“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. Alternative Governance Board Report September 22nd, 2011

3. Academic Performance Index Data

4. API by Sub-Groups Mountain Vista & Ripperdan High Schools (Continuation) MVHS 596 540 564 561 459 RHS 559

5. API by Sub-Groups Mountain Vista & Ripperdan High Schools (Continuation) RHS 594 MVHS MVHS 570 RHS

6. EAHS API Summary

7. EAHS API Summary

9. Performance Bands for Language Arts

11. Performance Bands for Math

16. Adequate Yearly Progress Data

17. AYP Levels & Significant Sub-Groups ELA

18. AYP Levels & Significant Sub-Groups Math

19. ELA CAHSEE Proficiency

20. California English Language Development Test Data

21. Percentage of Students AMAO 1

22. Percentage of Students AMAO 2

23. English Proficiency Level Movement

24. Student Achievement Strategies

25. PLC @ EAHS Literal Refinement Internalizing Innovative

26. PLC @ EAHS • Monday Department Collaboration • Common Formative Assessments / Intel-Assess • Cycles of Inquiry / EduSoft Reports • Curricular Mapping • Instructional Leadership Team • Capacity Building / Learning By Doing • Evidence and electronic documentation • Open Observation Format • Site based professional development • Leadership capacity building • School-wide focus on data-based decision making

27. EDI @ EAHS Learning Literal Refinement Internalizing Innovative

28. EDI @ EAHS • Curriculum & Instruction TSA (46%) • Preparation & Planning Periods • Lesson development • Focus Walks Protocol • School-wide calibration / professional development • EL Coaching – Site based • District EDI Coaches • Interactive coaching & lesson design

29. RtI @ EAHS Learning Literal Refinement Internalizing Innovative

30. RtI @ EAHS • 3 week grading terms • Distinguishing non-proficiency as result of difficulty learning, attendance, or behavior. • Study Hall / Intervention / Enrichment (:30 Tuesday – Friday) • Intervention Specialist • 3 week whole school scheduling • Sophomore emphasis • C.O.S.T. Meetings – focus on each struggling student • Student Orientation • Universal Screening (Reading/Math/CAHSEE) • Positive Behavior Interventions and Supports • Weekly Behavior RtI Team Meetings • SWIS – Tier I • CICO – Tier II • ISIS – Tier III

31. Next Steps

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 • 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.

34. 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.

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

36. 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.