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Sylmar Charter High School - ACS WASC Mid-Cycle Progress Report, March 2018

2017-2018MID-CYCLE VISITING REPORT

Sylmar Charter HIgh School13050 Borden Avenue

Sylmar, CA 91342

Los Angeles Unified School District

Mid-Cycle Visit: March 12-13, 2018

Accrediting Commission for Schools Western Association of Schools and Colleges

Visiting Committee:

Mrs. Karla Ruiz-GalindoAssistant Principal

Mr. Brad BryeansAssistant Principal

Dr. Susan SmithAdministrator

Ms. Jacqueline WoodsVice President of Schools

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Los Angeles Unified School District

Vivian Ekchian- Interim Superintendent

Kelly Gonez-School Board of Education

Linda Del Cueto-Local District Superintendent

Michelle Barker-Instructional Director

Sylmar Charter High School

James Lee - Principal

INSTRUCTIONAL LEADERSHIP TEAM

James LeeKevin McKweon Frost

Edwinda JacksonVictor RodriguezKaren WilliamsDebbie SteinertKevin ValentinoIrma Velasquez

Scott CraigJoyce DunbarElise Guthrie

Vanessa VanceCarlos OlivaresMichael Proctor

Mary Cruz Cardenas

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TABLE OF CONTENTS

I: Student/Community Profile Data 4

II: Significant Changes and Developments 21

III: Ongoing School Improvement 24

IV: Progress on the Critical Areas for Follow-up within the Action Plan 25

V: School wide Action Plan Refinements 2018-2021 30

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I: School/Community Profile

SYLMAR CHARTER HIGH SCHOOL

VISION

Sylmar High is committed to graduating students who are academically, socially, and emotionally ready for the next steps in their lives.

MISSION

Sylmar High School will:• Develop students who are critical thinkers and who possess the necessary skills to be effective communicators.• Provide a variety of learning communities best suited to each student’s need.• Provide the academic, emotional, social, and multicultural environment needed to give students a positive sense of themselves.• Prepare students to lead productive adult lives.• Involve all stakeholders in the decision making process.

BELIEF STATEMENTS

At Sylmar High School we believe that:• All students have a right to receive a quality educational program.• A quality education can only occur when there is support, commitment, and cooperative interaction among all stakeholders• School must be a safe and pleasant place where values of trust, fairness, and mutual respect are part of the internal fabric.

SYLMAR’S GUIDING QUESTIONS

• What is it we want all students to learn?• How will we know when each student has mastered the essential learning?• How will we respond when a student experiences initial difficulty in learning?• How will we deepen the learning for students who have already mastered essential knowledge and skills?

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STUDENT LEARNING OUTCOMES

1. EFFECTIVE COMMUNICATORS WHO:• Express complex ideas in writing and speaking gained through reading, and listening• Utilize computer-based resources for research and production 2. CRITICAL THINKERS WHO:• Develop plans to achieve self-initiated personal, academic, and career goals• Identify and utilize resources independently• Locate, analyze, and integrate information• Apply complex problem-solving solutions to realistic and academic challenges 3. CONSTRUCTIVE SOCIAL PARTICIPANTS WHO:• Exhibit self-discipline and accept individual and group responsibility• Demonstrate sensitivity in interpersonal, social, and multicultural relationships• Contribute time, energy, and talent to improving the community 4. MULTIFACETED INDIVIDUALS WHO:• Enjoy, observe, evaluate, and comment on the arts• Recognize the elements of good health• Make informed life decisions firmly based on ethical standards

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INTRODUCTION

A. General Description of Sylmar Charter High School and its programs

Sylmar Charter High School (SCHS), established in 1961, is one of over 98 comprehensive high schools and 87 charter schools in the Los Angeles Unified School District (LAUSD). SCHS is a part of Local District Northeast, one of six local districts that comprise LAUSD. The campus is located in the northeastern section of the San Fernando Valley.

SCHS offers three Small Learning Communities and a Magnet School to personalize education: Academy of College and Career Readiness for ninth graders; The School of Business, Technology and Design; Leadership, Arts and Media Academy and the Math-Science Magnet School. In the 2017 SCHS was honored with a Silver Medal by U.S. News and World Reports as one of America’s Best High Schools. The Silver Medal is only earned by 10.3% of all high schools in the nation.

According to the US census date of 2014, the community of Sylmar has a population of 91,245 people, consisting of 78% Hispanic, 12% White, 5.8% Asian and 2.8% Black. SCHS’s ethnic makeup, however, consists of 94% Hispanic, 3% White, <1% Asian and 1% Black. The median household income is approximately $64,000 annually. The median age is 32. Of the population 25 and older, 30% have a bachelor’s degree or higher.

According to Zillow.com the median sale price for an average home ins Sylmar is $436,000. In contrast, the average sale price for homes in Los Angeles County is $550,000.

SCHS is located near several institutions of higher learning, 1.4 miles from Los Angeles Mission College and 6.9 miles from California State University, Northridge.

STUDENT ENROLLMENT DATA

Since the last 2013-2014 WASC visit, SCHS’s enrollment has continued to drop. At the time, SCHS enrolled 2,088 students; currently it enrolls 1,663 students. The Math Science Magnet School’s enrollment remains stable.

SCHS’s enrollment mirrors LAUSD’s drop in enrollment. Since the last WASC visit, each year the district has lost enrollment. According to the LA School Report “LA Unified’s enrollment is dropping even faster than the district projected. There are 12,604 fewer students than last year, a 2.51 percent decline, last month’s official head count showed. The district had anticipated only a 2.1 percent drop.”

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For 2016-17. LAUSD student enrollment for regular and affiliated charter K-12 is 588,696 students of which 168,331 are high school students.

Enrollment of Residential and Magnet School Students Students

2015-2016 2016-2017 2017-2018

Resident School 1,424 1,252 1,210

Magnet School 447 450 454

The percentage of local students attending SCHS’s Resident School has continued to drop slightly since the last WASC visit.

Enrollment by Grade Level 2015-2016 to 2017-2018

# of Students

Grade SEPT 2015-2016 SEPT 2016-2017 SEPT 2017-2018

NINTH GRADE 630 435 432

TENTH GRADE 576 516 358

ELEVENTH GRADE 349 483 460

TWELFTH GRADE 444 345 413

Overall 1,999 1,779 1,663

In the 2016-2017 school year, 9th grade enrollment at SCHS dropped 200 students. This decline in enrollment can be attributed to the opening of two new independent charter high schools in the area as well as, the opening of a new Magnet School on the Kennedy High School campus in the area. There is also a slight attrition rate for each grade level as in most high schools. This is due to students enrolling in other programs such as continuation school, adult school and other alternative education programs.

