indian springs high school probationary progress … mid...2013, and in 2014, ishs began servicing...

INDIAN SPRINGS HIGH SCHOOL PROBATIONARY PROGRESS REPORT

650 N. Del Rosa Drive

San Bernardino, CA 92410

San Bernardino City Unified School District

Mid-Cycle Visit: March 11-12, 2019

Accrediting Commission for Schools Western Association of Schools and Colleges

<Indian Springs High School> ACS WASC Mid-Cycle Progress Report

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CONTENTS

I: Student/Community Profile Data ............................................................. 3

II: Significant Changes and Developments .................................................... 24

III: Ongoing School Improvements ................................................................. 37

IV: Progress on Critical Areas for Follow-‐up/Schoolwide Action Plan ............ 44

V: Schoolwide Action Plan Refinements ....................................................... 66


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Chapter I

Introduction and

Student/Community Profile Data

Indian Springs High School

Indian Springs High School opened its doors in 2012. Named in honor of the Serrano Indians indigenous to the area, it is the newest high school in the San Bernardino City Unified School District. Today, it is home to over 1,800 students and 90 staff members.


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General Background and History History of Indian Springs High School In August 2012, Indian Springs opened its doors to the community of San Bernardino as the 6th traditional high school in SBCUSD, focusing on Linked Learning and developing 21st Century Learning Skills. Part of the campus was originally Curtis Middle School, a site that was moved one block north. Therefore, ISHS consists of some old and some new infrastructure. In 2012, the school opened for freshmen and sophomores only. Junior students were accommodated in 2013, and in 2014, ISHS began servicing grade levels 9-12. ISHS held its first graduation ceremony in May of 2015, honoring an initial graduating class of 230 students. The class of 2018 was the fourth graduating class. ISHS continues to grow its infrastructure, student body, faculty, and course and program offerings. In September 2018, ISHS finished construction of a state-of-the-art theater complex in front of the school on the corner of Del Rosa Drive and 6th Street. It is now one of the flagship facilities in the district and used to hold board meetings while the board of education facility is undergoing renovations. Vision, Mission, Slogan and Motto Vision: “We believe that all students are relevant and have the ability to learn, grow, and be productive.” Mission: “We build partnerships and create real world experiences through the development of STEM pathways for Indian Springs High School students. We prepare them to charge ahead into today’s world after graduation as resourceful competitors who can achieve their goals and have a positive impact in the local, national, and global communities.” Slogan: “I Am, We Are, ISHS” Motto: “Serving to Learn, Learning to Earn, Earning to Live, Living to Serve.”

Expected Schoolwide Learning Results (ESLRs) Indian Springs High School will prepare its graduates to be: Problem Solvers who:

- Are responsible producers of high quality work - Emphasize science, technology, engineering, and mathematics (STEM) in their coursework - Realize that there is more than one solution to any given situation and will choose the solution that will best

prepare them for the future. Active Learners who:

- Are self-motivated to apply their skills towards college and careers - Are responsible and accountable for high level work - Meet or exceed the graduation requirements set forth by the San Bernardino City USD

Culturally Aware Citizens who: - Accept responsibility for their own behavior and actions - Promote mutual respect, appreciation, and acceptance among people of different backgrounds, cultures, and

abilities - Become culturally proficient in the local and global community

Knowledgeable Thinkers who: - Demonstrate the ability to analytically read, write, listen, and speak to a diverse audience - Can adapt to any situation in order to develop solutions - Are equipped to succeed academically and socially

History of WASC at Indian Springs High School In 2012 when ISHS opened, a WASC initial visit application was prepared and a small visiting team performed an initial visit. The accrediting commission granted an initial accreditation for grades 9-10 expiring on June 30, 2016. In November 2015, ISHS completed its first Self-Study and underwent its first full WASC visit. A visiting committee team of seven


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members conducted a very positive site visit and validated the six-schoolwide areas of strength and five critical areas for follow-up. Despite submitting all completed documentation to the WASC commission immediately after the visit, ISHS did not receive an accreditation status within the customary timeframe. A clerical error delayed the commission’s review of ISHS until their summer 2016 commission meeting. On June 29, 2016, ISHS received a Probationary Accreditation Status with a two-day visit in 2018. This decision came as a shock to the staff and leadership team due to the extremely positive nature of the self-study visit. Despite the disappointment with the probationary accreditation, the staff redoubled their efforts for school improvement and came together to address the action plan and critical areas of follow-up. The school had a very positive two-day probationary visit in February 2018. In May 2018, the WASC commission removed ISHS’s probationary status and restored our accreditation through 2022.

Community San Bernardino City Unified School District The San Bernardino City Unified School District serves most of the city of San Bernardino and a portion of Highland. The district has an enrollment of approximately 55,000, making it the eighth largest school district in California. Indian Springs High School is the newest of six comprehensive high schools, with an average approximate enrollment of 1,900 students and complement of 90 certificated personnel. The governing board of the San Bernardino City Unified School District sets the policies, which guide the decisions, under which all school sites operate. District administration is organized under the leadership of Superintendent Dr. Dale Marsden, Deputy Superintendent Dr. Harold Vollkommer, and four Assistant Superintendents. Changing Leadership - Kristen Bicondova has been the principal of ISHS since October, 2017. Three vice principals, Dave Salmon, Jacob Rosario, and Rose Palomino, have been the support administrators since the last self-study visit. Principal Dr. Alan Kay governed the school from 2012-2017. After five years of his leadership, the district decided to hire a new principal. At the start of the 2017-2018 school year, Toni Miller (retired principal) was designated as the school’s interim principal during the lengthy selection process of a new leader. A group of stakeholders was selected to conduct the site interview for principal. This group consisted of teachers, parents, and site administrators. In October 2017, Kristen Bicondova was selected as the new principal of ISHS. She has currently been serving on the site for just over one year. San Bernardino County Indian Springs High School (ISHS) is located in San Bernardino County, geographically the largest county in California. Most of its land area is sparsely populated desert and much of that is either unsuitable for development (ie: water supply) or protected from development (ie: the Mojave National Preserve). The county’s population centers all follow the county’s major highways, the I-10, and I-15/I-215 in particular. The population of San Bernardino County is relatively young, but is shifting toward the older demographic categories. County Demographics by Age

Age range 2010 census 2015 census Percent change

Under 5 7.8% 7.2% -0.6%

Under 18 29.2% 26.9% -2.3%

18-65 54.1% 55.2 +1.1%

65+ 8.9% 10.7% +1.8%

San Bernardino is the largest city in the county, as well as being the county seat. Fontana is the only other city of its size (200,000+) in the county. San Bernardino is located in the southwest corner of the county, between the San Bernardino mountain range and the greater Santa Ana River Basin, about 60 miles east of Los Angeles. According to the 2015 census projection, the population of San Bernardino County is just over 2,128,000. This represents a 4.6% increase from 2010.


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San Bernardino City San Bernardino has a rich human history. Indigenous people have populated this part of the Santa Ana Valley for millennia. Settlement of our city by people primarily from Mexico and Europe reaches back almost two centuries. The city site enjoys a strategic location at the base of Cajon pass, which leads down from the high desert to the north. The City also lies just west of the narrowing of the Los Angeles basin, before it ascends San Gorgonio pass into the Sonoran Desert. A city of over 216,000, San Bernardino has undergone several phases that provide context for our current circumstances. Agriculture was the impetus to settle here, and the citrus growing industry in particular has shaped our history for over a century. The mid-to-late twentieth century saw the prominence of Norton Air Force Base and the socio-economic stability provided by a large military population. That base was closed during the 1990s with devastating effects. The I-10 and I-215 highways were built in the 1950s and 60s, respectively. As happened across the nation during this era, the effects on San Bernardino were profound and lasting. The social and economic isolation of the west side became even more pronounced after Interstate 215 divided the city. Then, starting with the economic decline of the 90s, which was precipitated by the closing of Norton Air force Base and the loss of Kaiser Steel and Rail, poverty became ubiquitous here. Currently, San Bernardino is among the most dangerous and impoverished cities in California (CBS Los Angeles, May 18 2016, http://losangeles.cbslocal.com/). $38,774 is the median household income in San Bernardino: Male $21,538, and female $14,905. 31-33% live in poverty. In the specific area served by Indian Springs, the median household income is approximately $15,000 and is one of the poorest pockets in the city. For almost three decades San Bernardino has been struggling to recover. Some of our employment base includes Stater Brothers Markets, Amazon Distribution, the San Bernardino City Unified School District (SBCUSD) and the County of San Bernardino, have anchored employment in the area. Additionally, growth in the health care, logistics, construction and education sectors is leading a very gradual improvement, but our city continues to suffer from high unemployment and public assistance participation rates. The district’s move toward Career Pathways is designed, in part, to create stronger connections among our classrooms and these growth sectors of the local economy. Currently ISHS offers two Linked Learning career pathways: Health/Biotech and Manufacturing. Educational Attainment 2012 - Source: American Community Survey, 2012

Educational Level City Population Percent of Population

County Population Percent of Population

< 9th Grade 15,300 12.6% 128,553 10.2%

9th-12th No Diploma 22,104 18.3% 148,720 11.9%

HS Grad. or GED 31,484 26.0% 323,439 25.8% Some College 29,685 24.5% 318,508 25.4%

Associate Degree 9,166 7.6% 103,608 8.3% Bachelor's 8,981 7.4% 153,660 12.3%

Grad or Pro Degree 4,245 3.5% 77,846 6.2%


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City of San Bernardino Demographic Data Race and Ethnicity Number Percent

Based on data gathered from the City of San Bernardino Housing Element, adopted in January 2014, the City of San Bernardino has a higher than average number of single parent households. The data show that one out of ten females live below the poverty line and 31% of female-headed households also are living below the poverty line. This results in 44% of children under the age of 17 living below the poverty line. ISHS students’ household compositions are various, ranging from Foster Youth (including students living in group homes), traditional family, multi-family, single parent and single person households. Based on the Free and Reduced Lunch Data, 100% of students receive free breakfast and lunch due to the high degree of poverty in this area.


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Faculty/Staff Demographics Teachers ISHS 2015-16 ISHS 2016-17 ISHS 2017-18 ISHS 2018-19 With Full Credential 69 70 73 78

Without Full Credential 6 5 5 6

Teaching outside of subject (with full credential) 0 0 0 0

Student Enrollment & Demographics Student Group % of Total

Enrollment 2014-15

% of Total Enrollment 2015-16



Native American >1% >1% >1% >1%

Asian 2.7% 2.6% 2.4% 2.1%

Black/AA 15.5% 13.7 % 11.4 % 10 %

Filipino >1% >1% >1% >1%

Hispanic or Latino 76.2% 77.2% 79.8% 82%

Hawaiian/Pacific Islander >1% >1% >1% >1%

White 8.4% 4.2% 3.2% 3.3%

Two or more races >1% >1% >1% >1%

Socio-Economically Disadvantaged 96% 95.2% 90.9% %

English Learners 19.6% 17.2% 20% 14%

Students with Disabilities 12% 12.6% 12.2% 14.2%

Foster Youth >1% >1% >1% >1%

ISHS has a predominately Hispanic population with over 76% of students identifying as Hispanic or Latino. The second largest demographic identifies as African American (15.5%). White, Asian, and Pacific Islander comprise the remainder of the population. Many students identify in multiple demographic areas, which is why the population percentage adds up to over 100%. The vast majority of ISHS students come from economically disadvantaged, low-income households. In 2014-2015, 96.16% of students received free or reduced lunch. Currently, 100% of students attending Indian Springs are receiving free breakfast and lunch. ISHS qualified for Community Eligibility Provision (CEP), which is a grant providing meal service for schools in low-income areas. CEP allows the nation’s highest poverty schools and districts to serve breakfast and lunch at no cost to all enrolled students without collecting household applications.


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ISHS Total Enrollment January, 2019

Female Male Total

9th Grade 221 291 512

10th Grade 225 278 503

11th Grade 187 224 411

12th Grade 170 200 370

Total 803 993 1,796

ISHS has noticed a gradual increase in overall average daily attendance over the last four years with a slight drop off during 2016-17. As a site, the school monitors data closely and have created systems to continually increase attendance. Employees conduct home visits for chronic non-attenders, have incentivized perfect attendance, and conduct daily tardy sweeps. Action plan item #3 centers on increasing attendance. The school is continuing to improve the attendance rate through PBIS, daily tardy sweeps, improved attendance taking accuracy, and the strategic use of campus security officer staff. In an effort to alleviate concerns among the immigrant community, the district office and superintendent have designated SBCUSD as a “safe zone” for students, which does not report immigration status to the government.

Stability/Mobility rates are measures created by SBCUSD to measure student movement in and out of schools in the district. The given rates summarize the number of students who are considered stable (enroll within the first two weeks of school and stay until the end of the school year) and the number of students with late enrollments and early exits from school. Rates are expressed as a percent of the CBEDS Enrollment.

ISHS ADA Rate

2013-14 2014-15 2015-16 2016-17 2017-18

ADA Rate 93.7% 94.2% 94.4% 93.6% 94.4%

ISHS School Stability/Mobility Report

2013-14 2014-15 2015-16 2016-17 2017-18

CBEDS Enrollment Stability Rate Mobility Rate

1509 76.3% 47.9%

1771 84.6% 41.7%

1797 81.9% 45.7%

1760 80.9% 42.5%

1819 78.9% 43.7%

High Stability Rate Mobility Rate

83.8% 38.1%

87.3% 33.4%

86.3% 32.9%

85.7% 33.0%

82.8% 35.3%


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Indian Springs has one of the highest mobility rate in comparison to the other high schools in the city. Some factors that influence this are the high numbers of rental properties. The City of Highland (where a good share students live) reported last year that there has been a substantial decrease in the past five years of owner-occupied residences.

Academic Programs As a comprehensive high school, Indian Springs High School offers a full range of courses serving the college-and-career bound student. The majority of the classes offered at ISHS meet UC/CSU “a-g” requirements. Honors and Advanced Placement (AP) courses are offered in the areas of English, math, science, social science, foreign language, and psychology. Special programs offered include Advancement Via Individual Determination (AVID), and two Linked Learning Pathways in the areas of health and manufacturing. English Learners The English Learner (EL) population has hovered between 18-20% at Indian Springs High School. A high rate of transiency creates population numbers that change throughout the school year so the exact number of EL students is constantly changing. After ISHS received a probationary accreditation status in 2015, the school formed an EL committee comprised of administrators, EL teachers, the English Language Facilitator, District EL coordinator, and EL counselor. The purpose of the committee was to create a systematic approach to supporting EL students and increase the re-classification rate. Reclassification – ISHS significantly increased the number of students who were reclassified in 2016-2017; with 22% of EL students being reclassified, this was the highest rate of reclassification the school had ever seen. In 2017-2018, the school had the highest reclassification rate in the district at 32% of EL’s being reclassified. This is 12% higher than the district average of 20% and supports our continued focus of reducing the number of LTEL students. SBCUSD follows state criteria for reclassification for our ELL population of students. Currently, California Assessment of Student Performance and Progress (CAASPP) structure for re-designation criteria is being revised and updated. The following for criteria is required for reclassification of ELL students: Renaissances STAR ELA score of “At watch or Above”; a grade of “C” or better in English; GPA of 2.0 or higher in their most recent posted grades. EL students also need early advanced or advanced in their writing domain of the ELPAC exam. ISHS ELD Enrollment and Re-Classification

2014-15 2015-16 2016-17 2017-18

Total Enrollment 1,770 1,681 1,806 1,869

EL Students 323 (18.2%) 309 (18%) 352 (19.5%) 227 (12%)

Re-Classified 19 (5.8%) 15 (5%) 73 (22%) 72 (32%)

R-FEP 754 (42.6%) 761 (45%) 756 (41.8%) 325 (17.3%)

Number of LTEL Students

-- 211 208 189


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Special Education Population

ISHS Special Education Enrollment

2016-17 2017-18 2018-19

Sp.Ed. Enrollment 208 267 279

% of Population 11.5% 14.4% 14.9%

A continuum of educational support(s) is offered, through Special Education, to the students that attend Indian Springs High School, and have been found eligible for (Special Education) services. For the majority of the students that receive educational support through placement in special education, the delivery model is Specialized Academic Instruction (SAI), within the general, (Mainstream) education setting. This delivery model is often referred to as the Resource Specialist Program, or RSP. If a student’s educational needs have not been successfully met with SAI within the regular (Mainstream) education setting, or if their level of educational need would warrant support for over 49% of the school day, the SAI would be provided at the school site within a self-contained model, often referred to as the Special Day Class, or SDC. The remainder of the student’s school day (i.e., school-wide activities, electives, appropriate core-subject classes), occur with appropriate supports within the mainstream setting. Both of the settings described above provide instruction, with the appropriate level of support, in alignment with the general/regular education state standards based curriculum. For students whose educational needs are considered too severe to benefit from instruction in mainstream, Indian Springs High School offers a self-contained model that follows the BASICS 3 Curriculum. The BASICS 3 Curriculum focuses on life skills within 5 Domains: Functional Academics (FA), Domestic (D), Vocational (V), Community (C), Recreation /Leisure (RL). This setting is often referred to as the Special Day Class-Severely Handicapped, or SDC-SH; with the remainder of the student’s school day (i.e., school-wide activities, electives), with appropriate supports, within the regular education setting. If appropriate, the continuum of special education services for students whose school of residence would be considered Indian Springs High School will be provided by placement in: Specialized Academic Instruction-Severely Handicapped, Specialized Academic Instruction-Emotional Disturbance Emphasis, Specialized Academic Instruction -Non Public School, and Residential Treatment. The Specialized Academic Instruction-Emotional Disturbance Emphasis placement is currently centralized at three of the school district’s other (six) comprehensive high schools; Specialized Academic Instruction -Non Public School and Residential Treatment (including , but not limited to Emotional Disturbance and Autism Spectrum) is offered on campuses that are separate from the San Bernardo City Unified School District; and are located within, as well as outside of, the state of California.


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Advancement Via Individual Determination (AVID) ISHS AVID Enrollment By Grade Level

9th 10th 11th 12th AVID Enrollment (2015-16) & % of population

175/527 (33%)

100/459 (21.8%)

95/412 (23%)

70/454 (15.4%)

AVID Enrollment (2016-17) & % of population

159/510 (31%)

99/470 (21%)

76/374 (20%)

81/327 (24.8%)


166/547 (30%)

133/511 (26%)

88/431 (20%)

68/357 (19%)


204/524 (39%)

156/539 (29%)

122/443 (27.5%)

85/389 (21.8%)

Indian Springs High School has been an AVID “School of Distinction” for the last three years. The program started with 2 sophomore and 3 freshmen sections and has since grown to 17 sections that prepares 31% of the school’s population for success in college. ISHS’s AVID program continues to be successful because of constant collaboration; the AVID Site Team consisting of 8 teachers, three Administrators and three Counselors. The team meets quarterly to collaborate on program improvements, recruitment and retention, data, and budgeting. Since 2012, AVID has recruited a steady number of students to participate in the program – about 30% of the school’s population. ISHS is currently working toward becoming an AVID Demonstration School AVID is a four-year program that is based on best teaching practices in writing, inquiry, collaboration, organization, reading, and it is supported by state and national content standards. AVID curriculum is used in the AVID Elective and content-area classes. The program helps to guide teachers and students by focusing on time management and study skills. The AVID Elective class targets students in the academic middle, who have the desire to go to college and complete rigorous curriculum through willingness to work hard. Typically, AVID Elective students will be the first in their families to attend college, and many are from low-income or minority families. In the AVID Elective, students are routinely required to enroll in their school’s toughest courses, such as honors or Advanced Placement.


