San Luis Obispo High School 2013-14
Single School Plan for Student Achievement 2013-2014
School: San Luis Obispo High School
School Site Council Membership
Names of School Site Council (SSC)
Members
Annamarie Fella
Community
Representatives
Parent
Representatives
Student
Representatives
(Grades 9-12)
Classroom
Teachers
Curt Bartlett
X
X
Dale Overland
X
Blake Bristol
X
Leslie O’Connor
School Principal
Other School
Staff
X
Rosanna Medeiros
X
Jennifer Bauer
X
Kristin Bridgeford
X
Lisa Wearda
X
Scott Hicks ASB rep
X
Mauria Nakamura 11th Grade
X
Max Teaford 10th Grade
X
Elizabeth Trujillo 12th Grade
X
Anna Mesmer
X
Kathy Steveson
X
Bridget Bogust
X
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San Luis Obispo High School 2013-14
San Luis Obispo High School
Single Plan for Student Achievement (SPSA) 2013-14
Goal 1: Improve student success through an articulation and transition process supported by specific interventions in order to maximize appropriate
academic placement in core classes for all students.
Rationale:
 Focus on providing standards-based instruction to improve student learning
 Utilize and implement best practices supported through scientific research based methods
 Focus on appropriate placement of all students in core courses
 Increase the number SLOHS graduates who test into college level mathematics and English courses.
 Prepare all students in meeting the rigorous content standards and assessment of the State and NCLB
 Timely, relevant, targeted interventions have a strong impact on student learning
 To maximize remediation with specific interventions differentiated to meet individual student levels
Performance Gains Expected:
A. We will significantly improve the achievement of our English Learners (ELs), students from our Success for All (SFA) group, and Students with Disabilities (SWD). Success for
All is a student group created by SLCUSD as a composite of students we perceive may benefit from additional support; students are represented in one or more groups
including Socioeconomically Disadvantaged (SED), Families in Transition (FIT), Migrant Education, English Learners, and Reclassified Fluent English Proficient (R-FEP)
students.
a.
b.
c.
d.
Develop site-based assessments in the core areas of ELA, ELD, mathematics, social science, and science, as evidenced by school documents.
Multiple measures, including district common assessments and classroom formative assessments, will be used to monitor our progress. District assessments will be
supported by Smarter Balanced Assessment Consortium (SBAC) state results when they become available in 2014-15.
Listening, speaking, reading, and writing learning objectives will be articulated across grades PreK-12, and measured by district formative and common assessments.
District assessments will be supported by Smarter Balanced Assessment Consortium (SBAC) state results when they become available in 2014-15.
Increase the percentage of 10th grade students performing at proficient or advanced levels in English Language Arts from 78.6% to 81%, as indicated by AYP.
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San Luis Obispo High School 2013-14
ELA Adequate Yearly Progress (AYP) Results
[AYP for High Schools includes 10th Grade CAHSEE Only]
EL
SED
SWD
All 10th Grade Students
09-10
ELA
AYP
22.5%
41.3%
40.9%
77.4%
10-11
ELA
AYP
24.1%
53.4%
34.6%
77.9%
11-12
ELA
AYP
7.1%
46.2%
28%
78.8%
12-13
ELA
AYP
28.3%
56.0%
43.3%
78.6%
13-14
School
Target
13-14
Federal
Target
30%
60%
45%
81%
100%
100%
100%
100%
Annual Measurable Achievement Objectives (AMAO) Annual Growth Results/(Targets)
10-11
AMAO 2
<5
20%
EL
n=35
EL Federal Target
(18.7%)
n = number of students
11-12
AMAO 2
<5
26%
n=23
(20.1%)
12-13
AMAO 2
<5
9%
n=35
(21.4%)
13-14
School
Target
13-14
District
Target
25%
(28%)
(22.8%)
10-11
AMAO 2
5+
50%
n=66
(43.2%)
11-12
AMAO 2
5+
56%
n=89
(45.1%)
12-13
AMAO 2
5+
54%
n=93
(47%)
13-14
School
Target
13-14
District
Target
65%
(65%)
(49%)
ELA Early Assessment Program (EAP)
[EAP includes 11th Grade students only]
