Cloverdale High School

WASC Action Plan 2016

School-wide Action Plan Goal #1: Provide academic rigor equitably to insure that all students are prepared for postsecondary education and are 21 st century career ready upon graduation.
Rationale: Although our students perform at a similar level to our county and state counterparts, our students perform at a lower level on PSAT, SAT, ACT, and AP exams.
Growth Targets: The number of students meeting or exceeding standards in ELA and math, as measured by the California Smarter Balanced Assessment, will increase by 5% each year until we reach a 90% success
rate.
Tasks

Person(s) Responsible

Professional Development/
Resources

Means To Assess Improvement

Timeline

Reporting

1) Continue to research and use

best practices, design staff
development, training that
supports best practices, and
create PLC agendas that provide
ongoing support in cultivating
best practices.

Teachers, vice principal,

principal, district
administration

PLCs, TSS, SCOE, Leadership

Network. Research other PD
options.

Improved performance on schoolwide benchmarks, SBAC exams,

and other national exams (PSAT,
SAT, ACT, and AP)

Spring 2016
Team leads select focus for 2016-2017 school year PD
according to results of data collected for WASC and
SPSA, and the goals developed from this data.
Summer 2016
Principal and site leadership develop professional
development and quarter 1 PLC schedule
2016-2017
Site administration and team leads implement PD,
oversee implementation of PLC agenda, develop PLC
agenda for following quarter before quarter begins.
Winter 2016-2017 Principal gathers data for SPSA.
Continue cycle of examining data, developing PD to
address areas of need, and implementing PD.

2) Provide AVID classes

Teachers, site
administration

AVID training for teachers,

AVID curriculum

Improved performance on schoolwide benchmarks, SBAC exams,

and other national exams (PSAT,
SAT, ACT, and AP)

Spring 2016 Order AVID curriculum, register teacher for Annual report in Single
summer training.
Plan for Student
2016-2017 One section of AVID for freshmen and
Achievement
sophomores.
2017-2018 Offer a second section of AVID if enrollment
allows.
2018-2019 Add second section of AVID if enrollment was
too low to do so 2017/18, for a total of 2 AVID
sections (one for 9th and 10th, one for 11th and 12th).

PLC, PD, Leadership Team,

Faculty meeting agendas
and minutes; Annual report
in Single Plan for Student
Achievement

3) Expand coaching opportunities

for certificated staff.

Site administration, and

teachers
Director of Curriculum
and Instructional
Technology

Coach training, release time

for teachers to observe

Improved performance on schoolwide benchmarks, SBAC exams,

and other national exams (PSAT,
SAT, ACT, and AP)

Spring 2016 Contact Sonoma County Office of Education Annual report in Single
and design coaching program for CHS. Invite teachers to Plan for Student
participate. Select 2 teachers to work with SCOE
Achievement
coach(es).
2016-2017 Two teachers work with SCOE coach(es).
Spring 2017 Participating teachers and site
administration assess value of coaching. Expand coaching
opportunities by continuing to work with SCOE or train
in house staff as coaches. If coaching does not
demonstrate effectiveness, seek other methods to support
teachers in improving their teaching practice.

4) Develop a comprehensive
intervention plan based on
research supported best-practices

Site administration,
teachers, and
Director of Curriculum
and Instructional
Technology

TBD

Improved performance on schoolwide benchmarks, SBAC exams,

and other national exams (PSAT,
SAT, ACT, and AP), particularly
for our low SES and EL students

2016-2017 Research options, visit other schools,

Annual report in Single
develop plan to pilot.
Plan for Student
2017-2018 Pursue resources, pilot plan with limited
Achievement
number of students.
Spring 2018 Examine student outcomes and evaluate
effectiveness of plan. If plan is effective, expand. If plan
has some success, fine tune. If plan shows little or no
improvement in student performance, research best
practices, visit other schools, and seek support from
other agencies such as SCOE.
2018-2019 Depending on outcome of pilot, implement
plan on a broad scale, pilot fine-tuned program with a
small group of students, or continue research and
investigation process.

