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WASC Initial Visit Application/School Description — California Public Schools

WASC/CDE 2011 Initial Visit School Description 1 Revised 3/12

INITIAL VISIT SCHOOL DESCRIPTION —

CALIFORNIA PUBLIC SCHOOLS

Part I: Identifying Data

Today’s Date: December 19, 2013

School: El Capitan High School

Address: 100 W. Farmland Merced, CA 95348

Number and Street City and State Zip Code

Mailing Address (if different):

Number and Street City and State Zip Code

Telephone #: 209-385-5501 Fax #: 209-385-6442

Email Address: [email protected]

Chief Administrator: Anthony Johnson

School District: Merced Union High School District

Enrollment: 765 Current Grade Span

to be Reviewed: 9-10

County: Merced

Check any of the following that apply to your school:

X Comprehensive ▢ Community Day School ▢ Alternative Education/ Continuation

▢ Independent Study ▢ Charter School ▢ Home Study

▢ Online Distance Learning ▢ Other: Explain:



If any portion of your school’s curriculum is delivered online, please indicate what percentage of your coursework is offered online .1%, and the percentage of students utilizing the online delivery system .1%. Briefly describe: El Capitan High School currently offers three online course opportunities: Spanish 1, World History and US History. Each of the three courses are offered district wide, with two of the three courses being taught by ECHS teachers. Presently, there are 13 students who have the desire to take the online Spanish course in order to alleviate scheduling conflicts and allow for more academic opportunities. Additionally, 25 sophomore students and five freshman students have chosen to participate in online World History and US History courses in order allow for course advancement.

Note: If enough space is not available on the following pages, please append additional sheets.



Table of Contents

Introduction………………………………………………………………………………………………..4 WASC Leadership Team, Initial Visit Focus Groups, District Administration, Board of Trustees, Acronyms Table Chapter 1…………………………………………………………………………………………………10 Part II: School Profile, Demographics and Supporting Data Chapter 2 ………………………………………………………………………………………………...21 Category A: Organization, Part III: The Criteria A1. Vision and Purpose………………………………………………………………………….22 A2. Governance Criterion.……………………………………………………………………….23 A3. Leadership and Staff Criterion………………………………………………………………24 A4. Qualified Staff Criterion….....................................................................................................26 A5. Ongoing Professional Development Criterion………………………………………………30 A6. Resources Criterion………………………………………………………………………….32 Chapter 3 ………………………………………………………………………………………………...34 Category B: Standards-Based Student Learning: Curriculum B1. Standards-Based Curriculum Criterion……………………………………………………...35 B2. Student Access Criterion.…………………………………………………………………....35 B3. Graduation Criterion………………………………………………………………………...37 Chapter 4 ………………………………………………………………………………………………...38 Category C: Standards-Based Student Learning: Instruction C1. Challenging Learning Experiences Criterion………………...……………………………...39 C2. Student Access Criterion.…………………………………………………………………....40 Chapter 5 ………………………………………………………………………………………………...42 Category D: Standards-Based Student Learning: Assessment and Accountability D1. Data Collection and Analysis Criterion………………...…………………………………...43 D2. Variety of Assessment Strategies Criterion.………………………………………………...43 D3. Review of Student Progress Criterion……………………………………………………….44 D4. Assessment of Student Achievement Criterion……………………………………………..45 Chapter 6 ………………………………………………………………………………………………...46 Category E: School Culture and Support for Student Personal and Academic Growth E1. Parental and Community Involvement Criterion………………...……………………..…...47 E2. Safe, Clean, and Orderly Criterion.………………………………………………………….52 E3. Student Academic Support Criterion………………………………………………………...53 E4. Student Personal Support Criterion………………………………………………………….53



Chapter 7 ………………………………………………………………………………………………...56 Part IV: Major Achievements/Needs Appendices……………………………………………………………………………………………….58 ECHS Master Schedule, Parent/Teacher/Student Compact, Instructional Focus, Bell Schedule, Behavior Intervention Plan, 6-Year Plan Documents, Career and Technical Education Brochure, MUHSD Graduation Requirements, Retake/Redo Policy, Error Analysis Form, At-Risk Referral, ‘F’ Intervention Policy, Gaucho Pride Plan



El Capitan High School WASC Leadership Team

Coordinator Kelli Parreira

Principal

Anthony Johnson

Associate Principals Kelli Parreira

Eli Gong

Lead Teachers Katina Austin Melissa Blake Matt Bogard Kyle Clinton Kim Conley

Veronica Enriquez Rod Parker Lou Souza

Tina Spurlock

Classified Staff Enrriqueta Flores

Pam Gleason Joe Rodriguez Matt Ybarra

Parents

Albert Gonzalez Petia Gueorguieva

Regina Wolfe Felipa Gomez

Students Emily Bennett

Maricruz Carrillo Ger Chang Isaih Knott



El Capitan High School WASC Initial Visit Focus Groups

Focus Group A Organization: Vision & Purpose, Governance, Leadership & Staff, & Resources Anthony Johnson- Principal Katina Austin – Instructional Coach Elijah Gong – Associate Principal Lou Souza – Athletic Director Kelli Parreira – Associate Principal Focus Group B Standards-Based Student Learning: Curriculum Kim Conley – AVID, Leadership, TSA Chris Tufts – Special Education Jennifer Nordman – Intervention Coordinator, Math Sam Diele – AVID, Business Jason Schneider – Social Science

Focus Group C Standards-Based Student Learning: Instruction Tina Spurlock – English Language Arts, Department Chair Veronica Enriquez – Math, Co-Department Chair Angela Jones - Science Kristie Dunham – Physical Education

Focus Group D Standards-Based Student Learning: Assessment/Accountability Katina Austin – Instructional Coach Melissa Blake – Science, Department Chair Tera Brant – English Language Arts Bobby Johnson – Math Edith Hernandez – Science Brooke Wilson – English Language Arts Art Fuentes – Academic Counselor Tony Doyle – Teacher Librarian Focus Group E School Culture and Support for Student Personal and Academic Growth Rodd Parker – Social Studies Andrea Evans – Academic Counselor Lou Souza – Athletic Director Jason Duyette – Physical Education Susanna Aguirre – English Language Development Brandon Sanchez – Social Science Gerardo Guardado – World Language Justin Turney – Special Education Aaron Ruiz – Intervention Center Teacher Robert Hillhouse – Band/Choir



Merced Union High School District Administration

Superintendent

V. Scott Scambray

Assistant Superintendent – Educational Services Dr. Tammie Calzadillas

Assistant Superintendent – Human Resources

Craig Chavez

Assistant Superintendent – Business Services/CBO Leonard Kahn

Director – Student Support Services

Darren Sylvia

Director – Information Technology Jorge Arteaga

Director – Facilities Planning

Travis Kirk

Director – Maintenance & Operations Ron Perez

Director – Nutrition Services

Bill Dunlavy

Program Administrator – Child Welfare, Safety, and Attendance Lori Mollart

Program Administrator – Testing and Accountability

Albert Gonzalez



Merced Union High School District Board of Trustees

President

Ida M. Johnson

Vice President Sam S. Spangler

Clerk

Dora Crane

Member Dave Honey

Member

William G. Synder



Abbreviation Meaning AP Advanced Placement AVID Advancement Via Individual Determination BTSA Beginning Teacher Support and Assessment CAHSEE California High School Exit Exam CFU Checking For Understanding CST California Standards Test DELAC District English Learners Advisory Committee ELA English Language Arts ELAC English Learners Advisory Committee EL English Learner ESLR Expected School-wide Learning Result FFA Future Farmers of America HOTS Higher Order Thinking Skills HQT Highly Qualified Teacher IEP Individualized Education Program LEA Local Education Agency NCLB No Child Left Behind NETS National Educational Technology Standards RTE Return To Excellence SAI Specialized Academic Instructor SART/SARB Student Attendance Review Team/Board SSC School Site Council SST Student Study Team WASC Western Association of Schools and Colleges

Acronyms Used in the ECHS Initial Visit WASC Report



Part II: School Profile

Write an introductory paragraph or two about the school that briefly summarizes the information found in the “description” below that can be used by the Visiting Committee in their report to the Commission. This brief overview of the school will assist Commissioners in understanding the basic information about the school.

El Capitan High School is the sixth comprehensive high school in the Merced Union High School District and the third comprehensive high school built in the city of Merced. It is the district's first 1:Web school, with a "bring your own device" option, or the option of using the school supplied Google Chromebook for student work in all academic areas. All students will have their device to use at school and at home. The school is located in North Merced close to the UC Merced campus. The school opened with only a freshmen and sophomore class, and the first graduates will be the class of 2016.

Provide a description of the school that includes such areas as:

● The community in which the school is located, including whether rural, suburban, industrial, or residential; socio-economics: parent population, ethnic distribution, etc.

● When the school was opened ● Initial location of the school and any location changes ● Enrollment by grade level

Merced, CA is a suburban city with a population of approximately 80,793 persons. The demographics are as follows: White alone (not of Hispanic or Latino descent) 30%, Black or African American 6.3%, American Indian and Alaskan Native 1.5%, Asian 11.8%, Native Hawaiian and Other Pacific Islander .2%, two or more races 5.5%, and Hispanic or Latino 49.6%. The educational demographics are as follows: did not complete high school 24.9%, completed high school 23.55%, some college 24.12%, completed Associate's Degree 10.01%, completed Bachelor's Degree 11.02%, and completed a Graduate Degree 6.41%. The percent of persons who speak a language other than English in the home is 49.6%. The estimated median household income is approximately $32,513 and the median home value is $140,000. El Capitan opened on August 19th, 2013 with 765 freshmen and sophomore students. The school was built as planned, with no major changes in location or design. Currently there are 734 students. By grade level, there are 419 freshmen, 311 sophomores, and 4 juniors. The school is only designed for freshmen and sophomore students, however, it does house the severely handicapped program for Merced High School and El Capitan High School. As the severely handicapped program is a self-contained program, 4 of the students who transferred to El Capitan with severe disabilities are in their junior year of schooling. With each coming year, El Capitan will service one additional student class. Thus, in 2015-2016 ECHS will be fully operational at every grade level, serving freshman to senior level students, with an estimated student population of 1800.

Demographics

Give demographic information regarding the students, including the following:



● Ethnicity or nationality (list percentages of the following categories: American Indian or Alaska Native; Asian; African American, not of Hispanic Origin; Filipino; Hispanic or Latino; Pacific Islander; White,; or Other)

● English proficiency ● Gender/age mix ● Special populations ● Mobility of students ● Student follow-up ● Analyzed and interpreted student achievement data, including subpopulations, if applicable.

Include three years of data and comparative state or national data, if available.

Ethnicity/Nationality El Capitan’s student population demographic data indicates 60% of the student population to be of Hispanic descent in terms of ethnic background.

Demographic data collected specifically related to parent report of race determined the following: ❏ American Indian or Alaska Native - 14.1% ❏ Asian - 13.4% ❏ African American - 7.9% ❏ Filipino - 1.8% ❏ Pacific Islander - 0 ❏ White - 59.6%



English Proficiency ECHS student English Language Proficiency data indicates: ❏ 391 students are English Only ❏ 236 students have a primary language other than English, but have been redesignated (RFEP) ❏ 55 students were assessed using the California English Language Development Test upon

enrolling in a California school for the first time and found to be Fluent English Proficient (FEP) ❏ 78 students are Limited English Proficient (LEP)



Gender/Age/Grade Data El Capitan students are nearly equally divided in terms of gender with 49% of the student body being female and 51% of the student body being male. The freshman class is larger with 57% of the population being grade 9 and 43% of the population being sophomores or grade 10.

Special Populations ECHS’s special populations are largely served within the inclusion based program model (43 special education students participate in this model). Four percent of the student body participates in a self-contained educational environment due to the severity of their identified disabilities (16



students within the Special Day Class model with 10 students being served within the Severely Handicapped model). Mobility of Students The city of Merced has a transient population with continual flux related to various environmental factors to include housing needs and agricultural work available. The ECHS student additions, or students moving into the ECHS boundaries, have averaged approximately seven students per month with a student drop rate, or students who are leaving ECHS to another school within the district or to another district entirely, averaging approximately 13 per month. Student Follow Up Data Student follow up data will be available after the year of 2016 when the first ECHS senior class will graduate. Student email addresses will be maintained within the Google system in order to allow for self-report via survey responses related to progress after high school. Student Achievement Data Below is a summary of the ECHS Intervention Rotation Data for Mark 2, or the second intervention rotation.

