third-year progress report€¦ · campolindo high school: wasc midterm progress report, 2014 6...

THIRD-YEAR PROGRESS REPORT

300 Moraga Road

Moraga, CA 94556

Acalanes Union High School District

June, 2014

Accrediting Commission for Schools

Western Association of Schools and Colleges

i

Table of Contents

I: Introduction and Basic Student/Community Profile Data ........................................... 1

II: Significant School Changes and Developments........................................................ 8

III: Process for the Development of the Progress Report ............................................... 12

IV: Progress on the Critical Areas for Follow-up ............................................................. 13

V: Schoolwide Action Plan ............................................................................................ 23

Campolindo High School: WASC Midterm Progress Report, 2014

1

Chapter I

Introduction and Basic Student/Community Profile Data

Founded in 1962, Campolindo High School is one of four comprehensive high schools in the

Acalanes Union High School District. Campolindo is a source of pride for the communities it

serves: Moraga, Lafayette, and Orinda. Accredited through the Western Association of Schools

and Colleges, recognized as a California Distinguished School, and identified by national

publications as one of the country’s top high schools, Campolindo High School is building upon

its rich tradition of educational excellence. Students excel in curricular programs that foster

preparation in the core academic disciplines, as well as the arts and technical fields.

Campolindo has a strong college preparatory and Advanced Placement program; however, the

school’s wide variety of classes and academic support services ensure that all students, no

matter their academic level, receive an excellent education. Faculty members work to ensure

that Campolindo’s academic programs not only provide core content knowledge, but promote

critical thinking, collaboration, and creativity. The staff is dedicated to maintaining a culture

that provides every student with a safe and welcoming environment.

Recognizing the importance of educational experiences outside of the classroom, Campolindo

provides students with a full array of extra and co-curricular opportunities. By participating in

37 clubs, Campolindo students are able to pursue academic, service, and cultural interests

outside of their regularly scheduled classes. Clubs such as Robotics, Model United Nations, and

Academic Decathlon have recently won regional, state, and national competitions. This year

Campolindo has begun the Presidential Volunteer Service Award program to recognize those

students who contribute volunteer service. Campolindo’s student athletes participate in over

twenty sports for men and women and regularly compete for league titles. For two years

Campolindo was recognized as having the state’s top Division III athletic program, and last year

received an honorable mention for its athletic program. Over two thirds of Campolindo

students participate in at least one sport. The scholar-athlete grade point average is 3.5.

With high levels of academic achievement, strong student support systems, award-winning

extra and co-curricular programs, and a dedicated staff of educational professionals,

Campolindo continues to fulfill the school’s mission and to pursue schoolwide learning goals for

all students (ESLRs):

Campolindo High School Mission Statement

The Campolindo High School community provides a comprehensive education in a supportive

environment to prepare students for success in a global society.


2

Expected Schoolwide Learning Goals (ESLRs)

ESLR #1: Students will acquire a core of knowledge based on standards.

ESLR Indicator: Students will have access to required and elective courses. Courses are

based on state and district adopted standards and benchmarks.

ESLR #2: Students will explore broad-based opportunities, including career and educational

pursuits.

ESLR Indicator: Students develop a 4-year plan leading to post-secondary opportunities

and participate in curricular, co-curricular and extracurricular programs that support and

inform their future.

ESLR #3: Students will demonstrate effective communication skills.

ESLR Indicator: Students use oral, written, and technological skills to interpret, analyze

and communicate information effectively.

ESLR #4: Students will demonstrate problem solving and critical thinking skills.

ESLR Indicator: Students are engaged in activities, including the use of technology, to

develop problem solving and critical thinking skills.

The student enrollment at Campolindo High School is approximately 1,260 students, almost

evenly distributed among the four classes. The graduation rate at Campolindo varies between

99% and 100%. Among those who attend college, 80% attend a four-year college and 17%

attend a two-year college. Three percent of Campolindo graduates have alternate plans

immediately following graduation. The student demographics reflect the demographics of the

local communities: 68% of students are white, 14% are Asian, 8% are of mixed race, 7% are

Hispanic or Latino, 1.0% are Black or African American, 1% are Filipino, and .2% are Native

Hawaiian or Pacific Islander. Campolindo students who have been diagnosed with disabilities

represent 10% of the student population and 1.3% of the students are English Learners.

Socioeconomically disadvantaged students represent 1.8% of enrollment and 1% of the

students receive a free or reduced price lunch.

There are 63 teachers at Campolindo: 62 are fully credentialed and one is working under an

emergency credential. All teachers are teaching in their subject areas and there are no vacant

teacher positions. Additional staff at Campolindo includes: 4.0 full-time academic counselors, a

part-time intervention specialist, a full-time librarian, a full-time school psychologist and a .5

school nurse. The classified staff is comprised of 29 members including administrative

assistants, maintenance personnel, a testing coordinator, and classroom paraprofessionals. The

staff is skilled, supportive, and student-centered in its work. The Attendance and Main Office


3

Staff has completely changed within the last two years and 2013-2014 is the second year for

Campolindo’s new principal. On average, there are only 2 or 3 new teachers joining Campolindo

each year, providing stability and consistency in the school’s efforts to continually improve.

