Oroville High School WASC Plan

Table of Contents:

Chapter I

Students & Community

Profiles and Supporting Data

Chapter II

Progress Report

Progress on Previous

WASC Self Study Recommendations

Chapter III

Expected School-wide

Learning Results

Chapter IV

Self Study Findings

The quality of OHS Programs

Chapter V

Schoolwide Action Plan

Process, Growth Targets & Plans

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Chapter I

Students & Community

Profiles and Supporting Data

Chapter I: Student & Community Profiles and Supporting Data

Preface

Oroville High School received a 6-year WASC accreditation in 1996. Times have changed.
Old ways of doing things have given way to new courses, programs, and instructional strategies. Oroville High School staff is changing to be more results-oriented.
An emphasis on teacher and student accountability is part of this change. We have used the Focus on Learning process guide for joint WASC Accreditation and CDE Program Quality Review to accomplish the key outcomes of this year's WASC self-study.

Oroville Union High School District Vision & Mission Statement

Our District vision is to: Prepare students for the future by providing knowledge and achieving educational excellence and personal growth.

Our School District believes that:

· The student is the focus of the district with staff, family and community forming a partnership that promotes success.

· All individuals are unique; they deserve equal opportunities to learn and contribute.

· Learning is a life long process.

· Students, staff, and community must be prepared to adapt and evolve in our ever-changing society.

· Educational excellence is our shared responsibility.

· A safe and caring environment is essential.

Our District Mission Statement: The Oroville Union High School District, in collaboration with students, parents, and community, will provide an educational environment that enhances students intellectual, physical, economic, and social development.

Oroville High School Vision & Mission Statement

Oroville High School Mission Statement: Oroville High School is a safe, engaging environment that promotes individual and cooperative efforts through optimum student-teacher-parent and community effort on campus, with high expectations for a diverse student population.

Oroville High School's guiding vision is to prepare our students for success in our rapidly changing information-based society and to make sound, informed, ethical decisions in all aspects of their adult lives. We offer quality programs to help our students succeed. Courses, curriculum, and school-wide goals at Oroville High School are reviewed and aligned regularly with local, state and national standards. Our students learn how to be critical thinkers, life-long learners, effective communicators, and community contributors.

Expected School-wide Learning Results (ESLR’s) were created and implemented in 1995, and revised in 2001. They serve to provide a contextual framework for students, parents, and staff. The ESLR’s help to define our vision for graduates and are used as a measure of our current performance as a school.

Introduction to Community

Oroville High School (OHS) is located in Oroville in the County of Butte. The high school has 1027 students, grades nine through twelve. OHS is one of four high schools in the Oroville Union High School District. Established in 1892, our school is rich in tradition. Many prominent county citizens are OHS alumni.

The district draws students from an area of approximately 663 square miles and from seven different elementary districts. The principle community within the district’s boundaries, Oroville, has an immediate shopping population of approximately 50,000. The primary industries in Oroville are government (including education), retail trade, service industries, light manufacturing, agriculture, and lumbering. The median household income in Oroville is $16,614.

Opportunities for higher education are plentiful. Butte Community College offers comprehensive programs in many fields. California State University, Chico, a four-year college that offers a full spectrum of curricula, is about a 25-minute drive from Oroville. Furthermore, Oroville is about three hours from the cultural centers of San Francisco and the Bay area and just about two hours from Reno, Tahoe, and Sacramento.

Introduction to School

The range and diversity of our student population is matched by the wide variety of programs and activities developed to meet the ever expanding educational and enrichment requirements of our students. The population of OHS reflects the community. According to October 2001 California Basic Education Data Systems (CBEDS), our current enrollment of 1027 students consists of 274 freshmen, 283 sophomores, 269 juniors and 201 seniors. Our 2001/ 2002 student population is comprised of 5% American Indian, 23% Asian, 1% Pacific Islander, 1% Filipino, 6% Hispanic, 4% African American, and 60% white.

Enrollment

CBEDS Year	Total	Male	Female
1996	1,058	550	508
1997	1,019	518	501
1998	1,031	565	466
1999	1,099	588	511
2000	1,112	566	546
2001	1,027	543	484

Demographics

Year	Total	Amer. Indian	Asian	Pacific Island	Filipino	Hispanic	African Amer.	Caucasian
1996	1,058	6%	16%	1%	0%	7%	3%	67%
1997	1,019	6%	17%	1%	0%	6%	5%	65%
1998	1,031	4%	18%	1%	0%	6%	5%	66%
1999	1,099	4%	19%	1%	0%	6%	4%	66%
2000	1,112	5%	21%	.05%	0%	7%	3.5%	63%
2001	1,027	5%	23%	1%	1%	6%	4%	60%

Primary Language/Language Proficiency

Year	Total ELL Students	# Redesignated	% Redesignated
1997	63	26	.41
1998	101	0	0
1999	78	52	.67
2000	90	33	.49
2001	98	19	.19

Oroville Union High School District Safety & Crime Data

	Crimes Against Persons
O.U.H.S.D.	Drug & Alcohol Offenses	Battery	Assault with a Deadly Weapon	Robbery/ Extortion	Sex Offenses	Possession of a Weapon	Property Crimes
1995-96	21.25	5.83	1.25	0.42	0.00	3.33	14.17
1996-97	21.10	20.70	0.80	0.00	0.80	6.37	14.33
1997-98	20.13	6.71	1.18	0.39	0.00	7.89	3.55
1998-99	21.09	8.00	0.36	1.45	1.09	4.00	5.82
1999-00	20.91	6.27	0.70	2.09	0.35	5.92	12.20
2000-01	39.93	21.53	1.39	0.00	0.00	5.21	7.29

Dropouts

The Oroville Union High School District calculates and reports dropouts based upon established CDE guidelines. The one-year rate is calculated by dividing the total number of dropouts in a particular grade(s) (9-12) in a one-year period by the fall enrollment of the specified grade levels. A review of dropouts for OHS for the past five years shows a relatively low and consistent rate ranging from a low of 0.1% in 2001 to a high of 0.7% in 1995.

