Las Plumas High School

Single Plan 2007-08

 PDF Version

School Mission and Goals

Mission:  To educate students to become productive, responsible citizens and lifelong learners. The school measures this mission statement with Expected School-Wide Learning Results (ESLRs) that describe what a student should know, be able to do, and understand by graduation from Las Plumas High School.  The ESLRs will allow LPHS graduates to be effective communicators, critical thinkers, quality producers, self-directed learners, collaborative workers, ethical decision makers, and community contributors.

 

VISION:  Students, staff and community stakeholders strive to maintain a school that is Safe, Responsible, and Respectful.

 

Las Plumas High School (LPHS) was established in 1960 as the second of two comprehensive high schools and is located in rural Oroville, California.  The city has a population of approximately 13,250 in 2005, with 52,906 in the greater Oroville area (approximately 84 square miles) and 210,367 in Butte County. The primary sources of income are government (including education), medical, retail trade, service industries, construction, agriculture, and lumbering. The mean household income in Oroville was $34,184 in 2005 with an unemployment rate of 6.5%.

 

The citizens of the greater Oroville area are fortunate to have three local post secondary institutions within a 30-minute drive from Oroville. Butte Community College and Yuba College offer 2 year comprehensive programs in many fields. California State University, Chico offers a full spectrum of curricula and Masters Programs in several fields.  The advantages of urban life are also within easy access; the San Francisco Bay Area, Reno, Lake Tahoe, and Sacramento are less than a three hour drive from Oroville.

 

LPHS is the largest high school in the Oroville Union High School District, with 1401 students and over 100 staff members. Las Plumas offers a traditional high school time schedule with six periods of class; each 58 minutes in length.  The campus covers 64 acres, drawing students from approximately 663 square miles and from several different elementary districts. LPHS facilities are approximately forty-seven years old and undergo requested and routine maintenance under the direction of the district maintenance supervisor.  In addition to the original buildings, there are 40 portables on campus.  A school bond of $8,523,932 passed in 2003. Construction of a new gymnasium, agricultural science lab and classrooms, and a fine arts complex was completed in 2007.  Modernization projects ($7,523,747) to upgrade the original buildings began in 2007 and are expected to be completed in 2008.

 

The Oroville area has experienced a great deal of growth and development in recent years. New businesses such as WalMart, Home Depot, Staples, Wendy’s, and two Indian Casinos are thriving. Others such as Applebee’s and Mountain Mike’s are establishing themselves.  The community has seen improvements in recreation facilities with the new River Bend Park, Southside Family Center, and Skateboard Park. Martin Luther King Park and Bedrock Park have undergone recent renovations. According to the 2006 Oroville Area Economic Profile, Oroville area residents spend $209,774,000 on retail items in Oroville; this is about 57% of their total retail spending, leaving a great deal of potential for future business growth.

Enrollment

 

 

Student and Staff Demographics

 

Student Enrollment, by Grade Level Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).

 

GRADE LEVEL

ENROLLMENT

Grade 9

359

Grade 10

421

Grade 11

326

Grade 12

296

Ungraded Secondary

0

Total Enrollment

1401

 

Student Enrollment, by Ethnic Group
Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS.

 Racial/Ethnic Category

 Number
of
Students

 Percent
of
Students

 Racial/Ethnic Category

 Number
of
Students

 Percent
of
Students

 African-American

57 

4

 Hispanic or Latino

163 

11

 American Indian or Alaska Native

37 

3

 Pacific Islander

9 

1

 Asian

204 

14

 White (Not Hispanic)

895 

63

 Filipino

6 

1

 Multiple or No Response

0 

0.0 

 

 

The Oroville Union High School District is experiencing declining enrollment. Las Plumas had 1388 students as of November, 2007, which is a decrease of over 150 students from peak enrollment in 2004-05. District projections for the future decline have resulted In an atmosphere of conservative spending.

Total enrollment, male and female was 1,474 in 2006-07. Freshmen were the largest class with 449 students. Each class was smaller than the previous with 372 sophomores, 341 juniors, and 312 seniors in 2006-07. This is a typical pattern.

 

 

 

The predominate language of ELL students is Hmong. The Hmong speaking ELL population has grown over the last three years while the Hispanic/Latino percentages has declined. Mien remains at less than 1 % of the population.