Academic Performance Index

2008-09 2009-10 2010-11 2011-12 2012-13

Growth API 919 920 923 922 921

Statewide Rank

10 10 10 10 *

Similar School Rank

9 10 9 9 *

Adequate Yearly Progress

2008-09 2009-10 2010-11 2011-12 2012-13

Made AYP Yes Yes Yes Yes Yes

Met AYP Criteria

14/14 10/10 10/10 10/10 10/10

CST Results – English Language Arts 2010 – 2013

20

10

, 9th

20

11

, 9th

20

12

, 9th

20

13

, 9th

20

10

, 10

th

20

11

, 10

th

20

12

, 10

th

20

13

, 10

th

20

10

, 11

th

20

11

, 11

th

20

12

, 11

th

20

13

,11

th

Advanced 67% 73% 76% 72% 66% 64% 65% 69% 66% 61% 62% 62%

Proficient 23% 21% 18% 23% 21% 23% 22% 21% 21% 26% 25% 25%

Basic 5% 4% 5% 5% 8% 9% 11% 8% 10% 9% 8% 9%

Below Basic 3% 2% 1% 0% 3% 3% 1% 1% 2% 2% 3% 2%

Far Below Basic

3% 0% 1% 1% 3% 1% 1% 1% 2% 2% 2% 3%


4

CST Results Algebra I 2010 – 2013

20

10

, 9th

20

11

, 9th

20

12

, 9th

20

13

, 9th

20

10

, 10

th

20

11

, 10

th

20

12

, 10

th

20

13

, 10

th

20

10

, 11

th

20

11

, 11

th

20

12

, 11

th

20

13

, 11

th

Advanced 2% 5% 2% 3% 0% 0% 4% 5% * * * *

Proficient 34% 37% 25% 38% 14% 14% 33% 47% * * * *

Basic 32% 31% 47% 31% 46% 28% 30% 32% * * * *

Below Basic

24% 21% 22% 20% 37% 48% 26% 11% * * * *

Far Below Basic

8% 6% 5% 8% 3% 10% 7% 5% * * * *

CST Results Geometry 2010 – 2013

20

10

, 9th

20

11

, 9th

20

12

, 9th

20

13

, 9th

20

10

, 10

th

20

11

, 10

th

20

12

, 10

th

20

13

, 10

th

20

10

, 11

th

20

11

, 11

th

20

12

, 11

th

20

13

, 11

th

Advanced 30% 25% 34% 37% 0% 9% 3% 14% 0% 0% 0% 0%

Proficient 49% 60% 51% 50% 40% 41% 37% 31% 11% 14% 6% 5%

Basic 18% 14% 15% 12% 42% 31% 39% 33% 26% 32% 6% 23%

Below Basic

3% 1% 1% 1% 13% 18% 18% 23% 41% 45% 81% 55%

Far Below Basic

0% 0% 0% 0% 4% 1% 4% 0% 22% 9% 6% 18%


5

CST Results Algebra 2 2010 – 2013

20

10

, 9th

20

11

, 9th

20

12

, 9th

20

13

, 9th

20

10

, 10

th

20

11

, 10

th

20

12

, 10

th

20

13

, 10

th

20

10

, 11

th

20

11

, 11

th

20

12

, 11

th

20

13

, 11

th

Advanced 65% 64% 60% 64% 28% 34% 21% 20% 5% 7% 1% 0%

Proficient 26% 33% 27% 29% 41% 44% 45% 51% 24% 20% 17% 14%

Basic 9% 3% 13% 7% 25% 16% 25% 25% 26% 32% 31% 42%

Below Basic

0% 0% 0% 0% 5% 6% 8% 4% 35% 27% 37% 28%

Far Below Basic

0% 0% 0% 0% 0% 0% 1% 0% 9% 13% 13% 16%

CST Results Summative Math

2010 – 2013

20

10

, 9th

20

11

, 9th

20

12

, 9th

20

13

, 9th

20

10

, 10

th

20

11

, 10

th

20

12

, 10

th

20

13

, 10

th

20

10

, 11

th

20

11

, 11

th

20

12

, 11

th

20

13

, 11

th

Advanced * * * * 81% 57% 44% 51% 33% 25% 27% 27%

Proficient * * * * 19% 35% 53% 41% 38% 47% 36% 39%

Basic * * * * 0% 4% 3% 6% 21% 19% 22% 24%

Below Basic

* * * * 0% 4% 0% 2% 7% 9% 12% 10%

Far Below Basic

* * * * 0% 0% 0% 0% 1% 1% 3% 0%


6

California High School Exit Exam Results 2010 2011 2012 2013

# Tested % Passed # Tested % Passed # Tested % Passed # Tested % Passed

ELA 341 99% 333 98% 298 99% 293 98%

Math 342 97% 335 98% 298 99% 295 97%

SAT Reasoning Test Summary Report

2007 2008 2009 2010 2011 2012 2013

Critical Reading

587 596 594 603 601 610 610

Math 594 615 607 619 614 621 620

Writing 588 607 611 629 625 623 628

Composite 1769 1818 1812 1851 1839 1854 1858

Advanced Placement Tests

2005 – 06 2006 – 07 2007 – 08 2008 – 09 2009 – 10 2010 – 11 2011 – 12 2012 – 13

Total # of Tests 638 583 707 732 844 832 986 918

Total # of Students 374 353 403 419 473 461 518 447

Percentage of Test Scores of 3 or Higher

91% 93% 95% 92% 91% 92% 89% 93%

Students Receiving Ds or Fs for a Semester Grade

Jan 2012 Jan 2012 June 2012 June 2012 Jan 2013 Jan 2013 June 2013 June 2013

D F D F D F D F

260 61 273 83 222 59 219 83

Since the last full WASC self-study, Campolindo has continued to make AYP goals. While the

juniors did not demonstrate the improvement in ELA CST scores that Campolindo was working


7

to produce, the freshmen (an action plan target group) had a 5% increase in the 2013 ELA CST

advanced and proficient scores. The percentage of freshmen scoring advanced and proficient

on the 2013 Algebra I CST increased by 5% over the 2010 scores. The percentage of

sophomores scoring advanced and proficient on the 2013 Geometry CST increased by 5% over

the 2010 scores. Campolindo has expanded its “Math Lab” classes to include Algebra I, Algebra

A, Algebra B and Geometry. A math teacher has a release period to work with underperforming

students in their math classes and independently during 7th period. The math and English

tutoring opportunities have been expanded and there has been collaboration between the

Special Education and Math Departments to more closely monitor individual students and to

develop more effective instructional strategies. The Special Education teachers and their

instructional assistants also shadow students in certain math and English classes to be better

equipped to work with the curriculum. This work with math and English will continue as

Campolindo increasingly incorporates California Common Core State Standards into its

curriculum, instruction, and assessment.

Campolindo SAT scores continue to be high, changing little from the last full self-study. The

percentage of 2013 graduates meeting UC/CSU a-g requirements was 83%. The number of

students receiving semester Ds and Fs has decreased over the past year.

