Visiting Committee Chairs

SELF-STUDY REPORT

831 E. Devonshire Ave.

Hemet, CA. 92543

Hemet Unified School District

March 23 – 25, 2015

WASC/CDE Focus on Learning Accreditation Manual, 2014 Edition

TABLE OF CONTENTS

Preface .................................................................................................................... 3

Chapter I: Student/Community Profile and Supporting Data and Findings ............. 7

Chapter II: Progress Report ................................................................................... 17

Chapter III: Student/Community Profile — Overall Summary from Analysis of Profile Data and Progress ....................................................................................... 39

Chapter IV: Self-Study Findings ............................................................................. 43

A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources ....................................................................................... 45

B: Standards-based Student Learning: Curriculum ..................................... 79

C: Standards-based Student Learning: Instruction ...................................... 103

D: Standards-based Student Learning: Assessment and Accountability ..... 119

E: School Culture and Support for Student Personal and Academic Growth ................................................................................... 139

Prioritized Areas of Growth Needs from Categories A through E ................. 162

Chapter V: School wide Action Plan ....................................................................... 163

Appendices ............................................................................................................. See Folder

School Purpose Mission and Vision Statement & Expected School wide Learning Results Review Process

In March of 2014, the staff began the Focus on Learning review process of the existing mission and vision statements as well as the School wide Learner Outcomes (SLO’s) for Alessandro High School. The staff began by reviewing the existing statements and SLO’s. Staff later defined the current purpose and goals while outlining future educational trends.

Initially, the existing mission and vision statements were examined to determine whether the wording for these documents was still applicable and adequately described Alessandro High School. It was the consensus of the staff to revise the mission statement so that it reflects the implementation of the California Common Core Standards and preparation of students to achieve 21

st Century skills. The same

process was later utilized to produce a vision statement that was aligned with the school’s mission statement.

At the next meeting of the Alessandro High School Advisory Committee/Site Council, the members reviewed the upcoming WASC process and approved the revision of the mission and vision statements. By September of 2014, the following mission and vision statements were selected.

2014-15 MISSION STATEMENT:

Alessandro High School provides a variety of alternative educational

experiences, helping at risk students achieve high academic and

social success while preparing for college and career goals.

2014-15 VISION STATEMENT:

Alessandro High School is committed to building personal

connections with students while providing the academic means and

career pathways to become lifelong learners and productive citizens.

FOCUS ON LEARNING

Alessandro’s Focus-on-Learning process has been a significant and positive experience. Its emphasis on discussion, sharing of ideas, and evidence analysis has led to ongoing comprehensive and coordinated efforts for change. We look forward to the Committee’s visit, insight and suggestions.

WASC Visiting Team

Dr. D’liese Melendrez, Chair

Principal

Edison High School

Huntington Beach, CA

Mr. Michael E. Baird, Member

Assistant Principal

Los Angeles County Office of Education

Ms. Morgan Coffey, Member

Special Education Department Head

R.K. Lloyde High School

Lawndale, CA.

Dr. Monica Fiello, Member

Principal

Avalon High School

Wilmington, CA.

LEADERSHIP TEAM

Tara O’Malley

Principal

Michael Smith – (September of 2011 – March of 2014)

Joe Carlson – Substitute (August-December, 2014)

Lee Clark – Interim (beginning of January, 2015)

Assistant Principal (Alessandro)

Michael Munnell (September of 2013 – November of 2014)

Part-Time Assistant Principal (ACE Academy)

Ayesha Nuce

Co-WASC Coordinator, Alessandro High School

Lisa Soto

Co-WASC Coordinator, Alessandro High School

LuRece Springer

Office Manager

HEMET UNIFIED SCHOOL DISTRICT

1791 West Acacia Avenue

Hemet, California 92545

(951) 765-5100

Dr. Barry Kayrell, District Superintendent

GOVERNING SCHOOL BOARD MEMBERS

Mr. Ross Valenzuela

President

Mr. Jim Smith

Vice President

Dr. Lisa De Forest

Board Member

Mrs. Marilyn Forst

Board Member

Mrs. Megan Haley

Board Member

Mr. Victor Scavarda

Board Member

Mr. Joe Wojcik

Board Member

STUDENT MEMBERS, 2014-15 SCHOOL YEAR

Eneka Young

Alessandro High School

Mariel Bagsit

College Prep High School

Gillian Hotchkiss

Hamilton High School

Jessica Cripe

Hemet High School

Frank Miller

Tahquitz High School

Hannah Sweatt

West Valley High School

HEMET UNIFIED SCHOOL DISTRICT ADMINISTRATION

Dr. Barry Kayrell

District Superintendent

Dr. La Faye Platter

Deputy Superintendent, Human Resources

Dr. David Horton

Assistant Superintendent, Educational Services

Mr. Vince Christakos

Assistant Superintendent, Business Services

Emil Basilio

Director, Technology / Information Systems

Pamela Buckhout

Director, Fiscal Services

Leah Davis

Director, Special Education

Mike Fogerty

Director, Transportation

David Howland

Director, Accountability / Data Management

Dr. Richard Lawrence

Director, Pupil Services / Safety / Child Welfare and Attendance /

Centralized Enrollment

Tracy Chambers

Director, Staff Development

Harold Sullins

Director, Nutrition Services

Hans Twardowski

Director, Facilities

Sharon Bowman

Director, Human Resources

Lucy Rebuck

Director, Safety / Risk Management

WASC/CDE FOL 2015 Edition

Revised 2/6

ALESSANDRO HIGH SCHOOL

831 East Devonshire Street

Hemet, CA. 92543

(951) 765-5182

Office Hours:

Monday-Friday: 7:30 a.m.-3:30 p.m.

School Day:

Monday–Friday: 8:00 a.m-1:26 p.m.

ACE ACADEMY

831 East Devonshire Avenue

Hemet, CA. 92543

(951) 663-4244

Office Hours:

Monday-Friday: 7:45 a.m.-4:00 p.m.

School Sessions:

Morning: Monday-Thursday: 7:40 a.m. –11:50 a.m.

Friday: 7:40 a.m. – 11:10 a.m.

Afternoon: Monday-Thursday: 11:50 a.m. – 3:50 p.m.

Friday: 12:40 p.m.-4:10 p.m.

Alessandro High School WASC/CDE Self-Study Report [March 22-25, 2015]

1

ALESSANDRO HIGH SCHOOL CAMPUS

ALESSANDRO CAMPUS ADMINISTRATION

Tara O’Malley Principal

Lee Clark Interim Assistant Principal

Brian Strawter School Counselor

LuRece Springer Office Manager

ALESSANDRO CAMPUS FACULTY

Benjamin Adams Online classes (APEX &

A+)/Technology Support

April Boggess Social Studies/Hemet Teachers

Association Representative

Corey Borden Social Studies

Greg Carl SPED/District Workability

Coordinator

Lee Clark Social Studies/ASB Coordinator

Mark Ensminger Earth Science/Integrated Math

Frances Garrison English

Kristina Killien Life Science

Merribeth Messer English

Michael Mueller Physical Education

Shirley Nelson Mathematics

Ayesha Nuce English/World History/

Department Chair

James Nuce Art/Video Production/Yearbook

Michael O’Melveny English

Lisa Soto Mathematics/Department Chair

Ted Tielens Computer Information Systems

Andrea Walker English


2

ALESSANDRO CAMPUS

SUPPORT STAFF

Henry Estavillo PM Custodian

Maura Fuentes Library Technician

Renee Gardner Registrar

John Heibner Campus Supervisor

Audrey Jimenez Attendance Clerk

Janine Joines Campus Supervisor

Ann Raish Health Technician

Davina Silves Instructional Aide

Glen Zastrow Head Custodian

Wendy Ehrlich Food Service

ACE ACADEMY

APA CAMPUS ADMINISTRATION

Tara O’Malley Principal

Michael Munnell Assistant Principal (.50)

Brian Strawter School Counselor

LuRece Springer Office Manager

APA CAMPUS FACULTY

Patrice Ballinger Teacher

Felice Hill Teacher

Virginia Lizza Teacher

Michael Munnell Teacher (.50)

ACE SUPPORT STAFF

Sonia Perez Secretary/Registrar

Luke Cawthon Instructional Technology Tech

Tito Rodriguez PM Campus Supervisor


3

PREFACE



4


5

PREFACE

Explain the school self-study process used to accomplish the outcomes of the self-study, i.e., timeline of stakeholder involvement, any modifications from the model self-study process. By addressing these outcomes of the self-study, the school will have accomplished:

1. The involvement and collaboration of all staff and other stakeholders to support student achievement

2. The clarification and measurement of what all students should know, understand, and be able to do through school wide learner outcomes and academic standards

3. The analysis of data about students and student achievement

4. The assessment of the entire school program and its impact on student learning in relation to the school wide learner outcomes, academic standards, and WASC/CDE criteria

5. The alignment of a long-range action plan to the school’s areas of need; the capacity to implement and monitor the accomplishment of the plan

Alessandro High School’s determination of expected school wide learning results (ESLR’s) began in 1990 with the formal adoption of its mission and vision statements. Formation of these statements involved staff, students, district, parent, and community advisory committee members. The process of revising and refining the ESLR’s has been ongoing since that time. It continued its evolution in 2008 with the implementation of the acronym “DREAM” and a transition from ESLR’s to School wide Learner Outcomes (SLO’s) in 2014-2015.

Some modification in the self-study committee structure was necessary to accommodate the small number of staff and to accommodate the inclusion of both the two continuation programs, “Alessandro” and the “ACE Academy.” All staff members participated in each of the five focus groups, allowing comprehensive evaluation, evidence gathering, and discussion within each area. Staff members from each program met within their own departments. Evidence gathered in the focus group meetings was tabulated and organized by the specific each category. Focus group findings were then circulated through all staff for revision. From the cumulative evidence, leadership team members began to draft the final report. Inclusion of all staff eliminated the need for focus group leaders, with leadership team members coordinating and organizing each focus group. Student representatives, community advisory committee and site council members reviewed the draft statements, with revisions made by leadership team members accordingly. This collaborative process continued until final form was reached. The writing and revision process took approximately two months.

Information to validate the accreditation process continued concurrently with the focus group meetings. Survey results were discussed and incorporated into the evidence. Advisory committee and site council members reviewed and discussed the draft sections and their recommendations were noted.

Alessandro’s ongoing self-study focused staff member attention on many aspects of the school as a whole, thus helping to identify the strengths and growth areas offered. Program strengths, such as the advisor/advisee function in advisory class and the climate of respect felt on campus have been developed significantly with coordinated efforts of all stakeholders. Growth areas, such as the need for “character development” and the expansion of college and career readiness opportunities, were discussed and listed with each focus section. Areas that needed in-depth discussion, planning and action became the targets of Alessandro’s School wide Action Plan.

Through staff, advisory committee and site council discussions, four areas became focal points for the school wide action plan. Leadership team members and staff developed ongoing strategies, including implementation methods and follow up procedures for each area. These strategies, in turn, were reviewed by school committee and site council members. Members recommended revisions as needed. Leadership team members then incorporated recommendations into the School wide Action Plan. Discussion and revision continued until consensus and commitment to implementation were reached. Emphasizing continual improvement, methods to report progress to the school community were also developed.


6

When the School wide Action Plan reached final form, the leadership team reviewed and discussed the existing Single Plan for Student Achievement. It was noted that modifications to the existing plan would be necessary to accommodate the Focus-On-Learning plans and strategies. The leadership team presented this information to staff and Advisory Committee/Site Council members. Following the March WASC visitation, refinement of the Single Plan for Student Achievement will be completed to reflect self-study findings and the WASC visiting team recommendations.


7

STUDENT /COMMUNITY

PROFILE

SUPPORTING DATA AND

FINDINGS


CHAPTER I


8


9

Chapter I: Student/Community Profile and Supporting Data and Findings A. Prepare a student/community profile. Include data and findings for the following:

Demographic data, including the refined school wide learner outcomes

Disaggregated and interpreted student outcome data

Perception data summaries, if any.

Community Profile

Hemet Unified School District is one of the largest geographic areas of any district in California. It covers over 700 square miles of very diverse topography; from valley flatlands, to foothills, to mountains. Hemet had an enrollment of 21,507 K-12 students at 28 school sites. Minority students total 68% of the student population with 52.6% being Hispanic. Based on students who are eligible to receive free or reduced meals, the percentage of socioeconomically disadvantaged students enrolled in Hemet USD is 80%.

As the district’s sole continuation high school, and as a State Model Continuation School in the years 2000 and 2006, Alessandro’s student capacity of 560 constitutes about 2.6% of the district’s total enrollment. With an open entry and exit system, Alessandro comprises about 13.9% of total district enrollment for grades 11 and 12.

https://d3jc3ahdjad7x7.cloudfront.net/9lXLlUninfHk9U3UUMxO5o5xa7MmlLY3oL5DJZSScJpfLZUX.jpg


10

0

10

20

30

40

50

60

Hispanic Asian Black (AA) Pac.

Islander

White 2 or More

Alessandro H.S.

City of Hemet

0 10 20 30 40 50 60 70

Age

2010

2005

1980

The city of Hemet has experienced rapid growth over the last fifteen years, growing to a population of 81,750. Mostly white and Hispanic, Hemet’s population also reflects other minority ethnic groups, including Black, American Indian or Alaska Native, Asian, and others. The average age in Hemet has dropped from 64 in 1980 to 45 in 2005 to 38.8 in 2010.

Hemet’s economy has continued to change from an agricultural base to that of sales and service. In 2013, the average household income was $33,460 with 78.8% of families living at or above the poverty level, while 21.2% of families were living below the poverty level, an increase of 8.92% in 2011. The unemployment rate in Hemet in June of 2014 was 10.7% while nationally, it was 6.3%.

56.1%

33.9%

27.7%

51.1%

8.5%

11.3%

38.8 45 64


11

Alessandro’s student body tends to be comprised of disadvantaged socioeconomic households, with approximately 82% of its students qualifying for the free or reduced lunch program.

Along with the rise in socioeconomic problems found in Hemet’s more crowded, cosmopolitan community, the number of dropouts, suspensions, and expulsions continues to be a major concern within Hemet Unified School District and within Alessandro High School.

Despite the socio-economic hardships many Alessandro students face as a result of the economic fallout, the graduation rate, attendance rate, and overall student achievement have increased. In 2010 the implementation of a modified weekly schedule has provided more educational opportunities for students.

0

2

4

6

8

10

12

Hemet Riverside Co. California U. S.

Unemployment Rate

June of 2014

10.7%

8.4% 7.1%

6.3%

Banning-$38,919

Beaumont-$67,758

Hemet-$33,460

Lake Elsinore-$62,436

Menifee-$53,415

Murrieta-$75,457

Perris-$46,435

San Jacinto-$47,453

Temecula-$78,668

Annual Household Income 2008-2012 Southwest Riverside County


12

Since the suspension of the Alternative Schools Accountability Model (ASAM) report in 2010, Alessandro High School’s graduation and dropout rate is included in the Hemet Unified School District’s report. Efforts have focused on assisting students with problems in behavior, achievement and attendance. This is reflected in Alessandro’s graduation rate.

2008-09 2011-12 2013-13 2013-14

Suspension Rate .64% .38% .54% .39%

Expulsion 0.6% 1.4% 2.1% 1.2%

ALESSANDRO MODIFIED SCHEDULE – CONSIDERATIONS: 2009-10

OBJECTIVE: Create a school week schedule that increases student achievement.

STUDENT CONSIDERATIONS:

Education Code for Continuation schools – Attend 15 hours per week

Utilize Friday school for attendance make-up AND accelerated credit opportunity

Friday schedule is to be at least 3 hours of instruction

Student total time on campus (passing time, class time, long break time) = 225 minutes

o FROM: 225 X 5 days per week = 1125 minutes per week

o TO: 1125 ÷ 4 days per week = 281.25 minutes per 4 day schedule

o Add a period to the student schedule (from 5 periods to 6)

An extra period will increase the elective course available for our students.

An extra period will also allow students to have more core classes available

to meet their needs.

o Friday Schedule:

Make-up absences and work

Earn up to 10 elective credits per year by completing Career Exploration course during

Friday schedule.


13

0

20

40

60

80

100

120

140

160

180

200

2009 2010 2011 2012 2013 2014

AHS Grads

Grads

95

126

141

194/*236 192/*235

181/*217

*Includes Grads who returned to "Home" Sch.

In September of 2008, AdvancePath Academics (APA), which is a computer based learning program targeting students at risk of not graduating, opened its doors. This program was operated in partnership between Hemet Unified School District and a private corporation based in the state of Virginia. As a program of Alessandro High School, APA offered online California standards-based instruction through Apex Learning and A+ online curriculum. The APA contract with Hemet Unified existed for five years. At the conclusion of the contract, July, 2013, Hemet Unified developed its own online program called Accelerated Core Education or ACE Academy. ACE had a dedicated part-time Assistant Principal, 3.5 teachers, a program secretary, a technology aide, and a part-time community liaison. Alessandro and ACE shared a principal, a counselor, an office manager.

ACE Academy had three separate sessions, with a capacity of 60 students per session for a total student potential of 180. Average student attendance and graduation rate over the three sessions was factored in with Alessandro High School. Between both continuation school programs, Alessandro and ACE had a capacity of 550 students.

In January of 2015, the Hemet Unified Governing School Board decided that as of July 1, 2015, the ACE Academy will move to be included as an additional education option program under Helen Hunt Jackson High School. The Alessandro High School Class of 2016 will only include students graduating from the teacher directed Alessandro program.

Hemet Unified School District was designated a Program Improvement District in 2005-06 under the No Child Left-Behind Act (NCLB). At that time, Alessandro met its Adequate Yearly Progress (AYP) objectives. Since 2006-07, Alessandro High School has not met its AYP CAHSEE proficiency goal. This is due, in part because Alessandro High School serves only grades 11 and 12 and is therefore required to use the district’s 10

th grade CAHSEE rate for AYP purposes.


14

The API score for Alessandro has changed since the last WASC review in 2009. Beginning fall of 2010, Alessandro’s student body experienced a significant increase of 10% or more in the area of socioeconomic disadvantage. Due to change of demographics, Alessandro did not receive an API score in 2011 or 2012. Our final year of utilizing the California Standardized Tests (CST’s) took place in the spring of 2013. Last school year, 2014, Alessandro eleventh graders participated in the Smarter Balanced Assessment Consortium (SBAC) and did not receive an API score.

Year API Score Difference CODE

2008 592

2009 522 -70

2010 628 +107

2011 600 -28 “C”

2012 545 -55 “C”

2013 588 +43

"C" signifies that the school has had significant demographic changes and will not have any growth or target information.

Alessandro High School enrolls only eleventh and twelfth graders. As a result of not having any tenth graders enrolled, Alessandro’ Adequate Yearly Progress (AYP) report is based on a cohort of schools that make up Hemet Unified School District’s data. Therefore, Alessandro has is currently designated as Year 5+ Program Improvement.

Alessandro offers its students a general education course of study emphasizing the school’s School wide Learner Outcomes. This course of study is designed to focus on skills needed to be productive members of society. Additional course options entail specific vocational training and general work experience education. Supplementary programs include Career Technical Education (CTE) and concurrent enrollment at Mt. San Jacinto College (MSJC) and/or Hemet Adult School. Identified Resource, English Language Development (ELD) and Special Education students are integrated into classrooms with the general student body. Scheduling of all students is determined by individual progress toward graduation requirements, with changes made upon completion of class credit needed. Student achievement at both Alessandro and ACE is measured through credit completion, grade point average (GPA), and CAHSEE results. A competency rate of 70% on all assignments is required at Alessandro, while ACE requires a competency rate of 80%. Enrollment at both sites is voluntary and often determined by credit deficiency.

Alessandro has utilized an Advisory period for the past 12 years. This class includes credit assessment, academic planning, test taking skills, college and career readiness, and special events, including various class competitions and multicultural activities which promote a positive school climate. Additionally, a drug-prevention program, Towards No Drugs (TND), was implemented in the fall of 2014-15 in response to the student data from the California Healthy Kids survey. Currently, all areas within advisory are encompassed under portfolio development, with career transition becoming the major focus. In addition to the district classes of Work Experience Education and career exploration, Alessandro has been in the planning stages to implement a CTE Logistics program with anticipated start date June of 2015. The local community college, Mt. San Jacinto College (MSJC), is partnering with Hemet Unified to offer a Manufacturing program on the Alessandro campus beginning in August of 2015.


15

In the past, Alessandro’s programs and services were provided by a combination of general, discretionary, categorical and special grant funds. Funding levels had dropped over the past six years, making it more difficult for the school to meet its needs. With the implementation of California’s Local Control Funding Formula (LCFF) in the fall of 2014, Alessandro High School saw an increase in funding.

In past years, funding has provided students with needed support groups, however financing for groups such as substance abuse, rape crisis and physical abuse have been very limited. Fortunately, the district’s Drug Free Schools grant funded the teacher training and materials for the TND curriculum. This grant also funds a smoking cessation “pull-out” program called Project X. Alessandro also receives periodic grants from the Hemet Education Foundation and the Hemet Alumni Association. Grant money has been used with special projects such as testing fees for the CTE Logistic and High School Equivalency Certification, city bus passes, and classroom project material to support Common Core needs.

Alessandro receives support and direction from the school community on different levels. This includes the Associated Student Body (ASB), Peer Leaders Uniting Students club (PLUS), Workability, Workforce Investment Act, and Work Experience Education with participating local employers. These programs emphasize the transition from school to work and/or further education through standards based classes focusing on achievement of SLO’s. Advisory committees, community organizations, scholarships, and professional memberships also contribute to Alessandro’s strong community ties.

In 2011-12, Alessandro teachers began coordinating a Career Guest Speaker program with the Hemet Sunrise Rotary Club and a Veteran Interview project with local veterans of war. The Career Guest Speakers are scheduled to share information about their profession together with specifics about the job, educational preparedness, and even salary. The Veteran Interviews allow Alessandro students to interact with veterans from every generation and create a video history of their subjects’ first-hand accounts.


16


17

PROGRESS REPORT


CHAPTER II


18


19

Chapter II: Progress Report

Summarize progress on each section of the current school wide action plan that incorporated all school wide critical areas for follow-up from the last full self-study and all intervening visits.

Alessandro High School is a continuation school comprised of two differentiated learning style

programs: the teacher directed program referred to as “Alessandro” and the computer based

program referred to as “ACE Academy.” Combined, the staff total is thirty-nine, with thirty-one

at Alessandro and eight at ACE. In 2008-09, Alessandro was awarded a six year term of

accreditation with a three year visitation. At that time, the ACE program was referred to as APA.

It has been a longstanding practice at Alessandro to work cooperatively on a school wide basis.

