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Grace M. Davis High School SELF-STUDY REPORT

1200 W. Rumble Road

Modesto, CA 95350

Modesto City Schools

March 5, 2018

ACS WASC/CDE Focus on Learning Accreditation Manual,

2017 Edition

Gdocs 2017 ACS WASC/CDE Edition

Grace M. Davis High School ACS WASC/CDE Self-Study Report

School Leadership Team

Administration Sara Gil………………………………………..Principal Ryan Reynolds……………………………….Associate Principal, Curriculum & Instruction Monica Lombardo…………………………....Assistant Principal, Pupil Personnel Services Sean Davis…………………………………....Assistant Principal, Attendance & Supervision

WASC and Home Group Site Leadership Team Victor Soria……………………………………English Teacher/ WASC Chair Shari Anderson……………………………….Science Chair Ellen Boley…………………………………....Instructional Support Co-Chair Lindsay Bryan………………………………...English / Drama Teacher / Culture PLC Chair Lindsey Bird…………………………………..Language Institute Coordinator Tammy Burris…………………………………Agriculture Teacher / CTE Electives Chair Amelia Herrera………………………………..English Teacher / Instruction Chair Joy Koski……………………………………...English Chair / AVID Teacher Kelly Klassen………………………………….Curriculum PLC Chair Bridgit Moore………………………………….Activities Director, Support Co-Chair Julie Larson…………………………………...Special Education Co-Chair Lisa Moore…………………………………….Special Education Co-Chair Kevin Ruiz……………………………………..PE Chair Tricia Spenker………………………………...Fine Arts Teacher / PD PLC Chair Galen Wildeman……………………………...Math Chair/ Instructional Coach Mark Viss…………………………………….. Social Science Chair / HCA Coordinator

Focus Group Leaders Organization: Vision and Purpose, Governance, Leadership, Staff and Resources Tricia Spenker

Standards-based Student Learning: Curriculum Tammy Burris (Jan 2017) Kelly Klassen (Oct 2017)

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Standards-based Student Learning: Instruction Joy Koski (Jan 2017) Amelia Herrera (Aug 2017)

Standards-based Student Learning: Assessment and Accountability Galen Wildeman

School Culture and Support for Student Personal and Academic Growth Lindsay Bryan

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TABLE OF CONTENTS

Preface 4

Chapter I: Progress Report 6

Chapter II: Student/Community Profile and Supporting Data and Findings 18

Chapter III: Self-Study Findings 47

A: Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources 48

B: Standards-based Student Learning: Curriculum 79

C: Standards-based Student Learning: Instruction 94

D: Standards-based Student Learning: Assessment and Accountability106

E: School Culture and Support for Student Personal and Academic Growth 123

Prioritized Areas of Growth Needs from Categories A through E 139

Chapter IV: Summary from Analysis of Identified Critical Student Learning Needs 140

Chapter V: Schoolwide Action Plan 144

Appendices 186

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PrefaceGrace M. Davis High School faculty, staff, students, and parents began this self-study process in January of 2017 with the intent of examining its progress toward the established Schoolwide Learner Outcomes, prior critical areas for follow-up, and determining new areas of need. One teacher was provided an instructional period to coordinate, monitor compliance with WASC expectations, and oversee the self-study. The coordinator and associate principal attended WASC trainings in preparation for guiding the process. The associate principal also joined a visiting committee to better understand expectations.

The stakeholders were presented with schoolwide evidence of student learning and areas of concern. This evidence consisted of the Principal’s Summit presentation, the Single Plan for Student Achievement (SPSA), and a broad range of schoolwide data reflecting our progress toward our WASC critical areas for follow-up. An interactive Nearpod presentation was used to review schoolwide data with staff, requiring teachers and some classified staff to analyze and comment on each data point.

After reviewing initial data and determining trends, the WASC leadership team was identified and assigned oversight of their respective focus groups. The district provided stipends for teacher leaders. Training for WASC leadership and focus group leaders was provided through school leadership team meetings after school and one-on-one meetings with the WASC coordinator. Stakeholders were divided into focus groups and home groups after giving them input on joining a preferred group through a Google Form Survey. Given the size of the staff, the number of focus groups was increased to provide smaller, more effective group sizes. The 13 focus groups were assigned as follows:

● Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources (3Groups)

● Standards-based Student Learning: Curriculum (2 Groups)● Standards-based Student Learning: Instruction (2 Groups)● Standards-based Student Learning: Assessment and Accountability (3 Groups)● School Culture and Support for Student Personal and Academic Growth (3 Groups)

WASC focus group and leadership membership shifted at the start of the 2017-18 school year (August 2017) due to retirements, more than a dozen new hires, and other staffing changes including a a new principal and assistant principal of supervision.

Focus groups were provided time during staff meetings and early release collaboration days to respond to their assigned criteria and prompts. The average group size for focus groups was 7 to 8 people. Home groups were established using pre-existing departments (e.g. English, Math, Foreign Language, etc.). Focus group members regularly shared their questions and progress with their home groups.

To provide clear directions, guidance, structure, and support, the self-study and focus group tasks, data, and work in progress were organized in the school’s adopted online learning management system (LMS), Schoology. Focus groups worked collectively to respond to provided

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prompts using Google Apps for Education and it’s collaborative word processing app. This highly collaborative process resulted in a self study that was truly authored by a large group. This may be perceived as there is noticeable variation in “voice” as one reads through the document.

Stakeholders played a highly active role in the self-study process, participating in meetings, large surveys, providing helpful insights, drafting the self-survey, and the development of the school’s action plan.

Parent input was collected through parent involvement in School Site Council, district LCAP meetings, English Learner Parent Partnership (ELPP) meetings and regular coffee with counselors meetings. Parent input is also collected through annual LCAP school site parent surveys.

Classified staff input was also collected through annual LCAP staff surveys. In addition, Google form surveys were sent out to classified staff to gather input. Due to daily operational needs and office hours, paraprofessionals were included in focus groups, whereas office and custodial staff input was provided through the previously mentioned surveys.

The district leadership, including directors and the associate superintendent of educational services, assisted in the development of priorities in the school’s Single Plan for Student Achievement (SPSA) and the Local Control and Accountability Plan (LCAP). The specific goals are provided to each school site annually and the school site determines how to best meet them using available resources and stakeholder input. The SPSA and LCAP goals factored heavily into the ongoing development of the school’s WASC action plan.

As the SPSA and WASC action plans were updated yearly, the principal was responsible to report progress, areas of need, and next steps to all stakeholders through the annual start-of-year and mid-year principal’s summits. These plans and documents were shared with district and site leadership, parents, staff, and publicly on the school and district websites. The most recent update to the WASC action plan was the result of this self study. Staff was given time during a staff meeting to provide input and suggestions for the action plan keeping their responses in line with our SLO’s, SPSA, LCAP, and determined critical areas of need. WASC leadership and school administration updated the action plan with those items that addressed all areas.

In November of 2017, the Schoolwide Learner Objectives (SLO) were reviewed and updated to better represent the school’s current needs based on self-study findings, the aforementioned LCAP survey data, current standards, the need to further integrate 21st century learning skills, recognizing our work on the instructional norms, and reflecting our students global awareness. To accomplish this goal of updating the SLO’s, the focus groups were presented with the existing SLO’s, a review of instructional norms, critical areas of need, SPSA and LCAP goals, ACS WASC criteria, and a graphic organizer to provide input. The WASC leadership team subsequently met afterschool and used the input to finalize updates to the Schoolwide Learner Outcomes.

Though this self-study process was challenging, time intensive, and highly reflective, the staff, students, and parents were able to see more clearly the current strengths and concerns on campus and develop a positive plan that addresses these areas.

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Chapter 1 Progress Report

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Chapter I: Progress Report Summarize progress on each section of the current schoolwide action plan that incorporated all schoolwide critical areas for follow-up from the last full self-study and all intervening visits.

Comment on the original critical areas for follow-up not in the current plan.

Area 1 The leadership and instructional staff should continue to build upon the systematic use of student performance assessment results in order to monitor the impact of programs, services, instruction, and staff development on student achievement.

What We’ve Done Since Last Full-Cycle Visit (2012) ● We began using Lexile Data (Reading Inventory) to consistently measure students’

reading level. ● Similarly to the Reading Inventory, we began using Quantile Data (Math Inventory)

to better place students in the proper math curriculum. ● Data is reviewed during the 8 grading periods to identify and track students who

need extra assistance in getting grades back on track. This data is shared with students’ teachers.

● CLUB 230 intervention was implemented to address the needs of struggling students. Students who received 4 or more D/F grades were enrolled into CLUB 230. Recently, the title, CLUB 230, was retired, but the practice of reviewing D/F grades still continues and counselors meet with students to address the loss of credit.

● Language Institute (LI) is a district program housed on GDHS campus to accelerate the English language acquisition of newcomers (students who have less than 4 years in the U.S. school system). We have worked to revamp the curriculum to better meet the needs of this student population.

● We have piloted several integrated student data systems which were aimed at using RTI cut points to identify students’ needs.

● We have used benchmark exams written by a committee of district teachers as formative assessments to better identify student needs. These benchmarks are used as discussion points for department collaborations to identify weaknesses and areas of concern.

What We’ve Added Since Mid-Cycle Visit (2015)

● Usage Reports for purchased web-based resources have been instrumental in targeting assistance and training. These reports have been generated for Schoology, our online learning management system, Albert.IO AP test preparation, MathSpace, SchoolCity Assessments, and StudySync English Curriculum.

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● District Benchmarks in ELA and Math have been updated to better reflect state standards, SBAC/CAASPP item types, and performance tasks. To facilitate a faster feedback loop, these district benchmarks are given quarterly using Schoology and SchoolCity. Teachers and administrators have access to the results. Several ELA teachers have participated in grading the benchmarks together in order to better norm their analysis and plan together.

● We use Lexile reading assessment data as one measure to place students in the appropriate level classes. It also provides a means to monitor growth in reading and allows for differentiated instruction in the classroom.

● SBAC/CAASPP data, claim data, and the California School Accountability Dashboard have been used to conduct discussions with school leadership and staff at staff meetings and as part of the self-study.

● Since the last mid-cycle visit, we have implemented PBIS. The Positive Behavioral Intervention and Supports system was put in place to better respond to student needs in order to foster the concept of Positive Behavior and school pride throughout our campus. It is our goal to have this positive culture recognized by our school as well as our community. Discipline data is regularly reviewed to determine next steps for the PBIS plan. This includes suspension trends, reasons for referrals, student responses to surveys in the intervention center, and mediation tracking.

● We have implemented Spartan Walks. Groups of teachers visit classrooms to identify and report best teaching practices. Results are then shared with the rest of the staff.

● Annually, the principal’s summit is prepared to disaggregate data, identify areas of strength and need, and share next steps. This is done in conjunction with updating the single plan for student achievement and the WASC action plan. The summit is shared with the district leaders, staff leadership, and faculty in order to help with planning and guidance.

Area 2 In an organized and systematic way, staff needs to use data to modify instruction. This includes both the content of what they teach and reteach, and the strategies that they use to provide relevance and rigor to the student’s educational experience, and to improve student performance. What We’ve Done Since Last Full-Cycle Visit

● The introduction of systematic collaboration plan where teachers have been able to meet regularly to discuss and design curriculum, share best practices and strategies for student engagement

● Our site piloted the adoption of 1:1 devices for students. Initially, Chromebooks were introduced as everyday instruction tools. Our site was on the vanguard for our district’s adoption of 1:1 devices for the entire district at the high school level. Our site has worked at maximizing the effectiveness of digital media in instruction,

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which has included the adoption and use of a learning management system (LMS). Staff and students have worked to improve their digital literacies.

● The Expository Reading and Writing Course (ERWC) is a full-year college preparatory English course for seniors. We introduced quarterly modules into the lower grades. The modules were selected to specifically address the CCSS and increase the rigor of the traditional ELA course

● We were in the process of adopting new ELA and mathematics curriculum. The district was in the process of piloting a digital textbook for ELA

What We’ve Added Since Mid-Cycle Visit

● Digital Resources - Since our site went digital, we have strived to implement Digital resources that would support our students’ needs.

○ Schoology LMS: One of those tools is the Schoology Learning Management System (LMS), which staff, students, and parents use. As our adopted digital platform similar to the likes of Google Classroom or Blackboard, it is the online classroom equivalent to the physical classroom. As an essential method of communication between our site and the students, Schoology also allows teachers to provide and collect materials to and from students while also viewing the workload of their students’ other classes. This LMS also enables staff collaborate and share materials.

○ Google Apps : Google Forms/Drive-students use this tool to create assignments, share documents, and create folders.

○ Lexile Reading Inventory: The use of Lexile data to inform instruction and drive student placement of our newcomers to the United States has increased dramatically through teacher team inquiry cycles, quarterly Language Institute (LI) student data discussions, and placement meetings. The LI uses Read 180 and System 44. These classes monitor student lexile to not only ensure rigor that matches student ability, but also to move students into college prep courses as soon as they are ready. Lexile is also used to differentiate lessons for individualized student need in both ELD and Read 180 classes.

○ ELA StudySync: District-adopted ELA digital curriculum was added 2017 for grades 9-12; this program provides cross-curricular, multimedia lessons along with ELD lessons, a rich library of fiction/nonfiction, and critical thinking/writing assignments.

● More challenging and accountable formative assessment ○ Kahoot is a game based learning platform. It is used as a formative tool to

gauge student understanding. ○ Nearpod is an interactive multimedia platform that teachers use to engage

students and receive immediate feedback from students. Teachers create presentations that can include web content, videos, images, quizzes, and polls. Nearpod allows teachers the ability to adapt lessons based on student feedback during a lesson based on immediate feedback

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○ The use of Quizlet gives teachers the ability to create study sets that students can access on their devices. Reports from quizlet can be used to track student progress and provides teachers feedback, which can be used to tailor lessons based on students’ needs.

○ Professional development was provided to staff during a staff meeting specifically targeting the use of formative and summative assessments and helping teachers understand the difference.

○ As a result of the ongoing professional development provided by Leverage Learning, site leadership and instructional coaches scheduled regular instructional rounds and classroom visitations for teachers and debriefed afterward. Helpful and constructive observations were shared with staff via email to improve school wide instruction. Periodically, these rounds were lead by Leverage learning or district leadership to assist with norming.

Area 3 The leadership and instructional staff must strengthen their ability to examine standards and set levels of proficiency and performance using tools such as rubrics and other authentic assessments. What We’ve Done Since Last Full-Cycle Visit

● Our staff was committed to common writing rubrics. Our staff used collaboration time to not only emphasize the importance of using common rubrics across the curriculum, but through the implementation of the Schoology LMS, teachers were able to share common rubrics digitally. The district Writer’s Handbook also includes common rubrics for writing across the curriculum

● District benchmarks were given in core classes. Exams were administered online and included open ended questions. The grading is done through a common rubric developed by a committee of teachers.

● Our staff has worked at creating Authentic Assessments. Individual teachers and departments have used the new digital tools to introduce more authentic assessments into the curriculum. Collaboration time has been spent designing and discussing new ways to better assess students.


● Our site has worked toward building the us of academic vocabulary and elevating student register. Many teachers have started pre-teaching vocabulary and demanding the use of selected academic terms in student responses.

● The staff has worked to increase the Depth of Knowledge (DOK) asked of students with the required level of thinking. During collaboration time, staff worked to brainstorm how staff would use DOK in their classes. A video was created to reinforce the concept and demonstrate how other teachers on campus use Depth of Knowledge to raise the complexity of thinking required. Verbs used in lesson

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learning targets or objectives have increasingly become higher DOK. ● Ongoing training on the use of rubrics has been provided as rubrics are now

available to integrate or build into Schoology assignments online. Teachers can set definitions for various levels of proficiency prior to an assignment and it is readily available for students to see as they start their work. When grading, teachers merely check the appropriate boxes in the digital rubric and a score is generated. These rubrics are popular in the English department and in a few pockets elsewhere on campus.

● PLC teacher teams collaborated as part of instructional inquiry cycles to select an essential learning standard. This selection of guaranteed learning led teacher teams to develop a shared formative assessment to measure success. Teams then met again to review the data and determine next instructional steps. This follows the “Plan, Do, Study, Act” model.

Area 4 The school needs to work with the district to provide resources that allow time for 1) systematic and formal faculty collaboration and 2) instructional time in order to accomplish and support the above growth areas. The school should consider developing formalized Professional Learning Community protocols for this work. What We’ve Done Since Last Full-Cycle Visit

● Systematic and formal faculty collaboration: This goal has been well addressed. Over the past several years we have been able to establish weekly collaboration times for the faculty. This is achieved through the following:

○ Early-release days : The district and the local teachers’ union negotiated to add fifteen days a year where teachers are given an hour on an early release day to work together in PLCs, grade level and content area groups. The fifteen days are spread out to include about two days a month, except the months where the calendar will not permit. These days have been well received. With the implementation of the digital model, teachers are finding no shortage of topics to discuss. One such topic includes opportunities for Special Education teachers to communicate and check-in with regular education teachers on the progress of individual students.

○ Monthly department meetings: Department meetings have historically been a part of the teachers’ contract. . A coordinated effort was made to schedule these meetings on Mondays during a week where there is not an early-release hour. Content area groups meet to discuss curriculum, design common assessments, share digital resources, etc. In the past, the prevalent school culture perceived these meetings as unproductive. The new collaborative culture that has developed since the last WASC

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Self-study has transformed these meetings into invaluable resources for the teachers.

○ Monthly faculty meetings: Faculty meetings have also been an historical part of the teachers’ contract. A coordinated effort was made to schedule these meetings on Mondays during a week where there is not an early-release hour or a department meeting. General announcements and other staff related topics are done through electronic means when possible, so as to minimize the time needed to meet as a full faculty. PLC groups meet to discuss curriculum, review professional development opportunities, develop a PBIS rubric, discuss common instructional practices and more.

○ Full-day release time each quarter: For the past four years, the Single Plan for Student Achievement (SPSA), through the direction of the School Site Council, has seen the need for collaboration as paramount. Funding has been set aside to provide a full day substitute for department members, so they can use this concentrated time to review data, learn new skills, dissect the new Common Core Standards, work with the new technology and more. The SPSA also funds a full-time instructional coach. The coach meets all day with the departments to help focus and tailor their training.

○ Full Time Instructional Coach: For the past four years, the Single Plan for Student Achievement (SPSA), through the direction of the School Site Council, has seen the importance for teacher professional development at the classroom level. Funding has been set aside to allow for a full-time instructional coach. Teachers are able to access the coach to collaborate on a personal level, as well as a department, and site-wide. The coach works with teachers to facilitate collaboration around assessments, instruction, curriculum creation, classroom discipline and more. This position has been an invaluable resource when looking to address teacher concerns at a one-on-one level as well as in small and large groups.

○ Single Lunch Period: For the past four years the master schedule has allowed for a single lunch period. Prior to this time, lunch was split over two periods, overlapping instructional time by about fifteen minutes. By switching the master schedule, lunch is no longer a hindrance to informal collaboration. Teachers are free to meet with their peers to discuss and share ideas. While this is an informal part of the formalized system, it has been invaluable to teachers.

● Instructional time in order to accomplish and support the above growth areas

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○ Instructional minutes are set by the school district and there is little, if any, control at the site level for making changes. After the last WASC self-study,the site discussed the need for more instructional time. Due to teacher contract constraints, the options were limited. Visits were made to other schools to investigate ways to better maximize instructional time.

○ With the start of the 2014 -15 school year, the faculty complied with the local teacher union contract and voted on the implementation of a modified block schedule. Periods meet for 102 minutes twice a week and for 49 minutes once a week on Wednesday. Moving to a block schedule has helped accomplish the following:

○ There are longer class periods to work on Common Core type performance assessments. Prior to the change there were only 49 minutes in a period. This was not very conducive to integrated and involved projects. Classes now meet several times a week for 102 minutes.

○ There is more time to work with new technology. Prior experience with technology in the classroom included setup and troubleshooting time that diminished effective instructional minutes. A longer period has helped alleviate this concern.

○ A systematic time to collaborate on average, every other week is now part of the schedule. Prior to the change, there was no formalized collaboration time.

○ The master schedule only has one lunch period. This has allowed all students to have access to every teacher during lunch, allowing for consistent time for make-up assignments and extra help when needed. It has also given staff the opportunity to informally collaborate with all peers.


● Strategic Teacher Teaming : Over the last two years, an increasing number of teachers have been strategically teamed based on shared content, strengths, and geographic location on campus. In some cases, the master schedule has been used to align preparation periods for collaboration purposes (e.g. Junior English, Resource/Grade 9 ELA, Secondary Math I Cohort).

● PLC Conferences : For the last two years, teams of teachers have attended the Las Vegas Solution Tree PLC conference during the summer to better understand and structure the teacher team PLC process at GDHS. Upon returning from the conference, attendees shared their new insights with staff and the leadership team.

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● Realignment of PLC teams : In prior years, the size of collaborative teacher teams was too large and the teams consisted of mixed content areas. For the 2017-18 school year, teachers were divided into much smaller teams and every effort was made to combine these teacher teams using shared content as the primary factor. Teachers have reported that planning and discussion is more effective than before the realignment of teams.

● Teacher Team Outcomes: As a means to formalize the PLC process, teacher teams were provided interactive graphic organizers prior to each planned early-release collaboration time. These Google Doc collaborative organizers, developed using the Cornell notes template, provided teachers essential questions and key focus areas for discussion. The graphic organizers were then submitted through the shared Faculty PD course on Schoology for future reference as well as leadership team review.

● Common Assessments : After the last summer PLC conference, site leadership determined that staff needed revisit the “Plan, Do, Study, Act” PLC process and the importance of developing a shared/common assessment prior planning instruction. Newly realigned teacher teams were very slowly and deliberately guided through a single inquiry cycle so that they could better understand the PLC process. Additional professional development continues to reinforce the idea of selecting a specific learning standard or target and designing common formative assessments prior to planning instruction as a team. This process has already started to help teacher teams find common ground when looking at student work products together and assessment results.

● Shared Leadership and Planning: The site leadership team has played a more active role in the planning and use of collaboration early release days. They determined how best to use these days early-on during the 2017-18 school year to relearn the PLC process. Additionally, leadership set specific cross-collaboration days for cross curricular teams to meet such as Public Safety Academy and the Health Careers Academy.

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Area 5 The school, in consultation with the district, needs to conscientiously follow the development of the Single Plan for Student Achievement (SPSA) and review it and the WASC plan in a comprehensive and formal manner on an annual basis. As a first step of this process the school should review its current action plan and align it with the recommendations above. What We’ve Done Since Last Full-Cycle Visit In the 2012 -13 school year, the district leadership in charge of the development, approval and procedures associated with the SPSA was changed. Since that time, there has been significant training for site-level administration and individual SSCs in regard to the proper way to construct the SPSA. Training focuses on many facets of the process, including splitting funding sources and making sure all allocated items support the district given goals. Each school in the district is given the same goals for their SPSA from the district level. Individual SSCs review the given goals on an ongoing basis, at least six meetings a year, as well as the WASC goals and allocates funding based on data to best support student learning. The majority of the current goals have been consistent since the last WASC self-study. Goals 1 and 2 previously addressed the STAR exam, but with the switch to the new CAASPP assessment system, the goals noted at the mid-cycle visit were based on district level exams until scores for the new assessments were defined and reported. Goal 3 was new for the 2014 - 15 school year. The SPSA goals referenced in the mid-visit report were the following:

● School Goal #1 - English Language Arts (ELA): 70% of students will score Proficient or Advanced on 3rd quarter Benchmark Assessment in ELA.

● School Goal #2 - Math: 70% of students will score Proficient or Advanced on 3rd quarter Benchmark Assessment in Math.

● School Goal #3 - Student Attendance: Increase student attendance to 98%.

● School Goal #4 - Positive Behavior Intervention and Support (PBIS): Implement Positive Behavior Intervention and Support.

● School Goal #5 - English Language Arts (ELA) - CAHSEE: Increase by nine percent the percent of students scoring Proficient on California High School Exit Exam (CAHSEE) – English Language Arts (ELA).

● School Goal #6 Mathematics - CAHSEE: Increase by nine percent the percent of students scoring Proficient on California High School Exit Exam (CAHSEE) – Math.

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The SPSA goals aligned with the WASC action plans as shown below for that time period:

Literacy Numeracy 9th Grade Failure Rate Collaboration Rigor

SPSA School Goal #1 SPSA School Goal #5



(Not specifically addressed in a goal, but funding under most goals is allocated to include collaboration towards the success of each goal)

SPSA School Goal #1 SPSA School Goal #2 SPSA School Goal #5 SPSA School Goal #6

Until the 2014 - 15 school year, the site received categorical funding through federal Title-1 as well as state funding through EIA - bilingual and EIA sources. With the implementation of the LCFF model, the only state funding allocated was carryover from the previous year. After this year, the only categorical funding we received was Title-1. As we progressed and learned more about the LCFF and LCAP process, more training was needed to make sure we were aligning the WASC action goals with the larger district LCAP plan. What We’ve Added Since Mid-Cycle Visit

● Updated Action Plan Annually:The school administration and leadership team made concerted effort to treat the SPSA and WASC action plans as one and the same. When reviewing data annually for the principal’s summit, input from School Site Council, ELPP, and site leadership was used to update the action plans. Currently, the WASC and SPSA action plans are nearly identical in content and purpose, as well as aligned with the district Local Control Accountability Plan (LCAP). We see these the SPSA and WASC action plans as living documents that need to be adjusted regularly.

● Principal’s Summit : In the last 3 years, the school district began requiring each school principal to annually present their progress toward prior goals, current data, areas of need, and new action plans. This process has been used by site administration, site leadership, and school site council to target and align goals and actions for the SPSA and WASC action plans.

● Regular SPSA Review: Through presentations to staff, site council, the English

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Learner Parent Partnership, and other stakeholders, the SPSA/WASC action plan has had yearly input and updates.

● LCAP Aligned: With the district leading the way in the development of the Local Control and Accountability Plan, district leadership also provided the language for the sites’ SPSA goals, ensuring they aligned with the district LCAP priorities. Most of the site’s SPSA goals were drafted by district leadership with the option for school sites to add additional goals as needed. The goals, as noted above, have remained relatively constant over the last few years.

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Chapter 2 Student / Community Profile and Supporting Data and Findings

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Chapter II: Student/Community Profile and Supporting Data and Findings

School Profile “In Pursuit of Excellence ” has been the motto of Grace M. Davis High School since it’s opening in 1961. As the neighborhoods surrounding Grace M. Davis High School have changed from agricultural to urban, student success has continued to be our focus. OUR MISSION is to provide a dynamic, technology-driven environment to help students prepare for a challenging future by encouraging all students to succeed in their individual pursuit of excellence. We strive to facilitate academic and social growth by encouraging integrity and fostering relationships. OUR VISION is every student and teacher can learn when we provide a collaborative, positive, and challenging environment.

Inherent in this vision is the belief in growth mindset, a welcoming productive culture, and rigorous learning.

Davis is located in the California Central Valley . Grace M. Davis High School (GDHS) is located in the northwest part of the city of Modesto, California. The school is one of seven comprehensive high schools in the Modesto City Schools high school district. GDHS serves students from three large junior high schools, two of which are affiliated with another school district. GDHS reflects the socioeconomic and ethnic diversity of the city of Modesto. As Modesto has grown over the years, so has GDHS. However, with the opening of Modesto City Schools’ newest comprehensive high school, Joseph Gregori High School, in the fall of 2010, enrollment dropped significantly. Since then GDHS has seen a rise in enrollment and as of 2017 is at approximately 1825 students. GDHS is known for its outstanding academics, athletics, and academy programs. Our athletic programs focus on pursuing victory with honor, and we have a full complement of boys’ and girls’ athletic teams, which are consistently competitive in the Modesto Metropolitan Conference. GDHS is also the first high school in the district to embrace a digital instruction model. Since 2014, GDHS has provided every student with a laptop device to be used at school and at home to complete work and do research. The staff has undergone extensive training to better serve students in a digital environment. During that same year, our bell schedule changed to a modified block system. Our California Partnership Academies provide unique school-within-a-school opportunities for students interested in pursuing careers in health sciences and public safety. Spartans 101 is our middle college program that provides GDHS students with an opportunity to gain college credit while in high school. GDHS also offers AVID and Advanced Placement courses for students interested in pursuing higher education after graduation. GDHS also hosts the district's program for English Learners with limited English proficiency – The Language Institute. GDHS is a great place for students to pursue their high school education.

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Students have a wide variety of options, along with a caring and committed staff to support them in their ongoing pursuit of excellence. Davis is tradition inspired . Students are proud to wear the green and gold that exemplifies all that Davis stands for:

D for diversity A for academics

V for voice I for innovation

S for Spartan Culture Perhaps the consummate example of the desire to “continue the tradition” is the many current Davis staff members who have chosen to return to their alma mater to enrich students’ lives as theirs had been so profoundly affected.

Davis is student-centered. Davis serves an ethnically and socioeconomically diverse population and is dedicated to offering the best education possible to all students. The neighborhoods surrounding our campus range from affluent to disadvantaged; Davis offers the same educational opportunities to all students. The campus is a safe site, supported through the Safe Schools Project of Modesto City Schools which emphasizes nine student character traits that reflect core community values. Our diverse population has a variety of needs, from the gifted students in the Advanced Placement program and Middle College Dual Enrollment, to the students who are at-risk, the second language learners, and students with learning challenges. We strive to create an environment where all students can learn and achieve. The district has a Character Education Program and our students are regularly recognized at school board meetings for exceptional character traits. Within our school, we also reward acts of exemplary character with our “Spartan of the Month Award.” This award and other forms of recognition fall under the umbrella of our “Honor the Shield” program (HTS) that was the outcome of planning during our positive behavior interventions and supports (PBIS) professional development. The Honor the Shield program provides teachers and staff another opportunity to reward individual students for representing a specific HTS theme of the month. Every spring, we also hold our annual Spartan Awards ceremony. These awards are another opportunity for teachers to recognize one student yearly for excellence in either academics or character. Davis is academically oriented. As part of Modesto City Schools, all of Davis' courses are aligned with California state standards. Many teachers participate in district-wide curriculum alignment meetings, learning and lesson focused professional development, and Spartan Walks (instructional rounds). Three times a year core teachers administer district benchmarks that assess student mastery of standards. We work hard to develop site-wide, departmental, and vertical team collaboration. Davis students participate and are successful in a variety of academic teams that include Academic Decathlon, Science Bowl, Speech and Debate, and Mock Trial. Our Academic Block D Program celebrates

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our most academically successful students. Each spring these students are celebrated at a year-end ceremony. They are given awards from honored guests such as the superintendent or successful alumni for excellence in academic achievements, whether in academic teams or as scholars. Our school and district continue to focus efforts on reducing the equity gap with the guidance or professional development from leading educational minds such as Pedro Noguera, Alan November, Kate Kinsella, and Mike Mattos. Some of our notable accomplishments in the last few years include the California School Board Association’s Golden Bell Award (2015), The California Gold Ribbon Award (2015), and our recognition as a Title I achievement school. We also received certification for our AVID teams work leading up to the Fall of 2016. Since then, our AVID program continues to take incremental steps to achieve higher levels of certification. Davis is service based. Davis offers many services to our students to help them become successful both in and out of schools. Davis has many programs that offer services to our students to aid them in being successful as students and as individuals. We have a “Raise the Shield” program that offers hired and peer tutoring in every area during the day and after school. We have a college counselor who works with students to plan and prepare for their college acceptance as well as to provide information and support for scholarship acquisition. We contract with the Center for Human Services to provide resources on campus to support students’ non-academic behavioral and mental health needs. Migrant students also have access to a student counselor assistant tutor who coordinates coursework for credit recovery. Our partnership academies (HCA, PSA) as well as our leadership class, have community service requirements for student participants. Davis works with parents. Davis has a great relationship with the parents of our student body. There are many organizations that not only involve parents, but are also run by them. We have a very active boosters organization for athletics and agriculture. Parents are involved through the School Site Council and the English Learner Parent Partnership (ELPP) committee as well. We also have regular parent trainings, in multiple languages, to help educate parents on a myriad of topics ranging from how to read a transcript to identifying gang related issues. Twice a week, in the evening, we offer a free community class for adults to learn how to speak English. Through a partnership with UC Merced, we regularly and as resources permit, offer a “Parents for Quality Education Workshop” (PIQE) a 9-week program, which is conducted in multiple languages and includes free, student-run, childcare. Davis is Innovative. In August of 2013, Grace Davis High School piloted 1:1 student computer distribution. Digital copies of textbooks were made available and staff was extensively trained. To facilitate the transition and insure effective pedagogy, the school hired a technology coach for 3 years and incorporated informational tools such as Schoology and Nearpod. This 1:1 initiative has now been fully adopted at Grace Davis High School, and this year the remaining high schools in the district followed suit with

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many of our teachers providing training to others in the district. As a 1:1 digital learning environment, every student is provided a laptop computer for use in the classroom and at home. Teachers and students work to integrate this use of technology into the curriculum and classroom lessons in order to better prepare our students to be 21st century learners. College students today require many more skills to be successful, and it is our hope that providing this opportunity will go a long way toward preparing Spartans for their futures. Recent School History In the last 10 years, Grace M. Davis High School faced a temporary period of rapidly declining enrollment with the opening of a new MCS school, Gregori High School. Over a three-year span, boundary lines were morphed to address the historically overcrowded Davis High. Starting with the 2010 year, the freshman and sophomore classes were drastically reduced followed by the junior class in 2011 and finally the senior class in 2012. With the sudden decline in the student population, teachers’ assignments were shifted to staff the new school; the result being a smaller staff, and many new staff members to the Davis family. With the shifting of boundaries and population changes, the 2010-11 year was the first year that Davis was designated as a Title I school. The 2011-12 year was our first year of Program Improvement, as such, we are no longer a “School of Choice” for parents looking to remove their child from under performing schools. This led to a handful of parents sending their children to two of the designated district high schools. Since the 2013-14 school year, however, we have seen a twenty-eight percent increase in enrollment. Classrooms are full again and the facilities are being used to capacity. Changes to the administrative team have been a constant, though two administrators had been in place since the last full self study in 2012. This year, with the addition of a new principal, there is now only one administrator who was present for the last self-study. The certificated staff has changed dramatically as well with a high number of retirements and new hires who were added to meet the needs of the growing enrollments. There were 14 teachers new to the school in the 2017-18 school year alone. The opportunity to conduct a self-study has been a healthy and eye opening experience, which has led to site-wide celebrations of success as well as introspective collaborations focusing on future change. Davis continues to learn from self-study. The school’s last full WASC self study and visit was completed in February 2012 and the school received a 6-year accreditation with a 2 day mid-cycle visit and report. The mid-cycle visit was completed in March 2015. The WASC action plan was revisited and updated yearly in conjunction or alignment with the Single Plan for Student Achievement (SPSA), the Principal’s Summit Report, and the district’s LCAP goals. In January 2017, the school began the current self-study process in preparation for a March 2018 WASC visitation and verification. A teacher WASC coordinator was selected to lead the formation of focus groups, home groups, and coordinate with administration to provide ample time for WASC activities such as data analysis, discussion, and writing. Focus groups met during early release collaboration days and faculty meetings to review the data and respond to findings and prompts. Home

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groups met during monthly department meetings. The WASC leadership team also benefited from several release days to review focus group written responses, coordinate next steps, and complete the self-study.