Oroville High School Dropout Rates by Gender and Ethnicity

Year	1994-95	1995-96	1996-97	1997-98	1998-99	1999-00	2000-01
Total	0.7	0.5	0.5	0.3	0.2	0.1	0.17
Male	0.5	0.5	0.6	0.5	0.6	0.6	0.16
Female	0.4	0.4	0.4	0.4	0.4	0.7	0.16
Ethnicity	1994-95	1995-96	1996-97	1997-98	1998-99	1999-00	2000-01
Am. Indian	0.1	0.1	0.1	0.1	0.1	0.1	0.1
Asian	0.1	0.2	0.1	0.1	0.2	0.2	0.2
Pac. Island	0.0	0.0	0.0	0.0	0.0	0.0	0.0
Filipino	0.0	0.0	0.0	0.0	0.0	0.0	0.0
Hispanic	0.1	0.1	0.0	0.0	0.1	0.2	0.2
Afric. Amer	0.1	0.0	0.0	0.0	0.0	0.0	0.0
Caucasian	0.6	0.6	0.7	0.7	0.6	0.11	0.1

Expulsions

OHS, in conjunction with the rest of the district has had significant declines in the number of expulsions over the past four years. Listed below is a table that reflects the number or students recommended for expulsion by OHS and their dispositions. Included in the table are also the total recommendations within the Oroville Union High School District.

Year	Recommendation	Placement In Lieu of Expulsion	Expelled	District Total
2000-01	32	15	17	91
2001-02	19	16	4	73

Staff Certification

Currently 100% of the staff at OHS are fully credentialed secondary teachers. Of the 58 credentialed members on staff there are only 3 teachers that are teaching on a waiver process approved by a Committee on Special Assignment. These instructors are not in any core academic areas and are competent teachers that have been teaching the specialized courses they have developed at OHS. (See the Appendix, Section # 24 for staff certifications.)

Academic Philosophy

We expect every student to meet high standards. In order to graduate, students must complete seven semesters of English (eight semesters beginning the class of 2004); four semesters of Math (beginning with the class of 2004 they must pass Algebra I or Algebra A and Algebra B); seven semesters of Social Studies; four semesters of Science; two semesters of Foreign Language or Visual and Performing Arts; eight semesters of Physical Education; one semester of Health; and two semesters of Vocational Education. Many students go far beyond these minimums. All of our academic departments offer tutoring on a request basis.

Visit our classrooms on a typical day and you might see students engrossed in an experiment, meeting in peer groups discussing the research to be accomplished for a project, conducting research, or using computers to design a dream home.

All students have access to Internet connected computers in classrooms as well as in computer labs. Skills in electronic research are taught in the ninth and tenth grade, and students are expected to use these skills all four years.

Oroville Union High School District Graduation Requirements

Courses	Credits
English	35
Mathematics	20
Life Science	10
Physical Science	10
United States History	10
Health	5
Government (State, Federal and Local)	5
Economics	5
World History	10
Geography	5
Fine Arts or Foreign Language	10
Vocational	10
P.E. Required (unless exempted)	40
Electives /or Electives (with exempted P.E.)	45 / 85
TOTAL CREDITS	220

A-G Course Completion Comparison of Disaggregated Data

The A-G courses meet the subject (a-g) requirements for admission to UC and/or CSU. Completions are equal to the number of high school graduates completing all UC and/or CSU requirements as reported on CBEDS. OHS continues to have approximately one third of its graduates complete all of the A-G course requirements. The completion rate for Hispanic students consistently falls below Asian and Caucasian students suggesting a critical need for interventions directed toward closing that gap. The same pattern of lower-than-expected performance is seen in all other ethnic groups; however, it is difficult to formulate definitive conclusions given the low number of students enrolled from each of these ethnic groups.

OHS UC/CSU A-G Course Completions (Rate =% rate per 100 graduates; N = number of students)

OHS Year		1994-95	1995-96	1996-97	1997-98	1998-99	1999-00	2000-01
Males	Rate	26.5	10.8	17.5	11.4	20.7	23.3	27.7
	N	26	11	16	10	23	20	23
Females	Rate	12.3	19.4	20.3	24.8	26.7	36.9	35
	N	13	19	16	26	20	32	34
Amer. Indian	Rate	0.5	0	0	2.1	0	0	0
	N	1	0	0	4	0	0	0
Asian	Rate	34.4	3.4	35.3	4.2	6.1	30.6	7.9
	N	6	6	6	8	12	52	14
Pacific Islander	Rate	0	0.5	0	0	0	0.6	0
	N	0	1	0	0	0	1	0
Filipino	Rate	0	0	0	0	0	0	0
	N	0	0	0	0	0	0	0
Hispanic	Rate	1.7	0	0.5	1.6	0.5	2.4	3.3
	N	3	0	1	3	1	4	6
Afri-American	Rate	0	0	0	0.5	0	0	0.5
	N	0	0	0	1	0	0	1
Caucasian	Rate	16.2	13.7	14.7	17.1	15.3	20	20
	N	29	23	25	33	30	34	36

OHS Advanced Placement Test Scores

(# Of students per year who scored 3 or higher on the Advanced Placement test.)

Year	1997-98	1998-99	1999-00	2000-01
OHS Total	4	8	11	20
Male	2	5	5	6
Female	2	3	6	14
Ethnicity	1997-98	1998-99	1999-00	2000-01
Am. Indian	0	0	0	0
Asian	0	1	2	2
Pacific Islander	0	0	1	0
Filipino	0.0	0.0	0.0	0.0
Hispanic	0	1	1	2
African American	0.0	0.0	0.0	0.0
Caucasian	0.7	0.6	0.11	0.1
Total # Students Tested	26	31	47	67

Scholastic Aptitude Test I (SAT I)

OHS puts forth considerable effort to encourage students to take the SAT exam as well as offering a variety of programs and interventions providing assistance for students to perform at their best levels. Counselors log in countless hours to bring in juniors and seniors on an individual basis to both encourage their participation and advertise the various support programs that are available. The chart below shows both the average Scale Score and the participation rate broken down by both gender and ethnicity for the past four years.

OHS SAT I -Verbal-Scale Score (Recentered Scale/Score Participation Rate)

Year	1998	1999	2000	2001
National Scores	505	505	505	505
State Scores	497	497	497	497
All OHS Students	435	453	440	439
OHS Males	436	465	432	435
OHS Females	429	430	441	462
American Indian	490	--	--	440
Asian	340	383	370	356
Black/African American	370	600	350	380
Hispanic	520	--	449	452
Caucasian	476	470	466	484
Romanian	280	--	--	--
Pacific Islander	--	--	--	590

OHS SAT I - Math-Scale Score (Recentered Scale/Score Participation Rate)

Year	1998	1999	2000	2001
All OHS Students	467	472	462	473
OHS Males	493	489	471	474
OHS Females	450	457	452	474
American Indian	477	--	--	450
Asian	418	434	435	444
Black/African American	410	650	410	380
Hispanic	580	--	430	462
Caucasian	490	482	473	490
Romanian	350	--	--	--
Pacific Islander	--	--	--	570

Stanford Achievement Test, Version 9 (SAT 9)

(See Appendix Section # 18 for School and District SAT 9 Data)

During the past two years OHS has not met its API targeted growth. As a result, our school applied for and was awarded an Immediate Intervention Under-Performing Schools Program (II/USP) grant. The 2000-2001 school year was our grant planning year and this year has been the first year of II/USP implementation. During this year, a great deal of work has been done by the entire school and specifically the Language Arts and Math departments, which is outlined in our Chapter IV: Self Study. It is our belief that this work has driven instruction and will result in improved student achievement that will be reflected in this year's SAT 9 student data.