 

 

The percentage of students who are designated Special Education has declined slightly from 11.6% in 2005 to 10.4% in 2007

 

 

 

 

Significant Developments

Changes in Facilities

 

Existing:

·        100 and 200 wing classroom renovation and modernization, including girls, boys, and faculty restrooms

·        Old gym, boys locker room, and handicapped restroom renovation

·        Swamp coolers installed in the shop areas

·        Relocated and expanded student store

·        608-611 classrooms and locker area renovation and modernization in winter 2008

New Construction:

·        1500 classroom wing, including student restrooms, kiln, faculty room, and faculty restrooms

·        New gymnasium

·        New paved staff parking lot off Autrey Lane

·        Covered quad area

·        A variety of benches and tables around quad and campus

·        Las Plumas Park fitness facility

·        Campus beautification: trees, boulders, flowerbeds

·        New Ag/Science classrooms

·        Greenhouse

·        Opportunity Wing

·        Reading Lab with accompanying classrooms

Summer 2008:

·        Band/Drama room, cafeteria, multi-purpose room, and Home Economics wing renovation and modernization

 

Student Services

 

·        Mandatory and voluntary tutoring for under-performing students coordinated by Lucky Devoll

·        Improved Bilingual and Migrant Education Support Staff and tutoring

·        Drop-out prevention and outreach consultant for at-risk students

·        Increased Drug, Alcohol, and Tobacco Prevention Counseling

·        Anger Management counseling

·        Behavioral Health Counselor who works with Medi-Cal students

·        On-campus Student Suspension Center

 

Personnel

 

·        Reinstated fourth counseling position

·        II-USP periods 2002-2005 were added to help implement II-USP plans, follow-up on WASC reports/action plans, develop remediation plans and analyze data

·        2004-05 hired an attendance clerk who helps improve the attendance process including SARB

·        Certificated staff and para-educators meet NCLB requirements

·        One period position created 2006-07 for disaggregation of data by certificated staff

 

Safety and Discipline

 

·        School-wide Safety Committee

·        Disaster Plan outlined in flipchart format

·        ICS training for all staff

·        Additional security cameras

·        Two-way radios provided for teacher duty assignments

·        New EMT-trained campus supervisor

·        Nine-Step Discipline program instituted at administrative level

·        Six-Step Discipline program instituted at classroom level

 

Curriculum

 

·        Opportunity Program created for ninth and tenth grade; currently only ninth grade

·        Reading remediation: Reading Department now separate from English Department, includes Linguistics

·        Greater geographical concentration of subject areas

·        District-mandated quarterly exams in math, science, social studies, and English

·        District-mandated essays for grades 9-11

·        District-mandated curriculum guides and pacing guides in math, science, social studies, and English

·        Changed textbook and resources for algebra courses

·        All curriculum cycles are at least if not newer than 2000

 

Technology

 

·        Increased application of EduSoft data

·        Increase in number of SmartBoards

·        Increase in number of network servers and servers OS were upgraded

·        Photography classes converted 100% to digital with accompanying computer lab

·        ParentConnect, which allows parents to digitally access student progress

·        New Read 180 remediation software in the reading lab

 

Implementation and Monitoring of Action Plans

 

Progress on 2005 Revised School-wide Action Plan #1

 

Goal 1 – Student achievement will improve as indicated by API, AYP and passing rate of students on the CAHSEE.

 

Rationale:  Results from the Las Plumas High School self-study process have indicated that the first focus is on academic growth as indicated by a need for improvement of the API, AYP and students passing the CAHSEE.

 

Objective:  Student achievement will improve on the CAHSEE and STAR exams.

 

Benchmarks:  By June 2005, curriculum aligned with state standards.  By June 2006, pacing guides developed for core subjects. By June 2006, quarterly exams developed and administered for core subjects.  By June 2006, staff trained in standards based instruction and assessments.  By June 2006, staff analyzes data. By March 2005, achieve at least a 95% participation rate for CAHSEE. By June 2006, school reading scores will improve.