Ready for CSU college-level English courses
Ready for CSU college-level English courses- Conditional
Not yet demonstrating readiness for CSU college-level English courses
Did not test/No Score
10-11
ELA
EAP
39%
NA
52%
10%
11-12
ELA
EAP
37%
12%
35%
15%
12-13
ELA
EAP
38%
13%
35%
14%
13-14
School
Target
50%
15%
25%
10%
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San Luis Obispo High School 2013-14
Grades 9-12 English/Language Arts District Common Assessment, Term 2
Percent Proficient
Mainstream EL
SFA
SWD
Grades 9-12
Grade 9
Grade 10
Grade 11
Grade 12
11-12
6 pt.
Rubric
37%
41%
26%
63%
53%
59%
78%
60%
12-13
4 pt.
Rubric
63%
76%
55%
87%
76%
91%
89%
92%
13-14
4 pt Rubric
School Target
55%
75%
50%
86%
86%
86%
86%
86%
13-14
4 pt Rubric
District Target
(55%)
(75%)
(50%)
(86%)
(86%)
(86%)
(86%)
(86%)
B. We will transition our K-12 mathematics program to align with the California Common Core State Standards (CaCCSS). District common assessments will be supported by Smarter
Balanced Assessment Consortium (SBAC) state results when they become available in 2014-15.
a. All teachers will utilize and provide instruction in the units of study (including pre and post assessments) aligned to the Common Core State Standards (CCSS), with
embedded standards of mathematical practices, as evidenced by district documents.
b. Increase the percentage of 10th grade students performing at proficient or advanced levels in Mathematics from 81.4% to 85%, as indicated by Annual Yearly
Progress (AYP).
Mathematics Adequate Yearly Progress (AYP) Results
[AYP for High Schools includes 10th Grade CAHSEE Only]
EL actual
SED actual
SWD actual
Schoolwide actual
09-10
Math
AYP
47.5%
50.6%
40.7%
78.8%
10-11
Math
AYP
21.4%
50.9%
54.5%
74.7%
11-12
Math
AYP
42.3%
58.9%
36.4%
83.3%
12-13
Math
AYP
44.4%
65.3%
40.0%
81.4%
13-14
School
Target
50%
70%
50%
85%
13-14
Federal
Target
100%
100%
100%
100%
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San Luis Obispo High School 2013-14
Mathematics Early Assessment Program (EAP)
[EAP includes 11th Grade students only]
Ready for CSU college-level Mathematics courses
Ready for CSU college-level Mathematics courses- Conditional
Not yet demonstrating readiness for CSU college-level Mathematics courses
Did not test/No Score
10-11
Math
EAP
6%
29%
20%
44%
11-12
Math
EAP
10%
32%
27%
30%
Grades 9-12 Mathematics District Common Assessment, Term 2
Percent Proficient
11-12
12-13
13-14
Previous
Previous
SVMI*
Common Assessment
Common Assessment
Common Assessment
District Results**
School Results
School Target
12-13
Math
EAP
10%
29%
20%
41%
13-14
School
Target
20%
45%
15%
20%
13-14
SVMI*
Common Assessment
District Target
**Random Sample Only
EL
SFA
SWD
Algebra I
Geometry
Algebra II
All Courses
2%**
4%**
3%**
14%**
9%**
13%**
12%**
2%
6%
0%
5%
10%
16%
11%
15%
20%
15%
25%
25%
25%
25%
(15%)
(20%)
(15%)
(25%)
(25%)
(25%)
(25%)
C. SLOHS IDEA to address RtI instead of above statement: RtI program will be implemented through the examination of multiple measures (MDTP, CAHSEE, Common
Formative Assessments, 2012-13 CST scores, etc.) to determine appropriate class placement in all core subjects and supported through specific site interventions to improve
achievement in English/Language Arts and Mathematics.
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San Luis Obispo High School 2013-14
Note: Per our established district practice, all of our school sites, including San Luis Obispo High School, contribute part of their EIA-LEP funds for English Learners to our districtwide effort of providing elementary EL Specialists and secondary EL Instructional Aides.
District Initiative Alignment:
 1: Achieve substantial academic gains with the most at-risk population
 4: Strengthen district-wide English language arts program
 5: Develop a world-class mathematics program
 7: Establish a data rich culture
 10: Increase access to college
ESLR’s Addressed:
 1: Effective Communicators
 3: Complex Thinkers/Problem Solving
 5: Academic Achievers/Lifelong Learners/Take Responsibility
Specific Tasks
Timeline