Tutorial Movement

Initial Mark 1 Mark 2

99

105

73



Study Hall Movement


78

48

69

Extended Lunch Movement


74

111

121



Mark 1 F Grades Mark 2 F Grades

0 students with 6 or 7 F’s

2 (grade 9) students with 5 F’s

4 (2 gd. 9, 2 gd. 10) students with 4 F’s



117 (62 gd. 10, 55 gd. 9) Students with 1 F

1 (grade 9) Students with 6 or 7 F’s

5 (grade 9) Students with 5 F’s

6 (1 gd. 9, 5 gd. 10) Students with 4 F’s

18 (~5 gd. 9, 13 gd. 10) Students with 3 F’s

34 (11 gd. 9, 23 gd. 10) Students with 2 F’s

69 (~32 gd. 9, 37 gd. 10) Students with 1 F

Special Education Intervention Data



Sped Tutorial Movement


17

16

8

Sped Study Hall Movement


7

2

4

Sped Extended Lunch Movement


6

12

18



Sped Mark 1 F Grades Sped Mark 2 F Grades

(0 gd. 9, 0 gd. 10) students with 6 or 7 F’s

( 1 gd. 9, 0 gd. 10) students with 5 F’s

(0 gd. 9, 0 gd. 10) students with 4 F’s



(7 gd. 9, 7 gd. 10) Students with 1 F

(0 gd. 9, 0 gd. 10) Students with 6 or 7 F’s

(0 gd. 9, 0 gd. 10) Students with 5 F’s





EL Intervention Data



EL Tutorial Movement


13

13

15

EL Study Hall Movement


7

5

3

EL Extended Lunch Movement


7

6

6



EL Mark 1 F Grades EL Mark 2 F Grades

(0 gd. 9, 0 gd. 10) students with 6 or 7 F’s






(0 gd. 9, 0 gd. 10) Students with 6 or 7 F’s






Is there anything that is unique or special about your school that is not addressed in this or other parts of this form?



CATEGORY A: ORGANIZATION



Part III: The Criteria

As you answer the following questions, please strive to base your answers on objective evidence and data that is available at the school. Please remember that this is an Initial Visit Application and not a full self-study. Try to answer questions with one to two paragraphs. Please refer to the rubrics in the WASC Initial Visit Procedures Manuals for California Public Schools (www.acswasc.org/ pdf_cde/InitialVisitProcedures_WASCCDE_manual.pdf) for areas to review prior to responding to the questions below.

Category A Organization

A1. Vision and Purpose Criterion: Does the school have a clearly stated vision or purpose based on its student needs, current educational research, and the belief that all students can achieve at high levels? Supported by the governing board and the central administration, to what extent is the school’s purpose further defined by expected schoolwide learning results and the academic standards? Do the expected schoolwide learning results stress attainment of the academic standards?

Over the course of the 2012-13 school year, El Capitan High School Parent and Student Steering Committees were established to guide the vision and mission of El Capitan High School. Consisting of parents, students and staff members representing the future of the El Capitan school community, these steering committees identified desired outcomes to direct the work of ECHS based on research and best practices of similarly developed high schools, local student achievement data, as well as feeder school and community data. Several guiding principles resonated throughout the structure established to support student learning to include the beliefs that all students can achieve at high academic levels, all students can find the leader within them and all students can attain the academic and technological skills required to succeed in the college and/or career based environments that follow high school. These foundational beliefs have become rooted in the organizational operations of El Capitan High School. In the Spring of 2013, stakeholder representatives, to include the support of the governing board and central administration of the district, gathered to facilitate a mission and vision that encompassed expected schoolwide learning results. The collective input was synthesized into the mission and vision statements of El Capitan High School which reflect the school’s purpose of developing lifelong learners and leaders who demonstrate strong character as they face the academic rigors associated with the mastery of the California State Standards and the Common Core State Standards.

Mission Statement “El Capitan High School is committed to developing 21st century leaders who demonstrate integrity,

honor, and compassion as they gain the academic and technological skills needed to achieve excellence in college and career.”

Vision Statement

“Learn, Love, Lead and Leave a Legacy”



Thus, the Expected Schoolwide Learning Results came to be as follows: El Capitan students demonstrate integrity, honor, and compassion. El Capitan students achieve academic and technical excellence through innovation and critical thinking. El Capitan students reach their college and career goals and become responsible and productive digital natives.

A2. Governance Criterion: Does the governing board (a) have policies and bylaws that are aligned with the school’s purpose and support the achievement of the expected schoolwide learning results and academic standards based on data-driven instructional decisions for the school; (b) delegate implementation of these policies to the professional staff; and (c) monitor results regularly and approves the single schoolwide action plan and its relationship to the Local Educational Agency (LEA) plan?

Alignment of Policies & By-laws Board policy and bylaws reflect an expectation that all MUHSD students will prove to be college or career ready by demonstrating mastery of the California State and Common Core Standards. This expectation directed and supported the mission and purpose of El Capitan High School. Policies reflect, and El Capitan High School embodies, a priority on academic achievement and higher order thinking skills; an emphasis on literacy with daily opportunities for listening, speaking, reading and writing; a focus on technological skills and an embedded intervention program which allows for failure to no longer be an option for any student. Several main policies that are representative of these expectations include (policies will be elaborated on throughout the remainder of the document where appropriate): ❏ Instructional Foci & Professional Development- Established by Administrative and Instructional

Leadership teams based on a review of student achievement data. ❏ Distributive Leadership Model- Instructional coaching, Instructional Leadership team,

Intervention team, and Activities/Intervention coordinator positions. ❏ Embedded Intervention Model - Fluid system wide program established to progress monitor and

provide necessary intervention within the school day. ❏ Return to Excellence – A restorative behavioral policy where behavioral infractions are

addressed through acknowledging the breach, repairing the relationship and establishing future behavioral expectations.

❏ Specially designed Master Schedule - Seven period day collaboratively decided upon to allow ALL students access to rigorous elective coursework.

❏ Mastery Grading - Collaborative established grading system utilized by all ECHS staff to ensure mastery of subject matter.

❏ 100% Involvement Policy - All ECHS students will be involved in at least one extracurricular activity in order to ensure a positive connection to school.



❏ Parent Involvement - Formal committees to include SSC, ELAC, Parent and Student Steering

Committee, as well as informal involvement opportunities as identified through the calendar of family activities.

Monitoring of Student Achievement & Delegation of Policy Implementation Monitoring of student achievement and El Capitan’s instructional program is multi-layered and data driven. Teachers collaborate daily, use frequent checks for understanding, facilitate common signature assignments and administer both formative and summative assessments, to include district level benchmarks and performance tasks, in order to guide and adjust their instruction. Progress monitoring related to ECHS’s embedded intervention model includes a review of academic marks across all areas of the curriculum at approximately five week intervals in which each student’s level of intervention and support is adjusted given their present levels of performance. Policy implementation has proven to be successful through the use of delegation of leadership roles to teachers who serve to support instruction and intervention through participation on the Instructional Leadership Team or Intervention Team and also include specialist roles for instructional coaching and the operating of the embedded intervention program as an Activities coordinator and an Intervention coordinator. Monitoring Schoolwide Action Plan El Capitan’s School Site Council, with input from an English Learner Advisory Committee and Instructional Leadership Team, has been charged with the development and monitoring of the Single Plan for Student Achievement which requires review and approval from the Merced Union High School District’s Board of Trustees. The district’s strategic plan and LEA plan, as well as input from students, staff, and parents, was used to support the development of the Single Plan for Student Achievement in order to assure alignment.

A3. Leadership and Staff Criterion: Based on student achievement data, to what extent does the school leadership and staff make decisions and initiate activities that focus on all students achieving the expected schoolwide learning results and academic standards?

Distributive Leadership ECHS has established an organizational structure dependent upon the on-going evaluation of student achievement data and performance amongst subject specific teacher teams. Daily collaboration meetings are focused upon identifying learning goals based on essential questions, shared instructional strategies and common evaluation of student achievement. An Instructional Leadership Team has been established that meets on a bimonthly basis to review effective instructional strategies, problem-solve challenge areas and refine professional development offerings and instructional programs based on presented student and teacher needs. Technology is used to support continual feedback from certificated and classified staff to the ECHS administration team in which successes and challenges are recorded daily in a shared spreadsheet and addressed with the Instructional Leadership Team bimonthly and with the entire staff on a monthly basis. The Single Plan for Student Achievement is to be annually reviewed and developed to meet the needs of our students. The ECHS Strategic Plan was developed and is monitored by the Instructional Leadership Team.



Collaboratively Developed Daily Schedule The ECHS staff collaboratively designed the current daily schedule which allows for both the embedded intervention model and flexible course structure that provides students greater access to challenging elective courses. The daily thirty-minute intervention block enables teachers to identify students who are struggling academically as indicated by assigned academic marks. Students who are identified as failing in any core course are required to participate in a subject specific tutorial, while students demonstrating high marks are incentivized with an extended lunch period that offers enrichment and leadership based activities to those students. Students who are not failing any coursework, but are not yet excelling to above a 3.0 grade point average are assigned to a study hall intervention period to allow for extended time during the school day to focus on studying and/or work completion in order to improve performance. It is the philosophy of El Capitan staff that every student succeeds and that all students requiring assistance are identified and properly supported in an on-going manner. Embedded Intervention Model The embedded intervention program also serves to support the ECHS ESLRs in terms of technological skills development, college and career preparation and character building. Peer support lessons designed to support freshman participating in the Freshman Academy include specific technology based activities, AVID (Advancement Via Individual Determination) inspired skill building activities and character building activities via Medal of Honor and Character Counts programming, consistent with the ECHS 6-Year Plan. Several lessons have been determined appropriate for sophomore level participation as well and have been included in Schoolwide intervention programming up to two times monthly. Sample Schoolwide lessons would include a Chromebook care video mini-lesson and survey as well as pathway presentations related to the ECHS 6 –year plan. Data Based Decision Making Data based decisions for the 2013-14 school year to date include the collaborative decision to embed essential technology based lessons into both the daily intervention program and the freshman Geography course in order to support all students in attaining technological proficiency and to prepare for the NETS (National Educational Technology Standards) assessment. Additionally, CAHSEE intervention coursework will be offered as a five week intervention rotation for the ECHS sophomore class preparing for the first administration of the CAHSEE exam at El Capitan in March of 2014. ECHS staff will also be preparing to participate in the “Big Read” in which all students will read a novel chosen by the ECHS certificated and classified staff through their English courses and activities and lessons linked to the novel will occur in every instructional and extracurricular area. The “Big Read” is important to the development of global communication skills related to the ECHS ESLRs and to the establishment of relevance of literacy in every aspect of life.

Does the school leadership and staff annually monitor and refine the single Schoolwide action plan based on analysis of data to ensure alignment with student needs?

Strategic Plan The school possesses a strategic plan designed in direct alignment with the district level strategic plan and LEA plan, but that also encompasses input and insight from ECHS staff, students and parents that is based on analysis of student achievement data to ensure alignment of the plan with



student needs. This plan is the basis for the development of the single Schoolwide action plan or Single Plan for Student Achievement which is approved and monitored by the El Capitan School Site Council. The strategic plan was originally developed by the ECHS Instructional Leadership Team which is composed of lead teachers from English Language Arts, mathematics, social science, science and elective/CTE (Career Tech Education) departments, as well as the ECHS instructional coach, athletic director and activities director. Evaluating, Monitoring, and Refining the Schoolwide Action Plan ECHS structures several means to evaluate, monitor and refine the single Schoolwide action plan. School Site Council and English Language Advisory Committees, in conjunction with the Administrative, Instructional Leadership and Intervention Teams, review student achievement data to determine how to best use all allocated resources to meet student needs. The daily teacher collaboration periods also allow for on-going monitoring of student achievement and provides an opportunity to refine and recommend instructional strategies and tactics for meeting student needs. The Intervention Team then meets regularly review data and make necessary program adjustments and improvements in order to properly place students into our embedded intervention model based on presenting student needs.

Describe the process used to make educational decisions and to initiate activities that focus on all students achieving the expected schoolwide learning results and academic standards?

Educational Decisions and Adjustments Educational decisions and initiation of activities, aligned with the ECHS vision, mission statement and ESLRs, result both from the collaborative process and from board policy and direction. As 2013-14 is the baseline year for El Capitan High School, the processes for decision-making were primarily determined during the initial preparation for the opening of the new school through the El Capitan Parent and Staff Steering Committee meetings. Through daily collaboration and shared leadership processes as described above, staff review data and respond quickly with adjustments to instruction and/or programs as called for.

A4. Qualified Staff Criterion: To what extent does a qualified staff facilitate achievement of the academic standards and the expected schoolwide learning results through a system of preparation, induction, and ongoing professional development?

Qualified Staff and On-going Development The MUHSD board has adopted specific policies and expectations regarding the need for staff to be highly qualified. Presently, El Capitan High School’s staff is 97% highly qualified as 35 teachers meet the HQT requirements. The remaining teacher has developed a district approved action plan in order to meet HQT requirements by the 2014-15 school year. All ECHS teachers receive professional development through both site and district level trainings which include follow up coaching support to ensure proper implementation of new or refined strategies. Site trainings are developed in association with the ECHS instructional focuses for the 2013-14 school year which are directly aligned to both the adoption of the Common Core Standards and the district’s communicated instructional focuses. Current instructional focuses include frequent checks for understanding within the 1:web environment, student’s ability to cite textual evidence and justify responses as required by



the Common Core and staff contribution of high quality technological or instructional resources to a district wiki each semester.

