WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES<= br> CALIFORNIA STATE DEPARTMENT OF EDUCATION

Sa= n Andreas High School

599 William Ave.=

Larkspur, CA 95939

Tamalpais= Union<= /st2:PlaceName> High School District

MIDTERM REVIEW

March 24^th 2010=

Midterm Review: St= udent/Community Profile

San Andreas High School is the continuation school in the Tamalpais Union High School District in Marin County. San Andreas is located in the community of Larkspur behind Redwood High School= , one of three comprehensive high schools in the district.

The students at San Andreas come from the entire attendance area of the district. Geographically this covers most of = the central and southern part of Marin County and extends from the Pacific coast to th= e San Francisco Bay. This attendance area socio-economically ranges from pockets of disadvantaged to very affluent ar= eas. The school has a maximum enrollment of 140. The 2009 CBED’s indicated= 98 students were enrolled as of October 2009. At that time demographically the student body consisted of 61% white, 16% African American, 10% Hispanic, 6% Asian and Pacific Islanders and 4 students of “multiple” or “no response.” As= of February 22^nd2010 student enrollment has increased to 114 stude= nts demographically breaking down into the following sub-groups: 65% white, 17.= 5% African American, 8% Latino, 7% Asian/Pacific Islander and 2 students decli= ned to state. Currently 50 % of t= he students receive free or reduced lunch compared to the 7% of students across the District.

Note: The= decline in SA attendance since the prior visit may be the result of increased acade= mic support at the three larger comprehensive sites. The district has added several sup= port options at these sites and has seen increased academic progress for students struggling to maintain a graduation track.

Additional staffing has been added to San Andreas since the last visitation by WASC. A 0.8fte academic support teacher has been added to support our literacy portfolio program. The academic supp= ort teacher also “pushes in” to both math and social studies classe= s. The Tam District was also fortunate to receive a large grant to try to redu= ce the incidence of “binge drinking” among the student population.= The project coordinator counselor for the “Be the Influence” projec= t” is located on the SA site and therefore has been available for a significant portion of the regular school week. The project counselor has joined with our Bay Area Community Resourc= es counselors (BACR) to provide a wide array of services. The staff currently consists of seven full-time equivalent (fte) teachers, one fte special education teacher, 0.8fte academic support teacher, 0.6 fte math teacher, 0= .4 fte psychologist intern, 0.2 fte school psychologist, 0.3 fte college/career specialist, 1 fte counselor, 0.4 ROP teacher, 0.2 fte school to career coordinator, 1 fte staff assistant, 1 fte principal’s assistant, 0.8 = fte attendance clerk, 0.6 fte special education para-educator. We have reassign= ed the 1.0 fte para-educator/literacy coach who was in place in the prior visi= t. Due to the progress we have made, as a staff, to support students in meeting th= eir portfolio requirements we use our 1.0fte para-educator as a support person = in a variety of classrooms. . All of the certificated staff meets the No Child L= eft Behind requirement of being highly qualified. All are teaching in their are= a of certification, with some branching out into areas of expertise and experien= ce for elective subjects (i.e. agro ecology). The average years of experience = for the teaching staff is over 15 with a range of six years to over twenty-five= .

School Performance Data

San Andreas has continued to make progress academically in the arena of STAR assessments and District graduation outco= mes. The focus on learning discussion that occurred prior to the last WASC visit precipitated a 103 point increase in our API score for 2008. As with all sm= all schools scores do fluctuate and 2009 saw a drop in our API score, the second such decrease in 5 years. However as the breakdown of results show, (see appendix for more detailed results) we do continue to make progress. Math a= nd science continue to be areas for extra focus.

