2014 WASC Report
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Ridgeview High School Focus on Learning Self-Study and Accreditation Report Prepared for the Western Association of Schools and Colleges and the California Department of Education March 30-April 2, 2014 Table of Contents District and Site Personnel .............................................................................................................................................................. i Visiting Committee Schedule......................................................................................................................................................... iii Focus Groups……………………………………………………………………………………………………….iii Preface ................................................................................................................................................................................................. iv CHAPTER 1: STUDENT AND COMMUNITY PROFILE-DATA AND FINDINGS .. 1 Demographic Data ............................................................................................................ 1 Community ......................................................................................................................................................................................... 1 Ridgeview High School ................................................................................................................................................................. 1-2 WASC Accreditation History ........................................................................................................................................................ 2 School Purpose .............................................................................................................................................................................. 2-3 RVHS Mission Statement ........................................................................................................................................................... 3 RVHS - Schoolwide Learner Outcomes (SLOs) .............................................................................................................. 3-7 Enrollment ........................................................................................................................................................................................... 8 Enrollment by Ethnicity and Socioeconomically Disadvantaged (SED) .......................................................................... 8 Enrollment in Special Needs or other programs ................................................................................................................. 8 Language Proficiency (English Language Learners) .................................................................................................................... 8 Attendance .......................................................................................................................................................................................... 8 Truancy Rate ................................................................................................................................................................................. 8 Discipline Referrals, Suspension and Expulsion Rates (disaggregated) and Crime Statistics ......................................... 9 Suspensions and Expulsions....................................................................................................................................................... 9 Suspensions and Expulsions By Offense ........................................................................................................................... 9-10 Facilities ........................................................................................................................................................................................10-11 Staff ...................................................................................................................................................................................................... 11 Teacher Credentials .................................................................................................................................................................. 12 Professional Development ............................................................................................................................................................ 13 District Policies/school financial support.............................................................................................................................13-14 Student Performance Data ............................................................................................ 14 Academic Performance Index Chart (API and AYP) ........................................................................................................14-15 California Standards Test (CSTs) ..........................................................................................................................................15-17 California High School Exit Exam (CAHSEE) ............................................................... Error! Bookmark not defined. CAHSEE Annual Measurable objectives for AYP (10th Grade Proficient/Advanced) ..... Error! Bookmark not defined. CAHSEE 10th Grade Pass Rate ............................................................................................................................................... 17 Completion Rates ............................................................................................................................................................................ 17 Graduation Rates ....................................................................................................................................................................... 17 Dropout Rates ............................................................................................................................................................................ 18 CHAPTER 2: PROGRESS REPORT .............................................................................. 19 Significant Developments ............................................................................................... 19 Previous WASC Self-Study Goal 1 .......................................................................................................................................19-20 Previous WASC Self-Study Goal 2 ............................................................................................................................................. 20 Previous WASC Self-Study Goal 3 ................................................................................. Error! Bookmark not defined. Previous WASC Self-Study Goal 4 .......................................................................................................................................22-23 PBIS………………………………………………………………………………………………………………..24 ii Technology ............................................................................................................................ Error! Bookmark not defined. Facility Improvements ........................................................................................................ Error! Bookmark not defined. Staff Development ........................................................................................................................................................................... 25 Intervention Courses...................................................................................................................................................................... 25 Career Pathways .............................................................................................................................................................................. 25 CHAPTER 3: STUDENT AND COMMUNITY PROFILE-OVERALL SUMMARY FROM ANALYSIS OF PROFILE DATA ....................................................................... 26 Implications of the data with respect to student performance ...... Error! Bookmark not defined. API…………………………………………………………………………………………………………………26 CST ..................................................................................................................................................................................................... 26 CAHSEE ............................................................................................................................................................................................. 26 Critical Academic Needs Based on Data ...................................................................... 26 Question #1 ................................................................................................................................................................................26-27 Question #2 ...................................................................................................................................................................................... 27 Question #3 ...................................................................................................................................................................................... 27 Question #4 ...................................................................................................................................................................................... 27 CHAPTER 4: SELF-STUDY FINDINGS ....................................................................... 28 Category A Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources .................................................................................................................. 28 Criterion A-1 ..............................................................................................................................................................................28-29 Criterion A-2 ..............................................................................................................................................................................29-30 Criterion A-3 ..............................................................................................................................................................................30-31 Criterion A-4 ..............................................................................................................................................................................31-32 Criterion A-5 ..............................................................................................................................................................................32-33 Criterion A-6 ..............................................................................................................................................................................33-34 Category B Standards-based Student Learning: Curriculum ..................................... 34 Criterion B-1 ..............................................................................................................................................................................34-35 Criterion B-2 ..............................................................................................................................................................................36-37 Criterion B-3 ..............................................................................................................................................................................37-38 Category C Standards-based Student Learning: Instruction...................................... 38 Criterion C-1 ..............................................................................................................................................................................38-39 Criterion C-2 ..............................................................................................................................................................................39-40 Category D Standards-based Student Learning: Assessment and Accountability .. 40 Criterion D-1 .............................................................................................................................................................................40-42 Criterion D2 ...............................................................................................................................................................................42-43 Criterion D-3 .............................................................................................................................................................................43-44 Criterion D4 ..................................................................................................................................................................................... 44 Category E School Culture and Support for Student Personal and Academic Growth .............................................................................................................................. 45 Criterion E-1...............................................................................................................................................................................45-46 Criterion E-2...............................................................................................................................................................................45-47 Criterion E-3, E-4 ......................................................................................................................................................................47-49 iii CHAPTER 5: SCHOOLWIDE ACTION PLAN ........................................................... 50 Critical Area of Need Plan #1……………………………………………………………….................................50-52 Critical Area of Need Plan #2………………………………………………………………………………….53-55 Critical Area of Need Plan #3………………………………………………………………………………….55-57 Critical Area of Need Plan #4………………………………………………………………………………….58-60 APPENDIX .......................................................................................................................... I RVHS Parent Survey 2013 RVHS Student Survey 2013 .............................................................................................................................................................. Healthy Kids Survey (District) ......................................................................................................................................................... Master Schedule ................................................................................................................................................................................... Bell Schedule ......................................................................................................................................................................................... Graduation Requirements ................................................................................................................................................................. Student/Parent Handbook ................................................................................................................................................................. iv District Personnel Board of Trustees Judith Peters Mike Greer Rachelle Zuccolillo Donna Nichols Tom Conry President Vice President Clerk Member Member District Administration Roger Bylund Susan Davis Superintendent Deputy Superintendent Curriculum Student Services Human Resources Assistant Superintendent Business Services Special Services Director Network Administrator David McCready Mary H. Ficcardi Quinntin Comer Ridgeview High School Personnel Administration Michael Lerch Principal Faculty Carrie Dawes Sharon Martinez Janel Murphy Mike Newton David Smith Sean Tuttle Diane Wood Jeff Wrobel English/Health English/Reading Art History/Economics/PE/Wood Math History/Government/Computers RSP Science/PE i Certificated Supports Mitch Azevedo Jodi Genna Cindy Stickel Custodian Principal’s Secretary Instructional Aide ii Ridgeview High School WASC/CDE Focus on Learning Visiting Committee Schedule March 30-31 and April 1, 2014 Sunday March 30, 2014 3:00-4:00 Meet at school site with principal and leadership team 4:00pm-5:00pm Parent Committee Monday March 31, 2014 7:30-8:00 8:00-900 9:00-9:45 9:45-10:30 1045-11:30 11:45-12:15 12:30-1:15 1:30-2:00 2:00-3:00 3:30- 4:30 Tuesday April 1, 2014 7:45-8:15 8:15-11:45 11:45-12:15 review during lunch 12:15-3:00 3:00-3:45 Meet with principal/leadership Leadership and Governance Focus Group Assessment Focus Group Student Committee Curriculum Focus Group Lunch Instruction Focus Group Classified Committee Culture and Support Focus Group District Office @ RVHS Meet with principal/leadership Classroom visits and working on the final report