CÉSAR E. CHÁVEZ HIGH SCHOOL MID-TERM PROGRESS REPORT …€¦ · Migrant Education Program (MEP)...

CÉSAR E. CHÁVEZ HIGH SCHOOL

MID-TERM PROGRESS REPORT 2017-2018

800 Browning Road

Delano, CA 93215

Delano Joint Union High School District

Prepared for the Accrediting Commission for Schools

Western Association of Schools and Colleges

Delano Joint Union High School District

1720 Norwalk Street, Delano, CA 93215

(661) 725-4000

César E. Chávez High School ACS WASC Progress Report

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Board of Trustees

Arnold Morrison, President

Lionel Reyna, Board Clerk

Art Armendariz, Member

Eloise Carillo, Member

Jesus Cardenas, Member

Superintendent

Terri Nuckols

District Administrators

Jason Garcia, Associate Superintendent

Adelaida Ramos, Assistant Superintendent of Educational Services

Jesus Gonzalez, Assistant Superintendent of Human Resources

Matt Carter, Director of Maintenance, Operations and Transportation

Paul Chavez, Director of Career Technical Education

Dolores Rodriguez, Director of Migrant Education

Adrian Maduena, Chief Financial Officer


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Site Administration

Principal

Chris Juarez

Assistant Principal of Instruction and Curriculum

Jose Maldonado

Assistant Principle of Discipline and Security

Eliseo Garza

Athletic Director

James McConnell


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Focus on Learning Team

WASC Focus on Learning Chair

Estevan Ramirez-Science Teacher

Focus Group Chairs

Organization

Omar Mata-Science Teacher

Curriculum

Juan Carlos Cruz-ELD/World Languages Teacher

Instruction

Aurora Lopez-ELD/English Teacher

Assessment & Accountability

Marisol Cruz-ELD/English Teacher

School Culture & Support

Arturo Gonzalez-Social Studies Teacher


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Table of Contents

I: Student/Community Profile Data............................................................pgs. 1-17

II: Significant Changes and Developments................................................pgs. 17-28

III: Ongoing School Improvement..............................................................pgs.28-30

IV: Progress on Critical Areas for Follow-up/Schoolwide Action Plan...pgs. 30-38

V: Schoolwide Action Plan Refinements ..................................................pgs.38-49


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I: Student/Community Profile Data

Community

As the second largest city in Kern County, the city of Delano, is located at the southern part of the

Central San Joaquin Valley. Known as the Diamond of the Golden Empire, Delano sits in the northern

end of Kern County, near the southern edge of Tulare County. Delano’s economy is based in

agriculture. The local economy is affected by seasonal work patterns and uncertain weather conditions;

as a result, if crops do not perform well, little revenue is generated anywhere in the community.

Delano's population continues to remain relatively stable as industry operates in the area. More than

130,000 residents live in the Delano area, which include the communities of Delano, McFarland,

Wasco, Earlimart, Pixley, Tipton, and Richgrove, as well as surrounding farms and ranches.

The community is diverse. According to U.S. Census Bureau, the City of Delano encompasses about 13

square miles, with an estimated population of 52,707 people. Over the last 20 years, Delano has drawn

a high number of immigrants from Mexico, as well as the Philippines. This is reflected in the student

population (2017-2018), as 87% of students are Hispanic and 10% are Filipino. While 61.8% of the

residents are natives of the United States, 38.2% have immigrated from another country. According to

a 2016 American Community Survey, the city of Delano itself is 71.8% White/Hispanic, 10.6% Filipino,

4.5% Black or African-American, and 8.5% some other race. These statistics have remained relatively

consistent for the past 5 years.

César E. Chávez High School

During the 2017-18 academic school year, César E. Chávez High School served students a total of 1515

students in grades 9-12. 8% of enrolled students received special education services, 24% qualified for

English learner support, 78% enrolled in the Free and Reduced-Price Meal program, and 4% qualified

for migrant education services. The César E. Chávez High School community is committed to empower

students through the realization of the school’s vision, promotion of the school’s mission, and

dedication to the school’s graduation outcomes which embody the principles that are the foundation

of our “professional learning community” and serve as the tenets around which we base our decisions.

The high school’s curricular emphasis has both a solid foundation in the depth and breadth of California

State Standards, the 4 C's of the Common Core State Standards, and pays attention to the various

learning styles and needs represented by all students. Student Graduation Outcomes, also known as the

Expected Student Learning Results, are a driving force in curricular development and teaching

methodology. The Student Graduation Outcomes are intended to challenge students to graduate college

and be career ready, to develop skills in Communication and Technology, to be able to solve real life

problems through High Order/ Critical Thinking, and be Socially Responsible with an appreciation for

Service Learning (C.C. H. S.).


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Programs

César E. Chávez High School offers a multitude of programs available to students, depending on their

needs and goals. All programs are continuously being revised to target specific student populations. All

programs at CCHS serve the purpose of maximizing student success in one way or another.

Advanced Placement (AP)

Ten AP courses, throughout fifteen sections, are currently offered at CCHS in the areas of English,

Foreign Language, Mathematics, Science, and Social Science.

AP Course Enrollment Sections Offered

English Language and Composition 70 2

English Literature and Composition 61 2

Spanish Language 53 2

Spanish Literature 29 1

Calculus AB 48 2

Statistics 45 2

Physics 1: Algebra-based 34 1

U.S. Government 34 1

Macro Economics 38 1

U.S. History 33 1

Total 445 15

Advanced Placement (AP) Saturday Schools

AP Saturday school sessions are offered by AP instructors throughout the school year not only to

students who are enrolled in AP courses, but to any student who wishes to prepare for the exam.

After School Tutorial

Department-based after school tutorial programs are available for students in English, mathematics,

science, and social studies.

BC English B1A Community College Courses

Two Bakersfield College (BC) sections of English B1A are offered to seniors after school. These

run twice per week on CCHS campus. This class serves as a concurrent enrollment course.


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Career Technical Education (CTE) Programs

The DJUHSD CTE programs offer a wide range of courses. Twenty-six of these courses target

fourteen different fields and are taught on three different campuses.

CTE Pathways Currently Offered to CCHS Students School Site

Architecture Design* CCHS

Business Management* CCHS

Education CCHS

Engineering and Heavy Construction* CCHS

Fashion Design and Merchandising CCHS

Food Service and Hospitality* CCHS

Patient Care CCHS

Performing Arts CCHS

Patient Care* (Cero Coso CC Dual Enrollment) CCHS

Professional Sales* NKVTC

Public Safety* NKVTC

Residential and Commercial Construction CCHS

Software and Systems Development* CCHS

Structural Repair and Refinishing* NKVTC

Welding and Materials Joining* RFK

Co-teaching Program through SpEd

The program was developed at CCHS to support mainstreamed special education students with

extra support provided by a Resource Specialist Program (RSP) teacher.

Dual Enrollment

The Dual Enrollment program allows students to enroll in college courses for credit prior to

receiving their high school diploma. CCHS offered 6 sections of dual enrollment in the fall semester

of 2017, while 20 sections were offered in the spring of 2018.


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CCHS Course Title Institution Course Title College/

University

Semester CTE Pathway Sections

Welding III Shielded Metal Arc

Welding

BC Fall Welding and

Materials Joining

Pathway

1

Medical Assistant I Communication in

Healthcare

Cerro Coso Fall Patient Care

Pathway

1

Medical Assistant I Medical Law and Ethics

for Medical Assistants

Cerro Coso Fall Patient Care

Pathway

1

Business

Management I

MIS 2000 Excel 2016 CSUB Fall Business

Management

Pathway

1

Spanish I (CP) Elementary Spanish I BC Fall/Spring ♦

2

US History US History BC Fall/Spring ♦ 2

Welding III Introduction to GMAW

and FCAW

BC Spring Welding and

Materials Joining

Pathway

1

Medical Terminology Medical Terminology BC Spring Patient Care

Pathway

3

Student Development Student Development BC Spring ♦

12

Medical Assistant I Electronic Health

Records

Cerro Coso Spring Patient Care

Pathway

1

Business

Management I

Perspectives in Business CSUB Spring Business

Management

Pathway

1

English B1A English B1A BC Spring ♦

2

Edgenuity

Edgenuity is a WASC accredited computer-based program designed to allow students to earn

credits outside the standard classroom environment.

The (English Language Development (ELD) Department

The ELD department has 8 intensive intervention courses that help underachieving students

classified as English Language Learners gain proficiency in the English language and ensure their


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success in mainstream courses once they exit the program.

Freshmen Career Writing and Student Development B3 (STDV B3) Course

This program is a course that enrolls all freshmen. For the first semester, they participate in a Career

Writing class. For the second semester only, which consists of the Student Development component,

the class transforms into a dual enrollment course through Bakersfield College (BC).

Incoming Freshmen Orientation Night

In late Summer, this orientation provides incoming freshmen with their course schedule, while

families visit the campus and are given information about school programs and opportunities.

Mandatory Academic Afterschool Study Hall (MAASH)

Students who fail three or more classes during the previous 5-week grading period are placed in

MAASH with the purpose of receiving assistance in homework by a teacher as well as several AP

student paid/volunteer tutors. Students complete daily homework assignments or other assigned

reading assignments from the Titan Accelerated Reader Program.

Mandatory Afterschool Daily Detention (MADD)

Every Monday, Wednesday, and Friday, teachers can assign MADD to their students. The purpose

is to give students additional time to complete missing or incomplete assignments.

Migrant Education Program (MEP)

The objective of the Migrant Program is to provide migrant students with additional resources and

services to earn a diploma. MEP serves to help students meet the California and local standards for

student achievement through educational instruction and health services.

North Kern Vocational Training Center (NKVTC)

CCHS students have access to the NKVTC Regional Occupational Center adjacent to the Delano

High School campus. In addition to formal classroom instruction, the Regional Occupational

Program (ROP) provides occupational training to high school students; and works in cooperation

with local businesses in the community to provide students with on-the-job training experience,

upgrade current job skills, and obtain more advanced levels of education through certification

through the community classroom concept.


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North Kern ROP Courses

Auto Body

Marketing

Medical Receptionist

Medical Assistant

Nurse Assistant

Retail and E-tail

Security Law

Opportunity Education Class (EOP)

EOP classes provide additional support for students who are repeatedly truant from their traditional

classes, have irregular attendance, are insubordinate or disorderly in class, or are academically

unsuccessful. These classes are offered to 9th and 10th graders under the age of 16.

Safe School Ambassadors (SSA)

Safe School Ambassadors (SSA) is a program designed to prevent and stop bullying in schools right

at the source: students. It is an “inside-out” approach in where students are empowered to use their

own training and skills to intervene in situations before they get out of hand.

Smarter Balance Assessment Consortium (SBAC) Targeted Almost Proficient (TAP)

This revised TAP program has evolved to meet the changing nature of accountability under the

new Common Core State Standards by including SBAC style diagnostic exams at the end of their

first semester, to identify students needing extra academic assistance in Literacy (reading, writing

and critical thinking), so that they may achieve proficiency on the SBAC.

Special Education (SpEd)

The SpEd Department at César E. Chávez High School is comprised of two programs. The Resource

Specialist Program (RSP) serves the mild-moderate students and the Severely Handicapped (SH)

serves the moderate-severe students. The RSP Program has adopted the co-teaching model.

Students work towards earning a diploma and may utilize the Resource Center.

Spring-Summer-Early Fall Frosh Diagnostic and Placement Exams

All 9th grade students take comprehensive placement exams in ELA, Writing and Math, as well as

the STAR Reading Assessment (English Learners take the ELPAC), which identifies reading and

comprehension level with subsequent follow up to track growth.


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Summer School Intervention

The summer school courses offered at César E. Chávez High School focus on credit recovery,

English, math, health, and computer literacy.