5) Assess effectiveness of current

portfolio assignment and update
to meet the needs of the new
state standards.

Teachers, Site
administration, and
Director of Curriculum
and Instructional
Technology

California Technology and

Portfolios and portfolio
College and Career
presentations, student feedback
Readiness Standards,
on portfolio work
http://www.hsfpp.org/
(financial literacy
curriculum), teen health and
well-being curriculum TBD

Spring 2016 Survey students to determine which parts of Portfolios, portfolio

current portfolio they find valuable. Develop student
presentations, and rubrics
portfolio team.
2016-2017 Student portfolio team (with principal or
other advisor) uses College and Career Readiness
Standards to develop a standards aligned portfolio.
2017-2018 Pilot new portfolio
Spring 2018 Evaluate the new portfolio. Make changes
as needed.

2018-2019 Implement student-developed portfolio.

6) Develop a site-wide set of best Teachers and Site
practices, provide opportunities
administration
for peer coaching and observation

Peer visit observation form, Improved performance on schoolrelease time to observe, PLC wide benchmarks, SBAC exams,
time to reflect and debrief and other national exams (PSAT,
SAT, ACT, and AP)

7) Implement Freshman Transition Site administration and

Program Link Crew
Link Crew supervisor

Link Crew Training and

curriculum

Spring 2016 Site leadership team attends Leading for

Instructional Shifts, a collaborative project of Stanford
University and CTA. Site leadership develops plan of
action to move forward in researching best practices,
and how to guide staff as a whole in implementing
these practices in their classrooms.
Fall 2016 Initial steps of Instructional Shifts introduced
during back to school PD by site leadership.
2016-2017 Site leadership

Improved performance by 9th

Spring 2016
grade students, fewer Ds and Fs Two teachers attend leader training and recruit seniors
to mentor
Fall 2016
Implement program
2016 2018
Continue program.
Spring 2018
Review data and determine effectiveness of program

Observation schedule,
release day coverage
reports (in AESOP)

Quarterly grade reports,

specifically D and F lists for
freshmen

School-wide Action Plan Goal #2: Design and implement support systems and interventions programs to close the achievement gap so that neither race, nor socio-economic status, nor language status will be an
indicator of the likelihood of success.
Rationale: All students have the right to achieve at a high level.
Growth Targets: English Learners who have been in the United States for five years or longer; students from economically disadvantaged backgrounds; and all ethnic and racial subgroups will improve their
performance on standardized tests and benchmarks by 5% annually until they perform on par with their cohort who do not belong to these groups.
Tasks

Responsible Person(s) Involved

Professional Development/
Resources

Means to Assess Improvement

Timeline

Reporting

1) Continue the use of English

ELD teachers, Principal, &
3D (Kate Kinsellas secondary ELD Director of Curriculum and
program).
Instructional Technology

ELD 3D Training updates and full CELDT (and soon, ELPAC) scores,
training for new teachers.
reclassification rates, improved
performance on school-wide
benchmarks, SBAC exams, and
other national exams (PSAT,
SAT, ACT, and AP)

2016-2017 Monitor student

performance on CELDT, SBAC, and
district benchmarks to determine if
program continues to demonstrate its
usefulness in improving student
outcomes.
2017 and on Continue to monitor
student performance on above
assessments. If student performance
plateaus or declines, ELD program will
be reviewed.

PLC performance review, Annual

report ing in Single Plan for
Student Achievement (AMAOs)

2) Educate teachers on the new

ELD standards and the CA
ELA/ELD Framework

CDE website, SCOE (e.g. Jenn

Guerrero, Kelly Matteri), other
resources TBD

2016-2017 ELD standards integrated

into curriculum map of one unit per
quarter (in all content areas).
2017-2018 ELD standards integrated
into a second curriculum map/unit per
quarter.
2018-2019 ELD standards integrated
into remaining curriculum maps.