Student Enrollment by Subgroup 2017-2018

SCHS’s ethnic balance has remained the same since the last WASC Report in 2015.

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Ethnicity # of Students % of Students

AMERICAN INDIAN/ALASKA NATIVE 1 <1%

ASIAN 10 <1%

BLACK 23 1%

HISPANIC 1,576 94%

WHITE 47 3%

FILIPINO 5 <1%

PACIFIC ISLANDER 2 <1%

UNKNOWN

Overall 1,663

As in the last WASC report approximately 94% of the students attending SCHS are in the Hispanic subgroup. The next largest subgroup is White, 3% followed by Black, 1%.

Enrollment by Gender from 2015-2016 to 2017 to 2018

% of Students

Gender SEPT 2015-2016 SEPT 2016-2017 SEPT 2017-2018

FEMALE 47% 47% 46%

MALE 53% 53% 54%

Overall 100% 100% 100%

As stated in the last WASC document in 2015 SCHS continues to maintain a consistent rations of male to female students. Male students still maintain a 6-7% majority.

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Language Classification 2015-2016 to 2017-2018

Language Classification 2015-2016 2016-2017 2017-2018

ENGLISH ONLY 27.7% 29.1% 28.8%

INITIAL FLUENT ENGLISH PROFICIENCY 13.8% 10.6% 10.1%

LIMITED ENGLISH PROFICIENCY 13.6% 12.3% 12.5%

RECLASSIFIED FLUENT ENGLISH PROFICIENCY 44.9% 47.8% 45.3%

UNKNOWN 0.2%

Overall 100% 100% 100%

Since the last WASC visit in 2015, SCHS’s Language Classification Populations English Only and Reclassified Fluent English Proficiency have increased by 1.1% and .4% respectively. Initial Fluent English Proficiency which has dropped 3.7% and Limited English Proficiency has dropped 1% over the last three years.

SCHS PROGRAMS

School for Advanced Studies Program Details

% of Students

Program Group Program Type 2015-2016 2016-2017 2017-2018

School for Advanced Studies

GIFTED PROGRAM

13.9% 16.6% 19.2%

The School for Advanced Studies (SAS Program) is an LAUSD program for students identified, through formal assessments and teacher recommendations as gifted and highly gifted. LAUSD allows students outside of SCHS’s attendance boundaries to attend SCHS under this program. For the 2017-2018 school year, SCHS has 320 students in the SAS Program which is 19.2 % of the student population. There has been a 5.1% increase in the SAS Program. The emphasis of study in the SAS Program is college/career readiness with students enrolling in Advanced Placement and Honors courses beginning in the 9th grade.

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Master Plan/ELD Program Details

% of Students


MASTER PLAN PROGRAM ENGLISH IMMERSION 3.6% 3.4% 4.0%

MAINSTREAM 7.1% 8.8% 8.4%

Total 10.7% 12.2% 12.4%

Special Education Program Details

% of Students


Special Ed DIS RELATED SERVICES 3.3% 4.2% 4.6%

RESOURCE SPECIALIST PROGRAM

6.9% 7.4% 8.1%

SPECIAL DAY PROGRAM 6.9% 7.3% 14.7%

Total 17.1% 18.9% 27.4%

SCHS has seen an overall increase in the percentage of the student population receiving Special Education Services over the past three years. Specifically the percentage of student population in the Special Day Program has increased 7.8% in the last three years.

Title I Program Details


TITLE I 100% 100% 100%

SCHS Title I Program is a School Wide Title I Program.

Travel Program Details

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% of Students


TRAVEL PROGRAM MAGNET 23.5% 26% 28.1%

SPECIAL ED W/TRANSPORTATION

.9% 1.5% .9%

Total 24.4% 27.5% 29.0%

Electives

SCHS offers a wide variety of award-winning arts and technical programs to appeal to student individual interests and skills. The arts programs offer courses such as, guitar, marching band, jazz band, theatre, theatre design, drawing, painting, and ceramics.

SCHS also offers four career technical education programs. These programs integrate academic and technical preparation and focus on career awareness, career exploration and skill preparation. The Automotive Program is supported by local automotive dealerships, connects students to local colleges and offers courses that lead to Industry Certifications. The Culinary Arts Program specialized in Hospitality, Tourism and Recreation. Students can earn certification in food handling. SCHS students have won scholarships to a number of post-secondary institutions. The Landscaping and Floriculture Program allows student to volunteer and work within the community. This year, SCHS has added an Architecture and Drafting program to the curriculum.

Sports

Sylmar’s athletic program enhances the student’s overall experience at SCHS. The school has an extensive athletic program to help students develop athletic, social and emotional skills. Most sports teams enter playoffs every season.

Athletics Sports Offered at Sylmar Charter High School

BaseballVarsityJunior Varsity

BasketballBoys/GirlsVarsityJunior Varsity

Football Cross Country

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VarsityJunior Varsity

Boys/GirlsVarsityJunior/Varsity

Dance Cheer

GolfBoys/Girls

SoccerBoys/GirlsVarsityJunior Varsity

SoftballVarsityJunior Varsity

SwimmingBoys/GirlsVarsity

TennisBoys/GirlsVarsityJunior Varsity

TrackBoys/GirlsVarsity

VolleyballBoys/GirlsVarsityJunior VarsityFreshman/Sophomore

WrestlingBoys/GirlsVarsityJunior Varsity

Clubs

SCHS offers a variety of clubs that promote community involvement and to increase a sense of belonging and connectedness for students.

List of Clubs 2017-2018

California Scholarship FederationDrama ClubFATASHFellowship of Christian AthletesFuture Farmers of AmericaGay Straight Alliance

Interact ClubKiwanis Key ClubMagnet CommitteeOff Season Sports (Tutoring)Passion Project with Action-Girls Build Los AngelesScience Club

Spanish National Honor SocietySpartan DanceSpartan FitnessSpartan MentorsSylmar Game ClubTech Crew

Parent Groups

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SCHS has an active parent center that is staffed with a parent center director. During the 2017-2018 school year LAUSD has mandated the use of Schoology, a learning management system, that enables parents to see student attendance and grades. The parent center supports parents in accessing the Schoology system. The parent center also provides education workshops, acts as a liaison between parents and the school, and updates parents on a regular basis through email, Connect-Ed phone messages and parent meetings.

