Western Association of Schools and Collegeimages.pcmac.org/SiSFiles/Schools/CA/SMJUHSD/... · Tonya Dias Special Education Shawnah VanGronigen Visual & Performing Arts . Pioneer Valley

Western Association of Schools and College Mid-Term Review

Visiting Committee Report

For

PIONEER VALLEY HIGH SCHOOL

675 Panther Drive Santa Maria, CA 93454

Santa Maria Joint Union High School District

Original Self-Study Visit: March 3-5, 2014

Date of On-Site Review: March 6, 2017

WASC Committee Members Cesar Arevalo, Chairperson

Julie Mamo-Beckius, Member

Pioneer Valley High School

WASC Mid-Term Review Visiting Committee Report March 6, 2017

No Better Place to Learn

Santa Maria Joint Union High School District

Support Services Center

2560 Skyway Drive, Santa Maria, CA 93455 (805) 922-4573

FAX (805) 928-9916

Board of Trustees

Dr. Jack Garvin Board President

Dr. Carol Karamitsos Board Clerk

Dominick Palera Board Member

Diana Perez Board Member

Amy Lopez Board Member

District Administration

Dr. Mark Richardson Superintendent

John Davis Assistant Superintendent, Curriculum

Kevin Platt Assistant Superintendent, Personnel

Yolanda Ortiz Assistant Superintendent, Business Services

School Administration

Shanda Herrera Principal

Elyssa Rodriguez-Chavarria Greg Dickinson Paul Robinson Assistant Principal Assistant Principal Assistant Principal




Visiting Committee

CHAIRPERSON

Mr. Cesar Arevalo English Teacher

Canyon High School 19300 W. Nadal St.

Canyon Country, CA 91351

MEMBER

Ms. Julie Mamo-Beckius Assistant Principal

San Luis Obispo High School 1499 San Luis Drive

San Luis Obispo, CA 93401




Leadership Team

School Administration

Shanda Herrera Principal

Elyssa Rodriguez-Chavarria Greg Dickinson Paul Robinson Assistant Principal Assistant Principal Assistant Principal

Department Chairs

Hector Guerra Agriculture

Marcie Guerra Business

Annette MacCuish English Co-Chair

Kelly Davis English Co-Chair

Nadia Ventura Guidance

Trina Ellis Family Consumer Science Co-Chair

Lisa Crusan Family Consumer Science Co-Chair

Dan Howard Industrial Technology

Roxanna Maldonado International Languages

Brooke Baarstad Math

Jim Doyle Physical Education

Riccardo Magni Science

Kevin Ilac Social Science Co-Chair

Brett Dodson Social Science Co-Chair

Tonya Dias Special Education

Shawnah VanGronigen Visual & Performing Arts




Table of Contents

I. Student/Community Profile Data

About This School ................................ 1 Student Performance Data .................... 12

Educational Practices ........................... 23

II. Significant Changes and Development – Schoolwide Curriculum ......................................... 27 Facilities ............................................. 28 Graduation ......................................... 28 Professional Learning Communities ........ 29 Special Education ................................ 29 Student Support .................................. 29

III. Significant Changes and Development – Departments

Agriculture ......................................... 32 Business ............................................ 35 English ............................................... 37 Family Consumer Sciences .................... 39 Industrial Technology ........................... 41 International Languages ....................... 43 Mathematics ....................................... 46 Physical Education ............................... 48 Science .............................................. 50 Social Science ..................................... 52 Special Education ................................ 54 Visual & Performing Arts ....................... 56

IV: Progress on Critical Areas for Follow-Up Schoolwide Action Plan SMJUHSD LCAP Goals ........................... 60 2014 WASC Self Study Action Plan ........ 61

Acronyms ........................................... 72

Mid-Term Review Visiting Committee Report

Western Association of Schools and Colleges

For

Pioneer Valley

High School

I. Student/Community Profile Data



No Better Place to Learn - 1 -

GENERAL BACKGROUND AND HISTORY 1. The School Community a. Brief Description of the Community Served by the School Pioneer Valley High School opened in August of 2004. PVHS is located in Santa Maria, an All-American City with a population of just over 100,000 on the beautiful Central Coast. Santa Maria enjoys a moderate climate close to the Pacific Ocean, is located in the northeast section of Santa Maria, and is surrounded by beautiful mountains and agricultural fields. Major industries include employment by education, health care, agriculture, and nearby Vandenberg Air Force Base. Approximately 78% of the student body qualifies for free or reduced lunch assistance. The Santa Maria Joint Union High School District consists of three comprehensive high schools and one continuation school. Various programs available to our students include Independent Study (IS), Migrant Program, Suspended Expulsion Intervention (REACH), On Track Credit Recovery (OTCR), and Panther Pack Program (PPP). PVHS has an enrollment of 2,718 students and has 130 certificated staff members and 90 classified staff. We have a strong network of professionals who offer a range of academic and social services for students needing support. b. Family and Community Trends Santa Maria is an agricultural community, largely know for strawberry and broccoli fields, along with wine and oil industries. Santa Maria was named an All-American City in 1998 and is host to many events that draw visitors to the community: Santa Barbara County Fair, Santa Maria Strawberry Festival, and Elks Rodeo. c. Parent/Community Organizations PVHS has one parent led group, The PVHS Boosters, who support activities and athletics. They meet quarterly on site with elected officers and each year they divide their monetary proceeds to support both student programs. This group of parents has given over $30,000 annually to the school to support athletics and clubs on campus. Since the opening of the school they have donated generously. The English Language Advisory Committee (ELAC) is an organized group facilitated monthly by one of our Assistant Principals. This parent support group offers assistance and information to the parents of our English Learners and is facilitated in both Spanish and English. Members of the ELAC group are encouraged to participate in the District English Language Advisory Committee (DELAC) which combines parents and administrators throughout the district. The DELAC group makes recommendations to the governing board on the programs and services that will best meet the needs of our English Learner students. In addition, ELAC and Booster parents provide regular updates to School Site Council (SSC) members. We have several additional opportunities for parental involvement:

Panther Forum for Parents (PF4P) is a community outreach effort whose purpose is to connect, involve, and inform parents. Meetings take place four times a year. These meetings provide an opportunity for interaction between staff and parents.




Teachers showcase department curriculum and classroom highlights. In each meeting, there is an opportunity for parents to ask questions about current trends among youth and request topics for future meetings. This open forum meeting includes topics such as, School Safety and Awareness, Social Media, Drug Awareness, and Distracted Driving. Guest presenters include representatives from the following organizations: Parks and Recreation, Boys and Girls Club, YMCA, Fighting Back Santa Maria, Abel Maldonado Youth Center, and various counseling agencies.

Parent Institute for Quality Education (PIQE) is a 9-week course designed primarily for ninth grade parents to introduce them to the high school experience. This program teaches parents about the significance of 4-year plans, grade point average, college requirements, higher education options and financial aid.

Parent Involvement through Dialogue and Action (PIDA) is an 8-week program that encourages parents to engage in dialogue about their student’s school. The group examines school data, and explores effective strategies to partner with the school for student success.

Parents on a Mission (POM) is a 7-week program that invests in the development of strong parent leadership as the best method for preventing students from choosing negative lifestyles. Topics include parent personal growth, understanding the significance of proper parental authority, open communication between parents and children, developing students into good citizens in the community, and skills for reconciling broken relationships between family members. Parents learn to compete effectively for their child’s loyalty to the family.

d. Community Foundation Programs There are a variety of community members who serve on the advisory committees to PVHS Vocational Education Act (VEA) programs, which include FFA, FHA and FBLA. Both the Elks and the Santa Maria Chamber of Commerce offer a Student of the Month program from the community. The Chamber of Commerce sponsors a computer give-away to one student each year through Computer Connections. A variety of businesses and community programs offer scholarships for our students and a yearly PVHS Career Fair brings information regarding multiple post-secondary options. College and military representatives regularly visit the campus. The Santa Barbara County Education Office (SBCEO) Partners in Education program works with the SMVYMCA/North County Volunteer Corps program to offer Job Readiness Training and Mock Interviews in the Communication Technology class and other ROP classes. Wells Fargo provides classroom presentations about financial planning and management. e. School/Business Relationships Special Education students work in the community as part of their transitional goals. PVHS has helped develop a district level Transitional Vocational Program (TVP) for both Mild/Moderate and Moderate/Severe students in partnership with local businesses. This has increased our interaction and referrals to the Department of Rehabilitation, which assists students with finding jobs and/or post-secondary options. A number of students and families work with Tri-Counties Regional Center as well. The FFA Advisory Committee assists the Agriculture Department with curriculum review, to oversee the department’s five-year plan for equipment acquisition, and to give advice in




leadership development. The committee participates in fundraisers, assists in job placement opportunities and career development. These committee members share current trends in the agricultural profession. 2. WASC Accreditation History PVHS received “Interim” status for accreditation during the first year, 2004. This was extended through June 2008. During the spring of 2007, the school had an on-site “Substantive Change Visit” to validate the addition of our junior and senior classes. PVHS participated in the full Self-Study Process with a WASC Committee visit in the spring of 2008 and was granted a full six-year accreditation through June 2014. The three-year interim visit took place in March 2011. We completed our second Self-Study Process in March of 2014. A three-year interim visit is scheduled for March 6, 2017.

3. School Purpose

Vision Statement The vision of Pioneer Valley High School is to empower all students with the knowledge, skills and experiences necessary for meeting the challenges of and positively contributing to a diverse and ever-changing society.

Schoolwide Learner Outcomes Panthers on TRACK

Technology – Each student will apply the appropriate technological skills needed to

meet the challenges of today and the future. Responsibility – Each student will develop and apply practical life skills and civic responsibility with the purpose of positively impacting the community. Analysis – Each student will be able to process, analyze, and apply information in

various contexts, using a variety of strategies and formats across content areas.

Communication – Each student will develop the essential skills required to communicate

effectively. Knowledge – Each student will gain the knowledge necessary to graduate from high

school and be college or career ready.

Schoolwide Behavior Expectations PRIDE

Positive – Positive attitude

Perseverance – Never give up




Be prepared to learn

Respect – Respect others and yourself Be responsible Take pride in your school

Integrity- Be honest Individual accountability for your actions Do the right thing all the time

Dedication – Do your best

Desire to succeed Be determined

Excellence - Engage in learning Encourage others Give 100% effort




SCHOOL PROGRAM DATA

1. Status of School As with all schools across the state, Pioneer Valley is adjusting and aligning curriculum to meet the Smarter Balanced standardized testing requirements that incorporate Common Core teaching. In Spring of 2016, approximately 600 11th graders tested electronically. Pioneer Valley scored exceptionally well in the English Language Arts portion of the test with 57% of our 11th graders meeting the standard. Math scores were second in the district, but had only 23% of students meeting the standard. When comparing scores across our county, PVHS excelled in English and was comparable to most other schools in math. We continue to strive for improvement in English and mathematics. PVHS is a school-wide Title I school. Title I parents are invited to informational meetings twice per year (Fall and Spring) where they are provided with information regarding the intervention programs in which their students may be enrolled at no charge. Title I funds are directed to support English Language Arts and mathematics intervention programs and strategies. Special Education services are provided to students by 12 Special Education teachers, a part-time Special Education Coordinator, a full-time psychologist, a full-time Speech Pathologist, a full-time school support secretary and 20 instructional assistants. The Health Office is staffed by one health technician, one 4-hour Licensed Vocational Nurse (LVN) and one registered nurse who is shared among the 4 school sites in the district. Eight certificated counselors provide grade specific parent informational nights, college application assistance, and emotional and academic support. Three guidance technicians offer additional assistance with a focus on attendance, parent conferences and support services. Counselors and guidance technicians work together to establish high expectations, increase the A-G completion rate, and stay informed regarding student performance. Regular progress monitoring meetings occur with students throughout the year. Students are encouraged to take Advanced Placement (AP) and honors courses in English, math, science, international languages, and social science. They may take AP exams for college credit. PVHS offers thirteen AP courses. Students are encouraged to take the PSAT as sophomores in preparation for the SAT test. In addition, Pioneer Valley articulates with Allan Hancock College and offers three courses concurrently for dual high school and college credit. There are more classes in discussion to be added during the spring of 2017. The Advancement Via Individual Determination (AVID) program has been in place since 2004, has grown to ten sections, and currently services over 300 students. AVID Region 8 provides a strong staff development program for the teachers and assists students in preparing for their post-secondary futures. Students have the opportunity to participate in Early Academic Outreach Program (EAOP) through UCSB and work with the full time counselor provided through the program. Students may also utilize Upward Bound and Educational Talent Search, both of which assist students in preparing for college.




