“Inspiring and mentoring students to recognize, respect and realize their potential. ”

1. “Inspiring and mentoring students to recognize, respect and realize their potential.” Respect – Organization – Awareness - Responsibility

2. Eastin-Arcola High School DIAP Accountability Report #2 December 2011

3. Eastin-Arcola High School Evidence of Current Levels of Student Learning DIAP Implementation Progress Reflection Next Steps

4. Eastin-Arcola High SchoolEnglish DPA Comparison

5. Eastin-Arcola High SchoolAlgebra I DPA Comparison

6. Eastin-Arcola High SchoolIntegrated Math DPA Comparison

7. Eastin-Arcola High SchoolGeometry DPA Comparison

8. Eastin-Arcola High SchoolAlgebra II DPA Comparison

9. DIAP Implementation Process • Explicit Direct Instruction • Response to Intervention: Academic • Professional Learning Communities

10. EDI @ EAHS Learning Literal Refinement Internalizing Innovative

11. DIAP Implementation Process-EDI- SMART Goal: • Professional Learning Communities • EAHS Professional Learning Community will progress to “Internalized” for each element as defined and assessed on the Madera Unified DIAP Accountability Report Implementation Rubric for Professional Learning Community no later than March 1, 2012.

12. DIAP Implementation Process-EDI- Areas of Focus for ELA and Math • Concept Development. • HOQ – Asking why? • Meaningful and appropriate use of whiteboards and pair share Implementation – (weekly) • TSA provides lesson design and planning 2x’s per week. • Teachers are observed and provided feedback on a single power lesson once per week. • District coaches: lesson demonstrations. Accountability • Focus walks (including notes for teacher) (weekly) • Follow up EDI training (Dec. 2) • Professional conversations

14. RtI @ EAHS Learning Literal Refinement Internalizing Innovative

15. DIAP Implementation Process-RtI- SMART Goal: • Response to Intervention • EAHS Academic Response to Interventions will progress to “Innovative” for each element as defined and assessed on the Madera Unified DIAP Accountability Report Implementation Rubric for Response to Intervention no later than March 1, 2012. • For the 2011-12 school year EAHS will reduce it’s suspensions for 48900(k) and 48900(i) by 50% by June 1, 2012. .

16. DIAP Implementation Process-RtI- Assignment Teacher assigned based on: 3 Week Mark (A-C, M, I, NG, NC) student request Implementation 30 Minute period preceding lunch. 4 days a week All certificatedproviding intervention Accountability Attendance Rosters Grade Recovery Slip Grades Submitted (Enrichment)

17. DIAP Implementation Process-RtI- Tier I Small group in class – not systematic Tier II – • ELA/Math/S.S./Sci support classes • Reading Lab • CELDT Study Lab • Adv. Art/Scrapbooking/Dissection Club/ Familiy Life/Mock Interview/Orientation/ Credit Recovery/Sports. • Non-Compliance • Study Hall • Unassigned

19. PLC @ EAHS Literal Refinement Internalizing Innovative

20. DIAP Implementation Process-PLC’s- SMART Goal: • Professional Learning Communities • EAHS Professional Learning Community will progress to “Internalized” for each element as defined and assessed on the Madera Unified DIAP Accountability Report Implementation Rubric for Professional Learning Community no later than March 1, 2012.

21. DIAP Implementation Process-PLC’s- Areas of Focus Pacing & Sequencing Guides Common LO’s Common Independent Practice Common CFA’s Using CFA data to drive teaching – COI’s Referencing instructional normswhen reflecting upon instruction Implementation Lead teacher for each team COI’s every 3 weeks Accountability Shared Server Documentation Storage Meeting Documentation

23. Eastin-Arcola High SchoolReflection DPA Reflection Observed growth on identified standards as a whole school (inc. 11th & 12th) ELA II – 15.61% of students moved out of “below basic” Algebra – 9.72% of students moved out of “below basic” Integrated – 7.5 point average improvement in raw score Geometry – 10.3 point average improvement in raw score Areas of Strength - Good improvement of Geometry 10th graders - 10th graders in alt. ed. That have successfully completed Algebra requirement Areas of Weakness -Difficult to identify trends with statistically insignificant numbers representing mobile population. - Minimal movement of Algebra I 10th grade students.