Campolindo High School is a high performing school with an API of 921 and it consistently

makes AYP criteria. Campolindo was awarded California Distinguished School recognition

during the 2012-2013 academic year. The graduation rate is 99%. On the California High School

Exit Exam, 91% of all students scored Proficient or Advanced on the ELA portion of the exam

and 90% of all students scored Proficient or Advanced on the mathematics portion of the test.

Ninety-three percent of the students taking Advanced Placement tests last year (918 test

administered) scored 3 or higher. Campolindo is meeting the expectations of the Acalanes

Union High School District Governing Board.


8

Chapter II

Significant School Changes and Developments

Demographics

Campolindo’s student population declined over the past few years, as has the student

population across the District. Coupled with state financial challenges, this has produced a

challenge for the school to maintain diverse course offerings. Generous support from the

Campolindo Parents’ Club and Moraga Education Foundation has helped with maintaining

course and section offerings. The District projects an increase in school enrollment with the

trend beginning in 2014-2015.

Since the last WASC self-study, there have been major staff changes at the District Office and at

Campolindo due to retirement, attrition, and organizational shifts. There is a new

superintendent and associate superintendent at the District Office. A Program Director position

has been added to the Special Education Department at the District. The principal at

Campolindo at the time of the WASC self-study has retired after 12 years in that position as has

one of the associate principals after more than 15 years at Campolindo. These positions have

been filled by staff members who were not at Campolindo during the last WASC visit.

Campolindo has also had changes in teaching staff, primarily in the Special Education

Department. These staff changes have brought new ideas to Campolindo, and new ways of

doing things. They have not changed the support for the WASC Action Plans or the commitment

to improvement in student achievement and well-being. The Special Education Department has

been proactive in developing teacher skills with the new SEIS system for recording and

monitoring IEPs. Students at their IEP meetings now play a central role in conducting the

meetings after preparing for this role with their Special Education teacher.

The Main and Attendance Offices have had a complete turnover in staff since the WASC self-

study due to retirement. The new personnel have continued the student-centered and friendly

focus of both locations. The office staff has worked collaboratively with the administration in

streamlining some of the procedures in both offices such as the student sign in and sign out

process.

Counseling staffing has increased from 3.8 to 4.0 FTE, which has contributed to a better

counselor-student ratio. There has been some staff changes in counseling as well, resulting in

new processes. The SRT documents and meeting notes are all produced electronically. The

counselors have also adopted a new student worksheet to help students plan their schedule for

the next year, taking into consideration the time requirements of different courses and the

students’ other commitments.


9

Technology

Campolindo has added a number of carts of mobile technology during the last three years and

the teachers have participated in numerous technology staff development workshops. The

Math Department has added class sets of TI-Nspire calculators. AP Psychology classes share a

cart of iPads exclusively. The Engineering Drawing classes have acquired a 3-D printer. Extron

projection systems have been installed in virtually every classroom and meeting space. These

technology changes have brought more innovation to classroom instruction and challenged

teachers and students to create more real world curriculum and hands-on projects. During the

2014-2015 academic year, Campolindo will have a one-to-one initiative in place for some

threaded (integrated) courses at the freshman and junior levels.

The entire School District adopted the use of School Loop by all teachers beginning with the

2012-2013 academic year. The teacher portals include class calendars, homework assignments,

lesson notes and/or power points, practice assessments, student grades, and lists of missing

assignments. While not all portals are identical, they are increasingly filled with valuable

learning content and a clear indication of student achievement in each of their classes. Both

parents and students can access School Loop and are doing so on a regular basis. This has been

a positive communication tool for teachers, parents and students. It has also helped students

who have been absent, who are struggling with coursework, or who have been challenged in

organizing their course work.

The School District has also adopted the use of Google Apps for Education and the creation of

team based iTunesU sites. These have improved communication and made course enrichment

much easier. Teachers are using these to make their courses more relevant to the 21st century

and the work of teams more dynamic and inclusive. The District and Campolindo continue to

offer teacher workshops and to send teachers and administrators to conferences to translate

these and other technological advances into student learning and support.

Campolindo has increased the number of Computer Programming courses to 5, including an

Advanced Placement course. This reflects the increased student interest in technology and the

focus on 21st-century learning at Campolindo High School. Last year, a small team of students

won second place in a national programming competition, and their advisor was the Computer

Programming teacher. Learning about computer programming had caught their imagination

and their desire to excel beyond the classroom. Three sections of Bio-Technology have been

added, and courses such as AP Environmental Science have expanded with an emphasis on real

world applications and the use of technology.


10

Collaboration

Campolindo, as a Professional Learning Community, was in its early stages when the 2011

WASC self-study was written. Collaboration and other hallmarks of a PLC have become much

more established with expectations about how the staff at Campolindo should work together to

improve student learning. Many of the Wednesday morning meeting times have been formally

designated as collaborative time during the last three years. Each semester, collaborative teams

now set goals, develop projects, and share those projects with the rest of the academic

community. Many common assessments, as well as collaboration meetings about student

performance data and closing the achievement gap, have been the outcome. Teachers have

attended PLC conferences and these teachers continue to be instructional leaders at

Campolindo. Collaboration, and the continued evolution of Campolindo as a PLC, is creating

more consistent and responsive teaching practices and assessments, with more informed

understanding of student academic achievement.

Tutoring and Peer Tutoring

The teacher and peer tutoring programs at Campolindo have grown significantly in the last

three years. The schedule of offerings is listed below:

Peer Tutoring 7th period Rm. D1 Mon - Thurs Peer Tutoring 3:05 – 4:00 Rm. F6 Mon - Thurs Language Ctr. 3:05 – 4:00 Rm. C-13 Tues & Thurs English 3:05 – 4:00 Rm. C8 Mon & Wed English Lunch Rm. D3 Mon & Wed Math Lunch Rm. D9 Mon & Tues Math Lunch Rm. C2 Wed Math 3:05 – 4:00 Rm. D9 Tues & Thurs Biology 3:05 – 4:00 Rm. G4 Wed Chemistry 3:05 – 4:00 Rm. D6/D10 Tues

The growth of these intervention programs allows students to seek assistance and support on a

drop-in basis. Peer tutors were also trained in a “binder hospital” this year, which means they

can develop excellent skills to work with underclassmen who need assistance with organization.