= San Andreas High School -- 2005= -2009 API and AYP Targets

Year	API Target	API Target or 1 pt growth	AYP Targets
2005	560	620	6 out of 6 tar= gets met
2006	560	597	6 out of 6 tar= gets met
2007	590	575	5 out of 6 tar= gets met
2008	620	678	6 out of 6 tar= gets met
2009	650	624	5 out of 6 tar= gets met

ASAM: San Andreas is also evalu= ated through the Alternative Schools Accountability Model (ASAM). The 2009 data indicate sufficient performance on the indicators selected by the scho= ol: student behavior, student persistence and credit completion. The number of students suspended for offences under 4900(i) (k) was 50% (7) lower than the reported figure for 2008 (15) . On performance indicator #2-student persistence, San Andreas High School has been constant the last five years. According to ASAM data, about 98% of= San Andreas High School senior students that are enrolled at least= 90 days (long term students) graduate from San Andreas H= igh School. On performance indicator #3-credit completio= n, San An= dreas High School has worked hard to in= crease the monthly credit completion while maintaining high expectations with resp= ects to attendance and work completion. In 2009, the credit completion rate was 8.8 an increase from 7.2 in = the previous year.

San Andreas ASAM Results-

Indicators #1 Student Behavior, #5 Student Persistence, #13b Credit Completion (average.)

Year	#1 Student Behavior<= /p>	#5 Student Persistence	#13b Credit Completion
2005	11	98.2	4.5
2006	14	99.1	7.3
2007	18	98.2	9.1
2008	15	98.7	7.2
2009	7	98.1%	8.8

CAHSEE

San Andreas students continue to meet the requirements of the California High School Exit Exam (CAHSEE.) In reporting= the figures for CAHSEE pass rate all three grades, 10th 11^th and 12<= sup>th are included. The majority of students attending SA are juniors and seniors= and given the profile of our students many still need to meet the CAHSEE requirements either in one or both sections, English or math. The table below indicates graduati= ng class numbers thereby recognizing the total number of students passing the requirement within their graduation year.&= nbsp;

San= Andreas High School
CAHSEE Pass Rates by Graduating Class 2007-2009
	San Andreas Total Number	San Andreas Numb= er Passed Math	San Andreas Numb= er Passed ELA	San Andreas Perc= ent Passed CAHSEE Math	San Andreas Perc= ent Passed CAHSEE ELA	California Percent Passed = CAHSEE
Class of 2007	76	71	73	93%	96%	93%
Class of 2008	75	69	74	92%	99%	91%
Class of 2009	68	65	67	96%	99%	90%

When comparing the scaled scores of the sma= ll group of tenth grade students at SA participating in CAHSEE the average sca= led score for SA in English Language Arts over the last five years is 372.4 compared to the State average of 378. With regards to mathematics the scaled score for SA tenth grade students over a five year period is 365.8. The Sta= te average for the same time period is 380. The development of CAHSEE prep cla= sses since the last WASC visit has resulted in a consecutive increase in scores = for the last two years for both math and English.

The variability in the results demonstrated= by State assessments is due in part to the small size of the population of students tested at any one time and the preparedness of the students attend= ing SA. Reviewing the results ove= r time rather than in a single year snapshot provides a clearer picture of the pro= gress we are making at SA. We conti= nue to develop instructional strategies that support student success, align curric= ulum with State content standards, and provide opportunities for students to imp= rove their test taking strategies. While trying to raise academic expectations and meet the needs of students for the various assessment measures, our ASAM assessment indicators provide a broad= er overview of all grade levels. (The data includes all “long-term”= ; 90 days or more)

District Assessment Data

The Tamalpais Union High School District req= uires students to demonstrate proficiency in five areas, a core literacy portfoli= o, a direct write, reading, mathematics and computer literacy. The Core Literacy Portfolio is a holistic assessment of reading, writing and speaking. All te= nth graders are expected to submit this Literacy Portfolio. The portfolios are evaluated by district teachers. Scoring is done on a 6 point rubric, with a score of 4 or better required to meet the literacy standard.

The Direct Writing Assessment is first take= n in grade 9. A Reading Assessment is given to all seniors who do not attain a scaled score of 709 on the total STAR reading tests or 350 on the CST langu= age arts assessment. Computer pro= ficiency requirements may be met by one of two options: 1) Complete a semester long Computer Proficiency course during which required proficiencies are demonstrated or 2) Pass the district’s Computer Proficiency test.