The Career Readiness course offers dual enrollment college credits through Bakersfield College,

and is used as the foundation for various career pathways and may be integrated into such academic

courses as English and math.

Work Experience Education (WEE)

The WEE California State regulated program allows students who are at least 16 years of age or

Juniors or Seniors with part-time jobs to earn elective credits toward graduation.

Writing Support Classes

All 9th grade students are enrolled in a Writing Support course. These courses offer curriculum

designed to provide foundational grammar, writing, and reading skills necessary for achievement

and success in all core and cocurricular areas or subjects.

WESTEC

WESTEC is an organization which trains people with certain job ready skills so they may become

marketable in various industries. Their programs enable job seeking individuals to have confidence

when they apply for various jobs. Their motto is, 'We change people's lives!' WESTEC partnered

with CCHS to train seniors with job ready skills to help them become marketable once they

graduate.

Mission, Vision and Purpose

As a Professional Learning Community, César E. Chávez High School is a school where learning and

academic achievement are fostered, recognized, and celebrated. This mission has been discerned as

CCHS has continues to achieve award-wining academic success. CCHS has a concise and well-defined

mission, vision and purpose which reflect the school and community’s commitment to success for all

students. The mission statement is reviewed annually by the School Site Council and can be changed

as the school's needs also change. It is the goals set forth in our mission statement that guide and direct

all decisions for the students of the César E. Chávez High School community.

The mission of CCCHS is to “Provide a clean, safe, and orderly environment which will foster maximum

academic achievement, technological skills, social awareness, and personal growth.”

The purpose of CCHS is to “Promote academic, athletic, and artistic achievement, provide superior

technical and vocational opportunities, and prepare tomorrow’s leaders to be college and career ready.”

The school motto of CCHS is "A learning community where academic achievement is fostered,


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recognized, and celebrated."

The vision of Delano Joint Union High School District (DJUHSD) and CCHS is for students to

experience daily academic success through superior standards-based instruction. All teachers and staff

are personally committed to creating a positive atmosphere of collaboration that promotes teaching

and learning, a safe school environment, and comparable resources for all students.

During the school year of 2013-2014, César E. Chávez High School faculty members agreed to the

following Expected School Wide Learning Results (ESLRs):

C—College and Career Ready

C—Communication and Technology

H—Higher Order Thinking Skills

S—Social Responsibility and Service Learning.

CCHS continues to use these learner outcomes because they continue to fit in, shape, and drive the

school's culture of promoting academic, athletic, artistic, technical and vocational opportunities, in

order to prepare students to be college and career ready.

Student Learner Outcomes

Since the last WASC visit, the Expected School-Wide Learning Results (ESLRs) have remained the

same. The ESLRs have fit well into the school's mission, vision, and culture. They continue to guide

students and staff towards academic excellence, and serve as tools that every student and teacher can

utilize for higher achievement.

CCHS will provide every

student a world class

education with a goal of

graduating them:

Details

College

&

Career Ready

with skills in

CCHS students will be:

Problem-solvers

Generators of solutions

Competent in basic skills and able to meet curriculum standards in all areas

Coherent writers able to think across the curriculum in a variety of formats

Communication CCHS students will be:

Generators of effective presentations


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&

Technology

able to demonstrate

Able to communicate effectively

Technologically literate

Higher Order Thinking

to embrace individual

and corporate


Critical and innovative thinkers

Conceptualizers

Competent in basic skills and able to meet curriculum standards in all areas

Social Responsibility

&

Service Learning


Responsible citizens with consistent attendance

Respectful citizens who demonstrate tolerance and value cultural diversity

Ethical decision-makers that take responsibility for their own actions

Contributors to the community

Student Demographics

CCHS Enrollment

With the recent opening of the new Wonderful College Prep Academy campus, CCHS saw a slight

decrease in student enrollment going into the 2014-15 academic school year. However, as the

population of Delano grows, the school is expected to see an increase in enrollment over the next few

years. Since the last WASC visit, CCHS has seen student enrollment increase from 1,368 to 1,515.

CCHS Enrollment by Gender

In the past, César E. Chávez High School used to have an average enrollment size slightly greater than

1400 students. However, with the continued growth of our local district high school Robert F.

Kennedy, along with the newly opened Wonderful College Prep Academy campus, student enrollment

decreased. CCHS enrollment is now increasing again. With the exception of expected fluctuations, over

the past three years there has not been a huge disparity in the ratio of males and females attending

CCHS. It consistently hovers around half and half.

CCHS Enrollment by Ethnicity

The ethnicity makeup of César E. Chávez High School’s student population as of the 2017-2018 was

87.39% Hispanic or Latino, 8.71% Filipino, 2.3% White, 0.2% African American, and 0.9% Asian.

Although CCHS is ethnically diverse, the student population is predominantly Hispanic, which is

reflective of many central valley school districts. However, the Hispanic population percentage is still

much higher than that of the county average, which was at 65% in 2016-2017. Over the last three years


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there have been no significant trends or changes in these statistics. César E. Chávez High School

continues to enroll students with limited English proficiency each year.

2016-17 CCHS English Learner Students by Language

The EL population has remained relatively stable for the past three years, from 23.97% in 2014-15 to

24.91% in 2016-17. These numbers are reflective of the EL county population. Spanish speaking ELs

have remained the dominate subgroup for the last three years; their numbers have remained steady.

They make up between 92% and 93% of all ELs. Ilocano comes in second place at below 3%.

CCHS English Learner Migrant Education Students

DJUHSD is not a unified district with its feeder schools. This allows each respective feeder school to

establish and implement different curricular and instructional modes. CCHS feeder districts include

Earlimart, Pond, Allensworth, Richgrove, and Columbine, along with Delano Union Elementary.

Earlimart and Richgrove are small, unincorporated rural communities of approximately five thousand

and two thousand respectively. The student population is over 90% Hispanic in these Title I schools.

Allensworth and Pond are rural settlements with virtually no community services except the school.

Columbine is not a community, but a small rural geographic area northeast of Delano. The number of

migrant students who speak Spanish has remained at 96% for the last three years. While Filipino

migrant students come in a distant second at about 3%.

CCHS Special Education (SpEd)

César E. Chávez High School currently serves 35% of all 365 SpEd students in the entire DJUHSD

district. This number includes 16 RSP students at Valley High School continuation, 3 at Delano Adult

School, and 2 at a nonpublic school. The CCHS SpEd department currently has 8 teachers with 18

instructional and healthcare aides. The number of SpEd aides may slightly fluctuate throughout the

year, as it is common practice for the district to reallocate them throughout the 3 different school sites

based on demand. Additionally, some SpEd aids are seeking to become full-time teachers themselves,

and thus, often transition into teaching positions off site.

2017-18 CCHS Sports Programs

The athletic programs at CCHS are in place to provide students with competitive athletic opportunities

and extracurricular activities that enhances the learning environment. The coaching staff actively

recruits students to join their teams through Sports Recruitment Fairs, Freshmen Orientation, rallies,

and student-to-student engagement. CCHS also works hard at informing students and parents about

the opportunities that athletics can provide to students. CCHS will end each season with awards

banquets that reward athletes for both athletic and academic successes. In all, there are about 700

student-athletes participating in 16 sports activities this year.


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2017-18 CCHS Extra-Curricular Activities

The school staff acknowledges a positive connection between student performance in these

extracurricular pursuits and academic performance. Many students are involved in more than one

activity. Many campus clubs sponsor activities (canned food drives, blood drives, holiday gift drives,

Titan Holiday, and so on), which teach students how to have a direct impact on their greater

community and world. Dedicated coaches, advisors and directors strive to maximize student

achievement in every activity and program. There are currently 36 student run clubs on campus.

Faculty and Staff Demographics

CCHS currently employs 62 teachers, 56 with full credential and 6 without, 4 administrators, and 50

classified support staff. By a small majority, most of the teachers are female. 100% of the of the classes

in core academic subjects are taught by State Certified Compliant teachers. Since 2014, CCHS has added

6 more teachers. CCHS has seen a decrease, from 90 to 50, of classified support staff.

Additionally, there are 4 administrators, 4 counselors, a psychologist, a speech therapist, and a full-

time registered nurse. The CCHS classified staff consists of 20 instructional aides (18 in Special Ed.), 9

clerical staff, and 21 additional classified employees with various assignments which include: cafeteria

services, custodial, discipline and security, grounds, librarian, maintenance, and athletics.

Student Achievement Data

A-G Requirements

A-G rates have continued to improve with percentages for the 2015-2016 school year at about 42%-

45%, up from the previous year by 4%-7%.

For the 2016-17 academic school year, the percentage of seniors who completed all required A-G classes

was 58%.

Not only are there a host of traditional courses that students can take that fulfill A-G requirements, but

there are also career education courses that fulfill A-G university entrance requirements. A variety of

career exploration resources and interest surveys are available in the career center as well as a

component of coursework in College and Career Readiness. Over the last three years, CCHS has

consistently seen about 94-96% of the student body enrolled in courses required for UC/CSU admission.

ACT

For the 2013-14 and 2014-15 academic school years, the ACT scores remained relatively similar. With

about 50 students testing for both years, all scores for Reading, English, Math, and Science all averaged

between 19 to 22. However, for the 2015-16 academic school year, percent of scores greater than or

equal to 21 dropped from 53.19% to 38.89%. The two previous years ranged from 52.00% to 53.19%,

which in both cases was higher than the district and county averages. This drop was likely due to

factors such as the total number of students testing, the schedule strength of students testing, and the

degree to which students prepared themselves for the exam.


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SAT

For the 2013-14 and 2014-15 academic school years, the SAT scores remained relatively similar.

Average scores for Reading and Math only differed by 1 to 2 points between these two years. However,

scores for Writing has seen a gradual drop from 450 in 2013-14, to 439 in 2014-15, to 431 in 2015-16.

The number/percent of scores greater than or equal to 1500 has also seen a decline in this three years

period. Again, this drop was likely due to factors such as the total number of students testing, the

schedule strength of students testing, and the degree to which students prepared themselves for the

exam.

Advanced Placement (AP)

For 2015, with respect to College eligibility and readiness, (106/195) 54% of students taking AP exams

scored a 3 or higher. For 2016 and 2017, (119/191 & 126/202) 62% of students taking AP exams scored

a 3 or higher. The total number of exams taken with scores of 3 or higher has risen in the last three

years from 150 to 176.

There are currently 10 courses offered, throughout 15 sections, in the areas of English, Foreign

Language, Mathematics, Science, and Social Science. This number has remained the same from the total

offered during the 2014 WASC visit. This is primarily due to CCHS shifting focus towards incorporating

more dual enrollment courses into students' 4-year plans.

California Assessment of Students Performance and Progress (CAASPP)

CAASPP System Assessments Assessment Data

Availability

California Science Test (CAST) Not Available

California Alternate Assessment (CAA) for:

-English Language Arts/Literacy (ELA)

-Science

-Math

Not Available

SBAC English Language Arts/Literacy (ELA) 2015-2017

SBAC Mathematics 2015-2017

CAST

The CCHS CAST field test was administered April 5th-May 23rd, 2018. On April 5th, 2018 CCHS tested all eligible seniors (330 students) online. With the exception of those taking a science class (physics or chemistry) their senior year (approximately 245 students), CCHS tested all juniors on May 1st 2018. Field test scores will not be released. However, student participation data will be collected and reported for accountability. Therefore, since the CAST assessment data was not accessible, it was omitted from this report.

California Alternate Assessments (CAA) for English Language Art/Literacy, Mathematics, and Science

CCHS began CAA ELA, Math, and Science testing on April 4, 2017 and continued to the end of the school year. Five CCHS students tested for Math. Five additional students from other school-sites, who also attend CCHS but still belong to a different school, tested for Math. Two students from CCHS tested for Science. This academic


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school year, CCHS tested five SH seniors for Science, and 3 SH students for Math. Since so few CCHS students have tested for the CAA, there is no accessible data. As a result, CAA assessment data was omitted from this report.