SCHS’s Parent Booster Club has been working to increase its membership. The Booster Club has worked this year to actively support athletic teams by hosting fundraisers and supporting students events.

SCHS Facilities

In addition to the 86 classrooms, the SCHS campus includes a library, two computer labs, a College Center, a textbook room and a Parent Center. 26 of the classrooms are used by Sylmar BioTech, a co-located LAUSD high school which opened in 2012. Two classrooms are occupied by City of Angels, an online school through LAUSD. Two classrooms are occupied by Mental Health Agencies that provide services for SCHS students and their families.

SCHS just completed a renovation project on 4 science classrooms. The school has plans to replace sprinkler heads around the campus, and the gym is to undergo construction to have air conditioning installed. In addition, the Multi-purpose room is scheduled to be retrofitted within the next two years.

STUDENT ATTENDANCE DATA

Chronic Absenteeism Rate for Significant Ethnicities 2016-2017

Ethnicity Cumulative Enrollment

Chronic Absenteeism Count

Chronic Absenteeism Rate

Black 35 8 22.9%

Hispanic 1808 166 9.2%

White 53 4 7.5%

Chronic Absenteeism Rate Comparisons 2016-2017

NAME Cumulative Chronic Chronic

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Enrollment Absenteeism Count Absenteeism Rate

Sylmar Charter HS 1,923 181 9.4%

Los Angeles Unified 661,653 77,312 11.7%

Los Angeles County 1,571,756 175,238 11.1%

Statewide 6,405,496 694,030 10.8%

SCHS has an overall Chronic Absenteeism rate of 9.4% for the 2016-2016 school year as indicated on the California Department of Education website. SCHS has a lower Chronic Absenteeism rate when compared to the Los Angeles Unified School District, Los Angeles County and the statewide rate. It is 2.3% lower than the Los Angeles Unified School District, 1.7% lower than Los Angeles County’s rate and 1.4% lower than the Statewide rate. Black students at SCHS have the greatest Chronic Absenteeism rate of 22.9%.

STUDENT PERFORMANCE DATA

Suspension Rates (3 Year Comparison) by Grade Level

# of Student Suspensions

Grade 2015-2016 2016-2017 2017-2018

NINTH GRADE 2 2

TENTH GRADE 5 2

ELEVENTH GRADE 1 2

TWELFTH GRADE 4

Overall 12 4 2

SCHS has seen a drop in the number of suspension events over the past three years from 12 to 2 events. SCHS focuses on providing alternatives to suspension such as Restorative Justice, Peer Mediation, Peer Mentoring, counseling and detention.

Graduation Rate

School Year 2015-2016 2016-2017 Change in Rate

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ALL STUDENTS 83.2% 85.1% +2.3%

ENGLISH LEARNERS 64.0% 61.8% -2.2%

HOMELESS 63.10% 90.9% +27.8%

STUDENTS W/ DISABILITIES

64.9% 67.8% +2.9%

SCHS’s graduation rate has increased from 83.2 to 85.1, which is a positive increase of 2.3% as reported on the California Department of Education website. Students with disabilities and students who are homeless also had increases in graduation rate. The graduation rate for students who are English Learners decreased by 2.2%. In 2016-2017 school year the subgroup with the highest graduation rate were the homeless with 90.9%, while English Learners had a rate of 61.8%, a difference of 29.10%

Reclassification Rates for 2015-2016 to 2017-2018

School Year 2014-2015 2015-2016 2016-2017

# of ELs 341 265 272

# RECLASSIFIED 66 53 61

% RECLASSIFIED 19.4% 20.0% 22.4%

SCHS has shown a 3% increase in the reclassification rate over the past three years. LAUSD has commended SCHS on its high reclassification rate.

Smarter Balance Assortment Consortium Assessments (SBAC)

The SBAC was administered to eleventh grade students at SCHS for the first time in Spring of 2015. The results are posted, discussed and analyzed by the Instructional Leadership Team and by teachers school wide, through Small Learning Communities and during department meetings. The results are also shared with parents and community members during Coffee with the Principal, ELAC, School Leadership and School Site Council Meetings.

English Language Arts Performance Level Trends

Performance Level 2014-2015 2015-2016 2016-2017

STANDARD NOT MET 25% 15% 22%

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STANDARD NEARLY MET 30% 27% 27%

STANDARD MET 36% 42% 33%

EXCEEDS STANDARD 10% 17% 17%

SCHS’s English Language Arts SBAC Results show inconsistencies in student performance. From the 2014-2015 school year to the 2015-2016 school year there was a 3-5% decrease in the percentage of students scoring in the standard nearly met and standard not met performance levels and an increase of 6-7% of students scoring in the standard met and exceeds standard performance levels.

In contrast, students scoring in the standard not met from the 2015-2016 school year increased by 7%. The students scoring in the standard met performance level decreased by 9%. The percentage of students scoring in the standard nearly met and exceeds standard stayed the same.

English Language Arts SBAC Assessment Claim Scores

GRADE CLAIM % Below Standard

% Near Standard

% Above Standard

ELEVENTH Reading 29% 51% 20%

Writing 28% 48% 25%

Speaking and Listening 21% 64% 15%

Research/Inquiry 17% 49% 35%

SCHS English Language Arts Assessment Claim Scores the highest percentage of eleventh graders score above standard in the area of Research/Inquiry. The greatest percentage of students scored and below standard in the area of Speaking and Listening, in the 2016-2017 school year.

Mathematics Performance Level Trends

Performance Level 2014-2015 2015-2016 2016-2017

STANDARD NOT MET 57% 38% 45%

STANDARD NEARLY MET 31% 33% 27%

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STANDARD MET 11% 23% 20%

EXCEEDS STANDARD 2% 4% 7%

SCHS’s Mathematics SBAC Results show inconsistencies in student performance. From the 2014-2015 school year to the 2015-2016 school year there was a 19% decrease in the percentage of students scoring in the standard not met performance level and an increase of 2% in the standard nearly met performance level. There was a 12% increase in the percentage of students performing in the standard met and a 2% increase in students performing in the exceeds standard performance levels.

In contrast, the percentage of student scores increased in the standard not met performance level from the 2015-2016 school year by 7%, while the percentage of students scoring in the standard nearly met and the standard met performance level decreased by 6% and 3%, respectively. The percentage of students scoring in the exceeds standard performance level increased by 3%.