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Staff Profile

Currently, the Grace Davis High School staff consists of 89 teachers, 4 administrators, 5 counselors, 1 school psychologists and 80 classified staff members. As noted earlier, there have been a large number of retirements and growth additions to the staff due to increased enrollment. In the 2016-2017 school year, there were 22 teachers new to the campus. Complete staff demographic data for the 2017-18 school year was not officially available at the time of this report.

Certificated Staff Ethnicity, Gender, and Years of Service for 2016-17

Ethnicity Administration Teachers Pupil Services

Hispanic 15 1

Asian/Not Hispanic 1

African American/Not Hispanic

2

White/ Not Hispanic 4 78 11

No Response 1

Female 2 48 9

Male 2 49 3

Average Years of Service

6 11 10

First Year Staff 2 22 3

Second Year Staff 10

Student Profile Grace M. Davis High School is known in the community for the quality of its student body. From academics to athletics, the students have demonstrated great success through the years and have gone on to be contributing adults not just in the Modesto community, but also beyond. The student body of Grace Davis High School resembles the ethnic

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breakdown of California as a whole with an increasing minority population. Students come to Davis from three different feeder schools. Two of these schools, Prescott and Somerset, reside outside the Modesto City School District. The third is Roosevelt Jr. High School. While a majority of students benefit from the central location and close neighborhood proximity of the high school, many of the students are provided bus transportation as they must attend Davis High School for special programs such as the Language Institute. These students live in all corners of the Modesto City Schools attendance area and spend a considerable amount of time on the bus before and after school.

Demographic Data Student Enrollment Counts

-DataQuest 3/23/17, MOSIS 10/11/17 Analysis: Since the 2013-14 school year, Davis has continued to see an increase in enrollment. Over the last four years, enrollment has grown 29.6%.

-DataQuest 3/23/17, MOSIS 10/11/17 Analysis: This data demonstrates our demographics continue to shift away from White/Not Hispanic along with an increase in the Hispanic/Latino subgroup.

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Socioeconomic status of school

-DataQuest 4/20/17, MOSIS 10/11/17 Analysis: This data demonstrates that an increasing number of our student population is socioeconomically disadvantaged. This number has increased 22 percent since 2010. Percent of eligible Free/Reduced

DataQuest- 11/3/17

Analysis: This data indicates that as our enrollment has steadily increased, the number of students eligible for free and reduced meals has also increased.

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English Learner Enrollment Counts

-DataQuest 4/20/17 Analysis: There is a steady increase every year, in every grade level cohort, to the number of ELs enrolled. This is consistent with the enrollment of new LI students every year. Most Common College Enrollments

National Student Clearinghouse - 11/23/2017

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College Enrollments by Type - 6 Year

National Student Clearinghouse - 11/23/2017

Analysis: More GDHS students prefer community college (MJC) than other options. The second largest post secondary choice is CSU Stanislaus. The number of students who enroll in college directly after high school has dropped dramatically (half). GDHS students generally prefer to stay in state, and attend public two or four year colleges close to home. Program Enrollments

Student Transition The counseling office begins working with our feeder schools in early January. GDHS provides school tours to feeder school students, parent information nights, articulates with feeder staff to ensure proper placement/balloting, and hosts multiple program nights to help students decide if they are interested in an academy or pathway. Incoming and returning students attend the Spartan Pupil Enrollment and Registration (SPEAR) program before the school year begins. The goal of SPEAR is to cut down the interruptions of instructional time at the beginning of the school year and to serve as a transition to all incoming and returning students. Two weeks before school begins, students are invited to attend SPEAR to: · take their pictures for the yearbook and ID cards

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· take state mandated vision and hearing exams · check-out lockers · check-out textbooks and devices · purchase ASB merchandise · register and orient new students · address scheduling and counseling needs, · test incoming Freshman for their Lexile score · and reorient students to the school environment.

This program, together with Leadership/Spartan Nation, has helped ease the students’ transition back to school and has given new and returning students a sense of belonging to the Grace Davis High School family. A huge plus for instructors and students regarding these programs is the amount of instructional time retained by preempting the barrage of housekeeping tasks. GDHS also offers incoming grade nine students identified as at-risk an opportunity to participate in a summer bridge program them early training and access to student devices, builds positive peer relationships, provides mentoring, and familiarizes students with the school to reduce anxiety.

Student Opportunities The Agriculture Technology Pathway, Advancement Via Individual Determination (AVID), Health Careers Academy (HCA), Public Safety Academy (PSA), Language Institute (LI), and Middle College were developed and implemented in order to give GDHS students greater educational opportunities. The goal of the Agriculture Technology Pathway is to provide students with knowledge, skills & experience in the technology used for today’s agricultural careers. Our program builds leadership and employability skills through hands-on experience, project based learning & participation in FFA. Students will prepare for admission to universities and career development in agricultural science. As stated on the AVID website, the Advancement Via Individual Determination program is a school wide transformation effort focused on leadership, systems, instruction, and culture, and is designed to increase the number of middle of the road or disadvantaged students who enroll and succeed in higher education and in their lives beyond high school. AVID-trained educators teach students academic and social skills to

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help them develop the habits and behaviors needed to succeed in rigorous curriculum. The AVID College Readiness System is a catalyst for developing a school culture that closes the achievement, expectation, and opportunity gaps many students face, and it prepares all students for success in a global society. The program requires students to maintain a high GPA, keep an organized notebook, and participate in an elective course every year that provides tutoring and skills training. With AVID, attending college is never a question of “if”, but rather a question of “where”. The Health Careers Academy is a four-year "school within a school" program, which offers a college preparatory academic curriculum as well as vocational experiences for students interested in careers in medicine. Our goal is to provide students with progressively higher levels of competence leading towards high skill, high-wage careers. We strive to introduce students to diverse health career opportunities so that, upon graduation, students will be prepared for skilled entry-level jobs and/or entrance into colleges, universities, or technical schools. Our focus is the college-bound student. The Language Institute was created to meet the academic needs of English Learners entering American schools at the junior high or high school level, while also assisting with their assimilation process. The high school level of the program started at Modesto High School in the 2009-2010 school year and moved to Davis High School during the summer of 2010. Language Institute (LI) students are categorized by tiers according their initial English assessment, which includes the CELDT test and site based evaluation. All LI students are in a double block of English language development (ELD). The tier I and tier II students are in ELD together, while the tier III and tier IV students also share an ELD block. The ELD blocks were intentionally worked into the master schedule during the same periods of the day to ensure LI students their facility of movement according to their personal growth without impact on their overall schedule. All new enrollees are also placed in a class designed specifically for the Language Institute titled "Acculturation". This class supports English development through a curriculum that teaches real life vocabulary, provides connections to the community through guest speakers and helps with the students’ overall assimilation into American schools. We currently have two levels of Acculturation based on English proficiency level. Most LI students take social science within the program. World and US History are both offered two periods a day, with one section targeting the tier I/II students and the other designed for the III/IV students. Language Institute students are mainstreamed for math, PE, science, and elective courses, with a special focus on Spanish for Spanish speakers to develop primary language literacy for Hispanic students. Our Language Institute program excels at meeting students at their level and encourages them to achieve more than they could ever imagine. Some students come to the Language Institute with a vast educational background. All they need is mastery of the

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English language and they seamlessly transfer their prior knowledge into their current classes. Many of our students have joined us with no formal education or literacy skills in their histories. Our Language Institute program is also home to the 2017 Nationally recognized Teacher of The Year for The Read 180 program. The Language Institute has also produced three consecutive winners for the Student of the Year for the Read 180 program for 2015, 2016, and 2017. The goal of the Public Safety Academy is to provide introductory opportunities in the area of public safety to students interested in professional public service occupations such as Police Officers, Fire Safety Officers and Law Professionals. Together, in a partnership with community public service agencies, we offer a comprehensive program of specialized training so that, upon graduation, students will be prepared for skilled entry-level jobs and/or entrance into colleges, universities, academies, or technical schools.

Spartan students who participate in the Middle College Spartans 101 Pathway earn three college units for each Middle College course they complete. These classes are taken on campus at Davis High School during the regular school day and also earn the student high school credit that will help meet the 230 credits required for a high school diploma. There are no fees or costs to the student for the classes, materials, or the college units. These classes are not the same as AP or Advanced Placement Courses. They are superior in a sense as students do not need to pass an AP exam to earn the college credit, nor do students need to pay for a costly exam. The students need only pass the class and college credit is applied through Modesto Junior College (MJC). The MJC credits are transferable to most universities, as they would be if you took the class on the MJC campus. When combined with AP coursework in the core areas, students can graduate high school with enough college credits to have cleared a large portion of their college-level general education classes. The courses are also carefully selected to complete the IGETC college transfer requirements that allow community college students to transfer easily to a four year college at the completion of their general coursework. The Modesto ROP offers 1-hour and 2-hour courses at all high school sites throughout the district. Two-hour courses are “Capstone” courses, representing the advanced or end course offered in a related sequence of courses within a particular industry sector. ROP provides an elaborate busing schedule to allow students at one high school site to take a 2-hour ROP course offered at another high school or at the ROP Center on Reno Avenue. All students have access to the Entrepreneurship class even if they’re involved in an after school program such as: athletics, dance, work experience, or any other approved program. The class was promoted through word of mouth, via counselors, and on Schoology.

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Through Entrepreneurship, students establish internship opportunities through the networks they build through the program. Students were able to obtain business cards from Google staff members at the Google Conference at Google Headquarters in Mountain View. They were able to get the contact information of the several business owners that came and spoke to the students during class about how to start a business: the pros and the cons. These business community members went on some of the different entrepreneurial field trips through the class program and developed one on one relationships with the students. The variety of clubs and organizations on campus has been generated largely by student interest. District policy requires students to have signed permission slips for students to participate in these clubs. Also, the athletic eligibility requirement is used for membership in all student clubs. Regular club meetings ranging from PHAST to Anime, Gaming to Chess club, and Recycling to Film club can be found meeting on campus every day. Students on the Davis High School campus are involved in the School Site Council and have an equal voice in the decision making process. Three students are appointed members of this important Davis High School committee. Our associated student body is very active in the lives of every student. The student council frequently sponsors dances, fund-raisers, lunchtime activities, community service projects and more. They are constantly in front of the student body, promoting and encouraging. During the Commitment to Graduate assemblies for freshmen, they are dressed in graduation gowns, forming a pathway for cheering, to bring in the future graduates.

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Student Achievement Data

2017 CAASPP / SBAC Proficiency Levels CAASPP / SBAC Proficiency (Met/Exceeds):

-DataQuest 4/20/17, MOSIS 12/11/17 Analysis: Overall, the percent of students meeting or exceeding standards on the CAASPP/SBAC ELA and Math is low compared to the district and the state. The percent of grade 11 students showing proficiency in Math is very low and cause for continued concern. It has remained stagnant at 8 percent with a temporary increase in 2016. The English Only (EO) subgroup performed relatively well on the ELA, but ELs, SED, and SpED student performance is a concern. Special Education students also demonstrated a sharp decrease in performance on the 2016 Math. CAASPP / SBAC English Language Arts 2017 - Grade 11

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SBAC ELA Average Distance from 3 With the new accountability measures, one indicator of student performance for the whole school is the average distance from proficiency (3) when measuring the students’ scaled CAASPP scores. The higher or more positive the number indicates students are closer to proficiency or beyond. A negative number indicates the average student is less than proficient.

ELA Listening Claim

ELA Reading Claim

ELA Writing Claim

ELA Research and Inquiry Claim

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Analysis: In 2017, nearly 60 percent of grade 11 students tested were not proficient in English equating to a one percent drop over two years overall. The largest portion of students above standard were in the claim areas of Reading and Research/Inquiry. However, the claims with the greatest number of students performing below standard were Writing and Reading again.

CAASP /SBAC Mathematics 2017 - Grade 11

SBAC MATH 2017: Proficient/Not Proficient %

SBAC MATH Average Distance from 3 With the new accountability measures, one indicator of student performance for the whole school is the average distance from proficiency (3) when measuring the students’ scaled CAASPP scores. The higher or more positive the number indicates students are closer to proficiency or beyond. A negative number indicates the average student is less than proficient.

SBAC MATH 2017: Communicating Reasoning Claim

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SBAC MATH 2017: Concepts and Procedures Claim

SBAC MATH 2017: Problem Solving Claim

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Analysis: CAASPP SBAC Math data indicates GDHS students struggle greatly with Mathematics. There are only 8.4 percent of students demonstrating proficiency when assessed. The more focused claim data demonstrates stronger performance when it comes to communicating reasoning, but a pronounced deficit with concepts and procedures. Problem solving is also an area of weakness with only approximately 40% of students near standard or above. Advanced Placement Test Data

-DataQuest 4/20/17 Analysis: This data demonstrates that overall, a decreasing number of these target subgroups are passing AP tests. There has also been a precipitous drop in Hispanic/Latino student performance in the last year.

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-DataQuest 4/20/17, Analysis: There has been a gradual increase in the number of students taking AP exams and this mirrors the increased enrollment at Davis along with the increased enrollment in AP courses. However, it is noted that only a third of the exams yield a passing score.

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SAT

-DataQuest 4/20/17 Analysis The data shows as grade 12 enrollment has declined, SAT scores have declined over the course of six years ACT

-DataQuest 4/20/17 Analysis: The number of students participating in the ACT have decreased over 6 years, though enrollment has begun to increase. CELDT

-DataQuest 4/20/17

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Analysis: English Learners scoring Advanced on the CELDT has decreased 5 percent to a mere 2 percent since 2010. This means our long term ELs (LTEL) are not reclassifying fluent as much as they were 7 years ago. Conversely, the percent of students scoring at the beginning level has increased by 9 percent. There were also 147 more students tested in 2016 than there were in 2010. It is necessary to point out that all newcomers to the United States (Language Institute - LI) attend Davis High School and they are also tested. As of December 2017, there are 266 Language Institute students who attend GDHS. This is nearly 15% of the student population.

Analysis: English Learner proficiency has increased 15-18% in the past 3 years.

Student Engagement Data Graduation Rates

-DataQuest 4/20/17, MOSIS 10/11/17

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Analysis: In regard to the EL graduation rate of 64.9%, particular attention needs to be paid to the percentage of EL students still enrolled for a 5th year. As a policy of the award-winning Language Institute (LI), LI students who are down units due to their lack of transferable credits and language acquisition barriers, are offered a 5th year, if the extra time will facilitate enough credits to graduate. As shown in the table, during the 2015-16 school year, 19.1% of the EL students were enrolled for a 5th year. This means that they did not graduate with their 4-year cohort, thus reported as “non-grads” when calculating the graduation rate. When looking at the Drop-out Rate, we are able to see the data reflecting those that were able to complete their credits and receive a diploma, even if it took extra time. The Drop-out Rate for EL students for the 2015-16 school year is 14.9%. This means that the effective graduation rate was closer to 85.1% for the EL students, when taking into consideration those that needed more time. GDHS recognizes that providing a 5th year to LI seniors reflects poorly when looking at the graduation rate in isolation. It is important to recognize the value of the LI program at the individual student level. Students arrive mid-way through their high school years, many of whom do not speak English, a good portion of which do not even know the Roman alphabet. The intense language intervention that the LI provides enables the majority of these students to graduate high school and pursue post-secondary options, including collegiate level education. The LI has been recognized by the California School Board with a Golden Bell Award, and by the CA Department of Education with the Gold Ribbon Award. LI students and staff have been recognized multiple times as Scholastic READ 180 students/teachers of the year. Dropout Rates

-DataQuest 4/20/17, 12/11/17

Analysis: The data indicates that, across the board, students are completing school at an increasingly higher rate than prior years. EL students continue to drop out in higher percentages relative to other sub-groups.

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Suspension Rates

-DataQuest 4/20/17, 12/11/17

Analysis: This data shows that over 6 years the overall number of students being suspended has decreased. However, it demonstrates that our ELL and SED suspensions increased. While the number of SED students has increased, the suspension rate for SED is out of proportion to the increase of SED students.

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California School Dashboard-12/7/17 Analysis: This data shows that while the percentage of suspensions for African American students did not increase, it should be noted that African American and students of two or more races are being suspended at a disproportionately higher rate than their peers. Our new PBIS and restorative justice programs have been implemented to address these concerns. On Track to Graduate

-DataQuest 4/20/17, 12/11/17 Analysis: This data shows that over a four year period, grade 12 on-track percentage has remained relatively constant. The data also reinforces that observation that students fall behind early in high school and require remediation as a result. Grade 9 continues to be an area of concern as they fail classes at an increasing rate.

-DataQuest 4/20/17 Analysis: This data shows that a lower percentage of our ELL population is on track to graduate than the overall population. It should be noted that this population includes our sizeable group of newcomers to the United States (LI Students) who often enroll with partial or missing transcripts and are deficient credit. The LI enrollment numbers have increased yearly. Most of these students recover and graduate through participation in the Language Institute, an extra period of instruction, and a 5th year in many cases.

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-DataQuest 4/20/17, 12/11/17 Analysis: This data shows that compared to our overall population, a lower percentage of our SpED students are on track to graduate and this number has remained relatively constant. These students may also continue coursework until the age of 22 as needed.

-DataQuest 4/20/17, 12/11/17 Analysis: This data demonstrates that compared to our overall population, our African American students are more likely to be on track to graduate. Average Daily Attendance Rates

-DataQuest 4/20/17, 12/11/17 Attendance Analysis: Attendance rates remain somewhat steady at 94%. This is short of our previous goal of 95% and far short of our goal of 98%. There has been an increase in African American and White attendance while there has been a five year downward trend for all other subgroups. Special Education and African American attendance rates are particularly low.

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Local Control and Accountability Plan Data Grace M. Davis High School students, parents, teachers, classified staff, and administration have access to public Local Control and Accountability Plan (LCAP) advisory meetings and are actively invited to attend yearly for their input and direction. The school district uses this input to amend the current LCAP Action plan in conjunction with its goals and the state priorities. The Modesto City Schools LCAP Goals are:

1. Provide facilities that are safe and welcoming to enhance and maximize learning opportunities. Aligns with state priorities: Basic Services (1), Parent Involvement (3), Pupil Engagement (5), School Climate (6), Other Outcomes (8)

2. Increase student achievement to ensure each student demonstrates success with

California State Standards and be College and Career Ready. Aligns with state priorities: Implementation of State Standards (2), Student Achievement (4), Pupil Engagement (5), Course Access (7)

3. Support students’ academic and social success by providing access to remediation

and enrichment opportunities and promoting positive well-being. Aligns with state priorities: Student Achievement (Priority 4), Access (Priority 7), Pupil Outcomes (Priority 8)

Several measurable action items were developed to meet the goal that the local community set with MCS. Those 2017 goals that specifically affected GDHS include (GDHS progress noted):

● Williams Act Compliance - MET ● Student Devices, Network Infrastructure, ELA Digital Curriculum Adoption - MET ● Decrease suspension and expulsion rate - MET ● Restorative Practices Added - MET ● Attain 95% attendance rate - MAKING PROGRESS/NOT MET ● All foster youth meet with foster youth representative, educational plans - MET ● Parent Night - MET ● Adult ESL Class - MET ● Increase SBAC Scores - NOT MET ● Increase Graduation Rate/Decrease Dropouts - MET ● EL Shadowing - MAKING PROGRESS/ NOT MET ● Increase Middle College Offerings - MET ● Increase AP pass rate - NOT MET ● Increase A-G Rate - NOT MET ● Increase EAP Early Readiness - NOT MET ● Increase EL<5 Year Reclassification Rate - MET

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https://www.mcs4kids.com/documents/2017-2018%20LCAP%20Board%20Approved%206-19-17.pdf


● Increase ELD Support/BLDS (LI) - MET ● 80% Complete Career Survey (9th) - MET ● 80% On track to graduate (9th) - NOT MET ● Summer Bridge - MET ● Increased Access to VPA - MET ● Maintain and leverage mental health counseling services - MET

Revised goals for 2017-18 have been drafted and are in the process of being reviewed and approved by advisory committees and the school board.

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Chapter 3 Self Study Findings

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Chapter III: Self-Study Findings

Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources A1. Vision and Purpose Criterion The school has a clearly stated vision and mission (purpose) based on its student needs, current educational research, current educational research, the district LCAP, and the belief that all students can achieve at high academic levels. Supported by the governing board and the district LCAP, the school’s purpose is defined further by schoolwide learner outcomes and the academic standards.

Indicators with Prompts

Vision – Mission – Schoolwide Learner Outcomes – Profile A1.1. Indicator: The school has established a clear, coherent vision and mission (purpose) of what students should know and demonstrate; it is based upon high-quality standards and is congruent with research, practices, the student/community profile data, and a belief that all students can learn and be college and career ready.

A1.1. Prompt: Evaluate the degree to which the development of the school’s statements has been impacted by pertinent student/community profile data, the district LCAP, identified future global competencies, current educational research and an overall belief that all students can learn and be college and career ready. Findings Supporting Evidence Modesto City Schools has provided exemplary educational programs for students in the community since 1871. Education in Modesto City Schools involves not only teaching curriculum based on state standards, but also emphasizes a district-wide Character Education program which highlights nine character traits. Modesto City Schools recognizes and rewards students for exhibiting these character traits both inside and out of the classroom.

The school and district assess students on a regular basis, using interim/benchmark assessments, common finals and both district and state tests to determine an individual student’s progress in meeting content standards. Modesto City Schools' ultimate goal is to ensure that students receive the best education possible to guarantee success the day after graduation, in whatever path they have chosen.

At Grace M. Davis High School: OUR MISSION is to provide a dynamic, technology-driven environment to help students prepare for a challenging future by

MCS Website Digital Environment

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https://www.mcs4kids.com/district

https://davis.mcs4kids.com/school/curriculum-and-instruction


encouraging all students to succeed in their pursuit of excellence. We strive to facilitate academic and social growth by encouraging integrity and fostering relationships.

OUR VISION: Every student and teacher can learn when provided a collaborative, positive and challenging environment.

Student Learning Outcomes (SLO’s)

Diversity Academics Voice Innovation School Culture

Programs Supporting our Mission and Vision We use the following methods to establish a clear, coherent vision and mission (purpose) of what students should know and demonstrate. These are the following programs that align with the school’s mission statement:

● AVID● Middle College (Dual Enrollment)● Public Safety Academy● Health Careers Academy● Language Institute● Agriculture Technology Pathway

College and Career Readiness In addition, we use the following programs to extend and advance the belief that all students can learn and be college and career ready:

● College Trips● A-G requirements● Dual Enrollment Middle College Program● AVID● Agriculture Technology Pathway● Naviance College and Career Planning● PSAT● Technology Implementation - 21st Century Skills● ASVAB Vocational Aptitude● Annual College and Career Fairs● PIQE - Parent Institute of Quality Education● ROP/CTE - Career Technical Education

Mission and Vision Statement

SLO Poster

Grace Davis Website - links to programs on our home page

A-G Requirements

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https://davis.mcs4kids.com/parents/mission


https://drive.google.com/file/d/1n0w3Jf9lVRrAFIROaQm8k2Z7X2mbdRPg/view?usp=sharing

https://davis.mcs4kids.com/

https://hs-articulation.ucop.edu/agcourselist#/list/details/2408/


● College Information Parent Nights Staff Development for PLC’s Staff development is key in our progress as a learning community. There are many opportunities for teachers to work collaboratively during the school year in our departments and in our teacher teams. The leadership team and other staff members have been involved in district supported leadership team building, such as the Leverage Learning trainings. Our site has sent teams of voluntary staff members to a PLC conference every summer. Staff Development for 21st Century Learning The district offers professional development in the form of guest speakers, tech workshops and one-on-one tech coaches as all high schools have gone 1:1 with laptop devices. Since Davis High School has been 1:1 for 4 years, the majority of our staff are proficient in using technology in the classroom and lead many of these workshops. Our district has also launched our Future Ready program, which provides individual teacher training for many of the new applications that bring a dynamic 21st century educational learning environment to Davis High School. School-wide Student Engagement Several staff, including administrators, campus supervisors, and students have been involved in Restorative Practice trainings. These trainings have been enhanced by Circles training in the winter of 2017. The Restorative Practices is in direct alignment with PBIS and the belief that all students and all staff can learn in a positive and challenging environment, our school’s vision statement. Culture Overview Davis strives to incorporate social growth within our school community. Here are a list of student engagement activities offered at Davis:

● Honor the Shield ○ Nomination cards by monthly theme ○ Student of the Month award & ceremony ○ Student and Staff recognition bracelets ○ Incentives for students with bracelets ○ Spartan Award

Teacher Collaborative Teams List District Calendar - Shows collaboration dates Future Ready

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https://drive.google.com/file/d/0BxDIk-SaZYHALUhFemFXS3Y1NTg/view?usp=sharing


http://www.mcs4kids.com/documents/announcements/2017-2018Calendar.pdf

https://docs.google.com/document/d/1lCAXT5Fjc9kjGJWPny-OG5V0AtWrWPLLLnXvp-VUqYE/edit


○ Tutoring ○ Campus Decor

● Renaissance ○ Honors academics through classroom

incentives and campus activities ● Clubs, including

○ Black Student Union ○ Latino Student Union ○ French Club ○ International Club ○ H.O.P.E. ○ Key Club ○ PHAST Club ○ Recycle Club ○ Spartan Nation ○ Robotics Club ○ FBLA Club ○ Art Club

● Athletic programs, including ○ Football ○ Basketball ○ Soccer ○ Baseball ○ Swimming ○ Dance ○ Tennis ○ Volleyball ○ Softball ○ Wrestling ○ Water Polo ○ Golf ○ Cheer

● Arts ○ Drama Program ○ Music Program

● Events ○ Powder Puff ○ Talent Shows ○ Homecoming ○ Dances ○ Cultural Celebrations ○ Assemblies ○ Rallies ○ Senior trip

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Development/Refinement of Vision, Mission, Schoolwide Learner Outcomes A1.2. Indicator: There are effective processes in place to ensure involvement of all stakeholders in the development and periodic refinement of the vision, mission, and schoolwide learner outcomes.

A1.2. Prompt: Evaluate the effectiveness of the processes that engage representatives from the entire school, the district board, business, and the community in the development and periodic refinement of the vision, mission, and schoolwide learner outcomes. Findings Supporting Evidence The school’s mission and vision were updated twice in the last 6 years to better reflect our school’s changing population, needs, and action plan. This process began with staff input at staff meetings in conjunction with the principal’s summit that outlined current data trends and areas of need. The staff made recommendations and the leadership team drafted new mission and vision statements. These draft statements were shared with the staff, parent meetings, and on Schoology (online) for student input. Once adopted, they were posted on the school website for all to see. Community/business input and input from classified staff was lacking in the development of these statements and should be considered when updating them again. We value every opportunity to gain insight from our school community, parents, students, and school board. Each of our programs and pathways garner input and participation in decision making through booster organizations, advisory committees, and participation on school governance committees such as the school site council and safety committees. Outside of school site council and site leadership input, direct input on the wording of the mission and vision is limited. However, it is apparent that our stakeholder groups are aware of and support our mission and vision as well as the SLOs. The Schoolwide Learner Outcomes were updated by first seeking input from site and WASC leadership. The leadership teams were presented with the prior ESLRs/SLOs, the ACS/WASC criteria for Schoolwide Learner Outcomes, LCAP, SPSA, 21st century learner skills, and critical learner needs. They used graphic organizers to brainstorm new SLOs and the WASC/site leadership teams reached some consensus on their responses. Later, these

Mission/Vision Statements PSA and Health Academy Websites SLOs

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https://davis.mcs4kids.com/students/academies/public-safety-academy

https://davis.mcs4kids.com/students/academies/health-careers-academy




draft SLOs were shared with focus groups during collaboration time. The focus groups were guided through the same process and provided the same documents/criteria. Using staff input on the graphic organizers, the WASC leadership team was able to draft descriptions for each SLO and samples were shared with all stakeholders through Schoology (online). The SLOs were finalized and adopted. Posters of the SLOs and Mission/Vision were developed and teachers were asked to place them in their classrooms. The posters are displayed in many offices as well. Finally, all documents were uploaded to the school website and shared with the director of secondary education. The principal will share them at the mid year principal’s summit update.

Mission/Vision Statements

Understanding of Vision, Mission, and Schoolwide Learner Outcomes, District LCAP A1.3. Indicator: Students, parents, and other members of the school and business community demonstrate understanding of and commitment to the vision, mission, the schoolwide learner outcomes, and the district LCAP.

A1.3. Prompt: Evaluate the degree to which the school ensures that students, parents, and other members of the school’s community understand and are committed to the school’s vision, mission, and schoolwide learner outcomes. Findings Supporting Evidence Our goal is to become as inclusive as possible by providing programs or outlets to create an informed and collaborative community. The purpose is to help the Davis community, parents, and staff to embrace our school’s Student Learning Outcomes and our Mission and Vision statements. Davis utilizes a myriad of strategies to keep students and parents informed. The district and school webpages list all current events from testing to extracurriculars and includes links to Schoology and Powerschool, learning management systems where students and parents can receive up to date reports on homework and grades. Trainings for these systems are provided to parents as well. We just purchased a marquee that announces all school events so parents and students can visually see what’s happening on campus as they are coming to or leaving from school. We prepare incoming eighth grade students by giving them

Mission/Vision Statements Parent Involvement Evidence Grace M. Davis High School webpage Modesto City Schools webpage

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https://drive.google.com/drive/folders/0B852C9xczAW9UXVwcGh6VElSREU







a tour of the school during a school day (so they can see what a normal day actually looks like), showcasing the programs offered, and providing a summer orientation where they get their books, take a tour of the campus, and have the opportunity to sign up for extracurriculars. The best evidence of stakeholder support of the school’s mission and vision are the outcomes and actions they take. Our Public Safety Academy (PSA) and Health Careers Academy (PSA) have local partnerships in job-related fields including MPD, Fire, Sheriff, Doctor’s Medical Center, and Kaiser Permanente. Additionally, internships and practicum opportunities are available to provide students practical, hands-on experiences in the field. Students show their knowledge with their community and peers during the Health Info Night. Parents have the opportunity to be involved by joining PSA Boosters. In addition to local partnerships, we have community service programs that encourage students to participate and help better our community, such as Operation 9-2-99, where students go to the Tuolumne River as a huge group and clean up the banks of the river. We have just implemented a Zero Waste program to encourage student elimination of waste. There are numerous school events to promote school involvement for parents and students alike. The year begins with our Hot August Nights event which showcases the programs and sports offered at Davis. Back to School Night and Open House are opportunities for students to meet with teachers to discuss academic progress. There are quarterly meetings called Coffee with the Counselors where the counseling staff is on hand to help parents navigate the challenging waters of high school. We celebrate students and their accomplishments monthly with Spartan of the Month (part of Honor the Shield) and quarterly with the Renaissance program. Our most prestigious student recognition is the Spartan Awards, an award given once a year by each teacher for only one stand-out student. Many of these recognitions are also

Programs at the Junior High Visit PSA and Health Academy Websites Operation 9-2-99 Website Hot August Nights pictures Back to School Night Postcard Coffee with the Counselors Renaissance Report Spartan of the month pictures 16-17

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https://drive.google.com/drive/folders/142AkE01CuHzuoLmtzhmZYZ98EDgaXbP-?usp=sharing

https://drive.google.com/drive/folders/142AkE01CuHzuoLmtzhmZYZ98EDgaXbP-?usp=sharing




https://sites.google.com/a/monet.k12.ca.us/gdhs-guptill-c/tuolumne-river-project

https://sites.google.com/a/monet.k12.ca.us/gdhs-guptill-c/tuolumne-river-project

https://drive.google.com/drive/folders/0B2pDuYzVyApiUy0tTV85X3VNbW8?usp=sharing

https://drive.google.com/drive/folders/0B2pDuYzVyApiUy0tTV85X3VNbW8?usp=sharing

https://drive.google.com/drive/folders/1ej29T71AJUoj_s7X0tEC897jtDaPsi-E?usp=sharing


https://drive.google.com/drive/folders/1guNfL5aG2pNQ5Htt7ntDcC68VqSVr5tG?usp=sharing

https://drive.google.com/drive/folders/1guNfL5aG2pNQ5Htt7ntDcC68VqSVr5tG?usp=sharing

https://drive.google.com/file/d/0B8FPZDHCdxlZLUR5MmNLcUtvakk/view?usp=sharing

https://drive.google.com/drive/folders/0B2pDuYzVyApiSGFoVkpEWWRmUG8?usp=sharing

https://drive.google.com/drive/folders/0B2pDuYzVyApiSGFoVkpEWWRmUG8?usp=sharing


supported by community involvement (for instance, Jimmy John’s donates sandwiches for Spartan of the Month). Many alumni contribute to current students via participating in fundraising events (such as Davis by the Decades and the Streeter Golf Tournament) and working with the Athletic Boosters to sponsor teams. The Modesto City Schools board members visit campus to see programs, attend events, and participate in district walk-throughs. The Board was also present at the award ceremony in San Diego for the school’s acceptance of the California School Board Association Golden Bell Award. The superintendent and the school board recognize both students and faculty or staff at the beginning of the school board meeting in a character education recognition awards from individual school sites, staff or faculty hero's recognition awards, and acknowledgement of outstanding achievement or merit awards for certain groups. Last year there were several Davis faculty and staff members that were Davis High School and the Modesto City district work with numerous businesses and agencies to support and encourage educational endeavors, including all our HTS partners: Jimmy John’s, MB2 Raceway, Fiscalini Farms, FASM, BASIX and RUSH-IT Graphics, and Alpha Graphics.recognized at the school board meetings staff members.

