10 years of experience. ● 29 certified staff members have 5 or fewer years of experience.

Certificated Staff There are 139 certificated Woodside staff members. This includes four administrators, two library media teachers, nine counselors, one psychologist, one therapist, two mental health caseworkers, and one speech pathologist. ● 95 certificated staff members have Master’s degrees, and 3 have Ph.Ds. ● 76 certificated staff members identify as female, 63 identify as male. ● 3 staff members are National Board Certified.

Certificated Staff Ethnicity Race

Gender: Female

Gender: Male

Grand Total

African American

3

1

4

American Indian/ Alaskan

17

15

32

Asian

2

1

3

Certify Non-Response (Race)

1

Chinese

2

Filipino

1 3

5

1

1

Japanese

2

2

Korean

1

1

Pacific Islander

1

2

3

Vietnamese

1

2

3

White (Not of Hispanic Origin)

46

38

84

Grand Total

76

63

139

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Classified Staff Academic and Support programs at Woodside High School depend on the assistance of classified staff. The classified staff is 72 employees strong and they are comprised of the following positions: ● 15 IAs (instructional associates/

● 1 CIT/504 Coordinator ● 8 custodians

paraprofessional I) ● 16 SCIAs (paraprofessional II)

● 1 Grounds/Graffiti Clean Up-Cust.

● 2 GIS (guidance info. specialists)

● 1 plant manager

● 3 College and Career Center

● 6 food service employees ● 2 health aide

Assistants ● 1 registrar

● 1 treasurer

● 1 attendance clerk

● 1 theater manager

● 1 library assistant

● 1 Mental Health Services

● 5 school administrative assistants

Caseworker

● 3 campus security supervisors

● School M & O

● 2 testing support staff

● 1 Bilingual Parent Coordinator

Classified Staff Years of Experience ● 17 classified staff members have more than 15 years of educational experience. ● 4 classified staff members have 11 - 14 years of experience. ● 9 classified staff members have 6 - 10 years of experience. ● 42classified staff members have 5 or fewer years of experience.

Classified Staff Gender & Ethnicity Race

Gender: Female

Gender: Male

Grand Total

African American

1

2

3

American Indian/ Alaskan

32

15

47

Chinese

1

1

13

Certify Non-Response (Race)

1

1

Filipino

1

1

Pacific Islander

1

1

Samoan

2

2

Tongan

4

4

White (Not of Hispanic Origin)

8

4

12

50

22

72

Grand Total Parents and Community

Each year, current parents support a wide range of school projects and programs, including the Shared Decision Making Council and School Site Council, PTSA, and the Woodside Foundation.

Other important campus organizations encompass Sports Boosters, Music Boosters, and the English Learner Advisory Committee (ELAC) Parent Group. Modes of communication with the school community include the principal's e-mails, Woodside HS Weekly Wildcat Newsletter online newsletters using Smore (December 2021 Newsletter), PAW Print (online student journalism), PTSA grade-specific emails and web pages, the Woodside website, Canvas updates, Facebook, Instagram, and Twitter.

SDMC/SSC The Shared Decision Making Council (SDMC) is a representative body of school/community stakeholders that takes up emergent issues with regard to teaching and learning at Woodside HS. The SDMC consists of Students (2), Certificated Staff Members (9), Classified Staff Members (2), Administrators(1), Parents (3), and Community members (1). Shared Decision-Making Council is combined with School Site Council and together they create an environment in which all stakeholders work to ensure: the opportunity to actively participate in the decision-making process, support of decisions once they are made, acceptance of individual responsibilities and accountability to each other, mutual respect and trust among all diverse groups, and continual growth and openness to new ideas. SDMC/SSC Information

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Parent-Teacher-Student Association (PTSA) The PTSA (Parent-Teacher-Student Association) is an all-volunteer organization that builds school community and a sense of belonging through monthly meetings with the Principal, parent events, staff support, and more. The Parent-Teacher-Student Association assists with the Parent Education Series, funds teacher mini-grants for classroom instruction, and shares their time and talents through a variety of staff appreciation events throughout the school year.

P.T.S.A. Information

English Learner Advisory Committee (ELAC) Each year the parent members of the English Learner Advisory Committee (ELAC) are elected to represent parents of English Learners. This group meets monthly to make recommendations to the principal, School Site Council. The annual Single Plan for Student Achievement incorporates parent advice regarding the English Learner Program and the use of targeted funds. ELL Information and ELAC Information Woodside High School Foundation For two decades, the Foundation donors have made a critical difference in the ability of the school to provide a high-quality education for all students. The Woodside High School Foundation is a volunteer-run nonprofit organization whose sole purpose is to raise funds to close the gap between public funding and the cost of a high-quality education. The Foundation works with the Principal to identify key areas for funding that will have a significant impact on the quality of education and high school experience of all the students. WHS Foundation Information.

WASC History Currently, Woodside High School is in a mid-cycle WASC visitation which will occur in February 2022. Woodside High Schools last renewed accreditations was during the 2018-2019 school year, and the visiting committee made the recommendation to reaffirm the six-year accreditation (2024-2025) with a three-year one-day review in the spring of 2022. Previously, the visiting committee visited in the 2011-2012 school year, and the committee awarded the

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school the maximum six-year accreditation (2021-2018) with a three-year review in 2015.

Woodside requested a one-year extension of the scheduled 2011 accreditation visit due to the extensive work being done through the Quaglia Institute and the “8 Conditions for Student Success.” The extension was granted by WASC, which provided the time to adopt the “8 Conditions” as the ESLRs in the spring of 2011.

The visiting committee’s summary of findings in 2019, outlined nine areas in the Schoolwide Strength from facilitation of collaborative governance, to working to embed the “8 Conditions” into the educational pedagogy, developing interventions for students who are struggling with learning or SEL issues, offering a wide range of A-G courses and creating a welcoming, safe, positive, and supportive school culture. In the 2019 report, the committee noted that “Woodside High School is a diverse campus that continues to work to be an inclusive high school to all students by involving the stakeholders in decisions.”

Following the WASC visit in 2019, the visiting committee suggested key issues to improve the culture and support for students personal and academic growth: encouraged to continue work on the “8 Conditions” to improve the disconnect between various groups of students based on race, socioeconomic backgrounds, learning disabilities, and language differences, improve communication between stakeholders to increase transparency, foster student and staff leadership to represent the overall demographics of Woodside, and continue to work to address the wide divide among different subgroups on campus.

Woodside High School, under the leadership and guidance of the Shared Decision-Making Council, has remained focused on the long-term action plans by setting appropriate and relevant goals in order to meet the targeted goals and objectives within the action plan.