DEMOGRAPHIC DATA

1. Enrollment

a. Grade Level

b. Gender

c. Ethnicity or Nationality

2016-2017 ENROLLMENT DATA




d. Primary Languages other than English

Language Number of Students

Spanish 600 Tagalog 10 Ilocano 3 Mixteco 26 Arabic 2 Punjabi 1

Japanese 1 Other Non-English Languages 2

e. Special Needs and other focused programs

PVHS 2014-2015 2015-2016 2016-2017 504 41 51 52

SPED 186 177 194 2. Numbers of English Language Learners

Total Number of English Language Learners - 645 3. Attendance

a. Mobility or Transient Rate

b. Average Daily rate of attendance




4. Parent Education Level

5. School Safety, Cleanliness and Facilities

PVHS is a closed campus and all visitors must register with the office prior to entering the campus. We hold periodic fire, earthquake, and disaster drills. The Comprehensive School Safety Plan is reviewed at the beginning of each school year and is adjusted as needed throughout the year. This plan is reviewed and approved through School Site Council yearly, and the Plant Manager and Assistant Principal over security present information. Campus security are assigned to the campus from 7:00 a.m. to 4:00 p.m. along with a full- time School Resource Officer (SRO). 6. Staff a. Certificated

Staff 127

Agriculture (4), Business (3), English (24), Family and Consumer Science (3), International Languages (8), Science (10), Social Science (11), Math (17), Visual and Performing Arts (4), Industrial Technology (2), Special Education (12), Physical Education (11), Technology Teacher On Special Assignment (1), In School Intervention (1), Principal (1), Assistant Principal (3), Counselor (8), Psychologist (1), Athletic Director (1), Activities Director (1)

Classified Staff 90

Office/Classroom (59), Cafeteria (13), Maintenance (18)

Counseling Staff 17

Counselor (8), Guidance Technician (3), Psychologist (1), Community Liaison (1), Crisis Intervention Specialist (1), Migrant School Advisor (1), Early Academic Outreach Program Counselor (1), Career Services (1)

In 2016-2017, a new Assistant Superintendent of Human Resources was hired at the district office. In addition, a mid-year change in administration resulted in a transfer of an Assistant Principal.




b. Percent of teachers instructing outside credentialed area – 0%

All teachers are NCLB compliant c. Number of advanced degrees

Teachers with a Master’s Degree – 42 Teachers with a Doctorate Degree - 1

d. Total number of years in education – 1440.55 years e. Gender

Men – 60 Women - 67

f. Ethnicity

White – 94 Hispanic – 29 Asian – 1 African American – 2 Undeclared - 1

g. Attendance Rates of Teachers

Teachers were absent a total of 763 hours from August to November 2016. This includes absences for professional development, collaboration, and other school related activities.

h. Number and Assignments of teaching assistants

Bilingual Aides – 4 Special Education Aides – 21

7. Professional Development Programs Teachers may participate in Professional Development opportunities including Expository Reading and Writing (ERWC) Workshops, AVID Critical Thinking Training in English and Math, School City, Reading Plus, Career Cruising, Edmentum, Flex Literacy, and PLATO. In addition, the Multilingual and Migrant Education Program (MMEP) office holds professional development training days for ELD and Student Academic Achievement Seminar (SAAS) teachers. In addition, math and science teachers are being trained in EL Strategies. Teachers are granted three days of release time through LCAP funding to attend conferences or to collaborate within Professional Learning Communities. Counselors attend four district level trainings every year. They also receive training in various programs as needed, including: Cultural Proficiency, College Board, FAFSA, Positive Behavior Intervention Support (PBIS) model, SST, IEP and the 504 meeting process. Additional trainings include gender training, seminars on self-harm and suicide prevention, and guest presenters from child welfare and hospitals such as Vista Del Mar. Classified staff receives training in numerous programs necessary to help the school function properly. These trainings are job specific and occur at various times throughout




the school year. Examples include CPR trainings, meetings regarding CALPADS and state data information, Aeries specific trainings, and basic information regarding district procedure and protocol. 8. Content of Staff Development We determine staff development needs by reviewing student test results. Schoolwide goals are aligned with the district goals established in the Local Control Accountability Plan (LCAP). These goals are included in the School Site Plan. Teachers may apply to attend conferences that align with the school’s goals. There are two on-site staff development days throughout the school year. The continuous focus of these days is aligning the school curriculum with the Common Core State Standards, developing appropriate assessments and instructional techniques. 9. Student Participation in Co-Curricular Activities and Extra-Curricular Activities PVHS offers a wide variety of extra-curricular activities. Any student who maintains a grade-point average of 2.0 is eligible to participate in these activities. The campus currently has over 50 active clubs. In the last two years, we have added 11 new clubs to expand the inclusion of student interests. Involvement in clubs has increased, and now over 70 percent of our students are members of at least one club or organization. Our Student Council (ASB) is very active in sponsoring and organizing year-round functions including rallies, school elections, Peace Week, Red Ribbon Week, dances, Homecoming, Festival of Nations days, Future Panther Night, Inter-Club Council, student representation on the SMJUHSD School Board and School Site Council. The Student Council also participates in over 16 community service projects each year, including two dances for senior citizens at a local senior citizen center, two dances for severely handicapped Special Education students in the district and the community, and many volunteer opportunities with local community organizations. Link Crew, a mentorship program for freshmen, that is now in its eighth year, has many planned activities to help ninth graders make connections with their new school. Other highly active clubs include: Future Farmers of America (FFA), Marching Band, Choir, Asian-Pacific, Ballet Folklorico, Black Student Union, Key Club, and Fellowship of Christian Athletes to mention a few. Panther Pals is a club that fosters participation for students with disabilities. Over 60 percent of the PVHS staff is involved in co-curricular activities with students. Last year, our district granted ASB with the profits from all athletic gate receipts, and included $20,000 for activities in the approved LCAP budget. Because of this influx of money, ASB has been able to help smaller clubs with transportation costs to field trips and competitions, allot money to clubs for special events, lowered prices for dance tickets, and brought in motivational speakers for all students on our campus. There are 23 sports teams offered on campus: 11 for girls and 12 for boys. The Booster Club has over 700 paid members. The core membership consists of a group of approximately a dozen members who meet monthly and actively coordinate events throughout the school year. This club raises over $14,000 for sports and over $12,000 for clubs annually.




10. School Financial Support General funds for SMJUHSD are based on Average Daily Attendance (ADA). PVHS receives Categorical monies that are overseen through the Single School Plan for Student Achievement (SSPSA) and the School Site Council.




STUDENT PERFORMANCE DATA

PVHS teachers review CAASPP Scores in English and Math and previously reviewed CST Scores in Science. As of November 2016, no Science CST will be administered. Every student who speaks a language other than English must take the California English Language Development Test (CELDT). We administer the California Alternative Assessment to our students with disabilities annually. To measure the growth throughout the year, we progress monitor all 9th and 10th graders in English and math in the fall, winter, and spring using the Renaissance Learning program. For students in intervention courses, the test is given five times a year. The Math and English Teachers on Special Assignment (TOSAs) also administer the Renaissance Learning test to all incoming students to determine placement in English and math. Teachers use a variety of methods to assess academic progress in the classroom, including Benchmarks, Common Formative Assessments, Performance Tasks, Listening Tasks, written tests, project-based evaluations, oral questioning, and homework assignments. Students receive Progress Reports twice within each semester and Report Cards are mailed home in December and June. A parent may request a meeting with a teacher, guidance counselor or assistant principal. CAASSP, CELDT and other state standardized test results are mailed home. Disaggregated results for many of these assessments, as well as the state and federal accountability measures are presented in this document. 1. External Assessments




Conclusions based on this data:

1. 57 percent of current 12th graders are proficient in English Language Arts. 43 percent are not proficient.

2. Pioneer Valley had the highest percentage of proficient students compared to other schools in the district. Pioneer Valley was ranked 7 out of 12 county schools. The highest scoring school was at 77 percent.

3. All areas of reading, writing, listening and research inquiry demonstrate that the majority of PVHS students are scoring at, near, or above standard. This includes 77% of students in reading, 84% of students in writing, 82% in listening, and 86% in research and inquiry.





1. Only 23 percent of current 12th graders met or exceeded the standard in overall achievement math scores. 77 percent nearly met or did not meet the standard.

2. 40% of current 12th graders are at, near or above standard in concepts and procedures.

3. 58% of current 12th graders are at, near or above standard in problem solving and modeling/data analysis.

4. 68% of current 12th graders are at, near or above standard in communicating reasoning.




10th Grade Science Test

School Year

Advanced Proficient Basic Below Basic

Far Below Basic

2014-2015 17% 30% 30% 13% 10% 2015-2016 13% 27% 38% 15% 7%

Conclusions based upon this data:

1. Advanced and Proficient scores decreased in 2015-2016. 2. In 2015-2016, the percentage of students in the Far Below Basic decreased, but

overall, less students scored in the top three bands. 3. The Science department is in the process of transitioning to Next Generation

Science Standards while still trying to prepare students for the CST. 4. The Science department is preparing for the transition of accountability from a five

band proficiency system to a four band system of meeting standards. 5. The Science CST will not be administered in 2017.

c. Local Assessments The Renaissance Learning program is used for English and Math placement and for progress monitoring throughout the school year. Renaissance Learning is an internet based assessment that adjusts based on student ability level. It is one of many factors to assist in course placement and determining student ability level. District and school level assessments are stored in the School City data management system. CFAs, Listening Tasks, and Benchmarks are given throughout the school year.

d. SAT/ ACT results

SAT RESULTS

2014-2015 2015-2016 SAT Lit 526 526 Math 1 630 567 Math 2 598 540




ACT RESULTS 2014-2015

Conclusions based upon this data: 1. SAT Lit scores remained the same for the past 2 years. 2. Scores in both Math 1 and Math 2 categories dropped in 2015-2016. 3. The Math department is in the process of revamping courses to meet the needs of

CCSS. 4. 2014-2015 ACT results show that PVHS students scored slightly lower than the state

average. 5. 2015-2016 ACT results are not currently available.

e. AP

AP TEST RESULTS

School Year

Score of 5

Score of 4

Score of 3

Score of 2

Score of 1

Total Exams

2014-2015 23 70 113 184 148 538 2015-2016 19 45 103 187 134 488


1. The pass rate in 2014-2015 was 38%. The pass rate in 2015-2016 dropped to 34%.

2. In 2015-2016, PV offered two courses (approximately 72 students) through AHC dual enrollment concurrent program. In 2016-2017, PV offered three concurrent enrollment courses (approximately 108 students). These courses directly impact the number of AP tests taken because students automatically receive college level credit without having to take the AP exam. We expect the AP tests taken to decrease again this year based on this information.

f. IB We do not offer IB Courses.




g. Post-enrollment data

PVHS Graduates enrolled at Allan Hancock College Graduating Class Percentage of students enrolled at

Allan Hancock College Class of 2014 52% Class of 2013 48% Class of 2012 53%

PVHS Graduates who joined the military

Graduating Class Number who joined the military Class of 2016 10 Class of 2015 10

PVHS Graduates who were accepted to 4-year Colleges or Universities

Graduating Class Number who were accepted to a 4-year college or university

Class of 2016 93 Class of 2015 70


1. The majority of students graduating from PVHS are attending Allan Hancock Community College.

2. The number of students accepted to a 4-year college or university has increased. A greater focus on “a-g” completers and post-secondary options has contributed to this growth.




PVHS Graduation Rates, A-G Completers, and Dropout Rate


1. The number of “a-g” completers grew by 17 students in 2015-2016. 2. The number of dropouts decreased significantly in 2015-2016. 3. An increased number of counselors and a focus on “a-g” compliance and post-

secondary options contributed to the increase in “a-g” completers and a decrease in dropouts.

4. All departments have made efforts to rewrite courses and make them “a-g” transferable. There are very few non “a-g” electives.




CELDT Test Results by Overall Performance Level


1. Each year, the population of English Learners at a school can change dramatically. Top performing English Learners are reclassified to Fluent English Proficient and are no longer required to take the CELDT. In their place, come a different group of English Learners beginning to progress toward proficiency.