Once again the profile of the students atte= nding SA often reflects a lack of success in attaining the outcomes in the design= ated assessment schedule. However in much the same way that students complete the CAHSEE requirements in the subsequent 11^th and 12 grades, studen= ts generally manage to meet the District outcomes in time for graduation.

<= span style=3D'font-family:Arial;color:maroon'>San An= dreas High School
Outcome Assessment Results 2005-09
Reading<= /b>
	2004-05	2005-06	2006-07	2007-08	2008-09
9
10	36%	18%	20%	32%	41%
11	83%	55%	23%	56%	46%
12<= /b>	95%	97.8%	94.5%	100%	96.8%

Writing	2004-05	2005-06	2006-07	2007-08	2008-09
9
10	68%	50%	60%	36%	75%
11	81%	77%	80%	84%	74%
12<= /b>	100%	99%	97.3%	97.4%	96.8%

Math
	2004-05	2005-06	2006-07	2007-08	2008-09
9
10	68%	55%	45%	71%	69%
11	85%	92%	79%	98%	79%
12<= /b>	90.7%	91.1%	97.3%	94.9%	93.5%

Computer Proficie= ncy	2004-05	2005-06	2006-07	2007-08	2008-09
9
10	56%	27%	45%	32%	50%
11	87%	60%	61%	53%	72%
12<= /b>	97.7%	95.6%	95.9%	100%	93.5%

Significant School Changes & Developments

The three most significant changes to impact San Andreas revolve around staffing at both the school site and District le= vel, program additions and curriculum offerings and facility additions. At the district level a new superintendent, Dr. Laurie Kimbrel, has been keen to establish not only a new mission statement for the District but a new missi= on statement for San Andreas. Beginning in September 2009 all stakeholders, parents, students, staff, community members, and the Board of Trustees were involved in defining the mission for San Andreas. One of the most significa= nt events in this process was a whole school “San Andreas Summit” = in which students and staff discussed what learning would look like at SA. Currently we are close to finalizing the actual mission statement. See appendix for draft statement.

At the school site level a number of staff changes have occurred since the last visit. The 0.6 fte math teacher and two fte English teachers were replacement hires. The one fte art teacher was a new hire due to retirement of the teacher in place at the last visit. The 0.8 fte academic support teacher was a new addition. All of the new staff have made significant contributions to the ongo= ing work of the school. One further addition to personnel on the SA site is the addition of a School Resource Officer (SRO.) As a result of a local bond measure for the Twin Cities Police Department we now share a SRO with Redwood High School<= /st2:PlaceType> and Hall = Middle School, two schools in close proximity to SA.

In response to both the recommendations of = the WASC visiting team and our own WASC Action Plan goals we have developed the following:

Created a Personal Growth Plan protocol (PG= P) for all students

Added CAHSEE support classes (math and English)

Added APEX Online Learning Program as an option for cr= edit retrieval

Incorporated “Be the Influence” program in= to social studies/ science classes

Established “ Be the Influence” project counselor = as resource to SA students ( Individual interventions and group counseling support)

Developed LAG Day event (Life After Graduation)

Piloted one day a week internship program

Maintained local option to provide advising support for students

Created new bell schedules to address Advisory Period = needs

Re established County-wide Alternative School = meetings

Established San Andreas as the site for SA graduation ceremony

With regards the additional facilities the first three spaces were created by remodeling existing space and the art studio was new construction as a result of a second District-wide bond measure. The new additions are:

New Counseling Office space

New = Career Center space

New classroom space

New Art Studio

The impact of these additional programs and facilities= has been significant in terms of broadening the range of curriculum offerings a= t SA and also broadening the kinds of programs that we feel will reconnect stude= nts to learning and provide students with life skills and choices beyond high school. The implementation of the PGP outlines for students the goals that = we as a school established in our WASC plan. The recently added APEX Online program has been a great addition for the math program at SA as we have been able to accommodate the small numbers of students who want higher level math classes. We are also exploring other curriculum offerings from APEX in our Independent Study program.