2015-17 SBAC English Language Arts Standards (ELA)

Student performance on the 2015 SBAC show continued strong academics at César E. Chávez High

School. 66% of CCHS 11th grade students met or exceeded the English Language Arts/Literacy

standards for the SBAC, 10% higher than the overall State rate, 22% above the county average, and

well above most schools with similar demographics. As for the Limited English Proficient (LEP)

population, 20% of CCHS English learners met the English Language Arts/Literacy (ELA) standards for

SBAC. That was 13% higher than the overall state rate and 14% above the county average.

For 2016, CCHS scored in the top fifth percentile for ELA in Kern and Tulare county. For ELA, 67%

of students scored at or above Proficient.

For 2017, CCHS students outperformed students in both the county and the state. 66.4% of CCHS

students met or exceeded the English standards for CAASPP. The student groups include English

learners and students with disabilities, as well as students classified as English only. 18.6% of CCHS ELs

met the English standards, compared to 10.3% of the state, and 9.7% of the county. CCHS students met

or exceed Common Core State Standards at or above the 60th percentile for three consecutive years.

The data also reveals a 6% growth of students who met or exceeded state standards in the 2015-16

academic school year and a slight regression in the 2016-17 school year. CCHS students consistently

score similarly to other students within the district in the subject of English Language Arts. For three

consecutive years, CCHS students outperformed the percentage of students who met and exceeded

Common Core Standards in the state in this same subject.

Early Assessment Program (EAP) English Results

From 2015 to 2017, there was slight increase in the number of juniors that scored Ready for college

level work—21% to 24%. The number of juniors who scored Conditional Ready remained steady—

45% to 43%. While the number of juniors who scored Not Ready remained steady—34% to 33%.

SBAC Mathematic Standards

For 2015, 28% of 11th grade César E. Chávez High School students met or exceeded the Mathematics

standards while 39% nearly met the standards and a third of the students did not meet the math

standard. Results were similar, if not, slightly above, the overall results for the district, county, and

state.

For 2016, CCHS scored in the top fifth percentile for mathematics in Kern and Tulare county. For

mathematics, 29% of students scored at or above Proficient.

For 2017, CCHS pupils scored similarly to students across the state; 32% met the standards, and they

also outperformed the county percentage by 11%. CCHS ELs matched that of the state, at 5%, and

outperformed the county by double. For the past two consecutive years, CCHS has consistently scored

within the 30-40th percentile, a similar range as DHS and RFK. Although the subject of mathematics is

difficult for students, the implementation of Common Core curriculum has become easier for both


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instructors and students. The data reveals there was an 8% increase in students who met or exceeded

the Common Core Standards during the 2015-16 academic school year. There was a slight regression

in student performance for the 2016-17 school year. The data also reveals that CCHS students have

consistently performed at the 30th percentile in both the district and state for three consecutive years.

Early Assessment Program (EAP) Math Results

From 2015 to 2017, there was slight increase in the number of juniors that scored Ready for college

level work—9% to 15%. The number of juniors who scored Conditional Ready remained steady—19%

to 17%. While the number of juniors who scored Not Ready slightly decreased—72% to 68%.

California English Language Development Test (CELDT)

For the past three years, 278 to 327 students have taken the CELDT each year. Over the past three

years there has been a 5% drop, from 22% to 17%, in students scoring Advanced; a 4% increase, from

42% to 46%, in students scoring Early Advanced; a 4% increase, from 23% to 27%, in students scoring

Intermediate; a 2% drop, from 9% to 7%, in students scoring Early Intermediate; and scores have

remined consistent, 4%, for students scoring at Beginning level.

Career Technical Education

Over the past three years, the CCHS CTE program has grown. This is due to a combination of state

graduation requirements, district mandates, and learner outcomes (Expected School-Wide Learner

Results). The 2015-16 academic school year saw a total of 478 students enrolled in a CTE course. Last

academic school year saw an increase of CTE enrollment of 644.

College and Career Indicator for LCAP

The College and Career Indicators show that, from the 2015 to 2017, César E. Chávez High School

experienced growth for all students, including ELs. In the 2015-16 academic school year, 44.1% of

CCHS students were college and career qualified. For the same year, only 12.8% of CCHS EL students

were college and career qualified. In 2017, 61% of all CCHS students were college and career qualified.

This is nearly a 17% increase. While 33.3% of CCHS EL students were college and career qualified.

This represents over a 20% increase. The students with severe disabilities (SWDs) is still an area of

growth for CCHS. The district is continuing to search for solutions to increasing the number of SWDs

who qualify as college and career ready. As of the 2017 school year, CCHS leads DHS and RFK in overall

percentage of students who are college and career qualified. All district high schools currently rank

about the same for SWD's.

EL Reclassification Counts and Rates

The number of Fluent-English Proficient students has remained relatively unchanged for the past three

years. However, the Annual Reclassification Counts and Rates have fluctuated over the past three years.

This is primarily due to two reasons. First, in the 2016-17 academic school year, CCHS did not reclassify

as many students because new reclassification criteria had to be approved based on the Smarter

Balanced results. Secondly, although we did reclassify 60 students, the cutoff dates for reclassification

changed. 31 students who were reclassified in 2016-17 were specifically reclassified spring 2016 and

then the school did not reclassify students again until spring 2017 (60 total students, which will be

reported next year).

English Language Proficiency Assessment for California (ELPAC)


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Since the ELPAC was first field tested the spring semester of 2018, the results were not released in time to be properly added to this report. Therefore, since the ELPAC student assessment data was not accessible in time, it was omitted from this report.

Physical Fitness Test (PFT)

César E. Chávez High School freshmen consistently outperform the state in abdominal strength

(+4.8%), aerobic capacity (+4.1%), and trunk extension (+6.4%). However, CCHS underperforms

compared to the state in body composition (-9.7%), flexibility (-23.9%), and upper body strength (-

10.8%). Flexibility appears to be the biggest area of need, for CCHS, going back three years.

Suspensions and Expulsions

César E. Chávez High School's suspensions rate has been consistently lower than the district's

suspensions rate for the past three years straight. This is also true when compared to the state for the

last two academic school years.

The expulsions rates for CCHS have also been consistently lower than that of the district's expulsions

rate.

Implications of the Profile Data

César E. Chávez High School prides itself in being a data-driven and collaborative institution.

Throughout the year, data has been provided and shared to stakeholders through PLCs, departments,

and in cohorts. The site leadership has shared perception data, cohort data, department data, as well as

school and district-wide data to identify strengths and weakness. This has helped staff to advocate for

training and resources, revise curriculum and assessments, and evaluate the overall effectiveness of

programs. The WASC Leadership team, along with Administration, have looked at test scores and

trends. Anecdotal evidence and impressions from staff members are also considered. From this review,

the Leadership Team identified some key areas of strength and need.

Areas of Strength

CCHS has developed methods and programs to encourage all students to actively engage in

preparing for their future by being College and Career ready; explore support mechanisms that

will allow students increased access to 21st century technology and the development of

technological literacy.

CCHS has a very positive and nurturing school culture

Continued promotion and participation in professional development opportunities such as on

and off-site trainings, workshops, seminars, conferences, and consultants.

Growing access to 21st century technology for teachers and students.

Highly qualified, professional, collaborative, and dedicated staff.

Ongoing data mining happening in classrooms, cohorts, departments, and school-wide.

The growth of quality CTE Pathways that enable students to learn 21st century labor force skills

and become career ready.

The continued support of the State and Local Assessment Coordinator (LSAC), which has


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alleviated the workload of the Leadership Team during this time of new state assessments.

The full embrace and implementation of Common Core standards throughout CCHS.

The expansion of a strong Dual Enrollment program that promotes college readiness.

Areas of Need

Additional technology support for the new Medical Assistant Pathway. Continually develop, refine, and analyze data and assessments to enable achievement of proficiency

of the standards as measured by the CAASPP and ELPAC.

Continue to build up the CCHS Science department AP program.

Continue to make progress on minimizing the number of students entering Credit Recovery

(Edgenuity) and the Opportunity Education Class.

Determine additional ways to continue improving the Special Populations' performance

through examination of the assessment data of the English Language Learner and Special Ed.

subgroups on the CAASPP and ELPAC.

Hiring additional support staff: Information Technology (IT) staff, Instructional and Healthcare

Aids for Sped, and a Teacher on Special Assignment (TOSA) to assist in the discipline office and

campus security.

Improve technology reliability, such as schoolwide internet servers and storage drives.

Mandatory After-school Daily Detention (MADD) purpose refinement and consistency.

Ongoing revisions of Formative Assessment of Common Core Standards for core departments

Promoting further horizontal alignment for interdepartmental collaboration.

Critical Learner Needs

Since the last WASC visit, the critical learner needs are relatively the same. However, they have had

to adapt to new state testing requirements, standards, and expectations. This significant data analysis

indicates that the following areas of concern must be addressed in an ongoing fashion to provide

academic achievement for all students at Cesar Chavez High School.

Special Population Learner Needs

Continue to develop additional ways to improve the Special Population's (EL, SpEd, foster

youth, etc.) performance through examination of the assessment data of the English Language

Learner and Special Ed. subgroups on the CAASPP, ELPAC, and promote support mechanisms.

Assessment Measure Proficiency

Continually develop, refine, and analyze data and assessments to enable college readiness and

high achievement levels of proficiency for all students on the standards as measured by the

CAASPP and ELPAC.

Career Ready

Continue to develop, encourage, and place all students in courses that actively engage in

preparing them for their future by being Career ready. Expand ongoing support mechanisms,

such as CTE pathways and Dual Enrollment courses, that will allow students increased access


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to 21st century technology, skills, and the development of technological literacy.

Important Questions for Staff Discussion

During a PLC Wednesday in the month of February, teachers were given the opportunity to generate

questions that they felt were important to ask and discuss. The purpose of this was to give teachers

ownership over the types of questions and conversations they felt César E. Chávez High School needed

to have. Some of these questions are included below:

How do we most effectively address the needs of our ELs to enable an increase in performance

to proficiency on the new state mandated tests?

How can communication and collaboration between departments be increased?

Does the District provide enough financial support to ensure that all teachers (particularly in

science) have adequate tools and resources to reach all students?

How can we continue to improve on technology dependability and technology support?

How can we better include and prepare new teachers to promote school culture within their

roles?

II: Significant Changes and Developments

There have been several significant changes and developments at César E. Chávez High School since

the last full WASC accreditation visit in fall of 2014.

Administrative Team (Leadership Team)

After serving as the César E. Chávez High School Principal for four years, Principal Ben DeLeon

transitioned to Valley High School. Correspondingly, the Valley High School Principal, Principal Chris

Juarez, came over to CCHS. After eight years as the Assistant Principal (AP) of Discipline and Security,

Mr. Gabriel Diaz decided to return to the classroom as a math teacher at Valley High School last year.

This is the first year having Mr. Eliseo Garza as the AP of Discipline and Security. Two years ago, the

CCHS Athletic Director (AD), Mrs. Dolores Rodriguez, transitioned to the DJUHSD district office

where she now serves as the Director of Migrant Services for the district. Mr. James McConnell is new

to the district and to the CCHS AD position. Mr. Jose Maldonado has been with CCHS for the last eight

years, serving as the AP of Curriculum and Instruction for most of those years. In total, the CCHS

Leadership Team has a combined 70+ years of experience as educators.

Bell Schedule for PLC Wednesdays

There has been a single significant change to the César E. Chávez bell schedule. Starting in 2016, weekly

PLC Wednesdays became bi-monthly PLC Wednesdays. Therefore, due to the required number of

contractual hours in the school year, Wednesday late-starts began school at 10:00 a.m., as opposed to

the previous 9:00 a.m. starting time.