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II: Significant School Changes and Developments

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II. Significant School Changes and Developments

2019-2020 ● The Algebra Initiative was created and implemented across the District. Woodside High Schools Algebra teachers implemented the course designed to increase problem-solving and critical thinking abilities among students. The District-wide partnership is called “The Math Study.” Students enrolled in Algebra 1 (who have been identified as struggling with math concepts in Algebra Readiness and students needing support) will have their math in one intensive block period. ● In 2019-2020 Superintendent Streshly and Principal Diane Burbank hosted two community forums on goals and direction for the school and the district. The structured conversation involved voices from parents, students, staff, and district personnel and this is a vital piece of the feedback loop in creating meaningful goals for the school. ● Summer school courses were promoted and recommended to those students earning Ds and Fs in the spring semester in A-G courses (math, science, English, social studies) to re-align to a four-year A-G plan. ● WHS set the goal of 100% participation in EL Achieve/Constructing Meaning training for core content teachers and 75% of all certificated and administrative staff by 2020. ● Woodside teachers began the use of Elevation’s online data resource to monitor LTELs for graduation progress. ● Woodside High School entered into a District-wide partnership called “The Math Study.”

Students enrolled in Algebra 1 (who have been identified as struggling with math concepts in Algebra Readiness and students needing support) will have their math in one intensive block period. Previously, these students have had a math support class, which has hindered their ability to take electives and complete A-G and/or CTE pathways. ● The 2019-2020 LCAP cites the Panorama Community Survey (students across all subgroups and school sites reported low engagement) and Community Engagement Feedback (stakeholders expressed the desire for greater focus on 21st Century Skills, technology integration, and relevant learning experience) as reasons for altering this goal.

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● In March of 2020, the entire school community began online learning for a few weeks due to the COVID-19 pandemic. Eventually, the spring semester of learning was entirely online.

2020-2021 ● On Monday, Aug 17, 2020, SUHSD schools opened the 20-21 school year in a 100% distance learning model. In October, based on health orders, the 100% distance learning model was extended by the Board until April 2021. ● A new bell schedule was created for the 2020-2021 school year to accommodate Distance Learning for the entire school year due to the COVID-19 Pandemic. ● Once the school year started, the bilingual "at-home" learning updates were subject-specific and sent or posted as needed for items such as technical assistance, hot spots, and computers. ● WHS principal hosted three bilingual info meetings for parents on Zoom: incoming frosh Zoom in May, the opening of school Zoom in August, and back-to-school night Zoom in September. ● The WHS administration involved teachers who had served on the district-wide Academic Operations Task Force (AOTF was dissolved in June) and relied on department chairs to be the teacher's eyes on planning. WHS admin supported the district-wide newly formed Equity Council and met with the design team twice over the summer. ● During 100% distance learning, students had asynchronous classes on Wednesday and teachers had three hours for teacher prep, two hours for collaboration and PD, 1 hour for the usual routine monthly meetings, and attendance taking time and teacher office hours. Woodside committed to seven-two-hour PD throughout the school year. ●

WHS teachers attended 14 hours of CircleUP live webinars to learn effective strategies to interrupt implicit bias, microaggressions, privilege, and inequities. This training supports the work of newly formed campus Equity Team meetings during collaboration 2 monthly meetings.

● Students enrolled in Biology, Chemistry, Engineering, Art, Ceramics, and Algebra I picked up toolkits from school to ensure that the student could conduct lessons virtually. ● Every student enrolled in ELD courses picked up their textbooks pre-bagged with their

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individual schedule, school supplies including a Chrome or hotspot as needed. ● WHS Technology Department has checked out 314 hotspots and 595 Chromebooks to students and 27 hotspots and 39 Chromebooks to staff. ● Woodside High School was asked to create a tiered plan to re-engage students. The intent of Tiered Reengagement Plans is to develop a multi-tiered system of re-engagement for students who miss instruction or who are chronically absent in Distance Learning. Disengaged students are identified through the Weekly Engagement and Attendance Report and universal screenings. Students with 2 NPS and/or 6-period absences are identified, students are then allocated to their relevant intervention contact (Case Manager, SAAP, Boys and Girls Club) for follow-up. Students without a dedicated intervention contact are divided up between AVPs, Guidance Counselors, and Campus Aides for follow-up. ● Partnership with Adolescent Counseling Services and Acknowledge Alliance, 10 clinical interns provided therapy to WHS students with supervision from a licensed Marriage Family Therapist to assist students with SEL issues during the Pandemic and beyond. ● A new weekly newsletter, Mindful Mondays, explores social-emotional topics through user-friendly podcasts by Atlas Co. ● StarVista and Safe Space class presentations were available by staff upon request. ● Teachers use Spanish Language interpreters at Back to School Night to increase a sense of inclusion and belonging (8 Conditions) among our non-English speaking parents. ● Students, staff, and parents use technology to promote examples of the 8 conditions at Woodside (PTSA email blast, ELAC group texts, Wildcat Spirit Instagram, Wildside Snapchat, online voting, revised announcement format, Student/Athlete of the Week initiative). ● Academic Vice Principals began implementing more 'Alternative to Suspension' options for students involved in substance abuse offenses or those willing to proactively seek a program. ● Woodside High School staff conducted virtual student focus groups to gather additional narratives and to demonstrate an authentic interest in the responses of all students.

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Students were randomly selected within groups divided by year and gender, as well as by representative sub-groups when possible. Students were asked about school pride and about involvement in extracurricular activities, among other topics of concern. ● In the area of science, teachers continued to strive towards NGSS implementation and were given the opportunity to participate in a Stanford NGSS Assessment Project (SNAP) cohort, ● Departments had ongoing virtual release days by grade level, by course, or by CTE pathway to align curriculum, assessments, and common units with attention to students with disabilities and English learners. ● WHS hired a new college and career specialist to prioritize and improve students’ preparation for CCI goals. This position began on March 16, 2020, and has a focus on getting juniors ready for the college application process. ● De-tracking Algebra 1 for the 2020 - 2021 year. Eliminating Algebra Readiness and Algebra Support classes that have a much higher proportion of Latino, ELL, SPED, and SED compared to overall school enrollment. ● Woodside staff completed seven- 2-hour professional development sessions with CircleUp who is also a partner of Sequoia Health-Care District. The staff learned effective strategies to interrupt implicit bias, microaggressions, privilege, and inequities. ● Staff members' interest in the Equity Team expanded, and teacher leaders began to host additional meetings on Wednesdays in addition to the Collab II meetings to explore Equity in education for Woodside High School. ● From October 2020- April 2021, students had the opportunity to utilize the Connectivity Cohorts as the school. This cohort model expanded in November 2020 to include after-school offerings for a variety of academic support opportunities ranging from Green Academy, Geometry, math support, audio production, drama production, and Polynesian Club. There were 18 after-school cohorts with 150 students continuously participating in these afterschool cohorts until the end of the year. ● With the increased awareness about social justice, the District has been increasing focus on equity and diversity by providing professional development for teachers and staff to

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continue the focus and support of equity and diversity. ● The addition of Ethnic Studies was adopted by the District in October 2020 through board approval which requires all students to take an Ethnic Studies course as a part of the graduation requirements. ● Retirement of Principal Diane Burbank and Instructional Vice-Principal Diane Mazzei. ● Crystal Leach took on the role of interim Superintendent from spring 2020 to spring 2021; she also continued to work as the Vice Superintendent of Administrative Services.