Academic Programs for Students

OHS offers many academic support services and activities to help our diverse student population meet the challenges of a rigorous curriculum and accomplish our ESLRs. Such program include:

• Advanced Placement and Honors courses

• Advancement Via Individual Determination (AVID)

• Special Education (RSP & SD)

• English Language Learners

• Link Crew

• Tutoring Programs

OHS instructional staff plays a major role in connecting students to appropriate academic support services to enhance classroom learning. A majority of the teachers assess their students’ learning needs informally or formally at the beginning of the school year as well as formatively throughout the school year. They use these assessments to modify their instruction and/or instructional strategies to maximize student learning throughout the course and to recommend tutoring if necessary. (Additional details about our co-curricular activities can be found in Chapter IV: Self-Study — Section D)

Co-Curricular Activities

At OHS approximately 8 out of 10 students are involved in school clubs, athletics, and extra-curricular school activities. A full range of sports programs are offered with certified coaching staff. Athletes are expected to maintain appropriate grade point averages and are closely monitored by coaching staff. In addition to typical high school sports programs, off campus sporting activities are also recognized, such as the ski/snowboarding club. An active Associated Student Body (ASB), advised by a certificated teacher and staffed with 14 OHS students oversees the operation of 30 clubs on campus. These clubs service a wide variety of social and school interests to serve our diverse student population and also foster community involvement and service. Examples of such clubs are Key Club, Environmental Club, Friday Night Live, Future Business Leaders of America (FBLA), Black Student Union, Asian Club, International Club, Girls and Boys Block "O", Students Taking A New Direction (STAND), Vocational Industrial Clubs of America (VICA), Fashion Club, Spirit Squads, Link Crew, FHA-HERO club, grade-level clubs, Catering Club, and the LP/Oroville Band. Several of these clubs are tied with state and national organizations.

Several activities are also supported within the curriculum, such as the school newspaper, yearbook, and the OHS web site, all of which are produced and advised during scheduled designated courses. The school newspaper, Eye of the Tiger, is published once a month and provides students with information about staff, classes, programs, activities of students and clubs, counseling information, student opinion, events, entertainment and sports. (Additional details about our co-curricular activities can be found in Chapter IV: Self-Study — Section D)

Postsecondary Guidance and Assistance

OHS provides a Counseling Newsletter to Seniors each month. This newsletter has information regarding dates and deadlines for testing and colleges, the college application process, scholarship information with deadlines, college visitation days, college preview days, financial aid information, selective service registration, Butte Community College information for their Reg-to-Go Program and all other pertinent information for Seniors. Deadline dates are emphasized. The Head Counselor prepares this newsletter and then presents the newsletter in Economics and Government classes to all Seniors. Students are given the newsletter as well as additional handouts such as a Planning Calendar for Seniors, Financial Aid Information – Cal Grant and Free Application for Federal Student Aid (FAFSA), a list of Financial Aid Resources on the Internet and other handouts as relevant.

In addition to classroom presentations of the Counseling Newsletter for Seniors, the Counseling Department provides workshops to help Seniors complete the California State University (CSU) and University of California (UC) applications. A Financial Aid Workshop is also coordinated with California State University, Chico where their Financial Aid Officer meets with parents and students to explain the process and answer questions. (Additional details about our student support services can be found in Chapter IV: Self-Study — Section D)

Scholarships

Scholarship information is provided to students in the Counseling Newsletter for Seniors as well as in Daily Bulletin announcements. The scholarships listed in the newsletter are accessible to students in the Counseling Office in a file, which is set aside for Seniors. All 3 counselors provide assistance to Seniors in completing these applications as needed. The Head Counselors from Las Plumas and OHS meet in early Fall to update and revise the Scholarship Information Booklet for Parents and Seniors of the Oroville Union High School District. This booklet is mailed to each parent of a Senior at Las Plumas and OHS. It contains information on national and local scholarships. There is strong community and alumni support for scholarships at OHS. Several memorial scholarships have been set up for OHS graduates and family members. In addition, several scholarships have been set up for former OHS teachers.

The Academic Awards Convocation, which is held for Seniors the week before graduation, is coordinated by the Counselor who serves as the Scholarship Chairperson. Scholarship donors are contacted in early spring. Local Scholarship applications, Dollars for Scholars applications and individual scholarship applications are provided and publicized to students. Scholarship applications are reviewed by individual groups and committees and selections are made. Every effort is made to have Seniors apply for the many scholarships that are offered.

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Chapter II

Progress Report

Progress on Previous
WASC Self Study Recommendations

Chapter 2: Progress Report

During the past six years since our last Focus on Learning WASC Accreditation, Oroville High School has made significant progress in the areas of curriculum development, standards alignment and technology. This growth is reflective in the evidence that we have gathered to demonstrate our progress.

In 1996, we entered into the first cohort group that chose to use the Focus on Learning evaluation model to develop our self-study. For a variety of reasons, we unfortunately did not systematically follow the model that was laid out to manage the daily operations of the school or its long- term action planning. Some of this was a result of frequent changes in both administration (three principals in five years) and certificated staff (nearly 65% turnover).

Over the course of the past year and a half, the school has moved into the implementation of an action plan as an II/USP school, which has been woven into the previous WASC Self Study and Action Plan. It is our hope that both processes will benefit from such an integrated approach, thus ensuring the success of both endeavors.

Major Recommendations & Progress

In March of 1996, the WASC Visiting Committee identified four major recommendations for Oroville High School to focus on and develop into an action plan: Communications, Technology, Schoolwide Assessment, and Teaching Methods.

Area of Improvement: Communication

There is a need for improved communication between the district office and the site. There is also a need for improved communication between parents and the school.

Progress:

Better lines of communication are being developed between the district and school site. Weekly district-wide administrative meetings allow ideas to move to the site level in an expedient manner. Monthly staff and department chair meetings bring this information directly to staff. The district office administration has had an open ear to the needs of the staff, i.e. changing the district calendar to meet the needs of the school site. District Discipline Committee meetings enable ideas from staff to be heard at the district level.

