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School-wide Action Plan Chapter: 5

WASC: March 2011 Picture Event: Boys Soccer State Champions E C R   

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ECR: Home of Academic and Athletic Excellence


CHAPTER­5 ACTION PLAN 2011­2017  The Action Plan for El Camino Real High School was developed as a result of extensive discussion with the Focus groups that had  representation of every stakeholder. In addition to the focus group meetings, each department met to discuss and analyze the  critical areas of need from the department’s perspective.    The areas the groups focused on were based on analyses of CST and CAHSEE results, API and AYP scores. The data gave rise to  certain questions and responses to those questions led to areas of need. The most important areas of need were: close the  achievement gap, support English Learners, provide intervention in other areas of need so that all our students are more  successful, and improve student proficiency in mathematics. Once these areas were identified, we devised our action plan, as a  school community, to address those needs.  We have plans to assess and monitor the implementation of our Action Plan which is  delineated in the charts that follow. Overall monitoring of our progress in meeting our Action Plan goals will occur at least once  per year by the Administrative and Self‐Study leadership teams.       

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GOAL 1: To Close the Achievement Gap    RATIONALE:   From the CST data it is evident that there is a significant  gap in achieving proficiency between White and Asian  students and their African‐American and Latino counter parts.    Critical Need: To ensure academic success of all students, with specific focus on the under‐ performing sub‐groups, by identifying  students’ needs and responding with effective teaching strategies and programs.     Growth Targets:   • • • •

Meet or exceed API growth  targets determined by the State for all sub‐ groups  Meet or exceed  AYP growth targets determined by the State for all sub‐ groups  Increase the percent of students scoring Advanced or Proficient on the CST by at least 10% in all subjects  Increase the proficiency rate of under achieving students by at least 10%  

ESLRs Addressed: Literacy, Numeracy, and Appropriate/Effective Communication Skills; Critical Thinking and Problem‐solving  skills; Perseverance to Explore and Achieve Career, Education, and Individual Goals; Academic, Personal, and Social  Responsibility. 

E C R   

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ACTION STEPS 

TIMELINE

2011-2017

• Data Analysis Team • Administration • Faculty

2011-2017

2011-Ongoing

2011-2017

Use data analysis of Periodic Assessments to inform teaching/reteaching

Create support programs for underachieving students

E C R   

      RESOURCES 

• Data Analysis Team • Administrators • Instructional Team • Faculty

Use data analysis to identify underperforming subgroups on the CST and CAHSEE

Institute a system that would regularly engage parents in the learning process

   MONITOR/     REPORT TO 

     ASSESSMENT        OF PROG/PROCESS 

    EVIDENCE OF        PROGRESS 

Data Analysis Team Data Analysis Software

• CST Data Report • CAHSEE Data Report

Reduction in Achievement Gap on the CST (especially ELA and Math) and CAHSEE

Data Analysis Reports

• • • •

Periodic Assessment Data Lesson Plans Classroom Observations Department Meetings

Improved student performance on CST

• Administrators • Intervention Coordinator • Counselors

• • • •

Homework period Advisory period Peer tutoring, Faculty tutoring

• • • •

Attendance Logs Staff Sign-in Logs Counselor Reports Intervention Coordinator Reports

• •

Improved Grades Improved CST scores

• Administrators • Outreach Committee members

• •

Parents/PTSA Department Chairs Counselors Faculty Guest Speakers Friends of ECR Family Module Website E-Mail

• Meeting Agendas • Sign-In Sheets • Surveys

Increased attendance at school functions Improved communication between parents and the school

• • • • • • •

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ACTION STEPS 

   MONITOR/     REPORT TO 

TIMELINE

      RESOURCES 

• Administrators • Technology Committee

• • •

Explore the use of technology-based intervention programs to assist underperforming students

2011-2017

Expand counseling services

2011-2012

• •

Principal APSCS

2011-Ongoing

• •

Administrators La Familia Sponsor The Village Sponsor

• •

Administrators Club Sponsors

• •

• •

Administration Instructional Team Mentor Teachers

• • • • •

Reinstate La Familia and The Village

Create Hispanic Scholars Club and expand the role of the Black Student Union

2011-Ongoing

Provide training to core teachers to be able to reteach difficult concepts while staying on pace for the periodic assessments