Therefore, our follow up committee is comprised of the whole staff.

Committees

2008-09

Full Report

2011-12

3 Yr. Review

2014-15

Full Report

Alessandro Alessandro Alessandro

Principal Tara O’Malley Tara O’Malley Tara O’Malley

Assistant Principal Pamela Alvarado (Position deleted) Mike Smith

Sub S.1: Joe Carlson

Interim S.2: Lee Clark

Counselor Eddie McClure Brian Strawter Brian Strawter

Instructional Staff Benjamin Adams Benjamin Adams Benjamin Adams

Instructional Staff Greg Carl Greg Carl Greg Carl

Instructional Staff Brian Carrier Brian Carrier Corey Borden

Instructional Staff Lee Clark Lee Clark Lee Clark

Instructional Staff Mark Ensminger Mark Ensminger Mark Ensminger

Instructional Staff Frances Garrison Frances Garrison Frances Garrison

Instructional Staff Kristina Killien Kristina Killien Kristina Killien

Instructional Staff Anthony Maloney Andrea Walker

Instructional Staff John Mastroianni Pamela Alvarado Shirley Nelson

Instructional Staff Merribeth Messer Merribeth Messer Merribeth Messer

Instructional Staff Michael Mueller Michael Mueller Michael Mueller


20

Instructional Staff Michael O’Melveny Michael O’Melveny Michael O’Melveny

Instructional Staff Ayesha Nuce Ayesha Nuce Ayesha Nuce

Instructional Staff James Nuce James Nuce James Nuce

Instructional Staff Nancy Scott

Instructional Staff Kevin Snider April Boggess April Boggess

Instructional Staff Lisa Soto Lisa Soto Lisa Soto

Instructional Staff Ted Tielens Ted Tielens Ted Tielens

Office Manager Linda Sykes Linda Sykes LuRece Springer

Registrar Kathy Leebert Kay Williamson Renee Gardner

Attendance Clerk Kay Williamson Loraine Hannah Audrey Jimenez

Health Technician Pamela Scheible Pamela Scheible Ann Raisch

Library Media

Technician III

Maura Fuentes Maura Fuentes Maura Fuentes

Instructional

Technician

Dolores Goddard

Classroom

Instructional Aide

Kerri Smith Kerri Smith Davina Silves

Custodian Donald Fetters Glen Zastrow Glen Zastrow

Campus

Supervisor

Miguel Enriquez Miguel Enriquez

Campus

Supervisor

John Heibner John Heibner John Heibner

Campus

Supervisor

Janine Joines Janine Joines Janine Joines

Food Services Kerisa Stipp Bonnie Nevarez Wendy Bagby

AdvancePath AdvancePath ACE Academy

Principal Tara O’Malley Tara O’Malley Tara O’Malley

Assistant Principal Pamela Alvarado Position deleted. Mike Munnell – 50%

Counselor Eddie McClure Brian Strawter Brian Strawter


21

Instructional Staff Ervin Bantis Patrice Ballinger

Instructional Staff Jayne Cawthon-

George (Lead

Teacher)

Felice Hill Felice Hill

Instructional Staff Michael Munnel Michael Munnel

(Lead Teacher)

Mike Munnell - 50%

Teacher

Instructional Staff Tonna Stifle Tonna Stifle Virginia Lizza

Instructional Staff Benjamin Uribe

Secretary/Registrar Leticia Munoz Sonia Perez Sonia Perez

Technology

Tech/Instructional

Aide

Patrick V’Cant Luke Cawthon Luke Cawthon

Community Liason Diana Gilland Fil Uribe Sewa Contreras

Campus

Supervisor/Custod

ian

Ruben Rangle

Campus

Supervisor

Miguel Enriquez Miguel Enriquez

Campus

Supervisor

John Heibner John Heibner

Food Services Bonnie Nevarez Wendy Ehrlich


22

Description of Follow -Up Procedure for the Total Six Year Term

In 2009, Alessandro received a six year term of accreditation with a three year visitation. In the years following the Western Association of Schools and Colleges (WASC) visitation, Alessandro High School continued to follow through with its WASC action plans. Each action plan was reviewed during the staff meeting days prior to the beginning of the school year through principal led discussions.

Alessandro High School has been a Title I funded school since 2003-04. The Comprehensive School wide Plan was a district driven document that focused on assessment data and contained those WASC items that fit into the district’s identified goals and objectives. Each year student assessment data was disaggregated, and with staff and school advisory committee/site council home group participation, the Comprehensive School wide Plan was developed.

The district wide approach continued until 2005-06 when Hemet Unified School District was identified as a Program Improvement District and the school’s Title I designation changed to a School Based Coordinated Program. With Riverside County Office of Education as the consultant, a District Improvement Plan was developed. The Comprehensive School wide Plan evolved into the site Single Plan for Student Achievement.

Beginning with the 2014-15 school year, the Single Plan for Student Achievement became aligned with the California Local Control Funding Formula which focuses on eight essential program components:

1. Implementation of Common Core Standards

2. Credentials/Materials

3. School Climate

4. Student Achievement

5. Student Engagement

6. Other Student Outcomes

7. Parent Involvement

8. Course Access

Alessandro High School continued to focus on the WASC Critical Areas for follow-up. During the staff preparation days at the beginning of the school year, each action plan was reviewed by the staff. As the school year progressed, accreditation items were addressed at weekly staff meetings. These were carried into departmental meetings for further discussion as needed. Progress was also assessed through school wide committees, advisory committee meetings, parent nights, and surveys of all stakeholders. These meetings led to the assessment of progress over the last three years, as indicated below.


23

Summary of Major Changes at the School

Alessandro received its most recent six year term of accreditation was in 2008-09. That same year, Alessandro added an online curriculum delivery program, AdvancePath Academy. This addition provided another learning style option for students to complete their high school diploma.

Shortly after the time of the last full accreditation, Alessandro High School moved to what is now known as the Santa Fe Educational Center. At that time the site was comprised of seven educational option programs. Some of these programs included Independent studies for K-8, and 9-12, as well as a special education program, an adult school, and a district opportunity program for students in grades 6-10. As of 2014-15, Alessandro High School now shares the campus with four educational option programs.

The student body expanded with the addition of AdvancePath Academics/ACE Academy. This was followed by budget cuts, and changes in staff positions, all of which have occurred since the last accreditation six years ago. These include the loss of an assistant principal for two years. Additionally, eight teachers and classified staff retired with one of each position eliminated due to budget cuts. However a second full time campus supervisor position was added.

Currently, Alessandro High School offers the GED/HiSet High School Equivalency preparation program. Students attend for four hours, Monday through Thursday in a blended learning environment of teacher directed instruction as well as online lessons. In this model the classes are a mixture of diploma and high school equivalency students. The GED/HiSet student capacity is limited to 15 students due to the confines of a regular day class setting and staffing.


24

School Progress on Critical Areas for Follow-up

Overview of Action Items and Growth Areas

Critical Area #1: Emphasize reading, writing and mathematics to support our students in all STAR assessments.

Administrative Facilitator: Administrator

Faculty Facilitator: Advisory Skills Committee

Rationale:

1. Provide additional opportunities for students to strengthen skills to better enable them to pass the CAHSEE or GED.

2. Improve student skills to enhance opportunities for employment.

3. Provide additional opportunities for students to earn elective credit.

4. Provide an extended school day and a safe place for students to be beyond the regular school day.

District Strategic Plan Objective Addressed – Local Educational Agency Plan (LEA):

Goal 1 – All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics by 2013-2014.

Goal 2 – All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

Goal 5 – All students will graduate from high school.

ESLRs Addressed:

1. D: Do It! – Students will complete state and local graduation requirements.

2. R: Responsible Behavior – Students will learn responsible behavior.

3. E: Esteem – Students will enhance self-esteem and self-understanding.

4. A: Academic Plan – Students will learn standards based academic skills.

Prioritized Growth Areas Addressed:

1. Elective options are limited.

1. The advisory program needs to be implemented as a customized support system based on individual student needs.

2. The district pacing guides need to be adapted to accommodate the needs of the school’s student body and the school’s master schedule.

3. Implementation and follow up procedures for benchmark test data need to be improved.

4. Continued emphasis on improving English language arts skills and math skills is needed to support success with passage of the California High School Exit Exam.


25

ACTION

PLAN

GOALS

PERSON(S)

RESPONSIBLE

/ INVOLVED

RESOURCES ASSESSMENT

PROCEDURES

TIMELINE REPORT OF

PROGRESS

ACCOMPLISHMENT

STATUS - 2015 -

*Include

CAHSEE

preliminary

diagnostic

testing with

essay

writing as

part of the

orientation

process.

-Counselor

-Administrator

-Computer

technology

program

-Measuring Up

or district

approved

assessment

-CAHSEE

scores

-1st week

of

enrollment

-Advisory

teachers

-Advisory

student

portfolios

-CAHSEE diagnostic is

completed using district

approved program (MAP)

-Review individual

student CAHSEE results

*Incorporate

weekly

writing and

math

prompts

within class

assignment

s

-AHS staff -All staff

meeting/

-English and

math

department

meeting

collaboration

-English

rubrics

-Personal

student

journals

-Math test

scores

-Ongoing

weekly:

prompts

assigned

on Monday

and due

Friday by

10/09

-Results

given to

student

advisors

-Advisory

student

portfolios

Math and English skill

development has been

incorporated into

Advisory lessons.

*Implement

daily warm

up activities

emphasizin

g testing

skills and

strategies in

all classes.

-AHS staff -Staff

member

collaboration

: *warm up

exercises will

correspond

to testing

strategies

-English

rubrics and

test scores

-Math test

scores

-Ongoing

daily/week

ly.

-Classroom

staff

members

-Advisory

student

portfolios

-CAHSEE

scores

Teachers have

individually incorporated

beginning of period

activities.

*Use "Word

For The

Day" in all

subject

areas

throughout

the daily

lesson.

Create a list

for a three

year

rotation.

-AHS staff -Jeopardy or

similar game

-Standardized

assessment

developed

across the

curriculum

-Ongoing -CAHSEE

scores

-Data

Director

documentati

on

-Advisory

student

portfolios

Academic vocabulary

terms are used in all

curricular classes as

deemed appropriate by

individual teachers.


26

ACTION

PLAN

GOALS

PERSON(S)

RESPONSIBLE

/ INVOLVED


PROCEDURES

TIMELINE REPORT OF

PROGRESS

ACCOMPLISHMENT

STATUS - 2015 -

*Develop

standardize

d rubrics

strategies

across the

curriculum:

1.

Accountable

talk

2. Stress

use of

complete

English

sentences

-

Administrator

s & school

curriculum

committee

-Assessment

strategies

developed

through staff

collaboration

-California

model

curriculum

standards

-District

pacing

guides

-Rubrics

across the

curriculum

-Student

portfolio

writing

sample

-Ongoing -CAHSEE

scores

-Data

Director

documentati

on

-Advisory

student

portfolios

-Hemet

Unified

School

District

benchmark

test scores

A school-wide rubric has

been developed, and

discussed, but not fully

implemented.

*Continue

to build

CAHSEE

intervention

strategies:

*Implement

intervention

skills

classes for

targeted

students

two weeks

prior to

CAHSEE test

dates

*Emphasize

the reading

and

interpretatio

n of math

questions

*Incorporate

Read 180 as

a 90 minute

skills

intervention

class

-AHS staff -Measuring

Up

-Master

schedule

-Data

Director

-Math

department

collaboration

-Read 180º

-Measuring Up

diagnostic

tools

-Math staff

assessment

-Read 180º

assessment

profile

Throughou

t the

school

year with

emphasis

2 weeks

prior to

CAHSEE

test dates

-CAHSEE

scores

-Friday School CAHSEE

prep classes use a

strategic design to

address student needs.

-The use of the MAP

diagnostic is used to

customize a

CompassLearning

program.

-Advisory lessons are

accessed by teachers as

necessary.

Critical Area # 1: Emphasize reading, writing, and mathematics to support our students in all Star

Assessments.

The implementation of critical area #1 is evident in the increased number of graduates and in the increase of the school API score. Listed below is evidence of specific action taken to meet this goal.

EVIDENCE

MAPS Testing

Test Prep Lessons in Advisory

Scholarship Portfolio/Resume

Etymology – language of math, science, etc. (cross-curricular)

Academic Vocabulary displayed in classrooms


27

Notes taken in Physical Education Classes

(Art Class) Visual literacy drawings done daily

Review and test-taking strategies in Advisory before CAHSEE offerings

Word Walls/Bank displayed in classrooms

Friday School CAHSEE Intervention classes

Measuring Up used with CAHSEE intervention

Advisory CAHSEE prep activities

Jeopardy activities to increase vocabulary in all subjects

Test-Taking terms

4 point rubric used in writing exercises

Compass Learning

MIND Research Spatial Temporal Math

Daily warm up activities and notes

Advisory lessons, all academic classes– use complete sentences and proper grammar

Cross-Curricular assignments

Counselor reviews CAHSEE test information with students during orientation

Writing prompts during advisory

Individual SMART Goals for teachers

Credit-recovery Home and Friday contracts

CST 10 credit bonus with GPA grade assigned is Advanced (A) and Proficient (B)

Target areas of need with Data Director tool

Journal writing

Junior class content areas: Grade level courses

Critical Area #2: Emphasize more elective offerings to meet graduation requirements.

Administrative Facilitator:Administrator

Faculty Facilitator: Staff member

Rationale:

1. Provide additional opportunities for students to earn elective credit.

2. Provide diverse ways for students to build standards based academic skills and to meet

the expected school wide learning results.

3. Provide additional opportunities for students to use technology as a tool within classroom settings.

4. Provide an expanded school day for those students needing alternatives to earn

supplemental credit.


Goal 4 – All students will be educated in learning environments that are safe, drug-free, and conducive to learning.


ESLRs Addressed:

1. D: Do It!! – Students will complete state and local graduation requirements.




28



1. Facilities are limited especially in the lab classrooms and in the indoor physical education classroom/assembly area.

2. Continue to add technology as tools for staff members and students.

3. Elective options are limited.

ACTION

PLAN

GOALS

PERSON(S)

RESPONSIBLE/

INVOLVED


PROCEDURES

TIMELINE REPORT OF

PROGRESS

ACCOMPLISHMENT

STATUS - 2015 -

*Develop

strategies to

encourage

student

participatio

n in

supplement

al classes

offered for

elective

credit.

-Advisors

-Support staff

members

-Staff member

leaders of

supplemental

activities: ASB,

intramural

sports,

yearbook,

Garden Club,

short term

classes offered

after school

-CTE student

representative

-Counselor

-Hemet Adult

School

administrator

-Elective credits

earned

-Student

enrollment

rosters

-Teacher grade

books

-Advisory

student

portfolios

-Student

transcripts

-Ongoing,

with

emphasis

on the third

triad of

each

semester

-Staff

meetings

-

Department

meetings

-

Collaboratio

n meetings

-Advisory

student

portfolios

-Progress

reports

-Semester

credit

reports

-Student data charts

have been

developed and

posted in each

classroom. Chart

includes credits

earned and

additional credit

programs in which

each student is

participating.

*Incorporate

Apex and

other

standards

based

computer

program

curricula

into elective

format.

-Counselor

-Administrators

-Advisors

-Support staff

-Computer

technology

-Computer lab

-Online

computer

programs

-Course

embedded

assessments

-Student

enrollment

rosters

-Elective credit

earned

-Computer

program

printout of

student

progress with

coursework

-Student

transcripts

-Ongoing -Advisory

student

portfolios

-Advisory

student

personal

graduation

plans

-Progress

reports

-Semester

credit

reports

-50 Apex licenses

purchased each

year. Students

closest to

graduation have

first priority to be

assigned this class.

-Integrated Math

class was added to

master schedule.

This class can be

taken through an

A+ online program.

-A+ was upgraded

to include a library

of additional

elective options.

- An online

program, Typing

Pal, is available.


29

ACTION

PLAN

GOALS

PERSON(S)

RESPONSIBLE/

INVOLVED


PROCEDURES

TIMELINE REPORT OF

PROGRESS

ACCOMPLISHMENT

STATUS - 2015 -

*Communic

ate to

parents the

offerings

available

-Advisors

-Administrators

-Counselor

-Support staff

-Mailings

-Phone calls

-Orientation

-Open House

-Back to

School Night

-Guidance

Council/Respo

nse to

Intervention

(RtI)

-Informal

contacts

-Surveys:

community,

student, alumni

-Advisory

student personal

graduation plans

-Enrollment data

-Student

transcripts

-Ongoing -Advisory

student

portfolios

-Progress

reports

-Semester

credit

reports

-Open

House

-Back to

School

Night

-Additional credit

recovery

opportunities are

posted on various

forms:

* Student

schedules; Back-to-

School and Open

House programs;

Student/Parent

Handbook; Student

Data Charts located

in each classroom;

etc.

*Seek out

and

promote

community

service

opportunitie

s for

students to

earn

elective

credits.

-AHS staff

-Administrators

-Community

presentations

-California

Family Life

Center

-Chamber of

Commerce

-Hemet

Alternative

Learning

Center

Advisory

Committee/Sit

e Council

-Work

experience

education

employers

-List of

community

service

opportunities

developed

-Community

shareholder

contact log

-Ongoing -Hemet

Alternative

Learning

Center

Advisory

Committee/

Site Council

-Open

House

-Back to

School

Night

-Community

presentatio

ns

-Principal’s

Summit

-Staff

meetings

-New Community

Service form

developed.

-Cross-Age Tutoring

partnerships

established; elective

credit opportunity

promoted.

*Create a

video of

credit

recovery

options to

be shown

during

orientation

and

advisory

class.

-AHS staff,

TV/video

production

teacher

-TV/video

production

class

technology

and resources

-AHS staff

-Video produced -Staff

meetings

-Hemet

Alternative

Learning

Center Site

Council

-Orientation

-Advisory

-Open

House/Back

to School

Night

-Principal’s

Summit

-Met by

administration use

of PowerPoint and

other visual aids

during orientation.

*Promote

concurrent

enrollment

at Mt. San

Jacinto

College

(MSJC)

-Counselor

-Administrators

-Advisors

-MSJC

counselors

-MSJC

schedule of

classes

-MSJC

concurrent

enrollment

roster of AHS

students

-MSJC list of

classes available

-Ongoing -Advisory

student

portfolios

-Staff

meetings

-Progress

reports

-Added GPA to final

semester grades in

order to help

students to become

eligible to take

concurrent classes

at local Junior

College.


30

for concurrent

enrollment-

Student advisory

portfolios:

development of

educational,

career, and

personal plans-

Student

transcripts

-Semester

credit

reports

-Open

House/Back

to School

Night

ACTION

PLAN GOAL

PERSON(S)

RESPONSIBLE/

INVOLVED


PROCEDURES

TIMELINE REPORT OF

PROGRESS

ACCOMPLISHMENT

STATUS - 2015 -

*Expand

home

contracts

for 12th

grade

students to

year round

with specific

criteria.

-Administrators

-Advisors

-Contracting

teachers

-Support staff

-AHS staff

-Student

transcripts of

credit needed

-Advisory

student

personal

graduation

plans

-Home contracts

log

-Teacher grade

books

-Student

transcripts of

credit completed

-Ongoing -Advisory

teachers

-Advisory

student

portfolios

-Progress

reports

-Semester

credit

reports

-Graduation

rates

-Home Contract

now offered both

semesters to

students who meet

established criteria.

*Pursue

opportunitie

s for

students to

enroll in

available

classes

located on

home

school sites.

-Administrators

-Counselor

-Home school

administrators

and

counselors

-Career

technical

education

course list

-Home school

list of classes

open to the

APA students

-Home school

list of classes

open to the

continuation

school

students

-Home school

list of class

opportunities

for the APA

students

-Home school

list of class

opportunities

for the

continuation

school students

-Enrollment data

-Attendance

data

-Student

transcripts

-Ongoing -Staff

meetings

-Advisory

teachers

-Advisory

student

portfolios

-Home

school

administrat

ors and

counselors

-Open

House

-Back to

School

Night

-Hemet

Alternative

Learning

Center

Advisory

Committee/

Site Council

-Principal’s

Summit

-Have had an

increase in number

of students taking

concurrent classes

at the “home”

school.

-Have had an

increase in number

of students taking

CTE classes off

campus.


31

Critical Area # 2: Emphasize more elective offering to meet graduation requirements.

The modified school schedule has had a huge impact in accomplishing critical area #2. Students now have many more options to recover credits or to prepare for the CAHSEE. Listed below is evidence of specific action taken to meet this goal.

EVIDENCE

Discuss all credit recovery options during new student orientation and advisory.

Macros program for elective credits at Friday School

APEX and A+ online classes

Clubs - Chess, Yoga, Environmental

Test Prep Class

MAP Testing

Compass Learning

Contracts and Home Contracts used in Friday School

CTE classes

Friday School

Intramural sports program

Adult Education con-current classes

Cross-Age tutoring

ASB activities

WEE

MIND Research Spatial Temporal Math

Open House, Back-to-School, Orientation, calls home, emails and RTI’s

Community Service activities: window painting, parade float, sneaker drive, canned food drive,

Pennies for Patients, etc.

MSJC and trade-school speakers

Courses offered at home school (CTE, Band/Choir, ROTC, Drama)

Career guest speakers – Hemet Sunrise Rotary Club partnership

Job Shadowing – Hemet Sunrise Rotary Club partnership

Student Store elective

Construction Class

Peer Tutoring

Weekly Video Broadcast

Morning Announcements

Field Trips (UTI, Business Summit, MSJC)

Teacher Smart Goals – Motivation

Sports tournaments (Soccer, Dodgeball, March Madness, Handball, etc.)

PLUS program

AVID

Typing Pal

Veteran Interviews


32

Critical Area #3: Develop a three year advisory curriculum.


Faculty Facilitator: Expected School wide Learning Results Committee

Rationale:

1. Expand the curriculum to avoid repetition of assignments for long term students.

2. Provide additional opportunities to incorporate standardized assessment intervention

skills strategies into the curriculum.

3. Promote the development of student educational, career, and personal plans.

4. Further promote student development of cultural awareness and understanding.



Goal 2 – All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading and language arts and mathematics.

Goal 4 – All students will be educated in learning environments that are safe, drug-free, and conducive to learning.


ESLRs Addressed:

1. Do It!! – Students will complete state and local graduation requirements.




5. M: Multicultural Awareness – Students will develop cultural awareness and understanding.


1. Advisory program needs to be expanded to a three year rotation.

2. Customize the Advisory program so that it is based on individual student needs

3. Eliminate curricular repetition.

ACTION

PLAN GOAL

PERSON(S)

RESPONSIBLE/

INVOLVED


PROCEDURES

TIMELINE REPORT OF

PROGRESS

ACCOMPLISHMENT

STATUS - 2015 -

*Create four

committees

based on

the ESLR

categories:

*ESLRs 1-5

-Administrators

-AHS staff

-Support staff

-Administrators

-AHS staff

-Support staff

-ESLRs

-ESLR

committees

membership

lists

-Ongoing -Staff

meetings

-Completed and

ongoing.