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Health Linked-Learning Pathway Patient Care - All Health Academy students begin the program by taking the CTE- Medical Pathway course. This initial course is designed for the students to acquire the academic language and learn the basic skills of the Healthcare Industry. During the first semester, students are taught Medical Terminology, Body Systems and Basic Vitals taking skills. For the second semester, the students are introduced to procedures, protocols, job responsibilities and job outlook of various professions of the Healthcare Industry. After their Sophomore year, students can enroll in the First Responder or Sports Medicine Class. These classes apply to occupations or functions involved in the prevention, treatment, and management of illness and the preservation of mental and physical well being through the services offered by the medical and allied health professions. The standards specify the knowledge and skills needed by professional and technical personnel pursuing careers in this pathway. Students will be provided with a foundation and understanding of the role of first responders in Emergency Medical Services (EMS) and the Basic Life Support (BLS) skills they are required to have in order to render immediate action and care for various emergencies. This course will focus on medical services provided by first responders. All students will be required to complete and obtain Cardiopulmonary Resuscitation (CPR) and Automated External Defibrillator (AED) certification. Sports Medicine - this course introduces students to professions such as Occupational Therapy, Physical Therapy, Athletic Trainers, Exercise Physiology, Kinesiology and Orthopedic Surgeons, to name a few. Biotechnology – This course gives students the opportunity to explore careers in Biotechnology. Students will be provided with a foundation and understanding of the applications of biotechnology to fields that improve the quality of human life. Students will learn standard laboratory operating procedures and the basic laboratory skills used in academic/industry laboratories. License Vocational Nursing – this course ensures that students master essential content and skills in the field of License Vocational Nursing. The License Vocational Nursing introductory course prepares students for advanced coursework, internships and other work related experiences. It includes project-based learning, leadership opportunities for students, 21st century skills, and common core academic standards. Academy of Manufacturing and Product Design The Manufacturing Pathway has two strands: Machining and Forming, and Product Innovation and Design Machine and Forming - This three-year course of study gives students the foundational skills of working with manual industry machining techniques, progressing to computerized product creation using SolidWorks and MasterCAM to 3D print prototypes. In their second and third years, students progress into CNC programming and machining earning nationally recognized NIMS (National Institute of Metal Working Skills) certifications, finally interning with industry partners as seniors. Indian Springs High School (ISHS) Manufacturing Academy offers students NIMS (National Industry Metalworking Skills) national credentials in manufacturing. Safety and Measurement, Materials, and Safety that will provide students an opportunity to be employed upon graduation, as well as further their education for degrees in engineering. The Academy class at ISHS allows students to pursue skills in basic machining, computerized numerical control machining, computer aided design, and 3-D modeling. The program to date has developed partnerships with companies like Technical Employment Training, Inc. where students are doing internships into high technology manufacturing. The program also has developed partnerships with Loma Linda University where students are working with the Prosthetic Department helping doctors work on artificial limbs. The academy is open to any student who is interested in pursuing national credentials in manufacturing. Requirements for students are based on their career goals of pursuing a career upon graduation in a field that has millions of jobs in the manufacturing world. Students need to have an interest in making things with their hands, learning about 3-D Modeling, learning about computer systems, and love having fun. The Manufacturing Academy is a program that brings real


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business and industry skills into the classroom. Students learn how to work both independently in collaborative teams so they are prepared for good manufacturing jobs upon graduation. Digitech - This three-year course of study exposes students to computer designing through Adobe Illustrator Suite and Photoshop Pro as their foundational course. In their second and third years, students embark on the journey of innovation to commercialization, starting with the design process of an original product, prototyping, historical cases, and the ethics of invention: leading into the business side of product development with cost analysis, understanding of intellectual property, and marketing and advertising; and culminating with their student portfolio and defense/proposal of their product to potential industry investors. In the Digitech pathway strand, this three-year course of study exposes students to computer design through Adobe Illustrator Suite and Photoshop as their foundational course. In their second and third years, students embark on the journey of innovation to commercialization, starting with the design process of an original product, leading into the business side of product development, understanding of the intellectual property, and marketing and advertising. Culminating with their student portfolio and proposal of their product and potential industry investors. Advanced Placement Courses Indian Springs High School currently offers eight Advanced Placement courses. In 2018 ISHS saw over a 15% increase in students scoring a 3 or higher, the largest increase in ISHS history. After reviewing AP data for the first two years, ISHS decided to implement an AP contract, which explained to students and parents the rigor and expectations for each AP course. The contract recommended that students do not take more than two AP courses in one year, in order to give them time to devote to learning the material to pass the exams. ISHS administered fewer AP exams in 2017 & 2018 because of decreased enrollment in AP courses. The reason for this decrease was based on more selective criteria for students to take an AP class as well as students being encouraged to take no more than two AP courses at a time. At the beginning of the 2018-19 school year, an AP meeting was held with all AP teachers, counselors, the AP coordinator, and all administrators. The purpose was to strengthen the AP program and improve horizontal and vertical alignment. The school is continuing to refine the language of the AP contract and are continuing to grow the strength of our AP program. AP Test Scores

2015 2016 2017 2018

Students Enrolled in AP

255 254 183 172

Number of Exams Given

503 432 299 288

Scores of 3+ 94 71 58 81

% of total students with Scores 3+

36.9% 28% 31.7% 47.1%


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Extra-Curricular Programs Athletics The Indian Springs Athletic Program consists of 21 sports programs, 42 teams, more than 450 athletes, and 70 coaches. Since opening the school, ISHS experienced a lot of growth and success. A few varsity teams have found success early on in the school history and have been rewarded for their hard work by making appearances in CIF. Programs that have advanced to CIF include Wrestling, Boys Soccer, Softball, Track and Field, and Boys Volleyball. Boys Volleyball, Softball, and Wrestling each found a win in each of their first attempts. In 2016 the school had one of the girls’ track standouts win the Division III Long Jump and advance to the state track meet as well as one of the wrestlers earned a CIF Runner up position in his weight class and advance to the CIF Masters meet. Over the course of the school’s short history, the boys soccer team has been ranked high in the CIF Division and in 2016 broke through to become the Division 4 Regional State Champion. They were recognized by the school board as being the first soccer team in the district’s history to ever bring home a state championship! Roughly 70% of Indian Springs Athletes participate in several extracurricular programs away from the athletic program. The athletic director, counseling staff, and the College and Career counselor are active in getting the student athletes to complete the NCAA Clearinghouse process and the NAIA Clearinghouse process in order to get athletes eligible for the next level of competition. The athletic program at Indian Springs is another avenue to get student athletes the opportunity to not only to follow their dreams and compete at a higher level but also to get them a college education. Students who are involved in extracurricular activities have shown a direct correlation in various studies to be more likely to succeed in school. Indian Springs promotes connecting students to the school through participating in co-curricular activities to improve school morale and ultimately being excited about being a Coyote at Indian Springs. During the 2016-2017 school year the school board added extra funding for the comprehensive high schools to improve infrastructure, safety improvements and the ability to bring on additional coaching staff. Also, the district has approved the hiring of Certified Athletic Trainers, which greatly improves the safety and risk-management at each site as well as allows for immediate injury care, recommendations, management, and rehabilitation, if needed. This also allows for us to keep students not only participating in their selected sport but also healthy for their day-to-day educational experiences.


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Link Crew ISHS began the Link Crew Program in 2016 and the school is seeing positive results on student achievement. Link Crew is a freshman orientation and transition program designed to both welcome and support incoming freshmen by assigning them a junior or senior Link Leader as a mentor during their first year. This Link Leader is a responsible older student who is hand selected from a large pool of applicants and meets the qualifications of being a good role model and a positive leader on campus. They provide on-going support throughout a freshman's first year of high school. Link Crew Leaders tutor freshmen throughout the school year and this individualized support is having a positive impact on student achievement in the 9th grade. This is evidenced by the decrease in the D and F rate of the freshmen population, and an increase in the percentage of those who are on track for fulfilling the A-G requirements. PBIS Indian Springs High School has spent significant resources on developing the PBIS and HERO programs. The Positive Behavior Intervention and Support (PBIS) program is a three-tier system focusing on ensuring that all students are behaviorally supported. The first tier focuses on all students and is implemented site wide by teachers and support staff through their use of intervention strategies, acknowledgement and correction, incentivizing specific behaviors, and regular positive behavioral feedback. The second tier builds on the first and offers additional supports to the students that do not respond to the first tier. ISHS currently offers four groups for students focusing on relationship building, conflict resolution, social skills, and social-emotional learning. The third tier focuses on individual students that are struggling. At this tier ISHS creates individualized behavioral intervention plans for students focused on teaching and reinforcing replacement behaviors. The staff has received ongoing professional development for implementing this program. The PBIS site team meets regularly to plan PD, conduct classroom walk-throughs, and analyze PBIS data and the impact on student engagement. ISHS has become one of the district models for implementation of PBIS on a high school campus. Educators from other campuses in the district have come to observe PBIS implementation on the site and are impressed with the high level of staff buy-in with the program. ISHS is extremely proud of the success of this program and it continues to be a focal point in the action plan and schoolwide professional development.

Above is the 3-year discipline trend. From 2014-2017 there was an increase in the number of referrals. ISHS saw this trend because the staff had been explicitly trained in what constitutes a discipline referral and they became more adept at identifying problem behaviors.

3"year"Discipline"Comparison"

Total"Referrals" Total"suspensions" Suspension"Rate"%"2014<2015" 868" 376" 24.7"2015<2016" 919" 285" 17.9"2016<2017" 920" 306" 19"2017<2018" 699" 246" 8.1"

0"

100"

200"

300"

400"

500"

600"

700"

800"

900"

1000"

2014<2015" 2015<2016" 2016<2017" 2017<2018"


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During the 2017-18 school year however, PBIS efforts began paying off as there was a sharp drop in referrals and suspensions -- the lowest in the school’s history. The school attributes this drop in discipline problems to a staff highly trained in tier I interventions, the use of a restorative model focusing on mending relationships among students and staff, highly targeted tier II and tier III interventions, and a positive shift in school climate and culture. HERO Program As part of the initiatives under the PBIS program, ISHS rolled out the HERO program in 2016. The HERO program is a student incentive program focusing on acknowledgment of positive student behavior and academic performance and achievement. This program supports implementation of school-wide PBIS tier-1 best practices. This program allows students to be awarded points for demonstration of school wide expectations—Be Respectful, Be Responsible, and Be Safe. The program also focuses on academic achievements. HERO gives autonomy to teachers to award points in a manner best fitting their classroom needs—such as turning in assignments on time, to recognize improvements of grades, or meeting a classroom expectation. Students can redeem their points in the HERO store for various items ranging from school supplies to spirit wear. There has been a very positive student reaction to the program from both students and teachers. On Thursday’s after school, students always form a long line waiting to claim their HERO prizes. While the teachers sometimes experience technical difficulties with the HERO point system, the school is continuing to work out all the bugs and aiming to achieve 100% teacher participation. ASB & Clubs ISHS is proud to offer around 45 different clubs on campus. ASB’s goal on the ISHS campus is to build the school culture; but more importantly, to acknowledge and celebrate the individual spirit and goals of students. ISHS promotes school spirit by organizing events to keep students engaged and active in our school community such as rallies, dances, and the welcome back Luau. ASB works to support and celebrate each student’s and staff member’s achievements on campus. Every year ASB organizes three blood drives to help save lives in the local community, donate food to needy students and their families for Thanksgiving, and celebrate different cultural celebrations in December. Campus organizations help local charities with clothing donations as well as to host guest speakers. Each ASB class hosts a week long “Kindness Week”, giving out “food for thought”, kindness necklaces, special lunch tickets, and give one take one notes. ASB helps at Football games, and other sporting events to sell club “swag”, take VIP’s on campus tours, and help in any and all ways to support the administration. The ASB motto is, “I am, We are, ISHS.” ASB acknowledges the amazing staff on campus by having students vote for teacher of the month. Staff members get meaningful banners to post in their rooms, silly gifts, and most importantly, verbal acknowledgement and thanks from the students. Back the Pack Night In 2018, ISHS hosted its first ever Back the Pack Night. This replacement for back-to-school night was highly successful and successfully increased student and parent attendance in the traditionally poorly attended back-to-school night. Back the Pack Night featured student performances, food, games, and recruiting for clubs and sports programs. All clubs and sports had booths set up in the quad showcasing the various programs on campus and recruiting for the 2018-19 school year. The gym featured all the academic programs organized by department. Parents were invited to visit the gym to meet with their child’s teacher, set up their aeries account, and explore the interactive booths created by each department. Departments competed to have the most fun and engaging booth and students and parents got to vote for their favorite department and co-curricular program. This festival atmosphere created lots of buzz among parents, students and teachers and ISHS anticipates that this event will grow over the coming years. Community Feedback Forums The school invites parents and community members for “Coffee-with-the-Principal” to discuss school/community concerns. The attendance at “Coffee-with-the-Principal” has nearly tripled in the last three years and allows for parents to provide additional feedback. As a result, the school has been much more attuned to the best methods of communication with parents. The school also offers tours for community members, parents, and students who might be attending the school, or are interested in any of its programs. In addition, parents and the community are invited to Back the Pack Night, performances, ceremonies, and celebrations. The AVID program and academies have successful Parent and Back-to-


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School Nights. They have been able to achieve this by being proactive and calling parents, as well as sending out notifications by mail ahead of time. Service and mentoring programs, as well as internships, job opportunities, and guest speakers or mentors, also involve community members, and are facilitated through the College Career Center and Linked Learning Pathways. Stakeholder Involvement It is important that stakeholders are able to access and use our self-study to guide inquiry and offer input on school programs and critical learner needs. ISHS has invited parents to be part of the self-study process and offer input on the formation of our SPSA and our WASC action plan. The school also invites students, parents, and community members to campus events throughout the year, which allow them a forum for offering input on school improvement. Our ELAC, SSC, and AAPAC committees also meet a minimum of 6 times a year to discuss school wide goals and help to create a plan for improvement. Back-to-school night, academy advisory board meetings, and special events are other forums, which provide the opportunity to communicate action plan implementation and progress to all stakeholders.

Student Achievement Data Graduation Rate

2014-15 2015-16 2016-17

ISHS Graduation Rate 84.4% 84.6% 93.2%

District Average Graduation Rate

85% 86.2% 89%

ISHS had a nearly 9% spike in the graduation rate in 2017 with a 93.2% graduation rate. For the first time ISHS exceeded the state goal of 90% and exceeded the district average of 89%. Class of 2018 graduation rate will not be available until the end of the current school year but the school anticipates that they will once again exceed the district average. A-G Course Completion Graduation Indicators

Percentage A-G On-Track 2014-15 2015-16 2016-17

9th Grade 39.0 48.9 58.5

10th Grade 41.9 41.5 48.4

11th Grade 55.2 58.4 55.5

12th Grade 29.5 42.9 57.5

Graduate UC/CSU A-G Completion Rate

2015 2016 2017

ISHS Overall A-G Rate 33.2% 42.7% 38.2%

District Overall A-G Rate 28.3% 26.4% 29.6%


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One of Indian Springs High School’s focuses is the A-G completion rate of all students and the school has a great source of pride in always exceeding the district average a-g completion rate. There was a nearly 10% increase from 2015 to 2016 which is attributed to a strong focus on rigor and support programs aimed at college readiness Indian Springs offers student the opportunity to use APEX, an online credit recovery program, to make up courses that they need to be on track with their A-G courses. With the use of APEX, ISHS has experienced a rise in a-g completion rates for each grade level. PSAT Indian Springs High School offers the PSAT each October on campus. In 2018, every ninth and tenth grade student took the PSAT. 11th grade students on track for a-g also took the exam. This helps all students become familiar with the exam to prepare for the SAT that they take at the end of their junior year. The feedback that is given for students is vital to their success on the SAT taken in the spring of the same school year. After taking the PSAT, all students receive their results and log into “My College Quickstart” with the counselors in order to review their scores and strategies to improve when they take the SAT. In 2016, ISHS started an SAT/ACT preparatory course for juniors to help them prepare for the SAT. In this class, the teacher helps them review their scores from the PSAT and their individualized score reports in order to help raise their score for the SAT. ISHS Students Taking the PSAT

2014-15 2015-16 2016-17 2017-18

9th Grade 0 0 489 468

10th Grade 410 530 425 454

11th Grade 110 120 132 157

SAT and ACT Over the past 3 years, ISHS has seen a 22% increase in SAT math proficiency and a 40% increase in SAT English proficiency however there has been a slight decrease in achievement on the ACT exam. Indian Springs High School encourages every student that is considering attending a university after high school to take both the SAT and the ACT exams in the spring of their junior year. In 2013-2014, 140 juniors took both exams and 16 of those students also took the SAT Subject Exams for UC Eligibility. During this school year, only one student did not meet the requirements to receive a fee waiver to take both exams for free, based on their family income levels. After taking the exams the first time, students are then encouraged to review their results and continue to study over the summer in order to raise their scores and be more successful when they take it a second time in the fall of their senior year. In 2014-2015, a total of 321 SAT exams were taken and 49 of those were SAT Subject Exams. Out of those tests, 313 were paid through fee waivers, leaving only 8 to be paid by students. 282 juniors and seniors took the ACT that year also, with 275 qualifying for a fee waiver. After reviewing SAT and ACT scores for Indian Springs, it was decided that offering a PSAT/SAT/ACT preparatory course for juniors would be incredibly beneficial in raising test scores, and a class was added to the master schedule for the 2015-2016 school year.


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ISHS Students taking SAT and ACT ACT 3 Year Trends

C/O 2015 C/O 2016 C/O 2017 C/O 2018

# of Students Tested 0 82 151 129

% who met benchmark ELA

- 27% 24% 27%

% who met benchmark Math

- 16% 11% 9%

% who met benchmark Reading

- 18% 17% 19%

% who met benchmark Science

- 18% 8% 6%

% who met benchmark All Four

- 10% 3% 3%

SAT 3 Year Trends

C/O 2015 C/O 2016 C/O 2017 C/O 2018

# of Students Tested 0 210 151 135

% who met benchmark ELA

- 14% 57% 54%

% who met benchmark Math

- 13% 19% 35%

SBAC - ELA English Language Arts/Literacy (KPI, SA, SAEM)

2016 % Meets/Exceeds



Overall 43 52 50

Hispanic 44 54 51

African American 20 36 30

White 67 50 Not Available English Learner 6 13 9

Socio-Economically Disadvantaged 42 50 49 Special Education 13 16 0 SBAC – Math Mathematics (KPI, SA, SAEM)




Overall 10 17 15


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Hispanic 9 17 16

African American 2 10 8

White 20 20 Not Available English Learner 2 4 2

Socio-Economically Disadvantaged 9 17 16 Special Education 3 0 0 Analysis of SBAC Data ISHS has seen a general upward trend in SBAC performance over the last three years. There was a slight decline in performance in both math and ELA in 2018 compared to the previous year, but student performance was still higher than in 2016. About half of ISHS’s overall population met or exceeded the standard in ELA in 2018. Only about 15% of the overall population is meeting or exceeding the standard in math. This discrepancy between math and ELA performance follows a state-wide trend that most educators attribute to the shift in Common Core Math Standards and the shift from traditional math courses (i.e, Algebra I, Geometry, Algebra II) to new courses labeled Integrated Math I, II, and III. The large portion of math topics in the curriculum are now covered one year prior to when it was covered before the shift to Common Core Math. CELDT Data

Implications of CELDT Data In 2016, there was a significant increase in students scoring at level 4 and 5. Over the past 5 years, there has been a steady upward trend in students scoring at level 4. There has also been an increase in level 1 and fluctuation at level 2 and 3.