List by course those instances where teachers are not teaching in their areas of major or minor preparation, and specify the related preparation, interest, experience, or ability qualifying them to teach in the areas assigned.

All staff are highly qualified with the exception of one teacher teaching in the science area. This teacher has developed a district approved action plan in order to meet HQT requirements by the 2014-15 school year through the CSET requirement. While this teacher does not currently meet the HQT criteria, the science background this teacher posses is impressive and includes: * B.S. in Environmental Resource Science from UC Davis that includes 10 units of Chemistry and 15 units of Biology (1996) *3 units of graduate level chemistry from the University of Colorado (Environmental Chemistry [Chem 4700], 2001) * 10 year career as a professional environmental scientist concentrating on Central Valley wildlife biology (2000-2010) * MA in Teaching Secondary Science from the University of Southern California (2010) * One year chemistry teaching experience (in addition to physical science, biology and anatomy) at a private school in Denver, CO * One year of biology teaching experience at Pacheco High School in Los Banos * passed CSET Science Subtest I (General Science), Science Subtest II (General Science) and Science Subtest III (Biology/Life Science) * Retake scheduled for the Science Subtest related to Chemistry in January

Attach a copy of the school’s master schedule indicating staff assignment and length of period or module.

Please refer to Appendix A.

Describe any use made of regularly employed instructional assistants.

Instructional Assistants El Capitan High School currently employs three regular instructional assistants in either a part time or full time format to serve as campus liaisons. The role of the campus liaison is to provide support to students and staff in the form of on-going supervision and consistent monitoring of established rules and regulations. Additionally, ECHS also employs five special education instructional assistants who serve in various roles to support identified and non-identified at-risk students in both an inclusion type program model and in self-contained settings. Classroom supports vary from one-on-one and small group instruction to progress monitoring of whole group settings to redirect students to focus on instructional material and to assist the classroom teacher in monitoring the student level of understanding. Inclusion based instructional aide supports are designed to remain within a one-third special education student to regular education student ratio, consistent with current researched recommendations. Within the self-contained classrooms of ECHS, students may require assistance with basic needs to include feeding and toileting support as the school provides a



self-contained classroom for students both at the Special Day Class level and at the Severely Handicapped level. Finally, special education instructional assistants also serve to assist with special education compliance in terms of assisting with maintenance of records and IEP team meeting and assessment timelines.

Describe any regular use made of community volunteers.

Community Volunteers With El Capitan High School being the first high school in the area to establish a 1:web environment, as well as the namesake to the original El Capitan High School built in the Merced area in the 1960’s, much community support has been provided. Local businesses have proven to be extremely generous in supporting the school by funding and providing regular incentives for the ECHS students achieving in academic and/or behavior through the embedded intervention program and other reward systems. Community volunteers from the Alumni Committee have provided monetary support as well as support with planning the Ribbon Cutting Ceremony to mark the official opening of the new campus. Additionally, ECHS has now established an alumni office located within our administrative building in which ECHS alumni are able to collaborate and staff and students in order to conduct business. ECHS Booster Clubs have been established to support the following activities and/or athletic teams: ● Baseball ● Football ● Wrestling ● Aquatics ● Cheerleading ● Band ● FFA (Future Farmers of America) Cal-Teach volunteers associated with the University of California, Merced campus also partner with ECHS. The Cal-Teach program allows UC science and math majors to pair with elementary through high school teachers to experience teaching. The volunteers work with students one on one in the classroom under the expert teacher’s supervision and deliver one to two lessons to the class as a whole. Finally, additional UC Merced students have volunteered to participate as guest speakers to address topics related to the ECHS 6 –year plan to include a leadership discussion and college preparation.

Give the student-teacher ratio: total student enrollment as of October 1 divided by the total number of teaching personnel.

Student-Teacher Ratio and Class Size Averages The total school enrollment in September of 2013 was 764, divided by a teaching staff of 36, for a ratio of 21.2/1. However, it should be noted that this ratio is not necessarily indicative of the average class



size on the ECHS campus as several of the 36 teachers employed do not serve ECHS full time, but rather are shared between various MUHSD campuses. The average core class sizes are as follows:

Core Subject Average Class Size

English 1 34.0

English 2 37.5

Algebra Readiness 25.7

Algebra 33.8

Geometry 33.3

Algebra II/Trigonometry 40.5

Geography/Health 37.8

World History 32.9

Life Science 24.0

Biology 35.2

Introduction to Genetics 19

Environmental Science 30.5

Chemistry 36.8

Describe the staff evaluation process.

Staff Evaluation Process Temporary and probationary certificated staff are evaluated every year per certificated contract, with permanent staff being evaluated every other school year. Evaluations are conducted using the rubric associated with California Standards for the Teaching Profession. Each certificated employee requiring an evaluation will participate in three educational objectives meetings as well as a pre-evaluation meeting, an evaluation observation and a post-evaluation meeting. Support is provided to teachers both in terms of establishing meaningful educational objectives for the school year and in terms of identifying appropriate evaluation focus areas that are in line with their professional development needs. Support may consist of a combination of any of the following: BTSA support, instructional coaching, site based and district wide professional development opportunities, and regular administrative and peer-to-peer walkthroughs. The walkthrough process is essential to establishing and maintaining the fidelity of the district established instructional norms and allows teachers on-going recognition of strengths as well as provides specific feedback and ideas to address challenge areas.



A5. Ongoing Professional Development Criterion: How does the school ensure that the leadership and staff are involved in ongoing professional development that focuses on identified student learning needs?

On-going Professional Development ECHS staff receive regular professional development at both site based and district level, in addition to specific professional development pursued on an individual basis. Professional development is designed and selected based on district and school based strategic plans and instructional focus areas, the ECHS vision and mission statements and the established ESLRs. All new teachers receive direct BTSA (Beginning Teacher Support and Assessment) support through the district’s BTSA program. District sponsored professional development opportunities available to all teachers include the provision of credentialed instructional coaches who collaborate with teachers and provide feedback and support in a non-evaluative format, continual off-site training in researched based instructional norms (objective writing, higher order thinking questioning strategies, student engagement, vocabulary development, and daily literacy enhancing activities); lesson planning training and support; use of technology to support instruction and student learning; and funded opportunities for alternate campus visitations to observe and collaborate with MUHSD master teachers. On-going training in adopted programs that target at-risk subgroup populations to include X-treme Reading and Edge curriculum used to support students acquiring English is provided by expert trainers. Finally, training essential to the adoption of the Common Core State Standards has been provided to district self identified “early adopters” which served to determine essential standards, break down standards into subskills, determine appropriate pacing and order of instruction and collaboratively design performance tasks and assessments. ECHS has also established on-site Common Core instructional support provided by an ECHS based Common Core early adopter who serves to support other teachers in implementing instructional strategies aligned with the Common Core standards one period per day.

Describe the ongoing professional development at the school? How is it initiated?

Initiation and Conducting of On-Site Professional Development Professional development began prior to the start of the 2013-14 school year as ECHS staff met on multiple days for professional development training targeted to both the Instructional Leadership Team and the general teacher population in preparation for the initial school opening. The initial training days targeted the professional development of the Instructional Leadership Team, who in turn, trained the larger staff population. Professional Development topics included those listed below:

ECHS Instructional Leadership Team Development

January 13th and 20th – Assessments, Concept Development

ECHS Teacher Professional Development

February 20th – Developing a System of Assessments



March 20th – Concept Development Using Technology May 20th-24th – Quarter 1 Lesson Design/Signature Assignments/Websites July 31st – August 1st – Organization and Pacing Training and Instruction –

• Using technology, the focus shifts from learning being primarily teacher directed to true facilitation

• Provide lesson frames that give teachers models of how to integrate technology • Provide examples of how students can independently practice and demonstrate knowledge • Put mechanisms in place for time management and CFU (timers and demonstrating

understanding in intervals: speaking, submitting, writing, etc.) Technology Norms –

• Student use Technology to Research Answers & Topics that are at the remember & understand levels

• Students Use Technology to Demonstrate Understanding on Signature Assessments & Assignments

ECHS Professional Development Calendar, Interdisciplinary Walkthroughs and Campus Visitations On-going professional development at ECHS consists of both support through the instructional coaching model and through an established site professional development calendar. The site PD calendar was collaboratively initiated based on the ECHS instructional focuses for the 2013-14 and the essential skills that ECHS students will require in order to achieve master of the Common Core State Standards and be college and career ready. The 2013-14 professional development calendar allows for the following sessions, length determined by the needs of the staff (two period block, half day, full day), available either first or second semester of the school year:



FALL SPRING

Website Development September 12th

Websites Development January 16th

Checking for Understanding September 26th

Checking for Understanding February 13th

Citing Textual Evidence October 10th

Citing Textual Evidence March 6th

Collecting Technological Resources November 7th

Collecting Technological Resources April 3rd

Additionally, all ECHS staff have been encouraged to participate in interdisciplinary walk-through’s (either on or off campus, on a campus with similar instructional focuses) and bring best practices to share during the daily collaboration period. Finally, MUHSD and ECHS staff, to include ECHS administrative staff, teaching staff and district personnel, participated in multiple campus visitations and off site trainings during the 2012-2013 school year in preparation for the opening of the ECHS campus. Campus visitations and trainings were chosen with specific intent exploring one of three target areas: new construction/establishing school culture, 1:web initiative schools and schools known for rigorous instructional strategies. Visitations and trainings included:

Legrande HS (2) Milpitas HS American Canyon HS Clark County Schools, Nevada Dougherty Valley HS Christopher High School Pachecho High School Gregori High School Google Apps Summit (2) CUE @ Minarets

A6. Resources Criterion: To what extent are the human, material, physical, and financial resources sufficient and utilized effectively to support students in accomplishing the academic standards and the expected schoolwide learning results?



Allocation and Utilization of Resources All resources to include human, material, physical and financial are jointly planned and allocated by the district and the site to ensure that all students have the maximum opportunity to access the academic standards and achieve the ESLRs. El Capitan High School is staffed with three administrators, two academic counselors, one part time school resource officer, three campus liaisons, one part time nurse and one part time health aide, one teacher librarian, one child welfare and attendance liaison/attendance secretary, one community liaison, one administrative assistant, one school secretary/clerical staff, one registrar/data entry, one guidance technician, one information technology service technician, four custodial staff members and 36 teachers.

ECHS is provided with a per pupil site operating budget and a staffing allocation from district general funds based on ADA. This budget is further enhanced by district provided services, supplies and supports also funded by the general fund. Additionally, categorical funds awarded to the district are dispersed to each eligible school site based on the percentage of the student population that receives free and reduced lunch as well as the number of students deemed as English Language Learners.

NOTE: Only Charter Schools should respond to the following two criteria (A7 and A8).

A7. Resource Planning and Fiscal Health Criterion: To what extent has the charter school’s governing authority and the school leadership executed responsible resource planning for the future. Is the charter school fiscally solvent and does it use sound and ethical accounting practices (budgeting/monitoring, internal controls, audits, fiscal health and reporting)?

A8. Operational Standards and Procedures Criterion: Has the charter school developed policies, procedures, and internal controls for managing the financial operations that meet state laws, generally accepted practices, and ethical standards?



Category B Standards-based Student Learning: Curriculum



Category B Standards-based Student Learning: Curriculum

B1. Standards-Based Curriculum Criterion: How does the school ensure that all students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the expected schoolwide learning results?

Student Access to a Rigorous and Relevant Curriculum El Capitan High School’s ESLRs provide the foundation for which we are able to ensure that all students participate in a rigorous, relevant and coherent standards-based curriculum that supports the achievement of academic standards. Within the 1:web environment, students are challenged on a daily basis to not only master content, but also the technological skills that are essential to success during and after high school. All ECHS students have access to district adopted standards-based textbooks and supplemental materials to support all core and elective course offerings. ECHS students have access to all materials via eTexts (textbooks scanned and uploaded to the ECHS website) and are also taught to access off-line content and applications on their chromebooks should a student not have internet access at home. Approximately sixty-six percent of our certificated staff (that had the opportunity to train for Common Core) have opted to be Common Core “Early Adopters” and collaborate on a daily basis with their colleagues to design and implement rigorous signature assignments, performance tasks and formative and summative assessments that require innovation and critical thinking. A grading for mastery policy has been adopted by all staff which allows students to retake and refine assignments and assessments until mastery has been demonstrated. The ECHS embedded intervention program and the five-week grading term was established to allow for continual student feedback and to maintain motivation. Instructional Materials and Supports for Special Populations Special Education students pursuing a high school diploma are supported within a collaborative inclusion based program model and our English Learner students are supported by either a Structured English Immersion or mainstream English Language Development course aligned with the district wide ELD sequencing.