Mathematics SBAC Assessment Claim Scores

GRADE CLAIM % Below Standard

% Near Standard

% Above Standard

ELEVENTH Concepts and Procedures 52% 31% 17%

Problem Solving 43% 46% 11%

Communicating Reasoning 29% 62% 9%

SCHS Mathematics Assessment Claim Scores the highest percentage of eleventh graders score above standard in the area of Concepts and Procedures. The greatest percentage of students scored and below standard in the area of Communicating Reasoning, in the 2016-2017 school year.

ADVANCED PLACEMENT (AP) COURSES

AP Student Enrollment from 2015-2016 to 2017-2018 School Year

School Year # Students Enrolled

# Students Enrolled in AP

% of Students Enrolled in AP

2015-2016 1,999 228 11%

2016-2017 1,779 364 21%

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2017-2016 1,663 489 29%

While student enrollment at SCHS has dropped by 336 students in the last three years, the percentage of student enrolled in Advanced Placement (AP) courses has increased by 18% over the last three years at SCHS.

AP Exams Given 2016-2017 School Year

Test Name # Enrolled #Enrolled & Tested

# Tested Not Enrolled

# AP Tests

BIOLOGY 31 25 25

CALCULUS AB 73 66 66

CHEMISTRY 33 20 20

ECONOMICS MACRO 40 35 4 39

ENGLISH LANG & COMP 67 58 8 66

ENGLISH LIT & COMP 1 8 8

GOVERN & POLITICS US 35 25 25

PHYSICS 1 41 23 2 25

SPANISH LANGUAGE 113 99 17 116

SPANISH LITERATURE 23 20 20

US HISTORY 66 44 44

WORLD HISTORY 83 41 41

Grand Total 606 456 39 495

AP Exam Result 3 Year Comparison

Test Name 2014-2015 % Qualifying

2015-2016 % Qualifying

2016-2017 % Qualifying

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Score Score Score

BIOLOGY 25% 4%

CALCULUS AB 9%

CHEMISTRY 5%

ECONOMICS MACRO 33% 5%

ENGLISH LANG & COMP 6% 14%

ENGLISH LIT & COMP 23% 13%

GOVERN & POLITICS US

PHYSICS 1

SPANISH LANGUAGE 98% 90% 90%

SPANISH LITERATURE 100% 50% 45%

US HISTORY 7%

WORLD HISTORY 50% 9% 15%

Grand Total 29%

The percentage of students with qualifying AP exam scores has been dropping over the past three years in all subject areas. Of the students taking the Spanish Language exam, 90% or more students have a qualifying score in the Spanish Language exam over the past three.

A-G Completion Rate

Grad YearTier 3 Missing 5+

Tier 2 Missing 3-4

Tier 1 Missing 1-2 OnTrack

% of Students

2018 18% 9% 18% 55% 100%

2019 26% 11% 19% 44% 100%

2020 24% 13% 18% 45% 100%

2021 1% 6% 32% 61% 100%

Grand Total 18% 10% 22% 51% 100%

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SCHS has increased the number of students earning a C or better in A-G requirements since the last WASC Visit. In the 2012-2013 school year, 38% of students were on track to complete A-G requirements with a grade of C or better. Currently 51% of students are on track earning a grade of C or better in A-G requirements.

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II Significant Changes and Developments

Conversion to Charter StatusOn March 29, 2016, SHS submitted a plan to convert to a District-affiliated Charter School. The staff at Sylmar High School committed to a comprehensive plan with specific strategies: An innovative curricular program that is engaging and relevant for students, and focuses on both college preparedness and career readiness; Instructional practices that focus on improved “first instruction”; a strategically designed math program; a nurturing school climate; teachers who communicate with parents on a consistent basis

The LAUSD Board of Education approved our Charter Petition, and we became Sylmar Charter High School effective the 2016-2017 school year. The term for our charter status is from July 1, 2016 to June 30, 2021.

Changing District Goals and RequirementsLAUSD released a Strategic Plan for 2016-2019. This plan represents our commitment to 100% graduation. Through excellence, high expectations and continuous learning we will reach our goal. The plan also outlines our fundamental strategy, the essential elements of effective learning environments, our objectives and key initiatives. The plan is intended to cultivate common understanding and coherence, and to empower all stakeholders to take action toward creating a district of graduates. It provides the prioritized framework from which L.A. Unified will work.

As a District-affiliated charter school, our District goals are: 100 percent graduation; Proficiency for all; 100 percent attendance; Parent and community engagement and School safety

Common Core State Standards

Our teachers have been participating in ongoing professional development sessions to explore the rigor of the Common Core State Standards and the Next Generation Science Standards. The purpose of these sessions has been to provide effective strategies that engage students in a challenging curriculum while providing the necessary scaffolds to support student learning. Our science teachers have begun to implement the Next Generation Science Standards. The English department has adopted the StudySync Curriculum for its core classrooms. Teachers have been focusing on the instructional shifts in ELA, including practice with complex texts and their academic language; reading, writing, and speaking grounded in evidence from texts, both literary and informational; and building knowledge through content-rich nonfiction.

We have also been focusing on the instructional shifts in mathematics, including a greater focus on fewer topics; a coherent approach by linking topics and thinking across grades; and a

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rigorous curriculum that focuses on conceptual understanding, procedural skills and fluency, and application with equal intensity.

College ReadinessSCHS has established a full service College Office staffed with a full time College Counselor. Additionally, the District has provided a site license for all SCHS students to be linked to an online college awareness and readiness platform, called Naviance. Naviance is a comprehensive college and career readiness internet platform that helps students turn their aspirations into achievement. Naviance prepares students to be college ready by helping them identify their strengths, discover careers, and match to best-fit higher education institutions.

LCAP/LCFFThe Local Control Funding Formula (LCAP) establishes a target of funding growth for school districts throughout California. Specifically, our District's plan continues to sustain key targeted programs and has designed programs that better support our low-income, English learners and foster youth under the following District goals are 100% Graduation, Proficiency for All, 100% Attendance, Parent, Community and Student Engagement, School Safety and Basic Services of maintaining effective staff, clean and welcoming schools and students receiving equitable access to basic services.

Staff ChangesAs a result of declining enrollment, we have lost teachers and reconfigured our Smaller Learning Communities (SLCs). We converted from three SLCs that ranged from grades 9-12, to one 9th grade SLC and two SLCs for grades 10-12. We no longer have a full-time Coordinator for each SLC (with the exception of our Math-Science Magnet), so much of this work has been absorbed by the SLC lead teachers and the administrators.

Since the last WASC visit, 3 of the 5 school based administrators are new to the school. We also reduced the number of categorical compliance coordinators from 2 to 1. We have also added one full time College Counselor and one academic counselor to service the needs of our EL students and our Students With Disabilities.

