yorba linda high school wasc self study · 2016. 1. 26. · yorba linda high school wasc self study...

Yorba Linda High School

WASC Self Study MidCycle Visit

2016

19900 Bastanchury Road Yorba Linda, CA 92886

PH: 7149867500 FX: 7149867501 www.YLHS.org

Yorba Linda High School Focus On Learning MidCycle Visit Report

March 16th, 2016

Visiting Committee members:

Dr. William Brinegar (Chair) Assistant Superintendent, Human Resources (retired)

Ms. Jacqueline Borja

Counselor

ACS WASC/CDE Focus on Learning Accreditation Manual 2015 Edition

PlacentiaYorba Linda USD personnel:

Dr. Doug Domene Superintendent Candy Plahy Assistant Superintendent Educational Services Kevin Lee Assistant Superintendent Personnel Services

David Giordano Assistant Superintendent Business Services Richard McAlindin Director of Executive Services Cary Johnson Director of Secondary Education

Board of Education:

Judi Carmona President

Karin Freeman Vice President Carol Downey Clerk Carrie Buck Trustee Eric Padget Trustee

Yorba Linda High School Administration:

Dave Flynn Principal Jamie Jauch Assistant Principal Curriculum

Greg Kemp Assistant Principal Student Services Nancy Coulter Counselor Peyton Pike Counselor Lorri Walls Counselor

Shea Runge Director of Activities Jeff Platt Athletic Director Lisa Tully Athletic Director

Scott Mazurier Self Study Coordinator

Table of Contents

Preface

Chapter 1: Introduction and Basic Student/Community Profile Data

Chapter 2: Significant School Changes and Developments

Chapter 3: Followup and Progress Report Development Process

Chapter 4: Progress on the Critical Areas for Followup within the Action Plan

Chapter 5: Schoolwide Action Plan

Focus on Learning Groups

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

Focus Group Leaders

Valerie Steinbergs Special Eduction

Kelly Buchan History/Social Science

Group Member Department

Jeff Bailey ASCP

John Baughman Physical Education

Colin Domene English/Language Arts

Dave Flynn Principal

Brent Hendry Art

Scott Herrick Mathematics

Jacquelyn Roberts Clerical

Lori Jacob Special Education

Lori Long Clerical

Sarah Phillips Librarian

Jason Pietsch Science

Kathy Rodieck Clerical

Tyler Shelley English/Language Arts

Dana Morgan Clerical/Health

Claudia Welch Clerical

Matt Stine Special Education

Category B: Standardsbased Student Learning: Curriculum

Focus Group Leaders

Nereida Nunez World Languages

Bryan Bloom Science


Kimberly Ady World Languages

Samiya Waheed M.B.A

Donna Brothers Special Education

Richard Cadra English/Language Arts

Carol Carson Art

Gabe Cueva World Languages

Charlene Dagampat English/Language Arts

Jesse Gomez Science

Mark Honig History/Social Science

James Hay English/Language Arts

Lisa Tully History/Social Science

Phil Mortenson Art

Gabby Stephenson Mathematics

Lorri Walls Counselor

Tiffany Ward Science

Category C: Standardsbased Student Learning: Instruction

Focus Group Leaders

Sharon Farrell Science

Meagan Scott Mathematics


Jaclyn Chavez Mathematics

Dan Eliot Technology

Brian Fortenbaugh Physical Education

Greg Kemp Asst. Principal

Rey Lejano History/Social Science

Jenni Messick Culinary Arts/ROP

Mavis Nam World Languages/ELD

Carmen Nicholson World Languages

Cathy Petz Art

Kevin Shanahan English/Language Arts

Desi St. Amant English/Language Arts

Pat Wren History/Social Science

Chris Wright English/Language Arts

Linda Yakzan World Languages

Susan Yoshinaga Clerical/Library

Category D: Standardsbased Student Learning: Assessment and Accountability

Focus Group Leaders

Sarah Shay English/Language Arts

Diane Luxa Science


Jon Aed Mathematics

Angelina Atmadja Mathematics

Amber Ferris English/Language Arts

Kelly Fritz Art

Nick Gerasimou ASCP/Heath

Dana Gigliotti World Languages

Teiko Ikemoto World Languages

Jamie Jauch Asst. Principal

Kyle Linebarger Science

Theresa Maeder Mathematics

Peyton Pike Counselor

Jennifer Pilkenton Science

Kristi Stedman History/Social Science

Greg Walls Science

Lloyd Walls History Social Science

Jenelle Gandy Counselor

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

Focus Group Leaders

Noelle Toxqui History/Social Science

Stacy Shube English/Language Arts


Denise Ackland Clerical

Christine Collins World Languages

Nancy Coulter Counselor

Carol Gilfoy Choral

Bincins Garcia Band

Colleen Hayashi Clerical

Kelley Fox Special Education

Erin Lang Special Education

Lisa Lee Psychologist

Meshell Maes Physical Education/Dance

Jose Aldama Security

Wes Peacock Mathematics

Jeff Platt Athletics Director

Shea Runge Activities Director

Jeanette Smith Athletics/Equipment

Mike Moore History/Social Science

Preface Yorba Linda High School is the newest of four comprehensive high schools in the PlacentiaYorba Linda Unified School District. It serves students in North Orange County primarily from the cities of Yorba Linda and Placentia. The school has a focus on getting all students “connected” to the high school experience and provides students with rigorous and relevant coursework that will prepare all students to graduate and be ready to enter the college and career of their choice. YLHS has a population of 1791 students. Housing developments over the past years have attracted a large number of affluent professionals, resulting in a population that remains largely whitecollar: education and health, manufacturing, managerial, sales and professional services. The educational level of the school’s community is well above the state average; approximately 73% (selfreportedCDE APR) of adults in the school’s boundaries have a bachelor’s degree or higher, compared to 30% for the entire state. The median value of owneroccupied housing units for the 2010 census was $765,800. 69% of the population has average incomes of $75,000 or more. Yorba Linda High School understands the importance of providing quality education and the critical role that the WASC SelfStudy process plays in supporting our goals. Our staff is highly dedicated to improving the lives of students in our community and they work tirelessly and selflessly to that end. YLHS understands that as educators in PYLUSD our job is never done; but through a continuous cycle of reflection, research, and selfimprovement, we can continue to deliver quality education far into the future, and enrich the lives and opportunities for all students who pass through our institution. WASC SelfStudy Process In the spring of the 20122013 school year, YLHS completed its first full Self Study process and received a 6 year accreditation with a midcycle visit. The self study process has become an extension of our enriching professional development, and a focus on learning that has driven our school since it opened in 2009. YLHS staff and leadership begin the process with an examination of data, examples of which are found in chapter one of this report. Careful reflection upon relevant data influenced the development of our Single Plan for Student Achievement (SPSA), a document aligning our resource allocation so those resources may have the greatest impact on student achievement. Data is routinely reviewed and analyzed during administrative, leadership, department, and staffwide development meetings. The YLHS WASC Coordinator designed a series of informational and strategically guided professional development sessions to lead our staff and stakeholders through the self study process. The staff was broken into Focus on Learning Groups (FOL): A Organization, B Curriculum, C Instruction, D Assessment and Accountability, and E School Culture. Splitting stakeholders from different disciplines and special programs emphasized group diversity. These FOL groups met several times through out the years since the 2013 visit.

Timeline overview of the SelfStudy Process at YLHS:

20132014

August October: Self Study Coordinator and Administration review previous years achievement data.

Self Study Coordinator and Administration report previous years achievement data to all staff.

Self Study Coordinator and Administration meet with School Site Council to introduce and explain the Self Study process.

October January: Self Study Coordinator, Administration, and Leadership team update School Profile and Schoolwide Action Plan.

November: Focus Group PLC attended by all staff to review and revise Schoolwide Action Plan.

Self Study Coordinator meets with Leadership Team to report on Schoolwide Action Plan refinements.

Self Study Coordinator meets with Administration to align Schoolwide Action Plan with the Single Plan for Student Achievement.

January: Self Study Coordinator introduces staff to Focus on Learning “Classroom Snapshot” activity.

Self Study Coordinator meets with Leadership Team to update on Self Study Process.

February: “Classroom Snapshot” completed by all faculty members. Self Study Coordinator meets with Leadership Team to report on “Classroom

Snapshot” activity results.

March: Student, Parent, and Staff surveys conducted online utilizing YLHS.org. Self Study Coordinator, Administrator, and Technology Teacher report

Student, Parent, and Staff Survey results to Leadership Team and all Staff. Self Study Coordinator meets with School Site Council to report on Self Study

Progress.

April: Self Study Coordinator introduces staff to Focus on Learning “Student Work Share” activity.

May : “Student Work Share” activity completed by all staff in Focus on Learning small groups.

Self Study Coordinator meets with Leadership Team to report results from “Student Work Share” activity.

Self Study Coordinator meets with School Site Council to report on Self Study Progress.

June July: Self Study Coordinator reports Focus on Learning “Student Work Share” activity results to all staff.

Self Study Coordinator meets with School Site Council to report on Self Study progress.

Self Study Coordinator attend Visiting Committee Member Webinar.

20142015



Self Study Coordinator and Administration meet to align suggested Schoolwide Goals and Objectives to the Schoolwide Action Plan.



November: Focus Group PLC attended by all staff to review and revise Schoolwide Action Plan.



Self Study Coordinator introduces staff to Focus on Learning “Classroom Snapshot” activity.

Self Study Coordinator participates as Visiting Committee Member on a Full Self Study Visit.

January: Self Study Coordinator attends Visiting Committee Member training. Self Study Coordinator meets with Leadership Team to update on Self Study

Process.

February: Focus on Learning“Classroom Snapshot” activity completed by all faculty members.

Self Study Coordinator meets with Leadership Team to report on Focus on Learning “Classroom Snapshot” activity results.

March: Self Study Coordinator reports Focus on Learning “Classroom Snapshot” activity results to all staff.

Student, Parent, and Staff surveys conducted online utilizing YLHS.org. Self Study Coordinator, Administrator, and Technology Teacher report

Student, Parent, and Staff Survey results to Leadership Team and all Staff. Self Study Coordinator meets with School Site Council to report on Self Study

Progress. Self Study Coordinator introduces staff to Focus on Learning “Student Work

Share” activity.

May: Focus on Learning “Student Work Share” activity completed by all staff in Focus on Learning Small Groups.

Self Study Coordinator participants as Visiting Committee Member on a MidCycle self study visit.

Self Study Coordinator reports to all staff results of the “Student Work Share” activity.

June July: Self Study Coordinator meets with School Site Council to report on Self Study progress.

Self Study Coordinator attend Visiting Committee Member Review Webinar.

20152016



Self Study Coordinator and Administration meet to align suggested Schoolwide Goals and Objectives to the Schoolwide Action Plan.


Online Webinar training completed by Self Study Coordinator. Self Study Coordinator, Administration, and Leadership team update School

Profile and Schoolwide Action Plan. Self Study Coordinator introduces all staff to the Focus on Learning “Student

Shadow” activity.


November: Focus on Learning Group PLC attended by all staff to review and revise Schoolwide Action Plan.



Self Study Coordinator participates as Visiting Committee Member on a Full Self Study Visit.

Self Study Coordinator organizes and meets with all volunteer staff members for Focus on Learning “Student Shadow” activity.

Self Study Coordinator surveys all staff for suggested students to “shadow” for the Focus on Learning “Student Shadow” activity.

Self Study Coordinator and Leadership team select, meet with, and get permission from all students who will participate in the Focus on Learning “Student Shadow” activity.

December: Focus on Learning “Student Shadow” activity completed by all participants. Focus on Learning “Student Shadow” activity participants and Self Study

Coordinator report results to all staff.

December March: Self Study Coordinator meets with Administration weekly to update on Self Study process and review Self Study Report progress.

January: Self Study Coordinator and Leadership team finalize Self Study report for MidCycle visit.

Self Study Coordinator meets with Leadership Team to update on Self Study Process.

February: Self Study Coordinator and Leadership team prepare for MidCycle visitation.

March: MidCycle visitation.

Chapter 1

Community Profile Data

Chapter 1 Introduction and

Basic Student/Community Profile Data


Yorba Linda High School has earned recognition as a California Distinguished High School, California Gold Ribbon School, an Orange County Register “Top 5 High Schools in Orange

County,” a US News and World Reports “Top High School,” and a Newsweek “Very Best Schools in the West,” by focusing on “connecting” students to the total high school experience.

Chapter 1 School Profile Yorba Linda High School Page 1

Demographic Data Community Yorba Linda High School (YLHS) opened in the fall of 2009 as the fourth comprehensive high school in the PlacentiaYorba Linda Unified School District. PlacentiaYorba Linda is also proud of an award winning alternative high school in the district. The location of the school in north Orange County, specifically in Yorba Linda, was selected to serve a growing community and to serve the students of Yorba Linda in a more personal manner by decreasing the number of students in its sister school by 1300 and therefore all four high schools would educate about 2000 students each. Housing developments over the past years have attracted a large number of affluent professionals, resulting in a population that remains largely whitecollar: education and health, manufacturing, managerial, sales and professional services. The educational level of the school’s community is well above the state average; approximately 73% (selfreportedCDE APR) of adults in the school’s boundaries have a bachelor’s degree or higher, compared to 30% for the entire state. The median value of owneroccupied housing units for the 2010 census was $765,800. 69% of the population has average incomes of $75,000 or more. YLHS has had little change in demographics over the short history of the school which is also represented in the entire community. The economic downturn has had little effect (but some) on the student mobility. Interdistrict transfers are managed at the district level with a restricted number of transfers admitted based upon a lottery. During YLHS’ 1st year (20092010), 303 students were granted Choice transfers. This large number of transfers was granted the first year to allow greater flexibility in creating a master schedule that met students’ needs. In 20102011, 26 Choice transfers were granted to students. In 20112012, 57 Choice transfers were granted. 107 Choice transfers were approved for the 20122013 school year. In 20132014 137 choice transfers were approved. In 20142015 124 choice transfers were approved. Even with increasing Choice transfers over the last 5 years, enrollment is projected to remain reasonably stable the next few years (approximately 1800 students). The racial and ethnic composition of the school’s community is mirrored in the student population. The student population is 1.69% African American not Hispanic, 16% Asian, 2% Filipino, 15% Hispanic or Latino, 64% White. According to the US 2010 census, Yorba Linda’s population is 1% black or African American, 16% Asian, 14% Hispanic. Comparison of these percentages to the demographics of the YLHS student body indicates that the student population is very representative of the community at large. Yorba Linda High School is well supported by an active parent and community fundraising organization. In just these few short years parents and community members have been active in raising funds through booster organizations for athletics, academics, band, fine arts, and other programs and structures such as our marquee donated by the Yorba Linda Rotary Club. Likewise, athletic boosters have donated funds that paid for our athletic scoreboards in baseball, softball, and aquatics. The Legacy Wall at the entrance of our office is another way in which community members can support YLHS. The school and the community are proud to boast of a current API of 905. YLHS has 15 National Commended Scholars (3 SemiFinalists, 9 Commended Scholars, and 3 National Hispanic Scholars), 11 National AP Scholars, 76 AP Scholars, 46 scholars with Honors, 82 scholars with Distinction, 93 students completing a Seal of Biliteracy, a wide variety of cocurricular activities, 54 League Championships, 4 CIF Team Titles, 4 CIF Individual titles (Fall 2015), and an award winning Visual and Performing Arts Program. YLHS is also honored as a California Distinguished School, a California Gold Ribbon School, and as a California Exemplary Program in Arts Education. YLHS has also been recognized by the US News and World reports with as Silver Award winner and has ranked YLHS as #841 in the entire nation and ranked #159 in the State of California, this is the top ranking in the PYLUSD. Newsweek has ranked YLHS as #191 in its America’s Top Schools 2014 recognition. The Daily Beast has also ranked Yorba


Linda High School as the #22 school in their “Best of the West” poll. Parenting OC Magazine has also recognized YLHS as a Readers Choice school. Students earned a total of $3.5 million in scholarships and grants during the spring of 2015. Academically YLHS offers 23 AP courses, 17 honors courses, speech and debate, Academic Decathlon, Mock Trial, 5 World Languages, The Culinary Arts and Hospitality Management Academy, and has launched the creation of the Mustang Business Academy (MBA) in the 20152016 school year. We offer 22 varsity level sports. Students can be involved in band, choir, show choir, drama, orchestra, dance and musical theater. There is also an extensive computer science program. Furthermore, YLHS was recognized as a 2013 California Distinguished High School from the California department of Education. Accreditation History YLHS received Initial Accreditation upon opening in March of 2010 after a one day visit from Dr. Stephenson and Mr. Ashley. In the Spring of 2013 after a full Self Study Visit, YLHS received a 6 year accreditation with a oneday midcycle visit. Full responses to areas of strength and critical areas of followup are addressed in Chapter 3. Mission, Vision, Schoolwide Learner Outcomes The school’s mission, vision, and ESLRs were developed in the spring of 2009 before the school opened by a collaborative group of staff members, students, parents, and community members. Initially, the staff members that were to comprise the new faculty worked on the following ideas and then the ideas were shared with students, parents, and community members for their input. The principal put forth the concept of Run with the STAMPEDE. YLHS felt strongly that we wanted to have “brand identity,” something that the entire YLHS community could remember, would associate with quality and rigor, and of which the community could be proud. We did not want to have multiple layers of a mission, goals, vision, tenants, motto, and ESLRs and therefore created this distinct belief for all students. We measure our ESLRs by the activities and benchmarks listed under each category. Through biannual school surveys and the district’s annual survey we assess the attainment of our goals. As mentioned on page one, we are very proud of our “staffulty’s” work and the great accomplishments of our students.


Yorba Linda Mustangs….

Run with the STAMPEDE Service Teamwork Achievement Mastery Passion Ethics Dedication Excellence Service * The importance of all students giving back to their community. * Graduation requirement of 40 hrs Community Service. * Mustang Pride Day. * Levels of Community Service Achievement. Teamwork * Involvement of teachers, students, parents, administrators, and staff to make YLHS the best school in the world. * ASB/ Link Crew/ Student Senate/ House of Reps./ Athletics. * Fine & Performing Arts/ Clubs/ PAL/ PTSA/ Staffulty/ Site Council. Achievement * Our expectation is that all students will be prepared to continue their success in some form of higher education: Vocational, community college, 4 year University. * Graduation Requirements, CAHSEE, CST Scores, AP Scores, etc. * Academy certificate, AG Requirements, Low Truancy and Tardy Rates. Mastery * Full command of skills necessary to build a foundation for post secondary goals. * AP Scores, ProficientAdvanced on CST scores, CAHSEE scores, Common Assessments in all content areas. Passion * The hope for all students to find what gives them the spark that leads them to future successes. * Participation in Academic Teams, Athletics, Arts, Clubs, etc. Ethics * Student will make choices that demonstrate a sound moral base. * Academic Honesty Policy, Awards/ Scholarships given, Character Education, etc. Dedication * The expectation that all students will apply their learning and knowledge to perform to their highest potential. * Data shows our low drop out rate, high graduation rate, number of students attending a postsecondary education institutions, academic teams, athletics, Arts participation (4 yr commitment), etc. Excellence * To surpass or do better than the norm * Scholarships, Awards, Championships, CST/ API Scores (ProficientAdvanced), AP Scores


Performance Status YLHS is not a Title I school. YLHS therefore does not receive any Title I services. 20092010 YLHS met 9 of 9 AYP Criteria for students of significant numbers

Students with disabilities and EL (although not AYP numerically significant [< 100]) did not reach the AYP Proficient Rate Criteria

20102011 YLHS met 9 of 9 AYP Criteria for students of significant numbers Students with disabilities (although not AYP numerically significant [<100]) did not reach the AYP Proficient Rate Criteria.

20112012 YLHS met 11 of 13 AYP Criteria for students of significant numbers. Hispanic or Latino students did not reach the AYP Proficient Rate Criteria in either English or Mathematics.

20122013 YLHS met all 17 of 17 AYP Criteria for students of significant numbers. 20132014 YLHS met 5 of 9 AYP Criteria. Percent Proficient was not met schoolwide for either

Language Arts or Mathematics. YLHS is not in Program Improvement. Although not in PI we present the most recent Academic Program Survey from our Single Plan here

for the committee’s resource. YLHS does not have any outside providers or external evaluators that are currently working with the

school. YLHS has not been through SAIT. YLHS does not have either a corrective action plan or joint intervention agreement. YLHS is not under any state or federal imposed deadlines for improvement or evidence of growth in

student achievement for identified subpopulations nor the entire school populations.

Student Demographics 20122013 20132014 20142015

M #/%

F #/%

T #

M #/%

F #/%

T #

M #/%

F #/%

T #/%

9th 207/48% 227/52% 434 218/53% 189/46% 407 257/54% 213/45% 470 10th 208/48% 222/52% 430 221/49% 233/51% 454 226/55% 185/45% 411 11th 222/48% 243/52% 465 216/50% 220/50% 436 223/49% 227/51% 450 12th 260/53% 226/47% 486 216/48% 237/52% 453 218/50% 219/50% 437 Total M/F/All

897/49% 918/51% 1815 871/50% 879/50% 1750 924/52% 844/48% 1768

Enrollment As YLHS has grown we see slight variations in grade level by gender however the variations in grade level and gender have leveled out to approximately 50% in all categories. These levels remained relatively consistent in the 20142015 school year. As the grade levels were added the Master Schedule and cocurricular/extra curricular programs were much easier to offer. The distribution among the four grade levels is shown above. Hispanic

or Latino

American Indian or Alaskan Native

Asian Pacific Islander

Filipino African American

Not Hispanic

White Two or More Races

Total

20122013 269/15% 1/<0.1% 260/14% 6/0.3% 32/2% 22/1% 1205/66% 14/.01% 1815 20132014 260/15% 2/<.01% 279/16% 2/<0.1% 34/2% 26/1% 1120/64% 20/1% 1750 20142015 278/15% 2/<.01% 289/16% 2/<.01% 38/2% 30/1% 1094/62% 29/1% 1768


There has been a 2% decrease per year of the white ethnicity from 20132015. Also, there has been a 2% increase in 20132014 among the Asian identified students. This subgroup did not increase in the 20142015 year. The percentage of Hispanic or Latino students has remained constant at 15% since 2013. These numbers would be attributed to the schoolwide enrollment growing as we added on our grades each year. With significant home development occurring in the school's boundaries, this is an area to watch for trends. Special Needs and Other Programs

Socioeconomically Disadvantaged

Els RFEPs FEPs Disabilities

20122013 140/8% 17/1% 1/<1% student population 8.3% of

ELs

170/9% 135/7%

District 29% 12% 17.4% 16% 10% State 59% 22% 16.3% 21% 11%

20132014 159/9% 28/1% 5.3% 162/9.3% 133/7% District 35% 14% 15.5% 14.4% 11% State 61% 22% 12% 20% 11%

20142015 160/9% 35/2% 25% 184/10% 130/7% District 35% 14% 15% 15% 11% State 60% 22% 22% 11% 11%

The percentage of students who are Socioeconomically Disadvantaged, English Learners, Fluent English Proficient, and Students with Disabilities have remained consistent from the 2013 to the 2015 school year. Students who are ReclassifiedFluent English Proficient has increased from <1% in the 2013 school year to 25% in the 2015 school year. While YLHS has not expected to grow in EL numbers, there has been slow growth in the number of English Learner students from 2011 to 2015. While the number of EL students has grown, so has the general population so the percentage has not grown significantly. YLHS is very proud of how quickly the students do reclassify. Additionally, Students classified as EL are assigned to a period with a teacher to help them with the transition. The significant drop in statewide RFEP and FEP students, as a data point from which to compare YLHS’ population, is confusing. We believe that the statewide switch to CALPADS contributed to this confusion given that 27 Districts statewide failed to report their numbers to this new system. Regardless, YLHS’ RFEP and FEP populations remained consistent when compared to schoolwide enrollment. The collaboration model started with the opening of Yorba Linda High School. The program is designed to increase the inclusion of all students with IEPs in the general education setting. Students have access to the same curriculum as all other students, however, their individual accommodations are provided in the collaborative class. A highly trained staff member of the special education department attends and participates in the collaborative class. The basis of our collaboration model is to provide purposeful instruction in the general education setting to a single group of students. With this model, collaboration between the general education teacher and the special educator ensures that every student learns the same curriculum in a multimodality environment. Support style from the special educator varies from one class to another depending on the content and delivery of the curriculum. There is joint accountability on the part of the both teachers. The general educator is responsible for the academic content and pacing. The special educator is responsible for the individualized education and learning process as well as the IEP paperwork. Grading is a collaborative effort dependent on goals and accommodations stated in the IEP.


Currently, the Special Education department offers a full continuum of support with 25 collaboration courses, 4 Basic Study Skills courses, 2 Basic Algebra 1A/B courses, 10 Practical Special Day Class (SDC) courses, and 6 Functional Curriculum courses. This number has grown from 15 collaboration courses and 6 SDC courses during the 20112012 school year. The Special Education team at YLHS pushes all students to participate in the least restrictive environment and to strive to succeed in a fully included model. Of the approximately 130 students participating in the collaborative process, many in multiple classes, we find that the students are having success academically, behaviorally, and socialemotionally. Our success is due to support from administration as well as the teamwork and collaboration among teachers. Collaboration allows for rich but different perspectives when presenting course content. The focus is to prepare the students for postsecondary education in order for each student to be successful individuals in the global workforce. GATE/Honors/AP

Honors Courses # of Students Enrolled in all courses

AP Courses Students Enrolled

20122013 16 587 21 502 20132014 17 580 22 483

20142015 17 582 22 478 20152016 16 602 23 552

YLHS is proud to increase our offering of AP and Honors courses to 22 and 17 respectively in the 2013 through 2015 school years. YLHS has added a Freshman Human Geography AP course in the 20152016 school year bringing the total to 23 AP Courses. Unless otherwise noted, the above table lists students only once, even if they were enrolled in multiple AP/Honors courses. YLHS GATE students are enrolled in Honors and AP Courses. YLHS does not have specific GATE courses but rather places students in Honors and AP Courses based upon their 4year plan. Currently there is no district wide GATE Plan in place. Funding for GATE students (to be used for AP and Honors courses) is kept at the district level. Special Education

RSP #/%

SDC #/%

Schoolwide Enrollment #

20122013 111/6% 21/1% 1815 20132014 104/6% 29/1.6% 1737 20142015 100/6% 30/1.7% 1768

Noting the percentages listed here gives a much more accurate and consistent picture of our Special Education population, considering the increased enrollment that occurred while adding 11th and 12th grades during our second and third year. Even though our schoolwide enrollment has grown and fluctuated, our special education enrollment has remained consistent in both RSP and SDC students.


QUALIFYING DISABILITY 20122013

#/% 20132014

#/% 20142015

#/% Autism 31/1.7% 33/1.9% 30/1.6%

Emotionally Disturbed 10/0.5% 9/0.5% 10/0.5% Hard of Hearing 0/0.0% 1/<0.1% 3/0.1%

Orthopedic Impairment 2/<0.1% 2/<0.1% 1/<0.1% Specific Learning Disability 48/2.6% 40/2.3% 42/2.3% Speech/Language Impairment 16/0.88% 24/1.4% 20/1%

Traumatic Brain Injury 0/0.0% 0/0.0% 0/0.0% Visual Impairment 3/0.16% 1/<0.1% 2/0.1%

Other Health Impairment 22/2/6% 23/1.3% 22/1.2% Total 132/7.2% 133/7.6% 130/7.3%

While YLHS’ population of Special Education students has grown in numbers, it is important to note that the percentage of Special Education students has not changed significantly. The number of Special Education students enrolled at YLHS (7%) is about half of the typical district enrollment (12%). YLHS does not have an AVID program. YLHS does not have students enrolled in Migrant Education. YLHS does not have students enrolled in Indian Education. Language Proficiency

Language 20122013 20132014 20142015 Spanish 4 5 8

Filipino or Tagalog N/A N/A 1 Mandarin 2 7 8 Russian 2 2 1

Vietnamese N/A 1 N/A Japanese 1 1 N/A Korean 3 5 5 Ukrainian 4 4 2 Arabic N/A 2 5 Gujarati N/A 1 1 Cantonese N/A 1 1

Other NonEnglish Language N/A 1 1 Total 16 30 35

Beginning Early

Intermediate Intermediate Early

Advanced Advanced Totals Els

receiving SPED services

LTELs

20122013 1 1 5 6 4 17 M6/F11

3 1

20132014 0 1 7 12 4 24 M10/F14

4 1

20142015 1 3 6 14 5 29 M17/F12

7 1

Notably the EL population at YLHS is small. From 2013 there has been a teacher assigned each year for oneperiod of instruction. All monies for ELs are redirected to the district for distribution. This benefits the small incidence schools like YLHS immensely.