The availability of intervention and support programs has assisted students who need

additional support to complete homework or to work on assessments such as essays or

research papers. It has also meant that students can review and clarify the day’s lessons from

classes in which they struggle.


11

Common Core Standards

The California Common Core Standards were introduced to the District schools during the

2013-2014 academic year. Each school has two Common Core teacher coaches. One teacher

coach is working with teachers on the ELA/Literacy Common Core Standards. The other teacher

coach is working with teachers on the Math Common Core Standards. Both of these coaches

have been trained and attend numerous conferences as well as collaborate with the teacher

coaches from the other District high schools. Both have a release period to work on the

implementation of Common Core Standards. The District has also created a Director of

Curriculum position to help manage the implementation of Common Core Standards and the

alignment of courses.

The teachers were introduced to the California Common Core Standards last August during staff

development time. They have continued to work with these standards in their departments and

collaborative groups during the year, beginning to align their curriculum, instruction, and

assessment work with the new standards. The Math Department has administered practice

tests to their students. The Social Science Department has worked on District-wide DBQs by

course, aligning their work with the new standards.

STAR tests will no longer be administered, except for the tenth-grade Life Science test and the

EAP for juniors. Replacing the STAR tests (except for those two tests mentioned) are field tests

for the SBAC tests. The sophomores will take these tests. The freshmen will take an ELA and a

Math District pilot test, aligned with the SBAC testing, which will be graded and discussed by

two panels of teachers and administrators the day after testing. The testing will take place in

April.

The end of STAR testing and the emergence of California Common Core Standards will bring

changes to Campolindo High School. It is unclear what the state mandated reference points for

student achievement will be. Campolindo teachers are beginning to work collaboratively to

create a student achievement data base in Illuminate that relies heavily on local testing.

Beginning this spring, Campolindo students will take SBAC field tests and to work on

coursework that will be increasingly aligned with the new standards. The Campolindo

administration is working to support the staff and students in these changes and to orient the

parent community to what California Common Core Standards will mean for the education of

their students.


12

Chapter III

Process for the Development of the Progress Report

The Campolindo 2011 WASC report is posted at the school website for review by students,

staff, parents and community members. The School Accountability Report Card (SARC), School

Profile, and Single Site Student Achievement Plan are also posted. The administration reviews

these documents annually, updating as needed, and shares parts of these documents with both

the Instructional Council (departments chairs, administration, and other teacher leaders) and

the School Advisory Committee (an oversight committee composed of representatives from all

stakeholder groups). The focus has been on implementation of areas of change and utilization

of opportunities for improvement.

The 2014 WASC Progress Report was prepared with extensive input from all stakeholders. The

process for writing the report and for selecting the areas to be addressed was shared with all

staff during a Wednesday morning meeting. The seven areas designated by the visiting WASC

team as the focus for improvement were also shared with all staff in a Google document,

requesting feedback. The questions, “How are we doing?” and “How do we know this?” were

discussed during an Instructional Council meeting, and department chairs then led a discussion

around these two questions and the seven areas for improvement during department

meetings. The department chairs recorded feedback from these discussions on the Google

document. This feedback was used by the administrative leadership team to prepare a draft

document of the content for Chapter 4 of the report. The updated Schoolwide Action Plan was

shared in a similar manner. These documents were then presented to the Instructional Council,

the School Advisory Council, and to the Leadership students with a request for further

feedback. The draft and any additional feedback, in conjunction with the information from the

SARC, School Profile, and Single Site Plan, were then used by the administrative leadership

team to write the WASC Progress Report. A final draft of the entire report was shared with the

Leadership students, the Instructional Council, and with the entire staff at an all-staff meeting.

The final draft, after editing based on feedback from all stakeholders at Campolindo, was

presented to the Acalanes Union High School District Administration and Governing Board in

May for their review. The report was reviewed and approved by all stakeholders and

shareholders in both the Campolindo community and the AUHSD leadership and Governing

Board before it was sent to the WASC Accrediting Commission for Schools.


13

Chapter IV

Progress on the Critical Areas for Follow-up

Critical Areas for Improvement Evidence and Examples Commentary on Progress

1. Continue to develop systematic school-wide intervention strategies to support underperforming students.

Action Plan Goals # 1 & 3

● Increased teacher and peer tutoring

● Expanded Math Labs (shadow classes) for Algebra and Geometry

● Math teacher added for individual support during 7th period

● Increased number of SST meetings and intervention plans and follow-up

● Instituted use of School Loop to post grades, supplementary materials, class notes and PowerPoints.

● Added World Language tutoring ● Added cloud based learning in

World Language curricula, e.g. Quizlet

● Added “9th Grade Check In”: Counselors met with all 9th graders in small groups in

Campolindo has continued to develop schoolwide intervention strategies that are aimed at supporting underperforming students. We have seen a decrease in the number of Ds and Fs from 2012 to 2013 and some improvement in standardized test scores. This continues to be a priority.

● The number of students attending tutoring and peer tutoring is lower than expected. Despite publicity and encouragement many underperforming students do not attend.

● The Math Labs have been very successful in improving Algebra and Geometry achievement.

● School Loop has improved grade transparency and provided teacher opportunities to reinforce and supplement classwork. The use of School Loop by teachers, only in its second year, is inconsistent, but increasing. It has been a particularly helpful tool for underperforming students and those in Special Education.

● Technology continues to provide opportunities for differentiation and individual work.


14

December to check in and connect.

● Referenced school support for students during PE Health units, particularly issues dealing with relationships. “Suggestions For Teens”

● PE added a new unit, Spikeball, which helps develop biomotor patterns and hand-eye coordination.

● Instructional Assistants audited core classes highly populated with Special Ed students to provide extra help to those students

● Opportunities continued for students to enroll in classes where concepts are applied (i.e. Career Technical Education classes).

● Counselors and intervention counselor met with all students who were earning Ds or Fs.

● The opportunity for students to work in a variety of courses where concepts are applied and the work is “real world/ hands on” has been motivational and academically helpful for many underperforming students.