2021- 2022 ● New Superintendent for Sequoia Union High School District, Dr. Darnise R. Williams began her new position on July 1, 2021. ● New Principal for Woodside High School Karen van Putten started July 1, 2021. ● New Instructional Vice Principal Cara Klackle started July 1, 2021. ● The Intensive Intervention Task Force has been meeting regularly to revisit the efficacy of Systems 44, READ 180, and Academic Literacy to improve the reading comprehension and success rates of students in the district. ● De-tracking discussion for 9th grade English classes for the fall of 2022. ● Students returned to in-person learning during the summer of 2021 wearing masks and using the latest COVID-19 protocols from San Mateo County and OSHA. ● The school year began with in-person learning but masks are required in the classrooms. ● Athletic cohorts using the county stable cohort model also opened in the fall and were again staffed by compensated coaches volunteering to return to in-person conditioning following face masking as tolerated during exertion, physical distancing, and no shared equipment. ● This is the inaugural year of the new Ethnic Studies class which is being housed in the Social Science Department. ● Exploration into the integration of learning strategies and support for EL students in the math classes, the leadership signed on to a grant with Q-TEL (Quality Teaching for English Learners). The grant is in its infancy stage currently. ● Pilot program for Racial Equity Affinity Groups to begin training in the fall of 2021. Affinity Group pilot meetings at various sites in the District begin January 2022.

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● WHS now supports 10 CANVAS/IC coaches, 5 Zoom coaches, and 2 SWIVL coaches to support staff. For the month of August, the 120 WHS teachers earned over 600 hours in paid professional development time, and not all PD was compensated. ● Student leadership provides tickets to newcomer EL students for the homecoming football games and dances. There is also a new Center for Newcomers so that they can get PE clothes, school supplies, and other household items which are located in B1. Finally, The International Student Club meets the first and third weeks of the month to help the newcomers navigate. ● PTSA and ELAC monthly meetings are held together to increase the strength of the Woodside High School community.

Impact of Changes on School and/or Specific Programs

2019-2020 ● The Mental Health Collaboration team continues to meet monthly providing wellness and self-care to our counselors and other mental health support staff. Pertinent Training from Mental Health Professionals is ongoing by providing community agency. ● Changes in curricular approach in math (The Algebra Initiative and The Math Study), utilization of Constructing Meaning explicit language for content instruction, and the implementation of Elevation online data monitoring for the LTEL’s are the building blocks for assisting students who are struggling in subject areas.

2020-2021 ● Due to COVID-19 causing the school to shelter in place, Woodside went into distance learning for the remainder of the 2019 - 2020 school year. ● The bell schedule for online learning was implemented well and encouraged students to get help for classes. It also allowed for increased availability of assistance from teachers and support staff. With the increased accessibility, students in underperforming subgroups could get more individualized assistance from their teachers.

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● With the rise of students needing support, there has been the implementation of student mental health referrals. The process of mental health referrals has become more streamlined to fulfill the needs during distance learning. Students can be referred for support with mental health through a confidential, digital form that easily allows Woodside’s counselors to reply with recommendations for support as needed. ● With the District dissolving the Academic Operations Task Force (AOTF), it gave rise to the Equity Council. This significant change opened the door for CircleUp Professional Development of implicit bias and privilege, building Equity teams and Racial Affinity Groups on the various sites in the district. There is also a proactive approach to discipline by giving students a choice of other programs instead of suspending the student. ● Increased use of technology among students and staff - this has allowed for students to become more prepared for college and post-high school life by familiarizing themselves with the technology earlier and in a meaningful way. ● WHS will continue to heterogeneously group its long-term English Learners in core content classes with Constructing Meaning trained teachers using aligned curriculum and common assessments. Teachers continue to build curriculums that use constructed responses and stems that mirror SBAC language.

2021- 2022 ● There is a groundswell of change with the review of the efficacy of programs for students who struggle with reading and writing, the creation of new classes that reflect the diversity of the school, and the detracking of math and English are all positive steps taken to integrate and educate the students at different learning levels at Woodside High School. ● Mental Health continues to be an integral part of the school culture, especially with the stress and anxiety brought about by the pandemic. There is a renewed commitment from the administration and the District to continue to provide the needed mental health services so that students discover a support system during their academic journey.

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III: Engagement of Stakeholders in Ongoing School Improvement

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III: Engagement of Stakeholders in Ongoing School Improvement The process of developing, implementing, and monitoring the various aspects of the WASC Action Plan and the School Site Plan has been extremely unconventional for the past few years. Due to COVID-19 Pandemic, the process for developing, implementing, and monitoring progress towards these two foundational reports, shifted radically. Prior to the pandemic, Woodside was intently working on the Schoolwide Critical Areas for Follow Up for about 9 months. When COVID-19 became a reality, instead of focusing on the SPSA and WASC reports in the spring of 2020 to the spring of 2021, which would have been the usual practice, the administrative team and leadership groups on campus directed all their energy and resources into supporting teachers and students through the implementation of distance learning.

Woodside High School’s review process of writing and the examination of the school-wide reports was further upended by the retirement of the Instructional Vice Principal and the Principal in the spring of 2021. The administration team was short-staffed over the summer months, transitioning students back to in-person instruction took precedence over the implementation and monitoring of the school plans. The site was working on various community and District level groups and parent organizations like PTSA, the Foundation, SDMC/SSC to best identify needs and resources for serving students remotely and then making a safe transition back to in-person learning.

In early August 2021, reopening plans for the school were underway, a replacement for the Instructional Vice Principal and Principal was hired, and the school could once again focus on monitoring the actions and goals laid out in both the School Plan (SPSA) and in the WASC report.