Articulate with LAMS and district staff to
refine the math matrix to ensure appropriate
math placement for all incoming 9th grade
students
May 2014

Develop a math matrix to ensure appropriate
math placement for all 10th - 12th grade
students
June
2014


Monitor class size average (student to
teacher ratio) in mathematics and English
Continue to develop Common Formative
Assessments and review district benchmarks
in the areas of mathematics, English and all
core areas
2013-14
June 2014
Implementers










Administrators
Math and English
Department
Chairs
Math Teachers
English Teachers
Core Department
Chairs
Core Teachers
Counselors
AVID
Coordinator and
teachers
Sp.Ed. teachers
Instructional
Support Staff
Estimated Cost/Source



General Funds
EIA - LEP $824
EIA - SCE $20,515
Evaluation/Evidence











AYP results
CAHSEE results
CAHSEE Pre-Assessment
administration
CELDT results
Early Assessment Program (EAP)
results
Norm-referenced and criterion
referenced tests
Common Formative Assessments
Math Placement Assessment (MDTP)
Utilization of clearly disaggregate
data
Course completion rates
Number of students who went
forward for assessment
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San Luis Obispo High School 2013-14



English and Math teachers will meet
regularly in teams to maintain a focus on
student learning that incorporates CaCCSS
practices into daily lessons.
Small learning teams made up of core
teachers, counselors, and administration will
meet regularly to discuss and review
enrollment criteria for enrichment and
intervention courses
Continue to develop, design, and implement
tiered interventions (RtI) that are both
specific and comprehensive to increase
student learning

Offer and implement a tutoring program with
Math and core subject teacher support as
well as Cal Poly and bi-lingual tutors for all
subjects

Offer extended library hours from 7 a.m. to
5:00 a.m. Monday through Friday to
encourage research and study time

Offer 6th Period Credit Recovery (A+
Program) courses to support students in
obtaining their high school diploma and
graduating on time

Continue to administer CAHSEE PreAssessment and implement a support system
including interventions i.e., tutoring, in class
CAHSEE preparation, etc.

Continue to refine counseling program to


2013-14

2013-14

EL Coordinator
Cal Poly Teacher
Advisors
SLCUSD
Instructional
Services
SLCUSD
Personnel
Services



ALEKS Results
Credit Recovery Participation and
Passage Rate
SBAC Pilot and Field Test Results
2013-14
June 2014
June 2014
June 2014
Sept. 2013
through
March
2014
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San Luis Obispo High School 2013-14
reduce clerical functions and increase the
time that counselors devote to students at risk