 

Frequency:  Monitored weekly

 

ACTION STEPS

1a. Align curriculum with the essential learning from the California State Content Standards

 

1b. Develop pacing guides in core subjects

 

1c. Develop quarterly exams in core subjects

 

1d. Administer quarterly exams

 

1e. Provide teacher training in standards based curriculum and assessment

 

1f.  Develop a method to manipulate and disseminate data

 

1g. Utilize assessment results to improve student performance by analyzing results and adjust pacing guides, exams, teaching methodology and or curriculum.

 

1h. Create a school-wide effort to have 95% Sophomores participation rate for CAHSEE.

 

1i. Create a school-wide effort to improve reading

 

1j. Assess Power Reading Program

 

1k. Analyze data and adjust reading program

 

1l. Create a school-wide effort to motivate students to improve test scores

 

Progress on 2005 Revised School-wide Action Plan #2

 

Goal 2 – Provide a safe environment to enhance student learning.

 

Rationale:  Results from the Las Plumas High School self-study process have indicated that the second focus is to address health and safety issues through improvement of the physical plant and school environment.

 

Objective:  To improve the overall school environment to promote learning.

 

Benchmarks:  By August 2006, develop a timeline to improve school climate.  By August 2006, a plan will be developed to restrict vehicular traffic.  By December 2005, students and staff will wear carry IDs.  By August of each year, implement the school safety plan.  By June 2006, limit access to campus by visitors.  By June 2006, assess community input on school climate and safety.

 

Frequency: Quarterly

 

ACTION STEPS

1a. Develop a timeline to improve school climate and implement the appropriate activities (Safe School Ambassadors, Respect Days, Positive Discipline Plan)

Grant(s) through Butte County Office of Education Health and Safety allowed for the following implementations: (groups to promote physical and emotional safety on campus)

BEST practices program (positive discipline)

Safe School Ambassadors (empowerment of students to create a safe and positive climate within groups of peers)

Link Crew (hooking older students up with younger students, mentoring)

Conflict Managers (peer/student conflict resolution)

Mix It Up Day (break down social barriers to meet new people)

Respect Days (district-wide, character development and violence control addressed)

 

1b. Develop a timeline and process to restrict vehicular traffic on Las Plumas Avenue.

Several attempts were made to reroute vehicular traffic and close Las Plumas Avenue, but all requests were denied by Butte County.

 

1c. Develop a process to ensure all students and staff carry identification.

All staff are required to wear ID cards.

Students must carry ID cards on them and are required to show them to use school facilities such as the library and the student store.

Student with IDs receive discounted ticket prices at LPHS events.

 

1d. Develop a plan to implement and practice the LPHS Safety Plan and all components involved in the plan.

An emergency “flip chart" was created and is in all classrooms.

Safety drills (fire, lockdown, etc.) are practiced throughout year.

The school safety plan is updated each August and as needed such as after the hostage situation in September, 2007.

 

1e. Develop plan to limit visitor access to campus.

Visitors are required to check in through the attendance office, however, this is not always practiced/enforced.

 

1f. Involve community in assessing school climate and safety.

A resource officer is assigned on campus, part time.

Annual data is collected via parent, students and staff surveys.

In January 2007 Dangerous Places map was completed by staff and students.

 

Progress on School-wide Action Plan #3

 

Goal 3 – School-wide technology integration that enhances student achievement of the California State Standards and the ESLRs and improves SAT 9 and CAHSEE results.

 

Rationale: Results from the Las Plumas High School self-study process in 2001-02 indicated that the third focus is to address technology support and integration for students.  After careful review in 2004-05, this continues to be an area of need.  The use of technology will enhance student learning, including the California State Standards, and will support the achievement of the ESLRs.

 

Objective:  All students will use technology in all courses.

 

Benchmarks:  By March of each year, secure funding sources for technology coordination and maintenance. By October 1st of each year, all new staff will be trained in computer skills and will integrate technology into standards based lessons. By June of each year, all staff will take the Iassessment Technology use survey.  By June 2006, all staff will use technology to enhance student learning.

 

Frequency:  Annually by May

 

ACTION STEPS

1a. Identify funding sources for technology coordination and maintenance.

 

1b. Develop a schedule and then train new staff in basic computer skills. 

 

1c. Develop a schedule and then train new staff to integrate technology into standards based lessons.

 

1d. Schedule staff to take the Iassessment Technology use survey.