The PlacentiaYorba Linda School District (PYLUSD) has a very delineated and rigorous program that is followed district wide for ELs. The teachers assigned to EL have been trained and are qualified with CLAD or BCLAD certification. Students are assessed and assigned to the class or placed in ELA with support if the student is CELDT level 4 or 5 (Early Advanced or Advanced). Students redesignate/reclassify quickly. EL students are surrounded by their classmates 5 periods a day. YLHS does not offer sheltered courses to our EL students. We are not a Title I school. Attendance Mobility or Transient Rate

Reason Left 20122013 20132014 20142015 Mobility Rate 10% 9% N/A

Left, cannot confirm next enrollment 3 5 N/A Noshow on 1st day of school 3 3 N/A

Nondisciplinary transfer to another CA public school 114 115 N/A Involuntary disciplinary transfer to another CA public school 25 10 N/A

Left to enroll in private school 14 10 N/A Left to enroll in school outside of CA 12 10 N/A

Moved to another country 6 5 N/A Remained in school. Transferred to different ed. Program 3 5 N/A

Total Changes 180/10% 163/9% N/A Total Enrollment 1815 1750 1768

CDE Dropouts YLHS/1year Dropout Rate 1/0.05% 0/0% N/A CDE Dropout District/1year Dropout Rate 135/1.5% 133/1.5% N/A

The data indicates that the student mobility (by CDE) remained fairly stable for the 20122013 and 20132014 school years. 20142015 data was not available at the time of the last update of this document (Fall 2015). YLHS believes that the official changes to students leaving our school have to do with the economy and the downturn in the housing market in parts of Yorba Linda. Similar patterns of minimal mobility for same grade cohorts can be seen above under enrollment. Average Daily Attendance/Truancy Rate/ Tardiness Rate

ADA 20122013 20132014 20142015 Enrollment 1815 1750 1768

Regular Program 97.70% 97.97% 99.15% Home Hospital 1.46% 1.09% 26.32%

MultiSchool Enrollment 97.33% 96.37% 99.56% Special Education 97.39% 97.82% 98.6%

Truancy YLHS Truancy Rate 25.52% 25.25% N/A District Truancy Rate 24.49% 28.20% N/A State Truancy Rate 29.28% 31.14% N/A

Average daily attendance in each of the last three years has been between 97% and 98% with a three year average of 97.93%. YLHS has won the district's attendance award for the past three school years for having the highest average daily attendance of all four of the comprehensive high schools. The table above provides recent attendance rates. 20142015 Truancy Rate data was not reported by the CDE at the time of the last update. We are unable to collect tardiness rates as our District does not record these data and the California Department of Education (CDE) combines tardy rates with 3day absence rates. YLHS has a truancy rate the is below the district and state Truancy Rate levels.


Discipline Referral Suspension/Expulsion Rates/Crime Statistics 20122013 20132014 20142015

YLHS Enrollment 1759 1815 1768

Suspension…Expulsion S E S E S E

Physical injury to another person 2 0 6 0 4 1

Use of force or violence 7 0 2 0 0 0

Firearms, knives, explosive devices, etc. 0 0 2 0 4 0

Possession or sale of controlled substances, alcohol, intoxicants.

23 2 19 2 15 1

Caused or attempted to cause damage to school property or private property.

1 0 1 1 1 0

Stole or attempted to steal school property or private property

2 0 1 0 2 0

Possession or use of tobacco products. 4 0 1 0 0 0

Committed an obscene act or engage in habitual profanity or vulgarity.

5 0 0 0 2 0

Possession or sale of drug paraphernalia 3 0 6 0 3 0

Disruption of school activities or willful defiance 33 0 45 1 4 0

Knowingly received stolen school property or private property

2 0 0 0 N/A 0

Bullying and bullying through electronic means 0 0 1 0 N/A 0

Sexual harassment 2 0 1 0 2 0

Harassment, threats, or intimidation 1 0 2 0 4 0

Caused Physical Injury 0 0 1 0 0 0

Unlawful possession of controlled substances 2 5 0 3 0 0

Sexual Battery 0 0 1 0 0 0

YLHS Total 63/3.5% 6/<1% 87/5% 7/<1% 44/2% 2/<1%

District Total 1,077 of 25,747 4%

27 of 25,747 <1%

1,623 of 25,622 6.3%

35 of 25,622 <1%

796 of 25,595 <1%

7/<1%

State Total 860,016 of

6,220,993 5.7%

18,144 of

6,220,993 <1%

743,216 of

6,226,689 12%

14,879 of

6,226,989 <1%

860,016 of

6,220,993 5.7%

860,016 of

6,220,9935.7%

“persistently dangerous”? No No No No No No

The school supplies discipline guidelines and consequences for inappropriate behavior, and enforces them fairly and consistently. Progressive discipline measures include parentteacher conferences, detention, Saturday School, suspension, and expulsion when no other means of correction are feasible. Counselors meet with students to offer intervention and support to those whose behavior and attendance detract from learning. We are within district and state comparables for suspensions and expulsions. Serious offenses that merit expulsion are dealt with fairly and quickly. Reasons for the suspensions are listed above.


Socioeconomic Status Free/reduced lunch status AFDC statusAFDC status was prior to 2004currently known as CALWORKS data Parent education level 20122013 20132014 20142015

YLHS Free and Reduced Lunch 130/7.6% 155/8.9% 187/10.6% District Free and Reduced Lunch 27.1% 35% 36.5% State Free and Reduced Lunch 58% 59.4% 58.6%

Parent Education Level % w/response 83% 85% 67%

Not a HS Degree 1% 1% 1% HS Graduate 5% 5% 5% Some College 20% 21% 17%

College Graduate 45% 43% 39% Graduate School 29% 30% 37%

YLHS’ percentage of free and reduced lunches has gradually increased from 7.9% in 20122013 to 10.6% in 20142015. This is most likely due to the cost of living in Yorba Linda. Rental costs/buying a house is not feasible for those that may need the benefits of this program. Counselors make an effort to make sure that those students that might need this program are made aware of the program. Studentreported parent education levels indicate that 93% of respondents report that our parents have attended college and 76% possess a degree. This information comes from student selfreports during standardized testing in the spring, so it may be overreported. Census projections estimate that 46% of the adults in Yorba Linda (not necessarily parents) possess a bachelor’s degree or higher. Safety/Cleanliness/Adequacy of Facilities 20122013 20132014 20142015

Systems: Gas Leaks, Mechanical/HVAC, Sewer Good Good Good

Interior: Interior Surfaces Good Good Good

Cleanliness: Overall Cleanliness, Pest/Vermin Infestation Good Good Good

Electrical: Electrical Good Good Good

Restrooms/Fountains: Restrooms, Sinks/Fountains Good Good Good

Safety: Fire Safety, Hazardous Materials Good Good Good

Structural: Structural Damage, Roofs Good Good Good

External: Playground school grounds, Windows/Doors/Gates/Fences Good Good Good

Overall Rating Exemplary Exemplary Exemplary

Our new school is remarkable. Careful planning went into every detail from the beginning of construction to where we are today. The administration team visited multiple new schools and made notes on the best aspects of each. YLHS is breathtaking from the moment the campus comes into sight. According to the Facilities Inspection Tool (issued by the Office of Public School Construction), the facilities are rated as “Exemplary.” The school includes 67 classrooms, 4 computer labs, a library media center, and worldclass athletic venues. It also has a visual and performing arts building and music facility. In addition, the school has 2 gymnasiums. The stadium can seat over 4000 spectators. The library is the educational hub of the campus and is used by classes every period of the day. The library contains more than 9900 books, 12 magazine subscriptions, 168 DVDs, 1 newspaper subscriptions, and 12 ebook purchases. Furthermore, the library subscribes to the World Book Encyclopedia online suite to assist students in research.


Student safety is the responsibility of all staff members and even the students themselves. All students are required to remain on campus, with the exception of seniors who have a permit to leave during lunch. Visitors must check in at the front desk and wear visitor badges while on campus. The school employs three campus supervisors, 2 assistant principals, and a school resource officer from the Orange County Sheriff's. The school safety plan outlines regular fire, earthquake, and campus lockdown drills. Administrators visit classes in the fall to outline behavioral expectations during the school year and again in the spring to describe policies for student attendance, behavior, and school safety during endoftheyear activities. Staff

20122013 20132014 20142015

% Fully Credentialed Teachers 100% 100% 100%

Pupil Teacher Ratio 29.75:1 29.75:1 29.75:1

# of entire certificated with Doctorate Masters+30 Master’s BA+30 BA <BA

0 3 46 18 3 0

0 2 44 19 2 0

0 3 49 16 2 0

Years in District 10 11 12

Years Teaching 12 13 13

Admin/Years Experience 3/25 3/18 3/21

Pupil Services/Years Experience 3/22.7 3/23.7 3/24.7

Teachers 61 67 70

Teachers W/Full Credentials 61 67 70

Teachers/University/Interns 0 0 0

Teachers/ Emergency 0 0 0

Induction 3 2 2

Teacher Ethnicity American

Indian Asian Pacific

Islander Filipino Hispanic African

American White Male Female

20122013 1 5 0 1 5 2 54 34 34 20132014 0 4 0 1 5 2 55 33 34 20142015 0 4 0 1 7 2 56 32 38

NCLB Compliant ELA Math Sci. VAPA WL Soc. Sci. Other

Electives SPED

20122013 100% 100% 100% 100% 100% 100% 100% 100% 20132014 100% 100% 100% 100% 100% 100% 100% 100% 20142015 100% 100% 100% 100% 100% 100% 100% 100%

Beginning in the fall of 2012, all VAPA courses are now NCLB compliant. 100% of the YLHS teachers are CLAD/CTEL/SB395 certified. The average daily attendance rate of YLHS teachers is 96% for all absences including absences

for professional development. YLHS has no National Board Certified Teachers


Among the wellqualified and talented teaching staff, 49 hold a master’s degree or higher; the rest hold a bachelor’s degree. Certificated teachers’ years of experience and years in the district are shown above. Data reported in the 20122013 SARC (published in 2014) indicate that YLHS has a 100% of YLHS teachers in core classes are highly qualified under NCLB, with no misassignments reported. In 20122013 there was a 96% teacher attendance Rate. 20132014 there was a 96% teacher attendance rate. 20142015 there was a 96% teacher attendance rate. Pupil Services

20122013 20132014 20142015

Academic Counselors 3 3 3

Counselors (Social/Behavioral or Career Development) N/A N/A 2.5

Psychologist .8 .8 .8

Nurse .5 .5 .5

Librarian 1 1 1

Speech/Hearing Specialist .8 .8 .8

School Resource Officer .5 1 1

YLHS’ 3 hardworking counselors serve the academic, disciplinary, and postsecondary needs of our students. Our school psychologist assists in the emotional wellbeing of our students, and works very closely with the special education department in complying with legallymandated special education services. Our parttime school nurse serves the health needs of our students and oversees the administration of medications on campus. Our outstanding librarian controls the research hub of our campus and works closely with teachers that schedule time in the facility for class projects and special testing. YLHS has a Speech Pathologist and a Hearing Specialist, both who serve our small population of students requiring those services, ensuring that accommodations are carried out in the classroom setting and that retesting and monitoring of progress is ongoing. YLHS’ decorated SRO previously split his time between YLHS and another District high school but has become full time at YLHS starting in the 20132014 school year. Classified Staff Classified Staff

Para Professionals Full Time

Para Professionals Part Time

Office/Clerical Full Time

Office/Clerical Part Time

Other Full Time

Other Part Time

20122013 1 11 7 2 12 4

20132014 1 11 7 2 12 4

20142015 1 11 7 2 12 4

20122013 20132014 20142015

Administrative Assistant Clerks 3 3 3

Part Time Administrative Assistants 2 2 2

Custodians 4 4 4

Parttime Custodians 0 0 0

Groundsman 1 1 1

Equipment Manager 1 1 1

Campus Supervisors 3 3 3

Library Clerk .5 .5 .5

SPED Assistants 10 10 10

ELD Assistants 1 0 0


Staff Demographics YLHS employs 68 credentialed teachers, including 3 administrators, 3 counselors, 1 Activities Director, and 2 Athletic Directors. Additionally the school has a librarian, parttime nurse, a school psychologist, a speech pathologist. The gender and ethnicity of the staff is shown above. Among the teaching staff, 49 hold a master’s degree or higher; the rest hold a bachelor’s degree. Certificated teachers experience and years in the district are show above. We are proud of our experienced faculty who are the inaugural teachers at YLHS. All teachers in core subject areas are highly qualified under NCLB. All of the faculty members at YLHS hold a full credential; no teachers hold emergency permits, waivers, or are in internship programs. After our first year, no core courses were taught by teachers working outside their credential area. This occurred as we stretched the first years to offer a master schedule that is best for students. Professional Development

All YLHS teachers were required to register with the District’s professional development academy (PDExpress) for the preservice days in August. This practice was not implemented during the 2010 – 2013 school years due to the implementation of furlough days during the preservice week. This requirement was removed at the District level during those years but was reinstated during the 20142015 school year. Impressively, as of 2012, 66 of YLHS’ 67 teachers registered for trainings beyond the required minimum. YLHS is fortunate to have such motivated teachers and a District that is dedicated to ongoing professional development.

All 1st and 2nd year teachers participate in the District’s Induction (formerly known as BTSA) program. Since 2012, 4 YLHS teachers were enrolled in the PYLUSD Induction Program.

Based upon analysis of CST data and Cluster Reports, all language arts teachers attended Districtlevel StepUpToWriting trainings in 2010. During PLC time, these teachers then trained the rest of the staff in this system in order to help student “Run with the STAMPEDE”. The ELA department continues to train in the StepUpToWriting annually. At the beginning of the 20142015 school year the ELA department ran a schoolwide PLC to train the entire staff on the updated SUTW Performance Task.

All US History and World History teachers (5 of 7 teachers within the department) attended trainings in Document Based Questions (DBQ) strategies in 20112012. These History/Social Sciences teachers work collaboratively with peers and instructional coaches for touch up trainings and strategies.

Teachers in all core content areas, and at least 1 representative from each of the other departments, were trained in the use of the District’s data management system, OARS, in 2011. At the beginning of the 20142015 school year departments were given an optional review training on using OARS.

All department chairs are required to submit weekly minutes of collaborative PLC time. An assistant principal keeps these records and we make those minutes available to the committee for your evaluation.

All YLHS teachers were trained in the district's initiatives and commitments to literacy for the CCSS roll out during pre service of the 20142013 school year.

YLHS’ Site Technology Representative offers monthly trainings during PLC time. Based on staff feedback, trainings are offered that range from data storage and recovery, Aeries online grade book maintenance, Google Apps for Education (GAFE) training, and best practices in the use the wealth of educational technologies available to YLHS teachers. Typically, departments will select one member to attend these sessions and report back to department colleagues regarding the skills covered.

The YLHS administration places a high value on professional development. Even in these tight fiscal times, YLHS AP teachers continue to attend summer institutes in order to better meet the needs of our AP students. Furthermore, the administration supports teachers regularly attending


professional development seminars outside of the district, often times at the Orange County Department of Education.

Beyond PDExpress provided at the District level, the majority of professional development takes place during Monday PLC times. During these days, teachers have the chance to meet staffwide, within departments, and within vertical and horizontal strands to support our vision and address our 3 critical academic needs (ELA Writing Strategies, Lower level mathematics, and interventions for all students). The overall calendar for these meeting is set by the administration and adjusted as necessary as the year progresses. One Monday a month is dedicated to all staff, one Monday is dedicated to individual structured teacher time, and two Mondays are dedicated for department PLC time. During days dedicated to department time, department chairs, with input from department colleagues, set the agenda. Specific agendas can be seen in the minutes, but the majority of time is spent sharing best practices, analyzing student achievement data, developing and adjusting pacing and curriculum, and creating and modifying formative and summative assessments. Staff surveys indicate that a majority of teachers believe that PLC time is meaningful and productive (80%) and that PLC time contributes to a positive school environment (86%).

Programs A wide variety of programs exist on campus to help our students “Run with the STAMPEDE”. In addition to a rigorous, relevant, and coherent curriculum, programs are put in place based upon datadriven identified needs for all students.

Based upon CST and Cluster data, YLHS implemented a new math course, Principles of Geometry. In order to address our second critical academic need (Alg 1A & 1B, Algebra, and Geometry), this slower paced course was approved in order to allow more students to access this rigorous, collegepreparatory curriculum. Unfortunately, due to extenuating circumstances this course is no longer offered at YLHS.

A deliberate effort is made to enroll more students in Algebra I rather than Algebra 1A & 1B. During our first year, the math department evaluated students enrolled in Algebra 1A & 1B to determine which students had the necessary aptitude to take Algebra I. As a result of this evaluation, we opened two extra sections of Algebra within the first 2 weeks of school in order to allow nearly 80 students access to this more rigorous curriculum. This push is aligned with our “STAMPEDE” and addresses our second critical academic need. YLHS believes that all students should challenge themselves with the most rigorous course of study that is appropriate for each student.

YLHS previously offered the SERVE program to assist academically struggling students. A full explanation of this program is found in Chapter IV, but it is worthwhile to note that GPA indicates that students enrolled in this program benefit greatly. This program, which supported our vision and third critical academic need (interventions for all students), helped many of YLHS’ most academically struggling students increase their GPA and academic success. Unfortunately, due to lack of funding and district support, this course is no longer offered at any of the schools in our district. A new program titled VitaLink has been implemented in its place. This course is very similar to the SERVE program with the exception that a credentialed teacher teaches course and it is only offered 2 periods throughout the day. Most students struggling academically that have participated in this course increase their GPA and show academic success.

YLHS’ Special Education department follows the collaborative model that places Special Education students in the general education classroom setting. A credentialed special education teacher coteaches with the general education teacher within the same classroom. This program is aligned with our vision and third critical academic need (interventions for all students). In 20112012, YLHS offered 15 collaboration classes. YLHS now offers 25 collaboration courses as well as 2 Basic Math RSP courses and 3 Basic Study Skills RSP elective courses. Special


education achievement data detailed in the community and school profile indicate that this collaboration model helps our students improve their academic performance.

Based upon CST data and Cluster analysis, YLHS implemented a schoolwide “StepUpToWriting” program. In congruence with our vision and first critical academic need (ELA), all ELA teachers were trained in this writing strategy at the District level. During ensuing PLC time, individual ELA teachers were assigned to specific departments in order train the rest of the staff. Since 2010, all students in all courses have written contentbased writing samples based upon the specific guidelines and rubrics of the program. Cluster analysis indicates some success (10th grade writing strategies substrand increases), but improvements in writing strategies (and all ELA substrands) continue to be a focus for YLHS. In order to better meet the needs of the students and address changes with the CCSS YLHS has adjusted the “StepUpToWriting” performance task to be individualized by department while still implementing StepUpToWriting strategies (ie: Narrative writing in ELA, informative writing in Science, VAPA, ASCP, and a DBQ task in HSS).

YLHS was the first high school in our District to offer a Link Crew. Educational research has long supported the idea that students achieve at their highest levels when they feel connected to their school. This program, which is aligned with our vision, matches incoming freshmen with an upperclassman mentor in order to facilitate the transition from middle school to YLHS. For the 20142015 school year, 79 juniors and seniors served as Link Crew leaders. Freshmen first meet with their Link Crew leader during registration days in August. During this time, they are given tours of the campus and an overall introduction to life as a Mustang. Throughout the rest of the year, Link Crew leaders meet with their freshmen during both formal meetings (at lunch, ice cream socials, etc.) and informally based upon needs or circumstances.

YLHS strongly believes in creating civicminded citizens as one aspect of achieving our “STAMPEDE” vision. To this end, all students are required to complete 40 hours of community service as a graduation requirement. Data from our 2012 graduates (our first graduating class) indicate that 359 of 400 seniors exceeded the required 40 hours. Impressively, 27 graduates earned 300 hours or more. As a class, the 2012 graduates completed 44,274 hours of community service. The 2013 graduates completed over 56,000 hours of community service. The graduating class of 2014 completed over 58,000 hours of community service hours. The graduating class of 2015 completed over 56,000 hours of community service hours. This clearly demonstrates student showing Teamwork, Passion, and Dedication as outlined in our STAMPEDE. Through our Senior Awards night and Renaissance rallies, YLHS recognizes the phenomenal students who go well beyond this requirement.

Each comprehensive high school in the PlacentiaYorba Linda USD is expected to have at least one CTE academy. After communication with the school leadership and surrounding community, it was decided that YLHS’ academy would focus on the culinary arts and hospitality industries. Planning has been ongoing for this academy, with its launch occurring in 20132014. A committee of school personnel, ROP representatives, and industry professionals has met numerous times in the last 3 years to develop this academy. The committee has formulated the mission statement for the academy and the expected course of study. The course of study ranges from academic courses, culinary arts courses, and world language classes. Once students complete this academy, they will be able to the work force ready to be employed in the culinary arts or hospitality industry. Starting in the 20152016 school year, YLHS has adjusted its Academy program to include a second CTE area of focus Business Management. The Academy Committee decided to roll the two areas of focus into one academy that will have two different pathways. This new focused Academy is titled the Mustang Business Academy (MBA). This Academy offers the Culinary Arts and Hospitality Management pathway and the Business Management pathway.


Activities YLHS strongly believes in offering a wide variety of activities to match the myriad student interests and to forge a stronger connection to campus, allowing more students to “Run with the STAMPEDE”. As of Fall of 2015, 67 studentcreated clubs existed on campus. YLHS fields varsity level teams in 22 sports. Our Associated Student Body is involved in nearly every facet of campus life.

The percentage of students participating on a school athletic team has increased to 50% in the 20142015 school year. Impressively, even though school enrollment has increased since the 20112012 school year participation in athletics has remained high (50 % in the 20142015 school year). While team membership is open to all students, they are required to maintain a minimum 2.0 GPA in order to eligible. Students who earn less than a 2.0 GPA during a grade reporting cycle are placed upon academic probation and are given one grading cycle to improve their GPA. After more than one grading period of below 2.0 GPA, students are then placed upon the academic ineligibility list, barring them from participating in athletics beyond the school day. Coaches work closely with teachers and students to address GPA inadequacies.

YLHS’ Associated Student Body is an integral part of campus life. From lunchtime activities, student elections, rallies, and dances, there is little that happens on campus without the efforts of these dedicated students (36 students since 2012). Their passion and dedication certainly helps the entire campus to “Run with the STAMPEDE.” Students with at least a 2.0 GPA can participate in ASB in a variety of ways. Schoolwide elections select class officers. Furthermore, students with one year of ASB experience can run for Executive Board (ASB President, Vice President, and Secretaries). Executive Board and Commissioner positions require interviews, teacher recommendations, and evaluation by the Activities Director. Students who still wish to participate in the process, but simply cannot fit the ASB class into their schedule, can participate as ASB Senators. This group (45 members in 2014) holds formal meetings throughout the year at lunch and outside of school hours.

During the 20112012 school year, 2 important activities took place on campus. Students were treated to Breaking Down the Walls and Every 15 Minutes. YLHS has committed to continuing to offer impactful programs for all students. These programs will be alternated so that all students will get to participate in each program at least once in their time at YLHS. In 20142015 students were treated to the Every 15 Minutes program. Starting in the 20152016 school year, YLHS will be participating in a antibullying program titled I Got Your Back that is sponsored by the Orange County Department of Education (OCDE). Our Activities Director is to be commended for successfully implementing these activities to educate our students and to help achieve our vision.

YLHS’ 67 studentcreated extracurricular clubs are listed below. YLHS strongly believes that student involvement in campus clubs and activities fosters a sense of connectedness with school life, allowing more students to achieve our vision. All students are eligible to create clubs that meet students’ interests. YLHS’ Activities Director provides interested students a club charter template to complete. Students are required to find a faculty advisor to oversee operations of the club. YLHS’ Finance Officers oversees and monitors the finances of each club. YLHS offers Club Rush in the fall in order advertise campus clubs and allow students to enroll in the clubs of their choice. While the school does not keep a centralized roster of club membership, selfreported student survey data in 2014 indicated that 87.13% of YLHS students report belonging to one or more clubs (up from 82.6% in 2012).


YLHS Student Lead Clubs

American Cancer Society Club Magic the Gathering Anime Club Make a Wish Art Club Marvel and DC Club Arya Club Melee Club Bible Club Model United Nations (MUN)

Bodybuilding/Fitness Club Movie Club BookNerdz Muggles of YL

California Scholarship Federation (CSF) National Honor Society (NHS) Chess Club Native American Club

ChickFilA Leader Academy Operation Smile Chinese Club Origami Club

Chinese Dance Club Passport: Junior Global Ambassadors Chinese Traditional Painting Pastafarian Club

Choir Club Paws Crossed Culinary Arts Club Peer Court Dead Poet’s Society Pen Spinning Club

Design and Manufacturing Club (D.A.M.) Photography Club Fashion Club (FIDM) Ping Pong Club

Fellowship of Christian Athletes (FCA) Povertees Filipino Club Recycle 4 Cause French Club Red Cross Club

Future Business Leaders of America Rotary Interact Club German Club Science Club

German National Honor Society Spanish Club Gluten Free Club STEMpowerment

Hope Club Stress Less Club Hope4Arts Theatre Junkies HOSA Trinity Club

Japanese Club UNICEF Junior State of America (JSA) Waves for Water

Key Club WE Club Korean Club With Hope LuvWay Words For Worlds (WFW)


Student participation in cocurricular activities 20122013 20132014 20142015

Art 487 527 533

Computer Ed 88 105 97

Career Ed 202 136 269

Finance and Business 20 23 21

Dance 55 165 143

Music 307 294 336

Theater 74 68 58

Athletics 818 825 852

Elective PE 196 122 237

Journalism 23 32 36

Yearbook 22 19 18

Student Government 36 32 38

Forensics 25 32 39

YLHS strongly believes that student involvement in campus clubs and activities fosters a sense of connectedness with school life, allowing more students to achieve our vision. All students are eligible to enroll in the majority of our cocurricular electives. Since 2013 there has been a general increase in the number of students participating in cocurricular activities. Student participation in extracurricular activities There is no central recordkeeping of the actual number of participants (active or otherwise) within clubs and extracurricular activities. CDE offers the chart above for actual enrollment in cocurricular activities. District Policies Expenditures 20132014 Per pupil expenditures are approximately: $7,953; $2,355 which are restricted and $5,597 nonrestricted. Per pupil expenditures changed in the 20142015 school year as the state and district shift to the Local Control Funding Formula (LCFF). 20142015 Per pupil expenditures are approximately: $8,956; $2,047 which are restricted and $6,909 nonrestricted. YLHS received a total of $141,750.00 LCFF Allocation for the 20142015 school year with $26,748.72 added to that as carry over from the 20132014 school year. YLHS is also received $16,675.00 in LCFF Supplemental funding for a total of $185,173.72 to run the school for the 20142015 school year. YLHS allocates its GATE and EL money to the district as a whole. The district then redistributes the monies to serve our school better. This is especially evident in EL since our minimal number of students hardly generates the funding for materials and previously a 15 hour a week EL aide. The library general receives about $3000 a year. Monies from Funding Sources

YLHS does not receive Title I money. Starting in the 2015 2016 school year YLHS has received approximately $800,000 from the

California Career Pathway Trust2 Grant (CCPT2) to develop a Business CTE pathway over the course of the next 4 years. Furthermore, each teacher was given a $1,000 classroom materials grant.