2. Implement technology to strengthen school-to-home communication and foster instructional practices that are differentiated, relevant, and

● The mandated use of School Loop by all teachers to post grades and assignments and to communicate with parents.

● The use of School Loop and Google documents to post class

Campolindo has had many technological changes since the WASC self-study. These have made grading more transparent, communication with students and parents more effective, and fostered more engaging and relevant instructional practices.


15

engaging.

Action Plan Goal #3

notes, PowerPoints, supplementary materials, and formative assessments.

● The use of the Campolindo website to post information, communication, and slide shows of student photography.

● The use of YouTube to post student videos.

● The practice of writing essays during class time, with teacher support, on computers.

● Piloting a 1:1 project next year that will focus on students in “threaded classes” (interconnected courses taught by highly collaborative teachers with common prep periods).

● Adding additional iPads and Chrome Books next year

● PE Skills and Techniques Video Library available online as an instructional tool to support PE activities.

● Use of the Extron systems in all classrooms to project materials during lessons.

● Extensive use of “dedicated carts” of iPads and laptops in classes like AP Psychology.

● Use of a new computer based

● It is unclear how many students or staff members are actively using Google Apps for Education. Students are using Google apps in the library. The new Chromebooks will increase the amount of usage.

● School Loop delivers a 24/7 library website to students and their families.

● School Loop has been a very useful learning tool for the Special Education Department. General Education teachers are not consistent in its use, but this is improving with time.

● Technology has proven to be a powerful learning tool, but access to technology is not evenly distributed among classrooms and departments. Some classrooms have student computer stations as well as resident iPad carts while other classrooms have neither. Issues of equity will need to be addressed in the future.

● The Language Laboratory has had problems that need to be resolved, and are being addressed. Technology continues to allow World Language teachers the ability to offer instruction that is differentiated, relevant and engaging.

● AP Environmental Science students are able to complete lab assignments with “real world” data and information.


16

Language Laboratory. ● The AP Environmental Science

classroom has computers at each lab station. This is a model for future classroom changes.

3. Address the issue of stress as it impacts students, staff, and parents.

Action Plan Goal #4

● Development of student worksheets used when students select courses and plan schedules for the next year with their counselors. All counselors use the worksheets.

● Addition of a yoga class as an elective

● Lunch meetings held by the AP teachers for prospective students to explain the course expectations and work load associated with the course.

● Physical Education Department reformatted the freshmen Health unit by reducing homework. Students were allowed time during class for Health unit readings, completion of written worksheets and provided an enhanced opportunity for students to collaborate with each other.

● “9th Grade Check In”. Counselors

Campolindo has made efforts to address the issue of stress for all stakeholders. This is an area where the school will need to continue to work on improvement. Grade pressure, heavy course loads, and stakeholders with diverse and heavy time commitments remain issues.

● There has been discussion about the testing calendar and whether changes are needed.

● Campolindo was a participating school in Challenge Success for two years. The program did not seem to work well here. There has not been a cohesive program implemented in its place.

● The college application process is heavily supported by counseling and the College and Career Center. Every effort is made to demystify and to reduce the stress of the process as much as possible.

● Parent education nights are offered to inform parents about the college application process and opportunities on campus.

● Counselors, the intervention counselor and the school psychologist work with students and families who are dealing with stress producing issues in their lives. Teachers or parents will often


17

met with all 9th graders in December to check in and connect with all freshmen.

● Follow up DVD on Cyber Bullying shown to all freshmen, supporting the 9th Grade “Check-In” with the counselors and the Health unit on Relationships and Society.

● Survey showed that the majority of teachers are following the test schedule.

● Staff meetings have included presentations about student health issues including concussions.

● The intervention counselor discusses building staff-student relationships at annual all staff meeting and the staff completes a “dot exercise” revealing students without nurturing adult relationships on campus. The counselors then follow-up with these students.

● The District has offered staff development workshops on resilience, stress reduction, and other related topics for teachers and other staff.

● The District and Campolindo

refer their students.


18

have engaged teachers in reading articles and discussing the topic of homework.

4. Examine and implement the Professional Learning Community (PLC) model for improved

Student learning.

Action Plan Goals #1,2 and 3

● Attendance at PLC Conferences by administrators and a large number of teacher leaders.

● Staff development for all teachers about the PLC model.

● Incorporation of collaboration among teachers as a routine part of the Wednesday morning meeting schedule.

● Generation of student learning centered products by the collaborative groups.

● Professional development of teachers in teams and departments by attending conferences and workshops together.

● The formation of “threaded” courses by teachers who will be teaching interrelated courses to the same group of students. These teachers will have common prep periods and be utilizing 1-on-1 technology next year.

● Collaboration between Special Education and general

Campolindo has examined and implemented a PLC model of collaborative work. Within departments and across disciplines teacher collaboration has become the model. This will continue to be important with the changes needed for CCCSS implementation and the extensive use of mobile technology.

● Time remains an issue, as teachers need additional hours to work together. Some teachers have had designated common prep periods. There will be more next year.

● The administration has promoted attendance at subject specific events off campus to encourage collaboration and staff development, including course alignment with CCCSS. This will continue.

● The development of “threaded” courses has been an outgrowth of teacher collaboration and PLC goals.

● The collaboration between Special Education and general education teachers has produced better student learning. It is not consistent, however, and this will be work for the future.


19

education teachers. ● Strong collaborative efforts by

departments to infuse course work with CCCSS.

● Common prep periods by design have been created and will increase in number next year.

5. Explore and implement common assessments and rubrics within all departments.

Action Plan Goals #1 and 2

● The development of common rubrics in the Social Studies classes for DBQ writing.

● The use of District-wide assessments in Social Studies and Math classes.

● The development and use of common assessments in Science classes like Chemistry, Biology, and AP Environmental Science.

● The development of common rubrics for English classes and collaboration time for teacher norming.

● All sophomore English students produce a career project. Teachers have collaborated to create consistency in expectations, process and grading.

● Spanish 4 book adoption for entire district with common assessments.

Many departments at Campolindo have created and implemented common assessments and rubrics. This is not all departments, but the number is increasing and the consistency is growing. The implementation of CCCSS is accelerating this process. Time is needed for this process, and Wednesday morning collaboration time has provided some. Summer Institute and pull out days have also provided work time.