Lunch-draft of final report to RVHS admin team to VC work on report-any revisions Report to stakeholders iii Ridgeview High School WASC/CDE Focus on Learning Focus Groups CATEGORY A ORGANIZATION: VISION AND PURPOSE, GOVERNANCE, LEADERSHIP AND STAFF, AND RESOURCES Mike Lerch, Mike Newton, Janel Murphy CATEGORY B STANDARDS-BASED STUDENT LEARNING: CURRICULUM Carrie Dawes, David Smith, Diane Wood CATEGORY C STANDARDS-BASED STUDENT LEARNING: INSTRUCTION Sean Tuttle, Sharon Martinez, Diane Wood CATEGORY D STANDARDS-BASED STUDENT LEARNING: ASSESSMENT AND ACCOUNTABILITY Sean Tuttle, Sharon Martinez, Diane Wood CATEGORY E SCHOOL CULTURE AND SUPPORT FOR STUDENT PERSONAL AND ACADEMIC GROWTH Eric Eckhart, Cindy Stickel, Jeff Wrobel iv Preface The staff at Ridgeview high School are the primary people responsible for ensuring that the process and monitoring of the action plans are carried out. In May of 2013 RVHS formed a School Site Council comprised of 3 parents, 3 students, 3 certificated staff, 1 classified staff, and the principal. There is very little categorical money to oversee presently, but the group is looking at school policies and revising the student handbook and looking at school culture. The Superintendent, Site Administrator, Staff and School Board also assist in the development of annual goals for Ridgeview High School. The goals and action plans are revised annually, and progress made toward the accomplishment of the school goals is shared with the various school shareholder groups. The annual update is also published in the School Accountability Report Card (SARC), on the school and district webpages, and in the school newsletter. While the accreditation process provides us with an opportunity to continually examine all facets of RVHS, our major focus continues to be directed at improving student learning and achievement and graduating our students. Beginning in 2011-12 school year, the previous principal at Ridgeview for 17 years, Jeff Marcus, switched positions with the Paradise High School principal, Mike Lerch. Changes in teaching positions since the last accreditation was in Social Science, Mike Newton was transferred from PHS, and in math when David Smith was hired in August 2011. In November 2012, site coordinator Mike Lerch/Carrie Dawes began WASC trainings to prepare for our 2013-14 accreditation. The Focus Groups consisting of both certificated and classified staff have been meeting and collaborating from January 2013 through January of 2014 to gather evidence, evaluate progress since our last WASC visit, and make recommendations for our school’s programs. Also included in this self-study review was a newly formed School Site Council consisting of staff, parents, students, and administration. The action plan developed for the last accreditation was evaluated and progress was charted. The information was organized and the staff evaluated it on an individual and group basis identifying successes and areas of weakness. The staff also evaluated critical areas of follow-up from the last full selfstudy. v CHAPTER 1: STUDENT AND COMMUNITY PROFILE-DATA AND FINDINGS Welcome to Paradise! Perched atop the Ridge, above the heat and fog, our picturesque Sierra foothill community is rich in history, culture, and natural beauty. Discover your own Paradise here. -Paradise Chamber of Commerce 2012 DEMOGRAPHIC DATA Ridgeview High School is the alternative high school serving the Paradise Unified School District located in the community of Magalia, just a short distance from the town limit of Paradise. The Paradise Unified School District covers a geographic area of approximately 300 square miles from distances as far away as seventeen miles on the western slope of the Sierra Nevada. More than half the student population travels to and from school using district bus services. Paradise, Magalia and the upper ridge community has a combined population of about 40,000 inhabitants. Both the Paradise and Magalia areas consist of a high percentage of retired citizenry. The ridge area is primarily a “bedroom community” serving the larger city of Chico and the county seat, Oroville. No major industry exists and most people are employed in direct service jobs and/or work in neighboring communities. The largest employers in town are the school district and Feather River Hospital. The ridge community was once known for growing apples and gold mining and still celebrates these activities with “Johnny Appleseed Days” and “Gold Nugget Days” annually. The immediate area is fortunate to have two colleges nearby, Butte Community College and California State University, Chico. More than half the graduating seniors from Ridgeview plan to attend Butte Community College The feeder school, Paradise High School, serves a population of 1300 students. Ridgeview’s enrollment fluctuates between 105-135 students and serves grades 10-12 (some 9th graders attend based on SARB referrals). Approximately 75% of the enrollment is at the junior and senior grade levels. Freshman and sophomores are allowed entry on a limited basis being considered as high need students who have no other options available in the district. Ridgeview was on a “waiting list” basis for the first time during the 2005/2006 School Year due to an increased need for alternative placements for students in the district. The population would be considered to be “at-risk” with virtually all incoming students deficient in his/her graduation track. Students enrolled are typically not as a result of formal disciplinary referrals from his/her previous school and/or the board of trustees but are here to make up credits for graduation. One area of concern is the increased need for Ridgeview to serve identified special need students because of lack of success at the comprehensive high school. Ridgeview’s special need 1 population fluctuates between 20-25% of the general population. The students that qualify for free and reduced lunch is typically at 75-88%. Ridgeview employs seven full time instructors, one full time resource teacher, one part time counselor and one administrator. The support staff consists of a school secretary, instructional aide, part time campus supervisor and a custodian. Currently, the Paradise Unified School District has been facing a declining enrollment for the last several years, affecting all schools K12. There are looming personal layoffs and teaching and support staff have be re-assigned to different school sites, based upon credential and seniority status. The current facility is the oldest school site, built at the turn of the century, in the district and went through a major reconstruction effort in the early 90’s. However, the facility is showing signs of wear and tear and is in need of major work. The curricular program has a heavy emphasis in remediation and intervention classes in English/Language Arts and Mathematics. Ridgeview has met its yearly target growth areas in both the API and AYP areas. All core subject areas use standards based curriculum approved and used at both high schools. Because of recent budget cuts, the elective courses available to students have been minimized. WASC Accreditation History Ridgeview High School’s last WASC accreditation was in April 2008, when we earned a six year term with a three year re-visit which occurred in March 2011. The 2008 visiting WASC team recommended the following as follow up: Increase parent and student involvement and school/home communication Implement a strategic planning process to evaluate the possibility of restructuring the academic and vocational program to better meet the needs of the students by relocating the school for expansion. Create a more positive school culture and improve student’s tolerance and understanding of individual differences. Improve student achievement School Purpose Ridgeview High School’s Mission Statement and Schoolwide Learner Outcomes (SLOs) were reviewed by a shareholder’s group consisting of students, parents, teachers, and administration in the spring of 2013. Our new SLOs reflect the specific qualities of a Ridgeview High School graduate in a measurable fashion. In order to keep the SLOs (formerly ESLRs) and mission statement relevant and meaningful, the staff and all shareholders discussed, reviewed, and revised these documents during the fall of 2012 and spring 2013. This process began with a meeting where all staff in April 2013 spent time discussing and providing input regarding the current mission statement and SLOs. Each SLO was vetted by the staff to ensure that the content followed the recommendations made by staff and Focus Groups and is understandable to students. In May of 2013, after the revisions by 2 the staff, the revised SLOs were presented to all shareholders in student council and newly formed school site council and no further recommendations or edits were made. At the opening staff meetings each year, both the mission statement and SLOs are reviewed by staff. Measurable indicators of our success in implementing the SLOs include state assessment results, classroom assessments and work products, parents, staff and student survey results, extra- and co-curricular involvement rates, attendance and behavioral statistics (PBIS). RVHS Mission Statement Our goal for our students is that they graduate with a strong set of academic, citizenship and interpersonal skills so they can enter the college or occupation of their choice as self-sufficient adults. (Revised by consensus May 2013) RVHS - Schoolwide Learner Outcomes (SLOs) Schoolwide Learner Outcomes Development of SLO’s The staff of Ridgeview High School, parents and students originally developed a set of Expected School-wide Learning Results (ESLR’s) during the previous WASC Focus on Learning Self Study Process back in 2006/07. These ESLR’s continued to be focus of instruction and student outcomes during the last six years. During the 2012-13 School Year, the previous 20006/07 ESLR’s were reviewed by staff, students, and parents using them as a guide to refine and develop a set of new Schoolwide Learner Outcomes (SLO’s)’s. Using the previous ESLR’s, the new SLO’s were developed with the school focus of School/Work Zone. The expectations of what students should learn were reviewed with this philosophy in mind. School Purpose Ridgeview High School – Schoolwide Learner Outcomes (SLO’s) Upon graduation, Ridgeview High School students will have the knowledge and skills necessary to be able to demonstrate: 3 Proficiency in Basic Skills Fulfill all graduation requirements set forth by the Paradise Unified School District Pass the California High School Exit Exam (CHSEE) Reach proficiency level on the California Standards Test (CST) Demonstrate competency in the use of technology Measurable Indicators Graduation Rate Graduating on time or early Students passing CAHSSE % of students scoring at proficient level % of student at least moving into Basic level Average GPA (maintaining GPA) Decreasing # of failing grades # of students receiving scholarships % of students going onto continuing education - Butte, Military, Vocational Examples of students' work Yearbook Silver Dollar Fair Academic Awards/Honor, Merit, Off campus privilege # of Off-Campus Permits Athletics/Softball team Government Debate Deca Pages, AR, student involvement in ongoing reading Student behavior, positive/engaged, “Caught You Doing the Right Thing” Interaction between students and teachers Attendance rates Staff communication/collaboration, common prep periods, academic/discipline ASVAB scores Involvement in "Reg-to-Go" process Career/Life Skills Portfolios Ongoing assessment of student needs, social/emotional/academic Flexible variable credits Address academic needs of individual students Ongoing increase in library books inventory Reading/Math Awards 7th period Office Hours Career Day Renaissance Place assessments 4 Work Readiness Skills Demonstrate acceptable punctuality and attendance standards Have positive personal appearance Work and communicate effectively with others Accept and utilize constructive criticism Follow directions Take initiative and use time constructively Measurable Indicators Attendance/Tardy rates Use of appropriate language On-task behavior - students ready to work when the bell rings Compliance with dress code Appropriate approach - communication skills Senior Portfolio/Career Planning (Resumes) Dress for Success ROP classes/workability/Special Projects Staff modeling/mentoring for students Appropriate use of academic tools/supplies Student Aides Teacher feedback/interaction Students meeting timelines/deadlines - no late work after 5-week period 7th period office hours Observed behaviors Academic-Ready environment Meets/Exceeds quality expectations for assignments - Rubrics Work experience for elective credit Compliance with work permit requirement Cosmetology class Beauty College field trip Butte College field trip Personal Responsibility Exhibit acceptable work and study habits Have positive attitudes when working with others Adapt and accept change Accept responsibility for one’s own choices and decisions 5 Measurable Indicators Adequate progress towards graduation Attendance rate/expectations Passing rate for classes # of disciplinary referrals/detentions/reasons Observed behaviors / Positive problem solving % of students receiving off campus privileges Scholarships Adaptability to changing scheduling/grading periods Observed positive behavior changes/constructive Collaborative work assignments - Cooperative Group Work Meeting deadlines Being able to juggle school/work/family Prioritizing "Every 15 Minutes" SARB referrals “Caught You Doing the Right Thing” Ticket system in classrooms Student of the Month School pride, sweatshirts Staff development-Ruby Payne Student Council Reading/Math awards Respect for Others Show tolerance and acceptance of other cultures and lifestyles Serve others in a caring, empathetic manner Communicate using appropriate language Follow rules of society or work in a constructive manner to make changes Measurable Indicators Student interactions - positive/loyal/unity Virtues Character charts/Matrix (Literature) "Every 15 Minutes" Love and Logic Respect for property 6 # of students on-campus fights (measurable) Student Council (work readiness skills) Campus celebrations SARB Staff development-Ruby Payne Personal Health and Safety Resolve conflict or disagreements through positive, non-violent means Practice good nutrition, hygiene and sleep habits Personal actions do not endanger others Arrive to school and/or work well rested and ready to perform at his/her’s best ability level Measurable Indicators Student interactions - positive/loyal/unity Virtues Character charts/Matrix (Literature) "Every 15 Minutes" Literature based character awards/development Challenge Days (School cooperation/unity) Love and Logic Respect for property # of students on-campus fights (measurable) Student advisory group (work readiness skills) SARB School pride, clothing Student council 7 Enrollment by Ethnicity and Socioeconomically Disadvantaged (SED) Year 2008-09 Hispanic or Latino of any Race 1.48 American Indian or Alaska Native 1.49 Asian 0.75 Pacific Islander 0.75 Filipino 0 African American 0 White 83.58 2 or More Races, Not Hispanic 8.96 SED* 87 *Eligible for Free/Reduced Lunch Program 2009-10 7 3 0.84 0 0 0 84 0 80 2010-11 10.2 1.7 0 0.8 0 0 78 9.3 78.8 2011-12 12.7 0 0 1 0 0 80.4 5.9 85.3 2012-13 14.5 2 0 1 0 0 71.8 10.9 88.2 Noteworthy The population of the town of Paradise is approximately 8% non-white compared to 42.4% of the state average population for non-white people. The percentage of people in poverty in California state is 14%, compared to 18% in Magalia and 16% in Paradise. Enrollment in Special Needs or other programs RVHS has one RSP teacher assigned. That caseload is capped at 28 students. This is the usual number enrolled which constituents 25-28% of enrolled students. Language Proficiency (English Language Learners) RVHS had one ELL student in 2011-2012, 2012-13. That student graduated in October 2013. Noteworthy RVHS has an almost non-existent ELL population. Attendance Truancy Rate Truancy (# students w/unexcused absence or tardy on 5 or more days) RVHS (%) Butte County (%) State (%) 2008-09 141.79 47.7% 24.2% 2009-10 138.66% 47.6% 28.3% 2010-11 150% 30.4% 29.8% 2011-12 74.3% 25.8% 28.5% 2012-13 Noteworthy Above 100% number? Looks like truancy rate took on a different calculation 2011-12. It took in account for overall enrollment, not just CBEDS number. 