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CAASPP System

Like the new academic standards, the new assessments are also fundamentally different from the

previous ones. Therefore, according the California Department of Education, this year’s test results will

only establish a baseline for student progress. California’s new assessment system represents the next

step in a comprehensive plan to promote high-quality teaching, learning, and improving student

outcomes. This plan recognizes that assessments play a vital role in promoting high-quality instruction.

Career Technical Education (CTE) Pathways

The DJUHSD CTE programs offer a wide range of courses. Twenty-six of these courses target fourteen

different fields and are taught on three different campuses. These courses are unique for César E.

Chávez High School and allow students to get a head start on their future, so they can develop skills

required by the workforce. All career technical education courses comply with state-adopted content

standards and are integrated into the student's four-year academic plan as elective courses. Students

are required to pass one career-related course (Computer Literacy) to fulfill a portion of their

graduation requirements. Some career education courses fulfill A-G university entrance requirements.

A variety of career exploration resources and interest surveys are available in the career center as well

as a component of coursework in some classes, particularly College and Career Readiness. All freshmen

students enroll in our College and Career Readiness class, which guides them through the development

of a ten-year plan. Regional Occupational Program (ROP) are offered off campus through the North

Kern Vocational Training Center (NKVTC). ROP courses are designed to prepare high school students

(16 years and older) for entry-level employment, upgrade current job skills or obtain more advanced

levels of education. CCHS course titles include: Architecture Design, Business Management, Education,

Engineering and Heavy Construction, Fashion Design and Merchandising, Food Service and

Hospitality, Patient Care, Professional Sales, Public Safety, Residential and Commercial Construction,

Software and Systems Development, Structural Repair and Refinishing, and Welding and Materials

Joining. CCHS partnered with WESTEC to train seniors with various job ready skills such as, CPR,

General Warehouse Safety, and Forklift Operation. Although WESTEC is not a pathway, they offer the

job ready skills CTE Pathways are focused on giving to students.

Counseling Department Transition

In the past, each of the four counselors at CCHS was assigned to a specific grade level of students. For

example, a counselor may receive all incoming freshmen. The following year, that same counselor

would be assigned the same group of students, now as sophomores; thus, continue to follow those

students throughout their high school career. However, this structure changed in the 2016-17 academic

school year. Now, each counselor has their own caseload of freshmen, sophomores, juniors, and seniors.

All students are assigned a counselor once enrolled. The main determining factor for whom the student

is assigned to is based on the counselor's caseload. There is an attempt to distribute students as evenly

as possible, which comes out to about 370 students per counselor.


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Dual Enrollment (DE) Courses

The new Dual Enrollment program allows students to enroll in college courses for college credit prior

to receiving their high school diploma. CCHS offered 6 sections of dual enrollment in the fall semester

of 2017, while 20 sections were offered in the spring of 2018. Sections are available through Bakersfield

College, Cerro Coso Community College, and California State University, Bakersfield (CSUB). CCHS

Course titles include: Welding, Medical Assistant, Business Management, Spanish, US History, Medical

Terminology, Student Development, Medical Assistant, and English B1A.

English Language Development (ELD) Literacy Campaign and Library

The CCHS ELD Department recently inaugurated the one and only ELD Library in the state of

California. With grant funds and school assistance, the ELD Department has managed to create a

reading environment similar to a university setting where students can enjoy reading books at least

once a week.


This course guides students through a decision-making process that will help them envision and plan

for a successful future. The culmination of this process is the development of a career and educational

plan that will create a pathway for students to reach their career and academic goals. By examining

values, interests, skills, life roles, personality types, personal self-management, decision-making and

goal-setting throughout the life-span, students will apply critical thinking skills. This satisfies the 0.5

units educational planning requirement for graduation from Bakersfield College.

Instructional Technology

César E. Chávez High School has integrated technology throughout the campus. Every classroom has a

teacher workstation with Internet Access and learning/research software for enhancing instruction. All

classrooms are equipped with Wi-Fi; some select classrooms and departments have iPad/laptop carts,

ELMO document cameras, LCD projectors, SmartBoards, and more recently, short throw projectors. At the

beginning of the 2016 school year, the district purchased $27,500 worth of Vernier software and technology

for the science department. These items included: heart rate monitors, pH sensors, gas sensors, Geiger


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counters, calorimeters, LabQuest computers, and much more. There is new software and technology with

the Pathways to Medical Health program as well as the Medical Assisting dual enrollment program

under Cerro Coso Community. For the newly added Engineering and Heavy Construction pathway,

students now have access to 74 monitors, on 37 computers. Each student has 2 monitors per computer

to help them follow along with the computer based class as they do their work on the other monitor.

CCHS is proud to have an environment in which all members of our learning community have access

to technology.

Library

Over the last three years, CCHS has added over 5,000 book titles to the library shelves. Since the last

WASC visit, circulation has increased from 10,000 total book titles to over 15,000. Some of the more

popular titles have multiple copies to allow for more student access. The library continues to utilize a

copy machine available for student use, printers, a full computer lab, and multiple mobile iPad carts.

Last year, the librarian, Mrs. Briseno, transitioned to Delano High School. The position was filled by

the Duplication Officer/Textbook Clerk, Angelica Romero.

The Migrant Education Program (MEP)

The following is a list of migrant education programs that DJUHSD offers its migrant students, migrant

families, and select migrant community members. Although MEP is a district wide effort, all of these

services are available to CCHS migrant students; and some programs even have a direct presence on

campus.

District Migrant Resource Counselor

Close-Up

7th Period Reading and Writing Intervention

Intensive Literacy Institute (ILI)

Algebra and Math Remediation

Saturday Credit Recovery

Outreach Summer Services

Summer School Credit Recovery

College Readiness Programs

Emergency Dental, Vision, and Medical Referrals

Regional Health Fair

Next Generation Science Standards (NGSS)

Since the release of NGSS in 2013, the César E. Chávez High School science department has made every

effort to understand, integrate, refine, and align the new science standards into the classroom. To

prepare students for STEM careers, as well as the CAST, the administration has been very supportive

in proactively pursuing and encouraging its science teachers to attend high quality trainings,

workshops, seminars, and other professional development opportunities. Some of these PDs have


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included outside consultants and former science teachers, Ron Rohac and Bill Burd, Depth of

Knowledge (DOK) seminars, an NGSS Launch workshop at Kern County Superintendent of Schools in

Bakersfield, National Science Teachers Association (NSTA) workshops at the Los Angeles Convention

Center, 3 Course Model training, NGSS-Palooza workshops at CSU Northridge, EDI training, CAST

training workshops in Fresno, and many more.


EOP class provides additional support for students who are repeatedly truant from their traditional

classes, irregular in attendance, insubordinate or disorderly in class, or are academically unsuccessful.

These classes are offered to students in grades 9 and 10, who are under the age of 16. There are currently

two EOP classes offered at CCHS: one for freshmen, and one for sophomores; with 13 enrolled students

in each class. For three periods per day, students are immersed in a supportive environment with

tailored curriculum, instruction, guidance, counseling, and tutorial assistance to help them overcome

barriers to learning in core academic subjects. This class is not designed to serve as detention or

punishment, but as a short-term intervention that is aimed at maximizing academic success. A

comprehensive curriculum and instruction facilitates positive self-esteem, confidence, and personal

growth. The class goal is to help students return to traditional classes and/or programs, close the

achievement gap, decrease the dropout rate, and help students graduate.

Professional Development (PD)

CCHS staff meets bi-monthly to desegregate data, adjust curriculum, identify instructional best

practices, and review and re-write current assessments so as to align them to CCSS. Staff development

activities are also based on professional needs. With the implementation of NGSS and Common Core

State Standards, CCHS teachers participate on site and at district level cohort meetings.

The following is a list of PD opportunities that CCHS teachers and staff have participated in the last

three school years:

2015

CAASPP system training to select staff

California Association for Bilingual Education (CABE) for select staff

CPM training (College Prep Mathematics)

Excel Workshop for Administration

Math and Science Literacy Institute for select math and science teachers

Meeting the Literacy Requirements for CSS Math and NGSS

Modeling Instruction for NGSS Workshop at University High, Fresno State

The Reading Institutes for Academic Preparation (RIAP) for the English department

Ron Rohac ELL training for science and mathematics departments

Social Media Workshop for Administration


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2016

Accelerated Reader 360 (targeting ELs) for the English Department

Career Choices and Instructional Strategies for select English teachers

Depth of Knowledge (DOK) training for select teachers from all disciplines

Dual Enrollment Workshop for Administration

Explicit Direct Instruction (EDI) trainings for select teachers

Illuminate training workshops for select staff

Instructional Coaches Network training for select staff

Vernier Technology and Software for all DJUHSD science departments

NGSS Launch workshop at Kern County Superintendent of Schools in Bakersfield

NGSS Symposium for Administration

2017

ABA Strategies that Support Classroom Instruction training for select SpEd teachers

Assistive Technology trainings for SpEd department

California Conference for Social Studies

College and Career Pathways Symposium for Administration

CSEA Paraeducator Conference for select paraprofessionals

Expository Reading and Writing Course (ERWC) for select English and ELD teachers

Introduction to Science PD for select science department teachers

Kelly Gallagher Writing Workshops for select teachers

National Science Teachers Association (NSTA) in Los Angeles

One-Note and Lesson Design training for all teachers

Para Educator Conference

Texas Instruments Education Technology and activities for the math department

Writing 9 and Instructional Strategies for select English teachers

NGSS: Practical Strategies and the Best New Tools (3 Course Model)

2018

NGSS-Palooza at California State University, Northridge (CSUN)

Bill Burd science consultant training

California Science Test (CAST) workshop in Fresno

Explicit Direct Instruction (EDI) training for all departments

Expository Reading and Writing Course (ERWC) training for select teachers

The Reading Institutes for Academic Preparation (RIAP) for the English department

Ongoing PD

AP By the Sea training for select AP teachers


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Safe School Ambassadors (SSA) is a program designed to prevent and stop bullying in schools right at

the source: students. It is an “inside-out” approach. While so many well-meaning efforts are focused

on how adults respond to the consequences of mistreatment (discipline and counseling), SSA empowers

students to use their own training and skills to intervene in situations before they get out of hand.

Students are the eyes on the ground: they notice things that adults can’t and can get involved in ways

that are more effective. Students are not chosen randomly-they are nominated by teachers for their

leadership potential and their level of social influence on many different student groups.


The afterschool program runs twice per week in the César E. Chávez High School library, during the

second semester. The purpose of the program is to better prepare students for key SBAC targets. We

target two groups of students: those enrolled in Geometry, but received a D or F letter grade in a past

Algebra 1 or Algebra 2 semester; and students classified as EL or Special Ed., while enrolled in Algebra

2. Students practice sample questions using Illuminate, while receiving help from a math teacher and

student tutors.

All the above changes and developments have impact the school in several ways:

Administrative Team (Leadership Team)

Last year César E. Chávez High School saw three administrators transitioned to offsite positions.

However, with the addition of Principal Chris Juarez, Mr. Eliseo Garza, and Mr. Jim McConnell, along

with Mr. Jose Maldonado, CCHS has already seen the benefits of their collective knowledge,

experience, and passion as educators. With new administration comes new ideas, new approaches, and

additional solutions. The new Leadership Team, teachers, parents, students, and staff are continuing to

work hard to create a uniquely Titan Culture, align curriculum, instruction, and assessments to the

California Content and the Common Core State Standards. CCHS students continue to benefit from the

Leadership Team's efforts as evidenced in a decade of accomplishments which reflects the dedication,

talent and abilities of the CCHS students and staff.