FacilitiesOur school is constantly improving its facilities. This school year we have started and/or completed the following projects to augment our facilities: the Security Camera Project has been completed, Intrusion Alarm Project has been completed. The ADA Compliance Project has been completed, it has enabled our disabled students, parents, and colleagues to access our facilities. The Science Upgrade Project had modernized four of our science labs (Rooms 65, 67, 72, and 74)

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The Gymnasium Air Conditioning Project is tentatively scheduled to be completed in December 2018. Three additional projects in the works are The Spartan Hall Retrofit Project, the Fire Sprinkler Heads Replacement and The Electric Vehicle Charging Stations Project.

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III: Ongoing School Improvement

Process Used to Develop This Report

There have been several staff changes at SCHS since the 2015 WASC visit. Despite the challenges, SCHS has been able to move forward in meeting the WASC goals.

From the 2016-2017 school year until now, the Instructional Leadership Team, School Site Council, Small Learning Communities and the academic departments spent time reviewing the recommendations of the WASC Visiting Committee. The Instructional Leadership Team established a professional development plan that addressed the WASC goals and recommendations. Teachers working in their departments and small learning communities reviewed the action plan on an ongoing basis and subsequently assessed the progress. The Instructional Leadership Team met regularly to adjust the goals and actions steps to reflect the Common Core Standards and District Initiatives. Findings were discussed at School Site Council, Coffee with the Principal, Instructional Leadership Team, Small Learning Community, Department, and Faculty meetings.

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IV: Progress on Critical Areas for Follow-up/ School-wide Action Plan

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

Critical Learner Need #1: Implement Common Core Standards with an emphasis on instruction that is targeted and provides scaffolding for student success.

In reviewing the student achievement data and through the self-study process, teachers determined a need to work collaboratively to improve student achievement and implement the Common Core Standards schoolwide. Moreover, the Visiting Committee hears from the staff that they were in the beginning stages of providing instruction on the Common Core Standards.

SCHS continually reviews the WASC committee’s recommendations and school-wide action plan. SCHS has used professional development time for academic departments and small learning communities to meet and focus on student achievement and implementation of the Common Core State Standards. Each academic department is working collaboratively towards creating common pacing plans, and lesson plans.

Students and parents of SCHS are informed of the CC standards through the syllabus and posted in our classrooms. We include all four elements of communication in each lesson as well as common assessments and thematic units.

The English, World Languages, Social Science, Science and elective departments include the study of complex text, with an increased inclusion of non-fiction text. Teachers lead students towards attaining an increased academic vocabulary, both in terms of recognition and use. Students are called upon regularly to read closely and analyze text based on textual evidence that is either suggestive or conclusive. The math department is implementing the common core state standards by using the CPM curriculum. They have students collaborate on a weekly basis to promote the math practices.

All departments work together in department's to share data. Each department has been working to create SMART goals as well as create and implement common assessments and grading practices. Facilitated by a feature in the new Schoology gradebook, there is a renewed emphasis on student mastery of standards based on regular assessments of CCSS and rubrics designed from the standards.

SCHS has assisted departments by sending staff to trainings (College Preparatory Math or CPM, Next Gen Science Implementation, Studysync Training, Community of Practice Trainings, Academic Conversations, Depth of Knowledge and Levels of Questioning) as well as providing

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teachers opportunities to meet in teams to lesson plan, discuss data, create assessments, and troubleshoot student misconceptions.

Critical Learner Need #2: Adopt and implement research-based student-centered instructional strategies for all learners (including Long Term English Learners and Students with Disabilities) to succeed in reaching the Common Core Standards.

Based on the disaggregated achievement data the SHS staff will implement best instructional practices schoolwide to address student learning of a rigorous curriculum. The Visiting Committee recommends that the instructional practices implemented must promote deeper levels of thinking as well as consistent student engagement in order to increase student achievement.

Two years ago using the Core Waiver grant, SCHS began a professional development program with four other secondary schools to improve the academic success for students with disabilities. This program was called the Communities of Practice (CoP). The Special Day Class teachers received professional development on Academic Conversations and Webb’s Depth of Knowledge to address rigor and improve student engagement. Together with the four other schools in the CoP cohort, teachers participated in the Communities of Practice protocol where they developed a classroom tool for classroom observations. Teachers are given feedback on the implementation of these practices (see observation tool in appendix). The Special Education Department has noticed an increase in the number of students receiving grades of C or better with no “Fails” or “Us” on quarterly report cards.

Seeing the success of the Special Day Program, other departments have begun training on Academic Conversations and Webb’s Depth of Knowledge to address rigor and the academic needs of struggling students. This year, the Resource Teachers and their Co-Teaching partners participated in professional development with Special Day Class teachers. Special Day Class teachers are acting as mentors and are assigned to a teaching team. This Spring, Resource Teachers and their General Education Co-Teacher will participate in the Community of Practice observations for the first time. The Special Day Program is beginning to collect more formal data to prove the effects of the program.

All teachers at SCHS have received professional development training on incorporating Language Objectives in their daily lesson plans to address the needs of second language learners. In addition, English Language Development (ELD) teachers received professional development training on Constructive Conversations by John Zwiers and effectively incorporating academic vocabulary of the content areas. In ELD classrooms, teachers are developing and implementing lessons on prefixes and suffixes to aid students in the use of context clues. Many teachers are incorporating the use of graphic organizers and sentence

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frames to help students gather ideas. Then, teachers will ask clarifying and probing questions to help student better develop ideas. In all classrooms, teachers are guiding students toward more academic conversations around academic content to better support the needs of all students.

Critical Learner Need #3: Increase the academic rigor in all classrooms as well as student success in meeting the CSU A-G and raise the number of students in honors, and Advancement courses.

Through the self-study process and the analysis of student achievement data the staff found that there is a need to increase the academic rigor in all courses. Additionally, the district is implementing graduation requirements (Class of 2017) where students must meet the CSU/UC A-G requirements with a “C” or higher in order to receive a diploma. Moreover, findings indicate that only 34% of students meet the CSU/UC A-G requirements upon graduating from SHS.

Since, the last WASC visit, the district has retracted on requiring students to meet the CSU/UC A-G requirements with a “C” or higher in order to receive a diploma. Students have to complete A-G courses but can meet the requirement with a grade of “D” or better. As indicated in the data, SCHS has increased the percentage of students meeting A-G requirements from 34% as of the last WASC visit to 50%. SCHS still works to improve on this goal.