-Develop an

outline of

curriculum

for a three

year

advisory

program

-ESLR

committees

-Staff meetings

-Department

meetings

-Collaboration

meetings

-California

-Advisory

curriculum

course outline

-Ongoing -Staff

meetings

- Each group has

created three years

of material to cover

their curriculum.


33

model

curriculum

standards

-Standards

based rubrics

-Current

advisory

curriculum

-Career

exploration

course

outlines,

semesters one

and two

ACTION

PLAN

GOALS

PERSON(S)

RESPONSIBLE/

INVOLVED


PROCEDURES

TIMELINE REPORT OF

PROGRESS

ACCOMPLISHMENT

STATUS - 2015 -

*Develop a

variety of

lesson plans

from the

curriculum

outline that

can be used

and rotated

over a span

of three

years

-ESLR

committees

-Staff meetings

-Department

meetings

-Collaboration

meetings

-California

model

curriculum

standards

-Standards

based rubrics

-Current

advisory

curriculum

-Career

exploration

course

outlines,

semesters one

and two

-JIST Works,

2007:

Instructor’s

Guide for

Creating Your

High School

Portfolio and

Creating Your

High School

Resume

(Second

Edition)

-Creating Your

High School

Portfolio

(Second

Edition)

-Creating Your

High School

Resume

(Second

Edition)

-Master lesson

plans

-Three year

advisory class

curriculum

calendar

-Ongoing -Staff

meetings

-Hemet

Alternative

Learning

Center

Advisory

Committee/

Site Council

-Each Advisory

group has created a

year by year

rotation.


34

ACTION

PLAN

GOALS

PERSON(S)

RESPONSIBLE/

INVOLVED


PROCEDURES

TIMELINE REPORT OF

PROGRESS

ACCOMPLISHMENT

STATUS - 2015 -

*Incorporate

supplement

al material

and

programs

-ESLR

committees

-Computer lab

programs

-Eureka

-Towards No

Drugs

-RRW

-CAHSEE skills

intervention

strategies

-Title 1 funds

-Tobacco Use

Prevention

Education

(TUPE)

-Associated

Student Body

-Community

resources

-Master

lessons with

supplemental

programs and

materials

incorporated

-8/09-

6/15

-Staff

meeting

-Hemet

Alternative

Learning

Center

Advisory

Committee/

Site Council

-Completed and

ongoing.

*Implement

the advisory

curriculum

on a three

year

rotation

-AHS staff

-Counselor

-Advisory class

three year

calendar

-Master lessons

-JIST Works,

2007: Teachers

Edition

(color coded by

ESLR)

-Staff meetings

-Advisory

student

portfolios

-Master

schedule

-Teacher

grade books

-2/10-

6/15

-Staff

meetings

-Hemet

Alternative

Learning

Center

Advisory

Committee/

Site Council

-Principal’s

Summit

-WASC

documentat

ion

-Completed and

ongoing.

ACTION

PLAN

GOALS

PERSON(S)

RESPONSIBLE/

INVOLVED


PROCEDURES

TIMELINE REPORT OF

PROGRESS

ACCOMPLISHMENT

STATUS - 2015 -

*Evaluate

and adjust

the advisory

curriculum

as

necessary to

best

support

student

achievemen

t of the

academic

standards

and the

expected

school wide

learning

results.

-Administrators

ESLR

committees

-AHS staff

-Administrators

-Counselor

-AHS staff

-Support staff

-ESLRs

-JIST Works,

2007: Teachers

Edition (color

coded by ESLR)

-California

model

curriculum

standards

-Standards

based rubrics

-Advisory class

three year

calendar

-Advisory

student

portfolios

-Advisory

teacher grade

books

-Student

transcripts

-CAHSEE

scores

-Data Director

documentatio

n

-Student

development

of

educational,

career, and

personal

plans

-2/10-

6/15

-Staff

meetings

-Hemet

Alternative

Learning

Center

Advisory

Committee/

Site Council

-School

Accountabil

ity Report

Card

-Principal’s

Summit

-WASC

documentat

ion

-Advisory group

planning time has

been scheduled

during the non-

student planning

day when these

days have been on

the teacher work

calendar (in 2010

these days were

cut).

-Staff collaborate

throughout the year

to plan and evaluate

their Advisory

curriculum.


35

-Master lessons

-Advisory

student

surveys

-Graduation

rates

-ASAM

indicators

Critical Area # 3: Develop a three year advisory curriculum.

Teachers have been assigned to Advisory teams. Teachers collaborated and planned, and this has allowed the three year lesson cycle to be implemented. Listed below is evidence of specific action taken to meet this goal.

EVIDENCE

ESLR’s displayed throughout campus

Advisory uses large calendar with activities

More online programs

SMART Board activities (Jeopardy, lessons, etc…)

Video Broadcast on computer now

Advisory groups make sure assignments are given to staff

Journal notebook for individual student

One-on-one conferences

Contract management for Home Contract, Friday Contract, and Senior Testing.

Teachers keep track of goals

Accountability chart

Student work samples each semester

Many assignments posted on the “T” drive.

Calendar of advisory lessons – Lesson plan cover page.

Student work samples

CAHSEE prep with Data Director information

Compass testing – MAP

ESLRs groups. Advisory committees

3 yrs. curriculum: Done

Committee meetings and lessons

Staff meetings/Calendar

TUPE lessons

ASB activities

Department meetings

Staff develop meetings

CTE workshops

Word wall

TND


36

Critical Area #4: Increase efforts to reach out to and include parents in the overall school program, especially focusing on parents of English Language Learners.


Faculty Facilitator: Staff Member

Rationale:

1. Improve communication with parents of Alessandro students.

2. Encourage student attainment of a high school diploma.

3. Improve student skills to enhance opportunities for employment.

4. Provide additional opportunities for parental involvement in school activities.

5. Develop methods to effectively involve parents of special populations in the overall school program.

6. Promote a school climate that encourages parent participation.



Goal 2 – All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.


ESLRs Addressed:







1. Improve communication, especially with the non-English speaking population.

2. Improve parent involvement opportunities.

3. Improve the school website.

ACTION PLAN

GOALS

PERSON(S)

RESPONSIBLE/

INVOLVED


PROCEDURES

TIMELINE REPORT

OF

PROGRESS

ACCOMPLISHMENT

STATUS - 2015 -

*Provide

opportunities

for parent

involvement.

-AHS Staff -ELAC

- HALCAC

–Renaissance

Fair

- Back to

School Night

- Open House

-Advisory

Com.

mtg.agendas

& sign in-

sheets

-Site Council

mtg.agendas

& sign in-

sheets

-On going

by 1/15

-HALCAC

-ELAC

-AHS

website

-Staff

Mtgs.

-

Principal’s

-Alessandro utilizes

an “open door”

philosophy to

address parent

questions/concerns

immediately.

-ELAC participation

and promotion has

dropped off.


37

-Activity sign

in sheets

Summit

-

Orientation

*Contact

parents

monthly with

updates on

student

progress and

school

activities.

-AHS

staff/Advisors

-Phone calls

-Mailings

-Email

-School

website

-Home visits

-Parent

Conferences

-Parent log

-Staff records

-Ongoing

by 1/15

-Staff

meetings

-HALCAC

-ELAC

-

Orientation

-Student and

Parents have access

to Aeries via a

parent portal.

- The school

website has been

updated and

improved.

ACTION PLAN

GOALS

PERSON(S)

RESPONSIBLE/

INVOLVED


PROCEDURES

TIMELINE REPORT

OF

PROGRESS

ACCOMPLISHMENT

STATUS - 2015 -

*Emphasize

parent

communication

on the school

website.

-AHS staff -School

website

-Parent

Committee

-ELAC

-HALCAC

-HUSD

technical staff

-Website

contacts

-Graduate and

Parent Survey

-School

community

survey

-Ongoing

by 06/15

-HALCAC

-ELAC

-Staff

meetings

-Principal’s

Summit

-Continue to use

website with multi-

language

capabilities.

*Promote

participation in

the English

Language

Advisory

Committee

(ELAC) with

parents of

English

Language

Learners (ELL).

Administrators

-AHS staff

advisor for the

ELL program.

-ELA

-HALCA

-AHS

Administrators

-AHS Staff

-AHS Staff

meetings

-School

website

-Phone calls

-Mailings

-Back to School

Night

-Open House

-Home visits

-Meeting

agendas

-Meeting sign

in sheets

-Phone log of

parent calls

-Ongoing

by 1/15

-HALCAC

-ELAC

-Staff

meetings

-School

website

-Principal’s

Summit

-HUSD

ELAC

-We have an ELAC

meeting prior to

Back to School

Night and Open

House.

-Our parent

participation is still

unsatisfactory.

Critical Area 4: Increase efforts to reach out to and include parents in the overall school

program, especially focusing on parent of English language learners.

EVIDENCE

RTI’s

Back-to-School Night and Open House

Website – converts to multiple languages

Email links on web site


38

Staff Contact

Maura, Olga and Mark translators

Use of headsets to translate for parent events

Parent Link phone calls

Attendance phone calls

ELAC Meetings

Posada district wide event

Site Council

Orientation

Parent Link Spanish calls

Calls and emails to parents

After school activities: Football, Dodgeball, 3-on-3 Basketball, Clubs etc.

Dances

Parent help with float for Christmas parade

Honor Roll

Awards

Advisors call for participation


39

STUDENT/COMMUNITY

PROFILE

OVERALL SUMMARY FROM

ANALYSIS OF PROFILE

DATA AND PROGRESS


CHAPTER III


40


41

Chapter III: Student/Community Profile — Overall Summary from Analysis of Profile Data and Progress

Provide an overall summary from the analysis of the profile data

Based on past progress and current data, explain the implications of the data with respect to student performance

Select two to three critical learner needs based on the data, noting the correlated school wide learner outcomes

List important questions that have been raised by the analysis of the student performance, demographic, and perception data to be used by Home and Focus Groups in their study.

The action plan that was developed in 2009 has been continually updated and implemented at Alessandro High School. Review, discussion, and adjustments to the action plan have taken place throughout the past six school years in staff meetings, staff development meetings, and School Site Council meetings.

There have been several contributing factors that have impacted the student performance data over the past six years. For example, Alessandro High School’s API scores from 2011 and 2012 were not issued by the California State Department of Education (CDE) due to a significant change in demographics. It is our understanding that this was due to the drastic increase in students who qualify for free and reduced lunches. According to the CDE, such a reclassification occurs when student demographics change by 10% or more. Despite this, the graduation numbers have increased, as well as our CAHSEE score pass rate.

Year API Score Difference CODE

2008 592

2009 522 -70

2010 628 +107

2011 600 -28 “C”

2012 545 -55 “C”

2013 588 +43


42

By examining the school wide learning outcomes, the staff determined that there were two critical areas needing attention: Academic Planning and Multicultural Awareness. To address these areas, many changes have been made to the program over the past six years. These include making access to grade reports and teacher communication more available through online access; re-designating EL students in a more timely manner and with more consistency; incorporating a modified weekly schedule that allows more credit recovery opportunities, and several events and clubs that celebrate our students’ diversity, such as the Inter-Tribal Club and the annual district Posada celebration which is held on our campus.

With the implementation of the Common Core Standards, and the need to prepare our students for success after high school, several questions present themselves:

1. In what ways can we make the Common Core Standards accessible to all students? In what way can we support instruction that will have a positive influence on both test scores and student achievement?

2. How can we further increase elective opportunities for our students while keeping in mind technology and the need for 21

st Century skills?

3. What sort of activities and lessons can we bring to the already established advisory program that will better prepare our students for a successful life beyond high school? This would include lessons that readily transfer to Career Tech Ed, character development, as well as college and career readiness.

4. What are some avenues to increase parent involvement, especially among the EL population?

0

20

40

60

80

100

120

140

160

180

200

2009 2010 2011 2012 2013 2014

AHS Grads

Grads

95

126

141

194/*236 192/*235

181/*217

*Includes Grads who returned to "Home" Sch.


43

SELF-STUDY FINDINGS


CHAPTER IV


44

Chapter IV: Self-Study Findings

For each criterion, respond to the indicators and related prompts for each criterion and note the supporting evidence. Refer to the areas to analyze and examine in determining the degree to which the criterion is being met.

For each category, provide the following: (1) the identification of strengths and (2) the identification of prioritized growth areas.

Note: The five criteria categories are:

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


45

VISION AND PURPOSE


A. ORGANIZATION

GOVERNANCE

LEADERSHIP AND STAFF

RESOURCES


46

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

A1. Organization Criterion

The school has a clearly stated vision and mission (purpose) based on its student needs, current educational research, and the belief that all students can achieve at high academic levels. Supported by the governing board and the central administration, the school’s purpose is defined further by school wide learner outcomes and the academic standards.


47

2014-15 MISSION STATEMENT:

Alessandro High School provides a variety of alternative

educational experiences, helping at risk students achieve

high academic and social success while preparing for

college and career goals.

2014-15 VISION STATEMENT:

Alessandro High School is committed to building personal connections with students while providing the academic means and career pathways to become

lifelong learners and productive citizens.

D = Do It!

R = Responsible Behavior

E = Esteem

A = Academic Plan

M = Multi-Cultural Awareness

2014-15

Student Learner Outcomes


48

1. D: Do It!

Students will complete state and local graduation requirements.

Students will monitor their credits and test scores necessary for graduation.

Students will understand the value of a high school diploma.

Students will develop educational, vocational, and personal goals and the decision making skills to achieve them.

2.R: Responsible Behavior

Students will learn responsible behavior.

Students will understand the difference between acceptable and unacceptable behavior.

Students will understand the consequences for acceptable and unacceptable behavior.

3.E: Esteem

Students will enhance self-esteem and self-understanding.

Students will have an awareness of the relationship between academic achievement and personal success.

Students will identify and explore personal and societal values.

4. A: Academic Plan

Students will learn standards based academic skills.

Students will be able to effectively read, write, and speak.

Students will be able to problem solve using mathematical skills.

Students will understand how to participate positively in both local and global communities.

5. M: Multicultural Awareness

Students will develop cultural awareness and understanding.

Students will accept their personal culture as part of the school, community, and society.


49

Measurable Indicators for the School wide Learner Outcomes

Some of the measurable indicators of student progress towards the achievement of the School wide Learner Outcomes include:


Graduation rates

Advisory personal graduation plans

Progress reports and semester credit reports

Advisory student portfolios

Alternative School Accountability Model (ASAM) indicators

Student development of educational, career, and personal goals

Graduate survey


Alternative School Accountability Model (ASAM) indicators

Office referral log

Attendance patterns

Guidance Council and Response to Intervention (RTI) log

Advisory portfolios

Student transcripts


Graduation rates

Progress reports and semester credit reports

Student development of educational, career, and personal plans.

Attendance patterns

Office referral log


Data Director documentation

California High School Exit Exam (CAHSEE) success rates

Alternative Schools Accountability Model (ASAM) indicators

Student transcripts

Student development of education, career, and personal plans

Advisory student portfolios

Student surveys


Campus incidents reports

Student responses to advisory curriculum

Student participation in school sponsored activities

Office referral log


50

Vision – Mission – School wide Learner Outcomes – Profile

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 and community profile data, and a belief that all students can

learn and be college and career ready.

Prompt: Evaluate the degree to which the development of the school’s statements has been

impacted by pertinent student and community profile data, identified future global competencies,

and current educational research.

Findings Supporting Evidence

Alessandro High School’s Mission and Vision Statements are reviewed at the beginning of each school year to launch a unified focus to support our students.

During the spring of 2014 the California Department of Education initiated the eight point Strategic Plan supported by a new Local Control Funding Formula. The discussions began at that point to make sure our focus aligned with the state and district focus. This transition was easy to implement as we found ourselves already aligned.

Staff and School Site Council meetings included training all stakeholders on California’s Strategic Plan and the LCFF. The School Site Plan directs funding to support the district’s LCAP.

AHS Mission Statement

AHS Vision Statement

Staff Meeting minutes

School Site Council Plan


51

Development and Refinement of Vision, Mission, School wide Learner Outcomes

Indicator: The processes to ensure involvement of representatives from the entire school,

business, industry, and community in the development and refinement of the vision, mission, and

school wide learner outcomes are effective.

Prompt: Evaluate the effectiveness of the processes.


The process to develop and refine the Vision, Mission, and School wide Learner Outcomes began with the Alessandro High School teachers during a spring staff meeting. Shortly thereafter, information gathered was shared at a School Site Council meeting and refinements were made. During the fall Back-To-School parent night, the information was presented and input solicited. During an October staff meeting, the staff voted to accept the Mission, Vision, and SLO’s.


Back-to-School Night agenda


52

Understanding of Vision, Mission, and School wide Learner Outcomes

Indicator: Students, parents, and other members of the school and business community

demonstrate understanding of and commitment to the vision, mission, and the school wide

learner outcomes.

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 school wide learner outcomes.


Alessandro High School’s Mission, Vision, and SLO’s are communicated through the Student-Parent Handbook, website, and posted in rooms throughout the campus. These statements are reinforced during each Student-Parent Orientation.

Student-Parent Handbook

Posted throughout campus

Orientation PowerPoint

Regular Review and Revision

Indicator: The school is implementing an effective process for regular review/revision of the

school vision, mission, and the school wide learner outcomes based on student needs, global,

national, and local needs, and community conditions.

Prompt: Evaluate the effectiveness of the process for revising these statements with wide

involvement.


The process for the staff to revise the Mission & Vision Statements along with the SLO’s is well established and effective. The process to involve other stakeholders is not and has not been effective.


School Site Council minutes


53

Conclusions

Prompt: Comment on the degree to which this criterion is being addressed.


The Alessandro High School staff continues to display as a very strong Learning Community. This staff holds themselves to very high standards to serve our students.

The challenge of involving parents and other community members in the decision making process continues to be a major struggle.



School website

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address

one or more of the identified critical learner needs.


Student, parent and other stakeholder involvement has been identified as a critical learner need. The goal is to develop a Graduate Exit Survey, online parent survey, increase community involvement in the decision-making process.


School website


54

A2. Governance Criterion

The governing board (a) has policies and bylaws that are aligned with the school’s purpose and

support the achievement of the school wide learner outcomes and academic, college, and career

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 school wide action plan and its relationship to the Local Educational Agency

(LEA) plan.

Governing Board

Indicator: The policies and procedures are clear regarding the selection, composition, and specific

duties of the governing board, including the frequency and regularity of board meetings.

Prompt: Provide evidence that the policies and procedures regarding the selection, composition,

and specific duties of the governing board, including the frequency and regularity of board

meetings are clear.


The Hemet Unified Governing Board follows a calendar schedule of meeting date. Regular meetings are scheduled bi-monthly on Tuesday evenings. Board meetings begin with a Closed Session then move to the Open Session.

Hemet’s Board consists of seven members who are voted into office to represent specific Areas in the district. At the beginning of each school year, Members are selected to serve as Representatives on each district committee including Curriculum Council, Healthy Families, Career, etc.

Agenda items are prepared following a strict timeline then posted prior to each meeting allowing for public transparency. These items have to be presented for vetting to allow for public input and discussion prior to a call for a vote.

The Governing Board holds the ultimate responsibility to maintain the legal and fiscal solvency of our district. The Board maintains very high expectations to serve all students by providing the highest level of educational achievement.

District Website


55

Relationship of Governance to Vision, Mission, and School wide Learner Outcomes

Indicator: The governing board’s policies are directly connected to the school’s vision, mission,

and school wide learner outcomes.

Prompt: Evaluate the adequacy of the policies to support the school’s vision, mission, and school

wide learner outcomes through its programs and operations.


The Hemet Governing Board has high expectations for every school to meet the needs of every child. We are very lucky to have a Board that recognizes the importance that Alessandro High School serves in our community. When many continuation schools in other districts find themselves dealing with inadequate funding, out of date curriculum or textbooks, and poorly maintained facilities, we find amazing support and advocates.

District Budget for all schools

Board Members

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.


As every school in our district began preparing for the new Common Core Standards and the SBAC assessment, a policy was adopted by the Governing Board to upgrade computers to have enough individual computers with enough memory to be able to take the SBAC.

Seven years ago, the Governing Board gave authorization to implement an online Educational Option program, AdvancePath Academy. This program is now referred to as ACE Academy. This was only made possible as the result of the Governing Board’s Vision of reaching every type of learner.

Social Media has quickly raised opportunities for learning while at the same time it raised student safety concerns. With the support of the Governing Board, Hemet Unified has now adopted a comprehensive plan that begins with extensive teacher training prior to receiving authorization to use various Social Media tools. Student and parent internet use policies continue to be a focus. The Board’s approach is to make sure parents maintain their rights to make important decisions for their children.

District Website

Approved Board Policies (Internet Use From & Social Media)

Technology on campus


56

Understanding the Role of the Governing Board

Indicator: The school and business community understands the governing board’s role, including

how parents can participate in the school’s governance.

Prompt: Evaluate the ways the school community and parents are informed as to how they can

participate in the school’s governance.


Every School Board agenda is published prior to each meeting. Every agenda shows an item allowing any person the opportunity to speak to the Board during the Open Session.

Every year during the Alessandro High School Back-to-School Night, the principal invites parents and guardians to become involved in the School Site Council. Over the years, this effort has not resulted in success as it continues to be a struggle to bring about results.

District website

Board agenda posted at every school prior to each meeting

Back-to-School Night agenda

School Site Council membership

Governing Board’s Involvement in the Review and Refinement

Indicator: The governing board is involved in the regular review and refinement of the school’s

vision, mission, and school wide learner outcomes.

Prompt: Evaluate the processes for involving the governing board in the regular review and

refinement of the school’s vision, mission, and school wide learner outcomes.


A coordinator of Educational Options is assigned to work with and oversee Alessandro High School.

Every school prepares an annual Principal Summit, including Alessandro High School. During the Summit presentation, the Superintendent’s Cabinet Members attend and a few School Board Members also attend. The Summit provides a review of what has been accomplished during the school year. Ongoing data assessment directs decisions.

Principal Summit Report


57

Professional Staff and Governing Board

Indicator: There is clear understanding about the relationship between the governing board and

the responsibilities of the professional staff.

Prompt: Determine whether there is clear understanding about the relationship between the

governing board and the responsibilities of the professional staff and how that understanding is

developed and maintained.