PD Agendas and materials

ELD coordinator,
site administrators, ELD teacher,
Director of Curriculum and
Instructional Technology

CELDT (and soon, ELPAC) scores,

reclassification rates, improved
performance on school-wide
benchmarks, SBAC exams, and
other national exams (PSAT,
SAT, ACT, and AP).

3) Implement formative
assessments that regularly
measure EL student progress on
key standards and for
reclassification monitoring.

ELD teachers
District coordinator
Director of Curriculum and
Instructional Technology

District in-service, PLCs,

Support from SCOE EL
Coordinator Jenn Guerrero

CELDT (and soon, ELPAC) scores,

reclassification rates, improved
performance on school-wide
benchmarks, SBAC exams, and
other national exams (PSAT,
SAT, ACT, and AP)

2016-2017 write semester one

PLC notes, formative assessment
benchmark for ELD with rubric. (all
results, CELDT/ELPAC results
levels).
2017-2018 write semester two
benchmark for ELD (all levels).
2018-2019 write quarter one benchmark
for ELD (all levels).
2019-2020 write quarter three
benchmark for ELD (all levels).
2020-2021 Evaluate benchmarks to
determine effectiveness.

4) Upgrade professional
District leadership,
development for all teaching staff School leadership,
on best teaching strategies.
District Professional Development
Committee,
Director of Curriculum and
Instructional Technology

District in-service, PLCs, TSS,

SCOE, Leadership Network.
Research other PD options.

CELDT (and soon, ELPAC) scores,

reclassification rates, Improved
performance on school-wide
benchmarks, SBAC exams, and
other national exams (PSAT,
SAT, ACT, and AP)

Summer 2016
Principal and site leadership develop
professional development and quarter 1
PLC schedule, being mindful to include
attention specific to EL performance
2016-2017
Site administration and team leads
implement PD, oversee implementation
of PLC agenda, develop PLC agenda for
following quarter before quarter begins,
being mindful to include attention
specific to EL performance
Winter 2016-2017 Principal gathers
data for SPSA. Continue cycle of
examining data pertaining to ELs,
developing PD to address areas of need,
and implementing PD.

Annual report in Single Plan for

Student Achievement

5) PLCs will analyze data

regarding ELD performance and
continue to develop the universal
access component of the
curriculum maps.

on-site, district, and SCOE

professional development

CELDT (and soon, ELPAC) scores,

reclassification rates, improved
performance on school-wide
benchmarks, SBAC exams, and
other national exams (PSAT,

2016-2017 ELD standards integrated

into one formative assessment per
quarter (in all content areas). Results
evaluated at PLC.
2017-2018 ELD standards integrated

PLC minutes

Teachers, site administration

SAT, ACT, and AP)

into a second formative assessment per

quarter. Results evaluated at PLC.
2018-2019 ELD standards integrated
into remaining formative assessments.
Results evaluated at PLC.

School-wide Action Plan Goal #3: Integrate College and Career Readiness Standards into CHS curriculum; develop Career Pathways and supports to help students make decisions
about their post-secondary trajectory.
Rationale: The modern workplace requires more than the traditional English, math, science, and social studies education to be successful. A comprehensive high school creates
graduates who are ready for the post-secondary world of the 21st Century.
Growth Targets: As this is a new goal and one whose success is largely based on student and parent perceptions, we are struggling to develop a goal. While increasing
attendance at a four year university is something we would like to see, this goal is tied to students and parents feeling that the student has a career goal in mind, and a
path on how to reach that goal. Our growth target will be to have 90% of students graduate with a 4-6 year plan for their post-secondary education and career goals, and a
portfolio that includes a resume, two letters of introduction, and a personal statement narrative.
Tasks

1) Purchase and
employee Career
Readiness Software

2) Career Panels and

visits from colleges

Responsible Person(s)
Involved

Counselor
Director of Curriculum
and Instructional
Technology

Counselor, Vice
Principal

Professional
Development/
Resources

Means to Assess
Improvement

Timeline

Reporting

Counselor will train

teachers to support
students in use of the
program. County
Office of Education
will train counselor.