Bell Schedule for PLC Wednesdays

There are a couple of reasons as to why CCHS transitioned away from a weekly PLC Wednesday to a

bi-monthly PLC Wednesday. First, the weekly meetings were becoming somewhat of a distractor for

many staff members. Many felt that meeting every week was cumbersome and unnecessary. Second,

since the PLC staff meetings usually consumed the first 30 minutes of the allotted morning time (7:30

a.m. - 8:00 a.m.), that left only an additional 30 minutes (8:00 a.m. - 8:30 a.m.) for teachers to meet

with their departments and cohorts. The 30 minutes prior to starting class time (8:30 a.m. - 9:00 a.m.)

were designated for individual teacher prep time. Now that first period begins at 10:00 a.m., teachers

can spend more quality time with their respective cohort groups (8:00 a.m. - 9:30 a.m.). This allows


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more time for teachers to provide model lessons, share student work, address fears and concerns, share

research, help in the shared growth of our cohorts and school, and much more.

CAASPP System

CCHS students and teachers have continued to see more support, more resources and more access to

technology. Many of these items have created positive change in the classroom. Along with reading to

follow a story, students are learning to read so they may cite evidence, participate in intellectual

discourse, draw logical conclusions, and engage in critical thinking. Students are learning to use math

to solve real-world problems, rather than merely pick out the right multiple-choice answer. In science

class, students are being challenged through a combination of NGSS, student centered activities, an

integration of the 3-course model, and an inquiry-driven approach to instruction.

Career Technical Education (CTE) Pathways

The CTE programs’ mission is to provide students with skills necessary for a successful transition to

post-secondary education or work and a desire for life-long learning as part of a global community. The

CTE programs are planned course sequences of high quality academic content and technical skills

which focus on a specific career path and prepare students to successfully transition toward their career

goal.

CCHS staff understands that a strong and vibrant career and technical education program is an essential

component of the high school curriculum. For many students, it represents as much as a third of their

high school experience. It is a critical component in meeting the needs of students in academic

achievement, career exploration, career preparation, and leadership development. Successful transition

to postsecondary education, work, or the military are many of the goals of CCHS’s CTE program.

Counseling Department Transition

While the old counselor-student model had many benefits, due to the many changes that are constantly

occurring throughout education, a slight drawback to the original model was realized. Since each

counselor was assigned to a specific grade level for an entire year, anytime a grade specific change

occurred, it risked not involving the other counselors. Therefore, upon entry into the next grade level,

there was often a reoccurring learning curve for each counselor. Hence, to further improve the

efficiency of the counseling department, and better meet the needs of students, this new system was

implemented. An additional benefit, as well, was the matching of caseloads. Traditionally, the

incoming freshmen class has been the largest, while the outgoing senior class was the smallest.

This is the first academic school year with this new model. As intended, all counselors are now

immediately aware of any grade specific changes, and their caseloads are relatively the same. This

translates into any counselor being able to assist any student from any grade level, if necessary. A

drawback, for the moment, is that some students who were assigned a counselor for one to three years

under the old system, may have been reassigned counselors this academic school year. However, as this

new model continues, this current drawback will eventually phase out as these students graduate.

Dual Enrollment (DE) Courses

College credits earned through dual enrollment can be applied toward both high school and college


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graduation and can be transferred to other colleges or universities. Not only do these courses introduce

students to the rigors of college coursework early, they also allow students to take classes that are not

offered at the high school level. These courses can serve as a college credit substitute for an AP course;

allow students to take college courses without the expense of tuition and books; get a head start on

college credit; and they can ultimately also fuel academic interest.

English Language Development (ELD) Literacy Campaign and Library

The ELD Library is a reading haven that encourages students to enjoy and cultivate the love of reading,

providing them with high interest low readability texts. Equipped with 10 computers and hundreds of

books, students can enjoy a variety of texts in various genres that range from classic novels, periodicals,

non-fiction texts, reference books, including books at the very emerging level that target phonemic

awareness and basic decoding skills. Students are held accountable for their reading by taking reading

assessments on the book of their choice through Accelerated Reader.


The Student Learning Outcomes for this course are as follows:

After completion this course, it is expected that students will be able to:

Assess personal characteristics such as values, skills, interests, life roles and personality and

explain how this information informs career and life decisions.

Compare, contrast, and analyze career options and choose an appropriate career pathway and

college major.

Demonstrate career and education planning.

Instructional Technology

Much of the technology and software programs are constantly updated with newer advances, and

patches to make sure they are working in the best interest of the students learning experience.

Instructors constantly monitor and guide student work. Many classrooms have been provided state-of-

the-art short throw projectors, which work very similarly to Smart Boards. Laptop carts have continued

to be added to classrooms throughout campus. The English and Math departments almost have a laptop

cart for every classroom, while other core departments have one to two carts per building.

Library

The César E. Chávez High School library continues to provide students with additional opportunities

to obtain resources, reading materials, access to technology and information, hold meetings, or just

provide students a quiet place to work.

The library not only benefits the students, it also benefits the CCHS staff. PLC Wednesday meetings

are held at the library to hear the latest updates, become informed, collaborate with the administration

and other departments, exchange ideas, and build comradery.

The Migrant Education Program (MEP)

Over the last three years, the new Migrant Director has introduced college readiness camps like

Migrant Institute of STEM and Leadership (MISL) at Fresno State. She has also included more college

readiness trips and is now targeting 9th and 10th grade students rather than just focusing on 11th and 12th

grade. One of MEP's new goals is to inform students as early as 8th grade so that they can be focused on


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the requirements of being college and career ready.

The 7th Period Reading and Writing Intervention course uses the Imagine Learning software. Learning

Software was introduced last school year and the student response has been very positive.

Next Generation Science Standards (NGSS)

Since the release of NGSS, the César E. Chávez High School science department has made a continual

effort to prepare, implement, refine and align, their curriculum, instruction, and assessments. Below is

a description of how the science department is approaching each of the three dimensions for NGSS.

Crosscutting Concepts:

One way the CCHS science department has begun exploiting Crosscutting Concepts is by exploring the

implementation of the High School Three Course Model into the curriculum. This model consists of

integrating Earth and space science standards into the three major science disciplines offered at CCHS:

biology, chemistry, and physics. It combines all high school performance expectations (PEs) into these

courses. The Integrated Science course currently offered serves as a bridge/introduction class which

instructs freshmen on biology, Earth science, chemistry, and physics in quarterly intervals.

Science and Engineering Practices:

The CCHS science department is attempting to shift away from the traditional model of instruction;

where teachers lecture about science content, students take lecture notes, then there is some type of

reinforcement activity (i.e. bookwork). Instructional practices are attempting to focus more on

scientific inquiry. Science instructors place less emphasis on learning simple science facts, concepts,

theories, and laws of science. By utilizing technology, such as Vernier probes and class-set laptops,

there are more opportunities to develop explanations for phenomena and solution designs.

Disciplinary Core Ideas (DCIs):

Disciplinary ideas are grouped in four domains: physical; life; Earth and space sciences. Other targeted

concepts include engineering, technology and applications of science. The CCHS science department

has begun to integrate more of these ideas across each of the main science disciplines. The High School

Three Course Model is one way that is allowing the science department to teach across science

disciplines. Formative Assessments of Common Core Standards continue to be refined and used

throughout the department as student benchmarks to gauge student mastery of concepts.


For three periods per day, students are immersed in a supportive environment with tailored curriculum,

instruction, guidance, counseling, and tutorial assistance to help them overcome barriers to learning in

core academic subjects. This class is not designed to serve as detention or punishment, but as a short-

http://www.nap.edu/openbook.php?record_id=13165&page=169

http://www.nap.edu/openbook.php?record_id=13165&page=201


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term intervention that is aimed at maximizing academic success. It provides a comprehensive

curriculum and instruction that facilitates positive self-esteem, confidence, and personal growth. The

course goals are to help students return to traditional classes and/or programs, close the achievement

gap, decrease the dropout rate, and help students graduate.

Professional Development

Staff development has been designed to help staff work together as departments to align their courses

to State Academic and Performance (Content) Standards in ELA and ELD, Content standards in

History-Social Science, Science Standards found in the new NGSS, and Common Core State Standards,

develop curriculum and assessments, and develop instructional practices that address key components

of the CCSS. The purpose of staff development is to maximize student learning and academic

achievement.

These professional development opportunities are meant to build professional capacity, calibrate

assessments and curriculum, increase DOK level questions on assessments and activities, align

curriculum, instruction, and assessments to the Common Core State Standards.

The District will continue to employ and utilize consultants who provide information and training on

curriculum, instruction, assessments, observation/evaluation instruments for teachers, DOK, literacy

instructional strategies, key instructional strategies for second language acquisition and sheltered

instruction, and knowledge of the ELD/ELA California State Standards. These efforts continue to be

funded by Title III monies as well as Title I.


Since 2000, 1,400 schools across the nation have implemented this program and seen marked declines

in discipline cases. CCHS is currently in its second year with the program and has over 100 active

Ambassadors, with 16 facilitators (teachers, counselors, and support staff) trained to mentor and

support students throughout the year. As new students go through the interactive 2-day training each

year, the program will continue to grow.

CCHS has already seen measurable results, just in the first two years since its inception. For instance,

in 2014-15, the year before the program started, there were 18 cases of caused, attempted, or threatened

physical injury; in the past two years, 2015-17, the average number of incidents dropped to 6. Rates of

disruption and defiance dropped from 231 in 2014-15 to an average of 111 cases from 2015-17. Other

rates of property damage, drug use/sales, and other disciplinary areas have also decreased, although not

as dramatically. In addition, students collect data on SSA “Action Logs” where Ambassadors record

their own data over a 2-week period. From 11/2/16-11/16/16, Ambassadors recorded 177 total

interventions on campus. This means that they noticed and acted on mistreatment an average of 17.7

times per day (over 10 school days), which may be extrapolated to 3,186 interventions per school year


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(over 180 days). Students are often able to stop bullying in its tracks before it becomes a larger discipline

issue.

Smart Balance Assessment Consortium (SBAC) Targeted Almost Proficient (TAP)

SBAC TAP currently targets 50 juniors who are currently enrolled in Geometry and 25 juniors (special

Ed and/or ELD) who are currently enrolled in Algebra 2.

Since this is the first year doing SBAC TAP, student performance data will not be available until June.

Therefore, there is no current data available for this program's effectiveness.

III: Ongoing School Improvement

Engagement of all Stakeholders

The Schoolwide Action Plan—a product directly aligned with our Single Plan for Student

Achievement—is a shared product of the staff, administration, students, and parents of César E. Chávez

High School. The correlation of ESLRs, WASC goals, and Single School Plan goals are an important

component of our ongoing efforts. The Single School Plan is reviewed and revised annually to ensure

that the school goals remain aligned to the needs of our students, staff, and community. This alignment

provides an assurance that the progress of WASC goals and the viability of ESLRs are monitored

continuously by the WASC Leadership Team, the School Site Council, the School Administration, and

the Board of Trustees. This method of checks and balances and continuous monitoring provides clear

evidence that the WASC Focus on Learning is an ongoing process at CCHS.

There are several outreach methods that CCHS utilizes for engaging all stakeholders:

Title I Annual Meetings

Every year CCHS holds an annual Title I meetings, at a time convenient for parents, to inform the

public of Title I programs and services, and to explain the Title I requirements and the rights of parents.

Additionally, State priorities, District LCAP goals, and the various Single Plan for Student Achievement

actions as described in the LCAP are shared, and how monies under LCAP would be allocated to attain

stated goals. Parents and those in attendance offer suggestions.

School Site Council (SSC) Meetings

Twice a school year, CCHS holds bi-annual SSC meetings on campus with the goal of creating a

collaborative plan for school improvement. This group consists of administration, teachers, parent,

classified staff, and students. The council collaborates with the principal, Mr. Juarez, to create, review,

and evaluate school improvement programs, budgets, and the Single Plan for School Achievement

(SPSA). Many of these members have been hand-picked, as well as elected, to hold a position.