YLHS does not have a foundation. From time to time we receive donations from the generous members of the community and the

R.E.A.C.H Foundation. These donations have included the electronic marquee at the entrance of


our school, numerous athletic scoreboards and equipment, and the legacy wall at the entrance to our office.

Student Performance Data Academic Performance Index

20102011 20112012 20122013 Student Group # Signif API # Signif API # Signif API

All 905 875 1312 872 1301 898 African American 13 No 812 22 No 811 16 No 907

American Indian/Alaska

Native

0 No NA 0 No NA 1 No N/A

Asian 108 Yes 938 159 Yes 941 181 Yes 949

Filipino 18 No 893 20 No 871 23 No 963

Hispanic 117 Yes 806 189 Yes 808 189 Yes 844

Pacific Islander 4 No NA 5 No NA 4 No N/A

White 629 Yes 878 908 Yes 872 878 Yes 898

Two or More races

13 No 923 7 No NA 6 No N/A

Socioeconomically Disadvantaged

58 No 825 92 No 801 109 Yes 819

EL 24 No 804 27 No 737 30 No 791

SPED 68 No 672 88 No 685 102 Yes 687

20102011 20112012 20122013

School Ranking 10 10 10 Similar School Ranking 6 4 8

School Ranking The Academic Performance indexes for YLHS and for numerically significant subgroups for the years from 20102013 are listed above. Included are APIs for all students and for numerically significant subgroups for the last three reported years. API scores were not reported by the state and therefore not available starting in the 20132014 school year. Overall, YLHS has shown similar rates of proficiency the last three years of reporting. With more students added to the enrollment each year, one could surmise that there would be slight decreases and increases. YLHS is extremely proud to have hit an 875 our first year with a slight decrease to 872 our second year. Among our subgroups one notes: A decrease in API among the Filipino students however there were only 2 less students. A decrease in API among the White students with a 279 student population increase. There was a decrease in API among the Socioeconomically disadvantaged students and the ELs. We are reviewing data to discover exactly who this group of students is. Since, on site, we do not have access to the Socioeconomic records, we will treat all students not proficient as our group with which to do interventions. Increases in API were seen by the Asian (3 points), Hispanic (2 points), and SPED (13 points) populations. This is encouraging to YLHS as did the student enrollment in those subgroups also increased. (Asian51 students, Hispanics72 students, SPED20 students) All significant student subgroups have met their Adequate Yearly Progress in years prior to 2010. Additionally, most all subgroups have met their AYP in 20102011 (with the exception of EL and SPED). YLHS takes steps to investigate and address the continued growth of all students and is particularly focused on math CFAs and CSAs, as well as across the curriculum writing strategies discussed further in


Chapter 4. Such steps include examining data, identifying students who are close to moving from “Basic” to “Proficient, examining students’ class schedules, and offering additional support classes (HOUSE/SERVE/Vital Link) to those students who could benefit. YLHS’ statewide ranking and similarschools rankings for the past three years are shown above. While YLHS rates among the top school in the state overall, when compared to schools with similar demographics, a different picture emerges. The question at YLHS is always, “Is this good enough for YLHS?” Comparable district and state data does not give YLHS the competitive data that we need for further improvement. YLHS declined in similar school ranking for 20102011. Since the best comparison for API growth comes from examining YLHS’ scores relative to schools that are similar, the low performance in this area is an area of focus, confusion, and concern for staff and administrators. The school continued to investigate why we scored low and dropped in 20102011. Since this drop in 20102011, our scores have rebounded and our API shot up to a 905 during the 20122013 school year, which is the 4th highest score of 71 public, nonmagnet schools in all of Orange County. This is a score that YLHS is very proud of particularly because the focused approach to instruction has increased our scores in four years. California Standards Tests (CSTs) CST performance bands for the last three reported years are shown below and disaggregated on the next pages. Due to the shift to the Common Core State Standards (CCSS), the State of California stopped reporting CST scores after the graduating class of 2013 and therefore no CST data is available beyond 2013. In English, a consistent 85% of our students have performed at Proficient or Advanced. Along with Social Science these are the highest proficiency rates in the school (when compared to other similar schools, however; YLHS does have room for improvement). The number of students identified as “strategic” or “intensive” students (Basic or below) that need interventions in ELAgrade 9 has decreased from 100 to 81. These students participate in our VitaLink (formerly HOUSE and SERVE) programs. The results of this program have been tremendously successful. In 2011, the average GPA increase for SERVE students was 1.21. The number of Fs earned by SERVE students dropped by 77 (105 to 27). After one semester of SERVE, 83% of students earned a 2.0 GPA or higher (compared to 17% the prior semester). After one semester of SERVE, 45% of students earned a 3.0 GPA or higher (compared to 0% the prior semester). This program is taught by a credentialed teacher for two independent periods of the day. In math, student growth is inconsistent, with some courses showing improvement, and others showing inconsistent scores. In general, students enrolled in math courses that place them below grade level (general math and Algebra I), as it is in the district and statewide, are not yet performing Proficient or above (39% General Math, 54% Algebra I). Students enrolled in more advanced classes are performing at Proficient or Advanced in higher numbers. In comparing year to year, it is important to remember that as more students are added by grade level, overall proficiency rates would decline. For example, as 11th grade is added to Geometry or Algebra 2 one would surmise that that those were not necessarily the stronger students, therefore decreasing the percent Proficient or Advanced. We have identified 81 students identified as “strategic” or “intensive” students (Basic or below) that need interventions in General Math or Algebra I. They are served by the VitaLink program. In social science the only comparable data that we have is for World History. The first two years have comparable data that shows increases from 60% Proficient and Advanced to 79% Proficient and Advanced. This piece of data is encouraging to our staff. This demonstrates all students taking the same exam, a little easier to compare than students moving from one course to another in math and science.


In science, students in Earth Science and Biology show similar results from year 1 to year 2. Chemistry decreased. YLHS strives to enroll most 9th grade students in a science course. With increased data in the next few years we hope to see a more consistent picture as students are placed into appropriate classes. Our CFAs and CSAs are helpful in the interim. The science department continues to make strides in the creation, administration, and analysis of CFA and CSA data. We hope that our 3rd Critical Academic Need (interventions for all students) addresses the need to improve overall scores in science. We look forward to reviewing data to determine if modifications to instruction, curriculum, and assessment will show increased and lasting gains across content areas. YLHS has made a concerted effort to address the shift the CCSS and looks forward to having analytical data starting after the 20142015 school year to help further guide our instruction. Overall Averages Due to changes in testing procedures in the move to the CCSS and the CAASPP no STAR testing results were reported for the 20132014 school year. ELA

20102011 20112012 20122013 Advanced 42% 50% 50% Proficient 31% 31% 32% Basic 19% 14% 14%

Below Basic 5% 4% 3% Far Below Basic 3% 1% <1%

All Math


Below Basic 13% 9% 8% Far Below Basic 3% 3% 2%

Social Science


Below Basic 5% 3% 3% Far Below Basic 3% 2% 2%

All Science


Below Basic 5% 3% 2% Far Below Basic 4% 2% < 1%


CST ELA (of “x” students represent total number of test takers)

20102011 20112012 20122013

Advanced 9 10 11 Asian Hispanic White SocD* SPED* All YLHS District State

53% of 451 students 40% of 458 students 33% of 397 students 86% Adv or Prof 55% Adv or Prof 75% Adv or Prof 47% Adv or Prof 42% Adv or Prof 42% 35% 23%



Proficient 9 10 11 Asian Hispanic White SocD* SPED* All YLHS District State

28% 34% 31% 86% Prof or Adv 55% Prof or Adv 75% Prof or Adv 47% Prof or Adv 42% Prof or Adv 31% 30% 26%


29% 38% 30% 88% Adv or Prof 69% Adv or Prof 83% Adv or Prof 72% Adv or Prof 49% Adv or Prof 32% 33% 29%

Basic 9 10 11 Asian Hispanic White SocD* SPED* All YLHS District State

14% 21% 23% 19% 23% 28%

9% 16% 16% 14% 21% 27%

13% 14% 15% 14% 21% 28%

Below Basic 9 10 11 Asian Hispanic White SocD* SPED* All YLHS District State

3% 3% 8% 5% 7% 13%

3% 4% 4% 4% 7% 12%

2% 3% 4% 3% 6% 12%

Far Below Basic 9 10 11 Asian Hispanic White SocD* SPED* All YLHS District State

2% 1% 5% 3% 5% 9%

1% 2% 4% 1% 3% 8%

0% 1% 1% .7% 2% 7%

* Not significant population but chose to include here for full evaluation of students CDE does not break down subgroups beyond grouping “Adv and Prof”


Cluster Reports ELA9th grade

% Proficient or Advanced 20102011 20112012 20122013 Word Analysis 71.6% 75.4% 83% Reading Comprehension 81.5% 81.5% 81%

Literary Response and Analysis 75% 80.6% 76%

Written Conventions 80.7% 79.8% 79%

Writing Strategies 68.7% 73.1% 74%

ELA10th grade


Literary Response and Analysis 72.6% 73.4% 75%

Written Conventions 79.5% 79% 80%


ELA11th grade


Literary Response and Analysis 71.6% 72.1% 76%

Written Conventions 67.7% 82% 84%


ELA Evaluation Overall Proficient or Advanced

82%

Cohorts We can see that our 9th grade cohort from 20092010 declined in proficiency (81%79%) as sophomores. Analysis of cluster reports indicated a need to improve writing strategies. 20112012 scores indicate increases in all cohorts. 20122013 scores remained consisted to the previous year.

Subgroups A decrease in proficiency was seen in every subgroup in 20102011 as compared to previous years. Part of this is due to increased enrollment by adding a class each year. 20112012 saw increases in each subgroup. 20122013 scores indicate an increase in all subgroups except for Asian. YLHS continues to monitor its subgroup performance closely.

% Strategic/Intensive We have identified 100 9th grade students Cluster Area of Improvement

Writing Conventions Writing Strategies *NoteCAHSEE Subtest Strands also demonstrate a need for Writing Strategies and Writing Applications (Essay)

Schoolwide Improvement Plan

Writing Strategies Interventions for All students with a focus on Strategic and Intensive students


CST General Math 20102011 20112012 20122013


7% of 109 students NA NA * 26% Adv or Prof 45% Adv or Prof 26% Adv or Prof 36% Adv or Prof 7% 10% 6%

14% of 84 students NA NA * 29% Adv or Prof 64% Adv or Prof 44% Adv or Prof 25% Adv or Prof 7% 8% 6%

6% of 84 students NA NA * 55% Adv or Prof 46% Adv or Prof * 30% Adv or Prof 6% 6% 2%


32% NA NA * 26% Prof or Adv 45% Prof or Adv 26% Prof or Adv 36% Prof or Adv 32% 38% 22%

39% NA NA * 29% Prof or Adv 64% Prof or Adv 44% Prof or Adv 25% Prof or Adv 32% 31% 22%

43% NA NA * 55% Adv or Prof 46% Adv or Prof * 30%Adv or Prof 43% 36% 14%


28% NA NA 28% 28% 30%

31% NA NA 28% 33% 31%

35% NA NA 35% 34% 28%


25% NA NA 25% 17% 27%

10% NA NA 25% 20% 27%

12% NA NA 12% 19% 35%


8% NA 8% 7% 15%

6% NA 8% 9% 15%

5% NA NA 5% 6% 20%

* Not significant population but chose to include here for full evaluation of students CDE does not break down subgroups beyond grouping “Adv and Prof”


General Math Cluster Reports % Proficient or Advanced

20102011 20112012 20122013 Rational Numbers 54.6% 59.8% 60% Exponents, Powers, and Roots 43% 63.5% 64%

Quantitative Relationships 68.8% 66.7% 67%

Multistep problems 60.3% 69.1% 69%

Measurement and Geometry 46% 56.7% 57%

Statistics, Data Analysis 63.4% 66.3% 67%

General Math Evaluation Overall Proficient or Advanced

49%

Grade Level Comparisons

We can see that scores remained similar over the past three years. Cluster analysis indicated an increase in students scoring Below Basic in the 20122013 year where there is a decrease in students scoring Far Below Basic. However, there was an overall decrease in the number of students scoring Below Basic over three years.

Subgroups An increase in proficiency has been observed in Hispanics. A decrease in proficiency was observed in SPED 20112012. The SPED proficiency rate rebounded in 20122013. An increases has been observed in all others.


Rational Numbers Exponents, Powers, and Roots Cluster analysis indicates increases in all substrands except Measurement & Geometry (4.5%)


Interventions for Strategic and Intensive CST Improvement General Math, Alg I, Geometry


CST Algebra I 20102011 20112012 20122013




29% of 140 students 6% of 81 students 10% of 21 students * 50% Adv or Prof 66% Adv or Prof 46% Adv or Prof 45% Adv or Prof 15% 7% 2%




51% 35% 38% * 50% Adv or Prof 66% Adv or Prof 46% Adv or Prof 45% Adv or Prof 41% 32% 14%


27% 34% 31% 30% 24% 24%

11% 37% 33% 23% 24% 23%

16% 40% 38% 31% 31% 24%


7% 28% 33% 15% 13% 30%

1% 32% 33% 15% 13% 39%

4% 14% 14% 11% 21% 39%


1% 0% 2% 2% 4% 14%

0% 7% 20% 4% 3% 13%

0% 6% 0% 2% 9% 20%

* Not significant population but chose to include here for full evaluation of students CDE does not break down subgroups beyond grouping “Adv and Prof” When comparing grade level % and EOC %variance is according to total number of exams


Algebra I Cluster Reports 9th Grade

% Proficient or Advanced 20102011 20112012 20122013 Number Properties, Operations 72.3% 78.9% 79% Graphing and Systems of Linear Equations 57.4% 68.9% 69%

Quadratics and Polynomials 65.9% 75.5% 76%

Functions and Rational Expressions 56.6% 67.5% 68%

10th Grade

% Proficient or Advanced 20102011 20112012 20122013 Number Properties, Operations 62.8% 64.8% 65% Graphing and Systems of Linear Equations 43.8% 42.2% 43%

Quadratics and Polynomials 50.1% 46.4% 47%


11th Grade

% Proficient or Advanced 20102011 20112012 20122013 Number Properties, Operations 59.9% 51% 51% Graphing and Systems of Linear Equations 44.2% 35.7% 36%

Quadratics and Polynomials 46% 40.3% 40%


Algebra I Evaluation Overall Proficient or Advanced

56%


We can see that scores decreased for 9th and 10th grade from 70% in 2010 to 54% in 2011. These scores remained consistent in the 20122013 year at 56%.

Subgroups We see an increase in all subgroups in 20122013.


Graphing and Systems of Linear Equations Functions and Rational Expressions There is a need to increase scores for all students while continuing the push to enroll more students in Algebra 1 rather than Algebra 1A & Algebra 1B. Cluster analysis indicates increases in both 9th and 10th grade Numbers, Properties, and Operations substrands, and decreases in the remaining 3 substrands. 11th grade saw a decrease in all substrand clusters.


Interventions for Strategic and Intensive CST Improvement General Math, Alg I, Geometry


CST Geometry 20102011 20112012 20122013


38% of 148 students 8% of 207 students 7% of 86 students 81% Adv or Prof 51% Adv or Prof 62% Adv or Prof 58% Adv or Prof * 18% 22% 9%




47% 49% 29% 81% Prof or Adv 51% Prof or Adv 62% Prof or Adv 58% Prof or Adv * 44% 41% 22%

44% 52% 38% 90% Prof or Adv 73% Prof or Adv 72% Prof or Adv 75% Prof or Adv 62% Adv or Prof 47% 39% 22%

41% 52% 24% 83% Adv or Prof 56% Adv or Prof 68% Adv or Prof 67% Adv or Prof * 39% 39% 17%


13% 34% 31% 26% 25% 27%

8% 26% 29% 19% 23% 27%

12% 26% 39% 26% 29% 25%


2% 9% 30% 11% 11% 31%

1% 6% 19% 5% 8% 30%

1% 7% 35% 14% 16% 40%


1% 0% 2% 1% 1% 12%

1% 2% 0% 1% 1% 11%

0% 2% 0% .7% 1% 13%



Geometry Cluster Reports 9th Grade

% Proficient or Advanced 20102011 20112012 20122013 Logic and Geometric Proofs 81.3% 83.7% 84% Volume and Area Formulas 82.1% 78.9% 79%

Angle Relationships, Constructions 75% 80.9% 81%

Trigonometry 80.1% 85.4% 85%

10th Grade

% Proficient or Advanced 20102011 20112012 20122013

Logic and Geometric Proofs 70.5% 72.6% 73% Volume and Area Formulas 70.1% 66.2% 66%

Angle Relationships, Constructions 65.4% 69.5% 69%

Trigonometry 67.9% 71.7% 72%

11th Grade

% Proficient or Advanced 20102011 20112012 20122013 Logic and Geometric Proofs 61.3% 67.5% 67% Volume and Area Formulas 58% 59.1% 59%

Angle Relationships, Constructions 55.5% 66.4% 66%

Trigonometry 60.9% 69% 69%

Geometry Evaluation Overall Proficient or Advanced

60%


We can see that scores decreased in Advanced and Proficient (15%) and increased in Basic and Below Basic (16%). The percentage of 9th graders scoring Proficient or Advanced decreased from 90% to 87%. 10th grade held level at 66%

Subgroups We do see a decrease in proficiency in all subgroups.

Cluster Area of Improvement

Angle Relationships Cluster analysis indicates an increase of 11.2% in 9th grade Trigonometry substrands, but decreases in the remaining 3 substrands. 10th grade clusters indicate significant increases in all substrands except Volume and Area formulas, with a modest decline of .02%. We are awaiting 20112012 scores in able to evaluate 11th graders.


Interventions CST Improvement General Math, Alg I, Geometry


CST Algebra II 20102011 20112012 20122013






17% 45% 29% 83% Prof or Adv 40% Prof or Adv 57% Prof or Adv 45% Prof or Adv * 35% 33% 21%




0% 21% 42% 27% 29% 28%

2% 21% 35% 25% 26% 29%

2% 18% 46% 27% 26% 28%


0% 3% 18% 9% 9% 23%

0% 1% 10% 5% 7% 23%

0% 3% 13% 7% 9% 25%


1% 0% 2% 2% 2% 15%

0% 1% 3% 2% 2% 14%

0% 0% 2% 1% 1% 14%



Algebra 2 Cluster Reports 9th Grade

% Proficient or Advanced 20102011 20112012 20122013 Polynomials and Rational Expressions 95.5% 88.1% 88% Quadratics, Conics, and Complex Numbers 88.2% 86.6% 87%

Exponents and Logarithms 88.8% 89.7% 90%

Series, Combinatorics, Probability and Stats 87.8% 79.9% 80%

10th Grade


Exponents and Logarithms 76.1% 77% 77%


11th Grade


Exponents and Logarithms 55.4% 66.5% 67%


Algebra 2 Evaluation Overall Proficient or Advanced

65%


We can see that scores increased remained consistent in Advanced and Proficient. The number of students scoring Basic and Below Basic increased.

Subgroups Asian and Economically Disadvantaged increased in proficiency. Hispanic and White decreased proficiency the from previous year.


Series, Combinatorics, Probability and Stats Cluster analysis indicates decreases in all 4 substrands for 9th graders. 10th grade scores increased in 2 substrands (Polynomials & Rational Expressions, and Exponents & Logarithms) and decreased in the remaining 2 (Quadratics and Series)


Interventions for all students


CST Summative Math 20102011 20112012 20122013


* of 1 62% of 52 students 33% of 103 students 93% Adv or Prof * 89% Adv or Prof * * 43% 36% 20%

* of 0 students 75% of 39 students 41% of 166 students 90% Adv or Prof * 89% Adv or Prof * * 48% 44% 20%

100% of 1 student 49% of 49 students 38% of 185 students 94% Adv or Prof 95% Adv or Prof 85% Adv or Prof 82% Adv or Prof * 41% 36% 19%


* 37% 52% 93% Prof or Adv * 89% Prof or Adv * * 47% 47% 35%

* 25% 46% 90% Adv or Prof * 89% Adv or Prof * * 42% 43% 33%

* 49% 47% 94% Adv or Prof 95% Adv or Prof 85% Adv or Prof 82% Adv or Prof * 47% 46% 34%


* 2% 8% 6% 12% 23%

* * 8% 7% 10% 25%

* * 10% 8% 12% 23%


* 6% 4% 4% 4% 18%

* * 3% 2% 3% 18%

* 2% 3% 3% 5% 19%


* 1% 1% 1% 0% (rounded) 4%

* * 1% 1% 0% 4%

* * 2% 1% 0% 4%



Summative Math Cluster Reports 9th Grade

% Proficient or Advanced 20102011 20112012 20122013 Algebra I NA NA 100 Geometry NA NA 95

Algebra 2 NA NA 100

Probability and Statistics NA NA 100

10th Grade

% Proficient or Advanced 20102011 20112012 20122013 Algebra I 90.3% 94.4% 92% Geometry 90.9% 90.8% 90%

Algebra 2 92.8% 95.4% 88%

Probability and Statistics 84.2% 84.1% 84%

11th Grade

% Proficient or Advanced 20102011 20112012 20122013 Algebra I 84.4% 87.8% 88% Geometry 83. 8% 82.9% 83% Algebra 2 84.4% 88.2% 85% Probability and Statistics 79.6% 76% 76%

Summative Math Evaluation Overall Proficient or Advanced

88% Proud to exceed district percentage


We can see that scores remained similar, with a modest decrease in Prof and Advanced. There is an increase in the number of students scoring Basic and Below among 10th grade students.

Subgroups Remained similar.


Probability and Statistics Cluster analysis indicates that 10th grade students increased in all 4 substrands.


Interventions for all students.


CST World History

20102011 20112012 20122013 Advanced 9

10 11 Asian Hispanic White SocD* SPED* All YLHS District State

NA 53% of 472 students NA 86% Adv or Prof 65% Adv or Prof 81% Adv or Prof 64% Adv or Prof 50% Adv or Prof 53% 39% 23%

NA 51% NA 95% Adv or Prof 75% Adv or Prof 77% Adv or Prof 66% Adv or Prof 52% Adv or Prof 50% 37% 22%



NA 26 NA 86% Prof or Adv 65% Prof or Adv 81% Prof or Adv 64% Prof or Adv 50% Prof or Adv 26% 26% 21%




NA 15% NA 15% 19% 24%

NA 15% NA 15% 23% 27%

NA 13% NA 13% 22% 28%


NA 3% NA 3% 7% 12%

NA 2% NA 3% 6% 9%

NA 2% NA 2% 5% 9%


NA 3% NA 3% 9% 19%

NA 2% NA 2% 7% 18%

NA 1% NA 2% 7% 17%



World History Cluster Reports 10th Grade

% Proficient or Advanced 20102011 20112012 20122013 Development of Modern Political Thought 76.9% 78.6% 74% Industrial Expansion & Imperialism 80.6% 81.1% 81% Causes & Effects of the 1st World War 76.1% 79.8% 81% Causes & Effects of the 2nd World War 79.5% 78.5% 80% International Development in the Post WW II Era 78.5% 78.7% 79%

World History Evaluation Overall Proficient or Advanced

83%


We can see that scores increased in Advanced yet decreased in all other areas. 17% of students score below proficient and will continue to be a focus.

Subgroups Asian, Hispanic, and SPED subgroups decreased proficiency. White and Economically disadvantaged increased proficiency.


Development of Modern Political Thought Cluster analysis indicates dramatic overall improvement in all substrands. Scores continued to increase in all areas except causes & effects of WWII in 20112012. Development of Modern Political Thought was the area of improvement for the 20122013 school year. Overall, cluster scores remain high.




CST US History 20102011 20112012 20122013


NA NA 44% of 405 students 95% Adv or Prof 58% Adv or Prof 72% Adv or Prof 55% Adv or Prof 39% Adv or Prof 44% 40% 21%

NA NA 48% of 469 student 91% Adv or Prof 62% Adv or Prof 80% Adv or Prof 61% Adv or Prof 46% Adv or Prof 46% 40% 23%



NA NA 28% 95% Prof or Adv 58% Prof or Adv 72% Prof or Adv 55% Prof or Adv 39% Prof or Adv 28% 28% 27%

NA NA 33% of 469 student 91% Adv or Prof 62% Adv or Prof 80% Adv or Prof 61% Adv or Prof 46% Adv or Prof 32% 29% 25%



NA NA 16% 16% 17% 23%

NA NA 15% 16% 19% 26%

NA NA 13% of 446 students 13% 18% 24%


NA NA 7% 7% 7% 12%

NA NA 2% 3% 6% 10%

NA NA 3% of 446 Students 3% 7% 12%


NA NA 4% 4% 8% 17%

NA NA * 2% 7% 15%

NA NA 3% of 446 Students 3% 6% 14%



US History Cluster Reports 11th Grade

% Proficient or Advanced 20102011 20112012 20122013 Foundations of American Politics & Social Thought 75.1% 77.4% 79% Industrialization & the US Role as a World Power 73.2% 76.9% 77% US Between the World Wars 75.4% 74.3% 74% World War II and Foreign Affairs 74% 75.2% 76% Post World War II Domestic Issues 72.1% 74.5% 75%

US History Evaluation Overall Proficient or Advanced

81%


Consistent increase in proficiency seen over the last three years.

Subgroups A slight decrease is seen in all subgroups except for Hispanic. We are proud to exceed the district averages in percentages of students scoring Advanced. We scored above state averages in all areas.


Post World War II Domestic Issues Our 20112012 scores indicate increases in all areas except US between the World Wars cluster, but we are proud that our students scored in the 70%+ range of Proficient and Advanced in all substrands. However, the percentage of students not scoring Proficient continues to be an area of focus.




CST Science Grade 10 20102011 20112012 20122013






NA 32% NA 90% Prof or Adv 78% Prof or Adv 87% Prof or Adv 73% Prof or Adv 65% Prof or Adv 32% 28% 24%




NA 13% NA 13% 20% 26%

NA 16% NA 16% 21% 26%

NA 11% NA 11% 20% 26%


NA 0% NA 0% 6% 11%

NA 3% NA 3% 6% 11%

NA 2% NA 2% 5% 11%


NA 0% NA 0% 5% 12%

NA 1% NA 1% 4% 10%

NA 1% NA 0% 3% 9%



CST Science Grade 10 Cluster Reports 10th Grade

% Proficient or Advanced 20102011 20112012 20122013 Cell Biology 74.6% 67.8% 75% Genetics 72.8% 71.6% 71% Physiology 84.5% 81.9% 83% Ecology 83.6% 80% 82% Evolution 82% 79.4% 83% Investigation & Experimentation 87.6% 89.8% 89%

Science Grade 10 Evaluation Overall Proficient or Advanced

86%


Increase in the number of students scoring advanced. Decrease in students scoring Basic and Below. We are proud that our students scored above both the District and State averages.

Subgroups Increases in Asian, White, and Economically Disadvantaged. Decrease in Hispanic and SPED.


Genetics and Cell Biology 20112012 scores saw a decrease in all clusters except Investigation. The percentage of student scoring Basic and below continues to be an area of focus. Scores in all areas rebounded during the 20122013 year.