Implement processes to encourage and
increase parent involvement in their child’s
learning
Continue to develop partnerships with
middle school, post-secondary institutions,
and SLO community to facilitate and
maximize student learning
2013-14
June 2014
2013-14
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San Luis Obispo High School 2013-14
Goal 2: In order to better serve students, SLOHS will examine current instructional day to incorporate a more prescriptive model while looking for
additional learning opportunities by increasing the number and variety of courses offered.
Rationale:
 The self-study findings as well as survey results from parents and students support the need to maximize student learning by fully utilizing each instructional period
 Research supports the fact that both truancy and absenteeism diminishes student learning, therefore, it is imperative that the overall instructional day be refined
 The self-study findings as well as survey results from parents and students support the need to expand career exploration opportunities throughout the curriculum to
encourage students to be aware of available choices
 To improve academic success for all students by providing rigorous courses for all students
 To provide a variety of courses to support the transition from education to career
Performance Gains Expected:
A. We will further cultivate the bilingual and cultural abilities of students who participate in the district’s two-way immersion program. The district will develop a comprehensive
plan to phase in program components within secondary schools, as evidenced by district documents. By 2014-2015, a process and criteria will be developed and implemented to
recognize students who have achieved bilingual and bicultural proficiency by implementing a Seal of Biliteracy.
B. We will continue to implement a digital citizenship curriculum that includes cyber safety for students in order to comply with the Children’s Internet Protection Act (CIPA),
as indicated by the school documents.
C. We will continue to review AP courses and modify/add AP courses as possible and appropriate. Annually, increase enrollment in AP classes as well as the number of students
taking and passing the AP exam with a score of 3 or higher.
AP Student Data
# of students enrolled in the
AP Program
# of students who took at least
1 AP exam
% of students enrolled in the
AP Program who tested
Total AP exams “taken”
Total # of AP exams with a 3+
% of AP exams with a 3+
10-11
11-12
12-13
13-14 School
Target
13-14 District
Target
383
361
476
490
875
210
250
350
375
55
69
74
76
314
246
78.3
447
344
77
604
494
81.8
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San Luis Obispo High School 2013-14
2012-13 Seats Filled Per # of AP Classes
# of AP Classes
# of AP Students
Enrolled
1
2
3
4
5
6
228
112
59
49
24
4
Total
Total AP seats
filled per # of
AP classes
228
224
177
196
120
24
969
D. We will continue to increase the number of students satisfying the University of California/California State University (UC/CSU) minimum
a-g requirements for college admission, for all students and specific student populations (AVID students, English Learners, Hispanic students, Socioeconomically Disadvantaged
students, and White students).
E. We will provide support for all students to complete the UC/CSU a-g requirements. To support students whose desires and/or aptitude will lead them to a technical career, we
will continue to review and modify/add, as possible and appropriate, an array of elective and career technical education courses, as evidenced by school documents.
Percentage of High School Students Meeting UC/CSU minimum A-G Requirements (Graduating Seniors)
2010-11
2011-12
2012-13
(Available in
December)
All Students
EL
Hispanic
SED
White
AVID
65%
6%
47%
29%
70%
NA
67%
5%
59%
33%
68%
67%
2013-14
School Target
2013-14
District Target
75%
28%
50%
56%
82%
95%
(75%)
(28%)
(50%)
(56%)
(82%)
(95%)
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San Luis Obispo High School 2013-14
F.
All students, parents, and staff will work together to improve attendance and truancy rates. To decrease truancy rate from 64% to 60%.
Truancy and Attendance Annual Results/(Targets)
Truancy
Chronic Absenteeism
Average Daily Attendance
10-11
11-12
12-13
75%
15%
95%
61%
10%
96%
64%
16%
95%
13-14
School Target
60%
10%
97%
13-14
District Target
G. We will create culturally competent learning environments where all students feel safe, engaged, respected, and valued. Cultural competency is the process by which
individuals and organizations integrate and transform awareness of assumptions, values, biases, and knowledge about themselves and others to respond respectfully and
effectively across diverse cultures, language, socioeconomic status, race, ethnic background, religion, gender, sexual orientation, and ability. Cultural competence recognizes,
affirms, fosters, and values the strengths of individuals, families, and communities and protects and preserves the worth and dignity of each. Identified students will have a staff
member advocate for their needs. An effective measurement system will be developed to assess students’ feelings of safety, engagement, respect, and value.
H. We will focus efforts on recruiting a bilingual/multilingual workforce. While we need to be cognizant of fair and effective hiring practices, we believe that by intentionally
seeking individuals who speak the languages of our students and families, we will promote cultural understanding and provide support for students and families who are learning
English. As vacancies become available, key positions will be designated as requiring bilingual proficiencies, as evidenced by district documents.
I.
Counselors will implement the district’s Standards-Based Counseling and Guidance program focusing on the topics of: teaching acceptance and respect, a community of caring,
asset development, peer-helping programs, and collaborative relationships with community agencies that have similar missions. The counselors will facilitate and support the
academic and social success of all students. A measurement system will be developed to assess this progress on an annual basis.
District Initiative Alignment:
 1: Achieve substantial academic gains with the most at-risk population
 2: Create an intentional culture of care
 4: Strengthen district-wide English language arts program
 5: Develop a world-class mathematics program
 6: Provide accelerated and specialized learning opportunities
 8: Create the classroom of the future
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San Luis Obispo High School 2013-14