● Additional collaboration time will be needed. ● There will need to be additional staff

development for the design of CCCSS formative and summative assessments.


20

● The development of new assessment tools in Physical Education and Health which included more project-based work and reflective written pieces.

● Collaboration with the Special Education Department and the Science Department to develop modified assessments for students who are designated as modified.

6. Develop improved services for students exploring alternative post-secondary educational/career options.

Action Plan Goal #4

● Informational meetings held in the College and Career Center by members of the military branches.

● Certificate program available through Auto Shop classes.

● Certificate program available in Wood Technology classes through Woodwork Career Alliance.

● Technical and Visual and Performing Arts teachers mentoring students interested in pursuing these areas immediately after high school.

● Field trips to trade schools ● Sports Medicine field trip to UC

Berkeley High Performance

● Campolindo is a competitive, highly academic high school. 97% of our students attend 2 or 4 year colleges immediately after graduation. We have not done a comprehensive job at developing ways for our students to explore alternative post-secondary educational/career options. Our Career Technology Education teachers have promoted alternatives to their students and the College and Career Center has offered some presentations about alternatives. The transition specialist in Special Education has promoted a variety of alternatives and has arranged job shadows for our upper classmen. Counseling and a number of our teachers have working relationships with staff at community colleges whose expertise is in alternative career options. Counselors are very aware of technical and


21

Training Center. ● Guest Speakers ● Special Education transition

specialist working with Special Education students to promote alternatives and arrange job shadows.

trade school options. ● College and Career Center should offer more

presentations related to alternative educational/career options.

● Special Education transition specialist should work collaboratively with the College and Career Center and the counselors to strengthen the resources and services in alternative educational/career options.

7. Strengthen dialogue with partner schools to address the transition from middle to high school.

Action Plan Goals #2 and 4

● Increased articulation between Joaquin Moraga and Stanley Middle School and Campolindo High School in Math and World Languages

● Annual meetings between administrators and counselors at the middle schools and Campolindo High School to discuss students who are struggling.

● Attendance at 8th grade IEP meetings by Campolindo Special Education teachers and sometimes administrators.

● Visits to Stanley and Joaquin Moraga and presentations by Special

● Campolindo has increased the dialogue with partner schools to address the transition from middle school to high school. Administrators, teachers and students are all involved in this dialogue. The Incoming Freshmen Parent Night has been transformed into an Incoming Freshmen Family Night and combined with Campolindo’s Open House to provide a more authentic dialogue and better understanding of what high school will be like. Leadership students are working to improve orientation and transition support for incoming freshmen.


22

Education teacher and students, counselors, and students from various courses.

● Visual and Performing Arts concerts at the middle schools by Campolindo students.

● CARE workshops given in Joaquin Moraga classes by Campolindo Leadership students.

● Combination of Incoming Freshmen Family Night with Campolindo Open House.


23

Chapter V

Schoolwide Action Plan

Campolindo High School completed its last WASC self-study in 2010-2011. The resulting Action

Plan, modified with the visiting team’s recommended critical areas for growth, has produced a

set of goals that has helped guide change at the school. During the three years since the self-

study, there have been many changes at Campolindo High School and within the Acalanes

Union High School District, some minor and some major. These have impacted the Action Plan,

as has the progress made in recommended growth areas. This is reflected in the Schoolwide

Updated Action Plan 2014 and in the commentary on the plan. Campolindo continues to use

the goals as a guide in its ongoing improvement process.

Action Plan Goal #1

The use of CST results to measure student achievement has been deleted from the action plan

with the end of CST testing in 2014, except for 10th grade Life Science. Juniors took the Early

Assessment Program test, but voluntarily and in relatively small numbers. Campolindo also field

tested the Smarter Balanced test for California Common Core State Standards for 10th graders

and administered a diagnostic Math and ELA test for 9th graders. The results of the 9th grade

diagnostic tests were analyzed and discussed by a cross-curricular group of teachers.

While the number of semester Ds and Fs has decreased, this is still an area for improvement for

Campolindo. The pass rate for 10th graders taking the CAHSEE is very high. Seven students did

not pass the ELA portion and eight students did not pass the Math portion. These students

were primarily students in the Special Education program. Campolindo continues to work to

improve math and ELA skills for these students and for all Campolindo students.

Action Plan Goal #2

Campolindo has modified the Action Plan with the addition of this Goal #2, a goal about the

California Common Core State Standards (CCCSS). Imbedding CCCSS in curriculum, instruction

and assessment is a districtwide process that will affect all teachers and students. The 2013-

2014 academic year was the first year of a multi-year process of inclusion of CCCSS in all

disciplines in all District schools.

Action Plan Goal #3

The use of technology at Campolindo has changed significantly since the last full self-study. All

teachers are currently using Extron systems in the classrooms and Windows 7 and Office 2010

with virtually no issues. The Measure E money has been spent. Math teachers did not find the

Kuta software to be effective and have experimented with flipped instruction and the use of


24

Khan Academy videos. Software continues to be reviewed. Blackboard.com is no longer used in

the Acalanes Union High School District. 2013-2014 is the second year in which all District

teachers are required to post grades on School Loop. They are also expected to post syllabi,

calendars, and a variety of information and enrichment material. Teachers are expanding the

ways in which they use School Loop and Campolindo and the District continue to encourage this

for greater transparency and better student achievement. This is a tool that is being used

extensively in Special Education for our group of students who have underperformed on

standardized tests and common assessments.

Campolindo has purchased mobile technology (carts of laptops and iPads) and will continue to

purchase iPads and Chromebooks. The purchase of iPads has been particularly expanded. Going

hand-in-hand with the increased availability of this technology has been staff development and

collaboratively planned instruction and assessments. The goal continues to be better

communication and improved student achievement.

Next year, Campolindo will begin a one-to-one technology initiative with several classes of

students who share “threaded” courses. These threaded courses are related courses that will

be taught to the same group of students. The teachers of these courses will collaborate to

develop curriculum, instruction, and assessments that will utilize the Chromebooks assigned to

each of their students. The one-to-one technology, embedded in collaboratively taught

threaded classes, is a tool that research indicates will increase student engagement and

academic achievement.

