Gdocs 2017 ACS WASC/CDE Edited Ed. - Rosemont High School › sites › main › files › file-attachments › w… · Rosemont High School ACS WASC/CDE Self-Study Report _____ 7

Gdocs 2017 ACS WASC/CDE Edited Ed.

Rosemont High School ACS WASC/CDE Self-Study Report

________________________________________________________________________________

2

Rosemont High School

SELF-STUDY REPORT

9594 Kiefer Blvd.

Sacramento, CA 95827

March 11 - 13, 2019

ACS WASC/CDE Focus on Learning Accreditation Manual,

2017 Edition (Edited for 2018-2019 SY Visit)


________________________________________________________________________________

3

TABLE OF CONTENTS

Preface 5

Chapter I: Progress Report 10

Chapter II: Student/Community Profile and Supporting Data and Findings 19

Chapter III: Self-Study Findings 84

A: Organization: Vision and Purpose, Governance, Leadership,

Staff, and Resources 85

B: Standards-based Student Learning: Curriculum 106

C: Standards-based Student Learning: Instruction 122

D: Standards-based Student Learning: Assessment and Accountability 144

E: School Culture and Support for Student Personal and 160

Academic Growth

Prioritized Areas of Growth Needs from Categories A through E 183

Chapter IV: Summary from Analysis of Identified Critical Student

Learning Needs 184

Chapter V: Schoolwide Action Plan 189

Appendices 200


________________________________________________________________________________

4

WASC Visiting Committee

Rob Reibenschuh

Assistant Principal

American High School

Union City, CA

Suzie Dollesin

Education Programs Consultant

Antelope, CA

Jacob Geivett

Learning Director

West Sacramento, CA

Janet Hansen

Teacher Librarian

Kenwood, CA

Colin O’Connor

Director of Curriculum

Jesuit High School

Sacramento, CA


________________________________________________________________________________

5

Preface

The Rosemont High School Self-Study has been conducted in accordance with the guidelines set forth

by the Western Association of Schools and Colleges. This process has given Rosemont the opportunity

to examine, plan, and modify its operational and instructional practices.

Although two of the administrative team have left and been replaced since 2014, the vision for the

school, including a focus on effective communication, collaborative leadership, established processes

and procedures, an increase in opportunities for all students (academic and co-curricular), and

systematic interventions for students has remained consistent.

The WASC process leading up to the March 2019 visit actually started immediately following the 2016

mid-term visit. Throughout collaborative time with teachers, monthly meetings with office staff, semi-

monthly meetings with counselors, School Site Council, and PTSA, staff provided input around changes

to Rosemont's programs while also addressing the critical areas of need. In the fall of 2017, Rebecca

Siegert, who also co-authored the 2016 Mid-Cycle WASC visit, was named as the WASC Coordinator.

From the start of the 2017-18 school year, Rosemont staff members began working on WASC in whole

staff meetings as well as in their respective WASC focus groups during many of the Collaborative Time

(CT) Thursday meetings. In November of 2017, Rosemont worked by gathering input from all staff

members to develop a new school vision to ensure that there was a shared understanding of instructional

goals--what Rosemont wants to be known for instructionally as a site. Throughout the remainder of the

2017-2018 school year and into the 2018-2019 year, staff met in focus groups to address each of the five

critical criteria categories:

A. Organization: Vision and Purpose, Governance, Leadership, Staff and Resources

B. Standards-based Student Learning: Curriculum

C. Standards-based Student Learning: Instruction

D. Standards-based Student Learning: Assessment and Accountability

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

In March 2018, the WASC team created, administered, and analyzed student and staff surveys, which

were administered again in December of 2018 to collect more current data. Staff worked in focus groups

and were reminded that the feedback in each of the five categories had to relate to the schoolwide

learner outcomes, academic standards, the school-wide critical areas for follow up and the schoolwide


________________________________________________________________________________

6

action plan. In December, focus groups met to review the findings in each category and identify areas of

strength and areas for growth.

In addition to a parent survey that was administered in November, the parent focus group met in October

and November, 2018 to provide feedback in the 5 categories. Although the PTSA parent volunteers were

the primary target, all families were invited to participate via the weekly Messenger. Attendance was

extremely low, so Rosemont focused on School Site Council and PTSA parents as the Parent Focus

Group. They provided feedback in the five categories, including prioritizing the areas of strength and

areas for growth.

Also in the fall of 2018, the Leadership Team revisited Rosemont’s vision and mission and identified

those characteristics that best represented what the school wanted to look like instructionally.

Staff researched schoolwide learner outcomes from other high schools and used ideas from those to

develop outcomes for Rosemont students, ensuring that they were tied to Rosemont’s vision and

mission. Staff wanted these to reflect desired outcomes for ALL Rosemont students, regardless of the

content or grade level, and also support the SCUSD Equity, Access, and Social Justice Guiding

Principle: “All students are given an equal opportunity to graduate with the greatest number of

postsecondary choices from the widest array of options.”

Rosemont’s Focus on Learning Self-Study incorporates demographic and assessment data derived from

the California Department of Education, Sacramento City Unified School District, Rosemont surveys,

and state and city websites. Rosemont staff, students, and community members have contributed to the

facts provided in this profile and have presented invaluable information and effort throughout this

process.


________________________________________________________________________________

7

Self-Study Focus Groups

Organization

Leads:

Jeremy Predko and

Debbie Watson

Curriculum

Leads:

Jennifer Ellerman

and Chris Watkins

Instruction

Leads:

April Braun and

Rebecca Siegert

Assessment/

Accountability

Leads:

Elizabeth Vigil and

Elizabeth Laren

Culture/

Support Services

Leads:

Matt Naumann and

Robert Richardson

Yolanda Alexander

Blythe Antrim

Jeff Bell

Paul Belluomini

Wes Brown

Irene Carruthers

Ayesha Charamuga

Crystal Hamilton

Brad Harper

Randy Laforteza

Will Lawrence

Kirill Lukinskiy

Bee Moua

Skyla Mulkey

Patrick Neff

Chris Nelson

Dave Stafford

Francine Stevens

Wendy Stevensen

Brandon Alvarez

Ruth Cave-Sosa

Fay Coleman

Edward Eldridge

Irene Hainsworth

Cami Hilsinger

Andrew Jones

Audrey Kamilos

Jack King

Scott Maddox

Gabriella McDaniel

Leo Nunez

Gabriella Orozco

Pam Reeder-Esparza

Fernando Sandoval

Juan Sandoval

Tia Summers-Jones

Alex Taylor

Daniel Atkinson

Brigid Burdock

Onisha Cook

Patricia Curtin

Kevin DiLoreto

Louise Fong

Verlin Hamby

Claude Elton Josiah

Christina Lanzaro

John Lisuk

Kelly Martinez

Christian Mason

Alannbert Millendez

Stephanie Quigley

Scott Speights

Silvi Thomas

Maria Torres

Kathleen Adams

Clint Bodene

David Butterworth

Jesus Farias

James Hopley

Elizabeth Laren

Shandra Lee

Geoff Melchor

Shannon Oetinger

Greg Orr

Joseph Pickar

Michael Reed

Sunny Saechou

Scott Singer

Dominique White

Mike Vega

Domingo Zungri

Nicole Adams

Allison Alair

Adam Aldama

Barbie Beard

Chesshuwa Beckett

Erik Beckett

Steve Boettner

Cliff Collins

James Gilbert

Marla Gomez

Chris Gosney

Latoya Harper

Amber Jackson

Kris Kaehler

Todd Mills

Jason Pelletier

Julie Snider

Robert Velazquez

Rick Wanlin

Linda Zanze


________________________________________________________________________________

8

Self-Study Home Groups

English

Chair: April Braun

Math

Chair: Vacant

Social Science

Chair: Matt Naumann

Science

Chair: Domingo Zungri

Blythe Antrim

Erik Beckett

April Braun

Ruth Cave-Sosa

Fay Coleman

James Hopley

Andrew Jones

Geoffrey Melchor

Shannon Oetinger

Stephanie Quigley

Michael Reed

Rebecca Siegert

Brigid Burdock

David Butterworth

Alannbert Millendez

Jason Pelletier

Juan Sandoval

Alex Taylor

Silvi Thomas

Robert Velazquez

Debbie Watson

Jeff Bell

Cliff Collins

Kevin DiLoreto

Chris Gosney

John Lisuk

Todd Mills

Matt Naumann

Tia Summers-Jones

Chris Watkins

Chesshuwa Beckett

Paul Belluomini

Claude-Elton Josiah

Randy Laforteza

Gabriella McDaniel

Julie Snider

Dave Stafford

Domingo Zungri

Physical Education

Chair: Rick Wanlin

Special Education

Chair: Daniel Atkinson

World Languages

Chair: Elizabeth Laren

Electives

Chair: Clint Bodene

Chesshuwa Beckett

Scott Maddox

Melody McCullough

Francine Stevens

Rick Wanlin

Daniel Atkinson

Barbie Beard

Fay Coleman

Edward Eldridge

James Hopley

Jack King

William Lawrence

Kirill Lukinskiy

Chris Mason

Jason Pelletier

Stephanie Quigley

Wendy Stevensen

Alex Taylor

James Gilbert

Elizabeth Laren

Chris Nelson

Fernando Sandoval

Kelly Stone

Erik Beckett

Clint Bodene

Steve Boettner

Cliff Collins

Patrick Neff

Scott Singer

Tia Summers-Jones


________________________________________________________________________________

9

Parent and Student Focus Groups

Parent Group Student Group

Valorie Christensen

Sal Delgado

Holly Foell

Corinne Galea Kincaid

Rene Hamlin

Vanessa McHenry

Lisa Meline

Joan Orr

Shelli Scheper

Dana Trobe

Ulyeses Bibbs

Jacquez Cosby

J’cyn Crawley

Evan Delgado

Simone Hall

Xiola Sollom

Men’s Leadership Class (Group Input)

Women’s Leadership Class (Group Input)

Overall, the WASC Self-Study process has been extremely beneficial for Rosemont. The vision and

mission statements, which had been in place since the school’s inception in 2003, have been updated and

now reflect the school that Rosemont has become. Additionally, the previous Expected Schoolwide

Learning Results (ESLRs) served as the foundation for the new Expected Schoolwide Learning

Outcomes (ESLOs), which reflect the changing Rosemont community. By examining all practices with

a more critical lens, Rosemont has been able to celebrate its successes and address its needs more

closely than ever before.


________________________________________________________________________________

10


________________________________________________________________________________

11

Schoolwide Areas of Strength

(From the 2013 WASC Report)

1. Continued continuity in administrative leadership

2. Coherent and cohesive vision is developing as to where the school is headed

3. Staff commitment and resilience in the face of adversity

4. Real-world experience courses

5. Rosemont maintains strong ties to local colleges and community colleges

6. Atmosphere of trust

7. Intra-and inter-department collegiality

8. Commitment to and participation in community-wide events

Schoolwide Critical Areas for Follow-Up

(From the 2013 WASC Report)

1. Greater staff buy-in and participation in professional development, Common Core, and Data

Inquiry with an emphasis on effective instructional practices

2. Ensure that educational materials are available for all students

3. Intervention courses have lacked the necessary, systematic monitoring required to determine

their effectiveness

4. Additional training and support related to working with English learners and students with

disabilities is necessary

5. Move towards a more student-centered focus on instructional delivery that includes a systematic

means by which to formatively assess student learning

6. There needs to be a school-wide use of Data Director (or another appropriate application) as a

primary tool to create assessments, store, organize, disaggregate, and analyze student

performance data

7. Interpreters and translators need to be available at parent group meetings

8. Increase general education teacher participation in IEPs and SSTs


________________________________________________________________________________

12

Progress on Critical Areas for Follow-

up/Schoolwide Action Plan

(From the 2013 Report)

Goal # 1: Create, implement, and monitor a set of procedures, practices, and shared expectations

to facilitate communication between all shareholders, improve the level of organization, and

prepare students for success.

Since the last WASC visit in 2013, Rosemont has worked to increase the frequency and quality of

communication among all stakeholders to better prepare students for success. 94% of staff indicate that

their duties are made clear by administration vs. 81% in 2013. Through collaborative planning with

teachers, counselors, and classified staff, there are now policies and procedures to improve the

efficiency of daily work and support student success. The office and support staff meet monthly with

administration to identify organizational inconsistencies, problem-solve, and share important site

information. The site Leadership team meets once a month to discuss myriad site issues including

student achievement, program changes, budget, and school climate. Administration meets with campus

security each week to debrief and identify areas of concern. School Site Council, the ELAC Committee,

and the Safety Committee meet together once each month. Although the primary function of the School

Site Council is the development of the Single Plan for Student Achievement (SPSA), including budget

approval, this committee discusses all aspects of the school program, and the principal relies on the input

of the students, the parents, and the school staff represented in this body.

Department/pathway teachers have participated in release days, as requested, in order to collaborate

more thoroughly and work on aligning their instruction. Additionally, the administration at Rosemont

has continued to work closely with department chairs to make sure that the action plan is the focus of

their work. Considering the large number of new teachers, administration initiated a focus on cultivating

a collaborative school climate and fostering positive, trusting relationships within instructional teams. In

doing so, the administration has begun to support an increased focus on improving student achievement.

The School website, Rosemont.scusd.edu, has been redesigned and now contains up-to-date information

about all Rosemont programs. The focus is students – achievement, accomplishments and celebrations

of success. Bulletin boards which advertise scholarship and field trip opportunities as well as college

information and school deadlines, are now available in the counseling area of the school. Principal

“Messengers” are emailed home weekly through the Infinite Campus communication system and are

shared with front office staff so they can effectively address parent inquiries. Messengers are also posted

and archived on the school website. They include announcements about upcoming events, reminders

about supporting student success, and student and staff achievements (Students-of-the-Month, sports

http://www.rosemont.scusd.edu/


________________________________________________________________________________

13

scores, and other accomplishments). The principal also shares information with PTSA and the School

Site Council/ELAC/Safety Committee to involve parents in the improvement process.

The administration shares information with staff in numerous ways. The principal sends a weekly

bulletin that includes a weekly and monthly calendar, announcements, reminders, celebrations of staff

and student accomplishments, and suggestions for effective instructional practice. Administrators also

communicate through email and in-person conferences and maintain an open-door policy. Additionally,

shared calendars facilitate and operationalize the reservation of meeting spaces to avoid conflicts.

Although there is no formal orientation for 10th-12th grade students, the Freshman Orientation now

consists of a workshop rotation where families learn about Graduation and A-G requirements, the

Rosemont pathways and programs, keys to success in high school, and suggestions for parent support of

academic achievement. A majority of staff and Student Government/Leadership students attend

orientation and interact with new and returning families. Parents have shared that with this new format,

they felt much more prepared to start the year and that their students felt immediately connected and

supported. Administration also included translators in Russian and Spanish for the 2018 Freshman

Orientation workshops.

Each August, the principal identifies focus areas for the coming school year and works with the entire

staff to support aligned expectations for student behavior, student outcomes, and shared

strategies/practices. In the spring of 2015, a voluntary team of teachers developed a list of desired

behavioral outcomes that would become shared expectations from all staff, and the work to maintain

consistency in supporting these expectations continues.

Student assemblies for each grade level are held during the first week of school to set the tone and

provide critical information to support academic success. Students attend follow-up grade level

assemblies throughout the year that include reminders, announcements, and reviews of school-wide

expectations.

The administrative team remains committed to being visible in hallways before and after school, during

all passing periods, during lunch periods, and during school activities, including sporting events. At

rallies and school assemblies, students are seated and released in an orderly fashion to promote

organization, structure, and consistency to support a positive, safe, productive learning environment.

Since 2014-15, facilitating academic discourse in all classrooms has been a primary instructional focus.

Strategies for designing classroom structures that support academic discourse are reviewed in weekly

bulletins, at staff meetings, and in department and other meetings. During the 2017-18 school year,

Vanessa Girard, the SCUSD Director of Multilingual Literacy, provided several professional

development sessions centered on academic discourse to build capacity and increase teacher buy-in. She

has also provided staff development on subjects such as Vocabulary Acquisition, and instructional


________________________________________________________________________________

14

strategies to support English Learners (ELs) in the general education classroom. Additionally, the math

and English departments have benefitted from working directly with district training specialists Stephen

Arndt (math) and Melanie Bean (English.) They have collaborated with both whole departments and

individual teachers to design lessons and common assessments/rubrics as well as to acquire strategies to

improve student achievement. In 2018, Mr. Arndt worked closely with the math department and support

personnel from Gear Up as they began to work through the SCUSD Cycle of Continuous Improvement.


Goal #2: Improve upon the implementation of common assessments and establish a protocol for

the analysis of student data to inform instruction and promote student academic growth that will:

1. allow teachers to assess how and why students are failing to make adequate progress in

specified areas; 2. strategize how to address the weaknesses in instruction that give rise to the gaps

in learning; 3. use best practices to improve student academic performance.

In an effort to continue to improve in critical area 2 from the 2013 visit, administrators have maintained

a focus on improving student performance. According to the fall 2018 Staff Survey, 91.4% of teachers

report that they view the principal as an instructional leader. 86% of teachers feel that Rosemont is

working to create and use common assessments in core academic areas. 90% of teachers report that they

differentiate instruction to meet student needs, and 86% report that quality first instruction is clearly a

priority among administration and staff.

In the fall of 2015, SCUSD chose to revisit curriculum maps and benchmark exams for English and

math. All students, grades 9-11, took two SCUSD benchmark assessments in English and math. After

the first administration, teachers met to calibrate and grade exams, working collaboratively to identify

areas of weakness and incorporate instructional strategies to bridge achievement gaps. The English

department used a common rubric for calibration when they met to grade the essay portion of the

benchmark assessment. The math department also examined benchmark data and used that information

to inform instruction. Currently, however, SCUSD and SCTA are still negotiating the implementation of

benchmarks at the high school level, and there are no formal district benchmarks in English or math.

Many content teams are using some form of common assessments; however, the use of common

assessments in all departments has continued to be a challenge due to a variety of reasons including lack

of curricular alignment and teacher and student pacing. To learn more about the cycle of continuous

improvement, including the importance of common assessments and the examination of student work to

inform instruction, Rosemont sought professional development from consultant Mona Toncheff, who

spent three days between the fall of 2017 and the spring of 2018 taking the Leadership Team members,

and several additional teachers, through the process of establishing effective collaborative teams and

beginning the work of engaging in the Cycle of Continuous Improvement. During that time, the group

established primary teams, which are comprised of teachers who teach a common class (such as English


________________________________________________________________________________

15

9 or U.S. Government), and required that they begin the process, including establishing team norms

(professional courtesies), setting measurable goals for student achievement, developing agreed-upon

non-negotiables for the work, identifying student outcomes, designing formative and summative

assessments, and dedicating collaborative time to examining student work and assessments to inform

instruction. Rosemont teachers are in the beginning stages of this work, and regular administration of

common assessments, as well as adequate time to examine student work and plan instruction, continues

to be a challenge. Rosemont staff will continue to focus on improving the efficacy of this process.

One of the most authentic forms of collaboration that addresses the needs of struggling students exists

between general education and special education teachers. The special education department is

committed to assisting general education teachers who work with mainstreamed students with

disabilities - in both co-teaching environments as well as in traditional settings. General education

teachers communicate with their special education counterparts to ensure that appropriate

accommodations and modifications are provided to students with IEPs. Each Resource Specialist

Program (RSP) teacher has one period of collaboration in addition to a prep period, and they use this

collaboration time to work one-on-one with students who need assistance with general education

assessments and/or for planning in co-teaching teams. Additionally, RSP and SDC teachers facilitate

general education teacher participation in IEP meetings. While special education teachers have been

consistent about inviting all IEP members and facilitating their involvement, not all IEP meetings are

attended by general education teachers because of scheduling conflicts. The frequent collaboration

between special education teachers and general education teachers requires frequent, regular

examination of both formal and informal data to assist students in meeting their IEP goals and staying

on track to graduation.


Goal #3: Implement and monitor the school-wide student intervention system with special

emphasis on regular progress monitoring and consistent evaluation of interventions’ effectiveness.

Since 2016, the administration and counselors have met several times monthly to review procedures and

policies, discuss students in need of intervention, and identify opportunities for growth. With the 2017

hiring of a new superintendent who prioritizes the use of data to inform the daily work of all district

employees, the role of the high school counselor shifted to include a laser focus on supporting the three

priority elements for the high school: graduation, A-G completion, and EL redesignation. At Rosemont,

the counseling team and administration now meet weekly to review data through the new Performance

and Targeted Action Index (PATAI) to monitor course placement, course completion and grades. This

tool enables counselors to closely monitor the progress of students at each grade level and intervene

quickly for those who are not on track. To support the goals of increased graduation rates, A-G

completion rates, and redesignation rates, Rosemont has introduced interventions and progress

monitoring processes throughout the school program.


________________________________________________________________________________

16

Attendance

In the spring of 2018, Rosemont became a part of the “Be Here” attendance campaign, a program that

supports the school’s efforts to reduce chronic absenteeism (not just truancy) through operationalizing

the regular examination of attendance data and using that data to identify areas of concern and possible

solutions. The Attendance Team, which was formed during the 2017-18 school year, works with the “Be

Here” partners to engage in this process of improvement, which includes incentives and rewards for

improved attendance. The team is also learning to use the new Early Identification and Intervention

System (EIIS) tool to monitor student attendance, behavior, and grades and identify the appropriate

interventions. Also new in 2018 is the addition of several community partnerships (Dignity Health,

River Oak Center for Children, Cordova Parks and Recreation District, UC Davis Child and Adolescent

Psychiatry, CSUS Division of Social Work, CSUS College of Education, and the US Marine Corps) to

introduce new supports in the areas of counseling and health services.

Academics

The schoolwide focus on academic discourse, as well as the shift in the state towards educating EL

students differently than it has been done in the past, has led the staff to reconsider the use of ELD

classes to provide intervention and support for English Learners. District and site data indicate that many

ELs remain in EL programs with less than 11% reclassified each year. Since 2014-15, when no EL

students were reclassified, Rosemont has worked to increase the number of reclassifications each year.

The rate continues to fluctuate around 10%, which is approximately 50% of the district average.

Although there is one section of ELD for beginners and early intermediates, Rosemont is working to

build expertise around the deconstruction of complex text and facilitating academic conversations in all

classrooms to provide EL students with daily opportunities to learn the structural features of English and

engage in conversations for that critical practice.

Instructional aides have been placed in 9th and 10th grade classes with high numbers of RSP students.

There is a need for increased communication between administration, Special Education teachers and

general education teachers to identify the Special Education students in general education classes, and

inform teachers about students’ disabilities, goals, and accommodations. There is also a need for training

for both general education teachers and instructional aides about strategies and best practices for

supporting these students.

Rosemont continues to offer the ERWC English 12 course and the EAP Quantitative Reasoning course

for students identified as “Conditionally Ready” on the CAASPP. By earning a grade of C or better,

these students will move directly to college-level English and math without the need for remediation.

With the goal of providing support for struggling students and encouraging a balanced investment in the

academic requirements as well as the social opportunities of high school, Rosemont introduced an

Academic Probation program in the 2017-2018 school year. After listening to feedback from students,


________________________________________________________________________________

17

parents, and staff members, Rosemont piloted a revised Academic Probation program in fall of 2018

with the goal of improving academic achievement. At each grading period, which is approximately

every five weeks, students with failing grades are placed on probation and required to go to ASSETs

(Rosemont’s extended day program) tutoring, which takes place after school every day from 3:00-6:00

pm. Families are informed by administration of their students’ status, and students placed on Academic

Probation are allowed to attend RHS extracurricular events (sports, dances, etc.) only if they attend

ASSETs or related after school academic help. Students will be removed from Academic Probation if at

the next grading period there are no failing grades.

In 2018-19, Rosemont was awarded a six-year Gear Up grant and began work with the Gear Up support

staff, in conjunction with the Rosemont math team and the district training specialist, to develop a site

intervention plan to address the large number of students struggling in the area of mathematics. Gear Up

will provide professional development, intervention support, and coaching to improve student outcomes.

Credit Recovery

Each semester, counselors do transcript analysis, by grade level, and meet with students who are credit

deficient to create a plan for intervention. They also try to meet with 9th and 10th grade students who

are failing multiple classes at the end of each quarter. Rosemont has expanded the number of students

who are enrolled in the Accelerate Education (AE) credit recovery program, including summer sessions,

in an effort to support the number of students who are on track to graduate and on-track to meet A-G

requirements. The district AE coordinator sends regular updates to each high school site, reflecting a

variety of data including the number of seats taken, the number of active courses, the number of courses

completed, the average time to complete a course, and average active completion percentage. This

information helps the Rosemont administration and AE teachers to intervene with students who are not

making adequate progress at any given time.

Extended Day Opportunities

The ASSETs program provides academic support and enrichment opportunities for all students. This

program gives students a safe and secure environment with ASSETs staff, community volunteers, and

qualified college tutors to assist with academic needs. Students may earn 5 elective credits towards

graduation in 7th period upon completion of each semester (selected classes) and credit recovery for

those who need certain credits. The library is open daily after school from 3:00-6:00 p.m., providing

students with access to computers and academic tutors.

Social and Emotional Learning

With the support of SCUSD and its focus on the importance of the Social-Emotional Learning (SEL),

CGI/Geography teachers taught SEL lessons every week beginning in 2015. As a group, the teachers

met to choose lessons that they felt were most valuable for their students. That practice has not

continued. Because of a dramatic increase in the number of suspensions between 2017-18 and 2018-19,


________________________________________________________________________________

18

Rosemont administration plans to revisit this practice, knowing that explicit SEL instruction for the

freshmen class will help to improve upon and sustain a positive school climate year after year.

Administration has worked to improve the restorative nature of the school discipline process and

encourages staff to work toward that same goal in all interactions with students. Restorative practice

across the campus continues to be an area for growth.

Home Visit Program

All certificated and classified staff are encouraged to participate in the Home Visit Program. Currently,

fewer than 10 staff members are participating. The goal is to encourage at least 20% of Rosemont staff

to visit freshman families during the summer months to establish positive, supportive partnerships.


________________________________________________________________________________

19


________________________________________________________________________________

20

History and Background

Rosemont is located approximately 10 miles east of downtown Sacramento, California’s state capital.

As the state capital of California, Sacramento is home to large numbers of federal, state, and local

government jobs. In addition, the Sacramento area is rich in agricultural products including fruits and

vegetables, rice and other grains, meat, beet sugar, and almonds. It is also an important transportation

center with its deep-water port connection to the San Francisco Bay and various railway lines. The

region is also becoming increasingly dependent on other sectors including information, technology

service, leisure and hospitality, education and health services, and construction. For nearly 40 years, the

Rosemont community was without their own high school, and students attended high school in

neighboring areas. In 2003, the Rosemont community finally welcomed its own high school, a modern

facility on 83 acres.

Sacramento continues to experience an unemployment rate of 3.9%, which is consistent with the

national average of 3.7% (US Labor Bureau). Education cuts across the state continue to affect school

districts serving the city and county (US Census Bureau; cityofsacramento.org), and SCUSD is currently

facing a budget deficit of almost $28.5 million.

Rosemont High School is one of Sacramento City Unified School District’s five comprehensive high

schools. The district is the 11th largest school district in California and one of the oldest in the western

United States (established in 1854). It is currently one of 16 districts serving Sacramento County.

SCUSD serves approximately 45,800 students on 80 campuses and is home to a 2010-11 California

Distinguished School, two 2010-11 California Achievement Award schools, and the only public

Waldorf-inspired high school in the nation. Some graduates from SCUSD’s class of 2018 are currently

attending Harvard, Stanford, Yale, Brown, UC Berkeley, UCLA, and a host of other prestigious

universities both in California and throughout the nation.

The 2018-2019 seniors will be the 13th graduating class from Rosemont. Over the course of the last

twelve years, alumni have regularly returned to coach sports, volunteer their time, and observe/student

teach in classrooms; in fact, numerous former students are choosing to go into teaching, which they

attribute to their positive experiences at Rosemont.


________________________________________________________________________________

21

Governing Structure Of SCUSD

Superintendent

Jorge A. Aguilar

Instructional Associate Superintendent

Mary Hardin Young

Board of Education

Jesse Ryan

President

Trustee, Area 7

Leticia Garcia

Trustee, Area 2

Darrel Woo

1st Vice President

Trustee, Area 6

Christina Pritchett

Trustee, Area 3

Michael Minnick

2nd

Vice President

Trustee, Area 4

Mai Vang

Trustee, Area 5

Lisa Murawski

Trustee, Area 1

Rachel Halbo

Student Board Member


________________________________________________________________________________

22

Governing Structure of

Rosemont High School

Principal

Elizabeth Vigil

Assistant Principals

Jeremy Predko

Robert Richardson

Site Instructional Coordinator

Jennifer Ellerman

Athletic Director

Scott Maddox

School Site Decision Making Bodies

School Site Council

Site Leadership Team

ELAC- English learner Advisory Committee

PTSA - Parent Teacher Student Association

ASB - Associated Student Body


________________________________________________________________________________

23

Rosemont High School Statements

Vision Statement Rosemont students thrive in a rigorous, structured, and supportive environment through which graduates

are prepared to meet the demands of college and career. Regardless of the paths they choose, Rosemont

graduates are lifelong learners who give back to their communities.

Mission Statement

Rosemont will offer rigorous, relevant instruction for a world in need of critical thinkers.

Expected Schoolwide Learning Outcomes (ELSOs)

While analyzing staff and student survey data in the fall of 2018, the WASC committee came to the

realization that although Rosemont had developed a schoolwide vision and was working on developing

learner outcomes in primary teams, there was a need to revise the previous ESLRs, which had been in

place since 2003. The team wanted to articulate new schoolwide learner outcomes and establish goals

that reflect the changing world for all Rosemont students, and the new Rosemont ESLOs were created

by examining the work done in WASC focus groups and combining the site’s individuality with the

district’s vision.

A Rosemont Graduate is

● a critical thinker with intellectual curiosity who can solve complex, real world problems.

● a self-directed and lifelong learner who can apply knowledge to create new ideas.

● a college and career ready student who can seek out opportunities for academic and personal

growth.

● a productive, hard-working, collaborative person who can contribute positively to the community

and the world.

● a culturally-aware and empathetic individual who can embrace diversity.


________________________________________________________________________________

24

Facilities and Technology

The Rosemont High School campus sits on nearly 83 acres of land. The actual structure, completed in

2004, is one of the newest and most impressive landmarks in the Rosemont community. For many

visitors, the campus is reminiscent of a modern community college and includes:

● 75 classrooms (including 2 construction tech rooms, a drafting and design center, and multiple

science and computer labs). Classrooms are equipped with a phone, wireless internet, digital

projector, and a laptop computer and printer for each teacher.

● 2 gymnasiums complete with a dance room, weight room, wrestling room, and locker rooms

● 1 auditorium that seats 472 and 1 smaller theater that seats 150

● 1 black box theater with industry standard media production lighting and equipment

● An administration building

● A library and media room

● 1 kitchen and cafeteria

● 1 swimming pool and swimming pool building

● 3 two-story buildings (with elevator access)

● A football stadium with a press box

● Soccer, baseball, and softball fields

● Outdoor basketball and tennis courts

● A large quad with an outdoor movie wall for projected movies

● 3 parking lots (staff, students, visitors)

● A well-equipped maintenance and receiving building behind the cafeteria

● A garden

● Easy access to public transportation (bus stop, light rail)

To assist Rosemont staff in monitoring the campus, many areas of the campus are monitored with

surveillance cameras as well as by school personnel and the school resource officer.

The Fall 2018 Staff Survey indicates that Rosemont staff have pride in their campus. 92.8% find the

campus to be in overall good working condition, and 98.5% indicate that the campus is kept clean and

tidy.


________________________________________________________________________________

25

Rosemont Staff

Rosemont High School’s staff consists of 64 teachers, four counselors, 26 classified staff members,

three administrators, one site instruction coordinator, and one athletic director. Included in the classified

total are office technicians, campus monitors, special education aides, kitchen and janitorial staff. A full

list of teachers can be found on page 8 under WASC Home Groups.

Administrators Counselors Clerical Staff Site Maintenance

Elizabeth Vigil

Jeremy Predko

Robert Richardson

Jennifer Ellerman

Scott Maddox (AD)

Onisha Cook

Audrey Kamilos

Gabriella Orozco

Pam Reeder-Esparza

Nicole Adams

Ayesha Charamuga

Dan Doyle

Irene Hainsworth

Shandra Lee

Bee Moua

Joseph Pickar

Linda Zanze

Mike Vega

Jesus Farias

Amber Jackson

Kris Kaehler

Maria Torres

Cafeteria Special Education

Instructional Aides Librarian School Psychologist

Irene Carruthers

Lyudmila Litvinchuk

Kelly Lu

Angel Macias

Shay Martel-Long

Suada Muran

Galina Rybitskaya

Keisha Pierce

Susie Zhu

Adam Aldama

Dalia Alvarez

Patricia Curtain

Louise Fong

Crystal Hamilton

Cami Hilsinger

Skyla Mulkey

Bill Nhiayi

Leo Nunez

Sunny Saechou

Dominique White

Christina Lanzaro Tom Sisterson

Program Specialist School Nurse Social Worker District Coaches

Scott Speights Gabrielle Stewart Victor Blanco Stephen Arndt

Melanie Bean


________________________________________________________________________________

26

Currently, three teachers are participating in the SCUSD Induction program (formerly BTSA). All

Rosemont teachers instruct within their credential area, and no teachers hold emergency credentials.


________________________________________________________________________________

27

Budget/Expenditures

Rosemont’s fiscal year begins on July 1st and ends on June 30

th. The school currently funds programs,

supplies, and staff with seven budgets categorized as either general funds or categorical funds:

General Funds

● Rosemont’s general funds are overseen by the principal. These funds are used to support

instruction and basic operations such as custodial staff, bills related to facilities, cleaning

supplies and maintenance materials, and staff. The 18-19 site budget for general funds amounts

to $9,348,256.

Categorical Funds

The School Site Council is responsible for Rosemont’s categorical funds. Through the School

Development and Improvement Plan, the Site Council allocates funds to support students and student

learning. Categorical funds include six different budgets:

● Title One

● LCFF F/R (Local Control Funding Formula - Free and Reduced Lunch)

● LCFF – LEP (Local Control Funding Formula (Limited English Proficiency)

● College Readiness Block Grant (2016 - 2019) including funding for transportation for college

visits (all 10th

graders each of the three years), AP professional learning, technology to support

college readiness, teacher stipends for training, and “other” expenditures that must align with

Local Control and Accountability Plan (LCAP) Goal #1.

Other budgets include:

● District, Linked Learning, Perkins funding to support RHS Culinary and ECD (including

Robotics)

● Funds acquired and spent by individual student clubs and music and school-wide boosters are

earned through fundraising activities and used for activities, trips, gear, and equipment.

Expenditures per pupil:

● The most recent report of pupil expenditures shows that Rosemont’s expenditures per pupil totals

$7,841. Of these funds, $1,470 is designated as restricted monies and $6.371are unrestricted

funds (2016-17 fiscal year). The average teacher salary was $77,592 in 2017, but with salary

increases during the 2017-18 school year, that number is larger.


________________________________________________________________________________

28

Student Demographics

Sacramento is one of California’s largest and most diverse metropolitan areas. The Civil Rights Project

at Harvard University, in conjunction with Time magazine, named Sacramento “America’s Most

Integrated City,” a place where “everyone’s a minority.” SCUSD’s student population reflects this

diversity, as does the population of Rosemont High School.

Rosemont and SCUSD’s student population, by ethnicity, has remained relatively consistent since 2014,

with several exceptions: the white student population at Rosemont has declined by 4%, and the Hispanic

population at Rosemont has increased by 3%. Hispanic students continue to represent the highest

percentage of students at both Rosemont and SCUSD, although the district’s percentage is

approximately 6% higher than Rosemont’s. The percentage of White (non-Hispanic) students at

Rosemont is approximately 10% higher than that of SCUSD, and contributing that percentage of White

(non-Hispanic) students at Rosemont is large Eastern European community, which is the 2nd largest EL

group next to Latino/Hispanic students. Currently, Rosemont’s population is 46.9% female and 53.1%

male, and there are 386 9th graders, 323 10th

graders, 310 11th

graders, 297 12th

graders. Minority

enrollment is 67% of the student body, which is lower than the California state average of 76%.

After three years of steady enrollment numbers, Rosemont saw a decrease by 90 students for the 2018-

19 school year. Contributing to this decrease are the following:

1. The 2017-18 Einstein Middle School 8th grade class contained 35 fewer students than the year

prior.

2. 31 students disenrolled to participate in an SCUSD independent study credit recovery program

located on the Rosemont campus.

3. 31 additional students disenrolled to participate in several credit recovery charter school

programs.

4. 17 students moved out of the state and/or country.

5. The number of rental properties has increased significantly in the Rosemont neighborhood, and

numerous families have reported to staff that they have moved to more affordable areas of the

city.

6. The district overall has seen a steady decrease in student enrollment.


________________________________________________________________________________

29


________________________________________________________________________________

30

SCUSD demographic data shows that the total number of students district-wide, as well as the

percentage of students within each subgroup (subgroups by ethnicity, English Learners, students with

disabilities and socio-economically disadvantaged students), have remained relatively consistent since

2008. This is also true for Rosemont High School. To build its reputation and increase enrollment,

Rosemont will continue to look to strengthening its programs and instruction, student academic

achievement, and community engagement. A potentially significant change in 2018-19 is an apparent

shift in the perception of the school in one neighborhood within the feeder attendance area. Students in

this neighborhood have historically attended a high school outside of the district, but a number of those

families attended family visitation days for the first time and communicated with Rosemont

administration that they will be attending Rosemont in the fall of 2019. Rosemont staff feels that we

have “turned a corner” with community perception and anticipate increased enrollment in 2019-2020.

SCUSD reports that 14% of its students are in special education.16% of Rosemont students receive

special education services. Special education students are informally and formally assessed regularly for

progress towards IEP goals, and special education placement is determined based on that progress. To

meet the needs of students with disabilities, Rosemont High offers multiple special education programs.

The majority of special education students at Rosemont participate in the Resource Specialist Program

(numbers fluctuate between 100 and 115 students throughout the academic year). For RSP students,

Rosemont offers co-teaching in English (grades 9-11) and in Math I and Math II. RSP teachers also

teach self-contained classes for students who need more intense support. There are approximately 92

students who are in one of five different Special Day Class programs: Communicatively Handicapped,

Learning Disabled, Emotionally Disturbed, Developmentally Disabled/Severely Handicapped, and

Autism. Students in the Learning Disabled and Communicatively Delayed classes are mainstreamed for

elective courses and physical education.

In addition to the teaching positions, the department also includes 13 paraprofessionals who work in a

variety of settings with special education students. A number of students have one-on-one aides, and

SCUSD provides itinerant teachers who provide services in Adapted Physical Education, Assistive

Technology, Language and Speech, Occupational Therapy, and Workability. Rosemont also has a

school psychologist, who is on campus full-time, and a program specialist, who is available for IEPs and


________________________________________________________________________________

31

other case management issues.

New in 2017-18 was the inclusion of autism and Intellectually Delayed (ID) students in electives with

the support of general education student “peer buddies.” For the first time, general education and Special

Day Class (SDC) teachers have partnered to create opportunities for students with moderate to severe

disabilities participate in art, choir, drama and media production.

One of Rosemont’s most populous subgroups is socio-economically disadvantaged students. This

subgroup represents approximately 73.1% of the student population. Rosemont also serves

approximately 25 foster youth, a much smaller subgroup, yet one that receives on-site support through a

foster youth services specialist.

EL Students Residents within SCUSD speak more than 40 languages: 38% of students do not speak English at home

and according to the California Department of Education, 25.9% of students attending SCUSD schools

are designated as English Learners. However, this percentage is significantly lower at Rosemont where

EL students have represented 10% of the overall student population since 2015-16.


________________________________________________________________________________

32

Other than English, the predominant languages spoken by Rosemont students and families include

Spanish, Hmong, Cantonese, Mien, Vietnamese, Russian, and Ukrainian. The percentage of English

Learners whose primary language is Spanish remained fairly consistent until the 2017-18 school year,

where it increased by approximately 8%.


________________________________________________________________________________

33

The number of beginning English Learners has increased each year since 2014 and is historically highest

in 9th grade. Most ELs remain in the intermediate and early advanced range as they move through the

grade levels.

The needs of Rosemont’s EL students are a priority for Rosemont High School. English Learners are

mainstreamed to ensure that they have access to the core curriculum, and staff members are encouraged

to incorporate academic discourse to intensify practice with oral language and deepen learning

throughout instruction. Currently, Rosemont offers one section of Beginning ELD for students with

little or no English fluency. The teacher uses a newcomer curriculum and can progress to a more

advanced curriculum as students improve their English proficiency. Additionally, the beginning ELs

are also enrolled in a mainstream grade-level English class, where teachers make every effort to partner

intermediate-level students with others who speak the same language. SCUSD is also offering

professional development around the ELD standards and the ELD companion materials for the newly-

adopted 7-12 English curriculum. To encourage more connection with the campus, Rosemont provides

a multicultural club, the English Learner Advisory Committee (ELAC), and school-wide events to

promote family engagement. Every year, Rosemont analyzes the progress of the English Learner

population and considers the re-designation of EL students that reach the set criteria for Reclassified

Fluent English Proficient (RFEP), Initial Fluent English Proficient (IFEP), or Long Term English

Learner (LTEL). The ELPAC (formerly CELDT) scores, district benchmarks, state test results, and

students’ English grades are used to determine if re-designation is appropriate.


________________________________________________________________________________

34

EL Redesignation

Every year, Rosemont High School staff analyze the progress of the English Learner population and

consider redesignation of EL who reach the district criteria. The individual English learners’ ELPAC

scores, state assessment results, English grades, and parent and teacher recommendations are used to

determine if a redesignation status is appropriate. A team consisting of an administrator, English

teacher, and parent(s) must be in agreement and complete a redesignation form.

Although there was a dip in the redesignation rate in 2017-18, the rate has risen steadily since 2014-

15, when no Rosemont students were redesignated. However, Rosemont’s redesignation rate is still

well below the district, county, and state averages. The RFEP rate and LTEL rate have remained

steady since 2015-16.


________________________________________________________________________________

35

Parent/Community Organizations

Rosemont High School values the participation of its parents and its community partners. Decisions that

affect the school are made in collaboration with parent and community organizations such as the School

Site Council, ELAC, Music Boosters, Rosemont Boosters and PTSA. One area of struggle for Rosemont

is the involvement of EL parents, despite outreach from Rosemont’s ELAC teacher representative.

Although the EL population is relatively small (approximately 10%), it is critical that the voice of EL

parents is heard, and Rosemont has to find better ways to bring them into conversations as staff makes

decisions that affect EL students.

We provide parents with many opportunities to engage in the process of ensuring that all students have

an equal opportunity to graduate with the greatest number of postsecondary choices from the widest

array of options. These opportunities include parent nights (for each grade level) where parents can learn

about Financial Aid, A-G requirements, the college application process, and other college requirements.

Speakers and workshop facilitators include Cal-Soap, representatives from local colleges, and

representatives from Kaplan who provide information about SAT and ACT, including test prep. At

Freshman Orientation in 2018, parents and students were invited to participate in a series of workshops

where they learned about A-G requirements, SCUSD graduation requirements, and best practices for

supporting student success through a focus on daily attendance, organization, and home-school

communication. All Rosemont students have an account with CCGI (California College Guidance

Initiative) and work with their counselor to complete milestones at each grade level that keep them on-

track for meeting graduation requirements and facilitate the college application process. Parents have

their own login that enables them to track their student’s progress throughout the four years of high

school. All students, regardless of their parents ability to advocate for them and/or navigate the SCUSD

system have a path to college that is monitored by the school administration and counseling teams.