The Golden Bell Award Modesto City Schools Board Character Ed Nomination Partnerships

A2. Governance Criterion

The governing board (a) has policies and bylaws that are aligned with the school’s purpose and support the achievement of the schoolwide learner outcomes and academic, college, and career standards based on data-driven instructional decisions for the school; (b) delegates implementation of these policies to the professional staff; and (c) monitors results regularly and approves the single schoolwide action plan and its relationship to the Local Control and Accountability Plan. Indicators with Prompts

Governing Board and District Administration A2.1. Indicator: The district policies and procedures are clear regarding the specific duties and roles of the governing board and district administration in their relationship to the school and staff.

A2.1. Prompt: Determine the clarity of board policies and procedures regarding the roles of the board and

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https://davis.mcs4kids.com/students/academies/language-institute

https://www.mcs4kids.com/district/board/board-policies/1000-community-relations

https://www.mcs4kids.com/district/board/board-policies/1000-community-relations

https://drive.google.com/file/d/0B8FPZDHCdxlZZjBYRnRiXzdRdHM/view?usp=sharing

https://drive.google.com/file/d/0B8FPZDHCdxlZZjBYRnRiXzdRdHM/view?usp=sharing

https://docs.google.com/document/d/1IRf5jdN9u2nCVOYYqMn5Opv973i-PEt0ZuyGPHtiMKM/edit?usp=sharing


district administration, including supporting the school’s vision, mission, schoolwide learner outcomes, monitoring student progress, engaging parent and community participation in site governance, implementing complaint procedures, and reviewing program effectiveness in alignment with the district LCAP requirements. Findings Supporting Evidence Modesto City Schools Board and district policies, procedures and objectives clearly stated and made available to the public. Organized from 0000-9000, the Modesto City Schools’ procedures are displayed in the following categories; goals and objectives, community relations, administration, business, personnel, student policies, instruction, new construction and the guidelines stipulated by the Board of Education. The school’s Single Plan for Student Achievement (SPSA) is developed in conjunction with the district office administration as goals are provided by the district as well as support and accountability. Principals are required to develop and present their school’s current needs and actional plan twice yearly at both the district level as well as the site (staff/parent meetings). The principal is accountable to respond to questions from the Superintendent’s cabinet all the way down to the parent community meetings. Davis High School was the first high school to pilot the Modesto City Schools Future Ready program to ensure all our highs school are 1 to 1 for the 2017-2018 school year. Our teaching staff include many of the technology innovators who have spearheaded the implementation of such applications such as the district wide school learning management system of Schoology or Nearpod. Some of our teachers, administrators, and technicians have been the presenters at district technology trainings, summer technology institute, and involved in Future Ready videos to help prepare the other Modesto high schools to become Future Ready for this current school year. Majority of our staff and faculty embraced this opportunity to be the lead Modesto City high school on this digital path to be Future Ready. ISTA - Internet Safety Training Agreement - All students must go through a short internet safety and citizenship

Modesto City School Board Modesto City Schools Board goals and Policies SPSA Principal's Summits Modesto City Schools: Future Ready ISTA information Website

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https://www.mcs4kids.com/district/board/board-of-education

https://www.monet.k12.ca.us/district/board/board-policies/0000-goals-&-objectives

https://www.monet.k12.ca.us/district/board/board-policies/0000-goals-&-objectives

https://drive.google.com/file/d/0B852C9xczAW9NF9lMFhVdmpmZ2c/view?usp=sharing

https://drive.google.com/drive/folders/0BxDIk-SaZYHAYmI0bmZlM2pmMTg

https://www.mcs4kids.com/district/future-ready

https://www.mcs4kids.com/district/future-ready

https://www.monet.k12.ca.us/district/future-ready/ista-information


training in order to continue using their devices. This is designed to help deter online bullying, misuse of websites, and to curb the use of inappropriate online resources and activities.

Understanding the Role of the Governing Board A2.2. Indicator: There is clear understanding about the role and responsibilities of the governing board and the professional staff.

A2.2. Prompt: Determine the extent to which there is clear, sustainable understanding regarding the relationship between the governing board and the professional staff. Findings Supporting Evidence There are several opportunities during the course of the school year the the district office including the Superintendent, her cabinet members and school board members visit our campus to engage in: walkthroughs, classroom visits, individual program visits, meetings with our individual teams, participation in graduation ceremonies, and C2G ceremonies for our Freshmen. The Superintendent presents acknowledgements to staff members, teachers, students at the beginning of the school board meetings. Several of our staff members have been recognized for their success and accomplishments both on our school site and at the school board meetings. This recognition also goes out to the entire district in the Superintendent's weekly message.

Board of Education Website Superintendent’s eNews – October 17, 2017

Governing Board and Stakeholder Involvement

A2.3. Indicator: Parents, community members, staff and students are engaged in the governance of the school.

A2.3. Prompt: Evaluate the ways the school community and parents are a) informed as to how they can participate in the school’s governance and b) engaged in the governance of the school through their participation on the School Site Council, ELAC, district LCAP committees and other advisory or shared decision-making groups that provide guidance or direction to the school. Findings Supporting Evidence Davis High School provides many opportunities for parents and the community to get involved with our school leadership and other aspects of our school

Parent Advisory Meeting

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https://www.mcs4kids.com/district/board/board-of-education

https://www.mcs4kids.com/documents/enews/2017-2018/C2_Oct17/C2-Oct17.pdf

https://www.mcs4kids.com/documents/enews/2017-2018/C2_Oct17/C2-Oct17.pdf

https://drive.google.com/drive/folders/1vixcWD4EHIHLVYX2JyyjD-OoNWL0IhoF?usp=sharing


community. Some parents and community members are on the School Site Council (SSC), and the LCAP Committee which sets priorities for funding. Additionally, parents have the opportunity to be involved in a myriad of booster and parent programs (Athletic Boosters, Ag Boosters, PSA Boosters, Sober Grad Committee, etc.).

SSC Letter to Parents Booster Meeting Minutes

Board’s Evaluation/Monitoring Procedures A2.4. Indicator: There is clarity of the evaluation and monitoring directed by the governing board and carried out by the district administration.

A2.4. Prompt: Determine the degree to which there are evaluation and monitoring procedures conducted by the district administration and reported to the governing board, including the annual LCAP assessment of district goals and the Eight State Priorities, the review of student performance toward career and college readiness, assessment of overall school programs and operations, and the fiscal health of the school. Findings Supporting Evidence There are several methods used to evaluate and monitor our school's goals. Every school year, the Principal gives a report at the Principal’s summit. This report is shared with the faculty at one of the first faculty meetings each school year. This summit presentation encapsulates the progress toward the SPSA and WASC goals, areas of need, and next steps. The California School Accountability Dashboard is another method to communicate progress toward college and career readiness progress and other goals set by the district.

Principal's Summit 2017 Principal's Summit 2016 School Accountability Dashboard

Complaint and Conflict Resolution Procedures A2.5. Indicator: The established governing board/school’s complaint and conflict resolution procedures as they apply to the school’s stakeholders are effective.

A2.5. Prompt: Evaluate the effectiveness of the established governing board/school’s complaint and conflict resolution procedures, including the ways the complaint procedures are communicated to parents. Findings Supporting Evidence There are several methods for parents to resolve their concerns. All stakeholders can be contacted directly through the school’s main phone number or via email. Counselors often set up meetings with the student, the parent, and the teacher if requested If resolution has

Student Conduct Code teacher emails/ phone numbers Click on teacher

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https://drive.google.com/file/d/0B8FPZDHCdxlZMTdoV18tb19Lcnc/view?usp=sharing



https://caschooldashboard.org/#/Details/50711755031380/3/EquityReport

https://caschooldashboard.org/#/Details/50711755031380/3/EquityReport

https://www.mcs4kids.com/documents/InformationHandbookEnglish.pdf

https://davis.mcs4kids.com/staff/teachers



not been obtained through the methods previously listed, a meeting is scheduled with the vice principal. There is an issue, concern, and complaint system set up at the district level and for the school board or the superintendent. Any member of the public is welcome to speak at the open forum portion of the school board meeting to express a concern without disparaging a staff or faculty member. The school board members also attend many local events, activities, invitations to school sites, and other activities to improve relationships with the school district and the member of the community. School board members are very accessible as is the superintendent and her cabinet to visit our school several times throughout each school year. The district’s uniform complaint procedures is clearly outlined on the school district website, made available by pamphlet in the front office, and communicated over the phone or in person when a parent or students shares that they feel their concern has not been adequately addressed. This procedure is defined and adopted by the school board and board policy. There is also specific process for complaints that pertain to discrimination. There is a School Site Safety Committee that helps keep the school current with safety concerns at the site level, the district level, and within the community. The Modesto Police department will often update the school and the district through this committee. In our community, there has been a recent increased concern for human trafficking in our valley region that an inservice was given to our entire school employees to be more aware of what is happening to students in our community. This inservice also included information on the community support through groups that can help, the Modesto Police Department, District officials, and staff members. We have instituted Restorative Justice at our site. This utilizes Restorative Circles in order to help students with discipline and academic deficiencies.

name to see number Counselors Uniform Complaint Procedure Form Discrimination Complaint Process SSSC Minutes Restorative Circle

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https://davis.mcs4kids.com/students/counseling/counselors

https://www.mcs4kids.com/documents/Board%20Policies/Community%20Relations/1312.3%20E%20-%20Uniform%20Complaint%20Procedure%20Form.pdf

https://www.mcs4kids.com/documents/Board%20Policies/Community%20Relations/1312.3%20E%20-%20Uniform%20Complaint%20Procedure%20Form.pdf

https://www.mcs4kids.com/district/nondiscrimination

https://www.mcs4kids.com/district/nondiscrimination

https://drive.google.com/file/d/13h75Sz2OoUP7xnYpxgAN3FOz6ewt2uPA/view?usp=sharing

https://drive.google.com/file/d/0B9lZCs0Dtfz2Qkd1VlRTVHlsWGs/view?usp=sharing


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A3. Leadership: Empowerment and Continuous Planning and Monitoring Criterion

Based on student achievement data, the school leadership, parent/community, and staff make decisions and initiate activities that focus on all students achieving the schoolwide learner outcomes and academic, college, and career standards. The school leadership and staff annually monitor and refine the single schoolwide action plan and make recommendations to modify the LCAP based on analysis of data to ensure alignment with student needs.

Indicators with Prompts Broad-Based and Collaborative A3.1. Indicator: The school’s broad-based, collaborative planning process is a continuous improvement cycle that a) assesses data to determine student needs, b) collaboratively determines and implements strategies and actions and c) monitors results.

A3.1. Prompt: Determine the effectiveness of the continuous school improvement planning process to ensure that it is broad-based, collaborative and fosters the commitment of the stakeholders. Findings Supporting Evidence Faculty meetings, department meetings, PLC teacher team meetings and collaboration days help teachers and administration work together to review and refine our school wide action plan to ensure that we are meeting all of our students academic needs. Grace M. Davis High School succeeds in providing opportunities for all stakeholders to participate in the decision-making process and encourages participation from parents, students, teachers, staff, and community members. This is achieved through our site council and leadership teams, English Learner Parent Partnership, Coffee with the Counselor meetings, and annual Title I parent meetings. Parents and staff also participate in the district LCAP Advisory Team meetings to set the priorities for district spending and new initiatives or efforts. Professional Leadership Communities (PLCs) collaborate to create staff data-driven activities and formative assessment. This current school year, the faculty is working in department PLCs, common academic content PLCs and common academy or program specific PLCs such as Health Academy, Public Safety, AVID, or Restorative Practices. Faculty meetings and some collaborative time has been used to work on our WASC self study and to develop our WASC Action Plan. There are many new faculty members who also

Faculty meeting Leadership Team meetings Parent Involvement Survey Staff

Professional Teacher Teams

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https://docs.google.com/document/d/1H_jDrxhvYybj0dhZ9D0JxD0Bjho3Qn-smsPHJCQWPjQ/edit?usp=sharing

https://drive.google.com/drive/folders/0B852C9xczAW9UXVwcGh6VElSREU?usp=sharing

https://docs.google.com/spreadsheets/d/1qEeTdG_1QohRwFsaiqPqheOWpv3Mbuh2tTEFLvCsNk8/edit?usp=sharing

https://modestocityschools-my.sharepoint.com/personal/reynolds_r_monet_k12_ca_us/_layouts/15/WopiFrame.aspx?docid=00a5c1d0f5e474ba580124c1e6ac57c28&authkey=AXuN3mTLy59DiIsixwr2AUY&action=view&slrid=39ac289e-00da-4000-97f6-427429d7949e


meet in a PLC to better focus on their needs as new Spartan faculty and to support them in their first year of teaching. We also are trying to better align our schedule to provide PLC team time in the normal school week. As mathematics is a primary need for our school, we have given all of our Secondary Math 1 teachers a common prep period and they work together during that provided time. This has been successful in providing support for the new teachers and providing the whole team more cohesiveness in their lesson structure and help in providing for the diverse needs of our student population.

Single School Plan for Student Achievement Correlated to Student Learning A3.2. Indicator: The school’s Single Plan for Student Achievement (SPSA) is directly correlated to and driven by the analysis of student achievement data.

A3.2. Prompt: How do staff ensure that the analysis of student achievement of the critical learner and college- and career-readiness needs, schoolwide learner outcomes, and academic and career-readiness standards are incorporated into the SPSA and impact the development, implementation, and monitoring of the SPSA and the LCAP? Findings Supporting Evidence Our SPSA (Single Plan for Student Achievement) goals help our school/staff focus on the needs of our site as a whole. Davis High School’s administrative team help guide the faculty and staff to ensure that there is frequent reflection on the achievement of the students as critical learners. The Principal’s Summit is one of the first reports the district and the faculty receive at the start of the school year to help refine the direction our school will move in for the current school year. The Davis teachers meet at monthly faculty meetings to reflect and actively discuss the school's statistics such as attendance, fail rates, graduations rates, safety and security concerns. The monthly collaboration meetings in the various PLC teams also allow time for teachers and administration to develop more in depth to find common teaching strategies, formative, or summative assessments to implement to address specific issues or concerns in core content areas or elective areas.

SPSA Modesto City Schools Report Meeting dates

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https://davis.mcs4kids.com/school/reports




Staff Actions/Accountability to Support Learning A3.3. Indicator: The school leadership and staff demonstrate shared decision-making, responsibility, and self-reflection on actions and accountability for implementing practices and programs that support student learning.

A3.3. Prompt: Determine the effectiveness of the processes and procedures for involving staff in shared decision-making, responsibility, and self-reflection on actions and accountability to support student learning throughout all programs. Findings Supporting Evidence The Davis High School staff members work in a collaborative manner to develop methods and procedures to take direct action and accountability for student learning. The leadership team works with administration to determine how to allocate the 15 collaboration days throughout the school year. During collaboration days, informal and formal collaboration occurs in all the previously listed PLCs. Administration solicits faculty input regarding focus areas during staff meetings and through staff surveys. The site Leadership team is a guiding force to the direction of the faculty and the staff implementing different strategies to improve student learning and student progress. Staff is encouraged to actively participate in School Site Council, Safety Committee, Technology Committees, Leadership Team, LCAP, School Safety committee, and other community groups and meetings.

MCS School Calendar Collaboration

Internal Communication and Planning A3.4. Indicator: The school has effective existing structures for internal communication, planning, and resolving differences.

A3.4. Prompt: Evaluate the effectiveness of the existing structures for internal communication, planning, and resolving differences among the staff or administration.

Findings Supporting Evidence There are several ways that Davis High School administration, faculty, and staff communicate and resolve differences. District email, Schoology, Powerschool, and the new phone/voicemail system are the internal methods of communications that all employees use to communicate with each other and use to resolve differences on a daily basis. Many of these methods allow for immediate and direct communication

Staff Page-- links to staff phone, websites, and email

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https://www.mcs4kids.com/documents/calendar.pdf

https://drive.google.com/open?id=0Bylrgv0bOfbzMFB1b25lU1BOMTA




but the power of face to face, personal communication still remains most important when serious issues of concern or conflict arise. This mirrors the practices of restorative justice and repairing relationships when possible. Concerns or communication of concerns can be addressed through the above list of methods. These concerns or communication of clarity to issues are directly addressed in site leadership team meetings on a monthly basis. All participating members of the site leadership team have access to this meeting agenda to bring concerns to the forefront of the administration and teacher leaders. There is an open discussion of the issue or the concern at this monthly meeting. A consensus is reached by the leaders of the school and then the information is shared with the faculty at the next faculty meeting or it is shared for input at the next department meeting. This open flow of communication and access to both administration and teachers leaders allows for all faculty and staff to express their concerns, needs, or any other issues which may arise during the course of the school year. Teachers, staff, and administration all have access to fair communication and the raising of concerns to help alleviate issues, problems, or concerns in a direct manner. Collective lesson planning is accomplished through PLC teacher teams, the use of shared google docs, and other coordinated preparation periods or collaboration time. The school administration meets weekly for cabinet meetings in which concerns and upcoming events are discussed. Action items are assigned and revisited the following week for accountability purposes. Team meeting notes are used for all administrators to contribute and remember their action items. Site administration periodically receives calls or complaints about staff from parents or students. Prior to meeting with the parent or student, the staff member is given an opportunity to respond to the parent/student and resolve the situation. Conflicts are always handled

Leadership Team Agendas Teacher Team Notes Template Sample Google Doc Cabinet Agenda Template

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https://docs.google.com/document/d/1tvf38IMbW3fh7RCfgSSbNOGbjDCFm5r4IIvyTxv1640/edit?usp=sharing

https://drive.google.com/file/d/15kaBPi58RovZADxWJOzsR9QbnlP08_Bk/view?usp=sharing

https://drive.google.com/file/d/15kaBPi58RovZADxWJOzsR9QbnlP08_Bk/view?usp=sharing


at the lowest level first to allow those affected a chance to exercise their professional skill sets and build relationships with the community. The same practice, as noted above, applies to dealing with disagreements between colleagues.

A4. Staff: Qualified and Professional Development Criterion

A qualified staff facilitates achievement of the student academic standards and the schoolwide learner outcomes through a system of preparation, induction, and ongoing professional development. There is a systematic approach to continuous improvement through professional development based on student performance data, student needs, and research.


Qualifications and Preparation of Staff A4.1. Indicator: The school has procedures to ensure that staff members are qualified based on staff background, training, and preparation.

A4.1. Prompt: Evaluate the procedures to ensure all staff members in all programs, including online instruction, are qualified for their responsibilities based on employment policies and practices, staff background, training, and preparation. Findings Supporting Evidence Modesto City Schools’ Human Resources utilizes EdJoin, a internet based service that allows prospective applicants to apply for vacant positions. All teachers must be certificated in their content area and have a CLAD or ELA certification. Every new hire is checked by the an HR analyst to ensure that they are qualified to teach or work within their respective assignment prior to starting. Site administration conducts panel interviews with certificated and classified staff participating as panel members. Questions are specific to the job description or classification and interviewees are rated by every member of the panel. This process is articulated in the collective bargaining agreements. The associate principal works with HR annually and individually with teachers to make sure that all teacher assignments are approved and aligned with teacher credentials. A list of teacher credentials is provided to the site by HR yearly. These credentials are also public information and viewable on the CTC/CDE website.

CDE Link

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Teachers are given surveys in the Spring inquiring which classes they prefer to teach in order of preference for the following school year (fall). This helps ensure teachers are passionate about what they teach and confident in their ability. The associate principal uses these teacher preference sheets as a guide, while prioritizing student needs.

Staff Assignment and Preparation A4.2. Indicator: The school has a process to assign staff members and provide appropriate orientation for all assignments, including online instruction and focused programs, to maximize the expertise of the staff members in relation to impact on quality student learning.

A4.2. Prompt: Evaluate the process to assign staff members and provide an appropriate orientation process, including online instruction and focused programs, to maximize the expertise of all staff members in relation to impact on quality student learning. Findings Supporting Evidence Davis High School has many different staff and faculty working to provide help and assistance to new staff and faculty through the new teacher orientation program. New hires are provided initial training by HR such as a sexual harassment and mandated reporter training. The Instruction Technology office then provides training on basic computer use and access, Outlook email, PowerSchool student information systems, and Schoology Learning Management System. Once new hires have navigated HR and initial technology training, an appointment with the school administration is set up and specific guidance is provided relating to topics such as their assignment, available resources and teacher budget, bell schedule, campus tour, initial lesson planning, instructional norms, Honor the Shield PBIS plan, and personnel resources that can be accessed for ongoing support such as BTSA mentors, instructional coach, department chairs, and district technology coaches. New teachers are also provided additional support from their department chairs and the instructional coach. We have organized PLC teacher teams by subject which

Nearpod Support District Technology Training Spartan Walks Folder

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https://its.mcs4kids.com/training/about

https://drive.google.com/open?id=0Bylrgv0bOfbzbFFGQmh5aU9raGc


are a great tool to provide help in planning, curriculum and effective assessment for new teachers. This is an important component to our school due to having more than 13 new teachers both last year and this year. We have also instituted Spartan Walk Instructional Rounds which are faculty wide reflective walks that create an open door policy of the sharing and creating of ideas. Spartan walks provide each teacher with the opportunity to visit other classrooms on campus to learn management and instructional strategies from other teachers. The walks are designed to foster an atmosphere of cooperation and and support amongst the faculty. Approximately 75% of the teachers have participated in them with a goal of each teacher participating in at least 2 per school year. There are many technology workshop opportunities for teachers to receive additional support through after-school technology trainings, summer camp training weeks, and Winter break mini camp trainings. All faculty has received a new Surface Pro within the last three years and big screen televisions have been installed in many classrooms. Projectors or media carts are available in most classrooms. Davis high school was the pilot school for our district to be Future Ready.

Defining and Understanding Practices/Relationships A4.3. Indicator: The school implements a clear system to communicate administrator and faculty written policies, charts, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff.

A4.3. Prompt: Evaluate the system used to communicate administrator and faculty written policies, charts, pacing guides and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. Determine the degree of clarity and understanding of these by administration and faculty. Findings Supporting Evidence District pacing guides provide site administrators and teachers a recommended draft of department lessons based on student achievement. Pacing guides help define concepts to be taught in an orderly and timely fashion. They can also drive collaboration meetings decision-making process with administration or faculty. PLC groups disseminate information to the larger faculty

ELA 7-12 pacing guides

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https://sites.google.com/a/monet.k12.ca.us/ela7-12/home/curriculummaps


in a quick and efficient manner, giving time for more discussion and lessen anxiety for new or less informed teachers. Schoology is an LMS. (Learning Management System) that connects all the people in the educational system. It provides teachers, administrators, counselors, nurses, librarians, and all office staff with information on student’s assessments, health issues, overdue books,field trips, upcoming activities, times, places and required information in advance. Schoology bridges the gap in a familiar platform so all can be assisted.

Schoology home page

Support of Professional Development/Learning and Measurable Effect on Student Learning A4.4. Indicator: The school effectively supports professional development/learning with time, personnel, material, and fiscal resources to facilitate all students achieving the academic, college- and career-readiness standards, and the schoolwide learner outcomes.

A4.4. Prompt: Determine the effectiveness of the professional development support, time and resources to meet the needs. To what measurable effect have the professional development/ learning activities, including coaching and mentoring, had on student learning.

Findings Supporting Evidence Davis High School has one instructional coach for academics based on student need. Two tech people are available on campus to help students troubleshoot individual device issues. Multiple technology training is available within the district, webpage for Modesto City Schools and county, Stanislaus County Office of Education for teachers, students and parents are available after regular school hours or in the evening. Individual and small group trainings are made available to teachers. Collaboration days are embedded in the school calendar to allow time for teachers to meet by departments to review learning activities and share student’s progress. Individual tutoring and peer help is available before school, during lunch, and after school in the school library. Peer tutors are also available in some classrooms at throughout the school day. Digital Davis has been the primary method to involve all students, teachers, administration in the process of moving to an online community. Davis staff, faculty, and administration embraced the idea of going digital by visiting other schools that were already digital, piloting

District Technology Dept . District Technology Training SCOE Teacher Technology Training MCS Calendar Tutoring Digital Davis

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https://mcs.schoology.com/home/recent-activity

https://its.mcs4kids.com/

https://its.mcs4kids.com/training/about

https://www.stancoe.org/etc

https://www.stancoe.org/etc

http://www.mcs4kids.com/documents/announcements/2017-2018Calendar.pdf

https://drive.google.com/open?id=1WocLUMqOXE-wtns5V0a8EWMXBiyCoY2J

https://davis.mcs4kids.com/parents/digital-davis


Chromebooks before moving to the new Microsoft based laptops for students and Surface Pros for teachers. This commitment from our entire Davis administrative, faculty, and student body came with a steep learning curve while we changed from our traditional schedule to block schedule and implemented Common Core into our curriculum. Spartan Pride is directly reflected in many of our teachers leading the first wave into the technological world of innovating teaching with Schoology, Nearpod, Kahoot, and the world of all things Google. Davis Spartans whether teachers, students, administrators have been willing to accept going boldly into the Future Ready world while providing support for staff, student, and parents to help students to be ready for the challenging opportunities that await in college or a career.

Future Ready Handbook Bell Schedule

Supervision and Evaluation A4.5. Indicator: The school implements effective supervision and evaluation procedures in order to promote professional growth of staff.

A4.5. Prompt: How effective are the school’s supervision and evaluation procedures? Findings Supporting Evidence A Davis High School Report Card is compiled each year and available on its website. This is for the students, teachers, and communities reference to get a snapshot of what the school provides and resources available. Teacher, counselors, librarians and any other certificated staff are evaluated every three years after a two year probationary time. The evaluations occur twice yearly with a pre-evaluation meeting, two classroom evaluations, and post-evaluations meetings The staff evaluation forms are developed by Modesto City School District and Modesto Teachers Association together and are used by the Administration.

Davis High School Accountability Report Card 2015-2016 Administration maintains these evaluations on file at the school site and at the District's Human Resources Office.

A5. Resources Criterion The human, material, physical, and financial resources are sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) and LCAP to support students in accomplishing the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes.

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https://davis.mcs4kids.com/school/bell-schedule/

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https://www.mcs4kids.com/documents/sarc/sarc00041.pdf





Allocation Decisions and Their Impact A5.1. Indicator: There is a relationship between the decisions about resource allocations, the school’s vision, mission, the schoolwide learner outcomes, the critical learner needs, the district’s LCAP and the Single Plan for Student Achievement (SPSA), the academic standards, and the college- and career-readiness standards. The school leadership and staff are involved in the resource allocation decisions.

A5.1. Prompt: Evaluate the extent to which the resources are allocated to meet the school’s vision, mission, the schoolwide learner outcomes, the critical learner needs, the student needs identified in the district LCAP and the SPSA, the academic standards, and the college- and career-readiness standards. Determine the extent to which leadership and staff are involved in the resource allocation decisions. What impact has the process for the allocation of resources made on student learning?

Findings Supporting Evidence The School Site Council, which consists of parents, teachers, students, principal, and classified staff provides input and approval of spending allocations through their development of the Single Plan for Student Achievement (SPSA). SPSA goals are primarily provided by district leadership and are carefully aligned with the LCAP priorities. The SPSA and WASC action plans are aligned to reach the same goals. Categorical funds are spent to accomplish these goals. Much of our resources or money was spent on professional development/conferences, an instructional coach who has an emphasis on Mathematics, parent engagement, tutoring, student incentives, substitute teachers to allow for staff collaboration days, summer bridge program for incoming freshmen, a behavioral intervention specialist, and credit recovery staffing. There is a clear relationship between the school’s mission and vision as well as schoolwide learner outcomes and resource allocations as outlined in the SPSA.

School Site Council Minutes Budget/Expenditures Single Plan for Student Achievement (SPSA) LCAP Goals/Progress

Practices A5.2. Indicator: There are processes operating in relationship to district practices for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices.

A5.2. Prompt: Evaluate the effectiveness of the school’s processes in relationship to district practices for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices, including protections against mishandling of institutional funds. (Note: Some of this may be more district-based than school-based.)

Findings Supporting Evidence District practices for developing budgets, overseeing MCS Business Procedures

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https://drive.google.com/file/d/1nFWA5FGJuOSfIdgOahrxCbwIoVVALKHE/view?usp=sharing


expenditures, and conducting quality business are outlined in the district handbook provided by the Business Services department. This handbook and its addendums are updated yearly and used in annual trainings for all administration as well as classified staff to whom it pertains. Davis High School has a dedicated bookeeper that meets twice monthly with the principal to report on account balances, recent purchases, alignment of spending with the school priorities, and future purchases. During these meetings, other finances are also reviewed such as student body/activities accounts. Concerns regarding possible over/under utilization of funds, pending deadlines, and district guidelines are discussed at these meetings. The principal, bookeeper, activities director, and club advisors all attend annual fiscal training to keep current on legal requirements, best practices, and district policies. Information regarding fund-raising, spending limitations, and money handling are reviewed. The district voluntarily audits its own site budgets regularly and periodic audits from government agencies occur as well. The district has specific offices that oversee and approve funding or purchases at every level as an added safeguard against mishandling of funds. These offices included the office of State and Federal Programs and the Budget office. Teachers, in the performance of their adjunct duties, often sell tickets or handle money at school events. Though great effort is made to provide 1:1 training for teachers prior to an event, additional work can be done to provide staff-wide training at the start of the year to ensure they know exactly how the accounting processes work when counting and submitting the collected funds.

and Guidelines Handbook Guidelines for school connected organizations

Facilities A5.3. Indicator: The school’s facilities are adequate to meet the students’ learning needs, support the educational program (i.e., accomplish the vision, mission, and the schoolwide learner outcomes) and are

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safe, functional, and well-maintained.

A5.3. Prompt: Determine the extent to which the facilities enable the school to maintain a learning environment to meet the educational health and safety needs of students. Findings Supporting Evidence Additional district funds were provided and utilized to increase safety on campus and enhance the learning environment. These funds were made possible through LCAP priorities regarding student safety and facilities. The district also maintains and updates a list of prioritized facilities improvements and needs so modernization can take place as funds become available. Grace Davis High School was built in 1961. The maintenance team at Davis High School works hard to keep the campus clean and safe. This includes three custodial crews, a grounds crew, five campus supervisors and a campus security guard. Security cameras were installed to monitor student, staff and visitor safety as well as asset protection. There has been extensive remodeling since the last WASC visit and this continues even today. This includes the following:

1. A new school mural in the front of the school 2. An corner bench and landscaping surrounding

the Marque installed by our landscaping class 3. New landscaping and concrete was added

between the East classroom buildings 4. Honor the Shield character recognition banners

and flags on light posts and the side of buildings 5. Library furniture, carpet, paint, and electrical 6. Blacktop replacement 7. Track and athletic fields resurfacing 8. Boy’s locker replacement 9. Little theater paint, carpet, lighting, equipment 10.Added an eight bed healthcare lab for clinical

nursing training 11.Refurbishing of agriculture yard and welding shop 12.Agriculture grant 13. Internet bandwidth was increased dramatically 14.Large flat screen televisions in several rooms 15.New flooring in many classrooms

LCAP Goals/Progress - See Goal 1

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16.Asbestos abatement to the floor tiles in the Cafeteria

The district maintains a list of standard classroom equipment and furniture. All classrooms are equipped with these items at no cost to the school site. This includes but is not limited to student and teacher desks, flag, digital media equipment, and a U.S. flag. Science labs have added standard equipment to enable learning such as non-permeable lab tables, ventilation hoods, special electrical and gas connections, and sink access. Class sizes are limited to comply with collective bargaining agreements and ensure classroom environments conducive to learning. The master schedule is created with class sizes in mind.

MTA Collective Bargaining Agreement Master Schedule

Instructional Materials and Equipment A5.4. Indicator: The policies and procedures for acquiring and maintaining adequate instructional materials and equipment, such as textbooks, other printed materials, audio-visual, support technology, manipulatives, and laboratory materials are effective.

A5.4. Prompt: Evaluate the effectiveness of the policies and procedures for acquiring and maintaining adequate instructional materials and equipment, such as technology tools and software, the support systems for technology, software, textbooks, other printed materials, library media resources, manipulatives, and laboratory materials for instruction including online.