2. This table combines all four skill areas covered on the CELDT (listening, speaking, reading and writing) into one overall proficiency level.

3. As explained in conclusion 1, scores cannot be tracked from year to year because of fluctuations in test population. However, professional development for staff provides opportunities to refine practices for English Learners, and positive trends can be seen in student performance.





1. For 2013-2014 and 2014-2015, the English Learner subgroup met participation rate for ELA and math.

2. The California Department of Education has made changes in the way this data is provided. PVHS data is represented in the Title III Accountability District Data chart.

3. AYP has not been used as an accountability measure since 2015-2016.





1. The district data includes data from Pioneer Valley High School, Ernest Righetti High School, Santa Maria High School and Delta Continuation High School.

2. Accountability measures for AMAO 1, 2, and 3 are currently being reviewed by CDE. More information should be distributed during the 2016-2017 school year.




ANALYZE STUDENT PERFORMANCE

Student Performance Conclusions from Student Performance Data Analysis Pioneer Valley High School's CAASSP scores in 2014 - 2015 show that 14% of students have met criteria for “Standard Exceeded” in English and 4% in Math. In 2015-2016, those numbers increased to 19% in English and 6% in Math. These students have proven College and Career Readiness according to the CSU Early Assessment Program (EAP) criteria. From 2014-2015 to 2015-2016, the number of students in the “Standard Met” and “Standard Exceeded” categories increased from 55% to 57% in English and 20% to 23% in Math. The CELDT test is given during each school year and shows moderate growth. What specific conclusions can be drawn from the data? Data above indicates that PVHS students are improving in English and math. Why are these key factors significant? PVHS students are demonstrating growth in meeting standards on the CAASSP. Our district is a 1:1 tablet initiative school since our last WASC visit. We expect that as students become more adept at using their tablets, CAASSP scores will also improve. PVHS has taken advantage of the two practice assessment opportunities provided by the state and will continue to appropriate gains from this opportunity. As new accountability measures have been introduced in 2016, PVHS is anticipating and compensating with positive trends in our high attendance rate, increased A-G course offerings, developed career pathway course sequencing, and consistent junior college concurrent enrollment. These accountability measures are different than past measures, and PVHS is planning and coordinating for the future with the limited information provided from CDE. Conclusions from Parent, Teacher and Student Input School data is distributed to parents at various parent meetings throughout the school year. Focus is given to data reports of Smarter Balanced Assessment data, CAASSP data, attendance rates, graduation rates, UC A-G completion rates, ELAC and other parent surveys. School decisions support the District Strategic Plan and LCAP goals. The District Strategic Plan incorporates stakeholders with equal representation from parents, students, community members, certificated teachers, classified members and administration. This input determines priorities and needs and establishes the core values, vision statement and overall focus areas of our district and schools.




ANALYZE EDUCATIONAL PRACTICE

Educational Practices Alignment of curriculum, instruction and materials to content and performance standards Certificated school staff attends professional learning opportunities to best prepare for the teaching and learning of Common Core and 21st Century Skills. District-wide collaboration created our current Curriculum Calendars and Common Formative Assessments in ELA, math, social science, and science. Since that time, there have been regular modifications to calendars and pacing guides at each school site, and revisions take place yearly as needed. School City and Renaissance Learning are assessment data management tools used widely at PVHS. These programs provide data reports regarding student achievement and specific information regarding sub-group comparison such as English Learners and Special Education. Additionally, Renaissance Learning is software that provides opportunities for students to take regular assessments in math, English and Special Education to track progress and identify strengths and weaknesses. Progress monitoring testing is done in all remediation classes five times per year. TOSAs collect this data, meet with teachers, and share data with teachers and families. Pioneer Valley is a 1:1 tablet initiative school with all staff and students having a wireless tablet to use at school and home. Students keep their tablet throughout their four years of high school and are provided assistance with obtaining internet capability in their home if needed. The school is equipped with wireless capability throughout the campus and all students and staff have an email and storage account through the "cloud." A full-time technology TOSA is assigned in the library to offer trainings to staff and support to students. Availability of standards-based instructional materials appropriate to all student groups The District Office provides standards-aligned textbooks for all students. The English Department is in the process of piloting new Common Core aligned curriculum to be purchased for the 2017-2018 school year. As we transition to curriculum with an emphasis on Common Core State Standards, PVHS has purchased textbooks for 1-3 departments per year. Due to the expense, PVHS is gradually investing in new curriculum. The SMJUHSD adheres to the Williams Act and all students have access to materials. Alignment of staff development to standards, assessed student performance and professional needs PVHS Departments meet monthly to refine and improve Common Formative Assessments (CFAs) and Curriculum Calendars. For the current year, all departments are using release time and Professional Learning Community time to align common practices in each course. PVHS teachers review CFAs, share best practices, and revisit pacing guides and curriculum. Training for specific programs is offered by the District office and on site as needed. Examples of schoolwide programs include Career Cruising, Read 180, website development, tablet assistance support, Renaissance Learning and numerous other programs. In addition,




as new curriculum is adopted, staff members take release days to share best practices, develop units and determine consistent expectations across departments. We have numerous staff members who attend trainings to become a trainer of trainers. With such a large staff, this practice allows us to use staff development days efficiently. This also provides opportunities for staff to interact and learn from one another. Pioneer Valley has four Bilingual Instructional Aides who have a specific schedule throughout the six period day which partners them with the students who have the least English speaking ability. This additional layer of support offers assistance in the classroom and after school for tutoring. The aides have an established relationship with the students in their classes and are a valuable resource for teachers. Tasks in the classroom specifically focus on academic assistance and language support. Instructional aides are in every Special Education classroom with multiple aides in the severely handicapped classrooms. Many Special Education students have a 1:1 aide assigned to them to assist with various physical and emotional needs and to align with their IEP goals. Services provided by the regular program to enable under-performing students to meet standard

AVID and AVID tutors Upward Bound Program and Tutors ELD classes Intervention classes in math and ELA Additional personnel:

o School Psychologist o Community Liaison o Nurse o Health Technician o School Resource Officer (SRO) o Crisis Intervention Specialist o 8 Counselors o 3 Guidance Technicians o EAOP Counselor o Foster Youth representative o Representative from Fighting Back Santa Maria, a local community outreach

group Regularly scheduled volunteer tutors and counselors from Allan Hancock College Student Assistance Program (SAP)

Services provided by categorical funds to enable under-performing students to meet standards

After-school tutoring AVID training for teachers Parent Institute for Quality Education (PIQE) Junior High Articulation (ensures correct placement of incoming 9th grade students) Junior High testing and placement of ninth grade students Professional development for teachers Academic and Behavior Pyramid of Intervention Parent Involvement through Dialogue and Action (PIDA)




On Track Credit Recovery for credit deficient students College Counselors Career Specialist Technology availability Computer labs

Use of the state and local assessments to modify instruction and improve student achievement The District Office provides standards-aligned textbooks for all students. Research-based programs are implemented in the ELA and math intervention classes. District-wide collaboration to create Curriculum Calendars, Benchmarks, and Common Formative Assessments in ELA, math, science, and social science have been completed. School City, an assessment management tool, will be fully implemented by the end of the 2016-2017 school year. Family, school, district and community resources available to assist these students

ELAC/DELAC Parent/Teacher Nights Parent Institute for Quality Education (PIQE) Link Crew AVID Upward Bound After School Tutoring Panther Forum for Parents (PF4P) Multilingual Migrant Education Program (district office support for parents) Panther Pack REACH Migrant Program (on campus support for students) Parent Involvement through Dialogue and Action (PIDA) Parents on a Mission (POM)

School, district and community barriers to improvements in student achievement PVHS' achievement gap is a continuing concern High numbers of students who qualify for free/reduced lunch High number of students with English as their second language PVHS has a significant number of parents who indicate an educational level of "not a

high school graduate." Because of this, there may be a general lack of understanding of school processes and procedures and a lack of parental involvement.

The socio-economic status of our community, and therefore our school, presents challenges in the supplemental services necessary for our student population.




Limitations of the current program to enable under-performing students to meet standards

Many students begin high school performing more than two grade levels below expected grade level

Number of students who are long-term English Learners requiring numerous entry level and remedial courses

Migrant population who often has educational history spread across many school with significant gaps in education

PVHS has nearly 78% of students who qualify for the Free/Reduced Meals Program A high percentage of incoming ninth graders enter high school performing at least

two grade levels below in math and English. This results in a high number of intervention courses and necessary remediation to reach graduation status

Nearly 50% of our students have parents who have not achieved an education level of a high school diploma.



For

Pioneer Valley

High School

II. SIGNIFICANT CHANGES AND

DEVELOPMENTS




SIGNIFICANT SCHOOLWIDE DEVELOPMENT SINCE 2014

Curriculum

In 2014-2015, the district implemented several changes: o PVHS moved from a block schedule (three 90-minute classes) to a traditional

bell schedule (seven 50-minute classes) in order to align all district schools on the same bell schedule. With this change, Panther Forum, a 20-minute homeroom period was eliminated.

o Staff collaboration time was changed from 90-minutes every Monday to 90-minutes ten times per year. PVHS staff voted to meet more often than the district required to maintain open communication between administration and staff.

o Class size increased from 30 to 36 students in most classes. PE class size increased from 45 to 50 students.

Changes in standards and curriculum: o English and math departments implemented Common Core State Standards

and the science department is in the process of transitioning to Next Generation Science Standards. Teachers attended trainings to learn about the changes and how to adapt curriculum to meet the new standards.

o CAASSP assessment was given in 2014-2015 and 2015-2016. Scores indicate growth in both English and math.

o The English Department is piloting new Common Core aligned curriculum to be purchased for the 2017-2018 school year.

Changes in articulation: o Articulation with Allan Hancock Community College has increased throughout

the CTE and core subject areas. o Articulation with junior high schools in math, English, science, special education

and counseling continues to grow. Technology improvements:

o All students were provided Dell tablets for 1:1 technology use beginning in 2014-2015.

o Additional technology support staff, a Tech TOSA, was added at the school site and at the district level in 2015-2016.

o Teachers have increased the use of technology in the classrooms to improve instruction.

o A team of teachers in the district will pilot Canvas and Schoology, Learning Management Systems (LMS), in the spring of 2017 for purchase in the 2017-2018 school year.

Intervention course changes: o There are a greater number of intervention courses offered in math and English

to address the needs of students below grade level. o In 2014-2015, the district required a change in ELD curriculum from Language!

to Read 180. An ELD placement matrix and course pathway were developed. o In 2016-2017, an EL Newcomer Academy was established for students who

have been in the US for less than 1 year. Students are enrolled in support classes with bilingual aides to support their English language learning.




o Site specific Pyramid of Intervention entrance and exit criterion for English and math placement is in use.

o New Student Academic Achievement Seminar (SAAS) class was added for ELD students.

o CAHSEE classes are no longer offered. o Co-teaching (special education collaboration) courses in English, social science

and science were added to the Master Board. Increased focus on College and Career Readiness:

o Concurrent Enrollment and College Now course offerings have increased. Additional courses are in the planning stages for implementation for the 2017-2018 school year.

o In English classes, students use the Career Cruising website to explore interests and post-high school options. LCAP money is allotted for career- oriented field trips.

o A district CTE coordinator is working with all schools to provide funding and training for CTE programs and pathways.

Facilities

Security and Safety: o New video cameras on campus offer more security for students and staff. o Security plan has been revised and updated. o ALICE training (active shooter on campus scenarios) is provided for staff and

students every year. o Traffic flow has improved with the addition of a designated drop-off circle for

parents to use. Technology improvements:

o Computer labs have been refurbished and new equipment was installed. o The library is transitioning to a multimedia center with more areas for students

to work collaboratively. o Wi-Fi and technology infrastructure have been updated.

Additional Buildings: o Construction of a Performing Arts Center (PAC) and additional classrooms is

scheduled to be completed in April 2017. Campus beautification:

o Special education students and staff created a garden area which is maintained by students.

o A new scoreboard was installed in the football stadium. o Water bottle re-fill stations were added in various locations on campus.

Graduation

Graduation Rate: o In 2014-2015, the district lowered graduation requirements by 15 elective

units from 235 to 220. The district is in the process of forming a committee to discuss raising graduation requirements back to 235.

o Several departments have increased “a-g” offerings providing more opportunities for students to complete “a-g” requirements.




o PVHS counseling staff increased to eight full-time counselors. Counselors hold several informational meetings with students and parents regarding graduation requirements and post-high school options throughout the school year.