The Hemet Unified School Board establishes the expectations for student achievement. It is then the responsibility of the professional staff to implement the plan. Data is collected to direct if modifications are needed. Results are presented to the Governing Board to review the effectiveness.

The district administrative staff is organized on a flow chart which makes roles and contacts very clear.

Governing Board Goals for HUSD

District flow chart

Board’s Evaluation/Monitoring Procedures

Indicator: There is clarity of the evaluation and monitoring procedures carried out by the

governing board, including the review of student performance toward career and college

readiness, overall school programs and operations, and the fiscal health of the school.

Prompt: Determine the degree to which there is clarity of the evaluation and monitoring

procedures carried out by the governing board.


Every school prepares an annual Principal’s Summit, including Alessandro High School. During the Summit presentation, the Superintendent’s Cabinet Members attend and a few School Board Members also attend. The Summit provides a review of what has been accomplished during the school year. Ongoing data assessment directs decisions.

Principal’s Summit records


58

Complaint and Conflict Resolution Procedures

Indicator: The established governing board/school’s complaint and conflict resolution procedures

as they apply to the school’s stakeholders are effective.

Prompt: Comment on the effectiveness of the established governing board/school’s complaint

and conflict resolution procedures.


Hemet Unified School District follows the “Williams Uniformed Complaint” process. This procedure is given to every child’s parent/guardian at the time of enrollment in a Hemet School. This policy is posted in every classroom and additional written policies are provided at every site.

In the case of a complaint about a staff member, a Board approved form is available at each school site or online.

When these policies are followed district-wide, resolution tends to be quick and effective.

Board Policies: Williams Act and Complaint form

Conclusions



Governance Criterion is effectively addressed in the Hemet Unified School District.

Governing Board Policies




Governance Criterion has a positive impact on Alessandro High School. Since the Board recognizes the positive impact Alessandro High School serves in this district and community, this body will be a positive element as we move ahead to address critical learner needs.

Board participation in Alessandro High School’s graduation

District Budget

Principal Summit presentation


59

A3. Leadership and Staff Criterion

Based on student achievement data, the school leadership and staff make decisions and initiate

activities that focus on all students achieving the school wide learner outcomes and academic,

college, and career standards. The school leadership and staff annually monitor and refine the

single school wide action plan based on analysis of data to ensure alignment with student needs.

Broad-Based and Collaborative

Indicator: The school’s planning process is broad-based, collaborative, and has commitment of

the stakeholders, including the staff, students, parents, and business community.

Prompt: Comment on the effectiveness of the school planning process to ensure that it is broad-

based, collaborative and fosters the commitment of the stakeholders, including the staff, students,

parents, and business community.


The staff at Alessandro High School is comprised of dedicated and determined professionals. Over the past six years, most of the staff changes were the result of retirement not the desire to move to another school. Then the staff’s positive attitude results in a professional learning community that is second to none. Teachers continuously strive to find ways to provide a learning environment that will prepare students for their competitive future. The planning process with the staff is created in an environment that empowers collaboration and leadership.

Prior to enrolling at Alessandro, every student and parent/guardian must attend an orientation with the principal. The meeting provides the opportunity to introduce all parties to the school and program. It also sets the tone that parents are valuable and welcomed at any time.

Four years ago, Alessandro partnered with a local Rotary Club to provide guest speakers sharing their career knowledge with our students. Around this time, the Alessandro ASB connected with the local VFW to create a digital recording of individual Veteran’s experiences.

AHS collaborates with the California Family Life Center to provide career support and direction for students.

Staff meetings

Orientation PowerPoint or notes

Guest Speaker schedule

CFLC agenda and minutes


60

School Plan Correlated to Student Learning

Indicator: The school’s Single Plan for Student Achievement is directly correlated to the analysis

of student achievement data about the critical learner and career readiness needs; school wide

learner outcomes; and academic, college, and career standards.

Prompt: How do staff ensure that the analysis of student achievement of the critical learner and

career readiness needs, school wide learner outcomes, and academic and career readiness

standards are incorporated into the plan and impact the development, implementation, and

monitoring of the plan?


HUSD has implemented data teams to be utilized at every school. Alessandro focuses on CAHSEE passers, credits earned, credit recovery participation, and GPA.

If multiple teachers instruct the same course, common assessments are utilized to guide instruction.

Advisory teachers work with each student to create an academic plan. Students outline their plan to meet the graduation requirements (credits and CAHSEE) and also formulate post high school plans.

Triad data spreadsheets

Common Assessments

Advisory lessons

CAHSEE results

Correlation between All Resources, School wide Learner Outcomes, and Plan

Indicator: There is correlation between allocation of time/fiscal/personnel/material resources and

the implementation, monitoring, and accomplishing of the Single Plan for Student Achievement.

Prompt: Evaluate the degree to which the allocation of all resources supports the

implementation, monitoring, and accomplishment of the Single Plan for Student Achievement.


CAHSEE intervention is included in the SPSA. Support by providing intervention material, technology, and resources and online intervention programs.

Credit recovery, especially in the area of electives, is included in the SPSA by providing elective curriculum and resources.

Funding to support the Guest Speakers in career exploration is also included in the plan.

Alessandro SPSA

Student data results

Guest speaker schedule


61

Conclusions



Collaborations is definitely a strength at Alessandro High School. The staff is in a constant state of finding solutions to support student achievement. The Alessandro High School SPSA matches funds to support goals and needs.

Issues to provide funding arise when limitations to spend dollars in certain categories. For example, we have faced limitations on the amount of money allowed to purchase technology or field trip costs. Our master schedule does not allow for extra period assignments.

Staff meeting minutes

SPSA Plan




The need for common formative assessments for singleton teachers has been identified.

Providing elective opportunities with after school programs will support the critical need of providing CAHSEE intervention and additional credit recovery.

Assessment results

CAHSEE results

Credits earned on transcripts


62


A qualified staff facilitates achievement of the academic, college, and career readiness standards

and the school wide learner outcomes through a system of preparation, induction, and ongoing

professional development.

Employment Policies and Practices

Indicator: The school has clear employment policies and practices related to qualification

requirements of staff.

Prompt: Evaluate the clarity of employment policies and practices related to qualification /

statutory requirements of current and potential staff for all programs, including all types of

online instruction and specialized programs such as college / career preparation.


The Hemet Unified School District Human Resource Department is committed to have NCLB Highly-Qualified teachers in all schools. Even though Alternative Schools can receive a state waiver to allowing teachers to be place in a classroom in which they are not certified, HUSD works with individual teachers as they complete the process to become certified. All Alessandro High School teachers have completed their CLAD certification.

Over the past six years, when Alessandro or ACE Academy has had a teacher opening, all positions were filled with transfers from within the district. The fact that teachers have requested to transfer to our school is a contributing factor to maintain a Professional Learning Community.

CTC requirements

HUSD Board Policies

HUSD Human Resources Policies


63

Qualifications of Staff

Indicator: The school has procedures to ensure that staff members are qualified based on staff

background, training, and preparation.

Prompt: Evaluate the procedures to ensure all staff members in all programs, including online

instruction based on staff background, training and preparation are qualified for their

responsibilities within any type of instruction to ensure quality student learning.


Well established Professional Learning Communities ensure that all new staff members receive support from administrators, certificated, and classified staff. Teacher collaboration supports the new staff as they transition into our school. Alessandro teachers are assigned an “Advisory Buddy” to provide extra guidance.

ACE teachers work in a shared classroom/lab environment that is conducive to supporting each other. New ACE teachers are given training on APEX and A+ computer programs from the assigned administrator and all staff.

HUSD continues to provide Professional Development training in many areas. Besides providing the training, the PD Department has also budgeted and calendared substitutes.

Board Policies

HR Policies and Procedures

Beginning of School PLC agenda

Staff meetings

Professional Development training schedule


64

Maximum Use of Staff Expertise

Indicator: The school has a process to assign staff members and provide appropriate orientation

for all assignments, including online instruction and focused programs, so that the expertise of

the staff members is maximized in relation to impact on quality student learning.

Prompt: Evaluate the process to assign staff members and provide an appropriate orientation

process to ensure all staff are qualified and prepared for their responsibilities including any type

of online instruction.


Over the past six years, when Alessandro or ACE Academy has had a teacher opening, all positions were filled with transfers from within the district. The fact that teachers have requested to transfer to our school is a contributing factor that strengthens our Professional Learning Community.

The expectations of all staff members at Alessandro High School are that we will provide guidance and support for all students and staff. The weekly staff meetings allows for checking for understanding and implementation of established procedures.

Advisory Buddy

Advisory teams

Department teams

Friday School teams

Staff meetings

Defining and Understanding Practices/Relationships

Indicator: The school has clear administrator and faculty written policies, charts, and handbooks

that define responsibilities, operational practices, decision-making processes, and relationships of

leadership and staff.

Prompt: Evaluate the 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.


Alessandro High School follows a shared leadership approach to operate the school. Staff ideas and input are encouraged and promoted.

The administration follows an Organizational Chart to clarify administrative duties. Alessandro teachers take turns in various leadership roles during staff meetings. Any teachers can add an agenda item for a staff meeting at any time. Staff is encouraged to share ideas and to provide insight for any decision made.

Staff meetings

Department meetings


65

Internal Communication and Planning

Indicator: The school has effective existing structures for internal communication, planning, and

resolving differences.

Prompt: How effective are the existing structures for internal communication, planning, and

resolving differences?


Internal communication begins with having a veteran staff who has worked together at the same school for several years. When new teachers have joined the staff, a support system is initiated to orient the new person in the established operating procedures.

The administration utilizes an open-door policy as staff members are encouraged to bring solutions and ideas for continuous improvement. Staff meetings reflect the shared leadership model as every teacher plays the role of Facilitator, Time Keeper, Norms Moderator, and Recorder. The staff meeting agenda is posted on the shared “T” drive so that any person can add an item to the agenda. Conflicts are usually resolved by a majority vote however the staff gives great effort to come up with a compromise that all can accept.

All staff members maintain high visibility on campus. During passing period administrators and the counselor supervise. During the student’s “Long Break” the teachers supervise either the first part or second part of the break. The visibility time also allow time for ongoing conversation among the staff.

Technology has been an effective tool for communication. Besides emails, most staff members share personal cell phones and utilize text messaging. The staff knows that they can contact any administrator at any time, including outside duty hours, for any issue.

Shared “T” (teacher) drive on server

Staff meetings

Emails

Phone calls and text messages

PLC model


66

Staff Actions/Accountability to Support Learning

Indicator: The school evaluates the effectiveness of the processes and procedures for involving

staff in shared responsibility, actions, and accountability to support student learning throughout

all programs. This includes an evaluation of the collegial strategies used to implement

innovations and encourage improvement, such as shadowing, coaching, observation, mentoring,

group presentations.

Prompt: How effective are the processes and procedures for involving staff in shared responsibility, actions,

and accountability to support student learning throughout all programs? Provide representative examples and

data regarding impact on student learning.

Evaluation of Existing Processes

Indicator: The school leadership regularly reviews the existing processes to determine the degree

to which actions of the leadership and staff focus on successful student learning.

Prompt: To what extent does the school leadership regularly review the existing processes to determine the

degree to which actions of the leadership and staff focus on successful student learning?


The process and procedures for involving staff in shared responsibility, actions, and accountability to support student learning is very effective. Staff members are values for their opinions and ideas. We can also claim that every staff members is dedicated to ensure student achievement and opportunities to close the learning gaps many of our students have when they arrive at our school. The staff knows that in order for our students to be successful after high school, they will have some catching up to do in a very short period of time.

The Alessandro Advisory program and the ACE supervising teacher process require that the teachers take ownership for the success of their students. Teachers act as “counselors” for these individuals and take pride in coming up with an academic plan that can facilitate future success. Both staffs recognize that our roles do not only include a way for students to make up their graduation requirements, but also focus on guiding students as they make college or career plans.

New students orientation

Advisory program

New student and supervising teacher meetings

Credit Recovery options

College and Career opportunities



At the beginning of each school year, the staff reviews and approves the meeting norms to follow during the staff meetings. A discussion to modify the norms takes place and each staff member is asked to respond their commitment to follow the norms before a vote takes place.

Minutes from first staff meeting each year

Student Data gathered


67

Conclusions



Leadership among staff members has been a strength at Alessandro High School for several years. The ability to utilize the collected strengths of the staff makes it possible for to address any goals or issues over the course of several years.

The teachers at Alessandro High School take pride as students reach their educational and post-high school goals. These professionals hold themselves to very high standards as an instructor and advisor.

Previous WASC reports

Staff meetings

Student Data Results




Staff leadership is not a critical learner need for Alessandro High School. While we are in continuous progression to find ways to support students, the decision making process continues to be productive.

Graduations Rate

Student Data Results

Student data from the previous year is reviewed then goals and actions plans for the new are made. Throughout the school year as issues or concerns arise, items can be added to the staff meeting agenda. Adjustments to the action plan will be made based on the data results.

The entire Alessandro staff is divided into two cross-curricular departments. This leads to shared decisions to support student learning.


68


Leadership and staff are involved in ongoing research or data-based correlated professional

development that focuses on identified student learning needs.

Support of Professional Development

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 school wide learner outcomes.

Prompt: How effective is the support of professional development/learning? Provide evidence

and examples.


Hemet Unified School District has a state-of-the-art Professional Development facility. The district made a financial commitment to support student achievement by hiring several Academic Coaches as Teachers On Special Assignment (TOSA). Every school has an Academic Coach assigned.

Even prior to receiving Common Core funding from the CDE, HUSD launched the RCD process for English and Math. Alessandro has one English teacher on the RCD English team and one Math teacher on the Vetting Committee for Math. Even though these teachers took a leadership role on campus, all English and all Math teachers have received extensive RCD training over the past two years. This same process will be implemented for Science and Social Studies teachers.

Besides providing Common Core training, the district’s PD office supports training in many technology tools including Haiku, Illuminate, LCD, SMART Board, etc.

A large part of the site SPSL is committed to providing Professional Development training for intervention programs including PLUS club, Project Ex, Positive Behavior Intervention Support (PBIS) to name a few.

Professional Development (PD) Calendar

Attendance logs

Meeting minutes

Sub calendar


69

Supervision and Evaluation

Indicator: The school implements effective supervision and evaluation procedures in order to

promote professional growth of staff.

Prompt: How effective are the school’s supervision and evaluation procedures?


Hemet Unified launched the online tool, TalentED, to assist administrators with evaluations. At the beginning of the school year, administrators reviewed the new online tool with the staff in a staff meeting. A meeting is held with the teachers on cycle for evaluation to review the online program with their data.

Teacher Goals and Objectives are developed then submitted through TalentEd. A meeting with the assigned administrator reviews the G&O’s and schedules a date and time for the first observation. The evaluation process continues until the final evaluation is reviewed and submitted to the HR department by March 30

th.

Since the Alessandro Principal is also the principal of Hemet Adult School, she works a staggered shift and is only on campus for three of the six periods. This makes it very difficult to complete walk-through observations on a regular basis. The Assistant Principal has been able to be more visible on campus and in the classrooms. Due to the long-term absences of the AP over the past two years, all certificated evaluations have been completed by the Principal.

Alessandro classified evaluations are completed by the Principal while ACE’s are completed by the AP.

TalentEd documents

Walk-through notes

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?


The ACE Academy certificated staff follow the same evaluation procedures as the non-online teachers. The ACE program is developed to provide small group direct instruction as an anticipatory to new course units. Each teacher can be evaluated by observing these lessons and by observing the ongoing meetings teachers have with individual students as the monitor progress.

TalentEd reports


70

Measurable Effect of Professional Development

Indicator: There are effective operating processes that determine the measurable effect of

professional development, coaching, and mentoring on student performance.

Prompt: Comment on the effectiveness of the processes in determining the measurable effect of

professional development, coaching, and mentoring on student performance. Provide evidence

about whether professional development / learning has a positive impact on student learning.


The effectiveness of many professional development trainings on student performance is evident on campus. Our teachers do not work in isolation from each other, even those who are singleton teachers. Staff meetings and conversations take place throughout the year as teachers are excited about incorporating new ideas and plans into lessons.

The English and Math teachers have found that our students have a positive response to the project-based Common Core lessons. Of course, they have to modify the lessons to account for the inconsistent attendance, the transience of our student body and our modified weekly schedule. We are pleased to note that our adaptation of the District’s Yearly Planning Organizers align with the comprehensive sites even among students who transfer mid semester.

Most Alessandro High School students are below grade level when they arrive on campus. The use of end of year assessments such as SBAC does not accurately reflect the achievements of at risk students. This is because SBAC is used to measure grade level growth (beginning of year through end of year). This is why student work and CAHSEE passers have become the most reliable evidence for the PD having a positive impact on student learning.


CAHSEE scores

Common Assessments


71

Conclusions



The Alessandro High School staff continues to display eagerness to continue their own personal Professional Development and growth. Once trained, staff often provides in-service information to the rest of the staff during Staff or Department Meetings.

As is the case with all schools, some Alessandro teachers become proficient right away while others struggle with the training. It is expected that as a staff we will help out our colleagues by collaborating within our PLC.

PD trainings

Staff meetings

Implementation in the classrooms




Alessandro High School is often described as “being on an island” as we are the district’s only continuation school. An identified critical learner need is to develop more Common Formative Assessments (CFA’s) to check for student progress throughout the school year. Many classes are taught by only one teacher therefore collaboration with other subject teachers throughout the district will be beneficial.

Student data

Graduate numbers

Collaboration minutes

PD Calendar


72

A6. 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) to support students in

accomplishing the academic standards, the college- and career-readiness standards, and the

school wide learner outcomes.

Allocation Decisions

Indicator: There is a relationship between the decisions about resource allocations, the school’s

vision, mission, and student achievement of the school wide learner outcomes, the academic

standards, and the college- and career-readiness standards. The school leadership and staff are

involved in the resource allocation decisions.

Prompt: To what extent are resources allocated to meet the school’s vision, mission, and student

achievement of the critical learner needs, the school wide learner outcomes, the academic

standards, and the college and career readiness standards. Additionally, comment on 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?


Alessandro High School receives general fund money based on the projected enrollment.

The HUSD Governing Board has approved to pay for many Centralized Services by withdrawing from allotment given to the district as a Supplement Grant fund. Prior to releasing funds to each site, the district pays for personnel positions such as Health Techs and Counselors. Online programs such as MAP testing, Compass Learning, and ST Math are also purchased district-wide. After this money is subtracted from the total, Supplemental funding is also provided based on the projected enrollment. When HUSD developed the LCAP plan, a large amount of money went into programs designed to support students not eligible to attend a continuation school. Even though this results in less money for our students, as a staff, we support the district’s goal for student achievement.

The Alessandro staff discusses and creates a plan that will support the goals of the district and site. Input from School Site Council members ensure a well-rounded plan which is submitted to district staff before given to the Governing Board for approval.

Student achievement data is collected to confirm the use of funds were spent wisely or to guide revisions for the next year.

District Budget

SPSA Budget Plan

Site Budget

Student Data


73

Practices

Indicator: There are processes operating 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.)

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.)


Funding for Educational Option programs often is limited by the number of students enrolled rather than the needs of the at risk population. Several open conversations have taken place over the years with the Fiscal staff to find ways to support special projects or needs as they arrive.

Alessandro’s ASB sells popcorn twice a week and sponsors a snack bar during evening events to raise modest funds. We follow the “Un-organized” ASB policies through CASBO. Annual audits take place and procedures have been implemented to ensure sound fiscal practices.

Budget allotment sheets

Budget reports

ASB documentation

ASB book keeping

Audit reports


74

Facilities

Indicator: The school’s facilities are adequate to meet the school’s vision, mission, school wide

learner outcomes; the educational program and are safe, functional, and well-maintained.

Prompt: Specifically, to what extent do the facilities support the school’s vision, mission, school

wide learner outcomes, the educational program, and the health and safety needs of students?


Alessandro and ACE Academy is located on a large campus referred to as the Santa Fe Education Center. When Alessandro moved to this site three years ago, we found that the new campus provided more advantages to support the needs of the school.

Alessandro has been able to take advantage of a Library to hold assemblies for 50 students at a time. An additional computer lab was added to the site. An indoor cafeteria accommodates 200-250 students. A gymnasium provides indoor facilities for assemblies, Physical Education, and after school activities.

While this campus is the second oldest in the district, the Maintenance & Operation Departments has dedicated a large amount of funds to improve the appearance of the campus. Through the eRate technology program, the entire campus is now wireless and most classrooms have added more internet drops to support student computers.

A request has been made to the district office to install cameras on this campus.

Alessandro and Hemet Adult School moved to current location in 2010

Summer of 2011 entire campus was painted

Library Computer Lab upgrades 2014

Wireless & computer drops 2014


75

Instructional Materials and Equipment

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.

Prompt: Evaluate the effectiveness of the policies 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, manipulatives, and

laboratory materials for instruction including online.


HUSD took the position of committing district funding to upgrade computers so that teachers will have the tools to implement the Common Core Standards and students will be able to take the SBAC assessments.

As technology use increases, training for staff has increased. HUSD utilizes Haiku as a centralized information hub to make communication and resources easily accessible. A comprehensive Social Media policy has been developed to ensure student safety and parent authorization.

CDE provided districts with funding to assist with the technology needs and also provided funding to allow teachers to have the material and supplies for the project-based activities.

AHS has dedicated funding to equip each classroom with the technology needed to support instruction. Every class has its own LCD monitor. 16 out of 17 classrooms have a SMART Board. Many teachers requested and received an Elmo document camera.

Alessandro purchased 50 APEX licenses to provide some online classes as an option for students. The online program A+ was recently upgraded which gives students additional elective class options.

Computer data on campus

PD training calendar

Haiku

Budget

Classroom technology

Transcripts


76

Well-Qualified Staff

Indicator: Resources are available to enable the hiring, nurturing, and ongoing professional

development of a well-qualified staff for all programs such as online instruction and

college/career.

Prompt: Determine if the resources are available to hire, nurture, and provide ongoing

professional development for a well-qualified staff. Include specifics if online, IB, and/or college

career preparation programs are in place.


In the fall of 2009-10 Alessandro instituted a Modified Schedule. One of the many benefits this new schedule provided was to expand the Monday through Thursday workday for the Alessandro staff. Collaboration time for the certificated staff was condensed into four days per week. This compact time results in opportunities to nurture, support, and provide ongoing professional development for all staff.

HUSD has expanded its Professional Development Department over the years. It has a state of the art training facility and has expanded the number of TOSA’s on staff. The training schedule for this department is very full. Some training sessions are “Train the Trainer” which allows administrators to select individuals to facilitate training of the remaining staff.