All students log on to

their account and use it
at least one time per
quarter for each year of
school.

Pilot spring 2016, purchase and implement for fall Student survey,
2016 in freshmen class or tutorial period.
teacher assessment of
Spring 2017 Survey students to gather feedback
program utility
and assess success of program. Decide to continue
with program or try a different program.

Local high schools

with more developed
programs (e.g.
Windsor, Healdsburg)

Track the number of

2015-2016
School calendar
career panels and visiting Expand college visits to include visits from Spanish
colleges we have.
speaking college representative s to present to
ELAC and for FAFSA night. Add SSU as a visiting
college.
2016-2020 Add one college visit per year until we
have a different visit every quarter.

3) Student visits to
college campuses

Counselor, Vice
Principal

Local high schools

with more developed
programs (e.g.
Windsor, Healdsburg)

Track how many students

visit college campuses
and basic demographics
of students participating.

Increase funding for college visits beginning Spring

2016.
2015-2016
Expand visits to colleges from one trip to two.
2016-2020
Add at least one trip annually until there are a
minimum of four college trips per year.

School calendar, trip

attendance roster

4) Create College and

Career Hub in library

Counselor, site
administration

NCCPA support staff

Existence of a College
and Career Hub in
library, calendar of
events

Spring 2016 Begin design

Summer 2016 Purchase computers, furniture, and
other resources
Fall 2016 Open center
2016-2017 If funding for Work Based Learning
Coordinator is approved by board, begin having
regularly scheduled hours as well as entire class
visits, and other small group and individual
activities. If funding is not approved, seek funding
for part-time staff coverage.

Calendar of events

Tasks

Person(s) Responsible

5) Develop work based

learning/ job shadow
opportunities; cultivate
Industry connections
(curriculum and project
consultation, mentoring)

NCCPA Work-Based
Learning Coordinator,
Site administration,
Director of Curriculum
and Instructional
Technology

Professional
Development/
Resources

Means To Assess
Improvement

NCCPA staff, County

Community outreach to
Sonoma County Office local businesses to help
of Education staff and find more opportunities.
Northern California
Career Pathways
Alliance staff

Timeline

Reporting

Begin researching Spring 2016. Add WBL

opportunity to one CTE section each year.
2015-2016 5 students have a WBL opportunity
2016-2017 10 students have a WBL opportunity
2017-2018 15 students have a WBL opportunity
2019-2020 20 students have a WBL opportunity.
Assess success and student interest in the
program.

Annual report in
Career Technical
Education Incentive
Grant (CTEIG) and
Perkins reporting,
California Foundation
Grant Reporting

6) Add more Career

and Technical Education
electives that address
the needs of local
industry and student
interest

Teachers, Site
administration,
Director of Curriculum
and Instructional
Technology

NCCPA, County CTE

Advisory Committee

Master Schedule

Fall 2016, add one section of Maker class

2016 and on: Continue to expand until 4 courses
are added to current course offerings.

Master schedule
Career Technical
Education Incentive
Grant (CTEIG) and
Perkins reporting,
California Foundation
Grant Reporting

7) Align portfolio to
postsecondary readiness

Teachers, site
administration,
Director of Curriculum
and Instructional
Technology

Local high schools

with more developed
programs (e.g.
Windsor, Healdsburg)

portfolio presentations,
student feedback on
portfolio work

Spring 2016 Survey students to determine which

parts of current portfolio they find valuable.
Develop student portfolio team.
2016-2017 Student portfolio team (with principal
or other advisor) uses College and Career
Readiness Standards to develop a standards
aligned portfolio.
2017-2018 Pilot new portfolio
Spring 2018 Evaluate the new portfolio. Make
changes as needed.
2018-2019 Implement student-developed portfolio.

portfolio
presentations, and
rubrics