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Why did the format change? Just because? The format changed because we wanted to use a single document to map the future. Every high school has to be accredited by WASC for their diplomas to be valid. We were accredited this spring by WASC and had to create a six-year action plan for our future. Rather than keep creating different documents for different needs, we decided to use the same WASC action plan for the school plan.
Does a school plan really matter? Yes, because our budget is aligned to our school plan, which is now aligned to our WASC action plan. If it’s not in the plan, we can’t spend money on it. That’s important because with our limited resources, we can’t do everything. Instead, we have to decide what we really need to focus on and then really focus on it. In this case, it’s our four goals: writing, Algebra 1, English language learners, and rigor.
Did someone just make up those goals? No. The goals were determined over a year and a half long WASC self-study by staff, students, and parents looking at data. Where are we weak? Where are we strong? What will honestly make a difference? We talked about the goals in staff meetings, staff development days, WASC focus group meetings, Site Council meetings, and north zone meetings. Then the goals and the WASC six-year action plan was ratified by our WASC visiting team, departments, the Instructional Council, and Site Council.
Rationale: Writing = thinking! Writing was adopted as a PVUSD North Zone goal for 05-06, which followed AHS’s own English department initiative to teach the Jane Schaffer paragraph formula in 2004. The English department has sporadically implemented the program across grades 9 and 10. Focus on complete implementation and reinforcement across the curriculum and across all grades. Writing is an essential skill and is included in the CAHSEE.
ESLRs addressed: #1 A Critical Thinker #2 An Effective Communicator #3 A Responsible, Self-Directed Individual
Goal #2: Improve academic achievement of ELL students
Rationale: AHS ELL students perform below the school average on Math and English CSTs and CAHSEE. Due to the opening of a third comprehensive high school in the district, the number of ELL and migrant students is declining. Despite the challenge of small numbers, we remain committed to providing transition opportunities to career-building, to college, and to participate in democracy.
ESLRs addressed: #1 A Critical Thinker #2 An Effective Communicator #3 A Responsible, Self-Directed Individual #4 A Productive Member of the Community
Critical Academic Needs addressed: Academic Rigor, Interventions
Goal #3: Increase achievement in the gateway course of Algebra 1
Rationale: AHS students’ lowest CST scores are in Algebra 1. AHS students have a high failure rate in Algebra 1. Algebra 1 is a PVUSD and state requirement for graduation necessary for success in higher-level science courses on campus. PVUSD requires three years of math for graduation.
ESLR addressed: #1 A Critical Thinker
Critical Academic Needs addressed: Academic Rigor, Interventions
Goal #4: Increase student engagement and students’ ownership of learning
Rationale: Athletes are engaged in their sports, and we want all students to mimic that level of commitment in academics. Studying what increased academic rigor means and what improved relevance looks like to better prepare students to identify their next steps will help staff support students and families.
ESLRs addressed: #1 A Critical Thinker #2 An Effective Communicator #3 A Responsible Self-Directed Individual #4 A Productive Member of the Community #5 A Health Conscious Individual
Critical Academic Needs addressed: Academic Rigor, Intervention