B2. Student Access Criterion: How does the school ensure that all students have access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal, and school-to-career goals?

Specially Designed Schedule Allows All Students Access to the Entire School Program El Capitan’s daily schedule was designed to ensure that ALL students have access not only to required core curriculum, but also to rigorous elective coursework and CTE (Career and Technical Education) opportunities. Each individual schedule is developed to address academic need, areas of interest and personal career planning. Because the daily schedule allows for seven periods as opposed to the more common six period day, every student has access to at least one elective course each semester. This is essential to those students who would normally not have access to an elective



course of choice due to required intervention coursework related to lacking proficiency in ELA or mathematics, required English Language Acquisition coursework and/or special education programming. Additionally, ECHS has established three POS (Program of Study) pathways, in conjunction with the well established MUHSD agricultural pathway, and is continually partnering with our surrounding business community to ensure that the result for students who successfully complete a POS pathway is certification. The three pathways that have been established include the Biotechnology pathway, the Information Technology pathway and the Automotive Technology pathway. Access to the entire school program is also enhanced by 24 hour access to teacher websites and continual email communication. Each core and elective department has established a coordinated structure for delivering lessons and curriculum for student access. Preparation for Academic and Career Goals ECHS students participate in a district wide 6-year plan that has been tailored to meet the needs of our students within the 1:web environment in order to better prepare them for functioning within a global society after high school. The 6-year plan specifies activities by year that support students in reflecting on academic progress and planning for college and career opportunities after high school. All students are provided with a chromebook (should they choose not to bring their own device from home), have been given their own email account, access to google drive and google technology, online textbooks and PDF based texts, and can access all required assignments and content via teacher based websites. Students who may not have access to the internet off campus can access their work offline as ECHS is William’s Act compliant. The established six year plan allows for a combination of individual and school or class wide tasks that assist students in determining post high school goals and aligning present day coursework and activities to allow for attainment of those goals. Supports for Struggling Learners All students are consistently progress monitored through a variety of processes to include both the daily collaboration between teachers and the daily embedded intervention program. Daily collaboration between teachers allows for teams of professionals to identify students who are not yet experiencing success within a certain subject or concept and plan for instructional adjustments or differentiation. Within the embedded intervention model, struggling learner’s needs are prioritized and addressed through a multitude of strategies to include subject specific tutorials, daily study hall participation, and CAHSEE Intervention programming. Freshman Academy/Peer Support intervention programming has been designed to assist freshman with a successful transition to the high school setting. If students continue to evidence difficulty in any area, the two ECHS academic counselors are available to meet with students individually or with parent and/or teacher. Processes and policies have been established to support the needs of students that are struggling to be successful in multiple settings to include the use of the At-Risk referral, the ‘F’ Intervention Policy and the corresponding Gaucho Pride Plan. The ‘F’ Intervention Policy allows for a systematic layering of intervention strategies for those students who are failing to demonstrate mastery in one or more subjects. The Gaucho Pride Plan allows for a student to come together with his or her counselor and reflect on current behaviors and resulting consequences in order to plan for change. Finally, Student Study Team meetings are held regularly in order to evaluate student progress and to



devise more formal individualized learning plans should the above listed interventions not allow for significant improvement. The ECHS CAHSEE intervention program referred to above consists of four day per week individualized CAHSEE support via the Revolutionk12 CAHSEE380 program. All current sophomore students working towards earning their high school diplomas took a mock CAHSEE practice exam this November. Students not passing the exam in either English Language Arts and/or Mathematics were referred for mandatory participation.

B3. Graduation Criterion: How does the school ensure that upon completion of the high school program, students will be able to meet all the requirements of graduation? List (or attach) the graduation requirements of the school.

Progress Monitoring of Graduation Status As described above, El Capitan High School offers a unique daily schedule which allows for both college and career based elective opportunities and for the possibility of credit recovery within the daily school day if the need presents. All students are regularly monitored in terms of progress towards graduation requirements through both the use of the AERIES system (standardized test results and transcript reviews) and the embedded intervention program. Individualizing learning plans are established that serve to address the learning needs and/or credit deficiencies of those students identified and considered to be at-risk. All baseline and A-G coursework offered to freshman and sophomore students at other comprehensive school sites within the district are offered at ECHS, in addition to one AP European History course and an Introduction to Genetics course. All English courses offered are Pre-AP level and freshman and sophomore math students have the opportunity to take coursework ranging from Algebra Readiness to Algebra II/Trigonometry. Additionally, El Capitan has partnered with other MUSHD comprehensive sites to allow students access to AP Biology, Pre-Calculus, French 2 and Hmong 2. Currently, three online courses are offered outside of school hours to include Spanish 1, World History and US History. Finally, students will have the opportunity to receive college credit for participation and successful completion of several of the ECHS elective courses which will be articulated with the local junior college. Courses that are eligible for articulation include: AG Welding Technology, Auto Mechanics, Computer Applications, Computer Graphics, Small Engines and possibly Biotechnology in 2014-15. On-going College and Career Planning The ECHS embedded intervention program, in partnership with the 6 -year plan, exposes all students to on-going college and career based planning to include mini instructional sessions on such topics as A-G compliance and transcript reviews, pathway recruitment and presentations, and one-on-one counseling opportunities with their grade level academic counselors. Graduation Requirements El Capitan’s first graduating class will be the class of 2016. At that time, ECHS’s graduation data will be reviewed. The MUHSD graduation requirements are attached in the appendix of this document.



Category C Standards-based Student Learning: Instruction



Category C Standards-based Student Learning: Instruction

C1. Challenging Learning Experiences Criterion: To achieve the academic standards and the expected schoolwide learning results, how does the school ensure that all students are involved in challenging learning experiences?

Transition and Planning for Challenging Learning Experiences Prior to transitioning to ECHS from middle school, eighth grade students participate in preparation for the transition through the registration process (where counseling staff and the Guidance AP go out to feeder schools to inform students, parents and staff about the programs and policies of ECHS) and courses are selected based on a review of individual student performance data and teacher recommendation. Upon arriving at ECHS, all students are provided with a chromebook prior to the start of school and are enrolled in a Pre-AP level English course, a grade level appropriate social science course and a sequence appropriate mathematics and science course pending analysis of student achievement data and teacher recommendation. Given the flexible seven period day schedule, all students also have access to a variety of rigorous elective coursework. Opportunities to participate in AP coursework are available to eligible students, both on and off site. To address any learning gaps, students deemed in need are concurrently enrolled in support classes to address their academic needs. The daily teacher collaboration period allows for teachers to calibrate to prepare for rigorous signature assignments and benchmark exams, as well as other formative and summative assessments aligned with adoption of the Common Core State Standards in order to drive instructional decisions. The 1:web environment allows for daily implementation of the technology standards and supports college and career readiness skills. The embedded intervention model not only serves to support student’s academic growth, but also to target character education. Instructional Norms and Coaching Our staff continues to receive instruction and support in research-based instructional techniques related to the district’s instructional norms. Norms include, but are not limited to the incorporation of higher order thinking tasks in daily instruction, the infusing the four language domains into ALL areas of instruction daily, frequent and purposeful checking for understanding and opportunities for project based learning that allows for both innovation and critical thinking. Staff receive continual coaching and feedback through the use of instructional coaching and peer to peer or administrative walkthroughs. District sponsored professional development workshops for the 2013-14 school year include” Analyzing Text Structure Authors Use of Reason and Evidence Close Reading Strategies Thinking Maps - Classroom Application Text Dependent Questions Text Complexity - What is it and why does it matter? Depth of Knowledge



Concept and Skill Development Soft Skills Annotation with Primary Source Documents Academic Vocabulary Word Problem Strategy Student Engagement Teaching Thinking Skills - Analysis and Evaluation

C2. Strategies and Resources Criterion: How does the school ensure that all teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom, that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels?

Technological Supports and Varied Instructional Strategies The 1:web environment at ECHS naturally allows for the use of technology to support instruction on a daily basis. ECHS teachers are continually seeking innovative ways to utilize technology to enhance each student’s learning experience and to improve student engagement. Teachers utilize a variety of internet platforms such as Blendspace, ClassDojo, Edmodo, and the Scriptno platform. Several teachers also incorporate the use of Khan Academy lessons into student’s daily practice of subject matter which provides both students and teachers immediate feedback on practice items. Classroom instruction is student centered and may employ traditional as well as flipped or blended classroom experiences. The daily teacher collaboration time allows certificated staff the opportunity to reinforce rigor with technology and consistency between teachers, to create lesson plans that regularly bring students to the Quad D level of thinking and to allow for purposeful planning of higher order thinking (HOTs) questioning strategies. Mastery Grading System The mastery grading system ensures that grading is applied within a consistent, transparent and relevant system. Students are required to retake or refine signature assignments and assessments in every instructional area until mastery is reached. Student participate in an collaboratively developed error analysis process as part of the retake policy, prior to participating in a retake, in order to better prepare for mastery of subject matter. Such a mastery requirement also serves to challenge the teaching staff to adjust instruction and continually differentiate in order to engage students and assist them to succeed at higher levels. ECHS teachers continually support and challenge each other to improve as demonstrated through the semesterly contributions to the MUHSD wiki and highlights of technological strategies featured through the “Gaucho Slam.” One Hundred Percent Involvement Policy The ECHS 100% involvement policy also allows for active engagement of students, as well as for opportunities to go beyond the classroom in order to support student learning. Students will have the opportunity to participate in ‘The Big Read’ during the Spring semester this school year in which they will read a selected novel during their English course and participate in activities and lessons linked to the novel across all other instructional and extra-curricular areas. ECHS students also have the opportunity to create and propose 20% projects for completion throughout the 2013-14 school



year. The 20 % project allows students to develop their own inquiry question about whatever it is that they want to explore. With autonomy, students are encouraged to seek out their own topics, create their own timelines, research their own products and complete them. Projects proposed include, but are not limited to:

• building a tutoring network of high school students helping middle school students • starting a business selling originally designed t-shirts and accessories • launching a web-design start-up for local organizations and businesses • writing a graphic novel • creating a food bank and thrift store on campus • interviewing local senior citizens and documenting their history • organizing a group of ECHS students to beautify the campus

Each project began with a “Pitch Day” where students were required to make a public commitment to the project and begin securing community mentors and will culminate with a “TED talk” (a three minute public presentation in the theatre in May of 2014).

Campus clubs such as the Environmental Science Academy (ESA) and the Future Farmers of America (FFA) participate in field trips that provide a ‘learn by doing’ format and allow access to opportunities that students may not otherwise experience. Involvement levels as of September 2013 found the following:



Category D Standards-based Student Learning: Assessment and Accountability



Category D Standards-based Student Learning: Assessment and Accountability

D1. Data Collection and Analysis Criterion: To what extent does the school use a professionally acceptable assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community?

Data Collection and Analysis El Capitan High School uses a variety of professionally acceptable processes to collect, disaggregate, analyze and report performance data to the entire shareholder community. Our embedded intervention program provides a five-week grading cycle that allows students and parents regular feedback in regards to student performance as well as corresponding intervention. Teachers are required to post grades within the AERIES grading system for which both students and parents are provided with log-in information that allows them to see specific grades on signature assignments and assessments. Use of the AERIES system, in conjunction with School City, also allows for teachers, instructional coaches, counselors and administrators to analyze student’s performance on assessment measures such as classroom based formative and summative assessments, district performance task and benchmark assessments, the CELDT assessment and the CST. The GATES McGinitie and the MDTP assessments are given prior to each student transitioning to high school from eighth grade to assist with determining proper course placements. Common Assessment Data The daily collaboration period allows teachers to continually plan for and assess student progress, through the use of both informal and formal tools, and then come together to analyze the data in order to drive instruction. Common district benchmark assessments and performance task assessments associated with the Common Core State Standards are administered quarterly to collect data regarding our school’s progress towards Common Core and State Standards. The data from these assessments are reviewed both at the site and district level to include schoolwide staff meetings, department meetings, Instructional Leadership Team meetings, Intervention Team meetings, School Site Council, ELAC, and DELAC. All data collected drives instruction and allows for transparency in terms of communication with stakeholders.

D2. Variety of Assessment Strategies Criterion: How does the school ensure that all teachers employ a variety of strategies to evaluate student learning? How does the school ensure that the students and teachers use these finding to modify the teaching/learning process for the enhancement of the educational progress of every student?