10: Increase access to college
ESLR’s Addressed:
 1: Effective Communicators
 3: Complex Thinkers
 5: Academic Achievers/Lifelong Learners
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San Luis Obispo High School 2013-14
Specific Tasks
 The Instructional Day Committee will
continue to research various instructional
models and present and collaborate with
SLOHS faculty, SSC, students, parents
and SLOHS Community.
 Site Administration and Faculty will meet
with individual student classes (Senior,
Junior, etc.) and appropriate parent
advisory groups (ELAC, Principal Parent
Advisory Council, SSC, Management
Team) to review and discuss school-wide
expectations pertaining to attendance and
academic opportunities
 Articulation between LAMS and SLOHS
will take place addressing incoming 9th
grade students in regard to attendance and
academic success
 Continue to create and foster a safe and
culturally competent learning environment
through school-wide activities including
sponsored clubs promoted through Club
Rush Day, Athletics, Band, Choir, Theatre,
Student Congress, etc.
 To maximize student learning, staff will
continue to monitor “bell to bell”
instruction and develop a system to
minimize classroom disruptions
Timeline
2013-14
Aug. 2013
and
2013-14












April/May
2014


Implementers
Estimated Cost/Sources
Administrators
Certificated Staff
Counselors
Classified Staff
Parents
Students
SRO
SSC
ELAC
Management Team
Instructional Day
Committee
Instructional
Services
Career Center
Technician
COE Workability
Specialist
 General Funds
Evaluation/Evidence