8 Discipline Referrals, Suspension and Expulsion Rates (disaggregated) and Crime Statistics Suspensions and Expulsions Suspensions Year 2008-09 Butte RVHS (%) County (%) 40.2 16.64 2009-10 2010-11 2011-12 2012-13 53.8 57.6 81.4 87.3 18.13 17.25 9.4 State (%) Year 13.25 2008-09 12.53 12.42 5.7 2009-10 2010-11 2011-12 2012-13 Expulsions (All) Butte RVHS County (%) (%) 2.9 0.89 7.6 2.5 10.8 8.2 State (%) 0.33 1.02 0.79 0.7 0.34 0.30 0.1 Noteworthy Butte County has higher suspension and expulsion rate than the state. Small number of students get suspended multiple times Suspensions and Expulsions By Offense Ed Code Text 2008-09 2009-10 2010-11 2011-12 2012-13 # of # of Exp Susp # of # of # of # of # of # of Exp Susp Exp Susp Exp # of # of Exp Susp 12 1 13 Related to physical injury to another person 13 Related to use of force or violence 1 1 3 Related to firearms, knives, explosive devices, etc. Related to possession or sale of controlled substances, alcohol, or intoxicants 1 2 7 Related to sale of controlled substances, alcohol or intoxicants 1 Caused or attempted to cause damage to school property or private property 1 7 25 2 Susp 6 1 3 4 1 13 5 7 2 1 15 18 2 1 2 4 4 9 Stole or attempted to steal school property or private property 1 Related to possession or use of tobacco products Committed an obscene act or engaged in habitual profanity or vulgarity 18 Related to possession or sale of drug paraphernalia 1 Related to disruption of school activities or willful defiance 1 18 6 1 5 1 1 1 2 12 18 2 17 56 3 18 2 52 104 2 5 2 10 Possessed an imitation firearm Related to sexual harassment 1 1 PDS-Related to hate violence 5 Related to harassment, threats, or intimidation 1 Total Population: 134 2 119 1 118 1 102 Noteworthy: Drug offenses were significantly higher in 2010-11 than 2009-10. Assault #s have significantly decreased since 2009-10. Fighting has significantly decreased since 2009-10. Significant reduction in expulsions during 2011-12. Facilities Repair Status System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Exem -plary Good X Fair Poor Repair Needed and Action Taken or Planned • No gas leaks were detected. • 50% of all HVAC systems are on automated controls. Filters are changed regularly and maintenance is continuous. 10 Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/ Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences X X X X X X X Overall Rating X • The site has one hybrid septic system that is evaluated as required by the Town of Paradise. • Walls are painted and repairs made on a continuous basis. • The site is in good repair, clean and well maintained, considering the age of the school. • No pest/vermin infestation was observed. • Exit and emergency lighting is checked regularly and noted monthly. • Restrooms are in good order, wellstocked and regularly cleaned. • Drinking fountains receive regular maintenance and regular cleaning. • Fire extinguishers are serviced annually and checked monthly. • The school alarm system has been repaired and updated • No structural damage was observed with the exception of some portables*. • The roofs are in good condition with the exception of some portables*. Maintenance is continuous. • Grounds and equipment are checked and recorded monthly. Repairs are completed by site staff. • Minor adjustments on window/door/gate/fence hardware are made by site and maintenance staff. Cement pads poured for placement of picnic tables • Ridgeview High School is maintained in good repair. • The site should be modernized as soon as feasible. Staff There are 10 certificated staff (including administration and counseling) at Ridgeview High School. Students are served by: 1.0 FTE administrators 8.0 FTE certificated teachers 0.5 FTE guidance counselors 11 0.2 FTE school psychologist 3.2 Classified staff Teacher Credentials Teachers 2008-09 With Full Credential 8 Without Full Credential 0 Teaching Outside Subject Area of 0 Competence Total Teachers 8 Noteworthy: 100% of teachers are CLAD certified. 100% of teachers are NCLB 2009-10 8 0 2010-11 8 0 2011-12 8 0 2012-13 8 0 0 0 0 0 8 8 8 8 12 Professional Development Professional development is an ongoing focus throughout our entire district. We believe there is a direct correlation between staff development and student achievement. This correlation has driven administration and teachers to participate in ongoing professional development and collaboration. This continuous improvement cycle promotes best teaching practices, curriculum development, and helps to refine instructional strategies/differentiated instruction to better meet the needs of all students. Certificated staff participates in Professional Development. Prior to the 2009-10 school year teachers were required (contractually) to complete 21 hours of staff development. Due to funding cuts these paid hours were discontinued for three years, although the majority of staff continued to be involved in and attend professional development opportunities. During this time professional development opportunities continued to be paid for utilizing ARRA, EIA, and Title II. Beginning with the 2012-13 school year the three days of paid professional development were restored. Staff Development for the past three years has been focused on Professional Learning Communities and Common Core Standards. During the last six years many staff members have attended institutes, conferences, courses, and workshops to support these goals. Staff members attending these professional development opportunities return and share their knowledge and experience with their colleagues. Professional development topics have included: Common Core State Standards and Implementation Strategies Professional Learning Communities training provided by BCOE Document Based Questions (Multiple trainings led by trained staff) SmartBoard Training Positive Behavior Interventions and Support Reading and Writing Strategies Across the Curriculum Aeries Training Love and Logic Ruby Payne: framework for Understanding Poverty District Policies/school financial support Even though RVHS teachers are paid less than the State average (RVHS average $48,151; State average $63,166) the students’ academic performance often exceeds the State and County averages. The PUSD Board, the administrators and the staff value our students. In 2011-12, PUSD spent $4,941 per student per year (K-12 average) compared to the State average of $5,537. In addition to general fund state funding, PUSD receives state and federal categorical funding for special programs, which include the following categorical, special education, and support programs: EIA – MAA—general fund State Lottery Funds – funds student supplies Title II A Teacher Quality – funds for staff development and in services Title II D Technology – funds for technology stipends, technology staff development for staff and technology supplies 13 TUPE (Tobacco Use Prevention Education) – funds safety, tobacco, drug and alcohol education Site Funds include: ASB – funds student programs and activities STUDENT PERFORMANCE DATA Academic Performance Index Chart (API and AYP) 2008 2009 2010 2011 2012 2013 Participation Rate ELA + + + 98% + 93% + 100% + 87% Participation Rate Math + + + 98% + 97% + 96% + 83% Percent Proficient ELA + - + 28.6% 18.2% 13.89% + 32% Percent Proficient Math + + 7.1% + 8.3% 3.77% + 26% Met API Growth Target + 574 +7 540 -34 518 -22 + 613 +95 607 -7 598 -9 Graduation Rate + + 84.70% 83.66% + 89.24% 84.7% + 86.24% Noteworthy Drops in 2009,2010. 95 point increase in 2011 Smaller drops in 2012 and 2013 Met all AYP criteria in 2012-13 Significant increase in 2013 % proficient in ELA and Math 14 Adequate Yearly Progress (AYP) Schoolwide Participation Participation % Proficient % Proficient Year ELA Math ELA Math 2008-09 Yes Yes No Yes 2009-10 Yes Yes Yes No 2010-11 Yes Yes No Yes 2011-12 Yes Yes No No 2012-13 Yes Yes Yes Yes API No No n/a n/a Yes Graduation Rate Yes No Yes No Yes Noteworthy 2012-13 RVHS met all AYP criteria California Standards Test (CSTs) ELA- All FBB BB B 36 34.1 18.0 23.5 32.3 2009 2010 2011 2012 2013 27 29.3 22.5 29.4 19.4 30 26.8 40.4 33.8 24.2 P A 2 6.1 13.5 7.4 16.1 5 3.7 5.6 5.9 8.1 Noteworthy Significant growth in 2013 Students moving from Basic and Below Basic into Proficient and Advanced Far Below Basic remains high MATH-All 2009 2010 2011 2012 2013 FBB BB B P A 21 33.3 30.4 34.0 31.4 62 46.2 44.6 54.0 45.1 17 12.8 12.5 8.0 17.6 0 7.7 8.9 4.0 5.9 0 0 3.6 0 0 Noteworthy This Algebra 1 Pretty stable on the low end Not much improvement 15 SCIENCE- 10th grade FBB 2009* 2010 2011* 2012 2013* BB 37 34 38 24 21 29 25 32 21 29 *Taught Earth Science B P A 23 24 43 36 43 6 10 7 10 7 0 3 0 5 0 Noteworthy Can see the correlation to Earth Science curriculum being taught The Far Below Basic percentages have decreased SCIENCE- End of Course FBB BB 2009(ES) 2010(BIO 2011(ES) 2012 (Bio) 2013 (ES) 22 24 12 19 11 25 30 22 19 18 B P A 34 29 39 36 34 16 10 15 16 23 1 7 12 9 14 Noteworthy Significant increase in 2011 Far Below Basic number has decreased Advanced/Proficient has increased since 2011 WOLRD HISTORY FBB 54 51 34 50 38 2009 2010 2011 2012 2013 BB B P A 16 17 15 8 18 15 20 37 23 12 11 5 7 8 12 3 7 7 12 21 Noteworthy Significant increase in 2012 and 2013 Below Basic and Basic numbers have decreased 16 US HISTORY 2009 2010 2011 2012 2013 FBB BB B P A 24 32 27 31 44 46 30 17 14 9 24 26 38 35 22 11 13 12 18 18 0 0 6 2 7 Noteworthy Increase in Advanced/Proficient starts in 2011, ac Actually have Advanced students in 2011 Continual decrease in Below Basic overall since 2009 Far Below Basic has grown CAHSEE 10th Grade Pass Rate 2008-09 2009-10 2010-11 2011-12 2012-13 RVHS ELA RVHS Math 53% 46% 44% 61% 63% 48% 32% 46% 27% 53% Butte Butte County ELA County Math 84% 81% 83% 81% 83% 83% 84% 83% 84% 86% CA ELA CA Math 79% 81% 82% 83% 83% 80% 81% 83% 84% 84% Noteworthy 10th grade pass rate fluctuates ELA has increased and shown improvement Below county and state number Completion Rates Graduation Rates RVHS Students (All) 2008-09 2009-10 2010-11 83.66 89.24% 85.61% Butte Cty (All) 80% 81% 84% State (All) 78.59 80.53% 76.26% 17 2011-12 2012-13 85.16 85.4% NA NA NA NA Grad‐ Regular HS Diploma GradCAHSEE Exempt GED CHSPE Cert of Completion 50 0 2 1 2 5 5 2 60 1 6 0 0 1 7 2 46 1 1 2 0 3 7 2 48 6 0 0 0 4 5 1 29 2 1 1 0 5 11 2 200809 200910 201011 201112 201213 Non Grad ‐ Non Non Credits/CAHSEE GradGradCredits CAHSEE Noteworthy: RVHS has a higher graduation rate than the county or the state. Dropout Rates RVHS Students (All) 2008-09 2009-10 2010-11 2011-12 2012-13 21.6 8.8 10.2 9.3 14.5 Butte Cty (All) NA 14% 11% NA NA State (All) 5.7 16.6 14.4 NA NA Noteworthy High rate in 2009 Goes up and down 18 CHAPTER 2: PROGRESS REPORT ON SCHOOLWIDE ACTION PLAN, INCLUDING INTEGRATED AREAS FOR FOLLOW-UP Chapter 2 School-wide Action Plan Updates Goal 1 Increase Parent and Student Involvement and School/Home Communication Parent involvement opportunities are primarily a result of phone calls and parent conferences made by school staff regarding the status of students. Teachers are taking the initiative to make “positive” phone calls instead of calling parents when there is a negative situation. Ridgeview conducts an annual reward celebration which recognizes students for their growth in the school based reading/language arts and math program. For new students and parents enrolling at Ridgeview, a mandatory orientation is held emphasizing school requirements and parent/student responsibilities. Student involvement has taken some new directions. During the 2011/2012 School Year, a student council was developed and coordinated by the principal focusing on school site activities and issues. T-shirts and sweatshirts with Ridgeview High School logo was designed and sold by the students to develop school pride. These items have sold at a fast rate with alumni coming in to purchase them as well. Other activities coordinated were holiday events, dress up days, career day, spirit week, and school-wide barbeques. This council oversees the funds from a school wide recycling effort to use towards these events. A school site council was started at the end of the 2012-13 school year. The council includes students, parents, and school staff. The council will oversee and appropriate budget decisions, approve school site safety plan, and will work at continued development of positive interventions on campus. A student of the month recognition program was started in the 2011-12 school year. Staff chooses a male, female, and a most improved award winner each month. The student’s pictures are displayed in the hallway, a certificate is awarded and a phone call home to the parents is made by the principal. 19 Parents are encouraged to utilize the on-line student demographic system to monitor their student’s attendance, completion of assignments and grades available by accessing the district website. Teachers are excellent in keeping information updated in the system. The principal sends a newsletter home at the conclusion of each 10 week session highlighting school events, informational items and student awards and accomplishments. Goal 2 Implement a strategic planning process to evaluate the possibility of restructuring the academic and vocational program to better meet the needs of the students by relocating the school for expansion There was some dialogue regarding expanding Ridgeview High School to start a vocational high school since the visiting committee’s visit in spring 2008. The new superintendent asked the previous Ridgeview principal to submit a proposal and a questionnaire was given to the students and parents of Ridgeview in fall 2008. However, due to the state budget crisis and continued declining enrollment, future dialogue was discontinued at that time. This issue was brought back to the table during the 2009/2010 School Year when one of the recommendations of the district’s budget committee was to evaluate combining Cedarwood Elementary, a K-5 school, with Pine Ridge, a K-8 school, both in the Magalia area. The governing board kept open this line item as one of the possibilities of reducing district costs. Ironically, it was Cedarwood Elementary that had been discussed as one of the possible relocation sites for Ridgeview. This item, along with others, was discussed and evaluated as the process continued for reducing district costs. Because of recent changes in education code, the district acknowledged that it could not leave the site vacated. The idea of relocating Ridgeview was discussed and obviously was met with some resistance from the local community surrounding Cedarwood and from parents who wanted their children to remain in a local school and not be bused. Eventually, because of labor negotiations being settled and other areas identified for budget reductions, the closing of Cedarwood was no longer a line item issue. The staff is currently evaluating other possibilities in course offerings and design to promote more college/career planning and a life skill curriculum. 20 Goal 3 Create a More Positive School Culture and Improve Student’s Tolerance and Understanding of Individual Differences The staff evaluated several curriculums and decided not to formally implement any type of ongoing or structured program within the school day due to the time demand and scheduling restraints. However, the staff opted to utilize classroom activities to infuse lessons of tolerance and understanding through lessons and materials used within the classroom. School-wide activities have included panel discussions and guest speakers that discuss and provide information and interaction on social issues and individual struggles. There has been an increased effort to reward the positive and not focus on the negative. The entire staff has made a commitment to this philosophy and has implemented the “Caught Ya Doing the Right Thing” reward system. Teachers have implemented reward systems in class for on task work, positive behaviors and helping other students for daily prizes and early lunch privileges. Prior to the Winter Break, the staff donates gift items so that almost every student receives a gift when leaving for winter break. Ridgeview has received an overwhelming response from local businesses and the staff to provide gift certificates and items where every student received something. School-wide barbeques/celebrations are held at end of each quarter using funds from the recycling efforts of staff and students and with support from the district food services department. The district has adopted an anti-bullying policy requiring all sites to address issues of student bullying and threatening behaviors. Ridgeview has taken the position of not tolerating any negative behaviors which endanger anyone’s ability to learn and addresses any such behaviors. A continued effort needs to address negative behaviors in the forms of bullying and intolerance. Other simple measures taken have been the principal welcoming students to school as he/she arrive on busses or private vehicles and the teachers welcoming students at entry ways arriving to class periods. Role modeling is crucial with most students coming from one parent families, homeless or living with custodial adults. 