CST Biology 20102011 20112012 20122013


55% of 303 students 21% of 128 students 62% of 52 87% Adv or Prof 65% Adv or Prof 76% Adv or Prof 53% Adv or Prof 55% Adv or Prof 47% 36% 24%


61% of 274 students 32% of 112 students 69% of 54 students 95% Adv or Prof 71% Adv or Prof 82% Adv or Prof 63% Adv of Prof 27% Adv or Prof 54% 35% 22%


27% 35% 21% 87% Adv or Prof 65% Prof or Adv 76% Prof or Adv 53% Prof or Adv 55% Prof or Adv 29% 30% 25%




14% 31% 12% 18% 23% 29%

8% 25% 7% 13% 21% 29%

12% 21% 9% 14% 25% 32%


3% 9% 6% 5% 6% 13%

1% 4% 2% 3% 5% 10%

1% 4% 7% 3% 5% 10%


1% 4% 0% 1% 4% 10%

1% 4% 2% 2% 4% 9%

0% 3% 4% 1% 3% 8%



Biology Cluster Reports 9th Grade

% Proficient or Advanced 20102011 20112012 20122013 Cell Biology 78.7% 80.9% 77% Genetics 77.8% 80.9% 82% Ecology and Evolution 76.7% 80.4% 81% Physiology 88.6% 84.3% 87% Investigation and Experimentation 79.2% 82.3% 80%

10th Grade

% Proficient or Advanced 20102011 20112012 20122013 Cell Biology 63.5% 80.5% 63% Genetics 63.5% 80.4% 70% Ecology and Evolution 65.6% 79.8% 72% Physiology 77.6% 84.1% 78% Investigation and Experimentation 67.3% 82.5% 68%

11th Grade

% Proficient or Advanced 20102011 20112012 20122013 Cell Biology 79.1% 71.3% 80% Genetics 74.6% 68% 80% Ecology and Evolution 79.2% 70.1% 80% Physiology 88.8% 75.8% 82% Investigation and Experimentation 79.7% 72.4% 80%

Biology Evaluation Overall Proficient or Advanced

82%


Increase in 9th grade Proficient and Advanced. 10th grade scores remained consistent. Decrease in Advanced and increase in all other levels for 11th grade.

Subgroups Increase in Hispanic and Economically Disadvantaged. White remained consistent. Decrease in Asian and SPED.


Genetics




CST Chemistry 20102011 20112012 20122013


* of 1 student 18% of 299 students 20% of 157 students 70% Adv or Prof 25% Adv or Prof 59% Adv or Prof 57% Adv or Prof * 19% 30% 14%




* 44% 24% 70% Prof or Adv 25% Prof or Adv 59% Prof or Adv 57% Prof or Adv * 37% 38% 24%




* 34% 35% 34% 27% 39%

0% 19% 33% 24% 22% 33%

0% 21% 33% 24% 25% 39%


* 3% 14% 7% 4% 14%

0% 1% 4% 2% 2% 13%

0% 0% 3% 1% 2% 13%


* 1% 6% 3% 1% 9%

0% 0% 1% 0% 1% 11%

0% 0% 1% 0% 0% 8%



Chemistry Cluster Reports 9th Grade

% Proficient or Advanced 20102011 20112012 20122013 Atomic & Molecular Structure NA NA 94% Chemical Bonds, Biochemistry NA NA 89% Kinetics, Thermodynamics NA NA 89% Chemical Reactions NA NA 92% Conservation of Matter & Stoicho. NA NA 95% Investigation & Experimentation NA NA 92%

10th Grade

% Proficient or Advanced 20102011 20112012 20122013 Atomic & Molecular Structure 73.2% 87.5% 80% Chemical Bonds, Biochemistry 74.6% 92.6% 82% Kinetics, Thermodynamics 71.7% 83.3% 77% Chemical Reactions 65.2% 82.1% 75% Conservation of Matter & Stoicho. 68.1% 96.7% 75% Investigation & Experimentation 87.0% 94.4% 92%

11th Grade

% Proficient or Advanced 20102011 20112012 20122013 Atomic & Molecular Structure 68.4% 70% 75% Chemical Bonds, Biochemistry 68.5% 83.5% 75% Kinetics, Thermodynamics 63.6% 78.3% 70% Chemical Reactions 59.4% 75.3% 70% Conservation of Matter & Stoicho. 62.7% 75% 69% Investigation & Experimentation 76.1% 86.9% 84%

Chemistry Evaluation Overall Proficient or Advanced

74%


Percentage of 9th and 10th graders scoring Advanced increased. Overall Advanced, Proficient, and Basic remained consistent. Decrease in Below Basic. The percentage of students scoring Basic and Below is a continuing area of focus.

Subgroups Increased proficiency in Asian, White and Economically Disadvantaged. Decreased proficiency in Hispanic.


Chemical Reactions Conservation While the percentage of student scoring proficient and advanced increased in all but one substrand, the overall percentage of P and A decreased. This is a continued area of focus.




CST Earth Science 20102011 20112012 20122013






34% 33% 26% * 54% Prof or Adv 53% Prof or Adv 58% Prof or Adv 35% Prof or Adv 31% 34% 23%




23% 38% 29% 28% 33% 36%

10% 11% 6% 10% 29% 36%

15% 15% 12% 14% 34% 37%


9% 5% 12% 9% 8% 13%

0% 0% 0% 1% 6% 12%

2% 0% 1% 1% 7% 13%


9% 19% 12% 12% 8% 15%

0% 0% 0% 3% 6% 14%

6% 0% 1% 2% 3% 12%



Earth Science Cluster Reports 9th Grade

% Proficient or Advanced 20102011 20112012 20122013 Astronomy & Cosmology 66.3% 86.9% 71% Solid Earth 70.2% 82.6% 72% The Earth’s Energy 66.6% 80.4% 76% Investigation & Experimentation 72% 87.8% 84%

10th Grade

% Proficient or Advanced 20102011 20112012 20122013 Astronomy & Cosmology 60.85 87.2% 75% Solid Earth 61.8% 82.4% 79% The Earth’s Energy 57.5% 79.4% 81% Investigation & Experimentation 60.8% 88.3% 85%

11th Grade

% Proficient or Advanced 20102011 20112012 20122013 Astronomy & Cosmology 66.3% 77.5% 76% Solid Earth 60.7% 76.2% 79% The Earth’s Energy 62.2% 78.5% 80% Investigation & Experimentation 67.9% 83.9% 82%

Earth Science Evaluation Overall Proficient or Advanced

83%


Decrease in advanced and proficient. Decrease in all grade levels at advanced. Increase in 9th and 11th grade for proficient. Students scoring Below Basic continue to be an area of focus.

Subgroups Increase in proficiency for Hispanic, White, Economically Disadvantaged, and SPED. Decrease in proficiency in Hispanic.


Astronomy & Cosmology Earth’s Energy While 9th grade increased in all substrands, 10th grade decreased in 2 of 4 substrands.




CST Physics 20102011 20112012 20122013


NA NA 10% of 58 students * * 59% Adv or Prof * * 10% 32% 22%

NA NA 53% of 117 students 82% Adv or Prof * 93% Adv or Prof * * 53% 42% 25%

NA NA 31% of 129 students 93% Adv or Prof 92% Adv or Prof 78% Adv or Prof * * 31% 33% 22%


NA NA 47% * * 59% Prof or Adv * NA 47% 46% 30%

NA NA 38% 82% Adv or Prof * 93% Adv or Prof * * 38% 43% 28%

NA NA 50% 93% Adv or Prof 92% Adv or Prof 78% Adv or Prof * * 50% 44% 31%


NA NA 37% 38% 20% 31%

NA NA 38% 9% 14% 31%

NA NA 18% 18% 21% 32%


NA NA 3% 3% 2% 9%

NA NA 0% 0% 0% 11%

NA NA 1% 1% 1% 9%


NA NA 3% 2% 1% 7%

NA NA 0% 0% 0% 6%

NA NA 0% 0% 1% 7%



Physics Cluster Reports 11th Grade

% Proficient or Advanced 20102011 20112012 20122013 Motion and Forces 71.1% 81.9% 74% Conservation of Energy and Momentum 61.4% 77.4% 78% Heat and Thermodynamics 70.8% 86% 79% Waves 67.7% 76.1% 76% Electric and Magnetic Phenomena 57.9% 73.6% 65% Investigation & Experimentation 66.1% 71.6% 81%

Physics Evaluation Overall Proficient or Advanced

81.4%


Increase in students scoring proficient. Decrease in students scoring advanced and basic.

Subgroups Increase in proficiency in Asian and Hispanic. Decrease in proficiency in White.


Electric and Magnetic Phenomena Conservation of Energy and Momentum No prior comparison to make, but YLHS students scored below District average and above state average for P and A combined. This is an area of continued focus.




California Assessment of Student Performance and Progress Beginning in the 20142015 school year, the state of California has begun reporting results of the CAASPP to test students understanding of the CCSS. Students are only tested in the 11th grade. English Language Arts/Literacy % of total population tested 20142015

Standard Exceeded 41%

Standard Met 32%

Standard Nearly Met 14%

Standard Not Met 12%

Overall percentage of students scores are listed above. Areas Reading: Demonstrating understanding of literacy and nonfictional texts 20142015

Above Standard 48%

At or Near Standard 40%

Below Standard 12%

*comparison analysis is not capable due to only having a single year of data results at the time of last update.

Writing: Producing clear and purposeful writing 20142015

Above Standard 57%


Below Standard 13%


Listening: Demonstrating effective communication skills 20142015

Above Standard 27%


Below Standard 16%



Research/Inquiry: Investigating, analyzing, and presenting information 20142015

Above Standard 43%


Below Standard 11%

*comparison analysis is not capable due to only having a single year of data results at the time of last update. Percentage of student scores within each claim area within English Language Arts/Literacy are listed above. Mathematics % of total population tested 20142015

Standard Exceeded 32%

Standard Met 27%

Standard Nearly Met 21%

Standard Not Met 20%

Overall achievement scores are listed above. Areas Concepts & Procedures: Applying mathematical concepts and procedures 20142015

Above Standard 46%


Below Standard 26%

*comparison analysis is not capable due to only having a single year of data results at the time of last update. Problem Solving & Modeling/Data Analysis: Using appropriate tools and strategies to solve real world and mathematical problems 20142015

Above Standard 40%


Below Standard 15%



Communicating Reasoning: Demonstrating ability to support mathematical conclusions 20142015

Above Standard 35%


Below Standard 17%

*comparison analysis is not capable due to only having a single year of data results at the time of last update. Percentage of student scores within each claim area within Mathematics are listed above. “Strategic” and “Intensive” Students Identified by Data

9th grade “Intensive” Students

BB and FBB ELA

9th grade “Strategic” Students

B and BB ELA

9th grade “Strategic” Students

B and BB General Math and Alg I

9th grade “Intensive” Students

BB and FBB General Math and Alg I

20112012 3% 14 stu. 11% 46 stu. 40% of GM 34 stu. 12% of Alg I 15 stu.

15% of GM 13 stu. 0% of Alg I 0 stu.





It is important to note % here since the number of students at YLHS increased due to enrollment by addition of grades annually. Through our OARS system we are able to view charts, hover over the areas of B, BB, FBB and the students’ names are revealed to us to readily identify and to offer interventions to those students.


CAHSEE 10th Initial/Sig. subpopulations/Passing rate % AYP of 380/11th and 12th Disag by subpops #/%

passing/Subtest scores 10, 11, 12 20112012

# tested # passed % passed

20122013


2013 – 2014


10th Grade Initial YLHS Math 458/ 440/ 96% 417/408/98% 444/429/97%

% Proficient (380) for AYP 80% 89% 89%

District Mathoverallnot AYP 93% 94% 93%

State Mathoverallnot AYP 84% 84% 85%

10th Grade Initial YLHS ELA 448/431/96% 471/405/97% 442/429/97%

% Proficient (380) for AYP 80% 89% 89%

District ELAoverallnot AYP 92% 93% 93%

State ELAoverallNot AYP 83% 84% 83%

Subgroups Male Math 219/ 209/ 95% 201/195/97% 218/212/97% Female Math 239/ 231/ 97% 216/213/99% 226/217/97% Asian Math 57/ 56/ 98% 74/73/99% 65/64/98% Filipino Math * * * Hispanic Math 72/ 66/ 92% 62/58/94% 62/60/97% White Math 312/ 301/ 96% 260/257/99% 295/284/96% SPED Math 25/ 17/ 68% 25/20/80% 28/20/71% RFEP Math 17/ 16/ 94% 27/27/100% 24/24/100% SocEd Math 44/38/86% 32/30/94% 34/30/88%

Male ELA 212/ 202/ 95% 202/195/97% 217/206/95% Female ELA 236/ 229/ 97% 215/210/98% 225/223/99% Asian ELA 57/ 56/ 98% 75/74/99% 64/62/97% Filipino ELA * * * Hispanic ELA 68/ 64/ 94% 61/58/95% 62/59/95% White ELA 306/ 294/ 96% 260/254/98% 295/287/97% SPED ELA 25/ 16/ 64% 25/17/68% 28/20/71% RFEP ELA 17/ 16/ 94% 27/26/96% 23/22/94% SocEd ELA 42/ 38/ 90% 32/28/88% 34/32/94%

11th Math 3/*/* 28/21/75% 21/16/76% 12th Math 3/*/* 8/*/* 7/*/* 11th ELA 22/ 17/ 77% 30/26/87% 23/15/65% 12th ELA 5/*/* 7/*/* 9/*/*

* 20142015 CAHSEE reports were not reported by the state at the time of last update.


Subtests CAHSEE Scores10th grade ELA Strands

Reading Avg. % Correct Word Analysis

Reading Avg. % Correct Reading Comp.

Reading Avg. % Correct

Lit. Resp. Analysis

Writing Avg. % Correct

Writing Strategies

Writing Avg. % Correct Writing Conv.

Writing App Average

Essay Score (4)

20112012 91% 84% 90% 82% 87% 2.8 20122013 97% 89% 87% 83% 85% 2.7 20132014 87% 89% 87% 82% 91% 2.9

* 20142015 CAHSEE strand reports were not reported by the state. .

Math Strands

Math Avg. % Correct

Probability and Statistics

Math Avg. % Correct Number Sense

Math Avg. % Correct Algebra & Func.

Math Avg. % Correct

Meas. & Geometry

Math Avg. % Correct

Algebra 1 20112012 84% 81% 84% 82% 77% 20122013 85% 87% 86% 83% 80% 20132014 88% 87% 86% 81% 80%

* 20142015 CAHSEE strand reports were not reported by the state.

CAHSEE Passing rates for 10th grade students taking the CAHSEE for the first time, and also for significant subgroups of students are shown above. Additionally ELA and Math Strand proficiency rates are included. For the past three academic years our 10th grade initial scores are at 97%. Upon graduation all but one of our students had passed their exit exam.

An area of improvement could come on the 10th grade initial AYP Proficiency rate. We will investigate a more systematic CAHSEE “prep” prior to the exam. Early Assessment Program (EAP) EAP for College English % of total population tested

20112012 450 stu. tested

20122013 434 stu. tested

20132014 421 stu. tested

20142015* 351 stu. tested

Ready for College 44% 47% 51% 41%

Ready for college Conditional 18% 20% 18% 32%

Did Not Demonstrate College Readiness 38% 33% 31% 26%

*20142015 data results do not total to 100%. The percentages reported are as reported by the CDE. EAP results for English Language Arts/Literacy increased from the 2012 school year to 51% in 2014 school year. The CDE changed the way in which they report EAP results during the 20142015 school year to be disaggregated into four categories (Standard Exceeded, Standard Met, Standard Nearly Met, Standard Not Met.) Students scoring in the Standard Exceeded range are Ready for College. Students scoring in the Standard Met range are Ready for college Conditional. Students scoring in the Standard Nearly Met and Standard Not Met ranges are in the Did Not Demonstrate College Readiness range. While there was a drop in students testing Ready for college we did have an increase in number of students testing Conditional and a drop in the students testing Not college ready in the 2015 school year. It is important to notes that these changes occurred with the change to the CAASPP exam and the online testing format.


Based upon the writing assessment and EAP results, the ELA department is able to target students in need of writing interventions. Student who scored within the “Standard Met” category on the EAP qualify to take the ERWC Language Arts course. Starting in the 20142015 school year, these targeted students will be offered the specialized ELA ERWC course their senior year. EAP for College Mathematics (total) % of total population tested

20112012 450 stu. tested

20122013 434 stu. tested

20132014 310 stu. tested

20142015 356 stu. tested

Ready for College 46% 37% 30% 32%

Ready for college Conditional 39% 49% 46% 27%

Did Not Demonstrate College Readiness 15% 14% 24% 41%

EAP results for students testing College Ready and College Ready Conditional in Mathematics have decreased from the 2011 to the 2015 school year. Students testing Did Not Demonstrate College Readiness has increased from the 2011 to the 2015 school year. The CDE changed the way in which they report EAP results during the 20142015 school year to be disaggregated into four categories (Standard Exceeded, Standard Met, Standard Nearly Met, Standard Not Met.) Students scoring in the Standard Exceeded range are Ready for College. Students scoring in the Standard Met range are Ready for college Conditional. Students scoring in the Standard Nearly Met and Standard Not Met ranges are in the Did Not Demonstrate College Readiness range. While there was a drop in students testing Ready for college and Ready for College Conditional we did have more students scoring in either of the Ready for College ranges then in the Did Not Demonstrate College Readiness range. It is important to notes that these changes occurred with the change to the CAASPP exam and the online testing format.


Adequate Yearly Progress (AYP) Data for all students Numerically significant subgroups/Annual measureable objectives (AMOs)/Participation rate/API/Graduation rate AYP ELA

20112012 ELA Proficiency

Target


Target


Target Participation Rate (95%)

Schoolwide 100% 99% 99% Black or African American 100% 100% 100%

Asian 100% 100% 99% Filipino 100% 100% 100% Hispanic 99% 99% 99%

Native Hawaiian or Pacific Islander 100% * 100%

White 100% 98% 100% Two or More Races 100% 100% 100%

SocEd 98% 98% 100% EL 100% 93% 100%

SPED 100% 98% 100% Met AMOs Proficiency Rate

Schoolwide Yes 81% Prof or Above

Yes 85.1% Prof or Above

No 82.1% Prof or Above

Black or African American * * *

Asian 94.3% Prof or Above **


91.8% Prof or Above *

Filipino * * *

Hispanic No 65.7 Prof or Above



Native Hawaiian or Pacific Islander * * *

White Yes 81.8 Prof or Above

Yes 86.4% Prof or above


Two or More Races * * *

SocEd 60% Prof or Above **

61.1% Prof or Above **


EL * 30.8% Prof or Above ** (13 students)

56.2% Prof or Above ** (16 students)

SPED 20.8% Prof or Above ** (24 students)

50% Prof or Above ** (36 students)


Met Participation Rate Yes Yes Yes Met Percent Proficient No Yes Yes

Met API Criteria Yes 893 +22

Yes 905 +7

Data not reported

Met Graduation Rate NA NA NA *Less than 10/**Not significant subgroup/Explained if below % proficient


AYP Math 20112012

Math Proficiency Target

20122013 Math Proficiency

Target

20132014 Math Proficiency

Target Participation Rates 95%

Schoolwide 100% 99% 100% Black or African American 100% 100% 100%

Asian 100% 99% 100% Filipino 100% 100% 100% Hispanic 100% 100% 100%

Native Hawaiian or Pacific Islander 100% * 100% White 100% 99% 100%

Two or More Races 100% 100% 100% SocEd 100% 98% 100% EL 100% 93% 100%

SPED 100% 98% 100% Met AMOs Proficiency Rate

Schoolwide Yes 81.2% Prof or Above



Black or African American * * * Asian 92.5% Prof or Above

** Yes 95.9% Prof or Above


Filipino * * *

Hispanic No 67.1% Prof or Above



Native Hawaiian or Pacific Islander * * *

White Yes 82.7% Prof or Above



Two or More Races * * *

SocEd 62.5% Prof or Above **

72.2% Prof or Above **


EL * 53.8% Prof or Above ** (13 Students)


SPED 25% Prof or Above ** (24 students)

41.7% Prof or Above ** (36 Students)


Met Participation Rate Yes Yes Yes Met Percent Proficient No Yes Yes

Met API Criteria

Yes 893 +22

Yes 905 +7

Data Not Reported

Met Graduation Rate NA NA NA

AYP Participation rates, proficiency rates, API, and graduation rates, used to determine Adequate Yearly Progress, are shown above. Proficiency rates for four subgroups which are not numerically significant (Asian, Hispanic, Socioeconomically disadvantaged, and Students with Disabilities) are also shown. During the 20132014 school year, YLHS did not meet the schoolwide proficiency goal for language arts or math. YLHS had met this goal all other years before. All subgroups, except for Whites (numerically significant) met goals. YLHS staff and administration are aware of these groups’ performance and are investigating the issue. YLHS believes that any student not proficient is a student in need of assistance regardless of the subgroup.


CELDT 20112012 20122013 20132014 20142015

Advanced YLHS

2/11% 3/38% 9/24% 5/17%

District 8% 8% 7% 9% State 9% 6% 9% 10%

Early Advanced

YLHS 11/61% 1/13% 16/42% 14/48%

District 35% 9% 29% 33% State 33% 11% 28% 32%

Intermediate

YLHS 3/17% 3/38% 9/24% 6/21%

District 39% 21% 34% 38% State 38% 22% 34% 37%

Early Intermediate

YLHS 0/0% 1/13% 3/8% 3/10%

District 13% 22% 16% 14% State 14% 22% 15% 14%

Beginning YLHS

2/11% 0/0% 1/3% 1 /3%

District 4% 40% 14% 6% State 6% 39% 14% 8%

Results of the CELDT for English Learners are shown above. The number of students identified EL is small but continues to increase. (8 tested in 20122013 to 38 tests in 20132014). The number of students tested in the 20142015 school dropped to 29 students. As we reclassify students the level of Advanced and Early Advanced fall quickly. We are proud of our reclassification rate averaging 24 students a year. We have an entire period dedicated to students in low Early Advanced and below. In addition to a BCLAD teacher there is an adult aide. Students receive added services/assistance in other classes by the EL teacher, the aide or the subject teacher themselves. The PYLUSD has a rigorous grammar based approach to language acquisition. The methodologies and the curriculum are very specific district wide.


Local Assessments Local, sitebased assessments are created and modified based upon student needs as identified by CST analysis. These assessments support our STAMPEDE vision and help gauge how well we are addressing our 3 critical academic needs. CST analysis has stopped with the rollout and implementation of the CCSS in the 20122013 school year. The 20132014 school year was considered a pilot year for the new state SBAC assessment. No scores were reported so there was no state data for analysis for the 20132014 school year. Starting in the 20142015 school year, YLHS will be utilizing reports from the states CAASPP assessment and other district and school made common assessments for future analysis. From 2010 – 2013 the YLHS ELA department based analysis on STAR Cluster Reports. During that time, ELA teachers noted a performance gap in writing strategy and written convention substrands for all 911 students. As noted in our SPSA, ELA teachers took several steps to address this performance gap. A measurable goal of 5% improvement in StepUpToWriting from the previous year was created. In 20102011 we implemented and trained our entire staff with Step up to Writing. Each department throughout the year implemented a paragraph writing assignment. The rollout and implementation of the CCSS during the 20132014 school year has stopped the use of STAR data for Analysis. SBAC scores for the 20132014 school year were not reported to the school so no data is available for analysis. Starting in the 20142015 school year, YLHS will be implementing district created writing performance tasks that will be utilized, along with future CAASPP results, for local assessment analysis. In 20112012 we not only had all content areas continued the writing assignment, the ELA department also pre and post tested all of the students writing in our language arts classes. The pretest was completed in the month of September and the posttest took place in May 2012. These assessments showed that increased uniform instruction across all content areas throughout the year had a positive effect on student writing scores. The writing scores for YLHS students improved from the beginning of the 20132014 school year until the end. This was demonstrated by preliminary and final writing assessments that were administered in the ELA classes. Scores are based on a 4 point scale, with a 4 representing an A grade and a 0 representing an F.

20122013 StepUpToWriting Pre/Final Assessment

Grade # of Students/Percent Preliminary Assessment

# of Student /Percent Final Assessment

A 324/29% 476/49%

B 246/22% 325/33%

C 285/25% 134/14%

D 99/9% 39/4%

F 172/15% 4/>1%

20122013 marked the initial year of utilizing the StepUpToWriting program to meet the written convention goals of YLHS. In this initial year there was a noted improvement in the students writing scores at all grade levels. In order to gain more meaningful data on exactly which grade level of students needed support with writing, the ELA department decided to collect future scores based on the average score of all students in each grade level.


20132015 StepUpToWriting Pre/Final Assessment Average Writing Score – Preliminary

Assessment Average Writing Score – Final Assessment

20132014 12th Grade 2.12 3.58 11th Grade 2.55 2.75 10th Grade 2.52 3.12 9th Grade 1.68 2.66

20142015 12th grade 2.93 2.99 11th grade 3.12 1.71 10th grade 2.19 2.73 9th grade 1.79 2.82

The most notable improvement is seen in the 9th and 10th grade level. The fact that the 11th grade scores went down and the 12th grade scores improved very little seems to be a result of a fairly large number of students who chose not to the assignment. This increase in apathy with the older students is primarily responsible for the overall weak final scores at the 11th and 12th grade levels. In fact, when the 6% of students who failed or did not turn in the assignment were eliminated from the data, the seniors and juniors actually improved in their scores. Mathematics Through the 20122013 school year, benchmark assessment were done weekly in our mathematics classes. They were evaluated each Monday and the department would adjust their curriculum accordingly throughout the year. In College Prep Geometry teachers focused on Trigonometry functions throughout the year, and incorporated the released questions along with OARS to prepare our students for the CST. In Algebra 1A, we continued to focus on rational numbers and exponents and we will utilize the Math Tutor software as well as OARS and online math tutorial videos to help struggling students strengthen these skills. We will also try to incorporate Aleks in 1A and 1B. Starting in the 20132014 school year, the mathematics department starting administering common assessments created by the district. The teachers are using bridge materials to help prepare the students for the district finals. Furthermore, the mathematics department has been piloting two new textbooks. The teachers utilizing the same textbooks are collaborating with other teachers from around the district to create the finals. During the 20112012 school year, we piloted “Principles of Geometry” to help our juniors. We modified the curriculum to help these students be more successful. The students that are enrolled in Principles of Geometry are students who took Algebra 1A and 1B over a two year period. We wanted to slow down the class and cover the key standards they need to be successful on the CSTs. Through a collaborative process and student and parent feedback, it was determined that the mathematics department will not offer the “Principles of Geometry” course after the 20112012 school year. This determination was made in an effort to ensure that all students were receiving a rigorous academic schedule at YLHS. Science The 20132014 school year was a year of shift for the Science department. The department regularly implemented report writing strategies and assignments in all subjects. This shift was made to support the students and the Language Arts literacy instruction and the Math department by focusing on a shift toward focus, coherence, and rigor.


Starting in the 20142015 school year the district will begin supporting the instruction of literacy by focusing on and supporting the district “commitments to literacy.” These commitments include utilizing report writing and DBQ strategies, Visual Thinking strategies, Close Reading strategies, and expository writing strategies. Data analysis of CAASPP results will begin when the 20142015 results are published. At that time, the Science department can focus instruction on cluster areas of need. History/Social Sciences During the 20112013 school years, both World and US History proposed a 70% pass goal on 3 of the local common assessments in the SPSA. Strand #1 (Development of Modern Political Thought) was the lowest World History strand as a department. Throughout the year, teachers targeted this strand with the aim for that strand to increase to 24% for the students who are part of our “bubble kids” or intervention group that missed the Advanced or Proficient level. For US History, Post WW 2 Domestic Issues Strand was the weakest area in the 2012 STAR test and became the area of focus for the 20122013 school year. The 20132014 school year was a year of shift for the History department. The department regularly implemented DBQ strategies and assignments in all subjects. This shift was made to support the students and the Language Arts department in Literacy instruction. Starting in the 20142015 school year the district will begin supporting the instruction of literacy by focusing on and supporting the district “commitments to literacy.” These commitments include utilizing DBQ strategies, Visual Thinking strategies, Close Reading strategies, expository writing strategies. Data analysis of CAASPP results will begin when the 20142015 results are published. At that time, the History department can focus instruction on cluster areas of need. District and diagnostic assessments From 20102014 the District has not administered common writing assessments for ELA or common mathematics assessments for Mathematics. Starting in 20142015 the district will be implementing common writing performance tasks in ELA and common assessments for Mathematics. No data is available for analysis at the time of last update. From 20102014 diagnostic analysis of high school students reading below the 6th grade level and math students performing below 7th grade standards do not exist at the District level. Thus, we have no assessments for our analysis.