Findings Supporting Evidence At Davis High School, we are diligent to meet the requirements of the Williams Act and submit to yearly inspections, ensuring all students have access to quality instructional materials and safe facilities. Teachers are provided with individual teacher budgets that vary in size each year, but allow teachers to make purchases that go above and beyond standardized equipment or material set by the district. Teachers may choose to purchase additional classroom supplies, student guides, lesson planning materials, or other instructional materials. New teachers are faced with more initial costs to start their year than most others. To

Digital Access to Textbooks

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https://www.mcs4kids.com/documents/MTA%20Contract%202014-17%20-%20Feb%202016%20(online%20version).pdf

https://docs.google.com/spreadsheets/d/1mDSaeUwFJqdsGe70_NTK5x_kaid50YN6e5yveJOPNLM/edit?usp=sharing

https://drive.google.com/drive/folders/1iAGfdv2r1VCyJvksCnn8cWj9msR3Q7xD?usp=sharing


give them a smooth start, administration provides these new teachers with larger budgets that afford them one time purchases such as a bulletin board sets, models, physical equipment, etc. LCAP priorities and budget lines allow additional funds for cross curricular project based learning funds, music equipment, STEM money, math manipulatives, and visual performing arts experiences. Teachers understand that additional funds can be appropriated for special projects or purchases by speaking with the principal or associate principal. The bookeeper facilitates purchases and tracks the remaining funds available in each of the budget categories. Yearly asset management teams inventory equipment at each school site and this information is used to determine where additional equipment is needed. The presence of one-to-one laptop devices for students truly helps with equity and access to quality content and ample material. Teachers are able to create, seek out, and share digital materials, reducing cost, duplicate purchases, and aging/obsolete resources. Teachers regularly request access to web based services and instructional tools that require payment. The administration has been very responsive to purchasing these materials and services using site funds. Textbooks are made available online as well as in print in most cases. As new textbooks are adopted, the district has committed to purchasing full digitally integrated products. For the last three years, Davis benefitted from a site technology instructional coach. This year, that coach has shifted to a district wide instructional role. New textbooks must be approved by textbook adoption committees and are purchased using district funds as long as the textbooks are listed on board approved course outlines. Supplementary materials are purchased from school site budgets. Students who participate in our Middle College dual enrollment

Site Allocations Future Ready Trainings

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program through the local junior college have their textbooks, materials, and course fees paid by the school district through LCAP funds (College and Career Ready). The library maintains and adds to a collection of novel class sets yearly. These novels are selected by teachers and pre-approved by the district review committee that publishes our “Passport to Literature.” The librarian was provided a district credit card and a budget to purchase new materials for the library.

Passport to Literature

Well-Qualified Staff A5.5. Indicator: Resources are available to enable the hiring, nurturing, and ongoing professional development of a well-qualified staff for all programs such as online instruction and college and career.

A5.5. Prompt: Determine if the resources are available to hire, nurture, and provide ongoing professional development for a well-qualified staff. Include specifics if online, IB, and/or college and career preparation programs are in place.

Findings Supporting Evidence There are numerous resources and professional development opportunities available for both new and veteran staff members. Some examples include:

● 1:1 Mentoring with Site Instructional coach ● District Instructional Facilitators (EL, Math, ELA,

Social Science) ● New Hire Training at the School Site with

Associate Principal ● AP training workshops ● DBQ training for Social Science ● DBQ Trainer of Trainers ● PE Safety trainings ● CTE conferences ● District technology training ● Early Release Collaboration days ● Surface Pro Teacher Device Training ● Wireless Display training (WiDi) ● ELA piloting new online textbooks ● PLC training (Solution Tree) ● Spartan Walk Instructional Rounds ● CSU ERWC Training

New hires are also incentivized to continue their

Start of Year New Hire PD Sample Future Ready Certificated Salary Schedule

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https://drive.google.com/file/d/19CqVYC1jNd0tR6ZKPyvlHJR6H1kw43YG/view?usp=sharing

https://drive.google.com/file/d/19CqVYC1jNd0tR6ZKPyvlHJR6H1kw43YG/view?usp=sharing

https://docs.google.com/document/d/1lCAXT5Fjc9kjGJWPny-OG5V0AtWrWPLLLnXvp-VUqYE/edit?usp=sharing

https://www.mcs4kids.com/documents/17-18%20Certificated%20Salary%20Schedule%20Effective%2001-01-18.pdf


schooling and professional development by provisions in the collective bargaining agreement that allow them additional pay as they complete additional post BA units. Interns and student teachers are regularly hosted and mentored at Davis High School as we have developed a symbiotic relationship with the teacher preparation programs at CSU Stanislaus and Teachers College of San Joaquin. Many interns and student teachers return to Davis High School as permanent staff. HR frequently attends job fairs and seeks out new hires early each year, attempting to compete with surrounding districts for the best candidates. New hires apply as early as February for the following school year. A portion of the budget is set aside for staff to attend conferences, provide staff with substitute teachers for pull out collaboration time, and purchase professional development materials such as books and web resources. A few teachers each year are recommended by district or site administration for participation in the Modesto City Schools Aspiring Administrators program. This program lasts for several weeks and introduces prospective administrators to professional standards, foundational principals, and field experiences that related to work in school administration.

Long-Range Planning A5.6. Indicator: The district and school’s processes for regularly and effectively aligning the Local Control Accountability Plan (LCAP) with site resource decisions ensures the continual availability and coordination of appropriate funds to support students’ achievement of the critical learner needs, the academic standards, college- and career-readiness standards, and the schoolwide learner outcomes.

A5.6. Prompt: Evaluate the effectiveness of these processes.

Findings Supporting Evidence Aligning the district LCAP plan and priorities with site decision making regarding allocation of funds is a natural byproduct of SPSA development and utilizing the funds that we are provided. The school district provides earmarked funds for LCAP priorities and goals to each school site. As mentioned before, these priorities

Leadership Meetings Faculty meeting

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include funds for spending such as STEM/STEAM, Math manipulatives, Music equipment, project based learning and more. The principal and bookeeper track and report their spending in each of these areas to the district for LCAP monitoring purposes. Progress toward goals in the LCAP areas must be reported to our respective director of secondary education for reporting to the school board. These LCAP priorities were used in the development of our SLOs and SPSA. These documents guided the development of our WASC action plan and the identification of our critical areas. When viewing our site allocations from the district, one can see several funding sources that provide site resources for LCAP goals.

Site Allocations

ACS WASC Category A. Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources:

Summary, Strengths, and Growth Needs

Review all the findings and supporting evidence and summarize the degree to which the criteria in Category A are being met.

Include comments about the degree to which these criteria impact the school’s ability to address one or more of the identified critical learner needs (Chapter IV).

Summary (including comments about the critical learner needs)

Davis High School has revised and updated our vision statement and Student Learner Outcomes as a result of our ongoing self-study process. Our vision at Davis is clear and precise for our students and is based on their needs (based on data). The collaboration component was added to the vision based upon the past few years of ongoing focus on students and staff collaboration in the effort to improve student outcomes. Our school’s mission statement continues to be relevant and no changes were made after review. The Schoolwide Learner Outcomes were revised by using stakeholder input and are supported by our staff, student leadership, parents and administration to improve relevancy and areas of need. The district has clear policies and procedures in place that make decision making easier for site leadership. There are also clearly defined ways for concerns to be addressed. The governing plans, priorities, and documents such as the LCAP, SPSA, and WASC action plan dovetail nicely. Our district provides funds and support to help the school accomplish LCAP goals and other district wide priorities. Teachers and departments are provided yearly budgets to purchase needed supplies and resources. New teachers are provided additional supply budgets to augment the start-up costs of setting up a new classroom and building new instructional units for the first time.

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Though extensive efforts are made to communicate with stakeholders, more can be done to ensure every stakeholder is involved in decision making. The leadership structures at the school site allow teachers, parents, students, and classified staff to provide input. These include site council, teacher leadership, and the English Learner Parent Partnership. Continuing to align resources with areas of need would be beneficial. Prioritize the strengths and areas for growth for Category A. Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources: Areas of Strength

Students are taught by qualified teachers who are able to add to their teaching repertoire with professional development opportunities. Adequate funding is available to achieve site and district goals. Our school has a functioning school leadership team, parent opportunities for input, and regular survey data from all stakeholder groups. Quality facilities and materials are made available to ensure a safe learning environment. Internal and external procedures and audits are in place to monitor use of funds and proper instructional materials. The self study process was followed and yielded critical areas that produced a clear action plan. Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Areas of Growth

Through the development of a more focused mission, vision, and SLO’s, we strive to increase communication these with all stakeholders more frequently and in a variety of ways (email, Schoology, Power School, phone dialer, letters home, etc.) to keep stakeholders informed as we continue to strive to improve student outcomes. Increasing parent and staff involvement, especially regarding financial decision-making, would promote transparency in governance and site leadership choices. While many professional development opportunities are available, the effectiveness of these trainings is hard to measure. As a culture, many teachers do not utilize the professional development opportunities that are given and we would benefit as a site from more teachers attending these. We need to continue to strengthen our PLC process that was restructured at the beginning of the 2017-2018 school year. Finally, technology needs to be reliable for all staff and students; too many problems have arisen with programs and hardware failing to work on a regular basis which affects learning and teaching negatively.

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Category B: Standards-based Student Learning: Curriculum B1. Rigorous and Relevant Standards-Based Curriculum Criterion

All students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. Through standards-based learning (what is taught and how it is taught), these are accomplished.

Indicators with Prompts Current Educational Research and Thinking B1.1. Indicator: The school uses current educational research related to maintain a viable, meaningful instructional program that prepares students for college, career, and life.

B1.1. Prompt: Evaluate how effective the school uses current educational research related to the curricular areas to maintain a viable, meaningful instructional program for students. Findings Supporting Evidence Grace M. Davis High School demonstrates curriculum in a purposeful way through these educational/digital school programs, lessons, and curriculum guides. Teachers evaluate students’ performance through the use of these educational tools (ex. Nearpod, Schoology, Kahoot, Prezi, and Google drive) as students exhibit their skills for the college and career world. Our SPSA (Single Plan for Student Achievement) goals help our school/staff focus on the needs of our site as a whole. Teachers are integrating the Depth of Knowledge chart in their academic classrooms, so students can critically think, read, and write more effectively. For example, this will help students understand how to carefully describe/identify vs. evaluate/analyze texts on a deeper level. Add narrative about Future Ready: Add narrative about SBAC: Students receive a dynamic curriculum aligned with Common Core state standards as defined by the use of technological skills, rigor and relevance. This year, we, as a staff, will adapt new “schoolwide learner outcomes,” which will include the following: Diversity

Textbooks Schoology Nearpod Kahoot Prezi Google Drive Single Plan For Student Achievement Depth of Knowledge Poster 1:1 Student Laptops Future Ready SBAC Testing AVID classes/certification Student Learner Outcomes

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https://drive.google.com/drive/folders/1pwtsJ27YpUjCrcBFUdelfO3cWXIQLDQD?usp=sharing

https://drive.google.com/file/d/0Bylrgv0bOfbzQ240Y3h6WEFHQ1k/view?usp=sharing



https://drive.google.com/file/d/0BzLPc1q-XXa6STFtSG10YzcwSXM/view?usp=sharing

https://youtu.be/-G0Kx4uLvMQ

https://www.mcs4kids.com/district/Future-Ready

http://www.smarterbalanced.org/

https://davis.mcs4kids.com/students/academies/avid



Academics Voice Innovation Spartan Culture As we look at our rigor, we continue have academic classes and continue to challenge students with classes, such as ERWC (Expository Reading and Writing Course) that emphasize the following but are not limited to: annotating, vocabulary, writing a thesis, reading expository texts/current events (news/magazine articles), research, writing academic essays, citing textual evidence, finding author claims, and citing MLA format. Students have access to this MCS Writer’s Handbook to help them read, write, and think more effectively; students and teachers can build to meet the expectations of the new Common Core Standards. In addition to our English classes, we also adopted new ELA digital curriculum for grades 9-11 called StudySync, which also includes multimedia, a diverse library of fiction/nonfiction, and critical thinking/writing assessments. (ex. videos) Students learn how to “ACE the Question” as they learn how to effectively “answer the question, cite the evidence, and expand your answer” in their academic writing. Teachers have access to Lanschool to monitor students as they work on the Internet and make sure they are productive with their class time. Teachers must activate each class period as they see fit.

ERWC ELA Grade 12 Extended Summer School Curriculum - Apex Read 180 Foundations of Literacy System 44 MCS Writer's Handbook StudySync ACE the Question Poster Lanschool

Academic and College- and Career-Readiness Standards for Each Area B1.2. Indicator: The school has defined academic standards and college- and career-readiness standards for each subject area, course, and/or program.

B1.2. Prompt: Determine the extent to which there are defined academic standards and college- and career-readiness standards for each subject area, course, and/or program that meet state or national/international standards and, where applicable, expectations within courses that meet the UC “a-g” requirements. (This includes examination of the annual submission of course syllabus approval to UC for all

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https://writing.csusuccess.org/

https://www.apexlearning.com/digital-curriculum/courses/catalog

https://www.apexlearning.com/digital-curriculum/courses/catalog

https://www.hmhco.com/products/read-180/family/

https://drive.google.com/drive/folders/0BxWnm6sUtAR7b3pNQV9tRzRYMzQ?usp=sharing

http://www.hmhco.com/products/system-44/

https://www.mcs4kids.com/documents/WH2013-Student.pdf

https://drive.google.com/file/d/0BzLPc1q-XXa6NTJvUUFYQlY1aHM/view

https://www.lenovosoftware.com/lanschool


AP courses. Verify that the facility requirements for "wet labs" are met for all lab science courses.) Findings Supporting Evidence Modesto City Schools’ courses have course outlines that dictate the content taught in the course as well as the curriculum used. The course outlines are required to include descriptions of the courses, key course information such as credits earned, length of course, prerequisites, graduation requirement fulfillment, textbook adoption, units of instruction, and California State Content Standards that align with the content of the course. Additional standards applicable to the course must also be identified prior to approval of the course outline. These course outlines are typically written by a team of teachers and an administrator. They are submitted for revision and approval by the associate principals of curriculum and instruction, and then presented to the school board for final approval.

ROP and CTE courses have added layers of oversight and approval that pertain to college and career readiness standards, CTE Anchor Standards, and advisory committee input. Prior to submitting course outlines for district approval, the author’s must first convene an advisory committee of community and relevant business leaders who can provide input and initial approval of the courses.

All district approved A-G level classes are aligned to the common core standards in all subject areas. Examination of the annual submission of course syllabus approval to the College Board for all AP courses and other A-G level courses are done at the district level. They are submitted and then verified at the start of every school year.

Health Careers Academy is compliant with California Career Technical Education ANCHOR Standards (1-11.0) for Health Science and Medical Technology. Public Safety Academy is compliant with California Career Technical Education ANCHOR Standards (1-11.0) for Criminal Justice Pathway

Some teachers are using their own web pages to share documents, handouts, links to the textbooks, lessons,

California State Content Standards

Public Safety Advisory Committee ROP

-English/Math PacingGuides

Math Curriculum

Health Careers Academy Class List

Health Academy Advisory Committee

Teacher websites Schoology

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http://www.cde.ca.gov/be/st/ss/

http://www.cde.ca.gov/be/st/ss/

https://www.firstnet.gov/consultation/public-safety-advisory-committee

https://www.firstnet.gov/consultation/public-safety-advisory-committee

https://drive.google.com/file/d/0B3aOs3_mKOCQN2RlZC1OaWlxcG8/view?usp=sharing

https://drive.google.com/drive/folders/0BzZk4dTzZ-RnODVfQ3BaVWhCUFU?usp=sharing

https://drive.google.com/drive/folders/0BzZk4dTzZ-RnODVfQ3BaVWhCUFU?usp=sharing

https://drive.google.com/file/d/0B6dFnhJnPgRXaDdaenh4SVhjam8/view?ts=59fa087e

https://docs.google.com/spreadsheets/d/1xtisx6olQpqhm0nIOuh5_TQUWmtM4tDteDMnNskqBcw/edit#gid=0

https://docs.google.com/spreadsheets/d/1xtisx6olQpqhm0nIOuh5_TQUWmtM4tDteDMnNskqBcw/edit#gid=0

https://docs.google.com/document/d/1fMSVxB8-W-9xydvMlzxbBGjDQOS2dAVH8gJ7x8Lmy94/edit

https://docs.google.com/document/d/1fMSVxB8-W-9xydvMlzxbBGjDQOS2dAVH8gJ7x8Lmy94/edit

https://sites.google.com/a/monet.k12.ca.us/gdhs-guptill-c/

https://mcs.schoology.com/home/recent-activity


provide email contact information, links for math help (for example), and course information Teachers meet once to twice a month (by contract) to collaborate by grade level and department.

Collaboration Days within each department Middle College Courses AP Courses Middle College A.P. Course Syllabus

Congruence B1.3. Indicator: There is congruence between the actual concepts and skills taught, the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes.

B1.3. Prompt: Evaluate the extent to which there is congruence or consistency between the actual concepts and skills taught, the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes.

Findings Supporting Evidence Students are prepared academically through core classes, English, math, science and social science with skills including but not limited to critical reading, writing & thinking, effective oral communication, independently evaluate and report circumstances related to critical norms/findings. Agriculture students are prepared to evaluate animal health and ag situations as they arise. Students must be able to react to each individual situation and communicate findings to their advisor.

ROP CNA Certificate Requirements (Red Cross exam) Fire Science Academy Gallo Internship Program

Integration Among Disciplines B1.4. Indicator: There is integration and alignment among academic and career technical disciplines at the school and where applicable, integration of outsourced curriculum into the program so that curricular integrity, reliability, and security are maintained.

B1.4. Prompt: Evaluate to what extent is there integration among disciplines and where applicable, integration of outsourced curriculum into the program so that curricular integrity, reliability, and security are maintained. Findings Supporting Evidence One of our strong suits at Davis High School are our California Partnership Academies (Health and Public Safety) and our other pathways, such as Middle College,

Classes must be exclusively academy students from grades 10-12 (core classes

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https://docs.google.com/document/d/1Eu31T_O6u3ZnyWbvU9EDeywgPxiDssHKM53UlumfQT8/edit

https://docs.google.com/document/d/1Eu31T_O6u3ZnyWbvU9EDeywgPxiDssHKM53UlumfQT8/edit

https://davis.mcs4kids.com/students/academies/spartans-101:-middle-college

https://davis.mcs4kids.com/students/ap-courses


https://davis.mcs4kids.com/students/ap-courses

https://drive.google.com/file/d/0B3aOs3_mKOCQN2RlZC1OaWlxcG8/view?usp=sharing

https://outlook.office365.com/owa/?realm=monet.k12.ca.us&exsvurl=1&ll-cc=1033&modurl=0&path=/attachmentlightbox





AVID, and Language Institute. Some of these programs and pathways are inherently cross curricular and are required to collaborate, plan multi-disciplinary projects, and ensure rigor in content and teaching. Academy students are in a cohort of grade level students and share many classes each semester including English, Social Science, Science, and an elective. The teachers try to provide lessons that integrate facets of their respective CTE area such as report writing or emergency medicine. Middle College teachers meet regularly with the assigned college professors and the administration from both schools work together to offer a host of classes that best fit IGETC graduation requirements and A-G. Other popular schoolwide adopted instructional strategies are also used each content area. This includes ACE the Question, in which students are required to answer all parts of the question, cite evidence, and expand on the prompt with their own thinking. Additionally, all teachers received training and ongoing reminders about the use of Webb’s Depth of Knowledge and incorporating higher levels of thinking into their lessons. Additionally, teachers have worked to incorporate more academic language/vocabulary into their lessons, determine clear learning targets, and structure student collaboration. With the addition of student laptops, many teachers found and used extensive materials for enrichment through the internet and third parties such as Nearpod. Now that teachers have become comfortable with having the technology on campus, there has been a return or renewed focus on sticking to adopted course outlines and making sure that we use our adopted curriculum as a primary driver of learning. Additional materials are used to enhance or extend learning, but not at the expense of the fundamental course expectations. Teachers have also started incorporating literacy into their respective content areas, utilizing varied expository

only) Writings from other disciplines, not just English. Lesson or activity that will support the findings for various writing assignments/reports.. Resumes in Floral, Leadership and Work Experience. Work Experience Evaluations Clinical Evaluations

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texts, requiring students to write more, and demanding that students cite or explain their evidence or reasoning.

Articulation and Follow-up Studies B1.5. Indicator: The school articulates regularly with feeder schools, local colleges and universities, and technical schools. The school uses follow-up studies of graduates and others to learn about the effectiveness of the curricular program.

B1.5. Prompt: Determine the extent to which the school articulates curricular programs and expectations with its feeder schools, local colleges and universities, and technical schools. Explain how the school uses follow-up studies of graduates and others to learn about the effectiveness of the curricular program. Findings Supporting Evidence Local colleges from the area come and welcome students and introduce their individual programs. They discuss their entry requirements and school overview. Articulating with our feeder schools is a priority for our counseling and curriculum offices. Early in the school year, discussions between the two school administrations begin to determine a timeline for articulation and balloting. There are three main feeder junior high schools (Roosevelt, Somerset, Prescott). Each feeder school is either visited or travels to Davis High School to tour the campus. Our programs and clubs showcase their highlights and benefits when visiting the feeder schools. Teacher leaders from GDHS visit the feeder schools to articulate with their content departments (e.g. ELA/Math), as the teachers from those schools need assistance identifying which measures to use when recommending students for various classes. The administration provides the feeder schools with requests for data such as reading lexile, at-risk indicators, IEP/504 alerts, student leaders, and newcomers to the United States. Through a partnership with the county office of education, GDHS receives a subscription to the National Clearinghouse data regarding graduates and where they go after high school. Some of this data can be reviewed in the School Profile (Chap. 2). This information is underutilized at this time. Currently it is communicated

Articulation Documents Middle College Documentation LI 2nd Annual Family Night Balloting Calendar National Clearinghouse Data - Post Secondary

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https://drive.google.com/drive/folders/1cMgIQ6XIal407mwvEPPEmB4IyL5T54Qy?usp=sharing

https://drive.google.com/drive/folders/1cMgIQ6XIal407mwvEPPEmB4IyL5T54Qy?usp=sharing


to staff and counselors in small samples as we share schoolwide data during Principal Summit and as part of the self-study. The college counselor also collects data from seniors prior to graduation in which they provide us with their post secondary plans. This provides a faster more actionable avenue for our counseling staff to adjust services and guest visits from colleges and nearby schools or technical programs. For instance, we have increased presentations from MJC and CSUS as a result of this data. College programs such as the teacher preparation program at CSUS visit our AVID and other classes yearly, invited by teachers, to inform students about career opportunities in their community. Davis offers college and career fairs almost every school year to provide students access to current information about local colleges, technical programs, and military services. Additionally, the school district and county office of education puts on a college fair for our students to attend yearly. Counselors attend regular trainings to keep current on college entrance requirements and guidance information. Many of these trainings are hosted by MJC, CSUS, or our own school district. Each high school has a college counselor and those counselors meet regularly to discuss new information. Additionally, a counselor and administrator typically attend the ARCHES P-16 Collaborative meeting to discuss educational trends, coming changes, and important issues that help or prevent student success.

Fair Pictures Arches Meeting Minutes

B2. Access to Curriculum Criterion All students have equal access to the school’s entire program and are provided assistance with a personal learning plan to meet the requirements of graduation and are prepared for the pursuit of their academic, personal, and career goals. Indicators with Prompts

Variety of Programs — Full Range of Choices B2.1. Indicator: All students are able to make appropriate choices and pursue a full range of realistic

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college and career and/or other educational options. The school provides for career exploration, preparation for postsecondary education, and pre-technical training for all students.

B2.1. Prompt: Evaluate the effectiveness of the processes to allow all students to make appropriate choices and pursue a full range of realistic college and career and/or other educational options. Discuss how the school ensures effective opportunities for career exploration, preparation for postsecondary education, and pre-technical training for all students.

Findings Supporting Evidence GDHS has curricular and extra-curricular classes and programs that augment students’ needs and interests. Students are exposed to these programs beginning with visits to their Middle Schools by GDHS students and staff during their 8th grade year. This is followed up by a site visit to GDHS during February of that same year, where students and staff bring these programs to life during an evening Open House for all students and families to attend. Counselors visit students’ classes to explain programming and balloting procedures where students make their personal course choices. To complete the process, counselors meet with individual students yearly to discuss personal career/college plans and select an appropriate course pathway.

● AP and Pre-AP classes ● Extracurricular/Clubs/ and student benefits ● Electives: (Photo, AVID, Computer literacy,

Speech/Debate, Food/Nutrition, Child Development, Ag Mechanics, Floral Design, Horticulture, Video Arts & Production, Graphic Design (applications and games)

● College Counselor / Aviance ● Middle College for College Credit at GDHS ● Public Safety Academy ● Fire Science Academy ● Health Careers Academy ● ROP Certified Nurses Assistant (CNA) Program ● Community Service opportunities ● College Credit for Computer Technology at GDHS ● Agriculture Technology Pathway

● Public Safety

Academy experience in security and police ride alongs

● Fire Science Academy experience in fire drills with firefighters.

● Health Care Academy puts students in local hospitals for experience

● Child Development

● Ag Technology Pathway

● Science Olympiad

● Speech and Debate Club

Accessibility of All Students to Curriculum B2.2. Indicator: A rigorous, relevant, and coherent curriculum that includes real world applications is accessible to all students through all courses/programs offered.

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B2.2. Prompt: Evaluate students’ access to a rigorous, relevant, and coherent curriculum across all programs that includes real world applications. To what extent do the instructional practices of teachers and other activities facilitate access and success for all students? Findings Supporting Evidence All courses are required to have a standards aligned course outlines approved by associate principals of curriculum and instruction, directors of secondary education, and the school board. Courses use district adopted and approved textbooks and curriculums. District LCAP priorities, goals, and funding targets CTE and college/career readiness in all schools. Of course, as mentioned above, students have access to a myriad of career technical and ROP courses and pathways such as the Health Careers Academy and Public Safety Academy. However, teachers are also integrating the MCS instructional norms that outline frequent opportunities to discuss and collaborate, citing evidence and defending thinking, and demonstrating the standards for mathematical practice. These skills raise rigor and incorporate many 21st century skills. Now that all students have a student laptop device, charger and high speed internet at GDHS, teacher ability to link real world resources, videos, simulations, and applications is exponentially expanded. Teachers utilize a host of rich media through Youtube, TedEd, National Geographic and more. New textbook and curriculum adoptions are required to be more interactive and provide real world applications. These include our use of the new Study Sync ELA curriculum, and the MVP Math curriculum. Study Sync models proper academic discourse and discussion through it’s StudySync TV resources, and teachers are using this to promote more structured student discourse. In Math, the teachers are incorporating more performance tasks with narrative responses that require students to think and explain more than guess the right multiple choice answer. In Science, the new NGSS standards require our

Math Curriculum Ted Ed Study Sync TV MVP Curriculum

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https://drive.google.com/file/d/0B6dFnhJnPgRXaDdaenh4SVhjam8/view?ts=59fa087e

https://ed.ted.com/lessons?category=teaching-education

http://www.studysync.com/our-product/product-features/synctv/

https://www.mathematicsvisionproject.org/secondary-mathematics-i.html


teachers to shift to student learning opportunities that integrate multiple facets and disciplines from within science in a single lesson. With the additional funding available for STEM and NGSS manipulatives, more labs and hands on learning is being planned such as tensile strength tests in which students build reinforced concrete samples that are then tested under increasing psi. In social science classes, students are pulling current demographic world data and polling data to form arguments and take positions on issues that matter them such as elections, forms of government, and geopolitical issues. Social Science teachers have also had extensive training on Document Based Question learning activities and they are using these strategies, lessons, and units, developed by district teams and their own site teacher teams, to enhance learning and rigor.

DBQ Method

Student-Parent-Staff Collaboration B2.3. Indicator: Parents, students, and staff collaborate in developing and monitoring a student’s personal learning plan and their college and career and/or other educational goals. (This includes the evaluation of whether online instruction matches the student’s learning style.)

B2.3. Prompt: Evaluate to what extent parents, students, and staff collaborate in developing, monitoring, and revising a student’s personal learning plan and their college and career and/or other educational goals. Findings Supporting Evidence Every student has a progress report sent home via mail every 4-5 weeks. Parents and students also have access to student grades at anytime using Powerschool for parents and students. In the fall and spring, parents have opportunities to visit the school during different times of the year. Students with IEP’s meet at least once a year to develop a successful learning plan or transition plan. Naviance, an online student guidance and planning tool, is used by students, counselors, and work experience teacher to get a sense of what a student wants to do after high school. Many features of this tool would be major assets for planning and student success, but staff

Schoology and Power School allow parents to access grades “Back To School Night” and Open House” IEP Naviance Information

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https://www.dbqproject.com/about-us/dbq-project-method/



https://www.naviance.com/solutions/high-schools


needs to better integrate it into the four years we have with students. Parents are able to see and review the Naviance reports that share student career interest survey data and college preferences. Counselors visit classrooms twice in the Spring to help students understand the balloting process, graduation requirements, A-G requirements, and college/career planning. Students then ballot with a counselor. Student ballots are signed by teachers and parents indicating recommended courses in core areas. Parents and students schedule appointments with counselors regularly and are frequently seen in the counseling office meeting with personnel. Counselors make themselves available before and after school and via phone, Schoology messaging, and email. Counselor hours were recently adjusted due to a contract change that would ensure a counselor is available during additional school hours. Counselors review student transcripts yearly for monitoring of progress toward graduation. Additionally, D and F reports are provided each semester to give counselors a priority intervention list.

Balloting Information

Post High School Transitions B2.4. Indicator: The school implements strategies and programs to facilitate transitions to college, career, and other postsecondary high school options and regularly evaluates their effectiveness.

B2.4. Prompt: Evaluate the effectiveness of the strategies and programs to facilitate transitions to college, career, and other postsecondary high school options. Findings Supporting Evidence GDHS has many options for students to transition to life after graduation no matter the path that the student has chosen. In fact this is a focus in our updated SLOs. Our student leadership requested we add “life ready” to A for Academics. Students who have college aspirations have a number of programs that are available. Advanced Placement , governed by the College Board, allows high achieving students to experience advanced

AP Classes-

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https://drive.google.com/drive/folders/1azwVnWAvhGIKarcB2UVkvGOQB3WDTznd?usp=sharing

https://davis.mcs4kids.com/students/academies/advanced-placement


curriculum indicative of what they would experience in college. Though almost all classes are considered “college preparatory” at our site, and our district adopted the mantra “CP for all” several years ago, AP courses are truly more rigorous and relevant for students who decide to embrace the challenge. The Middle College Pathway allows students to experience college level curriculum and actually receive college credit through Modesto Junior College concurrently while they earn high school graduation credits. AVID assists students typically from lower-income families, or first time graduates, to acquire skills and abilities that they will need to be successful in post-secondary level education. Students who are interested in college and specific career fields have access to other programs. Public Safety Academy (PSA) encourages students who are interested in first responder careers (Police, Fire, Paramedic) to get hands on experience with professionals and curriculum that addresses these potential future careers. Health Care Academy (HCA), much like the PSA, allows students to have the experience of working with healthcare professionals providers to gain knowledge and experience in potential future health care career paths. Students who are more focused on a career or technical path have several program options as well, including: The goal of the Agriculture Technology Pathway is to provide students with...culture Technology Pathway provides students with knowledge, skills & experience in the technology used for today’s agricultural careers. The program builds leadership and employability skills through hands-on experience, project based learning & participation in FFA.

Middle College- Academies Information Photos of PSA tactical skill lesson/assessment Agriculture Technology Pathway

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https://davis.mcs4kids.com/students/academies


Regional Occupational Programs (ROP) training courses are offered in several areas: Business, Consumer/Home Economics, Health Services and Industrial Technology. ROP enables high school students and adults to develop marketable occupational skills, abilities, attitudes, and work habits in order to upgrade skills or obtain a job. -Davis also offers work experience. Students go to off campus jobs, thus providing students financial and experiential opportunities that could not be experienced on campus. Students who have different learning needs also have specific opportunities and programs that cater to their needs with the goal of getting them to college or onto a career path. The Language Institute intensive English Language Development program is specifically designed and continually developed to help non-native speakers learn essential English skills. Special Day Classes are designed to allow students with different needs and abilities to gain academic and social skills they will need to become successful in post-secondary life. Our special day students have the opportunity to participate in our Vocationally Based Instruction program where they learn to interview and get hired at local employers such as Costco. Our campus also houses an adult transitions program for intellectually disabled adults who are still served by an IEP plan. They learn to grocery shop, cook, serve in various capacities in the cafeteria and at local employers with the goal of building independent living and work skills.

Language Institute- LI folder

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https://drive.google.com/drive/folders/0BxWnm6sUtAR7bl84eVdoOVVUSm8?usp=sharing


ACS WASC Category B. Standards-based Student Learning: Curriculum

Summary, Strengths, and Growth Needs Review all the findings and supporting evidence and summarize the degree to which the criteria in Category B are being met.



With the recent adoptions of new curriculum for English Language Arts and mathematics, professional development was provided, yet full implementation with fidelity is still ongoing. Davis has many new teachers in the ELA and math departments. Student outcomes in literacy and numeracy need to continue to improve as the majority of students are not meeting proficiency in State Standards. The hard work must continue for all of us, as literacy is a schoolwide effort. Professional development and teacher teams should continue so teachers increase their proficiency with curriculum, and utilize teacher teams to work together to identify essential standards, assess student learning and next steps. Prioritize the strengths and areas for growth for Category B. Category B: Standards-based Student Learning: Curriculum: Areas of Strength

New curriculum has been adopted in both English and Mathematics to align with current Common Core State Standards. Teachers have received professional development on these new programs to effectively instruct students using the new technology/programs. Davis offers many paths to meet diverse student needs and interests including Health and Public Safety Academies, dual enrollment Middle College Pathway, ROP classes, and work experience. Schoolwide Learning Objectives and our vision have been rewritten with staff and student input to reflect our technology-driven learning environment, 21st Century Skills and common core state standards. Category B: Standards-based Student Learning: Curriculum: Areas of Growth

Structured collaboration, while meaningful for teachers, has been an ongoing implementation process to provide adequate time for teacher to discuss curriculum, essential student learning standards, student data and next steps. Teacher teams were redesigned this year and there are pockets of success stories, yet continued growth in teacher collaborative teams is essential to improving student learning. With the implementation of new ELA curriculum, and the hiring of new math teachers, curriculum and instructional professional development must continue so teachers are better equipped to support student learning needs in literacy and numeracy. LIteracy skill development, across all content areas, must continue so students are able to access content, grade-level curriculum. College and career readiness efforts could increase and supports could be utilized more effectively by our students in order to increase

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student pass rates, focus their learning on post-high school goals, as well increase the completion of UC/CSU a-g coursework. Use of available resources such as expanding AVID enrollment, increase use of Naviance and increase enrollment in higher level rigorous coursework and dual enrollment classes are opportunities for growth.