Advanced technology has opened new avenues for home to school communication. Faculty e-mail addresses have been published on the school web site and distributed to parents in the school newsletter. An increasing number of parents and teachers are using this to open effective lines of communication. This enables a community of working parents to receive quick and efficient responses to their questions and concerns. Just this year software was purchased for ParentConnect® that allows parents to log into our student data base and look at real time student attendance, discipline, homework, missed assignments, and class grades on their student. The school is working with community businesses to provide kiosks in local stores for parents without computers or dial up access the ability to utilize this technology.

Every staff member has been trained and is using e-mail. Most daily communication from administration to staff and among staff takes place in this medium. We have used the Butte County Office of Education' CTAP Online server to place all of our WASC documents online for the staff to access and make revisions and corrections to the Self Study from their desktop computer workstations. This has been used by the majority of the staff during this accreditation process.

Area of Improvement: Technology

There is a need for a clear and concise plan for acquisition, placement, and use of technology. The plan should also address a process for increasing the staff’s familiarity with technology and knowledge about the use of technology as an instructional tool.

Progress:

Within the parameters of the Oroville Union High School District Technology Use Plan, Oroville High School’s new technology plan was developed when we applied for the California Digital High School Grant (DHS). Our technology plan was approved by the CDE in 2000 and we were granted $315,000 in DHS funds for hardware, software, infrastructure and staff development.

We began with the acquisition and placement of LAN (Local Area Network) upgrades and new servers. The Oroville High School LAN now consists of 8 Servers that are used for: Student Information /Data, DHCP, Email and Proxy, Student Storage, CD Resource Storage, Library Catalog, (Follet Web interface planned). All but one of these servers is on 100mb network interface cards with copper connections to the Cisco switches. Our Student Information Server has a gigabyte network interface card with a copper connection to the switch. The email exchange server is currently accessed by several schools in the district for their email services.

Our LAN is connected to our District's Wide Area Network (WAN) through one T1 line provided and maintained jointly by the Butte County Office of Education (BCOE) and Pac Bell. Our district hosts 2 web servers in addition to 3 student information servers. One of the district web servers is host to our ParentConnect® software. Parents can establish an account that will enable them to access their child’s records over the Internet. Oroville High School’s web page is hosted on one of these district servers. The school web page is developed and maintained by teachers and students at Oroville High School. The district student information server is synchronized nightly with our local server.

Each classroom at OHS is connected to the LAN/WAN. There are 254 instructional use computers on campus. Of those, 239 have Internet connections. One hundred percent of our classrooms have at least one Internet connected computer. The classroom computers are minimally Pentium III 933 MHz computer with ATI video cards installed, giving us advanced multimedia capabilities. There are currently five computer labs on campus: one each for business; industrial technology; computers, reading; and the library. Various teachers in several departments use our mobile lab of networked laptops improving teacher and student access to the other stationary computer labs. A number of teachers in English, Social Science, Science, Mathematics, and Visual Arts, use the library computer lab on a drop-in basis to complete class projects using the internet for research, exploration, programs and on-line databases. There are 20 non-instructional computers in use, all of which are connected to the LAN/WAN.

The LAN/WAN is maintained at three levels: 1) Onsite support is provided by the Digital High School coordinator/technician. 2) The District technology support technician provides secondary support. 3) Advanced support is provided by our BCOE Information Technology Services.

Through our Digital High School Grant, OHS has been and will continue to provide training for all OHS teachers. We subscribe to the California Technology Assistance Project (CTAP) database of on-line training, resources and lesson plans called CTAP Online (www.ctaponline.org). The path individual teachers are taking to increase their familiarity with technology and their knowledge of the use of technology begins with CTAP 100 – a series of training modules that includes Basic Computer Skills, Email, Internet; Word Processing; Paint & Graphics; Desktop Publishing; Spreadsheets; Databases; and Presentations. Seventy-percent of our faculty has completed CTAP 100 training, and by the end on the 2001/2002 school year, about 20% more of our teachers will complete CTAP 100, bringing us to a 90% completion rate. As teachers complete the CTAP 100 series of online desktop application courses, they begin one of three courses technology integration courses: CTAP 120: Assisting Students With Technology, CTAP 201: Information Literacy & the Internet, and CTAP 210: Standards & Technology in the 9-12 Classroom.

Approximately 30% of our teachers are currently participating in the state's California Educational Technology Program using CTAP’s Teaching With Technology (TWT) online course- which fulfills all three of the technology integration courses listed above. Some of the classroom projects that have been designed by teachers for the TWT course include:

• Using PowerPoint to create reports on a chosen literary period, and a book from that period (English)
• Creating a commercial ad using PowerPoint (Computers)
• Using PowerPoint as an instructional tool to present a lesson (Math and Geography)
• A lesson that teaches the students to use "Accelerated Math" assessment program (Math)
• "Making Research Count" - students learn to evaluate web sites and locate primary sources (English)
• Using the internet at math.com to find tools to calculate volumes of objects- and presenting with PowerPoint (Math)
• Using Excel to create graphs (Math)
• Using digital camera to take step by step photos of the film camera processes- presented with HyperStudio and will be used for future classes (photography)
• Using digital camera to photograph street signs and present with PowerPoint (Drivers Ed)

Area of Improvement: Schoolwide Assessment

The need for a clear and concise plan for assessing the effectiveness of the instructional program, instructional methodologies, and of student accomplishments of the ESLRs. The assessment result should serve as the basis for resource allocation and planning of staff development activities.

Progress:

The goal of formally assessing the ESLRs that was recommended by the 1996 WASC Visiting Committee took a back seat for several reasons. First, the frequent changes in administration and staff mentioned above contributed to this. Second, and more importantly, high stakes testing arrived between 1996 and now, forcing our focus to change from site-developed ESLRs to statewide standards. Third, our site became an II/USP school two years ago, which dictates and prioritizes our assessment goals. While the site staff certainly has integrated the ESLRs and assessed them in a number of ways, the need to focus assessment on student achievement of standards has taken priority.

Within this realm, OHS has made marked improvement in the area of assessment. Individual teachers and various departments use standards-based assessment tools to measure student achievement. Assessments include performance, written, and standardized formats. Teachers are engaged in pre, interim, and post assessments that inform and drive their instruction.