 

1e. Assess staff usage of technology to enhance curriculum, student learning, and ESLRs in each of their teaching assignments.

 

Scores 0-1.00 are Introductory, 1.00-2.00 are Intermediate, and 2.00-3.00 are Proficient.

1   Computer Knowledge and Skills (Includes 60 in calculations [red], 79 in calculations [blue])

2   CCTC Program Standard 9: Using Technology in the Classroom (Includes 50 in calculations [red], 68 in calculations [blue])

3   CCTC Program Standard 16: Using Technology to Support Student Learning (Includes 50 in calculation [red], 67 in calculations [blue])

 

 

 

 

 

 

Progress on School-wide Action Plan #4

 

Goal 4 – Increase student career awareness and career exploration opportunities to prepare all students to meet their academic, graduation, and post-secondary goals.

 

Rationale:  Results from the Las Plumas High School self-study process have indicated that the fourth focus is to address career awareness and exploration so that students can determine their academic, graduation, and post-secondary goals.

 

Objective:  Students will explore career opportunities.

 

Benchmarks:  By June 2006, all Vocational Education teachers will utilize EUREKA.  By June 2006, all Vocational Education teachers will be trained to use the CTE web site. By June 2006, all students will complete resumes in their Vocational classes. By June 2007, 10% increase in student participation in career activities   By June 2007 the Vocational Education teachers will assess the integration of careers in the curriculum.

 

Frequency: Annually by May

 

ACTION STEPS

1a. Train all Vocational staff on creating curriculum and lesson plans on the CTE website. 

 

1b. Train all Vocational staff on utilizing EUREKA resources.

 

1c. Integrate resumes into the vocational classes and place-completed resumes into server files.

 

1d. Promote monthly career awareness activities.

 

1e. Integrate careers exploration into the vocational classes.

 

 

 

NCLB Compliance Issues

 

Las Plumas High School is a targeted assistance Title I school.  The NCLB/AYP Annual Measurable Objectives consists of the following four criteria:

 

            Las Plumas scores increased 16 points in its API score resulting in a score of  703

 

             Las Plumas had a graduation rate of 92.1%

 

English Language Arts and Mathematics meet the set criteria –

ELA (22.3%) and  Mathematics (20.9%)                                                                MET

In English Language Arts, Las Plumas had 44.2% school wide at the proficient

or above levels.  In the significant subgroups, the range was 42.1% - 52.9%.

 

In Mathematics, Las Plumas had 43.6% school wide at the proficient or above

levels.  In the significant subgroups, the range was 46.0% - 46.9%)

 

Las Plumas met the 95% level of participation.

 

.          

The School Site Council reads the existing school plan and makes content revisions. The School Site Council continually monitors the school plan.

 

 

 

 

 

 

 

 

 

 

 

 

School Adequate Yearly Progress Chart
2006-07 Accountability Progress Report

 

 

 

 

 

 

 

 

 

 

Status of School

 

LPHS is not a PI school. In 2006, 14 out of the 14 criteria were met for AYP and in 2007  18 out of 18 criteria was met. LPHS receives Title I monies and is a targeted assistance school.

                                   

 

 

API scores declined by 8 points in 2006 but increased 16 points in 2007.

 

LPHS did not meet subgroup growth targets in 2006 or 2007 for Asian students. The Students with Disabilities target was met in 2006, but was not met in 2007. See chart below.

 

Growth targets for significant groups

2006

Growth Target

Actual Growth 2007

2005

Growth Target

Actual Growth 2006

 Asian

681

6

-24

700

5

-37

 White (not of Hispanic origin)

701

5

25

 

 

 

Socioeconomically Disadvantaged

657

7

36

682

5

1

Students with Disabilities

400

20

6

630

5

7

 

 

 

 

 

Las Plumas Parent Involvement Plan

 

Parental involvement is defined as the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities to include, but not be limited to, the following components:

 

1.        Responsible parenting is promoted and supported.

2.        Parents play an integral role in assisting student learning.

3.        School is open and inviting to parents and families and actively seeking parental support and assistance for school programs.

4.        Parents participate as full partners in the decisions that affect students and families.

5.        Collaboration with the community provides opportunities to strengthen school programs, family practices, and student learning.