Academic Program Survey 20122013 ANALYSIS OF EDUCATIONAL PRACTICE SUMMARY SCHOOL: YEAR: 2012

The program elements below characterize the current educational practice at this school. The conclusions reached in this section regarding the contribution of each element to the quality of the program are used to determine improvements described in following sections of the plan. Summarize the findings of the Analysis of Educational Practice using the following rating scale for each of the program elements and then identify areas for improvement:

4 3 2 1 Full level of implementation Substantial level of implementation Partial level of implementation Minimal level of implementation

PROGRAM ELEMENTS AVERAGE

RATING

1. Instruction program 3.65 2. Instructional time 3.09 3. Lesson pacing guide 3.51 4. School administrator training program 2.34 5. Credential teachers and professional development opportunities 3.53 6. Ongoing instructional assistance and support for teachers 3.42 7. Student achievement monitoring system 2.29 8. Monthly collaboration by grade level or program level for teachers facilitated by principal 3.71 9. Fiscal support 3.60

Target for growth the program elements with the lowest ratings Upon analysis student achievement monitoring system and school administrator training

program are the two target areas for growth.


Academic Program Survey 20132014 ANALYSIS OF EDUCATIONAL PRACTICE SUMMARY SCHOOL: YEAR: 2013

The program elements below characterize the current educational practice at this school. The conclusions reached in this section regarding the contribution of each element to the quality of the program are used to determine improvements described in following sections of the plan. Summarize the findings of the Analysis of Educational Practice using the following rating scale for each of the program elements and then identify areas for improvement:

4 3 2 1 Full level of implementation Substantial level of implementation Partial level of implementation Minimal level of implementation

PROGRAM ELEMENTS AVERAGE

RATING

1. Instruction program 3.57 2. Instructional time 3.67 3. Lesson pacing guide 3.58 4. School administrator training program 3.82 5. Credential teachers and professional development opportunities 3.75 6. Ongoing instructional assistance and support for teachers 3.63 7. Student achievement monitoring system 3.86 8. Monthly collaboration by grade level or program level for teachers facilitated by principal 3.74 9. Fiscal support 3.69

Target for growth the program elements with the lowest ratings Upon analysis it would appear that the faculty needs lesson pacing guidance and ongoing

instructional assistance and support for teachers.


College Admissions SAT

20112012 20122013 20132014 Critical Reading

YLHS

State Nation

531

491 490

537

498 497

540

492 495

Critical Writing YLHS

State Nation

529

491 488

539

496 487

544

489 484

Math YLHS

State Nation

568

510 513

575

510 513

576

506 511

All YLHS students are given information about the importance of college entrance examination beginning in 9th grade. Juniors are strongly encouraged to take both the SAT and ACT. Participation rates for SAT increased from 20092014. Average scores at YLHS students show consistently high achievement, perhaps in addition to the excellent curriculum and instruction at YLHS, due to the fact that, for the last few years, YLHS has offered the PSAT on a Saturday. Additionally, our PTSA has offered practice SAT exams at different times throughout the year. ACT

20112012 101 stu. tested

20122013 155 stu. tested

20132014 146 stu. tested

YLHS Average 24.3% 24.9% 25%

State Average 22.1% 22.3% 21.75% National Average 21.1% 21.2% 21.1%

Average composite scores for the ACT Exams are shown above. YLHS students exceed state and national averages. In 2012 (our first year with graduating seniors) 101 YLHS students took the test. This number has increased to 155 students in 20122013 and 146 students in 20132014.


Advanced Placement Test Results # of students enrolled in AP courses, % taking exams, % of students passing exams

20112012 20122013 20132014 # of students enrolled in AP 541 568 465

# of tests given 806 1019 1009 Total 5s 217 193 224 Total 4s 228 357 357 Total 3s 236 322 292 Total 2s 76 121 124 Total 1s 52 31 11

Schoolwide Pass rate: 82.3% 85% 85% *20142015 data not available at time of last update.

20112012 # given/ % passed




Biology 52 / 33% 60/80% 53/72% 42/81% Calculus AB 46/ 93.4% 34/88% 55/96% 71/92% Calculus BC 25/ 100% 51/100% 47/100% 58/98% Chemistry 28/ 93% 34/91% 33/88% 32/88%

Chinese Language 7/91% 8/100% 13/85% Computer Science A 15/ 67% 37/89% 35/91% 32/91% English Language 109/94.4% 113/91% 101/79% 94/87% English Literature 57/ 88% 47/89% 56/86% 48/90%

Environmental Science 73/74% 72/90% European History 107/68.2% 114/68% 84/90% 70/93% French Language 4/100% 1/100% 2/50% German Language 6/67% 9/67% 10/80%

Japanese Language and Culture 3/ 100% 6/67% 1/100% 1/100% Macroeconomics 71/ 99% 142/84% 119/91% 92/91% Microeconomics 1/100%

Physics B 21/ 95.2% 12/83% 17/65% 21/100% Psychology 3/67%

Spanish Language 20/ 80% 28/75% 9/100% 24/100% Statistics 16/ 88% 24/88% 22/86% 24/79%

Studio Art 2D 12/100% 9/100% 9/100% Studio Art 3d 6/100% 5/100%

Studio Art Drawing 4/100% 5/100% US Government 71/ 68% 142/81% 118/79% 88/91% US History 146/ 97% 143/92% 137/96% 115/92%

World History 8/88%

The advanced Placement program at YLHS has grown steadily since the school opened in 2009. In 20092010, there were 86 enrollments in Advanced Placement classes. Of course there were only 9th and 10th graders the first year, consisting of AP European History and one student enrolled in Computer Science. In 20112012 (9th 12th grade) there were 541 enrollments in 20 AP classes. In 20122013 there were 568 enrollments in 20 AP classes. In 20132014 there were 465 enrollments in 25 AP courses. The number of exams given has increased from 76 in 20092010 to 1009 in 20132014. The schoolwide percent of exams receiving a score of 3 or higher has increased from 75% 20112012 to an outstanding 91% in 20142015. The number of students taking AP exams, the number of tests given, the subjects and scores of those tests, and the percent of test scores at 3 or higher are shown above.


AP classes are open to all students, and though taking the exam in May is not mandated, all students are strongly encouraged to do so. Students not meeting the “prerequisites” (to AP or Honors courses), set by the district, are allowed to and encouraged to challenge into at least two courses per year. Students are placed on a contract to ensure success and to remind them of the rigorous work involved in AP/Honors courses. AG RequirementsUniversity of California

20122013 20132014 20142015 # of seniors meeting ag 331 of 479 304 of 446 262 of 431 % of seniors meeting ag 69.1% 68.1% 61%

The chart above shows the percentages of seniors who completed AG requirements. Sections offered that meet AG requirements:

20122013 20132014 20142015 20152016

Sections that meet AG 287 281 292 298

Total number of sections in which students are enrolled

537 551 517 508

Percentage of sections that meet AG 53% 51% 56% 59%

It is important to note that teacher aide sections (108 which do not meet AG) in which one student is enrolled are counted here. When these sections are removed 74.1% of seniors are enrolled in classes which meet AG requirements. Students enrolled in Algebra I and below

Number of Students enrolled in Math Course below Alg I

9th Grade

Number of Students enrolled

in Alg I Grade 9


in Alg I Grade 10


in Alg I Grade 11


in Alg I Grade 12

20112012 73 123 14 1 3 20122013 81 137 8 5 14 20132014 85 140 9 4 5 20142015 81 206 18 9 2

As discussed under CSTs, the number of students and their degree of proficiency is a concern at YLHS. While no students after 10th grade are enrolled in courses below Algebra Iall students in Algebra IA, IB, and Algebra I remain an area of our concern and focus for the schoolwide action. The information in the table is somewhat incomplete, as it does not provide information about students who are not enrolling in grade level math courses.


Average GPA—End of Year 20112012 Average GPA Grade Total Female Male 9th: 3.14 3.27 2.99 10th: 3.03 3.16 2.83 11th: 3.28 3.34 3.23 12th: 3.32 3.40 3.25

20122013 Average GPA Grade Total Female Male 9th: 3.12 3.21 2.99 10th: 2.95 3.21 2.91 11th: 3.15 3.13 3.21 12th: 3.02 3.31 3.15



Average GPA by Core Course: Previous 3 years/semester

Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 Spring 2015

ELA Avg. GPA

9th: 2.75 10th: 2.81 11th: 3.23 12th: 2.75

9th: 3.15 10th: 3.18 11th: 3.23 12th: 3.29

9th: 3.21 10th: 3.13 11th: 3.27 12th: 3.33

9th: 3.05 10th: 3.01 11th: 3.15 12th: 3.11

9th: 3.14 10th: 3.13 11th: 3.20 12th: 3.57

9th: 3.23 10th: 3.18 11th: 3.25 12th: 3.60

Math Avg. GPA

Alg 1: 2.50 Alg 2: 2.75 Alg2/Trig: 3.01 Geom: 2.45 Trig/Math Anal: 3.53 Calc AB: 3.85


Alg 1: 2.91 Alg 2: NA Alg2/Trig: 3.26 Geom: 3.05 Trig/Math Anal: 3.53 Calc AB: 3.86

Alg 1: 2.90 Alg 2: NA Alg2/Trig: 3.76 Geom: 3.01 Trig/Math Anal: 3.53 Calc AB: 3.85



Science Avg. GPA

Biology: 2.85 Chemistry: 3.16 Physics: 3.16 Biology AP: 3.87 Chem Hon.: 3.80

Biology: 2.91 Chemistry: 3.16 Physics: 3.55 Biology 2: 3.96 Chem Hon.: 3.80





Social Science Avg. GPA

Econ: 3.00 US Gov: 3.04 US History: 2.86 World History: 2.63 AP Euro: 3.83 AP US History: 3.85







Students with Multiple Ds and Fs: Previous 3 years/semester Spring 2012 (Second semester with all 4 grades enrolled)

Grade Female Male Grade Female Male Grade Female Male Grade Female Male 9th: 14 24 10th: 20 42 11th: 17 22 12th: 16 8

Fall 2012


Spring 2013


Fall 2013


Spring 2014


Fall 2015 *not available at time of last update.

Grade Female Male Grade Female Male Grade Female Male Grade Female Male 9th: N/A N/A 10th: N/A N/A 11th: N/A N/A 12th: N/A N/A

The number of D and F grades assigned in each of the last yearend courses is shown above. YLHS has numerous interventions for students who are earning poor grades, such as credit recovery programs, counseling interventions, and academic support classes. The fact remains that the percentage of students who are earning at least one D or F remains relatively constant

20112012 20122013 20132014 Completion Rates 400 409 447 Graduation Rates 4 nongrads 98.4% 99.3%

Entering Freshmen:Exiting Seniors 431:400 486:478 447:444

Dropout Rates 1 0 0

The table above shows the graduation rate of all graduating classes. We can also compare the senior class enrollment compared to freshman class enrollment from four years earlier. In 2013 and 2014, YLHS reported 0 dropout students. Most students who are at risk of dropping out transfer to El Camino, the district’s alternative school, rather than dropping out. El Camino has been as honored as an exemplary alternative school.


Postsecondary enrollment data 20112012 20122013 20132014

Community College 175 of 400 44%

135 of 409 33%

167 Of 447 38%

4year university 145 of 400 43%

UC: 55 students CSU: 58 students Private: 32 Students

214 of 409 52% UC: 80 CSU: 97

Private: 37 students

219 of 447 49% UC: 75 CSU: 88

Private: 56 students Armed Forces, trade school or work force 79 of 400

13% 60 of 409 14%

58 of 447 13%

With YLHS’ first graduating class being from the class of 2012, YLHS students have been accepted and will attend major universities throughout the United States. College attendance rates will be examined over the coming years. Based upon selfreported student data the percentage of students attending a 4 year university has increased to 49%. Students attending a twoyear college has decreased to 38% (due to the increase in students attending a 4year university). The other 13% join the armed services, attend trade school or enter the workforce upon graduation. These numbers are self reported by seniors in exit interviews prior to graduation.


CSUEarly Assessment Program 20112012

480 Stu. Enrolled (11th gr.) 450 Stu. Tested

Ready for College Ready for College – Conditional

Did not Demonstrate College Readiness

English 44% 18% 38% Algebra II 36% 35% 30%

Summative Math 55% 43% 1% College Math 46% 39% 15%

20122013






20132014






20142015




English Language Arts/Literacy 41% 32% 26% Mathematics 32% 27% 41%

Starting from the 20102011 school year until the 20132014 school year 11th grade students were offered the opportunity to take a CSU Early Assessment Program (EAP) exam as part of the STAR testing program. Beginning in the 20142015 school year, the EAP exam was rolled into the CAASPP exam. During the 20142015 test 430 students took the EAP exam. The results of those tests are shown above. Until 2013 the EAP exam scores were calculated from a combination of the student’s CST score, results from a special EAP exam, and in English, scores from an EAP essay exam given. The 20132014 exam results were calculated from two independent test sections, a writing section and a multiple choice section. The 20142015 exam results were calculated from specific questions on the CAASPP. Starting in the 20142015 school year, YLHS has offered a specific Language Arts course (ERWC) directed towards 12th grade students who scored “Conditional” or “Did not Demonstrate College Readiness” on the EAP in their 11th grade year. If the students that scored “Conditional” take the ERWC course and pass their exam results then get adjusted to be “Ready for College” and they do not need to take remedial courses for that subject upon entering a California community college or California State University. Students who scored “Did not Demonstrate College Readiness” are encouraged to take the course and a reading and writing intervention.


2010 – 2012 Perception Data YLHS WASC Student Survey Results Comparison

NOTE: "Top Two" are the top two positive choices "Strongly Agree" and "Agree" Questions 720

20102011 "Top Two"

(total surveys = 535)

20112012 "Top Two"


07 I am proud to be a student at YLHS. 65.23% 68.75% 08 At least one adult at YLHS knows and cares about me. 75.33% 75.41% 09 I'm allowed to make choices about which classes I will take and what I will study

in school. 73.83% 80.04%

10 The school offers activities that match my interests and allow me to be actively involved in school life.

61.32% 63.31%

11 I feel supported and respected by the adults who work at the school. 61.49% 62.10% 12 I feel safe at YLHS. 80.56% 78.03% 13 I know where to go when I need help with assignments. 74.58% 76.21% 14 I work harder than I expected to at YLHS. 51.59% 44.15% 15 The school library is a place I can go to study or to find resources. 73.27% 69.75% 16 The school provides enough books, supplies, and equipment for me to learn. 75.32% 71.58% 17 I use the school's website to find information about school activities and classes. 69.16% 70.77% 18 I have spoken to my counselor this year about my classes and posthigh school

goals. 46.36% 79.03%

19 If I have an academic, personal, or health problem while at school, the school provides services to help me.

57.01% 59.07%

20 The school provides technology resources to help me complete my assignments and perform research.

82.06% 79.43%

30 Overall, I enjoy attending YLHS. 63.37% 65.52% "Top Two" AVERAGE 67.37% 69.54%

Questions 2430

20102011 "Top Two"


20112012 "Top Two"

(total surveys = 496) 24 In your classes, how often are you asked to remember facts and information? 85.04% 80.24% 25 In your classes, how often are you asked to use information you already know in a

new or different way? 54.21% 47.18%

26 In your classes, how often do you use information you learned in one class to help you complete an assignment in another class?

29.53% 26.01%

27 How often are you asked to use technology in order to complete assignments or to show that you understand your teacher's curriculum?

48.98% 49.80%

28 In your classes, how often are you asked to work with other students in order to complete a task or solve a problem?

51.40% 50.00%

29 In your classes, how often are you asked to show that you understand something in a way OTHER THAN a printed test (examples may include projects, oral tests, group discussions, and writing assignments).

50.28% 48.79%

"Top Two" AVERAGE 53.24% 50.34%


Other Questions 20102011 20112012

01 What is your current grade level as of TODAY ? Please do not count your grade level next year.

09 40.75% 10 29.53% 11 29.53% 12 00.19%

09 23.79% 10 30.04% 11 28.23% 12 17.94%

02 What is your gender? Male 49.72% Female 50.18%

Male 47.38% Female 52.62%

03 How many Honors and/or AP classes are you currently taking? None 45.79% One 16.82% Two 11.78% Three 11.21%

Four or more 14.39%

None 49.40% One 16.33% Two 9.88% Three 11.69%

Four or more 12.70% 04 In how many student groups are you involved? Groups include

athletic teams, performing groups, and schoolwide clubs. Count each group or team as a separate group.


Four or more 20.75%


Four or more 16.53% 05 Which of the following best describes your current goals

immediately after high school? None 3.18%

Job/Career 6.73% Military 3.55%

Community College 19.25% 4year university 67.29%

None 2.62% Job/Career 5.04% Military 3.43%

Community College 25.20% 4year university 63.71%

06 How much time do you spend working to improve your community? Activities may include volunteer work, church work, tutoring, etc.

Never 16.26% A little 33.83% Some 25.05% Often 19.25%

Very often 5.61%

Never 14.31% A little 31.85% Some 29.23% Often 18.35%

Very often 6.25% 21 In general, my schoolwork is: Very difficult 11.21%

Difficult 27.10% About right 50.84%

Easy 8.22% Very easy 2.62%

Very difficult 5.85% Difficult 26.61%

About right 52.42% Easy 11.69%

Very easy 3.43% 22 In general, I complete my homework: Never 0.93%

Rarely 2.99% Sometimes 10.28% Often 34.58% Always 51.21%

Never 1.41% Rarely 2.02%

Sometimes 11.90% Often 32.06% Always 52.62%

23 How many hours of homework are you assigned each week? None 1.12% 12 hours 15.51% 35 hours 29.91% 68 hours 23.36%

8 hours or more 30.09%

None 2.22% 12 hours 22.18% 35 hours 28.23% 68 hours 18.75%

8 hours or more 28.63%


YLHS WASC Parent Survey Results Comparison NOTE: "Top Two" are the top two positive choices "Strongly Agree" and "Agree" Questions 119

20102011 "Top Two" (total surveys = 253)


01 I Feel Welcomed at YLHS 87.35% 80.05% 02 Yorba Linda High School is teaching a standardsbased curriculum and is

preparing my child for statewide testing… 86.96% 80.61%

03 I am satisfied with the support teachers offer my student in order to ensure academic success.

73.52% 65.93%

04 Yorba Linda High School encourages my student to take responsibility for his/her own learning.

85.37% 84.76%

05 My student's teachers are knowledgeable and enthusiastic. 84.58% 69.53% 06 The assignments my student receives are interesting and challenging. 69.56% 66.48% 07 The coursework in both academic and elective classes is rigorous and relevant. 79.84% 73.41% 08 The school's Mission Statement, "Run with the S.T.A.M.P.E.D.E" … directly

supports student learning. 73.94% 74.24%

09 The school clearly communicates behavioral expectations and attendance policies to parents.

87.35% 87.25%

10 The school provides opportunities for my student to participate in cocurricular activities...

88.93% 85.59%

11 The school is a safe place for my student to learn. 91.70% 89.48% 12 The school staff helps my student feel welcomed and valued. 78.65% 73.40% 13 I receive communication from the school on a regular basis. 87.35% 85.87% 14 The school/teachers/counselors contact me in a timely fashion… 67.58% 72.57% 15 I access information using the school website, course catalog, Site Council,

newsletters, teacher websites, etc. 95.25% 92.24%

16 The counselors work hard to place my student in appropriate classes. 72.24% 71.75% 17 Yorba Linda High School encourages parents to participate in its programs. 77.47% 67.03% 18 Yorba Linda High School is a positive environment. 90.12% 81.72% 19 I am proud that my student is a Mustang. 89.33% 82.82% "Top Two" AVERAGE 82.48% 78.14%

Other Questions 20102011 20112012 20 My student attends Yorba Linda High School because we live within the attendance area. 78.26% 84.75% My student attends Yorba Linda High School because we completed a choice transfer. 17.39% 13.02%


YLHS WASC Staff Survey Results Comparison NOTE: "Top Two" are the top two positive choices "Strongly Agree" and "Agree" Questions 119

20092010* "Top Two" (total surveys = 50)


01 The culture of YLHS is characterized by trust, professionalism, high expectations for all students, and a focus on continued school improvement.

100% 97.78%

02 Professional development opportunities are available to all staff members. 92% 92.22% 03 Monday PLC days are productive and meaningful. 80% 80.00% 04 The school's leadership team makes decisions and initiates programs that are

designed to help all students achieve the school's mission (S.T.A.M.P.E.D.E.).

98% 94.45%

05 The school's leadership empowers the staff and encourages commitment, participation, and shared responsibility for student learning.

98% 94.44%

06 YLHS' Mission Statement (S.T.A.M.P.E.D.E.) drives the school's program development and resource allocation.

100% 90.00%

07 The school is a safe and orderly place which nurtures learning. 98% 98.89% 08 All students participate in a challenging and relevant curriculum. 94% 95.55% 09 Teachers utilize strategies that actively engage students and help them

succeed at high levels. 96% 95.55%

10 Yorba Linda High School is a positive environment. 100% 98.89% 11 Students feel comfortable talking to staff members about personal problems. 92% 90.00% 12 School policies are enforced fairly, consistently, and effectively. 94% 90.00% 13 With the help of a counselor, students develop a Learning Plan which helps

them develop posthigh school goals. 96% 83.33%

14 A support system is in place to help ensure academic success for every student.

94% 93.34%

15 Teachers at YLHS have high expectations for all students. 100% 96.67% 16 The counselors work hard to place each student in appropriate classes. 96% 92.22% 17 Teachers, administrators, and classified staff actively encourage parents to

become involved in the school's programs. 100% 90.00%

18 Monday PLC days contribute to a positive school environment. 94% 83.33% 19 I am proud to be a Mustang. 100% 98.89% "Top Two" AVERAGE 95.89% 92.40%

Other Questions 20092010 20112012

20 My position at YLHS is: Certificated (Admin, Teacher, Counselor) 39 respondents 77 respondents My position at YLHS is: Classified (Clerical) 9 respondents 7 respondents My position at YLHS is: Classified (Custodial) 1 respondents 2 respondents My position at YLHS is: Classified (Instructional Aide) 0 respondents 3 respondents My position at YLHS is: Classified (Campus Supervisor) 1 respondents 1 respondents 21 What do you like best about YLHS? Provided in appendix Provided in appendix 22 What would you change at YLHS to improve our school? Provided in appendix Provided in appendix


20132015 – Current Perception Data NOTE: Parent, Student, and Staff Perception Surveys were rewritten in 2013 to allow for better

alignment between the three subgroups. While this allows for better comparison between participants it has made it that a comparison can not be made of data occurring from year to year before 2013.

YLHS WASC Student Survey Results Comparison NOTE: "Top Two" are the top two positive choices "Strongly Agree" and "Agree" Questions 1220

20122013 "Top Two"


20132014 "Top Two"


20142015 “Top Two”

(total surveys = 588) 12 Yorba Linda High School is a positive learning

environment 74.26% 73.10% 68.98%

13 Yorba Linda High School provides opportunities for students to participate in a wide variety of activities such as athletic teams, performance groups, and schoolwide clubs.

82.91% 85.38% 83.90%

14 Students are supported, welcomed, and valued by the adults who work at Yorba Linda High School

66.46% 66.96% 62.88%

15 Students are safe at Yorba Linda High School. 81.01% 80.70% 79.83% 16 I use the Yorba Linda High School website to access

information about school staff, courses, athletics, and school activities.

81.85% 81.29% 82.20%

17 School counselors work with students to place them in appropriate classes and help them set goals for their future.

67.30% 71.34% 68.65%

18 If a student has an academic, personal, or health problem while at school, Yorba Linda High School provides services to assist them.

60.55% 63.45% 58.99%

19 Yorba Linda High School provides adequate technology resources to help students learn.

81.22% 77.48% 75.26%

20 School rules and policies are enforced fairly, consistently, and effectively at Yorba Linda High School

59.49% 63.45% 59.66%

"Top Two" AVERAGE 72.28% 73.68% 71.15%

Questions 2430



20142015 “Top Two” (total Surveys = 588)

04 I know where to go when I need help with assignments at Yorba Linda High School

78.69% 71.64% 68.47%

05 The school library is a place I can go to study or to find resources.

76.16% 73.80% 74.24%

06 My schoolwork is difficult and causes me stress 45.57% 56.73% 56.95% 07 Yorba Linda High School provides enough books,

supplies, and equipment for me to learn. 73.21% 78.66% 75.42%

08 I always complete my homework assignments. 64.26% 66.37% 64.95% 09 I am often asked to use information learned in one

class to complete work in another class. 33.33% 34.27% 34.41%

10 In my classes, I am often asked to work with other students to complete assignments.

60.76% 55.55% 60.0%

11 In my classes, I am often asked to show understanding in ways OTHER THAN printed tests. This might include things like projects, presentations, oral tests, group discussions, and writing assignments.

75.53% 69.00% 75.09%

"Top Two" AVERAGE 63.44% 63.25% 63.69%


Other Questions 20122013 20132014 20142015

01 What is your current grade level as of TODAY ? Please do not count your grade level next year.

09 – 29.54% 10 – 20.04% 11 – 27.00% 12 – 23.42%

09 – 30.70% 10 – 35.38% 11 – 17.25% 12 – 16.67%

09 30.51% 10 20.85% 11 24.75% 12 23.90%

02 How many student groups are you involved with? Groups include athletic teams, performing groups, and wholewide clubs. Count each separate group or team as a one group, please.

None – 16.03% One – 27.64% Two – 24.05% Three – 14.77%

Four or more – 17.51%


Four or more – 21.05%


Four or more – 18.98% 03 Which of the following best describes your

current goals immediately after high school None/Have not thought about it – 1.48% Job/Career – 3.38% Military – 1.69% Community College/Trade School – 17.51% 4year College or University – 75.95%

None/Have not thought about it – 3.51% Job/Career – 4.97% Military – 3.51% Community College/Trade School – 14.91% 4year College or University – 73.10%

None/Have not thought about it – 2.03% Job/Career – 3.05% Military – 1.36% Community College/Trade School – 22.54% 4year College or University – 70.85%


YLHS WASC Parent Survey Results Comparison NOTE: "Top Two" are the top two positive choices "Strongly Agree" and "Agree" Questions 1220

20122013 "Top Two"


20132014 "Top Two"


20142015 “Top Two”

(total surveys = 588) 12 Yorba Linda High School is a positive learning

environment 87.06% 82.60% 83.01%


90.76% 89.44% 90.91%


80.23% 79.19% 77.27%

15 Students are safe at Yorba Linda High School. 87.43% 88.51% 88.03% 16 I use the Yorba Linda High School website to access

information about school staff, courses, athletics, and school activities.

93.16% 91.30% 90.91%


72.09% 75.16.% 72.72%


69.50% 69.26% 72.97%


86.69% 84.16% 84.45%


74.86% 70.81% 74.64%

"Top Two" AVERAGE 82.42% 81.16% 81.66%

Questions 211



20142015 “Top Two” (total surveys = 415)

02 I feel welcomed at YLHS 82.44% 79.82% 80.38% 03 Yorba Linda High School is preparing my student

for important statewide testing necessary for high school graduation and college admittance.

83.73% 78.26% 80.15%

04 I am satisfied with the support teachers offer my student in order to ensure academic success.

72.28% 68.94% 67.94%

05 Yorba Linda High School encourages my student to take responsibility for his/her own learning.

86.88% 88.20% 83.01%

06 My student's teachers are knowledgeable and enthusiastic.

76.71% 68.63% 70.82%

07 The coursework in both academic and elective classes is rigorous and relevant.

80.96% 75.78% 77.03%

08 The school's programs are designed to support the STAMPEDE mission statement, and help students demonstrate Service, Teamwork, Achievement, Mastery, Passion, Ethics, Dedication, and Excellence

73.94% 73.91% 73.93%

09 The school clearly communicates behavioral expectations and attendance policies to parents.

89.10% 85.40% 84.45%

10 The Yorba Linda High School staff contacts me in a timely fashion when I need or request information.

76.34% 80.12% 74.88%

11 Yorba Linda High School encourages parents to participate in its programs and activities.

74.49% 70.18% 74.64%

"Top Two" AVERAGE 79.68% 76.92% 76.72%

Other Questions 20122013 20132014 20142015 01 My student attends Yorba Linda High School Because: Our family lives within the school attendance boundaries 85.21% 79.81% 81.82% Our family completed a Choice transfer or lottery request 12.57% 16.77% 14.83% Our student transferred to attend the Culinary Academy 00.37% 1.55% 2.63% Other 01.85% 01.86% 0.72%


YLHS WASC Staff Survey Results Comparison NOTE: "Top Two" are the top two positive choices "Strongly Agree" and "Agree" Questions 1220


20132014 "Top Two" (total surveys =76)

20142015 “Top Two” (total surveys = 73)

12 Yorba Linda High School is a positive learning environment

96.06% 97.37% 97.29%


98.68% 100.00% 98.65%


97.37% 98.69% 97.29%

15 Students are safe at Yorba Linda High School. 93.42% 93.42% 89.19% 16 I use the Yorba Linda High School website to

access information about school staff, courses, athletics, and school activities.