21 School activities and special events are used as incentive and reward activities for positive behavior and academic achievement. Our competitive softball team, “Caught Ya Doing the Right Thing”, BBQ’s, and student council fall into this category. The off campus pass is still being used as a reward for students who maintain a “B” average and/or near or perfect attendance. In the 2012-13 school year a School/Work Zone was implemented in order to help focus students in a positive “work-like” environment. Yellow signs are placed in each classroom with the 4 areas of Be Respectful, Be On Time, Use Appropriate Language, and Clean Up being reinforced. These were developed with staff and student input. The students designed t-shirts and sweatshirts to sell to develop school pride. The sales of these items have been tremendous and worn daily by numerous students and staff. Student council also coordinated a spirit week which included different types of dress up days. Another example of the student council involvement was when the staff was planning a Career Day where we were bringing in community members to present to students. The student Council decided to implement a “Dress For Success Day.” This encouraged student body to come to school dressed in interview appropriate attire in order to represent ourselves positively to community members on campus. Goal 4 Improve Student Achievement Articulation meetings have not occurred as frequently with Paradise High School staff in an effort to identify similar student outcomes, course scope and sequence and transition practices between the two sites in the last several years. Ridgeview High School is using the same core state adopted textbooks that align with state standards as Paradise High School. There have been opportunities with English and math to participate in Common Core trainings with the high school staff. The Special Education department has met together several times to discuss transitions. The district Common Core implementation plans include department staff development time to articulate consistent curriculum and strategies. With the addition of Data Director to the district for 2010/2011, there has been a renewed effort to identify Smart Goals and evaluate student data to improve instruction. Departments are being held accountable to evaluate STAR scores individually and collectively. Each staff member presented a mini summit on results at the beginning of the 2012-13 school year based on present, past and comparison school achievement data. The transition and transfer process between Paradise and Ridgeview High Schools has improved with more detailed and accurate information shared between the sites through Aeries. Careful attention is given to student records and data to insure that students are placed 22 in appropriate courses and intervention strategies. All students are given an on-site assessment in reading when he/she first enrolls at Ridgeview. Adjustments or modifications are made in the student’s educational plan based on results. Post testing is done annually, along with evaluation of CHSEE results and CST scores to determine student growth. Starting in 2009/2010 and still continuing, the principal meets with all students grades 9-11 and reviews prior years STAR results and for 10 and 11th graders, CHSEE results. An ongoing focus has been in student “accountability” targeting students who are being unsuccessful or reluctant learners. During the first semester of the 2011-2012 school year, students were being required to stay after school in a 7th period class setting to make-up credits and work. This intervention was discontinued after one semester because of difficulty in transportation and parent support. Staff now have Office Hours 7th period to work with student individually or in small groups in the subject area he/she is struggling with. This is being done with the full endorsement of the instructional staff during the common prep period at the end of the day. Some staff will meet with students before and after school as well to support them staying caught up on work. Intervention classes are being utilized during the regular school day to target identified students who have not passed the CHSEE or improve reading, language arts and mathematics skills. There is flexibility in scheduling to allow for these interventions and placements to occur. Student Study Team (SST) process has been utilized frequently to intervene with student progress. Staff will meet as a whole with student and parents to find ways to effectively engage students and become successful. Teachers now have SmartBoard capability in their classrooms to increase engagement and interactivity with students in lessons. Computers are being purchased to increase access to technology for research and assessment purposes. In the 2010-11 school year a significant effort to improve CST scores was made. It was addressed by grouping students together strategically to decrease distractions and increase focus. Using the motto “Show the World what we Know,” there was a school wide campaign that asked the students to try their best so that the school would reflect more positively with better results based on actual effort and students not “blowing off the test.” This campaign actually resulted in a 95 point increase in API score. 23 OTHER AREAS TO UPDATE Positive Behavior Interventions and Supports (PBIS) In Spring 2013 Ridgeview High School formed a Leadership Team consisting of administration, staff, parents, and students and began working weekly with a Behavior Specialist (Gail Cafferata) to create a schoolwide behavior support plan. The plan focuses on teaching, encouraging, and rewarding positive behavior while having an organized method for responding to, and eliminating, undesirable behaviors. A portion of the PBIS Leadership Team continues to meet monthly to review data, monitor processes, and make recommendations and/or changes to the program as needed. Technology Thanks to the American Recovery and Reinvestment Act (ARRA) and MAA funds, developments have occurred at Ridgeview High School during the last six years: Staff provided with professional development opportunities to assist them with integrating technology into the learning environment. Purchase of: About 25 new computers across campus 6 SmartBoards including 1 with Math Tools Document Cameras for SmartBoard Elmos/projectors PowerSchool was replaced by Aeries resulting in an Internet-based system allowing parents to access student information including grades, attendance, assignments, teacher emails and related school items. Computer lab has updated computers with a plan in place to cycle 8-10 new ones this year. A data analysis program, Data Director, was added to facilitate the use of student formative assessment results to help drive instruction. Data Director was also used by teachers to aid in analyzing common assessments and to see trends in student achievement which supported dialogue regarding best instructional strategies. Data Director is currently being phased out and the district is implementing Illuminate to facilitate use of data and classroom assessments Facility Improvements In the six years since the last WASC accreditation the following improvements have occurred to the facility: New carpet in 4 classrooms Several exterior improvements including installation of red rock, a concrete slab for picnic tables, and improved drainage system by shop area and science classroom. New AC for Room 2 24 New windows in many areas Staff Development Staff development opportunities during the last six years have included multi-year trainings in: Professional Learning Communities Common Core State Standards and Implementation Strategies Asset Development Love & Logic The Virtues Project Reading Strategies Across the Curriculum CTAP Technology CLAD Drug Awareness Aeries Document-Based Questions SmartBoard Document Camera Ruby Payne: Framework for Understanding Poverty Intervention Courses Ridgeview has continued intervention courses in the following areas: Algebra-focused classes English Language Arts focused Academic Support classes California High School Exit Exam courses for math and English. Developmental Reading classes Career Pathways RVHS students can access ROP classes through Paradise High School. These opportunities include: Computer Game Programming, CISCO Networking, Computer Assisted Drafting (CAD), Automotive Repair, Building Construction, Retail Sales and Services, Chef Prep, and Medical Assistant. RSP student also have access to Workability. 25 CHAPTER 3: SUMMARY OF DATA AND PROGRESS IMPLICATIONS OF THE DATA WITH RESPECT TO STUDENT PERFORMANCE At Ridgeview High School, the use of data is important in our decision making processes. This is especially true with regard to our ongoing focus of improving student achievement. We rely on CST (CMA), HSEE, and classroom assessment data in order to set annual goals and priorities to drive the continuous improvement of our students. Likewise, this achievement data is heavily relied upon in addressing schoolwide programmatic changes that involve targeting the allocation of limited resources to have the largest possible impact on student success. API The data indicates that students at Ridgeview High School are making steady progress with regard to performance on statewide summative assessments, with a significant increase in 201011 (+95). The following two years shows a slow decrease but stable numbers comparatively to the previous years. CST Overall, the California Standards Test results indicate a similar pattern to that of RVHS schoolwide API data. Students are showing slow but steady growth in English Language Arts. ELA teachers focus the CST cluster scores each year to show evidence of growth. Math has been a consistent struggle to see improvement on CST scores. Social Science has shown growth in both World and US History of the past three years. Science has shown some growth. For 10th grade science there is a pattern of alternating year increase and decrease due to the fact that life science alternates with physical science curriculum focus. This is why there is alternating years of End of Course subject tests in science. CAHSEE RVHS students eventually pass the HSEE by the end of their 12th grade year. Most students take multiple opportunities but do pass. Initial 10th grade pass rates have increased over the past few years. QUESTIONS RAISED BY ANALYSIS OF STUDENT PERFORMANCE, DEMOGRAPHIC, AND PERCEPTION DATA Question 1: Increase academic achievement in English Language Arts as evidence by CAHSEE pass rate, formative assessment data, and English course pass rate RVHS has a critical area of need to increase student achievement in ELA. 26 How do we engage all students in an academically rigorous program? What supports do we need to offer to ensure academic success for all students? Question 2: Increase academic achievement in Mathematics as evidence by CAHSEE pass rate, formative assessment data, and Math course pass rate RVHS has a critical area of need to increase student achievement in math. How do we address the needs of our lower to average math skills students? How do we engage each student in their own level of math? Question 3: : Improve school climate and culture by implementing Positive Behavioral Intervention and Supports (PBIS) to decrease discipline problems and create positive learning environment for staff and students. RVHS has a critical area in suspensions for defiance and disruption. We realized a need to address a positive culture on our campus by focusing on teaching the behaviors expected on the RVHS campus. How do we engage all students in a positive school climate? What supports do we need to offer to ensure equity for all students? How can we encourage parents to become more of a partner with their teenager’s education? Question 4: Based on newly implemented Common Core State Standards, teachers will design and implement instructional strategies and assessments that address higher order thinking skills across all content areas to help prepare students for high levels of success in college and career. RVHS and PUSD will need provide staff with professional development opportunities and the resources necessary to implement CCSS across all curricular areas. How do we ensure that our students are prepared with the knowledge and skills necessary for continuing education after high school in college and career? How do we ensure that our teachers have the training and resources necessary to successfully transition to CCSS? 27 CHAPTER 4: SELF-STUDY FINDINGS CATEGORY A ORGANIZATION: VISION AND PURPOSE, GOVERNANCE, LEADERSHIP AND STAFF, AND RESOURCES Criterion A-1 To what extent a) 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 high levels and b) is the school's purpose supported by the governing board and the central administration and further defined by schoolwide learner outcomes and the academic standards? Findings Ridgeview High School is the alternative high school that provides an educational option for the Paradise Unified School District. Students may enroll in classes that complete the requirements to receive their diploma or earn transferable credit and return to the comprehensive high school. The school serves students in grades 10-12 (occasional 9th graders). Students may voluntarily transfer from the comprehensive high school with parent/guardian permission and school approval. Students may be involuntarily sent because of disciplinary action or for reasons of truancy. Therefore, approximately 100% of our student population is considered at-risk. In addition, our free and reduced lunch percentage is 75-89 % which is another indicator for atrisk students. Ridgeview’s goal is to provide all students an educational program that meets their goals and prepares them for post-secondary education and/or careers. Positive relationships are a strength for us at Ridgeview High School. We develop these relationships through constant communication between staff and students. Because we have a dedicated and caring staff, our students feel accepted, respected, and viable members of our school community. We strive to help them develop socially, emotionally and academically. Our vision is to help our student’s transition into the next phase of life as young adults. The staff values our common prep time the last period of each day. We use it to collaborate about curriculum, discuss student issues, develop teaching strategies and behavior plans. We also meet each Tuesday after school as a complete staff with the principal to ensure thorough communication. The purpose of the meetings is to promote student achievement and success. On an annual basis site administration reports school progress to the governing board. This presentation includes a summary of Annual School Plan progress, assessment results, AYP and API progress, new programs and survey reports, as well as focus areas and goals for the upcoming year. The governing board establishes a plan to support implementation of programs, site administration and faculty. An on-going part of the school’s yearly goals is aligning all curriculum to state standards. Individual goals of teachers are focused on meeting the California Standards for the Teaching Profession, including teaching to the state/district content standards. 28 Supporting Evidence/Strengths SLO’s The School Site Council provides input into the Single Plan for Student Achievement. Data results Annually the School Board approves the School Accountability Report Card. Stakeholders review SLO’s each year Prioritized Growth Areas Increase Career Technical offerings. Increase instructional time and opportunities for intervention/remediation for low performing students. Criterion A-2 The governing board (a) has policies and bylaws that align with the school’s purpose and support the achievement of the schoolwide learning outcomes and academic standards based on data-driven instructional decisions for the school; (b) delegates implementation of these policies to the professional staff; and (c) monitors results regularly and approves the single schoolwide action plan and its relationship to the Local Educational Agency (LEA) plan. Findings The Paradise Unified School District Board of Trustees is comprised of five elected public officials. They meet the third Tuesday of each month. The School Board supports the school's vision and purpose by deciding on governing policies and providing financial resources. In addition, the board regularly monitors and approves fundraising activities, textbook selections, field trips, expulsion hearings, the hiring of personnel and the implementation of district policies. The superintendent involves staff; parents and students on committees to provide input on various topics that are then presented to, and approved by the Board. RVHS formed a School Site Council in May 2013 that meets the first Thursday of each month. The council is comprised of staff, parents, student, and community members. This group has approved the Single School Plan and is working on updating the student handbook and implementing Positive Behavior Intervention Support (PBIS). The principal presents the Single Plan for Student Achievement to the Board for approval. Each of the past several years the principal presented twice to the Board on progress at RVHS. This year each school is presenting at individual Board meetings on school progress and highlights. Supporting Evidence/Strengths The School Site Council and School Board reviews, approves, and monitors the Single Plan for Student Achievement. The School Site Council provides input into the Single Plan for Student Achievement. 