25 31

22 31

47 59

38 43 35

43

107

121

105 111 106

18

31

58

71

113

1 1 2 4 16

0

20

40

60

80

100

120

140

2012 2013 2014 2015 2016

CELDT Level 1 Level 2 Level 3 Level 4 Level 5


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English Language Proficiency Assessment for California (ELPAC) ELPAC Results 2017-2018

Oral Language Overall

# of Students Tested - 192 192 192

Level 4 - 44% 7% 21%

Level 3 - 31% 25% 37%

Level 2 - 15% 35% 27%

Level 1 - 10% 32% 15%

The ELPAC exam is the Language Proficiency test that replaced the CELDT. It was administered for the first time in 2018. There is only data available for one year of testing shown above. Grade Distribution Analysis ISHS Grades/GPA

A B C D F Average GPA

Fall 2015 24.1% 19.6% 19.7% 15.7% 18.4% 2.29

Spring 2016 23.4% 19.9% 20.2% 13.9% 19.8% 2.27 Fall 2016 24.5% 18.6% 18.7% 14.3% 21.5% 2.22

Spring 2017 28.3% 19.9% 18.9% 13.5% 17% 2.43

Fall 2017 28.3% 20.3% 18.4% 13.3% 16.9% 2.41

Spring 2018 28.1% 20.8% 20.2% 13.7% 14.2% 2.47

The chart above shows the average number of grades assigned in all courses offered as well as the average student GPA each semester. The school has seen a steady increase in GPA over the last three years. Over the past two years, the “F” rate has decreased from 21.5% to 14.2%. The rate of students earning C’s and B’s has remained relatively constant while the number of A’s have increased 4% since Fall 2015.


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Highlights

• At 32%, ISHS has the highest EL Re-classification rate in SBCUSD – 12% higher than the district average of 20%

• ISHS has seen a gradual increase in average daily attendance over the last 5 years • The graduation rate for 2017 was 93.2% which exceeded the state goal of 90% and

exceeded the district average of 89%. • The boys’ soccer team was the first in district history to win the state championship

in 2017 • ISHS has become one of the district models for implementation of PBIS on a high

school campus • In 2016, there was a 9.5% increase in the percentage of students on track for a-g

requirements which grew from 33.2% to 42.7% • 2017’s a-g completion rate of 38.2% was nearly 9% higher than the district average • ISHS has significantly increased the number of 11th graders taking the PSAT • The pass rate on the AP exam increased over 10% from 19.4% to 29.5% in 2018 • Over the last 3 years, Math has had overall growth of 5% on the SBAC • Over the last 3 years, ELA has had overall growth of 7% on the SBAC • In the 2017-2018 school year, ISHS had 221 fewer referrals and 60 fewer

suspensions than the previous year • Over the past two years, the “F” rate has decreased from 21.5% to 14.2%


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Chapter II Significant Changes and Developments



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WASC Action-‐Plan and Critical Areas for Follow-‐Up Timeline of Monitoring 2015-‐Present

Date Description of Event and Action Plan/Critical Area Addressed November, 2015 Initial Full WASC Visit January, 2016 Leadership Team Review of VC Findings January, 2016 Professional Development Team – Develop and refine PD Calendar semester II January, 2016 Schoolwide Implementation of Data Protocol – Design, Analyze, Reteach, Adjust (Critical Area

#2) January, 2016 AVID Schoolwide PD – Inquiry (Critical Area #1) January, 2016 PBIS – Review Data (Action Plan Item #3) January, 2016 Design Common Assessments – All Departments (Critical Area #2) January, 2016 Instructional Rounds – Focus on Inquiry AVID Strategies (Critical Area # 1) February, 2016 Analyze Common Assessments – All Departments (Critical Area #2) February, 2016 Reteach – Department Progress Monitoring (Critical Area #2) February, 2016 Rubric PD – Departmental Adoption of Common Writing Rubrics (Critical Area #5) February, 2016 Instructional Rounds – Focus on inquiry AVID Strategies (Critical Area #1 and Action Plan

Item #2) March, 2016 Common Assessments – Principles of Assessment Design (Critical Area #2) April, 2016 Vertical and Horizontal Alignment – Departmental, grade level, and cross-‐curricular

collaboration (Critical Areas #1, 3 & 5) April, 2016 Data Protocol – Design and Analyze Common Assessments (Critical Area #2) May, 2016 Staff Feedback – Effectiveness of PD May, 2016 Data Protocol – Analysis of Common Assessments (Critical Area #2) June, 2016 Gear-‐Up Conference – Leadership Team, AP teachers and additional certificated staff worked

on vertical alignment and inquiry strategies (Critical Area #1 and Action Plan Item #2) June, 2016 Notice of Probationary Accreditation from WASC Commission July, 2016 PD Team created professional development calendar for 2016-‐2017 July, 2016 TSSP – Adoption of “Targeted Support to Schools Program” as a mechanism for district

support August, 2016 Assessment Calendar – Departments developed calendar for implementation od common

assessments August, 2016 AVID Focused Notes Part I – Schoolwide training and adoption of focused note-‐taking

strategies (Critical Area #1 and Action Plan Item #2) August, 2016 PBIS – Tier 1 Interventions Staff Training (Critical Area #3 and Action Plan Item #3) September, 2016 AVID Focused Notes Part II – Continued training for schoolwide implementation of focused

note taking (Critical Area #1 and Action Plan Item #2) September, 2016 WICOR – Staff training in WICOR strategies: Focus on Collaboration (Critical Area #1 and

Action Plan Item #2) September, 2016 SPSA – The SPSA team developed the Single Plan aligned to our WASC Action Plan and Critical

Areas of Focus September, 2016 PBIS – HERO Program and Tier 1 Interventions (Critical Area #3 and Action Plan Item #3)

PBIS – Community Building Circle: Cueing/Prompting and Structured Choice (Critical Area #3 and Action Plan Item #3)

September, 2016 PBIS – Classroom walkthroughs and data collection September, 2016 Hired EL Counselor (Action Plan Item #1 and Critical Area #4) September, 2016 Instructional Rounds – Writing, collaboration, and assessing learning October 2016 AVID Site Team Walkthroughs – Data collection focused on WICOR and Collaboration (Critical

Area #1 and Action Plan Item #2) October, 2016 PBIS – Review Staff Understanding of PBIS (Critical Area #3 and Action Plan Item #3) November, 2016 EL Parent Workshop – Focus on College and a-‐g


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November, 2016 WICOR – Lesson Plan Design November, 2016 AVID Site Team Walkthroughs – Focus on EL evidence based strategies (Action Plan Item #1) November, 2016 Creation of WASC Site Team to oversee development of Progress Report November, 2016 Schoolwide Adoption of ACE and CUT (Critical Area #5) November, 2016 PBIS – Re-‐teaching clarifying statements, tier 1 interventions and HERO (Critical Area #3 and

Action Plan Item #3) November, 2016 PBIS – Classroom walkthroughs and data collection November, 2016 Schoolwide PD -‐ ELD Classroom Strategies (Critical Area #4 and Action Plan Item #1) November, 2016 Leadership – Adoption of “Classroom Key Components” December, 2016 ELL Team – Focus on CELDT Data, student achievement, and reclassification (Critical Area #4

and Action Plan Item #1) December, 2016 Instructional Rounds – Writing, collaboration, and assessing learning January, 2017 WASC Focus Group Meeting – Staff reviewed action plan and schoolwide critical areas for

follow-‐up January, 2017 PBIS – Schoolwide implementation of HERO Program (Action Plan #3 and Critical Area #3) January, 2017 Progress Report Chapter 1 – Leadership team reviewed and analyzed data for chapter 1 January, 2017 PBIS – Implementation of Tardy Sweeps every period (Action Plan #3) January, 2017 ELL Team – Targeted scheduling support for EL students (Critical Area #4 and Action Plan

Item #1) February, 2017 Progress Report Chapter 2 – Department heads identified significant changes and

developments in all programs and subjects February, 2017 WASC Focus Group Meeting – Focus groups reviewed and analyzed data for chapter 1 February, 2017 SPSA – Reviewed data to identify (1) What works, (2) What needs fixing, (3) What to start

doing: Align budget needs to WASC Critical Areas and Action Plan February, 2017 Instructional Rounds – Classroom Key Components February, 2017 ELD Professional Development – Ellie Legarda (SBCUSD ELD Coordinator) gave a staff-‐wide

presentation on reclassification, ELD standards, and integrating ELD strategies in all content areas (Critical Area #4 and Action Plan Item #1)

February, 2017 Implementation of Grade-‐Check Mondays March, 2017 Leadership Meeting – Key Components and Non-‐Negotiables March, 2017 WASC Focus Group Meeting – Reflecting on key issues for each focus area April, 2017 AVID Professional Development: WICOR Strategies

Writing – Science/SPED Inquiry – FL/PE Collaboration – Math Organization -‐ VAPA/ELA Reading – Social Studies (Critical Area #1 and Action Plan Item #2)

April, 2017 ELD Committee Meeting – Refining Action Plan Item #1 April, 2017 WASC Focus Group Meeting – Critical Areas of Follow-‐up May, 2017 ELD Walkthroughs – Gathering Data (Critical Area #4 and Action Plan Item #1) May, 2017 Leadership Team – Refining Action Plan

Student Focus Group – Refining Action Plan Staff Survey – WASC Reflection/Action Plan Feedback ELAC Meeting – Action Plan Feedback

May, 2017 WASC Staff Meeting – Refining the Action Plan June, 2017 WASC Team Meeting – WASC Document Editing and After Action Review June, 2017 Summer Professional Learning & Collaboration Conference (Action Plan #3 and Critical Area #3)

Day 1 – Keynote & Breakout Sessions on Social-‐Emotional Learning Day 2 – Social-‐Emotional Learning Reflection with ISHS Staff

July, 2017 Leadership Summer Workshop Day 1 – Community Circles, Core Values, Data Year in Review, Professional Learning, Pathway Communication Presentation Day 2 – WASC Review

August, 2017 Staff WASC Update – WASC Fact Sheet; Department analysis of Action Plan and Critical Areas


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of Follow Up August, 2017 Professional Development Team – Designed semester one professional development calendar

and Data Protocol (Critical Area #1 and Action Plan Item #1 & #3) September, 2017 CAASP Data Analysis & Data Analysis Protocol – Reviewed CAASP data with the entire staff

and explicitly taught expectations for Data Protocol process (Critical Area #2 & Action Plan Item #1)

September, 2017 WASC Focus Group Meeting – WASC Focus groups reviewed data for 2017, analyzed positive and negative data trends, and responded to a survey to guide our WASC process

October, 2017 Staff WASC Update – Clarify school-‐wide expectations & goals; prepare for district cabinet mock WASC walkthrough

October, 2017 ELA Data Analysis – The English department was pulled out of classrooms to review STAR reading data and school-‐wide writing assessment results (Critical Area # 2 & 5)

October, 2017 WASC Focus Group Meeting – Analysis of Action Plan (Action Plan Item #1, #2 & #3) October 16, 2017 Mock WASC Walkthrough – A team of cabinet members visited classrooms, and met with

leadership team to provide feedback on WASC preparedness October, 2017 Staff Meeting – Positive Trends and Areas for improvement feedback from Mock WASC;

Arbingers Pyramid; Listening & Supporting ALL students; Philosophical Chairs (Action Plan Item #3)

October, 2017 District Cabinet/Leadership Team Meeting – Reflection on Mock WASC visit; Action Plan Reflection (Action Plan Item #1, #2 & #3)

October, 2017 Kristen Bicondova becomes new Principal November, 2017 Meeting with Principal, Vice Principals and WASC Coordinator to prepare for visit November, 2017 Focus Group Leaders -‐ Presented to Staff about progress on Critical Areas of Follow Up

(Critical Area # 1, 2, 3, 4 & 5) November, 2017 Leadership Team -‐ Updated and Finalized Action Plan (Action Plan Item #1, 2, & 3) November, 2017 Submitted Probationary Progress Report to Visiting Committee January, 2018 Mock WASC Walkthrough – Admin team, District Personnel, and WASC Coordinator provided

staff feedback (Critical Area # 1, 2, 3, 4 & 5)(Action Plan Item #1, 2, & 3) February, 2018 Probationary Two-‐Day Visit May, 2018 Accreditation Status Restored July, 2018 Gear-‐Up Conference – Administrators and selected teachers attended a three day district

conference in Las Vegas focused on student efficacy and curricular alignment (Action Plan Item #1, 2, & 3)

July, 2018 Leadership Retreat – The entire leadership team attended a 2-‐day retreat in Rancho Mirage; the focus was on teambuilding, developing leadership capacity, and aligning action plan goals for the coming school year (Action Plan Item #1, 2, & 3)

August, 2018 Action Plan Refinement – The leadership team met twice at the beginning of the year to refine the school-‐wide action plan and develop actionable steps to address PBIS, self-‐efficacy, growth mindset, rigor, and curricular alignment. (Action Plan Item #1, 2, & 3)

August, 2018 Back the Pack Night (Action Plan Item #3) September, 2018 WASC Meeting – Staff met to plan for mid-‐cycle progress report (Action Plan Item #1, 2, & 3) October, 2018 Focus Group Meeting – Focus groups met to collaboratively update chapter 4 of the mid-‐cycle

progress report (Action Plan Item #1, 2, & 3) November, 2018 Focus Group Meeting – Focus groups met to collaboratively reflect on the schoolwide action

plan and 2018 VC recommendations (Action Plan Item #1, 2, & 3) December, 2018 Leadership & Professional Development Team – Development of semester II PD Calendar

(Action Plan Item #1, 2, & 3) December, 2018 Finalized the WASC Mid-‐Cycle Progress Report


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• Include a description of any significant changes and/or developments, i.e., program additions since the last full visit, changes in student enrollment, staffing changes.

• Describe the impact these changes and/or developments have had on the school and/or specific curricular programs.

Overview ISHS has undergone significant changes since the previous self-study in 2015. These changes encompass everything from leadership and academic focus to infrastructure and growth of academic programs. Some of the most notable changes evident to visitors will be the cultural shift supported through the adoption of the PBIS program, increased emphasis on academic rigor and curricular alignment, and a well-structured system for supporting the struggling EL population. Under the leadership of Principal Kristen Bicondova, the leadership team continues building capacity as instructional experts and change agents at ISHS. A distributive leadership model has empowered staff to adopt a growth mindset with the belief that fostering strong self-efficacy among adolescents is a pillar of developing them as human beings and successful life-long learners. It is evident that the changes adopted over the last three years are having a profound impact on student achievement. Multiple indicators such as the rise in reclassification rates, improved a-g completion, higher test scores, fewer referrals and suspensions, and a rising graduation rate, all suggest that ISHS is becoming a highly effective institution of learning. Chapter two of the mid-cycle progress report highlights academic program changes and growth of support programs that foster high student achievement. It chronicles targeted steps the school has taken over the last three years to address the critical areas of follow-up and implement the school-wide action plan. Leadership Changes Kristen Bicondova has been the principal of ISHS since October, 2017. Three vice principals, Dave Salmon, Jacob Rosario, and Rose Palomino, have been the support administrators since the last self-study visit. Principal Dr. Alan Kay governed the school from 2012-2017. After five years of his leadership, the district decided to hire a new principal. At the start of the 2017-2018 school year, Toni Miller (retired principal) was designated as the school’s interim principal during the lengthy selection process of a new leader. A group of stakeholders was selected to conduct the site interview for principal. This group consisted of teachers, parents, and site administrators. In October 2017, Kristen Bicondova was selected as the new principal of ISHS. She has currently been serving on the site for just over one year. Positive Behavior Intervention Support (PBIS) The PBIS program has been one of the most significant and highly successful changes implemented on the campus in the last three years. ISHS has created a highly functioning PBIS site team that delivers professional development training to the staff, models PBIS best practices for other teachers and schools, and leads implementation of PBIS initiatives. Since the last WASC visit when the PBIS program was in its infancy, the site team has worked diligently to meet the requirements of the Tiered Fidelity Inventory (certification process for PBIS) and applied for Silver Status. ISHS also adopted the Hero program, which tracks student data and allows teacher to award points for positive student behavior. The HERO store was opened in 2016 and students can visit the store on Thursday’s after school to redeem HERO points for prizes in the store. The PBIS team created a specific action plan in support of our WASC action plan for the implementation of PBIS. The school has grown from 37% implementation of tier one to 87% of implementation. That is a growth of 50% over the course of one school year. ISHS surpassed its goal of 70% implementation by 17%. In numerous surveys administered to staff, they agreed that item #3 of our schoolwide action plan was the area addressed most effectively as a school. Tardy Sweeps During the 16-17 school year ISHS introduced positive tardy sweeps with the students. To do this, teachers rewarded the students who were on time with school-wide incentive points. Beginning in January (2nd semester) teachers, administrators, and security guards began sweeping all students who were late into a room to document their tardies using


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the HERO program. By the end of the year, ISHS had seen a 34% reduction in tardies for all periods, and 64% reduction in tardies for the periods running sweeps (excluding 1st period and 5th period lunch block). ISHS noticed that although there was a great reduction in tardies, there was an increase in students not attending, thus leading to a decrease in ADA. This decrease may have been due to community issues, the political climate, and increased accountability. In response to the decrease in attendance, Indian Springs is putting multiple interventions and structures in place. Among these is a site based Restorative Youth Court with a focus on truant student, regular review of chronically absent students and contacts with families, and regular audits of attendance to identify habitual offenders to enter them into tier two interventions. Daily tardy sweeps continue to be a successful system embraced by all staff members who volunteer daily during their conference periods to help get students to class. They have become part of the school culture and all students understand that there is a school-wide expectation to be on time to classes all day. Instructional Rounds Instructional rounds are an evolving process at ISHS and have proven to be a valuable tool that Indian Springs is currently using to enhance teachers' pedagogical skills and to develop a culture of collaboration. The primary purpose is for observing teachers to compare their own instructional practices with those of the teachers they observe. Instructional rounds are centered on our site’s professional learning foci. The chief benefit of this approach resides in the discussion that takes place among observing teachers at the end of the round, as well as in subsequent self-reflection. Every teacher on campus had the opportunity to participate in instructional rounds during the 2015-16 and 2016-17 school years. During the 2018-2019 school year, ISHS began experimenting with a new structure. The instructional rounds process was restructured to occur during teacher conference periods as opposed to a half-day pull out. Departments have each developed their own rounds schedule and completed one instructional round in 2018 using the new format. The focus is on best practices that lead to higher student engagement and increased academic performance. Teachers who are visited receive feedback on their effective instructional strategies and teachers who observe reflect on positive strategies that see in other teacher’s classrooms. Gear Up In 2014, the San Bernardino City Unified School District, in partnership with California State University San Bernardino, was awarded one of the largest GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) grants in the nation offered by the U.S. Department of Education. The GEAR UP grant services the Class of 2020 and follows the cohort until their graduation. This discretionary grant program is designed to increase the number of low-income students who are prepared to enter and succeed in post-secondary education. The CSUSB GEAR UP program services 7 high schools in the SBCUSD. The GEAR UP team at Indian Springs consists of a full time Site Coordinator who oversees the program and part-time academic advisers and tutors. All students in the 2020 cohort have access to the advising team (coordinator and advisers) who monitor academic progress (A-G requirements, graduation requirements, etc.), meet with students for attendance and grade interventions, and disseminate information about college. GEAR UP also supports the cohort by providing access to SAT/ACT prep in partnership with Collegeboard and Princeton Review and access to summer programs to further academic success. Parents also have access to workshops provided by GEAR UP and the Parent Institute for Quality Education (PIQE) program, which helps parents understand how to better support their students in high school and beyond. ELD Supports ISHS has significantly expanded ELD supports since our last WASC visit. EL students receive targeted English support in their ELD classes. In the ELD 1/Newcomers class, we work on speaking skills as well as basic sentence structure, grammar, reading, and conjugation. This instruction is taught using ILIT, which is a computer based program purchased by the district. Students use leveled text to apply rigorous thinking as they learn English. We discuss school rules, cultural expectations, and provide academic support. Since many of our students are struggling in their math classes, we provide tutorials for math on Mondays. One of our Math teachers comes in to help which also builds the relationship between the teacher and ELD students. ELD tutors come in to facilitate, so we have more of a one-to-one support system