General reminders and announcements are also available on the Rosemont website

(Rosemont.scusd.edu) and the Rosemont Instagram account (@RHS_SCUSD). We also communicate

regularly with parents through weekly “Messengers” which are emailed to families, posted on Infinite

Campus, and also posted on the school website under “Principal’s Messages”.

Providing Rosemont students with a robust system of intervention and supports to increase attendance

has been a goal since 2013, and new in 2018 is the addition of partnerships with Dignity Health, River

Oak Center for Children, Cordova Parks and Recreation District, UC Davis Child and Adolescent

Psychiatry, Sacramento State Division of Social Work, Sacramento State College of Education and the

US Marine Corps to provide counseling and health services. Rosemont staff is in the process of

identifying specific supports from each of these organizations.



________________________________________________________________________________

36

Rosemont works with local community organizations such as the Rosemont Community Association

and the College Glen Community Association to promote Rosemont’s programs and provide

opportunities for those organizations to support the school. The principal attends annual meetings for

both associations to highlight school accomplishments and answer questions and concerns, and also

contributes quarterly articles for the College Glen Community Association. Lastly, the principal

regularly meets with the President of the Rosemont Community Association and monthly with a

network of the feeder middle and elementary schools to collaborate around district and site issues,

upcoming events and community concerns.

Rosemont also partners with the Sacramento Urban Debate League, a local organization that provides

students with coaching and opportunities to travel the country to participate in rigorous debate

competitions. In 2017-18, two of Rosemont’s debate students were nominated to have a place among the

top 25 debaters in the nation!

Supporting College and Career Readiness

Beginning in 2017- 18, SCUSD was introduced to a changing role for school counselors, which included

a focus on supporting all students in being on-track for graduation and on-track for meeting A-G

requirements. In August of 2017, principals and counselors were tasked with reviewing class schedules

and transcripts and moving students into A-G courses regardless of what students had identified on

course selection sheets from the previous spring. Parents would have the opportunity to “opt out” if they

chose to, and those conversations were to be recorded in to Infinite Campus. Principals were also asked

to review their master schedules to ensure that the appropriate courses were available. One of the

challenges within the counseling department is this new access to a variety of indicators and the

expectation that counselors will monitor students at each grade level in each of these areas. The role of

the counselor in SCUSD is changing, and there is a growing need for additional support with the crisis

management aspect of their work.

In the fall of 2017, the new Superintendent also introduced his areas of focus (priority elements) at each

segment. At the high school level, those priority elements are graduation rates, A-G completion rates,

and EL Redesignation rates.

In addition to traditional sources of data (CDE, California School Dashboard, District reports), we now

have a tool called the PATAI (Performance and Targeted Action Index) that includes process measures

relative to these elements and tracks students’ progress over time to enable administrators, counselors,

and teachers to introduce immediate interventions and monitor the effectiveness of those interventions in


________________________________________________________________________________

37

quick, iterative cycles. Since this tool communicates with Infinite Campus, the district-wide student data

system, counselors and administration know at each grading period whether or not students are enrolled

in the appropriate courses and whether or not they are passing those courses. The tool includes the

following:

1. A-G Course Monitoring Tool

2. FAFSA Monitoring Tool

3. Graduation Course Monitoring Tool

4. Graduation Status Data Entry Tool

5. Performance and Targeted Action Index - Chronic Truancy

6. Performance and Targeted Action Index - EL Redesignation

7. Performance and Targeted Action Index - Priority Elements

We were also introduced to the Early Identification and Intervention System (EIIS), which provides

“live” data around attendance, behavior, and grades.

Outside Partnerships for College and Career Readiness

California Student Opportunity and Access Program (Cal-SOAP)

The California Student Opportunity and Access Program (Cal-SOAP) was established by the state

legislature in 1978. Today, Cal-SOAP is instrumental in improving the flow of information about

postsecondary education and financial aid while raising the achievement levels of low-income,

elementary and secondary school students or geographic regions with documented low-eligibility or

college participation rates, and who are first in their families to attend college.

Today, Cal-SOAP projects operate in fifteen locations throughout California by consortia made up of

secondary and postsecondary schools and community agencies. Cal-SOAP works in cooperation with

other intersegmental outreach programs to avoid service duplication.

Because each project specializes in serving students within its community, the types of programs and

services may differ. However, the projects share the common goal of improving the flow of information

about postsecondary education and financial aid while raising achievement levels of targeted students.

Some common services provided by the consortia include advising, tutoring, parent outreach, and

college awareness workshops.

UCAN – United College Action Network, Inc.

The United College Action Network, Inc. (U-CAN) is a 501c(3) nonprofit corporation that provides

leadership services and college preparation assistance to students desiring to enroll in four-year

postsecondary colleges, with a focus on admissions to Nation’s over 100 Historically Black Colleges


________________________________________________________________________________

38

and Universities (HBCUs). U-CAN provides following assistance and services to high school students

and their families:

● Outreach, Recruitment, Support, and Resource Information

● Student/Parent Consultation and Workshops

● Course Selection and Career Development Assistant

● College Preparedness Including SAT/ACT Testing

● Admission/Scholarship Eligibility Consultation

● Review of Transcripts

● Financial Aid and Scholarships

● Housing Assistance

● Personal Counseling/Support Services

● Annual College Fair with On-the-Spot Admissions Scholarships

● End of School Year Networking Events

Center for College & Career Readiness Sacramento State University

Sacramento State’s Center for College & Career Readiness (CCR) focuses on student transition success,

encompassing academic readiness as well as the metacognitive skill sets that students need in order to

persist with grit and resilience. CCR works closely with local high schools and community colleges to

create opportunities for students to gain the life and academic skills necessary for college success and

future career aspirations. Presentations from CCR vary between 30-60 minutes for freshmen and

sophomores and include topics such as:

● Preparing for college

● What is a college major?

● Importance of CAASPP/EAP and PSAT

● Encouraging students to take four years of math

Outreach to Juniors

● The California Assessment of Student Performance and Progress (CAASPP)

● Academic preparedness for college

● Utilizing the senior year to be college and career ready

● Encouraging students to take four years of math

Outreach to Seniors

A student’s senior year in high school is key to expand on skills that will help them to make a smooth

transition into college and/or career.

● College Readiness vs. College Eligibility

● Early Start Overview

● Tips for having a smooth transition from senior year of high school to college

● Describe the importance of getting involved on campus during their first year of college


________________________________________________________________________________

39

● Introduce CCR’s Transition to Success Program (TSP) for incoming Sacramento State

University students

CSUS – Admissions Outreach

The goals of CSUS Outreach are to help students learn about the campus through tours, classroom

presentations, and publications; to provide the information students need to become a successful

applicant; and to answer any questions student have regarding their admission.

Los Rios Community College District

The mission of Outreach and Recruitment is to increase comprehensive awareness of Sacramento City

College to high school students and the community. Los Rios strives to encourage a college-going

culture for middle, and high school students and community members, and they provide support and

information that will empower all to pursue their academic and career goals. Additionally, they provide

classroom presentations, application workshops, and parent night information. Rosemont works

primarily with Folsom Lake College and Sacramento City College.

UC Merced – Dr. Mari Harris

UC Merced provides application workshops to seniors who are applying to a UC Campus, outreach on

parent evenings, and classroom presentations.

California Student Aid Commission (CSAC)

In conjunction with Cal-SOAP, Rosemont partners with CSAC to hold Cash for College Night to assist

families in completing their FAFSA. They provide staff for Cash for College Night, as well as training

for all volunteers who assist. Additionally, Assembly member Ken Cooley provides partner activities for

Cash for College Night. He and his staff attend to assist parents and families through the college

application process.

Rosemont programs that address academic achievement and social-emotional needs are critical to the

success of its students. However, administration and staff also recognize that the common thread

throughout, and one that defines the success of each program, is communication. Rosemont believes in

the importance of communicating with all of its stakeholders, and the ways in which the school

communicates with families and the community include (but are not limited to):

● IEP and SST meetings

● Email

● Phone calls documented with the Teacher/Parent Contact Log

● Parent meetings with teachers and/or administrators

● Parent meetings with counselors

● www.Rosemont.scusd.edu

● Rosemont’s PTSA News Blast newsletter

● The Home Visit Program



________________________________________________________________________________

40

● Daily/Weekly student progress form

● Infinite Campus

● Quarterly and semester report cards

● Teacher syllabi

● Messenger community-wide phone calls

Other regularly-scheduled meetings to support effective internal communication include:

● Some first Thursdays - mandatory staff meetings

● Second Tuesdays of each month - School Site Council, ELAC, and Safety Committee meetings

● Third Tuesdays - Leadership Team meetings

● Third Thursdays - office staff meetings

● Weekly Administration/Counselor meetings

● Collaborative Time (CT) every Thursday (unless a whole staff meeting/training)

● Weekly Campus security meetings

● Semi-monthly Attendance team meeting

Academic Programs

Programming Each year, usually in February, students choose their courses for the following school year. During

programming, students may choose one of the two linked learning pathways: ECD (Engineering,

Construction, and Design) or RHS Culinary. They may also choose to apply for LEAD, Rosemont’s

criteria-based program. Counselors visit the feeder middle schools to program 8th grade students, and

they program 9th-11th graders through English or social science classes. The district and site focus is to

enroll in students in courses that will ensure that they graduate having met A-G requirements, unless

parents opt out. In those cases, counselors must log in Infinite Campus that they held a conversation

with the parent and also record the reason(s) for the opt-out. The following chart shows some of the

courses a student may choose at each grade level:

9th 10th 11th 12th

ELA

English 9

Advanced English 9

ELA

English 10

Advanced English 10

ELA

English 11

AP Language &

Composition

ELA

ERWC

AP Literature &

Composition


________________________________________________________________________________

41

MATH

Math I

Math II

Math II+

MATH

Math II

Math II+

Math II

Math III+I

MATH

Math III

Math III+

Pre-Calculus

MATH

EQR

Calculus AB/BC

AP Statistics

SCIENCE

Clean Energyneering

Environmental

Science

Biology

Physics

SCIENCE

Environmental Science

Biology

Physics

Chemistry

SCIENCE

Chemistry

Physics

AP Biology

Honors Geology

SCIENCE

AP Physics

Honors Geology

SOCIAL SCIENCE

Geography / Ethnic

Studies

SOCIAL SCIENCE

World History

AP World History

SOCIAL SCIENCE

US History

AP US History

SOCIAL SCIENCE

Government /

Economics

AP Gov

PHYSICAL

EDUCATION

Freshman PE

PHYSICAL

EDUCATION Weight Training

Yoga

Net Sports

PHYSICAL


Yoga

Net Sports

PHYSICAL


Yoga

Net Sports

WORLD

LANGUAGE

Spanish I

French I

Japanese I

WORLD LANGUAGE

Spanish I

Spanish II

French I

French II

Japanese I

Japanese II

WORLD LANGUAGE

Spanish II

Spanish III

French II

French III

Japanese II

Japanese III

WORLD

LANGUAGE

Spanish III

Spanish IV

French III

French IV

Japanese III

Japanese IV

Rosemont High School operates on a six-period day, but students can also add zero and seventh period

classes to extend their day. (See Bell Schedule, Appendix E.) Currently, Rosemont offers one dual

enrollment course (Honors Geology), but is in the process of articulating a number of other courses.

Seniors take the ERWC English course. Successful completion of the course (C or better) ensures that

they are enrolled in credit-bearing English courses without the need for remediation at CSUS and any

community college within the Los Rios system. SCUSD has the same agreement for successful

completion of the EQR (Quantitative Reasoning) senior math course. A more comprehensive list of

course offerings and their prerequisites can be found in Appendix V.


________________________________________________________________________________

42

Rosemont Pathways

Rosemont is committed to partnering with its community to provide students with opportunities that

bring relevance to their education and connect them to the real world. Two of the school’s specialty

programs, Engineering, Construction, and Design (ECD) and RHS Culinary, are both in the process of

becoming certified Linked Learning pathways. Rosemont staff are working to develop AME (Arts,

Media, and Entertainment) to launch in 2019-20.

Engineering, Construction and Design (ECD) represents one of the newest and exciting changes since

the 2013 WASC report. ECD is the re-branding of the Energy, Science and Engineering Academy

(ESEA) to include construction technology. Approximately two years ago, Rob Fong, former SCUSD

Board member and former member of the Sacramento City Council, approached the principal about

adding a construction component to Rosemont’s engineering pathway. Mr. Fong represents local

commercial trade unions whose leaders have growing concerns around the lack of a skilled workforce -

something that is plaguing the construction business nationwide. Although several SCUSD high schools

offer construction classes, Rosemont has the most comprehensive construction technology pathway and

the support of local contracting companies who have already invested over $100,000 in both supplies

and facilities. Rosemont now has a fully-equipped Design Center where students learn hand and

computer-aided drafting using industry-standard software including Fusion 360 and Revit. Through CTE

funding and industry partner donations, Rosemont also has newly-repurposed workshops for both metal

and wood. ECD is supported through community partnerships with a multitude of local companies

including CSUS, Schetter Electric, Lawson Mechanical, Teichert, SMUD, and Simpson Strong Tie, and

the Sacramento Regional Builders’ Exchange (SRBX) and many more. ECD students compete in the

annual SMUD Solar Regatta, and in May of 2018, the construction technology class participated in the

32nd annual Design Build competition at Cosumnes River College for the first time. The SRBX

sponsored event included 24 northern California schools and over 400 students. Students were tasked

with designing and building a storage shed within specific parameters and materials. Rosemont students

were able to complete the 6’ x 8’ competition structure in just over 15 hours at Design Build.

ECD has an advisory Board of approximately 63 local union shops. They work closely with Rob Fong,

who also serves on the ECD Advisory Board. These industry partners have made, and continue to make,

staggering monetary and in-kind donations, provide a robust guest speaker series, and secure internships


________________________________________________________________________________

43

and employment opportunities for graduates of the program.

ECD is focused on drafting, design, engineering principles and technology in the freshman and

sophomore years and more hands-on building and construction (metal, framing, plumbing and heating,

ventilation, air conditioning) in the junior and senior years. Currently, ECD students have classes

together (cohorted) for two periods per day, and their other classes are with the general population and

can include a variety of electives such as: art, digital media, foreign language, music, or culinary. ECD

students can take AP courses such as AP English, AP social science or AP Calculus when their

schedules permit. They can also participate in 7th

period offerings such as robotics, drama / theater,

gardening, boxing, marching band, and speech & debate.

Engineering, Construction & Design

Course Sequence 2018-19

Science Social Science CTE

9 ECD Physics N/A Engineering, Construction & Design*

10 World History Engineering, Construction & Design*

11 U.S. History Construction Technology OR

Engineering Technology

12 Economics & Government Advanced Construction Technology

OR

Advanced Engineering Technology

*It is important to note that in 2016-17 school year, ECDs first official freshmen cohort were required to

take ECD Drafting and Design. However, in the 2017-18 school year, that course became a sophomore

course in order to align with the CDE and industry standards for a pathway.


________________________________________________________________________________

44

Number of Students Enrolled in ESEA / ECD

ESEA / ECD Grade 9 Grade 10 Grade 11 Grade 12

2015-2016 32 23 26 0

2016-2017 45 28 24 37

2017-2018 (ECD) 51 51 23 19

2018-2019 (ECD) 72 40 42 18

RHS Culinary

Under direction of the district, the Green Academy was rebranded as RHS Culinary. The pathway

change was to directly align the pathway with the CDE's CTE pathway sequence and provide more

clarity as to its purpose. The CTE portion of the pathway has expanded from a two to three-year

sequence with all three courses now "G" approved".

RHS Culinary at Rosemont High prepares students for college and the workplace through the study of

Culinary Arts, Social Science, and Environmental Science with a focus on Urban Agriculture. Students

who participate in this pathway prepare for careers including professional chef, food critic, entrepreneur,

politician/community activist, nutritionist, college professor, event planner, restaurant owner, food

service manager, or other careers related to food, culture, environmental science, and hospitality

management.

Currently, students learn to cook in a space shared with the school cafeteria kitchen. SCUSD has

approved construction of a new professional kitchen teaching space and cafe where students will be able

to apply their skills to serve the public. Funding for the project is contingent upon obtaining funds

through a competitive Career Technical Education Improvement Grant (CTEIG). The current classroom

space is being assessed for improvements and can potentially become a second space for an expansion


________________________________________________________________________________

45

of the program should the district obtain the CTEIG funds.

RHS Culinary participates in a regional advisory board of high school and community college Culinary

Arts programs. The program partners with the Red Rabbit, and Mulvaney’s, two well-established

Sacramento restaurants, Slow Food Sacramento, Green Restaurant Alliance, Sacramento, Shoki Ramen

House, and the Hospitality Management program at American River College (ARC).

Rosemont’s Culinary Arts teacher, Scott Singer, is adjunct faculty and teaches culinary two courses at

American River College. Through the establishment of an articulation agreement, students can earn 3

units of college credit from American River College when completing all of the work in Culinary III.

RHS Culinary students have classes together (cohorted) two periods per day. Their other classes are with

the general population and can include a variety of electives such as art, digital media, foreign language,

music, or engineering (if available).

RHS Culinary students can take AP courses such as AP English, AP social science, AP Calculus and AP

science when their schedules permit. RHS Culinary students can participate in 7th

period offerings such

as robotics, drama / theater, gardening, boxing, marching band, and speech & debate.

RHS Culinary

2018-2019

Social Science CTE

9 Geography/Ethnic Studies NA

10 World History Culinary Techniques

11 U.S. History Culinary II

12 Government & Economics Culinary III


________________________________________________________________________________

46

Number of Students enrolled in Green/RHS Culinary

RHS Culinary Grade 9 Grade 10 Grade 11 Grade 12

2015-2016 47 28 24 26

2016-2017 87 96 72 78

2017-2018 82 37 34 30

2018-2019 84 40 28 29

Leadership and Enrichment through Academic Development (LEAD) is a criteria-based, Advanced

Placement/Honors program for students whose goal is to advance to a 4-year college or university

straight out of high school. It is expected that graduates of the LEAD program will gain acceptance to a

university of their choice based on their performance in academically rigorous classes as well as on their

involvement in a variety of community service and extracurricular activities. LEAD students have their

English and Social Science classes together (cohorted) two periods per day, and the remainder of their

schedule is designed to meet the most competitive A-G requirements for top universities while also

allowing students to explore and expand their own interests. Their other classes can include electives

such as art, digital media, foreign language, music, culinary or engineering (if available) as well as other

AP courses such as AP Biology, AP Calculus, AP Statistics or AP Physics, LEAD students also

regularly participate in 0 and 7th period offerings such as Student Government, Marching Band, and

Drama.

In order to enroll in LEAD, interested students must complete the district-mandated Specialty Program

Application, which is accessed through the Sacramento City Unified School District website. In

previous years, Rosemont’s LEAD Coordinator, Rebecca Siegert, has run the application process, which

uses a point system to rank the students who apply, and also considers students who may not meet all of


________________________________________________________________________________

47

the qualifications to fill open slots. However, with the district’s drive to create more consistency in the

specialty programs, they have chosen to take over the application process for the 2019-2020 school year

for all schools.

Since its inaugural year in 2012-2013, LEAD students have excelled. The 2018-2019 school year marks

the fourth graduating class of LEAD students, and there are currently 194 students in the program

overall. In the previous three years (2016, 2017, 2018) of graduating seniors, those who committed four

years to the program and chose to apply to a 4-year university had a 100% college acceptance rate. Of

the current 35 seniors currently in the program, 100% of them have either applied to a 4-year college

already or are planning to apply to community college. Also, LEAD students have earned top GPAs at

Rosemont as well as the titles of valedictorian and salutatorian for the previous three years.


________________________________________________________________________________

48

Additionally, LEAD students have earned recognition as AP Scholars by the College Board for the past

three years.

● 2015-2016 LEAD AP Recognition

○ 4 AP Scholars

○ 2 AP Scholars with Honor

○ 2 AP Scholars with Distinction


○ 8 AP Scholars

○ 2 AP Scholars with Distinction


○ 11 AP Scholars

○ 1 AP Scholar with Honor

○ 1 AP Scholar with Distinction

LEAD courses are designed to be challenging and require extensive reading and writing on the part of

the student. Beginning in their sophomore year, students are placed in AP classes for social science, and

then continue in AP for both English and social science for junior and senior year; additionally, they are

given priority admittance to the other AP classes offered at Rosemont.

After four years of excelling in LEAD, students not only meet all of the academic requirements for the

top 4-year universities in the nation, but they also have had the opportunity to earn more than a year’s

worth of college credit through their success in AP classes. The two mandatory LEAD classes for each


________________________________________________________________________________

49

year are the students’ English and social science classes; while students are not required to follow the

recommended four-year course planner, they are highly encouraged to do so not only to acquire more

skills and knowledge, but also to become more competitive applicants for four-year colleges.

RECOMMENDED 4-YEAR PLANNER FOR LEAD STUDENTS

9th

10th

11th

12th

English Advanced English

9

Advanced English 10 AP English

Language and

Composition

AP English

Literature and

Composition

Social

Science

Geography/

Ethnic Studies*

AP World History AP US History AP Government/

Economics

Math Math 2/Math 3 Math 3/

Pre-Calculus

Pre-Calculus/

AP Calculus AB

AP Calculus AB/

AP Calculus BC

Science Advanced Biology Chemistry Physics/Honors

Geology

AP Physics/

AP Biology

World

Language

Spanish/French/

Japanese I

Spanish/French/

Japanese II

Spanish/French/

Japanese III

Spanish/French/

Japanese IV

(with option to

take AP exam)

PE/

Fine Arts

1st Year PE 2

nd Year PE Fine Art Student Choice

Elective

*in 2019-20, this may become a Pre-AP World History class, which is a new offering from the College

Board that was created to recognize the enormity of the AP World History curriculum.

Additionally, students in LEAD commit their time to community service every semester as a way to

gain authentic experience as leaders. In the first semester, students in 9th

-11th

grade are required to

complete a certain number of hours through both program-organized and self-directed opportunities.

Seniors begin work on their Senior Project, which must be community service-based, and some will

present their projects at the end of the 1st semester. During the 2

nd semester, students use their critical


________________________________________________________________________________

50

thinking skills to identify and solve problems in their community and with the careful direction and

encouragement of teachers, complete culminating service projects each year. In these projects, students

identify a need within the community, create a proposal to meet that need, and volunteer their

time/services to solve the need. Then, the students give a 6-8 minute presentation to all levels of LEAD

and a panel of judges, organize a portfolio, and write a reflection paper about their experiences.

By organizing and completing their own service projects, students develop a sense of personal

responsibility for the world in which they live. Rosemont’s expectation is that LEAD students gain

perspective and develop leadership skills by taking ownership of a cause and doing for others. There are

community service requirements for each grade level of LEAD:

Community Service Requirements

9th 10th 11th 12th

1st Semester Multiple

Community-Based

Volunteer

Opportunities

(Organized;

5 hours)

Multiple

Community-Based

Volunteer

Opportunities

(Organized or

Self-directed;

7 hours)

Multiple

Community-Based

Volunteer

Opportunities

(Organized or

Self-directed;

10 hours)

Senior Project

(30 hours

minimum;

must be

community-

service based) 2nd Semester Service Projects &

Presentations

(3-6 members)

Service Projects &

Presentations

(2-4 members)

Service Projects &

Presentations

(1-3 members)

Overall, LEAD has had great success in the community in the last four years:

● 2015-2016

○ During the 1st semester of 2015-2016, students volunteered at 62 different local

organizations, totaling approximately 1500 hours of community service

■ The Class of 2019 volunteered at OW Erlewine Preschool, Golden Empire

Elementary, and Sequoia Elementary in September.

■ The Class of 2018 organized a Donation Drive to raise new or gently used books

as Christmas presents for each of the approximately 350 K-6 students at Leataata

Floyd Elementary; they collected almost double that goal!

■ The Class of 2017 completed over half of the total hours through a variety of self-

directed projects at local organization

○ During the 2nd

semester of 2015-2016, students completed their 2nd

semester Service

Projects/Senior Projects and contributed over 3000 hours to the community.


________________________________________________________________________________

51

■ Students worked at Society for the Blind, Glass Slipper Foundation, Shriners

Hospital, local elementary schools, convalescent homes, animal shelters, food

banks, and other community-based organizations to complete their projects.

● 2016-2017

○ During the 1st semester of 2016-2017, students in three grades of LEAD volunteered at

32 different local organizations, totaling over 1200 hours of service

■ The class of 2020 completed close to 250 hours of combined work at Golden

Pond Assisted Living Facility

■ A group of 12 students in the class of 2019 raised hundreds of dollars in school

supplies and monetary donations for Leataata Floyd Elementary, and the other

sophomores completed community service at a variety of locations which totaled

a combined 350 hours

■ The class of 2018 completed the remaining 600 hours through a variety of self-

directed projects at local organization

○ During the 2nd

semester of 2016-2017, students completed their 2nd

semester Service

Projects/Senior Projects for a total of over 2200 hours of service.

■ Students worked at Sacramento Food Bank, Kaiser Hospital, Rosemont High

School’s Autism classes, St. John’s Shelter, Glass Slipper Foundation, Shriners

Hospital, Veterans Hospital, multiple local elementary schools, convalescent

homes, animal shelters, and a variety of other community-based organizations to

complete their projects.

● 2017-2018

○ During the 1st semester of 2017-2018, students in three grades of LEAD volunteered at

28 different local organizations, totaling over 1000 hours of service.

■ The class of 2021 volunteered at multiple locations such as Safetyville, Golden

Pond Convalescent Facility, and at elementary schools to assist with Fall

Festivals.

■ A group of 8 students in the class of 2020 raised hundreds of items of clothing for

Leataata Floyd Elementary, and the other sophomores completed community

service at a variety of locations which totaled a combined 300 hours.

■ The class of 2019 completed the approximately 400 hours through a variety of

self-directed projects at local organizations.

■ 15 students from 10th

, 11th

, and 12th

grade volunteered at three different senior

care facilities for Music & Memory, and some continued their work into the 2nd

semester.

○ In the 2nd

semester of 2017-2018, LEAD students completed over 3000 hours of

community service through their Service and Senior projects

■ Students worked at Shriners Hospital, Days for Girls Foundation, Happy Tails Pet

Sanctuary, St. John’s Shelter, Rosemont High School’s Autism classes, multiple

local elementary schools, convalescent homes, animal shelters, and a variety of


________________________________________________________________________________

52

other community-based organizations to complete their projects.

● 2018-2019

○ So far in the 1st semester of this year, LEAD students volunteered at Sequoia Elementary

School, Hubert Bancroft Elementary School, Safetyville, Sacramento Capitol Air Show,

and local youth sports agencies in September and October.

○ LEAD students also volunteered to work both Santa Parades, sponsored by the Rosemont

Community Association, as well as at Raley Field in conjunction with the Sheriff’s

Department’s Toys for Kids Program.

While LEAD students have had immense success since the inception of the program, teachers in the

program realize there is still much more work to do. Teachers have noticed a trend in the drop-off of

grades/GPA in the second semester of each year, which is troubling, and the overall enrollment (and 4-

year commitment) in the program has decreased. Some of this is due to the growth of other pathways for

students, but other reasons have to do with a lack of skills and/or a lack of interest in going straight to a

4-year college. The recent passing of the bill that pays for a year of community college is also a new

development that needs to be addressed. LEAD students take a field trip to UC Berkeley every year (and

regularly meet up with LEAD alumni there), but more field trips need to be put in place beginning in

freshman year so that the students have the opportunity to be on a college campus and experience what

college has to offer them from a young age. Currently, LEAD staff members are working on creating

college portfolios as a way for students to track their evolving interests in different majors, college

types, campuses, and future goals so that when the students are seniors, they have more knowledge at

their fingertips.

LEAD Enrollment from 2015-2019

Grade 9 Grade 10 Grade 11 Grade 12

2015-2016 56 56 50 51

2016-2017 67 54 55 54

2017-2018 55 62 40 49

2018-2019 65 53 41 35


________________________________________________________________________________

53

AME

AME (Arts/Media/Entertainment) is in the planning stages, but Rosemont already has the Digital Media

CTE course sequence that represents the foundation for the pathway. AME will represent the integration

of all of the arts at Rosemont. Already in place is a partnership with the Sacramento Cable Consortium,

whose mission is to provide quality educational resources to learners of all ages in the greater

Sacramento community primarily through video and other information and communication technologies

via cable systems and networks.

SECC is a collaborative effort of the K-20 education community all working together toward this

mission. To date, SECC has funded infrastructure, equipment, and professional development for

teachers and students to support the success of the industry-standard media Black Box Theater, where

students take digital imaging and media production courses. In 2015, the school received $70,000 in new

television studio equipment for the Black Box Theater. In 2019, Rosemont received new desktop

computers to replace the original equipment. This space is a professional quality, industry standard,

state-of-the-art video studio complete with industry quality cameras, teleprompters, professional audio

system, studio lighting, and TriCaster switching equipment that offers live web streaming and graphics

switching capabilities. The digital media program will also receive industry standard portable camera

kits for projects outside of the theater. This studio shares the capabilities of any local television studio.

In 17-18, a group of Rosemont students won the SEVA award for Best Educational Film!

The music director was hired in 2015 and has developed the only comprehensive music program in

SCUSD, including Concert Band, Concert Choir, Orchestra, Wind Ensemble, Marching Band, Jazz

Band, Drumline, Winter Guard, and Color Guard. Other music courses include beginning and advanced

piano and guitar, and students can produce their own music using industry-standard digital music

production software.

Rosemont has a state-of-the-art theater and accompanying facilities such as professional dressing rooms,

a set-building workshop and costume room. Students in the drama program can participate in any area of

production: acting, sound, lighting, set building, and marketing.

Electives in this pathway will include engaging music and drama classes as well as various art classes,

such as beginning and advanced art, ceramics and advanced ceramics, and three level of media

production. In pathway classes, students will focus on creative problem-solving and critical thinking

skills that are not only intrinsic to the arts but also transferable across curriculum. The Rosemont music

and drama directors continue to grow their respective programs, which further positions Rosemont to be

the destination high school for a pathway with an arts and media focus. Administration and key teachers

will continue the planning process throughout the 2018-19 school year.


________________________________________________________________________________

54

ECD

African American or Black % Asian % Hispanic % White %

Pac Islander %

Total Per

Grade Level Multi-Racial*

9 12 14.63 6 7.32 25 30.49 38 46.34 1 1.22 82 5

10 8 10.00 9 11.25 25 31.25 36 45.00 2 2.50 80 4

11 9 20.00 1 2.22 17 37.78 16 35.56 2 4.44 45 1

12 3 5.36 6 10.71 17 30.36 30 53.57 0 0.00 56 3

*Students who identify as more than one race

RHS Culinary African

American or Black % Asian % Hispanic % White %

Pac Islander %

Total Per


9 19 16.96 11 9.82 38 33.93 43 38.39 1 0.89 112 8

10 30 27.27 9 8.18 34 30.91 33 30.00 4 3.64 110 6

11 14 26.92 9 17.31 12 23.08 15 28.85 2 3.85 52 2

12 2 8.33 5 20.83 9 37.50 7 29.17 1 4.17 24 1


LEAD African

American or Black % Asian % Hispanic % White %

Pac Islander %

Total Per


9 12 16.00 10 13.33 17 22.67 34 45.33 2 2.67 75 4

10 15 19.23 21 26.92 12 15.38 29 37.18 1 1.28 78 4

11 7 10.77 16 24.62 8 12.31 27 41.54 7 10.77 65 4

12 8 19.51 10 24.39 9 21.95 13 31.71 1 2.44 41 5



________________________________________________________________________________

55

Advanced Placement and College Credit Courses

Advanced Placement courses are open to any Rosemont student who is interested, and any student who

wishes to take one or more AP tests is allowed to do so. Students outside of LEAD who would like to

take an AP course must first petition their counselor to be enrolled in the course the following year, and

depending on the subject, selection criteria determine their eligibility. AP readiness screening (for

English and social science classes), teacher recommendations, overall GPA, and course-specific grades

from previous courses are all determinants for enrollment in AP courses.

Beginning in 2018-19, SCUSD paid for all AP tests; students currently enrolled in any AP class must

take the exam unless they opt out. Rosemont offers the following AP courses: Biology, Physics I,

World History, U.S. History, Government, English Language and Composition, English Literature and

Composition, Calculus AB, Calculus BC, and Statistics (new in 2018-19).

The number of Rosemont students taking AP tests as well as the number of tests taken has increased

significantly since 2013-14; in fact, Rosemont has tripled the number of tests administered and more

than doubled the number of students enrolled AP classes. However, with increased access to AP classes

came a decrease in the percentage of students passing the exam. Although the dip was massively

significant in the 2015-16 year, the overall percentage is on the rise-even with triple the students now

taking the tests—and has almost returned to where Rosemont was six years ago, which is attributed, in

part, to changes in staffing. During that same period, the percentage of students in the state of California

also declined slightly, but Rosemont is still well below the state average, even with the overall increase

in passing scores. The mean AP score for 2017-18 was 2.39 while the state average is 3.05. With the

recent funding from the district to pay for all students’ AP tests and the mandate that all students

enrolled in AP courses are expected to take the test, the data created at Rosemont as well as throughout

the district will be interesting to compare.


________________________________________________________________________________

56


________________________________________________________________________________

57

Achievement Data

As stated in the SCUSD Equity, Access, and Social Justice Guiding Principle, district schools, including

Rosemont, are committed to preparing students for college and career success. Thus, quality instruction

in every course and at every level is one of the school’s priorities. The Fall 2018 Staff Survey results

show that administration and the majority of staff members believe that quality instruction is of great

importance.

● 91.4% feel that the Principal is an instructional leader

● 91.4% feel that quality work is expected from all staff

● 86.8% agree that administration at Rosemont has focused on quality instruction.

● 84.3% feel that professional development is essential to every teacher

● 80.2% of Rosemont’s staff believed that quality work is expected of students in all classes.

Only 75.3% of teachers, however, felt that they are kept up-to-date on current curriculum and

instructional practices. In addition, only 65.7% feel that they receive adequate professional development

in the area of instructional strategies to serve special education and EL students.

On the Fall 2018 Student Survey, which focused on instruction, the majority of students agreed with

staff in this area:

● 82.8% of students surveyed agreed that the classes offered at Rosemont are challenging and

require them to think critically.

● 83.1% believed that they are expected to produce quality work in their classes.

● 65.5% agreed that their classes have prepared them for college and future careers.

● 91% feel that the expectations for lessons are clear in their classes.

● 87% feel that their classes ask students to use academic discourse (Socratic seminar, small group

work or partner work) regularly.

● 81% feel that teachers grading scales and procedures are consistent among the various subjects

● 78% feel that teachers provide relevant feedback about exam results that inform students of what

they have done well and areas for improvement

● 83% feel that classes are challenging, coherent, and relevant

Only 56%, however, feel that they are familiar with schoolwide learner outcomes. This statistic is

reasonable, considering the fact that Rosemont staff had not identified these outcomes until late in the

2017-18 school year.

While the majority of the data indicates that staff members do value rigor and see that Rosemont High

has high academic expectations for its students, there are students and teachers who feel that Rosemont

needs to continue working on developing courses that are engaging, more demanding, and better


________________________________________________________________________________

58

designed to prepare students for college and career opportunities.

Rosemont, as well as all of the SCUSD high schools, is concerned with a lack of consistency in grading

practices and understands that variation in student performance can be attributed to this phenomenon.

However, Rosemont recognizes certain trends across certain courses and grade levels since 2015-16.

Grade Distribution Tables can be found in Appendix W.

According to the 2018 WASC Fall Parent Survey, which focused primarily on parent engagement,

communication and accessibility to school staff, parents reported the following:

● 90% of parents agreed that teachers hold high expectations for students at Rosemont.

● 87% of parents agreed that they have participated in a school activity or event during the past

school year.

● 69.2% agree that they have access to school leaders when they have an idea or concern regarding

important decisions made at the school.

84% or more of parents agreed that:

● their student feels challenged at school.

● their student feels welcome and a part of the community at school.

● the school is a safe and comfortable place to learn.

84% of parents agreed that they are kept well informed of their student’s progress throughout the year

and that the school provides many opportunities to become involved in their students high school

experiences. 80% of parents also report that they know who to talk to for help and that the school

personnel are responsive to their needs, as well as that they have been on campus at least once to discuss

or observe their student’s needs.

Parents generally agreed with the relationship that counselors have with their students in terms of

supporting academic needs (76.9%) and giving their student curricular help and guidance when needed

(69.3%). However, parents did not agree with the statement that their student’s counselor knows him/her

well (57.7%) or that their student’s counselor regularly communicates with them (26.9%).

It is clear the Rosemont high school needs to better communicate how the school is preparing students

for post-secondary options. Parents agree that their student will be academically prepared to pursue post-

high school options (61.6%), however, parents did not agree with the statement that they understood

why Rosemont has implemented Linked Learning (56%), which is the career and college initiative for

SCUSD designed to prepare their student for a widest array of post-secondary options.


________________________________________________________________________________

59

General Education Students (See Appendix W for Grade Distribution)

● The percentage of students earning As, Bs, and Cs has either increased or remained steady at

high levels in English 9, English 10, and English 12.

● The percentage of students earning failing grades in English 9 has remained near 20% since

2016.

● The percentage of students earning failing grades in Math 1 has increased since 2016 and is

approximately 30%.

● The percentage of students earning As, Bs, and Cs has remained near 100% for students taking

AP courses.

● The percentage of students earning As, Bs, and Cs in CTE courses is extremely high.

● The percentage of students earning As, Bs, and Cs in science has increased significantly.

○ Environmental Science: 65% - 79%

○ Physical Science: 60% - 80%

○ Clean Energyneering: 65% - 83%

● The percentage of students earning As, Bs, and Cs in Math 1 has decreased slightly each year,

and remains between 50% and 60 %, significantly lower than most other courses.

Special Education

● The percentage of special education students earning grades of A, B and C in English 9 has

increased from 71.43% to 83.33%.

Anomalies Within Course Achievement Data:

● The percentage of students earning As, Bs, and Cs in lower level of French and Japanese is

extremely high, while the percentage in Spanish I and II fluctuates between 55 and 60%.

● In almost every course, the percentage of students earning As, Bs, and Cs decreased in 2017 and

then increased significantly in 2018. In that same year, CAASPP scores increased by

approximately 10% in both English and Math in 2017 and then decreased by almost the same

percentage in 2018.

● The percentage of students earning As, Bs, and Cs in guitar and piano courses is consistently

between 60% - 65%, which is significantly lower than in other music courses (Band, 100%,

Orchestra, 100% and Concert Choir, 100%).

● The percentage of students earning As, Bs, and Cs in biology is significantly lower than other

science courses (58% - 64%).

CAASPP

The overall percentage of students meeting and exceeding standards on CAASPP increased between

2015 and 2018. In English, the percentage increased from 43% to 48.23%. In math, the percentage

increased slightly from 25% to 26.19% Performance peaked in 2017, however, when 56.69% of

students met or exceeded standards in English, and 31.95% of students met or exceeded standards in

math. In almost every subgroup, the percentage dropped between 2016-17 and 2017-18. Rosemont staff


________________________________________________________________________________

60

cannot account for the dramatic increase in the 2017 scores and the subsequent drop in 2018.

Since 2015, the percentage of white students meeting or exceeding standards has increased by 14% in

English (50% - 64%) and 9% in math (30% - 39%). The percentage of African American students

meeting or exceeding standards has increased approximately 2% in English (30% - 32%) and decreased

8% in math (16% - 8%). For Hispanic students, the percentage in English has increased approximately

2% in English (40% - 42%) and remained steady in math (16%). However, the percentages represent a

huge gap, with white students significantly outperforming these other two groups.

Between 2015 and 2018, the percentage of students with disabilities meeting or exceeding standards in

English increased 8% (9% - 17%) and remained fairly consistent in math (3% - 2%). However, the

percentage nearly meeting standards between 2017 and 2018 increased 10%, which could indicate that

co-teaching is contributing to increased learning for students in that setting.

In 2018, Rosemont and its feeder middle school, Albert Einstein, were awarded a 6-year grant with

GEAR UP, which will focus on improving student achievement in the area of mathematics. The

programmatic focus of the California GEAR UP Program is to develop and sustain the capacity of

feeder sets of middle and high schools to prepare all students for higher education through a systemic

network of support for the adults who influence secondary school students. In the fall of 2018, each of

the SCUSD high schools identified a problem that they will address through the Equity, Access, and

Social Justice Cycle of Continuous Improvement over the course of the school year. With the support of

Gear Up, Rosemont’s math team embarked upon this work and began by completing a needs assessment

that informed the development of a problem statement around low achievement in math, specifically

with Hispanic students. After working through a causal analysis, Rosemont identified what is believed to

be root causes and contributing factors related to this problem. Using a Driver Diagram, the math team

then set a measurable goal and examined primary and secondary drivers that would inform the team’s

ideas for change. The math team continues to work through this process with the support of Gear Up and

the district’s math instructional coach.


________________________________________________________________________________

61


________________________________________________________________________________

62


________________________________________________________________________________

63

EAP

The Math EAP results, based on CAASPP data, reveal that only 7.62% overall of the Class of 2018

tested “College Ready” with an additional 18.57% testing “Conditionally Ready”. There are obvious

disparities in achievement among various subgroups:

● Rosemont’s Socioeconomically Disadvantaged (SED) population had 4.89% of students

“College Ready” and 17.33% “Conditionally Ready” as opposed to non-SED students, who

scored approximately 11% and 4% higher, respectively.

● 1.82% of African American students scored “College Ready” and only 5.45% scored

“Conditionally Ready” in math.

● 2% of Hispanic students scored “College Ready” and only 14% scored “Conditionally Ready” in

math.

● 13.04% of white students scored “College Ready” and 26.09% scored “Conditionally Ready” in

math.

The English EAP results show a more positive trend than Math results with 20.58% of overall students

testing “College Ready” and an additional 27.65% “Conditionally Ready”. As with Math, disparities in

English achievement are evident when looking at the different subgroups:

● 14.54% of the SED population tested “College Ready” and 30% “Conditionally Ready”

compared to non-SED students who were 37% “College Ready” and 21.42% “Conditionally

Ready”.

● 10.71% of African-American students and 10.78% of Latino/Hispanic students tested “College


________________________________________________________________________________

64

Ready” while White (Non-Hispanic) students tripled that percentage.

● 21.43% of African-American students and 23.53% of Latino/Hispanic students tested

“Conditionally Ready” compared to White/Caucasian students who were 32.61% “Conditionally

Ready” and an additional 62.61% “Conditionally Ready”.

● 0% of English learners tested as “College Ready” while 26.56% of English Only students were

“College Ready”.

PSAT The number of students who met or exceeded English and Math benchmarks on the PSAT decreased

between 2016-17 and 2017-18 by 6%. Since Rosemont also saw a decline in CAASPP scores, the school

knows that something happened instructionally that resulted in a backslide from the progress that

Rosemont had seen between 2016 and 2017. There is a need to better prepare students in both English

and math, with math representing the greatest area for growth.


________________________________________________________________________________

65

SAT

The percentage of Rosemont students earning scores of >1500 declined from 30.21% to 27.07%

between 2014-15 and 2015-16, while the district percentage increased slightly. For each year of the

previous format of the SAT, the percentage of Rosemont students earning scores of scores of >=1500

was below the district percentage and well below the percentage at the county and state levels. The

district is now providing all 9th and 10th graders with the opportunity to take the PSAT and in 2018-19.

Rosemont provided the opportunity for all 11th graders to take the PSAT, as well. Additionally, the

district provided the opportunity for all 11th grade students to take the SAT free of charge on-site in

2017-2018; this will take place again in March 2019, which will positively impact the overall scores for

the graduating class of 2019, as well as scores throughout SCUSD, since the number of test takers will

double at most sites.