Ongoing School Improvement

Procedures for the implementation of the WA= SC action plan and monitoring of the WASC action plan follow, at the school si= te level, our Staff development activities. The action plan is/was the starting point for developing programs and activities at SA. Beginning with the adop= tion of the plan in Spring 2007 the energies of the school have been focused on = the various parts of the plan. Instructional development, curriculum development and individual sta= ff inservice activities have been decided on where the activity fits the goals= of our action plan. At the District level twice yearly presentations to the Bo= ard of Trustees have followed a similar format; review of the WASC Action Plan = and a presentation of a program activity, staff development activity, that relates to a goal of our plan.= Similarly with regards to resource= s for SA application to the District office is always presented in terms of how t= he resource application applies to meeting the goals of the WASC Action plan. = i.e. Additional funding for CAHSEE prep resources and staffing, additional stipe= nds for staff to lead aspects of the action plan - LAG coordinator, support tea= cher to help staff access assessment data.

The advent of the new mission statement for= SA was also developed with regards to the overarching goals of the action plan. The new mission statement places student learning, what students will do, to the fore. The action plan goals will be viewed through this lens as we move forward.

Schoolwide Action Plan Progress

Progress and monitoring of the Action plan and progres= s on the recommendations from the Visiting Team are presented to the board in the following format. Highlighted areas reflect progress on action plan goals

= &nb= sp; Key Issues &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; Progress to date:

Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources (if any) that need to be addressed to ensure quality education for all students. (p.21)

There is a continuing need to align curriculum and instruction with standa= rds and assessments like CAHSEE and the CST’s.
Time provided for College /Career and School to Career personnel is minim= al and needs to be expanded.
The school WASC action plan needs to be carefully monitored and refined = to meet students’ needs if analysis of the data indicates change = is needed.
The ESLRs in the areas of Health and Life Skills need additional program= matic attention.
New teacher orientation specific to the San Andreas site needs to be developed.
Professional Development plans need to be made for the school and individual staff members that focus on student needs as identified by assessment data, research and observation.

We continue to work on aligning curriculum and instr= uction with State content standards. We have purchased CAHSEE prep materials and offered CAHSEE prep classes. All students requiring CAHSEE continue to be scheduled in prep classes. Bob Benson provides English support and Kelli Stewart provides the math support. Additionally we have created a Resource math class to provide additional support.

We have not been able to expand College /Career and = School to Career support but we have created an extra duty position that provides additional focus on college and career activities. The LAG events, and the one day a week internship pilot program were developed as a result of this effort.

Year three of the WASC plan calls for us to develop curriculum and activities to support the Health and Life Skills goals. The addition of the R= 20;Be the Influence” program has already jump started several activities. A shift in pers= onnel and the ending of the grant (2010) is unfortunate. We have maintained BACR support.

Our school wide focus in staff development has been = to meet with the staffs of the other Marin County alternative schools to share strategies, develop approaches and build effective curriculum activities. We have had limited success in trying to develop common assessments that are applicable in our settings.

All staff maintain an individual staff development f= older. Broad array of activities have been undertaken ranging from classroom management to curriculum development. Four staff member have undergone “Understanding by Design” inservice training.

A San Andreas Teacher handbook has been developed wi= th specific information for new staff members. A substitute handbook is in t= he final stages of preparation. The District continues to offer new teacher and new to the district orientation programs.

Standards-B= ased Student Learning: Curriculum (if any) that needs to be addressed to ensure quality education for all students. (p.24)

Students need to be more involved in the development of the ESLRS and understanding what is taught to them and why.
All students need a personal growth plan to assist them to graduate and explore possible career options.
Continue to develop lessons that are relevant to the students’ needs and interests.
Continue to use staff development to review course of study and meet with oth= er professionals to share instructional practices.
Continue to work on connections within the surrounding community for job shadowing and internship opportunities as well as guest speakers, gr= ants etc.
Continue to try to find resources and revenue to enhance the School to Career program and College and Career program at San Andreas High School.
Develop programs that offer remediation to ensure that all students meet all district and state graduation requirements.