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during Math. Every third Monday we have data chats with all students. The teacher prints their grades in all classes and we discuss them individually and address any issues. We have resolved issues such as not being able to afford PE clothes, which was causing two students to fail PE. No one knew until we had our data chats that this was the issue. We discuss tutoring support and needs in each class then the teacher emails fellow teachers and attempts to resolve issues. Bi-lingual & Proud is a student-driven cultural club founded in 2017. Students were voted into office after presenting persuasive speeches to their peers. They have been learning leadership skills as they work through the organization needed in running a club. The club meets each Wednesday for club meetings and has tutoring on Tuesday and Thursdays. The meetings are in Spanish and the tutoring sessions have tutors who speak Spanish to help our students with their homework. The Bi-lingual club has helped students make friends and feel part of the community here at ISHS. They have made Christmas Cards, posters for our CIF soccer game, watched movies, and are working on service projects, and fundraising for a field trip. EL tutors are on a schedule based on student need and tutor availability. Tutors go into core classes to support the EL population. They answer questions by the students, translate as needed and support all students within the classroom as they also are supporting their EL students. Teachers are responsible for the scaffolding and strategies to make learning easier for our EL population. The tutors work closely with teachers offer support and differentiation for language learners. In 2016, we formed an English Learner (EL) committee who meets regularly to address the needs of our EL population. The EL team consists of ELD teachers, the EL counselor, student interns, vice principal, the English Language Facilitator (ELF), and the district EL Program Specialist. This group is open to all stakeholders in the EL conversation. The team address issues that are unique to our EL population. ELD Portfolios The information recorded on the ELD portfolios is used as a monitoring tool to keep track of the progress each EL student is achieving in meeting the ELD standards in part 1 and part 2. The ELD portfolio will inform parents, students, and other stakeholders of the student’s progress in English language development. One ELD portfolio is used for one grade level. It provides a record of each student’s progress in meeting standards and also provides legal documentation of English Language curriculum and instruction. Teachers have been trained on how to maximize the use of the portfolios and the district consistently offers trainings to ELF’s (English Language Facilitator) and for teachers alike. The district English Language Learners department provided/s in-service trainings, usually before the start of the year to better maximize the teachers’ knowledge of how to best use the ELD portfolios. All ELA and Social Studies teachers on our campus have received training and both departments monitor student progress using the portfolios each semester. Teachers on our site are now familiar with the proper usage, the importance, as well as their connection to the students’ learning. For instance, the teachers have not only used the folders to document the students learning progress but are using to drive instructional planning and differentiation. Teachers challenge students at their instructional level and provide scaffolding whenever necessary to achieve mastery of both the ELA and corresponding ELD state standard. Special Education

Since 2015 new staff was hired to efficiently service our Sp.Ed. population and achieve 100% compliance with the “highly qualified teacher” requirement. Two new RSP teachers and two Instructional Assistants have brought the department to full strength. SPED also has a new department chair—Becky Hunt, who brings 27 years of experience and a MA. Additionally, four teachers have been trained in Special Education Law to ensure ISHS is up to date with the latest statutory and case law.


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Special Education Teachers design assessments to meet the diverse needs of their students. For example, teachers for Severely Handicap students do more Task Analysis to monitor student progress when cleaning the cafeteria and classroom, doing laundry and other vocational activities, etc. RSP Teachers regularly review student grades and STAR Assessment results to gather concrete data to enter into the IEPs for Baseline Information. Additionally, Grade-level academics are reinforced by RSP Teachers who review assessment data.

Systemically, data collection and analysis have increased with improved access to real time grades and standardized scores on AERIES. Case carriers are now better able to monitor progress and assist students with deficits. They also work with general education teachers to identify and provide accommodations with a focus on lessening the identified students’ discrepancy between their ability and their performance. After completing data protocol cycles, SPED increased the use of different strategies to improve student achievement. Some examples include the use of AGS textbooks for lesson modification, increased tutoring opportunities–including during lunch— and the use of technology in lessons via laptops using Google Classroom.

Writing - SPED M/M introduced WICOR strategies to increase proficiency in reading and writing. The department utilizes literature circles, focus notes, vocabulary development, and journal writing with quick writes for starter activities.

AVID AVID continues to be a strong focus at ISHS. Since 2015, AVID added more team members to the site team. Furthermore, we have implemented ongoing professional development training in AVID strategies and trained the whole staff on several WICOR strategies to increase school-wide rigor. In order to assess the effectiveness of these trainings, the AVID site team performs quarterly classroom walkthroughs and they gather evidence that helps to shape future professional development. Furthermore, the number of staff members trained at AVID conferences or specific AVID strategies increased as evidenced by the AVID training list maintained by the AVID department. Some specific changes to our AVID program include:

• The AVID program implemented WICOR walkthroughs to collect data on staff wide implementation of rigorous AVID strategies. All staff was given the WICOR checklist and was trained in various strategies to increase school-wide rigor.

• Regular AVID professional development was added to the PD curriculum for all teachers. • AVID added a SAT prep class for juniors increasing student SAT test scores and the number of test takers. • AVID started a College Application Campaign increasing the number of 4-year college applications for the 2016-

2017 seniors. This is data is collected and maintained by the College and Career Center. WICOR Walkthrough / Focus Notes / AVID Strategies Following the last WASC visit, it was essential that we focused on some high impact instructional strategies that would assist in bringing rigor to the various classrooms on campus. In order to do this, the leadership team, in conjunction with staff input, decided upon using the AVID strategies of WICOR (Writing, Inquiry, Collaboration, Organization, Reading) in order to provide focus and direction. These strategies have proven successful through a strong implementation of Focused Cornell Notes through nearly every classroom. This allows for students to have a common method by which they can take notes, study, and review summaries in a similar fashion across all classrooms. Teachers receive feedback from administrators and other peers using the AVID WICOR and Common Core Practices Profile feedback form. The goal is to have at least three areas marked to help develop rigor. Data Analysis One of the critical areas of follow-up identified by the 2015 visiting committee was the comprehensive use of data to analyze the effectiveness of supports and services. Over the last three years, ISHS teachers have greatly improved the way they analyze many different types of data and use it to drive instruction. The data metrics outlined in chapter one of the mid-cycle report are indicators routinely reviewed by staff. Additionally, each department has created defined methods for generating and analyzing student data using measures such as common assessments, SBAC Interim Assessments,


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common writing prompts, performance tasks, online assessment tools (i.e. Revision Assistant, TELL, Interim Assessments), and other department specific measures. One of the methods of data analysis embraced by staff in 2016 and adapted from the school district model was the Data Protocol process: DATA Protocol Process

Each department on campus has adapted this process to meet the needs of their curriculum and subject area and use this technique as a model for analyzing student data to drive instructional practices. The Professional Development team restructured the PD calendar for the 2017-18 school year to better support departments in the implementation of the data protocol process. Departments and PLC’s get three late-start Mondays per month dedicated to designing rigorous aligned instruction, and reviewing student data to improve instructional practices. The following section highlights changes each academic department has made over the last three years to build a strong focus around analyzing data to build strong instructional systems. ELA Assessment – The entire English department has implemented the data cycle process over the past three years. District benchmarks are given every quarter, and grade alike common assessments and performance tasks are given during every unit. SBAC Interim assessments are the primary focus for common assessments in the ISHS English departments. The tests are administered online and are designed to mimic the types of questions and written performance tasks on the CAASP exam. The ELA department follows a three-part process when grade levels administer common SBAC Interim Assessments:

• Design & Implementing: Each grade level team agrees on an interim assessment that they will use to assess student mastery of a standard. Teachers agree on appropriate online test for assessing mastery of the particular standard then administer the test to students.

• Analyze, Reteach & Reassess: Grade-level teams collaborate to score the assessment and look for trends and patterns. Following the assessment, students are placed into three groups for differentiation: a high group is provided with an extension learning opportunity. Students placed into the middle category receive instruction to

Design • Assessment • Assignment

Analyze • Collect Data from Assessment / Assignment • Review for Mastery / Concept Attainment • Create Plan for Reteaching

reTeach • Retooling, reteaching, redesigning instruction • Analyzing outcome of reteaching after following plan

Adjust • Reklect on mastery attainment • Adjust for future instruction


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reinforce skills taught within the assessed standards. Students placed into the beginner category will receive foundational level reteaching and more practice with the basic skills necessary to move up.

• Reflect & ReTool: At the final stage of the protocol, the team of teachers reflects on the processes, their effectiveness, and next steps.

Writing – The ELA department has developed and implemented a schoolwide writing assessment to prepare students for the SBAC exam. All students are given the same prompt on the same day in their ELA class using an online program called revision assistant. During 2017-2018, the online writing assessments were administered four times per year with a different prompt each time. Teachers score essays and meet together to look for trends and patterns in writing. After each writing assessment, the department identifies areas for re-teaching and reflecting and focuses on those areas in our writing instruction. Social Studies Over the past four years has been going through a transition period from the old (1997) standards, to full adoption of CCSS. Members of the social studies department have participated in the district’s RCD (Rigorous Curriculum Design) process and created district-wide curriculum to be implemented in the 2017-2018 school year. RCD units are shared on “It’s Learning”. The social studies department has also been working more closely with RSP tutors and EL tutors to differentiate instruction and be more inclusive of our critical learner groups. Tutors are assigned to specific classrooms and focus on targeted student support. Three members of the department also teach PACC which is an academic support class for our freshmen students. The department has also been focusing on two key areas that address our WASC action plan and critical areas of need: Data Analysis – Some PLC’s in the SS department have implemented the Data Protocol process. When implementing common assessments, social studies teachers use the following procedure:

• Design & Implementing: Grade level teams determine where common pacing occurs develop common assessments appropriately. Each grade level team agrees on a common assessment that they will use for data. Teachers agree on appropriate strategies for assessing mastery of the particular standard then administer the test to students.

• Analyze, Reteach & Reassess: Teachers typically administer a pretest, reteach, then administer a post-test. Common pacing allows for planning based on data analysis of testing and re-teaching.

• Reflect & ReTool: Teacher analysis is used to target instruction and support students receiving D’s or F’s. Writing – Social Studies teachers have implemented the ACE (answer, cite, explain) writing strategy and the CUT (circle, understand, track) strategy department wide. They also incorporate annotations of historical texts and AVID focus note taking strategy department wide. The social studies department has been working diligently to create a department wide focus on writing. Social Science has created a vertical alignment to ensure that writing standards are upheld from each grade level. 9th grade will focus on writing the thesis and supporting the idea in a five-paragraph essay. 10th grade will focus on the thesis and supporting an idea with textual evidence. 11th grade will focus on writing a thesis with textual support and analysis of the supporting evidence. By 12th grade students will be asked to be able to write a thesis supported by textual evidence, analysis of the evidence, and present opposing viewpoints in an analytical essay. Math Data Analysis - The math department has used the data cycle to look for trends and areas of deficiency as a department. The most significant impact has been the data from the district benchmarks. This data has allowed the team to come to an understanding that our students are more procedural thinkers rather than abstract thinking. The department believes that in order for the data to impact student performance is must be more closely aligned to the standards in the classroom.


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Writing - The math department has implemented the CUT (Circle, Understand, Track) method for dissecting current math problems that may be more complex in nature. This has allowed students who may not previously have the ability to start a complex problem have a place to begin. The integrated math classes have come together to use the district curriculum online program for homework and quizzes. This has allowed for students to have immediate feedback on their overall understanding of current standards from the classroom. This program also allows students to retake quizzes in order to increase their performance and grades. The Math 2, Math 3, Pre-Calculus teachers have implemented the SBAC Interim assessment program in order to give our students a realistic picture of where they stand with respect to the state standards. This program has also allowed us to identify those students who are on the “bubble” and need some intervention to move from one level to the next. Science The science department has implemented the DATA protocol procedure and completes the cycle every quarter. This has led to consistency across subjects in what is being taught at any given time, and has refined the process of assessment. This has also helped develop common procedures for review/make up work across the subjects and ensured the department is implementing common assessments across subject areas. The science department has also developed a common language around writing by implementing the ACE/CUT writing strategies as appropriate in each science class. Common lab report forms are in stages of development in an attempt to increase the consistency in science writing practices. Some department members are also using “Explore Learning,” an online platform to aid in student comprehension of material. The department has noticed that these measures have led to increased student proficiency in scientific investigation and have helped to bridge the gap for EL student struggling with the writing process. The next step is the department-wide implementation of APA format. One of the significant changes that has impacted the science department is that there has been an over 50% turnover rate in staff members. Additionally, units of study for NGSS are being revised and implemented. This presents a massive change in the topics covered in each unit and teachers have to adjust to completely new curriculum. Foreign Language Myrna Nocelo is the current department head of the Foreign Language Department. The only major staffing change is the addition of the German program and teacher in 2018. Assessment- The Foreign Language department consistently utilizes the data protocol cycle to collect assessment data.

• Design & Implementation: The Foreign Language department meets to create a common assessment. The assessment usually includes something can be implemented at all levels and languages and also meets the school’s need to increase both rigor and writing. The assessments may include the creation of storyboards or synthesis writing (paragraphs, summaries, reflections, essays.) After proctoring the assessment, the department meets to discuss the results.

• Analyze, Reteach & Reassess: The Foreign Language department will meet to collect data and look for trends or patterns. The results of these data will drive the department’s instruction—often a reteach or review will be implemented as a follow up. The department as a whole allows options for students to retest, revise, or correct assessments.

• Reflect: After completion of a data protocol cycle the Foreign Language department will reflect on the process and the results. The department will specifically reflect on the effectiveness of their teaching, the assessments, and their next steps. Every single member of the department submits their own self-reflection to the administration team.

Writing- The Foreign Language department collaborated to create department-wide rubrics for writing focusing on second language acquisition and vocabulary development. When appropriate, the department utilizes the school’s writing strategies including CUT, ACE, and AUTHOR.


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Counseling Changes Staffing Changes - The counseling department has undergone significant changes to staffing and procedures since the last WASC visit. In June 2016, one counselor retired which then led to the hiring of a brand new counselor who was formerly a high school teacher. In November 2016, our AVID counselor resigned from the district and a brand new counselor was hired who was formerly a middle and high school teacher. For the 2017-2018 school year one counselor was out on maternity leave until November 2017 and a long-term sub counselor without previous high school experience was put in that position. In reviewing EL data, it was determined there was a need for extra support. An EL counselor was hired in September of 2016. The responsibilities of the EL Counselor include:

• Facilitating reclassification of EL students • Facilitating the monitoring of progress made by EL students in ELD and content areas (D/F report and

benchmarks) • Progress Monitor ELL students (Beg, Early Intermediate, Intermediate, Early Advanced and Advanced • Once a quarter, meeting with students to review Academic Plan • Communicate with parents in regards to progress, language levels and college/career plans • Participate in MTSS (Multi Tiered Student Support) • Participates in ELAC (English Learners Advisory Council) and DLAC (District Language Advisory Council) • Participates in IEP meetings for EL students

ISHS experienced an ongoing transition of teachers during the 16-17 school year. The Physics teacher on staff was hired as a VP in the district and was replaced by a long-term sub then a permanent teacher. Two chemistry teachers resigned from the district: intern teachers have replaced them both. The CTE Medical Pathways teacher resigned and a long-term sub is teaching in his place. For the 17-18 school year, an experienced math teacher from another school site was placed at ISHS. With this addition the Integrated Math 1 class for repeaters (students that didn’t pass the class in 9th grade) as well as Integrated Math 2 classes were added which in turn reduced the numbers in the current classes. A permanent CTE Medical Pathways teacher was hired for the 17/18 school year who has a background in the medical industry. The chemistry teachers have been replaced with permanent teachers. Master Schedule Changes - There have also been some significant changes made to the master schedule since the last WASC visit. The school and district transitioned to the common core math classes. Integrated Math 1 was implemented in fall, 2014. Integrated Math 2 followed in 2015 and Math 3 was added in 2016. AP Art History has not been offered consistently due to lacking foundational classes such as Art 1. An additional art teacher was hired in 2015 to meet this need. Ceramics was added during the 2015-2016 school year and continues to be offered. Unfortunately due to the low student interest in the course, AP Art History was not offered for the 17-18 school year. In 2015, Intro to Psychology was added, and because of its success, AP Psychology was added the following year. Also in the 17-18 school year a Computer Applications and Coding course replaced the Exploring Technology course. The Computer Applications course has been submitted to UC Doorways for A-G compliance. During the 2014-2015 school year, the Manufacturing Academy was introduced and which added six CTE courses to the Master Schedule titled Intro to Machining. In 2015-16 the progress continued with adding three Advanced Machining 1 courses- reducing the amount of the Intro to Machining courses. During the 2016-17 school year, we added one additional Advanced Machining 2 course and this year we added an Advanced Machining 3 course. For 2017-2018 we are currently offering three Intro to Machining, two Advanced Machining 1 courses and one Advanced Machining 2/3 course. We also added Digitech (computer graphing), an A-G art course. It has now transformed to a career path in the Manufacturing Pathway. Sports Medicine has also been added as an elective to the Health Pathway- it meets the A-G requirement in the area of Biological Science. We also added one section of PSAT/SAT prep during the 2015-2016 school year to respond to low PSAT/SAT scores. This class has been successful in helping students prepare for those exams and continues to be offered on the master schedule. Financial Literacy was added in the Spring semester of 2016 when the CAHSEE exam was eliminated and has


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continued to be offered on the master schedule. Writing for Communication was offered as a support class to 10th graders with low grades in English and low test scores. However, these classes did not continue. Student Enrollment Changes - Student enrollment has remained reasonably consistent:

• 2014-2015 ended with 1706 students • 2015-2016 ended with 1702 students • 2016-2017 ended with 1619 students • 2017-2018 currently has 1,846 students enrolled

There was concern about the ability level of incoming 9th graders placed in Accelerated Integrated Math 1 Honors. In August 2016, an assessment was given to all 9th graders and there was movement of students out of Honor to CP and some from CP to Honors. There was additional data that was reviewed in September and a 2nd similar movement of students occurred. AP Calculus was not offered in 2017-2017 due to the teacher of the course leaving the district. For special education students, counselors are invited and attend IEP meetings. During the meetings the counselor presents the student’s Four Year Plan indicating what credits have been completed, and the plan for future courses to meet the high school graduation and A-G course requirements. In general the Counselor responsibilities include the following class presentations:

• PSAT pre and post test (9th/10th) • A-G, Four Year Plan presentations (9th/10th) • Junior “to do” list for college preparation whether four year or community college • Senior “to do” list for college preparation whether four year or community college

Additionally: • Each counselor meets with the students on their caseload two times each year to monitor their progress towards

meeting the A-G requirements, high school graduation requirements and post high school goals. • Counselors will schedule and lead PTCs (Parent Teacher Conferences) based on parent request, teacher request or

at the counselor’s discretion. • CRs (Conflict Resolutions) are implemented based on Administration request or it’s counselor initiated.