24. Eastin-Arcola High SchoolReflection Spectrum of Learning Reflection Areas of Strength: EDI: Effective teacher support for learning and implementing with TSA Posted steps in skill development Power Lessons PLC: Weekly Collaboration Intel-Assess Professional Conversations RtI: Opportunity within the school day for study hall/missing assignments Enrichment opportunities - PBIS Foundational skill interventions Teachers providing concurrent intervention/study hall

25. Eastin-Arcola High SchoolReflection Spectrum of Learning Reflection Areas of Weakness: EDI: Closure guiding Tier I/Small groups Inconsistency with CFU. PLC: CFA’s not collaboratively developed prior to instruction. Group member norms Mixed assignments. RtI: Tier I interventions inconsistent in classrooms lack of clarity on identification of intervention students. low results on effectiveness of study hall.

26. Recommended Next Steps MATH •  Identify non-volunteer protocol. •  Increase daily use of instructional norms to move from Learning to Literal to Refinement. •  Identify HOQ’s in lesson design/delivery. Use daily. ELD IV •  EL Principles should be used as the foundation every day. •  Focus on “justify” of RAJ. •  Utilize visuals (Standards Plus) resources to make lessons interactive and engaging. ENGLISH II •  Anticipate the need for differentiation and build into lesson design.

27. Recommended Next Steps ENGLISH III •  Align lessons to common pacing (via common planning) *** •  Front load academic vocabulary. •  Focus on RAJ. •  Increase use of HOQ. •  Focus on EL principles with emphasis on student talk. EXPOSITORY READING & WRITING •  Continue refinement of use of instructional norms and TAPPLE to support Checking For Understanding. •  Focus on structured pair-share and higher order questions. • Increase student participation and talk (50/50 talk). GUIDANCE STUDIES • Consider planning with English II.

28. AGB Site Visitation Response • Presented report to all staff – day after visit. • Required 2x’s weekly lesson design/planning meetings with weekly power lesson observation and debrief. • Imbedding CFU into flipchart/PPT to facilitate the planning of questions.

29. Our Collective Commitments • 1. English Language Arts • On-going EDI training and introduction of site coaching. • Clarity of CAHSEE placement, curriculum and monitoring. • Big Read – School-wide emphasis on writing. • 10th grade guidance studies program. • Universal Screening & “enrichment” prioritization.

30. Our Collective Commitments • 2. Mathematics • On-going EDI training and introduction of site coaching. • Clarity of CAHSEE placement, curriculum and monitoring. • 10th grade guidance studies program.

31. Our Collective Commitments • 3. & 4. English Language Development • ELD IV curriculum development. • Student placement, motivation and monitoring. • EL strategy focus walks and coaching.

32. Reflections • 1. English Language Arts • 50% of 10th grade students will demonstrate proficiency (380), 70% will pass (350), and 90% of 11th & 12th grade students will pass (350) in English Language Arts as measured by the CAHSEE by March of 2012. (AYP Target/DIAP Goal of 78%) • 2. Mathematics • 50% of 10th grade students will demonstrate proficiency (380), 70% will pass (350), and 90% of 11th & 12th grade students will pass (350) in Math as measured by the CAHSEE by March of 2012. (AYP Target/DIAP Goal of 78.2%) • 3. & 4. English Language Development • 56.0% of all ELL will meet the annual growth target by advancing one level on CELDT as measured by AMAO 1 by October 31, 2011. • 45.1% of all ELL with 5 or more years in ELD will demonstrate English proficiency on the CELDT as measured by AMAO 2 by October 31, 2011. • 15% of EAHS English Learners will be re-designated as determined by CELDT proficiency, CAHSEE ELA scale score of 350+, and GPA of 2.0+ by December 31, 2011.

33. Our Collective Commitments • 5. Graduation Rate • 85% of EAHS 12th graders entering by CBEDS and continuously enrolled with 160 or more credits will meet graduation requirements by successfully completing the required coursework, earning a grade point average of 2.0 or higher, successfully completing OE II, and passing both portions of the CAHSEE. (AYP Target/DIAP Goal 76.88%) • 80% of EAHS 11th graders and 60% of EAHS 10th graders, who are continuously enrolled during a semester of attendance at EAHS, will earn more than 30 credits per semester to facilitate progress toward the MUSD graduation credit requirement. • 6. Response to Intervention • EAHS Academic Response to Interventions will progress to “Innovative” for each element as defined and assessed on the Madera Unified DIAP Accountability Report Implementation Rubric for Response to Intervention no later than March 1, 2012. • For the 2011-12 school year EAHS will reduce it’s suspensions for 48900(k) and 48900(i) by 50% by June 1, 2012. • 7. Professional Learning Communities • EAHS Professional Learning Community will progress to “Internalized” for each element as defined and assessed on the Madera Unified DIAP Accountability Report Implementation Rubric for Professional Learning Community no later than March 1, 2012.