We have established a Personal Growth Plan for every student. We have struggled = to get everyone on board in a consistent manner. However the new advisory minimum day schedule is showing some promising results. The extra one on one time with advisors is resulting in more direction with regards to utilizing the car= eer center staff.

While we continue to meet with the County alternative schools for part of our professional development activities we are also focused on reviewing content standard curriculum and strategies for instruction.

We are still offering the extra duty stipend to deve= lop further activities that support life after graduation activities. Included in this is the integration of distance learning and work place learning projects.=

We are continuing early identification and remediati= on classes for all students attending SA requiring CAHSEE, portfolio, and writing and reading outcomes.

Standards-Based Student Learning: Instructi= on (if any) that needs to be addressed to ensure quality education for all stude= nts. (p.26)

§ &nbs= p; Student performance data needs to be analy= zed by faculty on a timely basis, so that instruction can be modified to impr= ove student performance.

§ &nbs= p; Teachers need to identify and instruct hea= lth and life skills to ensure that all students have met the ESLR’s.

§ &nbs= p; Additional hands-on instruction and career focus curriculum needs to be created to engage the students in the learni= ng process.

We continue to work with Steve Butler with respects = to student performance data. We continue to face the “credibility” gap between student performance data with respect to CST’s and the range of issues many= of our students report along with the transitory nature of students attending SA.

The use of generalized observations has made an impa= ct on the curriculum offered in class courses.= However there is much to be done with respects to using assessment data to influence individual student instruction and learning. We are using extra duty stipends to have a staff member work one on one with staff to review data (Data Director) to create a clearer picture of student needs. Our professional develop activities will focus on developing differentiated instruction.

While the PGP is the baseline for healthy choice discussions, we continue to bring in resources and speakers to promote healthier lifestyles.

The addition of the arts studio is providing greater= hands on opportunities for students in developing transferable skills. Also two staff members are collaborating on a joint project that will attempt to provide hands on activities with “real-life experiences.”

Standards-Based Student Learning: Assessment and Accountability (if any) that need to be addressed to ensure quality education for all students. (p.30)

§ Personalized learning plans for all studen= ts need to be developed and be used by teachers, counselors and administrati= on to monitor weekly student performance and achievement.<= /span>

§ All faculty members need to engage student= s in the Core Literacy Portfolio assignment.

§ A system of data collection of student academic progress needs to be established so that it happens in a frequent and consistent manner.

§ Collaboration is needed on a more formal a= nd frequent basis to analyze student academic performance.=

§ Students need to be engaged in a self-asse= ssment of their academic progress towards standards and ESLR’s.=

§ A more frequent and systematic process nee= ds to be in place to monitor student progress towards ESLR’s.

§ Ongoing resources need to be identified to continue staffing for the literacy coach.

§ Identified standards need to be taught in = each subject area.

The PGP addresses progress towards graduation and the development of student activities as they relate to life after graduation. Monitoring individual stude= nt performance on a weekly basis has not been tackled.

We do monitor closely attendance and student engagem= ent via teachers reporting. Information is shared every two weeks at our stud= ent review meetings. Students exhibiting poor engagement, attendance or particular issues affecting school performance are referred to a student study team meeting. All sta= ff are expected to contact home when issues arise.

Report cards are issued every 6 weeks providing both students and parents clear indication of academic progress.

The addition of an academic support teacher who prov= ides “push-in support” has really assisted in moving the portfolio assignment into the regular classroom instruction activities. All staff are aware of the need = to provide activities that students can use in the compilation of the litera= cy portfolio. The end= of semester “log jam” of seniors still requiring a portfolio has= for the most part been erased. A consistent approach has meant that incoming juniors are now participating in the support classes earlier and with successful results. The actual role of the literacy coach has shif= ted towards “push-in” support in the areas of social studies, the arts, science and English classes.

School Culture and Support for Student Personal and Academic Growth (if any) that need to be addressed to ensure quality education for all students. (p.33-34)

§ Personal growth plans for = all students need to be developed which ensure that each student meets distri= ct and state graduation requirements and prepares the student for post-secon= dary opportunities highlighting the students’ wants, needs and interests= .