Concurrent Enrollment Students attending any comprehensive high school in SBCUSD are allowed to participate in the concurrent enrollment program offered through Valley College. Courses remain on student transcripts, are eligible to transfer to a four-year university, and are virtually free for high school students. The courses are offered after school and are taught on the high school campuses around the district. The courses offered include American Sign Language, Introduction to Theater, and Art Appreciation.


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Chapter III Ongoing School Improvements



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• Describe the process of engagement of all stakeholders in review of the student achievement data and the implementation and monitoring of the schoolwide action plan.

Engaging Stakeholder Groups Indian Springs High School encourages and seeks input from all stakeholders in order to ensure that student achievement data is reviewed and that the Single Plan for Student Achievement (SPSA) is implemented and monitored. During the previous principal’s tenure (2012-2017), the Principal hosted a monthly “Pizza with the Principal” to solicit feedback from students and parents. Our new Principal, Kristen Bicondova, hosts a monthly stakeholder meeting called “Coffee with the Principal” where she uses a Plus/Delta/Missing format to solicit feedback from various stakeholder groups. The “Plus” identifies things that are going well at the school, the “Delta” focuses on things at the school that are working, but could be improved upon, and the “Missing” refer to items that students would like to see more of. Parents also are informed of school progress and are invited to ask questions during “Coffee with the Principal”. The typical attendance ranges from 15-30 parents and provides a forum in which there is no pre-set agenda, but rather a time in which feedback can be given on any particular topic. It also accounts for a time to provide celebrations of activities, students, and other areas of interest. Feedback from this forum is used to inform the decision-making processes within the leadership team. Students are also involved as members of the School Site Council, which meets monthly to review the progress on the SPSA. The School Site Council also gains parent and staff feedback, as these groups are also standard members. This council meets monthly and holds two special meetings a year to write and update the SPSA. In addition to parents assisting on the School Site Council, parents also review achievement data on the English Learners Advisory Council (ELAC) as well as the African American Parent Advisor Council (AAPAC). Data reviewed includes CAASP, CELDT, Attendance, Suspension, and other measurable school performance data. In order to ensure staff is informed routinely and regularly, the School Site Council has elected representation of teachers who serve on the monthly meetings where data and other items related to the SPSA are reviewed. In addition to this, the Leadership Team (administration, department chairs) meet monthly in order to review progress toward goals and ensure communication is clearly articulated through the school. Staff are also engaged in a process to give feedback through routine “Pulse Checks” which look to see what can be done to improve areas and what things are going well (things to continue/ things to consider). In addition to the pulse checks, routine Data Analysis are set forth within departments in order to review progress of students. This data is collected and shared with leadership in order to deepen the conversation each time towards more reflective practices. Staff also conducts “Instructional Rounds” guided by research-based evidence of City, Elmore, Fiarman, and Teitel. Teachers visit their peers and identify best instructional strategies and this is shared in order to address key areas of improvement schoolwide. Implementation and Monitoring of School-wide Action Plan The school-wide action plan is at the forefront of everything we do at ISHS. It guides our professional development, informs our decision making process, helps form the SPSA, and keeps staff, students, and all stakeholders unified around specific and targeted goals. The ISHS leadership team and professional development team are two groups that specifically monitor and the action plan, and implement school-wide systems and trainings to address our critical learner needs. Below is our professional development calendar for the 2018-2019 school year. The calendar illustrates the topics and focus of our late-start Monday’s, Leadership Meetings, and stakeholder events, as well as their link to our action plan and critical areas of need:


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Professional Development Calendar 2018 – Semester I Date Focus Topic WASC Action

Plan Item (AP) Critical Area (CA)

August 2, 2018 Whole Staff • Core Values and Vision • Staff Handbook and Expectations

AP #1, 2 & 3

August 7, 2018 Leadership Team • Building Leadership Capacity • Decisions and Actions: PD Foci

AP #1, 2 & 3 CA #1, 2, 3, 4 & 5

August 13, 2018 PLC: Whole Staff • Review/analyze PD Foci for the year • Establish goals • Self-Efficacy and rigorous lesson

design

AP #2, 3 CA #1, 3, 5

August 14, 2018 Whole Staff • Evaluations AP #1, 2 & 3

August 20, 2018 PLC: Department • Department-wide goals based on PD foci

• Common Core Literacy Standards • Rigorous aligned lesson which embed

writing: HLQs/DOK • Analysis of lessons and assessments

AP #1, 2 & 3 CA #1

August 23, 2018 Back the Pack Night • Building Relationships AP #3

August 27, 2018 PLC: Departments • Department-wide goals based on PD foci



AP #1, 2 & 3 CA #1

September 4, 2018 Leadership Team • Building Leadership Capacity • WASC Action Plan

AP #1, 2 & 3 CA #1, 2, 3, 4 & 5

September 10, 2018 PLC: Whole Staff & Department

• Review of SBAC and ELPAC data • Department-wide goals based on PD

foci and data • Common Literacy Standards • Rigorous aligned lesson which embed

writing: HLQs/DOK

AP #1, 2 & 3 CA #1

September 11, 2018 Staff Meeting • WASC AP #1, 2 & 3 CA #1, 2, 3, 4 & 5

September 17, 2018 PLC: Whole Staff • Using writing to engage students with HLQs

• Common Core Literacy Standards • Self-Efficacy and rigorous lesson

design

AP #3 CA #1 & 5

September 24, 2018 PLC: Department • Department-wide goals based on PD foci and data



AP #1, 2 & 3 CA #1


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October 1, 2018 PLC: Department • Department-wide goals based on PD foci and data



AP #1, 2 & 3 CA #1

October 2, 2018 Leadership Team • Building Leadership Capacity • WASC

AP #1, 2 & 3 CA #1, 2, 3, 4 & 5

October 9, 2018 WASC Focus Group Meeting

• Chapter 4 AP #1, 2 & 3 CA #1, 2, 3, 4 & 5

October 15, 2018 PLC: Whole Staff • Using writing to engage students with HLQs

• Common Core Literacy Standards • Self-Efficacy and rigorous lesson

design

AP #1 & 2 CA #1 & 5




AP #1, 2 & 3 CA #1




AP #1, 2 & 3 CA #1 & 5

November 5, 2018 PLC: Department • Department-wide goals based on PD foci and data



AP #1, 2 & 3 CA #1 & 5

November 6, 2018 Leadership Team • Building Leadership Capacity • WASC

AP #1, 2 & 3 CA #1, 2, 3, 4 & 5

November 13, 2018 WASC Focus Group Meeting

• Chapter 4 AP #1, 2 & 3 CA #1, 2, 3, 4 & 5

November 26, 2018 PLC: Whole Staff • Reflection of first semester: Survey • Using writing to engage students with

HLQs • Common Core Literacy Standards • Self-Efficacy and rigorous lesson

design

AP #1, 2 & 3 CA #1 & 5

December 3, 2018 PLC: Department • Establish goals for second semester

Week of 12/3, 2018 Instructional Rounds • PD Foci

December 4, 2018 Leadership Team • Building Leadership Capacity • WASC

AP #1, 2 & 3 CA #1, 2, 3, 4 & 5

December 10, 2018 PLC: Whole Staff • Debrief Instructional Rounds • Analyze data from survey

AP #1, 2, 3 CA #1-5


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• Establish needs for second semester

Professional Development Calendar 2019 – Semester II (See Appendix)


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• Describe the process used to prepare the progress report. WASC Site Team In 2016, ISHS created a WASC site team to oversee the development of the progress report. The team consists of the principal, two vice principals, testing coordinator, WASC coordinator, two teachers, and the assistant director of secondary education. This group met monthly to plan WASC professional development, monitor the timeline for completing the progress report, provide input for creating the document, and edit the report for consistency of voice. In 2018, the WASC focus group leaders, administrators, and WASC coordinator met and communicated regularly about the development of the WASC mid-cycle report. Focus group leaders facilitated FOL discussions around action plan progress and critical areas of follow-up. WASC Coordinator Our WASC coordinator, Mischa Tacchia, facilitated the creation of the probationary progress report in 2017 and the mid-cycle progress report in 2018. He led monthly after-school WASC meetings with the staff beginning in January of 2017. He met with and implemented decisions made by the WASC team. Prior to focus group meetings, the coordinator met with focus group leaders to guide them in the facilitation of focus group meetings. He compiled data from the different sources on campus, facilitated WASC related communication between district personal, site administrators, teachers and students, collected relevant materials for the evidence folder, delegated writing tasks to the various leaders on campus, kept an ongoing log of the ways the school has addressed the action plan and critical areas of need (beginning of chapter two), and compiled and edited all chapters of the document. Leadership Team The leadership team was instrumental in analyzing data from chapter one, writing the key components of chapter two, and refining the school-wide action plan in 2017. The leadership team was also tasked with the ongoing monitoring of the action plan and addressing the critical areas for follow-up as they apply to each department on campus. During the leadership team’s monthly meetings in 2018, the group used the action plan and critical areas to guide formation of department goals and develop PD foci. The leadership team met for two days over the summer before the start of the fall 2018, semester with the purpose of creating goals aligned to our school’s areas of need and action plan. SPSA Site Team The SPSA team met once each semester to develop the single plan for ISHS. This team is comprised of administrators, teachers, department leads, district staff, classified staff, counseling staff, the WASC coordinator, and parent representatives. The team ensures that the single plan aligns with the WASC action plan. Funding was allocated based on the five critical areas of need identified in the full self-study and visiting committee report. FOL Groups WASC focus groups met regularly to review and provide input on the WASC progress report. Initially, all focus groups met together review our accreditation status and the VC findings and recommendations from our self-study visit in 2015. After bringing old and new staff members up to speed with the WASC process, the staff began breaking off into smaller groups to address specific aspects of the development of the probationary progress report.


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Below was the focus of each WASC meetings over the last 3 years

2016-2017 • Meeting 1: In December, 2016, staff received an overview of the WASC probationary report process and

expectations for each focus group • Meeting 2: In January, 2017, FOL groups reviewed the action plan and 5 critical areas of follow up then

identified progress as well as next steps for addressing critical areas • Meeting 3: Focus groups reviewed and analyzed data from chapter one in February, 2017. • Meeting 4: In March, 2017, focus groups reviewed visiting committee findings and recommendations

from their section of the self-study, identifying progress the school has made in each area • Meeting 5: Focus groups compiled, finalized and edited the narrative for chapter four in April, 2017 • Meeting 6: The staff revisited and refined the school-wide action plan at the end of the 2016-2017 school

year • Meeting 7: In September of 2017, the staff reviewed the critical areas of follow-up and schoolwide action

plan. We analyzed data trends from the previous year and surveyed the staff on their familiarity with the WASC process.

• Meeting 8: In October 2017, FOL groups analyzed the progress on our schoolwide action plan and developed presentations informing different stakeholder groups about our action plan progress.

• Meeting 9: In November 2017, the staff preformed a final review of the probationary progress report and provided feedback prior to publishing the final report for the visiting committee.

2018 • Meeting 10: In September 2018, staff received an overview of the WASC mid-cycle process,

expectations for FOL groups, and reviewed the action plan and critical areas for follow-up. • Meeting 11: In October 2018, focus groups met to revise and update chapter four of the mid-cycle

progress report. Focus group leaders facilitated discussions around progress made on each critical area as well as significant program changes.

• Meeting 12: In November 2018, focus groups met to proof-read chapter 4, review the ESLR’s, and update the school-wide action plan.

Finalizing the Report The report was finalized at the end of 2018 by the WASC Coordinator and Principal Kristen Bicondova. They met to discuss editing, formatting, accuracy, and consistent voice of the document. The progress report was updated to include new and relevant data as well as incorporate the implementation of any new programs. Staff and stakeholders were shown the report and asked to provide feedback. The draft report was published in January, 2019 and shared with the WASC Visiting Committee. The final report is published in the ISHS website and shared with all staff and stakeholders.


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Chapter IV

Progress on Critical Areas for Follow-‐up/Schoolwide Action Plan



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• Provide analytical comments on the accomplishment of each schoolwide action plan section referencing the critical areas for follow-up addressed through each section; provide supporting evidence, including how each area has impacted student achievement.

During the self–study process in 2015, Indian Springs High School developed three-point action plan to guide school improvement over the course of the six-year WASC cycle. After the probationary visit in 2018, some of the language of the action plan was updated. Schoolwide Action Plan Action Plan Item #1: Increase content area proficiency and performance of all students, while narrowing the achievement gap for English Learners, special needs students, and critical-learner subgroups. Action Plan Item # 2: Build a strongly aligned instructional focus on California State Standards emphasizing real-world experiences, rigor, writing, and a focus on college and career readiness. Action Plan Item #3: Improve attendance and engagement of all students by increasing parent involvement, fostering self-efficacy and growth mindset, clearly defining expected schoolwide learning results (ESLR’s), and continued Positive Behavior Intervention Support (PBIS). Below are the schoolwide critical areas of follow-up identified by the visiting committee in 2015 followed by the recommendations made by the probationary visiting team in 2018: Schoolwide Critical Areas for Follow Up 2015 Visiting Committee Recommendations 1. The Visiting Committee concurs with the need for a defined instructional system to increase schoolwide academic

rigor, academic performance, and academic expectations as identified in the school’s Self-Study. 2. The use of data to analyze the effectiveness of supports and services for programs on campus is currently not

comprehensive enough or responsive enough to address the needs of all students, particularly at-risk subpopulations such as English Learners and Special Education students.

3. Several student support services are established for English Learners, Special Education, and AVID but schoolwide personalized supports in all programs, at all levels, for all students are not sufficient.

4. The English Learner population at the school is in critical need of more formalized structures and systems of support. 5. The school is focusing on writing across the curriculum however a common language for writing between students,

teaching staff, and leadership does not exist. 2018 Visiting Committee Recommendations

● Indian Springs High School staff needs to continue to work diligently on increasing rigor in all classes with all teachers across the curriculum.

● Increase opportunities for departments to meet and develop vertical alignment to improve student performance on all standards-based assignments and assessments.

● Expand and focus on identifying characteristics that result in some EL students remaining as LTELs to lead to increased reclassification resulting in a decrease in the LTEL population.

New Area of Concern ● The infusion of expected schoolwide learning results (ESLRs) and the criteria for achievement across the

curriculum.


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Overview Chapter four of the mid-cycle progress report is organized into three sections:

• Key Issues raised in 2015 for the five focus group areas: Organization, Curriculum, Instruction, Assessment, and School Culture

• Schoolwide Critical Areas of follow-up from the 2015 Visiting Committee Report • Visiting Committee recommendations from the 2018 Probationary Progress Report

Systematically implementing the action plan and addressing the critical areas of follow-up has been infused in all aspects of Indian Springs High School’s comprehensive schoolwide plan from 2015-present. The timeline at the beginning of Chapter II details the steps the school has taken to address the five critical areas of follow-up and the Schoolwide Action Plan over the last three years. The principal, the leadership team, the professional development team, and the WASC accreditation coordinator have carried out the ongoing implementation and monitoring of the action plan and critical areas of follow-up. The principal routinely reminds stakeholders of the schoolwide implementation and progress of the plan in settings such as parent/community meetings, staff development, leadership meetings, and while creating the Single Plan for Student Achievement (SPSA). The professional development team is tasked with meeting every semester to design and implement professional development trainings for the staff that strategically address she school’s critical areas for follow-up and action plan. The primary professional development focus over the last three years has been on implementing AVID strategies (i.e. WICOR and focused note taking) as a means to create a common language for writing (CA #5), personalized support structures (CA #3), schoolwide academic rigor, performance and expectations (CA #1), and horizontal/vertical alignment (AP #2). Another primary focus of professional development has been the implementation of Positive Behavior Interventions and Supports (PBIS) in order to improve student engagement, attendance, parent involvement, and clearly defined schoolwide expectations (AP #3). The PBIS team, led by the PBIS coordinator, meets monthly to plan and implement training for the staff and has successfully created significant and measureable impact on every aspect of school culture. In order to address narrowing the achievement gap for English Learners (EL) and Long Term English Learners (LTEL) (AP #1 & CA #4), Indian Springs has hired a dedicated EL counselor and created an EL team that meets regularly to examine and address the needs of the EL population. The most significant evidence that the EL team’s efforts are generating measurable impact is the substantial increase in the number of students who have been reclassified. Additionally, the Special Education department has instituted significant structural changes and targeted support programs aimed at narrowing the achievement gap for special education students. The master schedule has been tailored to ensure that all special education students are properly placed and are receiving services per their Individualized Education Program (IEP). Special Education teachers work collaboratively with the core academic teachers to support the academic and emotional needs of students. All action plan items and critical areas of follow-up are referenced throughout the mid-cycle progress report. Chapter II outlines and documents the ongoing monitoring of the action plan over the past three years. Schoolwide program changes explained in Chapter II were strategically implemented in direct correlation to the execution of the action plan. Chapter III illustrates how the professional development calendar was designed to foster ongoing school improvements while addressing the action plan and critical areas for follow-up. Most importantly, Indian Springs had made a concerted effort over the last three years to involve all stakeholders in this process. Stakeholder involvement in action plan monitoring is clearly articulated in Chapter III and evidenced throughout Chapter IV. WASC Focus on Learning (FOL) groups have convened regularly since December 2016, to monitor the schoolwide action plan, provide input on progress in the five critical areas for follow-up, and help create the mid-cycle progress report. Each FOL group reflected on key issues raised in each focus area in the visiting committee report from 2015 and the probationary visiting committee report in 2018. Focus groups also worked to identify what Indian Springs is doing to address the critical areas for follow-up and action plan while documenting evidence to support the school’s progress.