 

Research indicates that when parents participate in their children's education, the result is an increase in student achievement and an improvement of students' attitudes towards learning (Caplan, Hall, Lubin, and Fleming, 1997). In recent years, however, changes in social structures and increased economic pressures have reduced the time and energy some families can devote to school (enGauge). In response to these changes, Las Plumas will be using more technology, Internet-based tools, and applications to improve communication and engage parents. Teachers will use email, websites, and SASI (via Parent Connect) to keep parents informed of students' academic performance. The Site Council will annually evaluate the parent involvement.  Upon assessing the parent involvement, a plan of action will be implemented to continue to achieve the goal of improving communication with parents and involvement.

 

 

 

Parent Responsibilities

 

Parents/guardians may support the learning environment of their children by:  (Education Code 51101)

1.    Participating in community based meetings, school site meetings, home visits held in neighborhood            

       locations, scheduled at times that are convenient for parents or guardians.

2.    Participating in student study team meetings.

3.    Monitoring attendance of their children

4.    Monitoring and regulating the television viewed by their children

5.    Working with their children at home in learning activities that extend the classroom learning

6.    Volunteering in their children’s classroom(s) or for other school activities

7.    Participating in decisions related to the education of their own children or the total school program as      

       appropriate

 

___________________________________       _____________________________________________

Signature, Parent/Guardian, Date                        Printed Name, Parent/Guardian

 

Name of student/students

 

 

If you have any questions about this form please contact, Lucky Devoll at 538-2310 ext 237

 

Please return the signed form to your instructor or to the attendance office.

 

 

 

 

 

 

 

 

 

 

 

Analysis of Current Educational Practice at Las Plumas High School

 

Las Plumas High School provides all students with a strong educational foundation through a diversified and standards-based curriculum.  The state has set high academic achievement levels for all students to meet by the year 2014.  Las Plumas is exceeding the required levels in the present year.  The following charts show a comparison to the state’s expectations and Las Plumas’ achievement:  

 

 

 

 

 

1. Alignment of curriculum, textbooks, instructional materials, and intervention programs

 

Las Plumas is committed to providing each student with access to a rigorous curriculum that is aligned with the state content standards and framework.  Textbooks and supplemental materials are aligned with the content standards. The adopted curriculum is aligned to academic content standards and students work towards achieving performance standards.  Las Plumas High School students participate in challenging, relevant, and coherent curriculum that supports the ESLRs and standards based instruction.  Las Plumas High School students choose from educational programs that are primarily college-preparatory, vocational, or general in nature.  Courses are designed to follow a natural progression of sequential learning.  The WASC Leadership Team is supporting efforts of the departments to align instruction and assessments to the standards, High School Exit Exam, and the STAR test. Teachers in core subject areas give benchmark tests quarterly to assess students’ progress in meeting these standards.

           

All textbooks that have been adopted can be found on the district web page http://www.ouhsd.org/curriculum/ .   Each student has the necessary books for all courses.  Several of the textbooks are available in Spanish for EL students.  Teachers at Las Plumas High School are committed to challenging and engaging all students. To accomplish this, faculty members work collaboratively to revise and prepare curriculum, in addition to attending conferences, seminars and workshops. Through the district revision cycle, departments have aligned curriculum to State Frameworks and State Standards and purchased materials to ensure student success.  As each department begins its curriculum cycle, members work with the district curriculum director to align curriculum with the State Framework and Standards and choose updated materials. The governing board has adopted the curricula, and the staff has continued working to improve instruction and acquire quality materials.  Curricula have been posted on a district website, and departments are working to incorporate links to textbooks and website supports.  The mathematics department uses the College Preparatory Mathematics (CPM) Program , Glencoe and Houghton Mifflin  for instruction, which provides additional resources, such as Skills Workbook, to augment the classroom instruction.  The math department also uses Interactive Math, Accelerated Math, EduSoft, Green Globs, and other software to provide standards-based learning.  Gifted and Talented  (GATE) students also have access to the academic core.  GATE funds provide supplementary materials for these students in their Advanced Placement classes to offer them more challenging material. GATE students not enrolled in an AP class because of student performance are enrolled in a regular core course aligned to the state standards.