§ Finding funding to increas= e the number of hours for the personnel in the College and Career Center is highly recommended.

§ Continue to assess the nee= ds of all students and provide instruction and/or programs to assist students in meeting the ESLRs, and district and state graduation requirements =

§ Additional support for pro= viding individual counseling is recommended.

§ There is a need to address= the community perception of San = Andreas High School in terms of academic rigor and quality of education.

PGP established supported by all staff in advisory capacity.

Addition of academic support teacher plus creation of specific courses for CAHSEE prep, portfolio support and the addition of writers workshop to address the low skill level of incoming students has assisted greatly in maintaining our CAHSEE pass rates. We have been able = to increase scores on State assessments, however we still struggle to mainta= in that progress. We continue to be successful in maintaining the participat= ion rate for the State testing.

We have maintained the level of individual counseling provided by BACR. The locating of the “Be the influence” proj= ect coordinator at SA has provided additional valuable support.

We have maintained our Parent Advisory links with the parent community. In order to boost participation and to broaden the outr= each to the community we are using an extra duty stipend position to solidify = the gains and to expand the support to our parent community. We continue to explore ways to promote a positive i= mage of SA within both the Tam school community and the wider community.

School Wid= e Action Plan Refinements

The refinements and the year in which decisions were m= ade are noted in blue.

WASC Action Plan: Acad= emics and Standards, Health, and Life Skills ESLRS

Action Plan Goal #1: San An= dreas High School will develop and impl= ement a comprehensive Personal Growth Plan (PGP) for all students

Rationale for Goal: Stak= eholders feel that San Andreas’ students and staff need a PGP in order to insu= re that all students’ personal growth needs are being met.

Specific= Steps

Responsible Person

Timeline= in Years

A =3D Awareness, study, and research

D =3D Design and develop, partial implementation

I =3D Full Implementation

Resource= s and Support

Progress Assessment

Methods = to Report Progress

Develop and monitor a Personal Growth Plan (PGP) for= each student at enrollment.

Principal, counselor, college/career counselor, scho= ol to career liaison, and staff.

Year 1: I

Year 2: I

Year 3: I

Year 4: I

Year 5: I

Year 6: I

&nbs= p;

Time

&nbs= p;

Site Budg= et

Student progress evaluations by school counselor and teacher advisors. 6 week progress checks in Advisory. All stakeholders wi= ll assess each semester.

-Student reflections on PGP progress.

-PGP semester evaluations

-graduate survey.

Develop and modify the San Andreas intake process an= d new student orientation program to integrate the development of Personal Grow= th Plans.

Principal, school counselor, college and career coun= selor, school to career liaison, and staff

Year 1: I

Year 2: I

Year 3: I

Year 4: I

Year 5: I

Year 6: I

&nbs= p;

Time

&nbs= p;

Site Budget

Personal Growth Plans and orientation materials; sur= vey after 90 days of intake and orientation process and impact.

Personal Growth Plans, orientation agenda and gradua= te survey.

Develop plan for tracking graduates post-graduation = from San Andreas to assess progress of Personal Growth Plans.

Principal, school counselor, school to career counse= lor

Year 1: A

Year 2: D

Year 3: I

Year 4: I

Year 5: I

Year 6: I

&nbs= p;

Time

&nbs= p;

Site Budg= et

Planning notes and strategy for implementation.

Survey of students after = 90 days is delayed as we have recently revised our own school exit survey. This is in addition to online se= nior survey required by the District. The tracking of grads has begun informal= ly and District review of same issue is under consideration.

Post-graduate data

WASC Action Plan: Acad= emics and Standards ESLR

Action Plan Goal #2: To = improve student performance on state assessments

Rationale for Goal: San Andreas students continue to struggle with CST testing with few students scoring at the proficient level. Students have been successful with the CAHSEE, but that success needs to be built upon and supported in order to remain consistent.