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CATEGORY A: Organization – Vision and Purpose, Governance, Leadership and Staff, and Resources Key Issues from 2015 Visiting Committee Report

• Identification of new, relevant data points to guide the continued improvement of student learning • Refine the use of tutorials to be more responsive to students’ needs as identified via quantifiable data • Continue to analyze and utilize data at a more localized level • Foster partnerships and pathways for students to ensure placement within the changing needs of the community

and to improve achievement with new accountability measures • Ensure quality instructional opportunity for all students in A-G and college prep courses

PLCs and Common Assessments - Each department has developed into a Professional Learning Community and is focused on improving student achievement. School-wide achievement data was analyzed by the staff in an effort to generate department-wide goals. Departments utilized Claims, Standards for Mathematical Practice, and Common Core Literacy Standards to collaboratively create focused goals which promote rigor, depth of knowledge, higher level questions, and writing. Additionally, core departments will begin instructional rounds which are focused on PLC goals and the site-wide professional learning foci. As each department progresses towards achieving its respective goal(s) and generating aligned and rigorous lessons the next step will be to analyze data from common formative and summative assessments. The Math and English departments have begun to utilize the Smater Balanced Interim Assessments to make data-driven decisions. Linked Learning Pathways – The Health and Manufacturing Academies offer four different pathway strands: Patient Care, Researh and Development, Machining, and Digitech. The pathways continue to partner with community leaders such as Loma Linda University, Cal State San Bernardino, University of California Riverside, and San Bernardino Valley College. Advisory board meetings are held regularly as well as business internship and mentorship opportunities. PBIS/Attendance – PBIS continues to be a central focus at Indian Springs. The site team meets regularly to analyze data which is utilized for professional development. In an effort to proactively address concerns related to attendance, truancy, and tardies, the PBIS team implemented the HERO program, which is designed to track data and reward students for correct behavior. AVID/Tutorials - Through the AVID tutorial process, student test scores and grades show improvement. Teachers have attended AVID tutorial training and some teachers outside of the AVID program are beginning to use the tutorial process. Most recently Indian Springs became and AVID Site of Distinction. CATEGORY B: Standards-based Student Learning – Curriculum Key Issues from 2015 Visiting Committee Report

• Ensure schoolwide emphasis on A-G completion for all students • Build technology systems to support the implementation of Common Core Stated Standards • Improve horizontal and vertical alignment within and across department areas • Evidence of rigor and critical thinking in all aspects of lessons

A-G – Counselors meet with incoming 8th graders to define A-G requirements then again with 9th graders to develop a 4-year plan. Students also meet with their assigned counselor twice a year to monitor A-G progress. The school offers many opportunities to re-take or improve a grade in an A-G class, through programs such as APEX credit recovery. Furthermore, Indian Springs offers summer school and spring/summer boot camps to assist students in achieving A-G requirements. The career center emphasizes A-G completion by hosting guest speakers, college fairs, Free Application for Federal Student Aid (FAFSA) nights, and supports for students navigating college applications. Additionally, the AVID program, which represents 31% of the student population, also places a strong emphasis on A-G completion. All classes distribute grade checks every two weeks to ensure students are monitoring their progess. Leaders of the PACC, an elective which targets freshmans, also supports academic strategies to help ensure A-G success. Technology – All core academic subjects have received a Chromebook cart, with the goal of each student having access to technology in every classroom. Many teachers utilize platforms such as Google Classroom to assist in the organization and access of lessons. Additional technology programs include Revision Assistant, Tutor.com, classroom websites, along with various applications and websites. Horizontal & Vertical Alignment – One of the central areas of focus continues to be the vertical and horizontal alignment of standards and objectives, with an emphasis on writing, which is intended to promote rigor in the classroom as


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demonstrated by intentional lesson design/plans. Each department worked collaboratively to generate goals which are based on data. The professional development calendar is created each semester by the Professional Development Team (PDT) to ensure that each PLCs is provided with ample time to collaborate, analyze standards and data, and design lesson plans. All core departments are also provided with two to three site days to continue their focused collaboration on department goals. Additionally, each teacher is offered one additionally paid hour a week to collaboratively plan with their PLC. Departments have also begun the process of developing instructional rounds to assist in focusing on best practices and next steps. District and external professional learning opportunities are also offered to facilitate instructional alignment and the development of rigor. Staff have participated in Argument Driven Inquiry, UCLA Math, AVID conferences, Gear-Up, Advanced Placement training, and grading practices with Doug Reeves. Rigor & Critical Thinking – From 2016-2018, the school focused heavily on schoolwide use of AVID strategies, focused notes, WICOR strategies, ELD strategies, common language for writing, and standards based instruction. The Art department employs critical thinking strategies to make evaluations, self-reflections, and analysis. During the entire 2017-2018 school year, PE Mondays were used solely for focus on writing. They used standards based practices via focus notes to discuss articles, special topics, or current events. Teachers use ACE, WICOR, and AVID strategies regularly to annotate texts. During the 2018-2019 school yerar, these AVID strategies have been used to promote the expansion of higher level questioning and depth of knowledge. Inquiry is used to increase high levels of thinking and DOK. Focus notes are used as are quick writes, sentence stems, WICOR strategies, Socratic Seminars, and project based learning. Teachers have been trained to include HLQ’s in all daily lesson plans and our encouraged to generate at least one higher level question to focus in each lesson. CATEGORY C: Standards-based Student Learning – Instruction Key Issues from 2015 Visiting Committee Report

• Increase rigor and expectation • Create a unified approach to data management across departments • Expand real-world experiences for students outside of the academy programs • Continue implementation of Units of Study • Continue to develop, refine, and expand the instructional practices schoolwide

Rigor - Addressing instructional approaches to academic rigor, performance and expectations has been a key focus at Indian Springs over the past three years and continues to be an ongoing focus in the WASC action plan and SPSA. ISHS has primarily addressed this through the AVID model by systematically training the staff in AVID strategies during the 2017-2018 school year. Those strategies became the vehicle for increasing levels of DOK and engaging students with higher level questioning. Writing instruction has become a schoolwide focus and teachers have improved their ability to engage students through higher level questioning. Students now have more opportunity for collaborative conversations and are challenged through academic discourse. Unified Approach to Data Management - Core content departments use common assessments which include SBAC Interim Assessments, district benchmarks, STAR Tests, and standardized tests to guide instruction. Online tools such as Illuminate are used to share assessments. ISHS manages data through the use of Aeries. Teachers use Aeries to provide grade checks twice a month to provide students with feedback of their progress in their classes. Students and parents can also self-monitor their grades through their personal Aeries accounts. ELA, Math, and Science use district-wide units of study with shared pacing guides. Teachers use grading rubrics to guide assessments and inform instruction. ELD Progress Report cards are used to monitor English Language Learners. EL students complete data chats every semester with the English Language Facilitator. EL students are reclassified through a process that involves the EL Counselor and the ELD teachers, and the Individualized Education Plan (IEP) team if the student is in Special Education. ISHS uses the HERO program to manage behavior data used to give reinforcements for demonstrated positive behaviors. Real-World Experiences – One of the goals is to put all students in a career pathway that offers students real-world experiences and promotes college and career readiness. For students who are currently not in a pathway, many opportunities for them to gain these experiences are offered. Some of these include elective course offerings such as art, theater, Digitech, psychology, foreign language, music, sports, and AP courses. Students receive college presentations in the career center. Programs such as Link Crew and Cadet Corps also offer many real-world opportunities. Additionally, several extracurricular clubs such as travel club and Key Club emphasizing community service.


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Units of Study – The San Bernardino City Unified School District has organized curriculum writing groups for each of the core content areas. Teachers from various school sites participate in writing units of study and Indian Springs High School continues to design and implement Units of Study in a variety of ways. The science department units focus around Argument Driven Inquiry. Social Studies implements units focused around four key areas: Reading, writing, speaking and listening, and research/inquiry. The math department has been trained in Standards for Mathematical Practice (SMP) and focus units of study around concepts and procedures, problem solving, communicating reasoning, modeling, and data analysis. For example, math uses a variety of performance tasks, which requires students to demonstrate an in depth-knowledge of math skills. The English department implements thematic units of study that include performance tasks at the end of each unit. CATEGORY D: Standards-based Student Learning – Assessment and Accountability Key Issues from 2015 Visiting Committee Report

• Continue to train all teachers in the implementation of CCSS and SBAC style assessments • Improve vertical and horizontal alignment • Emphasize use of formative assessment data to drive instruction by sharing data and practices amongst PLC

groups embedded within the professional development calendar • Increase critical thinking and depth of knowledge level in all formal and informal assessments

CAASP/SBAC/Interim Assessments – All math and ELA teachers have received training about the new state-testing program. Those teachers, as well as other support staff and proctors, were trained prior to administering the CAASP exam. The school has also begun implementation of SBAC Interim Assessments in Math 1, 2 & 3 and ELA 1, 2 & 3. The district benchmarks have been remodeled to reflect SBAC style performance tasks. TELL - The Test of English Language Learning (TELL) is an excellent online testing tool that provides teachers with immediate feedback and data on student performance and fluency. The test was piloted during the 2015-16 school year and is currently used to monitor progress of the EL population. It is currently being used in all ELD classrooms a minimum of once per semester. This is also used as a form of tier two intervention to target students with high need. These snapshots of student progress have proven invaluable to teachers for modifying instruction and addressing the individual needs of each student. Vertical & Horizontal Alignment – At the district level, teacher curriculum writers have developed common curriculum (Units of Study) accompanied by common benchmarks that are being implemented across the different high schools. Also, in partnership with California State University, San Bernardino was awarded one of the largest GEAR UP (Gaining Early Awareness and Readiness for Understanding Programs) grants in the nation offered by the U.S. Department of Education. This grant continues to provide teachers with strategies aligned with AP and College Board. ISHS has hosted additional AP trainings with a focus on horizontal and vertical alignment. Departments get collaboration time twice per month during Monday late start time. They also receive an additional 10 hours of planning time during the summer. While there has been a strong focus in departments on horizontal alignment, teachers feel that they need more time to develop strong vertical alignment. There is some evidence of vertical alignment within special programs such as AVID, ELD, and Linked Learning Academies. Data Analysis - Following the initial self-study visit, the school and leadership team agreed that there needed to be a much stronger focus on the use of data to help drive instruction and ensure student learning and progress. Data is being utilized in various ways to increase rigor and student achievement. Each department analyzed SBAC data and in turn used the data to generate goals. Additionally, the math and English departments analyze Interim SBAC assessments to guide instruction. Data gathered from Instructional Rounds is also used to further guide instruction. Other data commonly reviewed are D/F rates, common assessments, and district benchmarks. Moving forward into the 2019-2020 school year, departments will continue to develop skills and knowledge as it relates to common assessments, lesson studies, and analyzing data to inform instruction.


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CATEGORY E: School Culture and Support for Student Personal and Academic Growth Key Issues from 2015 Visiting Committee Report

• Continued growth in teacher and parent involvement in curricular and co-curricular activities • Develop a deeper schoolwide understanding of positive student support and ensure schoolwide systems that

address the needs of all students • Focus on both the short and long term academic needs of all students as an integral part of positive school culture

Parent Involvement – The staff at Indian Springs continuinues to grow the school culture through increasing the involvement between teachers and parents. Some examples of increased involvement between teachers and parents include IEP parent classes, the HERO incentive program, Back the Pack Night, and the Parent Institute for Quality Education. The school also employs an outreach worker and ISHS has strong ELAC and SSC groups that engage parents and the community. Parents have expressed an interest in attending the California Association for Bilingual Education (CABE) conference and selected parents will be attending in 2019. Positive Student Support - The staff has received ongoing professional development on PBIS as well as self-efficacy and its impact on student achievement. The PBIS site team meets regularly to plan PD, conduct classroom walk-throughs, and analyze PBIS data and the impact on student engagement. ISHS has become one of the district models for implementation of PBIS on a high school campus. Educators from other campuses in the district have come to observe PBIS implementation on the site and are impressed with the high level of staff buy-in with the program. ISHS is extremely proud of the success of this program and it continues to be a focal point in the action plan and schoolwide professional development. Additionally, counseling staff meets regularly with students to monitor their progress in their academic coursework. Counselors make themselves available by appointment to help students with both academic and personal needs. They, along with the college and career counselor, guide students in choosing career pathways, then moving forward toward their college and career goals. Short and Long Term Academic Needs - At Indian Spring High School, there is strong focus on both the short and long term academic needs of subgroups as well as the general population. The school supports the special education population through use of IEP progress monitoring, 3-year benchmarks, constant progress monitoring, certificate of completion, as well as the use of accommodations and modifications. EL students have access to specialized EL tutors and EL counselors as well as translated materials for their core classes, including exams. The general population has access to programs such as “GEAR UP,” academic group counseling, and a college and career center where students can receive scholarship and financial aid counseling. Students also have increased access to preparatory tests as well as tests necessary for college admission such as SAT and ACT. The school focuses on a positive school culture in which academics come first, such as special activities that can only be accessed by those who are performing adequately academically. Finally, ISHS uses the “Hero Point” system to positively incentivize both academic and behavioral excellence. Overall, Indian Spring High School has a culture focused on academic success achieved through positive interaction with its students.


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Schoolwide Critical Areas for Follow Up (2015 Visiting Committee Recommendations) 1. The Visiting Committee concurs with the need for a defined instructional system to increase schoolwide

academic rigor, academic performance, and academic expectations as identified in the school’s Self-Study.

School-wide area of Focus Action Steps Evidence Academic Rigor

• Focus notes • Common Writing rubrics • Common Assessments • Higher level questioning • WICOR • Professional Development on

Rigor • Vertical and Horizontal

Alignment

• Classroom walkthroughs • PLC Meeting Agendas • Collaborative Conversations

during PLC planning time • Instructional Rounds

Feedback • PD Calendar • Gear-Up Conference 2016 &

2017 Academic Performance

• After school tutoring • Focus notes • Tutorials • AVID Strategies (Breakouts) • Bi-monthly Grade Checks

• H-8 Room Sign-in • Focus notes in all content

areas • AVID Walkthroughs & PD

Calendar • Non-Negotiables

Academic Expectations

• Rubrics • Focus Notes/Cornell Notes • School wide (expectations) • Tardy sweeps • CUT/ACE (training needed) • Grade Checks • HERO Points

• Classroom Observations

• HERO Program • HERO points/ store • Tardy Data

• Non-Negotiables

Action Steps Addressing academic rigor, performance and expectations has been a key focus at ISHS over the past three years and continues to be an ongoing focus in the WASC action plan and SPSA. The AVID model has been utilized to assist staff in creating a rigorous environment for students. The AVID site team meets regularly to plan and implement staff training in strategies such as WICOR, focused note taking, and tutorials. The professional development calendar provided in chapter 3 shows that AVID strategies were a focus 16 times during the 2016-2017 school year. Another focus on rigor is through the instructional rounds process. Every teacher on campus has had the opportunity to participate in instructional rounds during the 2015-16 and 2016-17 school years. During the 2018-2019 school year, the instructional rounds process was restructured to occur during teacher conference periods as opposed to a half-day pull out. Departments have each developed their own rounds schedule and completed one instructional round in 2018-2019 using the new format. The focus is on best practices that lead to higher student engagement and increased academic performance. Teachers who are visited receive feedback on their effective instructional strategies and teachers who observe reflect on positive strategies that are seen in other teacher’s classrooms. Evidence of Student Achievement From 2016-2018, the school documented strong evidence that AVID strategies are having a positive impact on student performance based on data collected from AVID site team walkthroughs. The data show that there is an increased use of focus notes and WICOR strategies in a majority of classrooms across campus. Students are responding to common expectations applied over different content areas and through continued implementation of these strategies, student achievement will continue to increase.


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ISHS significantly increased the number of students who were reclassified in 2016-2017; with 22% of EL students being reclassified, this was the highest rate of reclassification the school had ever seen. In 2017-2018, the school had the highest reclassification rate in the district at 32% of EL’s being reclassified. This is 12% higher than the district average of 20% and supports continued focus of reducing the number of LTEL students. Future Goals One of the goals for the future after the probationary progress visit was to build vertical alignment across content areas. ISHS is in the beginning phases of developing vertical teams both in Honors/AP courses and regular education courses. A significant portion of the staff has attended GEAR-UP conferences during the summer of 2016, 2017 and 2018. The focus of GEAR-UP is to provide time for vertical collaboration through the lens of promoting rigor and college readiness. The GEAR-UP program specifically targets the class of 2020 by offering them targeted tutoring three days a week, and closely monitoring performance data. The English department hosted additional AP training for all English teachers where the focus was on vertical teams. The schoolwide action plan focuses on the continued vertical focus across core content areas which was an area of focus identified by the 2018 visiting committee. Training teachers to implement Common Core State Standards is also a focus for all content areas. As the school continues to develop an approach to NGSS, new math courses, and CCSS, teacher training in these areas will be a priority. 2. The use of data to analyze the effectiveness of supports and services for programs on campus is currently not

comprehensive enough or responsive enough to address the needs of all students, particularly at-risk subpopulations such as English Learners and Special Education students.

School-wide area of Focus Action Steps Evidence English Learners

• PD training for ELD • Analyzing data in

Aeries/illuminate • Language acquisitions

strategies • Hired ELL counselor • Assemblies/parent

communication • Regular communication with

ELD students • Tutorials for ELD 1 students • PACC classes • Bilingual Aids in classrooms –

Two Educational Assistants and three student interns

• Exams are translated in many classes

• Bilingual and Proud club offered in 2017-2018

• Entire math department has access to Spanish translated curricular materials

• Summer school ELD program • Reclassifying more students • Data Chats twice per year • ELD Field Trips • CABE Training • District Benchmarks • TELL

• PD Calendar • Aeries/Illuminate Reports

• Master schedule of aids in

classrooms

• EL log/record of counselor meeting with all students

• ELD folders • Focus notes

• Schedule of assemblies

• Log of tutorials • Aeries log of grade checks for

pack classes • Website link for English to

Spanish math program

• ELD Site Team • Reclassification Data


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• Educate Staff about steps for reclassification

Special Education

• Aides/RSP tutors available in classrooms

• IEPS given to all teachers • Teachers invited to IEP

meetings • Accommodations meet IEPS • Data Available on

Aeries/Illuminate for student’s STAR test scores

• Regular communication available between general ed. and special ed. teachers

• SPED teachers meet with students for individualized go setting

• Best Buddies Club (SDC)

• Master schedule • IEP distributed annually • Teachers sign-in at IEP

meetings • Use of data from Aeries used

in data protocol cycle and collection

• IEP’s written and communication log between students and IEP teacher

• Log between students/teacher when goal setting/meeting

Action Steps After the initial self-study visit, ISHS put several systems in place to specifically gather and analyze data to support at-risk sub populations. In addition to hiring an EL counselor, the school created an ELD site team that meets regularly to address the needs of the EL population. The ELD team consists of ELD teachers, the EL counselor, student interns, vice principal, the English Language Facilitator (ELF), and the district ELD coordinator. There has been an increased focus on training teachers to complete and monitor ELD portfolios. Monitoring of the portfolios is currently being done in the ELA and social studies departments. The district has provided all staff members with training and recourses to support EL students. The school is also targeting EL and SPED populations through targeted support programs such as LINK Crew, GEAR-UP, and after school tutoring. ISHS administers a minimum of two annual TELL (Test of English Language Learning) tests as a means of providing immediate data on the progress of EL’s. Teachers use the results from TELL to monitor progress for English language proficiency. The school has also adopted a new online curriculum program called ILIT (inspire literacy) and English 3D. This online program is designed to increase student reading and help them meet the criteria to advance in language fluency and reading. This is being used in 100% of ELD classrooms (ILIT is used for ELD 1 and English 3D is used for ELD 2 and 3) for an emphasis on vocabulary development and structures for wtiring. The EL counselor meets with students once per semester to monitor progress and keep students on track for graduation and meeting a-g requirements. Student interns who attend classes to support beginning and early intermediate EL students also meet regularly with them to monitor grades and provide tutoring. SPED – The Special Education department develops IEP’s for all students and reports on the progress of their goals four times per year. All goals are monitored and parents receive a copy of each goal report that is recorded on SEIS. Teachers are asked to provide input on student achievement of IEP goals. All teachers also completed an online IEP training in 2018. Evidence of Student Achievement Over the last three years, ISHS has used multiple data metrics to measure significant strides with EL students. Evidence of achievement within the EL population is measured primarily through ELPAC scores, TELL, Data Chats, reclassification, and ELD folders. Reclassification – ISHS significantly increased the number of students who were reclassified in 2016-2017; with 22% of EL students being reclassified, this was the highest rate of reclassification the school had ever seen. In 2017-2018, the school had the highest reclassification rate in the district at 32% of EL’s being reclassified. This is 12% higher than the district average of 20% and supports a continued focus of reducing the number of LTEL students. Data Chats – Targeted data chats with all EL students occurs once per semester. The English Language Facilitator (ELF), EL Counselor, EAIII, and/or case carriers sit down and have conversations with students about their achievement and