The significant increase in scores at both the site and district level can be attributed, in part, to a

change in the requirements of the test. The redesigned SAT test prioritizes content that reflects the

kind of reading and math students will encounter in college and their future work lives. The essay

portion of the test is now optional, and students are not penalized for guessing. Beginning in 2017,

several Rosemont English teachers now provide SAT prep outside of the school day.


________________________________________________________________________________

66

ACT

Historically, the majority of Rosemont students choose to take the SAT instead of the ACT. As with the

SAT, the number of students taking the ACT increased dramatically in 2015-16 from 35 to 57, but then


________________________________________________________________________________

67

dropped in 2016-17 down to 49. The number of students taking the ACT decreased for both Rosemont

and SCUSD between 2015-16 and 2016-17.

The scores for Rosemont students have remained slightly lower than those of the district except in 2016-

17. Whereas the percentage of Rosemont students earning scores of over 21 on the ACT dropped from

38.06% to 28.57% in 2016-17, the percentage for SCUSD remained fairly consistent. As with the SAT,

this data indicates that Rosemont teachers need to better prepare students for success on these important

assessments.

Credit Recovery

Rosemont faces the challenge of creating opportunities for students to recover credits while also

focusing on supporting students with appropriate interventions so they do not continue to fail in the

future. Rosemont offers online credit recovery during zero and 7th period and also during additional

sections during the instructional day. SCUSD offered an extended-year summer program at the end of

the 2017-18 school year, during which Rosemont students completed approximately 450 courses for a

total of 2750 credits.

The district Accelerate Education Coordinator provides frequent reports that reflect students’ progress,

which allows AE teachers and administrators to intervene quickly, including individual meetings with

students and communication with parents.


________________________________________________________________________________

68

Students who are severely credit deficient, and would not be able to regain on-track graduation status if

they remain at Rosemont, are encouraged to attend credit recovery programs off site. The district offers

several options, including a satellite independent study program housed at Rosemont. This particular

option is available, on a first come-first serve basis for Rosemont students who wish to enroll in

Independent Study but are limited by transportation.

Graduation

Rosemont’s graduation rate had remained steady since 2013, but in 2016-17, that number was higher

than SCUSD, the county, and the state. One noteworthy point of data is the rate for African

American students, in 2016-17, when it was the highest second group; historically, it has been lower

than other groups. Rosemont staff does not have an explanation for this anomaly. In that same year,

the number of white students (20) earning the Golden State Seal Merit Diploma was nearly twice the

number for Asian students (11) and almost three times the number of African American (7) and

Hispanic students (9). While the number of students earning the Seal of Biliteracy did not increase

dramatically between 2017 and 2018, the number of students receiving the Golden State Seal did

increase drastically from 52 to 77.

The graduation rate for SCUSD has remained fairly consistent since 2014-15. Rosemont’s

graduation rate has been slightly higher than the district, but in 2018 increased by 3.9% to 93.65%,

the highest of all SCUSD comprehensive high school sites. Rosemont attributes the increase, in part,

to the introduction of the PATAI monitoring tool, which allowed the school to more easily monitor

the progress of all seniors throughout the year and intervene when needed. The cohort graduation

rates, by ethnicity, tend to fluctuate.


________________________________________________________________________________

69


________________________________________________________________________________

70

Graduates Completing all Courses Required for UC and/or CSU Entrance

In 2014-15, the percentage of Rosemont graduates with the required UC/CSU courses was 33.5%, well

below the district percentage of 45.8%. By 2016-17, Rosemont’s percentage was 44.3%, slightly above

the district percentage of 43.9% and in 2017-18, the rate was 46.43%. The completion rate is

consistently lowest for African American students. Overall, Rosemont’s College/Career Readiness Rate

increased 6.1% between 2017 and 2018 from 36.7% to 42.8%.

To assist administrators and counselors to more effectively monitor students’ progress toward meeting a

100% graduation and A-G rate, the Superintendent introduced the UC Merced Performance and

Targeted Action Index tool, a “live” system that provides data reflecting students’ progress in the

priority elements (graduation, A-G completion, and EL Redesignation) over time. Also available is a

Graduation Status tool, an A-G completion rate tool, and the EIIS early warning system which

triangulates attendance, achievement, and behavior data and enables staff to apply appropriate

interventions to support student success.


________________________________________________________________________________

71


________________________________________________________________________________

72

Attendance Data

The district attendance goal is 95%, and Rosemont students rarely meet that goal except for the first

month of school. The rate is lowest during the months of December and February. Overall attendance,

however, especially in the second semester of 2017-18 was lower than in previous years. This anomaly

could be due, in part, to a focus on more accurate attendance accounting and data entry.

Rosemont’s chronic absence rate decreased from 19.93% in 2016-17 to 15.82% in 2017-18, which ranks

Rosemont as the second lowest rate among all of the comprehensive high schools in the district. The

decrease in percentage is attributed to having a strong, full-time attendance technician in place for more

than one year in a row, as well as the attendance requirements for participation in rallies, dances, and the

graduation ceremony. Rosemont also had the highest ADA among SCUSD comprehensive high schools

for the 2017-18 school year, leading by .28%.


________________________________________________________________________________

73

In 2016-2017, 11th grade students had the highest rate of chronic absenteeism, which drastically

decreased the following year to the lowest rate out of all of the grade levels. However, though the rate of

chronic absenteeism decreased overall for freshmen, as did for every grade level, freshmen had the

highest percentage in the 2017-2018 school year, which is troubling. In response to this issue, as well as

other attendance-related schoolwide concerns, Rosemont formed the Attendance Task Force that year.


________________________________________________________________________________

74

Additionally, in 2018, Rosemont was invited to participate in the “Be Here” attendance grant program,

and staff are working on a school-wide campaign that includes student recognition and a variety of

incentives. Rosemont is adding a Saturday School program in the spring of 2019 to provide students

with the opportunity to recoup lost attendance.

New in 2018-19 is a “live” early identification and intervention tool that tracks student attendance and

groups students into three “tiers” for the purpose of applying appropriate interventions (See

Appendix Q). The SCUSD Early Identification and Intervention system (EIIS) is based on Early

Warning System research. It tracks attendance but also behavior and course performance to provide in

depth information about how best to intervene. The goal of the EIIS is to identify those students as early

as possible so that action can be taken to directly support them. Depending on the level of available

resources, the expectation is that staff will not only identify at-risk student populations but take actions

to change conditions in the present on their behalf.

The number of students with low numbers of tardies has increased significantly since the 2014-15

school year, and the number of students with more than 11 tardies has decreased significantly since

2015-16. Rosemont believes that teachers are more accurately recording tardies in an effort to raise

expectations and hold students accountable. In 2017-18, a “No Go” list was implemented for

students who have failing grades, repeated behavior infractions and also repeated tardies. That

program, as well as higher expectations among Rosemont teachers, could attribute to this

improvement.


________________________________________________________________________________

75

School Climate

Overall, the climate at Rosemont High School is positive for both students and staff. According to the

Staff Survey:

● 94.2% feel that Rosemont administrators support school staff.

● 84.3% feel that teachers and administrators work together when disciplinary issues arise.

● 92.8% feel that Rosemont is a pleasant place to work.

● 98.5% feel that the school grounds are kept clean and tidy.

● 81.5% feel that communication among administration and staff is good.

However, there are a number of areas for growth:

● 76.8% feel that teachers communicate well with each other.

● 81.2% feel that students are generally well-behaved and respectful to staff, faculty, and

administration.

According to the Student Survey:

● 93.4% feel that teachers have high expectations for students.

● 80.5% feel safe from physical harm on campus.


________________________________________________________________________________

76

● 85.6% feel that teachers treat students with respect.

● 94% feel that adults on campus treat each other with respect and are professional.

However, there are a number of areas for growth:

● 65.4% feel that students treat each other with respect,

● 67.3% feel comfortable expressing themselves on campus.

Clubs, Sports, and Activities

Rosemont students may choose from a variety of clubs and sports teams to round out their high school

experience. Most of the organizations welcome all students, regardless of prior experience, ability, or

other pre-qualifications, and most clubs do not have a limit to the number of students who can join.

There are three clubs that require course enrollment to join, but all others begin advertising during lunch

for a week in September of each school year through Club Rush, which provides all students

information about the many on-campus co-curricular opportunities.

Club Advisor Membership Criteria

Black Student Union (BSU) Ms. McDaniel Open to any student

Black Student Union is a club focused on African American success and unity. The club focuses on

what’s currently happening with all people of African descent and what members can do to improve

the African-American race. BSU attends multiple conferences throughout the year that are dedicated

to the academic achievement, career planning, and unity of the African Diaspora.

Checkmate Chess Mrs. Beard Open to any student

To promote social interaction, critical thinking, and to have fun while learning etiquette and strategy

of Chess play!

CREATE Ms. Watson Open to any student

The CREATE Mentoring Program is for educating and inspiring students to pursue career pathways

that create the “build” environment. An industry professional mentor assists student teams in a seven-

month competition to complete a real-world project.


________________________________________________________________________________

77

California Scholarship

Federation (CSF)

Mr. Velazquez Application Required/GPA

CSF is a state-wide club dedicated to academic achievement and community service with a mission to

foster high standards of scholarship, service, and citizenship.

DJ Club Mr. Sandoval Open to any student

Students learn how to use equipment, choose music and mix choices to create a meaningful dance

experience for all occasions.

Dungeons & Dragons Club Mr. Beckett Open to any student

Students form gaming groups and participate in an ongoing collaborative role-playing and storytelling

experience.

Environmental Club Mr. Jones Open to any student

The goal of the Environmental club is to improve the sustainability of the campus and surrounding

community as well as to raise people’s awareness of the impact they have towards their environment.

In-Fires/K-Pop Club Mr. Nelson Open to any student

K- Pop is a wide variety of singers and groups who sing in English and Korean. They have really

interesting videos and complex dance routines that are fun to learn. Our club not only learns these

dances, but also does Karaoke, take field trips, and participate in group chats.

Key Club Currently Vacant Open to any student/

Community Service Req.

Key Club is an international organization mainly organized and run by high school students. In Key

Club, we try our best to serve our home, school, and community through service projects ranging

from fundraisers for charitable causes to volunteer events. Throughout the year we try our best as

keyclubbers to make the world a better place as a result of our contributions toward the community

and further beyond.

Latino Club Mrs. Cave-Sosa Open to any student

We are here to support and motivate all students at Rosemont High School to gain a better

understanding of Latino culture. We believe that all students from all cultural backgrounds should

become familiar with our cultural beliefs, and celebrations. We would like to create opportunities for

our students to be more fully involved in our community. Our goal is to develop and support family-

oriented events for the Latino community and the community at large in Rosemont and Sacramento.

Latinos Unidos!


________________________________________________________________________________

78

LGBQT+ Ms. Snider Open to any student

The goal of the LGBQT+ club is to create a safe place for our LGBTQ students, and to meet and

discuss issues faced in our community.

National Honor Society Ms. Orozco Application Required/GPA

The National Honor Society (NHS) is the nation’s premier organization established to recognize

outstanding high school students. More than just an honor roll, NHS serves to recognize those

students who have demonstrated excellence in the areas of scholarship, service, leadership, and

character.

Robotics Mr. Stafford Open to any student

Year-round, the Robotics Club works on building and programming for competitions.

Course Enrollment Clubs

Drama Mrs. Antrim

Leadership/Student Government Mr. Gosney

Yearbook Mrs. Braun

Fall Sports

Sport Number of

Participants Coach

Football 55 Mr. Wanlin

Volleyball 45 Ms. Maxwell

Cross-Country 15 Mr. Parker

Water Polo 25 Mr. Antrim

Girls Golf 8 Mr. Collins

Cheer 40 Ms. McKay


________________________________________________________________________________

79

Winter Sports

Sport Number of

Participants Coach

Girls Basketball 20 Mr. Edwards

Boys Basketball 28 Mr. Bray

Wrestling 30 Mr. Wanlin

Girls Soccer 40 Mr. Watson

Boys Soccer 35 Mr. Franks

Spring Sports

Sport Number of

Participants Coach

Track 110 Mr. Watkins/Mr. Parker

Baseball 30 Mr. Habeger

Softball 30 Mr. Mills

Boys Golf 8 Mr. Maddox

Swimming 25 Mr. Crane

After School Enrichment

Through ASSETs, students not only have the opportunity to participate in enrichment classes and credit

recovery, but they also can receive help from tutors on a daily basis. Classes that students can take as a 0

or 7th period option include:

● Credit Recovery (AE)

● Marching Band

● Drama

● PE

Since 2014-2015, ASSETs has grown immensely and is the only funded program of its kind in the

district, due to the work of the program director. Enrollment in this program has steadily increased since


________________________________________________________________________________

80

he was hired in fall 2015, and this trend will undoubtedly continue.

Safety

As a district, the Sacramento City Unified School District continues to focus on creating the safest

possible school campuses for students, staff, and community members. Every school visitor to

Rosemont High School must sign in at the front desk and must receive proper authorization from an

administrator prior to being allowed on campus. Visitors are identified by a badge issued by the Front

Office.

District-wide and campus-specific action plans have been established for emergency situations,

including earthquakes, fire, bomb threats, active shooter protocol and lock downs. The site plans are

reviewed annually and approved by the School Safety Committee. Each staff member receives the Staff

Handbook, which includes general safety instructions. Safety is also discussed periodically at staff

meetings and in the staff bulletin. Since the 2016-17 school year, law enforcement has provided active

shooter training and also suggested that Rosemont modify its response to fire alarms to minimize the

likelihood that students and staff would be accessible to an intruder on campus. Fire and lockdown drills

are conducted each semester, including lockdown drills during passing periods or lunch in semester two.

92.7% of staff feel that there are specific disaster and emergency procedures in place. 67.5% of students,

however, felt that they are prepared for an emergency situation. In talking with students further,

Rosemont learned that they do not feel that the frequency of the emergency drills is adequate and want


________________________________________________________________________________

81

additional drills scheduled throughout the year. Rosemont administration needs to address this issue and

ensure that all students understand the procedures for any emergency event.

Rosemont maintains a supply of Epi pens for emergency use and have seven defibrillators strategically

located throughout the campus. Many teachers have a classroom emergency pack, which contains basic

first aid equipment, but staff has not received replacement or additional pack for new staff.

Due to the fact that Rosemont has multiple points of gate entry, all of them are closed during the school

day. One end of the school is not secured by gates, and the goal is to add a chain link fence at this area

of the campus to provide increased security. During lunchtime, all gates are locked, and staff who wish

to leave campus through the back of the school must have an administrator or campus monitor allow

them access.

Suspensions

In 2014-15, the percentage of students with multiple suspensions was slightly higher than SCUSD

(36.3% vs. 35.9%). African American students had the highest suspension rate (23%) and the highest

rate of disproportionality (31% of students suspended vs.19.6% of total enrollment) Rosemont had a

15.1% suspension rate, 9% higher than the district and 11% higher than the county and state.

In 2015-16, the percentage of students with multiple suspensions was only slightly higher than SCUSD

(39.5% vs 38.3%). Rosemont had an 8.1% suspension rate, only 2% higher than the district. The

suspension rate for RHS, SCUSD and County were all higher than the state. African American students

continued to have the highest suspension rate (13%) and highest rate of disproportionality (31.1%

suspension rate versus 19% of the total enrollment).

In 2016-17, Rosemont had an 8.6 % suspension rate, again approximately 2% higher than the district.

The percentage of students with multiple suspensions was lower than SCUSD (30.2% vs 36.5%).

African American students continue to have the highest suspension rate (19.2%) and the highest rate of

disproportionality (41.1% vs. 18.3%).

Suspension rates for all groups of students is high, with the exception of Asian students and English

Learners. Increases or decreases are not significant except for African American students, where

suspensions increased 5.9% between 2016-17 and 2017-18. Suspensions as of November, 2018 had

increased from 46 to 85 incidents at the same date in 2017, so Rosemont staff have identified the need to

re-emphasize a focus on explicit instruction around social and emotional learning competencies and use

alternatives to suspension for all but major infractions.


________________________________________________________________________________

82


________________________________________________________________________________

83

Overall Summary from Analysis of Profile Data

and Progress

Based on survey data, it’s evident that the Rosemont teaching staff prioritize quality instruction and on-

going work to work collaboratively to improve outcomes for students. Only 75.3% of teachers, however,

fell that they are kept up-to-date on current curriculum and instructional practices. In addition, only 66%

indicated they receive adequate professional development in instructional strategies to serve Special

Education students and English Learners.

A majority of students feel that coursework is challenging and that teachers provide relevant feedback

about their progress. Only half of the students, however, are familiar with schoolwide learner outcomes.

Because the Rosemont staff only recently revisited these outcomes, communication around the

outcomes and a commitment to align instruction with these goals should help to bring them into focus

for the entire Rosemont school community.

Although the number of parents who completed the surveys was low, those who responded stated that

their student’s counselor did not know him/her well (57.7%) and that their student’s counselor did not

regularly communicates with them (26.9%).

Student achievement in English and math remains a priority, especially for African American and Latino

students. On CAASPP, the number of African American students not meeting standards in English has

increased by 21% in the last four years, and between 2015-16 and 2016-17, when the percentage of

students meeting or exceeding standards in English and math increased for all students, the percentage

of African American students not meeting standards remained consistent in English and increased

significantly in math (19%). The percentage of Latino students meeting standards, especially in the area

of math, has decreased by 14.6%.

The percentage of students who tested as “College Ready” was significantly higher in English than in

Math for every subgroup except English Learners. However, with the low percentages of students

testing represented in all subgroups as either “Ready” or “Conditionally Ready”, Rosemont recognizes

that there is a need for improved instruction in every classroom.

SAT, ACT, and AP performance all indicate that increasing student achievement must remain a priority.

Rosemont teachers and administration must intensify efforts to track students’ progress and introduce

changes in practice in short, iterative cycles. The staff needs to continue to build a culture where teacher

teams analyze student work and revise instruction to bring about improvement. One of the critical areas

for follow-up from the 2013 report was the need for professional development to give teachers more


________________________________________________________________________________

84

strategies for supporting the needs of Special Education students and English Learners.

Another important college readiness indicator is UC/CSU A-G course completion. A highlight from the

data is the increase in Rosemont’s graduation rate (+3.9%) and also the career/college readiness rate

(+6.1%) between 2017 and 2018. Even with these increases, the graduation rate for the various

subgroups is inconsistent, and the percentage of students who have met A-G requirements needs to

increase. Rosemont staff must continue to closely monitor course enrollment in A-G courses, as well as

grades, to eliminate subgroup gaps and ensure that the upward trend continues and improves.

Although English Learners progressed significantly (+21.1%). between 2016 and 2017, Rosemont’s

redesignation rate is still well below the district, county and state averages.

Attendance rates, including chronic absences, are an ongoing concern. Although Rosemont’s attendance

rates are among the highest in SCUSD, and the chronic absence rate is the lowest of all of the

comprehensive high school sites, improved attendance is a necessary component of improved outcomes

for students.

Suspension rates for all students is a concern, but for African-American students, this trend is alarming.

African American students continue to have the highest suspension rate (19.2%) and the highest rate of

disproportionality (41.1% vs. 18.3%). Rosemont staff must address the disparity in suspensions in order

to close achievement gaps and increase college/career readiness for this subgroup.


________________________________________________________________________________

85


________________________________________________________________________________

86

Chapter III: Self-Study Findings

For each category of criteria include:

1. A summary of the degree to which these criteria are being met, including comments about the

degree to which these criteria impact the school’s ability to address one or more of the critical

student learning needs

2. A list of strengths

3. A list of prioritized growth areas.

Note: The five criteria categories are:

A. Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources

B. Standards-based Student Learning: Curriculum

C. Standards-based Student Learning: Instruction

D. Standards-based Student Learning: Assessment and Accountability

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

Have available pertinent evidence for review by visiting committee. This includes samples of

representative student work that have been analyzed.

Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources

A1. Vision and Purpose Criterion

The school has a clearly stated vision and mission (purpose) based on its student needs, current

educational research, current educational research, the district Local Control and Accountability Plan

(LCAP), and the belief that all students can achieve at high academic levels. Supported by the governing

board and the district LCAP, the school’s purpose is defined further by schoolwide learner outcomes and

the academic standards.

Online Programs: iNACOL Standard A: Mission Statement: The mission statement of a quality

online program clearly conveys its purpose and goals. It serves as the basis for the program’s day-to-

day operations, as well as a guide for its strategic plans for the future. Communications between and

buy-in from stakeholders is a critical component of a mission statement. [iNACOL Standard A, 2009]

Indicators with Prompts

Vision – Mission – Schoolwide Learner Outcomes – Profile

A1.1. Indicator: The school has established a clear, coherent vision and mission (purpose) of what

students should know and demonstrate; it is based upon high-quality standards and is congruent with

research, practices, the student/community profile data, and a belief that all students can learn and be

college and career ready.

A1.1. Prompt: Evaluate the degree to which the development of the school’s statements has been

impacted by pertinent student/community profile data, the district LCAP, identified future global

competencies, current educational research and an overall belief that all students can learn and be

college and career ready.


________________________________________________________________________________

87

Findings Supporting Evidence

Rosemont High School’s Mission statement is to “Offer rigorous,

relevant instruction for a world in need of critical thinkers.” Our vision

states, “Rosemont students thrive in a rigorous, structured, and

supportive environment through which graduates are prepared to meet

the demands of college and career. Regardless of the paths they choose,

Rosemont graduates are lifelong learners who give back to their

communities. These revised Mission and Vision statements were written

in 2017 with staff input through several large group and focus group

work sessions. These statements were further refined by Leadership

before being shared with staff and the community.

SCUSD Vision and Mission statements drive the school district and their

directives to schools; therefore, the LCAP focused on the need to meet

all students needs and provide them with ample opportunity to be

successful. Rosemont has worked to ensure that our Vision and Mission

statements reflect the school district’s, as well as emphasize the needs of

our community. Rosemont has strived to provide relevant and rigorous

programs that reflect the needs of the college-bound and career-bound

students in our community by providing them with an increase in AP and

CTE offerings.

In order to align with the community goals and the student /community

profile, in the 2012-2013 school year, Rosemont High School added

LEAD, which stands for Leadership and Enrichment through Academic

Development. This pathway prepares its students to be critical thinkers,

analytical readers and writers, effective communicators, and well-

rounded citizens, and the goals of LEAD align not only with the Mission

and Vision statements but also with the redefined ESLOs.

ESEA (Engineering, Science and Energy Academy) was added to

support the student/community profile to support the increased need for

STEM (Science, Technology, Engineering and Math) initiatives that

were needed in the community as well as demanded globally. That

academy was redesigned in 2016-2017 to ECD, the Engineering,

Construction and Design academy. ECD further reflects the needs of the

student/community profile by increasing the number of CTE courses

from 3 to 6 within the academy, as well as increasing the number of

community/industry partners from 1 to 73. ECD’s goals align with the

district’s mission to offer the widest number of options for students as

well as with Rosemont’s Mission, Vision, and ESLOs.

The Green Academy (culinary) was added to Rosemont to support the

student/community profile to increase the number of CTE courses that

were relevant to the community, and the pathway aligns with all of the

district’s and school’s Mission and Vision statements. The RHS

Vision and Mission

Statements

ESLO Posters

Staff Meeting Agenda (date

of reviewing ESLOs)

Leadership Agendas

LCAP

AP Course Offerings

CTE Course Offerings

New CTE Courses

LEAD Program Overview

LEAD One-Page Brochure

ESEA One-Page Brochure

ECD One-Page Brochure

ECD Academy Cohort

Matrix

Green Academy Brochure

RHS Culinary Brochure

RHS Culinary Academy

Cohort Matrix


________________________________________________________________________________

88

Academy was redesigned in 2016-2017 to RHS Culinary, to rebrand and

increase the number of CTE courses from 2 to 3. The three courses in

RHS Culinary were re-written to reflect the needs of the community,

industry and community college partnerships.

Development/Refinement of Vision, Mission, Schoolwide Learner Outcomes

A1.2. Indicator: There are effective processes in place to ensure involvement of all stakeholders in the

development and periodic refinement of the vision, mission, and schoolwide learner outcomes.

A1.2. Prompt: Evaluate the effectiveness of the processes that engage representatives from the entire

school, the district board, business, and the community in the development and periodic refinement of

the vision, mission, and schoolwide learner outcomes.


After determining the need to reshape and redefine the Vision and

Mission statements, both were developed by the whole staff in a staff

meeting as well as in smaller focus groups. In March 2018, Leadership

spent several meetings combining and editing the work from the whole

staff to arrive at the current statements. This work was shared with staff

through the Principal’s weekly staff bulletin and was added to the most

current version of the staff handbook. The current Vision and Mission

Statements are shared on the school’s website for the community and

business partners. However, the greater school community (parents,

business, and the community) has not been involved in the development

or refinement of the vision, mission, and schoolwide learner outcomes,

and there is a need to include these stakeholders in that process in the

future.

ESLOs were also redefined in 2018 and came from the work done in the

WASC Focus groups. After reviewing what each group determined

about student learning and goals for graduates, the WASC Committee

drafted the new ESLOs and presented them to staff in November 2018.

Vision Statement

Mission Statement

Staff Meeting Agenda

Principal’s Bulletin

School Website

WASC Focus Group

Google Documents

ESLO Posters

Understanding of Vision, Mission, and Schoolwide Learner Outcomes, District LCAP

A1.3. Indicator: Students, parents, and other members of the school and business community

demonstrate understanding of and commitment to the vision, mission, the schoolwide learner outcomes,

and the district LCAP.

A1.3. Prompt: Evaluate the degree to which the school ensures that students, parents, and other

members of the school’s community understand and are committed to the school’s vision, mission, and

schoolwide learner outcomes.


Rosemont ensures that students, parents, and other members of the

school’s community understand and are committed to the school’s

Vision, Mission, and ESLOs by making these statements readily

Vision Statement

Mission Statement

ESLO Posters


________________________________________________________________________________

89

available in a multitude of ways. Communication pathways include Back

to School Night, Essence of Rosemont, Parent Information Night, PTSA

meetings, ELAC meetings, School Site Council, Boosters, and the

Student Handbook. In addition, the mission and vision statements are

posted on the school website.

Commitment by other stakeholders is evident in various ways. Parents

participate in surveys and attend school events such as those listed above.

However, Rosemont would like to see an increase in parent participation,

especially participation that best represents all of our enrolled students.

Community partnerships within our Linked Learning pathways and

various academic courses also show support for Rosemont’s mission,

vision, and ESLOs.


Principal’s Messenger

School Website

School Site Council &

ELAC Agendas

A2. Governance Criterion

The governing board (a) has policies and bylaws and the school’s purpose is aligned with them to

support the achievement of the schoolwide learner outcomes, academic standards, and college- and

career- readiness 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 Control and Accountability

Plan.

Online Programs: iNACOL Standard B: Governance Statement: Governance is typically provided

by a Board of Directors, an Advisory Board or an ISCHOOL Board. In a quality online program,

governance and leadership work hand-in-hand, developing the operational policies for the program and

its leadership and staff. [iNACOL Standard B, 2009]


Governing Board and District Administration

A2.1. Indicator: The district policies and procedures are clear regarding the specific duties and roles of

the governing board and district administration in their relationship to the school and staff.

A2.1. Prompt: Determine the clarity of board policies and procedures regarding the roles of the board

and district administration, including supporting the school’s vision, mission, schoolwide learner

outcomes, monitoring student progress, engaging parent and community participation in site

governance, implementing complaint procedures, and reviewing program effectiveness in alignment

with the district LCAP requirements.


Rosemont’s Vision, Mission and Expected Schoolwide Learner

Outcomes are aligned with those of the district’s governing board.

Sacramento City Unified School District’s goals are centered on student

achievement and providing students with the widest array of post-

secondary opportunities. The policies and regulations of SCUSD are

Vision Statement

Mission Statement

ESLO Posters

Staff Meeting Agenda



________________________________________________________________________________

90

supportive of the work at Rosemont and offer and encourage the school

to continually increase and improve rigorous, relevant instruction for a

world in need of critical thinkers.

The district has allotted “Collaborative Time” (CT) for teachers to plan

and adjust instruction and to monitor student outcomes in alignment with

the school’s ESLOs. The district supports Linked Learning and has

quarterly district-wide advisory meetings with all CTE teachers in an

effort to support and develop more relevant practices to incorporate and

engage industry partners.

The district engages parents through a multitude of advisory boards to

ensure that the district and the schools are aligned. These include

DELAC, LCAP Parent Advisory Committee, LCAP English Learner

Advisory Committee, Student Advisory Council, Community Advisory

Committee.

SCUSD recently established a Constituent Services Office (CSO) to

respond to the needs of parents and community members. The CSO’s

mission is to help Sac City parents and community members receive

their requested information and guide them on the most effective route to

address or resolve concerns.

SCUSD Board meetings are broadcast live via the internet for those

parents or community members who cannot attend in person.

School Website

Board Meetings/Agendas

Agendas/Minutes

Bulletins

Agendas/Minutes

SCUSD Website

SCUSD Website

A2.1. Additional Online Instruction Prompt: Evaluate the policies related to online instruction for

effectiveness in clarifying the vision for the school’s use of various types of online curriculum,

instruction and support methodologies; this includes, upgrading or updating technology, acceptable use

policies, CIPA policies, and policies to ensure internet safety.


SCUSD upgraded all of the school sites to a robust technology

infrastructure using CISCO networking equipment and wireless. This

upgrade supports teaching and learning with technology, in that teachers

and students have the latest networking equipment to engage in online

learning.

In preparation for the CAASPP, SCUSD also provided all schools with

MacBook carts for student use, not only for testing but to be used by

students and staff throughout the year.

SCUSD provides schools with a regularly updated Acceptable Use

Policy as well as with content filtering to ensure the schools and the

district are in compliance with CIPA.

District Information

Carts in

Library/Classrooms

SCUSD Acceptable Use

Policy


________________________________________________________________________________

91

Recent English and math curriculum adoptions were focused on rigorous

and relevant technology resources that were current and standards based.

The district purchases and manages a credit recovery program for all

high schools, which is primarily housed by one of the alternative high

schools in the district. The support is available when needed, and

adaptable to the school’s needs. However, while all of the advances in

technology from the district have been helpful in meeting the needs of

the Vision, Mission, and ESLOs, the District is not adequately staffed

with technology support personnel to meet the increasing demands of all

of the school sites.

Curriculum

Governing Board and Stakeholder Involvement

A2.2. Indicator: Parents, community members, staff and students are engaged in the governance of the

school.

A2.2. Prompt: Evaluate the ways the school community and parents are a) informed as to how they can

participate in the school’s governance and b) engaged in the governance of the school through their

participation on the School Site Council, ELAC, district LCAP committees and other advisory or shared

decision-making groups that provide guidance or direction to the school.


Students, parents and teachers are encouraged to participate in

appropriate advisories or councils at the district office, such as DELAC

and the LCAP Advisory. The district regularly communicates those

opportunities through their website, press releases, and social media.

School Site Council meets monthly throughout year; however, because

of low parent turnout, the ELAC committee and SSC meetings have been

combined. Invitations for SSC and ELAC are sent out several times each

year before the school year starts via the Principal’s weekly messenger,

which is also posted to the school website. PTSA has its own website,

which is linked to Rosemont’s, and includes an email campaign with

regular parent updates.

In addition, more opportunities for participating in decision making at

the school are developing on the pathway level as teachers collaborate to

create the culture they desire within their own teams, including limited

decisions about discipline, budget and curriculum.

School Site Council

Agendas

Agendas/Minutes

Agendas/Minutes

Curriculum

Uniform Complaint Procedures

A2.3. Indicator: The school leadership understands and utilizes the Uniform Complaint Procedures

from the district.

A2.3. Prompt: Evaluate the degree to which the school leadership ensures understanding and use of the

district’s Uniform Complaint Procedures. (Priority 1).


________________________________________________________________________________

92


The staff handbook outlines complaint procedures for teachers and

provides board policy and administrative regulation numbers for

reference. However, the term “Uniform Complaint Procedures” is not a

searchable term in the staff handbook and should be updated with the

next revision. The district’s Uniform Complaint Procedures are easily

searchable on the website and are translated in 5 languages.

Our front office staff provided printed copies of the complaint form for

any staff member or parent who wishes to file a complaint. There are also

forms posted around the campus, including every classroom, that explain

the Uniform Complaint Procedures.

The district has a “Constituents Services” department to support student

and parent complaints, previously complaints were channeled to

appropriate area superintendent.

Uniform Complaint

Procedure

Uniform Complaint Form

SCUSD Website

A3. Leadership: Empowerment and Continuous Planning and Monitoring Criterion

Based on student achievement data, the school leadership, parent/community, and staff make decisions

and initiate activities that focus on all students achieving the schoolwide learner outcomes, academic

standards, and college- and career-readiness standards. The school leadership and staff annually monitor

and refine the single schoolwide action plan and make recommendations to modify the LCAP based on

analysis of data to ensure alignment with student needs.

Online Programs: iNACOL Standard C: Leadership: The leadership of a quality online program is

accountable to the program’s governance body, and is responsible for setting and meeting the

operational and strategic goals in support of the program’s mission and vision statements. [iNACOL

Standard C, 2009]

Online Programs: iNACOL Standard D: Planning: A quality online program makes planning,

managed by the leadership and staff of the organization a regular part of the program. There are several

types of planning activities, including strategic planning, long-range and operational planning, which

identifies annual goals. Effective planning is not a one-time activity, but instead should provide

opportunities for reflection on how to improve the organization’s performance. [iNACOL Standard D,

2009]

Online Programs: iNACOL Standard F: Commitment: In a quality online program governance,

leadership and staff are responsible for creating an organization that demonstrates a commitment to

attaining the program’s goals and mission statement. Everyone within the organization understands the

mission statement and works to achieve it. [iNACOL Standard F, 2009]


________________________________________________________________________________

93

Online Programs: iNACOL Standard I: Integrity and Accountability: In a quality online program,

leadership is transparent in its management of the program, providing regular and timely information on

progress towards attainment of goals, alignment with policies and standards, and achievement of

student learning outcomes. [iNACOL Standard I, 2009]


Broad-Based and Collaborative

A3.1. Indicator: The school’s broad-based, collaborative planning process is a continuous improvement

cycle that a) assesses data to determine student needs, b) collaboratively determines and implements

strategies and actions and c) monitors results.

A3.1. Prompt: Determine the effectiveness of the continuous school improvement planning process to

ensure that it is broad-based, collaborative and fosters the commitment of the stakeholders.


Rosemont High School undergoes a categorical budget process review at

the district office every December. This meeting informs the school

administration and that information is then shared with various leaders on

campus. One example would be the School Site Council (SSC), who

advises and consults with the school’s administrative staff regarding

budget and the needs of English Learners (ELs), at-risk, and low

performing students. SSC is comprised of certificated and classified

employees, as well as students, parents and community members.

Rosemont High School has had a difficult time recruiting parents and

community stakeholders to participate in English Learner Advisory

Committee (ELAC) meetings so the ELAC and SSC meetings have been

combined to make sure that employees (classified and certificated),

students, parents and community members are able to weigh in on

decisions related to budget, EL learners, at-risk and low performing

students’ needs.

Leadership, a committee which represents each department on campus

meets once a month to engage in joint decision-making as well as to

obtain information from the administrators and the district office. In order

to foster clear communication amongst the whole staff, participants in

Leadership are expected to share the meeting agenda items and the

changes in policy or procedure with the remaining members of their

respective departments, and solicit feedback from their peers.

Academy leadership (LEAD, ECD and RHS Culinary) meet with the

administration on a regular basis and as needed to make decisions about

curriculum, budget, student engagement and promotion of the academies.

Single Plan for Student

Achievement

School Site Council

Meeting Agendas and

Minutes

English Learner Advisory

Committee Meeting

Agendas and Minutes

Leadership Meeting

Agendas and Minutes

Pathway Meeting Agendas

and Minutes


________________________________________________________________________________

94

The Linked Learning Academies (ECD and RHS Culinary) meet with

Advisory industry partners on a regular basis to foster the communication

between the school and our partners. The industry partners consult the

academies to make sure that they are relevant to the most current industry

standards.


and Minutes

Single School Plan for Student Achievement Correlated to Student Learning

A3.2. Indicator: The school’s Single Plan for Student Achievement (SPSA) is directly correlated to and

driven by the analysis of student achievement data and aligned with district LCAP.

A3.2. Prompt: How do staff ensure that the analysis of student achievement of the critical learner and

college- and career-readiness needs, schoolwide learner outcomes, academic and career-readiness

standards, and the California School Dashboard data are incorporated into the SPSA and impact the

development, implementation, and monitoring of the SPSA and the LCAP?


RHS administration ensures that the analysis of student achievement of

the critical learner and college-and career-readiness needs, schoolwide

learner outcomes, and academic and career-readiness standards are

incorporated into the SPSA and impact the development, implementation,

and monitoring of the SPSA and the LCAP.

Rosemont High School believes in developing relevant, career and

college expectations for all students to achieve. Decisions made by the

administration are made around the three academies, in conjunction with

the Academy Leads, so that students are college ready in LEAD, as well

as planning and aligning career and technical education courses that are

relevant and industry aligned, which support both industry and the college

going culture. Students who are not in one of these three academies are

placed in college preparatory courses as well and can select from many

advanced and Advanced Placement (AP) courses to receive an equally

rigorous education. Non-academy students are also permitted to take CTE

courses without being an academy student.

Additionally, the SPSA is continuously revised throughout the year and

shared with pathway leads, Leadership, industry advisory groups, school

site council and ELAC.

Single Plan for Student

Achievement

Local Control and

Accountability Plan

English Learner Advisory

Committee Meetings and

Agendas

School Site Council

Meeting Agendas and

Minutes

Leadership Meeting

Agendas and Minutes


and Minutes

Staff Actions/Accountability to Support Learning

A3.3. Indicator: The school leadership and staff demonstrate shared decision-making, responsibility,

and self-reflection on actions and accountability for implementing practices, programs, actions, and

services that support student learning.

A3.3. Prompt: Determine the effectiveness of the processes and procedures for involving staff in shared

decision-making, responsibility, and self-reflection on actions and accountability to support student

learning throughout all programs.


________________________________________________________________________________

95


With a focus on academic achievement, site programs are initiated or

further developed based on student needs as assessed by administration,

staff and the counseling team through meetings, ongoing analysis and

discussion of data. Core academic departments use common assessments

and practices, but also recognize the importance of individual classroom

assessments. Teachers administer common department and district

assessments, but also utilize individual formative assessments. Core

departments are starting to use the data from these common assessments

to improve delivery of instruction and pacing. This has allowed faculty to

collaborate on best practices – across disciplines, creating a more

consistent academic environment.

At the teacher leader level, the Leadership Committee is becoming more

effective at disseminating policy information and passing along

departmental concerns.

Additionally, the RHS administration meets with counselors once a week

to analyze student data such as A-G on track, graduation on track, credit

recovery needs and FAFSA completion. Course offerings for each school

year are made in conjunction with academies and industry partners,

departments, and counselors.

Finally, student data is accessible to every teacher in Infinite Campus, for

the purpose of determining the effectiveness of educational programs,

especially as they relate to CELDT, ELPAC, SBAC ELA, SBAC Math,

AP courses and AP Readiness, PSAT and SAT, as well as with SST,

IEP, 504, and SART meetings.

Staff Meeting Agendas

Leadership Meeting

Agendas and Minutes

Counseling Department

Meeting Agendas

Infinite Campus Data

Internal Communication and Planning

A3.4. Indicator: The school has effective existing structures for internal communication, planning, and

resolving differences.

A3.4. Prompt: Evaluate the effectiveness of the existing structures for internal communication,

planning, and resolving differences among the staff or administration.


At RHS communication is very important to the administration staff,

parents and students. The number of whole staff meetings has decreased

over the years, so that teachers can plan more effective instruction and

develop common assessments. Email, the weekly staff bulletin and the

school website have become the primary methods of communicating with

staff, parents, community members and students. The principal sends a

weekly bulletin to all staff, including upcoming events, accolades, and

reminders of school protocol. The principal sends a weekly “messenger”

Staff Meeting Agendas

Weekly Staff Bulletins

Weekly Messengers on

Website


________________________________________________________________________________

96

via Infinite Campus, the school’s information system. That message,

primarily directed at the parent/guardian, is turned into a posting on the

website.

Rosemont is resurrecting the liaison committee in effort to improve and

maintain a positive relationship between administration and staff. All

staff meetings allow time for SCTA business and the time allocated

fluctuates with the amount of information being communicated.

The Rosemont student handbook is being continually revised and posted

to the school website so that students and parents understand policies,

procedures and expectations of behavior.

Liaison Committee

Meetings and Reports

Student Handbook

A4. Staff: Qualified and Professional Development Criterion

A qualified staff facilitates achievement of the student academic standards and the schoolwide learner

outcomes through a system of preparation, induction, and ongoing professional development. There is a

systematic approach to continuous improvement through professional development based on student

performance data, student needs, and research.

Online Programs: iNACOL Standard E: Organizational Staffing: A quality online program

recognizes appropriate levels of staffing are critical to the success of an online program. Staff should

be well-trained in order to successfully meet their performance goals, and are provided with

appropriate levels of support, resources, feedback and management. [iNACOL Standard E, 2009]


Qualifications and Preparation of Staff

A4.1. Indicator: The school has confidence in district procedures to ensure that staff members are

qualified based on staff background, training, and preparation. The processes to assign staff members

and provide appropriate orientation for all assignments maximizes the expertise of the staff members in

relation to impact on quality student learning.

A4.1. Prompt: Evaluate the effectiveness of district procedures to ensure all staff members in all

programs, including online instruction, are qualified for their responsibilities and that the process to

assign staff members and provide an appropriate orientation process, including online instruction and

focused programs, maximizes the expertise of all staff members in relation to impact on quality student

learning.


All tenured staff are properly credentialed and qualified. Teachers who

are hired on an intern or emergency credential basis are in the process of

completing any credentials needed under supervision of the district.

SCUSD’s Human Resources Department monitors the hiring and the

credentialing process annually by reviewing California Board of

Education information. Upon being hired, teachers new to the profession

are supported through enrollment in a district induction program where

HR Data


________________________________________________________________________________

97

they are matched with a mentor teacher as new teachers work towards

clearing their teaching credential.

Staff development occurs multiple times throughout the year based upon

feedback from staff during the school year and from the prior year. In

addition, district mandates determine some of the training in which staff

will participate throughout the year. Last year, English adoption and

benchmark training was required by all of Rosemont’s ELA teachers.

Last year, social science teachers who are teaching geography and

contemporary global issues were required to attending training at the end

of the year and a week-long session in the summer as the contemporary

global issues course was changed to ethnic studies. Due to last minute

timing/ announcements by the district office not all of the teachers were

trained. This year the course is in pilot status and all of the teachers will

be required to attend the training before the 2019-2020 school begins.

Trainings/Sign-ins

Defining and Understanding Practices/Relationships

A4.2. Indicator: The school implements a clear system to communicate administrator and faculty

written policies, charts, and handbooks that define responsibilities, operational practices, decision-

making processes, and relationships of leadership and staff.

A4.2. Prompt: Evaluate the system used to communicate administrator and faculty written policies,

charts, pacing guides and handbooks that define responsibilities, operational practices, decision-making

processes, and relationships of leadership and staff. Determine the degree of clarity and understanding

of these by administration and faculty.


The main system to communicate written policies, define

responsibilities, operational practices, decision-making processes, and

relationships of leadership and staff is the staff handbook. The staff

handbook is posted to the Rosemont High School’s website and revised

as needed. This handbook is made available in print to new staff and

student teachers at the beginning of each school year during a “New

Teacher Orientation”.

Often clarification of these policies and procedures is necessary and

questions can be clarified through direct administrator contact,

Leadership and department meetings as well as the Liaison Committee.