Action Plan Goal # 4

The goal to provide a healthy and supportive environment and to emphasize the importance of

maintaining a healthy lifestyle continues to be important at Campolindo. The school became a

part of the Stanford-based Challenge Success program for two years, but the program did not

seem to fit the school’s needs. Campolindo now continues to work on issues of stress, parent

education, and healthy lifestyle on its own.


25

Updated Schoolwide Action Plan 2014

Action Plan Goal #1: (Area of Improvement) All students will achieve proficiency or demonstrate improvement in

core academic areas with specific focus on students with grades of D and F, with special

attention to 9 th graders, and with students not passing CAHSEE as 10 th graders.

Task Persons Responsible

Resources Timeline Means to Assess Improvement

Methods to Report

1. Identify students who are not achieving at the proficient level and notify counselors, staff and parents. Define and identify

underperforming students through CAHSEE and D and F lists with counselors and APs

Refer students to Intervention counselor

Notify teachers and parents

Administration Counselors Department

chairs Teachers Intervention

Counselor

Common Assessments

CAHSEE results D and F list Progress reports SRT referrals

Spring 2015

Standardized Test Results

Decrease in number of students on D,F and I list

Single Site Plan Yearly progress report to BOE

Disaggregated testing results reported to departments

Yearly summary of progress report to School Advisory Council

AUHSD Yearly Assessment Report binder

2. Analyze CAHSEE and academic grades to determine student performance Teachers of identified

students will receive

Principal and AP Math, English

and Special Education teachers

Testing clerk

Use of Illuminate

Student Information to support data-driven decisions

Spring 2016

Review of disaggregated CAHSEE test scores

Department meeting minutes

Review of students

Improvement in student performance on CAHSEE and other common and standardized assessments.

Monthly discussion


26

data and information on students’ performance

Refine Math Lab support classes and Math Intervention teacher responsibilities

Department teachers of same subject or grade level will work together to develop strategies to help students achieve proficiency using the PLC model

General Education teachers will collaborate with Special Education teachers to develop strategies to help students achieve proficiency

Specific lessons and technology will be used to help students work on their specific deficiencies

Counselors SRT team

State test scores and academic grades

State Department sample test materials

Department developed lesson plans to address deficiencies

Identify curricular materials and activities for intervention and remediation

Summer Institute

Staff Development for staff on intervention strategies, materials and software

deficiencies through IEP,504 plans, Student Review Team (SRT), Student Study Team (SST), and Intervention Plans

Counselor and administrative tracking

topic at individual department meetings and at Instructional Council

Parent newsletters and individual counseling contacts with parents and students to discuss intervention strategies and graduation data

Tech mentor working with administration, counselors, departments and individual teachers on School Loop, instructional software and Illuminate Student Information system

3. Develop and evaluate strategies and activities used to build academic proficiency in students with deficiencies and modify as necessary

Department, SPED, SRT and SST meetings

District, Parents’ Club and MEF funds to support

Spring 2015

Department and staff meetings, SRT, SST and administrative tracking

CAHSEE, Grade

Continue data review and reporting of Single Site Plan achievement of goals to staff, School Advisory Council and Governing Board


27

Provide support for staff to implement strategies and activities to improve student achievement

Continue to implement common assessments and rubrics within all departments.

Encourage student use of programs that support student achievement and healthy choices

1. Intervention Counselor 2. Peer tutoring 3. Math tutoring 4. English tutoring 5.Chemistry tutoring 6. Biology tutoring 7. Extended library hours 8. Leadership transition

program for 9th graders 9. 9th grade Health unit in

9th grade PE

Continue to develop a collaborative PLC model on campus.

tutoring and library hours

Training for Leadership teacher

Staff development for PE teachers

Funds for health curriculum materials and guest speakers

distribution sheets and California Healthy Kids Survey results.

Sign in sheets for tutoring centers

Time for planning and training of staff and students established

Improvement in

student performance on CAHSEE

Improvement in student performance by reviewing D and F lists

Staff and Department meeting minutes

Results of CHKS Review of Health

Curriculum by PE staff Feedback from

Leadership class on responses to transition program


28

Updated Schoolwide Action Plan

Action Plan Goal #2: (New Area) California Common Core State Standards (CCCSS) goals will infuse curriculum,

instruction and assessment across disciplines.



Methods to Report

1. Implementation of the

coaching model for CCCSS staff

development in ELA and Math

Select an ELA and a Math

coach for Campolindo

Plan staff development for the

ELA and Math coaches

Develop a collaborative model

for the coaches throughout

the District

Plan a Campolindo timeline

for staff development and

implementation

Administration District Department

Chairs Teachers

District Summer

Institute MEF and

Parents’ Club Conferences

Spring and

Fall 2013

Department feedback

Summary to District,

School Advisory Council and staff

2. Staff Development in CCCSS Train administrators in

CCCSS, and leading the implementation

Plan Staff Development Days Encourage coaches, and

teachers by department, to

Administration CCCSS coaches Department

chairs Teachers

Summer

Institute Staff Dev. Days MEF and

Parents’ Club Conferences

Winter 2014

Collaboration Projects

Staff feedback

Instructional Council feedback

Summary to

District, School Advisory Council (SAC), Instructional Council (IC), Staff


29

attend CCCSS conferences and training

Plan long range timeline for training and staff development

Wednesday morning meeting time

3. Implementation of CCCSS based modifications in coursework and course revisions

Coaches work with departments and collaborative teacher teams to develop CCCSS aligned curriculum, instruction and assessments

Collaborative projects are aligned with CCCSS

Collaboration and dialogue with partner schools about CCCSS aligned changes

Teacher led staff development during staff meetings related to CCCSS work

Feedback loop established with coaches and staff through Instructional Council and department meetings