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progress toward reclassification. Some of the items they discuss with students include ELPAC scores, grades, attendance, GPA, STAR, TELL, and tardies. These data chats have proven to have a very positive impact on achievement and student motivation to become reclassified. TELL (Test of English Language Learning) – The TELL is an excellent online testing tool that provides teachers with immediate feedback and data on student performance and fluency. The test was piloted during the 2015-16 school year. It is currently being used in all ELD classrooms a minimum of once per semester. This is also used as a form of tier two intervention to target students with high need. These snapshots of student progress have proven invaluable to teachers for modifying instruction and addressing the individual needs of each student. ELD Folders – All ELA and social studies teachers have been trained how to use ELD folders to document and monitor the EL students in their classrooms. During the 2016-17 school year, the history department was included in the process of documenting the skills of ELD students meeting the standards with the use of ELD folders. SS teachers have been trained to align to history content and use as a tool for progress monitoring. IEP Meetings – During each annual IEP meeting the IEP team revises each goal and decides if the student has met the goal or not. Once a student has mastered a goal, teachers write new goals and present them to the team. The team decides which goals to add. As a result of strategically crafted goals, 7 out of 8 of the SDC students graduated in 2017. Five of those students have applied to community college and are on the path to attending college. Future Goals ELD Portfolios & TELL – The school will continue to improve teacher training on the process of monitoring ELD portfolios. While there has been some effort to train two departments, the ELD portfolios have not been utilized as a monitoring tool by all teachers. The plan is to provide staff with more support and accountability for properly monitoring all EL students in mainstream classrooms. The staff also will receive more training on utilizing results from the TELL, and use knowledge of reading fluency to differentiate instruction. 3. Several student support services are established for English Learners, Special Education, and AVID but

schoolwide personalized supports in all programs, at all levels, for all students are not sufficient. School-wide area of Focus Personalized Support Service Evidence English Learners

• ELD Counselor – progress monitoring

• Student intern/tutors in math & English & history

• Students placed in ELD specific • EL Committee • ELD Professional Development • ELPAC Test – for appropriate

placement • Master Schedule supports classes

as needs

• Progress monitoring for non-RFEP students

• Agenda & minutes from meetings • Students placed according to

testing needs • ELPAC/TELL Scores

• Master Schedule

Special Education

• RSP Teachers • LH/PH tutors • SDC Classroom assistants • Mod/Severe Teachers & Students • Student have chromebooks or

laptops

• 1 on 1 instruction • Individualized/small group

work/support • Written goals specific to learning

discrepancy (IEP Goals)

AVID

• Class for each grade • AVID tutors • AVID site team monthly meetings

and conferences and trainings • College tours, PSAT practice,

College App Process • Bi – monthly PD

• Cornel Notes School wide • Content Tutorials • Content Tutorial Room • WICOR strategies school wide • WICORizing Lesson Plans • About 60% of staff are AVID

trained


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• INB for PD • Family AVID awards and dinner • Stats of AVID kids to college • % of students in AVID

PBIS

• Professional Development • Hero Points • Prizes for Students • Incentives for Teachers • Tier I, II & III Interventions • Trauma Informed Classrooms • Staff Training • PBIS Cohort Meetings • PBIS Site Team Meetings • Positive Reinforcement • Teacher Facilitated Tardy Sweeps • Intervention Groups • TFI (Tiered Fidelity Inventory) • Applied for Silver Status

• PD Calendar

• Hero Program • Hero Store • PD Calendar

• STARS (Success Team for At

Risk Students) Counselor • PBIS Team Sign-In • Meeting Notes • Classroom Walkthroughs • ADA and Aeries Data • Student Sign-In Sheets

• TFI Notebook

GEAR UP (Gaining Early Awareness and Readiness for Understanding Programs)

• Annual Conference for AP/Honors Teachers

• After School Tutoring • Training for Teachers • Gear-Up College Interns • Horizontal & Vertical Alignment • Targeting C/O 2020 • AP/Pre AP Training for core

content areas • College Scholarship • PIQE (Parent Institute for Quality

Education)

• Conference Attendance

• S-2 Sign in sheets • Meeting Agendas and Notes • Gear-Up Program • Mrs. Effie AP Training • • GEAR UP Grant •

Leaders of the PACC

• All Freshmen Enrolled in course • Focus on AVID Strategies • Promote College and Career

Readiness • Exposure to Career Pathways •

• Master Schedule

• PACC Curriculum

Link Crew • Freshmen Orientation • Junior & Senior Link Leaders • Ongoing support for Freshmen • Individualized Freshmen Tutoring • Link Training for Teachers

• Freshmen Engagement

• Link Crew Rallies • Tutoring Sign-in • Teacher Training

ISHS has implemented the following schoolwide personalized support programs: PBIS HERO Program, GEAR UP, Leaders of the Pack, and Link Crew. Hero Program - ISHS rolled out the HERO program in 2016. The HERO program is a student incentive program focusing on acknowledgment of positive student behavior and academic performance and achievement. This program


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supports implementation of school-wide PBIS tier-1 best practices. This program allows students to be awarded points for demonstration of school wide expectations—Be Respectful, Be Responsible, and Be Safe. The program also focuses on academic achievements. HERO gives autonomy to teachers to award points in a manner best fitting their classroom needs—such as turning in assignments on time, to recognize improvements of grades, or meeting a classroom expectation. Students can redeem their points in the site HERO store for various items ranging from school supplies to spirit wear. Link Crew - ISHS began the Link Crew Program in 2016 and ISHS is already seeing positive results on student achievement. Link Crew is a freshman orientation and transition program designed to both welcome and support incoming freshmen by assigning them a junior or senior Link Leader as a mentor during their first year. This Link Leader is a responsible older student who is hand selected from a large pool of applicants and meets the qualifications of being a good role model and a positive leader on campus. They provide on-going support through freshman's first year of high school. Link Crew Leaders tutor freshmen throughout the school year and this individualized support is having a positive impact on student achievement in the 9th grade. Leaders of the PACC – This 9th grade advisory period course was added in 2016 to target all non-AVID students by supporting students with study skills, progress monitoring and promoting college and career readiness. The curriculum has been developed by the AVID team and focuses on focused note taking, the tutorial process, WICOR, development of the 4-year plan, and promoting college and career readiness. The courses are taught by Math Department teachers who closely monitor students’ grades in all of their classes to help them stay on track with passing all of their classes. There is also a heavy focus on exposure to the different career pathways offered at ISHS. GEAR UP – In 2016, the San Bernardino City Unified School District, in partnership with California State University, San Bernardino was awarded one of the largest GEAR UP (Gaining Early Awareness and Readiness for Understanding Programs) grants in the nation offered by the U.S. Department of Education. The GEAR UP grant targeted the Cohort Class of 2020 starting in their 7th grade year. This discretionary grant program is designed to increase the number of low-income students who are prepared to enter and succeed in postsecondary education. GEAR UP provides six-year grants to states and partnerships to provide services at high-poverty middle and high schools. GEAR UP grantees serve an entire cohort of students beginning no later than the seventh grade and follow the cohort through high school. GEAR UP funds are also used to provide college scholarships to low-income students. At Indian Springs, there is a dedicated college intern who helps to ensure that students in the 2020 Cohort hoave multiple opportunities for college tours and college counseling. 4. The English Learner population at the school is in critical need of more formalized structures and systems of

support.

Support Systems Action Steps Evidence EL Counselor

• Meeting with all ELD students.

• Classrooms presentations • Analyzing CELDT reports • IEP Meetings

• Hiring of specific counselor for EL Students

• Data chats • Reclassification • IEP Reports

ELD Classroom with new curriculum

• Use of district curriculum for specific ELD and Core classes

• Curriculum implemented and data collected to show proficiency

• Progress monitoring online through TELL and Level One

Educational Assistant III

• Work in core subjects to increase student understanding

• Time sheets • Tutor schedules • Afterschool tutoring for EL

Professional Development

• PD on how to make use of EL folders and strategies

• PD calendar • Meeting minutes • Sign-in and overall debrief

document ELD Summer School

• Implementation of a 12-15 day program focused on language

• Summer School Enrollment


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development during the summer of 2017

Action Steps After the initial WASC self-study visit, ISHS put several systems in place to specifically gather and analyze data to support at-risk sub populations. In addition to hiring an EL counselor, the school created an ELD site team that meets regularly to address the needs of the EL population. The ELD team consists of ELD teachers, the EL counselor, student interns, vice principal, the English Language Facilitator (ELF), and the district ELD coordinator. There has been an increased focus on training teachers to complete and monitor ELD portfolios. Monitoring of the portfolios is currently being done in the ELA and social studies departments. The district has provided all staff members with training and recourses to support EL students. ISHS is also targeting the EL population through targeted support programs such as LINK Crew, GEAR-UP, and after school tutoring. The school also administers a minimum of two annual TELL (Test of English Language Learning) tests as a means of providing immediate data on the progress of EL’s. ELD teachers use the results from TELL to monitor progress for English language proficiency. ISHS has also adopted an online curriculum program called ILIT (inspire literacy) and English 3D. This online program is designed to increase student reading and help them meet the criteria to advance in language fluency and reading. This is being used in 100% of ELD classrooms (ILIT is used for ELD 1 and English 3D is used for ELD 2 and 3). The EL counselor meets with students once per semester to monitor progress and keep students on track for graduation and meeting a-g requirements. Student interns who attend classes 3 days per week to support EL students also meet regularly with them to monitor grades and provide tutoring. Evidence of Student Achievement Over the last two years, ISHS has used multiple data metrics to measure significant strides with EL students. Evidence of achievement within the EL population is measured primarily through CELDT scores, TELL, Data Chats, and ELD folders. Reclassification – ISHS significantly increased the number of students who were reclassified in 2016-2017; with 22% of EL students being reclassified, this was the highest rate of reclassification the school had ever seen. In 2017-2018, the school had the highest reclassification rate in the district at 32% of EL’s being reclassified. This is 12% higher than the district average of 20% and supports our continued focus of reducing the number of LTEL students. Data Chats – Targeted data chats with all EL students occur once per semester. The ELF, EL Counselor, student interns and/or case carriers sit down and have conversations with students about their achievement and progress toward reclassification. Some of the items they discuss with students include CELDT scores, grades, attendance, GPA, STAR, TELL, and tardies. These data chats have proven to have a very positive impact on achievement and student motivation to become reclassified. TELL (Test of English Language Learning) – The TELL is an excellent online testing tool that provides teachers with immediate feedback and data on student performance and fluency. The test was piloted during the 2015-16 school year. It is currently being used in all ELD classrooms a minimum of once per semester. The school also used this as a form of tier two intervention to target students with high need. These snapshots of student progress have proven invaluable to teachers for modifying instruction and addressing the individual needs of each student. Future Goals ELD Instructional Rounds – Now that ISHS has a strong ELD site team in place, the school would like to adopt the same model being used for AVID and PBIS, and apply that to a schoolwide focus on EL students. The idea is to provide strategically targeted professional development for staff, conduct walkthroughs to monitor implementation of strategies, then re-teach and adjust PD to meet the needs of the population. ISHS also wants to build on a strong foundation of WICOR strategies and align those with standards and strategies for English Language Development. ELD rounds will be piloted at the end of the 2016-17 school year then fully implemented throughout the remaining 3 years of the WASC cycle. ELD Portfolios & TELL – There is a need to improve teacher training on the process of monitoring ELD portfolios. While there has been some effort to train two departments, the ELD portfolios have not been utilized as a monitoring tool by all teachers. The plan is to provide staff with more support and accountability for properly monitoring all EL students


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in mainstream classrooms. The staff also will receive more training on utilizing results from the TELL, and use knowledge of reading fluency to differentiate instruction.

5. The school is focusing on writing across the curriculum however a common language for writing between students, teaching staff, and leadership does not exist.

Department Writing Strategies Used

Evidence

English • 6 Traits for Writing • SOAPSTone • Cornell Notes • Graphic organizers • Common Writing Rubrics

• Focus notes • Classroom Walkthroughs • CUT, ACE Posters • Quarterly practice EAP

Tests Math • Starters

• Cornell notes • Some use of Interactive Notebooks • POD starters including written

justification of steps of process • Graphic organizers

• Graphic organizers used as a reflection tool/daily starter

• Starters used to go over areas of need

• Classroom Observations

History • Focus notes • ACE, CUT • Graphic organizers • Quick writes • DBQ’s • Common Writing Rubrics

• Focus notes • Writing stems • ACE, CUT Posters in

most classrooms • Quickwrites used daily

according to CUT/ACE.

VAPA • Starters/Quickwrites • HLQ’s • Art project/concert written

reflection with guiding questions • Essay with format and rubric • Graphic organizers • Focused Notes

• Classroom Observations • Student Work Samples

Science • Focus Notes • Interactive notebooks • Graphic organizers • Argument Driven Inquiry Labs


PE • Focus Notes • Data with Students

• Monday Writing Curriculum


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Sp. Ed. • Interactive notebooks • Question of the day • Dialectic journals • Focus Notes • Sentence frames • Reflective journals • Quickwrites


Action Steps ISHS has worked hard over the passed three years to develop a common language around writing. While this at times can be challenging due to the differing natures of content areas, departments have been able to develop common ground through schoolwide implementation of focused note taking, WICOR (writing, inquiry, collaboration, organization, and reading) strategies, writing strategies such as ACE (answer, cite, explain). WICOR & Focused Notes – From 2016-2018, ISHS focused heavily on schoolwide use of the WICOR AVID strategy to build a common language for writing, and standards based instruction. Throughout the 2016-2017 school year, the AVID team designed and implemented numerous professional development trainings to teach staff how to incorporate these strategies in their daily lessons. The AVID site team conducts classroom walkthroughs and gathers data regarding the implementation of AVID writing strategies. That data is shared with the staff and used to adjust and refine future PD. ISHS has seen evidence of these strategies in most classrooms and continue to support new staff members in utilizing these strategies. Writing Across the Curriculum – Writing is evident in all departments on campus. Departments have developed a common language around writing by developing common scoring rubrics and adopting common writing strategies. Teachers in all content areas use ACE, WICOR, and AVID strategies regularly to annotate texts. The Art department employs critical thinking strategies to make evaluations, self-reflections, and analysis. In PE, Mondays are used solely for writing where teachers use standards based practices to write about articles, or current events. From 2016-2018, The ELA department administered a quarterly writing prompt to all students and graded them using the common EPT rubric. The department has transitioned to grade-level alike writing prompts and performance taskes in 2018. SS teachers have implemented the ACE (answer, cite, explain) writing strategy and the CUT (circle, understand, track) strategy department wide. They also incorporate document based writing prompts, and annotations of historical texts and AVID focus note taking strategy department wide. The math department has implemented the CUT method for dissecting current math problems that may be more complex in nature. This has allowed students who may not previously have the ability to start a complex problem have a place to begin. The science department has also developed a common language around writing by implementing the ACE/CUT writing strategies as appropriate in each science class. Common lab report forms are in stages of development in an attempt to increase the consistency in science writing practices. The FLANG department collaborated to create department-wide rubrics for writing focusing on second language acquisition and vocabulary development. SPED introduced many WICOR strategies to increase proficiency in reading and writing. The department utilizes literature circles, focus notes, and journal writing.


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2018 Visiting Committee Recommendations

● Indian Springs High School staff needs to continue to work diligently on increasing rigor in all classes with all teachers across the curriculum.

● Increase opportunities for departments to meet and develop vertical alignment to improve student performance on all standards-based assignments and assessments.

● Expand and focus on identifying characteristics that result in some EL students remaining as LTELs to lead to increased reclassification resulting in a decrease in the LTEL population.

New Area of Concern

● The infusion of expected schoolwide learning results (ESLRs) and the criteria for achievement across the curriculum.

ISHS underwent a probationary progress vist in February, 2018. The ISHS staff was proud when the 2018 visiting committee validated the school’s hard work and recommended that probationary status be lifted. They identified three areas of focus and one new area of concern (listed above). The three recommendations strongly align with the professional development focus for the 2018-2019 school year and the schoolwide action plan. This section of chapter four provides an overview of the schools’s progress during the 2018-2019 schoolyear anf highlights how ISHS continues to address the recommendations from the probationary visit in 2018 as well as one new area of concern. Overview When Kristen Bicondova came on board as the new principal in 2017, her goal was to create a strong PD plan for the 2018-2019 school year that would be formed through staff input, executed by the leadership team, and support the WASC critical areas of need. Based on review of the 2018 visiting committee recommendations, the staff identified two areas for strategic focus: academic rigor and Positive Behavior Intervention Support (PBIS). The entire leadership team convened for three days during the summer to construct the PD plan. It was decided that the best way to promote academic rigor in all classrooms was through higher level questioning and horizontal and vertical alignment of the curriculum. Additionally, the leadership team is continuing to develop its capacity to lead instructional conversations and provide coaching to all staff. The next step in PBIS would be to build a strong sense of self-efficacy among all students and foster a growth mindset in students and staff. The leadership team and professional development team created a professional development calendar for the 2018 fall semester. In December, the professional development team met again to reflect on the progress of the critical areas and develop a second semester PD calendar. Each WASC Focus On Learning (FOL) group met in October and November to monitor the schoolwide action plan. The process for doing this was to look at each recommendation from the 2018 visiting committee and identify “current practices” that are addressing the area of need then identify “next steps” moving into the 2019-2020 school year. Below is a bulleted summary of what focus groups identified as school-wide practices and department-wide practices that support each of the visiting committee recommendations from the probationary visit in 2018:


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Recommendation # 1 - Indian Springs High School staff needs to continue to work diligently on increasing rigor in all classes with all teachers across the curriculum. Current Practices Next Steps

• AVID Strategies, WICOR and Depth of Knowledge

• Rigorous Curriculum Design Units of Study • Grade Check Monday’s • Common Lesson Plans • Writing Across the Curriculum/Rubrics • Inquiry Based Projects • Higher Level Questioning in Lesson Planning • Math XL in all Math Classrooms • PLC focus on Horizontal and Vertical

Alignment • Argument Driven Inquiry (ADI) in Science • Focused Note Taking in ALL Departments • RSP Tutors & Aides in Core Classrooms • GEAR-UP tutoring and support services • College & Career Center supports academic

rigor and college success

• Comprehensive schoolwide writing • Train new staff and any other staff not trained in

AVID strategies • Expand use of cross curricular planning • Continue to strengthen vertical alignment • Cross Curricular PLC’s • Include RSP Aides and Language tutors in PLC’s

ISHS continues to maintain a strong focus on rigor in the classroom. All teachers have an understanding of the four depth of knowledge levels and routinely incorporate higher level DOK questions into daily lesson plans. All departments are utilizing PLC time to focus on strengthening rigor and horizontal and vertical alignment. The professional development calendars for the 2018-2019 school year support a comprehensive and strategic plan to improve rigor in all content areas and address the schoolwide action plan. The school has many additional resources and academic support structures in place that promote rigor such as AVID strategies being utilized across campus, grade check Mondays, dedicated PLC planning time, GEAR UP, classroom tutors, and strong teacher knowledge around higher level questioning. During the 2018-2019 school yerar, schoolwide AVID strategies have been used to promote the expansion of higher level questioning and depth of knowledge. Inquiry is used to increase high levels of thinking and DOK. Focus notes are used as are quick writes, sentence stems, WICOR strategies, Socratic Seminars, and project based learning. Teachers have been trained to include HLQ’s in all daily lesson plans and our encouraged to generate at least one higher level question to focus in each lesson. The staff is committed to continued growth in the area of increasing rigor. During FOL group meetings in 2018, the staff strongly advocated for an increased push in cross-curricular planning, and strengthening of vertical and horizontal alignment as a means to promote rigorous instruction. Departments want to improve involvement of classroom language tutors and RSP aides in the PLC process. It is also important that the school develops strong systems for training new staff members in the areas of AVID strategies, higher level questioning and rigorous curricular alignment.