In conjunction with II/USP goals, the English and Math Departments have developed and administered quarterly assessments based on content area standards and the California High School exit Exam (CAHSEE). These assessments have been developed through collaboration with the Butte County Office of Education's professional development coordinators. Results of these assessments are shared with all teachers so that the strengths and weaknesses of each and every student can be analyzed. The data is used to shape curriculum objectives and to drive instruction as related to content area standards. A significant amount of financial resources are dedicated to this process. English and Math teachers are provided release days and compensation for development, analysis, and revision of assessment tools. This support has allowed for the collaboration necessary in creating invaluable assessment tools and has reduced the teacher isolation that often occurs. Data from these assessments as well as the SAT 9 and the CAHSEE are being used to help determine intervention opportunities, such as tutoring assistance for students not meeting district and state standards.

To support II/USP goals, the principal has been dedicated to creating and managing this process for the second year of the grant. During the 2002-2003 school year, the science and social science departments will also develop quarterly assessments that will allow for measurement of student achievement of the content standards.

Area of Improvement: Teaching Methods

There is a need for improved instructional strategies and opportunities for staff development and collaboration.

Progress:

The OHS staff is presently comprised of many powerful and highly qualified teachers. Across the curriculum, individual teachers bring experience and excitement into the classroom with the integration of research-based best practices. For example, teachers are participating in various BCOE sponsored professional development programs that bring together best teaching practices and technology into the classroom in new and powerful ways. These programs guide our teachers as they discover technology-based opportunities for students to authentically engage in subject matter and create professional products.

Another important impetus for powerful teaching is the collaboration within and between departments. Departments at OHS are characterized by their willingness to share ideas and work together to improve student outcomes. For example, departments follow common teaching schedules in numerous courses in order to provide opportunities for students to work together to understand new and challenging concepts or matriculate between sections without losing ground. Teachers in Math also use collaboration time to discuss and implement common test taking strategies within each one of their classes. Regularly scheduled department meetings provide opportunities to examine standards in order to create a more uniform presentation of standards. Currently, the English department uses five rubrics – report of information, autobiographical, persuasive, and interpretive, and business letter – to assess students’ written performance by grade level. In addition, a school wide rubric is being developed in order to create a consistent focus for projects and written assessments across the curriculum.

Lastly, the involvement of OHS staff with the Beginning Teacher Support and Assessment Program (BTSA) has created an environment for new teacher support and growth in a systematic, proven way. Each new teacher is paired with an experienced support provider who observes and coaches the new teacher through activities that reveal and reiterate methods and practices of powerful teaching. Through participation in this research-based and formative program, all new teachers are offered consistent opportunities to experience the value of support from other teachers and to discover the powerful teaching practices that reside within themselves. In addition, support providers are given extensive training in the six California Standards for Teaching Profession (CSTP). These standards focus on engaged learning, teaching all students, knowing one’s discipline, assessment, providing an effective learning environment, and ones own professional growth. Thirteen beginning teachers and six support providers alike grow in their ability to effectively instruct and assess all students.

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Chapter III

Expected School wide Learning Results

Chapter 3: Expected Schoolwide Learning Results

OHS ESLRs are the foundation of our school's curriculum, instructional strategies, and student work. The integration of our ESLRs in our schoolwide goals ensures that all of our students will leave OHS with the necessary skills and tools to lead a successful life as productive members of our society. Our academic departments and teachers have begun to integrate the following nine ESLRs in lessons and activities that are aligned with the standards.

OHS ESLRs and Measurable Indicators

1. Students will be community contributors who demonstrate positive and productive citizenship.

For example, the student may:

• Help students on or off campus (e.g. tutoring)

• Participate in documented community work (e.g. volunteer at a hospital, crisis center, etc.)

• Be a member of a community service club (e.g. Key Club, Environmental Club).

• Register to vote when of age, go to governmental meetings or be involved in a political campaign.

• Enlist in the military and/or register for the draft.

• Attend a jury trial

• Go to a school board meeting, or participate in School Cite Council

2. Students will be collaborative workers who are able to work effectively with others.

For example, the student may:

• Successfully and equitably participate in a group project which may entail:

• Assigning roles

• Operating in a democratic process

• Assessment of self and peer performance

• Understand benefits and drawbacks of working in a group.

• Individual success depends on the success of the group.

3. Students will be quality producers who create products that reflect originality and high standards.

For example, the student may:

• Create an original work of art

• Write a research paper in MLA format

• Be part of creating or organizing an event (e.g. dance, fashion show, etc.)

• Be part of creating a publication (e.g. yearbook, newspaper, etc.)

4. Students will be socially responsible individuals who have an awareness of the world's various viewpoints, belief systems, and cultures.

For example, the student may:

• Discuss, orally or in writing, subjects of literary, historical, or social significance that represents multiple points of view.

• Learn a second language.

• Serve as a peer-mediator.

• Prepare a report on the impact of the environment on the lives of students.

• Participate in an organization, group or activity that brings cultural awareness to the classroom

5. Students will be personally responsible individuals who demonstrate an understanding of basic living skills.

For example, the student may:

• Devise a personal budget.

• Conduct an analysis of his or her nutritional habits.

• Discuss personal goals as a family member, including time and financial obligations.

• Demonstrate appropriate social behavior.

6. Students will be complex, critical thinkers who demonstrate higher order thinking skills.

For example, the student may:

• Transfer learned skills to something new.

• Show how to effectively analyze (i.e. take apart) and synthesize (i.e. put together).

• Explore solutions to open-ended problems by reflecting, comparing, and hypothesizing.

7. Students will be effective communicators who read, write, speak, and listen effectively and critically.

For example, the student may:

• Receive, interpret, and use the messages of others (e.g. instructions, a ballot, newspaper ads, applications, literary works, and lectures by taking notes, etc.)

• Write a logical, coherent essay that clearly follows a prompt.

• Present a speech or dramatic presentation.

• Create original prose and/or poetry.

• Use reading strategies to extrapolate information from non-fiction material.

8. Students will be self-directed and life-long learners who use self-evaluation while implementing ideas and goals

For example, the student may:

• Develop a four-year plan with long-term goals in mind.

• Attend career fairs, workshops, job shadows, etc.

• Take vocational aptitude tests

• Practice and use organizational and study skills to become a successful student (calendars, assignment logs, binder organization, etc.)

9. Students will be technologically skilled individuals who demonstrate competence in the use of technology.

For example, the student may:

• Learn all basic desktop computer applications and how to use them in their assignments (DHS Grant)

• Develop an electronic portfolio of high school activities

ESLR Development Process

At the time of our last self-study in 1996, staff, parents, and students at Oroville High School identified attributes that students should attain by the time they graduate. During the past six years, staff continued to use these ESLRs and integrated them into their daily lessons and activities.