More programs are available for students struggling in a traditional high school setting:

o On-site Independent Study (IS) – program for students who cannot attend the regular school day for a variety of reasons.

o REACH Program - opportunity program for students with repeated discipline offenses.

o Panther Pack Program - serves underachieving 9th and 10th graders with smaller class sizes and opportunities to make up missing credits. Counselors provide additional support and encouragement as students work to get back on track.

o On Track Credit Recovery (OTCR) and Intervention Thru Technology (ITT) courses are available for credit deficient students. OTCR is offered after school; ITT is offered during the school day.

Professional Learning Communities (PLCs)

Release Days: o Release days are used for department collaboration, PLC planning, curriculum

development, data discussions, teacher observations and working with new teachers.

o Teachers are able to observe other teachers to gain new strategies. Training Opportunities:

o Leadership Team has been trained in PLC strategies and development. o Some members of the leadership team attended Adaptive Schools Foundation

Seminar to learn how to facilitate meetings and work with diverse groups. o The district Multilingual Migrant Education Office (MMEP) provided training in

EL strategies to each department. o The district provided training opportunities for School City, Career Cruising,

Study Island, AVID Critical Thinking, Edmentum and PLATO programs. Special Education

Special education students are now enrolled in a higher number of general education classes than in years past.

Collaboration classes between general education and special education teachers have been implemented in English, math, social science and science.

General education teachers regularly attend IEP and 504 meetings. Student Support

Support staff has grown since 2014 to include: o Eight full-time counselors o Three guidance technicians o One full-time EAOP counselor o One full-time translator o Four Bilingual Instructional Aides (BIA) o Fighting Back Santa Maria Outreach Program coordinator o Migrant education coordinator




o Allan Hancock Community College part-time counselor o Part-time ROP coordinator

New opportunities for parental involvement include: o Parental Involvement through Dialogue and Action (PIDA) o Parent Institute for Quality Education (PIQE) o Panther Forum for Parents (PF4P) o Parents on a Mission (POM)

New support services for at risk students include: o On Track Credit Recovery (OTCR) o Panther Pack Program for struggling 9th and 10th grade students o After school tutoring in the library o Crisis Intervention groups – meet on a weekly basis to provide support for at-

risk students. o The Student Assistance Program (SAP) referral process has been streamlined

for faster processing. o ELD Newcomer Academy was established in 2016.

College/Career Readiness: o “College Craze Thursdays” are presentations on college/career information and

post-high school options. o A district CTE coordinator works with departments to develop CTE pathways

and provides funding for developing new CTE courses and curriculum. Technology Support:

o More staff are using the school website for disseminating information regarding grades, calendars, and schedules. There has also been an increase in “hits” on the school website each year.

o Technology TOSA position was created to assist students and staff with the use of 1:1 technology devices. Tech TOSA conducts workshops and mini-lessons on technology topics and helps troubleshoot technology issues.

More students are participating in Link Crew, a mentoring program for freshmen. In 2016-2017, we have increased our AVID offerings:

o 9th – 4 sections o 10th – 3 sections o 11th – 2 sections o 12th – 1 sections




REPORT ON CRITICAL AREAS OF FOCUS

1. Increase Parent Involvement in the Learning Process Parental Involvement through Dialogue and Action (PIDA) Parent Institute for Quality Education (PIQE) Panther Forum for Parents (PF4P) Parents on a Mission (POM) Parent computer station available in the Administration building for parents to access

AERIES portal and print information as needed during school hours School Messenger home calling system allows parents to receive updates from

teachers in their home language Weekly AERIES grade reports sent to parents via email District is piloting Learning Management Systems (LMS) that will allow for greater

communication with parents through email notifications, access to student assignments, class calendars, etc.

2. Increase “a-g” Completion Rate Increased counseling staff to eight full-time counselors to monitor grades,

attendance, academic success, college applications, and graduation status Increased support staff – EAOP Counselor, Bilingual Instructional Aides (BIA), and

translator Allan Hancock Community College counselor available on campus weekly Increased “a-g” offerings in several departments Counselors facilitate “College Craze Thursdays” meetings at lunch to inform

students of college and career opportunities

3. Develop strategies for Common Core and 21st Century Skills 1:1 Tablet Initiative Common Core State Standards trainings by department Transitioning to Next Generation Science Standards District contracted with PIVOT Learning Partners through Spring 2014 to assist with

the transition to CCSS

4. Refine PLC Process (analyze data, implement CCSS) 10 PLC/Department meetings a year School leadership attended trainings in PLC, CCSS and Adaptive Schools Increased focus on data analysis (CAASSP results) Continued development and analysis of department specific CFAs and Benchmarks

5. Increase relevancy and consistency of Panther Forum With the change to a traditional bell schedule, Panther Forum was eliminated. Student support is provided through: PVHS Website to disseminate information Parent Portal Tutoring After School Access to teacher websites to download assignments and to follow course calendar




SIGNIFICANT DEVELOPMENT SINCE 2014 Agriculture Department

Completed an orchard, vegetable garden and vineyard Increasing the usability of the Ag Mechanics Shop Continuing to have a safe working environment. Two trained instructors in safety

with Cal Poly (Ag Facility Safety Training) Increasing student involvement in leadership through the FFA organization Increased use of computers: E-record Book, Stock Reports, Research Projects, etc. Purchased mobile computer lab to assist with technology assignments Continued strong, active Advisory Committee made up of industry and community

members representing all of our pathways. New equipment in shop and lab classes and animal/veterinary science equipment New classes added to the department: Veterinary Science, Ag Chemistry and Art

History of Floral Design More inservices and activities Increased hands-on career training along with industry and technical education

certifications through IcEV and other industry recognized sources. Department PLC planning days Working with professional and community groups including the Santa Maria Elks,

Central Coast Greenhouse Growers Association, Plantel, Melfred Borzal, Santa Maria Humane Society, Praxair, American Industrial, Matheson, Pacific Petroleum, ROP, Bonipak, Sundance Berry, S.M. Tax services, Kleen Globe, Santa Maria Valley Crop, Cal Poly San Luis Obispo, and Allan Hancock Community College to better prepare our students for the ever-changing workforce industry.

Meet with Earth Science, Biology and Chemistry PLCs Continued strong articulation with district science teachers and local junior high

schools More “a-g” classes in the department. Currently only Ag Mechanics classes are not

“a-g” compliant, however math, science, and English is part of the curriculum for the class.

Introductory course, Ag Survey, works in conjunction with the state health requirement

Huge increase in all classes in regards to technology Ag teacher recruitment video YOUTUBE: https://youtu.be/RmVogOEc5Y8




REPORT ON CRITICAL AREAS OF FOCUS AGRICULTURE DEPARTMENT

1. Increase Parent Involvement in the Learning Process

The agriculture department has several extracurricular events in which we invite parents to observe and participate. Examples include the Santa Barbara County Fair, conferences, events, and nighttime meetings. Parents are encouraged and allowed to help coach and mentor for career development events. Parents also assist in driving to multiple competitions throughout the state and serve as chaperones. Parents often volunteer to judge leadership speaking competitions. We also have a very strong and active Advisory Committee. Our Booster group, which is made up of parents and past students, is in the growing stages, but is very strong and helpful.

2. Increase “a-g” Completion Rate

In the Agriculture department, we have been very proactive in completing the necessary paperwork to align our classes with the “a-g” requirements set by the state. Not only have we completed paperwork district-wide, we have added three new classes to meet the needs of our students. These courses include: Ag Chemistry "d", Veterinary Science "d", and Floral Design "f". All other classes in our department are "a-g" with the exception of Ag Mechanics. In general, we feel that we can provide classes that meet the “a-g” requirements while still incorporating the values of Career Technical Education (CTE) through our Agriculture program.

3. Develop Strategies for Common Core and 21st Century Skills

In the Agriculture Department, we feel we are at a slight advantage due to the leadership component associated with the FFA. We try to implement oral presentations where appropriate as often as possible, as it promotes higher level thinking so often missing in today's world. Reading, writing, and math are very present in our department, whether it is in our science classes or in our shop classes. Our goal is to create employable individuals. The model of our Agriculture Program incorporates three parts that are vital for Common Core: a rigorous and hands on approach to daily curriculum, the application of knowledge through Supervised Agriculture Experience (SAE) projects, and finally the value of FFA via leadership, Career Technical Education competitions, and daily application of employable leadership demands.

4. Refine PLC process (analyzing data, implement CCSS) We are in a special circumstance since we teach both elective and core classes. We try to meet with various departments to stay current with the ever-changing expectations in education. Our Ag Science classes meet with Earth Science teachers to stay on the same page. Ag Biology teachers meet with Biology teachers to compare notes and lessons. We also meet with CTE teachers to share ideas regarding our assistance in core classes. Basically, we want to be at the forefront of education from all angles and thanks to our administration, we are allowed to meet as often as needed. Developing common assessments across




disciplines can help cement our collaboration efforts and further enhance our consistent approach to hands-on learning.

5. Increase relevancy and consistency of Panther Forum With the change to a traditional bell schedule, Panther Forum was eliminated.




SIGNIFICANT DEVELOPMENT SINCE 2014

Business Department

Updated three full labs with new computers and software Added three new courses: Gaming Technology, Empowering Entrepreneurs, and

Business Economics Updated two courses and changed course names: Finance & Accounting and

Introduction to Business Earned “g” elective credit status on 6 courses:

o Communication Technology o Website Design o Gaming Technology o Empowering Entrepreneurs o Business Economics o Finance & Accounting

Updated PLATO courses to new curriculum aligned with Common Core o PLATO provides online independent study credit recovery courses to help

students get back on track for graduation o All subject course outlines were revised and updated to new curriculum o Collaborated with English and History teachers on written assignments

Meet annually with counselors to go over course offerings o Provided each counselor with a laminated course card with course descriptions,

“a-g” and articulated classes noted Awarded the 2016 Career Technical Education Incentive Grant (CTEIG) funds – which

will go towards new printers, LCD projectors, Smart Boards, textbooks and the next upgrades of our full labs

Continued annual District Advisory Committee and hosted the meeting in 2016 Continued to send students annually to Section FBLA competitive events and state

leadership conferences Attended annual Career Technical Education conference/training for professional

development. This year we will attend the Educating for Careers/Student Success through CTE conference in March.




REPORT ON CRITICAL AREAS OF FOCUS BUSINESS DEPARTMENT


Updated department website with new course offerings, CTE Pathway information, and “a-g” elective designated courses.

Continue the use of teacher websites with course descriptions, lesson plans, links and class documents.

Whole department attends the Parent/Teacher Night, Future Panther Night, Panther Forum for Parents, and ROP has a table at the College & Career Fair.

2. Increase “a-g” Completion Rate Since our last WASC visit, six courses in our department were approved for “g”

elective credit that students can take toward fulfilling UC/CSU application requirements.

3. Develop strategies for Common Core and 21st Century Skills We attended conferences focused on Common Core implementation and used

grant money to provide students with equipment that is up to date. We developed new PLATO courses that align with the CCSS. We purchased new textbooks and equipment that teach and develop 21st Century

Skills and continue to provide students with up-to-date knowledge.

4. Refine PLC Process (analyze data, implement CCSS) Due to a decrease in collaboration time (due to change from block to traditional

schedule), we have not been able to meet with our CTE PLC group. Our meeting times are department specific.

Held a district Business Technology PLC meeting with teachers from the three comprehensive schools to plan revised PLATO curriculum.

Our new textbooks align with the new CCSS, as well as the CTE state standards. 5. Increase relevancy and consistency of Panther Forum

With the change to a traditional bell schedule, Panther Forum was eliminated.

RICULTURE DEPARTMENT





English Department

Updated Curriculum Calendars which incorporate the Common Core State Standards for all courses

Created and implemented Common Formative Assessments (CFAs), Benchmarks, Performance Tasks, and Listening Tasks for English 1, 2 and 3. We use the School City website for testing and data storage.

In 2014-2015, District ELD course pathway and placement matrix was established.