 

In 2003-04, several software programs were purchased to provide intervention support for all students; i.e. such as software programs in mathematics (Interactive Mathematics), science (Cyberscience).    Prior software programs utilized in classes include Accelerated Mathematics and Accelerated Reader.  In 2005-06 a Read 180 lab was established.

 

2.  Design of master schedule to allow for effective use of time to meet the instructional needs of all students.

 

Las Plumas offers a traditional high school time schedule with six periods of class, each 58 minutes in length.  There are eight minimum days during the year, allowing teachers to collaborate in department discussions and to address school wide concerns about academic achievement of all students.  A final exam schedule is maintained for the end of each semester.  Final exam periods are two hours each, allowing teachers to present students with an opportunity to take standards-based exams in many courses. The results of these exams are analyzed by the departments and are used to modify/enhance students’ instructional strategies.  To ensure equal access to the core curriculum for special need students and English Learners, students receive appropriate support and/or accommodations that correspond to their specific needs with the least restrictive learning environment.

 

3.  Alignment of professional development to standards-based educational activities

 

Las Plumas has placed a strong emphasis on staff development using II/USP, Title I, Title II, Title VI, and other grant monies.  Our AP instructors have attended workshops to better align the AP curricula.  All math instructors are trained in the CPM and Glenco approaches.  Teachers  are trained to use technology more effectively to enhance learning, to integrate technology into the curriculum using CTAP 120, 210, 310, and Teaching With Technology (TWT) courses.  Students benefit from teacher training through enriched learning experiences, such as using Power Point, Desktop Publishing and media presentations.  Computers and software, including  computer labs, have contributed to increased access to technology for all students.  Technology remains a vital part of the curriculum at Las Plumas High School. Teachers have been trained in SDAIE, have CLAD credentials, or are in training. BTSA training is required of all first and second-year teachers  We currently have fourteen certified support providers for BTSA.  The staff has made a concerted effort to include the ESLRs and state standards in the curriculum. Class syllabi incorporate the ESLRs and the standards. Student assessment is just beginning to drive instructional practices.  

 

4. Staff qualifications and teacher credentialing

 

 

 

2000

2001

2002

2003

2004

2005

2006

2007

 Total Number of Teachers
 

69

68

72

 

62

 

67

 

67

 

 

66

 

 Full Credential
 (full credential and teaching in subject area)

 

64

 

64

 

62

 

53

 

63

 

63

 

65

 

 Teaching Outside Subject Area
 (full credential but teaching outside subject area)

 

 

 

 

 

 

 

3

 

0

 

 Emergency Credential
 (includes District Internship, University Internship,

   Pre-Interns and Emergency Permits)

 

 

5

 

 

5

 

 

10

 

 

9

 

 

5

 

 

2

 

 

1

 

 Teachers with Waivers
 (does not have credential and does not qualify for an Emergency Permit)

 

 

 

 

 

 

     1

 

 

 

 

In 2006-07, LPHS had 66 FTE teachers. Sixteen of the certificated teachers, counselors, and administrators at Las Plumas have earned at least a B.A. + 30.   In 2003–04, there was a loss of two counselor positions and the librarian position on campus.  A part-time librarian and part-time counselor were reinstated in February 2004 and in 2006-07, another counselor was hired.

 

Teacher Evaluations

Teachers are evaluated on a regular basis according to contractual, district, and state guidelines.  The primary focus of the evaluation process is to provide our students with quality instruction, integration of the ESLRs, and assessment of content standards.  This year, all probationary teachers and all (on-year cycle) teachers have received pre-observation conferences in which they reviewed Stull Bill goals, state standards, district goals, LPHS Expected School Wide Learning Results, class grade point averages, grading policies, classroom management plans, and professional development with administrators.


Substitute Teachers

Oroville Union High School District maintains a list of qualified substitute teachers.  However, when the demand for substitutes is unusually heavy, a shortage of substitutes can exist.  When a substitute cannot be obtained, LPHS teachers receive compensatory time for filling in for absent teachers during their preparation periods. 

 

Counselors and Other Support Staff
Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100% full time. Two staff members working 50% of full time also equals one FTE.

 

 

Title

F    

2002001-02 

        

      2002-03

 

2003-04

 

2004-05

 

2005-06

 

2006-07