There were no major revisions until the spring of 2001 when the Focus Groups and Leadership Team were reconvened to address our school's Mission Statement and it’s ESLRs. The 1996 OHS Mission Statement (see Chapter 1) was clarified and restated in May of 2001 with input from all stakeholder groups to more accurately reflect current state curricular frameworks and standards, student needs, staff, and educational research. Our school's new Mission Statement was presented for approval and feedback in a faculty meeting on Wednesday, September 12^th. It was also posted on the school web site, for all stakeholders to view.

After the new Mission Statement was developed, the OHS Focus Groups and Leadership Team collaboratively worked with all stakeholders to develop our nine new ESLRs that are congruent with our new vision. The ESLRs were given to all faculty, student, parent, and classified staff representatives for review and were approved by our staff in September. The ESLRs also were posted on the school web site for review by all stakeholders, after they were ratified at a school faculty meeting in September, 2001. They were submitted to the school board for approval in January 2002.

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Chapter IV

Self Study Findings

The Quality of OHS Programs

Chapter IV: Self Study Findings

A. Vision, Leadership, and Culture

Focus Group Leaders

Jim McNulty - Special Education

Scott Burket - English

Focus Group Members

Robert Anderson - Social Science

Sharyl Backues - Math

Leanna Felardo - Science

Rachel Gwinnup - English

Bridget Hamman - Physical Education

Teisha Hase - English

Pat Hutton - Special Education

Bill McCutchen - Library

Dan Morgan - Industrial Arts

A. Vision, Leadership, and Culture

A1. School Purpose – ESLRs - 1, 2, 3, 4, 6, 7

Criterion A1: The school has a clearly stated vision or purpose based on its beliefs, student needs, and current educational research. Supported by the governing board and the central administration, the school's purpose is defined further by expected school-wide learning results: what all students are able to do by graduation.

The 1996 OHS Vision Statement was clarified and restated in May of 2001 with input from all stakeholder groups to more accurately reflect current state curricular frameworks and standards, student needs, staff, and educational research. Our school's new Vision Statement was presented for approval and feedback in a faculty meeting on Wednesday, September 12^th. It was also posted on the school web site, for all stakeholders to view. Our Vision Statement is as follows:

“Oroville High School is a safe, engaging environment that promotes individual and cooperative effort through optimum student-teacher-parent and community effort on campus, with high expectations for a diverse student population.”

Our new Mission/Vision Statement will be reviewed and updated during the second semester of each year. After the new Mission Statement was developed, the OHS Focus Groups and Leadership Team collaboratively worked with all stakeholders to develop nine new ESLRs that are congruent with our new vision. The ESLRs were given to all faculty, student, parent, and classified staff representatives for review and were approved by our staff in September. The ESLRs also were posted on the school web site for review by all stakeholders, after they were ratified at a school faculty meeting in September, 2001. They were submitted to the school board for approval in January, 2002. Our nine ESLRs are:

1. Students will be community contributors who demonstrate positive and productive citizenship.

2. Students will be collaborative workers who are able to work effectively with others.

3. Students will be quality producers who create products that reflect originality and high standards.

4. Students will be socially responsible individuals who have an awareness of the world's various viewpoints, belief systems, and cultures.

5. Students will be personally responsible individuals who demonstrate an understanding of basic living skills.

6. Students will be complex, critical thinkers who demonstrate higher order thinking skills.

7. Students will be effective communicators who read, write, speak, and listen effectively and critically.

8. Students will be self-directed and life-long learners who use self-evaluation while implementing ideas and goals.

9. Students will be technologically skilled individuals who demonstrate competence in the use of technology.

Our school is a Cohort 2 II/USP school, and begins the first year of implementation with the 2001-02 school year. The II/USP Action Plan, submitted at the end of the 2000-01 planning grant year, outlines the steps we will take to increase our students' SAT 9 scores. The staff’s vision for student accomplishment is aligned with our ESLRs, the state content standards, the California State University and the University of California entrance requirements. Currently, 56.3 percent of our tenth grade students, tested during their ninth grade year, have passed the California State Language Arts high school exit standards; 39.3 percent have passed the mathematics exit standards; and 23 percent of our students exit Oroville High School having met the CSU and UC requirements.

The goals for our instructional programs are clearly related to the achievement of the rigorous content and performance standards and the expected school-wide learning results for all students. The Math and English departments have aligned their school academic curriculum and new quarterly assessments with the state academic standards during their last curriculum cycle. Instructional goals in the Social Science, Science, and Physical Education departments are currently being revised to align with state and district standards. All the other departments are scheduled to align their school academic standards with the state and district standards at each curriculum-development cycle. We plan to have all departments aligned with state and district standards within the next four years. Through powerful standards aligned teaching and assessments, student learning will be measured through the lens of our Vision Statement, ESLRs, and state and district academic standards in all content areas. Every stakeholder has access to the district and school web site, where state and school curriculum standards are posted for viewing.

Our Self Study indicates a need to review and update our Mission / Vision statement regularly and develop and implement a technology requirement for graduation.

ESLRs Addressed in Section A1: 1, 2, 3, 4, 6, 7

Evidence

1. Vision Statement

2. ESLR posters evident throughout school

3. Email about CAHSEE Results

4. Standards-aligned English Curriculum & assessments

5. Standards-aligned Math Curriculum & assessments

6. Timelines for upcoming curriculum development cycles in:

7. Science

8. PE

9. Social Science

10. Others

11. Copies of IEP plans that show mandated inclusion of standards

12. School web site pages showing Vision, ESLRs and Standards

13. Library Plan Grant

14. Planner Page that shows California State University/University of California requirements

15. Numbers of graduates that met California State University/University of California requirements for the 2000-2001 school year.

16. II/USP Grant

Areas of Strength

• Newly revised Vision Statement and ESLRs
• Standards-Aligned curriculum and assessment in English and Math
• Standards-Aligned curriculum and assessment plans for all subject areas.

Areas for Growth and Improvement

· Review and update the Mission / Vision Statement during the second semester of each year. (Growth Target A2-1)

· Develop and implement a technology requirement for graduation. (Growth Target B3-1 and B3-2)

Criterion A2: The school leadership makes decisions and initiates activities that focus on all students achieving the expected school-wide learning results. The leadership empowers the school community and encourages commitment, participation, collaboration, and shared responsibility for student learning.

A2. Governance - ESLRs - 1, 2, 3, 4, 6, 7

OHS leadership empowers the school community to share ideas, innovation, and input in the review and revision of administrative and educational policies and procedures to improve student learning and school safety. OHS's Leadership Team is the primary conduit for stakeholder-based decision making. The new Leadership Team includes the WASC focus group chairs, administration, parents, students, department chairs, and community members. The Leadership Team will meet a minimum of once each quarter to allocate resources, and review and monitor the school-wide action plan.