SCHS has increased the number of students enrolled in AP classes since the last WASC Visit. In 2015-2016, 11% of students were enrolled in AP classes. In the 2017-2018 school year, 29% of students are enrolled in AP classes. This is an increase of 18%. SCHS is working to increase the number of students who earn qualifying scores on AP exams. To increase the readiness for Advanced Placement exams, Sylmar Charter partakes in the UCLA AP readiness program. Students attend review workshops and laboratories monthly at the UCLA campus.

AP teachers are researching and breaking down the college board curriculum for their respected subject. For AP Biology, the two science instructors in the Spring of 2018 are co-teaching the course focusing on content mastery through direct instruction as well as experimentation for students to obtain mastery of content objectives.

Critical Learner Need #4: Develop frequent common formative assessments that are aligned to the Common Core Standards (benchmarks, formal and informal assessments) for all core areas with detailed analysis of their data, the results of which will drive instruction, intervention, and the curricular program.

SHS needs to develop this area of their action plan as the Visiting Committee added this area of improvement. In both leadership and focu group meetings it was evident that the core areas were in various stages of aligning their common formative assessments to

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the CCSS. Additionally, the staff must develop a systematic process for collecting and reviewing data.

At SCHS, ELA and Math departments give the Smarter Balance Interim Assessment Block (IAB) twice a year. This enables teachers to check student progress toward goal attainment and provides actionable information to inform instruction. Teachers spend time in department meetings reviewing, analyzing the results of the Interim Assessments to better plan lessons and address student areas of weakness. Departments then develop informal assessments to incrementally examine student progress toward accomplishment of the identified standard.

The English Language Arts Department has committed to daily informal assessments that include oral responses to: rereading for the gist, depth of knowledge questions, and citing evidence in order to encourage better communication skills. The students also are assessed by their written responses to: quick writes, writing prompts, literary texts, speeches, historical documents, and political essays. Further, the department employs incremental formal writing assessments that include analytical, expository, persuasive, and synthesis essays. The students are given rubrics to ensure that their essays follow the criteria for effective organization, purposeful evidence, and in-depth analysis. The English Language Arts Department and the Social Studies Department are collaborating to develop common standards-based goals for rubrics and implement research-based writing curriculum, such as the Toulmin Method of Argumentation and the Jane Schaffer Writing Program.

After examining the Interim Assessment Results, the Social Studies department defined two areas of improvement for students: students quote but fail to analyze and have a narrow scope in interpreting issues. The department then developed goals for each grade level. In 10th grade students will be taught to analyze data and expected to write periodical paragraphs that analyze multiple documents with the same point of view. The repetition of this activity, should remediate students choosing quotes, but failing to interpret them in historical context. In 11th grade, students will analyze documents in multiple perspectives to be able to synthesize arguments and construct their own conclusions while writing multiple periodic assessments in the form of paragraphs. In the 12th grade, students will focus on a research project that incorporates multiple perspectives, but also attempts to present alternative views or ways to solve a social problem.

In the mathematics department common assessments used by math all teachers are aligned with common core standards. Algebra 2 teachers meet every Thursday after school and discuss chapter activities/lessons and update assessments and study guides. Math teachers use Google forms to input and analyze assessment results. Results help us provide intervention by spiraling previous taught material; reteach, review, reassess.

In order to collect data, the science department is using google docs to upload formative assessment results for review by content area teachers. Results are updated approximately monthly and shared in department meetings. Once data is reviewed, teachers reteach content

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standards which students may not have mastered. Students are exposed to pre exams as well as post exams where data is collected to evaluate content standards mastered.

Other departments are engaged in similar activities using rubrics to assess students designed from standards to grade projects and assignments. Facilitated by a feature in the new Schoology gradebook, there is a renewed emphasis on student mastery of standards based on regular assessments based on CCSS and rubrics designed from the standards.

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V: Schoolwide Action Plan Refinements 2018-2021

Comment on the refinements made to the schoolwide action plan since the last full self-study visit reflect schoolwide progress and/or newly identified issues.

The Schoolwide Action Plan described on the following pages is an effort by the SCHS community to support the school’s mission by alignment schoolwide goals to District and state requirements such as the Single Plan, Career/College Readiness and LCAP as well as the District’s mandated curriculum, instructional practices and structural initiatives. The critical academic needs identified and targeted by the faculty and staff in this progress report reflect the goal of providing opportunities for all student to excel. The ILT and faculty met regularly to review the WASC team’s recommendations and revise the Schoolwide Action Plan in order to address areas of targeted growth and critical academic needs.

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Increase the achievement of all students in English Language Arts

Goal 1Increase the number of 11th graders scoring standard met or exceeds on the SBAC by developing a comprehensive English Language Arts program, which supports all students as well as sub-groups in reading, writing, speaking and listening achieving at grade level ELA standards.

Rationale Self –Study findings indicate a need to improve student achievement in English Language Arts for all significant subgroups with a particular emphasis on students with disabilities and Long Term English Learners. Teachers needed to implement Common Core Standards using research based instructional strategies and providing scaffolding for all students. SBAC ELA results, discussions, and recommendations from all focus groups and departments support this need.

Supporting 2017 Data

SBAC ELA RESULTS· School Wide: 50% of 11th Graders met or exceeded standards on the ELA SBAC. This is a drop of 9% from the previous year.· Reading: 20% of 11th Graders are scoring Above Standard on the ELA SBAC.· Writing: 25% of 11th Graders are scoring Above Standard on the ELA SBAC.· Speaking and Listening: 15% of 11th Graders are scoring Above Standard on the ELA SBAC

Growth Targets: ELA

2017-2018ELA SBAC School Wide:

7% growth of students meeting or exceeding standards on the ELA SBAC, with a

comparable decrease in those students nearly meeting or not meeting standards on the ELA

SBAC.5% growth of students meeting or exceeding

standards on the ELA SBAC with a comparable decrease in those students nearly meeting or

not meeting standards on the ELA SBAC.

2018-2019 and 2019 - 20205% growth of students meeting or exceeding

standards on the ELA SBAC, with a comparable decrease in those students nearly meeting or not

meeting standards on the ELA SBAC.

SLO’s Addressed: 1. Effective Communicator 2. Critical ThinkerImpact on Student Learning of Academic Standards and SLO’s: As reading, writing, speaking and listening are fundamental to success in all disciplines, a strong focus on ELA will support students’mastery of all academic standards and SLO’s.