The need for the district to have a larger substitute pool is an area for improvement. As school sites are seeing an increase in funding, Alessandro has dedicated funds to allow staff to participate in a variety of workshops and training sessions.

Even though the contract agreement with the Hemet Teacher’s Association and the Hemet School District allows for only two staff meetings per month, all Alessandro and ACE certificated staff decided that we will meet weekly! The weekly staff meeting is another opportunity to not only work on meeting the needs of our students, but also to ensure all staff members are kept current on campus policies.

Staff meetings have been a valuable time to develop and refine the Alessandro Advisory program. This class has provided a way to provide a school wide approach for many goals including college and career readiness.

Modified Schedule

PD Schedule

Staff meetings

Advisory Program


77

Long-Range Planning

Indicator: The district and school’s processes for regularly and effectively examining a long-

range plan ensures the continual availability and coordination of appropriate resources supports

students’ achievement of the critical learner needs, the academic standards, college- and career-

readiness standards, and the school wide learner outcomes.

Prompt: Evaluate the effectiveness of these processes.


The long-range planning process begins with knowledge and understanding of the current education legislation. The shared leadership model at the district office provides opportunities for open discussions and implementation.

The LCFF and Strategic Plan rollout is an example of the long range planning process used at the district level. Several administrators at the district level took advantage of various training opportunities at the county and state level. This information was first presented to principals at leadership meetings. Resources and materials used to present the information were made available to use with the staff at the site level. With the help of the PD Department, video presentations were developed explaining the new legislation and posted on the district web site. A survey was created to gather feedback from all stakeholders. Based on survey results, plans were developed.

Because Alessandro and ACE hold weekly staff meeting, the LCFF and Strategic Plan information was shared with the staff in a timely manner.

The long range plans made at the district level to roll out the Common Core Standards involved working with the IT Department to make sure the technology was compatible. The Maintenance & Operation Department worked to provide electrical outlets and internet drops in the classrooms. Educational Services Department coordinated the material and resources needed for the CCSS. All departments collaborated with the Fiscal Department to make budget decisions.

Many of the long range planning at the site level will deal with ways to utilize the talents of the staff to put the plans into actions. Alessandro and ACE use data to guide the decision making process. Long range planning is more often at the district level while short range adjustments are performed at the site level.

HUSD LCAP

Surveys

PD training

Haiku

School Site Plan


78

Conclusions



The Hemet Unified School District has an effective process in place to utilize resources. This process has resulted in meeting the district and state goals. In spite of declining school funding, HUSD has maintained a fiscally responsible plan. The growth of the Professional Development Department has turned into an essential piece to support student achievement.

Resources at the site level have been used to support ongoing professional development and to put tools into the teacher’s hands in order to support student achievement. Funding to upgrade and meet the technology needs, provide resources and materials at the school site have been a priority. The past practice of hiring personnel to provide intervention support has been replaced by purchasing online intervention programs such as Compass Learning and ST Math.

As educational funding begins to return to levels seen in 2007, we find that the best way to utilize our resources has been to provide training and release time. The result is that our staff is confident in the implementation of the Common Core Standards needed to support academic achievement and provide PBIS activities for emotional health on campus.

District LCAP

Alessandro SPSA

Student Data

Graduation Rate

Training logs




Resources play a tremendous role as Alessandro High School implements the Action Plan to address all critical learner needs, particularly Critical Area #1: Common Core Standards and Support for the CAASPP. Hemet Unified School District has an effective plan in place to match funding to the goals of the state, district, and site.

The LCFF of allotting supplemental funds to school sites based on demographic groups has greatly increased the district’s budget. HUSD has taken

LCFF

District Budget

District LCAP

SPSA

Common Core Training

CAASPP results


79

the approach to be sure all qualified students are represented in the supplemental formula.

Beginning with the staff, HUSD works closely with the alternative learning sites to have highly qualified teachers in every classroom. This has often proven to be a struggle because past waivers were not accepted by the district.

The district office has taken a pro-active approach in planning and researching material, equipment, and supplies. With the support of various departments, negotiated discounts and well thought-out plans take place before wasted purchases are made.

HUSD’s decision to purchase district licenses for online intervention programs, Centralized Services, has made it possible to provide the Compass Learning, MAP testing, and ST Math. By working in conjunction with the district office, Alessandro High School has been able to afford this software. The district not only provides all Common Core training, but also covers the cost of the substitute teachers. Even though the practices of Centralized Services remove some funds from the sites, by providing these services, HUSD is able to ensure consistency throughout the district.


80

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

Strengths and Growth Needs

Review all the findings and supporting evidence regarding the extent to which each criterion is being addressed. Then determine and prioritize the strengths and areas of growth for the overall category.

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

Areas of Strength

Alessandro and ACE Academy veteran staff take personal and professional pride as they work in a PLC environment to implementing programs in which at-risk students are successful.

Relationship with students, administration, certification staff, and classified staff is based on mutual respect.

District-level support to ensure every school receives equitable training, equipment, and supplies to implement the goals of the state and district.

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

Areas of Growth

Improve parent involvement and communication.

Continue to add the infrastructure to be sure our site is ready for the demands of the Common Core Standards, SBAC, CAASPP, etc.

Continue Professional Development training and implementation of the Common Core Standards in all academic courses.


79

CURRICULUM


B. STANDARDS-BASED

STUDENT LEARNING


80


81

Category B: Standards-based Student Learning: Curriculum

Analysis must show distinctions that appear across the range of students (grade level, diverse background, and abilities) and the variety of programs offered at the school. Examples include:

Online instruction approaches (school site or off site, integrated within other programs and/or offered separately)

Focused programs such as IB Diploma Program, college/career readiness programs, school/college partnerships, AVID, and independent study programs.

Note: In some areas additional prompts have been inserted to emphasize the analysis related to online instruction.

B1. Curriculum Criterion

All students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards, the college- and career-readiness standards, and the school wide learner outcomes. Through standards-based learning (what is taught and how it is taught), these are accomplished.


82

Current Educational Research and Thinking

Indicator: The school provides examples that document the effective use of current educational

research related to the curricular areas in order to maintain a viable, meaningful instructional

program the prepares students for college, career, and life.

Prompt: Comment on the effective use of current educational research related to the curricular

areas to maintain a viable, meaningful instructional program for students. Examine the

effectiveness of how the school staff stay current and revise the curriculum appropriately.


Alessandro High School students are provided instruction utilizing only approved HUSD curriculum. The research-based resources must go through a rigorous review by the district’s Curriculum Council before it is given to the Governing Board for screening and final approval.

Alessandro students must fulfill the same 220 credit requirements as ever other high school in our district. The addition of approved online tools has lent itself to a “blended” learning options for many students.

Alessandro and ACE teachers participate in all district organized Professional Learning trainings and serve on various district level committees. In 2011-12 a team consisting of Alessandro and ACE teachers participated in a Professional Learning Community consortium. Since that time, PLC has been the model followed for all staff and department meetings. The convenience of the modified schedule has borne the positive result of increased collaboration among staff members.

HUSD began Rigorous Curriculum Design training for English and Math in the spring of 2012. Alessandro was allowed to have one English teacher on the district RCD team and one Math teacher on the district Vetting Committee. Beginning in the spring of 2014, Alessandro was given one spot on the district Social Studies RCD team. This committee has had to delay the training schedule pending the contract resolution with the certificated staff. This committee should resume spring of 2015.

Beginning the fall of the 2012-2013 school year, all English teachers and Math teacher attended and participated in the district’s Common Core training.

English: Alessandro had four English teachers and one Special Education Specialist trained. ACE had one teacher who then became the trainer for the other ACE teachers.

Math: Alessandro had four Math teachers and on Special Education Specialist trained. ACE had one teacher who then became the trainer for the other ACE teachers.

District approved and state aligned textbooks

Apex Learning and A+ online curriculum

California Common Core Standards

Rigorous Curriculum Design

Vetting Committee

Haiku

CAHSEE Intervention (MAP, Compass Learning, direct instruction)

Google Classroom

Illuminate

Weekly Staff meetings


83

Academic and College- and Career-Readiness Standards for Each Area

Indicator: The school has defined academic standards and college- and career-readiness standards

for each subject area, course, and/or program and, where applicable, expectations within the

courses that meet the UC “a-g” requirements.

Prompt: Evaluate to what extent 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.


Alessandro students must fulfill the same 220 credit requirements as every other high school in our district. With the exception of a few classes, the courses offered through the teacher directed instruction at Alessandro do not meet the UC “A-G” requirement. Rather, these courses are considered non-college prep essential standards. The courses offered through APEX Learning at ACE, however, have passed the UC “A-G” review. The former ACE program, AdvancePath Academy, was NCAA approved.

Alessandro also has a Foundations class, which is essentially an AVID class for our non-UC bound A-G students. This class teaches the AVID modalities to students who are focused on attending a community college. FAFSA workshops, guest speakers, and a field trip to the local Community College are included in the curriculum.

A strong emphasis on preparing students for post high school includes ensuring students pass both sections of the California High School Exit Exam. Students can attend the credit recovery Friday School CAHSEE prep direct instruction sessions, which serves the dual benefit of not just CAHSEE prep, but also elective English credit.

HUSD Board Policy and Regulations on

graduation requirements

District approved and state aligned

textbooks

APEX Learning and A+ online curriculum


Rotary member guest speakers

Foundations Curriculum

Master Schedule

Friday School CAHSEE prep for English or

Math


84

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.


All academic courses offered at ACE Academy are provided by the APEX Learning online curriculum. Elective courses are provided by APEX and A+ online curriculum.

Alessandro purchased APEX licenses to provide a one period online option for 50 students. Students apply to request a one period Apex class. Those closest to graduating and those needing an opposite semester class are given priority. These students are held to a high standard of attendance and progress in order to keep their Apex class. Once an APEX student graduates or is dropped, another student is given this open spot.

All APEX students are closely monitored for progress. Since not all students are successful with online instruction, those who need more instruction are transferred to a teacher directed class offered at Alessandro.

HUSD provides all schools with a keyboarding Typing Pal program. This program is intended to support the Smarter Balance assessments. Alessandro and ACE is able to provide elective credit for completion of this course.

APEX Learning

A+ online

Typing Pal


85

Congruence

Indicator: There is congruence between the actual concepts and skills taught, the academic

standards, the college- and career-readiness standards, and the school wide learner outcomes.

Prompt: Evaluate the extent to which there is congruence between the actual concepts and skills

taught, the academic standards, the college- and career-readiness standards, and the school

wide learner outcomes.


In English and Math, especially those classes in which there are multiple sections, the congruence of concepts/skills taught, academic standards, college-career readiness standards, and the school-wide learner outcomes are strong. The English and Math teachers have all participated in district Common Core training for at least two years. These teachers collaborate on campus as they dialogue and strategize ways to implement and modify lessons. When these teachers attend district training or when new students transfer into our school from another school in our district, the teachers receive immediate feedback confirming congruence.

In the areas of Science and Social Studies, we are in the initial stages of familiarizing teachers to with the Common Core Standards. Focus has been on covering the essential standards in preparation of the California Standardized Tests.

Alessandro High School is committed to prepare all students for post-high school college and/or career. Focus is placed on academics, technology skills, and social “soft skills.” We bring Rotary Club members to campus as guest speakers to provide first-hand information for various careers. Field trips to the local community college and to other technical programs to help students plan future goals.


Rigorous Curriculum Design Units

Pacing Guides

Haiku

Online programs: Apex, A+, and Typing Pal

Advisory lessons including Towards No Drugs

Guest Speakers

Job Shadowing

Work Experience

Field Trips


86

Student Work — Engagement in Learning

Indicator: The school’s examination of representative samples of student work and snapshots of

student engagement in learning demonstrate the implementation of a standards-based curriculum

and the school wide learner outcomes.

Prompt: Evaluate to what extent the examination of representative samples of student work and

snapshots of student engagement in learning demonstrate the implementation of a standards-

based curriculum and the addressing of the school wide learner outcomes.


Small class sizes allow all Alessandro High School teachers the convenience of daily monitoring student work and engagement. Use of direct instruction at Alessandro includes various techniques to check for understanding which provides quick feedback for teachers and allows them the opportunity to provide modifications if necessary.

At Alessandro, all work is completed in class. Teachers are able to review the daily assignment to be sure students understand the standard and lesson. Common Core project-based curriculum has been modified into small daily lessons.

ACE Academy students meet with their assigned Advisor to review progress. Students struggling with a particular unit are pulled together and provided additional small group direct instruction.

Both Alessandro and ACE Academy hold weekly staff meetings. Student engagement and mastery of standards are discussed. Input is gathered from all teachers regardless the subject they teach. Plans are then finalize to support student learning. Alessandro teachers have the convenience of incorporating intervention lessons into the Advisory curriculum.

Project-based work samples

Daily work samples

Friday School contract

Advisory portfolios

Contest admission work

Scholarship portfolio

Apex and A+ progress reports

Weekly staff meeting minutes


87

Accessibility of All Students to Curriculum

Indicator: A rigorous, relevant, and coherent curriculum to all students is accessible to all

students through all courses/programs offered. The school examines the demographics and

situation of students throughout the class offerings. The school’s instructional practices and other

activities facilitate access and success for all students.

Prompt: Evaluate students’ access to a rigorous, relevant, and coherent curriculum across all

programs. To what extent do the instructional practices of teachers and other activities facilitate

access and success for all students?


In order to ensure curriculum accessibility in this small school, English Learners must be CELDT level 3 or higher and all Special Education students must be able to perform in the Consult/Monitor Model of services. Additionally, ACE students must have a score of 330 or high on the CAHSEE.

Advisory teachers work with their students to create feasible academic plans. Student and Advisor formulate a plan to complete all credit requirements and the CAHSEE. Since a variety of ways to complete credits is available to all students, no two academic plans are the same.

Once enrolled at Alessandro, students are assigned grade-level courses (English and Social Studies) and Math and Science as needed. The remaining academic classes are assigned to complete the student’s schedule. These are determined based on openings in the master schedule. The master schedule has been created to allow flexibility by dropping a section of a particular class and adding another section of a different class. For the past six years, several continuation school students have been allowed to take concurrent classes at their home schools.

ACE Academy students must complete grade-level English and Social Studies classes within the school year. These students will also be given priority to complete any Math and Science they may need.

When the California Standard Tests were used, eleventh graders were given priority for enrollment in grade level courses.

In-take schedule

Master schedule

Advisory lessons

Friday School contracts

Adult School contracts

CST scores

CAHSEE scores


88

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.


All ACE Academy students are assigned online courses via APEX Learning. While a vast majority of these students are credit deficient when they enroll in this program, most utilize Apex to accelerate credit recovery and get back on track to graduate.

Most Alessandro students who use Apex for one period, complete elective credits or credit recovery, not grade-level courses.

The use of APEX does not include Science lab courses.

APEX reports

Transcripts


89

Integration Among Disciplines

Indicator: There is integration 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.

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.


Alessandro Advisory lessons include basic skills needed for the CAHSEE English and Math tests. This program is currently taught by almost every teacher and supported in the curricular classes. The Advisory program also includes a College & Career Readiness emphasis.

Common Core Standards and the project-based units that have come out of the RCD process have provided a natural integration of cross-curricular lessons. Particularly in the areas of English and Math, teachers collaborate about ways to support student learning. Elective courses incorporate reading, writing, math, science, and history into the curriculum.

Technology is used in most academic classes. Besides having three computer labs, Alessandro has four mobile labs.

Advisory lessons

Common Core project-based lessons

CAHSEE basic skills lessons

Video Production projects

Class lessons and activities


90

Curricular Development, Evaluation, and Revisions

Indicator: The school assesses its curriculum review and evaluation processes for each program

area, including graduation requirements, credits, and homework and grading policies, to ensure

student needs are met through a challenging, coherent, and relevant curriculum. This assessment

includes the degree to which there is involvement of key stakeholders (governing board

members, teachers, parents, and students).

Prompt: Comment on the effectiveness of the school’s curriculum review, evaluation, and review

processes to ensure student needs are being met through the curriculum; include the extent to

which there is involvement of key stakeholders.


All district approved curriculum must go through a rigorous review prior to approval by the Governing Board. Alessandro High School follows the guidance provided by the Hemet Unified School District’s Educational Services Department to implement new academic curriculum. This process also occurs when Alessandro adds new elective courses.

Teachers are encouraged to explore new ways to add elective credit courses to our curriculum. The process begins when a teacher presents the course to the principal. Next the new curriculum is discussed in a staff meeting. If more discussion is needed, it will be discussed in a department meeting. Once the staff supports the curriculum, it is presented in a School Site Council meeting. If approved, the curriculum is submitted to the district level Curriculum Council to continue the process.

When Alessandro wanted to incorporate a research based drug intervention program into the Advisory program, we worked with district personnel in the Educational Services Department to meet a need based on the California Health Kids survey results.


Department meeting minutes


Curriculum Council minutes

School Board minutes

Advisory lessons

Friday School Contracts

Transcripts


91

Policies — Rigorous, Relevant, Coherent Curriculum

Indicator: The school assesses the curriculum and its rigor, relevancy, and coherency after

examination of policies regarding course completion, credits, grading policies, homework, etc.

Prompt: Determine the extent to which key stakeholders are involved in the selection and

evaluation of the curriculum to ensure it matches the school’s mission and school wide learner

outcomes. Particularly evaluate the strategies used to solicit teacher input into the design of the

curriculum and the use of technology within the curriculum.


Several teachers have been involved in the designing and implementing of Common Core units and lessons. During training and collaboration time, teacher input is frequently solicited with regard to curriculum design and feedback.

Teachers are involved in creating and adjusting lessons for Advisory classes throughout each year. These lessons are dependent on updated research and the current needs of the student body.

Teachers use several means of technology throughout their lessons to both deliver information and assist students in their daily understanding of the subject matter.

RCD Committee notes on Haiku

Vetting Committee notes on Haiku

Common Core Lead Teacher notes on Haiku

Advisory calendar and lessons

Towards No Drugs curriculum

California Healthy Kids Survey


Additional Online Instruction Prompt: Determine the school’s effectiveness in the use of

outsourced curriculum to maintain curricular integrity, reliability, and security.


Alessandro and ACE Academy have taken extensive measures to implement procedures and utilize tools to ensure curricular integrity.

1. All students go through an orientation with covers the HUSD internet use policy and the expectations of each student assigned an online class.

2. Computers in the labs using APEX and A+ have a SmartSync program which allows the teacher to see all web pages each student has opened on their computer. Students trying to use an unauthorized website face disciplinary action that may include being dropped from APEX or A+.

3. All unit tests are locked and must be taken in the presence of a proctor.

4. Alessandro students must pass all APEX assessments with 70% proficiency while ACE students must earn 80% proficiency.


APEX and A+ reports

Quiz and test results

Transcripts


92

Articulation and Follow-up Studies

Indicator: The school articulates regularly with feeder schools and 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.

Prompt: Share examples of articulation with feeder schools and local colleges and universities

and technical schools, including comments on the regularity and effectiveness of these effects.

What has been revealed through the follow-up studies of graduates and others regarding the

effectiveness of the curricular program?


Alessandro and ACE Academy each hold orientations as students transfer into their respective programs. For those students coming from another school within the Hemet Unified School District, an orientation schedule is communicated at the beginning of the school year.

The Alessandro High School administrators communicate with other high school administrators and counselors as needs arise to provide options for their students.

HUSD collaborates with the Riverside County Office of Education’s Career Technical Education (CTE) Department to provide a variety of CTE classes at the comprehensive and Alessandro campus. Many Alessandro and ACE students have been able to work CTE classes into their schedule.

For the past seven years, Alessandro and ACE students have been welcomed back to their home campuses to take elective concurrent classes including ROTC, Music, Drama, Art, or Weight Training. ACE Academy has had students take concurrent classes at Mt. San Jacinto College (MSJC) as well.

Alessandro and ACE both hold FASFA Workshops for students who may want to apply for higher education school financial aid. These programs also host field trips to MSJC and UTI technical school.

Alessandro is currently collaborating with the RCOE CTE Department and MSJC to plan a Logistics and Manufacturing program on campus.

Orientation schedule

Counselor and Principal Job-Alike minutes

Master Schedule

Transcripts

FAFSA participation log

Field Trip roster


93

Conclusions



Curriculum implementation at Alessandro is being authentically addressed in the areas of English, Algebra I, and Geometry. All of these teachers have had at least two years of Common Core and Rigorous Curriculum Design to become familiar with the various units. The other academic teachers at Alessandro are looking forward to the transition to Common Core Standards once training resumes.

ACE Academy teachers have also been preparing for the Common Core Standards as they have begun using CCSS APEX English classes. The APEX company will be releasing CCSS classes for Math, Social Studies, and Science soon.

English, Algebra I, and Geometry project-based lessons and student work.

SBAC results

APEX student assignments and work




Ongoing professional development for all teachers implementing Common Core Standards is a major critical learner need. Collaboration time for teachers to make the necessary modification to work with our students and our program limitations is another critical learner need.

Professional Development schedule

LCAP and School Site Council Plan

Release time for collaboration


94


All students have equal access to the school’s entire program and assistance with a personal

learning plan to prepare them for the pursuit of their academic, personal, and career goals.

Variety of Programs — Full Range of Choices

Indicator: All students are able to make appropriate choices and pursue a full range of realistic

college/career and/or other educational options. The school provides for career exploration,

preparation for postsecondary education, and pre-technical training for all students.

Prompt: How effective are the processes to allow all students to make appropriate choices and

pursue a full range of realistic college/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.


A majority of AHS students arrive deficient in credits. The goal is to encourage students to complete academic courses before focusing on the elective requirements.

The AHS Foundations class (AVID) is an elective class for students within a year of graduation. Class standing and the desire to attend college are factors considered prior to acceptance into this class.

All Alessandro students receive college and career lessons through the Advisory program. Lessons include surveys to determine the students’ post-high school interests. We bring guest speakers to our school in order to bring career information directly to the students. All seniors are encouraged to complete a scholarship portfolio. Over the years, various service groups and local organizations have given an average of $12,000 annually in scholarships for college or technical school costs.

In the past, some students chose to expand their career knowledge by completing a Career Exploration class which was offered through the Friday School program or with the APEX Learning online program. Many other students obtain Friday contracts for not only elective credit, but also core credit recovery. In addition, as the district’s only continuation school, Alessandro students are eligible to take CTE classes at any school in the district.

Ed Code

HUSD Board Policy

Master Schedule

Advisory Program

APEX Learning

Foundations class

Scholarship Portfolio

RCOE CTE classes


95

Student-Parent-Staff Collaboration

Indicator: Parents, students, and staff collaborate in developing and monitoring a student’s

personal learning plan, and their college/career and/or other educational goals. (This includes the

evaluation of whether online instruction matches the student’s learning style.)