29 Annually the School Board approves the School Accountability Report Card. Annually the School Board reviews CST and CAHSEE results. Periodically the School Board reviews the school’s goals, mission statements, and SLOs. The School Board, teachers, and School Site Council decide on textbook adoptions. Staff and parents are encouraged to share suggestions, ideas, and/or concerns at Board meetings. The School Board holds regular monthly meetings and involves the community in discussions. School Board meetings and agendas are published ahead of meeting dates. School Board members participate in school activities and on advisory boards. Site Administration prepares and presents an annual Summit Report to the School Board. New class proposals to School Board. Prioritized Growth Areas School Board policies and binders need to be updated and communicated to administration and staff. A new Student Handbook is being developed with School Site Council. Criterion A-3 Based on student achievement data, the school leadership makes decisions and initiates activities that focus on all students achieving the schoolwide learning outcomes and the academic standards. 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. Findings Ridgeview High School’s staff and administration focus on student achievement in a variety of ways. The site principal meets with district administrators three times each month to articulate with the district office and other school administrators. Discussions regarding student achievement data occur on a regular basis. The site administrative team is comprised of the principal, the part-time school psychologist, and the part-time counselor. The administrative team and teachers meet once each month to discuss student achievement data, student issues, school policies, and instructional strategies. In addition to the monthly meetings, the staff meets weekly every Tuesday to discuss specific students and their achievement, share information, discuss curriculum and instruction, and collaborate. These meetings are also a time to identify students for interventions through analysis of data. The school leadership and staff annually monitor and refine the School-wide Plan. This is done by sharing and analyzing data including STAR scores, suspension/expulsion numbers, attendance 30 rate, API, AYP, and other meaningful data. This data is communicated with all shareholders, and analyzed by staff to monitor progress toward meeting previous goals, to make decisions and to set new goals for student achievement Each teacher has made presentations in the fall to the entire staff to show CST and HSEE data and drive collaboration and articulate between content areas. Supporting Evidence/Strengths CST results disseminated to teachers as soon as possible. Tuesday PLC collaboration meetings. Data Director (Illuminate) software in place to monitor student progress. Prioritized Growth Areas Staff development opportunities to train teachers in how to differentiate instruction for the purposes of improving student learning. Common Core implementation Criterion A-4 To what extent does a qualified staff facilitate achievement of the academic standards and the schoolwide learner outcome results through a system of preparation, induction, and ongoing professional development? Findings Ridgeview High School always seeks the best and most qualified candidates for all employment opportunities. Teaching candidates are selected by a screening committee for interviews. Following these interviews, finalists are chosen and screened utilizing the core value assessments found in the Ventures for Excellence process. Candidates who pass the screening then meet with the superintendent. New hires must meet the Highly Qualified Teacher requirements under the No Child Left Behind Act and CLAD/SDAIE certifications. All faculty are required to fulfill twenty-one hours of professional development each school year. These hours may be completed in several ways. The district provides summer and ongoing staff development opportunities. Of these required twenty-one hours the district has provided at least one staff development day for the last several years. The district requires formal evaluations for each first and second year teacher. Once permanently hired, the evaluation process is completed every three years. Evaluations are utilized to assist in the continued improvement and collaboration of teaching. Permanent teachers can choose from several options of evaluations, including scheduled formal observations, client surveys, informal observations, artifact review, self-evaluation/report, portfolios, technology presentations or peer coaching experiences. In 2011-12 RVHS staff participated in BCOE PLC staff development. Three teachers went to several trainings through the year to develop what a PLC looks like in a small alternative 31 education setting. They would come back and lead the rest of the staff on developing a collaborative system of identifying students’ needs for growth both academically and emtiionally. Supporting Evidence/Strengths BCOE PLC training BTSA (Participating Teacher and Support Provider). Use of current technology and software, including Data Director/Illuminate and Aeries. Weekly PLC meetings. Teachers trained in developing and implementing a Positive Behavior and Intervention Supports (PBIS) program. 100% of RVHS teachers are CLAD/SDAIE certified. 21 hours of professional development have been re-instated for the 2012-13 school year and for subsequent years. Classroom teaching observations and evaluations by administration. Use of academic and behavioral data to drive educational practices and ensure student achievement. Face-to-face interactions, meeting agendas, e-mails, and weekly bulletins, Prioritized Growth Areas Provide Common Core State Standards professional development and implementation training. Provide Smarter Balance Assessment training. Continue to find PLC collaboration time and focus to discuss student growth and needs Criterion A-5 Leadership and staff are involved in ongoing professional development that focuses on identified student learning needs. Findings Professional development opportunities that are focused on identified student learning needs are regularly offered. Using data from the School Accountability Report Card (SARC), STAR results, and CAHSEE results, we are able to identify student needs and provide staff training to facilitate student achievement. In order to create a challenging and rigorous academic environment, the faculty at Ridgeview High School is continually updating instructional techniques and deepening their understanding of subject matter through attendance at a multitude of seminars, workshops and trainings. We have a need for vocational classes to provide students with necessary job skills for immediate employment following graduation. Based on identified student learning needs, the methods that staff have been trained in to specifically address those students who struggle with a more rigorous curricula include: CLAD certification, CAHSEE Support Classes, the Workability program, as well as other various trainings. 32 Student drug use is a concern at Ridgeview High School and in the entire Paradise community. In 2012-13, Paradise Unified School District lost grant funding that provided employment of a full time Resource Officer, probation/truancy officer, and a part time yard duty aide. The district has maintained the part-time yard duty position but the SRO and probation/truancy officer time has been eliminated. Additional staff and student educational activities include: Smokeless Saturday, Every Fifteen Minutes, Straight and Straight Up drug classes, and Red Ribbon Week (drug awareness). Supporting Evidence/Strengths 21 paid hours of professional development was reinstated this year. Weekly PLC time. Increase in API scores. Math and English teachers attended an in-depth CCSS training. Teacher leaders trained in CCSS. PBIS Consultant working monthly with school site council Special Education training. Data Director/Illuminate training. Evaluation procedures focus on professional development goals. Administrators and teachers use data in such a way that helps our students succeed, work together, and grow and learn from each other. Prioritized Growth Areas Additional staff trained in CCSS. Additional training in differentiated intervention strategies and techniques. Written Staff Professional Development Plan. Additional refining of our PBIS process and implementation. Adult support staff time with Butte County Sheriff’s Office and Butte County Probation. Criterion A-6 The human, material, physical, and financial resources are sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards and the schoolwide learner outcomes. Findings Ridgeview High School works with an annual instructional budget of approximately $54,000. District general funds allows Ridgeview to employ 8 certificated, 3 classified, 2/5ths school counselor and a 1/5th school psychologist and a full time administrator. Approximately 42 course sections are offered on our master schedule at RVHS and our students can take advantage of ROP classes offered at the local comprehensive high school. Within these sections RVHS offers reading and math interventions, CAHSEE, special services, 33 electives, and core academic courses. There are eight classrooms on campus with each of those utilized every period of the day. Supporting Evidence/Strengths Single Plan for Student Achievement updated annually. Frequent communication between administration and district office. An active School Site Council that monitors the Single Plan and the appropriation of categorical funds. ASB expenditures overseen by site administrators, site financial clerk and district office. Administrator regularly observes and evaluates teaching and instruction. Administration determines teacher assignments based on teacher qualifications and student needs. RVHS aging buildings are maintained inside and out. Textbook adoption process. SmartBoards in most core classrooms. Prioritized Growth Areas Aging buildings need to be updated. Increase in counseling time needed to meet high demand of mental health issues CATEGORY B STANDARDS-BASED STUDENT LEARNING: CURRICULUM Criterion B-1 To what extent do all students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the schoolwide learner outcomes? Findings All students at Ridgeview High School participate in a curriculum that is aligned with the California State Content Standards and now moving toward Common Core State Standards (CCSS). Required core classes in English, Math, Science, Fine Arts, Physical Education, and History-Social Science departments are aligned with the current state standards. Academic content areas use standards-aligned textbook materials approved under state guidelines by the school board. Prior to graduation all students are required to successfully complete four years of English. The two year science requirement includes standards-based courses for both life science and physical sciences. All students are required to pass two years of high school standards-based math, as well as meet the state Algebra requirement by completing the one or two year course. Students are required to successfully complete two years of P.E. Students are required to pass standards-based World History, U.S. History, 34 American Government and Economics courses to meet social science requirements. They are required to complete 5 units of computer literacy. Within these core classes, teachers address the varied learning needs and styles of our at-risk student population. One of these methods includes our Blended Model Program in which the Special Resource teacher works closely with our English Intervention teacher and core teachers to adapt curriculum as needed for the success of all of our students. Because our staff is small, there is articulation among the staff that allows for collaboration. For example, our Intervention teacher assists students with their government debate reports in their English classes. This allows students to earn credit in both government and English for this major written assignment. Another positive example of teacher communication is that we are able to keep each other informed of individual student progress in each of their classes. This ability allows us to adjust schedules, assign counseling or academic interventions as needed. With declining enrollment trends over the past several years in the district, limited funding sources have resulted in fewer courses and sections being offered. Efforts to find additional ways to fund these programs may be necessary to continue the course offerings in our current master schedule. Supporting Evidence/Strengths Clearly defined academic standards, including course outlines and syllabi for all courses. Formal and informal assessments utilized to measure mastery of standards. Use of differentiated instruction methods. Schoolwide MLA format utilized in most classes. Graduation requirements include: 40 credits of English, 20 credits of mathematics, 20 credits of science, 30 credits of social science, 5 credits of health, 5 credits of computer applications, 10 credits of fine arts, 20 credits of physical education, and 80 elective credits. All core classes are aligned with state standards and are working towards alignment with the new Common Core State Standards. Revised SLOs to address academic excellence. The results of formative assessments are used to guide re-teaching and greater in-depth knowledge. Prioritized Growth Areas New math integrated curriculum and courses will need to be phased in. Staff needs time and professional development opportunities to prepare for transfer to Common Core Standards and Smarter Balance Consortium assessment plan starting in 2014-15. 35 Criterion B-2 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-tocareer goals. Findings All students receive academic counseling with either the principal or the counselor several times per year to review academic achievement and credits towards graduation. They also discuss goals and personal career plans. Teachers work closely with each student to prepare him or her for life after high school. The students take the ASVAB self-assessment as well as a variety of other comprehensive assessments to help identify skills and careers for which they have aptitude. We offer Career Days twice each year where a representatives from different career areas in our community present career opportunities. Those students who are interested and qualify are able to take College Connection classes through Butte College, our local community college. By the second semester, seniors attend a Butte College presentation regarding its programs and admissions procedures. A program entitled "Reg to Go" is coordinated by the counselor, and allows students the opportunity to visit and pre-register for Butte Community College classes. They become familiar with the campus, learn about specific entry requirements and take required assessment tests. For the last two years our students have been given the opportunity to participate in an introductory cosmetology class that offers an overview of the business from cutting hair to pedicures. Each quarter students must apply for the class and up to eight students are selected by our licensed volunteer to participate weekly. Resource students have access to the same curriculum as regular students. Individual Education Plans are developed by teachers, parents, school psychologists, students, and other professionals as needed to specify academic and other goals. Resource students are mainstreamed into the regular curriculum and are enrolled in classes that meet their goals, whether it be college or career prep. Workability, a grant funded program, is available to any student with an I.E.P. to aid in developing job seeking and career skills. Workability is aligned with the R.O.P. program available at Paradise High School. Supporting Evidence/Strengths Students’ plans and programs are revisited each year by the school counselor and administrator during progress-to-graduation checks, and changes are made reflecting each student’s current interests, goals and needs. Academic counseling appointments are provided to students and parents/guardians as needed throughout the school year. 36 Counselor is accessible to students and parents. Work experience and ROP courses are available to juniors and seniors. College (Reg-to-Go) field trips for all interested seniors. The ASVAB test is offered to 11th–12th grade students twice a year. College application workshops are offered to seniors. School counselor provides hands-on scholarship completion assistance. Community members are invited to speak in various classes providing a wide scope of professional information for students. The 2+2+2 articulation agreements encourage students to take specific classes that give them a head start on their college education. Prioritized Growth Areas Students need additional opportunities to explore career paths. Students need opportunities for internships and/or job shadowing. A requirement that for seniors take a life-skills/career class to prepare for exiting high school with plans for a career or post-secondary education (many attend Butte Community College) is being explored. Criterion B-3 Upon completion of the high school program, students are able to meet all the requirements of graduation. Findings With a graduation rate of 89.6 %, the majority of Ridgeview High School students meet all state and district graduation requirements. For those students needing extra assistance, intervention CHSEE classes are offered to assist students with passing the state test. Also our intervention teacher offers specific reading and writing remediation for students not working at grade level. In addition, students who fail required core courses may make up two semester classes (10 credits) each summer in summer school through Paradise High School. This includes seniors who fail to graduate with their class. Some classes, such as government and economics are offered each semester so that a student who is unable to pass the course during the fall semester can immediately re-enroll in the class during the spring semester. Additional options for students who are finding difficulty succeeding at Ridgeview High School or fall behind in credits include: ROP classes GED Adult School California High School Proficiency Exam College Connection 37 Ridgeview High School strives to keep communication open and to alert students and parents of potential situations before they endanger graduation. Progress reports are provided to all students every five weeks and mailed home. Quarter grades are also mailed home. Many teachers contact parents of students whose grades have declined. The online Aeries grading system allows students and parents to consistently review and monitor grades twenty-four hours a day. Parents may initiate communication with the teachers via Monday/Friday written reports, E-mail and voice mail. Our principal and secretary both make daily calls home inquiring about those students who are absent. Supporting Evidence/Strengths The graduation rate for Ridgeview High School has averaged 88% the last several years; this is above the state average of 76%. 