Specific= Steps

Responsible Person

Timeline= in Years

A =3D Awareness, study, and research

D =3D Design and develop, partial implementation

I =3D Full Implementation

Resource= s and Support

Progress Assessment

Methods = to Report Progress

Increase the number of students who score at or abov= e the proficiency level on the CST for English Language Arts, Mathematics, Soci= al Studies and Science

Principal, Assessment Coordinator, and teacher leade= rs, teachers

Year 1: I

Year 2: I

Year 3: I

Year 4: I

Year 5: I

Year 6: I

&nbs= p;

Time

&nbs= p;

Site Budg= et

Positive = trends in CST scores

Student P= erformance Data

Maintain consistent student success on the CAHSEE la= nguage arts and mathematics tests as measured by continued achievement of a 90% = or better passing rate by senior year

Principal, Assessment Coordinator, and teacher leade= rs, teachers

Year 1: I

Year 2: I

Year 3: I

Year 4: I

Year 5: I

Year 6: I

&nbs= p;

Time

&nbs= p;

Site Budg= et

CAHSEE sc= ores

Student P= erformance Data

Instructional staff will develop individual learning= plans (ILP) for staff development. The ILP’s will be aligned with the ove= rall site plan and goals each year.

Principal, Assessment Coordinator, and teacher leade= rs, teachers

Spring ’07: D

Year 1: I

Year 2: I

Year 3: I

Year 4: I

Year 5: I

Year 6: I

&nbs= p;

Time

&nbs= p;

Staff Dev= elopment Budget

Positive trends in CST scores, CAHSEE scores, and di= strict assessment scores

* Site plan is developed from WASC Action Plan

Staff development agendas and minutes -training mate= rials.

District engaged in PLC w= ork both at County level and District. Our meetings with County Alt Ed groups focu= sed on teaching strategies and some content development.

Develop overall staff development plan annually duri= ng the spring covering the standards assessed by the CSTs, test taking skills, a= nd learning experiences across the curriculum. The staff development plan ne= eds to be aligned with the overall site plan and goals each year.

Principal, Assessment Coordinator, and teacher leade= rs

Spring ’07: D

Year 1: I

Year 2: I

Year 3: I

Year 4: I

Year 5: I

Year 6: I

&nbs= p;

Time

&nbs= p;

Staff Dev= elopment Budget

Positive trends in CST scores, CAHSEE scores, and di= strict assessment scores.

Staff development agendas and minutes -training mate= rials.

<= /p>

Develop strategies to build and support a collaborat= ive community at San Andreas among staff, students, and parents. Develop Pare= nt Advisory Committee into a body that includes parents, staff, and students. Increase communication through the website and newsletter. Improve percep= tion and awareness of San Andreas within the district and the community.

All Staff

Year 1: I

Year 2: I

Year 3: I

Year 4: I

Year 5: I

Year 6: I

&nbs= p;

Time

&nbs= p;

Site Budg= et

Strategies and plans.

Records of community building efforts and activities= .

Year 3 created a Staff li= aison for Advisory group. This person coordinates

Newsletters monthly meeti= ngs

Align scope and sequencing of content standards being taught so that content is delivered prior to testing. Review and incorpor= ate state materials including blueprints, standards, and released test questi= ons to help with alignment.

Principal, instructional staff, and assessment coord= inator

Year 1: I

Year 2: I

Year 3: I

Year 4: I

Year 5: I

Year 6: I

Time

&nbs= p;

State Res= ource Materials

Teachers instructional calendars and student work sh= owing scope and sequence

Staff meeting agendas, student work, and instruction= al calendars

Review and analyze San Andreas’ budget, schedu= le, facilities use, and staff assignments to determine if they are aligned wi= th action plan goals. Review general, restrictive, and supplemental funding = and explore additional funding possibilities from the district and other sour= ces to support math and language arts programs including the literacy coach. =

Principal, school counselor, and San Andreas staff

Year 1: I

Year 2: I

Year 3: I

Year 4: I

Year 5: I

Year 6: I

&nbs= p;

Time

&nbs= p;

Site Budg= et

Schedules and Budgets and Action Plan support decisi= ons

WASC Action Plan: Life Skills ESLR

Action Plan Goal #3: San Andreas H= igh School will provide a variety of vehicles for studen= ts to develop their skills towards becoming effective citizens, self-directed adults, and collaborative workers.