Prompt: Evaluate to what extent parents, students, and staff collaborate in developing and

monitoring a student’s personal learning plan, and their college/career and/or other educational

goals.


Alessandro and ACE Academy require every student and parent to attend an orientation prior to enrollment. The purpose of this meeting is to create a support system for all students and to have our first impression with the family a positive and inviting experience. Even though the student is expected to become their own advocate, it is important that parents know we are creating a partnership.

Back-to-School Night and Open House has been a very positive event for both student and parent. The highlight of the evening is our Awards Ceremony. For many parents, this is the first time in years they will hear about how successfully their child is performing in school.

Parent participation in the ELAC and School Site Council has been very challenging over the years. We have made several attempts to get parent response such as communicating in a variety of ways and to make school business meetings a social event. This is an area we are committed to improving.

Alessandro’s website is state of the art. The site has a tool that translates the set up to a variety of languages other than English. The layout makes it very easy for any stakeholder to contact any staff member.

Every single staff member at Alessandro and ACE play an important role in carrying out the educational plan of each student. We are committed to providing support and encouragement to the students so that they have the confidence and determination to overcome adversity. Each staff member makes a difference in the lives of every student.

If a student is struggling academically or behaviorally, a Response to Intervention (RTI) is scheduled. Every assigned teacher, an administrator, and the counselor along with the student and parent attend the meeting. It is our hope that all students walk out of these meeting re-generated and determined to achieve. Furthermore, we hope our students’ parents walk away feeling encouraged and knowing that their children are attending a school where the staff is knowledgeable and caring.

The Aeries student information system has a parent portal which allows both parent and student to view attendance and grades in each class. Alessandro holds a “Aries ABI” training session to assist parents through the login process.


Back-to-School Night

Open House

Awards

School Site Council

ELAC

RTI meetings

Aeries ABI


96

Monitoring/Changing Student Plans

Indicator: The school implements processes for monitoring and making appropriate changes in

students’ personal learning plans (e.g., classes and programs) and regularly evaluates them.

Prompt: Evaluate the effectiveness of the ways the school ensures that processes are utilized for

monitoring and making appropriate changes in students' personal learning plans (e.g., classes

and programs).


Alessandro and ACE Academy has an effective process in place to provide immediate academic guidance for all students. The teachers in Alessandro’s Advisory program and at ACE provide one on one transcript review and credit recovery planning.

The weekly staff meetings provide additional collaborative opportunities to problem solve any issues a student may be facing whether academic or behavioral, whether on campus or not. An intensive RTI meeting is held when students have been suspended or when academic concerns are raised in a majority of the student’s classes. This meeting is comprised of all assigned teachers, an administrator, counselor, parent, and student. We have found this process to be very effective in bringing about positive change.

The system in place for students to earn credits at Alessandro or ACE has built-in flexibility. When a student credits out of a class, we are able to change their class schedule with ease.


Student transcripts

Credit memos

RTI logs

Behavior contracts

Aeries intervention notes


97

Post High School Transitions

Indicator: The school implements strategies and programs to facilitate transitions to post college,

career, and other postsecondary high school options and regularly evaluates their effectiveness.

Prompt: Evaluate the effectiveness of the strategies and programs to facilitate transitions to

college, career, and other postsecondary high school options.


AHS provides a variety of ways to facilitate transitions for students to college, career and other postsecondary high school options.

Besides providing academic planning, the Advisory program includes career exploration lessons. When students enter the ACE Academy, the first class they take is Power Thinking, which includes reflections on post high school goals.

In an attempt to encourage and prepare students for college, Alessandro has added a Foundations (AVID) class. This class has resulted in an increase of students entering junior college.

All seniors are given the opportunity to complete a resume and scholarship portfolio. These scholarships are awarded from local service groups and businesses and help allay the costs associated with attending a college or technical school.

Students interested in a military career are able to attend an ASVAB prep class during Friday School. Direct instruction is given for the section of the ASVAB pertaining to tools and their use. We have found that a majority of our students struggled with this section of the assessment without this preparation.

Students also have an extended Career Exploration online class available for elective credit.

Advisory lessons

Power Thinking

Foundations Class

FASVA Workshop

ASVAB


98

Conclusions



Monitoring and revising student plans is a strength for both Alessandro and ACE. Even though CTE classes throughout the district are available for our students to attend, adding CTE classes to the Alessandro master schedule is a priority.

Advisory program

Power Thinking program

Master Schedule




When students arrive at AHS, most are focused only on a plan to complete their graduation requirements. The emphasis of college and career readiness has taken on more importance as a critical area. As indicted in the Action Plan, we are adding more character development and “soft skills” to the college & career readiness curriculum.

PBIS

Eureka

Scholarship portfolio


99


Upon completion of the high school program, students have met all the requirements of

graduation and are prepared with success in college, career, and life.

Real World Applications — Curriculum

Indicator: All students have access to rigorous and relevant curriculum that includes real world

applications that will prepare students for success in college, career, and life.

Prompt: Evaluate ways the school ensures that all students have access to a rigorous and

relevant curriculum that includes real world applications that will prepare them for success in

college, career, and life.


Alessandro has several pieces in place to ensure that students are challenged academically with essential standards while emphasizing a real world application. District RCD units drive instruction and focus on real world, project based assessments. These units are adjusted to accommodate the Alessandro Modified Weekly Schedule. The English and Math departments are engaged in ongoing implementation of RCD units. We anticipate both the Science and Social Studies departments to join in this process by next fall.

Students are expected to meet the same credit requirements (220) as all students in the district. At Alessandro, student work must be at least C quality or better (70%) in order to earn credit, while at ACE, students much achieve 80% or higher.

Furthermore, students are encouraged to incorporate technology in their real world application of skills. This can be seen in the resume and scholarship portfolios that students create every spring. In addition, students can enroll in various CTE classes throughout the area through which they can both earn credits and learn valuable technical skills. Work Experience Education (WEE) also benefits students by allowing working students to earn elective credit based on their part time work hours.

Board policy

RCD

Advisory program

WEE program

CTE classes

Master schedule


100

Meeting Graduation Requirements

Indicator: The school implements academic, college- and career-readiness support programs to

ensure students are meeting all requirements, including the CAHSEE.

Prompt: Comment on the effectiveness of the academic, college- and career-readiness support

programs to ensure students are meeting all requirements, including the CAHSEE.


There are several components in place to support the students in their achievement of college and career readiness. The Advisory program is multi-tiered. In it, teachers analyze transcripts and formulate a working graduation plan that is individualized for each student. Teachers advise the students of various credit recover options. Graduation plans are developed as soon as students enroll in the school and are maintained and revised several times a semester. Frequent grad checks ensure all students are making satisfactory progress towards graduation. Another component of Advisory includes academic mapping for high school diploma and GED/HiSet. This includes planning for post high school education, teacher directed student surveys and aptitude tests (ASVAB). Students can enroll in career exploration courses through APEX or through Friday school contracts.

Since 2010, Alessandro has partnered with the local Rotary club to bring in guest speakers to share their real world experiences. Presenters share the educational requirements and skills needed for various careers. Additionally, several students have gone on job shadowing excursions and field trips to various locales, such as UTI (Universal Technical Institute) and The Living Desert.

Every year, all the schools in the valley attend a business summit. Alessandro staff is involved in the planning of this summit, and we are able to take 50 students every year. In this, various trades are represented by local businesses. The students can explore several different fields such as emergency personnel, military, legal, service industry, and financial institutions, to name a few.

While Alessandro does not offer college prep classes, five years ago, we started a Foundations class which a bridges the gap for students transitioning from high school to college. Mt. San Jacinto Community College has several times hosted our students in an orientation that includes a field trip of the campus. MSJC also conducts a FAFSA workshop on our campus to help with the financial aid process.

Passing the CAHSEE is of utmost importance and we have a variety of opportunities in place to help support students. Students can enroll in CAHSEE prep English, attend Friday school for CAHSEE English or math, or complete an online intervention class.

Grad checks

Student data

CAHSEE prep classes

Advisory lessons

Master Schedule

Friday school

Guest speakers

CTE classes

Career Exploration

EUREKA online assessment

Job shadowing

Field trips

Foundations class

Work Experience

Valley Business Summit


101

Conclusions



AHS has many opportunities for students to access the entire school program and to obtain assistance with personal learning plans. One of the school’s definitive programs especially helpful to students is the advisory class. Using the student’s transcript, the advisor and student decide on adjustments and changes in the student’s personal learning plan for graduation, and choose coursework to meet graduation requirements and post-graduation needs and desires.

Advisory program




Through the continuous improvement process, the AHS staff has identified the need to provide positive behavior training as a critical need.

Action Plan

PBIS training


102

WASC Category B. Standards-based Student Learning: Curriculum: Strengths and Growth Needs


Category B: Standards-based-Student Learning: Curriculum: Areas of Strength

Common Core Standards implementation process

Haiku online information hub for HUSD approved Common Core units

A school wide, consistent credit policy in place

Advisory program which develops individual academic plans

Computer based education option

Category B: Standards-based-Student Learning: Curriculum: Areas of Growth

Implement positive behavior and character development in the Advisory program

Continue expansion of elective offerings

Implement expository writing school wide


103

INSTRUCTION


C. STANDARDS-BASED

STUDENT LEARNING


104


105

Category C: Standards-based Student Learning: Instruction





C1. Instruction Criterion

To achieve the academic standards, the college- and career-readiness standards, and the school

wide learner outcomes, all students are involved in challenging and relevant learning

experiences.

Results of Student Observations and Examining Work

Indicator: The school’s observations of students working and the examining of student work

provide information on the degree to which all students are engaged in challenging learning to

assist them in achieving the academic standards, the college- and career-readiness standards, and

the school wide learner outcomes. The school, particularly, has evaluated the degree of

involvement in the learning of students with diverse backgrounds and abilities and modified

approaches based on findings.

Prompt: Comment on the degree to which all students are involved in challenging learning to

achieve the academic standards, the college- and career-readiness standards, and the school

wide learner outcomes. Include how observing students working and examining student work

have informed this understanding.


Alessandro High School uses the Common Core Standards in lesson planning and instruction. Students are expected to achieve learning through many means such as group and independent work, projects, CFA’s, SBAC, CST’s, IEP’s, and RTI’s. Academic standards are given close attention through advisory class, graduate meetings, student data spreadsheets/reports, on-spot assessments and small class sizes, all of which allow for closer monitoring and observation.

Career and College Readiness:

ASVAB Test

College and Career Presentations

WEE

FAFSA Workshops

Friday School School wide Learner Outcomes:

Advisory Class

Graduate Checks

Foundations Class (AVID)

Bubble Sheets

Grad Plans

Advisory Student Data Spreadsheets & Graphs


106

Additional Online Instruction Prompt: Evaluate the effectiveness of timelines and pacing guides

for completing coursework for asynchronous online instruction.


Alessandro teachers frequently use the district’s Haiku website, which contains all Common Core* Unit lessons, planning guides, Weekly Planners, Unit Planning Organizers, Yearly Planning Calendars, student handouts, and resources. *(Currently, only English and Math information is available on Haiku. All other subjects will be added to the website in the near future as information becomes available).

Haiku

APEX

A+

Student Understanding of Learning Expectations

Indicator: The students know the standards/expected performance levels for each area of study.

Prompt: Examine and evaluate the extent to which students know the standards/expected

performance levels before beginning a new area of study; an example is the use of pacing guides

for online instruction.


Standards and SLO’s are displayed in rooms, for each subject and lesson. In many subject areas, students are given pre-assessments, warm ups, and notes before the beginning of each unit/lesson. A+ and APEX Units discuss standards and objectives for each Unit. Power Points, SMART Notebook Slides, and Prezi presentations are used on a regular basis throughout the curriculum. Weekly Calendars, as well as Yearly Calendars can be found in Haiku. Common Core State Standards are used daily.

Posters displaying standards on walls in rooms.

A class set of district approved textbooks in each classroom.

RCD units

Engaging scenarios

Teacher lesson plans

A+ and APEX course outlines

PowerPoint, SMART Notebook, and Prezi files

Haiku


107

Differentiation of Instruction

Indicator: The school’s instructional staff members differentiate instruction, including integrating

multimedia and technology, and evaluate its impact on student learning.

Prompt: How effectively do instructional staff members differentiate instruction, such as

integrating multimedia and technology? Evaluate the impact of this on student learning.


Students use different computer programs to help them understand material better. SMART Boards and/or document cameras are in many classrooms and utilized for instruction on a daily basis. There are 3 Computers on Wheels (COW’s) on campus for individual classrooms to use at various times throughout the year. In addition, there are 3 fully functional computer labs for students to access and use throughout each day. Students can get extra help or make up work through email. Aeries ABI also allows students and parents to view assignments at their leisure. Independent work, group assignments and projects using the Common Core Standards, as well as Common Core Assessments and Assignments are all utilized throughout many subject areas. Teachers modify instruction and implement strategies to give curricular support to ELL students. The full inclusion SPED model is utilized on campus. The SPED teacher consults with all stake holders, and monitors students on a frequent basis. Individual support is also given through student pullout instruction.

A+

APEX

ST Math

Typing Pal

Computers in Classrooms

Computers on Wheels (COW’s)

One on One Instruction

Internet access in each classroom (Wifi included)

School website

Compass Learning

Map Testing

Aeries

Modified Lessons

SDAIE Strategies

SMART Boards

SMART Responders

Document cameras

Haiku


108

Student Perceptions

Indicator Interviews and dialogue with representative students inform the degree to which

learning experiences are relevant in preparing students for college, career, and life.

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 school wide

learner outcomes in relation to preparation for college, career, and life. Evaluate the

effectiveness of the student-teacher interaction based on student feedback.


In advisory class, individual student goals, career planning, college readiness, and life skills are discussed, explored and taught on a regular basis. Throughout the year, Alessandro has a variety of speakers come to talk to the students about career opportunities and choices.

Scholarship portfolios

Resume project

RTI’s

Informal and Formal Assessments

SBAC Tests

Back-to-School Night and Open House

Access to Aeries

Progress Reports

Common Core Projects

Email

Class Participation

Guest Speaker contact sheet/attendance list


109

Conclusions



Differentiated instruction for all learner types is evident throughout the educational programs at Alessandro High School. All stakeholders work together to ascertain the best possible course in obtaining a successful future for students in the real world. Whether this is through our online programs or in class instruction, students are held to the same standards as those at a traditional high school. This is evident through the access and use of district data hubs such as Haiku and Illuminate. Both online resources give the teachers at Alessandro High School pertinent data and district approved lessons utilize both the academic and college and career readiness standards.

Graduation rate

Transcripts

Haiku

Illuminate

RTI’s




With the implementation of Common Core and Hemet Unified School District’s swift movement to a more cohesive and centralized curriculum for all school sites, Alessandro has, as usual, been put into a unique position. Our modified weekly schedule, as well as our ever changing student population requires Alessandro’s staff to “think outside the box” when determining the most effective way to educate our student population, all while adhering to state, local, and national standards and expectations. Two critical learner needs come to mind: #1) Emphasize the California Common Core Standards across all curricular areas, and #2) Incorporate more college and career readiness standards and lessons into our existing three year advisory plan. Through Haiku, Illuminate, staff and department meetings, Alessandro teachers have successfully collaborated and adjusted lessons to support the critical learner needs.

Haiku

Illuminate

Master schedule

Common Core Standards

Staff and Department meeting minutes


110

C2. Instruction 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.

Current Knowledge

Indicator: Teachers are current in the instructional content taught and research-based instructional

methodology, including the integrated use of multimedia and technology.

Prompt: Evaluate the extent to which teachers effectively use multimedia and other technology in

the delivery of the curriculum.


SMART Boards are located and used extensively in many classrooms. At least 1 or more student computers can be found in most classrooms. SMART Responders are accessible to all teachers for use in many lessons. Parents and students have access to Aeries ABI and the school website where they can view teacher information and assignments. APEX, A+ and GED Academy licenses are used for various students. Prezi and PowerPoint presentations are used. Adobe Premiere is used for the Video Production class. Google docs, video clips, You-Tube, and Kahn Academy are some examples of multimedia resources used in daily instruction.

Parent Aeries Browser Interface

LCD Projectors

Document cameras (ELMO’s)

SMART Boards

Digital Camcorders being used to create a video yearbook

COW’s used throughout several subjects

Typing Pal

Haiku

SBAC Practice Tests

Illuminate

APEX, A+ and GED Academy

Prezi and PowerPoint

Web based resources

Adobe Premiere

SMART Responders

Additional Online Instruction Prompt: Evaluate how teacher technology competencies are

assessed during online instruction.


Teachers are required to attend trainings to maintain relevancy in online education.

Training for APEX, A+, GED Academy, SMART technologies, Illuminate and Haiku.


111

Teachers as Coaches

Indicator: Teachers work as coaches to facilitate learning for all students.

Prompt: Evaluate and comment on the extent to which teachers work as coaches to facilitate

learning for all students. Provide examples.


In advisory classes, teachers coach students on life skills, and future goals. Additionally, these teachers mentor, advise, assist, encourage and counsel their assigned students daily. All students are encouraged to come in before or after school for help with lessons and work. Teachers now have access to all of their students’ transcripts on Aeries and can discuss education options for each student. Students are encouraged to do extra academic work outside of the normal school day, such as Adult Ed, Cross Age Tutoring, Job Shadowing, Community Service, ASB, Intramural Sports, Clubs, CTE, Work Experience, APEX, Friday School, and Extra Credit in each class.

Group Assignments

Lesson/Unit Plans

Jigsaw Reading

Know-Learn-Reflect Charts

Cornell Notes

Differentiated instruction

Aeries

Illuminate

Haiku

Advisory lessons

Extra Academic Options attendance logs and schedules

Examination of Student Work

Indicator: Representative samples of student work demonstrate: a) structured learning so that

students organize, access, and apply knowledge they already have acquired; b) that students have

the tools to gather and create knowledge and have opportunities to use these tools to research,

inquire, gather, discover, and invent knowledge on their own and communicate this.

Prompt: Evaluate and comment on the ways in which student work demonstrates a) structured

learning so that students organize, access, and apply knowledge they already have acquired; b)

that students have the tools to gather and create knowledge and have opportunities to use these

tools to research, inquire, gather, discover, and invent knowledge on their own and communicate

this.


Student work is done through various means such as independent work, group work, projects, formal and informal assessments, computer based assignments, and class participation.

Depth of Knowledge Guidelines

Brochures

Research skills

Friday School logs


112

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.


Students have their own “S” drive through the district’s Novell network. They can save, edit, and recall work throughout the day. Teachers can also view saved student work periodically.

Students can email teachers using the school’s website.

Several online courses are available to students.

Novell Network

Aeries ABI and Gmail

APEX, A+, and GED Academy

Indicator: Representative samples of student work demonstrate that students are able to think,

reason, and problem solve in group and individual activities, project, discussions and debates,

and inquiries related to investigation.

Prompt: Evaluate and comment on how well the representative samples of student work

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.


Students are encouraged to synthesize assignments that utilize various instructional components including those that may be visual or auditory, and that reflect problem solving and real world application.

Students have access to and are evaluated with grading rubrics generated by both individual teachers and district personnel.

Rubrics

Group evaluations

GPA forms (credit monitor)

CST’s

SBAC

Haiku

Indicator: Representative samples of student work demonstrate that students use technology to

assist them in achieving the academic standards and the school wide learner outcomes.

Prompt: Evaluate the extent to which representative samples of student work demonstrate that

students use technology to assist them in achieving the academic standards and the school wide

learner outcomes.


Students may enroll in computer based online programs.

Students are frequently expected to synthesize


ACE Academy

Computer Applications Class


113

reports and projects that incorporate computer generated elements including research data as well as visual aids, graphs or charts.

RCD units frequently have CFA’s that involve one or more internet based research components or computer generated presentations.

Computer based reports, projects, and brochures

Video Production class

Video Yearbook

Student PowerPoints

Prezi projects

Compass Learning

Typing Pal

Veteran Interviews

Lessons using the COW’s

Computer Repair class

Google Classroom

Posters

Common Core Unit Projects

SMART Boards

ST Math

Indicator: Representative samples of student work demonstrate student use of materials and

resources beyond the textbook, such as use and availability of library/multimedia resources and

services; 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.

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.


Various online classes and resources are available for students to use. Computer applications and repair classes are currently offered and have been offered throughout the day. Common Core RCD units and lessons are used primarily in English and Math classes, with Science and Social Studies soon to be included. COW’s, computer labs, document cameras, and SMART Boards are used on a regular basis in various lessons throughout all curricula. Video Camcorders are used to produce student projects in various classes.

T.V./Internet News

Student Broadcast

Construction Class

Friday Contracts

Video Production

Computer Classes

Inter-tribal Club

COWs

Garden Club

Christmas Parade

AVID

Blood Drive

Posada

Open House


114

California Family Life Center Work Experience

Egg Drop Contest

Intramurals

Plus Club

Yoga Club

Haiku

School Website

Real World Experiences

Indicator: All students have access to career awareness, exploration and preparation that may

include such activities such as job shadowing, internships, apprenticeship programs, regional

occupational programs, on-the-job training programs, community projects and other real world

experiences and applications.

Prompt: Evaluate the degree to which the opportunities for access and involvement in a variety

of real world experiences are available and effective.


Students are exposed to numerous lessons that utilize real world knowledge and application. Students are encouraged to participate in one or more of the off campus activities in the community.

ROTC

Police Explorers

CTE classes

SBAC Test and Practice Test

ASB

Veteran Interviews

Common Core Units

Job Shadowing

Work Experience

Advisory Portfolios

Computer Repair class


AVID

Cross Age Tutoring attendance

Computer Application class

Haiku

Café Workers

Eureka

Office Aide attendance

Field Trip logs

Posada

Guest Speaker calendar

PLUS Club

Community Service logs

Master Schedule

After school club logs


115

Additional Online Instruction Prompt: Evaluate the effectiveness of opportunities within online

instruction for real world experiences and applications for the students.


Various online classes and resources are available for students to use. The computer programs that they use are updated on a regular basis to maintain relevancy.

ACE Academy



116

Conclusions



Students at Alessandro High School are exposed to various methods of academic instruction. Common Core, college and career standards are delivered through many approaches such as online courses, in class instruction, one-on-one assistance, project based lessons, and real world applications. The students at Alessandro are also exposed to guest speakers, college and career fieldtrips, as well as opportunities to volunteer in their community throughout the year.

Haiku


CCCS

Guest speaker records

Field trip documentation

Job shadowing records

Cross-Age tutoring attendance sheets

Work Experience logbooks

Community service minutes




Technology is an ever growing piece in the world around us. To better prepare our students for a successful future, Alessandro High School has made leaps and bounds in utilizing technology in daily lessons and assignments. Although there has been an increase in technological equipment on campus, Alessandro knows that to arm our students with the best possible tools for the future, acquiring modern technology on a regular basis is a must. It is Alessandro’s goal to seek out and procure current tools as they become available to us.