86.84% 86.84% 90.54%


89.47% 86.84% 90.54%


94.74% 97.37% 91.89%


94.73% 90.79% 95.95%


78.95% 90.79% 79.73%

"Top Two" AVERAGE 92.25% 93.57% 92.34%

Questions 0211



20142015 “Top Two” (Total Surveys = 73)

02 The culture of YLHS is characterized by trust, professionalism, high expectations for all students, and a focus on continued school improvement.

93.42% 100% 98.56%

03 Professional development opportunities are available to all staff members.

84.21% 88.16% 83.79%

04 Monday PLC days are productive and meaningful. 71.06% 68.42% 77.02% 05 The school's leadership team makes decisions and

initiates programs that are designed to help all students achieve the school's mission (S.T.A.M.P.E.D.E.).

89.48% 89.47% 91.89%

06 The school's leadership empowers the staff and encourages commitment, participation, and shared responsibility for student learning.

86.85% 90.79% 93.24%

07 YLHS' Mission Statement (S.T.A.M.P.E.D.E.) drives the school's program development and resource allocation.

89.48% 89.47 90.54%

08 All students participate in a challenging and relevant curriculum.

85.53% 85.53% 89.19%

09 Teachers utilize strategies that actively engage students and help them succeed at high levels.

94.74% 94.74% 91.89%

10 Teachers at Yorba Linda High School have high expectations for all students.

96.06% 96.06% 93.24%

11 Yorba Linda High School staff actively encourage parents to become involved in school programs and activities.

84.21% 82.89% 87.84%

"Top Two" AVERAGE 87.51% 88.82% 89.72


Other Questions 20122013 20132014 20142015

01 My position at YLHS is: 76 respondents 76 respondents 73 respondents Certificated (Teacher/Counselor/Administrator) 86.84% 86.84% 85.14%

Classified (Office Staff) 09.21% 09.21% 9.46%

Classified (Custodial Staff) 02.63% 01.32% 2.70%

Classified (Instructional Assistant) 00.00% 01.32% 0.00%

Classified (Campus Supervisor) 00.00% 01.32% 1.35%

Other 00.00% 00.00% 0.00

Healthy Kids YLHS students participated in the California Healthy Kids Survey during the 20092010 and 20112012 school years (data beyond the 2012 school year has not been made available through dataquest). Data specific to Yorba Linda High School has not been reported since the 2012 report. This biannual survey reports levels of students’ physical and emotional wellbeing, connectedness to school, and drug use. While the full 67page (2009) and 57page (2011) reports are not included here, we make the complete results available to the Visiting Committee for consideration. Notably, data for YLHS students (where applicable) and Districtwide data exceeds state averages. YLHS students report less instance of drug use and higher level of connectedness to school life compared to state averages. While drug abuse is a complex and societal issue, YLHS Health teachers deserve credit for educating our students regarding the dangers of drug and alcohol abuse.


Chapter 2

Significant School Changes and Developments

Chapter 2 Significant School Changes

and Developments


Chapter 2 Significant School Changes Yorba Linda High School Page 1

II: Significant School Changes and Developments

Furlough days and loss of preservice days impacted every level of development at Yorba Linda High School. The school site experienced unit budget reductions and low resources in 2012, 2013 and 2014. Despite these challenges, faculty, staff and students remain committed to continual improvement campus wide. There have been budgetary improvements in 2015. This year, each teacher was given a $1,000 classroom materials grant and the California Career Pathway Trust2 Grant (CCPT2) is affording approximately $800,000 for YLHS to develop a Business CTE pathway over the course of the next 4 years. Significant developments since the last full visit include staffing changes, improvement in collaboration, the addition of a mild/moderate functional skills program, training and adjustments to the school wide Step up to Writing program, the implementation of the California Common Core State Standards (CCCSS), and a continued focus on student support and academic growth including increased Academy participation.

Staffing Changes

Changing roles and reassignments throughout the district resulted in Jennifer Graves, Assistant Principal of Student Services, leaving the PYLUSD at the end of the 20122013 school year to take an Assistant Principalship in the Huntington Beach Unified School District. This led to the hiring of Jamie Jauch, former Activities Director at Valencia High School, as Assistant Principal of Student Services. At the end of the first semester of the 20132014 school year, Joey Davis, former Assistant Principal of Curriculum and Instruction, moved into a new role as Director of Student Assessment and Accountability at the District Office. Lorri Walls, Student Services Counselor, filled in as Interim Assistant Principal of Curriculum and Instruction, for the vacant position of Joey Davis until the end of the 20132014 school year. Starting the 20142015 school year, Jamie Jauch, former Assistant Principal of Student Services, became the Assistant Principal of Curriculum and Instruction and Greg Kemp, former Interim Assistant Principal of Student Services at Esperanza High School, was hired as the Assistant Principal of Student Services at YLHS. Dan Dupont, former YLHS Foreign Language Department Chair and WASC Coordinator, was hired as the Assistant Principal of Curriculum and Instruction at El Dorado High School and Scott Mazurier was promoted to YLHS WASC Coordinator.

Some shifts in support staff resulted from retirements and new role assignments in the administration offices. At the beginning of the 20142015 school year, Alex Quintero, former office/health/athletics clerk was promoted to Front Office Secretary at the District Office and Jacquelyn Roberts was hired in her position. The position held by Janice Taylor, former Office Clerk, was cut due to budgetary concerns and that position was not replaced. At the beginning of the 20152016 school year, Terry Kerans, former Assistant Principal’s Secretary and YLHS front desk secretary, was promoted to Administrative Assistant of Business Services at the District Office and Denise Ackland, former Student Services Secretary, was promoted to the vacant Assistant Principal’s position. Jacquelyn Roberts was promoted from office/health/athletics clerk to the Student Services Secretary position. At the beginning of the 20142015 school year, Noah Balik, former Campus Security, left his position to pursue a teaching career out of district and Chris Mendez was hired as Campus Security. At the beginning of the 20152016 school year, Chris Mendez moved to a Ground and Maintenance position at the District Office, and Jose Aldama was hired to the vacant Security position. Susan Yoshinaga, Library Aide, had to vacate her position during the 20132014 school year and that position was left empty for the year. In the 20142015 school year Susan was able to return to the Library Aide position. At the start of the 20152016 school year, Jenelle Gandy was hired as a Counseling Technician in Student Services to support students needs with Academic, Career and Technical Education, and College and Career Readiness counseling. Philip De La O, Mental Health Clinician, was hired to support students with social emotional counseling. Due to the retirement of Nancy SlagleCessna, Dana Morgan was hired to the School Nurse position.

New teachers were hired to fill positions left due to retirement, promotion, and academic needs in the departments of Language Arts, Science, ELD, World Languages, Mathematics, Social Science, and the Library. Shortly after the start of the 20132014 school year, Kevin Shanahan was hired as a Language


Arts Teacher to fill the position held by Beth Mazurier who was promoted to a Teacher on Special Assignment (TOSA) position at the district office. In 20142015, Sara Phillips was hired as the new YLHS Librarian to fill to position being left due to retirement of the former Librarian, Roseann Kosulandich. Mavis Nam, Chinese Teacher, was promoted as the ELD Teacher to meet new demands in our shifting ELD department. Noelle Toxqui was hired as a Social Studies Teacher, Mock Trial Advisor, and Peer Court Advisor (two new programs at YLHS for the year). Natalie Estrada was hired as a Foreign Language Teacher to fill the position vacated by the former department chair, Dan Dupont, and Simone Mueller, German Teacher, was promoted to Foreign Language Department Chair. Sharon Farrell was promoted to Science Department Chair, and Kyle Linebarger and Jennifer Pilkenton were hired as Science Teachers to fill positions needed to meet staffing needs and a position vacated due to retirement. Several more staffing changes occurred for the 20152016 school year. Simone Mueller, German Teacher and World Language Department Chair, took a leave of absence and Nereida Nunez, Spanish Teacher, has filled the World Language Department Chair position for the year. Kimberly Ady was hired to teach the German sections left by Mrs. Mueller. Do to a lack of need, Natalie Estrada was not rehired to teach Spanish. Amanda Bennett was hired to teach Mathematics, due to an increase in student enrollment. Samiya Waheed was hired as our new Mustang Business Academy teacher and coordinator.

The School Resource Officer (SRO) position was formerly staffed by Brea Police Department’s Officer Terrence Green. Due to the city of Yorba Linda no longer utilizing the services of Brea PD and shifting to use the Orange County Sheriff’s Department for all policing services, the SRO position is now filled by Deputy Neil Holmes of the OCSD. In the 20132014 school year, Deputy Holmes was a half time SRO splitting his days between YLHS and our sister school Esperanza High School. In the 20142015 school year, Deputy Holmes became the full time SRO at YLHS.

Dr. Dennis Smith retired from being the Superintendent of the PYLUSD at the end of the 20112012 school year. The PYLUSD appointed Assistant Superintendent of Business Services Dr. Doug Domene to be the new Superintendent. Mr. Domene assumed the role in July of 2012. Other district changes include new assistant superintendents in both Business Services and Personnel and a new Director of Educational Services, Curriculum, Instruction, and Assessment.

Yorba Linda High School has continued a multiyear effort to align curriculum, increase course consistency and rigor, identify key standards, and improve student achievement. The focus on student achievement led to effective collaboration time and continued training and implementation of specific programs to support students.

Written Convention and Writing Strategies for all Students (Focus Area 1)

Implementation of the YLHS Step up to Writing program

Although YLHS students have consistently demonstrated writing scores both on the EAP and the CAHSEE that are above district and state averages, the staff still felt the need to push for additional improvement in this area. Because of this need, the staff set a goal of creating a comprehensive approach to improving student writing and closing the achievement gap. With administrative support, professional development for this goal was provided through the district in the form of a districtwide StepUpToWriting training for all Language Arts teachers. At YLHS, the initial success the Language Arts department experienced, prompted a movement toward a schoolwide StepUpToWriting program. The StepUpToWriting program provides explicit, researchbased instructional support and strategies for writing that lead to increase writing proficiency across all grade levels and for all learners. Although this was a PYLUSD district initiative, the YLHS staff took the initial training provided to all district Language Arts teachers to the next level. YLHS Language Arts teachers provided the entire staff, in all curricular areas, training in StepUpToWriting, with modifications appropriate to particular content areas. The initial goal was to see improvement in writing, specifically on writing scores for the EAP and CAHSEE.


Since the last WASC visit YLHS has implemented the Document Based Question (DBQ) approach in Language Arts and History classes as a part of the Written Conventions and Writing Strategies program. This extension of the writing program utilizes extensive DBQ binders, which are period or theme specific for history and language arts respectively. This extended the writing program, and helped begin the transition toward the new Common Core State Standards. Both Language Arts teachers and Social Science teachers were trained in the DBQ process and continue to articulate with one another in regards to best practices across the curriculum. For the 201415 school year, the movement toward Common Core then further drove changes in the implementation of YLHS’s StepUpToWriting program. Because the State Board of Education has stepped into the next phase of implementing the Common Core Standards, PYLUSD has attempted to align their StepUpToWriting program accordingly. The StepUpToWriting program falls under the district’s Academic Achievement Strategic Initiative and aligns with the Local Control Accountability Plan (LCAP) under State Priority 2 and 4: Implementation of Common Core State Standards and Pupil Achievement. The Language Arts teachers were trained by the district on a second phase of StepUpToWriting designed to integrate the new Common Core standards into the StepUpToWriting program. PYLUSD currently is in the first of a twoyear plan to have all content area teachers go through this training.

ERWC

Starting in the 20142015 school year, YLHS has offered the Expository Reading and Writing Course (ERWC). The goal of the ERWC is to prepare collegebound seniors for the literacy demands of higher education. Students in this yearlong course develop advanced proficiencies in expository, analytical, and argumentative reading and writing. Being that modules in this course are developed in conjunction with the California State University system, students who previously scored a “Ready Conditional” on their Early Assessment Program (EAP) test during their junior year may pass this class with a C or above to clear their provisional score and be considered college ready.

Targeted Interventions for All Students (Focus Area 2)

House/SERVE/Vital Link

In its inception, Yorba Linda High School implemented the House Program to assist struggling freshmen and sophomores. The House program served 55 freshmen students who were at the bottom of the class ranking for their eighthgrade year. Due to budgetary restraints the number of sections offered decreased from three to two sections. Students were enrolled in this program with the approval of their parents. These students were all enrolled in Algebra 1A, Earth Science, and Language Arts with the same three teachers. Their teachers used innovative teaching strategies, including Interactive White Boards (IWB), to increase student learning. The three teachers shared a conference period and collaborated regularly to discuss students and issues. An Intervention Counselor worked closely with the students, their parents, and their teachers on academic, discipline, and social issues. Students who did not make an effort to succeed or had continual discipline issues were dropped from the program and mainstreamed into a regular school program; some students were added to the program over the course of the year, if space was available. Due to budgetary constraints, this program ended in the 201112 school year.

The SERVE Program (Social, Emotional, Recreational, Vocational, Education) was a voluntary program that provided support for all students who were at least 30 credits deficient towards graduation. Students were given an opportunity to make up coursework on an individual basis, and were mainstreamed into Language Arts, Science, and P.E. or Athletics. Students in the SERVE Program also had the ability to enroll in ROP courses. The goal was to retain these students at Yorba Linda High School and help them get connected to the school, rather than send the student to our district continuation high school. An intervention counselor worked closely with the students and monitored their progress. Due to budgetary restraints this program stopped being funded in the 20122013 school year.


Beginning in the 20132014 school year, The Vital Link class was implemented to replace the SERVE Program. Much like the SERVE Program, Vital Link is a voluntary class that replaces an elective course. Students that are at least 30 credits deficient towards graduation are provided support from a credentialed teacher. Students are given an opportunity to make up coursework on an individual basis, taught study skills, and work on organization and executive functioning skills. These students are mainstreamed into all core academic courses. Students in the Vital Link class also have the ability to enroll in ROP courses. The goal is to retain these students at Yorba Linda High School and help them get connected to the school, rather than send the student to our district continuation high school. Each student's counselor works closely with the students and Vital Link teacher to monitor their progress.

AVID

During the 20142015 school year, three of YLHS’s teachers have begun training with the Advancement Via Individual Determination (AVID) program, in order to provide support and assistance to all students. YLHS does not currently offer any AVID courses, but the leadership team understands the benefits of the program for the students at YLHS. The team is exploring the opportunity of offering an AVID course and how to implement AVID WICOR strategies across the curriculum in all courses.

Positive Behavioral Interventions & Supports (PBIS)

During the 20142015 school year, YLHS created a team of 7 teachers and administrators to be trained in and explore the implementation of a PBIS system at YLHS. PBIS is a 3tiered approach to implementing positive and consistent discipline in schools. Through PBIS, YLHS is hoping to expand upon current programs and reach out to more students on campus, while continuing to connect students to school through relationships and standards of success. The program focuses on involving students, parents, and staff in clear rules and procedures, creating a positive school climate, developing relationships, high school quality instruction and engagement, scheduling and organization, and teaching and reinforcement. The school’s goal is to create a climate where everyone feels welcome, wanted, safe, and respected. YLHS is taking steps toward developing a strategic PBIS system with further professional development and PLC discussion during the 20152016 school year.

Mustang Business Academy (MBA) Formerly Culinary Arts and Hospitality Management Academy

YLHS enrolled its first class of official Culinary Arts and Hospitality Management Academy students in the 20132014 school year. Enrollment in the YLHS Culinary Arts and Hospitality Management Academy increased from 5 students enrolling in the first year to 40 students enrolling in the 20152016 school year. The total number of students enrolled in the program is 87. The academy has also added the Culinary Chemistry course and the Hospitality Management (ROP) course in the 20142015 school year. Starting in the 20152016 school year, YLHS has benefitted from the PYLUSD being awarded a $6 Million CTE grant to support the growth of academy programs at the 4 high schools. YLHS has expanded its academy program by shifting to be the Yorba Linda High School Mustang Business Academy (MBA). Under the new MBA the Culinary Arts and Hospitality strand and Business Management strand act to provide different pathways for students success in the CTE fields. The MBA is now staffed with two teachers and a dedicated Academy Coordinator. YLHS is constantly researching ways to support this academy and is currently working with the North Orange County Regional Occupational Program (NOCROP) towards adding several different courses into the academy to not only increase demand of the Academy but to better support the current demand within the Academy.

Advanced Placement

YLHS has increased the number of Advanced Placement courses during the 20132014 and 20142015 school year. With the addition of AP Environmental Science and AP Chinese, YLHS offered 22 Advanced Placement courses. During the 20152016 school year, YLHS added AP Human Geography to offer a total of 23 AP courses. With the addition of these courses, YLHS is providing the opportunity for its students earn the prestigious AP International Diploma (APID). Successful operations of both the AP


and Academy programs have increased the demand from students across the district. Along with demand, additional teachers received training to teach in these programs. The prestige and reputation of the Academy programs and Advanced Placement is a testament to the dedication of students, teachers and administrators working to keep these programs strong and relevant. Not only are there significant increases in the number AP tests administered, but the percentage of students scoring 3+ continues to increase. In 201415, the YLHS pass rate was 93%. This is notable because the Academy and Advanced Placement are inclusive and available for any student who would like to take challenging coursework.

Additional Assistance

Tutoring

Academic assistance in the form of tutoring is widely available. Teachers offer tutoring before school, at lunch, and after school. The tutoring schedule is posted on the school website. Tutoring provided by National Honor Society students is available before school and after school. Furthermore, during the 20142015 school year, YLHS has started offering academic tutoring in Language Arts, Mathematics, and Spanish before and after school school every day of the week. This tutoring program is hosted by a credentialed teacher who is compensated for their time. Students in need of academic tutoring simply check in to the Library and the teachers are there for support. After monitoring the utilization of this program, YLHS found the program to be highly effective and is continuing to offer it through the 20152016 school year.

English Language Development

YLHS experienced an influx of EL students shortly after the start of the 20152016 school year. Our EL population grew from 32 students to over 50 students unexpectedly. To address the growing need to support our EL program, YLHS has created a collaboration support model for our students. This model consists of one teacher dedicated as the EL coordinator who teaches one period of ELD support. Two more teachers are utilized to support all ELL students in their core classes by working collaboratively with their teachers in their general education courses throughout the day. Starting in December, YLHS was given an Itinerant ELL Teacher for one period each day to work with the 3 Beginning students who are brand new to the US.

Functional Skills Program

During the 20142015 school year, YLHS received a new population of students with Moderate Specialized functional skills needs. The more moderate nature of these students’ disabilities created a need to be addressed at YLHS. The students in this program are learning Functional Skills to support their daily living needs and are not diploma bound. These students are openly accepted by all stakeholders on campus and participate in general education PE and Elective courses with support from an Instructional Aide. These students receive all academic instruction from our two Special Day Class teachers on campus.

“I’ve Got Your Back” AntiBullying Program

During the 20152016 school year, YLHS brought in a new antibullying program sponsored by the Orange County Department of Education called “I’ve Got Your Back.” This program teaches students about bullying and its harmful effects by building empathy and igniting a movement of respect throughout the school campus over a two day period. Students are also given the tools to lead their peers to celebrate diversity. YLHS plans to utilize this program on opposite years of its “Every 15 Minutes” and “Breaking Down the Walls” programs that have previously been utilized for driving under the influence awareness and cultural respect.

Other Support Systems

All students take Academic Studies/Career Planning, where they are required to participate in a DayontheJob and prepare a class presentation reflecting their handson experience. The Special


Education Department has utilized the ROP/Workability program in the special education language arts classes. This program gives the students the opportunity to learn job skills, learn how to interview, and get help in obtaining jobs. The Special Education Department has also developed a system of contacts and enrollment access for students to outside programs, such as local colleges, adult transition programs, the Department of Rehabilitation, and postsecondary options.

Special Education Collaboration Model

The Special Education Collaboration Model continues to be a program of pride for the school. This program has been in the thread of the school's culture since the day that it opened. During the 20132014 school year, the Special Education department felt that the students would best be served with less pull out support in the “Study Skills” courses to have more support in more “Collaboration” Sections. During the 20132014 school year the department offered one section of “Critical Skills” designed to support our students with Autism Spectrum Disorders. This course was cotaught between a Resource Specialist and the Speech and Language Pathologist and was focused on teaching executive functioning skills and social skills. By reducing the number of “Study Skills” sections to one “Critical Skills” section the Special Education department was able to offer a total of 24 “Collaboration” sections.

The department also began offering Collaboration Life Science and Collaboration Earth Science courses during the 20132014 school year. The department saw that students were typically performing successfully in the Health course and struggling in the Science courses. Due to the needs seen in the student's’ performance over the 20112012 and 20122013 school years, the department shifted support away from the freshman Health course and into Life Science and Earth Science.

Due to a shift in our student population and seeing a need to support our students with Social Emotional and Mental Health disabilities, the Special Education Department decided to bring back the Study Skills program during the 20142015 school year and now offers a total of four “Study Skills” courses. Furthermore, the Special Education department felt a need to better serve its students by sifting the sections dedicated to “Learning Center” to “Collaboration” sections, thus increasing the total number of “Collaboration” courses to 25 while offering three “Study Skills” courses.

Academic Achievement in Lower Level Mathematics (Focus Area 2)

During the 20132014 and 20142015 school year, the PYLUSD lead a mathematics textbook adoption across the entire district. This created significant changes at YLHS in the lower level Mathematics courses. Teachers in the Mathematics courses taught out of two different books during a 5 month process to make sure that the curriculum and resources available to teachers and students were aligned with the CCSS. Furthermore, the textbooks were examined on their effectiveness to address the needs of all students with differentiation of lessons while maintaining academic rigor. While the process was arduous and comprehensive, a consensus was made to utilize the “Big Ideas Math” text published by Houghton Mifflin at the secondary level district wide. YLHS Mathematics teachers, the Department Chair, and the YLHS administration all provided great input in this process and were active participants on the adoption committee. YLHS feels that this textbook is the best option for our students to maintain academic rigor, and will lead to positive results in all of our mathematics courses, especially in lower level mathematics. It will also help with implementing the YLHS STAMPEDE vision.

During the transition to the CCSS and the book adoption process, the YLHS Mathematics department felt that it was best to put the “Principles of Geometry” course on hold until the new curriculum and standards can be best addressed. After review of the the students’ needs and the CCSS the Mathematics department has decided instead to dedicate its efforts to supporting students in Geometry courses with greater spiraling of instruction to promote the continued growth of all YLHS students in Mathematics.

Common Core State Standards (CCSS) Implementation (Critical Area of Follow up 1)

YLHS has taken a calculated approach towards shifting to the CCCSS. During the 20132014 school year, the PYLUSD implemented a very abrupt and swift change in Mathematics along with starting a new


textbook adoption. This quick shift came with many difficulties and the district, along with YLHS, learned greatly from the process. The Mathematics department had better second year of implementation (20142015) than first year and are looking forward to utilizing the new textbooks in the 20152016 school year to settle in on instructional practices. Over the last two years, the department has worked collaboratively in small groups to discuss best practices, but have had difficulty taking great strides forward with curriculum because the department was divided between required textbooks and materials.

The shift in Language Arts started in the 201415 school year has been much more calculated. With guidance from the district, and the professional development staff, YLHS shifted focus onto reading for informational text and informative/explanatory writing in the beginning of the year and moved towards reading for literature and narrative and argumentative writing later in the year. Several of the ELA teachers at YLHS have been trained in strategies to create and address performance task writing, and some have worked on task forces to develop the implementation of the shift district wide. YLHS is taking a collaborative approach to shifting to the CCCSS especially within the Language Arts and the History/Social Science departments. Furthermore, YLHS has made significant changes in its StepUpToWriting program (SUTW) to adjust to the demands of the CCCSS. In the 20142015 school year, YLHS shifted from only having all students in every department write a single paragraph in the SUTW format to having all departments create a writing performance task that is relevant to each discipline with the requirement of the writing being in SUTW format. The writing across all disciplines program at YLHS has become a cornerstone to our success.

The History/Social Science departments are supporting the shift to CCCSS by implementing DBQ strategies in all courses. DBQ writing works in conjunction with the skills, strategies, and content that are being taught in its Language Arts grade alike class.

Science, arts, and technical subjects are also taking a calculated approach to shifting to the CCCSS. These subjects have all been very collaborative and supportive of the ELA and Math departments in their shifts and have provided instruction and writing requirements that align with the school's practices. Starting in the 20152016 school year, the science departments district wide will be exploring best practices in implementing the Next Generation Science Standards (NGSS). Several of the science teachers will be working on focus groups and will be trained to bring back strategies and practices to implement at YLHS.

WASC Focus Group Activities

The shift to the CCSS has been a schoolwide process that does not exist in the individual departments alone. During the 20142015 school year, the entire staff at YLHS participated in a critical analysis of our schools Action Plan in focus groups during the first semester of school to ensure that we continue to address our schoolwide areas of focus as the shift to the CCSS occurs. All teachers also participate in a Student Learning Observation during the first semester. All teachers were asked to observe another teacher's classroom outside of their department to observe the types of activities being utilized, the skills that students are being asked to demonstrate, and how the Students Learner Outcomes are being addressed. During the second semester of the year, all teachers were divided into small groups of 7 each to share out student SUTW performance tasks. The focus of the activity was to work collaboratively to analyze our students writing as well as the SUTW performance task itself. Both of these activities provided great insight to the staff as a whole and substantiated our practices across all disciplines. The WASC coordinator also worked collaboratively with all departments and provided professional development during PLC time to support specific departmental actions and needs as they shift to the CCSS.

During the 20152016 school year, all teachers again participated in a critical analysis of our Action Plan during the first semester and will again participate in a share out of their students SUTW performance tasks during the second semester. Additionally, in order to gain a more in depth understanding of what it means to be a student at YLHS, nine teachers volunteered to shadow a student for a day and report out


their experience to all of the staff. This new activity was enlightening and will be utilized to gain insight on the expectations that are placed on students and to help guide our teaching practices in the future.

Enthusiasm (Critical Area of Follow up 2)

Events and Awards

Since the last WASC visit, YLHS continues to create new practices unique to our school that display our enthusiasm for our school, community, students, and staff. Starting in the 20132014 school year, the staff came together as departments to host monthly luncheons. Instead of the “Staffulty Club” hosting after school activities, each department chooses a month to host a themed luncheon. One of the luncheons even hosts a salsa competition.

Principal Flynn brought back the “Fish Award” at the beginning of the same year to recognize outstanding efforts of staff members that support YLHS and their enthusiasm for our school.

Starting in the spring of the 20142015 school year, a group of teachers on campus, looking to recognize the hard work of their colleagues on campus, created the “Kick Butt” award. This award was created with the idea of being “by the teachers for the teachers.” The award was initially given by the teachers that created the award, but now it is being passed to the next set of teachers deserving the award by the teachers that were currently holding the award monthly.

A major event that has occurred every year since 2013 is the YLHS Olympics. This month long event was created and is implemented by a teacher on campus and consists of fun competitions between teams from each class of students and the teachers.

Also starting in the 20132014 school year was a student organized and lead support section called “The Stable.” YLHS has supported The Stable and encouraged their participation at school athletics events by designating a section for them to sit and cheer. The Stable is a student supporter group that promotes school spirit and enthusiasm that is completely run by students and not associated with YLHS in any other way than being run by our students.

Starting in the 20142015 school year, the Art Department started to implement after school “Art Therapy” courses for teachers. These courses are designed to bring the staff together with fun activities that help the staff relax and enjoy their time at YLHS. Some of the activities that have occurred consist of Snow Man Building, Ceramics for beginners, Glass Pressing, and other crafty activities.