Our school leadership also includes the OHS School Board, Academic Departments and Chairs, Associated Student Body, Student Senate, and the Site Council. The staff in each department meets monthly to discuss school business and academic concerns. The department chair then takes these questions, concerns, and suggestions to monthly department chair meetings with the principal. OHS's Associated Student Body and Student Senate function in advisory decision making roles. It is our belief that ASB must review and revise the student constitution as outlined in its bylaws; in addition, we believe that posting this information to the school website will allow students to receive information about important school issues.

Oroville High School’s Site Council also functions in advisory decision making roles. The OHS Site Council provides a forum for parents, students, and community members to express views and concerns regarding district and school site issues.

Parents and community are involved in various activities that contribute to student learning, school culture, and recreation. This involvement is clearly identified in the Support for Student Personal and Academic Growth focus group's self study section in this chapter. For example, parents have been invited to participate in school committees such as WASC, II/USP, and interview committees. We have an active Parent-Teacher Association that is heavily involved in the Safe Grad Night, School Safety, and the Site Beautification Committee.

In the future we will need to improve communication of OHS programs between school stakeholders and community through the application of technology. This will involve training and encouraging teachers and parents to increase the use of OHS technology for communication of student progress and school activities and issues. This process might include e-mailing of progress reports, posting/accessing class syllabus/expectations/assignments, and posting/accessing meeting information and minutes, etc., via e-mail or on the school website. In addition, we will need to implement a parent communication/notification system and procedure. In particular, we will use the technology-based information system called Parent Connect.

Our Self Study indicates a need to increase staff and stakeholder input on schoolwide issues. The principal meets weekly with district staff and twice monthly with the school board to facilitate mutual support and responsibility of student learning results. Selected results of the District-principal meetings are occasionally communicated at staff meetings, but minutes are not provided. OHS staff is provided with school board meeting minutes. The principal serves in a leadership and managerial role. He makes the final decisions on instructional planning, master schedule, room distribution, goal setting, and the implementation of the school-wide vision and ESLRs based on input from all school stakeholders; however, staff input needs to be solicited and regarded as significant in decision-making such as the master schedule, resource allocation, room distribution, and staff development.

ESLRs Addressed in Section A2: 1, 2, 3, 4, 6, 7

Evidence

1. Minutes from Faculty Meetings

2. Minutes from Department Meetings

3. Minutes from OHS Leadership meetings

4. Minutes from Dept Chairs / Admin. meetings

5. Minutes from Principal's meeting with School Board and District Administration

6. Minutes from II/USP meetings

7. Site Council Agendas / Minutes

8. Daily School Bulletins

9. Video of PTA Presentation on 9/12

10. Verification of PTA participation

Areas of Strength

• Strong parent involvement in Safe Grad Night and Site Beautification

• School bulletin as a vehicle for daily communication

Areas for Growth and Improvement

· Establish a plan to include more parents and students in our leadership team, and establish regular meetings. The activities of important school meetings need to be better communicated to all stakeholders. The School Site Council, department chair, safety committee, leadership team meeting agendas, notes, and budgets should be posted on the school web site. (Growth Target A1-1, A3-1, and A3-3)

· Solicit staff input and regard it as significant in decision-making such as the master schedule, resource allocation, room distribution, and staff development. (Growth Target A1-5 and C1-1)

· Establish monthly faculty meeting that facilitates communication between the faculty and the administration regarding imperative school issues, such as the master schedule. (Growth Targets A1-4, A1-5 and A1-6)

· Improve communication of OHS programs between school stakeholders and community. (Growth Target A3-1)

· Support each teacher’s effectiveness by increasing the number of available classrooms on campus and soliciting teacher input regarding classroom distribution. (Growth Target A1-5)

· Improve communication between all stakeholders utilizing available technology. (Growth Target A3-2 and A3-3)

A3. Professional Development - ESLRs - ALL

Criterion A3: The support, utilization, and monitoring of staff facilitates achievement of the expected school-wide learning results. Leadership and staff are a part of an organized structure committed to professional development.

Every OHS staff development activity is required to support state, district, and site goals for student academic achievement and safety. Staff development is funded through individual grants and categorical grants including the II/USP and Digital High School (DHS) grant monies. Currently, tenured teachers are monitored every two years through individual performance evaluations. Non-tenured teachers are evaluated yearly. Our II/ USP plan includes a comprehensive strategy for professional development and collaborative teacher planning time to help staff integrate the state standards and ESLRs into their curriculum to improve student learning. Our Math and Language Arts teachers have attended numerous meetings with Butte County Office of Education to align their curriculum to the state content standards and create quarterly standards aligned assessments. Similar professional development workshops are planned for teachers in all subject areas through the 2003-2004 school year. Our Digital High School Grant is providing opportunities to meet objectives and to train teachers in technology applications for integration into the curriculum.

Aside from our current II/ USP and DHS professional development objectives and assessment plans, experienced teachers choose their own individual staff development activities. For example, we recommend utilization of II/USP monies to implement a school visitation program that will allow OHS teachers to learn additional best practices and strategies.

Historically, teachers have been involved in discipline-specific conferences, seminars, and workshops funded by SB1882. We have a Beginning Teachers’ Support and Assessment plan that is funded through our general fund BTSA monitors and supports beginning teachers, offering a peer support, analysis of classroom practices, and California Standards for the Teaching profession. Beginning teachers are well supported through BTSA or University Internship Programs.

Our Self Study indicates a need to change the way we offer staff development. In the past, a Staff Development Committee coordinated staff development. OHS plans to develop a new committee to coordinate staff development opportunities based upon teacher surveys, school data, and school-wide learning goals. We would like to have a coordinated staff development program that facilitates our School-wide Learning Results. The Leadership Team will explore the feasibility of a peer support system.

ESLRs Addressed in Section A3: ALL

Evidence

1. Copy of Digital High School grant

2. CTAP Online

3. List of beginning teachers and support providers who have participated in BTSA

4. CSUC Internship program information

5. Current Teacher Evaluation Form

6. Staff Development Opportunities

Areas of Strength

• BTSA
• II/USP grant goals

• Digital High school grant training & technology

Areas for Growth and Improvement

· Establish a teacher-driven staff development program that is based upon teacher needs assessments, school data, and school-wide learning goals. Training must adhere to the needs assessment and school data. (Growth Target C1- 1 through 6)

· Utilize II/USP monies to implement a school visitation program that will allow OHS teachers to learn additional best practices and strategies. (Growth Target C1- 1 through 6)

A4. School Environment - ESLR # 1, 4, 6, 8

Criterion A4: The school is a safe, clean, and orderly place that nurtures learning. The culture of the school is characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement.