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Category C: Standards-based Student Learning: Instruction C1. Challenging and Relevant Learning Experiences Criterion

To achieve the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes, all students are involved in challenging and relevant learning experiences.


Results of Student Observations and Examining Work C1.1. Indicator: The students are involved in challenging and relevant work as evidenced by observations of students working and the examination of student work.

C1.1. Prompt: Evaluate the degree to which all students are involved in challenging and relevant learning to achieve the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. Include how observing students working and examining student work have informed this understanding. Provide evidence on how the school has evaluated the degree of involvement of students with diverse backgrounds and/or abilities and how the school has modified instruction based on these findings.

Findings Supporting Evidence School-wide, our program features a College Prep for all structure, with interventions in place for students who are behind in their math skills and reading. After looking at the number of students who were not A-G ready at graduation, our state assessment scores, our D and F rates and how many students who are not provided the support at home to complete out of class work, we have implemented many programs to provide for the needs of our diverse student population. In the Language Institute, staff have worked to provide curriculum and tools meant to accelerate English learning among newcomers. A four tiered system helps to place and advance students as their level of English literacy increases and meet their grade level lexile. Upon meeting their grade level lexile score and advancing into the fourth and highest level of the Language Institute program, students will be placed into a full CP schedule. The Language Institutes goal is for every student to have the skills to be successful in College or in a career setting. The AVID program was brought into Davis in response to need for academic strategies and academic student support for our growing population. We discovered our students don’t have access to the support outside of school which can provide them the skills and direction to

Lessons & Projects: Digital Media Projects Language Institute: AVID Tutorials

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https://drive.google.com/open?id=0BwGTvUQnUkWBRmtXcW4xUDV4Rm8


https://drive.google.com/drive/folders/0BwGTvUQnUkWBMHZGaVJfUGlNZDQ?usp=sharing


prepare them for college. The goal of AVID is to educate and support students in their problem-solving skills, encourage students to become self-organized, and provide them with experiences that promote successful habits in students who have goals to get into a 4-year university. It provides a tutorial program that provides them a smaller group size with college tutors that can guide them to learn to self evaluate and become self motivated learners. The program provides specific academic support early in a student’s academic career and shifts to specific college preparatory work such as preparing for college essays and help with applications as they get closer to graduation.

This is the first school year that we have adopted a new form of our Secondary Math 1 Support class because of our high D and F rates in Secondary Math 1. We have placed Jr or Sr peer tutors from higher level mathematics classes and used some of our Title 1 money to hire college students to place 4 tutors in each Support class. The teacher uses small collaborative study teams modeled after the AVID program to provide a more individualized learning environment which provides at- risk students with the support they need to find success in Secondary Math 1.

Technology was implemented to allow more equity and access for our students to coursework, teacher communication, and announcements via the Learning Management System, which is Schoology. We use technology such as Mathspace in our math classrooms and StudySync in our English classrooms which provide students with support at home to complete projects and assignments that they would otherwise not have. It can provide them hints and videos of problems in math as well as writing prompts and examples in English which promotes higher level understanding and support to persist in a student’s task.

Across our instructional staff, teachers have incorporated formative assessments with a variety of tools. We utilize the technology we have to get instantaneous feedback from students which guide our instruction to be more focused on students needs rather than a preexisting

Schoology

Student Survey Results

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https://docs.google.com/document/d/1k6C4BS7uMJTM7NN4FxN2l0DBK393qHziBUYuDGrlR78/edit?usp=sharing

https://drive.google.com/open?id=0BwGTvUQnUkWBcDVXUVJTWGx0Mzg


plan. Tutoring (Raise the Shield) is offered at lunch, before school and after school by staff. Peer-to-peer tutoring is available at lunch in the library for all students. Also, Raise the Shield offers the students library access with wifi until 4:15pm. With tutoring in place, it allows students to stretch academically and take rigorous courses knowing that there is this additional support in place, in addition to classroom instruction and teacher help. For our students qualifying for the Resource program, there are many teachers and paraprofessionals who assist students based on their needs. Resource staff members collaborate with general education teachers to assist with accommodating the needs of resource students and to help them access the A-G college preparatory coursework. Most have an extra period to work with a teacher during the school day on their academic goals. Students are also challenged by participating in our dual enrollment Middle College Pathway. These courses are actually college courses taught by college professors. The courses range from Ethnic Studies and Adolescent Literature to Psychology and Healthful Living. The students are provided with an opportunity to complete a college guidance class as well. It is conducted by the junior college.

Master Schedule Library Tutoring Support tutoring schedule Middle College Presentation

Student Understanding of Learning Expectations C1.2. Indicator: The students understand the standards/expected performance levels for each area of study.

C1.2. Prompt: Examine and evaluate the extent to which students understand the standards/expected performance levels that they must achieve to demonstrate proficiency. Findings Supporting Evidence Instructors use a variety of tools in order to show and describe to students the lesson goals or objectives. Some teachers write lesson goals or objectives on the board and refer to them multiple times during class. Agendas accessible in Schoology and teacher websites detailing objective, and assignments for day/week are

Student Instructional Survey Student Survey Results Rubrics in Schoology

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https://drive.google.com/open?id=0BwGTvUQnUkWBSk93d3M4RmdkVDA

https://drive.google.com/file/d/0BxDIk-SaZYHAUzBsSUN6WTQ2eDg/view?usp=sharing

https://docs.google.com/spreadsheets/d/1o1AyOjHAgeLyFltnAE90puTCvVRmzjYgZnlAHmcmKtY/edit?usp=sharing

https://docs.google.com/presentation/d/1QRpR0Wp4qDopOL4E0s1I1wcN8pR8f_dXivaD3z0Cgpw/edit?usp=sharing

https://docs.google.com/a/monet.k12.ca.us/forms/d/1Xe0YQKXvDfqhllTXflG1BiM85WArc89Y6_sCHk0fgSw/edit

https://drive.google.com/open?id=0BwGTvUQnUkWBcDVXUVJTWGx0Mzg

https://drive.google.com/open?id=0BwGTvUQnUkWBcGZNbzlabzNPbGs


also widely used. AVID classrooms require students to use Cornell Notes which require students to write the objective at the beginning of taking notes in class. Choral Responses for objectives and Vocabulary are used as well as using technology such as Nearpod to embed the learning goals throughout the lesson.

Walk-thru data Nearpod Objectives & Goals

Differentiation of Instruction C1.3. Indicator: The school’s instructional staff members differentiate instruction, including integrating multimedia and technology, and evaluate its impact on student learning.

C1.3. Prompt: Determine how effectively instructional staff members differentiate instruction, such as integrating multimedia and technology, to address student needs. Evaluate the impact of this on student learning.. Findings Supporting Evidence In collaborative classroom environments on our campus, peer modeling is facilitated through use of multimedia tools, such as screen displays, student computers, Nearpod platforms, Schoology and Google apps for education. Teachers use formative assessment and self-pacing tools in order to differentiate instruction, such as:

○ Kahoot ○ Nearpod ○ Quizlet ○ NoRedInk ○ Schoology Discussions ○ Physical response ○ Khan Academy ○ Math Space ○ Rosetta Stone ○ Math-180 software ○ Read-180 software

StudySync is a web-based, comprehensive ELA/ELD curriculum providing a dynamic learning experience designed to engage students, and bolster their ability to think critically about complex texts and issues. Intentional, connected literacy instruction is made possible using digital tools and engaging print resources to ensure teachers can provide students a systematic path to success. The texts in the StudySync library are suitable for a variety of readers including high school,

Depth of Knowledge System 44 Next Generation AP Prep Online Program Kahoot Kahoot Results Nearpod Quizlet Schoology Content Studysync Student Choice (Autonomy)

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https://drive.google.com/drive/folders/0Bylrgv0bOfbzbFFGQmh5aU9raGc?usp=sharing

https://drive.google.com/open?id=0B1vNOhunQLchVHowSU84MjF6S2c


http://www.hmhco.com/products/system-44/experience/program-design.htm

https://www.albert.io/test-prep/advanced-placement

https://create.kahoot.it/

https://drive.google.com/drive/folders/1pwtsJ27YpUjCrcBFUdelfO3cWXIQLDQD?usp=sharing


https://quizlet.com/

https://drive.google.com/drive/folders/0B1vNOhunQLchRTVHR2V0dUs4V1k?usp=sharing

http://www.studysync.com/

https://drive.google.com/drive/folders/0BwGTvUQnUkWBWm1NU3FCbzA2STg


middle school, and college–level audiences. The library can be filtered by grade, Lexile level, or theme. StudySync allows teachers to integrate and customize lessons and content into their current classroom curriculum. Teachers have access to both a core ELA curriculum with 4 thematic units at each grade level and rich libraries of resources, including diverse texts with writing prompts and carefully–scripted video lessons, current-event Blasts providing real world connections, and Skills lessons in which students receive direct instruction and practice on standards-based skills. With innovative tools for online peer review, as well as flexible classroom management and teacher assessment, StudySync allows for a customizable classroom curriculum.

In Mathematics, we use multiple sources both digitally and on paper. Our district adopted curriculum is the Math Vision Project or MVP. MVP promotes student learning by engaging students in rigorous, discovery based tasks that promote conceptual understanding, problems solving and the ability to communicate and justify reasoning. MVP provides students with multiple opportunities to demonstrate understanding in multiple representation. Our assessment data also shows our need to improve students’ procedural and conceptual fluency so we have adopted Mathspace as a supplemental material. Mathspace adapts to a students’ individual needs to bridge learning gaps individual students have. Mathspace provides a digital environment with built in student help in the form of hints and videos students can request. Mathspace also provides instant feedback which is something dramatically missing in any paper or textbook assignment. That feedback dramatically helps students to guide them to correct the mistakes they are making and inform them of the correct process in real time. Mathspace differentiates instruction by breaking questions down into pieces and slowly progresses students until they are proficient enough to do the entire problem on their own. It also incorporates interactive graphs and multiple representations to give students different perspectives of a given problem.

Math Vision Project Mathspace

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https://www.mathematicsvisionproject.org/

https://mathspace.co/


Guided reading is often differentiated based on Lexile scores, especially in programs designed for our English Learners. Read-180 libraries and curriculum provide lexiled materials for students. StudySync allows for limited lexile-based reading in order to individualize instruction. Our Davis library is also supporting lexile-based options for students. We also use the Oxford Picture Dictionary Interactive website which provides another tool to help teachers differentiate for specifically tier 1 students in the Language Institute. Grouping and pairing students based on performance and peer models is another effective means of differentiation. For example, Math 180 and Read-180 uses the Groupinator feature to group students according to their performance on the software program and the unit tests.

Khan Academy Rosetta Stone Math180 Read-180 OPDI Groupinator

C2. Student Engagement Criterion

All teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels.


Current Knowledge C2.1. Indicator: Teachers are current in the instructional content taught and research-based instructional methodology, including the integrated use of multimedia and technology.

C2.1. Prompt: Evaluate the extent to which teachers effectively use a variety of strategies including multimedia and other technology in the delivery of the curriculum. Findings Supporting Evidence Modesto City Schools adopted three instructional norms three years ago to be used in all classes and grade levels. Trainings, modeling and collaboration have been ongoing to provide teacher instructional strategies for norm implementation in their classrooms. The three instructional norms are provided as supporting evidence. Many teachers at Davis High School have embraced technology in the classroom. Teachers use a variety of strategies that include technology in the delivery of the curriculum. Nearpod is used to present digital content

MCS Instructional Norms Nearpod Nearpod Multimedia Nearpod Interactive Nearpod Analytics Kahoot Analytics Teacher Survey: Google Docs, Schoology, Kahoot!, Quizlet and Nearpod

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https://www.khanacademy.org/

https://drive.google.com/file/d/0BxWnm6sUtAR7Q0loeks2Zll3Wjg/view?usp=sharing

http://www.hmhco.com/products/math-180/program-overview/theory-of-action.htm

http://teacher.scholastic.com/products/READ180/read180ng_demo/

https://drive.google.com/drive/folders/0B_Al29xwpOSwd1V1YVRrNUpnejA?usp=sharing

https://drive.google.com/file/d/0BxWnm6sUtAR7bWtjd1ltQmlKVDQ/view?usp=sharing

https://drive.google.com/drive/folders/0B-daYEOhR_zbYnZWY0hfN24tR00

https://drive.google.com/open?id=0B-daYEOhR_zbcFdZUm4zS0J1d00

https://drive.google.com/open?id=0B-daYEOhR_zbZGdpT0NIY1hiVDA

https://drive.google.com/open?id=0B-daYEOhR_zbNkFUSngtOTJOd3c

https://drive.google.com/open?id=0B-daYEOhR_zbN3NQRVZaX1otMHc

https://drive.google.com/open?id=0B-daYEOhR_zbemN4VDBLS0NTcmc

https://drive.google.com/open?id=1E5j6JlmZDpdrNiejLbeLoviN6huiFeVhLgeLheyQ0KM




online in the form of interactive multimedia learning experiences. Kahoot! is used as an automated assessment tool that produces immediate feedback and analytics. The widespread use of software applications, such as Schoology, Kahoot!, Quizlet, and Google Docs, allows teachers to effectively deliver their curriculum through a variety of activities and assessments that incorporate student collaboration, immediate feedback, various DOK levels, and opportunities for students to learn through different modalities. Teacher technology competencies are assessed by administrators during their observations of teachers. Teachers are observed using various strategies and online applications. Applications include, but are not limited to Nearpod, Kahoot!, LanSchool, Quizlet, and Schoology. These observations create documentations of teacher performance that can foster administrative-led coaching and teacher-led reflection.

Observation Preview Observation Documentation

Teachers as Coaches C2.2. Indicator: Teachers facilitate learning as coaches to engage all students.

C2.2. Prompt: Evaluate and comment on the extent to which teachers use coaching strategies to facilitate learning for all students. Provide examples such as equitable questioning strategies, guided and independent practice, project-based learning, and other non-didactic techniques to engage students in their own learning.

Findings Supporting Evidence Teachers at Davis High School utilize a number of instructional strategies that facilitate learning to engage all students. These include jigsaw strategies to break up content in more manageable pieces to help students better grasp the material, think-pair-share activities which promotes student discourse in a controlled setting. Project-based learning is utilized by many teachers to provide guided and independent practice of content and skills in a real-life situation with the goal of achieving a deeper and more proficient level of understanding among students. We also use inquiry based teaching strategies in our

Jigsaw Assignment Think-Pair Share Example Project Based Learning Example

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https://drive.google.com/file/d/1X57UkURaT9WeQo8lIBFG4SGvctBlWl10/view?usp=sharing

https://drive.google.com/file/d/1yhHTabwa0JjEfhJE9Z5_2nL4wsLRiGn2/view?usp=sharing

https://docs.google.com/document/d/1X0r5gIqzJCCYgu0b0tao5Oop7J1QSOL40b-RJHZAf6k/edit?usp=sharing

https://docs.google.com/document/d/1J68vzGWyhT6JDxxL1cDoCO8h8Y_WYHj21N9FQ87rUMg/edit?usp=sharing

https://docs.google.com/document/d/1CzvjLa7sppS8_cseXh_G72JeHofsxzmWsQbDFliWhU0/edit?usp=sharing

https://docs.google.com/document/d/1CzvjLa7sppS8_cseXh_G72JeHofsxzmWsQbDFliWhU0/edit?usp=sharing


Math Curriculum which promotes self discovery of mathematical concepts. These strategies are widely used but we are always trying to improve by using Spartan Walks along with may other forms of PD to get teachers, both novice and experienced, into other classrooms to get a better grasp of how to more effectively use these strategies, as well as others, in the classroom.

Examination of Student Work C2.3. Indicator: Students demonstrate that they can apply acquired knowledge and skills at higher cognitive levels to extend learning opportunities.

C2.3. Prompt: Evaluate the extent to which students demonstrate a) that they are able to organize, access and apply knowledge they already have acquired; b) that they have the academic tools to gather and create knowledge and c) that they have opportunities to use these tools to research, inquire, discover, and invent knowledge on their own and communicate this.

Findings Supporting Evidence There are various ways students that can demonstrate they are able to organize and build upon acquired knowledge. Students use graphic organizers, guided note-taking and Cornell notes as a way to organize information and keep records of concepts covered in class. With the help of various activities, students are able to gather information to gain knowledge on their own. Many students can be found in classrooms doing think-pair-share, jigsaw, Socratic Seminars, and hands-on activities. Students have opportunities to take responsibility for their own education. Students are asked to support their answers and opinions with evidence. Teachers incorporate strategies like ACE the questions and applying DOK to their assignments. Social Science teachers are being trained on digital DBQs in order to make material accessible to students. Although many teachers utilize these strategies, our faculty is working to improve on what we currently do. As teachers get more experience and comfort with a strategy, they are more willing to make it a normal part of their classroom design. We are attending different PD opportunities and our own Spartan Walks to help reach this goal.

Cornell Notes Graphic Organizer Guide Note Taking Socratic Seminar Example DOK Poster ACE Poster DBQ Online

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https://drive.google.com/file/d/0BzLPc1q-XXa6Q29iUFdwTzZZQlk/view?usp=sharing

https://drive.google.com/file/d/0BzLPc1q-XXa6bjNwY2JJZ3dkNWs/view?usp=sharing

https://drive.google.com/file/d/0BzLPc1q-XXa6clVBSy1CTm1HQXM/view?usp=sharing

https://docs.google.com/document/d/1UpyRiZhK59Ex4D_M3K-yQMpLgeFInSiS8WtGzDJsjzQ/edit?usp=sharing


https://drive.google.com/file/d/0BzLPc1q-XXa6NTJvUUFYQlY1aHM/view?usp=sharing

https://drive.google.com/open?id=1Q4PSzneHIIl_zNRNwqIsbfzyax0owrcR


C2.4. Indicator: Students demonstrate higher level thinking and problem solving skills within a variety of instructional settings.

C2.4. Prompt: Evaluate and provide evidence on how well the representative samples of student work demonstrate that students are able to think, reason, and problem solve in group and individual activities, projects, discussions and debates, and inquiries related to investigation.

Findings Supporting Evidence Teachers at Davis High School use Normans Webb’s Depth of Knowledge (DOK). Students work is based on different levels of DOK. Students first work on assignments with a level 1 and 2 DOK and move onto level 3 and 4 DOK. Level 1 and 2 students are matching, graphing and drawing and in Level 4 they are creating designing and analyzing. We utilize many different strategies to increase the rigor. The HDI Jigsaw is an activity that actually hits on all of the levels as it is completed. It starts with identifying regions(level 1), categorizing the information which is level 2, cite evidence about the conclusions drawn and then connect the information to other regions talked about in the jigsaw. For this Minecraft lesson, students read literary novels, and then in teams, applied their knowledge of the novel by building Minecraft environments. By applying their knowledge of setting, characters, plot, theme and symbols, students creatively represented their stories. Once their world was built, students learned to make video tours of their Minecraft worlds, and build digital portfolios of the pieces of the world they created.

DOK Poster HDI Jigsaw Minecraft lesson

C2.5. Indicator: Students use technology to support their learning.

C2.5. Prompt: Evaluate the extent to which representative samples of student work demonstrate that students use technology to assist them in achieving the academic standards and the schoolwide learner outcomes. Findings Supporting Evidence Evidence of students using technology to assist them is pervasive throughout the self study prompts in this section. Due the presence of student laptops, teacher technology professional development opportunities, an LMS (Schoology), and Google Apps for Education (Docs, Sheets, Slides), students have endless

Nearpod Quiz Data MathSpace Sample s

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https://docs.google.com/document/d/1X0r5gIqzJCCYgu0b0tao5Oop7J1QSOL40b-RJHZAf6k/edit?usp=sharing

https://drive.google.com/file/d/0BwGTvUQnUkWBS25zU3BScW9DRmM/view?usp=sharing

https://drive.google.com/file/d/0B2dSvJQagahHMXU0QzBMLU1iUHc/view

https://drive.google.com/drive/folders/0B2dSvJQagahHUTVhUHE3NEo5NGM?usp=sharing


opportunities in nearly every class to utilize helps, watch instructional videos, produce professional presentations, participate in interactive Nearpod formative assessment activities, write scholarly papers, and submit video responses. Evidence of student work reviewed by staff includes, but was not limited to: Some basic exemplars such as:

● Schoology assignment submissions ● Google Doc written responses ● Nearpod drawings, open ended responses and

data collection, ● Quizlets

Some subject-specific examples of student work enhanced by technology use were:

● Various websites such as History: History Channel;

● National Geographic ● Sheppards Software ● Google Maps ● Khan Academy ● Mathspace ● Duolingo Spanish and French spoken practice ● Read 180 ● StudySync Blasts (Quick-writes)

C2.6. Indicator: Students use a variety of materials and resources beyond the textbook.

C2.6. Prompt: Evaluate the extent to which representative samples of student work demonstrate student use of materials and resources beyond the textbook; availability of and opportunities to access data-based, original source documents and computer information networks; and experiences, activities and resources which link students to the real world. Findings Supporting Evidence Though this prompt has been answered extensively by earlier prompts and evidence, we discussed it further and reviewed additional student samples that used the following:

● History: CNN 10 (current events); DBQ documents; Analyzing political cartoons;

Student digital writing DBQ responses Sample political cartoon student writing analysis responses

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Real World Experiences C2.7. Indicator: All students have access to and are engaged in career preparation activities.

C2.7. Prompt: Evaluate the degree of and the effectiveness of student access to career awareness, exploration and preparation that may include such activities such as job shadowing, internships, apprenticeship programs, regional occupational programs, career academy programs, on-the-job training programs, community projects and other real world experiences that have postsecondary implications.

Findings Supporting Evidence The Modesto ROP offers 1-hour and 2-hour courses at all high school sites throughout the district. Two-hour courses are “Capstone” courses, representing the advanced or end course offered in a related sequence of courses within a particular industry sector. ROP provides an elaborate busing schedule to allow students at one high school site to take a 2-hour ROP course offered at another high school or at the ROP Center on Reno Avenue. Entrepreneurship: Through the Entrepreneurship class, students establish more internship and apprenticeship opportunities. Real world experience is learned through sweat and equity. The more work the student puts into starting their business the more financial gain. The NFTE Entrepreneurship program has a component offered that allows students to receive college credit once that piece of the program is fully developed. Students also have to include the social impact of their business and many students have added community projects and initiatives within their business plan proposal.

Public Safety Academy Health Careers Academy Agriculture Technology Pathway ROP Entrepreneurship Evidence

ACS WASC Category C. Standards-based Student Learning: Instruction: Summary, Strengths, and Growth Needs

Review all the findings and supporting evidence and summarize the degree to which the criteria in Category C are being met.



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https://davis.mcs4kids.com/students/academies/ag-tech-pathway

https://davis.mcs4kids.com/students/academies/ag-tech-pathway

https://www.monet.k12.ca.us/district/alternative-and-vocational-education/vocational-education/rop

https://docs.google.com/document/d/1ESUB8dCmJ1QuZjlQPeuat7daJUxsgnC2lAzh4RX9EP4/edit?usp=sharing


There has been an ongoing effort to utilize three high leverage instructional norms in all classes focused on literacy and numeracy skills, aligned with the California State Standards. Students are involved in challenging courses across all subject areas with the focus of college prep for all. We acknowledge that supports need to be in place for struggling students, as well as remediation options to support second looks at learning. Teacher instruction is the most influential factor on student learning and as a staff, we take that seriously and work to provide engaging, standard-based lessons focused on good first teaching. With the transition to 1:1 student devices, the teachers have embraced the ability to engage students in learning in a variety of new ways. Prioritize the strengths and areas for growth for Category C. Category C: Standards-based Student Learning: Instruction: Areas of Strength

Differentiation of instruction has been enhanced since becoming a digital school. Instruction has become more individualized, provided access to a variety of resources at the fingertips of students and teachers, and has provided tools for teachers to obtain assessment feedback more instantaneous. District and site resources have been invested in instructional technology professional development to provide teachers instructional skills and tools to enhance classroom instruction. There is a variety of opportunities for students to engage in rigorous programs such as Advanced Placement coursework, Middle College classes, Health Careers Academy, Public Safety Academy, UC/CSU a-g approved coursework, etc. Category C: Standards-based Student Learning: Instruction: Areas of Growth

Implementation of the instructional norms and teacher collaboration teams should continue as there is a large percentage of students still not demonstrating mastery in literacy and numeracy skills and standards. Professional development should continue to be ongoing through a variety of opportunities such as attending conferences, teacher collaboration, reflective learning walks, as well as site and district professional development regarding instructional best practices, skill development, technology, professional learning communities and other areas.

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Category D: Standards-based Student Learning: Assessment and Accountability

D1. Using Assessment to Analyze and Report Student Progress Criterion The school staff uses a professionally acceptable assessment process to collect, disaggregate, analyze, and report student performance data to the school staff, students, parents, and other stakeholders.


Professionally Acceptable Assessment Process D1.1. Indicator: The school uses effective assessment processes to collect, disaggregate, and analyze student performance data.

D1.1. Prompt: Evaluate the effectiveness of the school’s assessment processes. This would include the collection of data from state, national and local sources; the disaggregation of data for ethnic groups, socioeconomic status, and students with disabilities; and the analysis of performance that provides feedback as to how students are meeting the expectations of the academic standards (including Common Core) and the schoolwide learner outcomes.

Findings Supporting Evidence Grace Davis High School (GDHS) uses Modesto Student Information System (MOSIS), Schoolcity, Powerschool, and Schoology on-line learning systems to assist teachers in collecting, using, and sharing student data to drive instruction. MOSIS enables teachers to access results for Smarter Balance/CAASPP. Schoolcity allows teachers to assess students on subject benchmarks. Schoolcity also allows teachers to disaggregate the benchmark testing data by gender, proficiency levels, ethnicity, grade level, socioeconomic status, and students with disabilities. The school uses Powerschool SIS which is a teacher and parent portal where teachers post grades and take attendance. Parents, students, and guidance staff can access the data. Schoology is a learning management system that allows teachers to create, manage, and share lessons, content, and resources. In our school’s one to one environment, Schoology allows students to monitor their growth, complete their homework and academic tasks, and share school information with their parents and families.

Mosis Schoolcity Sample Benchmark Powerschool Schoology

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http://mcsonline/Applications/MOSIS/default.aspx

https://www.schoolcity.com/

https://drive.google.com/file/d/1cln8Ejpa86CMVTj7E_jAj3Sb1xlpKUYk/view?usp=sharing

https://www.powerschool.com/

https://www.schoology.com/


Lexile testing begins with all freshman students. Results are used to determine reading and comprehension levels. Teachers can use lexile scores to inform instruction and place students in the appropriate support classes (Read 180, Language Institute, etc.). In addition, students can select appropriate text and set reading goals according to their lexile levels. During bi-monthly collaboration meetings, staff meets in professional learning communities to analyze data to drive instruction. In collaboration meetings staff also works to create common assessment tools to gain additional data. Teachers and Administrators use data to evaluate student performance as well as modify instructional practices to improve student achievement.

Lexile Testing (Reading Inventory) SARC

Monitoring and Reporting Student Progress D1.2. Indicator: The school informs and creates understanding through effective processes in order to keep district, board, parents, and the business and industry community informed about student progress toward achieving the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes.

D1.2. Prompt: Evaluate the effectiveness of the processes that inform and create understanding of the appropriate stakeholders (governing board members, teachers, students, parents, business/industry community) about student achievement of the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes.

Findings Supporting Evidence Assessment Monitoring and Reporting Process GDHS uses several methods to report student progress to parents and other stakeholders of the community. Some of the ways GDHS accomplishes this goal includes the use of PowerSchool and/or Schoology - Parent Portals to post grades and attendance for at-home viewing. Standardized testing results are also mailed home.

1) PowerSchool/Schoology: Parents have access to student’s grades and attendance through PowerSchool. On Schoology, parents also have access to student’s assignments, tests, class resources, etc. as well as their grades as they are updated to give them real time data on progress. Individual assignment grades are updated every 2

Powerschool Schoology

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https://drive.google.com/file/d/0BxWnm6sUtAR7TENBellxUFBLY2s/view?usp=sharing

https://drive.google.com/file/d/15PbAVfcoNIg5HHcGVWd3iHwkR6Wz_4Af/view?usp=sharing




weeks by the each teacher.

2) Information Sent Home: Progress reports and report cards are sent out twice a quarter. If students are failing, teachers or guidance counselors will notify parents. Students also received mailed reports about formal assessments, such as the PSAT, SAT, ACT, and AP exams.

3) Data Presentations to Community Members: Data

is reviewed by committees such as Leadership, School Site Council, and ELPP. This test data is shared through ELPP meetings.

4) School Accountability Report Card: A SARC is

published each year. The SARC provides parents and the community with information about CAASPP results, demographic data, etc.

SARC

Monitoring of Student Growth D1.3. Indicator: The school has an effective system to determine and monitor all students’ growth and progress toward meeting the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes, including a sound basis upon which students’ grades are determined and monitored.

D1.3. Prompt: Evaluate the effectiveness of the system used to determine and monitor the growth and progress of all students toward meeting the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes, including the basis for which students’ grades, their growth, and performance levels are determined.

Findings Supporting Evidence Davis High School is committed to providing a system that regularly monitors students progress towards meeting the academic standards and expected schoolwide learning results. Teachers use a variety of assessment strategies to evaluate student learning and regularly communicate progress to both students and parents.

1. Schoology and SchoolCity allows teachers and administration access to student performance data. CAASPP data is reviewed at the beginning of each school year. Content-Specific benchmark exam data is reviewed throughout the year.

PLCs Schoolcity Sample Benchmark

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https://www.schoolcity.com/

https://drive.google.com/file/d/1cln8Ejpa86CMVTj7E_jAj3Sb1xlpKUYk/view?usp=sharing


Teachers use Schoology and SchoolCity to provide students with feedback on their individual academic progress.

2. PowerSchool and Schoology are web-based programs used by teachers and administration to monitor students’ grades. These programs give parents access to their student’s grades and attendance.

3. Progress Reports and Report Cards: Progress reports are mailed home, and are available online for parents to monitor student progress at mid-quarter. Report cards are mailed home and are available online at the end of each quarter.

4. Student Success Teams: SST’s are individual meetings where a student meets with their parents (guardians), teachers counselors, and assistant principal. The purpose of an SST is to plan strategies to address the needs of students who are experiencing difficulty. Teachers bring current progress reports to SST meetings, or submit their feedback electronically to discuss what academic support is needed.

Several of our curricular resources and programs provide and allow both assessment and data reporting for easy progress monitoring and both formative and summative assessment. These include: StudySync is a web-based, comprehensive ELA/ELD curriculum providing a dynamic learning experience designed to engage students, and bolster their ability to think critically about complex texts and issues. Intentional, connected literacy instruction is made possible using digital tools and engaging print resources to ensure teachers can provide students a systematic path to success. The texts in the StudySync library are suitable for a variety of readers including high school, middle school, and college–level audiences. The library can be filtered by grade, Lexile level, or theme. StudySync allows teachers to integrate and customize lessons and content into their current classroom

Powerschool Secondary Report Card/Progress SST request form StudySync

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https://drive.google.com/file/d/0B31fXnBGSYc0MVpBcWRnYUhucXM/view?usp=sharing

http://www.studysync.com/


curriculum. Teachers have access to both a core ELA curriculum with 4 thematic units at each grade level and rich libraries of resources, including diverse texts with writing prompts and carefully–scripted video lessons, current-event Blasts providing real world connections, and Skills lessons in which students receive direct instruction and practice on standards-based skills. With innovative tools for online peer review, as well as flexible classroom management and teacher assessment, StudySync allows for a customizable classroom curriculum. Mathspace is a program that allows students to show every step of their math reasoning, writing naturally into mobile devices. It automatically assigns different questions over the same standard to each individual student which ensure individual student accountability. Student data also drives the adaptive learning engine, which personalizes a student's path through an individual standard and curriculum. With these adaptive tasks, teachers can set the mastery level and the program will automatically adjust the types of problems students are given to fit each individual student and where the student’s individual needs are until they obtain mastery. Apex is an online curriculum provider that after school “Extended Summer School” teachers use to teach credit recovery. This system provides a college prep curriculum. Students must pass quizzes and tests to move to the next section or unit. Schoology allows for teachers to grade students work and provide comments. It allows for multiple ways to assess in an online environment including rubrics, fill in the blank, essay grading tools, graphic representation tools such as interactive timelines and multiple choice. Teachers can scramble questions and types of questions to ensure academic integrity. Teachers can view and grade all students work in the “gradebook.” Students can view all of their scores and comments by checking their “grades” for each course. Online supports built into schoology, like Turnitin.com,

Mathspace Apex Schoology Powerschool

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https://www.apexvs.com/ApexUI/default.aspx




allow teachers to check students work for plagiarism (it detects copied work from the internet or other student work). Lanschool is a program that teachers can use in-class to view what students are doing on their devices. It also allows teachers to limit student web access, by “whitelisting” the only sites that can access during that period or “blacklisting” sites they won’t be able to access. This allows teachers the capability to lockdown a student device during an individual assessment or a specific learning activity.