Rationale for Goal: Stakeholders feel that San Andreas High School fosters the expectation that = our students gain the life skills necessary to be effective citizens, self-dire= cted adults, and collaborative workers. They also feel that additional opportuni= ties and a clear structure needs to be developed for demonstrating growth and attainment of life skills.

Specific= Steps

Responsible Person

Timeline= in Years

A =3D Awareness, study, and research

D =3D Design and develop, partial implementation

I =3D Full Implementation

Resource= s and Support

Progress Assessment

Methods = to Report Progress

Develop instructional plan and curriculum for teachi= ng the skills necessary for becoming an effective citizen, self-directed adult, = and collaborative worker

Principal, school counselor, and San Andreas staff

Year 1: A

Year 2-3: D

Year 4-6: I

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Time

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Site Budg= et

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Student progress on Personal Growth Plans and instru= ction plan with curriculum

See below

Student progress on Personal Growth Plans and instru= ction plan with curriculum

Develop a staffing plan that provides for a staff me= mber that is always on site and available for students to help with employment= and college and career preparation and planning. Provide more opportunities to introduce students to different colleges and post-secondary programs.

Principal

Year 1: D

Year 2-6: I

Time

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Site Budg= et

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Additional Financial Support?

Staffing Description

Records of school and program visitations

Year 1 added stipend position to develop LAG activities. <= o:p>

Year 3 Working with

College Career staff, tea= cher group to develop offsite internship programs and off site learning activities.

Staffing Description

Records of school and program visitations and post-graduate survey

Expand and develop student leadership program

to help with life skill development

Principal and leadership teacher

Year 1: A

Year 2-3: D

Year 4-6: I

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Time

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Site Budg= et

Leadership agenda and activities

Year 2 Developed Leadersh= ip class

Progress on Personal Growth Plans

WASC Action Plan: Heal= th ESLR

Action Plan Goal #4: San Andreas H= igh School will provide a variety of vehicles for studen= ts to develop their skills towards exhibiting self-discipline and accepting individual responsibility towards making healthy life choices

Rationale for Goal: Stakeholders feel that San Andreas= high school fosters the expectation that our students gain the knowledge and ski= lls and accept responsibility for making healthy life choices

Specific= Steps

Responsible Person

Timeline= in Years

A =3D Awareness, study, and research

D =3D Design and develop, partial implementation

I =3D Full Implementation

Resource= s and Support

Progress Assessment

Methods = to Report Progress

Develop instructional plan and curriculum for teachi= ng the skills necessary to improve self-esteem and make healthy life choices regarding tobacco, drugs and alcohol, nutrition, exercise, time managemen= t, sleep, and hygiene

Principal, school counselor, and San Andreas staff

Year 1: A

Year 2-3: D

Year 4-6: I

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Time

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Site Budg= et

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Student progress on Personal Growth Plans and instru= ction plan with curriculum.

Year 2 Be the Influence Project counselor located at SA. S= taff and Counselor used

Project Success curriculu= m. Still need to develop a comprehensive curriculum to address all goal areas.

Student progress on Personal Growth Plans and instru= ction plan with curriculum

Develop a staffing plan that provides for a staff me= mber that is always on site and available for students to help with emotional health issues.

Principal

Year 1: D

Year 2-6: I

Time

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Site Budg= et

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Additional Financial Support

Staffing Description

Year 1&2 Developed gr= oups but staffing disruption altered development. Year 2 Addition of Be the influence Counselor devel= oped specific groups

Staffing Description

Develop ongoing boys and girls groups to help develo= p self esteem and appropriate physical, social and emotional habits

School counselor and therapeutic counselor

Year 1: A

Year 2-3: D & I

Year 4-6: I

Time

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Site Budg= et

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Progress on Personal Growth Plans and notes from gro= up coordinators

Year 3 Budget issues curr= ently threaten plans for extended coverage.

Progress on Personal Growth Plans, agendas and notes= from group coordinators