Math courses to align with CCSS


chairs Teachers Counselors District

Wednesday

morning meeting times

Conferences Summer

Institute MEF and

Parents’ Club Articulation

with partner schools

Spring 2018

Review of course descriptions and course syllabi

Review of SBAC test results

Review of diagnostic tests

Analysis of student performance on common assessments

Observations Student and

teacher feedback Department

meeting notes

Summary to

District Annual Reports to

SAC, IC, Staff Disaggregated

testing results reviewed by administration and reported to departments

AUHSD Yearly Assessment Report

Parent newsletters and meeting notes

4. Development of CCCSS based assessments, analysis of student performance, and implementation of data


Wednesday

morning meeting time

Spring 2018

Review of disaggregated data from

Summary to District AUHSD Yearly

Assessment Report


30

informed modifications in curriculum, instruction and assessment

Collaborative work with teachers and coaches to develop CCCSS aligned assessments

Administration of diagnostic, pilot, and formative assessments

Analysis of student performance on CCCSS aligned assessments and sharing of data

Modification of curriculum, instruction and assessments Continued staff development

on CCCSS alignment

Chairs Teachers District

Conferences Summer

Institute MEF and

Parents’ Club Online

Resources

common assessments

Review of disaggregated data from SBAC

Review of student grades

Observation

Annual reports to SAC, IC, Staff

Parent newsletters and meeting notes


31

Action Plan Goal #3 (Area of Improvement) Use technology to communicate and support student progress and

school expectations and goals.



Methods to Report

1. Communicate more effectively with students and parents on academic expectations and progress. Encourage staff to put

grades, homework assignments, calendars and class content on School Loop. Provide staff support to enrich online grading and analysis and sharing of student assessment data


chairs Tech Mentor Teachers

Staff Development Aeries School Loop Naviance Illuminate

Spring 2015

Staff and Parent Surveys

Staff Development sign in sheets

Tech Mentor presentations and individual meetings with staff and parents

Minutes of School Advisory Council and Department meetings

Department Chairpersons

Yearly summary report to Faculty, Parents’ Club and School Advisory Council

Tech Mentor report

2. Provide staff training on classroom technology and software. Staff Development for use

of technology to enhance CCCSS incorporation, instruction and assessment

Adoption and use of technology for differentiation and remediation

District Tech oversight committee


chairs Tech Mentor Teachers

District course offerings for staff during school year

Summer Institute Whole school and

department training on new hardware and software

Collaboration time on Wednesdays

Annually and ongoing

Survey results from teachers

Technology committee report

Tech mentor reports

Department meeting minutes

Classroom observations

Examples of

Annual Tech Committee report

Annual Measure E Update report

Instructional Council Report

Faculty and department presentations


32

Explore ways in departments to utilize technology to capture and share best practices

Implement one-to-one technology use with Chromebooks and threaded classes

and common prep periods

utilization of technology is presented to staff

Student work

3. Increase staff access and understanding of student data systems to support ESLRs and student achievement Train staff to use Illuminate

to be able to disaggregate data more efficiently and effectively and use it to track and help underperforming students

Help staff explore and use Naviance to better assist students with college application process

Use Naviance to track college acceptances and trends


chairs Tech Mentor Teachers College and

Career Counselor

Time for Staff Development for staff to learn new software programs to support student achievement

Illuminate Software

Naviance Software Tech Mentor and

Counselor time to train staff

Counselor time to train student s and parents on Naviance

Annually and ongoing

Survey results from teachers

Increase in staff accessing data on under-performing student’s academic progress and assessment history

Data for SRT is easier to access

More information on college application and acceptance data will be available

Annual Single Site Plan Progress report

Data available to staff and parents for SRTs and IEPs

Yearly tracking of college applications and acceptances

Single Site Plan Progress report

Assessment history of underperforming students


33

Action Plan Goal #4 (Area of Improvement) Provide a healthy and supportive environment so students

recognize the importance of maintaining a healthy lifestyle.



Methods to Report

1. Develop a plan for students to receive information on drug, alcohol and tobacco and how to deal with these issues Strengthen 9th and 10th grade

PE/Health curriculum Strengthen 9th grade

Leadership visitation program Counsel students individually,

in small groups regarding risky behavior

Support the AUHSD Drug Intervention program

Staff education and development for teachers

Educate staff and parents regarding CHKS

Support student and parent education activities

Support afterschool activities for students

Associate Principals

Take 5 Committee Counselors Intervention

Counselor Nurse Physical

Education/Health teachers

Instructional Council

Leadership teacher and class

Teachers Coaches Peer tutors

P.E. Department meeting time

P.E. Health curriculum

Leadership class planning

Take 5 Committee Counseling

Department Support of

academic and social clubs, athletics and the visual and performing arts

Support for after school library and tutoring hours

AUHSD support Parents’ Club and

MEF

Fall 2014 and ongoing

Class materials developed

Staff Development Meeting minutes

of PE/Health department

Meeting minutes of Take 5 committee

CHKS results Parent Education

nights Assessment of

AUHSD Drug Intervention program

Leadership minutes

Number of students involved in extracurricular activities

Number of clubs on campus

9th and 10th grade Health units

CHK survey results Counseling

Department reports Associate principals’

reports on suspensions, of risky behavior and Intervention program


34

2. Find ways to help reduce stress among staff, students and parents.

Examine the factors that influence stress and resilience

Develop a plan to address the findings of the study

Provide opportunities for academic help

Address busy work vs. appropriate homework

Follow/reinforce testing schedule

Provide opportunities for students for recognition, accomplishment and inclusion.

Promote and publicize the use of the student planning sheet for course selection and schedule planning.

Develop improved services for students exploring alternative post-secondary educational/career options

Continue to strengthen dialogue with partner schools to address transition from middle to high school

Instructional Council

Associate Principals

Take 5 Committee Counselors Intervention

Counselor Nurse Teachers Coaches

P.E. Department meeting time

P.E./ Health curriculum

Take 5 Parent group

Counseling Department

Support of academic and social clubs, athletics and the arts

Support for afterschool library and tutoring hours

AUHSD support Parent Club and

MEF

Fall 2014 and ongoing

Student survey results

Parent survey results

Parent Education nights

Naviance data Staff Development Track numbers of

student volunteer awards and get feedback about impact

Report findings to staff and parents

Cougartracks Website Daily bulletin Focus group

meetings

third-year progress report€¦ · campolindo high school: wasc midterm progress report, 2014 6...

Documents