The Wrangler, YLHS’s first newspaper, has gone completely online and developed their own mobile app since the last WASC Visit, and is the first high school in PYLUSD to do so. By hosting The Wrangler online the students at YLHS are producing articles on a daily basis and they provide much greater access to the newspaper whenever any student would like to access it. The Wrangler’s online publication averages 345 viewers each week and the average read time is 7 minutes. This number has gone up every single week since The Wrangler started publishing online with a 40% growth rate in new readers each week. Also by going online, The Wrangler is able to include and embed other technology resources like active polls, videos, picture collages, etc. The online publication allows students to be more interactive with the newspaper and it gives the staff of The Wrangler instant results and feedback.

Furthermore, The Wrangler will be offering an in print magazine publication. The magazine publication is a first of its kind in the district that will be highlighting all aspects of what it is to be a Mustang at YLHS. This publication not only provides information to students at YLHS but is also a great advertisement for the community and incoming students.

Branding

During the 20142015 school year YLHS, with support of our website provider Edlio, went through a process to completely refresh our brand identity. With input from all stakeholders, the new brand has been designed to reflect YLHS’ all around standard of excellence in academics, athletics, the arts, and all other


programs. It also serves to reinforce the enthusiasm and core essence of YLHS’ pride, accomplishment, and spirit. In the process, a primary school logo, a wordmark/mascot, a secondary interlock logo, and official colors were all created specifically for use by YLHS and all of its teams, clubs, or other school affiliated programs. All approved elements are copyright protected and do not conflict with any outside entities. Moreover, YLHS underwent a complete website redesign, including the updated logos.

Instructional Technology (Critical Area of Follow up 3)

Educational Technology

Technology use and availability significantly advanced since the last WASC visit at YLHS. PYLUSD switched from Microsoft Exchange to Gmail during the summer of 2012. A smooth transition was possible because of district support and trainings. The Google based system allows for increased teacher collaboration using all of the Google Apps for Education (GAFE) such as Google Docs, Google Drive, Google Hangouts, and Google Classroom. All staff now have an unlimited storage capacity for email and documents. Furthermore, Google Classroom has been made available for all teachers to utilize. All students have also been given a Google email account which allows all students to have access to all of the GAFE. New Google applications are being made available to all teachers and staff on a regular basis across the district. To support all teachers the District provides yearround training for all skill levels to learn the software and collaborate on best practices. Our own technology teacher also provides monthly trainings on incorporating the new technology, working with AERIES Gradebook, Google Docs and Google Drive Basics, and proper use of our new ChromeBook Carts. Along with four ChromeBook Carts being added, our school has also built an entire computer lab in room 501 through modernization. The Carts and the Lab allow for a multiple full classes to access computers for educational purposes at one time.

Starting in the 20152016 school year, the PYLUSD officially wrote board policy to be a “Bring Your Own Device” (BYOD) district. The PYLUSD believes that a device in the hands of students provides additional learning opportunities. All students are encouraged to BYOD and all students are expected to follow the PYLUSD Acceptable Use Agreement. The district and staff at YLHS will continue to offer year round professional development opportunities to support teachers with BYOD strategies.

The Mobile Application Development and Design course was approved and implemented starting in the 20142015 school year. Mobile App Development and Design is a yearlong course. In this course, students learn how to create applications for IOS and Android phone and tablet devices. Emphasis is placed on designing apps and learning to write HTML5, CSS, and JavaScript to code apps. The AERIES Gradebook system was updated to HTML5 standards at the beginning of the 20142015 school year. This update has allowed for greater functionality and communication between teachers, students, and parents.

Modernization

The opening of the 20132014 school year marked the opening of YLHS’ new 500 building. The 500 building previously held two YLHS classrooms and was home to the district's independent study high school program, La Entrada. To meet the needs of our growing population, La Entrada was moved off site and the building was retrofitted to have a total of eight classrooms, one full computer lab, four office/storage spaces, a restroom and a teachers lounge. This building now holds a large art room/studio, one special education room with its own mini lab, a foreign language classroom, a social science classroom, and three mathematics classrooms. This new building also allowed the use of two portables located near the school athletics facilities that were previously used as classrooms to now be used as team rooms for the YLHS soccer programs.


Starting in the 20152016 school year, all classrooms will receive new updated LCD projectors and new updated staff computers. YLHS will also receive all new WIFI gateways. These updates to technology will not only meet the needs of new technology demands but will increase the number of computers in each classroom being that old teachers computers will be kept in each room as an additional resource.


Chapter 3

FollowUp and Progress Report Development

Chapter 3 Followup and

Progress Report Development Process


Chapter 3 Progress Report Development Process Yorba Linda High School Page 1

III: Followup and Progress report Development Process After the 2013 full selfstudy WASC visitation, the stakeholders at Yorba Linda High School remained committed to the Focus on Learning Process. During the 2013 WASC visitation, the visiting committee identified areas of strength and critical areas for follow up: Schoolwide Areas of Strength

1. Yorba Linda High School has a culture that is characterized by an exemplary level of trust, collaboration, and collegiality.

2. The creation of, belief in, and adherence to the “STAMPEDE” mission and vision statement drives the school's progress.

3. The School’s instructional focus is data driven and allows for students to participate in a rigorous, relevant, and coherent standardsbased curriculum.

4. All academic classrooms have been provided with state of the art technology which supports student learning.

5. All disciplines include StepUpToWriting in their curriculum. 6. The allocation of Professional Learning Community (PLC) time, allows the staff to develop and

analyze common assessments and share best practices to increase student achievement. Schoolwide Critical Areas for FollowUp

1. The extent to which the implementation of the Common Core Standards absorb time and resources that otherwise would be focused on the Action Plan goals.

2. Maintaining enthusiasm and support for the School’s mission “Run with the STAMPEDE” going forward.

3. Fully implement the capabilities of installed instructional technology. Chapter III describes Yorba Linda High School's procedures for implementing and monitoring our school wide action plan. Changes and updates to the action plan occurred annually through our professional learning community and are reflected in each updated Single Plan for Student Achievement (SPSA). Schoolwide Action Plan Area’s for Growth

1) Continued strategies and/or curriculum aimed at written conventions and writing strategies [CCSS: Writing Standards and Language Standards] to help increase academic achievement in all curricular areas.

2) Closing the achievement gap for all students who are not achieving proficiency in all curricular areas through a system of targeted interventions.

3) Increase academic achievement for students enrolled in lower level mathematics courses such as Algebra 1A and 1B and Algebra.

Implementation and monitoring of the Schoolwide Action Plan and Single Plan for Student Achievement Emerging from the 2013 full selfstudy WASC visitation, a priority was established to address the needs of schoolwide implementation of the action plan. The first step in the implementation process was the merging of the goals in the WASC Action Plan with the goals in the Single Plan for Student Achievement (SPSA). In the fall of 2013, the site council was tasked with updating the SPSA and aligning goals with the WASC Action Plan. YLHS has a single Plan for Student Achievement that integrates the WASC critical areas for follow up. The action plan is overseen by the YLHS WASC Coordinator with the support of the administration team, primarily the Assistant Principal of Curriculum and Instruction and the Principal. Furthermore, development of the Single Plan for Student Achievement has lead to a large amount of oversight falling to


the School Site Council (SSC). However, much of the oversight rests with the Coordinator and the site administration, since the SSC has little to do with the daytoday operation of the school. Committees and Oversight The school’s Coordinator and Administration analyzed the Action Plan to determine which areas of the plan were feasible to implement. The primary factors in the process included consideration of the planned timeline for completion and various previously unplanned initiatives that were formed and directed from the district level. PLC time has been utilized to support large group and small group discussion amongst all staff members for the implementation of the action plan. In some cases, the tasks were delegated to department chairs; for others, the Principal delegated the role to the Assistant Principals for development and launch. Departmental Role When appropriate, each department was tasked with specific Action items that related to that department’s specific contribution to the Action Plan. For example, the Language Arts Department was tasked with coming up with a plan to help increase their overall scores in accordance with Goal One and the Mathematics department was tasked with coming up with a plan to help increase their overall scores in accordance with Goal Three. Annual Oversight and Updating of Data and the Schoolwide Action Plan Each year, site administration and the WASC Coordinator updates annual data and presents to all stakeholders. Key data, such as State Testing Data and Advanced Placement test scores have been shared with all stakeholders and made available to the community on the school's website. The Action Plan has served as a cornerstone in the decisionmaking process at our school since its implementation in 2012. It has served as the impetus behind our successful attempts at increasing our school’s API score, state testing scores, and attempts to impact school culture and enthusiasm. Preparation for MidCycle Visit and Report The WASC Coordinator (Dan Dupont then Scott Mazurier) with the support of the Assistant Principal of Curriculum and Instruction (Joey Davis, Lori Walls, and then Jamie Jauch) was tasked with preparing for the MidCycle visit. The WASC Coordinator worked with administrative assistance to gather information to include in the updating of the Community Profile. The data from the profile was analyzed and updated to reflect the most currently published information. Stakeholders have had consistent involvement in the development and review of the Action Plan through PLC time and schoolwide action plan activities. Even though the MidCycle Visit comes at the same time that the District has launched its major Common Core transition initiative as well as textbook adoption in Mathematics, YLHS has continued to focus its instruction and practices based on the initiatives spelled out in the Action Plan. The School Leadership Team has been informed of and consulted on all decisions made during the ongoing process. Staff has regularly been asked and provided the opportunity to provide input on the Action Plan. Staff are encouraged to provide input in terms of what they saw as being “accomplished” at this point and for their suggestions as to what they saw as either an unaddressed critical need, a need that is no longer able to be addressed, or a need that needs to be considered moving forward. Presentation of the Visit to the Governing Board This report will be presented to all District management. Following the visit, the Principal will forward all results to the Superintendent for consideration to be included on an upcoming Governing Board agenda. If the Governing Board does not request a formal presentation at this time then any revisions to the Action


Plan, together with the findings of the visiting committee, will be presented with the annual submission of the Single Plan for Student Achievement later in the year. Ongoing FollowThrough and Monitoring YLHS is committed to implementing and monitoring the Action Plan that was outlined in the original Focus on Learning document. Attention will need to be given to the plan in light of any Districtdriven directives that are put forth at the outset of a given school year. The Leadership Team convenes several times annually to review the Schoolwide Action Plan and the Single Plan for Student Achievement and presents the plans to the School Site Council annually. All Focus on Learning groups and the Leadership Team meet to accomplish three tasks: to review the progress towards Action Plan goals, to create recommended revisions for the Action Plan goals, and to refine any goals and objectives for the upcoming academic year. Following Focus on Learning group PLC’s, the Leadership Team reviews all updated reports. They then update the Schoolwide Action Plan accordingly. During the “opening week” of meetings (the week before classes resume), the Leadership Team revisits findings of the previous year and articulates the necessary goals for the new academic year. Additionally, this is generally the time when the CDE releases state testing results, along with the announcement of the previous year’s API score. The timing of this provides the best opportunity for a second visitation of the Schoolwide Action Plan, especially with regard to Action Tasks calling for improvement in Written Conventions and Lower Level Mathematics.


Chapter 4

Progress on Critical Areas for Follow up

Chapter 4 Progress on the Critical Areas for Followup within the Action Plan


Chapter 4 Progress on Critical Areas for Followup Yorba Linda High School Page 1

IV: Progress on Critical Areas for Followup/Schoolwide Action Plan Guided by the visiting committee’s suggestions for critical areas for follow up, our self study action plan and our Single Plan for Student Achievement, achievement and progress was evident for each of our identified goals. Alignment with the critical areas of follow up is noted with a summary of progress for each goal. A comprehensive matrix outlining the description of progress, timelines, and additional evidence is located in the Appendix. Visiting Committee’s Schoolwide Critical Areas for followup

1. The extent to which the implementation of the Common Core State Standards absorb time and resources that otherwise would be focused on the Action Plan goals.

All decisions made on campus are based upon the school’s mission, “Run with the STAMPEDE”. This ensures that all decisions are for the good of the student and support the core values of Yorba Linda High School. As resources are allocated thru LCFF and CCCSS, YLHS has held true to basing decisions on the mission statement. This has allowed YLHS to ensure that our focus is on our Action Plan goals while simultaneously addressing the implementation of CCCSS.

2. Maintaining enthusiasm and support for the school mission “Run with the STAMPEDE” going forward.

In addition to our 50 plus staff sponsored clubs and academic competition courses, YLHS continues to create new practices that are unique to our school that display our enthusiasm for our school, community, students, and staff. All departments come together to host monthly luncheons instead of the “Staffulty Club” hosting after school activities to ensure that all staff can easily attend and further the mission statement principles of teamwork, passion, and dedication.

Principal Flynn has implemented the famous “Fish Award” and the new PYLUSD Advantage Coin that he dedicates at the beginning of the year to recognize outstanding efforts of staff members that support YLHS and their enthusiasm for our school.

A group of teachers on campus, looking to recognize the hard work of their colleagues on campus, created the “Kick Butt” award. This award was created with the idea of being “by the teachers for the teachers.” The award was initially given by the teachers who created the award, but now it is passed to the next set of teachers deserving the award by the teachers that were currently holding the award on a monthly basis. This award recognizes and supports the mission statement principles of service, teamwork, passion, and dedication amongst the staff.

A major event that has been practiced every year since 2013 is the YLHS Olympics. This month long event was created and is implemented by a teacher on campus. It consists of fun competitions between teams from each class of students and the teachers. This schoolwide activity supports the mission statement principles of teamwork, passion, ethics, and dedication.

Students have organized and continue to lead a support section called “The Stable.” YLHS has supported The Stable and encouraged their participation at school athletics events by designating a section for them to sit and cheer. The Stable is a student supporter group that promotes school spirit and enthusiasm that is completely run by students and not associated with YLHS in any other way than being run by our students. The activities of The Stable support the school’s mission statement of teamwork, dedication and passion.

The Art Department started to implement after school Art Therapy courses for teachers. These courses are designed to bring the staff together with fun activities that help the staff relax and enjoy their time at YLHS. Some of the activities that have occurred consist of Snow Man Building, Ceramics for beginners,


glass etching, and other crafty activities. All of the activities have supported the school's mission statement principles of service, teamwork, dedication, and excellence.

The Wrangler, YLHS’s first newspaper, has gone completely online and has developed its own app available for Android and IOS devices. YLHS is the first high school in PYLUSD to do so. By hosting The Wrangler online the students at YLHS are producing articles on a daily basis and providing access to the newspaper whenever any student would like to view it. The Wrangler’s online publication averages 345 viewers each week and the average read time is 7 minutes. This number has gone up every single week since The Wrangler started publishing online with a 40% growth rate in new readers each week. Also by going online, The Wrangler is able to include and embed other technology resources like active polls, videos, picture collages, etc. The online publication allows students to be more interactive with the newspaper and it gives the staff of The Wrangler instant results and feedback.

Furthermore, The Wrangler will be offering an in print magazine publication. The magazine publication is a first of its kind in the district that will be highlighting all aspects of what it is to be a Mustang at YLHS. This publication not only provides information to students at YLHS but is also a great advertisement for the community and incoming students.

YLHS, with support of our website provider Edlio, has gone through a process to completely refresh our brand identity. With input from all stakeholders, the new brand has been designed to reflect YLHS’ all around standard of excellence in academics, athletics, the arts, and all other programs. It also serves to reinforce the enthusiasm and core essence of YLHS’ pride, accomplishment, and spirit. In the process a primary school logo, a wordmark/mascot, a secondary interlock logo, and official colors were all created specifically for use by YLHS and all of its teams, clubs, or other school affiliated programs. All approved elements are copyright protected and do not conflict with any outside entities. Moreover, YLHS underwent a complete website redesign, including the updated logos.

3. Fully Implement the capabilities of the installed instructional technology. PYLUSD has switched to a Google based system called Google Apps for Education (GAFE) which allows for increased teacher collaboration using Google Docs, Google Drive, Google Sheets, and other GAFE products as well as greater storage capacity for email and documents. Furthermore, Google Classroom has been made available for all teachers to utilize. All students have also been given a Google email account which allows all students to have access to all of the GAFE products. New Google applications are being made available to all teachers and staff on a regular basis across the district. All teachers utilize Google applications to support their instruction and are continually refining their use regularly.

To support all teachers the District provides yearround training for all skill levels to learn the software and to collaborate on best practices. Our own technology teacher, Dan Eliot, also provides monthly trainings on incorporating the new technology, working with AERIES Gradebook, Google Docs and Google Drive Basics, and proper use of our new ChromeBook Carts.

Along with the addition of 4 ChromeBook Carts, our school has also built a 40 station computer lab in room 501 through modernization. The Carts and the Lab allow for multiple full classes to access computers for educational and testing purposes at one time.

Critical Learner Needs identified by Yorba Linda High School 1. Yorba Linda High School recognizes the need to increase achievement in written conventions and

writing strategies for all students. While holding to the principles of the StepUpToWriting program for providing explicit, researchbased instructional support and strategies for writing, the movement toward Common Core State Standards drove changes in the implementation of YLHS’s implementation of its StepUpToWriting practices. The


StepUpToWriting program has become a core practice at YLHS focusing on the mission statement areas of Achievement, Mastery, and Excellence, as well as aligning under the district’s Academic Achievement Strategic Initiative and aligns with the Local Control Accountability Plan (LCAP) under State Priority 2 and 4: Implementation of Common Core State Standards and Pupil Achievement. While the Language Arts department drives the instruction of the of the StepUpToWriting program, all departments implement the strategies cross curricularly.

The Language Arts staff have adjusted the previous activity of one paragraph to be a much more rigorous StepUpToWriting Performance Task. This Performance Task has been implemented across all curricular areas.

Guided by the History and Social Science department, YLHS has implemented the Document Based Question (DBQ) approach in Language Arts and History classes as a part of the Written Conventions and Writing Strategies program. This extended the writing program, and at that time helped begin the transition toward the new California Common Core State Standards while still focusing on our Action Plan. Both Language Arts teachers and Social Science teachers were trained in the DBQ process and continue to articulate in regards to best practices across the curriculum.

The Language Arts department has added an Expository Reading and Writing Course (ERWC), a specialized twelfth grade ELA course, designed to address the needs of targeted students who did not demonstrate proficiency on the EAP exam in their junior year. The 20142015 school year is the first year of implementation of this course making progress data unavailable, however, the pass rate of the course shows that the students who were previously considered not proficient are now considered proficient and college ready.

2. Yorba Linda High School recognizes a need to close the achievement gap for all students who are

not achieving proficiency in all curricular areas through a system of targeted interventions. The YLHS Library has invested in adding current and standards aligned materials as well as easily accessible EBooks and graphing calculators through the support of block grant funds as well as LCFF targeted funds. These materials have allowed for better access to information and resources for all students.

The Language Arts department has adjusted the StepUpToWriting Program to consist of a writing Performance Task that adds rigor to our practices while continuing to support the needs of all students on campus.

All departments have continued to adjust and implement differentiated instruction practices. The Special Education department collaborates regularly with all departments to provide advice and feedback on differentiated teaching practices that support all students whether they receive Special Education services or not.

The Learning at Lunch program continues to support targeted students with two or more F’s at the second grading period of each semester. This program is driven by the counseling department and supported by credentialed teachers tutoring students at lunch.


After school tutoring has been added as a resource for all students that supports the school Mission Statement and Action Plan. Students struggling with concepts or courses are free to attend the after school tutoring which is instructed by a credentialed teacher.

YLHS continues to offer the Vital Link course to targeted students that are thirty or more credits deficient. This course addresses the school's mission statement and Action Plan goals. The course is now taught by a credentialed teacher who is better able to support all students on a daily basis. YLHS has implemented a collaboration model of support for our growing population of English Language Development students. A credentialed teacher offers support to all EL students and their teacher within their general education courses over three periods of the day. YLHS also offers an ELD course that addresses the explicit direct instruction needed in Language Arts. The PYLUSD has also added an ELD support provider that comes to YLHS one period daily to provide pullout instruction for our beginning and early intermediate students. This support model addresses the school’s mission statement and Action Plan goals of Service, Teamwork, Achievement, Mastery, and providing interventions for all students.

3. Yorba Linda High School recognizes a need to increase the academic achievement of students

enrolled in lower level math courses such as Algebra 1A and 1B, and Algebra. The Mathematics department has begun to utilize Kahn Academy videos as a resource to help support students struggling in all math courses, especially in lower level math courses.

The Mathematics department continues to utilize local common assessment data analysis to drive instruction practices. The adoption process of a new text book made this practice more difficult during the 20142015 school year, but with the adoption of a new text book for all levels of math, this practice will be easily refined and utilized moving forward.

The adoption of new textbooks will continue to allow for all materials to be spiralled for review in Algebra 1A and 1B and Algebra 1 to strengthen the foundations of mathematical concepts for all students as they move into higher level math courses. Students are regularly encouraged to attend after school tutoring offered by credentialed teachers in the library. This practice supports all students struggling with mathematics concepts but has seen the greatest success with students in the lower level mathematics courses.


Chapter 5

Action Plan

Chapter 5 Schoolwide Action Plan


Chapter 5 Schoolwide Action Plan Yorba Linda High School Page 1

Chapter V: YORBA LINDA HIGH SCHOOL SCHOOLWIDE ACTION PLAN

Goal 1 (Area of Improvement): “Improving Written Conventions and Writing Strategies for all students” Rationale: Critical Learner Need Identified by YLHS: Selfstudy findings indicate that Yorba Linda High School understands that increasing proficiency in writing ability will increase outcomes in all curricular areas. The Self Study report indicated, and was supported by the Visiting Committee, the need to continue strategies and/or curriculum aimed at written conventions and writing strategies [CCSS:Writing Standards and Language Standards] to help increase academic achievement in all curricular areas. Furthermore, these writing and language strategies are supported through the PlacentiaYorba Linda Unified School District's Guiding Principles. 2013 CST scores indicated that Yorba Linda High School consistently exceeded the state and district average scores. 83% of our students were proficient in ELA, Science, and Social Science. API scores were at 905. 2015 CAASPP results indicate that 73% of all students tested met or exceeded the standard. AP scores average a 91% pass rate. SAT scores are excellent. The Special Education and ELD Departments work collaboratively to support all teachers and students on this goal. Student Learning Outcomes addressed: Teamwork, Achievement, Mastery, Dedication, Excellence Impact on student learning of Academic Standards & Student Learning Outcomes: Improved academic achievement by individuals and groups thereby helping to attain the Focus on Learning and CCSS goals as well as ongoing accomplishment of our schoolwide Student Learning Outcomes [“Run with the STAMPEDE”] Supporting 2013 CST Data: % Advanced % Proficient % Basic % Below Basic % Far Below Basic English/Language Arts 50 32 14 3 <1 World History 52 31 13 2 2 US History 52 29 13 3 3 Science 44 37 16 2 <1


Supporting 2015 CAASPP ELA Overall Data: (351 Students)

Standard Exceeded Standard Met Standard Nearly Met Standard Not Met

41% (152 Students) 32% (115 Students) 15% (49 Students) 12% (46 Students)

Growth Targets: 2013 – 2014 Increase of 2% in CST Cluster reports for written conventions and writing strategies

Increase of 2% in Step Up To Writing scores schoolwide Increase of 2% in the percentage of students passing the California High School Exit Exam (CAHSEE with a score of 380 – proficient and above to keep up with the AYP)

2014 – 2015 Increase of 2% in StepUpToWriting Performance Task schoolwide Obtain a baseline score on California Assessment of Student Performance Proficiency (CAASPP) Writing and Language Standards

Obtain a baseline score on District Common ELA/Writing Assessment 2015 – 2016 Increase of 2% in StepUpToWriting Performance Task schoolwide

Increase of 2% in California Assessment of Student Performance Proficiency (CAASPP) Writing and Language Standards Increase of 2% on District Common ELA/Writing Assessment

2016 2017 Increase of 2% in StepUpToWriting Performance Task schoolwide Increase of 2% in California Assessment of Student Performance Proficiency (CAASPP) Writing and Language Standards Increase of 2% on District Common ELA/Writing Assessment




Monitor Progress Tools: Report Progress:

California Standards Test data (CST) CAHSEE 10th grade AYP proficiency Common Summative Assessments SUTW Performance tasks Starting 20142015 CAASPP Test data (CCSS) EAP Assessment ERWC Course results

Data Reporting: State assessments, EAP & ERWC results, Perception Survey data Action Plan Progress: Administrators & Action Plan Leaders will report progress to Board of Trustees, parents, staff & students (including advisory committees) annually in August & with and annual reporting/approval of Single Plan for Student Achievement, Local Control Accountability Plan, School Accountability Report Card, & to staff at department Starting 20142015

Common Summative Assessments District wide quarterly assessments Timeline Tasks

Action Plan #1 Responsible Person(s) Involved

Resources Means to Assess Improvement Reporting

20132014

20142015 20152016 20162017 20172018 20182019

1.1: All students in all courses will be assigned a “StepUpToWriting” Paragraph

Action adjusted due to shift to CCSS All students in all courses will be assigned a “StepUpToWriting” Performance Task

Critical Areas for Follow up CCSS: W16, 810 STAMPEDE: A, M, D, E Ed. Tech.: GAFE, Stu. Computers/Chromebooks/Labs, Projector, Smartboard, Active Inspire, BYOD

All Teachers Admin team

District provided training at the Professional Development Academy or on site via Instructional Coach.

Staff created school wide trainings at the beginning of each year to be carried out during PLC time.