Assessment Strategies and Instructional Impact, Mastery Grading and Retake Policy Teachers employ a variety of strategies in order to determine the success of teaching techniques and level of student learning. Common signature assignments and formative and summative assessments are administered to determine student’s mastery of the standards taught during each grading period. Students that have not demonstrated mastery are required to refine and retake assignments and assessments in all instructional areas until mastery is reached. Error analysis and reflection are required as part of the mastery process. In addition to these signature assignments and assessments,



frequent checking for understanding measures appropriate for the 1:web environment are utilized consistent with one of the three instructional focuses identified for ECHS in the 2013-14 school year. Data gathered is used to inform instruction in regards to what standards need reteaching and what strategies produce the best results in terms of learning. The daily collaborative period allows for an immediate platform for all teachers to review this data and make needed changes to better support student learning.

How is assessment data used at the school?

Data Utilization to Drive Instruction and Intervention Data is collected with specific intent to drive instruction and intervention. Student’s performance on signature assignments and assessments is analyzed by subject specific teacher teams during daily collaboration periods in order to immediately adjust instruction. Additionally, students participate in “data chats” and “test chats” with counseling and administrative staff related to their performance on standardized assessments and goal setting for future test administrations. Data Analysis and Embedded Intervention Academic marks are analyzed at each five week interval in order to adjust embedded intervention supports. Each student participates in the intervention program daily, either receiving the intensive subject specific intervention appropriate to target academic coursework that has fallen below the passing level, participating in CAHSEE intervention, participating in study hall, leading others in the form of a Link Leader or Academic Mentor or enjoying the incentive of an Extended Lunch period.

D3. Review of Student Progress Criterion: To what extent does the school with the support of the district and community have an assessment and monitoring system to determine student progress toward achievement of the academic standards and the expected schoolwide learning results?

Assessment and Monitoring Systems AERIES and School City systems; administrators and instructional coaches specializing in assessment and accountability at both the school and district level; El Capitan’s embedded intervention system; and regular collaboration periods within the school day each allow for staff to access and analyze student data in order determine whether academic, technological and behavioral progress is being made. Teachers employ the use of regular formative assessment as well as frequent checks for understanding in order to monitor student learning and progress and adjust when needed. The daily collaboration period enhances teachers’ ability to be responsive to student needs through regular and ongoing discussions with other expert teachers. The ECHS embedded intervention system allows for continual progress monitoring and evaluation of 100% of the student population, ultimately resulting in the appropriate intervention response to allow for progress towards academic goals and ESLRs. Embedded Intervention and Daily Collaboration The embedded intervention program is consistent with both district and community expectations that “failure is not an option” and intervention should be mandatory within the school day as opposed to optional either before or after school. Additionally, the daily collaboration between teacher teams is in alignment with the need for an ongoing Professional Learning Community type of atmosphere



where reflection on specific strategies allows for best practices to be achieved. Regular communication with parents via email, one-on-one conferences by phone or in person, mailers and dialers are each utilized in addition to AERIES parent portal access in order to provide parent’s access to monitor their own student’s performance without limitations of time or space. Parents also have continual access to teacher websites, contact forms embedded within those websites and Google calendars as part of many of the teacher’s websites that allow for immediate access to a specific assignment arranged by date. Students who require support in addition to the daily intervention program receive academic counseling support from the grade level counselor and may require a Student Study Team meeting in order to create or refine and individual learning plan.

D4. Assessment of Student Achievement Criterion: Does the assessment of student achievement in relation to the academic standards and the expected schoolwide learning results drive the school’s program, its regular evaluation and improvement, and the allocation and usage of resources?

Student Achievement Data and Adjustments to the School Program Multiple assessment measures are utilized to assess student achievement in relation to academic progress, technological skills, character development and college and career readiness. Academic progress is measured through frequent checking for understanding, use of rigorous common signature assignments and assessments, the assignment of academic marks and performance on high stakes testing such as district or statewide benchmarks or performance tasks. NETs assessment data, data gathered via activities associated with the six year plan and AERIES data related to both discipline and attendance will reviewed in order to assess student progress in the areas of technology, character development and college and career readiness. As a staff, on-going discussions, as well as quarterly surveys, will be used to monitor the effectiveness of daily collaboration, the established grading scale, and the grading for mastery policy. Student surveys will be conducted quarterly to obtain student perspective on academic supports and campus culture. Data gathered through administrative and peer to peer walkthroughs will assist in driving future professional development opportunities. Resource Allocation Resources are allocated to El Capitan High School from the district level based on enrollment and specific school data related to student need and performance. Funds are allocated at the site level by the principal in line with programs and services decided upon by the district, school leadership and staff based on student achievement data. All above mentioned data points will be analyzed in order to monitor school programs and allocate resources accordingly. Program adjustments could include adjustments to the master schedule of courses offered, the design of the embedded intervention program, the current after school support program and/or the six year plan.



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



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

E1. Parental and Community Involvement Criterion: To what extent does the school leadership employ a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process?

Parental and Community Involvement El Capitan High School encourages parental and community involvement through several means to increase stakeholder awareness and allow for input on the teaching and learning process. Formal committees to include the English Learner Advisory Committee and the School Site Council both require parental and community involvement in order to approve of and monitor school plans. The School Site Council has oversight responsibilities of the categorical budget and Single Plan for Student Achievement. Council members are elected to ensure parity between the school site staff and the students and parent or community population. Decisions regarding categorical expenditures must be presented and approved by the SSC who has the responsibility is to ensure the expenditures are aligned to improving student achievement. The English Learner Advisory Committee consists of community members, parents, staff and students whose role is to provide advisement to the needs of the community, families and students especially related to student’s whose primary language is not English. Through ELAC, the school communicates and educates participants of the operations, performance and activities of the school and district that impact the English Language Learner population.

Community Involvement Prior to the Opening of ECHS In addition to formal committees, parents and community members have been heavily involved in the creation of the present design and structure specific to ECHS. The Parent and Student Steering Committees were invaluable in the development of the foundational principals that support ECHS. The committees served to support one of three major areas: instruction (collaboration, technology and instructional rounds), school culture (vision statement, student involvement activities and athletics, parent involvement, fundraising, ribbon cutting ceremony, and community service and outreach) and programs and procedures (student and staff incentives, Career and Technical Education, Round Up registration, WASC plan, intervention). The committees met on the following dates to discuss the topics delineated above and provide input: February 25, 2013 March 4, 2013 March 18, 2013 April 15, 2013 April 29, 2013 May 13, 2013 May 20, 2013 June 24, 2013 July 22, 2013 August 19, 2013



Community events that took place prior to the opening of El Capitan High School in addition to the Parent and Student Steering Committee meetings include, but are not limited to: Informational Events (46):

● Coffee with the principal (13 informational meetings with parents) ● Feeder school visitations (5 Open House or Back to School Nights attended) ● Community informational meetings and tours (12 meetings plus additional tours). ● Presentations to community organizations (16 different organizations) ● Collaboration with original El Capitan Alumni from the 1960’s Parent, Student, & Staff Involvement (25): ● Parent & Student Steering Committee ● El Capitan Instructional Leadership Team Meetings ● Formation of the standing student leadership group

Finally, on August 1, 2013, a student panel and a parent panel were gathered together to allow staff to elicit further input on the processes to take place upon the opening of El Capitan. Panel questions included the following and student and parent responses were recorded and shared out with staff:

Parent Panel Questions Student Panel Questions

How can we help you to support your child at home with completing their assignments? What role do you think parents should play in their child’s education? How can our staff contribute to a positive school-home partnership? What do you think are the pros and cons to a 1:Web school? What are your expectations for how much technology will be used in the classroom? What interaction would you like to have with the school other than Back to School Night and Open House? What fundraising events do you find are the most beneficial? What is your most pressing concern regarding your child’s education?

What do you expect a daily lesson to look like in a 1:Web classroom? What makes you nervous about high school? What goals do you have as a student? What was your best experience in school so far? What motivates you to do well in school? What is your definition of success? What is the ideal teacher like? List 3 adjectives that describe your favorite teacher? What are some pros and cons to a 1:Web school? What topics do you find most interesting or that you want to know more about? What activities do you think are fun or beneficial in class?



How can we make you feel comfortable coming onto campus? What can we do to make the transition to the new school easier? How can we make you feel welcomed? Would you be willing to participate in any community service opportunities with your student? What is the easiest way to maintain parent contact? Reflect on a time when your child had an excellent relationship with a teacher. What elements were in the relationship? Reflect on a time when you as a parent had a great relationship with your child’s teacher. Why did that relationship work? What are your concerns regarding technology at El Cap and at home? How can we address those concerns? Are there any areas of the school where you think the students might get into trouble? Please describe what the perfect lesson would be like for your child. What can we do to get more parents involved and keep them involved throughout the year? How would you like the school to help you learn technology? What are some ideas you may have come across using technology that you think teachers should use in the classroom?

How can we better prepare you for college or your career? How do you know when you have a good teacher? What are their qualities? What different experiences are you expecting at this school? If you could create the perfect teacher, what would they teach you in the classroom? What is the most boring thing a teacher can do? What is your biggest pet peeve about teachers? In terms of atmosphere, rules, and policies, how would you like the El Cap library to be different from your old school’s library? Describe what the perfect lesson would be like for you. What are some ideas you may have come across using technology that you think teachers should use in the classroom?



On-going Parent and Community Outreach Parent and community outreach continues to be a priority of ECHS and is on-going. Teacher websites have been established to update parents on student progress and to allow parents access to required resources and materials for each enrolled course. Parent and community involvement opportunities outlined for the remainder of the 2013-14 school year include:



E2. Safe, Clean, and Orderly Criterion: How does the school ensure that it is a safe, clean, and orderly place that nurtures learning? To what extent is the culture of the school characterized by trust, professionalism, and high expectations for all students with a focus on continuous school improvement?

ECHS Posture and Climate Support Student Learning and Continuous Improvement El Capitan High School students demonstrate “honor, integrity and compassion” and have PRIDE. PRIDE has been established as the ECHS posture that guides the actions of all ECHS Gauchos. P - Perseverance R - Respect I - Integrity D - Duty to self, school, and society E - Excellence Every Day in Every Way These concepts are common language to all students and staff and not only words to be spoken, but actions to be demonstrated. The El Capitan faculty and staff operate as a unit to maintain a positive climate for students both in classrooms and when gathered in common areas. The embedded intervention program, utilization of rigorous and relevant coursework and grading for mastery each allow for the establishment of high expectations while emphasizing the need for continuous improvement. Behavioral expectations are explicitly taught and then monitored to ensure compliance. Student relationships are at the center of all activities that take place on campus. When disruptions or behavioral infractions occur, a restorative justice model is employed that results in one-on-one meetings between teachers and students that allow for an acknowledgement of the breech, a repairing of the relationship and an agreement in regards to future behavioral expectations. Additionally, ECHS staff work together to incorporate Medal of Honor and Character Counts activities within the embedded intervention program to continually support character development.

School Safety Plan ECHS also has a School Safety Plan developed in compliance with district policy and guidelines. Expectations for staff and students in regards to emergency responses have been established, communicated to all parties and practiced in terms of mandatory trainings and drills. Thus far this school year, a fire drill and lock down drill have been successfully completed through the use of technology and student survey to both prepare students and assess their knowledge.

Indicate the procedures that are used for general communication among staff, between staff and students, and between staff and parents, etc.

Communication Processes Communication among staff is fostered through the daily collaboration period, at least monthly staff meetings and on-going technological interactions to include email, Google sharing and the successes/challenges Google sheets. Staff and students communicate in the classroom, through activities and instruction allocated during the daily intervention program and through web based strategies to include Google sharing and email student group lists. Parent communication also employs various forms to include face to face conferencing, conferencing by phone, access to resources and supports through teacher websites, communication of important information and



announcements via dialers home and communication by email. A survey was conducted of parent communication preferences during the ECHS round-up process this school year which revealed that 80% of the parent population prefers to be communicated with via email. All correspondence is provided to parents in English, Spanish and Hmong.

E3. Student Academic Support Criterion: Do all students receive appropriate support along with an individualized learning plan to help ensure academic success?

Individualized Learning Via the Embedded Intervention Model As described above, the ECHS embedded intervention program ensures that 100% of the El Capitan student body receives intervention support tailored to meet individual student needs on a daily basis. All ECHS freshman participate in a Peer Support intervention period that includes study hall time, team and character building activities (Link Leader based) and college and career based skill building activities. Sophomore students evidencing an academic deficit, as indicated by a failing mark in any core subject area, will participate in a five week subject specific tutorial. Students who are passing all current coursework, but not yet demonstrating excellence in terms of evidencing a 3.0 or better, participate in a Study Hall rotation. The Extended Lunch portion of the embedded intervention program not only serves as an incentive to students to perform to the best of their ability, but also offers opportunities for leadership roles and participation in school climate enhancing activities. Supports for the At-Risk Student Population For students who do not experience success solely through participation in the intervention program, specially designed coursework is available to include academic skill building courses such as Algebra Readiness, CAHSEE Mathematics and Strategic English Intervention courses; Academic Support and Learning Skills support courses; English Language Development courses; and AVID participation. If students continue to experience difficulty in any area, an At-Risk Referral form available to all staff via Google forms is to be completed. The At-Risk Referral serves as one of the initial steps to formalizing an intervention plan and documents interventions already attempted by the teacher or other staff member in the general education setting. When the form is completed, it is sent to the appropriate grade level counselor to begin the next steps in the intervention process. Intensive Support Structures Finally, students who require more intensive interventions are supported through the Student Study Team, section 504 or special education processes. ECHS student mentors are heavily involved in supporting at-risk students and all individualized plans provide access to services in line with each student’s unique needs and regularly monitored to measure progress.