Pacing guides, when available, are disseminated through the district’s

Academic Office. Many departments are without relevant and updated

pacing guides. The focus from the district office is English language arts

and mathematics.

Staff Handbook

Orientation Information

Meeting Notes

Textbooks/Curriculum


________________________________________________________________________________

98

Support of Professional Development/Learning and Measurable Effect on Student Learning

A4.3. Indicator: The school effectively supports professional development/learning with time,

personnel, material, and fiscal resources to facilitate all students achieving the academic, college- and

career-readiness standards, and the schoolwide learner outcomes.

A4.3. Prompt: Determine the effectiveness of the professional development support, time and resources

to meet the needs. To what measurable effect have the professional development/ learning activities,

including coaching and mentoring, had on student learning.


In 2016-2017, SCUSD moved all schools to an early release Thursday so

that schools could effectively use professional development time within

the contracted day. Early release Thursday, also known as Common

Time (CT), allowed school leadership to begin to plan an effective use of

this time.

In 2016-2017, the administration decreased the number of whole staff

meetings and created a flexible calendar in an attempt to adequately meet

the needs of departments, pathways, and grade level teams. After

determining the need to use CT more effectively based on feedback from

teachers, Rosemont began working with a consultant to build primary

teams, which has allowed Rosemont to start to build a more cohesive

culture, especially when it comes to grade-level teams who are focused

on common pacing and common assessments.

The school engages the district office for professional development as

requested or as needs arise. Over the past three years Rosemont has had

district office personnel guide the staff through a series of trainings on

“academic Discussion”. The work is not complete; however, more

classrooms across campus have altered their physical environments to

promote academic discussion and more evidence of students engage

students over content has been evidenced.

Instructional assistants have had some training centered around

supporting classroom teachers. This work helped the instructional

assistants understand what school leadership was expecting in the

classroom, across campus for support regardless of classroom or teacher.

ECD and RHS culinary, with the support and guidance of the

administration, coordinate professional development to support each

academies specific needs. In 2016-17 and 2017-18 both academies

underwent radical curriculum changes/adoptions. The district office’s

Linked Learning/College and Career Readiness department was

instrumental in supporting this herculean effort with the support of

outside consultants from CCASN the College and Career Academy

Support Network from the UC Berkeley School of Education. Ongoing

support from district sector coaches and academy coaches guide

SCUSD Contract

Bell Schedule

Agendas/Minutes

Consultant Information

PD Agendas

Support Training Info

Meeting Agendas and

Minutes


________________________________________________________________________________

99

professional development for these academies, their leadership and their

teachers with on-site and off-site support for academy certification.

A4.3. Additional Online Instruction Prompt: Evaluate the processes and procedures for involving

online staff members in professional development activities that enhance the use of technology in the

delivery of instruction and support student learning.


Online teachers at Rosemont are also classroom teachers, therefore it can

be difficult to meet as a whole group. However, the online teacher group,

who monitor credit recovery through Accelerate Education (AE), have

met with the district office support personnel for an initial training, met

with administration several times 2017-2018 to consolidate procedures

and processes, and will meet again in 2018-2019 to share best practices.

The district office offers an online Google sheet that serves as the

district-wide user’s manual for AE and can receive JIT support from the

district office personnel or from the AE support staff online.

Online Platform

Supervision and Evaluation

A4.4. Indicator: The school implements effective supervision and evaluation procedures in order to

promote professional growth of staff.

A4.4. Prompt: How effective are the school’s supervision and evaluation procedures?


The evaluation process is as follows: Pre-conference meetings are

scheduled and expectations are discussed before teacher is evaluated,

two evaluations occur every other year for tenured teachers and twice a

year for non-tenured teachers until tenure is reached. A detailed

evaluation is written up and a post conference is scheduled for debriefing

of findings. The evaluation system is designed to be supportive and

reflective of best teaching practices. The evaluation process as a tool to

promote professional growth is seen to be effective. When a teacher does

not meet expectations, that teacher is told areas in which improvements

need to be made to become a better/more effective teacher.

SCUSD Conference

Templates/Evaluations

A4.4. Additional Online Instruction Prompt: How effective is the school’s supervision and evaluation

procedures in order to promote professional growth of online instructional staff, including their

technological competencies and use of technology within the curriculum, and their fulfilling

requirements for quality student-teacher interaction?


At Rosemont, the only online instruction is for credit recovery, the

vendor, Accelerate Education, provides pre-packaged curriculum and a

highly qualified remote teacher who guides the student online as well as

evaluates assessments. Professional growth in this program is minimal at

Accelerate Curriculum


________________________________________________________________________________

100

best, once teachers can navigate the AE interface, support students with

technical issues in the class and supervise students on task behavior they

are proficient.

An Assistant Principal meets regularly with AE teachers to review

student progress and address any issues with the program and/or

technology to ensure success for students and AE lab teachers. The

district provides reports on a monthly basis that the AE teacher is

expected to review and then take the appropriate action, tasks such as:

suspending a student’s coursework for inactivity, post a student grade in

Infinite Campus, or add a student to a new course. The work for an AE

classroom teacher is simply to keep students on task and productive.

AE Progress Reports

5. Resources Criterion

The human, material, physical, and financial resources are sufficient and utilized effectively and

appropriately in accordance with the legal intent of the program(s) and LCAP to support students in

accomplishing the schoolwide learner outcomes, academic standards, and college- and career-readiness

standards.

Online Programs: iNACOL Standard G: Financial and Material Resources: A quality

online program has adequate financial and material resources to accomplish the mission of the

organization. These resources are appropriately planned for and expended using sound business

practices. [iNACOL Standard G 2009]


Allocation Decisions and Their Impact

A5.1. Indicator: There is a relationship between the decisions about resource allocations, the district’s

LCAP and the Single Plan for Student Achievement (SPSA), the school’s vision, mission, the

schoolwide learner outcomes, critical student learning needs, academic standards, and college- and

career-readiness standards. The school leadership and staff are involved in the resource allocation

decisions.

A5.1. Prompt: Evaluate the extent to which the resources are allocated to meet the school’s vision,

mission, the schoolwide learner outcomes, the critical student learning needs, the student needs

identified in the district LCAP and the SPSA, the academic standards, and the college- and career-

readiness standards. Determine the extent to which leadership and staff are involved in the resource

allocation decisions. What impact has the process for the allocation of resources made on student

learning?


Rosemont High School evaluates our resource needs comprehensively

and addresses those needs based upon the mission, vision, SLOs, SPSA,

and district LCAP. There are numerous funding sources with variable

categorical requirements to serve all of the departments, programs,

student organizations, etc. Advisory committees like School Site Council

LCAP

School Budget

Linked Learning Budgets

Linked Learning P.O.

Requests


________________________________________________________________________________

101

and ELAC are used to review student needs and funding guidelines to

make recommendations for appropriate spending.

● Academies look toward short and long range goals to request

spending from district sources within the assigned budgets.

Student organizations fundraise appropriately to reach defined

goals.

● Parent assistance groups, such as PTSA and Boosters also

contribute appropriately.

● Decisions on spending are requested through proper channels and

transfer through checks and balances to ensure proper funds are

appropriately used, governed by guidelines from LCAP and

SPSA.

● Much of the allocation of categorical funds are decisions made at

the State and district levels.

● Teachers are encouraged to attend SSC to weigh in on the school

budget; however, few will do so unless there is a question

regarding funding that cannot be satisfied by the administration on

the school site controller.

Linked Learning Meeting

Agendas

Practices

A5.2. Indicator: There are district processes and practices in place for developing an annual budget,

conducting an annual audit, and at all times conducting quality business and accounting practices.

A5.2. Prompt: Evaluate the effectiveness of the school’s processes in relationship to district practices

for developing an annual budget, conducting an annual audit, and at all times conducting quality

business and accounting practices, including protections against mishandling of institutional funds.

(Note: Some of this may be more district-based than school-based.)


Rosemont High School operates budget decisions under the framework of

the district accounting system. Each categorical area is issued a budget

number, and funds are allocated to this number according to needs,

numbers of departments/programs served, and program costs.

● All accounts are tracked on an encumbered/unencumbered basis,

and site and district staff monitors each account according to

area/type.

● Account numbers and spending limits are assigned to departments

and programs.

● Requisitions are used to request any spending through Purchase

Orders.

● Equipment, supplies, transportation, substitutes, and other

categorical needs, are assigned numeric codes within the budget

number. Requests are used to generate Purchase Orders to spend.

After spending, receipts and invoices are submitted for payment to

the school site controller or district budget department to approve

School Budget

District Budget Allocations

for Special Programs

Requisitions / Purchase

Orders


________________________________________________________________________________

102

spending as a checks and balance system.

Facilities

A5.3. Indicator: The school’s facilities are adequate to meet the students’ learning needs, support the

educational program (i.e., accomplish the vision, mission, and the schoolwide learner outcomes) and are

safe, functional, and well-maintained.

A5.3. Prompt: Determine the extent to which the facilities enable the school to maintain a learning

environment to meet the educational health and safety needs of students.


Rosemont High School was built in 2003, it is the newest comprehensive

high school in SCUSD it very easily meets the student needs as a

learning environment to meet the educational health and safety needs of

students.

Annual F.I.T. Report

Instructional Materials and Equipment

A5.4. Indicator: The policies and procedures for acquiring and maintaining adequate instructional

materials and equipment, such as textbooks, other printed materials, audio-visual, support technology,

manipulatives, and laboratory materials are effective.

A5.4. Prompt: Evaluate the effectiveness of the policies and procedures for acquiring and maintaining

adequate instructional materials and equipment, such as technology tools and software, the support

systems for technology, software, textbooks, other printed materials, library media resources,

manipulatives, and laboratory materials for instruction including online.


The process for acquiring supplies at Rosemont typically starts the

controller. Teachers who need day to day classroom supplies can request

them from the supply room. If the request from a teacher is over $50

then that request is forwarded to the administration. If it is a request for

technology or software, the request goes to an Assistant Principal, if it is

over the threshold and is not related to technology the requests goes to

the Principal. If approved, the Principal determines the best categorical

funds in which to use for the request (LCAP, EL, Title I).

If the request is for textbooks or other resources, the request typically

starts with the administration who determine whether the purchase is a

school site purchase or a request from the district.

● If district funds are to be used to purchase new textbooks, the

administration contacts the Assistant Superintendent of

Curriculum at the district level, who then approves the

requisition and begins the purchase process or denies the

purchase.

Supply Request Logs

Requests for Purchases


________________________________________________________________________________

103

● Occasionally a department will make a request for items and the

Principal and the controller will determine if there is an

appropriate funding source.

● Rosemont has been slowly working on providing each math

teacher with a class set of graphing calculators. There are several

classes to go. However, the math department has worked on a

plan for sharing the calculators when possible.

While technology in the classroom has been a challenge at Rosemont,

the school is working towards increasing the student:computer ratio. The

district adopted new curriculum for the high schools, which is very

technology intensive, and they have required the department to give

quarterly benchmark assessments. This unfunded mandate made it

difficult for all of the departments to use the technology equitably, but

administration funded the purchase of four Chromebook carts for

English, which was unanimously approved by School Site Council.

Computer Carts

SCC Minutes

Well-Qualified Staff

A5.5. Indicator: Resources are available and used to enable the hiring, nurturing, and ongoing

professional development of a well-qualified staff for all programs, supporting the school’s vision,

mission, schoolwide learner outcomes, and identified student learning needs.

A5.5. Prompt: Determine if the resources are available and used to enable the hiring, nurturing and

ongoing professional development of a well-qualified staff for all programs, supporting the school’s

vision, mission, schoolwide learner outcomes, and identified student learning needs.


Resources are available to staff to conduct professional development, as

well as to continue that work throughout the school year and summer;

those efforts are aligned to the school’s vision, mission, schoolwide

learner outcomes, and identified student learning needs.

● All departments have professional development opportunities in

the form of release days throughout the school year and over the

summer to gain a deeper understanding of their curriculum.

● English and mathematics will have more work sessions

sponsored by the Academic Office to continue the conversation

around the students’ results, how to interpret them and what

instructional moves may address any deficits.

CTE instructors will meet at least quarterly at the district office in their

advisory to determine their needs as a whole group as well as individual

school sites.

Rosemont High School has resources to continue the professional

development centered on “Academic Discussions” from district experts.

Plans were made to have district personnel conduct training on the latest

Budgets

Release Day Agendas

Meeting Notes


________________________________________________________________________________

104

iteration of Google Classroom; however, the district personnel prepared

to conduct that training has moved to a different position and the position

remains vacant. If that continues several of our staff have offered to

conduct that training.

Long-Range Planning

A5.6. Indicator: The district and school’s processes for regularly and effectively aligning the Local

Control Accountability Plan (LCAP) with site resource decisions ensures the continual availability and

coordination of appropriate funds to support students’ achievement of the schoolwide learner outcomes,

critical student learning needs, academic standards, college- and career-readiness indicators and

standards, and schoolwide learner outcomes.

A5.6. Prompt: Evaluate the effectiveness of these processes.


The Principal, ELAC and SSC discuss and approve major expenditures in

alignment with LCAP, especially as they relate to supporting students’

achievement of the schoolwide learner outcomes, critical student learning

needs, academic standards, college- and career-readiness indicators and

standards, and schoolwide learner outcomes.

LCAP

Agendas and minutes of

school site council meeting

Agenda and minutes of

ELAC meetings


________________________________________________________________________________

105

ACS WASC Category A. Organization: Vision and Purpose, Governance, Leadership, Staff, and

Resources:

Summary, Strengths, and Growth Needs

Review all the findings and supporting evidence and summarize the degree to which the criteria in

Category A are being met.

Include comments about the degree to which these criteria impact the school’s ability to address

one or more of the identified critical learner needs (Task 2, Chapter II).

Summary (including comments about the preliminary identified critical learner needs)

Rosemont High School is working actively to communicate the school vision and purpose with students,

parents, and the community. The administration regularly communicates to the stakeholder groups

through the website, email, and the Infinite Campus Messenger System. There are also opportunities to

communicate in after school meetings. The challenge Rosemont High School experiences is the lack of

parental involvement; ELAC, school site council, and Boosters all face the challenge of attracting and

retaining parent or community volunteers to share in the decision-making process. Communication from

administration to the teachers occurs through the Principal’s Weekly Bulletin, and the weekly messenger

is delivered to families via the student information system. These messages, as well as the daily student

announcements, are posted on the school website. Rosemont High School’s Mission statement is to

“Offer rigorous, relevant instruction for a world in need of critical thinkers.” The vision states,

“Rosemont students thrive in a rigorous, structured, and supportive environment through which

graduates are prepared to meet the demands of college and career. Regardless of the paths they choose,

Rosemont graduates are lifelong learners who give back to their communities.” This message is one that

is vital to the growth of the school and the work within the academies; communicating this vision is an

important to Rosemont and its community.

Prioritize the strengths and areas for growth for Category A.

Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and

Resources: Areas of Strength

● ECD has incorporated a large number of industry partners, and LEAD has created a strong

community service component, both of which connect our school and our students with the

community.

● There are many opportunities for families and community members to be involved.

● Credit recovery programs have enabled many students to get back on track for graduation and

assisted with the increase in the graduation rate.

● Pathway leadership and administration are in close communication and understand the collective

goals; advisory in the pathways has been an important source for designing the current

curriculum and building the key infrastructure.

● Teachers are working toward administering common department and district assessments, but


________________________________________________________________________________

106

also regularly utilize individual formative assessments.

● The re-creation of the Liaison committee is a plus for improving communication and airing of

issues.

● The number of whole staff meetings has decreased over the years, which has enabled teachers to

plan more effective instruction and develop common assessments.

● More information, such as weekly bulletins and student handbook, is shared with parents and the

community on the school website.

● Rosemont High School was built in 2003. It is the newest comprehensive high school in SCUSD.

It very easily meets the student needs as a learning environment to meet the educational health

and safety needs of students.

Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and

Resources: Areas of Growth

● RHS Culinary is a relatively new, but promising program that Rosemont offers; however, the

program features a three year sequence, yet only one culinary teacher. This program can be

expanded upon with more staffing.

● The fourth pathway, Arts, Media, and Entertainment (AME), will be key to attracting more

students to the site and providing more opportunities for our current population.

● Both ECD and Rosemont Culinary need to strive to develop rigorous and engaging cross-

curricular projects at all grade levels; more opportunity for collaboration could assist with this.

● Communication from the Principal is robust; however, not all staff members read the staff

Weekly Bulletin or consult the website for information regarding campus events.

● The greater school community (parents, business, and the community) had limited involvement

in the development or refinement of the vision, mission, and schoolwide learner outcomes, and

there is a need to include more stakeholders in that process in the future.

● All stakeholders need a stronger understanding the ESLOs, Vision, and Mission statements.

● While a plethora of opportunities for parent engagement exist, Rosemont is struggling with

maintaining regular parent involvement.

● Additional professional development could improve teacher use of the Infinite Campus program,

especially as additional areas in the program are opened/added.

● Vacant positions have not always been filled quickly, which has resulted in classes being taught

by substitutes who do not have content knowledge or pedagogical training.


________________________________________________________________________________

107

Category B: Standards-based Student Learning: Curriculum

B1. Rigorous and Relevant Standards-Based Curriculum Criterion

All students participate in a rigorous, relevant, and coherent standards-based curriculum that supports

the achievement of the schoolwide learner outcomes, academic standards, and college- and career-

readiness standards in order to meet graduation requirements. Through standards-based learning (what is

taught and how it is taught), these are accomplished.

Online Programs: iNACOL Standard J: Curriculum and Course Design: A quality online program

will have a well thought-out approach to its curriculum and course design whether it develops its own

courses and/or licenses curriculum from other educational providers. [iNACOL Standard J, 2009]


Current Educational Research and Thinking

B1.1. Indicator: The school uses current educational research related to maintain a viable, meaningful

instructional program that prepares students for college, career, and life.

B1.1. Prompt: Evaluate how effective the school uses current educational research related to the

curricular areas to maintain a viable, meaningful instructional program for students.


Rosemont High School teachers meet every Thursday after school for an

hour for collaboration regarding student growth. Based on research that

highlights the efficacy of small collaborative groups, CT shifted toward

primary teams for collaboration, where teachers work on common

assessments, review student achievement, and share best practices

around student engagement and instruction

Rosemont High School ninth graders participated in a series of Social

Emotional lessons taught throughout the year in their social science

classes. There is an emphasis on Growth Mindset, Self-Management,

Self-Awareness, Responsible Decision-Making, Social Awareness, and

Relationship Skills.

A cohort of Rosemont teachers participated in a series of Professional

Learning Community trainings in the fall of 2017 and the spring of 2018.

Based on the learnings from these trainings, they are leading the work in

course-alike teams to engage in the cycle of continuous improvement.

They are working collaboratively to identify expected student outcomes

for each course, plan instruction, develop common assessments and

create SMART goals to drive instruction.

Academic Discourse is being emphasized and utilized in all content areas

as a strategy to develop student understanding of the content, critical

thinking skills, and oral communication.

CT Template

Data from Trainings

Master Schedule

Lesson Plans

CT Agenda/Minutes

Template

Training PPTs

Classroom Observations

Weekly Staff Bulletin


Assessment Data

Master Schedule

Teacher Lesson Plans


________________________________________________________________________________

108

Teachers received two trainings from the district’s EL coordinator on

strategies to support students who are classified EL in the general

education classroom. While meeting the needs of all of our newcomer

EL students remains a struggle, Rosemont saw large gains with this

population of students on state assessments in recent years. Currently,

newcomer students are in one period of EL support in place of college

prep English as recommended by SCUSD.

Rosemont High School has implemented an Inclusive Practice approach

to support many of our students with special needs. Currently there are

two sections of co-taught English 9, 10 and 11; additionally there are two

sections of math 1 and math 2 and 4 sections of co-taught Physical

Science. The co-teaching structure provides students with mild to

moderate disabilities the opportunity to access rigorous content with

extra supports to ensure success.

Rosemont has one section of men’s leadership and one section of

women’s leadership designed to mentor students potentially at risk,

giving them support and leadership that will help them they navigate

academic and personal challenges

Rosemont High School’s English department has recently attended

multiple trainings on the newly adopted English Curriculum, which is

based on the CCSS. These trainings inform teachers of good teaching

practices and effective delivery of content including differentiation

resources for students below grade level.

Rosemont High School’s Academies and teachers are involved in

professional development hosted by the Linked Learning/College and

Career Readiness department at the district office. The professional

development spans from curriculum design, pacing, effective

instructional practices as well as connecting school academies to industry

leaders for a viable, meaningful instructional program for students. The

research, that a Linked Learning Approach is effective, is evident. In a

SRI Education study from October 2017, the researchers found that the

Linked Learning Approach increased the likeliness of students

completing high school than their peers, Linked Learning students were

more likely to enter college than their traditional high school peers and

they were more likely to persist through their second year of college.

Following a Linked Learning approach, according to the “What Works

Clearinghouse” is a method for preventing dropouts.

New teachers at Rosemont participate in a two year induction program

where they receive one-on-one mentoring from a veteran teacher.

New Teachers/ Mentors

Agenda

Meeting Notes

(http://www.linkedlearning.

org/en/about/linked-

learning-in-

california/evidence-of-

effectiveness/)

Induction Programs

http://www.linkedlearning.org/en/about/linked-learning-in-california/evidence-of-effectiveness/






________________________________________________________________________________

109

Rosemont High School applied for and was awarded the Gear Up Grant.

The Gear Up Grant will support the work of our math team, in

partnership with the math team from Albert Einstein Middle School to

engage in the process of improving outcomes for students through

professional development for teachers, instructional coaching, support

for intensive data analysis and inquiry and informational materials to

assist teachers, counselors, and administrators to create a college- going

culture.

Meetings Gear-Up

Information

Assessment Data

Site Implementation Plan

Gear-Up Data

B1.2. Indicator: The school has defined academic standards and college- and career-readiness

indicators or standards for each subject area, course, and/or program that meet or exceed graduation

requirements.

B1.2. Prompt: Determine the extent to which there are defined academic standards and college- and

career-readiness standards for each subject area, course, and/or program that meet state or

national/international standards and, where applicable, expectations within courses that meet the UC

“A-G” requirements. (This includes examination of the annual submission of course syllabus approval

to UC for all AP courses. Verify that the facility requirements for "wet labs" are met for all lab science

courses.)


It is SCUSD Policy that all instructional materials align with state content

standards. All core courses (Math, English, and History) are aligned to

the CCSS and utilize standards-based textbooks, and Science is in the

process of aligning to the new NGSS. All other courses adhere to their

given standards as well.

● Non-core/elective courses use national standards and California

Department of Education (CDE) Standards.

● Foreign language courses including Japanese, Spanish and French

use the National Standards for World Language.

● Geography and ethnic studies use the National Geographic

Standard and also the Common Core Standards for English

Language Arts and literacy in the history/social studies, science &

technical subjects.

● Courses like culinary, media production and construction design

follow the Career Technical Education Standards for the

California Department of Education (CDE).

● Music courses (band, orchestra, choir, guitar and piano) use the

CDE standards for Visual and Performing Arts.

● All AP courses submit syllabi annually through the AP Course

Audit to receive approval from College Board; only courses using

syllabi that meet or exceed the college level curricular and

resource requirements for each AP course are authorized. AP

courses are also aligned to meet all necessary A-G requirements.

Textbooks

Curriculum

Content Standards

Lesson Plans

AP Course Syllabi


________________________________________________________________________________

110

The Gear Up Grant will support the work of our math team, in

partnership with the math team from Albert Einstein Middle School to

engage in the process of improving outcomes for students through:

● Professional development for teachers

● Instructional coaching

● Support for intensive data analysis and inquiry informational

materials to assist teachers, counselors, and administrators to

create a college- going culture

● Work with the principal and math teachers to development

activities with a cohort of peers Engage in a regional community

of practice

New as of January 2019, Rosemont will participate in Breakthrough

Success Program which supports freshman success in high school.

In the English Curriculum, each selection/writing assignment has the

corresponding standard listed so that it is clear what standard is being

addressed. Additionally, there are pacing guides within departments to

ensure that all the standards are being taught. In these guides, the

curriculum and corresponding standards are mapped out for the year.

Any supplemental material that teachers use is also standards-aligned.

The science department works to provide opportunities for deep critical

thinking skills in a tangible way through lab portion of the curriculum in

our classes. The science department teams collaborate to create formative

assessments to determine whether or not students are meeting learning

objectives. Discussions of best practices are encouraged and are

becoming more prevalent. In addition, discussions continue be held on

how to best assist struggling learners as well as how to provide

additional real-world learning opportunities

Academy trainings/collaboration time focus on the development of

relevant, congruent, applicable, and rigorous curriculum. Educational

research has also shown that students who are involved in smaller

programs within a large comprehensive school feel more connected, and

oftentimes, they perform better in school. Using this research as a

foundation, Rosemont has designed the ECD, Culinary, and LEAD

academies to lead students not only through high school, but also into

college/career readiness.

All students in SCUD must complete and pass a senior project as a

graduation requirement; requirements for the senior project are

standards-based. Rosemont seniors regularly excel with these projects

and often complete more than what is required by the district.

Gear-Up Information

Meeting Agendas

Breakthrough materials

Meeting agendas

My Perspectives

Curriculum

Supplementals

Curriculum

Lesson Plans

CT Minutes

Pathway Curriculum

CT Agendas

Senior Project Sample PPTs


________________________________________________________________________________

111

B1.2. Additional Online Instruction Prompts: Evaluate the extent to which the online

curriculum/courses consistently meet state academic standards. Determine if there is effective

integration of outsourced curriculum into the program.


Online courses for credit recovery through Accelerate

Education are aligned with state standards and are board approved. The

curriculum is designed by AE and uses some outsourced curriculum,

such as websites and video clips.

Accelerated Academy

courses recognized on

transcripts

Congruence

B1.3. Indicator: There is congruence between the actual concepts and skills taught, the academic

standards, the college- and career-readiness standards, and the schoolwide learner outcomes.

B1.3. Prompt: Evaluate the extent to which there is congruence or consistency between the actual

concepts and skills taught, the academic standards, the college- and career-readiness standards, and the

schoolwide learner outcomes.


The shift towards a more student-centered classroom is more apparent

than ever before across campus. Students are regularly engaging in

academic discourse to become proficient communicators and tackling

challenging work that reflects the demands of the standards. It is through

these discoveries in this recent WASC cycle that Rosemont was able to

determine the new ESLOs.

Rosemont High School saw rising test scores in state assessments in the

2016-2017 school year. Unfortunately we saw a drop in the scores the

following year. Rosemont High School recognizes a need for common,

formative assessments to monitor and remediate student achievement

and therefore the focus of CT has been creating common assessments

and using data to inform instruction. These assessments are aligned with

the Common Core State Standards. This is still a work in progress and

several primary teams are still in the beginning stages, while other teams

are further along.

Our science department has created a common rubric for assessing

students outcomes when conducting lab experiments. The have agreed

upon desired student outcomes and are collaborating on approaches.

Walk-thru Observations

ESLOs

CT Agendas/Minutes

CT Agendas/Minutes

Science Rubric

Integration Among Disciplines

B1.4. Indicator: There is integration and alignment among academic and career technical disciplines at

the school and where applicable, integration of outsourced curriculum into the program so that curricular

integrity, reliability, and security are maintained.


________________________________________________________________________________

112

B1.4. Prompt: Evaluate to what extent is there integration among disciplines and where applicable,

integration of outsourced curriculum into the program so that curricular integrity, reliability, and

security are maintained.


Rosemont High Schools English department has a partnership with the

English department at Sacramento City College. Our ERWC course is a

developed by CSUS to ensure students are receiving instruction that will

prepare them for success in college courses, without the need for

remediation. Rosemont and Sacramento City College Teachers meet

several times a year and collaborate, norm student work, and discuss

instructional strategies to support desired student outcomes.

In order to teach students the elements of a strong body

paragraph/argument, Rosemont’s English department uses TBEAR,

which is an acronym for Topic, Background, Evidence, Analysis, and

Restatement. The social science department has committed to working, at

all levels, with their students to develop a deeper understanding of what

analysis really is when it comes to reading and responding to text. This

department wide work is in support of the TBEAR work that the English

department is continuing. Currently, social science teachers are

presenting primary source documents to their students, presenting the

main idea or thesis and leading the students through the evidence finding

process. After the evidence is determined, they are working, very

methodically through the analysis process.

Each of the pathways-LEAD, ECD and RHS Culinary- integrate their

curriculum across disciplines at all grade levels.

● LEAD, which is humanities based, coordinates curriculum and

projects between the English and social science teacher.

Additionally, the 10th grade Advanced English teacher works

closely with the AP world history teacher to help students with

the writing demands of the AP exam.

● ECD and RHS Culinary are Linked Learning pathways and are

required to integrate curriculum across disciplines in integrated

projects amongst the cohorted classes. Because both of these

academies recently underwent significant redesign, those projects

are in process.

ERWC Curriculum

Common Assessments for

English 12

Agendas from SCC

meetings

TBEAR Posters

TBEAR Samples

TBEAR Rubric

Pathway Schedules

Pathway Project Samples

Articulation and Follow-up Studies

B1.5. Indicator: The school articulates regularly with feeder schools, local colleges and universities,

and technical schools. The school uses follow-up studies of graduates and others to learn about the

effectiveness of the curricular program.

B1.5. Prompt: Determine the extent to which the school articulates curricular programs and

expectations with its feeder schools, local colleges and universities, and technical schools. Explain how


________________________________________________________________________________

113

the school uses follow-up studies of graduates and others to learn about the effectiveness of the

curricular program.


Rosemont regularly reaches out to middle schools in the district to

advertise all that the school offers. In the fall of every year, students from

our two main feeder schools visit Rosemont during the school day to tour

the campus, learn about each of the pathways and programs, discover the

sports, music, and clubs, and to walk through some classrooms.

Parent Information Nights are held throughout the first semester to

provide parents of students at our feeder schools (as well as other

schools) with multiple opportunities to learn about Rosemont High

School. While these meetings are extremely informative and beneficial,

attendance is not usually very high, which is something that Rosemont

recognizes must be addressed.

In the past two years, SCUSD has offered “Choose Your Future” events,

through which all of the students at the district’s middle schools have the

opportunity to see all of their high school choices as well as the specific

programs at each of the schools. Although this is a positive move toward

a way to inform middle school students about their opportunities, there

has not been much consistency in how the district offers these events, and

they also control how much high schools can present to middle schools.

Though it is not a formalized process, Rosemont students are likely to

receive admission to Sacramento State and UC Davis as long as the

proper requirements are met because of their residency near the

campuses.

ECD receives support from local colleges and universities; however,

those relationships have yet to be formalized with articulation

agreements, dual credit, or preferential admission.

RHS Culinary has an agreement with Los Rios Community Colleges to

provide students with college credit for taking our Capstone Culinary

course.

Rosemont counselors and administrators visit feeder schools each winter

to meet students, advise them about course offerings, and help them fill

out course selection sheets for 9th grade.

Our special education department and/or the department leads meet

several times throughout the year with the special education department

from the feeder elementary schools to discuss appropriate placement for

incoming 9th graders. They also discuss individual student strengths and

areas of need.

Agenda notes

Calendars

Meeting Agendas

PPTs

Brochures

Choose Your Future Info

Brochures

Acceptance rates

Counselor Notes

MOU

Visitation schedules

Meeting Notes/articulation

information


________________________________________________________________________________

114

Rosemont High School offers Honors Geology, which is a concurrent

enrollment course aligned with Los Rios through which students earn

college credit.

Yearly, Rosemont offers College Day, through which students have the

opportunity to attend several workshops put on by various colleges and

our counselors. They learn about the application process, fill out their

FAFSA applications, and hear about opportunities provided by

neighboring colleges.

SCUSD hosts a College Fair each year in the fall at one of the high

school campuses on a rotating basis. Rosemont hosted the fair three years

ago, but regardless of where it is held, students have the opportunity to

attend and learn more about college programs.

Our counselors work with UCs (Merced and Irvine) and CSUs as well as

the local community colleges to provide workshops for all junior and all

seniors and their parents regarding. These workshops take place in

English classes so all students have access, and there are parent nights

held in the evenings throughout the school year. The purpose is to

provide information and support around admissions, programs offered,

college readiness and placement.

Cal-SOAP provides workshops for juniors and seniors around A-G

requirements, testing, steps to college, as well as intensive FAFSA and

financial aid information.

Through the use of the newly acquired College Readiness Grant funds

offered by SCUSD, all sophomores have the opportunity to participate in

college visits. In 2017-18, counselors helped to organize trips to colleges

such as UC Merced, Chico State, UC Berkeley, UC Davis, and

Sacramento State, and similar trips will be offered later in the 2018-2019

school year.

While Rosemont has not had a formalized process in the past in regard to

tracking students post-graduation, with the new PATAI system, the tools

will exist to do so.

Course Syllabus

MOU

College Day Information

Workshop Lists

SCUSD College Fairs

Workshop Information

Agendas

Information Packets

Field Trip Schedules

Pictures

Application Data

PATAI

B2. Access to Curriculum Criterion

All students have equal access to the school’s entire program and are provided assistance with a personal

learning plan to meet the requirements of graduation and are prepared for the pursuit of their academic,

personal, and career goals.

Online Programs: iNACOL Standard H: Equity and Access: A quality online program’s policies

and practice support students’ ability to access the program. Accommodations are available to meet a


________________________________________________________________________________

115

variety of student needs. [iNACOL Standard H, 2009]


Variety of Programs — Full Range of Choices

B2.1. Indicator: All students are able to make appropriate choices and pursue a full range of realistic

college and career and/or other educational options. The school provides for career exploration,

preparation for postsecondary education, and pre-technical training for all students.

B2.1. Prompt: Evaluate the effectiveness of the processes to allow all students to make appropriate

choices and pursue a full range of realistic college and career and/or other educational options. Discuss

how the school ensures effective opportunities for career exploration, preparation for postsecondary

education, and pre-technical training for all students.


Pathways offer students the opportunity to explore a wide range of

career options within a specific industry theme; all incoming students

engage in presentations about the three pathways as well as all of the

course offerings available to them.

● ECD provides students with the opportunity to be involved in

hands on learning in engineering, construction and design. The

ECD academy starts with a 9th

grade course called Foundations

of Residential and Commercial Construction.

● Rosemont Culinary has an articulation agreement with American

River College. Students who complete the advanced section of

the program with an “A” or “B”, may receive college credit for

HM100, Calculations in the Foodservice Industry at ARC. The

Culinary program has also partnered with SCUSD Nutrition. Six

students from the culinary course were hired to work during

lunch service; this partnership allows students to gain experience

and build their resume.

● LEAD is designed to meet the needs of the school’s highest

achieving students. With a commitment to both the classroom

and the community, students in LEAD challenge themselves with

the most rigorous classes that Rosemont offers while completing

mandatory community service each semester. Through this

combination, students gain crucial critical thinking, writing, and

people skills that enable them to be the most competitive in their

college applications. AP, Honors and Advanced courses provide

students the opportunity to participate in high level, rigorous

coursework designed to prepare them for college.

All students have the opportunity to enroll in Rosemont’s CTE (Career

Technical Education) courses. Current enrollment in these classes

includes a wide range of students, from students with IEPs and 504s, EL

students, to high achieving honors students. The three CTE courses,

Pathway Nights

Brochures

Enrollment Data

Course Selection Sheets

Enrollment Data



________________________________________________________________________________

116

culinary arts, digital imaging, and masonry, focus on specific careers but

place emphasis on a full range of basic skills required for entering the

workforce. Generally, 11th

and 12th

graders may participate in the

advanced sections of these courses.

Rosemont provides the opportunity for every student in grades 9-11

(students with special needs included) to take the PSAT exam free of

charge in the fall in order to prepare for the SAT and to have

opportunities for academic scholarships. All 11th grade students take

the SAT in the spring free of charge as well.

Every student enrolled in an AP course is automatically registered for

the corresponding AP exam and the district covers the cost; successful

passing of these exams earn the college credit, which helps students

toward their college goals.

Counselors go into social science or English classes and give College

Career Guidance Instruction lessons to expose students to potential

careers and vocational programs and what educational steps need to be

taken to get there. They have access to college research, college and

financial aid catalogs and brochures, and resources designed to help

students with personal statements, resumes, and interviews.

Post-high school options are presented to students throughout the course

of their high school experience. Counselors are available to meet with

parents and regularly communicate with them via phone and email about

their child’s academic performance and progress towards their individual

learning plan and graduation requirements.

Rosemont counselors review transcripts regularly to ensure on-track

graduation status, present in classes about graduation requirements and

college requirements, and meet with students at least twice per year, or

with greater frequency if a student requires additional support or

guidance. Starting in the 10th

grade, counselors teach the students how to

read their transcripts so they can track their own progress.

The new adopted English myPerspectives curriculum is designed to

create gradual release of teacher facilitation in the classroom. By the end

of each unit, students should be independently demonstrating their

reading, writing, speaking, listening, and language skills.

Students with IEPs are given the opportunity to enroll in classes to

improve their skills with hands on skill development such as

Construction, Culinary 1 and 2, Gardening, Art 2 classes and Music.

PSAT/SAT Data

Schedules

AP Enrollment Data

SCUSD AP Bulletin

CCGI Data

Schedules

Counselor Logs

Counselor Logs

myPerspectives Outline

Enrollment Data


________________________________________________________________________________

117

Accessibility of All Students to Curriculum, including Real World Experiences

B2.2. Indicator: A rigorous, relevant, and coherent curriculum that includes real world applications is

accessible to all students through all courses/programs offered.

B2.2. Prompt: Evaluate students’ access to a rigorous, relevant, and coherent curriculum across all

programs that includes real world applications. To what extent do the instructional practices of teachers

and other activities facilitate access and success for all students?


All coursework at Rosemont is designed with the intent of providing

multiple options for graduates, including 4-year universities, community

college, vocational schools, the workforce, and the military. Across

disciplines, there are high expectations for student achievement.

With SCUSD’s goal of providing students with the most options

possible upon graduation, the shift toward making more students A-G

eligible began in earnest in 2017-2018. Although the culture of all

students being eligible and prepared for college will take time to

implement, Rosemont saw an increase of 6.1% in A-G eligibility.

Rosemont Culinary, ECD, and LEAD Pathways provide students with

the academic and technical skills necessary for success in post-high

school work.

● In RHS Culinary, the cohorted classes have developed courses of

study that relate to the real world such as the 10th

grade focus on

discovering a wide range of issues involving water.

● ECD provides students with hands-on skills, critical thinking

opportunities, and a connection to the real world by teaching

skills that will help students in whatever post-secondary avenue

they choose.

● LEAD not only provides students with the academic skills

necessary for success, but it also teaches students the value of

civic responsibility and community service through its

requirements.

With the shift toward the inclusion model, more students have access to

college preparatory classes while still receiving the necessary supports

their IEPs and 504s require.

The majority of EL students at Rosemont have been redesignated and

are enrolled in classes that support both graduation requirements and

post-high school plans; however, while many higher-level EL students

have been redesignated, more support needs to be in place for newcomer

students who have just arrived and speak little to no English.

Special Needs students are provided with transition plans and services,

which include employment skills, daily living, community based

instruction (CBI), and independent living skills. Students have access to

Syllabi

Curriculum

Lesson Plans

ESLOs

A-G Data

SCUSD Mission

Pathway Curriculum

Enrollment Data

Master Schedule

RFEP Data

Master Schedule

Assessment Results

Workability Data


________________________________________________________________________________

118

services including workability and Department of Rehabilitation to

support them with finding job opportunities both during and after their

high school careers.

Senior projects prepare students by offering real-life experience by

exploring different areas students may be interested in for careers.

Teachers mentor and advise students on their senior projects, and

English teachers, in particular, work with seniors on senior project

research papers.

Sample PPTs/Proposals

B2.2. Additional Online Instruction Prompt: Evaluate the procedures to ensure that students have

access to courses that meet the UC “A-G” requirements, including lab courses.


Students at Rosemont High School have access to Accelerate Education,

an online credit recovery program that is aligned to state content

standards and are A-G approved. However, Rosemont cannot currently

remediate students who have failed science lab classes as there is no lab

component to the online instruction course. Students can take online

credit recovery courses before school, after school and during 3rd and

4th period during the regular school day.

AE Curriculum

Schedules

Student-Parent-Staff Collaboration

B2.3. Indicator: Parents, students, and staff collaborate in developing and monitoring a student’s

personal learning plan and their college and career and/or other educational goals. (This includes the

evaluation of whether online instruction matches the student’s learning style.)

B2.3. Prompt: Evaluate to what extent parents, students, and staff collaborate in developing,

monitoring, and revising a student’s personal learning plan and their college and career and/or other

educational goals.


Rosemont counselors meet a minimum of two times per year with each

student in one-on-one basis to examine transcripts, discuss future goals,

and create a plan to get there. Additionally, counselors visit classrooms to

present CCGI lessons, which engage students in actively planning their

future goals.

Incoming 9th grade students have multiple opportunities during their 8th

grade year to attend district-sponsored High School Fairs, Information

Nights, and Visitation Days; parents are also invited to all of these events

so they are informed of all that Rosemont offers and can help their

students choose the path that is right for them.

Infinite Campus is the most widely used method by teachers for

communicating grades. Students and parents can both access students’

Counselor Logs

CCGI Data

Visitation Day Schedules

Info Night PPTs

Infinite Campus Data


________________________________________________________________________________

119

grades through their personal accounts. In addition, parents, counselors

and administrators use the tool to keep track of academic progress and

know when to intervene to help a struggling student as well as to stay

apprised of graduation progress.

Parents can also request that their student complete a weekly progress

report, which is provided through the counseling office, and many

athletic coaches use the progress reports as a method for ensuring that

their students stay eligible for sports.

All students and parents receive a Student/Parent Handbook at the

beginning of the school year that entails graduation requirements,

pathway choices, available electives, AP information, and multiple other

types of information that help students and their parents to stay on track.

Incoming 9th grade students attend freshman orientation prior to the

beginning of the school year where they receive information similar to

what they can find in the handbook, but they can also attend workshops

regarding how to be successful in high school, how to sign up for a

pathway, how to get involved in sports or clubs, and how to set goals for

their four years.

IEPs are based on students’ academic, social, and behavioral levels and

needs, as well as what is most appropriate for them to access the

curriculum. On an annual basis, parents, teachers, and the student come

together to discuss what is working, what is not, and the best practices

and environment for the student. Throughout the year, case managers

monitor and chart progress of individual students and ensure that students

with IEPs are placed in appropriate classes and working towards meeting

IEP goals. Every three years a Triennial IEP is held to reassess if the

student still qualifies for special education services.

Rosemont provides credit recovery courses online through Accelerated

Education. After school tutoring is offered in the library through the

ASSETs program by teachers. Rosemont teachers are also available for

tutoring hours before and/or after school.

Progress Reports

Student Handbook

Freshman Orientation PPT

IEP Data

Enrollment Data

Post High School Transitions

B2.4. Indicator: The school implements strategies and programs to facilitate transitions to college,

career, and other postsecondary high school options and regularly evaluates their effectiveness.

B2.4. Prompt: Evaluate the effectiveness of the strategies and programs to facilitate transitions to

college, career, and other postsecondary high school options.


In all English classes during 11th and 12th

grade, there are days dedicated

to Cal-SOAP where students receive information about college Cal-SOAP Information


________________________________________________________________________________

120

applications, set goals for their futures, and get hands-on experience

filling out FAFSA and preparing for college. Cal-SOAP meets with

students in both group and individual settings, and they also offer

multiple scholarships for seniors.

In conjunction with Cal-SOAP, Rosemont offers Cash-for-College every

fall so that students have the necessary help to complete FAFSA long

before the March due date.

After school SAT prep sessions for English are offered 3-4 times a year

for interested students. Students learn strategies to manage their time,

attack the questions, and write the essay in such a short time.