SMART Boards

SMART Responders

COW’s

Document Cameras

Adobe Premiere

Computer Applications and Repair classes

APEX, A+, and GED Academy

Calculators

Student Computers

Haiku

Illuminate

Aeries ABI


117

WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth Needs


Category C. Standards-based Student Learning: Instruction: Areas of Strength

Standardized credit earning policy

Advisory program

Differentiated instruction

Implementation of RCD units

Staff collaboration

Staff development opportunities

Category C. Standards-based Student Learning: Instruction: Areas of Growth

Add more elective options

Implement third tier PBIS to Advisory program

Increase use of technology in every classroom


118


119

ASSESMENT AND

ACCOUNTABILTIY


D. STANDARDS-BASED

STUDENT LEARNING


120


121

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






122

D1. Assessment and Accountability Criterion

The school staff uses a professionally acceptable assessment process to collect, disaggregate,

analyze, and report student performance data to the school staff, students, parents, and other

stakeholders.

Professionally Acceptable Assessment Process

Indicator: The school staff uses effective assessment processes to collect, disaggregate, analyze,

and report student performance data to all stakeholders.

Prompt: Evaluate the effectiveness of the assessment processes.


Teachers assess student work daily, checking for understanding of new material and ensuring progress towards earning credits. Students earn one credit every fourteen days when work is completed at 70% or better.

Common formative assessments are being increasingly used. However, because many classes are taught by only one teacher, comparing student data is a challenge.

HUSD supports the web-based student data program called Illuminate through which teachers can retrieve district and state assessments, student demographics, and teacher created assessments. This valuable tool provides a wealth of information which is used to modify lessons and access interventions.

Tests and quizzes

Checking for understanding

Differentiate instruction

Modify lessons

Teacher grade book

Progress reports

Transcripts

Illuminate

Basis for Determination of Performance Levels

Indicator: The school staff has determined the basis upon which students’ grades and their

growth and performance levels are determined and uses that information to strengthen high

achievement of all students.

Prompt: Evaluate the impact and effectiveness of the basis for which students’ grades, their

growth, and performance levels are determined.


Most AHS students arrive on campus performing below grade level. Teachers are able to modify lessons so that all students will show growth throughout the semester. Strategies are designed to allow students to apply knowledge and skills to complete real-life performance tasks. A variety of assessments, including tests, projects, reports, research papers, essays, and other measures of achievement are utilized. Student work is evaluated and credit is granted using the school’s standardized credit policy. Partial credits are indicated on triad progress reports then posted on the transcript at the end of the semester.

Lesson plans

Credit policy

Transcripts

Work samples


123

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 for state-mandated

assessments and the high school exit exam are used in decisions about student achievement and

advancement and improving the instructional program.


ACE Academy provides another educational option for students attending a continuation school setting. All academic classes in this program are completed utilizing APEX Learning. Besides being an approved HUSD curriculum, APEX has also gone through the review to be approved in A-G courses. Students in the ACE program must demonstrate 80% proficiency on all assessments before they are able to progress in the curriculum. ACE teachers are assigned to work with individual students. Through this process, teachers and students meet daily to review individual progress. Students having difficulties with a particular unit are pulled out into a small group to receive direct instruction. Ongoing monitoring takes place to ensure students are successful in this educational program. If it is determined that students need more direct instruction, they will be able to transfer to the Alessandro program.

Alessandro has 50 individual APEX licenses available to offer students. These students must demonstrate at least 70% proficiency in order to advance through the curriculum.

Both Alessandro and ACE utilize A+ online classes for elective credits. Students in these classes must display 70% proficiency in order to advance through the curriculum.

APEX Learning

Grading policy

A+


124

Conclusions



Since all direct instruction work is completed in class, Alessandro teachers have the advantage of being able to assess student understanding. This information is used to modify the teacher and leaning process for the enhancement of the educational process of every student including but not limited to English Learners and Special Education.

Ongoing assessments are clearly established in the online curriculum. Alternative assessments are also available to allow students the opportunity to display their knowledge. Continuous checking for understanding and monitoring makes this a successful option for many students.

RCD assessments

CFA


APEX Learning

A+




Common formative assessments have been a challenge to implement in the teacher directed instructed classes. Alessandro’s modified week provides four days of class instruction instead of the five days which are available at comprehensive schools. Modifications take place to address the essential standards. This requires modifications to district-wide assessments.

Many courses at Alessandro are taught by a single teacher. Now that schools have the use of Illuminate and Haiku, we are able to compare CFA results with the same classes taught in other schools throughout the district.

Providing online curriculum options has had a positive effect on student achievement and the graduation rate.

Illuminate

Haiku

CFA

Daily assignments

Student projects

Graduation data


125



126

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.

Appropriate Assessment Strategies

Indicator: Teachers use appropriate formative and summative strategies to measure student

progress toward acquiring a specific body of knowledge or skills such as essays, portfolios,

individual or group projects, tests, etc.

Prompt: Evaluate the effectiveness and appropriateness of the assessment strategies selected

based on the programmatic goals and standards to determine student achievement. Evaluate the

selection of and the use of proctors, the security systems for test documents, and the means to

maintain the integrity of the assessments.


Assessment data from the state level, especially CELDT and CAHSEE data, are used to determine the courses offered in our master schedule. Results are reviewed by an administrator and counselor so that class schedules are created based on need.

State assessments are administered on campus in a tightly controlled setting. Strict procedures are in place during the administration beginning with the time the documents arrive on campus until they are completed and returned to the district office. While on campus, testing material is secured in a room designated for testing purposes. Only three people on campus have a key to this room. SBAC testing takes place in one of our state-of-the-art computer labs. Proctors go through a training process before any testing administration.

Master schedule

Testing procedures

Facilities

CELDT and CAHSEE data

Student transcripts


127

Demonstration of Student Achievement

Indicator: A range of examples of student work and other assessments demonstrate student

achievement of the academic standards, the college- and career-readiness standards, and the

school wide learner outcomes, including those with special needs.

Prompt: Evaluate how student work and other assessments demonstrate student achievement of

the academic standards, the college- and career-readiness standards, and the school wide

learner outcomes.


Alessandro students are considered at risk due to academic, social, or emotional issues they face. Because we are dealing with an at risk population, we tend to focus on student work, instead of assessments in order to demonstrate achievement. Course credit is issued at Alessandro based on the amount and quality of work completed by the students. Work required in every class is aligned with the state adopted standards. Daily assignments are completed in class. Common Core projects are broken into smaller chunks so that a daily score can be assigned to each student. Students can earn between 0.5 – 5.0 credits per class based on the amount and quality of work completed. Students show a sense of confidence and determination because they are regularly able to demonstrate academic success.

As students prepare for college and career success, Alessandro takes the extra measure to offer preparatory support for the ASVAB and CAHSEE tests.

Grading policy

Work samples

ASVAB prep curriculum

CAHSEE intervention


128

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 school wide learner outcomes.

Curriculum-Embedded Assessments

Indicator: The school regularly examines standards-based curriculum-embedded assessments in

English language and math, including performance examination of students whose primary

language is not English, and uses that information to modify the teaching/learning process.

Prompt: How effective are the standards-based curriculum-embedded assessments in English

language and math and across other curricular areas as students apply their knowledge?


The APEX Learning program has quizzes and unit tests built into the curriculum. Students must achieve at least 80% proficiency if they are enrolled in the ACE program or at least 70% if they are attending Alessandro. Once the required proficiency is met, students are automatically allowed to advance in the curriculum. At the end of the course, students take a final summative exam.

All APEX academic courses have been submitted and approved as college prep classes meeting the A-G course requirements.

APEX Learning


English and math standards based assessments have been effective tools. Utilizing the Common Core standards in these curricular areas provides students the opportunity to display their knowledge through project based activities. The typical Alessandro student tends to be able to display their ability through hands-on activities rather than standardized tests.

RCD units

RCD assessments

Haiku


129

Student Feedback

Indicator: Student feedback is an important part of monitoring student progress over time based

on the academic standards, the college- and career-readiness standards, and the school wide

learner outcomes.

Prompt: How effective is student feedback in monitoring student progress over time based on the

academic standards, the college- and career-readiness standards, and the school wide learner

outcomes?


Alessandro students are required to perform at 70% proficiency in all assessments and daily lessons. Student feedback is immediate, which benefit teachers when assessing the effectiveness of their instruction. This process has been very effective in supporting the School wide Learner Outcomes. CFA’s are used by English and math Common Core classes to monitor college and career readiness. As more departments begin to implement Common Core, they too will use CFA’s with fidelity.

RCD units – Haiku

Daily lessons

Quizzes and Tests

CFA’s


Modification of the Learning/Teaching Process

Indicator: Assessment data is collected, analyzed, and used as the basis to make decisions and

changes in the curricular and instructional approaches to ensure students are prepared for success

in college, career, and life.

Prompt: Evaluate the effectiveness of how assessment data is collected, analyzed, and used as the

basis to make decisions and changes in the curricular and instructional approaches.


Assessment analysis is used to modify the instruction and learning process. The RTI model is used with students who need remediation in English or math to aid their passage of the CAHSEE. CAHSEE intervention is implemented within the Advisory program, through academic classes, and during Friday School. CELDT scores and standardized test scores are examples of some of the indicators used to tailor instructional strategies to meet student needs.

Class assessments

CAHSEE scores

CELDT scores

CST/SBAC scores

Master schedule


130

Monitoring of Student Growth

Indicator: The school has an effective system to monitor all students’ progress toward meeting

the academic standards, the college- and career-readiness standards, and the school wide learner

outcomes.

Prompt: Evaluate the system used to monitor the progress of all students toward meeting the

academic standards, the college- and career-readiness standards, and the school wide learner

outcomes.


A discussion with HUSD’s Director of Testing and Assessment resulted in the determination that Alessandro will collect student achievement data every grading period in the form of credits earned, credit recovery participation, CAHSEE status and GPA with the ultimate goal of graduation.

Student work at Alessandro must be completed at 70% proficiency or higher. ACE students must achieve 80% or higher on every assessment in order to progress through coursework. Maintaining a proficiency standard ensures that all students will meet the academic standards in each course.

Student data sheets

Transcripts

Daily assignments

APEX reports


131

Conclusions



The primary goal at AHS is to support students as they complete the requirements to earn a high school diploma. Hemet Unified requires Alessandro students to complete 220 credits and pass the CAHSEE English and Math assessments. Advisory teachers and students create an individual plan to meet these requirements. As students implement their plan, the Advisory teacher collects data every triad. The data is used as a tool to monitor progress and implement interventions if needed.

Classroom assessments in teacher directed classes are found in a variety of formats. Curricular embedded assessments have been modified to cover essential standards. Online classes utilize the embedded assessments to measure achievement.

The RTI process is in place to address academic concerns, such as reading or comprehension levels. Assigned teachers, the administrator and the counselor meet with the student and parent to come up with a plan to address the student’s academic needs. Any necessary accommodations will be applied in all classes.

District graduation requirements

CAHSEE

Student data spreadsheet

Advisory lessons

Daily assignments

Unit tests

Projects

RTI data




The improvement of school programs and the usage of resources are driven by the assessments of student achievement as it relates to the SLO’s. Regular evaluation of Alessandro’s program provides the data to address the critical learner needs. As we implement the Common Core Standards, teachers will be able to use more project-based assignments to assess student learning as they apply, problem solve, and synthesize projects.

RCD units

Haiku



132


The school with the support of the district and community has an assessment and monitoring

system to determine student progress toward achievement of the academic standards, the college-

and career-readiness standards, and the school wide learner outcomes.

Assessment and Monitoring Process

Indicator: The following stakeholders are involved in the assessment and monitoring process of

student progress: district, board, staff, students, parents, and the business and industry

community.

Prompt: Evaluate the impact of stakeholder involvement in assessing and monitoring student

progress. Include district, board, staff, students, parents, and the business and industry

community.


The HUSD Assessment Department provides invaluable services to all the schools in the district. They keep all sites informed of the latest trends, orchestrate trainings, and organize the distribution and collection of state mandated tests. The Governing Board approved the funding to ensure every site has the proper technology to be able to administer the SBAC. Illuminate, the district’s student assessment information program, contains the state tests results and RCD unit assessments for each student in the district. The Professional Development Department provides the training for all certificated staff. This tool is used to measure student growth and to assist with the diagnosis of critical needs. Data teams are used district wide to monitor student progress. Alessandro’s data teams collect the number of credits earned, credit recovery participation, CAHSEE status, and GPA.

HUSD personnel

Training schedule

Technology upgrades

Illuminate

Student Data Sheets


133

Additional Online Instruction Prompt: Evaluate how the school ensures that all online students

have access to state-mandated tests and that results are reported to all stakeholders.


Students assigned to the online program called ACE Academy are required to complete the same state mandated tests. An extra room located near the computer lab serves as a testing location for the paper-pencil CAHSEE assessment and the CST’s when they were required.

While the ACE Academy computer lab can accommodate 60 students, the room is divided into two sections. When the SBAC is given, all testers are located in one part of the lab. The Performance Task is taught in a separate room before students return to their computers.

ACE Academy test results are included in the Alessandro API score.

ACE Academy facilities

API results


134

Reporting Student Progress

Indicator: There are effective processes to keep district, board, parents, and the business and

industry community informed about student progress toward achieving the academic standards,

the college- and career-readiness standards, and the school wide learner outcomes.

Prompt: Evaluate the effectiveness of the processes that inform appropriate stakeholders

(governing board members, teachers, students, parents, business/industry community) about

student achievement of the academic standards, the college- and career-readiness standards,

and the school wide learner outcomes.


HUSD implemented a process for informing stakeholders about student achievement at each school. The Principal’s Summit is prepared by the site Principal following a guideline of requirements. A PowerPoint presentation is made to an audience including the Superintendent, Cabinet, Educational Services Directors and Coordinators, Educational Option Principals, and Board Members.

The summit presentation is designed to be a way to have honest conversations about student achievement and meeting the needs of every learner. This forum has been a powerful tool that has resulted in problem solving and solution development.

During the Back-to-School Night event, the Principal gives a report on the achievements from the previous school year. Specific school data is linked to the California Department of Education from the school and district’s website.

Individual student tests results are reviewed with students in the Advisory class. This provides an opportunity for the student and teacher to update and modify the academic plan.

Academic review also takes place with the counselor and administrators on a regular basis. During every RTI meeting, overall academic progress and individual class progress is shared and discussed with student and parent.

Principal’s Summit records

Back-to-School Night program

API results

RTI’s

Advisory class lesson plans


135

Conclusions



Assessment and monitoring is a major part of the success of Alessandro High School. Our focus is to measure progress towards the completion of all graduation requirements. It is essential that all students become their own advocates as they take an active role in their educational plan.

Student progress is reported at every six week grading period, during every RTI meeting, and at the beginning of every semester. Student data sheets are prepared by every Advisory teacher and posted in the classroom every triad. Parent-student conferences are held during Back-to-School Night, Open House, and as requested.

Student data reports

Progress reports

RTI

Transcripts




Supporting student achievement involves the ability to clearly communicate the academic plan and progress realized with students and parents. The desire to improve communication with parents, especially for our English Learner families is an important critical need.

The Advisory program is a valuable tool to share assessment information with students. This student-teacher partnership empowers students to be their own advocates as they navigate through the graduation requirements.

Advisory program

Academic plan

Conference calendar

Progress report

Transcript


136


The assessment of student achievement in relation to the academic standards, the college- and

career-readiness standards, and the school wide learner outcomes drives the school’s program, its

evaluation and improvement, and the allocation and usage of resources.

Modifications Based on Assessment Results

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.

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.


Overall assessment information is available regarding every student through the district supported Illuminate program. While all teachers had been trained on a similar program called DataDirector. HUSD switched to Illuminate in the fall of 2014 and is still in the process of training the certificated staff.

State mandated assessments reports are critical for assigning students to the proper class and to use as a tool to modify lessons. CAHSEE reports provide the target areas for a focused intervention plan.

Common Core teachers have been able to utilize the CFA’s which were developed to correspond with the RCD units. We can expect that as more teachers are trained in Common Core, the use of CFA’s will increase.

As we prepare for the SBAC, as a staff, we are struggling to find ways to prepare for these grade level assessments. Eleventh graders have been taking grade level English assessments through the CST’s for years. Now the math test has changed from an end of course assessment to a grade level assessment. Most of our students are enrolled in Algebra I or Geometry, so we are prepared to have math score results that are below basic.

Illuminate

Professional Development training

RCD units

Haiku

CST’s

SBAC


137

Conclusions



As a continuation school, Alessandro’s instructional minutes are condensed. This requires our staff to modify curriculum, lessons and assessments. Teachers rely on daily assignments to provide the information to drive instruction. Often times, lesson are modified to bridge the learning gaps that many of our students have.

The CAHSEE assessment is an important tool used to customize academic intervention. However, while the CST’s are important performance indicators, these tests are not used as the basis by which to modify lessons since the students’ focus is on completing grade level coursework.

Master Schedule

CAHSEE reports

Compass Learning

Haiku




Critical learner need area #1 addresses the need of supporting students in all California Assessment of Student Performance and Progress (CAASPP). Passing the CAHSEE is a major goal for all students. Alessandro’s CAHSEE prep program utilizes CAHSEE data to guide intervention lessons.

CAHSEE lists

Student transcripts

Friday school roster

Teacher lesson plans


138

WASC Category D. Standards-based Student Learning: Assessment and Accountability: Strengths and Growth Needs


Category D. Standards-based Student Learning: Assessment and Accountability:

Areas of Strength

Teachers use a variety of assessments and instructional strategies.

CAHSEE reports are used to modify curriculum and instructional methods in intervention

classes.

Common Formative Assessments are used in Common Core classes.

Category D. Standards-based Student Learning: Assessment and Accountability:

Areas of Growth

Continue to emphasize writing and math skills to support critical learner needs.

Continue to support CAHSEE prep intervention.

Work to implement writing across all curricular areas


139


E.SCHOOL CULTURE AND

SUPPORT FOR PERSONAL

GROWTH AND ACAEMIC

GROWTH.


140


141

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






142

E1. School Culture and Student Support Criterion

The school leadership employs a wide range of strategies to encourage family, business,

industry, and community involvement, especially with the learning/teaching process.

Regular Parent Involvement

Indicator: The school implements strategies and processes for the regular involvement of family,

business, industry, and the community, including being active partners in the learning/teaching

process for all programs. The school involves parents of non-English speaking, special needs and

online students.

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.


Parent involvement is an integral part of our students’ success at Alessandro. For minors, this begins with the parents’ mandatory attendance at their children’s orientation prior to enrollment at Alessandro or ACE. Students 18 and older can attend orientation on their own behalf. After orientation, new students are assigned an advisor or teacher to oversee their progress. These mentors establish ongoing communication with parents as well as students.

Parents are invited and encouraged to take an active role at the school by participating on the School Site Council and attending the ELAC meetings. New strategies must be developed in this area so that parent participation will increase.

Spanish to English translators are available for parent/teacher conferences as well as for any large group gatherings.

Special Education students are assigned their case carrier as their Advisory teacher. This makes communication about academic and behavioral updates quick and efficient.

One of our strongest school-community connections is the Rotary Club guest speaker program. Through this, many students have been invited by Rotary members to participate in job shadowing at their place of business.

Orientation

Website

Correspondences

Translation headset and microphone

ELAC

School Site Council

Guest Speakers


143

Use of Community Resources

Indicator: The school uses business, industry, and community resources to support students, such

as professional services, business partnerships, guest speakers, job fairs, field trips to local

employers, and evaluation of student projects and classroom presentations.

Prompt: How effective is the school use of community resources to support students?


AHS has a very close relationship with California Family Life Center (CFLC). This organization is a non-profit, community-based group working with youths who are out of school, from low socioeconomic backgrounds or part of the foster program. We have a reciprocal relationship of sharing support services with our mutual students.

Ongoing collaboration takes place with CTE administrators at the local community college. Over the years, many MSJC classes have been offered on our campus.

Other programs include parent and community involvement. The advisory committee and school site council is comprised of parents, community members, students and staff. In addition, ELAC also provides parents and students an avenue to discuss the educational process at our site.

CFLC meeting minutes

MSJC master schedule

CFLC contact lists

ELAC lists

Site Council/Advisory Committee roster/minutes


144

Parent/Community and Student Achievement

Indicator: The school ensures that the parents and school community understand student

achievement of the academic standards/school wide learner outcomes through the

curricular/co-curricular program.

Prompt: Determine the adequacy and effectiveness of the school’s strategies to ensure that

parents and school community understand student achievement of the academic

standards/school wide learner outcomes through the curricular/co-curricular program.


Alessandro has several strategies in place to ensure communication with our parents and community members. Communication is ongoing via various means through technology, personal interactions and several school functions such as Back-to -School Night and Open House.

Parents and students have access to Aeries ABI, a portal though which they may communicate freely with staff and administration, as well as monitor student progress and achievement in each class. RTI’s, phone calls and emails are further utilized to keep parents informed and updated.

Several options exist for students to connect with the community. These include but are not limited to cross age tutoring, work experience, job shadowing, community service and the CTE program.

LCAP Survey

Cross-Age Tutoring

RTI’s

Work Experience

Job Shadowing

PLUS Program

Teacher Referrals

Orientation

CTE

Guest Speakers

Open House/Back-to-School

EL Re-Classification Ceremony

ELAC Meetings

Phone calls home

School Site Council

Website

Emails

Student of the Month

Adult Ed. Reports

Report test scores

School Events: Prom, Grad Nite, Posada

Veteran Interviews

ASVAB

FASFA Workshop

Blood drive

Food/clothing drives

Hemet Valley Art Association contest

Hemet Rotary Club Speech Contest


145

Additional Online Instruction Prompt: Evaluate the school’s processes to ensure that parents

understand the expectations for the online instruction in relation to the desired student

achievement and to review and counsel families for whom the selected online instruction format

may not be the best match.


146


Students and parents are well advised and informed during the orientation process as to the online options on campus. Frequent checks with the student ensure adequate progress and advancement through the coursework. APEX sends weekly updates to the parents and staff about the students and their progress in class. All these provisions ensure that students are completing coursework in a timely manner and are working at the required level of proficiency. When and if a student cannot perform adequately in the online forum, he/she can be re-evaluated and placed into the direct instruction program in order to better suit the student’s needs.