96% of graduating seniors in 2011-12 (non-special ed) passed the CAHSEE in ELA. 96% of graduating seniors in 2011-12 (non-special ed) passed the CAHSEE in Math. Prioritized Growth Areas Continue to try to increase graduation rate to 100% 100% pass rate for both areas of CAHSEE GED support for those in need Increase attendance rates CATEGORY C STANDARDS-BASED STUDENT LEARNING: INSTRUCTION Criterion C-1 To what extent are all students involved in challenging learning experiences to achieve the academic standards and the expected schoolwide learner outcomes? Findings All students have opportunities to be involved in challenging learning experiences. Academic standards, SLOs and state curriculum frameworks are utilized to determine curricular content and instructional strategies. The focus of instruction is to help all students meet or exceed academic standards, achieve the SLOs, and be prepared for education/career after high school. RVHS has a faculty that guides students learning through multiple methods and strategies. Teachers coach students to improve their classroom organization, to display appropriate behavior, to manage time, strategies, and mechanics. Teachers challenge students to go beyond memorization and recall, and to demonstrate higher order thinking skills of application, analysis, synthesis, and evaluation. Such cognitive challenges are facilitated by methods of questioning, connection to real life settings, and allowing every student to have a voice in a safe learning environment. This environment embraces mistakes and revisions Positive Behavior Intervention Supports (PBIS) which develop critical thinking skills and a passion for lifelong learning. RVHS’s teaching staff is highly competent in their subject matter and realize it is their professional duty 38 to continually educate themselves about an ever-changing information set that is their curriculum and craft. This passion is conveyed to the students in every subject and promotes the ideology of lifelong learning. Supporting Evidence/Strengths CAHSEE passage rates. Resource teacher and instructional aide support students and teachers in all content areas. Students are given course syllabi and grading rubrics at the beginning of each class. Students and parents have 24/7 access to Aeries (grades, assignments, attendance, etc.). SLOs are incorporated into the designing of curriculum. Implementation of schoolwide PBIS and data tracking of behaviors. Computer Literacy course required for graduation Prioritized Growth Areas Increase staff training in differentiated instruction. Include CCSS for literacy in all content subjects. Implement CCSS Criterion C-2 All teachers utilize 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. Findings Teachers function as coaches and facilitators of learning as well as content area experts. All teachers are fully qualified in their subject areas. On a daily basis students are exposed to the methods of inquiry, formulating and problem solving, teamwork, or reflection and revision across the curricular set. Each teacher uses different methods to educate students. Students at RVHS are given extensive opportunities to demonstrate their understanding, comprehension and mastery within a class period. Faculty members are continually building rapport with students. Teachers encourage students to apply their knowledge outside of the classroom, and support student activities with the teachers’ direct involvement in all academic areas. Technology is used as a tool to assist students in their learning. Teachers also use technology in the management and delivery of the instructional program. All classrooms have teacher work stations and either a printer in their classroom or in a nearby classroom. Six teachers utilize SmartBoards. The art teacher uses a projector and ELMO. Technology is made available to students in a computer lab and classrooms. Teachers can sign up to take their students to the 16 station computer lab to work on research, writing assignments, and computer literacy class. Teachers also encourage students to utilize technology when making classroom presentations. Many students use technology to learn through on-line courses, to complete classroom assignments, and to expand skills and knowledge learned in the regular classroom.. 39 Supporting Evidence/Strengths Up to date technology for both staff and students. Silver Dollar Fair competitions for hands-on projects. SmartBoards Computer lab Computer Literacy course Prioritized Growth Areas Increase real world experiences – use of problem and project-based curriculum. Additional clubs for community and/or global service. More access to technology for students CATEGORY D STANDARDS-BASED STUDENT LEARNING: ASSESSMENT AND ACCOUNTABILITY Criterion D-1 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? Findings The school uses a professionally acceptable assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community. Our student information system (Aeries) includes a student and parent portal that allows students and parents access at all times to students grades, assignments and attendance. Progress reports are mailed at five week intervals. CST and CAHSEE results are mailed home to parents after each administration. State testing results are printed (and discussed) annually in our local newspaper. Data information, including annual SARC and Single Plan for Student Achievement are posted on the school website. Teachers use formative assessment results to assess their own teaching strategies and to drive their instructional practices. In addition to traditional tests and quizzes, teachers at Ridgeview High School employ a wide variety of assessment strategies to meet the needs of students across the educational spectrum. Students have the opportunity to demonstrate skills mastery in career/technical courses (ROP), and content mastery in core areas of English, Mathematics, Social Science and Science, as well as Fine Arts and Business. Various assessment techniques include oral and visual presentations, project-based and performance-based presentations (Government Debate and PowerPoint Presentations), discussion/comprehension checks, pre-test and post-test, rubrics, journals, resumes, round table quizzes and portfolios to name a few. Additional assessment tools include 40 scores from the CAHSEE, CST, ASVAB and career information. RVHS uses the district-wide Renaissance Place program. Through that program, we use STAR reading and math individualized assessments to determine student skill levels. In addition, Accelerated Reader and math are used to promote skill development and accountability .Also used to determine skill level in general math and algebra, the baseline Saxon Assessment and Diagnostic Key Too Algebra Assessment are given to entering students upon entering the math program. Several research-based reading assessments are used in the reading intervention All teachers continually review student progress. This progress is reported to parents through school-wide progress reports sent home every five weeks and report cards every nine to ten weeks. Teachers post weekly grades within their content area for students to view individually and stay apprised of their progress. Every student also meets every quarter with either the principal or the counselor to review his or her progress and schedule classes for the following quarter. Traditional forms of parental communication continue to be available, including face-toface communication, voice-mail, e-mail, weekly grade check forms, and report cards. Our school newsletter is produced quarterly and mailed home with quarter and semester grades. Written strategies to assess competencies in course standards include multiple-choice tests, essay and research paper assignments, letters and flyers, in addition to end of course Final Exams in academic courses. Writing across the curriculum is encouraged and supported with written work (reports, essays, propaganda posters, etc.) required in many disciplines. Besides formal assessments students are encouraged to use self-assessment to grade their own work. Assessment results are used by teachers and departments to guide instruction, as well as reteaching strategies. Increased work in this area is needed. Teachers also utilize rubrics and exemplars as an assessment strategy. Exemples are used in many classes to demonstrate certain key components of an assignment. CAHSEE and CST results along with the classroom assessments are used to identify areas for growth. These needs are addressed in department meetings, staff meetings, alignment meetings, and individually between student and teacher to modify the teaching/learning process. The Ridgeview staff is fortunate to have a common prep at the end of each day to collaborate and discuss student issues. Placement of all students in intervention for English and Math or in higher-level math is determined by examination of standardized test results previously mentioned in formal assessments, grades, and teacher recommendations. Students choose their classes with the assistance of the counselor and/or principal. However, teachers place the students in specific 41 class periods through an assigned registration process in order to maximize the appropriate placements for the students. Supporting Evidence/Strengths Weekly PLC meetings designed to discuss student learning and achievement based on student assessment results and used to drive instruction. Teacher required use of Aeries to post assignments and percentages earned by each student. RVHS website All standardized test results entered into Data Director/Illuminate for teacher use. Teacher use of Data Director/Illuminate for formative and summative assessments to obtain frequent feedback regarding student learning. IEP goals and benchmarks provided to parents each year. Monday and Friday parent reports. Summit. Prioritized Growth Areas Development and use of common formative assessments based on CCSS by all departments. Update instructional materials and assessments to align with new CCSS Criterion D2 Teachers employ a variety of strategies to evaluate student learning. Students and teachers use these findings to modify the teaching/learning process for the enhancement of the educational progress of every student. Findings Teachers use daily formative assessments in their classrooms to measure student learning. These include: questioning, discussions, cooperative group activities, student presentations, positive behavior reinforcement exit tickets, quizzes, etc. Teachers use less frequent summative assessments in their classrooms to measure student content mastery. These include: unit tests, mid-term exams, final exams, multiple choice, short answer, essay and informal responses, projects, essays, multimedia presentations, Senior Debates and career portfolios. Teachers use formative and summative assessments to assess student achievement and evaluate their curriculum and instruction. English and social science teachers have been meeting to collaborate and integrate curricular areas in World and US History assignments. Supporting Evidence/Strengths PLC weekly collaboration time. Teachers utilize multiple means of formatively assessing students on a daily basis. Teachers use summative assessments regularly. Students and parents are able to view grades at any time via Aeries. Teachers make themselves available during their prep period, before school, lunch 42 periods, and after school to meet with students who need help with academic areas. Several measures are taken into consideration so that students are strategically placed in classes (especially math and science) that match their ability and competency levels, including: CST results Common Formative Assessment results Quarter grades Teacher recommendations ELA and Math assessments Teachers regularly initiate parent contact via phone, email or conference. Teachers regularly participate in student SSTs, 504, and, IEP meetings. Grading reports are available every five weeks. Collaboration of English and social science teachers. Prioritized Growth Areas All teachers keep Aeries gradebook and assignments updated. Provide Professional Development for implementation and accountability of CCSS. Update instructional resources. Criterion D-3 The school with the support of the district and community has an assessment and monitoring system to determine student progress toward achievement of the academic standards and the schoolwide learner outcomes. Findings At Ridgeview High School there has been an on-line grading program through our student information system in place for the last several years. The SIS provides students, parents, teachers and administrators with up-to-date grade reports as well as attendance reports. Our school secretary follows up all absences with a call home requesting a reason for absence. These calls, combined with district email accounts, have given parents increased access to updated student information. Traditional forms of parental communications continue to be available, including face-to-face communication, voice-mail, email, weekly grade check forms, deficiency notices and five week progress reports. The school newsletter is produced quarterly. Regular communication is sent home regarding STAR, CAHSEE, and ASVAB results. Our community newspaper traditionally gives a great deal of coverage to the annual API report, listing school scores and interviews with local school officials. In addition, scores are shared at Board meetings that are open to the public 43 Student achievement assessment results drive the school's academic program toward a standards-based curriculum. Single teacher departments allow for each content area to have common assessments for all students assigned to that teacher’s classes. For the same reason of single department heads, there are common quarterly finals in all of our courses. The school board meets regularly with the principals to analyze data and create a yearly accountability/progress report for the district. As a result of analyzing assessment results, recent changes in the school's program have been the on-going CAHSEE intervention classes in math and English. Supporting Evidence/Strengths School personnel mail STAR results to parents during the end of summer so parents can monitor their student’s progress of academic standards. Teachers have access to classroom and school data via DataDirector/Illuminate. Collaboration between English and Social Science teachers Prioritized Growth Areas Increase parent participation in Aeries student progress. Train teachers in re-aligning assessments based on CCSS. Criterion D4 The assessment of student achievement in relation to the academic