Developed Curriculum Calendars for Linguistics 1, Linguistics 2, British Literature, Expository Reading and Writing (ERWC), and Classic Fiction and Film

Increased course specific collaboration within all grade levels of English SMART Boards and ELMOs are in most English classrooms Common Core State Standards implemented in all English courses English Teacher On Special Assignment (TOSA) is given two periods a day for

progress monitoring and testing of new students Eliminated non-college prep course for Seniors Introduced Freshman Writing 101 “wheel” class for the 2015-2016 school year.

This is a one-semester class that flips with a health class. Increased use of technology which includes: TurnItIn.com, School City, Kahoot,

No Red Ink, Storyboard That, SAS Curriculum, Flex Literacy, and Class Dojo Working with Career Center specialist to incorporate Career Cruising website and

college presentations in English courses Journalism course has transitioned from print media to digital media with the

creation of “Panther Tales”. This course is now taught through the IT department.

Tech TOSA presents to classes on the use of Office 365 and assists with technology issues related to the tablets.

Increased use of Aeries calendar for teacher webpages and communication with students and parents

Students compete in the Poetry Out Loud competition every year. PVHS has had a county level champion for three consecutive years.

The SAAS class is participating in a community service project based on the novel The Circuit. This course is also implementing Expository Reading and Writing (ERWC) modules.

Added a Reading Improvement course for students reading below the 9th grade reading level.




REPORT ON CRITICAL AREAS OF FOCUS ENGLISH DEPARTMENT


Shared department information at Panther Forum for Parents – 1st quarter meeting

Parents have access to grades, attendance and class calendars through the Parent Portal

Teachers contact parents through School Messenger in their home language

2. Increase “a-g” Completion Rate All senior options in English Department are “a-g” compliant Counselors monitor progress toward “a-g” completion EAOP Counselor presents college and career information in English classes at

every grade level Career Cruising presentations in English classes. Students are using the

website to track individual progress. English 1 and 2 Intensive (ELD) courses are “a-g” compliant.

3. Develop strategies for Common Core and 21st Century Skills SBAC Practice tests – Interim Assessments were given to 11th graders to

practice before the CAASPP test. District created Benchmarks, Common Formative Assessments, Performance

Tasks and Listening Tasks to mirror SBAC Assessments Students have access to 1:1 technology. Integrating more informational text (ERWC Units at all grade levels) Piloting new Common Core aligned curriculum for ELA (Study Sync and

MyPerspectives); new curriculum to be purchased for 2017-2018 school year All teachers were trained in Expository Reading and Writing Curriculum

(ERWC).

4. Refine PLC Process (analyze data, implement CCSS) With a change to a traditional schedule, there is less PLC time than in previous

years. Currently, PLCs only meet 10 times per year. PLC meetings are now held in the afternoons on early release days.

District level English PLC meetings are held several times a year to discuss data, curriculum and transition to CCSS.

District level ELD PLC meetings are held several times a year to provide professional development and training in the Read 180 program.

District created Benchmarks, CFAs, Performance Tasks and Listening Tasks to mirror SBAC Assessments.

Renaissance Learning program is used for placement and progress monitoring in English. Data is distributed to teachers and discussed at PLC meetings. Data is also available in Aeries.





SIGNIFICANT DEVELOPMENT SINCE 2014 Family and Consumer Sciences Department

We have updated the names of four courses and are in the process of updating two more to align with new career pathways and with classes at the 2-year and 4-year college levels.

All courses are integrating new ways to expand the use of technology with our new student tablets. Students are doing research, writing projects, and obtaining food handler’s licenses online.

We are currently reorganizing our advisory board into three pathways: Fashion & Interior Design, Hospitality, Tourism & Recreation, and Education & Child Development. Our superintendent will be orchestrating an advisory consulting team for the whole district and directing them toward our various pathways.

Foods & Nutrition has been replaced with Culinary Arts 1. This course continues to give students a broad exposure to culinary techniques but students will also receive a food handler’s license that they can use to secure a job in the food industry.

Advanced Foods & Nutrition has been replaced with Culinary Arts 2. This course is a student led café/bakery. Students in this course will receive a ServSafe license. This is a highly sought after license. The district will be funding the cost of student licenses.

Created a new district-wide PLC group with all Family and Consumer Sciences teachers and are developing new curriculum, creating pathways, and giving input to the district on a culinary facility to be built in the future.

All classes continue to integrate English and math standards as Common Core is implemented. As science and social science implement CCSS, we support those areas as well.

We are applying for the CTEIG (Career Technical Education Initiative Grant) and would like to see funds, staffing, and an additional culinary arts classroom for our department. We continue to have about 450 students signed up for Culinary Arts and only have room for 130 students. We would like to do a better job of meeting the demand for all of our courses, but need another teacher and room to do so.

Our department has led the way and become the model for the district in creating new Career Pathways. We have renamed classes, developed new curriculum, and streamlined courses across the district so each site is teaching the same curriculum.

Purchased new Health textbooks, going from a 2005 version to a 2015 version. Purchased new textbooks for Relationships and Family, going from a 1994 version to a 2010 version.




REPORT ON CRITICAL AREAS OF FOCUS FAMILY AND CONSUMER SCIENCES DEPARTMENT


Shared department information to Panther Forum for Parents – 2nd quarter meeting. This meeting focused on new laws implemented for 2017 and the benefits of having students complete a FCS pathway.


Continued strong collaboration with counseling department to maximize student success in our courses. FCS regularly meets with counselors to ensure counselors have a clear understanding of each course offered.

3. Develop strategies for Common Core and 21st Century Skills We are in the process of completing and implementing Career Pathways. FCS has

completed a pathway brochure that will be introduced in 2017 highlighting the benefits of this pathway.

4. Refine PLC Process (analyze data, implement CCSS) Switched to a district-wide PLC instead of a CTE PLC to increase effectiveness for

our area of study. It will benefit the department to have the opportunity to work together with other departments who have similar challenges.





SIGNIFICANT DEVELOPMENT SINCE 2014 Industrial Technology Department

A new computer lab was installed in room 205.

A new “rotating survey” class was initiated for freshman. This provides better exposure to IT subject matter.

Fewer students are taking IT classes (fewer students taking electives) due to an increased need for remediation classes and a district required reduction in graduation requirements.

More seniors dropped from IT (and other electives) to partake in Independent Study programs (alternative education).

IT department now teaches the Publications class (yearbook).

Software adoptions of Rhinoceros 3D & SolidWorks

Expansion of Electronics & Robotics course to include Boebots (programmable robots) software and components

All courses are integrating technology through computers and various software into the design units to reflect industry standards.

All IT labs are continually updating skills and techniques with industry standards. Students have the opportunity to learn professional techniques, as well as those taught in industry environments.

Graphic Arts class will be changed to a Digital Arts class, which is “a-g” compliant.

Journalism class is now being offered through the IT department. It is “a-g”

compliant.

We are now offering Wood Working.

We will teach VPA’s new Theatre Technology class starting 2017-2018.

Application has been submitted to teach three different concurrent enrollment classes next year with Allan Hancock Community College: Drafting, CAD, and Industrial Math.




REPORT ON CRITICAL AREAS OF FOCUS

INDUSTRIAL TECHNOLOGY DEPARTMENT

1. Increase Parent Involvement in the Learning Process Not department specific

2. Increase “a-g” Completion Rate Yearbook class is now “a-g” compliant. Graphic Arts class will be changed to Digital Arts class. This course will be “a-g”

compliant. Journalism class is now being offered through the IT department. It is “a-g”

compliant. Application has been submitted to teach three different concurrent enrollment

classes next year with Allan Hancock Community College. We will be notified if classes will be approved in the Spring of 2017.

3. Develop strategies for Common Core and 21st Century Skills The IT department continues to create curriculum that is project oriented and

applies to the real world.

4. Refine PLC Process (analyze data, implement CCSS) Our department only has two members. We collaborate informally on a regular

basis.





SIGNIFICANT DEVELOPMENT SINCE 2014 International Languages Department

Spanish for Speakers 2 is a new course that allows students to further develop their Spanish skills before moving on to AP Spanish Language or Literature. AP French is a new course offered to students. This is the 3rd year we have offered AP French.

Last year, our school hosted an International Language Fair where students were

offered opportunities to practice their foreign language skills through a day of games, activities, sports, and different skills. This event required inter-district collaboration amongst the International Language Departments at all three comprehensive high schools, as well as colleagues from other subject areas.

Three travel opportunities for students: The Pura Vida Travel Club, Panteras Sin

Fronteras, and The French Club summer trip. These trips immerse students and teachers in language and culture.

The tablets have allowed our department to collaborate online, and for students

to use technology in the classroom. Some teachers have their students use apps, online dictionaries, individual websites, Onenote, etc.

Department members have attended Advanced Placement conferences in French

and Spanish, California Language Teachers Association Conference, and Adaptive Schools training.

New textbooks were evaluated and purchased for Spanish for Spanish Speakers 1

and 2 and new workbooks for AP French.

French Pen Pals continue for the 6th year of authentic interaction with native French speakers.




REPORT ON CRITICAL AREAS OF FOCUS INTERNATIONAL LANGUAGES DEPARTMENT


The department uses Aeries regularly to notify parents of grade updates. Parents are contacted through the School Messenger program, the school website,

email and phone contacts regularly throughout the year. The department participates in Open House and Back to School Night. Panther PRIDE post cards are sent home for positive reinforcement. We will present at the Panther Forum for Parents meeting in the spring.


All courses meet the “a-g“ requirement.

3. Develop strategies for Common Core and 21st Century Skills Created CFAs for French 1, 2; CFAs for Spanish 1, 2 have been merged with

benchmark exams. Some classes already have and implement a CFA. Spanish for Spanish Speakers 2

already use CFA vocab tests and a common final exam. French 1, 2, and 3 use an Integrated Performance Assessment (IPA) as a final.

Spanish 1 is currently developing a common final exam. Spanish for Spanish Speakers 1 will begin to write a final exam. AP Spanish Language and Culture and Spanish 3 use a common final exam.

Curriculum Calendars have been developed for French 1, 2, 3. Spanish 1, 2, and Spanish for Spanish Speakers 1 has a general pacing guide, but are working on making sure the pacing guide is more aligned. Spanish for Spanish Speakers 2 has everything aligned and planned for the year.

After-school and lunchtime tutoring is available in teacher classrooms. Standardized test scores are increasing. AP French is currently being offered. Our department uses many sources of technology including all google products:

(g-drive, gmail, google hangouts, google+, google voice), kahoot.it, polleverywhere.com, onenote, onedrive, movie making websites, word cloud making websites, picture/collage making websites, Quizlet.com, Conjuguemos.com, Study Spanish.com, PH School.com, Zambombazo.com

4. Refine PLC Process (analyze data, implement CCSS) Curriculum Calendars are followed. Working toward synchronizing student projects to provide continuity of language

experience for all students at specific levels: o Spanish for Spanish Speakers 2- Health Fair Project o Spanish for Spanish Speakers 1- Display Boards on a Spanish speaking

country o All classes- culturally themed door decorating contest o Spanish classes- Dia de los Muertos displays




Teachers are collaboratively using new test data and techniques as published by the American Council on the Teaching of Foreign Languages in the Assessment Research Strand of professional development.

Decreased collaboration because of cancellation of regular Monday collaboration time, but interdistrict collaboration continues for the second year. The department takes two workdays per year to collaborate and plan. We have implemented the use of an online notebook available to all foreign language teachers district wide. Individual teachers take workdays to plan and collaborate as needed.






Mathematics Department

The course pacing guide was revised for all classes. Students previously had to retake courses in which they received a D, thus preventing them from achieving “a-g” status.

Changed Algebra 1 curriculum to reflect the new CCSS standards. Included performance tasks and critical thinking problems in each unit test.

Common Formative Assessments were created for Algebra 1, 2 Year Algebra, Geometry, and Algebra 2. PLCs meet each collaboration day to discuss pacing and good teaching strategies.

For 2016-2017, PVHS offered Pre-Algebra as an intensive intervention. Students were tested to assess the gaps in their knowledge, and the course is taught with equal parts direct instruction and computer modules that focus on students’ individual weaknesses. Motivated students are able to complete a year of Pre-Algebra, and address the gaps in their knowledge within as little time as a semester. This new model could allow for more students to remain on the “a-g” track.

Offered Algebra Bridge to Geometry class for students as a one semester course that front loads the difficult topics in Geometry. This course is a combination of Algebra 1 and Geometry material. Students have the option of taking this course between Algebra I and Geometry.