Rosemont has ongoing communication with, and strong ties to, local

community colleges and 4-year universities. Representatives from these

institutions come to discuss required high school courses and other

college entrance requirements.

Counselor-led CCGI lessons help students throughout their four years to

determine their interests, research careers, set goals for future plans, and

schedule steps to fulfill their goals.

Rosemont Culinary, ECD, and LEAD all help students with the transition

to their post-secondary plans. Through ECD and Culinary, students

acquire job skills that have them ready to work entry-level positions upon

graduation, and LEAD prepares students to enter 4-year universities by

teaching them to balance difficult classes, community service

requirements, and other responsibilities.

Rosemont’s newly designed ESLOs were created with graduates’ futures

in mind. The school provides students with the ability to contribute to the

world around them in whatever way they most desire, and the foundation

they are given in all of their classes prepares them.

Cash-for-College

Information

SAT Prep PPTs

Sign-Ins

Los Rios Information

CCGI Data

Pathway Information

ESLOs


________________________________________________________________________________

121

ACS WASC Category B. Standards-based Student Learning: Curriculum



Category B are being met.




While different departments are at various stages, Rosemont staff has taken steps towards creating

common assessments within primary teams, and RHS teachers recognize that this is still an area for

growth. Engaging in the cycle of continuous improvement, teachers recognize the necessary move

towards data analysis and the use of the data to align and inform instruction. This will continue to be the

focus of the weekly CT meetings to ensure all students are successfully mastering the standards.

Counselors will continue to use the intervention tools to monitor A-G completion status and will work

with administration to provide appropriate interventions for students who are at risk for failure.

Rosemont will continue to develop the practice of Inclusion with the special education population giving

students with special needs the opportunity to receive the same instruction as the general education

population, thus making them A-G eligible. Rosemont will continue to offer a variety of pathways to

prepare students for college and career once they graduate.

Prioritize the strengths and areas for growth for Category B.

Category B: Standards-based Student Learning: Curriculum: Areas of Strength

● ASSETs provides multiple opportunities for students to partake in a variety of classes for

enrichment while also recovering credits.

● SDC department has developed benchmark assessments in mathematics and English to be used

across all subsections of SDC on a semesterly basis to track student progress and assist in

development of goals for IEPs.

● More information is being provided to students regarding post-secondary options through field

trips to universities, college signing days, FAFSA workshops, pathway networking with industry

partners, etc.

● The development of primary teams has allowed departments to collaborate and plan more

regularly.

● All core courses (math, English, and history) are aligned to the CCSS and utilize standards-

based textbooks, and science is in the process of aligning to the new NGSS. All other courses

adhere to their given standards as well.

● Co-taught classes give the opportunity to have efficient seat placement for high and low students

to help one another. Student data from assessments are being analyzed to help support struggling

students by use of scaffolded materials.

● Rosemont offers a variety of college preparations programs, workshops, and in-class


________________________________________________________________________________

122

presentations for juniors and seniors.

Category B: Standards-based Student Learning: Curriculum: Areas of Growth

● There is still a lack of participation from general education teachers in IEP and SST meetings;

regular scheduling and substitutes could assist with this problem.

● More professional development in a variety of areas (EL, Special Education, instructional

strategies) needs to be provided for teachers.

● While credit recovery programs have enabled students to get back on track for graduation, the

rigor and standards-alignment of the classes need to be examined and enforced.

● Common assessments that appropriately challenge students must be designed and supported by

teachers.

● There is a need for more effective disciplinary policies/intervention programs.

● More consistent and informed data analysis needs to be in place.

● Although the creation of primary teams has provided more collaboration for grade level teams,

more collaboration with teachers outside of that group could benefit teachers.


________________________________________________________________________________

123

Category C: Standards-based Student Learning: Instruction

C1. Challenging and Relevant Learning Experiences Criterion

To achieve the schoolwide learner outcomes, academic standards, and college- and career-readiness

standards, all students are involved in challenging and relevant learning experiences.


Results of Student Observations and Examining Work

C1.1. Indicator: The students are involved in challenging and relevant work as evidenced by

observations of students working and the examination of student work.

C1.1. Prompt: Evaluate the degree to which all students are involved in challenging and relevant

learning to achieve the schoolwide learner outcomes, academic standards, and the college- and career-

readiness indicators or standards. Include how observing students working and examining student work

have informed this understanding.


Rosemont High School utilizes state and national standards to inform

curricular content and instructional activities. Teachers refer to these

standards regularly to develop lesson plans and inform students about

what they are learning and what they will be expected to know as a result

of the lesson.

Rosemont High School recognizes the need for all classes to prepare

students for college and career readiness, and teachers in all courses,

including electives and physical education, are working to incorporate

regular activities and assignments that require critical thinking, analysis,

and written expression.

Since 2017, Rosemont has shifted Common Planning Time (CT) to focus

on Primary Teams as opposed to full department meetings so that

teachers have a regular opportunity to collaborate and use student work to

inform instruction. Teachers are understanding the cycle of data

generated by student work in order to ascertain whether students are

meeting the standards, and then using those findings to plan future

lessons.

Training Specialists in English and Math work with teachers to align

instruction to SCUSD curriculum maps and assist with instructional

planning, including lesson study

The Leadership Team, as well as some grade level leaders from multiple

disciplines, worked extensively with academic consultant Mona

Toncheff, who helped guide teachers towards a more uniform, standards-

based collaborative CT based on analysis of student work, SMART

goals, and teaching strategies.

CCSS-based Lesson Plans

Discipline-specific

curriculum

Class Syllabi

Student Work

CT Agendas

Lesson Plans

Training Specialist

Calendar

Agendas from Release

Days

CT Model


________________________________________________________________________________

124

Rosemont students of all backgrounds are encouraged to join a pathway

where their college and/or career interests can be cultivated, and their

individual learning abilities and skills can grow through instruction by

highly qualified teachers in both core and elective classes. In a survey

administered in Fall of 2018, 89.3% of students reported that they are

aware of the different academies they have available to them at

Rosemont.

The ECD Pathway at Rosemont offers students the opportunity to engage

in hands-on learning in a variety of subjects that are tailored to both

college and career. Students can take Engineering, Construction, and

Design, along with Construction Technology and Advanced

Construction. Teachers in ECD meet regularly to discuss students’

abilities and needs, and use their data to inform their instruction and their

designing of curriculum. Linked Learning provides also provides regular

release time for teachers to collaborate.

The Culinary Pathway offers students the opportunity to learn culinary

skills that will prepare them for both the workforce and for life. Staff of

the Culinary pathway meet regularly to design lessons for Culinary,

Advanced Culinary, and Farm-to-Fork classes, and to determine what

skills students have acquired as well as those that they still need

assistance with to meet the standards of the class.

Teachers in the LEAD Program meet to discuss student progress in the

eight LEAD classes and collaborate across grade levels to build a

cohesive instructional program for students. Of the eight mandatory

LEAD classes, five of them are AP, and those teachers also meet to

discuss instructional strategies and practices. LEAD teachers also instruct

students in real-world community service experiences and help them

design yearly service project presentations based on the Speaking and

Listening standards from Common Core.

Beginning in the 2017-2018 school year, Rosemont High School

followed the district initiative to have as many students as possible

enrolled in A-G classes in order to align with the district initiative to

provide students with as many options as possible for their future goals;

challenging and relevant curriculum exists in all of these classes, which

are designed to provide students with the skills they need for their

futures.

In the last three years, Rosemont High School has moved towards a full

inclusion model with Special Education students (if recommended in

their IEP) and Long Term EL students. In these classes, students are

provided with a rigorous college prep education that enables them to

graduate with the highest number of options possible.

Pathway Enrollment

Master Schedule

Student Survey

Master Schedule

ECD Student Work

Course Syllabi

ECD Agendas

Linked Learning Agendas

Master Schedule

Course Syllabi

Gardens

Culinary Student Work

Culinary Agendas

Master Schedule

LEAD Data

Course Syllabi

LEAD Presentations

AP Exam Data

LEAD Student Work

Master Schedule

A-G Course List

Course Syllabi

Master Schedule


________________________________________________________________________________

125

As a part of the shift towards full inclusion, co-teaching has been a part

of Rosemont High School’s schedule since the 2015-2016 school year. In

some Math, English, and Science classes, Special Education teachers are

paired with content-specific teachers to instruct college prep classes.

These teachers meet regularly to assess their students and use co-teaching

strategies to re-teach necessary concepts, work one-on-one if needed, or

move all students forward.

All seniors at Rosemont complete a Senior Project in order to graduate,

which requires them to independently show mastery of writing, speaking,

listening, and presentation skills. Students write a research paper,

assemble a portfolio, complete a minimum of fifteen hours of challenging

project, and assemble a PPT presentation which is presented to a panel of

judges.

In 9th

—11th

grade English classes, teachers began implementing a new

curriculum in the 2018-2019 school year called My Perspectives. The

curriculum is fully CCSS aligned, and teachers are regularly

collaborating about successful instructional strategies, student successes,

teacher failures, and how all of these can help to ensure that students are

meeting the demands of the CCSS as evidences on common assessments.

In 12th

grade English classes, teachers are in the 3rd

year of ERWC

curriculum implementation. Successful completion of the ERWC class

for senior students allows them to enter college at a conditionally-ready

or ready status (dependent on the colleges), and ERWC teachers work not

only with each other, but also with ERWC teachers from multiple

districts to norm papers, grade common assessments, and set goals to

inform instruction.

Rosemont has entered into a 6-year partnership with GEAR UP, who will

support math achievement. Support providers will assist with teacher

training around effective instructional practice and will also provide

interventions for struggling students.

Teachers in Social Science are working in primary teams to create

common assessments and using that data to inform best teaching

practices and to link to the CCSS anchor standards.

Teachers are also working to shift to a more student-centered classroom

where writing is used more regularly as an assessment tool, and students

are regularly engaging in debates and discussions.

The World Language Department is using the American Council on the

Teaching of Foreign Language (ACTFL) standards for acquiring a

foreign language, where students are assessed through ‘can-do’

Master Schedule

Co-Teaching Planning

Agendas

Sample Senior Projects

My Perspectives

CT Agendas

Student Samples

ERWC Curriculum

ERWC Agendas

Student Work

Gear Up

Integrated Math

Curriculum

Student Work

Social Science Syllabi

Student Work


World Language

Curriculum

Assessments


________________________________________________________________________________

126

statements for each language. The goal is to have a list of ‘can-do’

statements each student is able to do at the end of every semester (ex:

students can explain their hobbies and what they like to do in their free

time, etc.). Student achievement will be measured through ACTFL

standards, and data will reflect the number of students at each proficiency

level, which will inform teachers as how to better support struggling

students while challenging high-achieving ones.

In Science classes, students are challenged with critical thinking on a

regular basis in their labs, assignments, and assessments. Teachers

regularly encourage students to learn through hands-on trial and error, as

that is when most scientific learning can occur.

In Physical Education classes, students are required to work with peers on

a regular basis, and many teachers require students to complete some type

of written assignment throughout the course of the semester.

In Visual and Performing Arts classes, students are required to use

complex critical thinking skills on a daily basis. Teachers in Digital

Media, Art, Ceramics, Guitar, Piano, Orchestra, and Band collaborate by

identifying effective instructional strategies that can be used in any

classroom and use those to design their lessons so that students can use

the skills in college/career.

More students than ever before are challenging themselves by taking AP

classes at Rosemont. Numbers of students taking the test have increased

dramatically as well, but administration and teachers recognize that more

work needs to be done to increase the percentage of students who are

passing the tests. In the Fall 2018 Student Survey, 31.7% of students

reported that they choose not to take the most challenging classes

available to them, which is an alarming increase of 8% from the previous

year, and the school need to work to understand why this is and what can

be done to encourage students to shift this mindset.

In the past three years, many staff members have actively moved towards

creating more student-centered classrooms in which students are

collaborating on a daily basis, discussing content with peers by using

Academic Discourse Language Frames, and relying on each other to

complete assignments and assessments. In a survey administered in Fall

2018, 88.2% of students said they are asked to use academic discourse on

a regular basis, which is an increase of 1.5% from the previous year; 85%

students also reported that collaborate with peers regularly, which is

approximately the same as the previous year’s results. While significant

growth has been made in this area, teachers recognize that they could use

more training on how to structure lessons in this way and how to

incorporate more standards-based accountability in this area.

ACTFL Standards

Science Curriculum

Student Work

PE Curriculum

Student Work

Visual and Performing

Arts Curriculum

Student Work

AP Enrollment

AP Exam Data

Student Survey

Course Agendas/Syllabi

Classroom Seating

Arrangements

Academic Discourse

Posters

Student Survey

Teacher Survey


________________________________________________________________________________

127

With adoption of Common Core and multiple shifts in educational

theory, many teachers are recognizing that multiple instructional

strategies should be incorporated on a regular basis into their classes. In

the both the 2017-18 survey and the 2018-19 survey, approximately 90%

of students reported that their teachers use a variety of instructional

strategies in their classes.

Multiple disciplines are regularly incorporating some form of Socratic

Seminars in their instruction, and teachers frequently invite their

colleagues to observe and give feedback in order to make this a

schoolwide instructional strategy. While some teachers are extremely

comfortable, others are reluctant to use this strategy and would like to

receive more training in doing it.

While writing has become more frequent in classes other than English,

more professional development needs to be provided for teachers who

aren’t as comfortable with assigning or grading writing. Teachers in all

disciplines recognize its importance but would like more assistance in

incorporating it more regularly into their classes so that everything from

simple writing responses to research papers could become a part of all

classes.

Counselors recognize the need for all students to be in rigorous,

challenging classes and counsel them regularly not only about their

current schedules, but also about their future plans and how the classes

that they are in can help them achieve their future college/career goals.

In a student survey administered in Fall 2018, 84.6% of students agreed

that their classes are challenging, coherent, and relevant, which is an

increase of 1.2% from last year; in that same survey, 77.9% of students

agreed both years that the homework they are given is challenging and

relevant. Rosemont staff recognizes that they need to address and work

to understand why 15.4% of students do not feel challenged .

As a result of our self-study, Rosemont stakeholders (staff, students,

parents) realized that our previous Expected Schoolwide Learner Results

were not only outdated, but they were also unknown to a majority of

people. Because of this finding, Rosemont has been able to create new

Expected Schoolwide Learner Outcomes based on the work that has

been done in preparation for WASC. Additionally, the mission and vision

for the school have been revamped, and it is the hope that all teachers and

students will begin to use the newly created ESLOs and Vision and

Mission Statements to guide what they do in the classroom and in the

world outside of Rosemont.

Student Survey

Seminar Rubrics

Seminar Reflections

Seminar Questions

Teacher Survey

Student Work

Teacher Survey

Counseling Logs

Student Course Selections

Student Survey

Teacher Survey

Student Survey

Teacher Survey

Mission/Vision Statements

ESLOs


________________________________________________________________________________

128

C1.1. Additional Online Instruction Prompt: Evaluate the effectiveness of timelines and pacing

guides for completing coursework for asynchronous online instruction.


Through the online credit recovery teachers, students are encouraged to

make adequate progress with a minimum of 3% per week, per the

district guidelines, to continue in the online credit recovery program.

Those that do not make adequate progress are first required to meet with

their counselor and phone conference with a parent. If the lack of effort

continues the student and parent are required to meet with the Assistant

Principal of Instruction and the student’s counselor to create a plan for

the student.

Counseling Logs

Parent Contact Logs

Student Understanding of Learning Expectations

C1.2. Indicator: The students understand the standards/expected performance levels for each area of

study.

C1.2. Prompt: Examine and evaluate the extent to which students understand the standards/expected

performance levels that they must achieve to demonstrate proficiency.


Teachers at Rosemont provide a syllabus or course expectation sheet to

all classes and review the academic and behavioral expectations,

materials required, subject matter to be covered throughout the course,

and grading policies. In many classes, students and parents sign the

syllabus to show understanding of the academic expectations of the

class.

In most classes, through both the curriculum and the teachers, students

are informed of standards-driven expectations and individual

performance levels in order for them to achieve academic standards and

work towards continued academic growth. For students with IEPs, these

goals are spelled out in more specific terms.

In most classes, teachers inform students of the standards that they are

going to meet for the day in either an informal way (agenda) or formal

way (posting of standards). However, while some students are able to

explain the task or assignment they are completing, they cannot

necessarily identify the learning goal or the standard that is being met.

Across curricular subjects teachers provide assignments with rubrics

expressing writing and concept expectations and sample projects and

various forms of modeling prior to having students begin a given task. In

many classes, students use the rubrics to grade the samples/models so

they have a deeper understanding of the standards and expectations of

the task.

Course Expectations and

Syllabi

Student Goal Activities

IEPs

Posting of Standards

Posting of Objectives

Agendas

Goal-setting activities

Rubrics

Models/samples of

assignments


________________________________________________________________________________

129

In some disciplines, teachers are using CT not only to examine student

work, but also to collaborative plan through Backwards Mapping. By

doing this, teachers are planning with the end result in mind, so they are

able to express to students the importance and role of daily activities in

connection to the end goal of the unit.

Students are given feedback in a timely manner to show them what

standards they have met and which ones they still need to improve upon.

In the Fall 2018 Student Survey, 75% of students reported that they

receive relevant feedback on what they have achieved and where they

can improve. While more than ¾ of students feel they receive relevant,

timely feedback, Rosemont needs to address the remaining 25% of

students who don’t feel as if they are receiving this type of information.

Nearly all teachers use Infinite Campus to communicate with students

and parents during the year; grades in Infinite Campus reflect the

student’s performance on standards-based assignments, assessments, etc.

Through Infinite Campus teachers update students on grades as well as

past, current, and upcoming assignments.

Students are also able to view their completed and pending graduation

requirements, attendance, and behavior records, all of which allows

families to be up-to-date on standards-based achievement and graduation

status. While Infinite Campus is an invaluable tool for students and their

families, 30.9% of students report that their parents do not know how to

access the system. Additionally, 19.7% of students report that they do

not access the system weekly, and 23.2% state that their teachers do not

update grades weekly.

Graduation requirements, A-G requirements and other expectations are

also communicated to parents and students in the student handbook. At

the beginning of the year, Rosemont provides a student handbook to

each student and portions of the handbook are reviewed in each class to

ensure student understanding. The handbook includes information on

academic and behavior expectations as well as all school rules, policies,

and procedures.

In most AP classes, teachers discuss the actual AP exam on a regular

basis so that students are aware of what they need to be able to do in

order to past the exam.

In Honors Geology, students are informed of the necessary requirements

and expectations for them to earn the potential dual credit through Los

Rios Community Colleges.

Unit Plans

Backwards Mapping

Feedback on student work

Student Survey

Infinite Campus Logs

Student Survey


Student Handbook

Handbook Review Schedule

AP Classes

AP Prep Sessions

Honors Geology Curriculum


________________________________________________________________________________

130

Differentiation of Instruction

C1.3. Indicator: The school’s instructional staff members differentiate instruction, including integrating

multimedia and technology, and evaluate its impact on student learning.

C1.3. Prompt: Determine how effectively instructional staff members differentiate instruction, such as

integrating multimedia and technology, to address student needs. Evaluate the impact of this on student

learning.


To ensure that all students are involved in challenging learning

experiences, Rosemont teachers differentiate instruction to meet student

needs. Teachers are knowledgeable in basics of differentiated instruction

and how it ultimately strengthens the learning for all students. However,

while teachers know about the many forms, some have expressed a need

for more professional development with the shift to full-inclusion for

Special Education and Long-Term EL students.

Differentiation in delivery of information is practiced regularly at

Rosemont. Teachers use a variety of strategies to scaffold and adapt

instruction to meet the needs of students who vary in skill level, such as

guided reading for literature books, skills building sections of the social

science texts, and the Walch math support materials. Many teachers

across curriculum create their own guided reading handouts that scaffold

vocabulary development, reading comprehension and skill mastery.

Rosemont teachers also understand the importance of seating when it

comes to differentiating instruction for individual learning needs.

Preferential seating can mean placing a student near the board, in a less

distracting seat, and/or by a peer who can act as a peer tutor for

additional support.

During instruction, Rosemont teachers frequently check for student

understanding. This assists them in identifying students struggling with

accessing the curriculum or attaining mastery of a standard. Many

teachers also plan their lessons to break down lengthy instructions and

even formulate certain skills to differentiate instruction.

Many teachers also use altered assessments to determine mastery of

subject matter. In addition to adapting assessments to student needs as

stated in IEPs or 504s, teachers also allow students to pick a type of task

that they feel would highlight their strengths. For instance, in some

classes students are allowed to choose a specific type of assessment to

demonstrate their understanding of a particular topic. While students can

pick how to present information, they can also determine the pace at

which they can work best. Math teachers also identified the need to better

differentiate instruction through their causal system analysis.

Teacher Survey

IEPs

Lesson Plans

Lesson Plans

Student Work

Classroom Observation

Seating Charts

Seating Arrangements

IEPs

Lesson Plans

Classroom Observation

Assessments

Fishbone and Driver

Diagram (See Appendix K)


________________________________________________________________________________

131

Depending on student needs and abilities, many teachers provide extra

time on tests and assignments. General education teachers work closely

and cooperatively with the special education department in both co-

teaching and traditional settings to ensure that students’ needs are met.

Rosemont staff recognizes that differentiation not only applies to meeting

the needs of underperforming students but also to high achieving

students. Therefore, RHS not only offers support for struggling students

but also provides AP courses, Honors courses, and advanced project-

based learning in academies to high-achieving students.

Many teachers use Google Classroom and online curriculum support

programs to assign work to their students, communicate with them, and

to provide more opportunity for one-on-one feedback and differentiation.

To assist students who struggle with written expression, some teachers

offer differentiated assessment in the form of verbal expression such as

podcasts, oral self-evaluations, or recorded groups discussions, all of

which can be emailed to teachers.

Assessments

IEPs

504’s

Tutoring Schedules

Feedback on Assignments

Google Classroom

My Perspectives

Assessments

C2. Student Engagement Criterion

All teachers use a variety of strategies and resources, including technology and experiences beyond the

textbook and the classroom that actively engage students, emphasize higher order thinking skills, and

help them succeed at high levels.

Online Programs: iNACOL Standard K: Instruction: A quality online program takes a

comprehensive and integrated approach to ensuring excellent online teaching for its students. This

process begins with promising practices but is equally committed to continuous improvement and

adaptation to student learning needs through professional development. [iNACOL Standard K, 2009]


Current Knowledge

C2.1. Indicator: Teachers are current in the instructional content taught and research-based instructional

methodology, including the integrated use of multimedia and technology.

C2.1. Prompt: Evaluate the extent to which teachers effectively use a variety of strategies including

multimedia and other technology in the delivery of the curriculum.


Across disciplines, teachers use a variety of reading comprehension,

writing, and critical thinking strategies to engage and challenge students

as well as to enhance their access to curriculum. While some of these

strategies are more utilized in certain disciplines, there has been a

noticeable increase in all departments concerning discussion about “how”

teachers are delivering curriculum as opposed to simply what they are

Lesson Plans

Agendas

Student Work

Teacher Questionnaire/

Home Group Work


________________________________________________________________________________

132

delivering.

● SOAPSTONE

● Facts of Five

● Think/Pair/Share

● Annotation and Summary

● Jigsaw

● Socratic Seminar

● Direct Instruction

● Daily Warm-Ups

● Chunking/Scaffolding

● Graphic Organizers

● Parallel, Station, and Alternative Teaching in Co-Taught

Classrooms

● Entrance and Exit tickets

● Number-Sense activities

● Group Problem-Solving

● Memorization

● Choral Response

● Gallery Walks

● Peer and Self Evaluation

● Modeling

● Demonstration

● Collaborative Groups

Rosemont students note that their teachers use a variety of instruction

strategies to enable the students to access the curriculum; 88.4% of

student survey results stated that there is a variety of teacher strategies

used regularly in the classroom.

Schoolwide, the usage of Academic Discourse Language Frames as a

common instructional strategy in all classrooms has become more

common. Posters are in many classrooms, and students are encouraged to

use the frames in regular classroom discussion, group activities, and

Socratic Seminars. In the student survey, 86.7% of students reported that

they use academic discourse regularly.

AP teachers and some Advanced English teachers attend summer

institutes offered by the College Board in order to gain more knowledge

about current strategies and changes in curriculum.

Most English teachers attended professional development in the 2017-

2018 school year as well as during the summer of 2018 to gain more

knowledge about the new My Perspectives curriculum, including best

practices and strategies to engage students in the whole-group, small-

group, and individual instruction.

Student Survey Data

Academic Discourse

Sentences Frames

Classroom Posters

Student Survey Data

AP Training Documents

My Perspectives Training

Documents


________________________________________________________________________________

133

The administration needs to provide ongoing professional development

that results in a deeper understanding of how to effectively use curricular

materials and how to effectively teach critical thinking and literacy skills,

especially with students in these two subgroups. Staff also need

professional development in the use of technology to support deeper

learning of content in all classes.

12th

grade English teachers (ERWC) meet four times a year with staff at

Sacramento City College to collaborate, discuss best practices to teach

writing, and work with the most recent data about English instruction.

Rosemont High School teachers are fortunate to have access to a large

variety of technology. Currently, we have 10 computer carts, which

allows teachers to create online learning opportunities for their students

on a regular basis. Some teachers have also used Donors Choose to

compile their own class set of computers so that they can be used on a

daily basis. Additionally, teachers and students have access to a library-

media center and computer labs.

Technology is being incorporated more and more throughout the school.

The use of Google Drive and Google Classroom are becoming more

commonly used across disciplines not just to provide a platform for

students to create Docs, Slides, and Pages, but also to allow teachers to

provide feedback on assignments, attach rubrics, and grade assessments.

Beginning in 2018-2019, English teachers are using Pearson’s My

Perspectives curriculum, which has an entire online component. Students

are able to access texts for whole-group, small-group, and individual

instruction, and many students have downloaded the app to their phones

to use in class as well.

The use of online-supported study aids has increased dramatically by both

students and teachers. Programs such as Quizlet and Kahoot are

incorporated into review activities, and students often use them in place of

flashcards and other study methods.

With the shift to CAASPP/SBAC testing where students are expected to

navigate computers to take state-mandated testing, more teachers are

utilizing online programs (either through their provided curriculum or on

their own) to not only familiarize students with the type of testing they

will encounter, but also to collect data to inform instruction in a more

streamlined fashion. Diagnostic and Unit Testing, along with practice AP

testing, are regularly used in college preparatory classes; additionally, the

results for the Fitness tests for Physical Education are uploaded to

Illuminate.

2018 Staff Survey

ERWC Communications

Computer Carts

Google Drive Data

Google Classroom


Lesson Plans

My Perspectives

Bounce Pages

Online Program Info

Lesson Plans

Student Data Results

Lesson Plans


________________________________________________________________________________

134

Besides the use of online technology to enhance learning, teachers also

use a variety of technology-based instructional aids in the classroom. As

with the earlier strategies, not all of this technology is used in every

discipline, but can be found throughout the classrooms at Rosemont.

● Doc Cameras

● Projectors

● Videos/Recordings

● Computer Simulations

● PASCO Data Collection

● Video Editing

● Video Playback

● Electric Guitars/Keyboards

● Electric Kilns

● Metronomes and Tuners

● Notation Software

● Remind.com

● Podcasts/Discussions

● Online Fitness testing

● Cell phones

● Calculators

● Online Diagnostic Testing

According to student survey results from Fall 2018, 89.2% percent of

students agreed that technology is used regularly in their classes to

promote their learning.

While some teachers attend professional development trainings on their

own to stay current on instructional content, as well as how to best deliver

the content, most staff express the need to have more meaningful

professional development opportunities provided by the district.

Rosemont High School has offered Professional Development at CT

sessions occasionally (such as in EL strategies and use of Google Drive),

but most teachers find they need to seek out professional development

opportunity on their own, such as:

● Silicon Valley Math Initiative

● CPR Workshops

● Lifeguard Training

● EL Newcomer Training

● AP/Pre-AP Training

● Curriculum Training

● Museum of Tolerance (Teaching Tolerance)

● Accommodations/Modifications Training

Lessons Plans

Observation

Teacher Questionnaire/

Home Group Work

Student Survey Data

Teacher Questionnaire


________________________________________________________________________________

135

English and Math teachers will receive training and support in the use of

effective instructional strategies through participation in the Gear UP

beginning in the spring of 2019 and the Breakthrough Success program

(possible start in 2020-21.)

Program Materials

C2.1. Additional Online Instruction Prompt: Evaluate how teacher technology competencies are

assessed during online instruction.


Online instruction occurs through the district adopted credit recovery

program. Teachers are not assessed on their online technology

competencies as there are no contractual standards for online teacher

competencies. The online component is monitored through the online

credit recovery which is measured through district-level reports.

AE District Reports

Teachers as Coaches

C2.2. Indicator: Teachers facilitate learning as coaches to engage all students.

C2.2. Prompt: Evaluate and comment on the extent to which teachers use coaching strategies to

facilitate learning for all students. Provide examples such as equitable questioning strategies, guided

and independent practice, project-based learning, and other non-didactic techniques to engage students

in their own learning.


With the shift to a more student-centered classroom, teachers at

Rosemont High School are working to act as coaches at by providing

extensive guided practice and modeling to facilitate learning. Teachers

have also started to rely much more on group work and requiring

students to use inquiry and critical thinking to solve problems as groups

and independently.

Socratic Seminars are used in multiple disciplines across campus to

ensure that the students are the ones having discussions and making

meaning from the content. Teachers introduce the structure and guide

students to critically think and support their responses with evidence, but

seminars are entirely student-run, with the teacher only acting as a

facilitator and overall notetaker.

Students are regularly required to present information they have found

either independently or in a group. Not only are students meeting the

speaking and listening skills this way, but they are also taking ownership

of their learning and becoming more active students.

In section C2.1, there are multiple teaching strategies presented that

teachers are using throughout the campus; these same strategies are also

Lesson Plans

Walk-throughs

Sample Activities

Socratic Seminar Plans

Socratic Reflections

Lesson Plans

Sample Group Assignments

Previous Section



________________________________________________________________________________

136

used to facilitate learning for all students.

Many teachers greet students at the door, use cold-calling/random

response techniques such as name sticks, and organize student seating in

a way that facilitates discussion. Additionally, teachers regularly use

wait time, ask probing questions, encourage students to expand or

clarify, and offer validation/affirmation of student responses.

Teachers also make themselves available to students for assistance on a

regular basis. Many teachers have specific tutoring hours after school or

at lunch, and teachers can often be found working with students at lunch

and encouraging students to advocate for their own learning by coming

to see them.

With the shift to student-centered classrooms, most teachers have

revised/revisited their previous assessment techniques; many have

moved away from basic multiple choice (except in AP classrooms, or in

instances where it is the most appropriate form of assessment) and

started to use open-ended, free-response questioning.

Student Survey



Tutoring Schedules


Student Survey


Examination of Student Work

C2.3. Indicator: Students demonstrate that they can apply acquired knowledge and skills at higher

cognitive levels to extend learning opportunities.

C2.3. Prompt: Evaluate the extent to which students demonstrate a) that they are able to organize,

access and apply knowledge they already have acquired; b) that they have the academic tools to gather

and create knowledge and c) that they have opportunities to use these tools to research, inquire,

discover, and invent knowledge on their own and communicate this.


As individuals and as collaborators, Rosemont students are regularly

required to find meaning on their own and communicate what they have

found in either written or verbal form.

Both formal and informal teacher and department-created assessments

are used in all disciplines in order to require students to apply the

knowledge that they have gained.

State and National tests (CAASPP, CAST, SAT, PSAT, AP) require

students to use the skills they have acquired to answer questions, graph

problems, synthesize sources, and write essays.

In English classes, students are taught researching skills and are required

to use those skills each quarter when completing their genre-specific

writing assignment (expository, argumentative, persuasive). They are

taught how to determine the validity of sources, correct citation of

Student Work

Assessments

Test Data and Samples

Senior Project Research

Papers

Grade Level Writing

Assignments


________________________________________________________________________________

137

sources, MLA format, and overall search/research strategies for finding

the information they need in order to create new knowledge.

Additionally, students are required to create group presentations,

participate in Socratic Seminars, and work together to find meaning of

texts.

In Math classes, students are regularly asked to show their learning; the

assessments are mostly open-ended questions (graded on a standards-

based rubric), and students write complete sentences to explain

mathematical solutions. Through this, they show their mathematical

reasoning ability.

Science students at Rosemont work as individuals as well as groups to

participate in inquiry-based lab activities with research on a specific topic

followed by a lab report.

In the World Language department, students conduct internet research

and synthesize sources in Spanish, interview native speakers, learn to

navigate authentic Japanese websites to gather information, and research

thematic topics in the specific language.

Visual and Performing Arts students have the opportunity to show their

skills on a regular basis; they create original songs, arrange music,

produce video news reports and portfolios, draw/sketch/paint images

based on the knowledge they’ve acquired about shading, perception, etc.,

create ceramics projects that are both teacher-directed and student-

chosen.

All disciplines require students to write or perform in some way to show

their ability to organize the information they have learned and to produce

new, unique ideas about the curriculum.

Research Activities

Math assessments

Science lab reports

World Language Projects

and Activities

Visual and Performing Arts

Activities

Writing Activities across

Disciplines

C2.3. Additional Online Instruction Prompt: Evaluate and comment on the effectiveness of reviewing

student work online and online communications to determine the degree to which students are

analyzing, comprehending, and conducting effective research.


There are no standards district-wide to evaluate teacher effectiveness of

reviewing student work or online communication.

C2.4. Indicator: Students demonstrate higher level thinking and problem solving skills within a variety

of instructional settings.

C2.4. Prompt: Evaluate and provide evidence on how well the representative samples of student work


________________________________________________________________________________

138

demonstrate that students are able to think, reason, and problem solve in group and individual

activities, projects, discussions and debates, and inquiries related to investigation.


The teaching and coaching strategies used throughout the campus have

required the students to take more ownership for their learning and to be

much more active participants in their educations. At Rosemont, there are

students who are thriving in our classrooms and those who are struggling

with this shift.

Across disciplines, teachers use rubrics to assess student learning, in both

individual and group settings. Rubrics are designed to show students their

own level of understanding of the requirements of the assignment.

● Students who have a high ability to think and problem solve are

able to formulate an opinion based on a text or a concept, support

that opinion with evidence, and use analysis to show how the

evidence is proving their opinion/stance. This approach is used

for everything from writing basic paragraphs or analytical essays,

to crafting statements in a Socratic Seminar or group discussion,

to formulating a hypothesis to guide research in lab, to discussing

with a partner the best way to approach a math problem or artistic

choice.

● Conversely, students with a low ability in these areas are not able

to do all of those things yet. While they may be able to formulate

a stance, they struggle with finding appropriate evidence to

support it, or they have difficulty analyzing in the way that they

often rephrase the evidence as their analysis. They may be able to

verbally participate, but they struggle with written expression or

vice versa.

Requiring students to reflect on their learning process is becoming more

common throughout the campus, and this will certainly help students to

be able to identify where they’re struggling in certain disciplines.

The movement toward more student-centered classrooms has been a

much-needed, positive shift towards giving students more responsibility

for their own learning; however, this shift has not always been easy. For

years, students were taught that there was just “one” answer that they

were looking for (and that the teacher held that answer), so students can

sometimes get frustrated when they’re being pushed to find answers on

their own and think in ways they have not been required to in the past.

Overall grades

Rubrics

Assessment guidelines

Reflection activities in

many disciplines


C2.5. Indicator: Students use technology to support their learning.

C2.5. Prompt: Evaluate the extent to which representative samples of student work demonstrate that

students use technology to assist them in achieving the schoolwide learner outcomes and academic


________________________________________________________________________________

139

standards.


Rosemont students use technology on a regular basis to access

curriculum, gain knowledge, create assignments, present findings, and

study for exams. With the availability of computer carts, library usage,

and even cell phones in the classroom, the majority of Rosemont teachers

and students rely on technology on a daily basis in their classes.

Senior Project Presentations require students to use technology to create

and present their presentations. Students must be able to use some type of

Word program as well as a PPT program; they also need to know how to

upload pictures, format slides, attach videos, and other technological

skills.

LEAD students create presentations in the 2nd

semester of each year of

high school that are delivered to at least their grade level LEAD peers, if

not other grades. They often use Google Slides to collaborate with their

learning partners, and they are required to incorporate pictures or video

into their presentations.

While Google Drive has become increasingly common in most classes,

only 69.3% of students report that they access their drive each week.

With the recent district password changes and new Chromebooks that

require students to know their login credentials, this percentage will

definitely increase.

With the Rosemont ESLOs being revised in the 2018-19 school year to

include more about technological proficiency, both students and teachers

will need to become more comfortable with using Google Classroom and

Google Drive as staples in their classrooms.

Student Survey Results

Teacher Survey Results

Samples of Student Work

Senior Project Samples

LEAD PPTs

Student Survey

Google Drive Data

ESLOs

Teacher Input

C2.6. Indicator: Students use a variety of materials and resources beyond the textbook.

C2.6. Prompt: Evaluate the extent to which representative samples of student work demonstrate student

use of materials and resources beyond the textbook; availability of and opportunities to access data-

based, original source documents and computer information networks; and experiences, activities and

resources which link students to the real world.


Many Rosemont teachers supplement their curriculum with outside texts,

articles, artwork, and other materials that require students to analyze how

they’re connected to the text.

Beginning in 9th

grade English classes, students are taught how to

compile, review, synthesize, summarize, paraphrase, and directly quote

Curriculum

Lesson Plans

Curriculum

Lesson Plans


________________________________________________________________________________

140

outside sources (books, articles, interviews, databases). Research papers

are required each subsequent year in English classes and increase in level

of demand, based on CCSS.

Senior Projects require students to take all of the skills they have learned

throughout their schooling to write a research paper, create/format a PPT,

write a speech, and deliver their presentation in front of a panel of judges.

SCUSD recognizes Senior Project as a graduation requirement because it

is a culminating task of what students should be able to do in their post-

secondary pursuits.

ECD regularly incorporates guest speakers and field trips through their

connections with Linked Learning and industry partners.

LEAD requires community service and offers college campus field trips

to connect students to the world around them.

Multiple Arts/Media classes go above and beyond the basic curriculum

and provide students with the skills they need to be ready for

college/career courses in similar disciplines.

Culinary students can earn entry-level skills to enable them to gain

employment right out of high school in highly respected kitchens.

Senior Project Information

ECD Data/Lesson Plans

LEAD Requirements

Field Trip Information

Lesson Plans

Culinary Information

Real World Experiences

C2.7. Indicator: All students have access to and are engaged in career preparation activities.

C2.7. Prompt: Evaluate the degree of and the effectiveness of student access to career awareness,

exploration and preparation that may include such activities such as job shadowing, internships,

apprenticeship programs, regional occupational programs, career academy programs, on-the-job

training programs, community projects and other real world experiences that have postsecondary

implications.


In alignment with the district’s mission to provide every students with the

largest number of options possible upon graduation, Rosemont works to

have all students A-G eligible so that 4-year colleges are accessible to all

students.

Each counselor offers grade-level Parent Nights so that students and their

parents are aware of the requirements to not only graduate, but to be on

the path to whatever option they are choosing for their future.

With the Senior Project requirement, many seniors choose to shadow or

volunteer at a location that links to possible career goals.

Master Schedule

Parent Nights

Senior Project Data


________________________________________________________________________________

141

Beginning in students’ junior year, Cal-SOAP visits classes to talk with

students about Financial Aid and College/Career Readiness. Seniors are

visited four times throughout the year as are juniors.

The three Pathways (ECD, Culinary, LEAD) that Rosemont offers are

undoubtedly preparing students for postsecondary options.

● In ECD, students are learning skills in drafting, welding,

plumbing, mechanics, and engineering as well as in critical

thinking, analyzing, communicating, and synthesizing.

● All three years of the Culinary curriculum are approved “G”

courses under UCOP. Additionally, students earn their CA Food

Handler card (for free) which is required for employment in the

industry. Students can also earn 3 units of Los Rios College credit

by completing the math curriculum, and there is an articulation

agreement with American River college for Hospitality

Management. Numerous Culinary students have gone on to work

at local restaurants with some of the top chefs in Sacramento.

● In LEAD, students challenge themselves with rigorous AP and

Honors classes while also committing themselves to community

service. Both of these requirements encourage students to take a

more active role in deciding their future. The academic challenge

certainly prepares them for college, but it’s the community

service that gives them a connection to the world around them.

They are also required to get out of their comfort zones and talk

with supervisors, adults, and people who may be homeless or ill.

In the Autism classes, the teachers have worked to design a coffee cart

service that the students help to run. Students in the classes are learning

real-world skills of customer service.

In the findings from the 2018 Fall Student Survey, 63.6% of students feel

that Rosemont does a good job of helping them figure out what their

career will be, which is similar to the previous survey results; however,

only 58.2% feel that the classes they are currently taking will help them

get their future job, which is a decrease of over 5% from the previous

year, which argues that more needs to be done to show the relevance to

students.

CAL-SOAP Information

Pathway Info

Pathway Curriculum

Pathway Projects

Menu/Coffee Cart

CCGI

Student Survey


________________________________________________________________________________

142

C2.7. Additional Online Instruction Prompt: Evaluate the effectiveness of opportunities within online

instruction for real world experiences and applications for the students.


The only online experiences for students at Rosemont High School are

for credit recovery purposes only. CTE teachers, will on occasion,

produce programs or projects that use effective online learning that

connect to the CTE course and the CTE standards. Students in ECD use

Revit, which is a type of industry software, for computer drafting.

However, there is no other deliberate and designed program on the

campus to use online instruction for real world experiences.

AE Data

CTE Course Data


________________________________________________________________________________

143

ACS WASC Category C. Standards-based Student Learning: Instruction: Summary, Strengths,

and Growth Needs


Category C are being met.




Rosemont teachers have created more student-centered classrooms and have shifted from the old

standard of how the teacher was the “keeper of knowledge” and students waited to receive it. Students

have become much more active in their own learning, and teachers are working to identify ways to

provide more opportunities for students to struggle through complex concepts and discover their own

meaning. Collaboration has increased, specific strategies are discussed, and common assessments are

being used and examined; however, while this is happening in some classrooms, there needs to be more

consistency. Teachers aren’t 100% confident in how to use data to inform instruction, and many still rely

on older methods of teaching and assessing. The use of technology has grown immensely as a teaching

and learning aid, but teachers and students need more training on how to use it more effectively.

Prioritize the strengths and areas for growth for Category C.

Category C: Standards-based Student Learning: Instruction: Areas of Strength

● Access to technology (additional carts, more availability, Google Classroom) has allowed for

more student-centered projects, collaboration among students, immediate feedback for students,

and availability to engage with content at home as well as to connect with all students.

● The shift to a student-centered classroom has required students to take a more active role in their

own learning (both in and out of class) and encourages them to use their critical thinking and

analytical skills.

● Pathways provide students with a plethora of college and career readiness opportunities in a

variety of areas.

● The shift to a full-inclusion model has allowed students with IEPs as well as EL students to work

on college readiness.

● The creation of Primary Teams has allowed for more collaboration and analysis of student needs.

● Teachers are very open and accommodating to students with both time and students’ needs.


________________________________________________________________________________

144

Category C: Standards-based Student Learning: Instruction: Areas of Growth

● More scaffolding needs to be in place for students to reach higher level skills/requirements

(senior project, etc).

● There is a massive need for more professional development (both on-site and through SCUSD)

in a variety of topics (Google Drive, Classroom, content, EL, co-teaching, etc).

● Although more teachers are collecting data from assessments, there needs to be more training in

place to help everyone grasp how data can inform instruction.

● Rosemont needs to address the apathy and lack of desire in 31% of students who choose not to

take classes that are most challenging to them.

● While students are taking a more active role in their learning, we need to shift more toward them

being reflective of their own strengths/weaknesses as learners.