standards and the schoolwide learner outcomes drives the school’s program, its regular evaluation and improvement, and the allocation and usage of resources. Findings Student achievement results are used to drive instruction and teacher instructional strategies. Teachers discuss strategies to re-teach as indicated and discuss their pacing for the next unit of study. Annual CST data is used at the beginning of the year to assess student progress toward academic standards and SLOs. The administration and faculty use this data to evaluate progress of the previous year’s school goals. The administration and faculty work together to determine the greatest strengths and areas for growth based on this data. Annual goals come in part from these discussions. Supporting Evidence/Strengths Student achievement results guide the administration’s decision about each year’s school goals. These appear in the WASC/FOL Action Plan and the Single Plan for Student Achievement. School Site Council reviews CST results and the proposed school goals each year. Resources are allocated on materials, staff, training, etc. that support the school goals. Prioritized Growth Areas Ensuring that SLOs become integrated with all academic and non-academic activities. Continued reference to SLO’s in guiding CCSS implementation as well. 44 CATEGORY E SCHOOL CULTURE AND SUPPORT FOR STUDENT PERSONAL AND ACADEMIC GROWTH Criterion E-1 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? Findings Ridgeview High School extends formal communication to parents using various means. In addition, community members are always welcome at the monthly school board meetings where our school principal often presents Ridgeview High School business. Parents receive a quarterly newsletter, offering direct and relevant Ridgeview news. All families receive a Ridgeview High School Student Handbook outlining the policies and procedures of the school and district. They are also expected to attend an orientation with their incoming student. Ridgeview High School teachers and counselor communicate regularly with parents to keep them informed of their students’ academic progress. Parents receive letters and/or phone calls, as needed, on their student’s status in passing or needing to take the California High School Exit Exam. Progress reports, showing most recent grades for all classes are given to parents every five weeks. Parent/Teacher conferences are called as needed. Our principal keeps parents informed of their senior’s graduation status through letters and phone calls. Our seniors are encouraged to attend Paradise High School’s “Grad Night,” plus Ridgeview High School parents are welcome to volunteer as chaperones. Our district-wide student information system, Aeries, provides parents direct online access to daily attendance and grades. Parents may reach staff members by using e-mail, as well as traditional voice mail. For positive communication, all staff members are encouraged to periodically mail home or make phone calls to parents letting them know that their son/daughter has been noticed for good and/or positive behavior academically or socially. Often this behavior is recognized in various types of informal or formal award ceremonies. Paradise community members enhance the educational program of Ridgeview High School students in a variety of ways. Every other year, the Fire Department co-hosts an “Every Fifteen Minutes” simulation. This simulation is supported by the Paradise Police Department, CHP, ambulance service, community members, Rose Chapel and area churches. Butte Community College has an extensive outreach program for our seniors with the Reg-To-Go Program. In addition, our graduating seniors attend Butte Orientation Day. We are fortunate to have a local business owner who volunteers her time once a week to teach a new group of students each quarter about the field of Cosmetology. Twice a year community members come present at 45 Career Day on the RVHS campus. They present career opportunities and network with our students here versus doing a job shadow. Beginning in the spring of 2013 RVHS began utilizing a county based program Workforce Development Program and Department of Rehab to support needs of students in transitioning into the workforce who are struggling with finishing school. This program has opportunities for job training and access to the GED testing and tutoring. Supporting Evidence/Strengths A quarterly newsletter is mailed to each student’s household. Academic awards are presented in the spring Parental involvement is encouraged through School Site Council, Sober Grad Night, Every 15 Minutes, Workability workshops, and any time they wish to come visit the school. Parents receive notification of expectations and student success through the Student Handbook, Aeries portals on the internet, phone calls, emails, and school web page. Parent and student surveys are conducted annually. Student participation in community events is encouraged. An automated messaging call system (Blackboard Connect Ed) keeps students, parents and community informed. Community fundraising to support education (Chocolate Festival, Blues and Brews, Dan Moriarty Annual Golf Tournament, and Rock the Ridge Annual Scholarship fundraiser). Prioritized Growth Areas Increase Site Council membership. Increase use and participation in SST process. Consider a Back to School night in the Fall and Spring Criterion E-2 The school is a) a safe, clean and orderly place that nurtures learning and b) and has a culture that is characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement. Findings Ridgeview High School is an aging campus that has been in use since the turn of the century. During the 1960, 1970 and 1990s, building additions were added because the campus became a continuation high school and allowed for additional growth. Currently it is near maximum capacity in relation to contract stipulations and the physical plant. There is no dedicated meeting room on campus for groups to convene or Individual Education Plan meetings to take place. Currently the Counselor’s or Principal’s office is pressed into service. Neither is there an auditorium for whole school assemblies. Our Intervention teacher maintains a collection of books between her room and the hallway to provide access to books. However, we have recently been able to upgrade our computer lab to make it functional. 46 Even though the campus is in need of upgrades and improvements, overall it is orderly and clean and maintained daily. Four classrooms have new carpet and maintenance items have been on-going to stay with the upkeep of aging buildings. Red rock was put in some areas on campus in the summer of 2013 to keep the outside aesthetic look clean. Students doing community service hours or gaining credit can work on campus for improvement projects. The campus requires continual monitoring of the student body to keep the campus clean. On a positive note, Ridgeview High School has taken steps to ensure the safety of students and staff with one part-time campus supervisor who monitors the school grounds, before school and at lunch. The school complies with all state-mandated safety requirements, including fire extinguishers, safety drills, Disaster Plan Packets in all classrooms and offices, safety packets and emergency information in all classrooms and offices, and an active safety committee. Additionally, all classrooms and offices have phones. In conjunction with the above resources, the principal helps to maintain Ridgeview High School as a safe and orderly institution, supporting students and staff and nurturing learning. Our guidance counselor is supplemented by county behavioral health counselors and local community-based counselors who provide support for some but not all students. Our guidance counselor also provides support for students with problems or crises. In times of school-wide crises, such as the death of a student, a crisis committee, comprised of school, county, and community personnel are prepared to help students in need. Our guidance counselor provides support to enhance the educational process and specific student academic needs. We also have a district school psychologist available. Supporting Evidence/Strengths According to the student survey, students feel safe at school. The Single Plan for Student Achievement lists goals to support the SLOs and improve academic achievement of the state standards. The relationships between students and staff are positive and nurturing. The custodial and support staff are respected by faculty and students. There is a low frequency of tagging/graffiti. Several classroom and campus projects have improved the feel for the campus. Students actually police themselves and grounds. Prioritized Growth Areas We have aging facilities that need paint and repairs. The student survey indicated that some students feel there is a lack of respect shown between students. Continued improvement of facility. Criterion E-3 and E-4 To what extent do all students receive appropriate support along with an individualized learning plan to help ensure academic success? 47 Findings Ridgeview High School’s culture provides a range of programs to support students personally and academically. Such programs include: ROP classes (Auto Repair, Cisco certification, etc.) at Paradise High School, College Connection, an on-campus program at Butte Community College offering college credit to our seniors under the leadership of a PUSD teacher and workability and work experience. Also students are able to transition to Paradise High School, Independent Study (IS), or e-Learning. The IS Program and e-Learning provide flexibility to students who wish to take some or all of their classes specific to their individual needs. Our Blended-Model program between the resource teacher and the core teachers allows all students interventions based on needs as opposed to only an I.E.P. Teachers use strategies such as Cooperative Learning, Inquiry, Differentiated Instruction, Problem-Based Learning, and Situational Learning strategies. The results from our 2013 Parent/Student Survey reflect that both parents and students believe that our principal and teachers have high expectations for our students. The teachers are available for individualized assistance before, during lunch and after school each day. Students may be required to stay after school and make up work on an individual basis. Paradise Unified School District provides staff development to support professionalism. Teachers are able to be more productive instructors and trainers of their own students as they use technology throughout their curriculum. They are also able to help students become information literate. Love and Logic, Virtues Project, and Ruby Payne : The Framework for Understanding Poverty have been ongoing references for staff to continue to work with students. The Ridgeview teaching staff is well-trained and encouraged to continue to seek professional development to stay abreast with current educational teaching methodologies and curriculum development. Each year the master schedule is built to meet the academic needs of all students. Special attention is given to create a schedule that will meet the needs of the general population, resource students, special needs students, and those who need specific classes at a particular time of day. Teachers actively participate in registration by planning students’ schedules. This process of discretionary placement aids student success by balancing class sizes. Student Study Teams (SST), led by teachers, meet as needed, to assist students who find themselves struggling in their classes. Student Study Teams examine behavior, attendance, and academic struggles, and with student and parent input, make recommendations to help students improve their overall performance. Resource students with special needs are placed in appropriate classes, as outlined on the student’s IEP. Our special education teacher works closely with all staff to assure free and 48 appropriate educational placement, in addition to securing an open communication with students, parents and regular education teachers to assist in academic success. The resource teacher team teaches with English and math teachers, when appropriate, to meet the needs of resource and non-resource students in regular, standards-based core classes. A Student Attendance Review Board (SARB) was formalized in 2010-11. Students are referred to this board for attendance and behavior issues. The board is made of community members and organizations that help support and identify strategies and /or resources students and families may need to access for success. Summer school is offered at Paradise High School each year to help remediate those students who have failed specific standards-based curriculum and are behind in meeting high school graduation requirements. All students have access to our local community college, at a reduced rate, for any class they qualify to take. Students use this opportunity to make-up failed classes or to take enrichment courses. Supporting Evidence/Strengths An academic plan for each student is developed and revised as needed. Guidance Counselor and principal meet individually with every student. CST scores and a readiness test are utilized for many class placements. Resource students are mainstreamed and “fully included.” Butte County Behavior Health, Guidance Counselors, a school Nurse, and on-site administrator help students with academic, personal, health, and emotional issues. IEPs, SST, and 504 plans provide teachers with guidance for accommodating individual student learning needs. Special Education aides offer support to students with IEPs. SST meetings with student, parents, teachers and administration help students with concerns about academics, health, emotional problems and grades. SARB meetings help students via contracts or educational placement due to attendance, discipline issues or failing grades. All students receive five week progress reports, and struggling students (parents) may request weekly Monday-Friday reports. Grades and period attendance is available on the Internet through the Aeries Portal. Informal discussions between staff members often lead to support for and understanding of students. School softball team plays twice a year now Prioritized Growth Areas SST process utilized more More Behavioral Health or county counseling support Staff development ongoing to identify strategies in supporting student behaviors 49 CHAPTER 5: SCHOOLWIDE ACTION PLAN Critical Area of Need Action Plan # 1 Statement of Area of Improvement: Increase academic achievement in English Language Arts as evidence by CAHSEE pass rate, formative assessment data, and English course pass rate Rationale: Students are still required to pass the CAHSEE and ELA is a core requirement. Growth Target(s): 100% of graduating seniors will pass CAHSEE ELA 100% of students will meet PUSD English graduation requirement. Link to Schoolwide Learner Objectives: Proficiency in Basic Skills Personal Responsibility. Action Steps Identify students that scored in the Far Below Basic and Below Basic areas on 2013 CST and not passed CAHSEE. Enroll them in daily intervention programs instructed by academic support team. Timeline August 2013 (CST no longer available) Person(s) responsible for Implementation Administrator Teachers Classroom Aide Person(s) responsible for Supervision Administrator Ways to Monitor and Report Progress -CAHSEE results -CST results -Classroom assessments -Grades Resources Needed -Qualified instructors -Support team -Sections identified for intervention 50 Assess all newly enrolled individual students using STAR Reading assessment for placement in Reading Intervention class and/or differentiated instruction. Conduct quarterly reading assessments to determine individual growth for students in intervention courses August 2014quarterly Instructional Staff Administrator -Accelerated Reader -STAR assessments -Renaissance Place -Reading Intervention class August 2014ongoing Instructional Staff Administrator -Renaissance Place -CBM -BUCKS -3 Min Fluency -HSEE data Analyze individual assessments quarterly as a staff during PLC meeting time August 2014quarterly Instructional Staff Administrator Review CAHSEE results and place students as needed in CAHSEE intervention course Identify students receiving D or F grades in English course(s). August 2013ongoing August 2014quarterly Administrator Counselor Teachers Administrator Counselor Teachers Administrator -Accelerated Reader -STAR assessments -Curriculum Based Measure -BUCKS -3 minute Fluency -HSEE -Accelerated Reader -STAR assessments -Curriculum Based Measure -BUCKS -3 minute Fluency -HSEE -CAHSEE results Administrator -Grade reports -Renaissance Place -CBM -BUCKS -3 Min Fluency -HSEE data -Spreadsheet with multiple measures -CAHSEE Data -CAHSEE intervention course -Aeries D and F report 51 Meet with students and determine graduation status and possible placement in supplemental or summer school English course. Home/school