We are offering “restart” classes in 2 Year Algebra, Algebra 1, Geometry, and Algebra 2 for struggling or failing students, so that students do not have to wait a year to make-up the course.

A math TOSA has two release periods for assisting math intervention classes, progress monitoring, and testing of new students. Our TOSA also does our entire placement testing, not only for Pioneer Valley, but for the district.

Teachers have integrated the use of technology into many of our math classes, utilizing the student tablets. Teachers are using websites such as desmos.com, khanacademy.com and mathisfun.com to aid in the learning of concepts.

An accelerated Geometry course was offered for the first time during the summer of 2016. Our target was any student wanting to remain on the “a-g” track and a class that focused on essentials to prepare students to take Algebra 2 in the fall.

A summer boot-camp was offered to students who received a D in any “a-g” course and wanted the opportunity to show mastery in their areas of deficiency to increase the number of students continuing on “a-g” track.

For the first time, PV is offering a math support class during first and seventh period. Students struggling in any upper level course can elect to be placed into this second math course for up to six weeks until they feel they are successful in their primary math class. Staff is seeing student success. A challenge in this class is that students need assistance in different levels of math. It requires a great deal of communication among teachers.

Class size for Pre-Algebra was lowered to 25 students and 2 Year Algebra was lowered to 30 students. This was site funded.




REPORT ON CRITICAL AREAS OF FOCUS MATHEMATICS DEPARTMENT


Parents have access to the student/parent portal, where they are able to monitor their child’s grades and attendance. The math department updates grades at least bi-weekly.

The addition of grade level counselors has helped increase parent involvement in the learning process. Counselors are setting up parent/teacher conferences, so that all parties understand what the student needs to do in order to increase success in classes.

Shared department information at Panther Forum for Parents – 2nd quarter meeting

Students opting for the Math Support class, or summer opportunities receive additional parent notification and documentation.

Parents received the rewritten course sequencing so they know the expectation of the “a-g” track.

2. Increase “a-g” Completion Rate Allowing for courses to “restart” in the spring so students do not have to wait a

year to retry a class. Offered an accelerated summer Geometry course so motivated students could

advance from Algebra 1 to Algebra 2. Twenty-six students took advantage of this option, including two students from 2 Year Algebra. Each of these students are currently successful in Algebra 2.

Adapted Pre-Algebra class so that individual gaps are addressed and students can advance through the course at their own pace.

3. Develop strategies for Common Core and 21st Century Skills Math training in Common Core skills Ability to take classes to “Tablet Talk Tuesdays” with the Tech TOSA in the Library. Revised the Algebra 1 curriculum in the 2015-2016 school year to meet the rigor

and needs of CCSS. Tests include performance tasks similar to the SBAC Assessments.

4. Refine PLC Process (analyze data, implement CCSS) PLC time is built into the collaborative days. PLCs meet and the PLC leader

provides the Department Chair with minutes. Working on identifying and building on essential standards at each course level Vertical articulation in the department about what skills are needed to go onto the

next level 5. Increase relevancy and consistency of Panther Forum






Physical Education Department

Continued to align units to state standards

Updated our 2004 edition Health textbook with a 2015 edition.

Added 1st period Course 1 and Course 2 Physical Education classes, so we now offer these classes periods 1 thru 7

The new schedule transitioned from our 90-minute block schedule to a 50-minute traditional schedule. This has impacted our day-to-day schedule greatly.

Class cap has gone up from 45 to 50 per class impacting our locker room, swim unit and classes as a whole.

Added guest speakers in our Course 3 classes: Self Defense, CARENET, SM Police Department and Santa Maria Rape Crisis Center

Added a hiking field trip each school year to our Course 3 class. This gives students some outside activity experiences

Implementing the AB 329 curriculum (Sex Education) in our health classes with help from Community Action Partnership of San Luis Obispo County (CAPSLO)

Developing a new Dance class to be taught in our department that will give our students an additional elective option and help support our VPA productions




REPORT ON CRITICAL AREAS OF FOCUS PHYSICAL EDUCATION DEPARTMENT


Not department specific

2. Increase “a-g” Completion Rate Health and Physical Education does not have “a-g” offerings

3. Develop strategies for Common Core and 21st Century Skills Increased collaboration between department members for dual and team sports,

including team teaching and unit strategies All classes continue to meet in the gym on Wednesdays for group stretch and

fitness routine to address fitness and health standards. Teachers rotate each period to lead the group activity.

We have increased the use of computer assignments and apps (Map My Run, Nike Fit, etc.). The use of these apps helps our students with pacing, instant feedback and motivation.

Computer/internet research projects completed by students on doctor’s medical note or temporary restriction from PE

Health classes implement use of technology in conjunction with use of new textbook and accompanying curriculum materials

4. Refine PLC Process (analyze data, implement CCSS) We hold department meetings on collaboration days. Agenda addresses campus

concerns as well as departmental issues, such as facility usage, schedule changes, and policies pertaining to our day-to-day operations.

We receive annual state Fitness Gram scores. Reports include scores for previous two years for comparison/analysis purposes. We analyze data and determine what areas of our Physical Education program need attention. We discuss strategies to address those areas of concern.

In October 2016, we reviewed current course descriptions and made necessary adjustments to ensure alignment and compliance with standards.





SIGNIFICANT DEVELOPMENT SINCE 2014 Science Department

During department PLC planning days, the Science department has been working to select new curriculum and develop lab materials that are aligned with NGSS, and share out what we have learned at the different conferences that we have attended on NGSS.

Physics classes are receiving new technology probeware in order to increase the amount of technology used.

The Science Department attended EL meetings at the District Office. During these meetings, we have learned new ways to help EL students read the science textbook, received new lab curriculum that is EL accessable and have been given time to collaborate about what is working and not working with EL students in science.

NGSS Science Steering Committee was formed. This group is working on learning about the NGSS and disseminating information to teachers. There could be some major changes in how science is taught in the future as the state has not fully defined this process.

Department representatives have attended NGSS implementation workshops at the Santa Barbara County Office of Education and other locations in the state.

Some teachers attended National Science Teachers Association (NSTA) to learn more about NGSS and to learn about new technology and other lab materials that might facilitate the implementation of NGSS.

Some teachers attended the “Modeling” professional development workshop at Cal Poly San Luis Obispo in order to learn NGSS specific teaching strategies.

Earth Science teachers utilized summer collaboration time to develop NGSS units.

We are in the process of developing new courses for the CTE program. We are hoping to offer medical terminology, CPR/first aid, and expand the Medical Careers Pathway. Medical Careers Pathway meetings are on-going. Forensics was “a-g” approved. Exact classes to be offered for next school year have not yet been determined.




REPORT ON CRITICAL AREAS OF FOCUS SCIENCE DEPARTMENT


Shared department information at Panther Forum for Parents – 2nd quarter meeting: Field trip taken by the AP classes to the Chevron STEM Zone at Pebble Beach, to the Pacific Ocean with the Central Coast Aquarium, and the Diablo Canyon Power Plant

2. Increase “a-g” Completion Rate Earth Science is “a-g” compliant as of the spring of 2014. Forensic Science is “a-g” compliant, is part of the Medical Careers Pathway and will be

offered 2016-2017.

3. Develop strategies for Common Core and 21st Century Skills Teachers attended NGSS Workshops at the District Office. An outside trainer

provided basic information about NGSS for the district science teachers who were not familiar with the new standards.

Some teachers attended the Santa Barbara County Education Office NGSS Workshops. These workshops brought teachers who had no knowledge of NGSS up to speed on why the changes were made.

Department Chair participated in NGSS Rollout Workshops, learned timelines for NGSS implementation and became aware of the need to add inquiry based labs to the curriculum.

New student workbooks, made by the New Zealand based company BioZone, were purchased. This is the first NGSS aligned curriculum that was made available.

New Teacher’s Editions were purchased for the workbooks aligned with NGSS. This is helpful to properly use the student workbooks.

Teachers attended the NSTA Conference. Teachers learned how to implement modeling and other teaching techniques that align with NGSS.

4. Refine PLC Process (analyze data, implement CCSS) Earth Science teachers met over the summer to discuss lesson plans and units to

align with NGSS. Cal Poly San Luis Obispo offered summer NGSS workshops. Teachers learned the

science technique of “modeling”. SMJUHSD Biology teachers collaborated with Google Drive allowing access to shared

curriculum. Some teachers are sharing labs and units through Google Drive. 5. Increase relevancy and consistency of Panther Forum





SIGNIFICANT DEVELOPMENT SINCE 2014 Social Sciences Department

For the first time, PVHS has offered an Ancient Medieval course specifically for freshman students on the AVID track. PVHS has traditionally not offerred a 9th grade history course, however, we anticipate the AVID students will request 10th grade AP World History, so we are placing students in this course to prepare them for the rigor of AP.

A semester-length Sociology course has been developed and approved. New US History CFAs were developed and CCSS aligned. Concurrent enrollment of students in Allan Hancock Community College/AP US History

allows for students to receive college credit without taking the AP exam. This course is tuition free, does not require students to pay for textbooks, and is a college accepted course on their transcript.

Additional concurrent courses in discussion for future offerings may include Sociology and/or Psychology.

Modern World History is CCSS aligned and CFAs have been developed. New US History curriculum maps developed which include: key concepts, performance

expectations, teacher's "tool kit" of unit resources and activities, and alignment with CCSS, and ELD state standards.

Similar Modern World History and Economics curriculum maps were completed. Technology usage by department members includes: Tablets, OneDrive, WiFi, Blogs,

Kahoot, MS Notebook, Google Drive, Blackboard Connect, School Messenger, Teacher’s Curriculum Institute (TCI) lesson plans, and School Insights web pages.

Additional EL Newcomers Academy class section offerings for US History and Modern World History were added to the Master Schedule. These courses are for students who have been in the country less than one year, include a bilingual instructional aide and smaller class sizes.

Our department utlizes expository reading and writing strategies and curriculum so as to develop document analysis, argument development, and fact-based argumentative writing skills.

Our department also utilizes the following teaching strategies: o Document Based Question (DBQ) Projects o Stanford's "Reading Like a Historian" program o Teacher’s Curriculum Institute (TCI) lesson plans




REPORT ON CRITICAL AREAS OF FOCUS SOCIAL SCIENCES DEPARTMENT



2. Increase “a-g” Completion Rate All classes are “a-g” compliant. Added Ancient Medieval History, Sociology, PoliSci 103, History 107/108 courses May add Allan Hancock Community College (AHC) courses for Sociology and

Psychology Special education and general education teachers collaborate in social science classes Additional FTEs are needed to make sure all students who need social science courses

can take them.

3. Develop strategies for Common Core and 21st Century Skills Teaching strategies include DBQ projects, TCI lesson plans, and Study Island review

questions. Developed more CCSS ELA-focus strategies within all courses in our department Need to adopt CCSS textbooks for all levels of social science as we transition to CCSS We have not articulated with junior highs in the past because freshman did not take

social science. With the implementation of Ancient Medieval History, there is a need to begin the articulation process.

4. Refine PLC Process (analyze data, implement CCSS) US History developed CFAs in 2015-2016 – Data results are reviewed during PLC

meetings Coordination of common CCSS activities/projects/assessments Analyze CFA results to help drive instruction and preparation for state testing Collaboration with other departments (Business, Ag, and Special Education)

5. Increase relevancy and consistency of Panther Forum





SIGNIFICANT DEVELOPMENT SINCE 2014 Special Education Department

Increased number of special education students taking “a-g” classes with designed support through co-teaching in Biology, U.S. History, Modern World History and Algebra 1A/B.

Increased number of students applying for post-secondary education within the community colleges, trade schools and Department of Rehabilitation

Testing all incoming freshman for correct placement with district wide assessment tool, Renaissance Learning

Continued special education articulation and transition planning with junior high schools

We provided training for regular education teachers and counselors on the IEP process. Counselors and teachers are attending IEP meetings regularly and providing more input as part of the IEP Team.

There have been an increased number of 8th grade special education students attending freshman orientation (Link Crew) through encouragement at junior high articulation meetings.

Increased weekly communication with regular education teachers via email, face-to-face collaboration, and notifications of IEP’s

Offering hands on functional skills courses for students with mild/moderate/severe

disabilities to gain skills for a global society. These courses involve real life situations such as the public transit routes within our community, gardening, bike repair, and car detailing of athletic vans.