● More needs to be done to encourage parents and students to regularly access Infinite Campus to

stay updated on their grades and progress toward graduation.


________________________________________________________________________________

145

Category D: Standards-based Student Learning: Assessment and Accountability

D1. Using Assessment to Analyze and Report Student Progress Criterion

The school leadership and instructional staff use effective assessment processes to collect, disaggregate,

analyze, and report student performance data to the school staff, students, parents, and other

stakeholders. The analysis of data guides the school’s programs and processes, the allocation and usage

of resources, and forms the basis for the development of the schoolwide action plan (SPSA) aligned with

the LCAP.

Online Programs: iNACOL Standard R: Program Evaluation: A quality online program

recognizes the value of program evaluation. Program evaluation is both internal and external and

informs all processes that affect teaching and learning. Internal evaluations often are more informal in

nature and may provide immediate feedback on a targeted area of inquiry. External program

evaluations typically look at the entire program from an objective perspective that will bring additional

credibility to the results. [iNACOL Standard R, 2009]

Online Programs: iNACOL Standard S: Program Improvement: A quality online program

establishes a culture of continual program improvement. Improvement planning focuses on using

program evaluations, research, and promising practices to improve student performance and

organizational effectiveness. It fosters continuous improvement across all aspects of the organization

and ensures the program is focused on accomplishing its mission and vision. [iNACOL Standard S,

2009]


Professionally Acceptable Assessment Process

D1.1. Indicator: The school uses effective assessment processes to collect, disaggregate, and analyze

student performance data.

D1.1. Prompt: Evaluate the effectiveness of the school’s assessment processes to collect, disaggregate,

analyze, and report student performance data to all stakeholders. [This would include the collection of

data from state, national, and local sources; the disaggregation of data for ethnic groups,

socioeconomic status, and students with disabilities; and the analysis of performance that provides

feedback as to how students are meeting the expectations of the academic standards (including Common

Core) and the schoolwide learner outcomes.]


Rosemont staff examines a variety of data, including CAASPP, SAT,

ACT, AP, English Learner data, and FitnessGram Testing. Rosemont

administrators utilize mark distribution data collected and stored in

Infinite Campus (the district’s online reporting system) to assess and

compare performance of students school-wide as well as disaggregated

by subgroup and teacher.

Rosemont teachers and administrators have access to Illuminate, an

online data collection and analyzing system. Illuminate allows Rosemont

SPSA

SARC Accountability

Report Card

CDE Website

College Board

Infinite Campus

Illuminate


________________________________________________________________________________

146

educators to view and analyze a variety of student performance data.

Most teachers, with the exception of our math department, are not

currently using this tool for the examination of student performance data,

but administration use this tool to examine performance data, including

the examination of subgroup data, to support the work of planning

instruction in departments and primary teams.

Beginning in 2018, Rosemont administrators and counselors began

regular monitoring of students’ progress towards graduation and A-G on-

track status through regular examination of the UC Merced A-G tool and

the Performance and Targeted Action Index (PATAI)

The counselors communicate with administration, teachers, and parents

and meet with students (and parents, when available) to support those

who are struggling. Administration and counselors meet weekly to

examine various reports in the Performance and Targeted Action Index,

by grade level, to monitor students’ progress toward meeting graduation

and A-G requirements.

Counselors and administers also use PSAT, CELDT, CAASPP, AP, and

PSAT, to gauge college and career readiness and also to inform decisions

about course placement.

SCUSD funded the PSAT for all 9th and 10th grade students. Also,

beginning in 2018-19, Rosemont paid for all 11th grade students to take

the PSAT, as well to provide those students with an additional

opportunity to prepare for the SAT or ACT in the spring of 2019.

The district emphasizes that the collaborative time required by the

district be used to examine student work and instruction. Therefore,

Rosemont staff members have begun meeting in primary teams to engage

in the cycle of continuous improvement, analyzing student work and

common assessment data. The expectation for CT meetings is that

teachers focus on the 4 essential questions:

1. What do we want students to know and be able to do?

2. How do we know when they’ve learned it?

3. What do we do when they aren’t learning it?

4. What do we do when they are learning it?

Content teams have release days, as requested, during which teachers use

student performance data and student work samples to plan instructional

activities and develop curriculum. These activities are designed to

improve instruction and improve student outcomes.

Students’ grades, growth, and performance levels are determined in

several ways: teachers evaluate daily lessons by Q & A responses, exit

UC Merced A-G Tool Data

PATAI Data

Counselor Logs

Meeting Minutes

Assessment Data

PSAT/SAT Information

CT Agendas

CT Training with Mona

Release Day Agendas

Assessment Data


________________________________________________________________________________

147

quizzes, and academic discourse. Daily work, frequent common

assessments, and end of unit common assessments are used in most

departments. Finals exam results and CAASPP scores determine

performance levels, which help to inform course placement.

Departments use a variety of strategies for collecting and analyzing data

to inform instruction:

English

Data:

● Summary writing samples

● Essay samples from common writing assignments

● Senior research papers with common rubric

● Unit Tests - results

● Projects with rubrics

● CAASPP Data

Data Analysis:

● Pull-out days to grade together

● Seniors - after-school grading ERWC writing prompts in 17-18

● Co-teachers grade together

● Norming essays together with rubrics/samples in 9th grade

primary team

● Moving toward collaboratively grading performance tasks

World Languages

Data:

● Curriculum-based test scores

● Writing samples

● Video presentations

● Dialogues

● Academic discourse throughout instruction

● Situation Card guiding an impromptu dialogue

● Working to develop common assessments across

languages/levels, using California State Standards and ACTFL

levels.

Data Analysis:

● ACTFL and other rubrics

Science

Data:

● Lab write-ups periodically throughout the quarter

● Academic discourse

● End-of-the-semester community activity that would incorporate

all science students (in planning stages)

Data Analysis:

● Newly created NGSS lab rubric

Department-specific

assessments and student

work samples


________________________________________________________________________________

148

Math

Data:

● Academic Discourse

● Friday common assessments for specific standards (Math I)

● Some common unit tests for Math I and II

● EOC exam

Data Analysis:

● Math Co-teachers have common prep periods to work

collaboratively to guide instruction and meet student needs.

● Math 2 teachers discussed the results of the Unit 1 test from

various classes to identify learning gaps in each of the classes.

The team used the results to inform planning for the next unit,

including the development of the common assessment for Unit 2.

● Integrated Math I teachers develop and implement common

assessments per each math standard.

● Common assessments given on different dates to allow for

differentiated instruction.

PE:

Data:

● Excel spreadsheet that keeps track of our nonsuit percentage per

teacher/ per week.

● FitnessGram scores

Music and Drama

Data:

● Regular performances in class as well as for the entire school.

Art

Data:

● Exhibitions of student work that open to the whole school and the

community at the Essence of Rosemont event as well as

displaying student work throughout the school in various public

locations.

For Special Education students, Annual and Triennial IEP assessments

include WJ, psych, speech, and academic progress reports. These are

used to assess student achievement and communicate progress to parents

and other IEP team members. This assessment data drives IEP goals,

services, and student placement.

To address the needs of students with IEP and 504 accommodations,

alternative assessments, modified use of standard texts, and extended

time are regularly employed.

CELDT (now ELPAC) assessments help administration to determine

progress and placement; while EL students at Rosemont made immense

gains in scores in 2017-2018, more professional development needs to be

IEP Forms

Calendars

Teacher Assessments

CELDT/ELPAC Results


________________________________________________________________________________

149

offered to assist teachers in determining the best ways to assess EL

students while holding them accountable for the standards.

Pathway teachers have had some discussions about student performance

within their respective programs and need more time to collaborate.

Teachers counsel the students who are struggling.

Administrators and members of the Rosemont Attendance Committee

also examine attendance data, including tardies, to drive the work of

recognizing perfect and improved attendance and also intervening for

students who have excessive absences and/or tardies. New in 2018 was

the introduction of the EIIS early warning system tool, which includes

live data. The Attendance Committee now meets bi-monthly to monitor

students in every “band”.

Through the Be HERE Attendance Grant, the district has entered into a

partnership with InClass Today in an effort to reduce chronic

absenteeism. InClass Today delivers absence reports to parents and

guardians 5 times per year.

Pathway Agenda/Minutes

Attendance Agenda/Minutes

EIIS Attendance Tool

InClass Today

Basis for Determination of Performance Levels

D1.2. Indicator: The school leadership and instructional staff determine the basis for students’ grades,

growth, and performance levels to ensure consistency across and within grade levels and content areas.

D1.2. Prompt: Evaluate the impact and effectiveness of the basis for which standards-based grades,

growth, and performance levels are determined.


Departments are moving toward having common syllabi and a consistent

grading scale throughout each department through which standards-based

grades are determined. The shift toward this consistency is creating more

uniformity among the same classes taught by different teachers.

Teachers use release days and time during CT in primary teams to

discuss student achievement, assessment data, and instruction, all of

which inform the grades students are earning.

In the English department, norming/scoring sessions occur within some

primary teams; while using a standards-based rubric and student-

generated samples, teachers discuss where the assessment would score on

the rubric in order to inform grading and ensure consistency.

In co-taught classes, teachers frequently work together to assess where

students are not only in terms of their grades in the class but also in

relation to their IEP goals.

Syllabi

Infinite Campus

Agendas/Minutes

Agenda/Norming Packets

Lesson Plans

Collaboration Notes


________________________________________________________________________________

150

Teachers use a variety of criteria for determining student grades.

● Grades are updated on Infinite Campus where parents can

monitor student progress.

● Social science has shifted to using Google Classroom as a way to

post assignments and provide feedback on student work. Teachers

in other departments are beginning to use Google Classroom.

● Website calendars are also used by some teachers to post

resources and assignments for students. All teachers are required

to submit a syllabus to their students at the beginning of the

school year. Parents and students have access to grades in Infinite

Campus. Students and parents receive a progress report at the end

of every term. Counselors and Administration team reports

student progress in various ways to all interested stakeholders.

PSAT and CAASPP

Performance Data

Infinite Campus

Quarter and Semester Grades

Monitoring of Student Growth

D1.3. Indicator: The school has an effective system to determine and monitor all students’ growth and

progress toward meeting the schoolwide learner outcomes, academic standards, and college- and career-

readiness indicators or standards, including a sound basis upon which students’ grades are determined

and monitored.

D1.3. Prompt: Evaluate the effectiveness of the system used to determine and monitor the growth and

progress of all students toward meeting the schoolwide learner outcomes, academic standards, and

college- and career-readiness standards, including the basis for which students’ grades, their growth,

and performance levels are determined.


Teachers in primary teams are beginning to utilize common assessments to

measure student growth around established outcomes Some departments

are using common rubrics to determine proficiency grades.

The Math I team has decided to move to a modified form of standards-

based grading system to reduce subjectivity and give students and families

a more accurate understanding of students’ mastery of the standards.

Therefore, Rosemont has begun meeting in primary teams to analyze

student work other common assessment data (per State Standards).

Additionally, Rosemont has examined student performance data on an

ongoing basis for 2 years to determine necessary interventions and

programs. Data sources include mark distribution, CAASPP and common

assessment data.

Rosemont administrators and counselors monitor progress towards

graduation and A-G on-track status by monitoring the following:

● UC Merced A-G tool

● Performance and Targeted Action Index (PATAI) Rosemont

● EIIS System

Primary Team Meeting

Agendas/Minutes

Rubrics

Agendas/Minutes

Infinite Campus

Data Quest

PATAI

UC Merced A-G Tool

EIIS System

Infinite Campus

Illuminate


________________________________________________________________________________

151

Administrators visit classrooms to monitor instructional practices and

student learning.

Counselors track student progress by using Infinite Campus and the

PATAI, communicating with teachers, and meeting with students to ensure

that students meet graduation requirements. Districtwide UC/CSU A-G

courses are generated at the district level with assistance from site assistant

principals New courses or courses specific to EDHS are submitted for

UC/CSU A-G approval by the assistant principal. Within the past few

years, Rosemont High School has updated many elective and CTE courses

to meet UC/CSU A-G requirements and receive approval.

Some of the academic departments have created common assessments and

report the areas in which students are weakest and those in which they do

not require additional instruction.

CAASPP scores, district eligibility matrices, grades, and teacher

recommendations are used to determine readiness for certain courses.

World language teachers are involved in district development of common

assessments for placement of native and non-native speakers in all levels of

foreign language classes.

English teachers use common writing rubrics to determine mastery of

standards.

Science teachers have developed common rubrics for lab reports and are in

the process of creating common assessments in the various courses.

Social science teachers are in the beginning stages of using skills-based

assessments to determine proficiency.

Students not enrolled in AP Literature in the 12th grade take the ERWC

course, which has replaced English 12. Passing this course with a grade of

“C” or better qualifies students to enroll directly into college-level English

at the local community college and also at CSUS.

Math teachers create their own common assessments, in addition to those

in the district curriculum (Walch). Math I teachers are beginning to use

standards-based grading to assign grades. The district provides placement

criteria for students wanting to take Math II+ or Math III+ and must offer

admittance to the course for every student who is eligible. The math

department reteaches after formative assessments, chapter tests, midterms,

and finals; questions are tied to standards and specific standard strands.

Feedback Notes

Infinite Campus

Course Catalog

Common Assessments

Student Performance Data

Agendas/Minutes

Rubrics/Assessments

Department Rubrics

ERWC

Materials/Transcripts

Common Assessments


________________________________________________________________________________

152

Rosemont encourages all students to take four years of math, and students

who are not enrolled in higher math courses such as Pre Cal, Calculus

AB/BC or AP Statistics are encouraged to enroll in the senior EQR

(Quantitative Reasoning) course that is articulated with the local

community college district and also CSUS. Passing this course with a grade

of “C” or better qualifies students to enroll directly into college-level math

at the local community college and also at CSUS.

Departments are at the beginning stages of identifying common student

outcomes and criteria for mastery. Currently, there is no formalized process

for assigning grades across the faculty.

Student Schedules

Counselor Notes

D1.3. Additional Online Instruction Prompts: Evaluate the effectiveness for determining if a student

is prepared to advance to the next unit, course, or grade level. Evaluate how course mastery is

determined and evaluate the “steps” or “gates” that are in place to prevent students from proceeding to

the next unit if mastery has not been demonstrated.

Evaluate the effectiveness of the procedures for grading student work whether it is done electronically

or individually by the teachers.

Evaluate how teachers ensure academic integrity and determine students are doing their own work in

the online environment. Comment on the degree to which the results of state and local assessments are

used in decisions about student achievement and advancement.


Students must achieve a 70% in AE classes in order to pass the class,

and they submit all work through their online portal to a teacher who

grades and communicates with them.

Rosemont teachers continually monitor the AE computer lab and use the

AE progress monitoring tools to ensure that students are completing

their own work and making adequate progress.

Administration receives semi-monthly reports from the district office to

inform their management of the program.

AE Guide

AE Progress Monitoring

Reports

District AE Progress

Monitoring Reports

Assessment of Program Areas

D1.4. Indicator: The school leadership and instructional staff periodically assess each program area,

including graduation requirements, credits, course completion, and homework and grading policies, to

ensure student needs are met through a challenging, coherent, and relevant curriculum.

D1.4. Prompt: Evaluate the processes that the school leadership and instructional use to review and

assess the effectiveness of each program area, including graduation requirements, credits, course

completion, and homework and grading policies, to ensure student needs are met through a challenging,

coherent, and relevant curriculum.


________________________________________________________________________________

153


Using the UC Merced Tool and the PATAI, administration and

counselors meet semi-monthly to review progress toward Graduation and

A-G requirements. Whenever possible, administrators and counselors

adjust student schedules to ensure appropriate placement. Students who

are credit-deficient are placed whenever possible in credit recovery

courses before school, after school, and/or during the school day.

The Attendance Team meets semi-monthly to review the new EIIS early

warning system data in the areas of attendance, behavior, and grades.

They prioritize freshmen and seniors, grouping students according to the

degree of need.

PATAI (Performance and

Targeted Action Index)

Counselor Meeting

Agendas/Notes

EIIS Data System

Attendance Team Meeting

Notes

Schoolwide Modifications Based on Assessment Results

D1.5. Indicator: The school uses assessment results to make changes in the school program,

professional development activities, and resource allocations demonstrating a results-driven continuous

process.

D1.5. Prompt: Comment on the overall effectiveness of how assessment results have caused changes in

the school program, professional development activities, and/or resource allocations, demonstrating a

results-driven continuous process. Examine examples and comment on the overall effectiveness of

changes in the online opportunities, professional development of the staff, and the resource allocations

to support student achievement and their needs.


Because the Single Plan for Student Achievement includes a multitude of

performance data, School Site Council works collaboratively with the

principal to:

1. Review available performance data

2. Review the goals and current action plan in the Single Plan for

Student Achievement

3. Review the budget and staffing allocation for the coming school

year

Decisions about student placement, professional development, and related

costs are directly related to assessment data. Each December, the

principal receives staffing and funding allocations for the following

school year and uses assessment data to determine implications for

staffing, budget, and master schedule for the following school year. The

AP in charge of master schedule works collaboratively with the principal

throughout the process to review assessment data, teacher

recommendations, and student/parent requests to make changes in the

program, as needed.

Master Schedule

Spreadsheet Tool for Each

Grade Level

SPSA

Site Council

Agendas/Minutes

Budget Materials

Master Schedule


________________________________________________________________________________

154

Administration examines student performance data, in addition to student

course request selection sheets, to determine the need for staffing for the

coming school year in all classes.

Other than those already enrolled in the LEAD criteria-based program,

students who wish to enroll in a global English or social science AP

course must complete a writing assessment to determine eligibility.

Students wanting to take a math or science AP course do not need to take

a qualifying exam. Currently, SCUSD is reviewing the process for

enrollment in AP courses at all of our high schools to promote alignment

with the SCUSD Equity, Access, and Social Justice Guiding Principle.

Throughout the year, administrators meet with teachers and counselors to

determine inappropriate placement based on grades, effort, and ability.

Student schedules are changed to ensure proper placement, including the

need to ensure that students are in the courses they need to be on-track for

meeting Graduation and A-G requirements.

The need for ongoing professional development is supported by the

allocation of general and categorical funds, which is reflected in the

SPSA. Professional development needs are determined collaboratively

between the staff and administration.

The Director of the SCUSD Multilingual department provided three

trainings in 2014-15 around Academic Discourse as a tool for supporting

both Special Education and English Learners in the general education

classroom. According to the Fall 2018 Staff Survey, only 40% of teachers

reported that they have received adequate professional development in

those two areas.

Through staff meetings and discussions with the site Leadership Team,

the administration identified a need to continue a focus on Academic

Discourse to support improved outcomes for EL, Special Education, and

general education students in every classroom.

Because there has been a lack of alignment within common courses,

administration introduced professional development around creating

effective collaborative teams in the fall of 2017. The professional

development continued into the spring of 2018 and the teams are in place

currently.

Administration provides substitutes for any staff member who expresses

an interest to attend local trainings.

In the spring of 2018, the principal provided SEL training for the office

support staff and also for all Instructional Aides.


Student Transcripts

AP Readiness Assessment

PATAI

UC Merced A-G Tool

SPSA

Fall 2018 Staff Survey

Staff Meeting

Agendas/Training Materials

and Leadership Team

Meeting Agendas

Collaborative Teaming

Training Materials

Primary Team Information

Budget

Training Information


________________________________________________________________________________

155

Counselors attend monthly meetings at the district office where they are

provided with training around a variety of topics that support the work.

Trainings during the 18-19 school year have focused on using the PATAI

and the UC Merced A-G tool to closely monitor student progress and

provide in-the-moment changes, as necessary. The senior counselor also

monitors FAFSA application and college application rates.

To build college and career awareness, SCUSD provided funding in 2016

to all of the high schools to allow for all sophomores to participate in

college visits through 2019.

In 2014-15, the administration identified the need for more technology

and purchased four MacBook carts, bringing the total to six. In 2017,

administration ordered four additional Chromebook carts to ensure that

English teachers have increased access to technology to meet the needs of

the newly-adopted curriculum, myPerspectives.

Rosemont has historically provided online credit recovery for students

who are credit deficient, but have increased the number of those courses

and added a zero-period option in the 2017-18 school year. Also in 2017-

18, because of over-staffing in science, Rosemont was able to offer three

periods of online credit recovery during the school day. In 2018-19,

Rosemont has continued to offer zero and 7th period online credit

recovery as well as two periods during the school day.

SCUSD provided an extended school year program in the summer of

2018, where Rosemont students who were off-track for meeting

Graduation and/or A-G requirements completed over 260 courses for a

total of 2750 credits.

Rosemont will continue to offer online credit recovery during the

summer.

Counselor Notes

College Visit Field Trip

Rosters

Carts

Zero/7th Period Accelerated

Education Rosters

Infinite Campus

AE Reports

Budget

D1.6. Indicator: The school periodically assesses its curriculum and instruction review and evaluation

processes.

D1.6. Prompt: Evaluate the process that the school utilizes to review and assess the effectiveness of

each program area, including graduation requirements, credits, course completion, and homework and

grading policies, to ensure student needs are met through a challenging, coherent, and relevant

curriculum.


Administration regularly reviews grades and meets with teachers with

high failure rates.

Grade Reports

PATAI


________________________________________________________________________________

156

Counselors and administration work collaboratively to review grades and

transcripts several times per year. They also use the UC Merced Tool to

monitor on-track graduation and A-G status for students at all grade

levels.

The Accelerate Education coordinator provides weekly updates on

student progress. Administration and AE teachers counsel students who

are not making adequate progress.

Primary teams are at the beginning stages of aligning curriculum, pacing,

and best practices to ensure that the curriculum is challenging, coherent,

and relevant.

A-G Monitoring Tool

AE Progress Reports

Agendas/Minutes

D2. Using Assessment to Monitor and Modify Learning in the Classroom Criterion

Teachers employ a variety of appropriate formative and summative assessment strategies to evaluate

student learning. Students and teachers use these findings to modify the learning/teaching practices to

improve student learning.

Online Programs: iNACOL Standard L: Assessment of Student Performance: A quality online

program values student academic performance and takes a comprehensive, integrated approach to

measuring student achievement. This includes use of multiple assessment measures and strategies that

align closely to both program and learner objectives, with timely, relevant feedback to all stakeholders.

[iNACOL Standard L, 2009]


Appropriate Assessment Strategies

D2.1. Indicator: The school leadership and instructional staff use effective assessment processes to

collect, disaggregate, analyze, and report state/school performance data to all stakeholders.

D2.1. Prompt: Evaluate the effectiveness, the appropriateness and the frequency of the assessment

strategies, especially student work, based on the programmatic goals and standards to determine student

achievement.


Student performance data is available to stakeholders in the following

spaces:

● California Department of Education website

● Rosemont’s School Accountability Report Card (posted on the

school and district websites)

● Rosemont’s School-wide Plan for Student Achievement (SPSA)

● College Board

● Scores for CAASPP, SAT, ACT, and AP are mailed home and

stored in cumulative files

● Infinite Campus Parent Student and Parent Portal

Data Quest

SARC

SPSA

Infinite Campus


________________________________________________________________________________

157

Rosemont uses data as a means to communicate student progress and

achievement to stakeholders. Means of reporting/communication include

● Progress reports/report cards mailed home and available on Infinite

Campus

● Daily and weekly progress reports (provided upon request)

● Teacher and Counselor-to-Home calls/emails about student progress

(especially for students who are struggling.)

Administration provides data to staff through whole-staff meetings, weekly

Staff Bulletins, and in small committee groups (Leadership, Attendance

Committee, Freshman Task Force, etc). Counselors and administration use

the results of the SBAC, ELPAC, end of course exams, and district

benchmarks to assist in decisions about class placement for students in ELD

as well as Honors and AP courses. For special education students, the

information from the CELDT, CST, Woodcock Johnson, and IEP goals are

used to determine class placement and student schedules. All assessment

data is used to determine areas of weakness that can be addressed via

remediation, academies, tutorials, student study teams, IEP meetings, and

504 meetings.

Assessment data is used in some departments to modify and adjust

curricular and instructional practices, but the methods of use vary.

Counselor Contact Log

Report Cards

Meeting Agendas

IEPs

Assessment Data

Department

Agendas/Minutes

D2.1. Additional Online Instruction Prompts: Evaluate the use of student work and other online

assessments (formative and summative) that demonstrate student achievement of academic standards

and the schoolwide learner outcomes.


Students in grades 9 - 11 take online ELA benchmarks twice during the

school year. A third assessment is optional. English teachers have not used

this performance data to inform instruction.

All 11th grade students take CAASPP in English and Math, the EAP

portion of which is used to determine postsecondary readiness. In 2018-19

all 11th

and 12th

grade students will take the CAST.

Beginning in 2018-19, students in English 9 - 11 take standards-based

online embedded assessments at the end of each unit. English teachers are

working toward using this data to better inform instruction.

Assessment Data

CAASPP

CAST

Assessments


________________________________________________________________________________

158

Demonstration of Student Achievement

D2.2. Indicator: Teachers use the analysis of assessments to guide, modify and adjust curricular and

instructional approaches.

D2.2. Prompt: Examine the effectiveness of the processes used by professional staff to use formative

and summative approaches. This includes how professional learning communities and subject matter

teams collaborate to collect, analyze, and use assessment data for the basis of curricular and

instructional decisions.


In all departments, students’ grades, growth, and performance levels are

determined in several ways: teachers evaluate daily lessons by Q & A

responses, classwork, homework, feedback through individual or small

group interaction, student presentations, and exit tickets/tasks. Lab reports,

group presentations, senior projects, art portfolios, and music performances

are also used.

Math teachers examine the results of mid-chapter quizzes and end of unit

common assessments to drive instruction. Final exams, including the Math

I and II End-of-Course exam, also determine performance level and inform

course placement.

English teachers are using selection tests to gauge progress, but not as

common assessments. They are shifting to writing, guided by department-

generated rubrics, as common assessments.

Science teachers are developing a common rubric for assessing labs.

World language teachers are developing common tasks and using a

common rubric to guide instructional practices.

Arts teachers are also developing a common rubric to assess students’

proficiency with a variety of projects.

With wide variation around content, social science teachers have begun to

identify skills that they will assess across the department. They are

currently developing skills-based common assessments.

Teachers need additional professional development to help them use data to

inform instruction.

Student work and other

Assessments

Quizzes, tests, End-of-

Course data

CT Agendas

Department Rubrics

Agendas/Minutes

Rubric

Agendas/Minutes

Rubric

Agendas/Minutes

Rubric

Agendas/Minutes

Staff Survey

WASC Priorities

Teacher and Student Feedback

D2.3. Indicator: Teachers provide timely, specific and descriptive feedback in order to support students

in achieving learning goals, academic standards, college- and career-readiness standards, and

schoolwide learner outcomes. Teachers also use student feedback and dialogue to monitor progress and

learn about the degree to which learning experiences are understood and relevant in preparing students


________________________________________________________________________________

159

for college, career, and life.

D2.3. Prompt: Using interviews and dialogue with students, evaluate the extent to which students

understand the expected level of performance based on the standards and the schoolwide learner

outcomes in relation to preparation for college, career, and life. Evaluate the effectiveness of the

student-teacher interaction and monitoring of student progress based on teacher and student feedback.


Rosemont uses data as a means to communicate student progress and

achievement to stakeholders. Means of reporting/communication

include:

● Rosemont.scusd.edu

● Letters mailed home

● Individual performance data (PSAT, CAASPP, CAST, SAT,

ACT, AP, ELPAC)

● Progress reports/report cards. Progress grades and

quarter/semester reports are sent out to parents and students 8

times per year. These reports are accessible to parents and

students via infinite campus.

● Daily and weekly progress reports (provided upon request)

● Meetings with counselors and personal calls/conferences

● All departments use Infinite Campus to post students’

performance on daily assignments, tests, and quizzes. Not all

parents can access the internet; some have difficulty setting up

and others have limited access due to the economy.

Teachers enter grades in Infinite Campus to provide students and parents

with timely and useful feedback. There is a need to bring more

consistency to the frequency and quality of feedback from all teachers.

During collaborative time, teachers in primary teams have begun to

examine assessment data (student work, common assessments) and

identify areas of weakness, which informs future instruction.

Teachers use academic discourse to give students opportunities to

process information, share ideas, and deepen learning. They also use the

feedback to assess students’ understanding of content.

Counselors visit classrooms and use individual CCGI (College and

Career Guidance Initiative) student accounts to lead students through

lessons designed to prepare them for their college/career choices.

Website

Report Cards

Performance Data

IC Contact Log

Progress Reports

Infinite Campus

CT Agendas/Minutes


CCGI

2018 Fall Student Survey



________________________________________________________________________________

160

ACS WASC Category D. Standards-based Student Learning: Assessment and Accountability:



Category D are being met.




Although Rosemont teachers are now in primary teams, giving common assessments, examining student

performance data, the use of that data to inform future instruction continues to be an area for growth.

While some departments are further along in this process than others, many departments now use

common rubrics; however aligned instruction is still a goal. There is also a need to examine multiple

sources of data as an entire staff multiple times throughout the year. With the introduction of new tools,

including the PATAI and the EIIS, information regarding academic achievement, attendance, and

behavior is more accessible than ever before. Counselors at Rosemont have intensified their focus on

monitoring on-track graduation and A-G completion status for all students and work closely with

administration to provide timely and appropriate intervention for struggling students.

Prioritize the strengths and areas for growth for Category D.

Category D: Standards-based Student Learning: Assessment and Accountability: Areas of

Strength

● Common assessments in all departments have become more a part of the culture of instruction.

● All departments are creating common rubrics for a variety of assessments.

● Teachers are meeting in primary teams to examine performance data and plan instruction.

● Rosemont is relying more on data to determine course placement and support student success.

● Rosemont is using a variety of data tools to track student progress in the areas of attendance,

behavior, and grades.

● Rosemont provides after-school tutoring daily.

Category D: Standards-based Student Learning: Assessment and Accountability: Areas of

Growth

● Rosemont needs to increase the number of departments using common assessments as a way to

determine student learning and inform future instruction.

● Teachers need professional development around the use of data to inform instruction.

● Teachers need additional time to analyze a variety of performance data to inform instruction.

● Rosemont needs to continue to develop a schoolwide system of interventions (recovery).

● Rosemont teachers need to provide timely feedback on student progress (grades).


________________________________________________________________________________

161

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

E1. Parent and Community Engagement Criterion

The school leadership employs a wide range of strategies to encourage family, business, industry, and

community involvement, especially with the learning/teaching process.

Online Programs: iNACOL Standard Q: Parents/Guardians: In a quality online program, parents

and guardians play an integral part in their students’ educational life. They work as a team with faculty,

administrators, guidance services, and organizational support to ensure a quality educational experience

for their students. [iNACOL Standard Q, 2009]


Regular Parent Involvement

E1.1. Indicator: The school implements strategies and processes for the regular involvement of all

stakeholder support groups in the learning and teaching process, including parents of non-English

speaking, special needs and online students.

E1.1. Prompt: Evaluate the strategies and processes for the regular involvement of the family, business,

industry, and the community, including being active partners in the learning/teaching process. Comment

on the effectiveness of involving parents of non-English speaking, special needs and online students.


The administrative team, teachers, and staff of Rosemont High School use

many strategies throughout the year to encourage parents, community

members, and other stakeholders to be involved in the school. The

Student Handbook, which is disseminated and reviewed at the beginning

of the year, provides information about school and district policies,

graduation requirements, academics, athletics, clubs, extracurricular

activities, and safety policies. Parents sign after reviewing the handbook,

and students retain their copy throughout the year; it is also posted on the

school website.

The school website is regularly updated and contains information about

calendar events, athletics, academics, graduation requirements, pathways,

staff contact information, and staff and student recognition. Further

communication is facilitated through the use of multiple social media

platforms such as Remind, Twitter, and Instagram.

The staff at Rosemont High School works to ensure that all parents and

community members feel welcome on campus and feel confident in

contacting the school for any reason. 88% of students reported that their

parents feel comfortable contacting the school via email, phone, or text.

Student Handbook

Rosemont.scusd.edu

Student Survey



________________________________________________________________________________

162

The principal regularly sends home recorded messages to parents about

weekly events, and counselors often use recorded messages, texts, and

emails to keep parents in the loop about upcoming events. Teachers also

email and call parents regularly. 89.2% of students report that their

parents receive regular communication from Rosemont (teachers,

recorded messages, email).

For students and parents, Infinite Campus provides information about

grades and class assignments. Parents are given information at

Orientation and Back-to-School Night about how to access Infinite

Campus. However, while Infinite Campus is a great tool to keep parents

updated on their students’ achievement, 36.2% of students report that

their parents do not know how to access the system.

The marquee in front of the school is updated regularly, when in proper

working order, to provide information about upcoming calendar events

and/or exciting news.

Teachers provide syllabi that outline the expectations and goals of the

class in the beginning of the year, and most teachers require that the

syllabi are signed by both students and their parents to show their

understanding of the expectations.

Grade reports are sent home approximately every six weeks; progress

reports occur midway through each grading period, and report cards are

issued in November, January, April, and June.

AE teachers, including Summer 2018 ELSP teachers, communicate with

parents and administration student progress in AE courses.

The principal begins Messengers to seniors in the fall to remind families

about graduation requirements and criteria for participating in the

graduation ceremony. Principal regularly emails families of seniors who

are failing one or more courses to encourage communication and

participation in interventions such as after-school tutoring.

Back to School Night is held in September of every year, and parents are

encouraged to come and meet their students’ teachers to find out about

class expectations and curriculum.

Essence of Rosemont, which is a combination of an Open House and a

celebration for the community, takes place in April. Clubs and pathways

set up tables, students perform in the quad, and food is sold throughout

the event.

Recorded Messages

Email

Contact Logs

Infinite Campus

Student Survey

Marquee

Signed Syllabi

Grade Reports

AE Data

Messengers

Back to School Sign-ins

Essence Set up Guides


________________________________________________________________________________

163

Parents participate in SARB and SART processes with administration,

counselors, and our attendance technician for students whose attendance

needs to improve. Parents are provided with information designed to help

them to help their students attend school more regularly.

Student orientations take place every August, with a special emphasis on

freshmen and new families, so that school information and learning

expectations are clear, and so that these new students can see all that

Rosemont has to offer. While the format of these orientations has shifted

over the course of the last few years, they are always highly attended by

parents and students.

Community members and parents are invited to judge Senior Projects

every year. Former teachers, current and former parents, Rosemont

alumni, and members of the military choose to give hours of their time to

see what Rosemont students are learning and presenting.

While current and prospective Rosemont parents are always welcome to

visit campus, there are multiple visitation days throughout the year for

parents tour the campus and see the classes in action.

Parent Information Nights are scheduled throughout the year. Each

counselor puts together an Information Night for their respective grade

level, and pathways offer specific evening meetings for parents to learn

more about the programs. Campus visitations for middle school students

take place in the 2nd

quarter of every year, and Parent Nights take place

soon after those to provide information about all of Rosemont so that

parents are aware of learning expectations and offerings at the school.

Rosemont High School’s Homecoming Celebration is one of the most

celebrated events in the community. On the Friday of Homecoming

weekend, student government organizes a parade that includes numerous

elementary schools, Albert Einstein Middle School, Girl Scouts, clubs,

and other community organizations. The district superintendent attends

each year, and the head of the Rosemont Community Association is also

present. Parents and children line the streets all the way from Southport,

along Kiefer Blvd, to Rosemont High School’s parking lot to take part in

the festivities. The Rosemont community eagerly participates to show its

support of the students and staff of Rosemont High School.

The Rosemont School Site Council, which meets once each month,

includes the principal, parents, teachers, other school site personnel, and

students. This body develops the Single Plan for Student Achievement

(SPSA) each year and approves the school budget. It also reviews

achievement and other school data and provides input around improving

school programs.

SARB/SART Reports

Freshmen Orientation

Senior Project Judge Sign-

ups

Visitation schedules

Parent Information

Schedules and Agendas

Middle School Visitations

Homecoming Flyers/Pics

School Site Council Roster

Meeting Agendas/Minutes


________________________________________________________________________________

164

The School Safety Committee is comprised of the principal, one teacher,

one classified employee, a student, a parent, the after-school coordinator,

a campus monitor, an assistant principal, and the school resource officer.

The role of this group is to approve the school safety plan, which is

updated each year by the assistant principal who oversees safety and

climate.

The ELAC committee is represented by one of the Rosemont teachers,

who also teaches our beginning ELD course. Despite numerous attempts

to reach out to our EL parent populations, Rosemont does not have any

EL parents attending ELAC meetings.

Staff, including counselors, custodians, and support staff, translate for

parents at parent/counselor meetings, SST meetings, IEP meetings, and

SARB and 504 meetings.

The PTSA Board meets once monthly and holds general meetings twice

per year. This group, which meets with the principal, reviews school

programs and provides input around areas for improvement. To engage

even more parents in the school programs, they hold a variety of

fundraising events, including Safe and Sober Grad Night. Over the years,

they have supported teachers through small scholarships for instructional

supplies and have also provided breakfast for summer orientations and

teacher appreciation week.

In 2017, a Rosemont parent resurrected an inactive Boosters organization,

and is working to encourage parents to be on campus, supporting the

academic success of all students through involvement in extracurricular

programs.

Parents are always included in IEP meetings and other conferences for

Special Education students. Case managers communicate regularly with

the families of students on their caseloads and also with general education

teachers. One of the Rosemont Assistant Principals meets weekly with

RSP case managers and the school psychologist.

Rosemont is a part of the Home Visit project, but only a small number of

our teachers and classified staff make these visits throughout the school

year. The goal is to do home visits for every incoming freshmen, and

throughout the year for students who are struggling. Rosemont is in the

beginning stages of taking the current practice to scale.

Safety Committee Required

Members Roster

ELAC Agendas/Minutes

Meeting Documents

PTSA Meeting

Agendas/Minutes

Boosters Meeting

Agendas/Minutes

IEP Information

Home Visit Logs


________________________________________________________________________________

165

Use of Community Resources

E1.2. Indicator: The school uses community resources to support student learning.

E1.2. Prompt: Evaluate to what extent the school solicits and employs business and community

resources to support and extend learning. Determine how effectively community members expertise

and services, such as professional services, business partnerships, guest speakers, job fairs, field

trips to local employers, and evaluation of student projects and classroom presentations, provide

real world applications of the learning standards and schoolwide learning outcomes.


Community involvement is key for our Pathway programs.

● Culinary students work with some of the top restaurants and chefs

in the Sacramento area. Partnerships include: Mulvaney’s B&L,

Slow Food Sacramento, The Red Rabbit, Shoki Ramen House,

and American River College’s Hospitality Management Program.

Many Culinary students have been “discovered” through their

work in Rosemont’s program, and students are not only employed

with many of these partners, but also at places such as KRU and

OBO, both of which are run by well-respected Sacramento

culinary greats.

● ECD has created multiple industry partnerships to benefit students

including: APMC (Associated Plumbing and Metal Contractors),

Schetter Electric, Lawson Mechanical, U.A. Local Union 447 -

Plumbers and Pipefitters, IBEW Local 340 - International

Brotherhood of Electrical Workers, SMUD, Joint Apprenticeship

Committee for the Plumbing and Pipefitting Industry, and

Milwaukee Tools.

● LEAD students volunteer regularly at local elementary schools

and organizations to learn the value of giving back to their

community; past volunteering locations include: Shriners

Hospital, Society for the Blind, St. John’s Women’s and

Children’s Shelter, VA Hospital, Front Street Animal Shelter,

Glass Slipper, Days for Girls, 4th

R, and multiple other local

organizations.

Throughout the year, counselors work with representatives from colleges

to present at Parent Nights, offer workshops for students, set up

informational tables during lunchtime and Essence of Rosemont, and

assist with the college application process. Los Rios Community

Colleges, CSU Sacramento, UC Davis, UC Irvine, and UC Merced are

just some of the schools that provide yearly information to our students.

College field trips are also a part of these connections. In the 2017-2018

school year, SCUSD paid for sophomores to attend UC Merced, Chico

State, and Sac State and will provide funding for sophomores again in

2018-19.

Advisory Meeting

Agendas/Sign-in Sheets

College Information

Presentations

Agendas

College Field Trip Data


________________________________________________________________________________

166

Rosemont also works with local agencies to take students to college fairs

such as the HBCU Fair and SCUSD’s early College Fair.

Cal-SOAP, which is an organization run by Sacramento County Office of

Education, presents yearly to junior and senior classes about college

opportunities, application requirements, and transition to college. They

also sponsor a yearly Cash for College night on the Rosemont campus to

help students complete the FAFSA.

Rosemont High School’s community involvement also helps with

scholarship opportunities for students. The Rosemont Community

Association, Cal-SOAP, and SCTA all offer scholarships each year for

students who are planning to attend college.

The Rosemont community is welcome at all sporting events. Parents,

family members, and other community members often attend games

regardless of whether they know a student who is participating.

Rosemont’s principal regularly attends community meetings to gain

insight from parents about their needs for their students and how

Rosemont High School can continue to evolve and grow to meet those

needs. Small Rosemont sub-communities such as College Glen/College

Greens publish a newsletter four times a year that the principal writes an

article for and also attends their meetings. Additionally, the Rosemont

Community Association holds Food Truck Events in the Rosemont Park,

and representatives from Rosemont High School, such as our faculty

band, regularly attend.

Rosemont High School’s Student Government works yearly with Blood

Source and the Leukemia/Lymphoma Society as a way to become civic-

minded, socially aware individuals. Through giving blood and

participating in Pennies for Patients, students understand the need to give

back to their community. Additionally, Rosemont staff, students, and

families participate every year in Run to Feed the Hungry, which takes

place on Thanksgiving morning and is one of Sacramento’s largest

fundraising races.

As a part of their work with the ERWC curriculum, English 12 teachers

work regularly with Sacramento City College to help students gain the

writing and critical thinking skills to be able to enroll directly into credit-

earning English classes at the community college. A specific SCC faculty

member also works regularly with the ERWC teachers to norm grading,

identify trends, and analyze the impact of strategies on student writing.

Rosemont’s Honors Geology class also pairs with Sacramento City

College to create a dual-enrollment opportunity for students.

HBCU and SCUSD Info

Cal-SOAP and Cash for

College information

Scholarship Information

Attendance Pics

Newsletters

Pictures

Data from Blood Source,

Pennies for Patients, and

Run

SCC Agendas and ERWC

Work Samples

Geology MOU

Geology Course Syllabus


________________________________________________________________________________

167

While students some pathways and classes regularly experience guest

speakers and go on field trips, many do not; in the Fall 2018 survey,

44.5% of students reported that they do not often have guest speakers, and

46.6 reported that they do not often experience field trips

Student Survey

E2. School Environment Criterion

The school is a) a safe, clean, and orderly place that nurtures learning and b) has a culture that is

characterized by trust, professionalism, high expectations for all students, and a focus on continuous

school improvement.

Online Programs: iNACOL Standard P: Organizational Support: A quality online program has

organizational support to oversee the instructional learning environment as it is conveyed through

technology. Some organizational support services may be distributed between the programs and other

entities, depending on the physical location where the students are taking their online courses.

[iNACOL Standard P, 2009]


Safe, Clean, and Orderly Environment

E2.1. Indicator: The school has existing policies and regulations and uses its resources to ensure a safe,

clean, and orderly place that nurtures learning, including internet safety and Uniform Complaint

Procedures.

Effectiveness of the school’s practices and procedures for all aspects of student safety including:

effective operating procedures for internet safety, bullying, drug and alcohol abuse education and

intervention, conflict intervention, use of derogatory or hateful language especially in the context of

race or gender, disaster preparedness and other safety topics of local concern that may interfere with

learning.