The Site Plan for 2021-2022 used the goals laid out in the WASC report of 2019. Because of the

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health crisis of the pandemic, it needed to be updated and revised. This work was completed in December 2021 with the Department Chairs and SDMC informing and reviewing the goals, with the updated changes in January 2022. As the new leadership team became solidified, the larger scope of WASC was being brought into focus. Weekly meetings occurred to map out goals prior to the visit, integration of the stakeholders in the WASC process with the new leadership team, and the firm focus of re-establishing WASC as the guiding force for Woodside’s change in instructional practices. As the semester has progressed, all members of the wider Woodside community have had WASC in the forefront of their minds. This renewed focus on WASC and site goals has given Woodside the space to see beyond the pandemic and distance learning, to reorient attention on solutions that will enhance and change the in-person learning that is currently occurring at Woodside. What follows is a brief recount of the groups and events that were part of the process of re-focusing on what lies ahead for Woodside High School: ● In August 2021, a teacher stepped forward to revive and lead the Mid-Cycle review process for WASC. ● In late August and early September, the administration team reviewed the school plan. ● September-February, weekly meetings occurred between the Principal, Instructional Vice Principal, and WASC Coordinator. ● On September 17, 2021 a meeting occurred between the WASC Chair for the Visiting Committee and the Administrative team. ● October 6, 2021, WASC Presentation overview made to the current staff members (about 30% of the staff are new since the last visitation) during the monthly Staff Meeting. ● November 3, 2021, In-depth discussion with staff about the growth that has occurred since the last WASC visit. The staff, both classified and certificated, began collecting their evidence of best practices: samples of lessons and learning activities meeting the needs of the variety of learners at Woodside High School.

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● November 17, 2021 PD with Quaglia Institute: “Leveraging Student Voice” and how this supported our WASC goals. ● November 17, 2021 Meeting with former WASC Coordinator for Woodside with the current WASC Coordinator. ● December 7, 2021, Follow-up meeting with former WASC Coordinator for Woodside. ● December 6, 2021, to January 3, 2022, finalize the writing of the Mid-Cycle Report. ● January 3, 2022, Professional Development Day- WASC work session with Departments updating with evidence and curricula examples to the Mid-Cycle Report. ● January 14, 2022 mail a hard copy of the report to visiting committee members and send an electronic copy. ● January 24, 2022, WASC Mid-Cycle Report to SDMC/SSC Meeting. ● January 2022 Report sent to District ● February 16, 2022, WASC One-day Visitation

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IV: Progress on the Implementation of the Schoolwide Action Plan/SPSA

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IV: Progress on the Implementation of the Schoolwide Action Plan/SPSA Area 1: Develop a clear vision and implementation plan for campus-wide professional development to address the different learning needs of different subgroups.

Woodside High School’s vision to offer PD opportunities that are site and subject-specific now includes all departments. As new courses are offered in the district, site teams attend district meetings for implementation details. WHS has offered site teams release days to plan together; create common assignments and assessments; and develop lesson planning tools to continually evaluate student learning. For example, beginning in the 2020-2021 school year, a group of English teachers has been meeting to develop our site’s new version of English I after we eliminate AS English I. Additionally, WHS’s leadership teams (SDMC, DC’s, and Admin staff) developed a year-long series of sessions with Circle Up to develop anti-racist teaching practices that were held through the 2020-2021 school year. In August 2021, an adjustment to classified staff members who work directly in-classroom support settings (paraeducators and instructional assistants) and their work hours allowed their attendance at monthly staff meetings and Collaboration meetings. This change reinforced our vision of fuller inclusion of all staff to provide increased access and awareness by participating in school-wide informational and professional development opportunities.

Area 2: Stronger alignment across all curriculum, including vertical alignment between ELD teachers Beginning in the 2019-2020 school year, Woodside’s ELD, Math, and World Language teachers participated in district-level release days and returned to site teams to implement curriculum pacing and lesson planning guides. These teams use Collaboration 1, Collaboration 2, release days, and common preps to do this important work. In the 2019-2020 school year, Biology teachers began their work developing common assessments, then moved to common lesson content and sequence of topics in the 2020-2021 school year. Beginning in Spring 2020, English I-IV teams now have access to four, completed Common Core unit plans. In math, teachers began to vertically integrate content that was missed due to Distance Learning.

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Area 3: Continue toward increasing group-based, real-life scenarios into instruction Algebra 1, Geometry, and Algebra 2 math teachers at WHS have shifted to the Illustrative Math Curriculum, which is focused on incorporating real-life connections, rich tasks, and student-centered instruction to anchor the content. Also, WHS math teachers joined a district-wide initiative to implement Formative Assessment Lessons (FALs) /Mathematics Assessment Resource Service (MARS) that fosters group collaboration and analysis of student learning. In terms of English courses, the following learning tasks have been improved and/or created: ● English I - Multimedia unit has students create rhetorical analysis on examples of social media in groups (Spring 2022); ● English II - Revised Research Project on Marginalized Groups (Spring 2021); Socratic Seminars focusing on student-driven topics that focus on current events & real-life issues (Fall 2020) ● AS English II- Museum project (Fall 2020) and trial project (Fall 2021) ● English IIII- Female empowerment unit (Fall 2019) ● ELD II - Group Presentations about school needs and changes required (Fall 2021); Explanatory essay on WHS experience (Fall 2021) ● ELD III - Using contemporary music for literary analysis (Fall 2021) Area 4: Improve the formalized line of communication between underrepresented voices of the school community and the leadership groups Woodside has been working on developing communications that address academic, mental health, and attendance issues with the underrepresented voices in the school community. An increase of home visitations, and personal phone calls has increased the amount of parent involvement in the ELAC Leadership group. It has grown from 4 parents in January of 2021 attending to over 50 parents in November of 2021, because of the personal outreach of the administration, the Parent Liaison, and the Bilingual Resource Teacher. More home visitations were made during the pandemic to ensure that students and families had the resources that they needed in order to live, learn, and thrive as much as possible during this time. The visits have created a bond that has seen an increase in school participation.

Currently, the district, the school, clubs, and daily announcements are being publicized in both Spanish and English to be more inclusive. The Shared Decision Making Committee (S.D.M.C.) was charged at the beginning of the school year to streamline the communications between

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this leadership body and the greater school community. An ad hoc committee was formed in August of 2021 from the members of the S.D.M.C. to restructure how this leadership committee communicates valuable information to the greater community, with a lens on ensuring the underrepresented voices understand what the committee does and the decisions that are being made. This ad hoc committee has been meeting each month for 2-3 hours and is made up of parents, teachers, and students. A formal report is expected within the next few months.