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Recommendation # 2 - Increase opportunities for departments to meet and develop vertical alignment to improve student performance on all standards-based assignments and assessments. Current Practices Next Steps

• Pull-Out Days for Core Content Areas • Department Goals Tied to Vertically Aligned

Writing • HLQ’s Used Purposefully • Increased PLC time where grade/department

groups co-plan the curriculum and assessments • Departments are creating a cohesive writing

expectation for student work • AVID supports all core class curriculum in their

teaching strategy • Special Education horizontally and vertically

aligning assessments • ELA, Math, Social Studies & Science Pull-Out

Days to Define Common Department Practices

• Continued practice of Pull-Out Days to Define Common Department Practices

• Accomplish Department Goals • Refine Assessment Process • Focused PLC time for analyzing assessment data in

order to help improve student achievement • Participating in district training that are focused on

alignment with regards to assessment data • Analyzing assessment data in order to improve

vertical alignment; look at the history of specific topics/concepts that students struggle with

• Unpacking standards in order to identify the skills needed to perform well on assessments; identify skills for mastery to ensure that they are taught and enforced at each level

• Cross department PLC time for common skills or interdepartmental skills

• Instructional Rounds The 2018 visiting committee recommended that ISHS increase opportunity for departments to meet with the goal of aligning curriculum and assessments. The school has built opportunities for vertical and horizontal alignment in several ways. Indian Springs High School has received dedicated funding to grow in this area. Funds have been allocated to pay PLC’s, academy teams, content alike areas, and AP/Honors teachers to meet outside the school day to align curriculum and assessments. The majority of teams on campus have taken advantage of this planning opportunity during the 2018-2019 school year. Each department created measurable goals at the beginning of the 2018-2019 school year. These goals were developed collaboratively during department planning time and desiganated department pull-out days. Goals tie back to literacy standards, rigor, and alignment of the curriculum. Departments are given time to monitor these goals during Monday morning planning time and during department pull-out days. Departments also plan and implement instructional rounds with the purpose of identifying best practices and aligning curriculum, writing practices, and rigor. The professional development calendar has been developed each semester in conjunction witht the leadership team and the PD team to support more opportunities for departments to meet and develop vertical alignment to improve student performance. The PD calendar is organized so that department PLC’s collaborate two to three times each month during Monday morning late start. Whole group PD occurs at least once a month and one of the key focuses during whole group time is supporting teachers in their understanding of rigor and vertical alignment.


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Recommendation # 3 - Expand and focus on identifying characteristics that result in some EL students remaining as LTELs to lead to increased reclassification resulting in a decrease in the LTEL population.

Current Practices Next Steps

• EL Committee meets monthly address ongoing needs of EL population

• 32% Reclassification Rate • EL Summer School • Department Goals Tied to Vertically Aligned

Writing • Language Tutors in Core Classrooms • HLQ’s Used Purposefully • Progress Monitoring with EL Counselors • Data chats with students • Ongoing STAR reading testing • Modify/accommodate • Think/Pair share • Include writing in lessons • SBAC writing practices • ELD Standards incorporated

Characteristics • Don’t want to be noticed • Quiet • Limited Literacy Skills • District Benchmark TELL

• Comprehensive site-wide focus on identifying and supporting LTEL students

• Provide an enrichment program for the LTELs focusing on Literacy (Language Live)

• Building Academic Vocab • Less Prompting Gradual Release • Educate Staff about Reclassification and

develop school-wide supports • Create HERO Incentives for EL Reclassification • Unified approach to support students with

reclassification

ISHS significantly increased the number of students who were reclassified in 2016-2017; with 22% of EL students being reclassified, this was the highest rate of reclassification the school had ever seen. In 2017-2018, the school had the highest reclassification rate in the district at 32% of EL’s being reclassified. This is 12% higher than the district average of 20% and supports our continued focus of reducing the number of LTEL students. ELD portfolios are used as a monitoring tool to keep track of the progress each EL student is achieving in meeting the ELD standards. The ELD portfolio informs parents, students, teachers, and other stakeholders of the student’s progress in English language development. One ELD portfolio is used for one grade level. It provides a record of each student’s progress in meeting standards and also provides legal documentation of English Language curriculum and instruction. Teachers have been trained on how to maximize the use of the portfolios and the district consistently offers trainings to ELF’s (English Language Facilitator) and for teachers alike. The district English Language Learners department provided/s in-service trainings, usually before the start of the year to better maximize the teachers’ knowledge of how to best use the ELD portfolios. All ELA and Social Studies teachers on our campus have received training and both departments monitor student progress using the portfolios each semester. EL tutors are on a schedule based on student need and tutor availability. Tutors go into core classes to support the EL population. They answer questions by the students, translate as needed and support all students within the classroom as they also are supporting their EL students. Teachers are responsible for the scaffolding and strategies to make learning easier for our EL population. The tutors work closely with teachers offer support and differentiation for language learners. The TELL is an excellent online testing tool that provides teachers with immediate feedback and data on student performance and fluency. The test was piloted during the 2015-16 school year. It is currently being used in all ELD classrooms a minimum of once per semester. This is also used as a form of tier two intervention to target students with


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high need. These snapshots of student progress have proven invaluable to teachers for modifying instruction and addressing the individual needs of each student. In 2016, the school formed an English Learner (EL) committee who meets regularly to address the needs of our EL population. The EL team consists of ELD teachers, the EL counselor, student interns, vice principal, the English Language Facilitator (ELF), and the district EL Program Specialist. This group is open to all stakeholders in the EL conversation. The team address issues that are unique to our EL population. New Area of Concern - The infusion of expected schoolwide learning results (ESLRs) and the criteria for achievement across the curriculum. The founding members of the school leadership team formed the ELSR’s in 2012. They were created around the PACK acronym, based on community input, and designed to support the school’s mission and vision. Below are the Expected Schoolwide Learning Results created in 2012: Indian Springs High School will prepare its graduates to be: Problem Solvers who:

• Are responsible producers of high quality work. • Emphasize science, technology, engineering, and mathematics (STEM) in their coursework. • Realize that there is more than one solution to any given situation and will choose the solution that will best

prepare them for the future. Active Learners who:

• Are self-motivated to apply their skills towards college and careers. • Are responsible and accountable for high level work. • Meet or exceed the graduation requirements set forth by the San Bernardino City USD.

Culturally Aware Citizens who: -‐ Accept responsibility for their own behavior and actions. -‐ Promote mutual respect, appreciation, and acceptance among people of different backgrounds, cultures, and

abilities. -‐ Become culturally proficient in the local and global community.

Knowledgeable Thinkers who: • Demonstrate the ability to analytically read, write, listen, and speak to a diverse audience. • Can adapt to any situation in order to develop solutions. • Are equipped to succeed academically and socially.

21st Century Learning Skills- • Critical thinking and Problem Solving • Collaboration and Leading with Influence • Agility and Adaptability • Initiative and Entrepreneurialism • Effective Oral and Written Communication • Accessing and Analyzing Information • Curiosity and imagination

During the probationary mid-cycle visit in 2018, the visiting committee identified “infusion of ESLR’s” across the curriculum as a new area of focus for ISHS. They explained to the staff and leadership team the critical role that ESLR’s play in the WASC self-study process and the value of routinely revisiting ESLR’s with the staff. In response to this new area, the staff revisited the ESLR’s at the beginning of the 2018-2019 school year. All new staff members were introduced to the ESLR’s and the staff had the opportunity to discuss the continued relevance of the ESLR’s since the school opened seven years ago. In November, WASC focus groups examined the ESLR’s again within the context of connecting them to the schoolwide action plan. Each focus group met after school and broke apart each ESLR, discussed the 2018 visiting committees new area of concern, and analyzed how our schoolwide action plan supports the ESLR’s. FOL groups determined that the action plan supports the ESLR’s in a variety of ways:


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• By clearly defining and increasing rigor through higher-level questioning strategies, the staff is building knowledgeable thinkers who demonstrate the ability to read, write, listen and speak to a diverse audience

• Action plan item #3 emphasizes the improvement of student attendance, engagement, self-efficacy, and a growth mindset, which are the defining characteristics of active learners and knowledgeable thinkers

• Action item plan #3 supports active learners and culturally aware citizens – The staff has been trained in PBiS strategies and Tier 1 and Tier 2 systems have been put into place for students who have been identified as needing further interventions

After a staff-wide review of the ESLRS, the language of action plan item # 3 was updated to include the clause “clearly defining expected school-wide learning results.” The school added an action step for the 2018-2019 school year and committed to revisit the ESLR’s with staff and students on a regular basis. Although the staff did not have the time to make significant updates and changes to the ESLR’s prior to the mid-cycle visit, focus groups concluded that teachers do want to update the language of the ESLR’s to reflect the changing needs of the school. One aspect of the ESLR’s that has come into question is the designation as a STEM school. While there are several electives and Linked Learning programs that revolve around STEM, this focus is not necessarily evident in all coursework. Prior to the next WASC Self-Study, the staff would like to take the time to revisit the STEM designation and clearly define what it looks like within the context of a growing and expanding school. Highlights • The staff has embraced PBIS and created one of the most successful High School

PBIS models in our school district • In 2018, the WASC Commission removed the school’s probationary status and

restored full accreditation status • Our professional development process is comprehensive and directly addresses our

Action Plan and Critical Areas of Follow-Up • ISHS has built and developed several high functioning teams that monitor the WASC

action plan and student performance: AVID Team, PBIS Team, Leadership Team, and ELD Team

• ISHS has dedicated a strong professional development focus in the areas of rigor, vertical alignment, and self-efficacy

• ISHS has built systems to address all critical areas of follow-up and visiting committee recommendations

• ISHS has built systems to address all Critical Areas of Follow-Up


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Chapter V

Schoolwide Action Plan Refinements



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Action Plan Item #1: Increase content area proficiency and performance of all students, while narrowing the achievement gap for English Learners, special needs students, and critical-‐learner subgroups. Rationale: In 2015, the WASC visiting team identified as a critical area the need for a defined instructional system to increase academic performance and expectations as well as comprehensive use of data to analyze the effectiveness of supports and services for all students specifically targeting at-‐risk populations. Connections to ESLR’s: Knowledgeable thinkers, who demonstrate the ability to analytically read, write, listen, and speak to a diverse audience, can adapt to any situation in order to develop solutions; Active Learners who meet or exceed the graduation requirements set forth by the San Bernardino City USD.

Timeline Action Steps Person(s) Responsible

Evidence, Monitoring and Performance Indicators

2018-2020

2019-2020

- Continue to refine a unified approach to data and assessment management

- Dedicate collaborative PLC time at least 3 times per month for data protocol

• Leadership Team • PLC’s • Department

Chairs • All Departments

• All PLC’s will reflect on common assessment results at least one time for each unit

• ELA and Math will analyze SBAC interim assessments once per quarter

• All departments will complete the data protocol cycle each quarter

2018-2019 - Teachers will participate in Instructional Rounds or structured observations focusing on best practices in the areas of Higher Level Questioning, Lesson Design, vertical/horizontal alignment and PBIS

• PD Team • Administration • Teaching Staff

• Every teacher will participate in Instructional Rounds at least once per semester

• Implementation of professional development focus will be evident in 90% of classrooms

2018-2019

2018-2019

- Provide PD to support new and struggling teachers in the implementation of AVID, Rigor, and ELD Strategies

- Continue to implement schoolwide Focused Note taking

• PD Team • Administration • AVID Site Team • ELD Committee

• Focused Note taking will be evident in 90% of classrooms

• New/Struggling teachers will attend mini-PD sessions

• Schoolwide PD sessions will be presented once each month

2018-2022 -‐ Strengthen implementation of common assessments across content areas

• Departments • PLC’s • Administration • Leadership Team

• PLC’s will reflect on and analyze common assessment/performance task data once each unit

• Two department meetings per month will be dedicated to common assessment/performance task planning


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2018-2021 -‐ Create a unified approach to increasing achievement of Sp. Ed. students

• Sp.Ed. Department

• Administration

• General Education and Sp.Ed. teachers will collaborate to review IEP’s once each quarter

• Sp.Ed. differentiation will be present in 100% of lesson/unit plans

2018-2019

2019-2020

-‐ Strengthen intervention and supports for EL students

-‐ Differentiate and improve systems aimed at reducing the population of LTEL students

-‐ Create an EL Advisory Elective Course to support LTEL students

• ELD Committee • ELD Counselor • Classroom

Instructional Aides

• By 2020, Reduce LTEL population by 20%

• Conduct student data conversations 2 times per year for EL & LTEL

• Complete formal progress monitoring 2 times per year EL & LTEL


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Action Plan Item # 2: Build a strongly aligned instructional focus on California State Standards emphasizing real-‐world experiences, rigor, writing, and a focus on college and career readiness. Rationale: In 2015, the WASC visiting team identified as a critical area the need for a defined instructional system to increase academic rigor as well as a common language for writing between students, teaching staff, and leadership. Connections to ESLR’s: This action plan item directly relates to problem solvers and active learners who apply their skills towards college and careers.

Timeline Action Steps Person(s) Responsible Evidence, Monitoring and Performance Indicators

2018-2019

• Continue to refine systems for evaluating the effectiveness of PD

• PD Team • PD Facilitator • Administration

• After Action Reviews will be completed after all major events

• Semester Surveys will be administered to staff and used to refine professional development

• Leadership Team provides feedback monthly

2018-2019 • Train core departments to

implement Common Core Literacy Standards in all core content areas

• Train Math Department in Standards of Mathematical Practice (SMP)

• Department Chairs • PLC’s • District Coordinators • Leadership Team

• Common Core Literacy standards or SMP’s will be reflected in classroom instruction and department goals

• Core Content Units of Study

• Departments meetings will be dedicated to common planning twice per month

2018-2019

2019-2020

• Expand real-world experiences and college and career readiness for all students

• Expand course offerings of pathway classes

• Linked Learning Coordinator

• Pathway Teachers • Administration

• All Freshmen will be enrolled in Leaders of the PACC or AVID

• All 10th and 11th graders will be enrolled in a CTE or AVID course

2018-2019

2019-2020

• Continue to build Linked Learning Programs

• Continue to develop advisory board

• Develop multiple pathways within the Heath Academy

• Administration • Academy Coordinator

• Advisory board(s) will meet once each semester

• Manufacturing Academy will reach full Enrollment Capacity (350 students)


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2018-2019

2019-2020

• Build support systems to improve student performance on PSAT, SAT, ACT, SBAC, and AP exams

• Create Spring Intersession for SBAC support

• Honors/AP Teachers • AVID Site Team • 9th Grade Teachers • GEAR UP • SAT Prep Teacher

• Student Participation in PSAT & SAT will increase by 10%

• 9th -11th graders will take interim SBAC assessments as appropriate in each subject area

• AP Practice exams will be administered during spring

2018-2019 • Improve horizontal & vertical alignment

• Increase structured PLC time for the purpose of aligning curriculum

• PLC’s • Leadership Team • Administration • Departments

• Additional paid PLC planning time will be offered once per week

• 80% of Lesson Plans will show evidence of horizontal & vertical alignment

• PLC Goals created by each department

• PLC Pull out days 2-3 times per year

2018-2019 • Clearly define rigor across content areas

• Increase rigor through higher level questioning strategies

• PLC’s • Leadership Team • Administration • Departments

• The leadership team will create a common understanding of rigor

• Higher Level questions will be present in 100% of Lesson Plans


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Action Plan Item #3: Improve attendance and engagement of all students by increasing parent involvement, fostering self-‐efficacy and growth mindset, clearly defining expected schoolwide learning results (ESLR’s), and continued Positive Behavior Intervention Support (PBIS). Rationale: In 2015, the WASC visiting team identified as a critical area the need for schoolwide personalized supports in all programs at all levels for all students, and more formalized structures and systems of support for the English Learner population. Connections to ESLR’s: Action plan item #3 directly relates to culturally aware citizens.

Timeline Action Steps Person(s) Responsible Evidence, Monitoring and Performance Indicators

2018-2019 • Continue to refine Tier 2 Team – Counselor, Coordinator, Admin, Psychologist, & Sp.Ed.

• PBIS Team • PBIS Coordinator • Tier 2 Team

• Increase TIER 2 TFI Score (Currently 70%)

• By June 2019, ISHS will receive a score of 80%

2018-2019 • Continue to refine Intervention Systems for Tier 2 Students

• Monitor Evidence to Determine Effectiveness of Interventions

• Train Teachers to implement interventions in the classroom

• PBIS Team • PBIS Coordinator

• Decrease the number of Suspensions by 10%

• Decrease the number of Referrals by 10%

2018-2019 • Implement PBIS strategies that promote engagement and equal access to the curriculum

• Provide Professional Development for using HERO

• PBIS Team • Increase positive to negative ratio to 5:1

• Increase the number of HERO Points Teachers Award

• Full Staff Participation on HERO Point System by 2019

2018-2019 • Implement Daily Tardy Sweeps • Improve Accurate Attendance

Taking by Teachers • Clearly Define School-Wide

Expectations

• Admin Team • Attendance Staff • All Teachers (Tardy

Sweeps)

• Increase ADA to 95% or higher

• Decrease period tardies by 15%

• Post Schoolwide Expectations in all classrooms

• Expectation talks with all student

2018-2022 Build systems that will encourage parent involvement • Improve survey strategies • Increase parent use of Aeries • Maintain and update ISHS

website • Increased involvement in

curricular and co-curricular activities

• Leadership Team • Principal • Librarian • Clerical Staff • Technology Committee • Athletic Director • ASB • All Staff

• Parent Satisfaction Survey

• Parent/Student Interviews

• Parent Center • Parent Event

Attendance • Back the Pack Night


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• Continue parent information meetings and programs

• VAPA Performances • Awards Ceremonies

2018-2019

2018-2021

• Foster a growth mindset among students and staff

• Infuse ESLRs and criteria for achievement across the curriculum

• All Stakeholders • PD Team • Leadership Team

• Infuse growth mindset training in all staff and PLC collaboration time

• Revisit ESLRs with students and staff at least once per quarter

• Measure self efficacy through Annual Panorama and Gallop Surveys

2018-2019 • Offer targeted professional support based on areas of need to P1, P2, Intern, and struggling teachers

• PBIS Team • Demonstration

Teachers

• 6 mini PD sessions will be offered semester I

• 6 mini PD sessions will be offered semester II

indian springs high school probationary progress … mid...2013, and in 2014, ishs began servicing...

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