Turnitin.com Lanschool

D2. Using Assessment to Monitor and Modify Learning in the Classroom Criterion Teachers employ a variety of appropriate formative and summative assessment strategies to evaluate student learning. Students and teachers use these findings to modify the learning/teaching practices to improve student learning. Indicators with Prompts

Appropriate Assessment Strategies D2.1. Indicator: Teachers consistently use appropriate formative and summative strategies to measure student progress and guide classroom instruction.

D2.1. Prompt: Evaluate the effectiveness, the appropriateness and the frequency of the assessment strategies, especially student work, based on the programmatic goals and standards to determine student achievement.

Findings Supporting Evidence Teachers are consistently using appropriate formative and summative strategies to measure student progress and guide classroom instruction. We are working towards changing all summative assessments to help inform instruction. Each department has adopted certain digital platforms that will provide instant student data to inform teacher instruction according to each department’s needs. In the math department, we use a program called Mathspace. Mathspace is a program that allows students to show every step of their math reasoning, writing naturally into mobile devices. It automatically assigns different questions over the same standard to each individual student which ensure individual student

Phonics Inventory Test Reading Inventory Test Mathspace

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http://turnitin.com/

https://its.mcs4kids.com/applications/lanschool

https://h100001832.education.scholastic.com/slms/SlmsReportPdf/bjkrum4vheoffu33l763e5ia_81qbv20/phonics_inventory_02.pdf?sortOnElement=student&sortByElement=name&sortOrder=asc&testNumber=none

https://h100001832.education.scholastic.com/slms/SlmsReportPdf/7h8ap8dlmh6gu8ovvl97qfro_81qbv20/reading_inventory_09.pdf?sortOnElement=student&sortByElement=growth&sortOrder=desc



accountability and provides real time student data. Student data also drives the adaptive learning engine, which personalizes a student's path through an individual standard and curriculum. This data is used by the teacher to get a quick overview of the classes understanding and also provides individual student data on a student's progress so teachers can reteach or progress as the students need. In the English Department, we use a program called StudySync to drive our instruction/assessments The learning management system our school utilizes called schoology allows for multiple ways to assess in an online environment including rubrics, fill in the blank, essay grading tools, graphic representation tools such as interactive timelines and multiple choice. This can give teachers multiple pieces of data that can be used to understand any gaps in students learning to help determine pacing and if reteaching is required. We also use programs such as Quizlet, Kahoot, Prezi, Duolingo, Khan Academy, and Albert.io as formative practice and assessment. Depending on how we use these programs or how we inform the program settings, these programs can also be used as summative assessment. Active discussion in the schoolwide Schoology program, Reading Inventory tests to test Lexile scores, Phonics Inventory tests to test phonemic awareness, final exams, as well as subject based benchmarks serve as our primary source of summative assignments. The Lexile test score is used to properly identify all Freshmen who are not at grade level with their reading. This test is also used within our English immersion program to properly place students upon enrollment and then to properly advance them to higher classes. Most teachers have some form of a warm-up (i.e. quick writes, discussion boards, creating your own quiz, news summary, notecards, etc.) to assess students’ prior knowledge to progress through a lesson or if material needs to be revisited before starting a new lesson.

StudySync Schoology Nearpod

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https://mcs.schoology.com/



Many teachers use Nearpod as a way to formatively assess students throughout a lesson in order to adjust a lesson accordingly. Nearpod is a presentation program which allows teachers to embed small formative assessment tools as a lesson is being taught. Nearpod gives teachers instant feedback on a student understanding of a particular lesson. Case managers review special education students’ IEPs annually and updates their accommodations or modifications as needed. The students are reassessed every 3 years to determine if they still qualify for services and to what degree additional services may be needed. As Davis is a digital high school, many teachers use online assessments to check for understanding. Many of the programs include: Kahoot!, Quizlet, MathSpace, Duolingo, Khan Academy, and Math 180. There are math teachers who create MathSpace warm-ups to remind students of previous materials to prepare for upcoming assignments. Math 180 curriculum is an online, self-paced program that challenges their ability to work self-sufficiently while their knowledge in math through built in assessments. Some teachers use Quizlet as a studying tool, spelling, and a test is offered as a final assessment for class participation. Students are expected to receive a 95% or higher before receiving credit for the activity. A number of teachers use the online website Nearpod as a way to check for understanding throughout a lesson by incorporating predetermined questions as well as inserting current questions as they arise in a lesson that a teacher deems critical for upcoming tests or assignments. Nearpod also allows for students to receive immediate feedback on their work for mistakes to correct. A lot of our teachers who have advanced placement courses use Albert.io as a study and assessment tool. Albert.io allows teachers to assign questions that pertain to the course and the AP exam at the end of the year. The results of the students are documented over the course of the year, so the teacher can see what their students are doing well on, and what they are struggling with.

WCJIV (SPED) SEIS (SPED) - samples of MathSpace warm-ups and results - samples of Math 180 assessments and results - samples of Quizlet and results - sample Nearpod lesson with student work -Albert.io example -Kahoot example -Schoology Exam example

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https://www.wjscore.com/WJIV/Home/Index/2

https://drive.google.com/file/d/1YGGeR648HuT31VpZJDNfHCUhuMz3gByK/view?usp=sharing



https://drive.google.com/drive/folders/0B2dSvJQagahHNE1pRXpSOHFlTk0?usp=sharing

https://drive.google.com/drive/folders/0B2dSvJQagahHNE1pRXpSOHFlTk0?usp=sharing

https://drive.google.com/drive/u/0/search?q=quizlet

https://drive.google.com/drive/u/0/search?q=quizlet

https://drive.google.com/open?id=0B2dSvJQagahHN1BVRGUtRUszVWs

https://drive.google.com/open?id=0B2dSvJQagahHN1BVRGUtRUszVWs

https://drive.google.com/open?id=0B92aYg2LRt6eQlpoNHN0bGJzSGs

https://drive.google.com/open?id=0B92aYg2LRt6eOVVsdDB2WWI3YnM

https://drive.google.com/open?id=0B92aYg2LRt6eUjNoVlY2V05IRmM


Demonstration of Student Achievement D2.2. Indicator: Teachers use the analysis of assessments to guide, modify and adjust curricular and instructional approaches.

D2.2. Prompt: Examine the effectiveness of the processes used by professional staff to use formative and summative assessments to guide, modify and adjust curricular and instructional approaches. This includes how professional learning communities and subject matter teams collaborate to collect, analyze, and use assessment data for the basis of curricular and instructional decisions.

Findings Supporting Evidence Depending on the PLC teacher team or department, the effectiveness of the processes used by professional staff varies. We currently have developed small PLC teahcer teams that use their once or twice a month collaboration time to pick out standards, develop small common assessments and then analyze the data. Some of the teams have a shared preparation period. After data is analyzed, we look at the results to determine remediation strategies and pacing. Instructors reteach content and adjust their instructional strategies after looking at student results to gain mastery and provide different versions of Quizlets, Kahoots, or tutorials. Teachers also have one on one conferences to discuss how the student needs to improve. Other larger programs have additional PLC teams that look at larger program data. The Language Institute (LI) program (an English immersion program for newcomer students) uses an initial assessment to place students who enroll in the program. Lexile tests are then used quarterly to track their progress and possibly advance the level of rigor of either their curriculum levels or class placement. Throughout the year, the majority of LI teachers and paraprofessionals create Quizlets and Kahoots specific to the topic of study as a tool to practice new concepts and vocabulary. Due to LI classes serving newcomer English-learning students, each class has a paraprofessional. These paraprofessionals act as another form of assessment as they are additional teachers in the room who can also detect progress or lack thereof. Since the paraprofessionals know the

PLC Teams -Enhanced powerpoint after students struggling -First Powerpoint before students found to be struggling Lexile Data Quizlet Kahoot Initial Assessment Form Language Institute

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https://drive.google.com/a/monet.k12.ca.us/file/d/0BxDIk-SaZYHALUhFemFXS3Y1NTg/view?usp=sharing

https://share.nearpod.com/vsph/vq0pcIZJ2C

https://share.nearpod.com/vsph/vq0pcIZJ2C

https://www.exeter.k12.pa.us/cms/lib/PA01000700/Centricity/Domain/187/Section%203.3%20Power%20point.ppt



https://drive.google.com/drive/folders/0BxDIk-SaZYHASC1jdGRXVDdOWHM?usp=sharing

https://drive.google.com/file/d/0B7e6qTvJfvtwTVJHWHVBNWRGR0U/view?usp=sharing

https://drive.google.com/file/d/0BxWnm6sUtAR7SHpVbXhaNmd0OHM/view?usp=sharing

https://drive.google.com/file/d/0Bylrgv0bOfbzdTM2X0d3R1RjWEE/view?usp=sharing



students very well, the paras know how to provide modifications as progress and growth are different for everyone. In the LI program, every student is viewed individually so teachers and paras adjust their teaching approaches based on the results of each student. If classwide gaps in knowledge are seen, a whole group lesson will occur or re-occur. The AVID program is specifically designed for students who are statistically at risk, first generation college bound, or want a set space to focus on earning college admission. For the fours years of the program, each class is designed to provide the tools necessary for getting into college and being successful once there. As a student advances through the program, the level of rigor increases. However, all AVID classrooms offer timed vocabulary tests, tutorials, and timed essay. Progress is monitored through these tests and tutorials. If a student does not pass a timed test, the teacher either re-teaches the topic, gives individual advice, and provides the opportunity to retake the test or rewrite the essay. The main goal of AVID is to help a low SES or first generation college-bound student gain admission into a 4-year university therefore if students are not progressing as they should multiple types of interventions occur.

AVID Tutorial Form AVID Cornell Notes Template

Student Feedback D2.3. Indicator: Student feedback is an important part of monitoring student and classroom progress over time based on the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. Interviews and dialogue with representative students inform the degree to which learning experiences are understood and relevant in preparing students for college, career, and life.

D2.3. Prompt: Using interviews and dialogue with students, evaluate the extent to which students understand the expected level of performance based on the standards and the schoolwide learner outcomes in relation to preparation for college, career, and life. Evaluate the effectiveness of the student-teacher interaction and monitoring of student progress based on student feedback. Findings Supporting Evidence Interviews and dialogue are common practices amongst AVID and Language Institute students. Curriculum includes summative assessments, peer interviews, Powerpoint presentations (including the use of Google

Kahoot PowerPoint Quizlet

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https://docs.google.com/a/monet.k12.ca.us/document/d/11D5wWJ2cQoIhtupRpj4y_Ck-knv5qZt9M-y2zr9rdiA/edit?usp=sharing

https://docs.google.com/document/d/1D-2aCX0wuXhXuJI_B_n1MUn23SJ8dvq8oVnsyTxrZDo/edit?usp=sharing

https://docs.google.com/document/d/1D-2aCX0wuXhXuJI_B_n1MUn23SJ8dvq8oVnsyTxrZDo/edit?usp=sharing

https://drive.google.com/file/d/0B92aYg2LRt6eOVVsdDB2WWI3YnM/view?usp=sharing

https://docs.google.com/presentation/d/1WuFGRwRY3jAadRcHc8zF7aD_IJ-w-Xpod02koGto1aY/edit?usp=sharing

https://drive.google.com/drive/u/0/folders/0B7e6qTvJfvtwOXJkZ2ZsVk5GdzA


Slides, Prezi, Kahoot, Quizlet, etc.), in order to help students comprehend and evaluate their expected level of performance. AVID and LI students focus on multiple aspects of college, career and life preparation through many avenues, such as timed writing (SAT prep), vocabulary review, College field trips, Fundraising, etc. This year our staff put an emphasis on better communicating a daily learning goal in each period. Teachers use the learning goal to focus instruction and give students a clear vision of what they will specifically learn that class period. Teachers started to create checkpoints for the students throughout the period. Once the students reach a certain point in the lesson, they assessed to see if they can answer or accomplish the goal provided by the teacher. The feedback provided to the teacher allows them to reteach to students that require it and teachers can add more rigor to have gained mastery. The students really took to this scaffolding concept and were able to maximize their learning as shown by the Panorama Student survey. Formative assessments have proven to be very helpful in determining student understanding and skill.

Prezi Google Slides Discussion Posts Panorama Student Survey

D3. Using Assessment to Monitor and Modify the Program Schoolwide Criterion

The school, with the support of the district and community, has an assessment and monitoring system to determine student progress toward achievement of the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. The system drives the school’s program to continually improve and to allocate resources to effectively meet student needs.


Schoolwide Assessment and Monitoring Process D3.1. Indicator: The following stakeholders are involved in the assessment and monitoring process of student progress: district, board, staff, students, parents, and the business and industry community.

D3.1. Prompt: Evaluate the impact of stakeholder involvement in assessing and monitoring student progress. Include district, board, staff, students, parents, and the business and industry community. Findings Supporting Evidence District and Board: State standardized test data, API results, graduation rate monitoring, attendance rate monitoring, discipline data monitoring, and English learner progress are monitored at the district and board level.

CDE GDHS DataQuest

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https://drive.google.com/file/d/0Bylrgv0bOfbzQ240Y3h6WEFHQ1k/view?usp=sharing

https://docs.google.com/presentation/d/1kUn3I9oQ5zLZTerjRL8Jp-0-cDx4xWg5k5B1iFUiFz0/edit?usp=sharing

https://drive.google.com/file/d/0B7SzQ0FGgsK9UXR2YUNsUXNIcFE/view?usp=sharing

https://drive.google.com/drive/folders/0BwGTvUQnUkWBcDVXUVJTWGx0Mzg?usp=sharing

http://data1.cde.ca.gov/dataquest/DQReports.asp?CDSType=S&CDSCode=50711755031380


GDHS Staff: Staff is given quarterly D and F data breakdowns, specific at-risk grade list for 9th graders, summit reports shared with staff analyzing site data by subgroup, and the opportunity to provide names of failing seniors to the counseling department for collaborative interventions. Students and Parents: Students and parents have access to real-time grades online via Schoology and PowerSchool. In addition to internet access to grades, progress reports, quarter grades, and semester grades are also mailed home. Students are provided a Naviance account for tracking of graduation status and college eligibility upon graduation. Parents are provided opportunity to monitor their student's’ graduation status through Coffee with Counselors, PIQE, and individual appointments with guidance and college counselors on site. Freshmen are introduced to graduation requirements, the importance of passing all classes, and pathways to college and careers through the Commit to Graduate program (C2G). Parents and students are provided trainings on all online applications that provide grade and graduation tracking information. These trainings are offered during the school day and in evening meetings. Seniors are provided additional updates and monitoring to ensure all graduation requirements are being met in a timely fashion. Teachers with seniors who are failing are given lists by the counseling office so immediate guardian contact can be made, students can be counseled, and interventions can be put in place. Business and Community: All information regarding site specific information about GDHS is available to the community on the GDHS website. The Modesto Bee frequently highlights programs, events, and extracurricular activities at GDHS. GDHS administrators run a Twitter account to share

D/F Summit Naviance PowerSchool and Schoology parent training Parent User Guide PIQE Commit to Graduate Modesto City Schools Parent IT Training GDHS Web Site GDHS Web Site Trip to Google Headquarters

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https://drive.google.com/file/d/1ijyJc-dai5kCw1mi-cjLBhxDYwVU2RBS/view?usp=sharing

https://drive.google.com/file/d/0BxDIk-SaZYHAeGtTT29xdDFqRTg/view?usp=sharing

https://www.naviance.com/solutions/parents-students

https://drive.google.com/a/monet.k12.ca.us/file/d/0B852C9xczAW9bzZJa1RPRWZIREk/view?usp=sharing


https://drive.google.com/a/monet.k12.ca.us/file/d/0B9Ni3yu9bLtHSXRYNllVNnBmLWs/view?usp=sharing

http://piqe.org/

https://davis.mcs4kids.com/students/counseling/c2g

https://www.mcs4kids.com/district/instructional-technology/training-information

https://www.mcs4kids.com/district/instructional-technology/training-information





information to students, parents, and the community. GDHS students are all provided a computer for daily use. Being a 1:1 digital school ensures each student the opportunity to not only take all state-mandated tests online, but the ability to master usage of the technology prior to test administration.

Language Institute Tim Garcia- GDHS Football GDHS Twitter Digital Davis

Curriculum-Embedded Assessments D3.2. Indicator: The school regularly examines and analyzes standards-based curriculum-embedded and standardized assessments for English language and mathematics in all subject areas.

D3.2. Prompt: Evaluate the effectiveness of how the entire school examines and analyzes standards-based curriculum-embedded as well as other standardized assessments (Smarter Balanced, SAT, ACT, EAP, others) for English language and mathematics. Include how this assessment data is collected, analyzed, and used as the basis to make decisions and changes in the curricular and instructional approaches. Comment on how this process impacts the instruction of second language learners by modifying the teaching and learning process. Findings Supporting Evidence Using the introductory Smarter Balanced Assessment data provided from the 2016 trial administration, the math department is utilizing those results to drive collaboration, common formative assessments, to develop appropriate elective support classes, and to launch a conversation about grading policies. As our site transitions into the analysis of SBAC data, we hope to use the math department as a model for the development of Professional Learning Communities campus wide. Staff is being sent to Solution Tree PLC training in the summers to train on implementation of the true PLC process. The Language Institute uses California English Language Development Test (CELDT) data, in addition to internally gathered quarterly phonemic awareness development and reading comprehension data, to advise student placement and curriculum development for all English learners with less than four years of U.S. school experience. Long term English learners are provided a support class,

2016-2017 SBAC Data Math Collaboration PLC Solution Tree Training CELDT Data Phonics Inventory Data Reading Inventory Data ALD Course Outline

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http://www.modbee.com/sports/high-school/prep-football/article90107872.html

https://twitter.com/spartanupdate


https://docs.google.com/a/monet.k12.ca.us/document/d/1Wkg7gJsf5lrLgSomTn9T-Dh7UZZCfzpSfM5JxwQlaoY/edit?usp=sharing

https://www.solutiontree.com/events/plc-at-work/plc-at-work-institute-las-vegas.html

https://drive.google.com/file/d/1Dz6H98kpldxApMnqtTl3RH1KsaWUqS12/view?usp=sharing

https://drive.google.com/a/monet.k12.ca.us/file/d/0BxWnm6sUtAR7M2Y0TGI2Z3JBMm8/view?usp=sharing

https://drive.google.com/file/d/1wACB2HhwgvSRZBvgtdWL9wGctmLbtr-O/view?usp=sharing


Academic Language Development, in addition to access to a mainstream grade level CP English course, until the student is able to redesignate as English proficient. Math 180 is now available for freshmen whose math skills are below high school level and Language Institute students of any grade (separate sections are provided to ensure linguistic accommodations for LI students). The math inventory data collected by this curriculum is then used to modify instruction and intervention and to drive placement for the subsequent school year. To provide as many student access to grade level math instruction as possible, while recognizing many lack the foundational skills to be fully successful, math support classes are used to supplement 9th graders. Going forward, the site plans to offer more support sections to ensure students are able to successfully complete grade level math on the first attempt.

Math 180 Data Math Support Course Outline

Schoolwide Modifications Based on Assessment Results D3.3. Indicator: The school uses assessment results to make changes in the school program, professional development activities, and resource allocations demonstrating a results-driven continuous process. D3.3. Prompt: Comment on the overall effectiveness of how assessment results have caused changes in the school program, professional development activities, and/or resource allocations, demonstrating a results-driven continuous process. Examine examples and comment on the overall effectiveness of changes in the online opportunities, professional development of the staff, and the resource allocations to support student achievement and their needs. Findings Supporting Evidence Lower math scores on the SBAC exam have led to the hiring of an instructional coach, who is also a mathematics instructor. The instructional coach’s primary responsibility is to support the further transition to teaching common core concepts and supporting the PLC process. We have also given all of our Secondary Math 1 teacher's common prep periods so they can focus on making common assessments, discuss teaching strategies and analyzing the results to improve teaching. We also have added Secondary Math 1 support classes to support struggling freshman. In addition, we have changed the structure of the support classes to an AVID Tutorial model. All of these changes

SBAC Data Math collaboration

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https://drive.google.com/a/monet.k12.ca.us/file/d/0B5mOc5NR3bkqbGZzUkJkbjFIQ2s/view?usp=sharing

https://drive.google.com/file/d/1V526JkiD9CkMDQxLYpyfeEq0xLawJJDw/view?usp=sharing

https://drive.google.com/file/d/1V526JkiD9CkMDQxLYpyfeEq0xLawJJDw/view?usp=sharing

https://drive.google.com/drive/folders/1WxnIiZQquE5nz1TnNz4JJd2mBp0UMQ0n?usp=sharing


are designed to provide the support needed for our population to keep them on track to get them through Secondary Math 3 so they have access to the material covered on the SBAC. Collaboration release days have been utilized for grade level teams or programs based upon review of data and student needs. English teachers have utilized release days to focus on new curriculum implementation, articulation alignment and other needs in an effort to address the literacy needs of students based upon SBAC claim data. Title I funding has been allocated to support teachers in their efforts to address student needs.

AVID Tutorial

D3.4. Indicator: The school periodically assesses its curriculum and instruction review and evaluation processes.

D3.4. Prompt: Evaluate the process that the school utilizes to review and assess the effectiveness of each program area, including graduation requirements, credits, course completion, and homework and grading policies, to ensure student needs are met through a challenging, coherent, and relevant curriculum. Findings Supporting Evidence Determination and selection of graduation requirements and credits are evaluated at the district level with minimal review and assessment on site. Course completion, homework, and grading policies are examined and discussed during Collaboration on Wednesdays this year. Specific statistics are created and reviewed regarding various programs, race, and socioeconomic status. These statistics are used for goal setting. Teachers meet regularly in their PLCs to discuss the effectiveness of their instruction and assessments, as well as their grading and homework policies. Department meetings occur once a month to discuss pacing calendars, course relevance and rigor. PowerSchool is a web-based program that allows parents access to their student’s grades and attendance.

Faculty meeting Leadership Team meetings 6 year plan Graduation Requirements Teacher Teams Schoology

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http://www.laquintahs.org/ourpages/auto/2009/8/23/54170499/10%20Steps%20in%20the%20AVID%20Tutorial%20Process.pdf



https://drive.google.com/file/d/0B31fXnBGSYc0VWVBS3NKbklwNFU/view?usp=sharing

https://drive.google.com/open?id=0B31fXnBGSYc0VlZWRHNxWldtbms



The PowerSchool system has been recently expanded to give parents online access to monitor their child’s progress. Schoology is also used for students to complete coursework and communicate with their teachers to ensure success. Materials Sent Home: Progress reports and report cards are mailed home approximately every five weeks. Parents of seniors who are in danger of failing a required class for graduation are notified either by phone or mail by their teacher and/or counselor.

Power School

D3.5. Indicator: The school employs security systems that maintain the integrity of the assessment process. D3.5. Prompt: Evaluate the selection of and the use of proctors, the security systems for test documents, and the means to maintain the integrity of the assessments. Findings Supporting Evidence The only current paper based assessments are the PSAT and AP exams which are kept locked. Access is available only to the staff designated with the responsibility of managing the test administration. All other secure tests are now given online so we installed a secure browser for student access. During the administration of the tests, proctors monitor the test taking to ensure the integrity of all of the tests are not broken. Tests are organized by counseling or administrative personnel who have been trained.

LanSchool

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https://its.mcs4kids.com/applications/lanschool


ACS WASC Category D. Standards-based Student Learning: Assessment and Accountability: Summary, Strengths, and

Growth Needs

Review all the findings and supporting evidence and summarize the degree to which the criteria in Category D are being met.



As data becomes increasingly more accessible with digital curriculum, computer applications and learning and student management systems, it continues to be an area for continued focus to ensure ongoing review of data (in all forms) is utilized. Some have become proficient in using data to drive instruction and student growth. More decisions are made now, using data, to determine resource allocation and needs assessments of supports, program or curriculum needs, instructional resources, etc. Communication of data to all stakeholders is increasing, yet there are opportunities for improvement to increase the shared ownership in student learning and continued use of data to determine best utilization of resources, program and support modifications, and additional supports/interventions that may need to be implemented. Prioritize the strengths and areas for growth for Category D. Category D: Standards-based Student Learning: Assessment and Accountability: Areas of Strength

Language Institute uses lexile testing and other student data reports regularly to guide instruction, remediation and inform students of their learning and ability levels for shared student-teacher ownership. Schoology and PowerSchool provide students, parents and staff real time access to attendance, grades and other important information. PLC teams were restructured this year with overall positive reception from teachers and progres is being made to discuss student needs, create common assessments, lesson plan, etc. Based upon data, many adjustments were made to math to support struggling students in Secondary Math 1 such as teacher aligned SM1 support class, instructional coach with math emphasis, common teacher prep, AVID tutorials, and tutoring availability in the mornings, at lunch and after school. Resources have been allocated to provide these supports. Category D: Standards-based Student Learning: Assessment and Accountability: Areas of Growth

We need to continue work on creating common assessments among PLC teams to be able to analyze the strengths and weaknesses of our instruction and student learning. Discussion and evaluation regarding effectiveness and appropriateness of assessments in a collaborative team is a growth area. Many teachers do this on their own, yet others remain hesitant. There is a need to increase student dialogue regarding meeting

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graduation requirements and college readiness (A-G requirements) due to large number of students off track for graduation and a minor percentage of students meeting a-g requirements.

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

E1. Parent and Community Engagement Criterion The school leadership employs a wide range of strategies to encourage family, business, industry, and community involvement, especially with the learning/teaching process.


Regular Parent Involvement E1.1. Indicator: The school implements strategies and processes for the regular involvement of all stakeholder support groups in the learning and teaching process, including parents of non-English speaking, special needs and online students.

E1.1. Prompt: Evaluate the strategies and processes for the regular involvement of the family, business, industry, and the community, including being active partners in the learning/teaching process. Comment on the effectiveness of involving parents of non-English speaking, special needs and online students. Findings Supporting Evidence Davis High School utilizes the local college community to model instruction with students. University students and faculty mentor and collaborate with AVID, Music & Dance Departments, and Language Institute. Community guest speakers have been invited as part of these programs. Additionally, there are two different universities field trips sponsored by CSF and Middle College Our annual college/career fair brought in several businesses, colleges, and military branches to share possible future paths for students. We have several boosters programs that help support programs including Agriculture, Athletics, Public Safety Academy and Health Academy. There are eight reporting periods every year (progress reports and quarter grades) that are sent home; additionally, parents and students have PowerSchool and Schoology access constantly.

AVID Flyer College Career Military E-mail; College Fair PowerSchool Log In Instructions; Power School Training

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Parents have many opportunities to be part of the decision-making process at Davis. They can be part of School Site Council (SSC) and/or a Parental Advisory Committee (PAC). There are also English Language Parent Partnership (ELPP) meetings which give parents assistance on supporting their children’s education.

There are several parental involvement meetings with admin and faculty open to all parents and/or community members. Coffee with Counselors quarterly meeting for parents-- phone dialer and flyers mailed home.

We have many community partnerships such as MB2 Raceways offering incentives for a variety of campus programs, Jimmy John’s donating food for events, and OSH donating substantial products for the student body.

There is an annual Program Info Night for pathways and academies for incoming freshmen and their parents.

We have Open House and Back to School Night so parents can learn about programs/teachers. We have SPEAR before school starts that helps students get acclimated to the campus and promotes programs/activities/and clubs offered at Davis.

Drama Camp and spring productions offer students grades K-8 an opportunity to be involved in a theatrical experience for little to no cost.

Many different technological applications are utilized in the classroom including Google Drive, Nearpod, Classcraft, Kahoot, and Schoology.

PIQE: Parent Institute for Quality Education document ELPP

Coffee with the Counselors Presentation

Community Partnerships

Program Info Night

Back to School Night Flyer S.P.E.A.R.

Kid's Audition Information ; Drama Camp

Pre-AP form Romeo and Juliet Nearpod ; Kahoot; Classcraft student setups

Use of Community Resources E1.2. Indicator : The school uses community resources to support student learning. E1.2. Prompt: Evaluate to what extent the school solicits and employs business and community resources to support and extend learning. Determine how effectively community members expertise and services, such as professional services, business partnerships, guest speakers, job fairs, field trips to local employers, and evaluation of student projects and classroom presentations, provide real world applications of the learning standards and schoolwide learning outcomes. Findings Supporting Evidence

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https://drive.google.com/file/d/0B852C9xczAW9b1VlNE1IOW9QTDQ/view?usp=sharing

https://drive.google.com/file/d/0B852C9xczAW9Nkg5MnFlWkRpbTA/view?usp=sharing

https://davis.mcs4kids.com/documents/SPEAR%20Principal%20Letter%202017-18%20FINAL.pdf

https://drive.google.com/file/d/0B8FPZDHCdxlZVzJYd3RTM1IzVG8/view?usp=sharing

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https://docs.google.com/a/monet.k12.ca.us/document/d/17EuBmZNczwbsqNdR9iKjtBMud_RCf-e9eQ8Ksx5Vz0s/edit?usp=sharing

https://docs.google.com/a/monet.k12.ca.us/document/d/17EuBmZNczwbsqNdR9iKjtBMud_RCf-e9eQ8Ksx5Vz0s/edit?usp=sharing

https://drive.google.com/open?id=19kMZoioB8O5qDg38ic1NezHk_PcTcmRT

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The school has many relationships with local businesses. We have a Career Center that serves as a liaison between students and their employers. Our site is aware of local politics. Our students have the opportunity to intern with local politicians. In the 2016 election, several of our students interned with the Denham and Eggman campaigns. Representative Jeff Denham came and spoke with several of our Language Institute students in a Q&A forum in April 2017. Many of our clubs and academies go on field trips where students learn about local businesses. Some of the places our students have been recently include Google, California Academy of Sciences, and Alcatraz. The military is very supportive of our students. The military comes to our career fair in addition to hosting the ASVAB at our site. At our annual Academic Block D Awards Ceremony, students are recognized for academic excellence. Last year’s presenter was former Davis Alumni John Doss, a Bay Area Sports Journalist.

Community Partnerships Internship Flyer PSA field trip to Alcatraz Career/College/Military Fair Academic Block D App.

E2. School Environment Criterion The school is a) a safe, clean, and orderly place that nurtures learning and b) has a culture that is characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement.


Safe, Clean, and Orderly Environment E2.1. Indicator: The school has existing policies and regulations and uses its resources to ensure a safe, clean, and orderly place that nurtures learning, including internet safety.

E2.1. Prompt: Determine the extent to which the school has implemented policies and committed resources to ensure a safe, clean, and orderly environment that nurtures learning. Evaluate the effectiveness of the school’s practices and procedures for all aspects of student safety including: effective operating procedures for internet safety, bullying, drug and alcohol abuse education and intervention, conflict intervention, use of derogatory or hateful language especially in the context of race or gender, disaster preparedness and other safety topics of local concern that may interfere with learning.

Findings Supporting Evidence

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https://goo.gl/photos/kJMAf6xYMetmFPwg8


https://drive.google.com/a/monet.k12.ca.us/file/d/0B6dFnhJnPgRXZHU3V1pVNnZKUm8/view?usp=sharing


Modesto City Schools strives to keep all campuses safe so that students have every opportunity to learn in a stable environment. Davis High School’s practices and procedures to promote a safe, clean, and orderly environment that nurtures learning, includes a welcoming and clean campus atmosphere (with new fencing, a drought-resistant garden, and new plantings throughout campus). A mural designed by a renowned graffiti artist decorates the front of the campus and the school is flanked with Honor the Shield banners promoting our students and the programs that are offered here. The digital marquee displays the campus safety hotline in addition to pertinent information for students and parents. Davis strives to promote a drug and alcohol-free lifestyle. Upperclassmen participate in “Every Fifteen Minutes,” a program which shows the effects of drunk driving. We have a Sober Grad activity for seniors after graduation. Our PHAST Club (Promoting Health and Slamming Tobacco)/Red Ribbon Week participation (our school has been in the top three schools every year in the last five years). PHAST Club speaker (Ray Lazano in 2016 and 2017, Victor De Noble in 2015) to promote a tobacco, alcohol, and drug free lifestyle. Davis has extended library hours from 3:30-5:30 to provide students with a place to study in a safe, clean, distraction-free environment. Teachers are in the library at this time to provide after school tutoring. The Intervention Center has instituted a PBIS ( Positive Behavior Interventions and Supports) which helps students reflect upon the consequences of their actions. We have a Peer Mediation team where students are trained so that they can help resolve conflicts that other students might be having. Davis uses the LANSchool program for internet safety so teachers can see what their students are doing in real

MCS Policy Regarding Rights Honor the shield flags and mural KCRA News Report Every 15 Minutes video Sober Grad Committee PHAST club folder Tutoring sign in spreadsheet PBIS Poster Peer Mediation Flyer Lan School Info from MCS

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https://www.mcs4kids.com/documents/Board%20Policies/Student/5145.4%20BP%20-%20Principles%20of%20Rights%20Ensure%20Safe%20School%20Environment.pdf

https://drive.google.com/drive/folders/0B2pDuYzVyApiOVpyNC1tYXF0NFE?usp=sharing

https://drive.google.com/drive/folders/0B2pDuYzVyApiOVpyNC1tYXF0NFE?usp=sharing

http://www.kcra.com/article/modesto-school-promotes-positivity-on-first-day/6429982

https://drive.google.com/drive/folders/0B6dFnhJnPgRXQk1sY2MwT3U5RTQ?usp=sharing

https://docs.google.com/a/monet.k12.ca.us/document/d/1UuQUcW6teIwbSkUQiEXr17tFM1qD2o261tgvhvgyQEo/edit?usp=sharing

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https://drive.google.com/file/d/0B31fXnBGSYc0bVE0NzQwdGZCMTQ/view?usp=sharing

https://its.mcs4kids.com/its/1to1a/instruction-in-a-digital-classroom/classroom-management


time. Teachers can also individually block certain websites url’s and apps so that students cannot access while the teacher has their class list loaded for monitoring. Alternatively teachers can create a limiting list of specific websites so that students can only access a site if it is on the teacher’s list. Teachers can also assert remote control of student’s computers if necessary. All students are also required to complete the Internet Safety Tutorial Agreement (ISTA) yearly which educates them digital citizenship and inherent dangers of computer use, social media, and plagiarism. We have a Technology Room for immediate tech support for students and teachers that is open every day during the entire school day. To address the safety and security of students and staff in the district, the LCAP plan was written to include the addition of a district wide security team. Each high school campus has a has a Campus Security Officer with extensive training in conflict resolution, de-escalation techniques, use of force, and emergency response. These Security Officers are provided enhanced equipment such as a patrol vehicle and handcuffs. This year, the plan also includes the development of an evening patrol team. There are five full-time campus supervisors on campus who patrol assigned geographic zones on campus and proactively monitor student behavior. Additionally, security cameras are employed to monitor activity in all hallways, parking lots, and open areas. Online bullying addressed in Student Conduct Code and on posters in all classrooms.