Area 5: Continue using the 8 Conditions to work to improve the disconnect between various groups of students based on race, socioeconomic backgrounds, learning abilities, and language differences and incorporate/include students who are new to the country.

Because Woodside prides itself on the 8 Conditions, this was one of the first areas to be addressed prior to the pandemic, and remains strong, steadfast, and growing. A grant was given to the school to ensure that students who are new to Woodside High School could seamlessly incorporate into their new surroundings. A Newcomers Center was created on campus to provide a one-stop-shop for P.E. clothes, new athletic shoes, school supplies, and assistance with filling out specific forms for assistance such as the VTA Bus pass application or the application for free and reduced lunch (placed on hold for the current year of learning). The student body wanted to be more inclusive of diversity on campus and so they decided to raise money to buy Homecoming Dance tickets for students who were new to Woodside High School and new to the country. This proved to be one of the highlights of the 2021-2022 school year.

On a wider scale, the district has streamlined the process of applying for Sequoia Union High School District and has made it a more simplistic process instead of the families going back and forth to the district and the school. On the district level, there is a new Equity Task Force made up of teachers, administrators, and students from each of the school sites to ensure that policies and protocols are created so that they benefit all students in the district. Currently, a task force is reviewing the reading programs that have been in use for the past ten years. The programs that are being reviewed are Read 180, Systems 44, and Academic Literacy. This committee is looking at the effectiveness of each class and how students are progressing to ensure graduation achievement. A decision will be made in May 2022 and recommendations

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will be made for the future success of students both in the district and at Woodside High School.

Area 6: Re-evaluate support programs for students who are not meeting grade-level standards.

Woodside High School has focused its efforts in this area on both the academic needs and emotional health of its students. In terms of academics, WHS offers tutoring locations after school (The Den and Q Study), online tutoring called Paper (beginning in 2019-2020 school year), and access to various in-person learning opportunities during distance learning. Also, because the tutorial period continues to be successful for students to access teachers, WHS staff were available during Office Hours daily during Distance Learning. In terms of interventions to support student mental well-being, beginning in the 2020-2021 school year, WHS support services staff have consistent meetings to complete universal screening tasks as a team.

Programs such as Supporting Offering Support (SOS), Freshmen Transition, and Boys and Girls Club, have developed deeper dynamic outreach activities to meet student needs. Further, the creation of the Wildcat Resource Center offers a central location for students new to the country. Our Bilingual Resource Teacher and Bilingual Parent Liaison are available in this location to serve students as needed who are newcomers, foster youth, and/or homeless.

Area 7: Have staff and student leadership that better represents the overall demographics of the whole school.

Woodside High School staff worked with the SUHSD Human Resources department to examine hiring practices and partnered with Edjoin (the primary job posting site our district uses) to recruit a more diverse teaching and administrative staff that represented the student population. Since 2020, the entire district has taken steps to address questions around Equity and Diversity, and in 2020-21, Woodside High School began a Collab 2 group called the Equity and Diversity Task Force to address site-specific concerns and questions. This Collab 2 group includes teachers, support staff, and students. The 2020-21 Professional Development with Circle-Up was a direct result of a 2019 MoveOn.org survey posted by a Woodside alumna that raised concerns about the lack of movement in the school for students of color and questions concerning race and racism at the school. Students from Woodside’s BSU served as a focus

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group in the 2019 WASC visit, and the results from the interviews provided urgency to the staff to address student leadership opportunities and examine discipline practices. Since 2019, Woodside HS’s elective Leadership Classes have recruited students from diverse demographics to serve in leadership roles and give voice and representation to all our students. In the fall of 2021 and a return to in-person learning, students proposed several new clubs that reflect our student diversity and to assist our Newcomer International students such as the International Student Ambassadors Club. Not only do the members of the club assist students, but they have also assisted staff and families with parent education evenings, school-wide translation support, and educational events/celebrations on the quad.

Area 8: In addition to re-evaluating the support programs, create a clear vision for their desired outcomes and re-focus/adjust their course offerings as necessary.

Beginning in the 2019-2020 school year, WHS teachers joined others from multiple sites to examine the ELA courses that students below grade level take. The purpose of the Intervention ELA Program Review has been to determine the effectiveness of our current English Support, English Intensive, and Intervention ELA courses and curricula and the extent to which the curricula met the needs of all students, especially English learners, and students with disabilities. Our vision is to ensure that we are supporting access to grade-level content-area literacy and equitable outcomes for our students. We are currently examining data from the program, conducting focus groups and empathy interviews, drawing from current research on best practices, and observing programs in similar districts to determine the efficacy of our co-teaching model and provide recommendations. Evaluation of the program falls into three categories: Measuring the implementation of strategies and activities, identifying the progress of short-term objectives, and recognizing the achievement of long-term program goals. We are in the process of recommending potential adjustments to the program, staffing considerations/qualifications, curriculum, student placement/exit criteria, and/or instructional practices.

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V: Schoolwide Action Plan

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V: Schoolwide Action Plan This comprehensive schoolwide action plan is linked to the SPSA and both reflect the Sequoia Union High School District Goals In order to ensure an ongoing improvement process, the Woodside High School Administration team along with the Shared Decision Making Committee, Department Chairs, all certified and classified staff review the Schoolwide Action Plan Annually.

Critical Student Learning Need (CSLN) #1 Focus- English Learners To increase the success rates of EL (EL & RFEP) on a variety of measures, including SBAC and ELPAC scores, graduation rates, A-G completion rates, and/or CTE pathway completion.

District Goals: Congruent with SPSA and District Plans LEA GOAL: Goal 1: Continue to hire the most highly qualified teachers for openings in the District while seeking to increase the numbers of teachers who reflect demographically the students we serve.

Goal 2: Offer access to a rich, well-rounded curriculum aligned to Common Core State Standards (CCSS), Next Generation Science Standards (NGSS), and ELD Standards, and make measurable progress in mastering grade-level CCSS. Goal 4: Improve overall the learning outcomes of English Learners, specifically those identified as Long Term English Learners (LTEL) or at risk of becoming LTEL. SPSA GOAL: #4 Those English Learners consistently enrolled in WHS courses during 2017-18 will advance at least one level of proficiency as measured by the total score on the Spring 2018 ELPAC Exam.

Steps to Achieve Goal

Responsible Person(s)

Actions Taken Since 2019 to Meet CSLN #1

Action Plan 2019 Woodside teachers will implement the use of Elevation’s online data resource to monitor LTELs for graduation progress.

BRT’S

2019- 2020:

Teachers

Woodside teachers will participate in Constructing Meaning training and maintain cohorts.