Increased Community Based Instruction (CBI) for students with moderate/severe

disabilities to learn functional skills to become independent members of our community. Students work at Trader Joes, Food Maxx and religious establishments.

ASB and Special Education teachers collaborate on a district wide dance inviting all

students with severe disabilities from district schools to participate in a Halloween dance during the school day.

Increased placement at Department of Rehabilitation with training and employment




REPORT ON CRITICAL AREAS OF FOCUS SPECIAL EDUCATION DEPARTMENT



2. Increase “a-g” Completion Rate Establishing co-teaching classes in core subjects to support students with special

needs to be more successful in “a-g” courses

3. Develop strategies for Common Core and 21st Century Skills Attended the Math AVID strategies conference Attended the English AVID strategies conference

4. Refine PLC Process (analyze data, implement CCSS) Attended PLC trainings, RTI conference and Adaptive Schools training to help

understand how PLC processes should look and run. Collaborating with other PLCs to establish CCSS and align curriculum to meet

standards Starting to establish PLCs with collaboration courses to define norms, CCSS, and class

structures so all students can be successful. Special education teachers attend PLC meetings for other departments to understand expectations in core classes.






SIGNIFICANT DEVELOPMENT SINCE 2014 Visual & Performing Arts Department

We have added two new VPA courses which are both “a-g” compliant: o “Songwriting” which has been very popular and uses the lastest songwriting

software: Avid ProTools 13, Logic, Duet By Apoge and M Box Pro 2 By Digidesign Interfaces, M-Audio MIDI Controllers, and Bluebird Cardioid Condenser Recording Microphones.

o “Technical Theater I” will be offered during the 2017-2018 school year after the new performing arts facility opens. Students will be able to build sets and costumes and implement the sound and lighting designs.

Jazz Band and Jazz Choir have been added to our “a-g” approved course offerings. We are in the process of adding “Digital Art” and “Beginning Piano” to our course offerings. We will submit these courses for “a-g” approval and they will become part of our VPA Pathway.

We have been developing an Arts, Media, and Entertainment Pathway. Although we are in the beginning stages of development, much work has been done on aligning our courses into a pathway. The new performing arts facility will help complete this process since we can now focus on technology within our industry.

The art teachers began an annual student art show displaying the art which is

created throughout the school year in addition to their participation in the annual student art show held each year in the Santa Maria Town Center Mall.

Our art students use the Ian Hassett Foundation Art Trailer to gather free art supplies to use on their projects.

There is an increased collaboration between the VPA Programs at PVHS and

community arts programs. For example, each year more drama students successfully enroll in the Technical Theater Program and the Acting Conservatory at Pacific Conservatory of the Performing Arts (PCPA). The PVHS band and choir performs with local and state music organizations.

There is a significant increase in the number of performances and travel

opportunities for VPA students.

o The drama students take an annual field trip each year to see professional theater. They have gone to the Oregon Shakespeare Festival, London’s West End, San Francisco, Los Angeles and this year will be going to New York City during spring break to see three Broadway musicals and participate in an acting workshop with professional actors.

o Our band students have had more exposure to band programs outside of our area increasing their awareness of careers in the field of music. For example, last year they traveled to Cal State Fullerton and participated in a music clinic taught by Cal State Fullerton music faculty, then saw the Broadway production of The Lion King. They traveled to Fresno to participate in “Band Day” where our band performed with the Fresno State Marching Band. They




participated in the Disney Studios Sound Track Session introducing music students to the possibility of careers as a studio musician. Our marching band performs in three parades each year and consistently wins the top award.

o Choir members continue to participate in the Cuesta College and Oceanside Vocal Jazz festivals. Both festivals consist of performance opportunities and critiques by internationally recognized performing artists.




REPORT ON CRITICAL AREAS OF FOCUS VISUAL & PERFORMING ARTS DEPARTMENT



2. Increase “a-g” Completion Rate All theater and vocal music classes are “a-g” approved. Most of the instrumental

music and art classes are “a-g”. We are working on getting approval for 3-D Design and Marching Band.

PVHS added a new Technical Theater class in anticipation of the opening of our new performing arts facility. The course has received “a-g” status.

Developing a course for Beginning Piano

3. Develop strategies for Common Core and 21st Century Skills Developing an Arts, Media, and Entertainment Pathway Adding more technology into our courses, such as Technical Theater, Digital Arts, and

a recording lab in Songwriting

4. Refine PLC Process (analyze data, implement CCSS) Our Visual Arts teachers began the process of meeting with all of the district art

teachers in an effort to review and standardize courses. More collaboration for district VPA teachers is needed.





For

Pioneer Valley

High School

IV: PROGRESS ON CRITICAL AREAS FOR FOLLOW-UP SCHOOLWIDE ACTION

PLAN




Santa Maria Joint Union High School District LCAP Goals

Goal #1 Challenge and support all students to demonstrate proficiency in the Common Core State Standards and other state adopted standards and acquire the knowledge and skills to be successful and prepared to continue their education, and be successful in transitioning to a meaningful career. Goal #2 Create a culture of respect and caring that supports positive relationships among all stakeholders. Goal #3 Strengthen the quality for education programs and services. Goal #4 Strengthen district wide support systems, processes and practices that support student learning. Goal #5 Expand the ways in which technology may be used to support student engagement and learning, while improving the efficiency of district operations. Goal #6 Maintain a safe, secure and healthy environment for all students and staff. Goal #7 Strengthen programs and services to support English Language Learners becoming proficient in academic areas. Goal #8 Develop a support system for Foster Youth to improve academic achievement.

IMPLEMENTATION AND MONITORING OF THE SCHOOLWIDE ACTION PLAN

The leadership team consists of the Principal, three Assistant Principals and thirteen department chairpersons. Department Chair meetings are held bi-monthly and these curricular leaders assist with the vision and mission for our school. Focus areas are revisited yearly at staff develop meetings and during Monday collaboration activities. Quarterly meetings are held with classified employees to ensure all stakeholders are aware and provide input for school decisions and focus.



No Better Place to Learn 61

2014 WASC Self-Study Action Plan Goal #1: Increase Academic Focus and College/Career Readiness

SLO: Analysis Each student will be able to process, analyze, and apply information in various contexts, using a variety of

strategies and formats across content areas.

Communication Each student will develop the essential skills required to communicate effectively.

Knowledge Each student will gain the knowledge necessary to graduate from high school and be college or career ready.

LCAP: Goal #1 Challenge and support all students to demonstrate proficiency in the Common Core State Standards and

other state adopted standards and acquire the knowledge and skills, to be successful and prepared to continue their education, and be successful in transitioning to a meaningful career.

Goal #3 Strengthen the quality for education programs and services.

Goal #4 Strengthen district wide support systems, processes and practices that support student learning. Goal #7 Strengthen programs and services to support English Language Learners becoming proficient in academic

areas.

Tasks Person(s)

Responsible Professional

Development/ Resources

Means to Assess Improvement

Timeline Reporting

1.1 Continue to administer Smarter Balanced Assessment and

District and site administration

Staff Students

CCSS Professional Development

PLCs SBCEO Trainings

Data on assessment results

CFA /Benchmark Results

2016-2019 increase scores by 3% annually

Department Chairs

Principal TOSAs




progress monitor student performance

Curriculum Calendars

CFAs/ Benchmarks

Smarter Balance Website

Progress monitoring

1.2 Refine teaching strategies to ensure effective implementation of CCSS and NGSS


Staff Students

PLCs SBCEO Trainings CCSS

Professional Development

NGSS Professional Development


CFAs/ Benchmarks


CFA/ Benchmark results

Progress monitoring reports

2016-2018 each core class will fully implement CCSS and/or NGSS

2019-2020 refine implementation of CCSS and NGSS

Department Chairs

Principal AP Curriculum

and Instruction TOSAs

1.3 Increase understanding of “a-g” requirements through an awareness campaign that includes presentations, flyers, posters, etc.

Students Staff Site

Administration Guidance

Counselors Parents CCC Technician

“a-g” requirement list

Parent groups College and

Career Center Student

placement Student

registration ”a-g” eligible

courses

District report by site on ”a-g” completers

Approved Course Offerings List

Increase “a-g” completer rates by 2% annually

Increase “a-g” courses by 1 annually

Assistant Superintendent of Curriculum and Instruction

AP of Guidance AP of Curriculum

and Instruction Principal

1.4 Improve graduation rates by implementing CCSS

Students Staff

Graduation requirements

Release time

District report by site on graduation rate

Increase graduation rate

Assistant Superintendent of




curriculum and developing Universally Designed Learning opportunities for all students including EL and SPED through the use of collaboration between regular and Special Education teachers

Site administration

Guidance Counselors

SPED Coordinator EL Director SPED Director Parents

School wide professional development

OTCR PASS Delta

Continuation School

Accountability Report Card

over the next three years

Curriculum and Instruction

AP of Guidance AP of Curriculum Principal EL Director SPED Director

1.5 Create performance based assessments with speaking and writing components and common rubrics for all courses including intervention, SPED and EL

Staff Site

Administration PLCs

Oral Performance rubrics


Common Core trainings

Performance based assessment results

Portfolios Recordings

2016-2018 each class will implement rubrics and assessments

2019-2020 refine implementation of rubrics and assessments

Department Chairs

Principal Staff

1.6 Revise Curriculum Calendars and Common Formative Assessments to align with ELA and Math CCSS

English and Math Teachers

Site Administration

PLCs

CCSS Professional development

Current CFAs and Curriculum

Release Time PLCs

CFA results and Data

Department Meeting Minutes

PLC Minutes New CFAs New Curriculum

Calendars Performance

Tasks

2016-2018 Continue to develop and implement Curriculum Calendars and CFAs

Department Chairs

Principal Staff

1.7 In PLCs, analyze grades in ELA and Math courses for first

PLC members Department

Chairs

Data queries Master Board

Schedule

Transcripts Pass rates

2016-2018 increase first time pass rate in ELA

Site Administration

Staff




time pass rates to determine areas of student need

Site Administration

TOSAs

Support Services Transcripts OTCR

Progress Monitoring

and Math by 3% annually

PLCs

Progress toward Goal #1: 1.1 Smarter Balanced Assessment was given in English and Math in 2014-2015 and 2015-2016. In 2014-2015, 55% of students were

considered Proficient in ELA and 20% of students were considered Proficient in Math. In 2015-2016, 57% of students were considered Proficient in ELA and 23% of students were considered Proficient in Math.

1.2 The English Department has updated Benchmarks and Common Formative Assessments to mirror SBAC-style questions. Tests are

given throughout the year to prepare students to be successful on the CAASSP. The English Department is in the process of selecting new Common Core curriculum for the 2017-2018 school year. An ELD Course Pathway was developed in 2014-2105, including two courses that are “a-g” approved. More collaboration classes were added to the master schedule to allow for SPED students to have access to CCSS curriculum in mainstream classes.

The Math Department is updating courses to reflect the rigor of CCSS. The Algebra 1 curriculum has been completely rewritten and sequenced to include the CCSS. Assessments have been revised and include higher level questions and performance tasks. More collaboration classes were added to the master schedule to allow for SPED students to have access to Common Core curriculum in mainstream classes. We also have added EL Newcomer Academy classes, so that students coming into the country mid-school year are receiving instruction that meets their needs. The Science Department has attended numerous professional development workshops regarding NGSS and are continuously meeting in PLCs to refine current practices and curriculum.

1.3 Counseling department consists of eight Counselors and three Guidance Technicians.

College/career technician and counselors present “a-g” information to students during class and lunch-time workshops. “A-g” information is presented to several parent groups and is available on the PVHS website. Some classes have posters outlining “a-g” requirements.




Graduating Class % of “a-g” Completers Class of 2015 26% Class of 2014 28% Class of 2013 26%

1.4 Graduation rates have improved. 2014-2015 – 5% Drop Out Rate; 2015-2016 – 1% Drop Out Rate

In 2016 – 2017, collaboration classes between SPED and general education were added to the master schedule in English, math, social science and science.

1.5 The English department continues to refine Common Formative Assessments, Benchmarks, Listening Tasks and Performance Tasks.

The math department has begun the process of aligning older CFAs to the CCSS. These tests will be given through School City and data will be used to drive instruction. The International Languages department has begun to create and implement Performance Assessments. The department is in various stages of creation and development. French classes have created and are using Integrated Performance Assessments in levels 1, 3, & 4. Spanish classes in levels 1-3 are in various stages of the creative process of developing Performance Assessments. In the social science department, US History and Modern World History are using, analyzing, and discussing common DBQ assignments/essays with common DBQ rubrics.