2011-Ongoing

E C R   

    EVIDENCE OF        PROGRESS 

• Meeting Agendas • Intervention Sign-In Sheets • Rate of Program Completion

• • •

Charter School Funding

• Counselor Notes • Deans Office Notes • Intervention Coordinator Notes

Increase meeting time with each student and family

Charter School Funding Faculty

• • • •

Program Schedules School Calendar Meeting Agendas Student Survey

Increased student connection to school and buy-in to school goals Improved grades and CST scores

Faculty Student Council

• • • •

School Club List Club Sign-In Sheets Meeting Agendas Student Survey

Faculty Visiting Experts Instructional Coach Training materials Charter School Funding Online support

• • • •

Meeting Agendas Staff Participation Counselor Records Conference Records

• •

     ASSESSMENT        OF PROG/PROCESS 

Computer Labs Program Software Technology coordinator Read 180 Online classes

• • •

Improved Grades Improved CST scores Increased graduation rate Increased CAHSEE pass rate

Increased club participation Increased attendance Increased connection to school and buy-in to school goals Improved achievement on CST scores

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GOAL 2: To Provide Intervention Programs to Improve Student Achievement.    RATIONALE: In order to make all students academically successfully, to reduce the D/Fail rate, to improve the proficiency rate of  under‐performing sub‐groups, and to continue to improve the school’s CST and AYP scores, El Camino Real High School needs to  implement programs that support both personal and academic growth of  our students.      Critical Need: To improve the academic performance of all students, to engage all students in various aspects of the school, and to  increase the participation rate in the school’s Advanced/Honors program.    Growth Targets:   • • • • •

Decrease the D/Fail rate for all students by at least 20%  Increase the graduation rate to 96%  Intervene in the 9th grade to prevent the same students from experiencing failure repeatedly  Increase student participation rate in Advanced Placement classes by 25%  Decrease present drop‐out rate by 50% 

ESLRs addressed: Literacy, Numeracy, and Appropriate/Effective Communication Skills; Critical Thinking  and Problem‐Solving skills;  Perseverance to Explore and Achieve Career, Education, and Individual Goals; Academic, Personal, and Social Responsibility; Effective,  Appropriate , and Ethical Use of Technology. 

E C R   

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ACTION STEPS 

TIMELINE

Expand the role of the Intervention Coordinator and make it a full-time position

2011-2013

Improve Freshman Orientation Process and Initial Support of Freshmen

2011Ongoing

 MONITOR/   REPORT TO  • Administration

• Administration

RESOURCES

  EVIDENCE OF      PROGRESS 

• • • • •

Counselors APSCS Data Reports Intervention Programs Charter School Funding

• Student Report Cards • Attendance Records • Graduation Rate • CSTscores • CAHSEE Scores

• • • • • • •

Administration Counselors Faculty Charter School Funding Student Council PTSA Activity Sponsors

• Orientation Meeting • Agenda and Activities • First-Week Informational Meetings • Student Planners • Surveys • Summer Bridge • Program Handbook and Course Syllabus

Re-establish Summer Bridge Program for incoming 9th graders identified as needing extra help

2011-2013

• Administration

• • • •

Increase the role of peer support groups such as PALs, PETs and BRC

2011-2017

• Peer Support Program Sponsors

• Sponsors • Guest Speakers • Intervention Coordinator • Peer Tutors/Counselors • Deans • Counselors

E C R   

  ASSESSMENT   OF    PROG/PROCESS 

Faculty Administration Counselors Intervention coordinator • Charter School Funding

• Intervention Records • Observations • Sponsor Evaluations

• • •

• •

Improved Individual Student Performance Improved attendance Lowered dropout rate Increased communication between school and home Decreased D/F Rate for Freshmen Increased Freshmen membership in clubs Stronger Connection to School

Improved ELA and Math Skills

Increased individual student achievement Increased student participation rate in peer support groups Increased attendance