Additional duties include decisions about parent engagement, school safety, and discipline strategies.

District Board of Trustee's Meetings

The Delano Joint Union High School District's Board of Trustees' regular meetings are generally held at 5:00

p.m. on the second Tuesday of each month. At these meetings, the public may address the Board on any

matter pertaining to the school district that is not on the agenda. For example, if a member of the public

wishes to voice specific topics or concerns, they may either discuss it openly or request that the Board hear

such topics or concerns in a closed session.


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César E. Chávez High School Website:

https://www.djuhsd.org/Domain/9

The CCHS website is available to anyone with internet access and is widely promoted to all

stakeholders as a way of easily accessing information about the school. Some of the information that

the public can access includes information about the administration, athletics, counseling, departments,

discipline and safety, extra-curricular activities, health services, library resources, migrant resources,

the school calendar, state assessments, tutorials, teachers, additional staff, etc.

Local Control and Accountability Plan (LCAP) Stakeholder Meetings

Throughout the school year, several LCAP meetings take place to facilitate the annual update of the

district and school action plans. These meetings are intended to provide all stakeholders, a spectrum

of students, parents, teachers, support staff, and the community, involvement in the LCAP update

process. These meetings include stakeholders by informing them of the school district’s key goals for

students as well as the specific actions and expenditures the district will take to achieve the goals used

to measure progress.

The Report

Throughout this process, the leadership of the administration, department chairs, and the WASC team

have been invaluable. Teachers and staff have remain committed to making the self-study process a

true reflection of the school. The WASC Leadership Team (Focus Group Chairs)— Estevan Ramirez,

Aurora Lopez, Art Gonzalez, Juan Cruz, Omar Mata, and Marisol Cruz—along with the CCHS

Leadership Team (Admin.), have all been instrumental in obtaining, organizing, and writing the report.

Beginning in the 2016-17 academic school year, the WASC Leadership Team began meeting on a

quarterly basis. The purpose of these meetings was three-fold: assure that all WASC Chairs remained

vigilant about their WASC roles, keep track of any significant changes at the school, and exchange

ideas about school performance and progress. It was not until the 2017-18 fall semester that the WASC

Leadership Team started meeting on a monthly-basis and begin gathering and reviewing the many

aspects of the school. Beginning in the Spring semester of 2018, the open prep period for the FOL Chair,

Estevan Ramirez, was transformed into an assigned WASC period. The purpose of this assignment was

to provide ample time and additional pay for the work necessary to research, collect, analyze, organize,

and prepare this self-study report.

Some of the information pertaining to this mid-term report was pulled directly from the 2014-15 CCHS

WASC Self-Study Report, as much of the information is still relevant, or the same. The majority of the

report was typed up by a combination of the WASC Leadership Team and the CCHS Administration.

There has been a constant flow of emails, phone calls, meetings, and conferences. Information for the

community profile was gathered from the Delano City website and the U.S. Census Bureau.

Administration, the Counseling Department, and department chairs helped put together and edit both

the CCHS school profile, as well as the CCHS Programs list. Much of the student and staff demographics

data, as well as the student achievement data, was gathered from several sources, including, but not

limited to: Single Plan for Student Achievement, School Accountability Report Cards, CalPads,

departments, Administration, and the CCHS Local and State Assessment Coordinator. The WASC

Focus Chairs have been in continual contact with core departments and their department chairs.

https://www.djuhsd.org/Domain/9


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Anecdotal evidence and impressions from staff members have also served as valuable sources of

information.

The DJUHSD Board of Trustees, as well as the Superintendent were involved in the final approval of

this mid-term self-study report.

IV: Progress on Critical Areas for Follow-up/Schoolwide Action Plan

Since the last WASC visit in the 2014-15 school year, all phases of the Schoolwide Action Plan, along

with the Critical Areas of Follow-Up developed by the Visiting Committee, have been monitored on

an annual basis by various groups of stakeholders. CCHS's Schoolwide Action Plan has served as a guide

for the planning of instruction, development of curriculum, and spending of funds. The staff

understands that the Action Plan is a “living” document that has the flexibility to take on necessary

changes and adapt to current state mandates.

Critical Area for Follow-Up #1: Collaboration and Professional Development

To continue to collaborate to develop curriculum and assessments to meet Common Core State Standards and

use data to drive instruction and intervention, and to seek professional development opportunities to drive this

process.

The staff meets every other Wednesday morning during PLC time to desegregate data, adjust

curriculum, identify instructional best practices, and review and re-write current assessments within

their cohorts to address the curricular and instructional requirements for effective implementation of

the Common Core State Standards (CCSS). With the help of ongoing off-site professional development,

CCHS has been continually revising the curriculum, instruction, and assessments for core subjects.

Teachers continue to work together within their departments, and collaborate with administration, so

they may fine-tune their curriculum, implement, and share instructional strategies to address the CCSS

and NGSS. The PLC time also serves to help monitor students’ progress, particularly in English, ELD

Language Arts, Math, Science, and Social Science. Some departments have been exploring refinements

to their Formative Assessments of Common Core Standards (FACCS) to keep pace with the demands

of CAASPP and NGSS. These FACCS allow teachers to measure student learning through collection of

data via Illuminate. Some teachers also continually collaborate in creating new Core Subject Site-Based

Common Assessments/benchmarks. These benchmarks are summative assessments of the CCSS and

NGSS. Cohorts aim to continue to refine their assessments to better align them to CAASPP and other

state assessments, while continuing to analyze progress. An additional effort these past couple of years

has been to calibrate toward assessments which include higher order Depth of Knowledge (DOK) level

questions. All of these efforts have allowed CCHS to successfully collaborate with District efforts to

continue aligning core curriculum and assessments to CCSS, NGSS, and CAASPP in preparing students

for local and state assessments, and to be College and Career Ready.


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Additional Important Evidence

Wednesday PLC Schedule

Single Plan for Student Achievement

CAASPP Data for Student Achievement

FACCS and Benchmarks

Professional Development Opportunities

Critical Area for Follow-Up #2: English Learner Needs

Use of data to diagnose, identify, monitor, and adjust instruction for English Learners to improve student

performance on CELDT, CAHSEE, and SBAC testing, and to continue searching for additional strategies to

meet the needs of EL students.

The CELDT and CAHSEE examinations are no longer being used to assess students.

English Language Development (ELD) Department

César E. Chávez High School’s ELD department consists of eight intensive intervention courses to help

underachieving students classified as English learners gain proficiency in the English language and

ensure their success in mainstream courses once they exit the program. All students take diagnostic

written and skills-based assessments administered in the beginning of each academic school year to

ensure that students have been correctly placed in the recommended levels.

Seven out of eight courses administer quarterly benchmarks, known as FACCS, to monitor student

learning throughout the year. To keep a data record of all assessments, all instructors are required to

utilize our district data software database Illuminate. The remaining courses also provide formative and

summative assessments on a quarterly basis at the discretion of instructors. The department is currently

in the process of generating assessments that align to the ELPAC that closely target language

proficiency. The department utilizes all assessments as a tool to drive instruction in the classroom. All

assessments are designed to ensure students master all ELD standards in conjunction with curriculum

for the core course at the expanding level that provides students universal access to ELA Common Core

Standards.


This revised TAP program has evolved to meet the changing nature of accountability under the new

Common Core State Standards by including SBAC style diagnostic exams at the end of their first

semester, to identify students needing extra academic assistance in Literacy (reading, writing and

critical thinking), so they may achieve proficiency on the SBAC. EL and Special Education students are

also targeted for this afterschool program.

The afterschool program runs twice per week in the CCHS library, during the second semester. The

purpose of the program is to better prepare students for key SBAC targets. Two groups of students are


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targeted: those students that are currently in geometry but received a D or F letter grade in a past

Algebra 1 or Algebra 2 semester; and those students who are designated as EL or Special Ed., while

enrolled in Algebra 2. Student practice sample questions using Illuminate, while receiving help from a

math teacher and from available student tutors who volunteer.

Specially Designed Academic Instruction for English (SDAIE) Strategies

Teachers are expected to use SDAIE strategies to support the instruction of English learners. Supplemental

texts, scaffolding, graphic organizers, compare-and-contrast charts, videos, diagrams, vocabulary

development, and annotations all help students access the content. The English department adapts its

curriculum to reflect the dynamic demands of standardized tests. English teachers frequently use character

matrices, choral reading, mapping, cooperative learning, and many more SDAIE strategies. Social studies

teachers analyze and annotate readings to find ELD appropriate materials that challenge students. The

World Language (Foreign Language) department blends standards by including the four domains of

language—reading, writing, speaking, and listening—into daily instruction. The science department often

utilizes newsela.com articles, choral reading, word walls, inquiry-based learning, Venn diagrams, and many

more SDAIE strategies.

Explicit Direct Instruction (EDI)

In January of 2018, teachers from the social science, science, and English departments attended an EDI

training in the CCHS library. Larry Federico, a consultant from DataWORKS Educational Research,

presented and modeled EDI strategies. Later in the Spring semester, Larry came out to three core

departments and taught a DataWORKS EDI lesson to students in a classroom while being observed by

teachers. Then, those same teachers taught the same lesson to different students.

Teachers from core departments have always been encouraged to use SDAIE strategies in the classroom,

especially those classrooms that have EL students. Throughout these departments teachers use think-

pair-share, choral reading, verbal repetition, assigning students A and B roles, vocabulary breakdown,

visuals, stand-and-present, and many more strategies.

Inquiry-Based Instruction in Science

The science department is attempting to shift away from the traditional model of instruction—lecture-

based instruction that is content heavy and where students take notes—and move towards an inquiry-

based instructional approach. This is an approach where students learn by doing before being taught.

Students are given simple lab materials and asked to perform tasks while being guided by the instructor.

Students learn by experimenting, making mistakes, and successfully completing tasks. They learn how

and why things work. Then their newly obtained knowledge is reinforced with quick lectures that

focus less on science facts and more on student centered activities. For ELs, connections are made using

word walls of "everyday words" that are used during activities, then connecting those words to the

academic language.

Critical Area for Follow-Up #3: Rigor and Student Access

To continue deepening the rigor of the curriculum for all students, including increasing student access to A-G

complaint core classes and increasing AP participation and AP course offerings (especially in science).


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Career Technical Education (CTE)

A goal for CCHS is to have all students meet the A-G requirements, as well as successfully complete a

pathway by graduation. Therefore, they can be college and career ready. The DJUHSD CTE programs

currently offers twenty-six courses within fourteen different fields on three different campuses. Fourteen

of these pathways are offered to CCHS students. Ten of these courses are located on the CCHS campus.

These courses include: Architecture Design, Business Management, Education, Engineering and Heavy

Construction, Fashion Design and Merchandising, Food Service and Hospitality, Patient Care, Professional

Sales, Public Safety, Residential and Commercial Construction, Software and Systems Development,

Structural Repair and Refinishing, and Welding and Materials Joining.

Students have access to an additional four CTE pathways at North Kern Vocational Training Center

(NKVTC), or Robert F. Kennedy High School. Based on a pre-enrollment survey, all freshmen students

are placed in the College and Career Readiness class, which guides students through the development of a

ten-year plan. Over the past three years, the CCHS CTE program has grown. This is due to a combination

of state graduation requirements, district mandates, and learner outcomes (Expected School-Wide Learner

Results).