Rosemont High School has four administrators and five hall monitors

who regular monitor activity in all areas of the campus to ensure that

students are safe before and after school, during passing periods, and at

lunch, as well as during class time. There are specific posts during the

times when all students are out, so both students and staff know where to

look if they need assistance in any way. 93.8% of students agree that

administrators are visible on campus and can be easily located.

Through the Sacramento City Police Department, Rosemont has one

assigned SRO who works closely with administration to ensure overall

campus safety. There is also a surveillance camera system that provides a

view of campus activity at all times. However, only 77.9% of students

say they feel safe from harm on campus, so administration and staff

recognize to the need to identify and address why students feel unsafe.

Staffing

Map of Posts

Student Survey

Staffing

Student Survey

Cameras


________________________________________________________________________________

168

Buildings and classrooms have intruder-protection locks on doors, and

some teachers also have lockdown magnets in place that can easily be

removed in case of an emergency. Both of these are designed to reduce

the amount of time necessary for teachers to be able to secure their rooms

and ensure student safety.

Campus gates are in place around at all entrances of the campus to help

deter intruders from entering. Visitors must enter through the front of the

school and sign in to receive a visitor’s pass. In the past year, Rosemont

has worked to create a policy about locking and securing gates in the day

that not only ensures that students are kept safe from anyone trying to

enter but also allows for them to exit swiftly in the case of an emergency.

Administration is still in the process of working with local authorities and

district personnel to find the best solution to this issue given the

placement/types of gates on campus.

Safety and disaster drills (fire, campus intruder/lockdown, and

earthquake) are conducted as required by district policy, which is one

time per semester. Students and staff know the difference in the

alarms/sirens used; however, 23.3% students state that they do not feel

prepared for an emergency situation, so Rosemont needs ensure that

these students understand proper safety procedures.

Staff received a school intruder/active shooter training in the 2017-2018

school year and were instructed in the best ways to respond in

emergencies such as those and given the opportunities to ask questions

about protocol in case of such an event. Many teachers also have a

“lockdown” backpacks stored in their classrooms; these backpacks

contain general first aid supplies that can be used in case of extended

time and/or injuries in a classroom during lockdown.

First aid kits and emergency supplies are available in the front office.

Nine Automated External Defibrillator (AED) machines are also placed

around campus (J Building hallway; Front Office main entrance; Large

Theater foyer; Stadium Press Box; Pool supply area; Gym foyer;

Cafeteria; Upper C Building - backside east; Lower C Building -

frontside west). The school is required by the district to keep, update, and

submit a safety plan each year.

At the beginning of every year, Rosemont students review the Student

Handbook, which details all expectations for behavior, including

appropriate internet usage and potential consequences for misuse. Parents

also have the option to not allow students to access the internet while on

campus. Rosemont’s SRO works closely with administration in instances

of social media harassment to educate students on the severity of

inappropriate online behavior.

Lockdown magnets

Doors

School Map

Visitors’ Log

Drill Protocols/Schedules

Active Shooter Training

Backpacks

Emergency supplies, AED

machines, and safety plan

Student Handbook


________________________________________________________________________________

169

Rosemont’s plant manager, facilities maintenance, and custodial staff are

phenomenal. Not only do they work both day and night shifts to ensure

the cleanliness of the campus during the school, but they also work in the

summer to prepare all classrooms for the start of the year. The plant

manager works quickly to fulfill overall maintenance requests, especially

those that impact student learning (burned out lights, HVAC issues,

classroom concerns).

Since the 2012-2013 school year, Rosemont has boasted a well-

organized, environmentally-conscious recycling program. With a grant

earned six years ago, students were able to purchase paper and aluminum

recycling containers that were placed in each teacher’s classroom and

emptied on a bi-weekly basis. Additionally, large bins were purchased to

facilitate the overall collection.

Rosemont’s staff works to ensure that all classrooms are clean and safe

by integrating strict safety procedures into both the Student Handbook

and syllabi that are made available to all students. These safety

procedures are incorporated into science classes, ECD classes, and

weight training/PE classes. Additionally, in the culinary classes, students

are trained in proper safety and handling of knives as well as of products

to ensure their own physical safety and the health of other students.

Beginning in the 2016-2017 school year, Rosemont created a new bell

schedule to address the district-wide implementation of Collaborative

Time, and the current bell schedule has been in place since then, which

has provided consistency and familiarity for staff, students, and families.

Frequent tardy sweeps ensure better attendance and fewer disruptions.

Music is played one minute prior to the bell to alert students to the time

they have until they are expected to be in classrooms and in their seats.

Loitering during passing period is discouraged by monitors,

administrators, and teachers, all of whom urge students to get to class on

time.

Rosemont administration discourages the issuance of bathroom passes

during the first and last 15 minutes of each period, which helps keep

hallways calmer and allows teachers to begin and end lessons in a more

consistent fashion.

Staff and students are informed of upcoming events and other pertinent

information during daily bulletins and/or video news during 4th

period

classes. A Rosemont student reads bulletin announcements over the

intercom on Tuesdays and Thursdays, and video news segments are

shown on Mondays, Wednesdays, and Fridays.

Cleanliness of Campus

Work Orders

Recycling Bins and

Environmental Club

Agendas

Rosemont Campus

Student Handbook

Syllabi

Culinary Classroom

Procedures

Bell schedule forms and

period bells

RHS website

Tardy Sweep Data

Music

Student Handbook; Teacher

Syllabi

Bulletins and RTV


________________________________________________________________________________

170

E2.1. Prompt: Determine the extent to which the school has implemented policies and committed

resources to ensure a safe, clean, and orderly environment that nurtures learning.

Expectations/Concern for Students

E2.2. Indicator: The school demonstrates caring, concern, and high expectations for students in an

environment that honors individual differences and is conducive to learning.

E2.2. Prompt: Evaluate to what extent the school has created and supported an atmosphere of caring,

concern, and high expectations for students in an environment that honors individual differences.

Determine how effectively school policies, programs and procedures support student learning by

examining information such as: proportionality of discipline data, use of positive behavior strategies by

staff, restorative justice practices, celebrations of students’ heritage and ethnicity and other information

or practices that support a caring, learning environment.


Rosemont High School works to maintain a positive learning

environment that is free from harassment, including any conduct or

communication that harms/injures others in physical or verbal ways

based on race, ethnicity, color, creed, national origin, religion, gender, or

sexual orientation. As a part of this mission, Rosemont teachers have

been encouraged to use a restorative approach to classroom

management.

Many English classes discuss the importance of individuality, respect,

self-expression, and empathy through thematic units designed to have

students explore the concepts and how they relate to today’s youth.

Additionally, the curricula include a wide variety of cultures and

ethnicities and represent artists and authors from all around the world.

In social science classes, achievements and progress of minority and

underrepresented groups throughout history are highlighted and

celebrated.

Rosemont clubs play a significant role in promoting school

improvement. Campus clubs dedicated to peace, tolerance and student

support include LGTBQ+, CSF, BSU, Key Club, and ASB.

At Rosemont’s yearly Essence of Rosemont, diversity and

multiculturalism are celebrated in the booths that the students create, the

food they sell, the information they provide, and the interest shown by

community, staff, and students.

The Autism Awareness club works to promote understanding of what

Autism is and help Rosemont’s autistic students to feel included in

campus activities. Every April, the club runs games at lunch, presents

statistics about autism, and works to provide inclusion and respect to all.

Bulletins

Restorative Questions Card


Social Science curriculum

Rosemont clubs

Essence of Rosemont pics

Autism Awareness activities


________________________________________________________________________________

171

As a Senior Legacy Project, two students every year put on a dance for

students at Rosemont with special needs. Students with all types of

disabilities are invited along with other students, staff members, and

families to participate in the dance. The DJ club supplies music, much of

the food is donated, and the students come together to show their respect

for diversity.

Senior Project PPT

Atmosphere of Trust, Respect, and Professionalism

E2.3. Indicator: The school has an atmosphere of trust, respect, and professionalism.

E2.3. Prompt: Evaluate the degree to which there is evidence of an atmosphere of trust, respect, and

professionalism. Examine the quality and consistency of communication and collaboration between and

among the school’s leadership, staff and stakeholders; this includes the degree to which stakeholders

are involved in the review of the Single Plan for Student Achievement and District’s Local Control

Accountability Plan and to what extent they are included in decision-making.


Prior to 2014-2015, Rosemont struggled with regular turnover of

administrators, which impacted the level of trust between administration

and staff. Since that year, there has been a relatively stable

administrative team (only two changes in five years), which has fostered

much more trust, respect, camaraderie, and professionalism amongst all

stakeholders.

Over 90% of staff surveyed feel that they are treated with respect and

88% feel supported by administrators. Trust among all stakeholders is

crucial in relation to ensuring student achievement, and while these

numbers are positive, Rosemont recognizes that work still needs to be

done to ensure that all staff feel respected and supported.

Communication has become more transparent and frequent among all

stakeholders. With the website being regularly updated, people have 24-

hour access to information; families also have that same round-the-clock

ability to access students’ grades on Infinite Campus. Rosemont’s

principal regularly communicates with families through Messenger, and

email is used weekly for staff bulletins, updated information, and

important news.

While Rosemont has made strides in the right direction, staff still feels

that more collaboration should take place in terms of disciplinary issues

for students. 70% of teachers feel that administrators and teachers work

together when problems arise, and only 68.6% feel satisfied with the

school’s disciplinary procedures. Some changes that have taken place in

the current school year are in response to these staff concerns, and more

data needs to be collected to determine if the rates have altered.

HR Data

Staff Survey Results

Staff Survey

Website

Parent Survey


Bulletins

Staff Survey

Discipline Procedures


________________________________________________________________________________

172

With the shift to primary teams during CT, teachers have worked to

establish professional and personal norms in meetings. Outside of CT,

different groups of teachers collaborate and allow each other into

classrooms to view lessons, seminars, activities, etc. to foster a more

unified approach both within and across disciplines. Although this work

is taking place, only 71.4% of teachers feel that communication is strong

between teachers.

One of the findings that has come from the work on this self-study is

that Rosemont was lacking a common vision; only 72.8% of survey

respondents felt that there was one. To remedy that, administration

worked with teachers in fall 2017 to create a vision that reflected all

teachers’ beliefs. From this work, Rosemont’s new vision statement was

born, and through the WASC Focus Group work throughout last year

and into this one, the new ESLOs were created. All current stakeholders

have had the opportunity to provide feedback not only on the WASC

process, but also on the refined vision and ESLOs.

Staff committees such as the Sunshine Committee and the Moonlight

Committee work to organize regular staff gatherings to increase

camaraderie, bond staff, and provide an opportunity for people to get to

know each other outside of departments. Gatherings such as Winter

Celebrations, End-of-the-Year Parties, and other impromptu get-

togethers have provided the opportunity for people to come together

more often.

The School Site Plan (SPSA) is developed with feedback from the

School Site Council and the PTSA. The final SPSA is approved at a

public meeting of the School Site Council.

CT Agendas

Staff Survey

Observations

Email Correspondence

Staff Survey

Vision Post-its

New Vision and ESLOs

Invitations, Agendas

PTSA/School Site Council

Meeting Agendas

SPSA Signature Page

E3. Personal and Academic Student Support Criterion

All students receive appropriate academic support and intervention to help ensure school, college, and

career success. Students with special talents and/or needs have access to a system of personal support

services, activities, and opportunities at the school. These are enhanced by business, industry, and the

community.

Online Programs: iNACOL Standard N: Organizational Support: A quality online program has

student support services to address the various needs of students at different levels within the

organization. The levels of support are appropriate and adequate for a student’s success. [iNACOL

Standard N, 2009]

Online Programs: iNACOL Standard O: Guidance Services: A quality online program has

guidance services to support students and parents to ensure success of the online program. Depending

on the program, these services are either directly provided by the program or a service provider, or in


________________________________________________________________________________

173

the case of supplemental programs, these services may be provided by the local school. [iNACOL

Standard O, 2009]


Adequate Personalized Support

E3.1. Indicator: The school has available and adequate services to support student’s academic and

personal needs.

E3.1. Prompt: Evaluate the availability and effectiveness of academic and personal support services,

including referral services, to support students in such areas as physical and mental health, and career,

academic and personal counseling, including an individualized learning plan.


To promote student academic success, Rosemont provides support to

students at all performance levels. In addition to the support the school

provides, students work with counselors, administrators, special

education case managers, and teachers to develop, work towards, and

accomplish their individual learning plan.

Rosemont offers a wide variety of courses to meet student academic

needs and appeal to student interests. Data which breaks down

enrollment in classes by subgroups confirms that there is an even

distribution of students in advanced classes, regular classes, and

electives regardless of ethnicity, language group, or country of origin.

The distribution of special education students within visual and

performing arts classes also shows equal access for these populations.

Students who are credit deficient may take missing courses through AE

during zero and/or 7th period. If there is room in the classes students

need, there is also the option to repeat that class during the school day.

Due to a lack of district funding, summer school programs have been

relatively nonexistent for much of the past six years. However, for the

summer following the 2017-2018 school year, the district funded

summer school for credit recovery on Rosemont’s campus. Throughout

the course of eight weeks, approximately 180 students made up 260

courses for a total of 2750 credits, which is increasing their ability to

graduate on time.

Rosemont’s four academic counselors review student learning plans at

the beginning of every school year. Each counselor examines learning

plans by grade level and uses transcripts to assess progress towards

graduation. In addition, the school’s registrar audits transcripts in

November and updates graduation requirement checklists available on

Master schedule

Infinite Campus enrollment

data

Online Credit Recovery

Summer School Data

Transcripts

Counselor and Registrar Logs


________________________________________________________________________________

174

Infinite Campus at the end of every semester.

11th and 12th

graders participate in academic advising sessions provided

by Cal-SOAP, a community collaborative from the Sacramento County

Office of Education that ensures students equal access to college

planning and information. Cal-SOAP meets with 11th

graders two times

per year to review transcripts and complete progress forms related to

completion of college admission requirements. Students in 12th

grade

participate in this process four times per year to ensure that their

individual learning plans correspond with college requirements if the

student is considering pursuing a college education.

Counselors meet with students and their families on an individual basis

throughout the year to review transcripts and discuss

academic/vocational plans for the student taking into account their

interests, skills, and abilities. Post-secondary plans, including college

and career plans, are addressed with the student and his/her family.

Each grade level has an evening to meet with the counseling staff to

address topics that address student achievement which include tutoring,

graduation requirements, post-secondary options (college admissions

and vocational/career information), college entrance testing, and college

financial aid. Each family receives their student’s transcript and the

counseling staff walks through expectations and requirements.

Rosemont has fostered partnerships with Dignity Health, River Oak

Center for Children, Cordova Parks and Recreation District, UC Davis

Child and Adolescent Psychiatry, Sac State Division of Social Work,

Sac State College of Education and the US Marine Corps, and Kaiser

Permanente and incorporated available services into the schoolwide

intervention plan.

Students with Special Education needs each have one case manager who

coordinates support and intervention with all general education and

special education teachers as well as support staff. Academic support is

defined by the services, accommodations, and modifications listed in the

Individual Education Plan for each student participating in special

education. In addition, students with IEPs receive additional academic

support through co-teaching and/or self-contained environments.

For students in special education who have specialized services

indicated in their IEP, the district provides a nurse, a psychologist, a

behavior intervention specialist, a speech pathologist, an inclusion

specialist, vision and mobility specialists, as well as mental health

providers employed by the district and outside agencies.

Cal-SOAP resources

Counselor Logs

Counselor Logs

Partnership Documents

IEPs

Staffing

IEPs


________________________________________________________________________________

175

Following state and national trends, Rosemont does not offer specific

SDAIE classes; instead, EL students are given the opportunity to take a

single support period of EL in addition to taking their college

preparatory classes. However, students who have recently arrived in the

United States and need more intensive language instruction take the EL

class as a stand-alone class in place of their specific grade level of

English.

To promote good attendance among students with a history of

attendance problems, Rosemont adheres to the SART/SARB process

and invites parents to an annual meeting once attendance records show

their student is not attending regularly. The school uses attendance

contracts adapted to each student who requires support in this area and

conducts unannounced tardy sweeps to ensure students attend class on

time.

Rosemont staff members are encouraged to support students by

participating in the Home Visit Program. While all participating staff

members have reported that Home Visits are beneficial and productive

to staff, students, and parents, Rosemont recognizes that increased

participation is necessary. The number of staff members doing home

visits is currently limited to a few teachers, the administrators,

counselors, and the school’s resource officer.

Students in special education are eligible for transition support services

that include training in pre-employment skills, job placement, and other

workability services facilitated by a district workability specialist.

In accordance with Sacramento City Unified School District’s mission

to provide students with the widest array of options upon graduation and

to promote equity and access for all, students who are in 9th

, 10th

, and

11th

grade take the PSAT in October; 11th

grade students also take the

SAT in the spring. Previously, only 10th

grade students and a small

number of 11th

grade students took the PSAT, and only students who

qualified for Free & Reduced lunch could get a fee waiver for the SAT.

Rosemont promotes student improvement school-wide through student

recognition. The school holds Senior Awards Night in the spring,

encourages all teachers to nominate students of the month, rewards

nominated students with the Golden Wolverine Award, and recognizes

students who are on honor roll each semester. Student success is

celebrated throughout the year. This ultimately reinforces expectations

by rewarding students for academic achievement, outstanding

citizenship, excellence in athletics and attendance, as well as

improvement in each of those areas.

Master schedule

SART/SARB letters

Infinite Campus attendance

records

Attendance contracts

Home visit logs

IEP transition plans

Workability program

PSAT/SAT Data

Senior Awards Programs

Golden Wolverine Data

Honor Roll


________________________________________________________________________________

176

E3.1. Additional Online Instruction Prompts: Comment on the availability and adequacy of the

academic counseling, college preparation support, personal counseling, and health services provided

for the students involved in online instruction.


While AE itself does not contain a counseling component, Rosemont

counselors and the ASSETs director regularly meets with students

regarding their online progress.

Counselor Logs

Support and Intervention Strategies Used for Student Growth/Development

E3.2. Indicator: Strategies are used by the school leadership and staff to develop and implement

personalized multi-tiered intervention approaches to learning and alternative instructional options.

E3.2 Prompt: Evaluate the effectiveness of the types of strategies used by the school leadership and

staff to develop and implement personalized multi-tiered intervention approaches to learning and

alternative instructional options which allow access to and progress in the rigorous standards-based

curriculum.


Teachers are working to expand their instructional strategies, such as

differentiation. Through using data from benchmarks and common

assignments, teachers can better assess student learning and mastery in

order to determine the need for re-teaching or other needs.

ASSETs provides after school tutoring every day. Individual teachers

also offer tutoring on their own.

All students, regardless of pathway involvement, have counselors who

regularly assess their progress towards graduation; however, those in a

pathway also have the program leads who check in with them regularly

regarding their progress and intervene when necessary.

Rosemont High School’s Special Education department adheres to

standards-based instruction. Many special needs students are scheduled

into general education classes, and some are in co-taught classes in

English, math, and science. Additionally, many of these students have a

qualified aide to assist in the classroom. Students with special needs are

taught the same curriculum and are expected to meet the standards, but

they also receive accommodations and/or modifications facilitated by a

highly qualified Special Education teacher.

Rosemont counselors and members from The California College

Guidance Initiative (CCGI or the Initiative) visit classrooms at all grade

levels at least two times per year. CCGI provides a data and planning

infrastructure that helps to increase postsecondary preparation and

attainment for students in California.

Staff & Student Survey

ASSETs Sign-in Sheets

Contact Logs

IEPs

Lessons Plans

CCGI Counselor Logs

CCGI accounts


________________________________________________________________________________

177

E3.2. Additional Online Instruction Prompt: Provide evidence that the processes and strategies are

effective for incoming students with regard to orientation or induction and the ongoing monitoring and

support of the students to ensure all have a full opportunity for academic success.


Students enrolled in AE regularly meet with counselors regarding their

progress in classes during the school year. In summer, students met

with the counselor as well as the principal each time they were ready to

finish a class and potentially move on to the next one.

AE reports

Counselor Logs

Support Services – Multi-Tiered Interventions and Student Learning

E3.3. Indicator: The school leadership and staff ensure that the support services and related activities

have a direct relationship to student involvement in learning based on the schoolwide learner outcomes

and academic standards, e.g., within and outside the classroom, for all students, including the EL, high

achievers, special education, and other programs.

E3.3. Prompt: Evaluate the extent to which student learning needs are accurately identified in a timely

manner and the appropriate support and intervention services are provided. Examine how the school

monitors the effectiveness and appropriateness of intervention for each student within and outside the

classroom.


Incoming 9th

grade students are placed into their classes based on their

transcripts and counselor recommendations; within the first few weeks

of school, administration and counselors make adjustments if students

have been placed incorrectly due to performance on diagnostic

assessments, teacher recommendation, or further transcript evaluation.

In all classes, teachers identify students who are in need of intervention

through results of both formal and informal assessment. One-on-one

teacher/student conferences, parent notification, and/or counselor contact

are then used to help students meet the standards. While staff have

moved towards assessing students more frequently and regularly,

Rosemont recognizes the need to create more of a process to engage

students who are not engaged in learning.

ASSETs students are provided with teachers, tutors, and other staff

members who regularly meet with them to ensure their growth in the

credit recovery portion of the after school enrichment program. Students

in enrichment classes also have support to help them succeed.


Correspondence with Feeder

Sites

Assessments/Teacher Recs

Transcripts

Assessments

Infinite Campus

ASSETs Staff Responsibilities

ASSETs enrollment

E3.3. Additional Online Instruction Prompt: Evaluate the extent to which the support services and

related activities have a direct relationship to student involvement in learning with respect to equity of

access, availability of computers and internet.


________________________________________________________________________________

178


ASSETs has access to the library, including 15 HP desktop computers

and a cart (35) of Apple MacBooks for the after-school tutoring lab from

3pm to 6pm.

ASSETs Sign-in Sheets

Equitable Support to Enable All Students Access to a Rigorous Curriculum

E3.4. Indicator: Through the use of equitable support all students have access to a challenging,

relevant, and coherent curriculum.

E3.4. Prompt: Evaluate the school’s effectiveness in regularly examining demographic distribution of

students for disproportionality throughout the class offerings (e.g., master class schedule and class

enrollments).


Rosemont’s administration works with counselors and departments to

provide a master schedule that reflects the needs of its students. Rosemont

realizes that students’ needs vary, and a multitude of options have to be

available for all of them. With the district’s push in the 2017-2018 year to

ensure that more students are A-G ready, more students than ever are

enrolled in college preparatory classes in order to give them the widest

array of options upon graduation.

In order to challenge the academic needs of our advanced student

population, any student who is interested in taking AP English and social

science classes can take an assessment to determine whether the class is

the correct placement for them; for other AP classes, teacher

recommendation is required. While all students have access to these

classes, Rosemont believes that it is important to ensure that students are

placed in appropriate classes.

For those students who are involved in a variety of extracurricular or other

activities, Rosemont offers 0 and 7th

period classes. 0 period classes allow

for students to take classes such as PE, which opens up their schedule

throughout the next six periods to be able to take core classes, world

language, and electives as opposed to having to choose between those.

Additionally, 7th

period classes offer enrichment such as Marching Band

and Play Production, so students can earn elective and Fine Arts credits

after school as well.

Once the school year begins, administration and counselors work hard to

balance classes. Counselors meet with students during January and

February to help select classes for the next year.

Master Schedule

A-G Reports

AP Assessments

AP Enrollment

Master Schedule


Master Schedule


________________________________________________________________________________

179

Co-Curricular Activities

E3.5. Indicator: The school ensures that there is a high level of student involvement in curricular and

co-curricular activities that link to schoolwide learner outcomes, academic standards, and college- and

career-readiness standards.

E3.5. Prompt: Evaluate the availability to and involvement of students in curricular and co-curricular

activities. Determine the effectiveness of the extent to which co-curricular activities link to the

schoolwide learner outcomes and academic standards. Examine the process that the school utilizes to

evaluate the level of involvement for all students in a variety of activities.


Rosemont High School excels when it comes to curricular and

extracurricular opportunities for students. Students can join athletics,

student government, music, and many types of clubs in order to find their

own niche within our school. In connection to our newly defined ESLOs,

Rosemont’s range of activities enables students to find opportunities for

personal and academic growth, collaborate with others, impact the

community, think critically, and embrace diversity.

Information about sports and clubs are broadcast through RTV and

intercom announcements. Additionally, Club Rush takes place every

September, and booths are set up at lunch for students to see what types of

clubs are available to them. Students who are interested in starting a club

on their own can do so by securing a faculty advisor and going through

ASB to file paperwork.

Athletics are strong at Rosemont. All sports require students to collaborate

with others, challenge themselves to grow, approach problems in unique

ways, and work with teammates to achieve specific outcomes. Throughout

the course of the last six years, Rosemont athletes have gone to playoffs

regularly, earned state titles, received personal recognition in Sac-Joaquin

section, and gained athletic scholarships. Year-round, students can be

involved in a plethora of sports.

Fall Sports include:

● Football (55 students)

● Volleyball (45 students)

● Cross-Country (15 students)

● Water Polo (25 students)

● Girls Golf (8 students)

● Cheer (30 students)

Winter Sports include:

● Girls Basketball (20 students)

● Boys Basketball (28 students)

● Wrestling (30 students)

ESLOs

Club Offerings

Student Bulletin

RTV

Club Rush Set-up

Club Approvals

Student Handbook

Sports Rosters

Awards


________________________________________________________________________________

180

● Girls Soccer (40 students)

● Boys Soccer (35 students)

Spring Sports include:

● Track (110 students)

● Baseball (30 students)

● Softball (30 students)

● Boys Golf (8 students)

● Swimming (25 students)

Associated Student Body (ASB) and Student Government at Rosemont

continue to thrive. Students learn leadership and collaboration skills, work

with others to achieve goals, problem solve regularly, and ignite school

spirit within the school and community. Approximately 75 students take 0

period and/or 4th

period classes to be a part of ASB/Student Government,

and they learn the roles of government through their positions as president,

vice-president, secretary, treasurer, commissioner, and committee

members. Meetings follow Roberts Rules and Procedures, which teaches

students the proper way to run meetings.

Rosemont’s music program is the only comprehensive music program in

the district. The makeup of classes offers the opportunity for students to

challenge themselves, work with others, develop skills that help in other

disciplines, and create a lifelong passion.

Band: 55 students (Two Sections)

● Wind Ensemble

● Concert Band

Strings: 45 Students (One Section)

● String Orchestra

● Chamber Orchestra

Choir: 30 students (One Section)

● Mostly pop tunes, with plans to expand repertoire

● Includes several students with special needs

Marching Band: 42 students (One Section)

● 30 instrumentalists, 12 guard

● Parade (Competes in NCBA circuit)

Winter Percussion/Guard: Roughly 40 students

● 30 percussion, 10 guard

● Both compete in NCBA circuit

ASB Guidelines

Minutes/Agendas

Class Rosters

rosemontmusic.net/

Class Rosters

Awards

Master Schedule

https://www.rosemontmusic.net/


________________________________________________________________________________

181

Jazz Band: 15 students

● After school during Spring

● Not officially a class, but meets after school during 7th

period time

(Spring)

Clubs at Rosemont provide students with the opportunity to meet peers

with similar interests, further their own ideas, collaborate with others,

learn about new cultures and beliefs, respect diversity, and, in some cases,

give back to the community around them. Official clubs at Rosemont

include:

● Black Student Union

● California Scholarship Federation

● Checkmate Chess

● CREATE

● DJ Club

● Dungeons and Dragons

● Environmental Club

● Infires K-Pop Club

● Key Club

● Latino Club

● LGBQT+

● National Honor Society

● Robotics

7th

period offerings such as Robotics and Play Production provide students

with the opportunity to explore those interests. Robotics has excelled in

local and national competitions, and students in the class also participate

regularly in Rosemont rallies. Students in Play Production cultivate their

interest in performing by learning acting techniques, designing sets,

managing productions, auditioning for roles, and performing in school

plays.

Club Paperwork/Minutes

Class Rosters

Programs/Playbills

E3.5. Additional Online Instruction Prompt: Evaluate the school’s processes to address the needs of

socialization for the students and involvement in the school. Provide evidence about the effectiveness of

the students’ involvement in school and community activities, such as clubs, yearbook, newsletter,

newspaper, field trips, volunteer work, service projects, college courses, etc.


Students who are enrolled in AE are regular-day students at Rosemont as

well; the opportunities for involvement for these students are the same as

non-AE students. Additionally, many of those who are in AE take classes

after school through ASSETs, which offers them opportunities to explore

other interests as well.

Scheduling/Rosters


________________________________________________________________________________

182

ACS WASC Category E. School Culture and Support for Student Personal and Academic

Growth: Summary, Strengths, and Growth Needs


Category E are being met.




Rosemont High School is a safe, welcoming place for students, parents, and community members.

Student involvement in activities such as sports and clubs is strong, and most have found a way to

connect with the campus. Teachers, counselors, administrators, and support staff genuinely care about

students’ academic and personal growth, and often go above and beyond to help students with whatever

they need. While there are multiple areas where Rosemont shines, there is still a need to create more

systematic intervention to help struggling students, connect them to the school, and help them to

understand the importance of a high school education. Additionally, because the Rosemont community

itself is not growing, more community outreach needs to happen in order for enrollment to increase so

that flourishing programs like Culinary, ECD, LEAD, and Music can continue to grow. Lastly, though

there have been recent changes in disciplinary procedures and a reduction in suspensions, staff members

still identify a need to create a more transparent, consistent disciplinary program that utilizes restorative

practices.

Prioritize the strengths and areas for growth for Category E.

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

Areas of Strength

● Student involvement in curricular and extracurricular activities is high, which shows the

connection that students feel with the school.

● Pathways provide individual learning choices for students who already have interest in specific

areas, and the electives offered within these pathways introduce students to new classes and

ideas.

● Class offerings outside of the regular school day enable students to take more classes, which can

allow them to graduate early or take more classes to deepen their interest and understanding in

specific subjects.

● Communication among all stakeholders has increased, which has allowed all parties to be more

informed and aware of what is happening at Rosemont.

● Respect and professionalism have increased between staff and administration.

● Rosemont’s campus is safe and clean.


________________________________________________________________________________

183

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

Areas of Growth

● Parental involvement is limited. Opportunities are provided, but parents rarely participate.

● Teachers believe that there needs to be more collaboration between teachers and administrators

in regards to disciplinary action.

● Master scheduling should include more input from departments.

● A stronger, more transparent intervention system needs to be in place.

● Rosemont administration needs to provide more opportunities for the staff to examine discipline

data and learn about restorative alternatives to suspension.

● Rosemont staff need to strengthen community outreach to increase enrollment and retention.

● Rosemont teachers need to strengthen connections between instruction and real world

application.

● Rosemont counselors need to reinforce connections between their high school choices and

college and career readiness.


________________________________________________________________________________

184

Prioritized Areas of Growth Needs from Categories A through E

● Although opportunity exists, parental involvement is still relatively low at many events and more

needs to be done to engage parents in both academic and sporting events.

● While the Pathways have grown, more needs to be done to attract and retain students throughout

their years at Rosemont, and the Arts/Media pathway needs to be developed.

● Not all staff members consistently enforce or follow school policies, which sends an inconsistent

message to students about what is acceptable.

● Freshmen students need more programs to help acclimate them to high school, as evidenced by

the high referral rate and number of failing grades.

● Rosemont as a whole needs to address the apathy of students; only 31% choose to take classes

that are most challenging to them.

● Rosemont needs to continue to develop a schoolwide system of intervention in terms of both

academics and behavior.

● Professional development, both on-site and through the district, is severely lacking and needs to

increase in a numbers of areas (EL instruction, new standards adoption, co-teaching, data

analysis).

● Even though there are more computers available, Rosemont should work toward having carts

available in each class to meet the demands of the new curriculum that relies heavily on

technology.

● While safety is a pressing concern, many teachers do not have access to buildings and gates that

allow them to enter after a certain time or even leave the premises at times.

● Common assessments are being utilized in some departments, but the analysis of the results and

how that data can inform instruction isn't being addressed/utilized; more collaboration time

within the school day as well as more collaboration opportunities could assist with this.


________________________________________________________________________________

185


________________________________________________________________________________

186

Chapter IV: Summary from Analysis of Identified Critical Student Learning Needs

Summarize the identified critical student learning needs based on profile and Focus Group

findings.

Through the collaborative self-study process, staff analyzed school and student data for trends and

evidence for areas in which the school is doing well and for areas where there is still a need for growth.

In addition, the WASC self-study process of forming focus groups (organization, instruction,

curriculum, assessment, and culture) also supported the need for further collaboration in determining the

areas of greatest need. These findings, which helped to narrow our focus and determine our Critical

Student Learning Needs, were used to help create the school’s action plan for the next six years. These

Critical Student Learning Needs focus on all students as well as those in specific subgroups and content

areas. From this work, the Rosemont staff identified four Critical Student Learning Needs:

Critical Student Learning Need #1

Create, implement, and monitor a set of procedures, practices, and shared expectations to

facilitate communication between all shareholders, improve the level of organization, and prepare

students for success.

This Critical Learning Need, identified through the 2013 Self-Study, continues to be an area for growth

as identified by focus groups as well as staff and student surveys, and it aligns with all four of the

SCUSD LCAP goals:

1. College, Career and Life Ready Graduates: SCUSD will challenge and support all students to

actively engage in rigorous and relevant curriculum that prepares them for college, career, and a

fulfilling life, regardless of zip code, race/ethnicity, ability, language proficiency, and life

circumstance.

2. Emotionally Healthy and Engaged Students: SCUSD will provide students with supports and

opportunities to ensure a safe, physically and emotionally healthy learning environment.

3. Family and Community Empowerment: SCUSD will build the capacity of parents and staff to

support student achievement by providing education, tools to navigate the system, and

relationship-building strategies

4. Operational Excellence: SCUSD will be a service-focused organization, committed to serving

students, families, staff and community efficiently and effectively. The two actions outlined in

Goal 4 include deepened implementation of a robust data collection and reporting process so that

impact on student achievement and district operations may be measured, and further

development of standards and protocols for customer service districtwide.

College and career readiness is an important indicator of student success after high school, and

consistency with procedures, practices, and expectations that align the work of all stakeholders is key to

supporting that success. While 94.3% of staff report that their duties are made clear by administration,


________________________________________________________________________________

187

only 50% strongly agree with that statement. While 77.1% of staff agree that there is a common vision

among faculty, administration, students, and parents, only 17.1% strongly agree. With several new

progress monitoring tools that make performance and other data more accessible, and the addition of

teacher training around accessing, analyzing and using data to improve outcomes for students, the

Rosemont staff anticipate that they will make significant progress on this critical learning need.


Improve upon the implementation of common assessments and establish a protocol for the

analysis of student data to inform instruction and promote student academic growth that will: 1.

Allow teachers to assess how and why students are failing to make adequate progress in specified

areas; 2. Strategize how to address the weaknesses in instruction that give rise to the gaps in

learning; 3. Use best practices to improve student academic performance.

With new curricula in several content areas, and the fact that our collaborative teams are at various

levels of success and implementation, refinement of the collaborative process of planning instruction

continues to be an area of critical need. Critical Learning Need #2 aligns with two SCUSD LCAP Goals:




circumstance.






According to Student Survey data, a low percentage of Rosemont students report that they take the most

challenging classes. Only 62.77% of students earned Cs or better in English 9 - a percentage that has

remained fairly steady over the past three years. Only 50% earned Cs or better in Math I, and only

73.36% earned Cs or better in Math 2. 64.35% earned Cs or better in Biology. The percentage of

students in many subgroups meeting or exceeding standards on CAASPP is unacceptable. In 2018, 32%

of African American students met or exceeded standards in English and 8% met or exceeded standards

in math. 16% of Hispanic students met or exceeded standards in math. The average score on the reading

and essay portions of the SAT in 2015-16 was lower than that of the district. The percentage of

Rosemont students scoring over 21 on the ACT decreased from 38.06% to 28.57% in 2017. Although

the average score for math was higher than the district in 2014, the average score in math also decreased

in 2016. Rosemont’s graduation rate in 2018 was the highest of all the SCUSD comprehensive high

schools (93.6%) and the number of students earning a Golden Seal Merit Diploma increased between


________________________________________________________________________________

188

2017 and 2018 (26% to 77%). Even though 43.4% of graduates met CSU/UC A-G requirements in

2018, which is a 6.1% increase from 2017, Rosemont needs to increase the percentage of students, in all

subgroups, who meet the CSU/UC eligibility requirements. There is also a need to increase the

percentage who are EAP “college ready” in math and English.

There is a definite need to better prepare students for academic success. Rosemont High School’s

collaborative teams have made progress over the past two years, but based on WASC Self-Study

findings in Category B (Curriculum), C (Instruction), and Category D (Assessment), teams need to

further develop common formative and summative assessments/rubrics, in addition to engaging in the

cycle of continuous improvement and incorporating research-based instructional practices to address

weaknesses in instruction and close gaps in learning.


Implement and monitor the school-wide student intervention system with special emphasis on

regular progress monitoring and consistent evaluation of interventions’ effectiveness.

Supporting success for all students requires systems for identifying student needs, introducing changes

in practice, including intervention, and following up with progress-monitoring in short, iterative cycles

to analyze impact. Critical Learning Need #3 aligns with two SCUSD LCAP Goals:




circumstance

2. Safe, Emotionally Healthy and Engaged Students: SCUSD will provide students with supports

and opportunities to ensure a safe, physically and emotionally healthy learning environment.

In addition to traditional processes for monitoring student progress, there are a number of new systems

in place to more effectively do this work. Counselors and administrators now meet weekly to use the

PATAI, the A-G monitoring tool, the FAFSA monitoring tool, the Graduation course monitoring tool to

develop intervention plans for students who are not on track. The Assistant Principal in charge of master

schedule and the counselors also use this tool to determine course placement during the master schedule

development process as well as to monitor appropriate course placement throughout the year. The

Attendance team uses the EIIS early warning system to intervene for students with poor attendance

(including a focus on chronic absenteeism), poor academic achievement, and problems with behavior.

New in 2018 is a partnership with numerous community organizations to provide a variety of counseling

and health services to provide students with additional supports. Ensuring that Rosemont staff improves

upon systemic progress monitoring and appropriate, timely interventions for ALL students who are

struggling is at the core of this Critical Learning Need.


________________________________________________________________________________

189

Critical Learning Need #4

Achieve a 100% graduation rate, a 100% A-G completion rate, and an increased re-designation

rate for English Learners.

The SCUSD Equity, Access, and Social Justice Guiding Principle states that all students will have an

equal opportunity to graduate with the greatest number of postsecondary choices from the widest array

of options. Critical Student Learning Need #4 aligns with this Guiding Principle and also with all of the

SCUSD LCAP Goals:




circumstance.

2. Emotionally Healthy and Engaged Students: SCUSD will provide students with supports and

opportunities to ensure a safe, physically and emotionally healthy learning environment.

3. Family and Community Empowerment: SCUSD will build the capacity of parents and staff to

support student achievement by providing education, tools to navigate the system, and

relationship-building strategies






Although the Rosemont Graduation rate has exceeded the rate for SCUSD since 2015 and increased by

3.9% to 93.65% in 2018, Rosemont staff must continue to use the new progress monitoring tools to

sustain improvement in the graduation rates for all students. Staff need professional development in

using these tools and analyzing data to inform the effectiveness of the instructional program, including

interventions. In 2014-15, the percentage of Rosemont graduates with the required UC/CSU courses was

33.5%, which was well below the district percentage of 45.8%. In 2017, the rate was 44.3%, just above

the district percentage of 43.9%. According to the California School Dashboard, the percentage of

graduates who qualified as “Ready” increased from 36.7% in 2017 to 42.8% in 2018. However, with a

goal of 100%, and with college/career readiness as one of the state indicators, this must be a goal for

improvement.


________________________________________________________________________________

190


________________________________________________________________________________

191

Introduction

After conducting our self-study, Rosemont High School focus groups and WASC committee members

analyzed the data and determined the areas of greatest need on which to focus for the next three years;

input from the leadership team and the focus group chairs helped narrow our focus and determined our

critical learner needs. These critical learner needs address all students, while also focusing on those in

specific subgroups and content areas.


Improve academic literacy of all students to demonstrate proficiencies in all standards

across the disciplines


Develop a school-wide intervention plan to support student success, eliminate equity

gaps, and increase college and career readiness


Achieve annual growth in Rosemont’s graduation rate, A-G completion rate, and EL

redesignation


________________________________________________________________________________

192


Improve academic literacy of all students to demonstrate proficiencies in all standards

across the disciplines

Based on LCAP Goals #1, #2, #3, and #4:

1. College, Career and Life Ready Graduates: SCUSD will challenge and support all

students to actively engage in rigorous and relevant curriculum that prepares them for

college, career, and a fulfilling life, regardless of zip code, race/ethnicity, ability, language

proficiency, and life circumstance.

2. Emotionally Healthy and Engaged Students: SCUSD will provide students with

supports and opportunities to ensure a safe, physically and emotionally healthy learning

environment.

3. Family and Community Empowerment: SCUSD will build the capacity of parents and

staff to support student achievement by providing education, tools to navigate the system,

and relationship-building strategies

4. Operational Excellence: SCUSD will be a service-focused organization, committed to

serving students, families, staff and community efficiently and effectively. The two

actions outlined in Goal 4 include deepened implementation of a robust data collection

and reporting process so that impact on student achievement and district operations may

be measured, and further development of standards and protocols for customer service

districtwide.

Based on Expected Schoolwide Learning Outcomes (ESLOs) #1, #2, #3, #4, #5

A Rosemont graduate is

1. a critical thinker with intellectual curiosity who can solve complex, real world

problems

2. a self-directed and lifelong learner who can apply knowledge to create new ideas

3. a college and career ready student who can seek out opportunities for academic and

personal growth

4. a productive, hard-working, collaborative person who can contribute positively to the

community and the world

5. a culturally-aware and empathetic individual who can embrace diversity


________________________________________________________________________________

193

Supporting Data

62.77% of students earned Cs or better in English 9 - a percentage that has remained fairly

steady over the past three years. Only 50% earned Cs or better in Math 1, and only 73.36%

earned Cs or better in Math 2. 64.35% earned Cs or better in Biology. The average score of

Rosemont students on the reading and essay portions of the SAT in 2015-16 was lower than

that of the district. The percentage of Rosemont students scoring over 21 on the ACT

decreased from 38.06% to 28.57% in 2017. The overall percentage of students meeting and

exceeding standards on CAASPP increased between 2015 and 2018. Performance peaked in

2017, however, when 56.69% of students met or exceeded standards in English, and 31.95% of

students met or exceeded standards in math. In almost every subgroup, the percentage dropped

between 2016-17 and 2017-18. Rosemont staff cannot account for the dramatic increase in the

2017 scores and the subsequent drop in 2018. Since 2015, the percentage of white students

meeting or exceeding standards has increased by 14% in English (50% to 64%) and 9% in

math (30% to 39%.) The percentage of African American students meeting or exceeding

standards has increased approximately 2% in English (30% - 32%) and decreased 8% in math

(16% - 8%.) For Hispanic students, the percentage in English has increased approximately

2% in English (40% - 42%) and and remained steady in math (16% - 16%). However, the

percentages represent a huge gap, with white students significantly outperforming these other

two groups. Between 2015 and 2018, the percentage of students with disabilities meeting or

exceeding standards in English increased 8% (9% - 17%) and remained fairly consistent in

math (3% - 2%). However, the percentage nearly meeting standards between 2017 and 2018

increased 10%, which could indicate that co-teaching is contributing to increased learning for

students in that setting. The number of Rosemont students taking AP tests as well as the

number of tests taken have increased significantly since 2013-14; in fact, Rosemont has tripled

the number of tests administered and more than doubled the number of students enrolled AP

classes. However, with increased access to AP classes came a decrease in the percentage of

students passing the exam. Although the dip was massively significant in the 2015-2016 year,

the overall percentage is on the rise—even with triple the students now taking the tests—and

has almost returned to where Rosemont was six years ago, which is attributed, in part, to

changes in staffing. During that same period, the percentage of students in the state of

California also declined slightly, but Rosemont is still well below the state average, even with

the overall increase in passing scores. The mean AP score for 17-18 was 2.39 while the state

average is 3.05.