E4. Student Personal Support Criterion: Do all students have access to a system of personal support services, activities and opportunities at the school and within the community?

Student Involvement Opportunities El Capitan High School has a 100% student involvement policy as ECHS staff understands that student achievement is positively impacted when students are involved and connected to their



campus. Opportunities for involvement include traditional athletic programs and clubs in addition to newly established clubs as determined by the current student population. Additionally, ECHS is in the process of building an after school intervention program that provides for non-traditional intramural activities, tutorial support, music and/or mentor programs. The embedded intervention program partners with leadership and activity based elective courses (Leadership and Link elective periods) to provide an additional avenue for student involvement. The current ECHS club list includes 27 active clubs:

Club Adviser Club Adviser ANIME CLUB Bogard Gaucho Marching Brigade HillHouse Aquatics Club Interact AVID Club Conley/Nordman Kiwins Gutierrez Battle of the Books Doyle Leo Birmingham Breakdance Club Military Club Conley/Nordman Community Service Club Casso Mine Craft Club Diele Cooking Club Pacific Club Turney CSF Birmingham Photography Club Cyber Warfare Club Diele Ping Pong Club Bogard Drama Club Aguilar Sign Language Club Brant Dutch Fulbright Project Spurlock Skills USA Club Chew FFA Casso Ski/Snowboard Club Sanchez Gaucho Gazette Brant/Spurlock Soccer Club Environmental Science Academy

Schneider Step Dance Club Souza

Fantasy Sport Club Johnson Strength Club Fuentes Fashion Club Synchronized Swimming Club FBLA Conley/Nordman Travel Club Conley Gay Straight Alliance Dunham Volleyball Club Souza Hawaiian Dance club Young Life Clinton Hunting Club Tufts Class of 2016 Conley/Nordman Class of 2017 Sanchez

Student Mentor Programs, Return to Excellence and Counseling Supports El Capitan’s system of personal support begins on the student to student level through the regular use of student mentors. This student to student connection is essential to a positive connection to both school and community. As indicated above, the student to teacher relationship is at the center of student learning and allows for the second layer of personal support through the schoolwide RTE Return to Excellence) policy. Additional layers of intervention related to personal support include access to academic counselors as needed, as well as access to two counseling interns who provide ECHS with individual and group counseling supports three days per week. Counselors provide information to students and make themselves available to students both in person and through various technologically based options to include Google Voice, Instagram and Twitter.



Intensive Individualized Supports Students who have been identified as having a disability that requires special education intervention also have access to Educationally Related Mental Health Services through their Individualized Education Plan or IEP. Finally, students who demonstrate a need for character education, problem-solving, anger management or drug and alcohol intervention supports as determined necessary by school discipline data have the opportunity to participate in a district led Anger Management Program or DOC (District Opportunity Center) program.



Part IV: Major Achievements/Needs Major Achievements/Accomplishments: Develop a list of major achievements/ accomplishments (within the past three years) of students, staff, and school.

Established embedded intervention program that serves to support 100% of the student population through regular progress monitoring and intervention rotations.

Embedded CAHSEE intervention programming within the daily intervention period.

Flexible seven period day schedule to allow for daily teacher collaboration and access for all students to rigorous elective and CTE coursework, as well as credit recovery opportunities if required.

Partnership with feeder schools and the local junior college to support a high level of articulation.

Established a Return To Excellence positive behavioral support system that focuses on student relationships and utilizes a restorative type of model.

On-site professional development calendar designed collaboratively in response to student achievement data.

Distributive leadership model in which approximately ⅓ of the teaching staff functions in leadership role.

Established a 100% involvement policy which currently serves approximately 80% of our students.

Lower discipline data as compared to the two other comprehensive high schools in the immediate area.

Attendance rate of approximately 95%.

Major School Needs: Develop a list of major school needs, focusing on student achievement.

Continued revision and support for the embedded intervention model, especially related to student accountability and the effectiveness of academic mentors. Academic mentors must function as leaders and guides despite being nearly the same age.

Implementation and refinement of retake/redo policy.

Recruitment for and continuation of ECHS pathways or programs of study.

Continued targeted support of students deemed to be at-risk academically to include after school tutorial.



Ongoing analysis of student involvement data.

Consideration of varying levels of English coursework (general, Pre-AP, AP).

All facility needs have not yet been met.

Continued and varied advertisement of community events to improve parent and community attendance at all events, to include staff notification and reminders of such events.

Continued technological support to include obtainment of a device that allows teachers greater ability to teach from anywhere in the classroom.

Transportation resources needed to support both student involvement and student safety (in terms of after school supervision).



Appendices

Master Schedule……………………………………………………………………………………...59-68 Parent, Teacher, & Student Compact……………………………………………………………………69 Instructional Focus………………………………………………………………………………………70 Bell Schedule…………………………………………………………………………………………….71 Behavior Intervention Plan…………………………………………………………………………...72-73 6-Year Plan Documents………………………………………………………………………………74-75 Career and Technical Education Brochure…………………………………………………………..76-77 Graduation Requirements………………………………………………………………………………..78 Retake/Redo Policy……………………………………………………………………………………....79 Error Analysis Form……………………………………………………………………………………..80 At-Risk Referral……………………………………………………………………………………...81-82 ‘F’ Intervention Policy…………………………………………………………………………………...83 Gaucho Pride Plan………………………………………………………………………………………..84



Period Course# Course title Teacher name Room# Total Boys Girls

2 99999 Advisory DOYLE, A. LIBR 26 15 11 4 99999 Advisory DOYLE, A. LIBR 29 17 12 8 99999 Advisory DOYLE, A. LIBR 10 6 4 6 99999 Advisory DOYLE, A. LIBR 21 10 11 7 99999 Advisory DOYLE, A. LIBR 18 11 7 2 99999 Advisory DOYLE, A. LIBR 0 0 0 1 99999 Advisory DOYLE, A. LIBR 14 6 8 3 99999 Advisory DOYLE, A. LIBR 26 16 10 9 99999 Advisory NORDMAN, J. D215 28 0 28 8 0893.4 TSA AthleticDir SOUZA, L. D211 0 0 0 6 0893.4 TSA AthleticDir SOUZA, L. D211 0 0 0 7 0893.4 TSA AthleticDir SOUZA, L. D211 0 0 0 3 0383.2 FuncCom2 ABARCA, R. B107 5 3 2 3 0383.1 FuncCom1 ABARCA, R. B107 5 4 1 3 0850.2 ELD Reading 1 AGUIRRE, S. E205 3 2 1 6 0515 English1PreAP DAVENPORT, M. E200 34 17 17 3 0515 English1PreAP DAVENPORT, M. E200 35 19 16 4 0515 English1PreAP DAVENPORT, M. E200 33 14 19 2 0515 English1PreAP DAVENPORT, M. E200 38 19 19 7 0515 English1PreAP DECATOR, B. E206 34 13 21 8 0515 English1PreAP SPURLOCK, T. E207 31 21 10 7 0515 English1PreAP SPURLOCK, T. E207 33 15 18 3 0515 English1PreAP SPURLOCK, T. E207 32 15 17 3 0515 English1PreAP WILSON, B. E206 34 20 14 6 0515 English1PreAP WILSON, B. E206 33 13 20 4 0515 English1PreAP WILSON, B. E206 34 16 18 2 0515 English1PreAP WILSON, B. E206 34 18 16 3 0851.2 ELD Reading 2 AGUIRRE, S. E205 6 3 3 2 0522 English2PreAP BRANT, T. E203 36 18 18 8 0522 English2PreAP BRANT, T. E203 38 18 20 4 0522 English2PreAP BRANT, T. E203 39 28 11 7 0522 English2PreAP BRANT, T. E203 37 16 21 3 0522 English2PreAP BRANT, T. E203 36 20 16 6 0522 English2PreAP SPURLOCK, T. E207 37 18 19 2 0522 English2PreAP SPURLOCK, T. E207 36 15 21 4 0522 English2PreAP SPURLOCK, T. E207 39 18 21 4 0379.1 FuncConsumSkl ABARCA, R. B107 10 8 2 8 0414.1 Geometry.1 CLINTON, K. D210 27 16 11 6 0414.1 Geometry.1 CLINTON, K. D210 36 18 18 3 0414.1 Geometry.1 CLINTON, K. D210 35 13 22



Period Course# Course title Teacher name Room# Total Boys Girls 2 0424.1 Alg 2/Trig.1 CLINTON, K. D210 43 17 26 7 0424.1 Alg 2/Trig.1 CLINTON, K. D210 38 17 21 7 0447 Algebra 1.1 ENRIQUES, V. D213 37 17 20 2 0414.1 Geometry.1 ENRIQUES, V. D213 37 20 17 3 0447 Algebra 1.1 ENRIQUES, V. D213 36 24 12 6 0414.1 Geometry.1 ENRIQUES, V. D213 30 17 13 1 0414.1 Geometry.1 ENRIQUES, V. D213 34 12 22 8 0447 Algebra 1.1 ENRIQUES, V. D213 29 11 18 1 0426 Pre-Calculus FREWIN, A. 313 2 1 1 8 0447 Algebra 1.1 JOHNSON, R. D212 32 17 15 1 0447 Algebra 1.1 JOHNSON, R. D212 31 14 17 2 0447 Algebra 1.1 JOHNSON, R. D212 36 24 12 6 0447 Algebra 1.1 JOHNSON, R. D212 36 21 15 6 0447 Algebra 1.1 NORDMAN, J. D215 32 21 11 7 0447 Algebra 1.1 NORDMAN, J. D215 34 12 22 3 0447 Algebra 1.1 NORDMAN, J. D215 32 15 17 7 0372.1 FuncWellEd ABARCA, R. B107 10 7 3 2 0453.1 Biology.1 BLAKE, M. D108 35 21 14 4 0453.1 Biology.1 BLAKE, M. D108 35 18 17 1 0453.1 Biology.1 BLAKE, M. D108 33 17 16 6 0453.1 Biology.1 BLAKE, M. D108 38 20 18 8 0126 Int Ag Bio CASSO, C. J102 25 15 10 1 0126 Int Ag Bio CASSO, C. J102 31 18 13 4 0126 Int Ag Bio CASSO, C. J102 37 24 13 4 0461.1 Chemistry.1 DUMARS, J. D104 40 22 18 1 0461.1 Chemistry.1 DUMARS, J. D104 41 12 29 2 0461.1 Chemistry.1 DUMARS, J. D104 38 20 18 8 0461.1 Chemistry.1 DUMARS, J. D104 27 10 17 6 0453.1 Biology.1 DUMARS, J. D104 36 11 25 4 0453.1 Biology.1 HERNANDEZ, E. D102 34 15 19 8 0453.1 Biology.1 HERNANDEZ, E. D102 37 11 26 7 0453.1 Biology.1 HERNANDEZ, E. D102 36 17 19 2 0455 Life Science HERNANDEZ, E. D102 22 7 15 1 0453.1 Biology.1 HERNANDEZ, E. D102 33 18 15 8 0455 Life Science JONES, A. D106 21 11 10 6 0455 Life Science JONES, A. D106 26 14 12 2 0455 Life Science JONES, A. D106 25 11 14 1 0477 Enviro Sci JONES, A. D106 33 27 6 7 0477 Enviro Sci JONES, A. D106 27 15 12 2 0390.1 FuncSocStudL1 ABARCA, R. B107 3 2 1 2 0390 FuncSocStudL2 ABARCA, R. B107 5 3 2



Period Course# Course title Teacher name Room# Total Boys Girls 1 0310 Geography SANCHEZ, B. F202 38 20 18 6 0310 Geography SANCHEZ, B. F202 38 18 20 3 0310 Geography SANCHEZ, B. F202 40 20 20 4 0310 Geography SANCHEZ, B. F202 37 15 22 7 0310 Geography SANCHEZ, B. F202 40 19 21 4 0310 Geography SCHNEIDER, J. F206 36 15 21 7 0310 Geography SCHNEIDER, J. F206 39 24 15 1 0310 Geography SCHNEIDER, J. F206 37 23 14 3 0310 Geography SCHNEIDER, J. F206 36 15 21 8 0310 Geography SCHNEIDER, J. F206 33 18 15