AYP results
SBAC Practice and Field Test Results
CAHSEE results
EAP results
Norm-referenced and criterion
referenced tests
Common Formative Assessment results
Truancy Rate
Staff reflection and administrative
observation
Consensus for the 2014-15 Instructional
Day
Increase in AP Audit Approved Courses
Increase in UC/CSU a - g Approved
Courses
Increase in number of students taking and
passing AP exams
Increase in CTE, Art and Music courses
2013-14
2013-14
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San Luis Obispo High School 2013-14
 To research and offer additional courses
outside of the current instructional day:
zero or 6th period i.e., Credit Recovery,
Choir, Jazz Band, etc.
 Continue to increase enrollment in
Advanced Placement (AP) and UC/CSU
a-g courses by exploring and offering new
course opportunities and promote open
access to rigorous courses
 Administrators, counselors, and teachers
will continue to actively encourage
students to enroll in UC/CSU a – g and
AP courses with the expectations of
taking the AP exam
 Administration will continue to encourage
teachers to submit courses to AP and
UC/CSU a – g to increase the number of
courses SLOHS may offer with this
designation
 Research opportunities in offering
additional CTE, Art and Music courses to
enhance the variety of career pathways
 To continue to increase partnerships with
local businesses and post-secondary
institutions to promote internships,
volunteer work, job shadowing, etc.
 Counselors will continue to implement the
District’s Standards-Based Counseling and
Guidance program and revise the career
curriculum components currently
presented through counseling
2013-14
2013-14
2013-14
2013-14
2013-14
2013-14
2013-14
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San Luis Obispo High School 2013-14
presentations
 Implement digital citizenship curriculum
that includes cyber safety to comply with
Children’s Internet Protection Act (CIPA)
 Counselors, teachers and staff will
continue to encourage students who have
participated in the SLCUSD’s two-way
immersion program to continue to enroll
in offered Spanish classes that supports
their linguistic progression to full
competency of the language
2013-14
2013-14
Goal #3: To offer and actively engage the staff in consistent, meaningful professional development opportunities to include, but not be limited to:
content mastery, research based instructional practices, technology, and collaborative professional learning opportunities. To explore similar
successful schools in an effort to advance continued academic progress and delivery model.
Rationale:
 Student learning must be the primary mission of SLOHS in which all stakeholders work together
 In order to improve student learning, staff must be both student and teacher in their understanding and the delivery of research-based instructional practices
 The PLC model provides a strong structure for school improvement
 Data from multiple measures for student learning that are studied and shared among stakeholders provides the best opportunity to meet the needs of students
Performance Gains Expected:
A. The administrative and teaching staff will become sophisticated in the use and interpretation of data to inform specific interventions, individualized learning plans, and
instructional practices. By 2014-2015, staff will become conversant and confident in interpreting data sets, and the use of data will be reflected in their individual performance
goals.
B. To engage teachers and administrators in the use and interpretation of data to inform instruction, as indicated by school documents.
C. The district /SLOHS staff will identify, develop, and implement a district-wide assessment system in the core areas of English/Language Arts, English Language Development,
and mathematics (aligned to Common Core) to measure student achievement. Administrators and teachers will use the results from the assessment data to measure student
learning and to inform instructional practices within a data team cycle.
15
San Luis Obispo High School 2013-14
D. Evaluate status of educational technology programs and work collaboratively with district staff to improve use and access.
District Initiative Alignment:
 1: Achieve substantial academic gains with the most at-risk population
 5: Develop a world class mathematics program
 7: Establish a data rich culture
 8: Create the classroom of the future
ESLR’s Addressed:
 1: Effective Communicators
 5: Academic Achievers/Lifelong Learners/Take Responsibility
Specific Tasks

Conduct a needs assessment among staff
to determine professional development
needs

Continue to support teacher access to
Data Director to manage school data and
enrich instructional delivery to improve
student learning

Provide ongoing consistent staff
development opportunities on
interpreting and using data for
meaningful school improvement
Timeline
Nov.
2013




2013-14


June 2014

Each department will begin to make
formal presentations of research-based
best practices to staff
2013-14

Teachers will continue to be encouraged
to observe other colleagues within or
2013-14
Estimated
Cost/Source
Implementers

Administrators
Certificated Staff
Counselors
Instructional Cabinet
Members
Instructional Support
Staff (classified staff)
SLCUSD Personal
and Instructional
Services
SLCUSD IS&T
Personnel

General Funds and
District Support
Evaluation/Evidence









AYP results
CAHSEE results
CAHSEE Pre-Assessment Results
Norm-referenced and criterion
referenced tests
Common Formative Assessment results
Utilization of
clearly disaggregated data
Staff reflection and administrative
observation
Teachscape Teacher Evaluation System
Book Study “Focus” authored by Mike
Schmoker
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San Luis Obispo High School 2013-14
outside their respective departments on
an annual basis in order to learn from
their peers




Teachers will be supported if a request is
made to observe colleagues within the
SLCUSD or surrounding school districts
Administration will guide teachers
through a book study with the central
focus on research-based best practices:
“Focus: Elevating the Essentials to
Radically Improve Student Learning”
authored by Michael Schmoker
Teachers and Administrator (Evaluator)
will engage in meaningful discussions in
regard to classroom observations and
evaluations using a four point rubric
through Teachscape in order to increase
student learning and engagement
Teachers will review and discuss
CAHSEE Pre-Assessment results with
team members and then review with 10th
grade students to enhance performance
on the CAHSEE administered in March
2014
2013-14
2013-14
2013-14
Sept. 2013

Send staff members to viable
professional development opportunities
2013-14

AP teachers will be encouraged to apply
to be an AP reader and supported to
attend AP Summer
Institutes/Conferences
July 2014
17