• •

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ACTION STEPS  Create formal tutoring programs including lunch, after school, and/or Saturdays

TIMELINE 2011-2017

 MONITOR/   REPORT TO  • Intervention Coordinator • Counselors • Administration

RESOURCES • Charter School Funding • Faculty/Staff

  ASSESSMENT   OF    PROG/PROCESS  • Tutoring Schedule • Tutoring Participation • Entrance/Exit Assessment

  EVIDENCE OF      PROGRESS  • • • • • •

Re-establish Advanced Placement Transition program to increase skills of students wishing to participate in AP classes

2011-2017

• College Counselor • Counselors • Administration

• Faculty • Counselors • Charter School Funding • AP Curriculum

• Transition Program • Schedule and Syllabus • Student Participation

• • •

Continue Online credit recovery program

E C R   

2011Ongoing

• Counselors • Technology Coordinator • Intervention Coordinator • Administration

• Continued use of APEX online learning curriculum • Technology Coordinator • Faculty • Charter School Funding • Counselors

• Program participation records • Online curriculum

• •

Continued growth of program Number of sessions offered Number of subjects offered Student participation Staff participation Improved grades

Increased Enrollment in AP/Honors program Growth in the number of sections of AP classes Continued successful pass rates

Increased graduation rate Reduced dropout rate

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ACTION STEPS 

Increase Number of counselors

Increase nursing hours to full time

 MONITOR/   REPORT TO 

TIMELINE 2011-2013

2011-2013

• Administration

• Administration

RESOURCES • Charter School Funding

• Charter School funding • District Nursing Services

  ASSESSMENT   OF    PROG/PROCESS  • Staff Roster • Administrative Observation • Counseling Records • Nursing Records • IEPs • Athletic Records

  EVIDENCE OF      PROGRESS  • •

• •

Create a Data Analysis Team

Increase articulation with feeder middle school especially focusing on transition to high school

E C R   

2011Ongoing

2011Ongoing

• Administration • Data Team

• • • •

Administration Staff Data Team Counselors

• • • •

Faculty Volunteers Data Analysis Software MyData CDE website

• School Staff • Data Reports • Buy Back Day Meetings • Common Meeting Times • Charter School Funding

• Data Team Agendas • Data Reports

• • Meeting Agendas • Counselor Records

• •

Reduced Counselor Student Ratio Increased counseling time with each student Increased ability to service daily medical needs of students Continued compliance with IEPs and Athletic clearance Decreased reliance on other staff to perform nursing duties Increased use of data to inform instruction and drive budgetary decisions Increased student performance Improved identification of struggling students Increased departmental collaboration between schools Appropriate class placement of student

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ACTION STEPS 

TIMELINE

 MONITOR/   REPORT TO 

RESOURCES

  ASSESSMENT   OF    PROG/PROCESS 

  EVIDENCE OF      PROGRESS 

Explore alternative scheduling/calendar

2011-2013

• Administrators • Instructional Team

• Instructional Team • Charter School Funding

• Educational research: including examining schedules of other similar schools • Committee reports

• •

Stakeholder Surveys Meetings with Stakeholders

Expand Positive Reinforcement Programs such as Awards Nights and Assemblies to include all grades and various achievements

2011-2013

• Administration • Faculty • Counselors

• • • •

• Awards Night • Program Assemblies

Increased Recognition of Student Achievement Increased Student Achievement

• Administration • Testing Coordinator

• Testing Coordinator • Faculty • Intervention Curriculum

• Student participation rate • Class assessments

Continued success on the CAHSEE for all students

• Administration • Special Education Coordinator • Special Education Counselor

• Faculty • Special Education Coordinator • Administration

• Classroom observations • Meeting agendas

Increased proficiency on CST and CAHSEE

Continue to offer CAHSEE intervention classes and boot camp Professional development on differentiated instruction to address the needs of special education students

2011Ongoing

2011-2017

Counseling Staff Administration Student Leadership Faculty

 