1 0326 AP EuropeHist BIRMINGHAM, C. F204 26 14 12

6 0325 WldHst/Clt Ad BIRMINGHAM, C. F204 40 14 26

7 0318.1 Wld Hist/Cult.1 BIRMINGHAM, C. F204 31 12 19



6 0318.1 Wld Hist/Cult.1 PARKER, R. F205 38 25 13 7 0318.1 Wld Hist/Cult.1 PARKER, R. F205 33 19 14 4 0318.1 Wld Hist/Cult.1 PARKER, R. F205 36 23 13 0 0318.1 Wld Hist/Cult.1 SCHNEIDER, J. ONLINE 25 12 13 0 0318.2 Wld Hist/Cult.2 SCHNEIDER, J. ONLINE 0 0 0 9 0342.2 US History.2 NEWTON, J. ONLINE 0 0 0 0 0342.2 US History.2 NEWTON, J. ONLINE 0 0 0 9 0342.1 US History.1 NEWTON, J. ONLINE 0 0 0 0 0342.1 US History.1 NEWTON, J. ONLINE 5 0 5 1 0234 Theater Art 2 AGUILAR, J. Theatr 2 0 2 8 0232 Theater Art 1 AGUILAR, J. Theatr 22 2 20 8 0234 Theater Art 2 AGUILAR, J. Theatr 0 0 0 1 0232 Theater Art 1 AGUILAR, J. Theatr 33 3 30 7 0202 Art 1 BOGARD, M. F109 32 16 16 7 0204 Art 2 BOGARD, M. F109 8 5 3 4 0204 Art 2 BOGARD, M. F109 2 2 0 3 0238 Yearbook BOGARD, M. F110 19 0 19 8 0204 Art 2 BOGARD, M. F109 0 0 0 4 0202 Art 1 BOGARD, M. F109 36 15 21 1 0222 Comp Graph 2 BOGARD, M. F110 1 0 1 8 0202 Art 1 BOGARD, M. F109 37 17 20



Period Course# Course title Teacher name Room# Total Boys Girls 1 0221 Comp Graph 1 BOGARD, M. F110 34 31 3 6 0625 DigMediaProd DIELE, S. F110 37 13 24 1 0731 Spanish 1 GUARDADO, G. E213 42 22 20 2 0721 Span Speak 2 GUARDADO, G. E213 1 1 0 2 0720 Span Speak 1 GUARDADO, G. E213 38 20 18 8 0720 Span Speak 1 GUARDADO, G. E213 26 14 12 9 0731 Spanish 1 GUARDADO, G. E213 13 4 9 9 0733 Spanish 2 GUARDADO, G. E213 2 0 2 7 0731 Spanish 1 GUARDADO, G. E213 41 21 20 6 0731 Spanish 1 GUARDADO, G. E213 41 19 22 8 0721 Span Speak 2 GUARDADO, G. E213 3 2 1 8 0733 Spanish 2 GUTIERREZ, M. F203 14 3 11 7 0733 Spanish 2 GUTIERREZ, M. F203 40 15 25 1 0743 Hmong Speak 2 HANG, T. 308 3 1 2 4 0254 Band 2 HILLHOUSE, R. C108 13 5 8 4 0263 Band Aux 1 HILLHOUSE, R. C108 5 0 5 4 0269 Band Aux 2 HILLHOUSE, R. C108 1 1 0 1 0272 Guitar HILLHOUSE, R. C106 26 15 11 2 0284 Choir 1 HILLHOUSE, R. C106 33 8 25 4 0252 Band 1 HILLHOUSE, R. C108 17 9 8

0 0274 Orchestra HUMPAL, C. ORCHES 1 0 1

1 0703 French 2 WALKER, L. 309 5 3 2 8 0818 Athletics ASENCIO, R. E202 0 0 0

1 0801 PE 1 DUNHAM, K. SMLGYM 33 15 18


8 0818 Athletics DUNHAM, K. CC/TRK 11 0 11


8 0818 Athletics DUNHAM, K. GOLF 3 0 3 8 0818 Athletics DUNHAM, K. SOCR 7 0 7 8 0818 Athletics DUNHAM, K. TENN 6 1 5


8 0818 Athletics DUNHAM, K. AQUA 15 0 15 8 0818 Athletics DUNHAM, K. SFTB 4 0 4

8 0818 Athletics DUNHAM, K. VOLYBA 22 0 22






1 0801 PE 1 GARCIA, E. GYM 38 21 17 2 0825 Adapted PE GARCIA, E. GYM 12 7 5 3 0830 Band/PE HILLHOUSE, R. C108 37 15 22 8 0818 Athletics PARKER, R. SOCR 20 20 0 8 0818 Athletics PARKER, R. AQUA 16 16 0 8 0818 Athletics PARKER, R. CC/TRK 3 3 0 8 0818 Athletics SANCHEZ, B. 47 47 0 8 0818 Athletics SANCHEZ, B. BSBL 4 4 0 8 0818 Athletics SOUZA, L. PEP 28 0 28 8 0818 Athletics SOUZA, L. BSKB 20 0 20 8 0818 Athletics SOUZA, L. WRST 14 14 0 8 0818 Athletics SOUZA, L. BSKB 31 31 0 8 0818 Athletics SOUZA, L. 13 13 0 4 0802 PE 2 DUYETTE, J. GYM 48 27 21 3 0802 PE 2 DUYETTE, J. GYM 33 12 21 6 0802 PE 2 DUYETTE, J. GYM 29 15 14 2 0802 PE 2 DUYETTE, J. GYM 31 15 16 1 0802 PE 2 DUYETTE, J. GYM 39 17 22 5 0774 Tutoring Gen ABARCA, R. B107 4 4 0 1 0373 Voc Arts ABARCA, R. B107 11 8 3 8 0888 Class Assist AGUILAR, J. Theatr 1 1 0 4 0850.3 ELD Writing 1 AGUIRRE, S. E205 3 2 1 7 0849.1 ELD 4/5.1 AGUIRRE, S. E205 26 11 15 4 0851.3 ELD Writing 2 AGUIRRE, S. E205 6 3 3 5 0895 LINK Leader AGUIRRE, S. E205 1 0 1 5 0773 Peer Support AGUIRRE, S. E205 22 11 11 6 0860 ELD 3 Trans AGUIRRE, S. E205 32 16 16 7 0888 Class Assist AGUIRRE, S. E205 1 1 0 2 0850.1 ELD Cnvrsation1 AGUIRRE, S. E205 3 2 1 2 0851.1 ELD Cnvrsation2 AGUIRRE, S. E205 6 3 3

5 0774.4 Tutoring SS BIRMINGHAM, C. F204 17 9 8

5 0779 Acad Mentor BIRMINGHAM, C. F204 3 1 2

5 0779 Acad Mentor BLAKE, M. D108 3 1 2 5 0774.3 Tutoring Sci BLAKE, M. D108 13 8 5 7 0473 IntroGenetics BLAKE, M. D108 19 9 10 8 0888 Class Assist BOGARD, M. F109 1 1 0 5 0779 Acad Mentor BOGARD, M. F109 2 0 2



Period Course# Course title Teacher name Room# Total Boys Girls 3 0888 Class Assist BOGARD, M. F110 1 0 1 4 0888 Class Assist BOGARD, M. F110 1 0 1 5 0772 Study Hall BOGARD, M. F109 26 7 19 1 0888 Class Assist BOGARD, M. F110 1 0 1 5 0779 Acad Mentor BRANT, T. E203 4 0 4 5 0774.1 Tutoring Eng BRANT, T. E203 25 13 12 4 0888 Class Assist BRANT, T. E203 1 0 1 3 0888 Class Assist BRANT, T. E203 1 1 0 5 0773 Peer Support CASSO, C. J102 21 12 9 5 0779 Acad Mentor CASSO, C. J102 3 1 2 6 0888 Class Assist CASSO, C. J102 1 1 0 1 0888 Class Assist CASSO, C. J102 1 1 0 7 0115 Smlengs/Pwreq CASSO, C. J102 24 23 1 6 0120 AgWeldTech1 CASSO, C. J102 6 6 0 6 0112 WeldAgShpSkl CASSO, C. J102 24 24 0 8 0888 Class Assist CASSO, C. J102 1 1 0 5 0895 LINK Leader CASSO, C. J102 1 1 0 5 0895 LINK Leader CHEW, D. J108 1 1 0 3 0192 Auto Mech 1 CHEW, D. J108 24 22 2 4 0145 ExplrInd/Tech CHEW, D. J108 21 19 2 4 0888 Class Assist CHEW, D. J108 1 1 0 5 0773 Peer Support CHEW, D. J108 22 7 15 5 0779 Acad Mentor CLINTON, K. D210 4 2 2 5 0774.2 Tutoring Math CLINTON, K. D210 22 12 10 2 0888 Class Assist CLINTON, K. D210 1 0 1 3 0896 Leadership CONLEY, K. F108 48 25 23 2 0764 AcSem-9AVID CONLEY, K. F108 35 16 19 9 0779 Acad Mentor CONLEY, K. F108 0 0 0 1 0896 Leadership CONLEY, K. F108 28 14 14 4 0895 LINK Leader CONLEY, K. F108 44 9 35 2 0888 Class Assist CONLEY, K. F108 1 0 1 5 0779 Acad Mentor CONLEY, K. F108 5 4 1 4 0888 Class Assist DAVENPORT, M. E200 1 0 1 7 0552 StratEng2 DAVENPORT, M. E200 20 14 6 2 0888 Class Assist DAVENPORT, M. E200 1 1 0 5 0895 LINK Leader DAVENPORT, M. E200 1 0 1 5 0773 Peer Support DAVENPORT, M. E200 23 14 9 4 0888 Class Assist DECATOR, B. E202 1 1 0 5 0895 LINK Leader DECATOR, B. E202 1 0 1 6 0551 StratEng1 DECATOR, B. E202 21 12 9 2 0511 Academic Supp DECATOR, B. E202 22 16 6



Period Course# Course title Teacher name Room# Total Boys Girls 5 0773 Peer Support DECATOR, B. E202 23 10 13 4 0551 StratEng1 DECATOR, B. E202 21 11 10 2 0779 Acad Mentor DECATOR, B. E202 6 3 3 3 0552 StratEng2 DECATOR, B. E202 19 14 5 5 0895 LINK Leader DIELE, S. F110 1 0 1 2 0629 Computer Apps DIELE, S. F110 32 16 16 7 0604 MOUSE DIELE, S. F110 3 3 0 7 0629 Computer Apps DIELE, S. F110 34 16 18 3 0766 AcSem-10AVID DIELE, S. F109 26 10 16 5 0773 Peer Support DIELE, S. F110 23 8 15 7 0888 Class Assist DOYLE, A. LIBR 2 0 2 2 0888 Class Assist DOYLE, A. LIBR 2 1 1 5 0771 ExtendedLunch DOYLE, A. 66 38 28 1 0888 Class Assist DOYLE, A. LIBR 2 1 1 3 0888 Class Assist DOYLE, A. LIBR 3 1 2 6 0888 Class Assist DOYLE, A. LIBR 2 2 0 4 0888 Class Assist DOYLE, A. LIBR 1 0 1 7 0497 Learn Skills DUARTE, K. B104 6 5 1 8 0684 Life Skills 1 DUARTE, K. B104 2 1 1 8 0688 Life Skills2 DUARTE, K. B104 6 4 2 5 0772 Study Hall DUMARS, J. D104 0 0 0 5 0895 LINK Leader DUMARS, J. D104 1 1 0 5 0773 Peer Support DUMARS, J. D104 22 13 9

5 0773 Peer Support DUNHAM, K. SMLGYM 23 11 12

2 0888 Class Assist DUNHAM, K. SMLGYM 2 1 1

5 0895 LINK Leader DUNHAM, K. SMLGYM 1 0 1

5 0773 Peer Support DUYETTE, J. F102 23 14 9 2 0888 Class Assist DUYETTE, J. GYM 1 1 0 5 0895 LINK Leader DUYETTE, J. F102 1 0 1 4 0888 Class Assist DUYETTE, J. GYM 1 1 0 5 0895 LINK Leader ENRIQUES, V. D213 1 1 0 8 0888 Class Assist ENRIQUES, V. D213 1 1 0 3 0888 Class Assist ENRIQUES, V. D213 1 1 0 5 0773 Peer Support ENRIQUES, V. D213 25 13 12 8 0888 Class Assist GONG, E. ATTN 2 1 1 7 0888 Class Assist GONG, E. ATTN 1 0 1 2 0888 Class Assist GONG, E. SBO 2 0 2 1 0888 Class Assist GONG, E. SBO 1 1 0