2016-17 CCHS Career Technical Education Participation

Measure CTE Program

Participation

Number of Pupils Participating in CTE 644

% of CTE courses sequenced or articulated between the school and

institutions of postsecondary education

33%

2015-16 CCHS Career Technical Education Participation

Measure CTE Program

Participation

Number of Pupils Participating in CTE 478

% of CTE courses sequenced or articulated between the school and

institutions of postsecondary education

♦

Dual Enrollment

The Dual Enrollment program allows students to enroll in college courses for credit prior to receiving

their high school diploma. César E. Chávez High School offered 6 sections of dual enrollment in the

fall semester of 2017, while 20 sections were offered in the Spring of 2018. These courses are in

conjunction with Bakersfield College, Cerro Coso, and CSU Bakersfield; and included Welding,

Medical Assistant, Business Management, Spanish, US History, Medical Terminology, Student

Development, Business Management, and English B1A. These courses can serve as a college credit

substitute for an AP course, allow students to obtain college credits at a reduced cost or free, and save

money on college tuition, get a head start on college credit, and they can also fuel academic interest.


xxxiv

A-G Complaint Core Classes

There are a host of traditional courses that students can take that fulfill A-G requirements. Counselors

meet with students annually to evaluate individual progress in meeting graduation requirements and

vocational education needs. Sophomores meet with their counselors individually twice a year to

develop an Individual Learning Plan (ILP) which identifies their unique academic plan to meet post-

secondary and/or career goals upon graduation. Based off a pre-enrollment survey, all freshmen

students are placed in a College and Career Readiness course, which guides students through the

development of a ten-year plan. A goal for CCHS is to have all students meet the A-G requirements, as

well as successfully complete a pathway by graduation so they are college and career ready.

In the Student Development B3 course school counselors assist students in completing BC applications,

as well as a 10-year high school, college, and career plan. Depending on their individualized plan, students

are encouraged to explore different colleges and universities for their post-baccalaureate education, as

well as different career paths and corresponding certification programs.

2015-17 CCHS Courses for UC and/or CSU Admission

UC/CSU Course Measure Percent

2016-17 Students enrolled in courses required for UC/CSU admission 95.82

2015-16 Students enrolled in courses required for UC/CSU admission 94.07

2014-15 Students Enrolled in Courses Required for UC/CSU Admission 94.07

Critical Area for Follow-Up #4: Career Pathways

To continue exploring outside partnerships to offer fully articulated career pathways, by using Focus data to

build pathways that parallel student interest/aptitude and market demand.

César E. Chávez High School staff works diligently to establish and maintain effective working

relationships with local colleges. Bakersfield Community College (BC) is a community college with a

satellite campus in the city of Delano and even utilizes some of the high school district facilities to

conduct classes. BC and Delano Joint Union High School District share facilities in a joint venture to

provide an easy transition from high school to community college. Two BC classes, both English B1A,

are currently offered to seniors after school, and run twice per week on the CCHS campus. California

State University, Bakersfield (CSUB) is the nearest local 4-year university. CCHS has also partnered

with BC and Cerro Coso Community College. In collaboration with a Cerro Coso/BC adjunct professor,

the District has initiated a new program, since the beginning of last academic school year, to have high

school students gain a firsthand experience of what it would be like to work in the Medical field:

Communication in Healthcare, Medical Law and Ethics, medical Terminology, Electronic Health

Records, Dentistry, Nursing, EMT, Bio Medical Engineering, and Forensics. This Patient Care pathway

to Health opened an opportunity to allow for a STEM program with Bakersfield College (esp. Cerro


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Coso). Our partnership with WESTEC has shown positive fruit with its initial training. We have 25

senior students who completed 5 days of intense training to earn 5 industry-ready certificates during

the spring of 2018. We will continue our partnership with WESTEC to help more students become job

ready in the future.

Recently, CCHS offered 6 sections of dual enrollment in the fall semester of 2017, while 20 sections

were offered in the spring of 2018. Sections are available through Bakersfield College, Cerro Coso

Community College, and California State University, Bakersfield (CSUB).


Dual Enrollment/Pathway Courses offered

LCAP monies

Qualified Teachers

Partnerships with Colleges and Universities

Single Plan for Student Achievement

Critical Area for Follow-Up #5: Parent Communication

Improve communication between staff and parents

Parent involvement is important to realizing a strong, academic, school community. Parents are

encouraged to get involved in César E. Chávez High School’s learning community by volunteering their

time, attending school events, or sharing their input in the decision-making process.

There are up to 15 different advisory groups or volunteer opportunities available for CCHS parents and

families. Each advisory group is responsible for leading and evaluating the school’s progress to provide

a safe, effective, and thriving learning environment. Parents seeking more information about becoming

an active member in the school community may contact the school directly.

Parent Volunteer Opportunities Parent Volunteer Opportunities

Athletic Events Fundraising Events

Academic Culture Club/Alliance for Education Migrant Education Advisory Committee

Career Center Philippine Assembly Night (PAN)

Coaching Sports Regional Parental Advisory Council (RPAC)

Booster Clubs (Quarterback Club & TT Club) Safe School Committee

District English Learner Advisory Council (DELAC) School Advisory Groups

District Technology School Site Council (SSC)

English Learner Advisory Council (ELAC)

CCHS is making strides to improve parent participation by establishing key events and meetings for all

parents to attend. CCHS provides a broad range of activities and events to support the learning process


xxxvi

in and beyond the classroom environment. Throughout the year, parents and families have the

opportunity, and are encouraged, to attend up to 20 different activities and events on and off campus.

Activities & Events Open to Families Activities & Events Open to Families

504 Plans LCAP Stakeholders Meetings

Athletic Events Migrant Parent Education Series Workshops

Band/Choir/Color Guard Competitions Music Memorial Concert

Back-to-School Night Freshmen Orientation Night

DELAC Meetings Philippine Assembly Night by UFO

District Board Meetings Salute to Scholars Night

Drama Club Performances Senior Awards Assembly

ELAC Meetings Student Performances

Family Movie Night Talent Shows and Plays

IEPs Title I Meetings

Parent involvement continues to increase, and is critical to student achievement, since the key to

student attendance often lies in parental support. The more the parents understand the programs

offered by CCHS, the more supportive they are and thus, more encouragement is given to their

children to take advantage of these programs. This suggests that strong school-home communications

concerning all programs, needs to continue.

CCHS additionally reaches out to parents and families through other avenues.

School Compact

At the beginning of each school year, students, parents, teachers and the Principal sign a

School/Parent/Student Compact that indicates compliance with set goals for a positive, educational

experience.

CCHS Website

The CCHS website is available to anyone with an internet connection. Here they can access

information about the administration, athletics, counseling, departments, discipline and safety, extra-

curricular activities, health services, library resources, migrant resources, the school calendar, state

assessments, tutorials, teachers, additional staff, and much more.

Aeries Parent Portal

Parents and students have real-time access to grades, scores, and assignments through Aeries Parent

Portal. The school Compact sent out at the beginning of the year provides instructions to parents and

families on how to sign up and use the service. Freshmen Orientation and Back-to-School Night are

additional opportunities for parents to sign up for Aeries portal.

All Call System

Whenever students are absent, late, or tardy for a period, the school's phone system calls home to notify

parents of the circumstance. Whenever there is a notable upcoming school event, All Calls are sent out


xxxvii

to every parent and family in the system, notifying them of the purpose, date, and time of the event.

For example, All Calls have been sent out for Back-to-School Night, Senior Awards Assemblies, athletic

events, and active shooter drills.

General Communication

Teachers and staff are constantly communicating with parents and families through emails, phone calls,

parent-teacher conferences, and occasional parent classroom visits. Remind.com is a free app that

enables teachers, students, and parents to safely text message each other without having to exchange

personal contact information.

IEPs and 504 Plans

Individualized Education Plans (IEPs) are developed through the Special Education (SpEd) office as a

part of a collaboration effort between students, parents, teachers, the school psychologist, and the SpEd

program specialist. The IEP ensures that the student's academic, behavioral, and emotional needs are

met. An additional option for students who may need supports or services at CCHS but may not qualify

for an IEP is a 504 plan. These plans are designed to give students with disabilities the same access to

education as their peers. The 504 plan is developed in collaboration with the students, parents,

counselors, teachers, and administration. The plan is then shared with all teachers for accommodation

purposes. Both the IEP and 504 are a collective effort to remove or minimize any barriers that might

hinder a students' access to a quality education.

Remind.com

Remind is a free mobile text messaging application that allows teachers and schools to send text messages

to students and parents. Some teachers use Remind to communicate with students and parents about

assignment deadlines, upcoming assessments or other important information from their class.

Yearbook

The CCHS yearbook provides opportunities for families to get a glance of the school and to buy out

pages for their child.

One area that was not directly included in the César E. Chávez High School action plan was a portion

of the Critical Area for Follow Up #3: ...increasing AP participation and AP course offerings (especially in science). The school prides itself in its AP programs. Every AP teacher is committed to developing

and maintaining a rigorous course that will prepare students for the AP test and beyond. Students and

staff involved in AP courses know the importance and commitment required to run a successful

program. However, over the last three years there has been a shift in assessing pupil achievement for

high school graduation. This shift has been towards students not only being College Ready, but also

Career Ready. Therefore, CCHS has focused on developing quality and applicable CTE Pathways and

Dual Enrollment courses that students have access to. In alignment with LCAP State Indicator-Priority

4(a): Pupil Achievement Statewide Assessments for College and Career Indicator, the state of California

has mandated that in order for a student to qualify as college and career ready upon graduation, they must

have earned a high school diploma and any one of the following:

1. Career Technical Education (CTE) Pathway Completion plus one of the following criteria:

Smarter Balanced Summative Assessments: At least a Level 3 "Standard Met" on ELA or

Mathematics and at least a Level 2 "Standard Nearly Met" in the other subject area

One semester/two quarters of Dual Enrollment with passing grade (Academic/CTE subjects)

2. At least a Level 3 "Standard Met" on both ELA and Mathematics on Smarter Balanced Summative


xxxviii

Assessments

3. Completion of two semesters/three quarters of Dual Enrollment with a passing grade (Academic and/or CTE

subjects)

4. Passing Score on two Advanced Placement (AP) Exams or two International Baccalaureate (IB) Exams

5. Completion of courses that meet the University of California (UC) a-g criteria plus one of the following

criteria:

CTE Pathway completion

Smarter Balanced Summative Assessments: At least a Level 3 "Standard Met" on ELA or

Mathematics and at least a Level 2 "Standard Nearly Met" in the other subject area

One semester/two quarters of Dual Enrollment with passing grade (Academic/CTE subjects)

Passing score on one AP Exam OR on one IB Exam

From 2015 to 2017, CCHS experienced growth for all students, including ELs. In the 2015-16 academic

school year, 44.1% of students were college and career qualified. For the same year, only 12.8% of EL

students were college and career qualified. In 2017, 61% of all students were college and career qualified.

This is nearly a 17% increase. While 33.3% of EL students were college and career qualified. This

represents over a 20% increase. The students with severe disabilities (SWDs) is still an area of growth for

CCHS. The district is continuing to search for solutions to increasing the number of SWDs who qualify as

college and career ready.


Dual Enrollment/Pathway Courses offered

LCAP State Indicator Priority

AP Course Offerings/Enrollment/Test Scores

College and Career Ready Graduation Rates

Partnerships with Colleges and Universities

V: Schoolwide Action Plan Refinements

The single school action plan is the Single Plan for Student Achievement (SPSA). When César E.

Chávez High School was visited in the Fall of 2014, it was the 2013-14 SPSA that was included in the

WASC report. That was the last year prior to the LCAP being adopted by the state. Therefore, a major

refinement to the SPSA has been the adoption of the LCAP.