(Located next to the library) District Conduct Code #27-Engaging in Bullying

High Expectations/Concern for Students E2.2. Indicator: The school demonstrates caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning.

E2.2. Prompt: Evaluate to what extent the school has created and supported an atmosphere of caring,

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concern, and high expectations for students in an environment that honors individual differences. Determine how effectively school policies, programs and procedures support student learning by examining information such as: proportionality of discipline data, use of positive behavior strategies by staff, restorative justice practices, celebrations of students’ heritage and ethnicity and other information or practices that support a caring, learning environment.

Findings Supporting Evidence Restorative Justice Practices training to be implemented campus-wide 2017-2018. Restorative Circles are starting to be used to help students understand how they can change their behavior for the better. We have several presentations during the month of February (sponsored by BSU students) which showcase our diversity with cultural information, dances and games from different organizations on campus including the Language Institute, classes, and clubs. Commitment to Graduate is a program designed to focus incoming freshmen on the idea of graduation as their eventual goal from the very start, students sign a banner that will be put up at their eventual graduation and participate in activities to focus them on progressing in gaining credits laying out the path to graduation. We have many student recognition programs at Davis including: Honor the Shield, a program started in 2016 to promote student spirit and MCS Character Traits (such as responsibility, initiative, and respect); Renaissance, a reward program for academic excellence and improvement; Spartan Awards, where each teacher chooses one student to recognize for exemplary performance; and Block D Awards for students who achieve a 3.6+ GPA. Students have access to a variety of tutoring options including during classes, before/after school, and at lunch. Our library has extended hours and offers tutoring until 5:30 Monday through Thursday with a MAX bus pass for attending. Several students have participated in the Art Scholar Program, a community-wide program where students are mentored by local artists and have an art show at the conclusion of the program.

Video on how restorative process works Student incident Form C2G Presentation Renaissance List Q4 HTS Block Party; Spartan award student list ; Pictures/student of the month/honor the shield; Academic Block D form Tutoring Proposal , Tutoring sign in spreadsheet Tutoring; Email about extended library hours Art Scholar Program ; Student work

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https://docs.google.com/a/monet.k12.ca.us/presentation/d/1MYKshScmQnmGzzFZhxIB-ed4SrV45ROcWiHhVOuzYbA/edit?usp=sharing

https://drive.google.com/file/d/0B8FPZDHCdxlZZmNOdUszMVJoSjg/view?usp=sharing

https://drive.google.com/file/d/0B2pDuYzVyApiYlJSSlhULU90Tms/view?usp=sharing

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https://drive.google.com/a/monet.k12.ca.us/file/d/0B6dFnhJnPgRXZHU3V1pVNnZKUm8/view?usp=sharing

https://docs.google.com/a/monet.k12.ca.us/document/d/16CWZM93OqlV55KmcLt_Rln7rmUXdvkSBFVFJGDrbj4k/edit?usp=sharing



https://docs.google.com/spreadsheets/d/1jhyqqjTiDu5CFCDcJ69bGo1pccaCkxQxbGFyrvdHAPo/edit#gid=1341930798

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https://drive.google.com/file/d/0B5TsCu3BaI0VZXdZZFNxX0dpZHM/view?usp=sharing


Atmosphere of Trust, Respect, and Professionalism E2.3. Indicator: The school has an atmosphere of trust, respect, and professionalism.

E2.3. Prompt: Evaluate the degree to which there is evidence of an atmosphere of trust, respect, and professionalism. Examine the quality and consistency of communication and collaboration between and among the school’s leadership, staff and stakeholders; this includes the degree to which stakeholders are involved in the review of the Single Plan for Student Achievement and District’s Local Control Accountability Plan and to what extent they are included in decision-making.

Findings Supporting Evidence Coffee with Counselors for parents/students to ask questions about scheduling and college planning. Davis prides itself on its communication. We have a phone dialer program to inform parents, students and school staff and faculty of critical dates and events such as the start of school, direct notification of school safety issues, public safety and emergency status announcements. Letters are also sent home to inform parents and students of campus events well in advance. There is a daily newsletter on Schoology called Daily Davis to inform students of campus happenings. Davis has a School Site Council (SSC) that includes administrators, staff (both certificated and classified), and parents. The SSC oversees fiscal allocations for the site. A teacher is on the School Advisory Board, a teacher that is on the School Site Council, in order to be part of district-wide discussions and represent his/her site’s needs.

Coffee with the Counselors Parent welcome letter/info Daily Davis Screenshot School Site Council Link

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E3. Personal and Academic Student Support Criterion

All students receive appropriate academic support and intervention to help ensure school, college, and career success. Students with special talents and/or needs have access to a system of personal support services, activities, and opportunities at the school. These are enhanced by business, industry, and the community. Indicators with Prompts

Adequate Personalized Support E3.1. Indicator: The school has available and adequate services to support student’s personal needs.

E3.1. Prompt: Evaluate the availability and effectiveness of academic and personal support services, including referral services, to support students in such areas as physical and mental health, and career, academic and personal counseling, including an individualized learning plan. Findings Supporting Evidence Our school currently has five counselors: one EL counselor, one college counselor, and three academic counselors who also oversee various subgroups such as academy and AVID students. Two student assistant specialists are available most of the week for students who are in critical need of counseling support. One health clerk is onsite and a school nurse is available onsite part-time. Our current student to counselor ratio is 650:1 due to LCAP funding (pre-LCAP funding ratio is 750:1). Coffee with the Counselors: Once per quarter, counselors provided a morning meeting for parents and students in order to give information on summer school, credit recovery, our academies and special programs, and how to get involved. Peer mediation: During the 2015-2016 school year, the peer conflict mediation program was reinstituted. Students interested in becoming a peer mediator must apply and be interviewed. Upon selection, these students undergo extensive training on how to conduct a conflict resolution meeting. Students who are in conflict are able to be referred or to refer themselves for mediation. Peer Tutoring: Several students are trained on how to properly be a peer tutor. These students are placed in various classes where there is a need for assistance. A one-on-one tutoring program began during this school

Counseling Page on Website Coffee with the counselors powerpoints Peer mediation Peer mediation folder Tutoring Proposal , peer tutor training

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https://drive.google.com/open?id=0B31fXnBGSYc0WUhCdkt5WXNFS3c

https://drive.google.com/open?id=0B31fXnBGSYc0WUhCdkt5WXNFS3c

https://docs.google.com/a/monet.k12.ca.us/document/d/16CWZM93OqlV55KmcLt_Rln7rmUXdvkSBFVFJGDrbj4k/edit?usp=sharing

https://docs.google.com/a/monet.k12.ca.us/document/d/1i3Cl9YtJQsKmmpozzUQ_O8KWfzx9-hvPDZg-q5DKado/edit?usp=sharing

https://docs.google.com/a/monet.k12.ca.us/document/d/1i3Cl9YtJQsKmmpozzUQ_O8KWfzx9-hvPDZg-q5DKado/edit?usp=sharing


year, 2016-2017. Students in need can be referred by themselves, parents, counselors, or teachers to receive a one-on-one peer tutor. The referred student and the student tutor then meet either at lunch or after school a few times per week for tutoring. Tutoring availability has also been expanded in recent years. Currently there is tutoring during 0 period in room 607. There is also tutoring in the library with two teachers available from 2:15-3:30. Tutoring is also available in the library during lunch. Davis accommodates all types of learners. Teachers can refer struggling students to our Student Study Team (SST). The SST leader and an administrator then investigates how the student can be most successful while at Davis. IEPs and 504 Plans are utilized to accommodate student needs in order to be successful while in school. Students and teachers can come in for voluntary Saturday Study Sessions at school. This gives students an opportunity to work with a teacher for several hours to grasp a concept he/she might be struggling with. These generally are offered right before the end of the quarter. Graduation is our paramount goal for students. Freshmen attend a Commit to Graduate (C2G) assembly in the fall which is a mock graduation ceremony. For upperclassmen, we have Club 230, an intervention program for students who have been identified as at risk based on graduation credit deficiency.

Tutoring sign in spreadsheet Sample of SST referral form on MOSIS Voluntary Saturday School Parent Letter Club 230 Roster/Data C2G counseling presentation

Support and Intervention Strategies Used for Student Growth/Development E3.2. Indicator: Strategies are used by the school leadership and staff to develop and implement personalized approaches to learning and alternative instructional options.

E3.2 Prompt: Evaluate the effectiveness of the types of strategies used by the school leadership and staff to develop and implement personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum. This includes strategies such as personalized learning, the use of small learning communities and the implementation of alternative learning options. Findings Supporting Evidence

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https://drive.google.com/a/monet.k12.ca.us/file/d/0B31fXnBGSYc0LU1KbktnMHhhZEU/view?usp=sharing

https://drive.google.com/a/monet.k12.ca.us/file/d/0B6dFnhJnPgRXbmgwYU5MQlMxTUE/view?usp=sharing

https://drive.google.com/open?id=1MYKshScmQnmGzzFZhxIB-ed4SrV45ROcWiHhVOuzYbA

https://drive.google.com/open?id=1MYKshScmQnmGzzFZhxIB-ed4SrV45ROcWiHhVOuzYbA


SPEAR is an orientation for all new and returning students where they receive device training, schedules, pictures, and can meet with counselors as needed. Faculty are separated into PLC groups where common assessments are created, collaboration takes place, and best practices/strategies are discussed and sometimes demonstrated. Pursuit of Excellence orientation for freshmen over summer to give them study skills and device training. Effective strategies for developing and implementing personalized approaches to learning are evidenced through a variety of programs and resources such as, Independent Study, programs, ESS classes, Student Study Teams, IEPS/504, Peer Mentors, Naviance Program, Home and Hospital, Read 180, ALD/LI classes, AP Classes, Middle College, and AVID. Personalized digital learning games that allow students to move at their own pace are utilized in several classes. Students have the opportunity to compete with other schools via Science Olympiad, Academic Decathlon, and Mock Trial. These co-curricular clubs give students the opportunity to study additional information that will enhance and deepen their understanding of their current class material.

SPEAR MCS Calendar with Collab Days Modesto Bee article IS Assignment Sheet Read 180 System 44 Rosetta Stone Academic Decathlon Roster

Support Services and Learning – Interventions and Student Learning E3.3. Indicator: The school leadership and staff ensure that the support services and related activities have a direct relationship to student involvement in learning based on the academic standards and the schoolwide learner outcomes, e.g., within and outside the classroom, for all students, including the EL, GATE, special education, and other programs.

E3.3. Prompt: Evaluate the extent to which student learning needs are accurately identified in a timely manner and the appropriate support and intervention services are provided. Examine how the school monitors the effectiveness and appropriateness of intervention for each student within and outside the classroom. Evaluate the processes that are used to identify under-performing or struggling students and the interventions to address these identified student learning needs. Comment on how interventions support and coordinate with regular classroom learning for all students, including those with special needs receiving services from ELL, GATE, Title I and special education.

Findings Supporting Evidence The school has an EL coordinator and teachers are PowerSchool screen shot of

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https://modestocityschools-my.sharepoint.com/personal/durbin_k_monet_k12_ca_us/_layouts/15/guestaccess.aspx?docid=12cf446ec42954a60aa9f07aab1fafa29&authkey=AfdZ1h1ylC8xwANrJ8CWHA0

https://educatorcommunity.hmhco.com/

http://www.hmhco.com/products/system-44/

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https://drive.google.com/file/d/0B6dFnhJnPgRXTHRiY0Z3N0E2NjQ/view?usp=sharing


informed of the designated EL students and their needs as well as instructional strategies. PowerSchool identifies all EL and Spec Ed students for teachers. Support is available by referral only for special education. SDC teachers inform regular education teachers how to accommodate the special education students in a general education class. Students are tested in math and English to determine a quantile and a lexile score to determine academic fluency in those subjects. Students who are identified as needing additional remediation may be placed in Read 180 or Math 180 or a Success Skills class. We strive to give students skills they need to be successful in college. We have an AVID program that gives students a support class to develop academic skills and work towards being college-ready. English learners at Davis High School receive support via ALD classes, AVID, a full-time EL counselor, and the Language Institute for students who are new to the United States. We have paraprofessionals who speak a variety of languages including Spanish, Arabic, Chinese, and Pashtu. PIQUE (Parent Institute for Quality Education) supports parents of language learners. Assessment and Evaluation Office sends reports to the counselors of at-risk students who meet a number of criteria and are identified as needing intervention. Counselors then meet with the students and find solutions, programs, assistance, etc. for these students. Paraprofessionals provide additional in-class support for students with special resource needs under the guidance of a Resource Specialist Teacher. Counselor caseloads of at-risk students given extra attention based on numbers of indicators revealing at-risk behaviors (attendance issues, behavioral difficulties, poor grades, etc.) Additional resources are focused based on individual student needs.

icons identifying ELs, 504s, and SpecEd students Referral form Lexile /Quantile example AVID Website; AVID Flyer LI program PIQUE class (57 parent graduates this year). At Risk Indicators Report At Risk By Student Report

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https://drive.google.com/file/d/0BxWnm6sUtAR7TENBellxUFBLY2s/view?usp=sharing

https://drive.google.com/file/d/0B5mOc5NR3bkqaFFJT1lfYVlnUlU/view?usp=sharing

https://davis.mcs4kids.com/students/academies/avid

http://www.avid.org/dl/about/brochure_whatisavid.pdf


https://drive.google.com/a/monet.k12.ca.us/file/d/0B5mOc5NR3bkqMDFGYjJaSDdwVEk/view?usp=sharing

https://drive.google.com/file/d/0B8FPZDHCdxlZSGJQelR1QWV2Q0E/view?usp=sharing

https://docs.google.com/a/monet.k12.ca.us/spreadsheets/d/1W5V2rgzM5uSuH_U08buZtPwU2kbdmcP1wYEEwPO0i1M/edit?usp=sharing


Tutoring is offered before and after school with teachers and peer tutoring is offered at lunch and after school. Extended library hours also offer students a safe place to study after school (until 4 p.m.). Some sports teams also have tutoring as part of their practice schedule.

Tutoring Interest Form

Equitable Support to Enable All Students Access to a Rigorous Curriculum E3.4. Indicator: Through the use of equitable support all students have access to a challenging, relevant, and coherent curriculum.

E3.4. Prompt: Evaluate the school’s effectiveness in a) regularly examining for disproportionality in the demographic distribution of students throughout the class offerings (e.g., master class schedule and class enrollments) and b) providing additional and available support to provide equitable access to challenging, rigorous courses for all students ( i.e., extra class time, tutoring, or types of alternative schedules available for repeat or accelerated classes, summer classes, class periods beyond the traditional school day). Findings Supporting Evidence The school principal must present an annual Principal’s Summit Report. This is shared with the staff so we can see how we are doing regarding discipline, attendance, and academic data. Students struggling in math may take a math study skills course where they will be able to get more help with assignments and curriculum. Extended Summer School (ESS) is available throughout the school year for students who need to retake a class for credit to get back on track to graduate. Classes in English, Math, Science, and Social Science available. Traditional summer school is also available for students. Students struggling in English (with lexiles significantly below grade level) may take Read 180 courses which has shown marked improvement in lexile gains. Students can get college credit alongside their high school credits for core classes by enrolling in Middle College classes. Pursuit of Excellence - (Incoming freshmen tour our campus) program designed to make incoming freshman

Summit Presentation Link Freshman Failure Rates in Math ESS Rosters Master Schedule Middle college website Info Night Modesto Bee article

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https://drive.google.com/drive/folders/0B5mOc5NR3bkqZHJXMlZ2eURKODg

https://drive.google.com/a/monet.k12.ca.us/file/d/0B6dFnhJnPgRXMXlPU2ZYVkp2ak0/view?usp=sharing

https://docs.google.com/a/monet.k12.ca.us/spreadsheets/d/1LKjD7kUMcVCRkuaFp5tfKM_ZHRFlIa1NvIrmyq5hAXU/edit?usp=sharing

https://docs.google.com/a/monet.k12.ca.us/spreadsheets/d/1LKjD7kUMcVCRkuaFp5tfKM_ZHRFlIa1NvIrmyq5hAXU/edit?usp=sharing

http://goo.gl/xXe04p



https://modestocityschools-my.sharepoint.com/personal/durbin_k_monet_k12_ca_us/_layouts/15/guestaccess.aspx?guestaccesstoken=IN5dNoecCQ4%2fgs7dHCSgN46b6lb2J2S0QVUNqQZsQuo%3d&docid=070233d7baa3a4236ae9caa24b269456c&rev=1



more successful with the physical and digital environment.

Co-Curricular Activities E3.5. Indicator: The school ensures that there is a high level of student involvement in curricular and co-curricular activities that link to the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes.

E3.5. Prompt: Evaluate the availability to and involvement of students in curricular and co-curricular activities. Determine the effectiveness of the extent to which co-curricular activities link to the academic standards and schoolwide learner outcomes. Examine the process that the school utilizes to evaluate the level of involvement for all students in a variety of activities. Findings Supporting Evidence Students use Naviance, program to help students plan their futures and give college information. Freshman Activities to explore career and college awareness to our freshman class. Counselors went into English classes to administer Naviance Career Interest Inventory. Also, invited Davis' alumni as motivational speakers. Our academies focus on making students career and college ready. Public Safety Academy has a capstone project called “Murder on Campus” which entails students solving real cases. Health Academy students put on an annual Health Info Fair that is open for the community, students, and parents to attend to learn about an array of health careers. All clubs and programs are showcased at Club Day in the fall. Students have the opportunity to learn about all of the offerings Davis has and sign up for clubs. Our Future Business Leaders of America (FBLA) has been very successful in their competitions. One student attended Nationals representing our school. Real-world classes are offered on site, including an Entrepreneurship class after school which prepares students how to start a business. We also have a variety of vocational education classes which provides hands on/real world training in a variety of career paths (Child Development, hospitality, Adv. Computers, Virtual Business, Criminal Justice, wood/metal, AG marquee

Freshman Activities to explore career and college awareness to our freshman class. Counselors went into English classes to administer Naviance Career Interest Inventory. Also, invited Davis' alumni as motivational speakers. Newspaper Article Health fair flyer Clubs on Campus Flyer Student going to Nationals Master Schedule Adobe & Office Certifications

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https://drive.google.com/a/monet.k12.ca.us/file/d/0B6dFnhJnPgRXZDVOT3EySHZHYW8/view?usp=sharing

https://davis.mcs4kids.com/students/activities/clubs

https://modestocityschools-my.sharepoint.com/personal/durbin_k_monet_k12_ca_us/_layouts/15/guestaccess.aspx?docid=1e5c876250a9b44dd8672e170ed77fd29&authkey=ARrQfQbd_Eiz2W9VA-EYcSI

https://modestocityschools-my.sharepoint.com/personal/durbin_k_monet_k12_ca_us/_layouts/15/guestaccess.aspx?docid=12207e3e5e492462298715076b5cba030&authkey=Abh0wZQnhDalFZ-RKWIbzts


https://modestocityschools-my.sharepoint.com/personal/durbin_k_monet_k12_ca_us/_layouts/15/guestaccess.aspx?docid=0f5d1c9cfa4b7449ba798b5711b6f5189&authkey=AYPheZNJuNCs7ESA7vmul8k

https://modestocityschools-my.sharepoint.com/personal/durbin_k_monet_k12_ca_us/_layouts/15/guestaccess.aspx?docid=0f5d1c9cfa4b7449ba798b5711b6f5189&authkey=AYPheZNJuNCs7ESA7vmul8k


project building, floral design,health careers). Field trips (Middle college and AVID trip to UOP College fair, Annual College trip, Google field trip for the entrepreneur class, etc.) Our academies mandate that each student fulfills a community service requirement of 100 service hours in order to graduate with the academy. We offer several academic competition teams including Mock Trial, Science Bowl, and Academic Decathlon. These co-curricular clubs ask students to learn about a specific topic every year (last year’s Academic Decathlon theme was WW2).

UOP AVID field trip AVID field trip 4/21 Community Service Hours Academic Decathlon Roster

ACS WASC Category E. School Culture and Support for Student Personal and Academic Growth: Summary, Strengths,

and Growth Needs

Review all the findings and supporting evidence and summarize the degree to which the criteria in Category E are being met.



The community outreach at Davis high school has grown considerably since we began our Honor the Shield (HTS) program as part of our efforts to implement Positive Behavior Supports and Intervention (PBIS) on campus. We have partnerships with nearby companies such as MB2 Raceway and Jimmy John Sandwiches. We also have had an annual career fair where colleges, military branches, and local companies come to share information and offer opportunities to our students. These community partnerships and activities have a continuing positive impact on our students and community. The HTS program and initial steps to implement PBIS have been positive, yet PBIS is still in the early stages of implementation and continued work must be done as evidenced by our suspension rate, student referrals, attendance rate, chronic absenteeism and how those factors have a negative impact on student learning. When students are not in class, they are not learning. We are continuing to identify ways to increase student attendance and teach expected behaviors to students. Through the use of schoology and powerschool, we are able to share student attendance,

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https://docs.google.com/a/monet.k12.ca.us/spreadsheets/d/1D6xvQsdDII6HWfAHGI32vRXkTd0I7DNZkQADbXodaPo/edit?usp=sharing

https://docs.google.com/a/monet.k12.ca.us/spreadsheets/d/1D6xvQsdDII6HWfAHGI32vRXkTd0I7DNZkQADbXodaPo/edit?usp=sharing

https://docs.google.com/spreadsheets/d/1CS_FYbpqPLffcHUmtTZ6nF3qkcdHHrl0cSeeA3cjBio/edit?usp=sharing

https://drive.google.com/a/monet.k12.ca.us/file/d/0B6dFnhJnPgRXTHRiY0Z3N0E2NjQ/view?usp=sharing


behavior, and grades with all stakeholders. Parents are able to check student grades and see actual assignments their student has turned in online. In addition, our school site provides many opportunities for parents to engage in their child’s education through a variety of parent trainings and information nights, but attendance of such events could be improved. We offer monthly parental trainings that inform them how to use powerschool and schoology effectively. Prioritize the strengths and areas for growth for Category E. Category E: School Culture and Support for Student Personal and Academic Growth: Areas of Strength

To promote a positive school culture, Davis recognizes students in a myriad of ways including Honor the Shield, Renaissance, Spartan Awards, perfect attendance and Spartan of the Month (to name a few!). Parents are invited to celebrate these accomplishments during Spartan of the Month assemblies and at the end of the year Spartan Awards. There are many programs on campus that meet the needs of most students including agriculture, arts programs, academies, middle college, Language Institute, etc. that provide connections to school, rigor, and relevance to future career and college student goals. In our continued efforts to provide intervention and supports to students, starting this school year, the district provided a full-time Intervention Center Teacher, a full-time Student Assistance Specialist dedicated to the Intervention Center and a Behavior Intervention Specialist (BIS) one day per week. With these added resources from the district, we are able to provide more support and necessary academic, behavior and social/emotional intervention to students when they are referred out of class, have violated a school or district policy or have difficulty maintaining healthy peer and staff relationships. Category E: School Culture and Support for Student Personal and Academic Growth: Areas of Growth

PBIS implementation began last year with the introduction of Honor the Shield student and staffulty recognition program. PBIS is a necessary growth area for our site as we continue our efforts to establish and communicate student behavior expectations, and ways to positively recognize those behaviors. In addition, we need to continue to develop Tiered supports and interventions for students behaviorally and academically in an effort to reduce suspensions, increase attendance and improve student learning. Student attendance directly impacts student learning and is another area of necessary growth. Concentrated efforts need to continue to educate students and parents on the importance of attendance, early intervention steps must be taken and provide positive recognition to those who attend regularly. We recognize that parent involvement plays a key role in student success. Although we offer a variety of opportunities to involve parents through meetings and trainings, parent involvement and attendance can be lacking. We need to continue to improve our advertisement of events and communicate events effectively and efficiently through

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various channels (phone/email dialer, marquee, newsletter, mailer, personal phone calls, etc.), as well as in both English and Spanish languages. Many freshman struggle academically and socially with the transition to high school. While we offer credit recovery options, some options such as ESS and/or summer school are primarily only available to upperclassmen based upon resources. Allocating resources and efforts beginning at the freshman level to help support the transition to high school and credit recovery options are growth areas. We have many clubs and extracurricular activities available to students, yet we should continue to promote them ongoing throughout the year to increase student involvement and attendance.

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Prioritized Areas of Growth Needs from Categories A through E

Prioritize the growth areas from the five categories.

● Schoolwide focus on literacy continues to be a growth need based upon multiple data points and the school’s large number of EL students. The majority of students are not demonstrating meeting grade level standards.

● Students continue to struggle in the area of mathematics/numeracy. Several steps were taken this year to address student needs in Secondary Math I. Continued focused on implementation of the math practices, evaluation of common assessments, and skill development are growth needs.

● Student attendance and chronic absenteeism continues to hinder student learning. ● There is a continued need to implement Positive Behavior Intervention and

Supports to help struggling students. Student behaviors, leading to suspension, impedes their learning. Supports and interventions need to be implemented, continue to be evaluated for effectiveness and utilized by students.

● College and Career readiness is a growth area of need based upon the number of students off track for graduation early on in high school. Efforts to provide supports and interventions to struggling students, especially freshman in their transition to high school may be beneficial. Helping students develop and take ownership of their career and college goals are growth opportunities.

● The use of teacher collaborative teams should be further utilized for teachers to work together to identify essential standards, lesson design and strategies, common assessments, and evaluation of student outcomes and next steps.

● With the introduction of new curriculum, addition of new teachers to our staff, ever changing technology resources, continued professional development is needed in areas such as: district instructional norms, curriculum, PLC’s, technology, etc.

● Parent involvement and communication continues to be an opportunity as we try to look at ways to get parents to engage with the school through attending trainings and meetings. Opportunities need to continue to be provided and communicated through a variety of channels to reach all parents.

● The school’s allocation of resources (time and professional development) to support Professional Learning Communities needs to continue as teacher collaborative teams are beginning to pick up momentum, yet these two components are essential resources.

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Chapter 4 Summary from Analysis of Identified Critical Student Learning Needs

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Chapter IV: Summary from Analysis of Identified Critical Student Learning Needs After analyzing the collected data and the focus group findings, the stakeholders at Davis High School identified and agreed upon several areas of need. These critical areas are in alignment with those needs outlined in the school’s Single Plan for Student Achievement (SPSA) and the district’s Local Control and Accountability Plan (LCAP). Though many areas of of need were discussed, four key areas surfaced as paramount to the school’s success in achieving the Schoolwide Learner Outcomes (SLO). The critical areas of need were as follows: Critical Area #1: Literacy - English Language Arts Given the number of students and subgroups specifically struggling with reading, writing, listening, and speaking, literacy clearly stands out as an area of student learning need. Between the CAASPP met/exceed and claim data; student reading lexile scores; CELDT performance; course failure rate; benchmark data; evidence points to a need for targeted instruction, interventions, and staff professional development. There is a demonstrated need to better develop students’ ability to collaborate and speak using a professional academic register, navigate difficult texts and cite evidence, build writing/research skills, as well as think critically and demonstrate learning at deeper levels of knowledge (DOK). Critical Area #2: Numeracy - Mathematics Student performance on the CAASPP (Math), the high failure rate in mathematics courses, and benchmark data indicate numeracy is an area of critical need for student learning at Davis High School. While many actions have already been taken to address and improve student performance in Mathematics, the majority of students are performing far-below standards in their understanding of concepts and procedures as well as problem solving. Further action to identify and strengthen student number sense, embed the Standards of Mathematical Practice, and provide frequent instructional opportunities for students to practice open-ended and performance-based problems in order to develop conceptual understanding is warranted. Students and teachers would benefit from regular-shared data-driven instructional planning to target learning deficits. Critical Area #3: Spartan Culture Though there are ample opportunities for students and families to enhance learning and get involved, there are still too many students failing classes, exhibiting chronic absenteeism, making choices that result in suspension, and struggling to fully engage in classroom learning. Continued development and implementation of the school’s positive behavior intervention and supports (PBIS) plan is a priority. This will help students learn

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clearly communicated expectations through proactive training, counseling, and intervention. The school needs to better develop systems to target student supports using data and quickly identify students who need them most. Restorative practices are still in the early stages of adoption at Davis High School and need to be utilized more consistently to help students and staff repair relationships, conflicts, and avoid repeat incidents. All stakeholders need to be an integral part of these plans and interventions. Particular attention and focused intervention needs to be given to subgroups that have demonstrated greater need, such as students with disabilities, African-American students, and English learners. Critical Area #4: College and Career Readiness In the last few years, Davis High School has embraced many future ready initiatives and contributed a great deal of resources to better prepare students for life after high school. With the addition of 1:1 student laptops, digital resources, instructional norms that emphasize 21st-century skills, and a dual enrollment college program, change has become a constant. However, many students are not on track to graduate, fewer students are going to four-year colleges (A-G Ready), and a performance gap exists between several student subgroups such as students with disabilities, socio-economically disadvantaged students, English learners, and African-American students when compared to other subgroups. Many students are off track after their first year of high school. Therefore, more targeted supports and connections need to be made for students transitioning from junior high to high school. More work needs to be done to close the achievement gap at all grade levels so we will continue to evaluate current programs and supports. Offering additional culturally relevant learning experiences, exposing more students to higher level coursework, as well as targeted interventions will aid our efforts. Additionally, the staff and students need to better utilize already available resources to help all students develop clear future goals and post-secondary plans. In summary, addressing these critical student learning needs will not be possible without continued development and implementation of Professional Learning Communities. With the implementation of early release collaboration days a few years ago, the restructuring of teacher teams this year, and ongoing training, considerable progress has been made toward the school’s goal of truly becoming a professional learning community with a focus on data-driven teams. In order to meet the school’s vision of every student learning, teacher teams are essential. It is impossible for any one teacher to meet the learning needs of every student on campus alone. Further expanding the consistent campus-wide use of teacher teams to “Plan, Do, Study, Act”, which is the essence of the inquiry cycle, is necessary to produce better student results and we will continue our schoolwide commitment and efforts.

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Chapter 5 Schoolwide Action Plan

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Chapter V: Schoolwide Action Plan Based upon self-study findings, the Davis High School Action Plan was revised to align with the Single Plan for Student Achievement (SPSA), the district’s Local Control Accountability Plan (LCAP), and the updated Student Learner Outcomes (SLO’s) to ensure that the Critical Student Learning Needs were addressed in depth. The Action Plan will guide the school through the start of the 2018-19 school year with ongoing monitoring and reporting to stakeholders. The plan will be revised on an as needed basis during this time based upon data and available resources. In the fall of 2018, the site will review data, funding resources and revise the Action Plan with input from all stakeholders including, but not limited to: Principal Summit, School Site Council, English Learner Parent Partnership, Site Leadership, Student Leadership, Staffulty and other Community members.

Link to Action Plan

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https://docs.google.com/document/d/1b7klmwIh-XUOtwSyNF5o1IYn7PXN5onGcMQoxM4PsWI/edit?usp=sharing


Chapter V: Schoolwide Action Plan

Goal 1: Improve student academic performance by increasing the percent of students scoring Meets or Exceeds and decrease the percent of students scoring Not Met on the English Language Arts state assessment (CAASPP).

Rationale: Self-study findings indicate a need to improve student achievement in literacy for all student groups. State assessments, site/district assessments, student failure rates, reading lexile scores, CELDT performance and evaluation of student work support this need. (District LCAP Goals 2 and 3; SPSA Goals 1 and 5)

Supporting Data

2016-17: 39% of freshman earned 1 or more F grade in Quarter 1; English was second highest failed course

2017-18: 33% of freshman earned 1 or more F grade in Quarter 1; English and Social Science were two of the top three failed courses

Percent of students at the Meets or Exceeds ENGLISH LANGUAGE ARTS proficiency level on CAASPP

2015-16 2016-17

Schoolwide (SW) Goal 46.9% Actual 41.3% Goal 44.3% Actual 41.1%

English Learners (EL) Goal 6.9% Actual 1.6% Goal 5.1% Actual 3.2%

Students w/Disabilities (SWD)

Goal 14.5% Actual 8.9% Goal 12.4% Actual 9.5%

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Growth Targets

ELA - CAASPP

Increase by 5% points the percent of students scoring

Meets or Exceeds

Decrease by 3% points the percent of students scoring

Not Met

Meets or Exceeds 2017-18

Not Met 2017-18

Schoolwide (SW) Goal 46.1% Goal 29.04%

English Learner (EL) Goal 8.2% Goal 76.03%

Students w/Disabilities (SWD) Goal 14.5% Goal 68.43%

SLO’s Addressed

Academics - Increase their depth of learning and confront obstacles or challenges as problem solvers; Persevere to meet or exceed California State Standards; Graduate college, career and life ready

Voice - Articulate thoughts and ideas in complete sentences with confidence; Support their claims with evidence and knowing when to use an academic voice; Arguing, defending and advocating for themselves in a personal and professional manner

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Goal 1: Improve student academic performance by increasing the percent of students scoring Meets or Exceeds and decrease the percent of students scoring Not Met on the English Language Arts state assessment (CAASPP).