Dept. Chairs

● The transition from Modern European History to World Studies. ● Increase the co-teaching model so that it is integrated across different departments in grade levels and subjects at Woodside High School. ● ELA I Intervention/Intensive - Values project where students share who/what is most important to them. ● ELA I Intervention/Intensive - Narrative journal prompts that students would share in small groups.

District training

Administration District Teachers

36 BRT

● English II Intensive–small group and whole class discussions on films centering on real-life issues and scenarios (2019) ● Spanish classes language exchange meetings with ELD classes (Fall 2018-2020) ● The Stanford-Sequoia Research Collaboration with Woodside ended in June 2020. ● The collaboration 2 team for ELL/LTEL changed title to the Equity Task Force Collaboration Team.

Woodside will partner with the District to research and secure materials for newcomers and for subsequent EL classes.

Principal

Woodside will partner with the District to research and secure common core-aligned textbooks specifically designed for ELD students: online translation options for text, audio playback in English and other languages so students can listen to text being read, embedded academic language supports, definitions, etc.

Woodside will participate with the District on the Stanford-Sequoia Research Collaborative Study to track longitudinal performance of ELs.

Principal

2020-2021:

IVP

Continue to identify and monitor students who are close to reclassification. Share information gathered with staff.

BRT

Continue to share ELPAC-type questions with staff, and transfer that material into classroom activities.

BRT

WHS will continue to heterogeneously group its long-term English Learners in

Principal

● English and SS research agreement summer 2020- a group of teachers met and created Social Studies Antiracist/Intersectionality Common Values and Social Justice Standards. ● ELD II - Participated in a Socratic seminar discussing WHS experience and changes needed - Staff invited (Winter 2021) ● ELD students tested for Spanish reading and math levels to further understand how to support them. (Winter 2021 Fall 2022) ● ELD III - Socratic seminar and letter writing assessment about WHS experience and changes needed (Spring 2021) ● ELD III - Presentations / potluck about different food / traditions from outside the US (Fall 2021) ● ELD II - Presentations about themselves and backgrounds (Fall 2021) ● WHS English teachers initiated a district-wide review and revision of English Intervention and support classes (Spring 2021). ● CM (Science specific Constructing Meaning cohort - met five times in 2021) ● P.D.Fundamentals of Culturally-Responsive and Connected Classrooms (8/3/21) ● Elevation is being used as one of the tools to ensure proper placement of students into various programs. ● Offerings for newcomer pathway students for all fundamental sciences (Bio, Chem, Physics) (2020, 2021) ● Piloted Cafecito Workshop (11/20/2021) with Spanish only speaking families to ​examine data and create dialogue with families around college questions ● Expansion of ELAC to include first election for President & VP in addition to meeting with SDMC & PTSA ● Personalized invitations to Algebra II Summer Bootcamp for newcomers (June - July, 2021)

IVP Dept. Chairs BRT

Dept. Chairs

BRT IVP District Staff

Guidance Counselors Teachers

Teachers

IVP Dept. Chairs

37 core content classes with EL Achieve-trained teachers using aligned curriculum and common assessments.

Continue to use and support ELs during ICA practice tests as preparation for SBAC testing.

Math and English Departments

Set up Collab 2 group, specifically focused on EL/LTEL issues to develop recommendations to present to admin, department chairs, SDMC, and other decision making bodies.

Department chairs

Explore and/or create programs that match EL students with non-EL students to increase academic success and social belonging.

AVID Coordinator

Explore establishing and maintaining smaller EL class sizes.

Administration

● 12 Newcomer students participated in the AMC in November, 2021 ● Abolitionist Teaching with Jeff Camarillo (Fall 2021)Training on how to implement special education accommodations to specifically facilitate second language acquisition ● Release day to align native speakers curriculum ● Release day to evaluate assessments for incoming 9th graders

2021-2022:

Administration BRT SAAP coordinator Teachers Staff Students

BRT IVP SOS Leadership

BRT District

● ELD II - Group Presentations about school needs and changes required (Fall 2021) ● ELD II - Explanatory essay on WHS experience (Fall 2021) ● Added Paper Online Tutorial Program for the entire school.

Previously it was a program being piloted by the AVID students. The feedback was so positive that funding was found for all students to have access to this 24/7 Tutoring Service. ● ELD I - III Vertical Alignment (2021 - 2022) ● ELD II - Website being created discussing various subjects and will be shared with WHS community (Winter 2022 Spring 2023) ● ELD II - Feminism unit created to respond to sexist and mysgonist language in the classroom (Spring 2022) ● International Student Ambassadors - new club, Spanish bilingual and bicultural students orient newcomers ● Updated registration process to include interview at the district level, formalizing student support programs specifically for students new to the country ● Boys and Girls Club piloting support program specifically for newcomers this semester ● Newcomer program working on creating an accountability system to support students in using the Den and Tutorial strategically. ● For 2021-22: cluster newcomer/recent RFEP students in Algebra 2 periods ● Collaboration between Geometry LEP sections (throughout 2021-22) ● AP Spanish classes partnering with the International Student Ambassador Group (2021-2022)

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Critical Student Learning Need (CSLN) #2 Achievement and Rigor for All Students To implement strategies and to provide opportunities for all students to be successful in a rigorous course of study as measured by A-G completion and/or CTE pathway completion.

District Goals: Congruent with SPSA and District Plans -

LEA GOALS: Goal 5: Create access to and encourage enrollment in a rigorous course of study, enabling students to graduate prepared for college and/or career as measured by A-G and/or CTE pathway completion.

Goal 8: Foster youth will have access to academic resources and support on at least an equal basis as other students, and their educational outcomes will mirror that of the general population.

Goal 6: Create access to and encourage enrollment in AP/IB courses.

SPSA GOAL: #3 The number of graduates meeting the UC/CSU A-G requirements will increase by a minimum of 5% in all sub-groups over the 2016 - 2017 baseline.

Steps to Achieve Goal

Responsible person(s)

Summer school courses will be promoted and recommended to those students earning Ds and Fs in the spring semester in A-G courses (math, science, English, social studies) to re-align to a four year A-G plan.

Teachers

2019- 2020:

Guidance counselors

Guidance department will meet with all 9th graders to develop a four-year plan using an A-G template and will review and adjust the A-G completion plan with each

Guidance

● U.C.B. History Training ● Expanding access to accommodations in Infinite Campus and IEP at A Glance. ● Training for Students on the Spectrum Classroom Strategies- series of workshops. ● Field trips in STARS & ILS to navigate real life scenarios and community based instruction. ● Additional Career Counselor was hired in the Career Center to meet the growing need of students seeking assistance for college planning. ● English II added a Female Empowerment Unit (fall 2019) ● Through partnerships with community colleges, CTE continues to create pathways so that students can seamlessly enter a career path. The Culinary Pathway is one of the newest partnerships. ● AS English I–Narrative social injustice research essay combines students’ awareness of and/or experience with a social injustice of their choice and blends CCSS

Summer school staff

IVP Director of Technology (District)

Actions Taken Since 2019 to Meet CSLN #2

39 student during their subsequent class scheduling meetings in the spring.