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Monitoring Progress Tools● Smarter Balanced Assessment Consortium data

(SBAC) English Language Arts: all students, and significant subgroups

● Interim assessments● A-G Passage Rates● Progress on ELPAC● Progress on RI● Number of English Language Arts strategic

intervention in the master schedule or afterschool credit recovery program.

● Results of students projects-based assessments.

Report Progress● Data reporting: state assessments, master

schedule, interim and school assessments● Action plan progress: Leadership Team to

report progress to School Site Council, parents, staff, and students annually.

● Annual charter review● Annual report of SPSA achievement goals● Action plan modified yearly

TASKS RESPONSIBLE PERSONS

PROFESSIONAL DEVELOPMENT/

RESOURCES

MEANS TO ASSESS

IMPROVEMENT

TIMELINE REPORTING

Review of ELA

Standards-based

Curriculum to Ensure Proper

Alignment and Mapping of ELA State Standards,

SBAC Blueprints, SLO’s and Common

Core Standards to

Ensure Student

Achievement.

PrincipalLeadership Team

Department Chair

ELA DepartmentCurriculum/Instruction Committee

Leading the Common Core

Aligning Curriculum to CCSS

(Crawford)Mapping the CurriculumDepartment

Collaborative Sessions

Common Core Implementation and

District ModulesSBAC Blueprints

FUNDING:General Fund/

Title 1 /Charter Grant

PD Agendas, Minutes of sessions.Alignment/

Curriculum Guides as Developed.Class Syllabi

DistrictSchool Visits

Administration Observations

Teacher Recommendations

SBAC scores(or CCSS)/

Interim Assessments/

ELPACStudent Work

Analysis

September-December

2018Ongoing

Monthly Discussion at Instructional Leadership

Team Meetings

Monthly Department

MeetingJanuary/

May Reporting to SSC

Coffee with the Principal

Curriculum/Instruction Committee

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Develop an Understanding

of the Academic Needs of

Significant Subgroups.

PrincipalAdministrative

StaffCoordinators

Leadership TeamTitle 1

Faculty and Staff

My DataEL Modules

Staff and Department

Meetings


Title 1 /Charter Grant

PD Agendas, Minutes of Sessions.Alignment/

Curriculum Guides are Developed

Lesson ArtifactsStudent Work

SamplesDistrict

School VisitsAdministrator Observations

Instructional RoundsTeacher

Recommendations

2018-2019June

Ongoing

AS ABOVE

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Develop Instructional Units Across Disciplines

which incorporate

research based

instructional strategies that address the needs of all

learners

PrincipalInstructional

Leadership TeamCore Waiver

TeamDepartment

CharisFaculty and Staff

Mapping the CurriculumDepartment

Collaborative Sessions

Instructional Leadership Team

meetings Faculty MeetingsCommunities of Practice Meetings

Common Core Implementation and

District ModulesProject-based

Learning


Title 1/Charter Grant

Instructional UnitsStudent Work

SamplesInformal

ObservationsInstructional RoundsDistrict Staff Visits

Administrative Observations

Teacher Recommendations

SBAC scores(or CCSS)/

Interim Assessments/ELPAC

Student Work Analysis

2018/2019June

Ongoing

AS ABOVE

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Increase the achievement of students in mathematics

Goal 2 Increase the number of 11th graders scoring standard met and standard exceeds on the SBAC by developing a comprehensive Mathematics program, which supports all students’ mastery of Algebra 1, Geometry and Algebra 2 standards.

Rationale Self –Study findings indicate a need to improve student achievement in Mathematics for all significant subgroups in particular students with disabilities and Long Term English Learners. Teachers needed to implement Common Core Standards using research based instructional strategies and providing scaffolding for all students. All groups need to improve their performance on Math SBAC. SBAC data, discussions, and recommendations from all focus groups support this need.

Supporting 2016-2017 Data

SBAC MATHEMATICS RESULTS· School Wide: 27% of 11th Graders met or exceeded standards on the Math SBAC· Concepts and Procedures: 17% of 11th Graders scored above standard on the math SBAC· Problem Solving: 11% of 11th Graders scored above standard on the math SBAC· Communicating and Reasoning: 9% of 11th Graders scored above standard on the math SBAC

Growth Targets: MATH

2017-2018:Math SBAC School Wide:

5% growth of students meeting or exceeding standards on the Math SBAC, with a

comparable decrease in those students nearly meeting or not meeting standards on the math

SBAC.

2016-2017 and 2017-2018Math SBAC School Wide:

5% growth of students meeting or exceeding standards on the Math SBAC, with a

comparable decrease in those students nearly meeting or not meeting standards on

the math SBAC.

SLO’s Addressed: 1. Critical Thinkers that develop plans to achieve self-initiated goals, locate, analyze and integrate information and apply complex problem-solving solutions…Impact on Student Learning of academic standards and SLO’s: Slow, steady progress on student learning of academic standards, path practices and Student Learning Outcomes will help us to attain academic proficiency in Mathematics.

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Monitoring Progress Tools

● Math SBAC: All Students, with attention toward African American, Latino, English Learners, Special Education and Economically Disadvantaged.

● Common core assessments as they are implemented.

● Progress on ELPAC for Long Term English Learners

● Interim assessments - district and school created

● Department formal and informal assessments.

Report Progress

● Data Reporting: State assessments, master schedule, Interim and school assessments

● Action plan progress: Instructional Leadership Team to report progress to School Site Council, parents, staff and students annually

● Annual charter review● Annual report of SPSA achievement

goals● Action plan modified yearly

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PROFESSIONAL DEVELOPMENT

RESOURCES

MEANS TO ASSESS

IMPROVEMENT

TIMELINE REPORTING

Review of Math

Standards Based

Curriculum to Ensure Proper Alignment and Mapping Math

State Standards, SLO’s and Common

Core Standards to

Ensure Student

Achievement

PrincipalAdministratorsCoordinatorsInstructional Leadership

TeamDepartment. Chair Math

Math Department

Department Meetings

Common core Implementation

andDistrict Modules

Local District Training



PD Agendas, Minutes of Sessions

Alignment/Curriculum Guides as Developed

Class SyllabiDistrict Staff

VisitsAdministration ObservationsInstructional

RoundsTeacher

Recommendations


September-

December 2018

Ongoing


TeamMonthly

Department Meeting

January/May Reporting to

SSCCoffee with the Principal

Charter Board

Develop an Understandin

g of the Academic Needs of

Significant Subgroups in Mathematics.