Period Course# Course title Teacher name Room# Total Boys Girls 4 0888 Class Assist GONG, E. ATTN 2 0 2 1 0888 Class Assist GONG, E. ATTN 2 2 0 4 0888 Class Assist GONG, E. SBO 3 1 2 3 0888 Class Assist GONG, E. SBO 2 0 2 3 0888 Class Assist GONG, E. ATTN 2 1 1 6 0888 Class Assist GONG, E. ATTN 3 0 3 6 0888 Class Assist GONG, E. SBO 1 1 0 2 0888 Class Assist GONG, E. ATTN 1 1 0 2 0888 Class Assist GUARDADO, G. E213 1 1 0 5 0773 Peer Support GUARDADO, G. E213 21 11 10 5 0895 LINK Leader GUARDADO, G. E213 1 1 0 2 0888 Class Assist HERNANDEZ, E. D102 1 0 1 5 0895 LINK Leader HERNANDEZ, E. D102 1 0 1 5 0773 Peer Support HERNANDEZ, E. D102 23 12 11 5 0779 Acad Mentor HILLHOUSE, R. C108 2 0 2 5 0772 Study Hall HILLHOUSE, R. C108 32 20 12 3 0888 Class Assist HILLHOUSE, R. C108 2 1 1 1 0888 Class Assist JOHNSON, A. Admin 1 0 1 4 0888 Class Assist JOHNSON, A. Admin 1 0 1 3 0401 CAHSEE-Math JOHNSON, R. D212 22 15 7 5 0772 Study Hall JOHNSON, R. D212 27 13 14 5 0779 Acad Mentor JOHNSON, R. D212 2 1 1 3 0888 Class Assist JOHNSON, R. D212 1 1 0 6 0888 Class Assist JOHNSON, R. D212 1 0 1 5 0773 Peer Support JONES, A. D106 23 12 11 5 0895 LINK Leader JONES, A. D106 1 0 1 2 0410 Alg Readiness NORDMAN, J. D215 20 11 9 2 0888 Class Assist NORDMAN, J. D215 1 0 1 3 0764 AcSem-9AVID PARKER, R. F205 35 13 22 1 0764 AcSem-9AVID PARKER, R. F205 33 12 21 5 0774.4 Tutoring SS PARKER, R. F205 24 15 9 5 0779 Acad Mentor PARKER, R. F205 4 1 3 8 0991 Not Enrolled PARREIRA, K. CNSL 2 0 2 7 0888 Class Assist PARREIRA, K. CNSL 2 1 1 1 0991 Not Enrolled PARREIRA, K. CNSL 0 0 0 8 0888 Class Assist PARREIRA, K. CNSL 2 1 1 2 0789 Withdrawal-F PARREIRA, K. CNSL 0 0 0 4 0888 Class Assist PARREIRA, K. CNSL 2 1 1 3 0888 Class Assist PARREIRA, K. CNSL 2 1 1 6 0789 Withdrawal-F PARREIRA, K. CNSL 0 0 0 5 0991 Not Enrolled PARREIRA, K. CNSL 0 0 0



Period Course# Course title Teacher name Room# Total Boys Girls 6 0888 Class Assist PARREIRA, K. CNSL 2 0 2 6 0991 Not Enrolled PARREIRA, K. CNSL 1 0 1 1 0888 Class Assist PARREIRA, K. CNSL 2 2 0 7 0789 Withdrawal-F PARREIRA, K. CNSL 0 0 0 2 0991 Not Enrolled PARREIRA, K. CNSL 0 0 0 1 0789 Withdrawal-F PARREIRA, K. CNSL 0 0 0 3 0991 Not Enrolled PARREIRA, K. CNSL 0 0 0 2 0888 Class Assist PARREIRA, K. CNSL 0 0 0 4 0991 Not Enrolled PARREIRA, K. CNSL 0 0 0 7 0991 Not Enrolled PARREIRA, K. CNSL 1 0 1 4 0888 Class Assist RUIZ, A. F210 1 1 0 7 0888 Class Assist RUIZ, A. F210 2 2 0 2 0888 Class Assist RUIZ, A. F210 1 1 0 5 0773 Peer Support SANCHEZ, B. F202 24 12 12 6 0888 Class Assist SANCHEZ, B. F202 1 1 0 4 0888 Class Assist SANCHEZ, B. F202 1 1 0 5 0895 LINK Leader SANCHEZ, B. F202 1 0 1 3 0888 Class Assist SANCHEZ, B. F202 1 1 0 7 0888 Class Assist SCHNEIDER, J. F206 1 1 0 3 0888 Class Assist SCHNEIDER, J. F206 1 1 0 5 0773 Peer Support SCHNEIDER, J. F206 25 7 18 5 0895 LINK Leader SCHNEIDER, J. F206 1 0 1 1 0410 Alg Readiness SOUZA, L. D211 30 13 17 5 0779 Acad Mentor SOUZA, L. D211 2 2 0 2 0410 Alg Readiness SOUZA, L. D211 26 12 14 3 0888 Class Assist SPURLOCK, T. E207 1 0 1 5 0895 LINK Leader SPURLOCK, T. E207 1 0 1 5 0773 Peer Support SPURLOCK, T. E207 22 15 7 4 0509 Collaboration TUFTS, C. E203 0 0 0 5 0773 Peer Support TUFTS, C. B102 25 16 9 5 0895 LINK Leader TUFTS, C. B102 1 0 1 1 0509 Collaboration TUFTS, C. D211 0 0 0 7 0501 Learn Skills TUFTS, C. B102 13 9 4 2 0509 Collaboration TUFTS, C. D212 0 0 0 5 0779 Acad Mentor TUFTS, C. B102 1 0 1 3 0509 Collaboration TUFTS, C. E206 0 0 0 7 0779 Acad Mentor TUFTS, C. B102 2 0 2 3 0888 Class Assist TURNEY, J. B105 0 0 0 7 0396 FuncEduc TURNEY, J. B105 10 5 5 5 0771 ExtendedLunch TURNEY, J. B105 12 7 5 7 0888 Class Assist TURNEY, J. B105 0 0 0



Period Course# Course title Teacher name Room# Total Boys Girls 4 0888 Class Assist TURNEY, J. B105 2 0 2 1 0888 Class Assist TURNEY, J. B105 2 0 2 3 0396 FuncEduc TURNEY, J. B105 12 7 5 2 0888 Class Assist TURNEY, J. B105 0 0 0 1 0396 FuncEduc TURNEY, J. B105 12 7 5 6 0888 Class Assist TURNEY, J. B105 1 1 0 4 0396 FuncEduc TURNEY, J. B105 12 7 5 6 0396 FuncEduc TURNEY, J. B105 14 8 6 0 0888 Class Assist Unassigned 0 0 0 5 0773 Peer Support WILSON, B. E206 23 8 15 5 0895 LINK Leader WILSON, B. E206 1 0 1 4 0888 Class Assist WILSON, B. E206 1 0 1 5 0779 Acad Mentor WILSON, B. E206 0 0 0



Parent, Teacher, & Student Compact

This compact is an agreement developed in order to help children achieve at optimal levels. Families and schools must work together toward mutual goals because they share responsibility for each student’s performance. As a parent/guardian, I will be responsible for: o Ensuring that my child attends school daily and on time o Providing a home environment that encourages learning o Participating in school functions as much as possible o Attending parent/teacher meetings as needed o Maintaining a relationship with my student’s counselor/teachers o Monitoring my child’s progress through ABI Gradebook/Student Progress Reports As a teacher, I will be responsible for: o Respecting/appreciating my students’ differences o Providing a learning environment where all students are treated equally o Encouraging open communication and meeting the learning needs of all students o Preparing students for success after graduation o Providing clear evaluation about student progress and achievement to both student and parent As a student, I will be responsible for: o My own actions, the choices I make and their consequences o Attending school daily and on time o Completing assignments to the best of my ability and on time o Being prepared for class and ready to learn o Making time to study outside of school o Respecting my peers and all staff o Complying with the rules of the school agenda o Preparing myself for the future o Seeking assistance from my counselor and teachers as needed o Making an effort to participate in school functions/activities o Managing my time between extra-curricular activities and school work o Representing ECHS with pride and integrity o Monitoring my grades and attendance on Aeries



El Capitan High School

Instructional Focus 2013-2014

1. All Students will be able to cite strong evidence correctly in order to justify their responses in all subject areas. Strategic Plan Language: All students will be able to cite strong evidence correctly based upon their explicit and inferred analysis of text. Students will then use this evidence to justify their response. This requirement will be embedded into signature assignments and assessments across all curricular areas. This skill is important because it is required by common core assessments, college, and the workplace and helps students to rigor. This goal will be accomplished by December 2013. Students will show 75% proficiency as evidenced by performance on Signature Assignments & Assessments.

2. All Teachers will contribute at least one high quality technological or instructional resource to the MUHSD wiki per semester. Strategic Plan Language: All teachers will contribute at least one technological or instruction resource to the MUHSD Wiki each semester. The teachers will upload their resource by the end of each semester. The collection of resources is important to create transparency of instruction for parents, students, and the community. It also builds a community of collaboration and professional development.

3. All teachers will implement efficient checking for understanding strategies in a 1:Web Environment. Strategic Plan Language: All teachers will continue to find, develop and frequently implement efficient checking for understanding strategies that are appropriate for the 1:web environment. This is important because this will give teachers an accurate snapshot of how well students understand information or learn a new skill periodically throughout each class period. This then allows teachers to make adjustments in the moment that may result in a greater depth of learning.



El Capitan High School Regular Bell Schedule

Period Passing

1 8:00am-8:48am 5 min

2 8:53am-9:41am 5 min

Nutrition Break none

3 9:51am-10:39am 5 min

4 10:44am-11:32am 5 min

Intervention (Period 5): 11:37am-12:07pm None

Lunch: 12:07pm-12:37pm 5 min

6 12:42pm-1:30pm 5 min

7 1:35pm-2:23pm 5 min

8 2:28pm-3:16pm none

Wednesday Late Start

(1st Wednesday of Each Month September-May)

Period Passing

Staff Meeting 7:50-8:30 10 min

1 8:40-9:27 5 min

2 9:32-10:19 None

Passing/Nutrition Break 7 min

3 10:29-11:16 5 min

4 11:21-12:08 None

(No intervention - Period 5) Lunch 10 min

6 12:43-1:30 5

7 1:35-2:22 5

8 2:27-3:14 None



El Capitan High School Retake/Redo Policy 2013-14

I. Identification

a. All students receiving a ‘D’ or ‘F’ mark on a signature assessment or performance task must retake. b. Students who want to retake a signature assessment or performance task, even though they have earned a passing grade, may choose to do so.

II. Process details

a. Error analysis must be completed as preparation for a retake/redo (error analysis form serves as a ticket to the retake).

1. Teachers must provide items/questions missed for error analysis. 2. Error analysis can be completed during intervention for both freshman and sophomore students.

b. Retakes must be completed within a two week window from the test date. 1. ‘Retake Days’ are Tuesdays and Thursdays of each week.

c. Teachers communicate the names of student who need to retake an assessment or performance task with the guidance department. Guidance staff will prepare passes for each student required to retake and send for those students on the day of the test (teachers will determine the retake date within the two week window on either a Tuesday or Thursday).

III. Retake logistics a. Students are given full credit for retakes

b. Class work and homework assignments can also be redone. All work must be turned in one week before the end of the grading period. 1. Signature assignments can be redone within the two week window (same as a test).

Finals or district level performance tasks and assessments are not eligible for retake.



ECHS Error Analysis Form

Name________________________________________________________________ Test________________________________________________________________ Please answer questions as thoroughly as possible. Problem #_______ What was it about this problem that you had difficulties with?

Corrected Question/Problem

Write and then answer a similar question or problem. Work out the correct solution. For math, show all of your work. For all other subjects, you may use bullets.

Using complete sentences, explain in your own words what you now understand about this problem that you did not understand when you took the assessment.

What is your plan to review for the retake on _______________? Be specific!



ECHS “F” Intervention Policy Students with One “F” -

● Intervention via subject specific tutorial ● Transcript review “chats” in each tutorial (TBC 9.30.13 - 10.4.13) ● Retake/redo

Students with Two “Fs” -

● Intervention via subject specific tutorial ● Transcript review “chats” in each tutorial (TBC 9.30.13 - 10.4.13) ● One-on-one conference with freshman students ● Retake/redo

Students with Three “Fs” -

● Intervention via subject specific tutorial (priority by math, English, science, social science) ● Individual meeting to complete Gaucho Pride Plan (GPP) ● Parent conference by phone or in person

Students with Four or more “Fs” -

● Intervention via subject specific tutorial (priority by math, English, science, social science) ● Individual meeting to complete Gaucho Pride Plan (GPP) ● Parent conference by phone or in person ● Review schedule for participation in Academic Support ● Conduct Student Study Team meeting if the above interventions do not allow for progress by the next 5 week

reporting period *Students with four or more “Fs” for greater than two intervention rotations, parent will be contacted regarding mini-workshops for intervention. Topics may include:

● Parent portal access and use ● Transcript review ● College and career readiness ● Intervention program ● Alternate education program options