The school goals for the SPSA have shifted over the last three years. There was initially a total of four

school goals. These school goals focused heavily on student assessment performance and meeting the

academic standards for English and mathematics. Due to the ongoing importance of these goals, they

were condensed into what is now three goals—All students will demonstrate College Readiness; All

students will demonstrate Career Readiness; and CCHS will promote and provide for a positive school

climate. These new goals focus on student assessment performance and academic standards, as well as

career readiness and school culture. These changes were in response to the adoption of the LCAP and

the continual collaborative efforts of stakeholders. With Career Readiness becoming such a focus in

education, CCHS has had to adapt its SPSA to meet ever-changing needs and demands. Additionally,

with a school culture that values parent engagement, student safety, student relationships and overall

academic, social, and emotional well-being, CCHS will continue to focus on having a school culture

that is conducive to all student's needs.


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2013-14 SPSA School Goals:

SSP Goal 1—Improve student performance on the CAHSEE

SSP Goal 2—LEP students will meet and/or exceed all Annual Measurable Achievement Objectives

SSP Goal 3—Students at CCHS will demonstrate College and Career Readiness.

SSP Goal 4—CCHS will meet or exceed all AYP Accountability Targets as measured by the CAHSEE

2016-17 SPSA School Goals:

SSP Goal 1—All students will demonstrate College Readiness.

SSP Goal 2—All students will demonstrate Career Readiness.

SSP Goal 3—CCHS will promote and provide for a positive school climate.

Schoolwide Action Plan

School Goal #1: All students and student sub-groups (ELs, SpEd, etc.) at CCHS will demonstrate College

Readiness as indicated in the state's College and Career Indicator Model.

LCAP Goal #1: College Readiness - Provide high quality education to improve college readiness and

proficiency or standard met levels for all learners, including ELs and Foster Youth, in all core academic

content areas.

Rationale: Continue to seek additional ways to improve student performance so they can demonstrate

College Readiness by achieving Proficiency (Standard Exceeded) or Standard Met on the CAASPP and

ELPAC state assessments. There will continue to be a push for students to enroll in Advanced

Placement (AP) courses and pass the AP exams, so they can be exposed to a college level course load

and receive college credit. The completion of courses that meet the University (UC) a-g criteria is also

vital to preparing students for university level academic success.

Growth Targets:

1. SBAC: The percent of overall students scoring at levels 3 & 4 in Math and ELA will increase by

5%. The percent of EL students scoring at levels 3 & 4 will increase by 5%.

2. AP Passing rates will improve by 1%. Students Passing 3+ AP exams will improve by 1%

3. EAP: The percent of students designated Ready and/or Conditionally Ready in ELA and Math

will increase by 5%.

4. UC A-G: Students completing UC A-G courses will improve by 3%. 5. Students earning College

Credits through Dual Enrollment in Academic Courses will increase by 5%.

Actions Timeline Persons

Responsible

Resources Means to Assess

Progress

Reporting

Method

Support on-going

alignment, refinement

and implementation of

curriculum.

Ongoing Administration

, Department

Chairs,

Resource

Teachers

Instructional

Materials,

Technology,

Staff

Professional

Development

Observation

outcomes,

PLC

Wednesdays,

Professional

Development

Teacher

Observations,

Assessment

Results,

Dept. Chairs,

Cohorts


xl

Continue work to

build instructional

capacity.


, Dept. Chairs,

Teachers

Instructional

Materials,

Technology,

Staff

Development

CAASSP results

AP Pass Rates,

FACCS,

Benchmarks

Teacher

Observations,

Assessment

Results,

Administration

Support ongoing

efforts in developing

and calibrating of

effective formative

and summative

assessments


, Department

Chairs,

Resource

Teachers

Instructional

Materials,

Technology,

Staff

Development

FACCS,

Benchmarks,

CAASP,

AP Exams

Assessment

Results,

Dept. Chairs,

Cohorts,

PLCs

Coordinate with the

District to build

Professional Capacity


, Department

Chairs,

Teachers

Instructional

Materials,

Technology,

Staff

Professional

Development

CAASPP,

AP Pass Rates,

UC A-G

Completion,

Dual

Enrollment

Completion

Teacher

Observations,

LCAP,

Administration,

Departments

Continue to promote

an academic culture

that “Fosters,

Recognizes, and

Celebrates” academic

achievement.


, Identified

teachers

Student of the

Month,

Top 100 and

Elite Titan

Scholar

Rewards,

CAASPP,

AP Pass Rates,

UC A-G

Completion,

Dual

Enrollment

Completion

Assessments

Results,

ASB,

Administration

PLCs

Coordinate with local

Community Colleges

to expand

opportunities for

students to earn

college credits.

Ongoing Kern

Community

College

District,

District & Site

Administration

, Teachers

Teaching

equipment,

Curriculum,

Technology,

Professional-

development

and training

AP Pass Rates,

UC A-G

Completion,

Dual

Enrollment

Completion,

CTE

Completion

LCAP,

Assessments

Results,

Administration,

Counselors

Strengthen the AP

program and maximize

college eligibility via a

course of study that

includes articulated US

A-G classes.


, Counselors,

Selected

teachers

Staff

Development

training in Pre-

AP and AP

curriculum and

instruction

AP enrollment,

AP course

offerings,

AP Pass Rates,

Assessment

Results,

Administration,

Counselors

School Goal #2: All students and student sub-groups (ELs, SpEd, etc.) at CCHS will demonstrate Career


xli

Readiness as indicated in the state's College and Career Indicator Model.

LCAP Goal #2: Career Readiness - Improve career readiness and maximize performance in foreign

language, physical education, visual performing arts, and CTE.

Rationale: There has been a significant push for students to demonstrate Career Readiness by

completing a Career Technical Education (CTE) Pathway and/or a Dual Enrollment course. The CTE

pathways are designed to provide students with the opportunity to obtain technical skills training in a

relevant career field of interested. Students will learn pertinent technical and soft skills which will

make them more valuable to employers. The Dual Enrollment courses will expose students to college

level rigor and allow them the opportunity to earn tuition-free college units.

Growth Targets:

1. Students Completing a CTE Career Pathway will increase by 5%.

2. Students earning College Credits through Dual Enrollment in CTE Courses will increase 5%.


Responsible


Progress

Reporting

Method

Continue to

develop CTE

Pathways.

Ongoing KCCD,

Bakersfield

College,

NKVTC,

District and

Site

Administration,

Counselors,

Teachers,

CTE Coord.

Materials,

Equipment,

Curriculum,

Technology,

Professional

Staff

Development

and training

Partnerships

with local

Colleges,

CTE Completer

and

Concentrator

data,

Dual

Enrollment

completion

PLCs,

Administration,

Teacher

Observations

Partner with

local

Community

Colleges to

expand

opportunities

for students to

earn college

credits

Ongoing KCCD,

Bakersfield

College,

NKVTC,

District and

Site

Administration,

Counselors,

Teachers,

CTE

Coordinator

Materials,

Equipment,

Curriculum,

Technology,

Professional

Development

and training

Provide for

Operational

Costs

Partnerships

with local

Colleges,

CTE and Dual

Enrollment

course offerings

Counselors,

Administration,

CTE Teachers,

LCAP

Promotion of

Career

Readiness

Culture -

Ongoing Administration,

Counselors,

Teachers,

CTE

Career

Promotion and

Awareness

Information

Partnerships

with local

Colleges,

CTE and Dual

Counselors,

Administration,

CTE Teachers,


xlii

Guidance

Counseling Coordinator and/or careers

materials,

pamphlets,

flyers, posters

Enrollment

course

offerings,

Qualified

teachers

LCAP

Coordinate

with the

District to build

Professional

Capacity

Ongoing Administrators,

Counselors,

Teachers,

CTE

Coordinator,

KCCD

Monetary

incentives for

staff,

Materials and

resources for

building capacity

CTE Completer

and

Concentrator

data,

Dual

Enrollment

completion

Site

Administration,

District

Administration,

CTE Teachers,

LCAP

School Goal #3: César E. Chávez will promote and provide for a positive school climate that values

parent engagement, student safety, student relationships and overall academic, social, and emotional

well-being, and provide a clean, safe, and orderly environment conducive to superior teaching,

learning and maximum academic achievement.

LCAP Goal #3: School Climate - Pupil and Parent Engagement: Provide all students with a high quality

educational environment where they can take pride in their facilities and look forward to coming to

school every day.

Rationale: Students can achieve and thrive in an environment that is welcoming and conducive to

learning. Therefore, teachers and administration will continue to coordinate efforts and resources to

maintain high student and staff morale, lower suspension, expulsion, truancy and drop-out rates,

improve attendance and graduation rates, and promote greater parent participation.

Growth Targets:

1. Maintain Graduation rates at or above 92%

2. Maintain Suspension rates at or below 4.5%

3. Maintain Expulsion rates at or below .15%

4. Maintain Attendance rates at or above 96%

5. Increase Parent Engagement


Responsible


Progress

Reporting

Method

Facilitate

efforts in

effective

implementation

of the Safe

School

Ambassador

(SSA) Program

at CCHS.


Counselors,

Teachers,

70 selected

students

Training of

students and

staff

Principal's

Handbook,

Program

Adviser's

Handbook

SSA

Participation

rates,

Bullying

incidences

reported

CCHS

Compact,

SSA,

PLCs


xliii

Increase and

improve Parent

and

Community

participation in

the School's

Culture.


Teachers,

Counselors,

Classified

Intervention

personnel

Advisory

committee,

Stakeholder

meetings,

Parent

trainings,

Outreach

efforts

Advisory

Committees,

Volunteer

opportunities,

BTSN,

Orientation,

Parent Portal

PLCs,

Advisory

Committees,

All Calls

Offer multi-

faceted

intervention

efforts during

and after

school.


Teachers,

Counselors,

School

Psychologists,

Classified

Intervention

personnel

Academic and

Behavioral

Intervention

efforts,

Tutorial,

Detention,

Work Detail,

Counseling,

Referrals,

SSTs, 504s, IEPs

MASH,

MADD,

Opportunity

Course,

Suspension

Rates,

Expulsion

Rates,

Truancy Rates,

Parent

meetings

CCHS

Compact,

All Calls,

Discipline

Office,

Administration

Afterschool

Intervention

Counselor

assists the

Assistant

Principal of

Discipline with

scheduled

meetings for

misbehaving

students.


Intervention

Counselor

Academic and

Behavioral

Intervention

efforts,

Tutorial,

Detention,

Work Detail,

Counseling,

Referrals

MASH,

MADD,

Opportunity

Course,

Suspension

Rates,

Expulsion

Rates,

Truancy Rates,

Parent

meetings

All Calls,

Administration,

Discipline

Office

Promote a

positive school

culture that

fosters,

recognizes, and

celebrates

excellence in

academics, the

artists,

athletics,

service learning


Teachers,

Counselors,

Classified &

Student

Leadership

Groups

Titan Shirts,

Exemplary

Titans,

Student of the

Month,

Advisory

committee

Student of the

Month,

Assemblies,

Food Fest,

Field Trips,

ASB,

Sports

ASB,

Administration,

Teachers,

PLCs


xliv

Provide for

clean and

adequate

facilities for

maximizing

teaching and

Learning


and Classified

Support

Repair and/or

maintain clean

and safe

classrooms,

computer and

science labs,

restrooms, and

school facilities.

Cleanliness of

school site,

Reliable

technology,

Campus

Beautification,

Grounds Crew,

Teachers,

Administration

Seek resources

to maintain a

safe and secure

learning

environment.


Teachers,

Counselors,

School

Psychologists,

Classified,

Intervention

Security

Cameras,

Professional

Development

and Training,

School

Resource

Officer

Campus

Security,

Locked gates,

Police

presence,

Drills

Discipline

Office,

Teachers,

Administration,

Custodial Crew

CÉSAR E. CHÁVEZ HIGH SCHOOL MID-TERM PROGRESS REPORT …€¦ · Migrant Education Program (MEP)...

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Transcript of CÉSAR E. CHÁVEZ HIGH SCHOOL MID-TERM PROGRESS REPORT …€¦ · Migrant Education Program (MEP)...