Woodside staff will broaden awareness of online coursework (Cyberhigh) among themselves and for the students to address credit recovery and A-G eligibility.

All Staff

Woodside teachers and staff will identify underperforming students for SAAP services.

SAAP advocate Counselors

narrative and explanatory writing. (2018 - 2021) ● WHS English teachers in the Graphics & Technology Academy offered and scheduled targeted virtual/in-person intervention sessions for D/F students.

Sessions consisted of individual meetings with specific subject area teachers as needed, completion of a goal setting template, and follow-up appointments for the near future. These sessions were scheduled with collaboration between the teachers, students, and their families/guardians. (Fall 2020, Spring 2021, Fall 2021) ● Equitable Grading Practices: develop standards-based rubrics that are student and community-based rather than for points and completeness. ● In 2020 over distance learning, Biology created some common lesson sequences and all common assessments. ● Guidance Counselors in collaboration with the Career Center work with the ninth grade students to understand their transcripts and begin creating a post-secondary plan.

2020-2021: Woodside staff will enroll underperforming students in relevant summer school/support programs.

SAAP advocate

Woodside staff will communicate to students and parents the A-G requirements.

Guidance

Woodside staff will promote and increase enrollment in language electives.

World Language Dept

Woodside will explore possibilities for CTE Pathway expansion to prepare all

Administration

Counselors

Teachers Administration

Guidance IVP

Academy Coordinators Guidance College Advisors

● Project Based Learning in Social Studies: Financial literacy, scarcity, depression, Wall Street Financial Literacy. ● Life Skills: planning for future units. ● Real life government/democracy projects and research. ● Cyberhigh program at Woodside sunsetted and Edgenuity was replaced as the online option for unit recovery in 2020-21. ● District Wide P.D. on Edgenuity. ● Summer of 2021 the entire summer school push was A-G completion for all students, not just those students who failed a course. A stronger focus on A-G in the summer offerings at Woodside and from the District level. ● English I-IV teams now have access to four, completed Common Core unit plans (Spring 2020). ● English II - Revised Research Project on Marginalized Groups (Spring 2021) ● English and Social Studies are continuing to improve, develop, and scaffold the fully-aligned Senior Thesis, a cross-curricular project for all seniors (Fall 2021). ● In a collaboration with the Octagon Community Service Club, AS English I students have the option to work individually with “study buddies,” older students who

40 students for career/trade readiness.

CTE Instructors Teachers

●

For example: Expand Health Science and Medical Technology Industry Sector CTE pathway

● ● ●

Woodside will increase the scope of the current College and Career Center to include Career Readiness Services and increased Career exploration opportunities.

SUHSD School Board

Woodside will increase student support programs and services in The Den and Q-study by addition of specific topic tutoring.

Administration

Woodside will collaborate with partner districts to improve placement policies.

Guidance

Woodside will investigate appropriate differentiation strategies for all students to maintain rigor in all coursework.

Teachers

SUHSD Human Resources WHS Foundation

●

have taken AS I and who can help with content as well as executive functioning skills.

Redoing assessments to include real-life scenarios (F2020, F2021) SAAP: Using grades to create individualized smart goals with 9th grade students.

Scheduling time to meet with foster youth & academically struggling students.

Vertical alignment across School Counseling & College Counseling to tier 1 curriculum - Hatching Results PD 12/2/2021.

Algebra 1, Geometry, and Algebra 2 have shifted to the IM Curriculum, which is more focused on incorporating real-life connections, rich tasks, and student-centered instruction to anchor the content.

2021-2022:

SSA Teachers

Department Chairs

● Ethnic Studies teachers organized a release day for site team to align and collaborate (Fall 2021 and Spring 2022) ● New District co-teaching training for ALL new co-teaching pairs to ensure success for the teachers and the students in those classrooms. ● English teams meeting to align grading standards across at least 2 common unit assessments (Winter and Spring 2022). ● AS English I and English I teams have created a unit plan, scope and sequence for a detracked English I course for the 22-23 school year. (21-22 school year. ● English I - Multimedia unit has students create rhetorical analysis on examples of social media in groups (Spring 2022) ● Literacy Review of Read 180, Systems 44, and Academic Literacy has been meeting Districtwide to reassess placement of students in Sequoia Union High School District.

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Critical Student Learning Need (CSLN) #3 Focus on Campus Climate To promote a positive and inclusive learning environment for students in all subgroups based on the 8 Conditions that will enhance our engaging campus culture.

District Goals: Congruent with SPSA and District Plans LEA GOALS: Goal 3: Promote and increase school/District and community connectedness by providing quality site and districtwide parent engagement and education opportunities.

Goal 7: Promote positive learning environments that will result in students maintaining positive behavior and engaging in their educational experiences as measured by credit accruement, graduation, dropout, suspension, and expulsion rates.

Goal 1: Continue to hire the most qualified teachers for openings in the District, while seeking to increase the number of teachers who reflect demographically the students we serve.

SPSA GOAL: #1 All stakeholders will support the 8 Conditions for developing student aspirations in addition to activities that foster greater spirit, pride, and participation in the school community.

Steps to Achieve Goal

Responsible person(s)

Teachers will incorporate the language of the 8 Conditions into their course syllabi and at Back to School Night and Open House and in other publications.

Teachers

2019- 2020:

Admin

All school assemblies will incorporate the 8 Conditions (three student assemblies, in-coming parent night, freshman welcome assembly).

Leadership students

● Culture Night- BTA, AVID, Green Academy and Leadership students worked together to plan the night. ● Teachers incorporate the 8 conditions into their syllabus and the presentation at Back-to-School Night. ● Fiestas Patrias (lunch time activity) ● More support staff in elective classes to help language learners, SPED, starting in 2020. ● More support staff in elective classes to help language learners, SPED, starting in 2020 ● Strategic grouping in CTE classes to ensure inclusion of newcomers ● Increase in Spanish video announcements ● Articles in school paper in Spanish ● Prom dresses and tickets for ELD students

Students, staff, and parents will use

PTSA; Athletic, Drama, and Music Boosters

Teachers Department chairs Student Activities Director

Student Activities Director BOSA Class officers

Actions Taken Since 2019 to Meet CSLN #3

42 technology to promote examples of the 8 conditions at Woodside (PTSA email blast, Wildcat Spirit Instagram, Wildside Snapchat, online voting, revised announcement format, Student/Athlete of the Week initiative).