E C R   

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GOAL 3: To Improve English Learners’ Proficiency in Mathematics and English Language Arts  RATIONALE:  Data analysis of CST and AYP scores indicates that the ELA and mathematics proficiency rates of English Learners need  to be improved. Therefore, to ensure these students’ success we need to provide more effective support programs  for them and  their families    Critical Need: To have English Learners experience success through intervention programs tailored specifically to their needs.    Growth Targets:   • • • •

Increase the proficiency rate of English Learners by at least 10%  Increase parent involvement in the English Learners’  education process  Participation of at least 80% of English Learners in support programs  Ensure teaching methods include appropriate scaffolding methods in 100% of classes that serve English Learners  

ESLRs addressed: Literacy, Numeracy, and Appropriate/Effective Communication Skills; Critical Thinking  and Problem‐Solving skills;  Perseverance  to  Explore  and  Achieve  Career,  Education,  and  Individual  Goals;  Academic,  Personal,  and  Social  Responsibility.

  E C R   

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MONITOR/ REPORT TO 

EVIDENCE OF  PROGRESS 

TIMELINE

Data Analysis to focus on skills in which work is needed

2011-2017

• Administration • EL Coordinator • Faculty

• Data Analysis Team • Data Analysis Software

• CST Data Report • CAHSEE Data Report • CELDT Data Report

• Increased CST, CAHSEE, and CELDT scores

Parent Support Programs

2011-2017

• Administration • EL Coordinator

• • • •

• • • • •

• • • • •

• Charter School Funding

• Increased Participation in school functions • Increased EL student achievement • Increased School connection • Increased student achievement

After school/Saturday tutoring

2011-ongoing

Teacher Training/Professional development in the use of SDAIE strategies

2011-ongoing

Create Math Intervention Program for EL Students

2011-2017

Administration EL Coordinator Faculty Administration El Coordinator

• Administration • EL Coordinator • Math Department Chair • Faculty

RESOURCES

ASSESSMENT OF PROG/PROCESS 

ACTION STEPS 

PTSA Parent Center Staff Parents

• Charter School Funding • Grants • District EL Office • Training Material • Guest Speakers • Best Practices (faculty) • Charter School Funding • Math Faculty • Data Analysis Report • Sample Tests • CST Released Questions

Agendas Calendar Sign-In Sheets Participation Reports Parent Survey

• Attendance Records Agendas • Tutoring Calendar • Class Observations by Administration and Instructional Coach • Training Agendas • PD Calendar • Sign-In Sheets

• Student Participation Rate • Agenda • Teacher Participation

• Increased student achievement • Increased CST and CAHSEE scores

• Decreased D & F Rate • Increased proficiency Rate on CST • Increased CAHSEE pass rate

  E C R   

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GOAL­4: To Improve Student Proficiency in Mathematics   Critical Need: There is a critical need for the mathematics proficiency rate at El Camino to increase so that it is on par with other  subjects and continues to meet state requirements.     Rationale: Although CST mathematics scores have improved steadily at El Camino, they are still below our expectations.  Proficiency  rates in mathematics are below those of English, social studies, and science.    Growth Targets: The following are our growth goals:   • • •

Decrease the D/Fail rate for mathematics by at least 20%  Intervene in the 9th grade to prevent the same students from experiencing failure repeatedly  Improve proficiency rate on CST (mathematics)  

ESLRs Addressed: Literacy, Numeracy, and Appropriate/Effective Communication Skills; Critical Thinking and Problem‐Solving Skills;  Academic, Personal, and Social Responsibility 

E C R   

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ACTION STEPS 

TIMELINE

Use data analysis of the periodic assessments in mathematics to identify state standards that students are having the most difficulty mastering Use data analysis of the periodic assessments in mathematics to identify specific students that are struggling to meet state standards

2011-2014

Create a formal tutoring program for mathematics (at lunch, after school and/or Saturday)

2011-2013

   MONITOR/     REPORT TO  •

2011Ongoing

Expand the peer tutoring program in order to meet the needs of more students

2011-2013

Expand the use of the online learning program to give students more options for credit recovery in mathematics