Comparison of current assessments to baseline data to determine if growth targets are met in reading, writing, and math

Student performance proficiency on CAHSEE, STAR, CELDT, CAASPP

Student performance on common Assessments

D/F list

To Staff Teacher share PLC To Students/Parents Student progress report


Timeline Tasks Action Plan #1

Responsible Person(s) Involved


20132014 20142015 20152016 20162017 20172018 20182019 Prelim by Oct. Final by May

1.2: All Students will create a writing portfolio to track their writing progress throughout all 4 years at YLHS in their ELA course. Portfolios will include an overview of their work with the intention to track the progress of the students writing ability on preliminary and final assessments throughout all four years at YLHS. Scores will then be reported to ELA Department Chair for analysis and comparison during PLC time Critical Areas for Follow up CCSS: W5, 10 STAMPEDE: A, M, P, D, E Ed. Tech.: N/A

All ELA Teachers

Approximately $200 annually for portfolios

Storage Containers to hold portfolios

Portfolio comparison Grade report to ELA Dept. Chair D/F list Summative SUTW Performance Task Starting 20152016 District Common ELA/Writing Assessment

To Staff Teacher Share PLC Dept. Chair Report To Students/Parents Student Portfolio AERIES Gradebook Summary

20132014

20132014 20142015 20152016 20162017 20172018 20182019

1.3: Grammar and Mechanics concepts will be broken down by grade level and taught using common lessons

Action adjusted due to shift to CCSS Due to analysis of CA ELA/ELD framework all language instruction in all content areas is suggested to be “contextualized in rich content students are learning...rather than in an isolated way.” Critical Areas for Follow up CCSS: L16 STAMPEDE: T, A, M, D, E Ed. Tech.: Smartboard, Projector, Doc. Cam., GAFE, Active Inspire, BYOD, Dist. Sound

All ELA teachers

All teachers (CA ELA/ELD Framework)

$1300 to purchase grammar books (not spent due to CA ELA/ELD Framework analysis)

Department PLC time Structured teacher PLC time

Grammar Lesson Analysis State testing cluster report

Formative lesson/assessment analysis Summative assessments analysis Starting 20152016 District Common ELA/Writing Assessment

To Staff (20122013) State Assessment

Cluster Report (20142016) Teacher Share

PLC CAASPP Claim Report To Student/Parent (20122013) State Assessment

Cluster Report (20142016) CAASPP Claims

Report (20152016) District Common

ELA/Writing Assessment

Spr. 2013 20142015 20152016 20162017 20172018 20182019

1.4: Based upon the district’s plan to integrate the CCSS, all teachers will work to increase reading and writing rigor for all students in all disciplines through focused instruction of the CCSS ELA & Literacy Standards Critical Areas for Follow up CCSS: RL110, RI110, W110 STAMPEDE: T, A, M, P, E, D, E Ed. Tech.: Smartboard, Projector, Doc. Cam., Active Inspire, GAFE, Student computers/Chromebooks/Labs, BYOD, Dist. Sound

All Teachers ELA Dept. chair

HSS Dept. Chair

Sci. Dept. Chair

Admin team

Sitebased and Districtprovided professional development lead by staff and Instructional Coach

PDExpress Costs for substitute teachers

CAASPP claims report Formative lesson/assessment analysis Starting 20152016 District Common ELA/Writing Assessment

To Staff Teacher share CAASPP Claims report District Common ELA/Writing

Assessment report To Student/Parent CAASPP Claims report District Common ELA/Writing

Assessment report (AERIES)





20132014 20142015 20152016 20162017 20172018 20182019

1.5: Increase standardsaligned library materials for History/Social Science and Language Arts for student research Critical Areas for Follow up CCSS: RL110, RI110, RH110, RST110 STAMPEDE: S, T, A, M, E Ed. Tech.: Library Circulation Software, Google Scholar

Librarian HSS Teachers Sci. Teachers ELA Teachers

20132014: $3,200 20142015: $2,985.50 20152016: TBD 20162014: TBD 20172018: TBD 20182019: TBD

Acquisition Checkout records

To Staff Acquisition records Checkout records SPSA SSC notes To Students/Parents SPSA SSC notes

20132014 20142015 20152016 20162017 20172018 20182019

1.6: Teachers in ELA and HSS will utilize their professional development and assign DocumentBased Question writing assignments to all students in ELA and HSS throughout the year Critical Areas for Follow up CCSS: W1,2, 49, RL110, RI110, RH110, RST110 STAMPEDE: T, A, M, D, E Ed. Tech.: Smart board, Projector, Doc. Cam., GAFE, Student computers/Chromebook/Labs, Dist. Sound, BYOD

ELA Teachers HSS Teachers

Sitebased and Districtprovided professional development lead by staff and Instructional Coach

Cost for Substitute teachers

CAASPP Claims reports Teacher created DBQ assignment/ assessment results (specific targets may vary by teacher)

Starting 20152016 District ELA/Writing assessment

To Staff CAASPP Claims Report Dept. PLC Share/Analysis of

DBQ Assignments To Student/Parent DBQ Assignment report

(AERIES) Student Progress Report

20132014 20142015 20152016 20162017 20172018 20182019

1.7: Teachers in ELA department will utilize the 6Way Paragraph method in all ELA courses to increase students’ reading comprehension skills Critical Areas for Follow up CCCSS: W1,2, 49, RL110, RI110, RH110, RST110 STAMPEDE: T, A, M, D, E Ed. Tech.: N/A

ELA Teachers Approximately $3000 to purchase two class sets of books and traveling cart

Department lead professional development PLC time

CAASPP claims report in reading Teacher created reading assessment (specific targets may vary by teacher)

Starting 20152016 District ELA/Writing assessment

CAASPP reading claims report District ELA/Writing

assessment report AERIES/OARS Reports


Goal 2 (Area of Improvement): “Targeted Interventions for All Students” Rationale: Critical Learner Need Identified by YLHS: Selfstudy findings indicate that Yorba Linda High School recognizes the need to close the achievement gap for all students who are not achieving proficiency in all curricular areas through a system of targeted interventions. Therefore, any student who is not meeting or exceeding standard in statewide assessment or not meeting proficiency in local assessments is a student who is in need of intervention. Cluster report analysis of CST scores and Claim report analysis of CAASPP scores (starting 20142015) indicated that Yorba Linda High School does an outstanding job at meeting the standard and has consistently exceeded the state and district average scores. 82% of students are proficient in ELA, Science, and Social Science according the 2013 CST Cluster Reports. 2015 CAASPP results indicated that 73% of students in ELA and 59% of students in Mathematics met or exceeded the standard. API scores were at 905. Special Education and English Language Learning students are identified and are provided a full spectrum of support services by the Special Education and EL departments. The outcomes of the Selfstudy and support from the visiting committee drive YLHS to continue strategies and/or curriculum that focus interventions on students who are not testing proficient or advanced on statewide and local assessments. Furthermore, the CCSS emphasize literacy strategies which are supported through our Focus on Learning Action Plan as well as the PlacentiaYorba Linda Unified School District's Guiding Principles. Student Learning Outcomes addressed: Service, Teamwork, Achievement, Mastery, Passion, Ethics, Dedication, Excellence Impact on student learning of Academic Standards & Student Learning Outcomes: Improved academic achievement of targeted intervention students thereby helping to attain the Focus on Learning and CCSS goals as well as improved accomplishment of our schoolwide Student Learning Outcomes [“Run with the STAMPEDE”]. Supporting 2013 CST Data: % Advanced % Proficient % Basic % Below Basic % Far Below Basic English/Language Arts 50 32 14 3 1 World History 52 31 13 2 1 US History 52 29 13 3 3 Science 55 31 11 2 0


Supporting 2015 CAASPP Overall Data: (351 Students)

Subject Standard Exceeded Standard Met Standard Nearly Met Standard Not Met

ELA (351 stu. tested) 41% (152 Students) 32% (115 Students) 15% (49 Students) 12% (46 Students)

Mathematics (356 stu. tested) 32% (114 students) 27% (97 Students) 21% (74 students) 20% (71 Students)

Growth Targets: 2013 2014 Increase of 5% on ELA and 2% on Mathematics CST proficiency rates

Increase of scores for SUTW Paragraph (ELA) Increase of scores for common unit assessments (Math) Increase of 2% for the number of students scoring 380 proficient on the ELA and Mathematics CAHSEE

2014 2015 Decrease the number of students receiving D’s or F’s who are enrolled in the Vital Link course Obtain a baseline on the number of students attending Intervention Tutoring Obtain a baseline for number of students who meet or exceed the standard on District Common Assessments in ELA and Mathematics Obtain a baseline for the number of students meeting or exceeding the standard on the CAASPP

2015 2016 Increase of 2% in the number of students who meet or exceed the standard on the CAASPP (ELA & Math) Increase of 2% in the number of students who meet or exceed the standard on District Common Assessments in ELA and Mathematics Increase of 1% for the number of students passing the ERWC course Increase of 2% for the number of students attending Intervention Tutoring Decrease the number of students receiving a D’s or F’s who are enrolled in the Vital Link course (1st to 2nd Semester)

2016 2017 Increase of 2% in the number of students who meet or exceed the proficiency standard on the CAASPP (ELA & Math) Increase of 2% in the number of students who meet or exceed the standard on the District Common Assessments in ELA and Mathematics Maintain the number of targeted students passing the ERWC course Increase of 1% for the number of students attending Intervention tutoring Decrease the number of students receiving a D’s or F’s who are enrolled in the Vital Link course (1st to 2nd Semester)

2017 2018 Increase of 2% in the number of students who meet or exceed the proficiency standard on the CAASPP (ELA & Math) Increase of 2% in the number of students who meet or exceed the standard on District Common Assessments in ELA and Mathematics Maintain the number of students passing the ERWC course Increase of 1% for the number of students attending Intervention tutoring Decrease the number of students receiving a D’s or F’s who are enrolled in the Vital Link course (1st to 2nd Semester)

2018 2019 Increase of 2% in the number of students who meet or exceed the proficiency standard on the CAASPP (ELA & Math) Increase of 2% in the number of students who meet or exceed the standard on District Common Assessments in ELA and Mathematics Maintain the number of students passing the ERWC course


Increase of 1% for the number of students attending Intervention tutoring Decrease the number of students receiving a D’s or F’s who are enrolled in the Vital Link course (1st to 2nd Semester)

Monitor Progress Tools: Report Progress: California Standards Test data (CST) CAHSEE 10th grade AYP proficiency Common Summative Assessment SUTW paragraph, Math Unit Exams EAP assessment results Starting 20142015 Common Summative Assessments – SUTW Performance tasks CAASPP Test data (CCCSS) ERWC Course Pass Rate

Data Reporting: State assessments, EAP results, ERWC pass rate, Perception Survey Data, Common Summative Assessments Action Plan Progress: Administrators & Action Plan Leaders will report progress to Board of Trustees, parents, staff & students (including advisory committees) annually in August & with and annual reporting/approval of Single Plan for Student Achievement & to staff at department

Timeline Tasks

Action Plan #2 Responsible Person(s) involved

Resources

Means to Assess Improvement Reporting

20132014 20142015 20152016 20162017 20172018 20182019

2.1: All YLHS teachers will work collaboratively to differentiate instruction based upon student’s needs. Differentiation strategies will vary by teacher and class based upon the student's needs Critical Areas for Follow up CCSS: ELA/ELD & Math Framework STAMPEDE: T, M, P, E, D, E Ed. Tech.: GAFE, Dist. Sound, BYOD


Site based and District provided professional development lead by staff and Instructional Coach

Resource Specialist Teachers EL resource teachers (Starting in 20152016)

Proficiency rates on common summative assessments

D/F list

To Staff Teacher share PLC Reports to SPED and EL service providers

Assignment/Assessment Analysis

IEP/504 documentation SST documentation To Student/Parent Student Progress Report Stu./Parent/Teacher Communication

IEP/504 documentation SST documentation



Responsible Person(s) involved

Resources


20132014

20152016

2.2:YLHS will continue its CST Incentive program to encourage student success on CSTs

Due to the shift to the CCSS, the CST Incentive program was stopped during the 20132014 school year

The YLHS leadership team will explore options to implement a new incentive program based on the CCSS Critical Areas for Follow up CCSS: N/A STAMPEDE: A, M, P, D, E Ed. Tech.: Aeries database

All Teachers Admin team Counseling staff

Aeries to run grade check Secretarial time

Increase in the number of students scoring advanced or proficient on CSTs

To Staff Grade change documentation Aeries grade report State assessment report To Student/Parent Transcript State Assessment Report

20132014 20142015 20152016 20162017 20172018 20182019

2.3: In appropriate, levelalike courses, teachers will continue to refine and analyze the results of common summative assessments in order to better gauge student learning and adjust instruction in preparation for summative assessments Critical Areas for Follow up CCSS: ELA/ELD & Math Framework, all ELA/ELD, Mathematics, & Literacy Standards STAMPEDE: A, M, D, E Ed. Tech.: Aeries database, GAFE

All YLHS Teachers

Admin team

Department PLC time Structured teacher PLC time Prep time Aeries District Instructional Coach

Performance task assessments Common summative assessments Teacher created summative assessments (targets will vary by teacher)

District created common assessments (mandated in Mathematics and ELA starting in 20152016)

D/F list

To Staff Teacher Share PLC Aeries grade report To Student/Parent Student Progress Report Aeries grade report

20132014 20142015 20142015 2nd sem. 20152016 20162017 20172018 20182019

2.4: NHS and CSF students will offer peertutoring in the library after school to support individual students academic needs

Only NHS students will offer peertutoring in the library after school starting in 20142015

Starting in the second semester of 20142015, in addition to NHS students tutoring, after school tutoring is offered to support all students with their individual academic needs in ELA, Mathematics, and Spanish taught by subject credentialed teachers Critical Areas for Follow up CCSS: ELA/ELD & Math Framework STAMPEDE: S T, A, M, D, E Ed. Tech.: Library Circulation Software, GAFE, BYOD, Aeries database

Admin team Counseling staff

All teachers Tutoring teacher

Library staff

Library Library check in tech Teacher materials

D/F list L@L enrollment Library sign in documentation

To Staff Student sign in (tutor and those being tutored)

To Student/Parent SPSA Library Sign in Stu./Parent/Teacher Communication




Resources


20132014 2014201520152016 20162017 20172018 20182019

2.5: YLHS will continue to offer Learning at Lunch (L@L) for students earning 2 or more F grades in all subject areas at the end of the 1st and 3rd quarters

Starting in 20152016 APEX Learning Tutorial will be offered during L@L to provide instruction, practice, and review to build the required knowledge and skills to be successful in any classroom Critical Areas for Follow up CCSS: N/A STAMPEDE: T, A, D Ed. Tech.: Aeries database, APEX Learning

Counseling staff

All teachers Admin team

Teacher stipend for lunch duty ($12.50/day 3 days/week)

D/F list L@L Attendance report

To Staff Student progress report L@L attendance report SPSA To Student/Parent Student Progress report Stu./Parent/Staff Communication

SPSA

20132014 20142015 20152016 20162017 20172018 20182019

2.6: YLHS will continue to offer the SERVE class to struggling students

Starting in 20142015, YLHS will offer the Vital Link class taught by a credentialed teacher to struggling students earning multiple F’s in all content areas Critical Areas for Follow up CCSS: ELA/ELD & Math Framework, all ELA/ELD, Math, and Literacy Standards STAMPEDE: S, T, A, M, P, E, D, E Ed. Tech.: Aeries database, GAFE, BYOD, Projector, Smartboard, Doc. Cam., Dist. sound, Active Inspire

Vital Link teacher

Counselors Admin team

Vital Link teacher Counseling time Aeries for grade report

Increase of academic achievement of Vital Link students

To Staff Aeries grade summary report Teacher Share PLC To Student/Parent Student progress report Assignment score reports




Resources


20132014 20142015 20152016 20162017 20172018 20182019

2.7: All teachers will work to further integrate the available educational technologies into the curriculum and instruction to support student engagement and differentiated instruction for struggling students

Beginning in 20142015, PYLUSD shifted to utilize all GOOGLE Apps for Education (GAFE)

Beginning in 20152016, PYLUSD implemented board policy to be a Bring Your Own Device (BYOD) district. All students are encouraged to bring any applicable electronic device to be utilized as tools to support their academic achievement. All students are further encouraged to utilize GAFE in all curricular areas when applicable Critical Areas for Follow up CCSS: ELA/ELD & Math Framework STAMPEDE: T, A, M, P, D, E Ed. Tech.: BYOD, GAFE, Projector, Doc. Cam., Smart board, Dist. sound, Student Computers/Chromebooks/Labs, Big Ideas web based math lessons/assessments, WebAssign.net


Site based and district provided professional development lead by staff and Instructional coach

Installed instructional technology GAFE

Teacher created formative/summative assessment results (targets will vary by teacher)

State assessment results Perception data results

To Staff Aeries grade reports Teacher PLC Share Perception survey data To Student/Parent Student progress report State testing reports

20132014 2.8: Science teachers will continue to survey students regarding needs and comprehensions gaps as they relate to the state standards

Due to a shift to the Next Generation Science Standards (NGSS), science teachers no longer formally complete this action. All science teachers informally measure student progress to ensure their academic achievement and adjust instruction accordingly in their course Critical Areas for Follow up CCSS: all Literacy Standards STAMPEDE: A, M, D, E Ed. Tech.: Aeries database,

All science teachers

Class time Survey results To Staff Teacher share PLC Aeries Gradebook analysis To Student/Parent Stu./Parent/Teacher Communication




Resources


20132014 20142015 20152016 20162017 20172018 20182019

2.9: YLHS teachers will utilize preferential seating and strategic collaborative grouping strategies with struggling students to support differentiation of instruction and academic achievement Critical Areas for Follow up CCSS: all Literacy standards STAMPEDE: T, A, P, E, D, E Ed. Tech.: BYOD, GAFE,

All teachers Counseling staff SPED staff PLC time

Aeries grade report D/F list Perception data

To Staff Aeries grade report Student progress report Teacher PLC Share To Student/Parent Student progress report Stu./Parent/Staff Communication

20132014 20142015 20152016 20162017 20172018 20182019

2.10: YLHS teachers will enroll in contentspecific PDExpress (professional development) courses offered by our district to increase instructional effectiveness Critical Areas for Follow up CCSS: all ELA/ELD, Mathematics, and Literacy Standards STAMPEDE: S, T, M, P, D Ed. Tech.: BYOD

All teachers Admin team

Site based and District provided professional development lead by staff and instructional coach

Substitute pay

Perception data results Summative assessment results

To Staff PDExpress transcript report Teacher PLC Share To Student/Parent

20132014 20162017 20162017 20172018 20182019

2.11: Teachers in the four core departments will utilize OARS in order to create and analyze common summative assessments to measure student achievement

Due to the shift to the CCSS, the use of OARS has not been applicable. Use of OARS will resume as CCSS alignment is achieved and teacher training occurs Critical Areas for Follow up CCSS: N/A STAMPEDE: T Ed. Tech.: OARS database

All teachers Department chairs

Admin team

Department PLC time Structured teacher time OARS

Summative assessment results To Staff OARS reports Aeries grade report Teacher PLC Share To Student/Parent Aeries grade report




Resources


20132014 20142015 20152016 20162017 20172018 20182019

2.12: All YLHS teachers will work with the district’s CCSS rollout plan to “unpack” the CCSS to determine how this new paradigm will affect our current curriculum and instruction

As the district/state CCSS initiatives are made clear and adjusted, all YLHS teachers will determine how the shifts will affect their current instruction and adjust accordingly in order to best address the needs of all students and their academic achievement Critical Areas for Follow up CCSS: all ELA/ELD, Mathematics, and Literacy Standards STAMPEDE: T, A, M, E Ed. Tech.: Student computers/Chromebooks/Labs, Projector, Smartboard, Doc. Cam., Dist. sound.

All teachers Department chairs

Admin team

Site based and District provided professional development lead by staff and instructional coach

State testing reports Perception data results

To Staff Teacher share PLC State testing report To Student/Parent Stu./Parent/Teacher communication


Goal 3 (Area of Improvement): “Academic Achievement in Lower Level Mathematics” Rationale: Critical Learner Need Identified by YLHS: Selfstudy findings indicate that Yorba Linda High School recognizes a need to increase academic achievement for students enrolled in lower level mathematics courses such as Algebra 1A and 1B and Algebra. The Selfstudy report indicated, and was supported by the Visiting Committee, the need to continue strategies and/or curriculum that focuses interventions on students who are not testing proficient or advanced on statewide and local assessments. Furthermore, the strategies being implemented are supported through the PlacentiaYorba Linda Unified School District's Guiding Principles. 2013 CST scores indicated 49% of students tested proficient in General Mathematics (Algebra 1A and 1B students) and 58.25% of our students are proficient in Algebra 1. These two subgroups score significantly lower than our other subject matter subgroups. 2015 CAASPP results indicate that 59% of all students met or exceeded the standard. Special Education and English Language Learner students are identified and provided a full spectrum of support by the Special Education and ELD Departments. Even though the number of YLHS students scoring proficient or advanced in these courses exceeds district and state averages, YLHS understands the critical learner need to increase students’ achievement in these vital courses. These efforts will lead to higher achievement in more advanced math courses, allowing more students to fulfill AG requirements for CSU/UC eligibility. Student Learning Outcomes addressed: Achievement, Mastery, Dedication, Excellence Impact on student learning of Academic Standards & Student Learning Outcomes: Improved academic achievement by individuals and groups thereby helping to attain the Focus on Learning and CCSS goals as well as improved accomplishment of our schoolwide Student Learning Outcomes [“Run with the STAMPEDE”] Supporting 2013 CST Data:

Cluster % Advanced % Proficient %Basic % Below Basic % Far Below Basic General Math 6 43 35 12 5 Algebra 1 15 41 31 11 2


Supporting 2015 CAASPP Mathematics Overall Data: (356 Students)

Standard Exceeded Standard Met Standard Nearly Met Standard Not Met

32% (114 Students) 27% (96 Students) 21% (75 Students) 20% (71 Students)

Growth Targets: 2013 2014 Increase of 5% in the number of students scoring Advanced or Proficient on the CST

Increase of 8% in the number of students scoring 380 proficient on the Mathematics CAHSEE Increase of 5% on site based common assessment scores Decrease in the number of students earning a D or F grade in the lower level mathematics courses

2014 2015 Obtain baseline score for California Assessment of Student Performance and Proficiency (CAASPP) Increase of 2% in site based common assessment scores Decrease in the number of students earning a D or F grade in the lower level mathematics courses

2015 2016 Increase of 2% on Communicating Reasoning claim of the CAASPP Increase of 2% on site based common assessments scores Decrease in the number of students earning a D or F grade in the lower level mathematics courses

2016 2017 Increase of 2% on Communicating Reasoning claim of the CAASPP Increase of 1% on site based common assessment scores Decrease in the number of students earning a D or F grade in the lower level mathematics courses

2017 2018 Increase of 2% on Communicating Reasoning claim of the CAASPP Increase of 1% on site based common assessment scores Decrease in the number of students earning a D or F grade in the lower level mathematics courses


Monitor Progress Tools: Report Progress: California Standards Test data (CST) CAHSEE 10th AYP proficiency Common Formative AssessmentsCurriculum embedded assessments D/F list of Alg.1A, Alg 1B, Algebra students Starting 2014 2015 CAASPP Test data (CCSS)

Data Reporting: State assessments, Perception Survey Data, Common Summative Assessments, CAHSEE Action Plan Progress: Administrators & Action Plan Leaders will report progress to Board of Trustees, parents, staff & students (including advisory committees) annually in August & with and annual reporting/approval of Single Plan for Student Achievement & to staff at department Starting 2014 2015 Common Summative Assessments District wide quarterly assessments

Timeline Tasks

Action Plan 3 Responsible Person(s) Involved

Resources


20132014 20142015 20152016 20162017 20172018 20182019

3.1: The math department will utilize Internet Based Tutorial videos and afterschool tutoring sessions to help students progress at their own pace Critical Areas for Follow up CCSS: Mathematical Practices 18 STAMPEDE: T, A, M, D, E Ed. Tech.: BYOD, Student computers/Chromebook/Lab, Big Ideas, WebAssign.net

All Math Teachers

Department directed trainings at the beginning of each year to be carried out during PLC time as necessar.

Student computers

Monitoring of student progress Aeries Grade Reports Teacher created formative/summative assessments

D/F lists

To Staff Teacher share PLC State assessment reports

Aeries grade report OARS database reports

To Student/Parent Aeries grade report

20132014 Prelim by Oct. Final by May

20142015

20152016 20162017 20172018 20182019

3.2: Teachers will meet regularly to share best practices and to develop standardsbased lessons, including common flipcharts, which provide differentiated instruction

Starting in the 20132014 school year, the math department has been in the process of piloting two new textbooks. Once a textbook is selected, this practice will continue to be regular

Starting in the 20152016 school year, the math department has adopted the Big Ideas textbook. This Task will continue as stated above Critical Areas for Follow up CCSS: Mathematical Practices 18 STAMPEDE: S, T, A, M, P, E, D, E Ed. Tech.: GAFE, Active Inspire

Math Dept. Chair

Admin. team All Math teachers

Department directed PLC meetings District adopted textbook/resources Teacher created materials

Teacher share PLC to ensure curriculum aligned with CCSS

Monitoring of student progress Aeries Grade reports State testing claims report

To Staff Student Progress Reports

Teacher Share PLC OARS database reports

State assessment reports

To Student/Parent Student Progress report

Aeries grade report


Timeline Tasks Action Plan 3


Resources


20132014 20142015 20152016 20162017 20172018 20182019

3.3: Math teachers will use collaboration time to analyze data from local common assessments to identify strengths and weaknesses in order to guide instruction Critical Areas for Follow up CCSS: Mathematical Practices 18 STAMPEDE: T, A, M, D, E Ed. Tech.: GAFE, Aeries database

Math Dept. Chair

All Math teachers

Admin. team

Department direct PLC meeting Structured teacher Planning PLC time

Teacher prep time

Teacher Share PLC State assessment claims report Common assessment report D/F lists

To Staff Student progress reports

OARS database reports

To Student/Parent Aeries grade report SPSA

Spr. 2013 on hold starting 2014

20132014 20142015

20152016 20162017 20172018 20182019

3.4: The Math department will utilize OARS for midterms and assignments to identify standards which require reteaching

Starting in the 20132014 school year, due to piloting of new textbooks, this task is no longer being practiced. It is expected to return after piloting of text books

Starting in the 20152016 school year, Big Ideas textbooks were adopted and the regular use of OARS will resume for quarterly common assessments Critical Areas for Follow up CCSS: Mathematical Practices 18 STAMPEDE: A, M, D, E Ed. Tech.: OARS database

Math Dept. Chair

All Math teachers

Department directed PLC Structured teacher planning PLC time

OARS Database Textbook/resources

OARS database Reports D/F list

To Staff OARS database Report

To Student/Parent

20132014 20142015 20152016 20162017 20172018 20182019

3.5: Math teachers will seek professional development regarding the implementation of the CCSS Critical Areas for Follow up CCSS: Mathematical Practices 18 STAMPEDE: T, P, D, E Ed. Tech.: PDExpress

Math Dept. Chair

All Math teachers

Admin. Team

Site based and district provided professional development lead by staff and Instructional Coach

PDExpress

Teacher share PLC D/F list Formative/Summative assessment reports

To Staff PDExpress attendance reports

PLC Agenda/Minutes

To Student/Parent SPSA




Resources


Completed 2014

3.6: The Math department will utilize CST released questions into daily warmups in order to familiarize students with test format

Starting in the 20132014 school year, due to the shift to the CCSS, CST questions no longer exist and the math department has stopped using released questions in daily warmups Critical Areas for Follow up CCSS: N/A STAMPEDE: A, M, E Ed. Tech.: N/A

All Math teachers

CST resources PLC time

Teacher created formative/summative assessments

State testing claims report D/F List

To Staff Common assessment scores reports

OARS reports State assessment reports

Student progress report

To Student/Parent Student progress report

Aeries grade report 20132014 20142015 20152016 20162017 20172018 20182019 Completed 2014

3.7: The Math department will continue their spiraled reviews of Algebra I and Principles of Geometry to strengthen students’ foundation in higher level math courses

Starting in the 20132014 school year, Principles of Geometry will no longer be offered. Spiraling will continue in Algebra courses Critical Areas for Follow up CCSS: NRN, NQ, ASSE, AAPR, ACED, AREI, FIF, FBF, FLE, SID STAMPEDE: BYOD, GAFE, Student computers/Chromebooks/Labs, Projector, Doc. Cam, Smart board, Dist. Sound, Active Inspire, Aeries database

Math Dept. chair

All Algebra teachers

Department PLC time Structured teacher PLC time Teacher prep time Textbook/resources CCSS resources

Teacher created formative/summative assessment

Student progress report Common assessments D/F list

To Staff Aeries grade reports Common assessment reports

Student progress report

To Student/Parent Aeries grade reports Student progress report

20132014

20142015 20152016 20162017 20172018 20182019

3.8: The Math department will continue to offer Saturday review sessions for struggling students

Starting in the 20142015 school year, due to lack of funding, this task is no longer supported. After school tutoring with a paid credentialed math teacher is available in the library as a replacement Critical Areas for Follow up CCSS: All Mathematical Practices STAMPEDE: S, T, A, M, P, E, D, E Ed. Tech.: Library Circulation Software, GAFE, BYOD, Student computers/Chromebooks/Labs, Aeries database

All Math teachers

Tutoring teacher

Counseling team

Library staff

Library/Teacher classroom Library check in tech. Teacher materials LCFF funding

D/F List Student progress report

To Staff Aeries grade reports Student progress report

To Student/Parent Aeries grade reports Student Progress report




Resources


Completed 2013

20142015 20152016 20162017 20172018 20182019

3.9: YLHS will offer Principles of Geometry and Statistical Sports Reasoning courses to encourage students to continue studying mathematics in order to meet AG requirements

Starting in the 20132014 school year, after a review of student needs and course necessity, YLHS no longer offers the Principles of Geometry class. Statistical Sports Reasoning will continue to be offered Critical Areas for Follow up CCSS: All Mathematical Practices STAMPEDE: A, M, D, E Ed. Tech.: BYOD, GAFE, Student Computers/Chromebooks/Labs, Projector, Smart board, Doc. Cam., Dist. sound, Active Inspire

All Math teachers

Counseling team

Admin team

Teacher materials Textbook/materials

State testing claims report Teacher created formative/summative assessments

To Staff Student progress report

Aeries grade reports Perception survey data

To Student/Parent SPSA Perception survey data


yorba linda high school wasc self study · 2016. 1. 26. · yorba linda high school wasc self study...

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