OHS actively promotes a safe, clean, and orderly learning environment. Based on our recent safety survey, the majority of students feel safe at Oroville High School. We are currently beginning a program of ID badges for all students and staff in an attempt to ensure that only members of our school community are present on our campus. We have two campus security supervisors, equipped with communication devices, golf carts, and bicycles for patrol. Involve the leadership team in school safety issues; this should include communication concerning, and staff training for, safety and violence incidences, including notification of staff regarding students with a record of violence that could affect classroom management.

The school is continually striving for an improved atmosphere. We have a campus beautification committee that takes care of landscaping improvement. The Student Body Association assumes responsibility for cleaning the student break area, and after events. In addition, each class in the homecoming celebration assumes responsibility for cleaning an area of the school. Homecoming and Spirit week includes a community service project that is performed by each of the classes. There are frequent projects that are integrated into the curriculum, performed by various classes, which improve the campus. For example, ROP students return from their program in the afternoon to landscape on campus. Many clubs, such as Friday Night Live, regularly perform community service activities. Student artwork displayed in the Library Student Art Gallery, office, and the hall display cases beautify the school while expressing pride in student work.

This year we are enacting a LINK program that assimilates freshmen into the school community through mentoring and advanced orientation, conducted by Junior and Senior student volunteers. It helps to ease new student entry into high school and limit alienation and fear of the secondary school environment.

The school has programs to avert violence; students are identified and referred to Drug & Alcohol counseling, Anger Management class, and Conflict Management Class. We have various campus programs that encourage students to participate in healthy, safe activities. Friday Night Live, Every 15 Minutes, Unity Day, Sober Graduation, and an extensive extracurricular activity program contribute to a safe student community. We have school assemblies that incorporate motivational speakers and programs addressing student emotional issues.

There is a progressive discipline plan in place for ensuring attendance. It includes positive intervention, counseling, home visits, and family services referrals. The school works actively to involve the juvenile justice program in habitual attendance problems. We have an in-school suspension program and are currently developing a Saturday school disciplinary program.

We believe that our school has benefited from the state and federally funded class-size reduction programs and that these programs have contributed to safer classroom environments.

The existing system used to notify teachers of a student's physical or learning disability, critical medical history, or history of violence toward other students or adults is cumbersome and does not provide timely information. Student records are flagged, but it is not easy for teachers to acquire the detailed information that caused the record to be flagged in the first place. It would be of benefit to both the student and the teachers to facilitate teacher access to sensitive student information that could affect classroom management.

Our staff shares high expectations for all OHS students and a personal commitment to improving our school. The teachers collaborate on school improvement issues as a whole as well as in their individual departments. The II/USP process is helping the entire staff to cohesively focus on school improvement; quarterly exams, standards essays, and assessment pieces help to create a culture of high expectations, especially in the English and Math departments. Other departments will review and align their curriculum as it comes up for their scheduled review. In addition, our current WASC self study has united all stakeholders in a collaborative effort to help identify and plan programs and processes to improve student learning. Since Fall 2001, time and resources have been set aside monthly for the Leadership Team (reps. from all stakeholders) and the entire staff to create a school wide action plan based on school data we gathered and analyzed.

OHS Staff involvement and enthusiasm has a positive impact on our school environment. The cooperation, trust, and professionalism of the school culture are well reflected in the relationship between academic programs and extracurricular activities. Coaches and advisors are supportive of their students’ academic needs, and the coaching staff is receptive to student and teacher requests for program modifications and after school demands. We have 14 clubs that actively involve students. Faculty participates regularly in student activities; there are teacher-student competitions in various sports and teacher participant rallies. The school is characterized by regular teacher attendance at school activities and events. In addition, we see the need for teachers to socialize with other teachers away from campus to enhance communication, morale, and comradery.

BTSA is a program that promotes professionalism and unity within our faculty. The alliance with BCOE to improve test scores, and align the Math and English departments with the state academic standards helps our staff to increase their effectiveness in attaining our Expected School-wide Learning Results.

Professionalism within our student body is promoted through programs such as our yearbook publishing, childcare, woodshop, journalism, Fashion merchandising, and Computer assisted drafting. In addition, students annually participate in state and local fairs in multiple areas. Le Tigre Café is a restaurant program in which students learn and practice all aspects of restaurant management. Teachers attend the restaurant, partially financially supporting the effort, and providing the students with the opportunity to practice running a restaurant.

Our Self Study indicates a need to develop an intervention plan, beyond the ESLRs, for helping students who do not pass the High School Exit Exam and who need help in raising their academic achievement and identifying viable college or career paths. In addition, students need course options for developing aptitudes beyond academic pursuits. Our vocational and ROP programs are reduced from their past vigor, and options for our students other than post-secondary education are limited. We are currently pursuing an association with Chico State University and BCOE for math and English tutoring. We believe that observing other successful schools’ programs would help us identify and implement additional solutions.

ESLRs Addressed in Section A4: 1, 4, 6, 8

Evidence

1. Safety Survey results

2. Campus Beautification - pictures of art display cases, trees (before & after)

3. ROP pictures

4. LINK program information

5. Intervention Program information

6. Videotape of Every 15 Minutes (alcohol prevention program)

7. Friday Night Live

8. School activity schedule

9. Faculty/Student competition pictures

10. Information about federal funding for CSR

11. School activity advisors schedule

12. Saturday School proposal

13. Fourteen Clubs

Areas of Strength

• Link Crew

• Extracurricular programs
• Dedication and professionalism of staff
• Safe campus

Areas for Growth and Improvement

· Involve the leadership team in school safety issues; this should include communication concerning, and staff training for, safety and violence incidences, including notification of staff regarding students with a record of violence that could affect classroom management. (Growth Target A1-3)

· Identify additional curricular and career options for non-college bound students. (Growth Target B1-6, B2-4 and D1-6 )

· Develop a formal intervention plan to support students who do not pass the preliminary High School Exit Exam. (Growth Target D1-2 )

· Develop a school-wide process to help the school assess student progress of the ESLRs, standards, and technology. (Growth Target D1-3 and E1- 1 through 4 )

· Encourage social activities for teachers away from campus through organized events. (Growth Target A1-7)

Chapter IV

Self Study Findings

The Quality of OHS Programs

Chapter IV: Self Study Findings

B. Curricular Paths

Focus Group Leaders

Ted Clark – Social Studies

Liz Coleman – Home Economics Careers & Technology

Focus Group Members

Annie Bacior – English

Jo Ludden – Special Education

Mary Neeley – Math