The science department uses common labs as performance tasks. As more information about NGSS is released, the science department will continue to refine performance tasks and rubrics.

1.6 The English department continues to refine Common Formative Assessments, Benchmarks, Listening Tasks and Performance Task in

English 1, 2 and 3. The math department adapted Algebra 1 last year, and this year, we are focused on aligning 2 Year Algebra. Using the pacing guide and curriculum calendar from Algebra 1, the 2 Year Algebra team is nearly finished with this process. The Algebra 2 team is preparing to start this process next year. The Geometry curriculum is already updated to meet CCSS.

1.7 Students who fail English courses have the opportunity to make up credits through On Track Credit Recovery (OTCR). We do not offer “repeat” courses during the school year.




The math department has begun to schedule “repeat” courses into the master board. Students do not have to wait a whole year to restart curriculum in which they are struggling. The “repeat” classes will not only reteach the curriculum, but focus in on essential standards that must be mastered in order to prepare for the next level of math.




Goal #2: Develop Technology Plan SLO: Technology Each student will apply the appropriate technological skills needed to meet the challenges of today and the

future. LCAP: Goal #4 Strengthen district wide support systems, processes and practices that support student learning.

Goal #5 Expand the ways in which technology may be used to support student engagement and learning, while improving the efficiency of district operations.

Goal #7 Strengthen programs and services to support English Language Learners becoming proficient in academic

areas.

Tasks Person(s) Responsible

Professional Development/

Resources


Timeline Reporting

2.1 All staff will be trained in webpage development


Staff Site Technology

Committee Tech TOSA District

Technology Administrator

Web page staff development

Continued technology support as needed for upgrades and replacement

Upgrade infrastructure

Teacher survey Parent survey

2016-2020 All staff will use webpage within school website

Site Tech Committee

Site Administration




2.2 All staff will be trained on a consistent gradebook program with parent accessibility

Site administration

Site Tech Committee

Tech TOSA District

Technology Administrator

Staff

Continued technology support as needed for upgrades and replacement

Upgrade infrastructure

Teacher survey Parent survey

2016-2020 all staff will use Aeries gradebook consistently

Site Technology Committee

Site Administration

2.3 Technology curriculum will be incorporated into every subject area

Students Staff PLCs Site

Administrators Technology

Support Staff Tech TOSA

Training on student portal

Professional training on implementation of technology within and across curricular areas

Performance based assessments

Teacher/ student survey


2016-2018 each class will incorporate technology in curriculum

2019-2020 refinement of technology use in curriculum

AP of Curriculum Site

Administration Department

Chairs

2.4 Access, availability, and training for use of Parent Portal

Principal Site Technology

Committee District

Administration

Parent Groups Parent/Teacher

Night Freshman

Orientation

Attendance at Parent Meetings

“Hits” on website

2015-2107 75% of parents trained

2018-2020 100% of parents trained

Site Technology Committee Leadership

Tech TOSA

Progress toward Goal #2: 2.1 75% of staff use their webpage on the PVHS website. Tech TOSA will continue to provide webpage training as needed.

2.2 In 2014-2015, all staff was trained in Aeries gradebook. PVHS uses this gradebook program exclusively. Students and parents have

access to Aeries through the portal and weekly grade checks are sent home via email. The district is in the process of selecting a Learning Management System (LMS) to be in place for the 2017-2018 school year. Parents and students will have increased access to class calendars, homework, grades and attendance records.




2.3 Department Technology Curriculum Agriculture Kahoot, Remind, Prezi, Weebly, ICev Business Windows 10, Microsoft Office 16, Microtype, The Lost Keys, Dreamweaver, Adobe Software Package, PLATO,

Kahoot, Notepad, Internet Explorer/Edge, Google Chrome, Turn it In, LanSchool, MS Office 365, Aeries English Kahoot, School City, Renaissance Learning, Flex Literacy, Read 180, Reading Plus, Remind, Turn it In, Study

Island, Career Cruising Family Consumer Sciences Kahoot, Remind, CaFoodHandlers, Polleverywhere, PowToon, Prezi, Powerpoint Industrial Technology Adobe Illustrator, Adobe Photoshop, Adobe After Effects, AutoCAD, Google Sketch, UpInventor, Wix,

Yearbook Avenue, VEX software International Languages Google platforms, kahoot.it, polleverywhere.com, onenote, onedrive, movie making websites, word cloud

making websites, picture/collage making websites, Quizlet.com, Conjuguemos.com, Study Spanish.com, PH School.com, Zambombazo.com

Math PLATO, Renaissance Learning, Kuta, School City, Desmos, Khan Academy, Purple Math, Math is fun.com PE Map My Run, Nike Fit Science Kahoot, School website, Website for textbooks, Quizlet, One Drive, One Note, Microsoft Office, Phet, Poll

Everywhere, NetLogo, Hour of Code, Whack a bone game website, Poke a muscle game website, Medical Terms book CD , Wix, Blood Pressure Arm

Social Science Kahoot, MS Notebook, Google Drive, Blackboard Connect, School Messenger, TCI, Turn it In, Study Island, Remind, School Insights

Special Education Flex Literacy, Khan Academy, Web 2.0, Unique Learning Systems, News-2-You, Learn to Type, Career Cruising, Read 180, PLATO, Attainment

Visual Performing Arts Avid Pro-Tools 13, Logic, Duet by Apoge, M Box Pro 2, M-Audio, Midi Controllers, Bluebird Cardioid Condenser Microphones, internet research, sound system, wireless microphones, lighting system, tablets Sketch-Up

2.4 Parents are trained in the use of the Parent Portal during parent meetings including PIQE, PIDA, and Panther Forum for Parents. There

is a designated computer station in the administration building for parents to access the Parent Portal if they do not have internet access at home.




Goal #3: Civic and Social Responsibility SLO: Responsibility Each student will develop and apply practical life skills and civic responsibility with the

purpose of positively impacting the community. LCAP: Goal #2 Create a culture of respect and caring that supports positive relationships among all

stakeholders.

Goal #6 Maintain a safe, secure and healthy environment for all students and staff.

Tasks Person(s) Responsible

Professional Development/

Resources


Timeline Reporting

3.1 Continue to implement and refine the Positive Behavior Instructional Supports (PBIS)

Pyramid of Intervention Team

Site Administration

Staff Parents Students

Continued training on PBIS

Training students about expected behaviors

Monthly updates to staff

Annual Report Number and

type of discipline referrals

2016-2018 – 5% reduction in discipline referrals

2019-2020 – additional 5% reduction in discipline referrals

Pyramid of Intervention Team

AP of Student Affairs

3.2 Increase community service opportunities

Student council Staff Clubs Inter-club

council Link Crew Career Center

Technician Guidance

Counselors

RSVP Training Link Crew

Training College and

Career Center Community

Business Partnerships

Career Cruising website

Brag sheet

Student Survey

Brag sheets Articles and

awards Media

coverage

2016-2018 – 50% of clubs require community service

2019-2020 – 75% of clubs require community service

Inter-Club council

Student Council ASB Director Principal Career Center

Technician




Professional Development for staff

Progress toward Goal #3:

3.1 PRIDE Behavioral expectations are reviewed with students every year. Students who receive PRIDE cards for positive behavior are entered into a drawing for prizes. Students who violate PRIDE expectations are asked to write a written response explaining how they can change their behavior in a positive manner. “Panther of the Quarter” awards are given four times a year. Teachers send home Panther Gram postcards throughout the year to highlight positive behaviors in the classroom. Behavioral referrals decreased significantly since the implementation of PBIS.

2014-2015 2015-2016 Total Discipline Referrals 2,569 1,815

Behavioral Referrals 359 279

3.2 Community service is required from several clubs, classes and programs on campus. There is a Community Service log on the website for students to use. The Career Center Technician and ASB Director will continue to develop procedures for achieving this goal.




Acronyms

ACRONYM STANDS FOR WEB ADDRESS

ADA Average Daily Attendance http://www.cde.ca.gov/ds/fd/ec/

AMAO Annual Measureable Achievement Objectives http://www.cde.ca.gov/ta/ac/t3/t3reports.asp

AP Advanced Placement http://www.collegeboard.com/student/testing/ap

ASB Associated Student Body

AVID Advancement via Individual Determination http://www.makingstandardswork.com/

CALPADS California Longitudinal Pupil Achievement Data System http://www.cde.ca.gov/ds/sp/cl/

CAPA California Alternate Performance Assessment http://www.startest.org/capa.html

CBEDS California Basic Educational Data System http://www.cde.ca.gov/ds/ss/cb

CDE California Department of Education http://www.cde.ca.gov

CELDT California English Language Development Test http://www.cde.ca.gov/ta/tg/el

CFA Common Formative Assessment

CSF California Scholarship Federation http://www.csf-cjsf.org/CSFHome.asp

CST California Standards Test http://www.cde.ca.gov/ta/tg/sr/blueprints.asp

DSLT District/School Liaison Team

DELAC District English Language Advisory Committee

EDY Educationally Disadvantaged Youth

EIA Economic Impact Aid http://www.cde.ca.gov/fg/aa/ca/eia.asp

EL English Learner http://www.cde.ca.gov/ta/cr/el

ELA English Language Acquisition http://www.cde.ca.gov/sp/el/ii

ELAC English Language Advisory Committee

ELD English Language Development http://www.cde.ca.gov/ta/cr/el

ELSSA English Learners Sub-Group Self Assessment

EOP Early Outreach Program

EPC Essential Program Components http://www.cde.ca.gov/ta/lp/vl/essentialcomp.asp

ERWC Expository Reading Writing Course

FBLA Future Business Leaders of America http://www.fbla-pbl.org/

FEP Fluent-English-Proficient http://www.cde.ca.gov/demographics

FFA Future Farmers of America https://www.ffa.org

FHA Future Homemakers of America

IEP Individualized Education Program http://www.calstat.org/iep/

IS Independent Study

L2 Student with Limited English Proficiency




ACRONYM STANDS FOR WEB ADDRESS

LEA Local Educational Agency http://www.cde.ca.gov/re/sd

LEAP Local Educational Agency Plan http://www.cde.ca.gov/nclb/sr/le/

MESA Math, Engineering, Science Achievement

LCAP Local Control Accountability Plan

NCLB No Child Left Behind http://www.cde.ca.gov/pr/nclb

MMEP Multilingual and Migrant Education Program

OTCR On Track Credit Recovery

PBIS Positive Behavior Intervention Support

PF4P Panther Forum for Parents

PIDA Parent Involvement through Dialogue and Action

PIQE Parent Institute for Quality Education http://piqe.org/

PLC Professional Learning Community http://www.sedl.org/change/issues/issues61.html

POM Parents on a Mission

PSAT Preliminary Scholastic Aptitude Test http://www.collegeboard.com/student/testing/psat

QEIA Quality Education Investment Act http://www.cde.ca.gov/fg/fo/r16/qeia07present.asp

R-FEP Redesignated Fluent-English-Proficient http://ca.rand.org/stats/education/fepdefs.html

SAP Student Assistance Program www.cde.ca.gov/ls/he/at/sap.asp

SAT Scholastic Aptitude Test www.collegeboard.com/

SBCOE Santa Barbara County Office of Education www.sbceo.org/

SCE State Compensatory Education www.cde.ca.gov/ta/cr/cc/documents/compedins08.doc

SDAIE Special Designed Academic Instruction in English

SED Severely Emotionally Disturbed

SMJUHSD Santa Maria Joint Union HSD http://www.smjuhsd.k12.ca.us/

SRA School Research Associates www.sraonline.com

SSC School Site Council

SSPSA Single School Plan for Student Achievement

STAR Standardized Testing and Reporting http://www.cde.ca.gov/ta/tg/sr

TOSA Teacher on Special Assignment

VEA Vocational Education Act www2.ed.gov/offices/OVAE/CTE/perkins.html

WASC Western Association of Schools and Colleges http://www.acswasc.org

Documents

Western Association of Schools and Collegeimages.pcmac.org/SiSFiles/Schools/CA/SMJUHSD/... · Tonya Dias Special Education Shawnah VanGronigen Visual & Performing Arts . Pioneer Valley