PrincipalInstructional Leadership

TeamCoordinators

My DataEL Modules

Staff and Department

Meetings



PD Agendas, Minutes of Sessions.Alignment/Curriculum

Guides Lesson Artifacts

Student Work Samples

District Staff Visits

Administration ObservationsInstructional

RoundsTeacher

Recommendations

June 2019Ongoing

As Above

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Implement common

instructional strategies to support the

needs of diverse learners

PrincipalLeadership

TeamFaculty and StaffInstruction and

Curriculum Committee

Mapping the CurriculumDepartment

MeetingsFaculty MeetingCommon Core Implementation

and District Modules

Project-based Learning

Instructional Rounds

Community of Practice Sessions


Title 1

Instructional Units

Student Work SamplesInformal

ObservationsDistrict Staff

Visits

Administrative Observations

Teacher Recommendatio

nsStudent Work

Analysis

2018-2019June

Ongoing

AS ABOVE

Through the use of formal and informal assessments identify and

refer students for

mathematics intervention

PrincipalAssistant

Principal SCSMath Department

ChairsCoordinators

Counselor

Training on Course Content and Strategies to

Support Student Success.

Planning and Collaboration Time

for Teachers to Review Student Progress and

Effectiveness of Course.

Professional Development

Offered by LAUSD


Title 1

Master Schedule Includes

Intervention Courses

Review of Students’

Assessments and Work SamplesInformal

ObservationsAdministrative ObservationsInstructional

RoundsDistrict Staff

VisitsMath SBAC

ResultsStudent Work

Analysis

2017-2018June

Ongoing

AS ABOVE

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Implement Timely and Consistent Review of Student

Data/Interim Assessments/ Performance

Task and Project Based

Results to Identify

Student Need and Inform

Instruction in Math.

PrincipalLeadership

TeamDepartment

ProgramChairs

Instruction and Curriculum Committee

Faculty

Professional Development

Period by Period Faculty Meetings

Department Collaborative

SessionsLearning Teams/

Performance Dialogues/ Learning

Communities ProtocolsMyData


Title 1

Documentation from Work Session:Agenda/ Minutes/

Process SheetsAnalysis

Documents of Students’

Assessments and Work Samples.

Math SBAC Results


2018-2019June

Ongoing

AS ABOVE

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Increase the cohort graduation rate

Goal 3 Increase the number of students completing high school graduation requirements in four years who are college competitive and career ready.

Rationale Self –Study findings indicate a need to improve student access to higher-level classes for all students. A-G and Advanced Placement discussions and recommendations from all focus groups and departments support this need.

Supporting Data

RESULTS· School Wide: there was a 2.3% increase in graduation rate between the class of 2016 and the class of 2017 based on LCAPP data.· School Wide: The graduation rate for all students in 2016-2017 was 85.1%· English Learners: The graduation rate for English Learners in 2016-2017 was 61.8%· Homeless: The graduation rate for the homeless students in 2016-2017 was 30.9%· Students with Disabilities: The graduation rate for students with disabilities in 2016-2017 was 67.8%· A-G with a grade of C or better: Students currently earning a grade of “C” or better in A-G courses is 50%

Growth Targets: Graduation Rate

2017-2018School Wide:

2% increase in graduation rate overallEnglish Learners:

Homeless: maintain graduation rate of 90.9%Students with Disabilities:

A-G with grade of C or Better: 55% of students will earn a grade of C or better in A-G courses

as indicated on MiSiS.


2% increase in graduation rate overall

A-G grade of C or better: 60% of students will earn a grade of C or better in A-G courses as indicated in MiSiS.


1% increase in graduation rate overall

SLO’s Addressed: AllImpact on Student Learning of Academic Standards and SLO’s: The intent of standards and SLO’s is to ensure students graduate from SCHS who are academically, socially, and emotionally ready for the next steps in their lives.

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Monitoring Progress Tools● Common Core SBAC assessments● Attendance data● Quarterly grade analysis / A-G grade analysis● Interim assessments- district and school

created.● Number of intervention/credit recovery in the

master schedule/school offers.● Suspensions/Expulsion rates and analysis● 4 year cohort graduation rate● College acceptance/attendance data

Report Progress·● Data reporting: SBAC assessments, master

schedule, periodic and school assessments● Action plan progress: Leadership team to

report progress to School Site Council, parents, staff and students annually

● Annual charter review● Annual report of SPSA achievement goals● Action Plan Modified Yearly


PROFESSIONAL DEVELOPMENT/

RESOURCES

MEANS TO ASSESS

IMPROVEMENT

TIMELINE REPORTING

Develop and deliver

professional development

training for staff on strategies to better improve lesson delivery

of content standards where students are not meeting grade-level standards

.

PrincipalAdministrators CounselorsCoordinators

Department ChairsLead Teachers

Department Collaborative

SessionsInstructional

Leadership Team meetings

Faculty MeetingsCommunities of Practice Meetings

Project-based Learning



PD Agendas, Minutes of Sessions.Alignment/

Curriculum Guides are Developed

Lesson ArtifactsStudent Work

SamplesDistrict

School VisitsAdministrator ObservationsInstructional

RoundsTeacher

Recommendations

2018-2019June

Ongoing


Team MeetingsMonthly

Department MeetingJanuary/

May Reporting to SSC

Coffee with the Principal

Curriculum/Instruction Committee

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Implement Strategic

Interventions for Students at Risk of not

Graduating in Four Years including

Individualized Counseling, Attendance

Assistance and Psychological Services; in-class, during

and Beyond the School day

Tutoring and Academic Support

Classes and Support, and

Credit Recovery.

PrincipalAdministrators CounselorsCoordinators

MyData Monitoring Programs

Counseling Team Meetings

CoordinatorsTeachers

EdgenuityLab FUNDING: General Fund

Title 1Charter Grant

Agendas/MinutesAttendance Rates Master Schedule

OfferingsA-G Completion

DataAP participation

Cohort Graduation Rate

College Acceptance

Career Pathway Completion

Ongoing AS ABOVE

Establish and Maintain a

Consistently Clean and Safe

School Environment Conducive to

Student Learning

PrincipalAdministratorsPlant Manager

Deans Restorative

Justice Advisor

Committee Structures

Faculty MeetingsService Learning

ProjectsProject-based

LearningStudent

Organizations



Student Expectations

Handbook Agendas/

Minutes/ArtifactsDiscipline Data/ Suspensions RatesDistrict Staff Visits

Administrator/ Teacher / Student

ObservationsStudent

Presentations/Project Analysis

Ongoing AS ABOVE

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