________________________________________________________________________________

194

Action Steps Assessment of Growth Responsibility Time Frame

Provide teachers with ongoing staff

development that results in a deeper

understanding of how to effectively

use curricular materials and how to

effectively teach critical thinking

and literacy skills

Grades, Assessment Data,

Lesson Plans,

Observation Data, CT and

Release Time Agendas

Administration

Training

Specialists

Department

Leads

Teachers

Quarterly,

Beginning Fall,

2019

Present assessment data (CAASPP,

SAT, AP) to staff to inform

instruction


Lesson Plans,



Administration

Training

Specialists

Department

Leads

Teachers

Annually,

Beginning Fall

of 2019

Ensure that teachers in all content

areas use practice test materials to

better prepare students for all

assessments.

CAASPP, AP, SAT, ACT

Data

Administration

Training

Specialists

Department

Leads

Teachers

Quarterly,

Beginning Fall,

2019

Provide staff development and time

for vertical planning in departments

to support the progression of skills


Lesson Plans,



Administration

Training

Specialists

Department

Leads

Teachers

Quarterly,

Beginning Fall,

2019

Provide time for teachers to access,

analyze, and use classroom data to

plan rigorous instruction, including

the development of common

assessments


Lesson Plans,


Release Time Agendas,

Common Assessments

Administration

Training

Specialists

Department

Leads

Teachers

Annually,

Beginning Fall,

2019

Increase student performance by

2% on assessments (CAASPP,

CAST SAT, ACT, AP)

CAASPP, CAST, SAT,

ACT, AP scores

Administration

Faculty

Parents

Students

Annually,

Beginning

2020


________________________________________________________________________________

195


Develop a school-wide intervention plan to support student success, eliminate equity

gaps, and increase college and career readiness

Based on LCAP Goals #1 and #4










districtwide.

Based on Expected Schoolwide Learning Outcomes (ESLOs) #1, #2, #3

1. A critical thinker with intellectual curiosity who can solve complex, real world

problems

2. A self-directed and lifelong learner who can apply knowledge to create new ideas

3. A college and career ready student who can seek out opportunities for academic and

personal growth

Supporting Data

In 2018, only 41.5% of Rosemont students were meeting or exceeding English standards on

the CAASPP; only 26.2% of student met or exceeded in Math. While there was a slight

increase in achievement of White students and Students with Disabilities, all other subgroups

of students decreased in achievement. In the Fall 2018 survey, only 65.7% of staff felt that

they received adequate professional development in the area of instructional strategies to serve

special education and EL students, and only 56% were familiar with schoolwide learner

outcomes. The percentage of students receiving failing grades in English 9 has remained at


________________________________________________________________________________

196

approximately 20% since 2016, while 30% of students fail Math I annually, both of which

contribute immensely to students being off-track for graduation from their first year in high

school. Rosemont’s graduation rate in 2018 was 93.65%, which is an increase from previous

years, but is still 6.35% away from the district’s goal of 100%. As reported in the student

survey, 31% of students do not choose to take classes that are the most challenging to them,

yet some also expressed that they cannot envision themselves being successful in an AP class

nor do they feel that access to these classes is equal to everyone. Currently, very few staff

members participate in Home Visits, which have a direct connection to student success. 84%

of parents report that they feel they are informed throughout the year of their students’

progress; however, 26.9% feel their students are not counseled regularly. 61.6% of parents feel

their students are prepared for post-secondary options, and only 65.5% of students feel their

classes have prepared them for their futures.

The district attendance goal is 95%, and Rosemont students rarely meet that goal except for the

first month of school, and the rate is lowest during the months of December and February.

Suspension rates for all groups of students is high, with the exception of Asian students and

English Learners. In 2016-17, Rosemont had an 8.6 % suspension rate, again approximately

2% higher than the district. The percentage of students with multiple suspensions was lower

than SCUSD (30.2% vs 36.5%.) African American students continue to have the highest

suspension rate (19.2%) and the highest rate of disproportionality (41.1% vs. 18.3%.) Increases

or decreases are not significant except for African American students, where suspensions

increased 5.9%. Suspensions as of November, 2018 had increased from 46 to 85 incidents at

the same date in 2017, so Rosemont staff have identified the need to re-emphasize a focus on

explicit instruction around social and emotional learning competencies and use alternatives to

suspension for all but major infractions.


Provide teachers with available

achievement data, disaggregated

by subgroup

Meeting Agendas Administration

Training Specialists

Leadership Team

Annually,

Beginning

Fall, 2019

Operationalize use of the available

tools to identify students, by

subgroups, who are at risk of

failing and refine/increase the

appropriate change ideas in short,

Grades

Performance Data

Attendance Rate

On-track Graduation

Status and A-G Rate

Administration

Site Instruction

Coordinator

Counselors

Faculty

Monthly,

Beginning

Fall, 2019


________________________________________________________________________________

197

iterative cycles

Provide credit recovery during 0,

7th period and summer school,

maximizing enrollment and

closely monitoring student

progress to achieve 5% increase in

completion rate\on-track

graduation status and A-G rate

Course Completion Rate

Graduation Rate, A-G

rate

Administration Annually

Ensure that master schedule

maximizes opportunities for all

students to enroll in A-G courses

in order to increase A-G rate by

2%

A-G Rate AP in Charge of

Master Schedule

Counselors

June,

Annually

Utilize services of community

partners to support students’

mental and physical health needs

Improved Attendance

Rate, Grades, and

Performance Data

Administration

Attendance Team

Beginning

March, 2019

Increase Staff Participation in the

Home Visitation Program by 10%

Home Visit Logs All Staff By August,

Annually

Increase school-home

communication when students are

in danger of failing

Parent Survey Results

Infinite Campus Contact

Log

Faculty Spring and

Fall Parent

Survey,

Beginning

Fall, 2019

Communicate availability and

entrance to AP courses to all

students

Parent and Student

Survey Results

Back-to-School Night

Agenda

Grade Level Assembly

Agendas, Weekly

Messengers,

Communication on

Website

Administration Annually,

Beginning

Fall, 2019

Provide explicit SEL instruction

in the freshmen social science

course to decrease behavior

referrals and suspensions by 5%

Lesson Plans

Walk-thru Observations

CT Agendas

Geo/Ethnic Studies

Teachers

Annually,

Beginning

Fall, 2019

Monitor attendance data and Attendance Rate Administration Annually,


________________________________________________________________________________

198

provide appropriate interventions

for students not meeting 95%

attendance to increase attendance

rate by 2%

Attendance Team Beginning

Fall, 2019

Implement restorative practices in

classrooms and in site behavior

office to reduce suspensions for

all students by 5% and by 10% for

African American students

Behavior and Suspension

Data

Administration

Faculty

Annually,

Beginning

Fall, 2019


Achieve a 100% graduation rate, a 100% A-G completion rate, and an increased

redesignation rate for English Learners

Based on LCAP Goal #1, #2, #3, and #4





2. Emotionally Healthy and Engaged Students: SCUSD will provide students with

supports and opportunities to ensure a safe, physically and emotionally healthy learning

environment.

3. Family and Community Empowerment: SCUSD will build the capacity of parents and

staff to support student achievement by providing education, tools to navigate the system,

and relationship-building strategies






districtwide.


________________________________________________________________________________

199

Based on Expected Student Learning Outcomes (ESLOs) #1, #2, #3, #4, #5

A Rosemont graduate is

1. a critical thinker with intellectual curiosity who can solve complex, real world

problems

2. a self-directed and lifelong learner who can apply knowledge to create new ideas

3. a college and career ready student who can seek out opportunities for academic and

personal growth

4. a productive, hard-working, collaborative person who can contribute positively to the

community and the world

5. a culturally-aware and empathetic individual who can embrace diversity

Supporting Data

The Rosemont Graduation rate has exceeded the rate for SCUSD since 2015 and

increased by 3.9% to 93.65% in 2018. Rosemont staff must continue to use the new

progress monitoring tools to sustain improvement in the Graduation rates for all

students. Ensuring that all students graduate with the greatest number of postsecondary

choices from the widest array of options includes A-G completion rates. In 14-15, the

percentage of Rosemont graduates with the required UC/CSU courses was 33.5%, well

below the district percentage of 45.8%. In 2017, the rate was 46.43%, just above the

district percentage of 43.9%. According to the California School Dashboard, the

percentage of graduates who qualified as “ready” increased from 36.7% in 2017 to

42.8% in 2018. However, with a goal of 100%, and with college/career readiness as one of

the state indicators, this must be a goal for improvement. The number of beginning

English Learners has increased each year since 2014 and is historically highest in 9th

grade. Most ELs remain in the intermediate and early advanced range as they move

through the grade levels. Although there was a dip in the redesignation rate in 2017-18,

the rate has risen steadily since 2014-15, when no Rosemont students were redesignated.

However, Rosemont’s redesignation rate is still well below the district, county, and state

averages. The RFEP rate and LTEL rate have remained steady since 2015-16.


Develop master schedule to provide

opportunities for all students to enroll

in courses to maintain on-track status

Graduation and A-G

Completion Rate

Principal

Assistant Principal

August of

each school

year


________________________________________________________________________________

200

for graduation and meet A-G

requirements

Use PATAI to monitor all students for

on-track Graduation status, A-G status,

and EL Redesignation status

Grades

Course Completion

Rate

Administration

Counselors

Semester 1

and 2,

annually

Provide online credit recovery and

maximize enrollment

Course Enrollment

Course Completion

Rate

Graduation Rate

Administration Summer,

2019 and

Zero and 7th

period

Annually

Counsel students who are severely

credit deficient to utilize off-site district

options

Graduation Rate Administration

Counselors

Semester 1

and 2,

annually

Monitor EL students close to meeting

redesignation criteria and increase

redesignation rate by 2%

EL Redesignation

Rate

Administration

English teachers

Annually,

beginning

Spring, 2019


________________________________________________________________________________

201


________________________________________________________________________________

202

A. Local Control and Accountability Plan (LCAP): https://www.scusd.edu/pod/2018-19-

revised-lcap

B. WASC Student and staff surveys:

● Results of student Spring 2018 (390 student responses) survey can be found here or

here: https://rosemont.scusd.edu/sites/main/files/file-

attachments/wasc_student_survey_2018-2019.pdf).

● Results of the Fall Student Survey 2018-2019 (450 student responses) survey can be

found here or : https://rosemont.scusd.edu/sites/main/files/file-

attachments/fall_student_survey_2018-2019.pdf

● Results of staff survey can be found here or here:

https://rosemont.scusd.edu/sites/main/files/file-

attachments/wasc_staff_survey_2018-2019.pdf

C. Results of parent/community questionnaire/interviews can be found here or here:

https://rosemont.scusd.edu/sites/main/files/file-

attachments/wasc_parent_survey_results_fall_2018.pdf

D. The most recent California Healthy Kids Survey can be found here.

E. Bell Schedule

Regular Schedule

(Mon/Tue/Wed/Fri)

Period 0 7:00 7:50 50

Passing 7:53 8:00 7

Period 1 8:00 8:57 57

Period 2 9:04 10:01 57

Period 3 10:08 11:05 57

Period 4 11:12 12:13 61

Lunch 12:13 12:49 36

Period 5 12:56 1:53 57

Period 6 2:00 2:57 57

https://www.scusd.edu/pod/2018-19-revised-lcap

https://www.scusd.edu/pod/2018-19-revised-lcap

https://rosemont.scusd.edu/sites/main/files/file-attachments/wasc_student_survey_2018-2019.pdf



https://rosemont.scusd.edu/sites/main/files/file-attachments/fall_student_survey_2018-2019.pdf



https://rosemont.scusd.edu/sites/main/files/file-attachments/wasc_staff_survey_2018-2019.pdf



https://rosemont.scusd.edu/sites/main/files/file-attachments/wasc_parent_survey_results_fall_2018.pdf



https://www.caschooldashboard.org/#/OtherSchools/34674390000000/3


________________________________________________________________________________

203

Period 7 3:03 4:00 57

Early Release Schedule (Thursday)

Period 0 7:00 7:50 50

Passing 7:53 8:00 7

Period 1 8:00 8:47 47

Period 2 8:54 9:41 47

Period 3 9:48 10:35 47

Period 4 10:42 11:33 50

Period 5 12:16 1:03 47

Period 6 1:10 1:57 47

Shortened Day

Period 0 7:00 7:50 50

Passing 7:53 8:00 7

Period 1 8:00 8:35 35

Period 2 8:42 9:17 35

Period 3 9:24 9:59 35

Period 4 10:06 10:42 35

Period 5 10:49 11:24 35

Period 6 11:31 12:06 35


________________________________________________________________________________

204

Rally Schedule

Period 0 7:00 7:50 50

Passing 7:53 8:00 7

Period 1 8:00 8:47 47

Period 2 8:54 9:41 47

Period 3 9:48 10:35 47

Period 4 10:42 11:34 52

Lunch 11:34 12:10 36

Period 5 12:17 1:04 47

Period 6 1:11 1:58 47

RALLY 2:05 2:57 52

Period 7 3:03 3:50 47

F. Staff Handbook can be found here

(or here: https://rosemont.scusd.edu/sites/main/files/file-

attachments/rhs_staff_handbook_18-19_rev_9-1-18.pdf

G. Approved AP course list here

or here: https://hs-articulation.ucop.edu/agcourselist/institution/1723

H. UC A-G approved course list here

or here: https://apcourseaudit.inflexion.org/ledger/school.php?a=NTM3OA==&b=MA==

I. School accountability report card (SARC) can be found here

or here: https://rosemont.scusd.edu/sites/main/files/file-attachments/rosemont_sarc_2018-

2019.pdf

https://rosemont.scusd.edu/sites/main/files/file-attachments/rhs_staff_handbook_18-19_rev_9-1-18.pdf

https://rosemont.scusd.edu/sites/main/files/file-%20%09attachments/rhs_staff_handbook_18-19_rev_9-1-18.pdf

https://rosemont.scusd.edu/sites/main/files/file-%20%09attachments/rhs_staff_handbook_18-19_rev_9-1-18.pdf

https://hs-articulation.ucop.edu/agcourselist/institution/1723

https://hs-articulation.ucop.edu/agcourselist/institution/1723

https://apcourseaudit.epiconline.org/ledger/

https://apcourseaudit.epiconline.org/ledger/

https://apcourseaudit.inflexion.org/ledger/school.php?a=NTM3OA==&b=MA==

https://apcourseaudit.inflexion.org/ledger/school.php?a=NTM3OA==&b=MA==

https://doorways.ucop.edu/list/app/home/

https://doorways.ucop.edu/list/app/home/

https://rosemont.scusd.edu/sites/main/files/file-attachments/rosemont_sarc_2018-2019.pdf




________________________________________________________________________________

205

J. SCUSD Equity, Access, and Social

Justice Cycle of Continuous Improvement

Learning Competencies


________________________________________________________________________________

206

K. Causal Systems Analysis and Driver Diagram


________________________________________________________________________________

207


________________________________________________________________________________

208

L. Graduation requirements

Subject Areas Years Credits

English 4 years 40 credits

Math I 1 year 10 credits

Math II 1 year 10 credits

Fine Arts 1year 10 credits

Physical Science 1 year 10 credits

Life Science/Biology 1 year 10 credits

Physical Education 2 years 20 credits

Foreign Language 1 year 10 credits

World History 1 year 10 credits

U.S. History 1 year 10 credits

U.S. Government ½ year 5 credits

Economics ½ year 5 credits

Contemporary Global Issues ½ year 5 credits

Ethnic Studies ½ year 5 credits


________________________________________________________________________________

209

M. Language Frames Poster


________________________________________________________________________________

210

N. Weekly Bulletin (Sample)


________________________________________________________________________________

211


________________________________________________________________________________

212

O. SPSA (Single Plan for Student Achievement) can be found here

or here:https://rosemont.scusd.edu/sites/main/files/file-attachments/rosemont_2018-19_spsa.pdf

P. Online Credit Recovery Sample Progress Update

Q. EIIS Early Warning System can be found here or here: https://cepbeta.ucmerced.edu/auth/login.cfm;jsessionid=66C3864B0E52CFAECCAF3E7DBAEA8F8E.CF3?App=SCUSD&CFID=5714190&CFTOKEN=9e0393a7b9716a71-5935A99D-B083-FEE5-34DBB34175DBD975

R. Master Schedule can be found here or here:

https://rosemont.scusd.edu/sites/main/files/file-attachments/master_schedule_2018-2019.pdf

https://rosemont.scusd.edu/sites/main/files/file-attachments/rosemont_2018-19_spsa.pdf

https://rosemont.scusd.edu/sites/main/files/file-attachments/rosemont_2018-19_spsa.pdf

https://cepbeta.ucmerced.edu/auth/login.cfm;jsessionid=66C3864B0E52CFAECCAF3E7DBAEA8F8E.CF3?App=SCUSD&CFID=5714190&CFTOKEN=9e0393a7b9716a71-5935A99D-B083-FEE5-34DBB34175DBD975






________________________________________________________________________________

213

S. Testing Calendar 2018-2019

Test Grade Level Dates

PSAT* 9th

and 10th

Oct 10

District Interims (formally

Benchmarks)#

English and math

9th

and 10th

10/22-11/2

2/4-2/19

5/13-5/24 (optional)

District Interims (formally

Benchmarks) #

English and math

11th

11.5-11/16

2/19-3/5

5/20-5/31

ELPAC (English Language

Proficiency Assessment for

CA)

All 2/1-5/30

CAST (CA Science Test)# 12th

4/1-4/5

CAASPP*# 11th

4/8-5/3

SAT * 11th

3/6

AP Testing All 5/6-5/17


________________________________________________________________________________

214

T. District Calendar 18-19


________________________________________________________________________________

215

U. CT Meeting Agendas/Minutes


________________________________________________________________________________

216


________________________________________________________________________________

217


________________________________________________________________________________

218


________________________________________________________________________________

219


________________________________________________________________________________

220


________________________________________________________________________________

221


________________________________________________________________________________

222


________________________________________________________________________________

223


________________________________________________________________________________

224


________________________________________________________________________________

225


________________________________________________________________________________

226


________________________________________________________________________________

227


________________________________________________________________________________

228

V. Course Offerings can be found here or here: https://rosemont.scusd.edu/sites/main/files/file-

attachments/electives_and_core_alternatives_18-19.pdf

W. Grade Distribution Charts

Special Education

School Year Course Name ABC% D% F% #ABC #D #F Total

2015 - 2016 English 9 71.43 28.57 0.00 15 6 0 21

2016 - 2017 English 9 73.33 26.67 0.00 11 4 0 15

2017 - 2018 English 9 83.33 12.50 4.17 20 3 1 24

2015 - 2016 English 10 88.24 11.76 0.00 15 2 0 17

2016 - 2017 English 10 78.95 21.05 0.00 15 4 0 19

2017 - 2018 English 10 75.00 18.75 6.25 12 3 1 16

2015 - 2016 English 11 94.12 5.88 0.00 16 1 0 17

2016 - 2017 English 11 92.31 7.69 0.00 12 1 0 13

2017 - 2018 English 11 78.26 17.39 4.35 18 4 1 23

2015 - 2016 English 12 66.67 22.22 11.11 6 2 1 9

2016 - 2017 English 12 86.67 6.67 6.67 13 1 1 15

2017 - 2018 English 12 100.00 0.00 0.00 14 0 0 14

https://rosemont.scusd.edu/sites/main/files/file-attachments/electives_and_core_alternatives_18-19.pdf




________________________________________________________________________________

229

2015 - 2016

World

Language 2 70.00 30.00 0.00 7 3 0 10

2016 - 2017

World

Language 2 55.56 22.22 22.22 5 2 2 9

2017 - 2018

World

Language 2 37.50 50.00 12.50 6 8 2 16

2015 - 2016

World

Language 3 N/A N/A N/A 0

2016 - 2017

World

Language 3 N/A N/A N/A 0

2017 - 2018

World

Language 3 100.00 0.00 0.00 1 0 0 1

2015 - 2016

World

Language 4 100.00 0.00 0.00 3 0 0 3

2016 - 2017

World

Language 4 100.00 0.00 0.00 8 0 0 8

2017 - 2018

World

Language 4 75.00 25.00 0.00 6 2 0 8

2015 - 2016

Contemporary

Global Issues 65.38 26.92 7.69 17 7 2 26

2016 - 2017

Contemporary

Global Issues 89.47 10.53 0.00 17 2 0 19

2017 - 2018

Contemporary

Global Issues 90.00 6.67 3.33 27 2 1 30

2015 - 2016 U.S. History 100.00 0.00 0.00 19 0 0 19

2016 - 2017 U.S. History 100.00 0.00 0.00 16 0 0 16

2017 - 2018 U.S. History 85.00 15.00 0.00 17 3 0 20

2015 - 2016 World History 88.24 5.88 5.88 15 1 1 17

2016 - 2017 World History 81.82 18.18 0.00 18 4 0 22


________________________________________________________________________________

230

2017 - 2018 World History 76.47 17.65 5.88 13 3 1 17

2015 - 2016 Life Science 80.00 15.00 5.00 16 3 1 20

2016 - 2017 Life Science 71.43 19.05 9.52 15 4 2 21

2017 - 2018 Life Science 66.67 25.00 8.33 8 3 1 12

2015 - 2016 Math Skills N/A N/A N/A 0

2016 - 2017 Math Skills N/A N/A N/A 0

2017 - 2018 Math Skills 66.67 25.00 8.33 8 3 1 12

2015 - 2016

Physical

Science 74.07 18.52 7.41 20 5 2 27

2016 - 2017

Physical

Science 81.25 12.50 6.25 13 2 1 16

2017 - 2018

Physical

Science 76.47 5.88 17.65 13 1 3 17

2015 - 2016

Econ

Consumer Ed 75.00 16.67 8.33 9 2 1 12

2016 - 2017

Econ

Consumer Ed 78.95 15.79 5.26 15 3 1 19

2017 - 2018

Econ

Consumer Ed 92.86 7.14 0.00 13 1 0 14

2015 - 2016

Con Ed/Life

Skills 100.00 0.00 0.00 24 0 0 24

2016 - 2017

Con Ed/Life

Skills 93.75 0.00 6.25 30 0 2 32

2017 - 2018

Con Ed/Life

Skills 93.94 3.03 3.03 31 1 1 33

2015 - 2016 Math 1 70.83 25.00 4.17 17 6 1 24


________________________________________________________________________________

231

2016 - 2017 Math 1 81.82 13.64 4.55 18 3 1 22

2017 - 2018 Math 1 61.54 23.08 15.38 16 6 4 26

2015 - 2016 Math 2 68.42 26.32 5.26 13 5 1 19

2016 - 2017 Math 2 68.75 31.25 0.00 11 5 0 16

2017 - 2018 Math 2 61.90 14.29 23.81 13 3 5 21

ART

School Year Course

Name

ABC% D% F% #ABC #D #F Total

2015 - 2016

Adv.

Ceramics 90.91% 9.09 0.00 10 1 0 11

2016 - 2017

Adv.

Ceramics 100.00% 0.00 0.00 24 0 0 24

2017 - 2018

Adv.

Ceramics 100.00% 0.00 0.00 14 0 0 14

2015 - 2016 Ceramics 99.40 0.60 0.00 165 1 0 166

2016 - 2017 Ceramics 100.00 0.00 0.00 133 0 0 133

2017 - 2018 Ceramics 100.00 0.00 0.00 161 0 0 161

2015 - 2016 Adv. Art 100.00 0.00 0.00 10 0 0 10

2016 - 2017 Adv. Art 100.00 0.00 0.00 24 0 0 24

2017 - 2018 Adv. Art 100.00 0.00 0.00 20 0 0 20


________________________________________________________________________________

232

2015 - 2016 Art 96.88 2.08 1.04 93 2 1 96

2016 - 2017 Art 97.50 0.00 2.50 117 0 3 120

2017 - 2018 Art 95.76 4.24 0.00 113 5 0 118

2015 - 2016

Camera

Comp 72.94 7.06 20.0 62 6 17 85

2016 - 2017

Camera

Comp 62.26 9.43 28.3 33 5 15 53

2017 - 2018

Camera

Comp 57.95 18.1 23.8 51 16 21 88

2015 - 2016

Advanced

Camera

Comp 100.00 0.00 0.00 9 0 0 9

2016 - 2017

Advanced

Camera

Comp 66.67 16.6 16.6 4 1 1 6

2017 - 2018

Advanced

Camera

Comp N/A N/A N/A 0

2015 - 2016 Yearbook 59.26 40.7 0.00 16 11 0 27

2016 - 2017 Yearbook 90.91 9.09 0.00 10 1 0 11

2017 - 2018 Yearbook 100.00 0.00 0.00 18 0 0 18

2015 - 2016

Media

Production 60.00 30.0 10.0 6 3 1 10

2016 - 2017

Media

Production 68.09 10.6 21.2 32 5 10 47

2017 - 2018

Media

Production 62.65 20.4 16.8 52 17 14 83


________________________________________________________________________________

233

CTE

School Year Course

Name


2015 - 2016

Construction

Tech N/A N/A N/A 0

2016 - 2017

Construction

Tech N/A N/A N/A 0

2017 - 2018

Construction

Tech 100.00 0.00 0.00 18 0 0 18

2015 - 2016

Engineering,

Construction

& Design N/A N/A N/A 0

2016 - 2017

Engineering,

Construction

& Design N/A N/A N/A 0

2017 - 2018

Engineering,

Construction

& Design 85.42 4.17 10.42 41 2 5 48

2015 - 2016

Principles of

Engineering 85.00 15.0 0.00 17 3 0 20

2016 - 2017

Principles of

Engineering 96.30 3.70 0.00 26 1 0 27

2017 - 2018

Principles of

Engineering 80.77 7.69 11.54 21 2 3 26

2015 - 2016

Intro to

Engineering 86.67 3.33 10.00 26 1 3 30

2016 - 2017

Intro to

Engineering 100.00 0.00 0.00 21 0 0 21

2017 - 2018

Intro to

Engineering 87.50 0.00 12.50 14 0 2 16

2015 - 2016

Advanced

Engineering N/A N/A N/A 0


________________________________________________________________________________

234

2016 - 2017

Advanced

Engineering 95.24 4.76 0.00 20 1 0 21

2017 - 2018

Advanced

Engineering 100.00 0.00 0.00 16 0 0 16

2015 - 2016

Drafting and

Design N/A N/A N/A 0

2016 - 2017

Drafting and

Design N/A N/A N/A 0

2017 - 2018

Drafting and

Design 71.74 19.5 8.70 33 9 4 46

2015 - 2016 Culinary I 89.77 6.82 3.41 79 6 3 88

2016 - 2017 Culinary I 94.51 5.49 0.00 86 5 0 91

2017 - 2018 Culinary I 97.87 2.13 0.00 92 2 0 94

2015 - 2016 Culinary II 100.00 0.00 0.00 22 0 0 22

2016 - 2017 Culinary II 100.00 0.00 0.00 15 0 0 15

2017 - 2018 Culinary II 93.44 4.92 1.64 57 3 1 61

English

School Year Course

Name


2015 - 2016 English 9 60.94 14.59 24.46 142 34 57 233

2016 - 2017 English 9 66.09 17.17 16.74 154 40 39 233

2017 - 2018 English 9 62.77 17.32 19.91 145 40 46 231


________________________________________________________________________________

235

2015 - 2016

Adv. English

9 86.32 5.98 7.69 101 7 9 117

2016 - 2017

Adv. English

9 76.76 9.86 13.38 109 14 19 142

2017 - 2018

Adv. English

9 84.07 7.96 7.96 95 9 9 113

2015 - 2016 English 10 75.71 12.99 11.30 134 23 20 177

2016 - 2017 English 10 75.68 23.78 0.54 140 44 1 185

2017 - 2018 English 10 77.00 14.50 8.50 154 29 17 200

2015 - 2016

Adv. English

10 96.58 1.37 2.05 141 2 3 146

2016 - 2017

Adv. English

10 96.43 2.68 0.89 108 3 1 112

2017 - 2018

Adv. English

10 92.37 7.63 0.00 109 9 0 118

2015 - 2016 English 11 79.67 14.29 6.04 145 26 11 182

2016 - 2017 English 11 72.00 16.80 11.20 180 42 28 250

2017 - 2018 English 11 74.68 17.17 8.15 174 40 19 233

2015 - 2016 English 12 83.16 14.80 2.04 163 29 4 196

2016 - 2017 English 12 75.96 20.22 3.83 139 37 7 183

2017 - 2018 English 12 80.00 18.46 1.54 156 36 3 195

2015 - 2016

AP English

Language 95.71 4.29 0.00 67 3 0 70


________________________________________________________________________________

236

2016 - 2017

AP English

Language 89.66 3.45 6.90 78 3 6 87

2017 - 2018

AP English

Language 97.01 2.99 0.00 65 2 0 67

2015 - 2016

Expo Read

Write N/A N/A N/A 0

2016 - 2017

Expo Read

Write 67.11 27.63 5.26 51 21 4 76

2017 - 2018

Expo Read

Write 80.00 18.46 1.54 156 36 3 195

2015 - 2016

AP English

Lit 92.16 7.84 0.00 47 4 0 51

2016 - 2017

AP English

Lit 95.83 2.08 2.08 46 1 1 48

2017 - 2018

AP English

Lit 95.45 4.55 0.00 63 3 0 66

Math


2015 - 2016 Math 1 54.55 18.18 27.27 192 64 96 352

2016 - 2017 Math 1 54.91 17.92 27.17 190 62 94 346

2017 - 2018 Math 1 49.83 21.40 28.76 149 64 86 299

2015 - 2016 Math 2 67.46 22.97 9.57 141 48 20 209

2016 - 2017 Math 2 64.57 19.29 16.14 164 49 41 254

2017 - 2018 Math 2 73.36 14.96 11.68 201 41 32 274


________________________________________________________________________________

237

2015 - 2016 Math 2 Plus 95.45 0.00 4.55 21 0 1 22

2016 - 2017 Math 2 Plus 87.00 8.00 5.00 87 8 5 100

2017 - 2018 Math 2 Plus 84.00 16.00 0.00 21 4 0 25

2015 - 2016 Math 3 N/A N/A N/A 0

2016 - 2017 Math 3 78.72 18.44 2.84 111 26 4 141

2017 - 2018 Math 3 69.18 18.87 11.95 110 30 19 159

2015 - 2016 Math 3 Plus N/A N/A N/A 0

2016 - 2017 Math 3 Plus 75.86 24.14 0.00 22 7 29

2017 - 2018 Math 3 Plus 83.87 9.68 6.45 78 9 6 93

2015 - 2016 PreCal 80.00 10.00 10.00 72 9 9 90

2016 - 2017 PreCal 86.24 9.17 4.59 94 10 5 109

2017 - 2018 PreCal 86.84 13.16 0.00 33 5 0 38

2015 - 2016

EAP Quant

Reasoning 89.29 10.71 0.00 25 3 0 28

2016 - 2017

EAP Quant

Reasoning 85.19 14.81 0.00 23 4 0 27

2017 - 2018

EAP Quant

Reasoning 96.15 3.85 0.00 50 2 0 52

2015 - 2016 AP Cal AB 89.19 8.11 2.70 33 3 1 37

2016 - 2017 AP Cal AB 73.53 11.76 14.71 25 4 5 34


________________________________________________________________________________

238

2017 - 2018 AP Cal AB 100.00 0.00 0.00 60 0 0 60

2015 - 2016 AP Cal BC 100.00 0.00 0.00 8 0 0 8

2016 - 2017 AP Cal BC 93.33 0.00 6.67 14 0 1 15

2017 - 2018 AP Cal BC 100.00 0.00 0.00 15 0 0 15

2015 - 2016 AP Stat 100.00 0.00 0.00 8 0 0 8

2016 - 2017 AP Stat N/A N/A N/A 0

2017 - 2018 AP Stat N/A N/A N/A 0

2015 - 2016

2nd Year

Algebra 81.82 12.55 5.63 189 29 13 231

2016 - 2017

2rd Year

Algebra N/A N/A N/A 0

2017 - 2018

2th Year

Algebra N/A N/A N/A 0

Music


2015 - 2016 Band 98.57 1.43 0.00 69 1 0 70

2016 - 2017 Band 98.77 0.00 1.23 80 0 1 81

2017 - 2018 Band 100.00 0.00 0.00 49 0 0 49

2015 - 2016

Marching

Band 100.00 0.00 0.00 38 0 0 38


________________________________________________________________________________

239

2016 - 2017

Marching

Band 100.00 0.00 0.00 39 0 0 39

2017 - 2018

Marching

Band 94.59 5.41 0.00 35 2 0 37

2015 - 2016 Digital Music 100.00 0.00 0.00 3 0 0 3

2016 - 2017 Digital Music 100.00 0.00 0.00 7 0 0 7

2017 - 2018 Digital Music 50.00 50.00 0.00 2 2 0 4

2015 - 2016

Beginning

Guitar 66.67 15.79 17.54 38 9 10 57

2016 - 2017

Beginning

Guitar 83.05 8.47 8.47 49 5 5 59

2017 - 2018

Beginning

Guitar 64.81 22.22 12.96 35 12 7 54

2015 - 2016

Advanced

Guitar 83.33 16.67 0.00 5 1 0 6

2016 - 2017

Advanced

Guitar 57.14 42.86 0.00 4 3 0 7

2017 - 2018

Advanced

Guitar 60.00 20.00 20.00 3 1 1 5

2015 - 2016 Orchestra 94.12 5.88 0.00 16 1 0 17

2016 - 2017 Orchestra 100.00 0.00 0.00 32 0 0 32

2017 - 2018 Orchestra 100.00 0.00 0.00 29 0 0 29

2015 - 2016 Piano Lab 71.74 6.52 21.74 33 3 10 46

2016 - 2017 Piano Lab 66.67 12.96 20.37 36 7 11 54

2017 - 2018 Piano Lab 62.79 23.26 13.95 27 10 6 43


________________________________________________________________________________

240

2015 - 2016 Concert Choir 100.00 0.00 0.00 22 0 0 22

2016 - 2017 Concert Choir 100.00 0.00 0.00 26 0 0 26

2017 - 2018 Concert Choir 100.00 0.00 0.00 33 0 0 33

PE


2015 - 2016 Freshman PE 83.20 6.40 10.40 312 24 39 375

2016 - 2017 Freshman PE 82.34 6.52 11.14 303 24 41 368

2017 - 2018 Freshman PE 83.70 6.63 9.67 303 24 35 362

2015 - 2016 PE Recreation 81.32 6.59 12.09 148 12 22 182

2016 - 2017 PE Recreation 81.46 7.95 10.60 123 12 16 151

2017 - 2018 PE Recreation 85.44 5.83 8.74 88 6 9 103

2015 - 2016 PE Net Sports 78.57 11.43 10.00 55 8 7 70

2016 - 2017 PE Net Sports 89.04 5.48 5.48 65 4 4 73

2017 - 2018 PE Net Sports 81.82 4.55 13.64 18 1 3 22

2015 - 2016

PE Weight

Training 89.15 6.20 4.65 115 8 6 129

2016 - 2017

PE Weight

Training 83.43 8.00 8.57 146 14 15 175


________________________________________________________________________________

241

2017 - 2018

PE Weight

Training 83.64 7.27 9.09 138 12 15 165

2015 - 2016 Yoga 91.03 6.41 2.56 71 5 2 78

2016 - 2017 Yoga 92.31 3.85 3.85 72 3 3 78

2017 - 2018 Yoga 92.21 5.19 2.60 71 4 2 77

Science

School Year Course Name %ABC %D %F #ABC #D #F Total

2015 - 2016 Geology 96.30 3.70 0.00 52 2 0 54

2016 - 2017 Geology 100.00 0.00 0.00 40 0 0 40

2017 - 2018 Geology 90.48 9.52 0.00 38 4 0 42

2015 - 2016 Biology 58.17 21.51 20.32 146 54 51 251

2016 - 2017 Biology 58.15 25.88 15.97 182 81 50 313

2017 - 2018 Biology 64.35 20.00 15.65 148 46 36 230

2015 - 2016

Advanced

Biology 73.33 23.33 3.33 44 14 2 60

2016 - 2017

Advanced

Biology 92.86 7.14 0.00 52 4 0 56

2017 - 2018

Advanced

Biology 95.77 1.41 2.82 68 1 2 71

2015 - 2016 AP Biology 100.00 0.00 0.00 20 0 0 20


________________________________________________________________________________

242

2016 - 2017 AP Biology 91.67 4.17 4.17 22 1 1 24

2017 - 2018 AP Biology 80.00 20.00 0.00 20 5 0 25

2015 - 2016 Chemistry 87.64 10.11 2.25 156 18 4 178

2016 - 2017 Chemistry 77.05 10.93 12.02 141 20 22 183

2017 - 2018 Chemistry 85.80 7.95 6.25 151 14 11 176

2015 - 2016 Physics 86.76 13.24 0.00 59 9 0 68

2016 - 2017 Physics 87.80 10.98 1.22 72 9 1 82

2017 - 2018 Physics 83.96 2.83 13.21 89 3 14 106

2015 - 2016 AP Physics 100.00 0.00 0.00 15 0 0 15

2016 - 2017 AP Physics 100.00 0.00 0.00 12 0 0 12

2017 - 2018 AP Physics 95.45 4.55 0.00 21 1 0 22

2015 - 2016

Enviro Science

F to F 65.00 25.00 10.00 13 5 2 20

2016 - 2017

Enviro Science

F to F 75.86 6.90 17.24 22 2 5 29

2017 - 2018

Enviro Science

F to F 79.03 12.90 8.06 98 16 10 124

2015 - 2016

Physical

Science 60.23 16.99 22.78 156 44 59 259

2016 - 2017

Physical

Science 66.67 13.51 19.82 148 30 44 222

2017 - 2018

Physical

Science 80.77 11.54 7.69 42 6 4 52


________________________________________________________________________________

243

2015 - 2016

Clean

Energyneering 65.63 18.75 15.63 21 6 5 32

2016 - 2017

Clean

Energyneering 54.24 23.73 22.03 32 14 13 59

2017 - 2018

Clean

Energyneering 83.33 11.11 5.56 15 2 1 18

Social Science


2015 - 2016 Psychology 89.66 10.34 0.00 52 6 0 58

2016 - 2017 Psychology 95.74 2.13 2.13 45 1 1 47

2017 - 2018 Psychology 87.06 5.88 7.06 74 5 6 85

2015 - 2016 Geography 76.07 9.82 14.11 124 16 23 163

2016 - 2017 Geography 65.69 16.67 17.65 67 17 18 102

2017 - 2018 Geography 70.77 11.54 17.69 92 15 23 130

2015 - 2016 Ethnic Studies 78.64 10.00 11.36 173 22 25 220

2016 - 2017 Ethnic Studies 73.46 11.73 14.80 263 42 53 358

2017 - 2018 Ethnic Studies 72.51 10.43 17.06 153 22 36 211

2015 - 2016

AP U.S.

Government 75.47 20.75 3.77 40 11 2 53

2016 - 2017

AP U.S.

Government 89.36 6.38 4.26 42 3 2 47


________________________________________________________________________________

244

2017 - 2018

AP U.S.

Government 85.48 14.52 0.00 53 9 0 62

2015 - 2016

U.S.

Government 72.73 25.25 2.02 72 25 2 99

2016 - 2017

U.S.

Government 84.95 10.75 4.30 79 10 4 93

2017 - 2018

U.S.

Government 80.91 16.36 2.73 89 18 3 110

2015 - 2016 U.S. History 82.44 11.71 5.85 169 24 12 205

2016 - 2017 U.S. History 63.43 19.91 16.67 137 43 36 216

2017 - 2018 U.S. History 67.10 18.18 14.72 155 42 34 231

2015 - 2016

AP U.S.

History 89.36 6.38 4.26 42 3 2 47

2016 - 2017

AP U.S.

History 91.57 2.41 6.02 76 2 5 83

2017 - 2018

AP U.S.

History 95.52 2.99 1.49 64 2 1 67

2015 - 2016 World History 84.98 9.01 6.01 198 21 14 233

2016 - 2017 World History 76.17 11.33 12.50 195 29 32 256

2017 - 2018 World History 79.48 11.79 8.73 182 27 20 229

2015 - 2016

AP World

History 87.65 8.64 3.70 71 7 3 81

2016 - 2017

AP World

History 89.86 5.80 4.35 62 4 3 69

2017 - 2018

AP World

History 90.28 8.33 1.39 65 6 1 72

2015 - 2016 Modern Econ 86.30 12.33 1.37 126 18 2 146


________________________________________________________________________________

245

2016 - 2017 Modern Econ 78.86 18.70 2.44 97 23 3 123

2017 - 2018 Modern Econ 87.50 11.18 1.32 133 17 2 152

World Language


2015 - 2016 French 1 95.08 3.28 1.64 58 2 1 61

2016 - 2017 French 1 95.52 4.48 0.00 64 3 0 67

2017 - 2018 French 1 98.21 1.79 0.00 55 1 0 56

2015 - 2016 French 2 97.73 0.00 2.27 43 0 1 44

2016 - 2017 French 2 97.50 2.50 0.00 39 1 0 40

2017 - 2018 French 2 95.45 4.55 0.00 42 2 0 44

2015 - 2016 French 3 100.00 0.00 0.00 43 0 0 43

2016 - 2017 French 3 92.59 7.41 0.00 25 2 0 27

2017 - 2018 French 3 100.00 0.00 0.00 24 0 0 24

2015 - 2016 French 4 100.00 0.00 0.00 16 0 0 16

2016 - 2017 French 4 100.00 0.00 0.00 7 0 0 7

2017 - 2018 French 4 100.00 0.00 0.00 6 0 0 6


________________________________________________________________________________

246

2015 - 2016 Japanese 1 93.33 0.00 6.67 42 0 3 45

2016 - 2017 Japanese 1 70.97 3.23 25.81 22 1 8 31

2017 - 2018 Japanese 1 77.59 3.45 18.97 45 2 11 58

2015 - 2016 Japanese 2 89.66 3.45 6.90 26 1 2 29

2016 - 2017 Japanese 2 93.88 4.08 2.04 46 2 1 49

2017 - 2018 Japanese 2 82.86 11.43 5.71 29 4 2 35

2015 - 2016 Japanese 3 100.00 0.00 0.00 22 0 0 22

2016 - 2017 Japanese 3 81.82 18.18 0.00 18 4 0 22

2017 - 2018 Japanese 3 100.00 0.00 0.00 30 0 0 30

2015 - 2016 Japanese 4 HP 100.00 0.00 0.00 9 0 0 9

2016 - 2017 Japanese 4 HP 100.00 0.00 0.00 10 0 0 10

2017 - 2018 Japanese 4 HP 100.00 0.00 0.00 9 0 0 9

2015 - 2016 Spanish 1 60.36 18.02 21.62 134 40 48 222

2016 - 2017 Spanish 1 48.30 21.02 30.68 85 37 54 176

2017 - 2018 Spanish 1 55.56 18.13 26.32 95 31 45 171

2015 - 2016 Spanish 2 93.81 5.15 1.03 91 5 1 97

2016 - 2017 Spanish 2 77.65 14.12 8.24 132 24 14 170


________________________________________________________________________________

247

2017 - 2018 Spanish 2 78.79 15.91 5.30 104 21 7 132

2015 - 2016 Spanish 3 92.16 7.84 0.00 47 4 0 51

2016 - 2017 Spanish 3 88.33 10.00 1.67 53 6 1 60

2017 - 2018 Spanish 3 80.00 13.33 6.67 60 10 5 75