communication with parent/guardian showing student progress. Student recognition to celebrate success Maintain an on-site library August 2014quarterly Administrator Counselor Administrator -Report card -Transcript August 2013quarterly report cards and mid quarter progress reports Monthly Quarterly End of Year Administrator Principal’s Secretary Teachers Administrator -Aeries gradebook -Progress reports -Report cards Instructional staff Administrator August 2013Ongoing Teachers Library Tech Reading intervention teacher -CAHSEE pass results -Current grades -Improved STAR Reading progress -Student of the month -Book tracking system -How many books being used -Summer school course -Supplemental English course -Aeries gradebook -Report cards mailed home -Student Study Team -Students -Parents -Certificates -Snacks for program -Library tech -Funds for books 52 Critical Area of Need Action Plan # 2 Statement of Area of Improvement: Increase academic achievement in Mathematics as evidence by CAHSEE pass rate, formative assessment data, and Math course pass rate Rationale: Students are still required to pass the CAHSEE and Math is a core requirement. Growth Target(s): 100% of graduating seniors will pass CAHSEE Math 100% of students will meet PUSD Math graduation requirement. Link to Schoolwide Learner Objectives: Proficiency in Basic Skills Personal Responsibility. Action Steps Identify students that scored in the Far Below Basic and Below Basic areas on 2013 CST and not passed CAHSEE. Enroll them in daily intervention programs instructed by academic support team. Timeline August 2013-(CST data no longer available) Person(s) responsible for Implementation Administrator Teachers Classroom Aide Person(s) responsible for Supervision Administrator Ways to Monitor and Report Progress -CAHSEE results -CST results -Classroom assessments Resources Needed -Qualified instructors -Support team -Sections identified for intervention 53 Assess all newly enrolled individual students in math for placement in math Intervention class and/or differentiated instruction. August 2014quarterly Math teacher RSP teacher Instructional Aide Administrator Conduct daily/weekly Accelerated Math assessment to determine individual growth for every student enrolled in a math intervention course Analyze individual Accelerated Math assessments quarterly to measure growth August 2014daily/weekly Instructional staff Administrator August 2014quarterly Math teacher RSP teacher Instructional Aide Administrator Review CAHSEE results and place students as needed in CAHSEE intervention course Identify students receiving D or F grades in math course August 2013ongoing August 2014quarterly August 2014quarterly Administrator Counselor Teachers Administrator Counselor Teachers Administrator Counselor Teachers Administrator Meet with students and determine graduation status and possible change in math course placement or summer school. -Accelerated Math -STAR assessments -Saxon Placement tests -Key Too Algebra Diagnostics -Accelerated Math -STAR Math assessments -Renaissance Place -Math intervention courses -Saxon Placement tests -Key Too Algebra Diagnostics -Accelerated Math -STAR assessments -CAHSEE results -Renaissance Place -Collaboration time Administrator -Grade reports Administrator -Report card -Transcript Renaissance Place -CAHSEE data -CAHSEE intervention course -Aeries grade D and F report -Summer school course -Math courses 54 Home/school communication with August parent/guardian showing student 2013progress quarterly report cards and mid quarter progress reports Student recognition to celebrate Monthly success Quarterly End of Year Admin Teachers Principal’s Secretary Administrator -Progress reports -Report cards -Aeries -Aeries gradebook -Report cards mailed home -Student Study Team Instructional staff Administrator -CAHSEE pass results -Current grades -Improved STAR Math progress -Student of the Month -Students -Parents -Certificates -Snacks for program 55 Critical Area of Need Action Plan #3 Statement of Area of Improvement: Improve school climate and culture by implementing Positive Behavioral Intervention and Supports (PBIS) to decrease discipline problems and create positive learning environment for staff and students. Rationale: Suspensions caused by defiance and disrespect are very high No formal system in place. Student Handbook has not been updated in a while Involve parents, students, and staff collaboratively Growth Target(s): Decrease the amount of suspensions 50% each year for the next three years Decrease the amount of defiance and disrespect suspensions by 50% each of the next three years Continue to provide a safe learning and teaching environment as indicated by student and staff surveys yearly Link to Schoolwide Learner Outcomes: Work Readiness Skills Personal Responsibility Respect for Others Personal health and Safety Action Steps Identify and continue to address and reinforce school focus Timeline January 2013Ongoing Person(s) responsible for Implementation Admin Staff Students Person(s) responsible for Supervision Admin Staff Students Ways to Monitor and Report Progress -Quarterly review of focus with students -Review suspension numbers quarterly Resources Needed Aeries Suspension Data Collaboration time 56 Home/school communication on student progress. Report cards, Aeries, newsletters, website, phone calls, and emails Schedule Student Study Team (SST) meetings School Site Council/PBIS team Student Council “Caught You Doing the Right Thing” recognition Student of the Month Find researched based curriculum to support PBIS and character development Review suspension and discipline data each quarter with staff, students, parents August 2013Ongoing Admin Teachers Admin -Updated website -Report cards -Progress reports -Newsletters -Website -Time August 2013Ongoing May 2013Ongoing Admin Teachers Counselor Admin Staff Parents Students Admin Students Admin SST meetings Admin Meeting agendas and minutes -Time -Communication with home -Scheduled time -Consultant to work with PBIS Admin Meeting agendas and notes Scheduled time Admin Staff Students Admin Staff Admin Teachers Amount of recognitions Slips used -Community support -Incentives Admin -Student of the month certificates and recognitions -Certificates Admin Staff Admin Admin Staff Admin -Find curriculum -Deliver curriculum to entire school -Aeries discipline reports -Suspensions, teacher data -Student Council -School Site Council -Curriculum -Funding from TUPE or Site funds -Parent Newsletters -Student Council -School Site Council -Suspension data from previous years by quarter 57 August 2013Ongoing August 2013Ongoing August 2013Onging monthly Implement for 2014-15 August 2014ongoing 58 Critical Area of Need Action Plan #4 Statement of Area of Improvement: Based on newly implemented Common Core State Standards, teachers will design and implement instructional strategies and assessments that address higher order thinking skills across all content areas to help prepare students for high levels of success in career and college. Rationale: To improve student achievement by implementing instructional strategies and assessments that address higher order thinking skills across all content areas to help prepare students for high levels of success in career and college. 45 States (including California) have adopted the new Common Core State Standards (CCSS). Growth Target(s): Facilitate high-quality professional learning opportunities for all staff to ensure that every student has access to teachers who are prepared to teach to the levels of rigor and depth required by CCSS. Provide CCSS - aligned instructional resources to meet the diverse needs of all students. Revise existing course outlines, unit exams and end-of-course exams to reflect higher-level thinking constructed responses, synthesis and collaboration as indicated in the CCSS. Link to Schoolwide Learner Objectives: Action Steps Proficiency in Basic Skills Timeline Person(s) responsible for Implementation Implement one transitional CCSS aligned unit per content area per semester. Fall 2014Spring 2015 Administrator Instructional staff Implement one transitional CCSS aligned unit per content area per quarter Fall 2015Spring 2016 Administrator Instructional staff Person(s) responsible for Supervision Administrato r Administrato r Ways to Monitor and Report Progress -Written unit plans -Administrator observe lessons -Written unit plans -Administrator observe lessons Resources Needed -CCSS staff development -Staff collaboration for planning and evaluation -CCSS staff development -Staff collaboration for planning and evaluation 59 All content areas fully transitioned into Fall 2016CCSS aligned curriculum Spring 2017 Administrator Instructional staff Administrato r -Written unit plans -Administrator observe lessons Staff development using Broker of Expertise, internal staff, and/or BCOE for all content areas Develop rubrics aligned to CCSS Writing Standard 9-10, 11-12 (4): Produce July 2014as available Instructional staff Administrato r Fall 2014 Instructional staff Administrato r -Staff development hours -Staff trainings -School wide writing rubric Develop formative assessments aligned Fall 2014to CCSS Writing Standard 9-10, 11-12 Spring 2015 (4): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Instructional staff Administrato r -Formative assessments in each content area to analyze steps of the writing process(planning, revising, editing, rewriting) Analyze the CCSS formative assessment data to determine specific areas where students are under performing. Instructional staff Administrato r -CCSS Formative Assessment results P clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Spring 2015Ongoing -CCSS staff development -Staff collaboration for planning and evaluation -Brokers of Expertise -BCOE staff -Professional development in development of rubrics -Staff meeting Time Collaboration -Professional development in the development of formative assessments in writing -Staff meeting Time Collaboration -School wide writing rubric -Student Data -Staff meeting Time Collaboration 60 Identify school wide CCSS academic vocabulary Fall 2013review each Fall Instructional staff Administrato r Analyze the results of SBAC assessments. Modify CCSS instructional strategies and curricular focus as indicated by data results. August 2016Ongoing Instructional staff Administrato r -List of vocabulary words posted in each classroom -Use and assessment of vocabulary in content areas -SBAC assessment results -Kate Kinsella, Academic Vocabulary -Collaboration time -Smarter Balance assessment results -Staff development for identified instructional strategies and/or curricular needs 61 APPENDIX PHS Parent and Student Survey May 2013 Ridgeview High School Parent Survey Dear Parents, Thank you for taking the time to complete this parent survey. Your input is valued and appreciated. As part of the school improvement and accreditation process, we are asking you to complete this survey so that we can determine some of our strengths and weaknesses. Please return to school with your student or in the mail. Thank you, Mike Lerch Strongly Agree Agree Disagree Strongly Disagree I feel welcome at my child’s school My child is safe at school There is adequate supervision during school I am informed about my child’s progress at school My calls to the school are returned in a timely fashion My child knows what his/her teachers expects of him/her New students receive adequate orientation to the school and the programs offered 8. The school provides adequate information to students about college after graduation 9. The school provides adequate information about non-college options after graduation 10. The school communicates how parent volunteers can help 11. I respect the school’s teachers 12. I respect the school’s administration 13. Students are treated with respect by the teachers 14. Students are treated with respect by the administration 15. Students are treated with respect by other students 16. The school meets the social needs of the students 17. The school meets the academic needs of the students 18. The school’s assessment practices are fair 19. There is adequate recognition of student successes 20. The school succeeds at preparing its students for future work 21. Teachers help me to know how to support my child’s learning at home 22. I support my child’s learning at home 23. Overall, the school has a good public image 24. I would recommend this school to other families 1. 2. 3. 4. 5. 6. 7. 1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 4 4 4 4 4 4 1 2 3 4 1 2 3 4 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 4 1 2 3 4 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 i Ridgeview High School Parent Survey -Optional1. What do you think the school should continue to do? 2. What do you think the school should stop doing? 3. What do you think the school should start doing? THANK YOU VERY MUCH FOR YOUR VALUABLE INPUT! ii iii iv v vi vii viii ix x xi Healthy Kids Survey xii Cohort Comparisons xiii Master Schedule Teacher Period 1 Period 2 Period 3 Period 4 LUNCH Period 5 Period 6 Period 7 Dawes English 10 English 12 English 11 English 12 LUNCH English 11 English 11 PREP Martinez English Comp English Lit English Lit English Comp LUNCH CAHSEE ELA English Lit PREP Murphy Glass Etching Glass Etching Art 3D Sculpture LUNCH Art Art PREP Newton Econ World History Econ World History LUNCH Wood PE PREP Smith Algebra Foundations CAHSEE Math Algebra Algebra LUNCH Algebra Geometry Foundations PREP Tuttle Government US History Government US History LUNCH US History Computer Lit PREP Wrobel Integrated Science Integrated Science LUNCH PE Integrated Science PREP Integrated Science Integrated Science xiv Bell Schedule Bell Schedule 5 Minute Warning Period 1 Period 2 Period 3 Period 4 Lunch Period 5 Period 6 8:25 8:30-9:15 9:20-10:05 10:10-10:55 11:00-11:45 11:45-12:20 12:20-1:05 1:10-1:55 xv Ridgeview High School Graduation Requirements Required Subject Minimum Credits English 40 Mathematics 20 Science 20 World History 10 United States History 10 United States Government Economics 5 Fine Arts 10 Physical Education 20 Computer Literacy 5 Electives 65 Total 210 xvi California High School Exit Exam (CHSEE) All students, starting in the year 2006, are required to pass the California High School Exit Exam (CHSEE). Students must pass both parts of the exam, Mathematics and English/Language Arts, along with completing all the course requirements established by the Paradise Unified School District to receive a high school diploma starting in June 2006. Once a student passes the exam, he/she will no longer be required to take the exam. If a student passes one part, he/she will only be required to take the part not passed. A student will have multiple opportunities to pass the test through the end of his/her senior year. Participation In Graduation/Commencement Activities Students must fulfill all graduation requirements established by the Paradise Unified School District and Ridgeview High School to participate in graduation activities. Students who enter Ridgeview High School at a late date or are deficient in credit at the time of enrollment, and make adequate progress and are within 10 credits of graduation, may participate in graduation by enrolling in Paradise Unified Secondary Summer School and fulfilling the remainder of his/her graduation requirements. Students Ridgeview High School provides a 5th year option for seniors who are unable to graduate by the end of his/her senior year under the following provisions: xvii 1. The student is currently enrolled at Ridgeview High School at the end of his/her regularly scheduled senior year. 2. The student has earned a minimum of 190 credits at the start of his/her 5th year. 3. The student has the first two grading periods (20 weeks total) of his/her 5th year to complete the remainder of the graduation requirements. 4. The student entered Ridgeview High School credit deficient of being able to complete the remainder of his/her graduation requirements by the end of the regular senior year. 5. The student maintained a minimum of 90% attendance and received no failing grades the last grading period of his/her regular senior year. 6. Students will be required to pass all classes and maintain a minimum of 90% attendance during his/her 5th year enrollment. 7. The student has no suspendable offenses during his/her 5th year enrollment. * Failure to meet or maintain any of the above provisions will result in students not being eligible for 5th year senior status at Ridgeview High School or immediate dismissal from his/her 5th year senior enrollment. Ridgeview High School will not provide a 5th year senior option for students, who at the time of their entry to Ridgeview, were credit eligible for graduation based on the opportunity to earn the remaining credits through Ridgeview High School’s regular program by the end of his/her regular senior year. Ridgeview High School will assist students to enroll in Adult Education after his/her senior year if they were a non graduate. xviii xix