2011-2017

• •

Data Analysis Team Administration Mathematics faculty

• • •

Counselors Administration Department Chair

• •

Peer Tutoring Sponsor

• •

Counselors Technology coordinator Intervention Coordinator Administration

• •

E C R   

RESOURCES 

Data Analysis Team Administration Mathematics faculty

• •

 ASSESSMENT   OF  PROG/PROCESS 

• • •

• •

• • •

   EVIDENCE OF   PROGRESS 

Data Analysis Team Data Analysis Reports

• •

CST Data Report Periodic Assessment Data Report

Increased proficiency rate on the periodic assessments and CSTs

Data Analysis Team Data Analysis Reports

• •

CST Data Report Periodic Assessments Data Report

Increased proficiency rate on the periodic assessments and CSTs

Charter School Funding Faculty Intervention Coordinator

• •

Tutoring Schedule Tutoring Participation

Continued growth of program Number of sessions offered Student participation Staff participation Improved student grades and assessment results

Intervention Coordinator Peer Tutors

• • •

Tutoring Records Observations Sponsor evaluations

APEX online learning curriculum Faculty Charter School Funding

Program participation records Online curriculum

• • • •

• •

• •

Increased individual student achievement Increased participation in peer support groups Increased graduation rate Decreased dropout rate

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ACTION STEPS 

TIMELINE

Adopt different, state-approved mathematics textbooks, especially in Algebra I and Geometry

2011-2014

   MONITOR/     REPORT TO  • •

Administration Department Chair

RESOURCES  • • • •

Increase parental engagement in the learning process. For example, bring back Algebra Night and increase communication with parents about the topics being covered

2011-2017

Explore the creation of a schoolwide mathematics program similar to Writing Across the Curriculum that emphasizes the practical applications of a mathematics education

2011-2013

Provide training to core subject teachers on how to re-teach difficult concepts while staying on pace for the periodic assessments

2011-2017

Explore the use of technology based mathematics programs to supplement the core curriculum

2011-2013

Administration Department Chair

• • •

Administration Department Chair Instructional Coach

• •

• •

Administration Department members

• • • •

E C R   

• •

• •

• •

Administration Technology Coordinator Department Chair

 ASSESSMENT   OF  PROG/PROCESS 

• • •

• • • •

Observations of adoption meetings Eventual adoption of new textbooks

The use of newly adopted textbooks

• •

Event participation Correspondence with parents

Reinstating Algebra I Night Increased parent communications

Department Chair Mathematics faculty Instructional Coach

School-wide mathematics activities

Use of school-wide mathematics activities on a consistent basis

Faculty Instructional Coach Visiting Experts Charter School Funding Online support Administration Technology Coordinator Department Chair

• •

Meeting Agendas Staff participation

Improved proficiency on Periodic Assessments and CST

List of State adopted textbooks Textbook publishers Department Chair Mathematics faculty Textbook Funds Department Chair Mathematics Teachers Counselors Intervention Coordinator

   EVIDENCE OF   PROGRESS 

• •

Classroom observations Staff usage

• •

Decreased D/F rate Increased proficiency on the CST and CAHSEE

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ACTION STEPS  Re-establish Summer Bridge Program and specifically target incoming 9th graders identified as needing extra intervention in mathematics Provide professional development on differentiated instruction in mathematics to address the needs of special education students Continue to offer CAHSEE intervention classes and boot camp

   MONITOR/     REPORT TO 

TIMELINE

 ASSESSMENT   OF  PROG/PROCESS 

RESOURCES 

   EVIDENCE OF   PROGRESS 

2011-2013

Administration Counselors

• • •

Faculty Counselors Administration

Summer Bridge Program Handbook and Course syllabus Entrance/Exit Exams

Improved Mathematics skills

2011-2017

• •

Administration Special Education Coordinator Department Chair

• •

Faculty Special Education Coordinator

Classroom Observations Meeting Agendas

Increased proficiency on the CST and CAHSEE

Administration Testing Coordinator Mathematics Department

• •

Testing Coordinator Faculty Curriculum

Student Participation Rate Class assessments

Continued success on the CAHSEE for all students

• 2011Ongoing

• • •

• • •

   

E C R   

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Chapter 5  

WASC Chapter 5

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