Athletic Director

2020-2021:

Leadership classes

Woodside’s SOS program will promote positive relationships based on the 8 Conditions through its programs (Big Cat/Little Cat, Freshman Transition, Unity Project, Increase the Peace Week).

SOS

● Circle-Up Training for the entire Woodside Staff during asynchronous Wednesdays during distance learning, ● Real life government/democracy projects and research ● Open Access for all learners to all classes. ● Students are granted their first choice in elective choice. ● Creation of the Newcomers Center ● Creation of the International Student Club-students helping students who are new to the country and the school. ● Virtual “Coffee with Quaglia” via Zoon during the 20-21 School year. ● Fitness Center revamp (HIIT training, new technology in fitness center) New teacher experiences. Worked with local gyms to build a fitness center.

Promote and maintain Compass summer program to proactively introduce and instill 8 Conditions awareness for incoming 9th graders identified as needing additional support.

Administration

The staff at Woodside will continue to support and revise College Day to provide an all school experience for all students.

ALL stakeholders

Woodside will include all staff in PD from Quaglia Institute Representative.

The Leadership program at

Staff

SSA Teachers

Compass Lead Compass teachers

Administration Student support

2021-2022: ● Continue “Coffee with Quaglia” meetings this year due to favorable feedback. ● Woodside Math teacher at the Boys and Girls Club to assist students in the community who also attend W.H.S. ● Sawubona: We Bring Belonging (Trauma-responsive approach to healing-centered schools) - (Fall 2021) ● College Day returned to Woodside with the return of in person learning.

43 Woodside will increase the availability of reduced cost prom tickets and yearbooks for students with financial need.

services

Woodside will develop an annual Field Day event with competitions, activities, and artifacts to promote the 8 Conditions throughout campus.

Aspirations Task Force

Woodside will establish a new student/transfer student welcome/orientati on protocol.

Administration

Woodside will develop an international student welcome program (2-4 week program including supplies, teacher mentoring, buddy program, and cultural outings for ELD 1 & 2 students & other international students).

ELD Teachers Leadership

Continue Collab 2 “Staff Connections” to foster belonging and inclusion among staff through a variety of events (Morning Mingles, Pass the Cat, Aspiration Boards, Appy Hours, etc.).

Teachers

Guidance

Leadership students Teachers

Leadership classes Guidance Staff

Guidance SOS

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VI. Appendices Relevant Acronyms for Woodside High School ACT

American College Testing

college/career center

AFSCME

American Federation of State, County and Municipal Employees

Classified union

AP

Advanced Placement

AS

Advanced Standing

9th 10th grade

AVID

Advancement Via Individual Determination

Support for 1st-generation college bound

AVP

Assistant Vice Principal

Porter, Velschow

BOSA

Board of Student Affairs

Student govt.

BRT

Bilingual Resource Teacher

Support for EL

BSU

Black Student Union

Student club

BTA

Business Technology Academy

academy

BUILD

Entrepreneurship training

support

CAASPP

California Assessment of Student Performance and Progress

testing

CAN

Critical Academic Need

WASC

CBED

California-Based Educational Data System

School data

CCSS

Common Core State Standards

Curricular guidelines

CDE

California Department of Education

CELDT

California English Language Development Test

EL test

CLAD

Cross-Cultural, Language and Academic Development

Teacher certification

CLEAP

Citizens for a Lawful and Effective Attendance Policy

Lawsuit re: attendance

CM

Constructing Meaning

Staff development

CPM

Categorical Program Monitoring

Review Title 1

CPS

Child Protective Services

Mandatory reporting

CSLN

Critical Student Learning Need

WASC goal

CTE

Career and Technology Education

coursework

46 DC’S

Department Chairs

Campus leadership

DII

Direct Interactive Instruction

Staff development

EAP

Early Assessment Program

CSU testing

ELAC

English Learner Advisory Council

EL parent group

EL/ELL

English Learners/English Language Learners

ELPAC

English Language Proficiency Assessments for California

ESL

English as a second language

ESLR

Expected Schoolwide Learning Result

WASC criteria

FEP

Fully English Proficient

EL designation

FTE

Full Time Equivalent

Employee status

GA

Green Academy

Lead - Greenfield

GATE

Gifted and Talented Education

GED

General Education Development

Test instead of diploma

IA

Instructional Associate

Employee title

ICA

Interim Comprehensive Assessment

SBAC testing prep

IEP

Individual Education Plan

Special Education

ILS

Independent Living Skills

Special Education

IVP

Instructional Vice Principal

Cara Klackle

KLEAR

Kids Learning Empathy and Respect

anti-hate/bullying program

LCAP

Local Control and Accountability Plans

District report

LEA

Local Education Agency

District

LEP

Limited English Proficiency

EL/class designation

LIF

Limited Intellectual Functioning

Special Education

NGSS

Next Generation Science Standards

Curricular guidelines

PAR

Peer Assistance Review

Teacher support

PSAT

Preliminary Scholastic Aptitude Test

PTSA

Parent Teacher Student Association

EL testing

Parent group

47 RFEP

Redesignated Fully English Proficient

EL designation

ROP

Regional Occupation Program

Work study

RSP

Resource Specialist Program

Special Education

SAAP

Student Aspirations Advocate Program

Support program /lead Mooney

SAC

Subject Area Council

District/Dept Chairs

SARC

School Accountability Report Card

SAT

Scholastic Aptitude Test

SBAC

Smarter Balanced Assessment Consortium

testing

SDMC

Shared Decision Making Council

School leadership

SDRT

Stanford Diagnostic Reading Test

Reading assessment

SDTA

Sequoia District Teachers Association

union

SED

Socio Economically Disadvantaged

sub-group

SELPA

Special Education Local Plan Area

Special education plan

SEP

Senior Exhibition Project

Now Senior Thesis

SLO

Student Learning Outcomes

WASC criteria

SMCOE

San Mateo County Office of Education

SPED

Special Education

SOS

Students Offering Support

Student peer leaders

SPSA

Single Plan for Student Achievement

Annual site report

SSC

School Site Council

School governance

SSR

Sustained Silent Reading

Ended 1/2019

SUHSD

Sequoia Union High School District

district

SWD

Students with Disabilities

TA

Teaching Assistant

Student helpers

TIP

Teacher Induction Program

New teacher support

WASC

Western Association of Schools and Colleges

accreditation

WHS

Woodside High School

site

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