Aeries ABI

APEX Reports to Advisors and parents

Grade book summary emailed to parents

Yearly Pacing calendar

Credit memos mailed home

Conclusions



Alessandro utilizes a variety of tools to involve the parents and community in our school. We continually strive to improve and increase our connection with those around us. This can be seen in our relationships with students, parents and community we serve.

We recognize the need to continue to reach out and include family and community members.

Newspaper articles

Food drive/ blood drive

Back to school night /open house

ELAC meeting reports

School board reports




Critical learner need # 4 focuses on the need to reach out and include parents in the school program. This is a priority that we continue to focus on. While we have many pieces in place to keep our parents informed, we recognize the need to try to further involve the community and our students’ families, especially those who are non-native speakers of English.

APEX reports

Aeries ABI

ELAC meeting minutes

Back-to-School Night and Open House translator logs


147

E2. School Culture and Student Support 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.

Safe, Clean, and Orderly Environment

Indicator: The school has existing policies, regulations and uses its resources to ensure a safe,

clean, and orderly place that nurtures learning, including internet safety.

Prompt: Comment on the effectiveness of a) the existing policies and use of resources to ensure a

safe, clean, and orderly place that nurtures learning, and b) all aspects of the school with

respect to safety regulations including effective operating procedures for internet safety.


Alessandro, which is located at the Santa Fe Education Center, has a full time custodian during the day, a part time custodian at night, and a traveling custodial crew that covers the campus. A safe learning environment is a priority of the district.

Monthly safety reports are submitted faithfully with appropriate work orders. Safety issues, including tagging, are addressed immediately.

Additionally, we are staffed with a school resource officer and three full time campus supervisors who help maintain an orderly environment.

AHS supports the Williams Act and all of its components.

Each class is supplied with an emergency kit and a weekly updated student class roster.

As technology and the internet has become a more important tool, HUSD has implemented policies to ensure student safety online. An internet use policy is mandatory before any student is allowed access to a school computer. Policies for Gmail accounts and social media are intended to keep both students and staff safe.

District facilities plan

Custodial schedule

Deferred maintenance program

Monthly safety reports

Work orders

Williams Act posting and policy

Internet use policy

Social media policy

Safety log

School Resource Officer schedule

Safety log


148

High Expectations/Concern for Students

Indicator: The school demonstrates caring, concern, and high expectations for students in an

environment that honors individual differences and is conducive to learning.

Prompt: Evaluate the school’s work to ensure the effectiveness of an atmosphere of caring,

concern, and high expectations for students in an environment that honors individual differences

and is conducive to learning.


Because Alessandro and ACE have low enrollment numbers, each student is assigned to work directly with a teacher who acts as a mentor. Daily contact is made with each assigned student as the Advisor checks on individual progress and/or setbacks.

Most new students arrive thinking they have no chance of graduating. Working with students to become resilient and to develop a “mental toughness” is often just as important as the credits they will earn.

Students on our campus are quite diverse. Thus, there is a number of ways students can explore and develop their own styles and personal leadership skills. Students are encouraged to grow and appreciated for their authenticity and uniqueness.

A full time counselor and health technician provide ongoing services as well.

Academic plans

College/Career plans

Advisory program

Counseling sessions

ASB activities

PLUS Program

School staff list


149

Atmosphere of Trust, Respect and Professionalism

Indicator: The school has an atmosphere of trust, respect, and professionalism.

Prompt: To what degree is there evidence of an atmosphere of trust, respect, and

professionalism?


The atmosphere at both Alessandro and ACE is established by the professional and caring staff who truly believes every student is capable of achieving their educational goals. In Hemet, students must be at least 16 years old to attend our continuation school. Many of Alessandro’s students are 18+. The maturity of this age group enhances the determination of the students. When students see their peers succeeding in our programs, it encourages more success.

Students begin to trust staff members when they experience daily staff encouragement and willingness to get to know each student.

The Alessandro and ACE staffs know that our students arrive at our program at a disadvantage. The professional staff our students work with is determined to find a way for every student to be successful. Rebuilding student confidence and finding a way for students to begin making productive choices is very challenging, however this staff finds a way.

Student Data

Progress reports

Transcripts

30+ club

Attendance

Leadership activities


150

Conclusions



Truly, this is one of Alessandro’s greatest strengths. Our school climate is one that celebrates diversity and champions the differences that make our students unique and interesting. We encourage our students to explore their interests and their passions, and we support their academic and personal development during their time with us. We are invested in our students’ personal, professional and academic achievement.

PLUS club

Student of the month

Student awards

30+ club


ASB activities




Critical learner need #3 focuses on college and career readiness as well as character development as addressed through the Advisory program. While Alessandro does have this in place, the teachers continue to look for ways to improve this component of our educational program. This particular piece of instruction extends through our advisory program, into the regular school day and even beyond. Students are given ample opportunity to research, explore and develop their career or college opportunities and engage in activities that encourage positive character development.

TND


Career exploration

ASB

PLUS club

CTE program


151

E3 & E4. School Culture and Student Support Criteria

All students receive appropriate support along with an individualized learning plan to help

ensure academic and college- and career-readiness success.

Students have access to a system of personal support services, activities, and opportunities at the

school and within the community.

Adequate Personalized Support

Indicator: The school has available adequate services, including referral services, to support

students in such areas as health, career, and personal counseling and academic assistance,

including an individualized learning plan.

Prompt: Evaluate the availability and the adequacy of services, including referral services, to

support students in such areas as health, career, and personal counseling and academic

assistance, including an individualized learning plan.


Teachers can refer students who they feel are in need of counseling. Referrals can be made by the school nurse, counselor or administrator. This can be done informally, or via the RTI process.

Students can self-refer as well.

Several programs are in place to give students social and academic support. The Special Education teacher attends all IEP meetings for current Alessandro students as well as for prospective students. Progress of these students is closely monitored with modifications and adjustments made as necessary.

Various school activities also allow students to explore avenues for growth and self-improvement.

Interventions are place for those who need assistance passing the CAHSEE, including one-on-one tutoring, Friday school, and advisory lessons.

Advisory lessons are also designed to assist students with career and college exploration.

Health Tech

Orientation

Counselor

CTE classes

Advisory program

Field Trips

Guest Speakers

Veteran Interviews

ACE Community Liaison

Special Education

School Psychologist

English Language Development

Smoking Cessation

ASB

PLUS

Foundations class

RTI

IEP calendar

Special Ed IEP’s/ student data


152

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.


ACE receives most of the same services as Alessandro. This applies to self-referrals by as well as those made by staff on behalf of the student. Access to the school nurse, academic and personal counseling programs all are applicable.

Orientation

Health Tech

Counselor

CTE classes

Advisory program

Field Trips

ACE Community Liaison

Special Education

School Psychologist

English Language Development

Smoking Cessation

ASB

PLUS

RTI


153

Direct Connections

Indicator: The school demonstrates direct connections between academic standards, college- and

career-readiness standards, and school wide learner outcomes, and the allocation of resources to

student support services, such as counseling/advisory services, articulation services, and

psychological and health services, or referral services.

Prompt: Evaluate the ways that there are direct connections between academic standards,

college- and career-readiness standards, and school wide learner outcomes and the allocation of

resources to student support services, such as counseling/advisory services, articulation

services, and psychological and health services, or referral services.


Alessandro has had its fair share of budget cuts over the past several years. Still we have managed to improve our advisory program with the implementation of TND. We continue to look at other ways to add to this program so that eventually we will have a three year rotational PBIS program. Additionally, we support our students academically through the foundations class, with the emphasis on CAHSEE prep, but with additional attention to college preparedness and career exploration. Counseling services are available and encouraged for those who may need additional academic, psychological or personal support.

Advisory program

Foundations class

RTI

Eureka program

Smoking cessation


154

Strategies Used for Student Growth/Development

Indicator: Strategies are used by the school leadership and staff to develop personalized

approaches to learning and alternative instructional options which allow access to and progress

in the rigorous standards-based curriculum. Examples of strategies include: level of teacher

involvement with all students, a curriculum that promotes inclusion, processes for regular review

of student and school wide profiles, and processes and procedures for interventions that address

retention and redirection.

Prompt: Evaluate the effectiveness of the types of strategies used by the school leadership and

staff to develop personalized approaches to learning and alternative instructional options which

allow access to and progress in the rigorous standards-based curriculum.


Student data is disseminated regularly and adjustments made to curriculum delivery and instructional options. RCD units are followed, with modifications made as necessary.

Advisory teachers monitor student progress and make recommendations to aid students in credit recovery options best suited to their needs.

Advisory Program

Modified Instruction

Small class size

Friday contracts

Haiku

Illuminate


RTI’s

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.


Incoming students receive an extensive introductory orientation and subsequent teacher liaison via the advisory program. Once enrolled, student progress is monitored frequently by teachers and advisors. ACE Academy has a community liaison who performs home visits and monitors student attendance.

Orientation

One-on-One Monitoring

Community Liaison


155

Support Services and Learning

Indicator: The school leadership and staff ensure that the support services and related activities

have a direct relationship to student involvement in learning, e.g., within and outside the

classroom, for all students, including the EL, GATE, special education, and other programs.

Prompt: Evaluate the extent to which the school leadership and staff ensure that the support

services and related activities have a direct relationship to student involvement in learning,

e.g., within and outside the classroom. Evaluate the processes that are used to identify under-

performing or struggling students and the interventions to address these identified student

learning needs.


RTI’s are scheduled as needed to address and support students who may be struggling socially and academically.

Further referrals to clinical counselors or substance abuse programs are recommended when needed.

There are also on site programs to support students. Teachers, advisors and counselors closely monitor students to identify those who may be in need of additional support.

Orientation

Weekly staff meetings

Student data collected

Ongoing collaboration

IEP meetings

RTI meeting

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.


In order to attend Alessandro, a student must be at least 16 years old and a junior. While enrollment is voluntary, generally speaking, the students are deficient in credits and are not on track to graduate.

Low class numbers allow more students access to online resources and tools.

APEX and A+ are also available for students who are looking for additional ways to make up credits.

As always, instruction is driven by RCD units which often utilize technology.

Aeries ABI to be in communication with staff as academic or personal needs may arise.

Eligibility requirements to attend AHS

IEP meeting

Illuminate

CAHSEE scores

Advisory program

COW’s

SMART Responders

SMART Board


156

Equal Access to Curriculum and Support

Indicator: All students have access to a challenging, relevant, and coherent curriculum. Schools

regularly examine the demographics and distribution of students throughout the class offerings

(e.g., master class schedule and class enrollments) and the types of alternative schedules

available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional

school day).

Prompt: What have you learned about the accessibility of a challenging, relevant, and coherent

curriculum? What have you learned from examining the demographics and distribution of

students throughout the class offerings (e.g., master class schedule and class enrollments)?

Evaluate the impact of the types of alternative schedules available for repeat or accelerated

classes (e.g., summer, class periods beyond the traditional school day) on student achievement.


Alessandro’s curriculum focuses on the essential standards. Still we continue to look a variety of ways to bring educational opportunities that incorporate 21

st century skills and are available

beyond the regular school day. These help to make up for the lack of credits many students come to us with. This year, we have been fortunate enough to be given funding for summer school and will be able to have not only credit recovery classes, but accelerated classes as well.

Master schedule

Transcripts

Friday school

Adult Ed logs

A+ logs

APEX logs


157

Co-Curricular Activities

Indicator: School leadership and staff link curricular and co-curricular activities to the academic

standards, the college- and career-readiness standards, and the school wide learner outcomes.

Prompt: Evaluate the extent of the availability and link of curricular and co-curricular activities

for all students to the academic standards, the college- and career-readiness standards, and the

school wide learner outcomes. How effective are these efforts?


Alessandro has a variety of options available for students to participate fully in the school community. These range from after school clubs to ASB activities to the end of year barbecue and field day. Students can also become teacher aides or participate in the cross-age tutoring program. All these activities help deepen the ties our students have with the staff and their school community. Additionally, these activities help prepare students for a life in which they are engaged in their communities and neighborhoods.

ASB

PLUS club

Afterschool clubs

Cross-Age tutoring

Concurrent classes

Yearbook

Community service

Additional Online Instruction Prompt: Evaluate the school’s processes to address the needs of

socialization for the students and involvement in the school.


Alessandro recognizes that a unified student body lends itself to a population of happy engaged learners. We strive to provide as many opportunities as possible for our students to foster healthy school relationships and friendships. Meeting the academic emotional and social needs of our students is addressed as a whole and individually.

PLUS club

ASB

Cross-Age tutoring

ASB school wide activities

Blood drive/clothing and food drives


158

Student Involvement in Curricular/Co-Curricular Activities

Indicator: The school has an effective process for regularly evaluating the level of student

involvement in curricular/co-curricular activities and student use of support services.

Prompt: Evaluate the effectiveness of the school process for regularly evaluating the level of

student involvement in curricular/co-curricular activities and student use of support services.


Morning announcements advertise various activities in which students may participate. Students sign up for activities and events according to their own needs and desires. Additional programs and activities are sought based on student responses. Student participation is regularly tracked via registers, logs and permission slips.

ASB

PLUS club

Healthy Kids survey

Parent and student surveys

Permission slips

Activity registers

Additional Online Instruction Prompt: 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.


Alessandro has a variety of options available for students to participate fully in the school community. These range from after school clubs to ASB activities to the end of year barbecue and field day. Students can also become teacher aides or participate in the cross-age tutoring program. All these activities help deepen the ties our students have with the staff and their school community. Additionally, these activities help prepare students for a life in which they are engaged in their communities and neighborhoods.

ASB

PLUS club

Afterschool clubs

Cross-Age tutoring

Concurrent classes

Yearbook

Community service


159

Student Perceptions

Indicator: The school is aware of the student view of student support services through such

approaches as interviewing and dialoguing with student representatives of the school population.

Prompt: Comment on the student view about the effectiveness of student support services after

interviewing and dialoguing with student representatives of the school population.


There are more and more opportunities being afforded our students that allow them to engage in support services and activities. We need to continue to explore ways to help all our students engage in our learning community and become active participants in school. While many students at Alessandro are involved in one or more of the extra-curricular clubs or activities, we always need to consider what else we can do to support our students and help them grow socially and academically.

ASB

PLUS club

PLUS student survey

Student representative to school site council

Yoga club


160

Conclusions



Over the years, Alessandro has managed to meet the social, personal and academic needs of its student population by fine tuning its program based on the needs and desires of the student body. We strive to engage our students on a personal level, which we feel deepens and strengthens the bond of our school community.

Yearbook

PLUS club

Yoga club

Garden club

Inter-tribal club

Chess club




Critical learner need area # 2 focuses on elective offerings to meet graduation requirements. While this is certainly true, it is representative of so much more. Students who are happy and who are engaged and invested in their schools tend to become adults who are engaged in their communities and invested in their neighborhoods. As educators, we can ask for little more than a population of students who will grow into responsible, engaged, productive members of society.

Parent and student feedback

Parent surveys

Student surveys

Graduation rates

Scholarship portfolios

Student resumes


161

WASC Category E. School Culture and Support for Student Personal and Academic Growth: Strengths and Growth Needs


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

Areas of Strength

Comprehensive orientation program for Alessandro and ACE.

Students feel safe and cared for.

School clubs and activities promote a positive school climate

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

Areas of Growth

Third tier PBIS to Advisory program needs to be developed and implemented.

Continue to improve communication with the community, especially non-English

members of the population.

Continue to improve parent involvement.


162

Prioritized Areas of Growth Needs from Categories A through E

Prioritize the growth areas from the five categories.

Category A: Organization

1. Improve parent involvement and communication

2. Common Core Professional Development and Implementation

Category B: Curriculum

1. Implement PBIS in the Advisory program

2. Implement School-wide Expository Writing

Category C: Instruction

1. Implement PBIS in the Advisory program

2. Increase technology to enhance instruction

Category D: Assessment and Accountability

1. Continue to provide intervention for CAHSEE testers, especially

for EL and SPED students

2. Develop Common Formative Assessments for all Common Core

classes

Category E: School Culture and Support

1. Implement PBIS school-wide

2. Improve parent/guardian communication and involvement


163

SCHOOL WIDE ACTION PLAN


CHAPTER V


164


165

Chapter V: School wide Action Plan

A. Revise the single school wide action plan, i.e., Single Plan for Student Achievement.

B. State any additional specific strategies to be used by staff within each subject area/support program to support sections of the school wide action plan.

C. Describe the school’s follow-up process, ensuring an ongoing improvement process.

Formal action plans from each Home Group are not necessary; the critical emphasis is the consensus and commitment from all stakeholders to implementing the various sections of the school wide action plan.


166

Critical Area #1: Emphasize California Common Core Standards across all curricular

areas to support our students in all California Assessment of Student Performance and

Progress (CAASPP) assessments.

Prioritize Growth Areas Addressed:

1. Implementation of Common Core Professional Standards in all curricular areas.

2. Implement Expository Writing component.

3. Develop and implement common formative assessments (CFA’s)

4. Improve monitoring progress of English Learners.

ACTION PLAN GOAL PERSON(S) RESPONSIBLE

RESOURCES ASSESSMENT TIMELINE REPORT OF PROGRESS

RCD Meetings/Trainings Currently English and

Math

(Eventually Social

Studies and Science)

Professional

Development Staff

Attendance Sheets

GoSignMeUp

Transcripts

Lesson Plans created at

collaboration meetings

Ongoing Illuminate

Advisory writing topics Advisors Sample writing topics Student work samples Weekly by

08/15

CAHSEE Pass

Rates

CAHSEE ELA & Math Exercises

AVID instruction

CAHSEE instructors

Measure Up

ST Math

Compass Learning

Map Testing

CAHSEE Tests Ongoing CAHSEE Pass

Rates

Re-designation of EL students

EL Coordinator

Administrator

ELAC documents

Student samples

Number of students re-

designated

Annual ELAC report

Practice SBAC questions All Faculty Online testing

Illuminate

Haiku

SBAC Weekly/

Monthly as

available

SBAC Scores

Implement RCD Unit Lessons/ Projects

All faculty; currently

Math and English

Haiku

Illuminate

Student Sample Unit

Projects

Ongoing SBAC Scores

Completed

Projects

Credit Memos

Transcripts

Implement cross-curricular nonfiction reading and writing

All faculty All board approved

materials

Student work samples Monthly by

08/15

SBAC

Credit memos,

transcripts


167

Critical Area #2: Emphasize more elective offerings to meet graduation requirements.


1. Increase elective options.



Additional Elective classes

All faculty Teacher resources

Haiku

Master schedule

Online Programs

Master schedule

Enrollment

2-3 years

By 2018

Master schedule

Student

enrollment

numbers

Transcripts

Credit memos

Clubs All faculty ASB Sign in sheets

Credit memos

2-3 years

By 2018

Credit memos

Transcripts

CTE classes Administration

Counselor

CTE registrations Student enrollment Annual Credit memos

Transcripts

Additional Friday School and Home Contract

Elective Options

All faculty District approved

materials and texts

Computer Based

Assignments

Online Programs

Student work

Quizzes

Tests

Projects

Ongoing Credit memos

Transcripts

Community Service Counselor

Administration

Student sign in sheets Time sheets Ongoing Credit memos

Transcripts


168

Critical Area #3: Incorporate College/Career Readiness and Positive Behavior

Intervention Support (PBIS) into the existing three year advisory curriculum.


1. Utilize Common Core Standards.

2. Utilize site specific research-based curriculum for Character Development.

3. Expand Career Exploration opportunities.



Research based Advisory curriculum like Toward

No Drugs (TND), and Life Skills

Advisory Teachers

Administration

District office personnel

Counselor

TND materials and

training

Life Skills materials

and training

Third program to be

determined

Group discussions and

participation

One semester

each, within a

three year

rotation

Credit memos

Transcripts

Student feedback

Create Resume/Scholarship

Portfolios

Students, teachers

Counselor

Sample portfolio

Resume template

Completed portfolios and

resumes

Completed

annually by

April 1.

Awarded

scholarships

Postgraduate

student feedback

CAHSEE Prep Math

ELA teachers

Advisors

Texts

Measure Up

ST Math

Compass Learning

Map Testing

CAHSEE Tests Four times a

year

CAHSEE Pass

rates

Speakers/Field trips AVID Teacher

Club Advisors

MSJC

Community Members

Attendance/Participation

Rosters

Ongoing Credit Memos

Student feedback

College Career APEX Course

APEX trained staff APEX Software

Class catalogue

Course completion Ongoing APEX report of

student progress

Credit memos

Transcripts

FAFSA AVID Teacher

Advisors

Counselor

MSJC

Computer Lab

Completed FAFSA form Annual Student financial

aid awards

Marriage and Family Therapist (MFT)

District office personnel District office staffing

budget

Student enrollment

Student participation

08/15 Intervention

logs/enrollment

Referrals


169

Critical Area #4: Continue efforts to reach out to and include parents in the overall school

program, especially focusing on parents of English Language Learners.


1. Improve communication, especially with the non-English speaking population.

2. Improve parent involvement opportunities.

3. Improve utilization of the school website.



Hold ELAC Meetings prior to Back to School Night

and Open House

EL Coordinator

Administration

Advisors

CELDT test scores

Re-designations

Letters home

Back to School Night

attendance

Parent Feedback

Ongoing Sign in sheets

Parent Feedback

Back to School/Open House and Awards Night

All faculty Sign in sheets Sign in sheets Twice a year Sign in sheets

Parent surveys

Improving school website Technology Specialist

Teachers

Administration

Aeries

ASB schedules

Yearbook publications

School Site Council

information

Teacher Webpages

Parent and Student

feedback

Emails

Beginning

08/15

Parent and

Student feedback

Improve parent contacts Teachers/Translators

Administration

Counselor

Aeries

Website

Email

Phone calls

Response to Interventions

(RTI’s)

Letters home

Emails

Ongoing Student

performance data

Staff meeting

reports

Email

Phone call log

Teacher collaboration to ID needy families

All faculty Students

Parents

Marriage & Family

Therapist (MFT)

Parent and Student

responses

Ongoing Staff meeting

reports

Parent and

Student feedback


170

Appendices:

A. Timeline of self-study process

B. Results of student questionnaire/interviews

C. Results of parent/community questionnaire/interviews

D. Master schedule

E. Additional details of school programs, e.g., online instruction, college/career, academies, IB, AVID

F. School Quality Snapshot (see cde.ca.gov)

G. School accountability report card (SARC)

H. CBEDS school information form

I. Graduation requirements

J. Any pertinent additional data (or have it on exhibit during the visit)

K. Budgetary information, including budget pages from the school’s action plan, i.e., the Single Plan for Student Achievement

L. Grading Policy

M. Map of campus

N. Haiku Quick Start Guide

O. HUSD LCAP 2014-2015 Document

P. Weekly Enrollment Count

Q. Etc.

(See Folder)

Documents

Visiting Committee Chairs