Tasks/Actions Responsible Person(s)

Resources/Professional Development Timeline Means to Assess Improvement

1a. Increase percent of students mastering literacy skills across all content areas. 1b. Increase percent of students able to discuss and collaborate using complete sentences and academic language across all content areas.

Principal and AP’s Leadership Team District ELA Curriculum Coordinators/Coaches District Instructional Technology Trainers Site Instructional Coach English Department Faculty Clerical (Bookkeeper, AA, Secretaries)

Schoolwide (SW) Provide teachers and students with 80% FTE Instructional Coach to help with team inquiry cycle; effective instructional strategy implementation with emphasis on instructional norms; classroom management tools/strategies, technology, etc. Professional development for teachers and administrators on best literacy strategies, ELD standards, instructional norms, AVID strategies, professional learning communities, new curriculum (StudySync for ELA teachers), technology and more, including conference attendance focusing on best practices and research based strategies. Teacher professional development and collaboration for high-leverage strategies associated with Instructional Norms. Norm #1: During instruction, teachers provide students with multiple and

July 2017 - October 2018

CA School Dashboard ELA data CA School Dashboard ELA Distance from Level 3 data Teacher led Spartan Walk participation and email feedback to teachers Walkthrough data and Instructional rounds participation activity Administration observation and class visit feedback to teachers ELA benchmark data ELA quarter/semester failure data

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frequent opportunities to discuss and collaborate using complete sentences and academic language. Norm #2: While reading, teachers create predetermined text- dependent questions requiring students to cite textual evidence in their responses. (quality student discourse, effective questioning routines with emphasis on depth of knowledge, sentence frames, vocabulary word banks, etc.)

Administration class visits and observation feedback to teachers with recommendations relating to Instructional Norms #1: During instruction, teachers provide students with multiple and frequent opportunities to discuss and collaborate using complete sentences and academic language and Norm #2: While reading, teachers create predetermined text- dependent questions requiring students to cite textual evidence in their responses.

Provide collaboration time and professional development for the identification of essential standards, development of common assessments and lesson planning, instructional norm implementation, data analysis of student work samples (norming) and Assessments (benchmarks, teacher

Teacher team common assessment data

SBAC ELA results

SRI quarterly data monitoring

StudySync fidelity implementation and usage monitoring

Conference/professional development participation

Tutoring participation data

Parent education flyers, mailers, phone dialers

Student work samples, rubrics

Admin classroom visit log

Post conference observation write ups

Faculty Meeting Agendas

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made, CAASPP interim assessments, reading lexile, etc.), and targeted remediation.

Administration class visits and observation feedback to math teachers with recommendations relating to Instructional Norms. Norm #1: During instruction, teachers provide students with multiple and frequent opportunities to discuss and collaborate using complete sentences and academic language. Norm #3: During mathematics instruction, teachers provide frequent and ample opportunities for teachers and students to demonstrate the standards for mathematical practice.

Teacher participation in reflective learning walks (Spartan Walks) focused on how students learn.

Administration and teacher leaders model effective instructional strategies during faculty and collaboration meetings.

Teachers will analyze SBAC ELA claims and students will practice SBAC test questions in preparation for SBAC test.

Implement SBAC test incentive and recognition program and educate

Teacher team reflection forms

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students on implications on college readiness/admissions. Provide student recognition for growth towards standards and/or mastery towards standards. Provide tutoring support for students before/after school, during lunch and academic Saturday interventions to allow students to make up work, improve their skills and mastery of the standards. Purchase instructional materials and classroom supplies needed to address students needs and supplement classroom supplies for teachers to work with students. Enhance instruction and access to curriculum through technology resources such as, but not limited to, classroom display televisions, supplemental software, hardware, networking, cables and headsets. Provide parent education classes/training (PEP, Parent Connections, etc.) and communication to help all stakeholders to ensure maximum student success; provide child care, mailings, materials/supplies, translation and refreshments.

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Principal and AP’s Leadership Team District ELA Curriculum Coordinators/Coaches District Assessment and Evaluation testing staff EL Counselor LI Coordinator English Department All Teachers TCII Translator Bilingual Paraprofessionals

English Learners (EL) Dedicated English learner counselor to work with students and parents to monitor academic progress and mastery towards English proficiency. EL counselor to educate EL students regarding reclassification criteria and current English proficiency levels through class presentations and individual student/parent meetings. Provide supplemental summer school options for English learner students, including support with a paraprofessional, to develop additional literacy skills and credits towards graduation. Provide ELD/ALD and other support classes for intensive language development with the goal of accelerating literacy acquisition. Teachers will incorporate the use of sentence frames and academic vocabulary word banks for students during speaking and writing activities. TCII translator and other staff translators to support student, parent and school communication (written, phone, meetings, trainings, etc.). ALD/ELD teacher professional


PowerSchool counselor log entries CELDT/ELPAC data Reading lexile initial and quarterly growth reports EL reclassification CA School Dashboard English Learner Progress data Language Institute student exits Summer school enrollment and credits earned Master Schedule Example sentence frames and academic word banks Student work samples, rubrics Bilingual para schedule

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development and coaching to improve effectiveness of ALD curriculum pilot, transition to ELPAC testing, and use of high-leverage instructional strategies for EL students.

Bilingual paraprofessional support in math classes with high concentration of English learners.

Initial placement assessments, such as CELDT, reading lexile, student writing, etc. to assist in appropriate class scheduling to meet student needs.

Provide students access to practice tests which are aligned to ELD standards in preparation for the ELPAC test first administered in Spring 2018.

Principal and AP’s

Leadership Team

District ELA Curriculum Coordinators/Coaches

Program Manager

Special Education Department

Students w/Disabilities (SWD) Case managers include IEP literacy goal (if area of need), monitor progress and report quarterly progress (via mailed report).

Teachers/Case managers and paraprofessionals provide push-in support to students in English and other core classes to support literacy development.


IEP goal and progress reporting

Para/teacher push-in schedule

Success skills participation and grades

Para collaboration PD agendas

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Paraprofessionals Teachers/Case managers and paraprofessionals professional development and collaboration regarding goal setting, monitoring of goals, progress reporting, SEIS program, behavioral strategies, Schoology, curriculum and more. Success skills class to further support student literacy, skill development, monitor student grades, assignment completion and graduation progress. ELA curriculum professional development for case managers and paraprofessionals to support student needs in using the new digital curriculum, StudySync. Resources: Title I, General Fund (LCFF/LCAP)

Teacher/para PD attendance

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Goal 2: Improve student academic performance by increasing the percent of students scoring Meets or Exceeds and decrease the percent of students scoring Not Met on the Mathematics state assessment (CAASPP).

Rationale: Self-study findings indicate a need to improve student achievement in numeracy for all student groups. State assessments, site/district assessments, student failure rates, and evaluation of student work support this need. (District LCAP Goals 2 and 3; SPSA Goals 2 and 5)

Supporting Data

2016-17: 39% of freshman earned 1 or more F grade in Quarter 1; Math was top failed course 2017-18: 33% of freshman earned 1 or more F grade in Quarter 1; Math was top failed course Percent of students at the Meets or Exceeds MATHEMATICS proficiency level on CAASPP

2015-16 2016-17

Schoolwide (SW) Goal 13% Actual 11.7% Goal 14.7% Actual 8.2%

English Learners (EL) Goal 6.9% Actual 5.1% Goal 8.6% Actual 1.4%

Students w/Disabilities (SWD) Goal 14% Actual 0% Goal 3.5% Actual 0%

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Growth Targets

MATHEMATICS - CAASPP

Increase by 5% points the percent of students scoring

Meets or Exceeds

Decrease by 3% points the percent of students scoring

Not Met

Meets or Exceeds 2017-18

Not Met 2017-18

Schoolwide (SW) Goal 13.2% Goal 62.65%

English Learner (EL) Goal 6.4% Goal 87.14%

Students w/Disabilities (SWD) Goal 5% Goal 92.24%

SLO’s Addressed


Voice - Articulate thoughts and ideas in complete sentences with confidence; Support their claims with evidence and knowing when to use an academic voice; Arguing, defending and advocating for themselves in a personal and professional manner

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Goal 2: Improve student academic performance by increasing the percent of students scoring Meets or Exceeds and decrease the percent of students scoring Not Met on the Mathematics state assessment (CAASPP).



2a. Increase the percent of students meeting or exceeding Math content standards. 2b. Increase the percent of students demonstrating the Standards for Mathematical Practice across all content areas.

Principal and AP’s Leadership Team District Math Curriculum Coordinators/Coaches District Instructional Technology Trainers Site Instructional Coach Math Department AVID and Teacher Tutors Clerical (Bookkeeper, AA, Secretaries)

Schoolwide (SW) Provide teachers and students with 80% FTE Instructional Coach to help with team inquiry cycle; effective instructional strategy implementation with emphasis on instructional norms; classroom management tools/strategies, math curriculum, technology, etc. Math teacher and administrator professional development on AVID strategies, professional learning communities, curriculum, technology, classroom management and the standards for mathematical practice such as MVP curriculum training, CA Math Council, National Council of Teachers of Mathematics, PLC and AVID conferences focused on math practices. Provide collaboration time and professional development for the identification of essential standards, development of common assessments and lesson planning, instructional norm


CA School Dashboard Mathematics data CA School Dashboard Mathematics Distance from Level 3 data Teacher led Spartan Walk participation and email feedback to teachers Walkthrough data and Instructional rounds participation activity Administration observation and class visit feedback to teachers Math benchmark data Math quarter/semester failure data

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implementation, data analysis of student work samples (norming) and assessments (benchmarks, teacher made, CAASPP interim assessments, SMI, etc.), and targeted remediation. Teacher participation in reflective learning walks (Spartan Walks) focused on how students learn. Establish common prep period for Secondary Math I teachers to facilitate regular, ongoing collaboration. Align SM1 teachers with their SM1 support students to provide continuity. SM1 support classes focused on pre-teaching, tutorials and practice. Implement AVID tutorials weekly with tutors in Secondary Math I support classes. Administration and teacher leaders model effective instructional strategies during faculty and collaboration meetings. Teachers will analyze SBAC math claims and students will practice SBAC test questions in preparation for SBAC test.

Teacher team common assessment data SBAC math results SMI quarterly data monitoring MVP curriculum use with fidelity, usage monitoring Conference/professional development participation Tutoring participation data Parent education flyers, mailers, phone dialers Student work samples, rubrics Admin classroom visit log Post conference observation write ups Faculty Meeting Agendas

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Implement SBAC test incentive and recognition program and educate students on implications on college readiness/admissions. Provide recognition for growth towards standards and/or mastery of standards. Semester 2 optional period for SM1 students (primarily freshmen) who failed to repeat SM1 semester 1 during school year for immediate remediation. Other credit recovery opportunities through Period 0/8, ESS and/or summer school. Provide tutoring support for students before/after school, during lunch and academic Saturday intervention to allow students to make up work, improve their skills and mastery of the math standards. Purchase instructional books, materials and classroom supplies (manipulatives, calculators, etc.) needed to address students needs and supplement classroom supplies for teachers to work with students. Enhance instruction and access to curriculum through technology resources such as, but not limited to, classroom

Teacher team reflection forms

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display televisions, supplemental software such as Mathspace and Desmos, hardware, networking, cables and headsets. Provide parent education classes/training, including parent math night, and communication to help all stakeholders to ensure maximum student success; provide child care, mailings, materials/supplies, translation and refreshments. Post and reference mathematical practice posters in math classrooms. Math and Science teacher collaboration to establish common mathematical practices that can be implemented in both science and math classrooms.

Principal Leadership Team District Math Curriculum Coordinators/Coaches District Assessment and Evaluation testing staff

English Learners (EL) Dedicated English learner counselor to work with students and parents to monitor academic progress and mastery towards math standards. Provide ELD math and CP math support classes intensive language development with the goal of accelerating literacy and numeracy acquisition in the subject of mathematics.

PowerSchool counselor log entries CA School Dashboard English Learner Progress data Master Schedule EL reclassification

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EL Counselor LI Coordinator Math Department TCII Translator Bilingual Paraprofessionals

TCII translator and other staff translators to support student, parent and school communication (written, phone, meetings, trainings, etc.). Initial placement assessments, such as CELDT, math inventory and/or SBAC math, to assist in appropriate class scheduling to meet the student's needs. Teachers will incorporate the use of sentence frames and vocabulary word banks for students during speaking and writing activities. Bilingual paraprofessional support in math classes with high concentration of English learners.

EL math failure rate SMI initial and quarterly growth reports Class visits observing use of sentence frames and vocabulary word banks Bilingual para schedule

Principal and AP’s Leadership Team District Math Curriculum Coordinators/Coaches Program Manager Special Education Department

Students w/Disabilities (SWD) Case managers include IEP math goal (if area of need), monitor progress and report quarterly progress (via mailed report). Teachers/Case managers and paraprofessionals provide push-in support to students in math classes. Teacher and paraprofessional professional development and collaboration regarding goal setting,

IEP goal and progress reporting Para/teacher push-in schedule Success skills participation and grades SWD math failure rate Para collaboration PD agendas

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Paraprofessionals

monitoring of goals, progress reporting, SEIS program, behavioral strategies, Schoology, curriculum and more. Success skills class to further support student numeracy skill development and monitor student grades, assignment completion and graduation progress. Access to Lessoneer for Resource and LH math teachers for support with additional curriculum resources. Purchase supplemental office supplies to maintain student records, IEP printing (paper/ink cartridges), mailings, etc. Resources: Title I, General Fund (LCFF/LCAP)

Teacher/para PD attendance

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Goal 3: Improve Spartan Culture by implementing Positive Behavior Intervention and Supports (PBIS) and increase student attendance.

Rationale: Self-study findings indicate a need to improve school culture for all student groups. Suspension rates, chronic absenteeism, and attendance rates support this need. (District LCAP Goals 1, 2 and 3; SPSA Goals 3 and 4)

Supporting Data

Attendance Rate 2015-16 2016-17

Schoolwide (SW) 94.03% 93.62%

Chronic Absenteeism 2016-17

Schoolwide (SW) 20.5%

African American (AA) 30.3%

Students w/Disabilities (SWD) 26.7%

English Learners (EL) 17.4%

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Suspension Rate

2015-16 2016-17


Students w/Disabilities (SWD) 9.72% 4.87%

African American (AA) 15.4% 23.29%

Growth Targets

Attendance Rate Suspension Rate

Increase student attendance by .5% points or to 98%.

Decrease suspension rate by 1%. Subgroups (AA, SWD) decrease by 2%. Reduce number of

suspension is subgroups less than 10 students.

Schoolwide (SW) Goal 94.12% Schoolwide (SW) Goal 4.48%

Students w/Disabilities (SWD)

Goal 3.87%

African American (AA) Goal 22.29%

SLO’s Addressed

Diversity - Demonstrate an educated awareness and respect for all Voice - Arguing, defending, and advocating for themselves in a personal and professional manner Innovation - Be reflective learners and use mistakes as an opportunity to grow; Be open and

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responsive to new ideas and feedback

Spartan Culture - Exhibit learned character traits, positive behavior, and school pride; Attend school regularly; Maintain healthy peer and staff relationships

Goal 3: Improve Spartan Culture by implementing Positive Behavior Intervention and Supports (PBIS) and increase student attendance.



3.1 Decrease the percent of students with chronic absenteeism.

Principal and AP’s Leadership Team Attendance Clerk/Staff Supervision Office Staff: Secretary, TCII, IC Monitor, IC Teacher, SAS IC, Campus Supervisors Faculty Saturday School Teachers Student Assistance Specialist Counselors

Schoolwide (SW) Review and monitor chronic absenteeism report regularly and appropriate staffulty member (attendance liaison, counselor, SAS, admin or other) will make contact with student/parents. Schedule SART meetings and make SARB referrals for most egregious chronic absent students to work with parents/student to develop a plan of improvement. Attendance recognition through Honor the Shield and/or Renaissance to reward students with perfect attendance and/or improved attendance. Rewards may include but not limited to HTS bracelet, gift card, name on marquee/website or assembly.


Attendance rate Chronic absenteeism report CA School Dashboard Chronic Absenteeism data SART meetings held SARB referrals PowerSchool Counselor log entries Perfect attendance monthly/quarterly data Parent communication logs/reports (mailers,

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Proactive communication with parents regarding the school calendar, including holidays, importance of scheduling vacations during scheduled school breaks, and importance/impact of school attendance on academics. Hold Saturday Schools for students to make up school work and attendance for unexcused absences. Student Assistance Specialist will provide resources to students and supports to encourage regular school attendance and academic monitoring. Promote Attendance Drive Perfect Attendance campaign and recognize students monthly for perfect attendance and submit qualifying student names to county program for potential recognition. Promote importance of attendance and school expectations regarding punctuality and absenteeism through video and Schoology messages, posters, phone dialers, etc. Auto dialer and staff phone calls to parents regarding absences.

phone dialers) Saturday school attendance Videos, /Schoology, Website messages SAS log entries Truancy tracking

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Principal Attendance Clerk/Staff EL Counselor TCII Translator

English Learner (EL) EL Counselor monitors the academic progress of EL students and discusses importance of attendance and the impact on student learning with students and parents. TCII translator and other translators, translate school communication for students and parents (written, phone, meetings, trainings, etc.).

PowerSchool counselor log entries Parent communication (mailers, phone dialers, meeting calendar)

Principal and AP’s Program Manager Special Education Department

Students w/Disabilities (SWD) Case managers will review attendance at all IEP's and review the importance of regular school attendance. Hold attendance IEP's for chronically absent students with IEP's to review attendance concerns and implications on academic and graduation progress. Establish attendance IEP goal as appropriate. Resources: Title I, General Fund (LCFF/LCAP), Community partnerships/donations

IEP notes SWD attendance rate



3.2 Reduce the number of

Principal and AP’s

Schoolwide (SW) Positive attendance recognition through


Tardy referrals

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incidents in excessive tardies.

Leadership Team Attendance Clerk/Staff Supervision Office Staff: Secretary, TCII, IC Monitor, IC Teacher, SAS IC, Campus Supervisors Faculty Counselors Student Assistance Specialist

Honor the Shield and/or Renaissance to reward students with no tardies or improvement in tardies. Rewards may include HTS bracelet, gift card, name on marquee, or other reward. Student Assistant Specialists, IC Teacher and administration will provide coaching/support to students with excessive tardies. Promote importance of attendance and school expectations regarding punctuality and absenteeism through video and Schoology messages; phone dialers; tardy sweeps; and campus supervision/teachers/administrators monitoring halls during passing periods. Mail and/or auto dial tardy notifications to parents.

Students in hallways during passing periods Perfect attendance monthly/quarterly data Video, Schoology, Website messages Schoolmessenger reports


Students w/Disabilities (SWD) Case managers will review attendance at all IEP's and the importance of regular school attendance; attendance goals may be established if necessary. Resources: Title I, General Fund (LCFF/LCAP), Community partnerships/donations

IEP Notes

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3.3 Increase support for Tier II behavior interventions and/or increase support for Tier III behavior interventions.

Principal and AP’s Leadership Team Supervision Office Staff: Secretary, TCII, IC Monitor, IC Teacher, SAS IC, Campus Supervisors PBIS Team HTS Team SST Team Faculty Counselors Student Assistance Specialist Tutors

Schoolwide (SW) Implement/promote Honor the Shield, Renaissance and other programs to reward students on a regular basis for positive behavior. Rewards may include gift cards, prizes, assemblies, college visits, leadership conferences, etc. Continue implementation of the PBIS model. Update the PBIS team membership; use rubric to assess current status of implementation and areas of growth opportunities; hold PBIS team meetings monthly to review data and implement plans to address behavior/areas of concerns. Create videos, Schoology messages and parent communication regarding expected schoolwide behaviors and safety hotline. Provide tutoring before/after school and during lunch to provide a safe learning environment for students to engage in positive behaviors and improve their academics. Provide summer bridge program for at-risk incoming freshman students to


HTS students recognized monthly Renaissance students recognized quarterly PBIS agendas MoSIS referrals and incident tracking data IC data collection log Suspension data CA School Dashboard Suspension Rate data PowerSchool log entries Conference/PD attendance Summer bridge attendance Videos, Schoology, Website messages Parent phone dialers re:

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teach them skills needed to be successful in high school associated with behavior, academics and attendance. Continue implementation of Restorative Practices to reduce suspensions and modify behaviors. Professional development for staffulty to support further implementation of PBIS, Restorative Practices, Renaissance, Honor the Shield and other behavior intervention/positive school culture programs. Student Assistance Specialist in Intervention Center full-time to assist students with behavior strategies, coping skills, reflection, anger management, de-escalation activities and meditations. Intervention Center teacher full-time to provide academic assistance to students, instructional/behavior intervention using Restorative Practices, create lessons to teach expected behaviors, provide/assist students with reflective writing, and communication with classroom teachers so student have work to complete while in the center. Student Assistance Specialist four days per week to provide ongoing support to

IC visit Parent mailing of discipline referrals SAS, SAS IC and BIS log of student interactions,mediation, restorative circles Sample reflective writings from IC students IC lessons in Schoology Parent training/meeting agendas, sign in sheet Tutoring data SST referrals Student, Parent and Staffulty Survey Invoices

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students to assist students with behavior/academics monitoring, alcohol/drug workshops, coping skills and other supports. Complete Student Study Team referral and hold SST meeting for students with repeated behavior concerns. Complete student, parent and staffulty annual survey regarding culture/climate/safety. Instructional materials and supplies needed to address students needs behaviorally and academically for Intervention Center. Supplemental office supplies and extra clerical to maintain student records, print mailings/postage, printer paper/ink and more to promote positive school culture. Enhance instruction and access to curriculum through technology resources for the Intervention Center such as, but not limited to, classroom display television, headsets, hardware, networking/cables and more. Provide parent education classes/training and communication to help all stakeholders to ensure maximum student

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success; provide child care, mailings, materials/supplies, translation, and refreshments. Some examples may include: Parent Empowerment Program (PEP), Parent Connections workshops, and Coffee with the Counselors.


Students w/Disabilities (SWD) Case managers will communicate behavior plans to teachers. Case managers will hold an IEP team meeting for students suspended two or more times for the team to establish a behavior plan/goals or update current plan.

Behavior plans, goals, accommodations, etc. entered in PowerSchool IEP Notes

Principal and AP’s District Behavioral Intervention Specialist (BIS)

African Americans (AA) Behavioral Intervention Specialist (BIS) one day weekly to work with at-risk students regarding behavior/academic concerns; provide coping strategies and weekly check-in/monitoring; peer-to-peer meditations; and behavior contracts. Resources: Title I, General Fund (LCFF/LCAP)

BIS log entries

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Goal 4: Increase the graduation rate by addressing the needs of at-risk students through early intervention to ensure students graduate college and/or career ready.

Rationale: Self-study findings indicate a need to improve the graduation rate for all student groups. Graduation rates, UC/CSU a-g completion rate and students off track for graduation support this need. (District LCAP Goal 2; SPSA Goals 1, 2 and 5)

Supporting Data

4-Year Cohort Graduation Rate 2014-15 2015-16


English Learners (EL) 64.1% 64.9%


UC/CSU a-g Completion Rate

2014-15 2015-16


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Off Track for Graduation

2014-15 2015-16 2016-17

Grade 9 28% 30% 33%

Grade 10 39% 41% 37%

Grade 11 27% 32% 29%

Grade 12 8% 8% 10%

Growth Targets

4-Year Cohort Graduation Rate Increase graduation rate by .5% points schoolwide and

increase 1% points for subgroups.

2016-17 2017-18


English Learners (EL) 65.1% 65.9%


SLO’s Addressed


Innovation - Be reflective learners and use mistakes as an opportunity to grow Spartan Culture - Set achievable personal and professional goals

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Goal 4: Increase the graduation rate by addressing the needs of at-risk students through early intervention to ensure students graduate college and/or career ready.



4.1 Increase the percent of 9th graders on track with at least 55 credits at the end of the school year.

Principal and AP’s Leadership Team Site Instructional Coach Counselors Faculty Classified Staff AVID District and Site Coordinator Activities Director Tutors HTS Team Renaissance Coordinators

Schoolwide (SW) Enhance freshman S.P.E.A.R. (student orientation) with the addition of peer mentor leaders in an effort to engage freshman in activities that provide assistance in the transition and connection to school. Provide tutoring support for students before/after school, during lunch and academic Saturday interventions to allow students to make up work, improve their skills and mastery of the standards. Freshman parent meetings to welcome and provide information to parents regarding school resources, supports and expectations for freshman. Freshman students will create a four-year plan in Naviance to provide education on graduation requirements and college requirements, as well as track their progress towards graduation. Freshmen will attend a career


S.P.E.A.R. attendance Summer bridge participant failure data Tutoring participation data Down credits semester report Failure data (progress, quarter, semester) CA School Dashboard Graduation Rate data CA School Dashboard College/Career data Parent meeting agendas, sign-in sheets Naviance four-year plans completed

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presentation assembly by Spartan grads for exposure to a variety of paths through high school and post-high school plans. Semester 2 enrollment in Period 8 course for freshman needing credit recovery after semester 1. Mail PowerSchool/Schoology parent login information to educate parents on how to monitor their child's academic grades, assignments, attendance and contact teachers. Identify incoming at-risk students by evaluating multiple data measures and articulation meetings with feeder schools to determine appropriate academic, social and behavior supports are established before school and the start of the year. Teacher recommendations, SRI/SMI/SBAC test results, semester 2 grades, discipline/attendance concerns, IEP/504/EL/Homeless/Foster indicators, etc. Provide summer bridge program for at-risk incoming freshman students to teach them skills needed to be successful in high school associated with academics, attendance and behavior. Increase enrollment in AVID program by

At-risk report PowerSchool/Schoology parent access data Master Schedule Parent mailer/communications Articulation meeting agenda/email communications Summer bridge attendance and schedule AVID enrollment Invoices

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identifying students meeting the AVID profile and increasing to two AVID 9 sections in 2018-19. Provide student recognition incentives to promote a positive school climate to increase student academic success, thus increasing the graduation rate. (HTS, Renaissance and freshman only incentive).

Principal and AP’s EL Counselor LI Coordinator TCII Translator

English Learners (EL) Course placement review by the EL counselor to ensure proper scheduling after review of SBAC, CELDT, SRI, transcript, and other resources/assessments. Provide translation at parent meetings. Provide adult English classes for non-English speaking parents to learn English.

EL services report EL failure data CA School Dashboard English Learner Progress data CELDT data SRI - lexile data Adult English class flyer

Principal and AP’s Program Manager Special Education Department Faculty

Students w/Disabilities (SWD) Conduct transition IEP's in collaboration with feeder schools to help ensure proper class placement, supports and services are in place. Assist in student scheduling of courses. Case managers and counselors will

IEP notes Teacher/para push-in schedule SWD failure data

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Paraprofessionals Counselors

monitor student grades and credits and work within the student's IEP to work with teachers, parents and counselors towards graduation, including review of transcript twice annually. Teachers and paraprofessionals provide push-in support to students in general education classes. Resources: Title I, General Fund (LCFF/LCAP), Community partnerships/donations



4.2 Increase the safety nets (early intervention) to decrease the number of students identified as being at-risk.

Principal and AP’s Leadership Team Site Instructional Coach Counselors Faculty Classified Staff AVID Coordinator Activities Director Tutors

Schoolwide (SW) Provide tutoring support for students before/after school, during lunch and academic Saturday interventions to allow students to make up work, improve their skills and mastery of the standards. Credit recovery opportunities through Period 0/8 offerings, ESS and summer school. Semester 2 optional periods added for credit recovery. Provide parent education classes,


Tutoring attendance data Failure data (progress, quarter, semester) Down credits/off-track report Parent meeting agendas/flyers, sign in sheets, phone dialer messages, website, marquee Master Schedule

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HTS Team Renaissance Coordinators

training and communication to help all stakeholders to ensure maximum student success; provide child care, mailings, materials/supplies, and refreshments. Opportunities may include: Coffee with the Counselors, Tech (Schoology/PowerSchool) training nights, Parent Title I meeting, Freshman Parent night, Back to School Night, Open House, Parent Empowerment Program (PEP), Parent Connections Workshops, 8th Grade Nights, Parent Involvement Meeting, School Site Council, etc. College, career, leadership presentations and trips for students (and parents) to learn about academic requirements for college admissions, career opportunities and leadership development. Student Assistance Specialist and Behavioral Intervention Specialist student monitoring and provide supports and strategies to students to be successful. Supplemental clerical hours to aid during times of high need to support staff, students and parents such as start of the school year, testing days, parent meetings and more.

CA School Dashboard Graduation Rate data CA School Dashboard College/Career data Credits earned in ESS, summer school College visit attendance SAS/BIS log entries PD/conference attendance HTS/Renaissance monthly/quarterly recognition PSAT and PSAT 10 participation AVID, AP and Middle College enrollment PowerSchool/Schoology parent logins, sample letter mailed Instructional Coach weekly check in meetings with admin

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Professional development for teachers and administrators focused on best practices, research based strategies (AVID strategies), college and/or career readiness, school culture and more. Provide teachers and students with 80% instructional coach to help with team inquiry cycle, effective instructional strategy implementation with emphasis on instructional norms, professional development, classroom management tools/strategies, technology and more. Provide collaboration time and professional development for the identification of essential learning standards, development of common assessments and lesson planning, instructional norm implementation, data analysis of student work samples (norming) and assessments, and targeted remediation. Instructional materials, classroom supplies and technology to enhance instruction and student learning such as but not limited to projection televisions, poster paper, calculators and other materials/supplies.

Collaboration/Faculty meeting agendas Principal Summit presentations Student, parent and staffulty survey PSA/HCA/AVID enrollment, reports, and Coordinator/Teacher or Counselor and Student/Parent meetings AVID report data Invoices

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Coordinators to evaluate student academic success (each semester) in HCA, PSA and AVID programs through student/counselor/coordinator meetings and develop plan for supports when applicable. Complete student, parent and staffulty survey. Supplemental office supplies to maintain student records, print mailings, printer/ink cartridges, parent mailers and more. Provide student recognition incentives to promote a positive school climate to increase student academic success, thus increasing the graduation rate. (HTS, Renaissance and more) Promote and support the taking of the PSAT and PSAT 10 for students grades 9-11 and utilize results to increase participation in AVID, Pre- AP/AP and middle college coursework. Ongoing SPSA and WASC action plan monitoring of progress towards goals through data analysis and make necessary modifications to address student needs.

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Mail PowerSchool/Schoology parent login information to educate parents on how to monitor their child's academic grades, assignments, attendance and contact teachers.

Principal and AP’s Leadership Team EL Counselor LI Coordinator ELD/ALD teachers TCII Translator

English Learner (EL) Dedicated English learner counselor to work with students and parents to monitor academic progress, progress towards graduation and educate on graduation and college requirements. Provide parent education classes/training to help all stakeholders to ensure maximum student success; provide child care, materials/supplies, translation and refreshments. Opportunities may include: ELPP (English Learner Parent Partnership), English classes for adults, PEP (Spanish cohort), etc. Provide supplemental summer school options for English learner students, including support with a paraprofessional, for remediation and to assist students in graduating on time. Provide ELD/ALD and other support classes for intensive language development with the goal of accelerating literacy acquisition.

PowerSchool counselor log entries Parent meeting agendas, flyers, sign in sheets, phone dialers EL failure data EL on track credit status EL credits earned in summer school CA School Dashboard English Learner Progress data SRI- lexile and growth quarterly data CELDT/ELPAC data Master Schedule Adult English class flyer

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TC II translator and other translators to support student, parent and school communication (written, phone, meetings, trainings, etc.). Provide adult English classes for non-English speaking parents to learn English. Student recognition/incentives for academic milestones and growth in language proficiency.

Certificates

Principal and AP’s CAC Advisory Chair Program Manager Special Education Department Faculty Counselors Paraprofessionals

Students w/Disabilities (SWD) Provide parent education classes/training and communication to help all stakeholders to ensure maximum student success; provide child care, mailings, materials/supplies, and refreshments. Opportunities may include: IEP meetings, CAC (Community Advisory Committee), etc. Case managers will monitor student grades and credits and work within the student's IEP to work with teachers, parents and counselors towards graduation, including review of transcript twice annually. Teachers and paraprofessionals provide push-in support to students in general

Parent meeting agendas, sign in sheets flyers SWD failure rate SWD on track credit status Para/Teacher Push-in schedule

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education classes. Case managers assist in the scheduling/proper course/teacher placement of IEP students. Resources: Title I, General Fund (LCFF/LCAP), PSA/HCA Grants, Community partnerships/donations

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Appendices: A. Local Control and Accountability Plan (LCAP)B. Results of student questionnaire/interviewsC. Results of parent/community questionnaire/interviewsD. The most recent California Healthy Kids SurveyE. Master scheduleF. Approved AP course listG. UC A–G approved course listH. Additional details of school programs: Middle College, CA Partnership Academies(HCA, PSA), AVID, and Language InstituteI. California Local Control Funding Formula (LCFF) Eight State Priorities RubricPerformance informationJ. School accountability report card ( SARC)K. CBEDS school information formL. Graduation requirementsM. Any pertinent additional data (or have on exhibit during the visit)N. Budgetary information, including school budgetO. Glossary of terms unique to the school

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https://apcourseaudit.epiconline.org/ledger/

https://doorways.ucop.edu/list/app/home

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https://www.mcs4kids.com/district/counseling-and-guidance/graduation-requirements/high-school

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https://docs.google.com/document/d/1IKs4YPz8lS2yuMoyGbOqlpyEvvnFCqnn06B9RQQdDIY/edit?usp=sharing